Tizard Learning Disability ReviewTable of Contents for Tizard Learning Disability Review. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/1359-5474/vol/28/iss/3/4?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestTizard Learning Disability ReviewEmerald Publishing LimitedTizard Learning Disability ReviewTizard Learning Disability Reviewhttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/3fc68799df362e7e2f9d38aa72612c3c/urn:emeraldgroup.com:asset:id:binary:tldr.cover.jpghttps://www.emerald.com/insight/publication/issn/1359-5474/vol/28/iss/3/4?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestPositive family connections: co-producing a virtual group programme for family carers of children with learning disabilities or who are autistichttps://www.emerald.com/insight/content/doi/10.1108/TLDR-03-2023-0008/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to outline the process of developing a new co-produced virtual group support programme called Positive Family Connections (PFC) aimed at family carers of children with a learning disability, or who are autistic, aged between 8 and 13 years. Development process: family carers were recruited to develop PFC prior to a feasibility randomised controlled trial being conducted (not reported in this paper). The programme was positively oriented and family systems-focused. PFC was developed by family carers, along with the research team, and designed to be delivered by family carer facilitators. The development process included several meetings to design the format and content of the programme. An initial pilot was then delivered and further amendments made to the programme in response to the pilot participants’ feedback. The programme: the co-produced PFC programme involved attending six weekly sessions on Zoom; each 2-h session focused on different themes (e.g. communication and activities). Reflections on the co-production process: key ingredients of co-production included ensuring clarity on roles, positive communication and understanding of the family carers’ situation and utilising the varied skills family carers can bring to research and practise. This is the first family systems-focused programme that the authors know of, that has been co-produced with family carers and solely delivered virtually by trained family carer facilitators from the outset.Positive family connections: co-producing a virtual group programme for family carers of children with learning disabilities or who are autistic
Joanna Griffin, Debbie Austin, John Lynham, Rasha Hafidh, Natasha Boxill, Daniel Sutherland, Samantha Flynn, Richard P. Hastings
Tizard Learning Disability Review, Vol. 28, No. 3/4, pp.61-70

This paper aims to outline the process of developing a new co-produced virtual group support programme called Positive Family Connections (PFC) aimed at family carers of children with a learning disability, or who are autistic, aged between 8 and 13 years.

Development process: family carers were recruited to develop PFC prior to a feasibility randomised controlled trial being conducted (not reported in this paper). The programme was positively oriented and family systems-focused. PFC was developed by family carers, along with the research team, and designed to be delivered by family carer facilitators. The development process included several meetings to design the format and content of the programme. An initial pilot was then delivered and further amendments made to the programme in response to the pilot participants’ feedback.

The programme: the co-produced PFC programme involved attending six weekly sessions on Zoom; each 2-h session focused on different themes (e.g. communication and activities).

Reflections on the co-production process: key ingredients of co-production included ensuring clarity on roles, positive communication and understanding of the family carers’ situation and utilising the varied skills family carers can bring to research and practise.

This is the first family systems-focused programme that the authors know of, that has been co-produced with family carers and solely delivered virtually by trained family carer facilitators from the outset.

]]>
Positive family connections: co-producing a virtual group programme for family carers of children with learning disabilities or who are autistic10.1108/TLDR-03-2023-0008Tizard Learning Disability Review2023-10-16© 2023 Emerald Publishing LimitedJoanna GriffinDebbie AustinJohn LynhamRasha HafidhNatasha BoxillDaniel SutherlandSamantha FlynnRichard P. HastingsTizard Learning Disability Review283/42023-10-1610.1108/TLDR-03-2023-0008https://www.emerald.com/insight/content/doi/10.1108/TLDR-03-2023-0008/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Commentary on “positive family connections: co-producing a virtual group programme for family carers of children with learning disabilities or who are autistic”https://www.emerald.com/insight/content/doi/10.1108/TLDR-10-2023-0025/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to provide a commentary on Griffin et al.’s paper, “Positive family connections: Co-producing a virtual group programme for family carers of children with learning disabilities or who are autistic”. This is a commentary on co-production, drawing on Griffin et al.’s paper and the values base of the field. Co-production is a valuable approach which seeks to empower and include key people in research. As suggested by Griffin et al., disseminating learning about co-production is an important additional principle of co-production, which demonstrates a values-based commitment to co-production. This commentary is aimed at professionals and researchers working in the field of learning disabilities who are keen to learn about and do co-production.Commentary on “positive family connections: co-producing a virtual group programme for family carers of children with learning disabilities or who are autistic”
Suzy Mejía-Buenaño
Tizard Learning Disability Review, Vol. 28, No. 3/4, pp.71-74

The purpose of this paper is to provide a commentary on Griffin et al.’s paper, “Positive family connections: Co-producing a virtual group programme for family carers of children with learning disabilities or who are autistic”.

