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Purpose: Intensive support teams (ISTs) are often poorly understood, despite reports of their effectiveness in managing behaviour that challenges for individuals with an intellectual disability. This paper aims to contribute to the understanding of ISTs through evaluating one IST's process and their use of positive behaviour support (PBS) as an intervention. Design/methodology/approach: Participants were obtained from the ISTs discharge database, and pre- and post-intervention data from these participants was used for analysis. Findings: Three-paired sample t-tests found that there were significant differences between pre- and post-scores on the behaviour problem inventory, Health of the Nation Outcomes Scale for people with Learning Disabilities and periodic service reviews, which measure quality of targeted, individualised support. This indicates that challenging behaviour frequency and severity were lower post-intervention, quality of life improved post-intervention and staff teams implemented recommended strategies more consistently by the end of the intervention. Originality/value: This service evaluation captured data over seven-year period, which helps to contribute to the understanding of the effectiveness of ISTs and the PBS framework. [ABSTRACT FROM AUTHOR]

Purpose: Measures introduced to mitigate the spread of coronavirus-19 (COVID-19) may have contributed to an increase in waiting times for face-to-face psychological treatments. As adults with intellectual disabilities (ID) are more likely to encounter barriers when accessing remote therapies, it is important they receive appropriate support while waiting. To understand what care is needed, this service evaluation [aimed to] explored the experiences of service users with ID who have waited for treatment during the pandemic. Design/methodology/approach: Seven individuals who had been waiting for psychological therapy during the COVID-19 pandemic, which included those waiting longer than the national health service target of 18 weeks, were interviewed. Data were analysed using framework analysis. Findings: The following four key themes were identified: waiting has been "painful", related to how service users continued to experience difficulties whilst they waited; tolerating the wait, highlighted that individuals understood the reasons for waiting; use of coping strategies where service users identified both internal and external strategies they had used to cope; and support and contact from the learning disability team, related to how individuals experienced the support they received from the service. Originality/value: To the best of the authors' knowledge, this service evaluation is the first to explore the experiences of service users with ID waiting for psychological therapy during the Covid-19 pandemic. Results guide suggestions on improving support whilst they are waiting to help prevent further decline. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to explore the views of psychologists working in community teams for people who have intellectual disabilities (ID) on the provision of psychological therapies to those with ID and autism spectrum disorder (ASD). Design/methodology/approach: Semi-structured interviews were carried out with seven clinical psychologists working across a large geographical area. Interviews concerned the accessibility and effectiveness of psychological therapies. These were transcribed and analysed thematically. Findings: Participants expressed concern about lack of access to mainstream services, the lack of visibility of their service and the suitability of the physical space to deliver therapy. They were positive about the effectiveness of therapy but emphasised the importance of adaptations and managing expectations. Research limitations/implications: There is a lack of research in this area, and further research is needed with service users to develop a fuller understanding of their needs. Practical implications: Consideration needs to be given on how to optimally deliver psychological therapies for this group. This will need services to become more flexible and focussed on the needs of this group of service users. Originality/value: This paper provides insights into the views of psychologists on providing psychological therapy to people who have autism and ID. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to determine the effectiveness of an adapted dialectical behaviour therapy (DBT) treatment programme for individuals with an intellectual disability, via completion of a service evaluation. Design/methodology/approach: Outcome measurements were competed at pre-, post- and 12 months follow-up, and the effectiveness of the intervention was assessed using a Friedman analysis. Findings: Findings demonstrated that the treatment group showed significant differences in their "psychological distress" scores, but no significant differences were found in their "psychological well-being", "anxiety" or "quality of life" (WHO-QOL) scores over time. Originality/value: Overall, the current study adds to the small but growing literature that supports using the skills training group part of DBT as a stand-alone psychological intervention when working with people with an intellectual disability. [ABSTRACT FROM AUTHOR]

