Capable environments

Purpose: To outline the role played by different aspects of the social, physical and organisational environments in preventing behaviour described as challenging in people with learning disabilities. Design/methodology/approach: Conceptual elaboration drawing on research and practice literature. Findings: Community placements for people with learning disabilities should develop the characteristics of capable environments. Such characteristics are associated with prevention of challenging behaviour and improved quality of life outcomes. Originality/value: The notion of the capable environment may help to shift the focus from the individual who displays behaviour described as challenging to the characteristics of the social, physical and organisational supports that they receive

A Systematic Review of Research on Staff Training as an Intervention to Develop Communication in Children and Adults with Profound Intellectual and Multiple Disabilities

Introduction: This paper aims to identify to what extent staff training interventions are successful in enhancing the development of communication skills in people with profound intellectual and multiple disabilities. Methods: A systematic review was undertaken, conforming to PRISMA guidelines. English language, peer reviewed, empirical studies of staff training interventions to enhance the communication of people with profound intellectual and multiple disabilities were included. Databases Scopus, Web of Science, Proquest, Linguistics and Language Behaviour Abstracts (LLBA) and Medline were searched in July 2015 and updated in December 2022. Quality appraisal was conducted on 13 studies using Crowe's Critical Appraisal Tool (CCAT). Results: Few good quality evaluations of interventions were found. Challenges to research rigour included the diversity of people with profound intellectual and multiple disabilities, small sample sizes, intervention intensity and the management of fidelity. Conclusions: Manualised and bespoke interventions showed promise in improving staff communication and responsiveness.</p

What do they know? Mapping the knowledge, attitudes, and practices of dog owners in the United States regarding dog training.

It has been suggested that dog training that utilizes a reward-based approach can promote a healthy relationship between dogs and their owners, but that aversive-based dog training methods may harm dog welfare and the human-animal bond. This study aimed to explore the factors influencing dog owners' decisions regarding dog training methods in the United States. A questionnaire was designed and implemented to assess dog owners’ training knowledge, perceptions, and practices. A convenience sample of 385 dog owners residing in the United States completed a survey promoted on social media. Descriptive analysis was performed for all data. Most respondents planned to or had already participated in training classes with their dogs. Most participants reported knowing enough to educate their dogs but would reach out for help with behavioral problems, advanced training, and puppy classes. The owners considered the stressfulness and reliability of training methods to be more important than how quickly the results were achieved. Participants preferred less stressful training methods, and the specific method used was most important when choosing a dog trainer or school. Dog owners indicated that the most important behaviors for their dogs to learn were recall, being calm at home alone, and good manners around people and other dogs. This study is the first assessment of dog owners in the United States and their knowledge, perceptions, and practices regarding dog training

I felt that I deserved it - experiences and implications of disability hate crime

Purpose – The purpose of this paper is to summarise key findings and recommendations from the “Living in Fear” research project focusing on the experiences of people with learning disabilities and autism related to disability hate crime and the experience of the police in dealing with such incidents. Design/methodology/approach – Methods included: first, a postal survey with 255 people with learning disabilities or autism (or their carers for people with more severe disabilities), of whom 24 also took part in semi-structured interviews; and second, an electronic survey of the knowledge and experience of 459 police officers or support staff. Findings – Just under half of participants had experienced some form of victimisation. The Police reported problems with the definition of disability hate crime and challenges to responding effectively. Social implications – A case study from the research highlights some of the key findings and is linked to implications for people with learning disabilities and autism, carers, police and other agencies. Originality/value – Previous research has highlighted that victimisation is an issue for this group of people, but has never explored the prevalence and nature of such experiences in a representative sample. Neither has previous research brought together the perspectives of so many different agencies to offer recommendations that go across many sectors. The paper will be of interest to people with disabilities and their carers, professionals in health, social care and the Criminal Justice system

‘There isn’t a checklist in the world that’s got that on it’: Special needs teachers’ opinions on the assessment and teaching priorities of pupils on the autism spectrum

Two focus groups were conducted with special needs teachers to: (a) identify barriers to learning for autistic pupils, (b) consider broad assessment domains and specific skills or behaviours which teachers consider important for these pupils, and (c) give their opinions on teacher assessments. Data analysis resulted in six main themes: (a) barriers to learning, (b) teacher priorities for autistic pupils, (c) ways of overcoming barriers, (d) the concept of ‘true mastery’, (e) assessing the bigger picture, and (f) practicalities of assessment. Results showed that teachers have priorities for the pupils they know well and concerns about the assessments they regularly use. To ensure face and content validity of teacher assessments, and for assessments to be useful to and valued by the teachers who use them, it is recommended that teachers have opportunities to input during various aspects of the assessment development process

‘Even a Self-Advocate Needs to Buy Milk’ – Economic Barriers to Self-Advocacy in the Autism and Intellectual Disability Movement