This is a commentary on co-production, drawing on Griffin et al.’s paper and the values base of the field.

Co-production is a valuable approach which seeks to empower and include key people in research. As suggested by Griffin et al., disseminating learning about co-production is an important additional principle of co-production, which demonstrates a values-based commitment to co-production.

This commentary is aimed at professionals and researchers working in the field of learning disabilities who are keen to learn about and do co-production.

]]>
Commentary on “positive family connections: co-producing a virtual group programme for family carers of children with learning disabilities or who are autistic”10.1108/TLDR-10-2023-0025Tizard Learning Disability Review2023-10-26© 2023 Emerald Publishing LimitedSuzy Mejía-BuenañoTizard Learning Disability Review283/42023-10-2610.1108/TLDR-10-2023-0025https://www.emerald.com/insight/content/doi/10.1108/TLDR-10-2023-0025/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
An evaluation of a speech and language therapy eating, drinking and swallowing service for adults with intellectual disabilityhttps://www.emerald.com/insight/content/doi/10.1108/TLDR-05-2023-0011/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to evaluate the quality of a speech and language therapy (SLT) swallow service provided to adults with intellectual disability (ID) by exploring the process and outcome factors; to explore the process of what is done to and for the patient including identifying dysphagia, choking and pneumonia risk, typical interventions and management; examine clinical outcomes; and explore the relationship of outcomes with risk factors, satisfaction with the service and the impact of the service on the number of choking incidents and admissions to acute hospital with swallow concerns. There were three specific work packages: (1) collecting and scrutinising patient data from the clinical record for adults with ID referred to the SLT swallow service over a six-month period. The researcher created aims, defined the limits to achieve the aims, designed a standardised data collection form, set out where data was in the clinical record, piloted, set limits for collection and trained reviewers; (2) gathering experience and satisfaction surveys from patients, caregivers and referrers over the six-month study period; and (3) monitoring choking adverse incident reports and hospital admission with swallow concerns for the whole ID population. Choking and hospital admission were the main reasons for referral, and pneumonia risk significantly predicted dysphagia impairment. The research highlighted common dysphagia risk factors, interventions and recommendations for this population. The SLT swallow service is a quality service that is highly valued by patients, their caregivers and referrers. The service achieves significant clinical improvements, helps identify dysphagia and provides management to reduce associated risks. This study found common dysphagia risk factors, interventions and recommendations; it also found that the therapy outcome measures/Royal College of Speech and Language Therapy online outcome tool was a meaningful outcome measure, and that pneumonia risk significantly predicted dysphagia impairment, all of which could inform the identified dysphagia research priorities for this population. Naming usual care in treatment and recommendations could help ensure a fair service and could help form quality indicators. People with ID, their caregivers and staff generated valuable ideas for improvement, and further involvement work could create a logic model for the service. Other future work could explore the use of screening tools, increase multidisciplinary team working, improve access to instrumental assessments, raise awareness of swallowing and promote important oral health and medication reviews. By using this information to shape quality improvement work and policies, one can work toward addressing high health-related inequalities and preventable deaths associated with dysphagia in this vulnerable population. It may be useful to raise awareness that adults with ID age earlier and that one should not exclude them from older people’s services because of an age threshold, often set higher than their life expectancy. This study highlighted a possible inequality of access issue for adults with ID who do not have direct care or day care staff. There is a need to increase access to awareness training so caregivers and general practitioners can recognise swallow difficulties and know how to make a referral for a swallow assessment. Overall, the evaluation of the swallow service to adults with ID suggests that SLT have a quality service for adults with ID that is highly valued and provides significant clinical improvements. By building on these strengths, SLT could extend the reach, influence and impact of their services to help those adults with ID who have emerging swallow difficulties or who do not access the service.An evaluation of a speech and language therapy eating, drinking and swallowing service for adults with intellectual disability
Angela Crocker, Jill Titterington, Michelle Tennyson
Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to evaluate the quality of a speech and language therapy (SLT) swallow service provided to adults with intellectual disability (ID) by exploring the process and outcome factors; to explore the process of what is done to and for the patient including identifying dysphagia, choking and pneumonia risk, typical interventions and management; examine clinical outcomes; and explore the relationship of outcomes with risk factors, satisfaction with the service and the impact of the service on the number of choking incidents and admissions to acute hospital with swallow concerns.