Purpose: "Case-complexity" is a widely used but under-explored concept across health and social care. A region's Intensive Support Teams (ISTs) had been reporting an increase in "case-complexity", but had not tested this hypothesis against data. This study aims to investigate this question through a pragmatic mixed-methods approach as part of a wider service evaluation. Design/methodology/approach: Health of the Nation Outcome Scales for People with Learning Disabilities (HoNOS-LD) scores were used (n = 1,766) to estimate average "case-complexity" of referrals over an eight-year sample period. Two focus groups for IST staff (n = 18) explored why "case-complexity" appears to be increasing. Participant perspectives were subjected to thematic analysis. Findings: Average HoNOS-LD scores have steadily increased over the sample period, suggestive of increasing "case-complexity". Focus groups identified three broad themes to potentially explain the increased complexity: effects of Transforming Care; people's changing and unchanging support systems; and issues related to mild and borderline intellectual disability. Many perspectives are grounded in or supported by evidence. Research limitations/implications: Implications and limitations of findings are discussed, including areas for further consideration and research. The well-designed "short-cut" is promoted as a strategy for busy professionals in need of practice-based evidence but with limited research time and resources. Originality/value: The findings and discussion will be of value to anyone involved in the design, commissioning and delivery of mental health and challenging behaviour services to people with intellectual and developmental disabilities (IDD) under Transforming Care. Study methodology is easily replicable to build broader picture about "case-complexity" among UK's IDD population. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to discuss outcomes of a service redesign, involving an Intensive Support Team (IST) for adults with learning disabilities and challenging behaviour, working in conjunction with a Community Learning Disability Service (CLDS). Design/methodology/approach: Two IST staff were physically based as "Inreach workers" within a CLDS for six months. Inreach workers provided support with existing resources and consultation for specific clients presenting with challenging behaviour. CLDS staff confidence, understanding and implementation of existing challenging behaviour resources was evaluated before and after service redesign. An online questionnaire was used to gather further data relating to experiences of the Inreach project. Findings: CLDS staff confidence, understanding and implementation of existing challenging behaviour resources increased over the six-month inreach period. Questionnaire results indicated CLDS staff found Inreach support to be beneficial, having a perceived positive impact for clients, and providing clarity on the skills and resources provided by the IST. Research limitations/implications: The long-term effects of this pilot have yet to be established. Consideration is given to how demand characteristics may have influenced CLDS responses. Practical implications: Careful consideration should be given in terms of how ISTs interface with CLDSs. ISTs may consider being based physically within CLDSs, to provide more readily accessible support. Originality/value: Providing CLDS staff with more accessible support from ISTs may increase the effective implementation of available resources for adults with learning disabilities and challenging behaviour. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to establish and evaluate a psychotropic medication education group for men with intellectual disability on a secure psychiatric ward. Design/methodology/approach - A multi-disciplinary team was convened to oversee the project. A curriculum was developed that covered major classes of psychotropic drugs as well as broader themes related to taking medication and general wellbeing. Each group session incorporated a range of teaching methods supported by accessible materials. Evaluation was by qualitative and quantitative methods. Findings - There was interest and enthusiasm for the group. Participant feedback was generally positive and most of those who completed the group reported achieving their personal learning goals. There was no significant difference in results of a medication knowledge test at baseline and at the end of the course. Feedback from group members and reflections of the course facilitators are discussed. Research limitations/implications - The results of this small-scale study may not be applicable to other groups or settings. Evaluation measures seemed unable to capture some elements of the group processes and outcomes. Practical implications - Establishing and running a psychoeducational group on a low-secure ward for men with intellectual disabilities is possible and potentially valuable. Learning from this project will be useful for others considering group-based interventions for people with intellectual disability. Originality/value - This paper adds to the limited literature describing interventions to improve medication knowledge in people with intellectual disability. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to evaluate the usefulness of a Healthy Living Group (HLG) for individuals with learning disabilities and mental health problems in an inpatient setting. Design/methodology/approach – Seven sessions were developed. Each session focussed on a different aspect of healthy living, and used psychoeducation and practical skill building to enable individuals to create personalized healthy living plans. Quantitative post-intervention measures and a qualitative focus group were used to determine group participants’ learning and enjoyment. Findings – Principles about healthy living were successfully taught in an enjoyable way to individuals with learning disabilities. Factors that enhanced learning and those that created barriers to developing healthy living plans are explored. Practical implications – Individuals with learning disabilities and mental health problems can be supported to develop personalized healthy living plans. Recommendations for further adaptations to the group structure are made, in order to enable others to run successful groups. Originality/value – The HLG is the first of its kind to be developed for individuals with learning disabilities. [ABSTRACT FROM AUTHOR]