Autistic people and people with an intellectual disability have been actively involved in disability advocacy; however, it is still often parents and professionals who lead organisations speaking on their behalf. Previous studies have found that autistic self-advocates and self-advocates with an intellectual disability have been systematically marginalised in the disability movement. This article appraises how economic factors influence self-advocates’ position within the disability movement, based on qualitative analysis of data collected in two countries, the UK and Hungary. The study found that lack of resources, poverty and unpaid positions at organisations strongly hinder self-advocates’ participation in advocacy/disability rights organisations speaking for them. Findings also suggest that practices of disability organisations may contribute to maintaining these barriers

Feasibility, factor structure and construct validity of the easy-read Adult Social Care Outcomes Toolkit (ASCOT-ER)

Background: The ASCOT-ER is an adapted easy-read version of the ASCOT-SCT4, a selfreport measure of social care-related quality of life (SCRQoL) for social care evaluation. In this study, we investigated the instrument’s feasibility, construct validity and factor structure. Method: Data were collected from 264 service users in England. Feasibility was evaluated by missing data and help to complete the questionnaire. Scale dimensionality was assessed using exploratory factor analysis. Construct validity was evaluated by hypothesis testing. Results: Convergent validity was supported by moderate to strong correlations between ASCOT-ER and personal wellbeing and overall quality of life, as well as with individual characteristics. Exploratory factor analysis indicated that the ASCOT-ER is a unidimensional scale. Low missingness indicates that the instrument is feasible; however, most respondents needed some level of support to complete the questionnaire. Conclusion: The study provides preliminary evidence of the ASCOT-ER’s feasibility, unidimensionality and construct validity

“Stop, Look and Listen to me”: Engaging children and young people with severe learning disabilities

This report summarises the work we (the Challenging Behaviour Foundation and the Tizard Centre) did to find new ways of “asking” five young people with severe learning disabilities (whose behaviours are described as challenging) what they enjoy and who or what supports them to do those things.We were able to find out information about what the young people enjoy (and what they don’t) in a range of ways and our mixed methods approach allowed us to gather rich information from each young person in answer to our questions.We found that family carers, advocates and staff who knew the young people well were key to seeking their views and perspectives successfully. Their role included: preparing our researchers with information about communication methods, observable indicators of enjoyment and behaviours that indicate the activity should be stopped. They also had a key role in supplementing the information we gathered from and with the young people themselves with more abstract information about the support available to young people to access enjoyable activities.We would like to see all commissioners and providers of support for children and young people with severe learning disabilities taking active steps to seek their views and preferences directly on a regular basis. We would also like to see all consultation processes relevant to disabled children and young people adapted to include a strand which is accessible to young people with a severe learning disability.We hope this small scale, unfunded piece of work will be a first step towards developing new and better ways to seek the views, wishes and perspectives of people with a severe learning disability (of all ages) and that such engagement becomes par for the course, rather than an unusual and innovative project

Communication with Children with Severe or Profound Intellectual Disabilities: A Guide for Parents

This guide has been developed to help family carers of children with severe to profound intellectual disabilities to understand more about communication challenges and to suggest helpful strategies to improve communication. This guide looks at communication within a partnership and considers the skills and challenges for both people within communication exchanges. Professionals working with families of children with severe to profound intellectual disabilities may also find this guide informative. As children with severe to profound intellectual disabilities often have additional complex conditions (often referred to as complex needs), autism, several genetic syndromes and sensory and physical impairment are also included. Part one explains the general importance of communication, what types of communication difficulties are common in children with a severe to profound intellectual disability and the possible consequences of communication challenges. Part two describes ways in which more information about communication can be gained. Part three describes some ways in which communication can be supported. A glossary of key terms and list of useful resources are provided at the end of this guide

Organisational culture in ‘better’ group homes for adults with intellectual and developmental disabilities in England: A qualitative study

Background: Previous research identifies organisational culture as one of a number of factors associated with the quality of life outcomes of group home residents' with intellectual and developmental disabilities. This study aims to elaborate on the dimensions of group home culture in settings in England. Method: Participant observations and semi-structured interviews with staff were carried out in two group homes. Field-notes, interview notes and transcripts were analysed using inductive thematic analysis by a researcher naïve to the project and the previous literature. Initial coding was re-examined after sensitisation to theorised models in previous literature to identify the most parsimonious fit. The two settings were rated and compared using a five-point Likert scale for each of the dimensions. Results: The findings describe group home culture across seven dimensions. There were mixed ratings across the different dimensions reflecting inconsistencies in culture that were reflected in staff practice. The challenge in assigning a global rating of culture in group homes, which includes interactions across multiple staff and multiple residents over time, was highlighted. Conclusion: The development of an observational measure of culture is highlighted as potentially helpful in understanding and responding to culture in services for individuals with intellectual and developmental disabilities