There were three specific work packages: (1) collecting and scrutinising patient data from the clinical record for adults with ID referred to the SLT swallow service over a six-month period. The researcher created aims, defined the limits to achieve the aims, designed a standardised data collection form, set out where data was in the clinical record, piloted, set limits for collection and trained reviewers; (2) gathering experience and satisfaction surveys from patients, caregivers and referrers over the six-month study period; and (3) monitoring choking adverse incident reports and hospital admission with swallow concerns for the whole ID population.

Choking and hospital admission were the main reasons for referral, and pneumonia risk significantly predicted dysphagia impairment. The research highlighted common dysphagia risk factors, interventions and recommendations for this population. The SLT swallow service is a quality service that is highly valued by patients, their caregivers and referrers. The service achieves significant clinical improvements, helps identify dysphagia and provides management to reduce associated risks.

This study found common dysphagia risk factors, interventions and recommendations; it also found that the therapy outcome measures/Royal College of Speech and Language Therapy online outcome tool was a meaningful outcome measure, and that pneumonia risk significantly predicted dysphagia impairment, all of which could inform the identified dysphagia research priorities for this population.

Naming usual care in treatment and recommendations could help ensure a fair service and could help form quality indicators. People with ID, their caregivers and staff generated valuable ideas for improvement, and further involvement work could create a logic model for the service. Other future work could explore the use of screening tools, increase multidisciplinary team working, improve access to instrumental assessments, raise awareness of swallowing and promote important oral health and medication reviews. By using this information to shape quality improvement work and policies, one can work toward addressing high health-related inequalities and preventable deaths associated with dysphagia in this vulnerable population.

It may be useful to raise awareness that adults with ID age earlier and that one should not exclude them from older people’s services because of an age threshold, often set higher than their life expectancy. This study highlighted a possible inequality of access issue for adults with ID who do not have direct care or day care staff. There is a need to increase access to awareness training so caregivers and general practitioners can recognise swallow difficulties and know how to make a referral for a swallow assessment.

Overall, the evaluation of the swallow service to adults with ID suggests that SLT have a quality service for adults with ID that is highly valued and provides significant clinical improvements. By building on these strengths, SLT could extend the reach, influence and impact of their services to help those adults with ID who have emerging swallow difficulties or who do not access the service.

]]>
An evaluation of a speech and language therapy eating, drinking and swallowing service for adults with intellectual disability10.1108/TLDR-05-2023-0011Tizard Learning Disability Review2024-03-25© 2024 Emerald Publishing LimitedAngela CrockerJill TitteringtonMichelle TennysonTizard Learning Disability Reviewahead-of-printahead-of-print2024-03-2510.1108/TLDR-05-2023-0011https://www.emerald.com/insight/content/doi/10.1108/TLDR-05-2023-0011/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Wales and Autism: the impact of philanthropy matched by ambitionhttps://www.emerald.com/insight/content/doi/10.1108/TLDR-08-2023-0016/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to place on record the impact made on government policy and research by Autism Cymru, a small charity that existed in Wales between 2001 and 2014. The success of Autism Cymru resulted directly from philanthropic funding, applied with strategic vision and genuine ambition. A retrospective, chronological viewpoint highlighting the creative process, drawing upon records held by the charity. Autism Cymru initiated the concept and played a crucial role in steering the development of government policy for autism in Wales between 2001 and 2011. The charity also drove forward the initiative, which led to the establishment of the Wales Autism Research Centre at Cardiff University in 2010. This paper demonstrates that with astute philanthropic support, small learning disability/autism charities can elicit structural and sustainable change at the national level, leading to wide-ranging benefits for the communities they represent. The strategic approach taken over 20 years ago in Wales by Autism Cymru, which led to the Welsh Government’s ASD Strategic Action Plan for Wales (Welsh Government, 2011), set in place a national policy model, which was then followed by The Scottish Strategy for Autism and the Northern Ireland Autism Strategy (Department of Health, 2013>; Scottish Government, 2011). The insightful and tenacious method used by Autism Cymru remains relevant today, demonstrating that any small charity supported by shrewd philanthropic funding can punch well above its weight by taking a planned, ambitious and strategic approach to policy, research and practice.Wales and Autism: the impact of philanthropy matched by ambition
Hugh Morgan
Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this paper is to place on record the impact made on government policy and research by Autism Cymru, a small charity that existed in Wales between 2001 and 2014. The success of Autism Cymru resulted directly from philanthropic funding, applied with strategic vision and genuine ambition.

