Accounting for decarbonisation and reducing capital at risk in the S&P500

This document is the Accepted Manuscript version of the following article: Colin Haslam, Nick Tsitsianis, Glen Lehman, Tord Andersson, and John Malamatenios, ‘Accounting for decarbonisation and reducing capital at risk in the S&P500’, Accounting Forum, Vol. 42 91): 119-129, March 2018. Under embargo until 7 August 2019. The final, definitive version is available online at doi: https://doi.org/10.1016/j.accfor.2018.01.004.This article accounts for carbon emissions in the S&P 500 and explores the extent to which capital is at risk from decarbonising value chains. At a global level it is proving difficult to decouple carbon emissions from GDP growth. Top-down legal and regulatory arrangements envisaged by the Kyoto Protocol are practically redundant given inconsistent political commitment to mitigating global climate change and promoting sustainability. The United Nations Environment Programme (UNEP) and European Commission (EC) are promoting the role of financial markets and financial institutions as drivers of behavioural change mobilising capital allocations to decarbonise corporate activity.Peer reviewe

Mental health as motivational operation: Service-user and caregiver emotional states in the context of challenging behaviour

This brief conceptual paper seeks to address the role of mental health and the experience of negative life events in the positive behavioural support framework in relation to the behaviour of both service users and caregivers and some of the implications this may suggest for intervention. It is argued that the conceptualisation of mental health related variables as motivating operations is parsimonious at a theoretical and practical level and may create one way of generating further synergies within the field of IDD

Building core domains for the evaluation of PBS: A consensus-based approach

Background: The PBS framework brings together values, theory and procedures that principally facilitate high quality lifestyles and constructive changes for people with disabilities, other stakeholders and organisations. Most commonly, however, PBS research has focused on a small range of potential outcomes, with a primary emphasis on reducing behaviour that challenges (CB). Agreeing a more comprehensive set of outcome domains that fit with the UK context is important for ensuring the implementation and development of PBS. Method and materials: This study used a three phase, consensus-building approach to identify a set of core outcome domains for PBS. Phase One comprised a four-round Delphi exercise to identify an initial pool of domains and overall structure. Subsequent phases involved stakeholder voting exercises to identify core domains and a stakeholder representative group to shape final wording. Results: A total of 23 core domains were identified that covered a broad scope of outcomes for people with disabilities, family and paid caregivers, and systems change at an organisational level. Conclusions: The identified domains provide a useful structure to support the evaluation and implementation of PBS in the UK with potential benefits for people with disabilities, families, professionals and commissioners. The core domains will also allow for development of focused research programmes to build a more detailed evidence base for best practice

“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

Residential school placements for children and young people with intellectual disabilities: their use and implications for adult social care

Out of area residential placements are associated with a range of poor outcomes for adults with intellectual disabilities and behaviours that challenge. In recent years there has been an increased drive to reduce such placements at as early a stage as possible. In this context the current review collates research and policy regarding use of residential schools for children and young people with intellectual disabilities and transition from these settings to adult services. The review highlights that relatively little is known about both use of, and transition from, residential schooling for children and young people with intellectual disabilities in the UK. Thirteen articles are identified: 7 examining the child or families’ experiences before placement, 4 examining outcomes during the placement, and 4 examining the process of transitioning from the placement and longer term outcomes. The methodological quality of articles was often limited. A lack of control groups, independent samples, or adequate sample sizes was particularly notable. Results are discussed in relation to factors that lead to a child’s placement in a residential school, children and families’ experiences of the placement, and outcomes following placement, including the transition process. A number of research priorities are highlighted based on gaps in the literature. Examples of alternative forms of support from clinical practice are provided, with recognition that a multi-element model is likely to be needed to provide high quality support to this group of young people

Training Individuals to Implement Applied Behavior Analytic Procedures via Telehealth: A Systematic Review of the Literature

The purpose of this article is to summarize literature relating to training individuals to implement applied behavior analytic procedures via telehealth and identify any gaps in the evidence base for this type of support. A systematic literature search revealed 20 articles focusing on training individuals to implement specific ABA techniques via telehealth. The Evaluative Method (Reichow et al. in J Austism Dev Disord 38:1311–1319, 2008; Reichow, in: Reichow, Doehring, Cicchetti, Volkmar (eds) Evidence-based practices and treatments for children with autism, Springer, New York, Reichow 2011) was used to assess the methodological quality of included articles. Results indicated that individuals were trained to implement a range of techniques, including assessments, targeted interventions, and specific teaching techniques. Socially significant outcomes were reported for clients in the form of reduced challenging behavior and increased skills. Trainee fidelity following training via telehealth was variable, and barriers related to the use of telehealth were highlighted. Where evaluated, cost and travel burdens were considerably lower than support provided in-person. The emerging literature is promising and suggests that telehealth may be an effective means of training individuals in ABA techniques; however, wider issues and practical implications related to the use of telehealth should be considered and are discussed as it relates to ABA providers