A retrospective, chronological viewpoint highlighting the creative process, drawing upon records held by the charity.

Autism Cymru initiated the concept and played a crucial role in steering the development of government policy for autism in Wales between 2001 and 2011. The charity also drove forward the initiative, which led to the establishment of the Wales Autism Research Centre at Cardiff University in 2010. This paper demonstrates that with astute philanthropic support, small learning disability/autism charities can elicit structural and sustainable change at the national level, leading to wide-ranging benefits for the communities they represent.

The strategic approach taken over 20 years ago in Wales by Autism Cymru, which led to the Welsh Government’s ASD Strategic Action Plan for Wales (Welsh Government, 2011), set in place a national policy model, which was then followed by The Scottish Strategy for Autism and the Northern Ireland Autism Strategy (Department of Health, 2013>; Scottish Government, 2011). The insightful and tenacious method used by Autism Cymru remains relevant today, demonstrating that any small charity supported by shrewd philanthropic funding can punch well above its weight by taking a planned, ambitious and strategic approach to policy, research and practice.

]]>
Wales and Autism: the impact of philanthropy matched by ambition10.1108/TLDR-08-2023-0016Tizard Learning Disability Review2023-12-15© 2023 Emerald Publishing LimitedHugh MorganTizard Learning Disability Reviewahead-of-printahead-of-print2023-12-1510.1108/TLDR-08-2023-0016https://www.emerald.com/insight/content/doi/10.1108/TLDR-08-2023-0016/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Stakeholder experiences of deprescribing psychotropic medicines for challenging behaviour in people with intellectual disabilitieshttps://www.emerald.com/insight/content/doi/10.1108/TLDR-09-2023-0020/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestEvidence of overprescribing of psychotropic medicines to manage challenging behaviour in people with intellectual disabilities has led to national programmes within the UK to promote deprescribing, such as stopping the overprescribing of medication in people (with learning disabilities, autism or both). To successfully implement deprescribing initiatives, we need to understand how to engage stakeholders in the process. In a published systematic review, we reported evidence about the process of deprescribing psychotropic medicines for people of all ages with intellectual disabilities and challenging behaviour. As a part of the original review, we searched for evidence about stakeholders’ experiences of the psychotropic deprescribing process, which was synthesised and reported within the current study. Six studies were identified. Involving carers and people with intellectual disabilities, providing ongoing support and improving access to non-pharmacological interventions, including positive behaviour support, may contribute to successful outcomes, including reducing or stopping psychotropic medicines and improving quality of life. Implementing psychotropic deprescribing requires a multidisciplinary collaborative care approach and education for stakeholders. There have been no previous reviews of stakeholder experiences of deprescribing psychotropic medications for people with intellectual disabilities and challenging behaviour. The existing literature is scant, and further research is needed.Stakeholder experiences of deprescribing psychotropic medicines for challenging behaviour in people with intellectual disabilities
Danielle Adams, Richard P. Hastings, Ian Maidment, Chetan Shah, Peter E. Langdon
Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

Evidence of overprescribing of psychotropic medicines to manage challenging behaviour in people with intellectual disabilities has led to national programmes within the UK to promote deprescribing, such as stopping the overprescribing of medication in people (with learning disabilities, autism or both). To successfully implement deprescribing initiatives, we need to understand how to engage stakeholders in the process.

In a published systematic review, we reported evidence about the process of deprescribing psychotropic medicines for people of all ages with intellectual disabilities and challenging behaviour. As a part of the original review, we searched for evidence about stakeholders’ experiences of the psychotropic deprescribing process, which was synthesised and reported within the current study.

Six studies were identified. Involving carers and people with intellectual disabilities, providing ongoing support and improving access to non-pharmacological interventions, including positive behaviour support, may contribute to successful outcomes, including reducing or stopping psychotropic medicines and improving quality of life. Implementing psychotropic deprescribing requires a multidisciplinary collaborative care approach and education for stakeholders.

There have been no previous reviews of stakeholder experiences of deprescribing psychotropic medications for people with intellectual disabilities and challenging behaviour. The existing literature is scant, and further research is needed.

]]>
Stakeholder experiences of deprescribing psychotropic medicines for challenging behaviour in people with intellectual disabilities10.1108/TLDR-09-2023-0020Tizard Learning Disability Review2024-01-30© 2024 Emerald Publishing LimitedDanielle AdamsRichard P. HastingsIan MaidmentChetan ShahPeter E. LangdonTizard Learning Disability Reviewahead-of-printahead-of-print2024-01-3010.1108/TLDR-09-2023-0020https://www.emerald.com/insight/content/doi/10.1108/TLDR-09-2023-0020/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Commentary on “Implementation of an adapted handwriting without Tears® programme for children with developmental disabilities in a special education setting”https://www.emerald.com/insight/content/doi/10.1108/TLDR-09-2023-0022/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to serve as a commentary on the paper titled “Implementation of an Adapted Handwriting Without Tears® Programme for Children with Developmental Disabilities in a Special Education Setting.” It provides an overview of educational strategies that can be used in school settings to support professionals in acquiring skills relevant to their practice and promoting the acquisition of new abilities for their students. It explores three critical aspects of education: measuring academic progress, using evidence-based methods and enhancing educator training. This work represents the personal perspective of a professional working in the service delivery field for children with developmental disabilities in schools and rehabilitative centres.Commentary on “Implementation of an adapted handwriting without Tears® programme for children with developmental disabilities in a special education setting”
Luca Vascelli
Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to serve as a commentary on the paper titled “Implementation of an Adapted Handwriting Without Tears® Programme for Children with Developmental Disabilities in a Special Education Setting.”

It provides an overview of educational strategies that can be used in school settings to support professionals in acquiring skills relevant to their practice and promoting the acquisition of new abilities for their students.

It explores three critical aspects of education: measuring academic progress, using evidence-based methods and enhancing educator training.

This work represents the personal perspective of a professional working in the service delivery field for children with developmental disabilities in schools and rehabilitative centres.

]]>
Commentary on “Implementation of an adapted handwriting without Tears® programme for children with developmental disabilities in a special education setting”10.1108/TLDR-09-2023-0022Tizard Learning Disability Review2024-02-19© 2024 Emerald Publishing LimitedLuca VascelliTizard Learning Disability Reviewahead-of-printahead-of-print2024-02-1910.1108/TLDR-09-2023-0022https://www.emerald.com/insight/content/doi/10.1108/TLDR-09-2023-0022/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Commentary on “Wales and Autism: The Impact of Philanthropy Matched with Ambition”https://www.emerald.com/insight/content/doi/10.1108/TLDR-10-2023-0024/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper is a commentary that aims to address themes arising from the article by Morgan titled “Wales and Autism: The Impact of Philanthropy Matched with Ambition”. This opinion piece considers the broader impact of stakeholder engagement in the field of autism, including how the dissemination of evidence-based support could be made more accessible for autistic people, their families and carers and philanthropists. This paper highlights the link between stakeholder engagement and meaningful change in policy and practice in the field of autism. It highlights the need for philanthropists to invest in evidence-based support but highlights the difficulty in identifying and accessing such support. This piece supports the use of evidence and gap maps (EGMs) to increase the accessibility of autism research and evidence. While stakeholder engagement is encouragingly rising in this field, most of the evidence is held in academic journals, which are behind paywalls and, therefore, inaccessible to many autistic people, their families, carers and associated professionals. Displaying evidence using EGMs provides an accessible way for autistic people and those who support them to identify possible avenues of support quickly and allows philanthropists to direct research funding to areas of high priority.Commentary on “Wales and Autism: The Impact of Philanthropy Matched with Ambition”
Catherine Storey
Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper is a commentary that aims to address themes arising from the article by Morgan titled “Wales and Autism: The Impact of Philanthropy Matched with Ambition”.