Early Positive Approaches to Support (E-PAtS): Qualitative Experiences of a New Support Programme for Family Caregivers of Young Children with Intellectual and Developmental Disabilities

Background: Early Positive Approaches to Support (E-PAtS) is a co-produced and co-facilitated group programme that aims to provide early years support to family caregivers of children with Intellectual and Developmental Disabilities. Method: Thirty-five caregivers who had attended E-PAtS groups took part in individual interviews or focus groups. Caregiver experiences concerning attendance of E-PAtS were explored, in relation to process variables and perceived outcomes. Interviews were thematically analysed. Results: Three major themes were identified: Our Group, Evolving Emotions, and Positive Approaches. Being with and being supported by other families was very important to caregivers. Families reported increased confidence and greater realisation of the need for self-care. Children were reported to show fewer behaviours that challenge and increases in adaptive skills. Findings corresponded to mechanisms and outcomes in the E-PAtS logic model. Conclusion: E-PAtS shows promise as one way families and children with Intellectual and Developmental Disabilities can access early years support

Trends in the provision of residential educational placements available for young people with learning disabilities/autism in England

Purpose: Little is known about the characteristics of residential educational settings for young people with intellectual or developmental disabilities (IDD) in England. Previous research has focussed on the characteristics and experiences of the young people attending such settings rather than the setting itself; therefore, an overview of national provision is needed. The paper aims to discuss these issues. Design/methodology/approach: As part of a larger project, data were collected for all residential schools and colleges in England. Data relate to settings offering residential provision for at least 4 nights per week for 30 weeks per year, either at the school/college itself, or in an associated residential home. Due to the remit of the main project, settings offering placements only to young people aged under 16 were excluded. Data were collected from a range of sources, including school/college websites, Ofsted and Department for Education resources, and liaison directly with the setting. Findings – In total, 342 residential educational settings were identified with 57 of these offering post-16 provisions only. A range of data is presented about these settings, including location, placement numbers and types available, age range catered for, special educational needs categories registered for, governance arrangements (e.g. LA maintained, privately owned, and charitable organisation), and Ofsted educational ratings. Originality/value – These data provide a national overview of residential educational settings for young people with IDD. This enables a clearer picture of the location and type of provision offered and allows comparisons both within and between areas

Transition from Residential Special Educational Settings: Outcomes for Individuals with an Intellectual or Developmental Disability in England

Introduction. Young people with intellectual/developmental disabilities (IDDs) are often placed in residential educational placements. There is little research examining the use of such placements and outcomes following these, despite emerging recognition that they may be linked to out-of-area placements in adulthood (which are themselves often linked to poor outcomes for individuals). Tis study aimed to examine the characteristics of young people with IDD transitioning from a residential educational setting in England, describe post-transition placement characteristics, and identify factors that predict post-transition placement location. Methods. All residential educational placements in England were invited to complete a survey about the setting (e.g., size, pupil characteristics, specialism, and fees) and anonymous questionnaires for each young person with IDD who had recently transitioned from the setting (focusing on young person characteristics, educational placement, and post-transition placement characteristics). Results. Responses were received for 47 residential educational settings and 320 young people. Young person characteristics differed between those who had attended a school or a college. 35.9% of post-transition placements were out-of-area, with 31.2% of home-area placements being in the family home. Out-of-area placement was found to be signifcantly predicted by young person characteristics, prior placement in a residential school, post-transition placement in residential care, or in a setting that was linked to the educational placement. Discussion. Extrapolation from the current study suggests that several hundred young people transition from residential educational settings each year, more than a third of whom are likely to be transitioning to an out-of-area placement. Tis underscores the importance of improved support for this population around their transition. Implications for policy and practice are highlighte

The Ealing Intensive Therapeutic and Short Breaks Service: an update five years on

The purpose of this paper is to present an update on the Ealing Intensive Therapeutic and Short Breaks Service (ITSBS). Design/methodology/approach– Thechallengestheservicehasfacedarereviewed,includingtheservice’s response to those challenges. Also provided is a more detailed analysis of the outcomes of the service. Findings – The ITSBS continues to succeed in supporting young people with intellectual disabilities and challenging behaviour to stay at home with their families. Originality/value – Despite considerable challenges and adaptations to the model, the ITSBS is still achieving successful outcomes for vulnerable young people and is considered nationally to be a bestpracticemodel.Fewpriorarticleshaveprovidedanaccountofhowinnovativeservicemodelsaremaintained and evolve over time