This opinion piece considers the broader impact of stakeholder engagement in the field of autism, including how the dissemination of evidence-based support could be made more accessible for autistic people, their families and carers and philanthropists.

This paper highlights the link between stakeholder engagement and meaningful change in policy and practice in the field of autism. It highlights the need for philanthropists to invest in evidence-based support but highlights the difficulty in identifying and accessing such support. This piece supports the use of evidence and gap maps (EGMs) to increase the accessibility of autism research and evidence.

While stakeholder engagement is encouragingly rising in this field, most of the evidence is held in academic journals, which are behind paywalls and, therefore, inaccessible to many autistic people, their families, carers and associated professionals. Displaying evidence using EGMs provides an accessible way for autistic people and those who support them to identify possible avenues of support quickly and allows philanthropists to direct research funding to areas of high priority.

]]>
Commentary on “Wales and Autism: The Impact of Philanthropy Matched with Ambition”10.1108/TLDR-10-2023-0024Tizard Learning Disability Review2023-12-15© 2023 Emerald Publishing LimitedCatherine StoreyTizard Learning Disability Reviewahead-of-printahead-of-print2023-12-1510.1108/TLDR-10-2023-0024https://www.emerald.com/insight/content/doi/10.1108/TLDR-10-2023-0024/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Commentary on “Collective effort to enhance the quality of research evidence in intellectual and developmental disabilities: a case study of an academic-practice network”https://www.emerald.com/insight/content/doi/10.1108/TLDR-11-2023-0031/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to endorse and elaborate on the recommendations put forward by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN), emphasising their significance in the field of developmental disabilities. This paper outlines a specific point of view. The first section focuses on integrating developmental theory and advanced technology in interventions for developmental disabilities. Subsequently, the commentary explores virtual reality (VR) and generative artificial intelligence (AI) for enhancing social skills and personalising support. Finally, the piece highlights innovations like SocialWise VR and Custom Generative Pre-Trained Transformers in aligning interventions with developmental stages. Technologies like VR and generative AI hold vast potential to revolutionise how clinicians provide timely and relevant knowledge to individuals with developmental disabilities. This is strictly a commentary. Availability of technology. Both VR and generative AI will impact service delivery in a meaningful way. The paper advocates for incorporating these technologies into SF-DDARIN's approach, emphasising their potential to revolutionise evidence-based interventions in developmental disabilities.Commentary on “Collective effort to enhance the quality of research evidence in intellectual and developmental disabilities: a case study of an academic-practice network”
Michael J. Cameron, Jenifer Shahin, Nicole Lockerman
Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to endorse and elaborate on the recommendations put forward by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN), emphasising their significance in the field of developmental disabilities.

This paper outlines a specific point of view. The first section focuses on integrating developmental theory and advanced technology in interventions for developmental disabilities. Subsequently, the commentary explores virtual reality (VR) and generative artificial intelligence (AI) for enhancing social skills and personalising support. Finally, the piece highlights innovations like SocialWise VR and Custom Generative Pre-Trained Transformers in aligning interventions with developmental stages.

Technologies like VR and generative AI hold vast potential to revolutionise how clinicians provide timely and relevant knowledge to individuals with developmental disabilities.

This is strictly a commentary.

Availability of technology.

Both VR and generative AI will impact service delivery in a meaningful way.

The paper advocates for incorporating these technologies into SF-DDARIN's approach, emphasising their potential to revolutionise evidence-based interventions in developmental disabilities.

]]>
Commentary on “Collective effort to enhance the quality of research evidence in intellectual and developmental disabilities: a case study of an academic-practice network”10.1108/TLDR-11-2023-0031Tizard Learning Disability Review2024-03-13© 2024 Emerald Publishing LimitedMichael J. CameronJenifer ShahinNicole LockermanTizard Learning Disability Reviewahead-of-printahead-of-print2024-03-1310.1108/TLDR-11-2023-0031https://www.emerald.com/insight/content/doi/10.1108/TLDR-11-2023-0031/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Commentary on “Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting”https://www.emerald.com/insight/content/doi/10.1108/TLDR-11-2023-0032/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis commentary discusses the paper by Reardon et al. (2024; this issue) entitled, “Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting.” This commentary outlines the necessary contribution this paper adds to the substantive area of research it is couched within while also identifying potential areas of future research to expand the understanding of this phenomenon and its impact upon practice. What is fidelity of implementation, how do we measure it and how does it impact our interpretations of experimental findings? This commentary focuses specifically on the nebulous construct of fidelity in experimental studies and how this impacts experimental findings’ internal and external validity. Although fidelity is frequently referenced as an important aspect to consider, the measurement of the construct has been critiqued in experimental studies. To understand if an intervention was “implemented as intended,” the core dimensions of the intervention must be considered in the measurement process, as well as potential confounding variables. With an increased need for experimental work to inform what works, for whom and under what conditions, there becomes a need to better investigate the implementation of the intervention in these contexts – thus, fidelity must be reconceptualized. This commentary provides an overview of this dilemma with potential ideas to investigate moving forward.Commentary on “Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting”
Corey Peltier
Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

This commentary discusses the paper by Reardon et al. (2024; this issue) entitled, “Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting.” This commentary outlines the necessary contribution this paper adds to the substantive area of research it is couched within while also identifying potential areas of future research to expand the understanding of this phenomenon and its impact upon practice.

What is fidelity of implementation, how do we measure it and how does it impact our interpretations of experimental findings? This commentary focuses specifically on the nebulous construct of fidelity in experimental studies and how this impacts experimental findings’ internal and external validity.

Although fidelity is frequently referenced as an important aspect to consider, the measurement of the construct has been critiqued in experimental studies. To understand if an intervention was “implemented as intended,” the core dimensions of the intervention must be considered in the measurement process, as well as potential confounding variables.

With an increased need for experimental work to inform what works, for whom and under what conditions, there becomes a need to better investigate the implementation of the intervention in these contexts – thus, fidelity must be reconceptualized. This commentary provides an overview of this dilemma with potential ideas to investigate moving forward.

]]>
Commentary on “Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting”10.1108/TLDR-11-2023-0032Tizard Learning Disability Review2024-03-14© 2024 Emerald Publishing LimitedCorey PeltierTizard Learning Disability Reviewahead-of-printahead-of-print2024-03-1410.1108/TLDR-11-2023-0032https://www.emerald.com/insight/content/doi/10.1108/TLDR-11-2023-0032/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Developing an evidence base for behavioural interventions: a case study of the Headsprout early reading programmehttps://www.emerald.com/insight/content/doi/10.1108/TLDR-12-2023-0036/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestEvidence-informed decision-making is considered best practice when choosing interventions in applied settings across health, social care and education. Developing that evidence base, however, is not straightforward. The pupose of this paper is to describe the process implemented by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN) that systematically develops an evidence base for behaviorally based interventions. In this case study, the progressive research steps undertaken by the SF-DDARIN to develop the evidence base for an online reading intervention, the Headsprout® Early Reading programme (HER®), which uses behavioural principles to promote learning to read, are described. A series of discrete projects targeting gaps in the evidence base for HER® led to funding two randomised controlled trials in England, one in education and one in health and social care. This case study illustrates an original, creative and effective way of collaborating across academic research departments and applied settings to extend the evidence base for a chosen intervention systematically.Developing an evidence base for behavioural interventions: a case study of the Headsprout early reading programme
Louise D. Denne, Emily J. Roberts-Tyler, Corinna Grindle
Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

Evidence-informed decision-making is considered best practice when choosing interventions in applied settings across health, social care and education. Developing that evidence base, however, is not straightforward. The pupose of this paper is to describe the process implemented by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN) that systematically develops an evidence base for behaviorally based interventions.

In this case study, the progressive research steps undertaken by the SF-DDARIN to develop the evidence base for an online reading intervention, the Headsprout® Early Reading programme (HER®), which uses behavioural principles to promote learning to read, are described.

A series of discrete projects targeting gaps in the evidence base for HER® led to funding two randomised controlled trials in England, one in education and one in health and social care.

This case study illustrates an original, creative and effective way of collaborating across academic research departments and applied settings to extend the evidence base for a chosen intervention systematically.

]]>
Developing an evidence base for behavioural interventions: a case study of the Headsprout early reading programme10.1108/TLDR-12-2023-0036Tizard Learning Disability Review2024-03-14© 2024 Emerald Publishing LimitedLouise D. DenneEmily J. Roberts-TylerCorinna GrindleTizard Learning Disability Reviewahead-of-printahead-of-print2024-03-1410.1108/TLDR-12-2023-0036https://www.emerald.com/insight/content/doi/10.1108/TLDR-12-2023-0036/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Patient and referral characteristics of adults with intellectual disability referred to speech and language therapy with eating, drinking and swallowing difficultieshttps://www.emerald.com/insight/content/doi/10.1108/TLDR-12-2023-0038/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to investigate the prevalence and characteristics of dysphagia among adults with intellectual disabilities (ID) referred to speech and language therapy for swallow assessment, providing information on the demographic characteristics, referral trends, co-occurring health conditions and reasons for referrals highlighting the complex health-care needs of this population. This study used a standardised patient data extraction method over a six-month period involving 74 adults with ID referred to speech and language therapy for swallow assessment. This study revealed a high prevalence of dysphagia among adults with ID referred to speech and language therapy for swallow assessment. Increasing age and severity of ID were associated with an increased likelihood of swallowing difficulties. Co-occurring health conditions such as mobility difficulties, epilepsy and gastrointestinal conditions were prevalent, suggesting that adults with ID and swallowing difficulties are often living with complex health conditions. Choking incidents and hospital admissions were primary reasons for referral. This study stresses the pressing need for strategies to mitigate risks associated with choking incidents and hospital admission among this vulnerable population. Possible limitations include a reliance on referral and the focus being on a single service over a short period which may limit generalisation to the wider ID population. This study emphasises the need to understand each person’s unique profile of health needs and the value of a specialised speech and language therapy service. The importance of increasing awareness among caregivers and medical experts is highlighted. The findings underscore the importance of tailored assessment, caregiver involvement and heightened interdisciplinary awareness to effectively manage dysphagia in individuals with ID.Patient and referral characteristics of adults with intellectual disability referred to speech and language therapy with eating, drinking and swallowing difficulties
Angela Crocker, Jill Titterington, Michelle Tennyson
Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to investigate the prevalence and characteristics of dysphagia among adults with intellectual disabilities (ID) referred to speech and language therapy for swallow assessment, providing information on the demographic characteristics, referral trends, co-occurring health conditions and reasons for referrals highlighting the complex health-care needs of this population.

This study used a standardised patient data extraction method over a six-month period involving 74 adults with ID referred to speech and language therapy for swallow assessment.

This study revealed a high prevalence of dysphagia among adults with ID referred to speech and language therapy for swallow assessment. Increasing age and severity of ID were associated with an increased likelihood of swallowing difficulties. Co-occurring health conditions such as mobility difficulties, epilepsy and gastrointestinal conditions were prevalent, suggesting that adults with ID and swallowing difficulties are often living with complex health conditions. Choking incidents and hospital admissions were primary reasons for referral.

This study stresses the pressing need for strategies to mitigate risks associated with choking incidents and hospital admission among this vulnerable population. Possible limitations include a reliance on referral and the focus being on a single service over a short period which may limit generalisation to the wider ID population.

This study emphasises the need to understand each person’s unique profile of health needs and the value of a specialised speech and language therapy service.

The importance of increasing awareness among caregivers and medical experts is highlighted.

The findings underscore the importance of tailored assessment, caregiver involvement and heightened interdisciplinary awareness to effectively manage dysphagia in individuals with ID.

]]>
Patient and referral characteristics of adults with intellectual disability referred to speech and language therapy with eating, drinking and swallowing difficulties10.1108/TLDR-12-2023-0038Tizard Learning Disability Review2024-03-25© 2024 Emerald Publishing LimitedAngela CrockerJill TitteringtonMichelle TennysonTizard Learning Disability Reviewahead-of-printahead-of-print2024-03-2510.1108/TLDR-12-2023-0038https://www.emerald.com/insight/content/doi/10.1108/TLDR-12-2023-0038/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited