This article summarises some key pieces of research in the learning disability and autism field over recent weeks. This includes studies on the working relationships between support workers and adults with learning disabilities, transitioning from Residential Special Educational Settings, communication methods for autistic service users, and quality of life in adults with a learning disability.
A new study has found that developing supportive, trusting relationships between support workers and people with learning disabilities ‘plays an important role in delivering effective care’.
The study included six support workers who had been employed for a minimum of three months to ensure that participants had time to develop meaningful relationships. Semi-structured interviews were conducted with each of the participants; this included open-ended questions on job role, characteristics of different working relationships, and thoughts and feelings about these. Five interviews were conducted via video-call and one via telephone, lasting between 45 and 90 minutes.
Six themes about the experience of working relationships emerged from the analysis, including: ‘the essence of good relationships’, ‘a trusting relationship as the vehicle for meeting service-users’ needs’, ‘belonging to the support team’, ‘the organisational context of relationships’, ‘the social context of relationships’, and ‘a fine balancing act’.
Participants described the values-driven attitude which they aimed to bring to interactions, including being ‘approachable’, showing ‘respect’, and ‘listening’. They spoke of actively seeking to learn about others and find opportunities for shared experiences, or ‘common ground’, from which relationships could grow.
Openness to learning and new experience was identified as important for facilitating relationship development, as was striving to meet people’s needs, including promoting physical and mental wellbeing, championing their rights and community participation, and ultimately improving their quality of life.
The authors say the research has helped to illuminate the mutual interdependence and importance of supportive, trusting relationships with both service-users and colleagues, specifically needed to deliver the person-centred supported living model which the Transforming Care programme aspires to.
They conclude: “These findings indicate that placing greater emphasis on relational aspects of the work is worth consideration by service providers, and suggest avenues for further research, to develop understanding of the wellbeing of people with intellectual disabilities and the staff supporting them.”
More than a third of people who transition from residential education settings are likely to transition to an out-of-area placement, according to a new study.
Young people with learning disabilities are often placed in residential educational placements, but despite this, there is little research which examines the use of these placements and the outcomes.
The authors therefore set out to fill this knowledge gap by inviting all residential educational placements in England to complete a survey about their setting. People with learning disabilities were also invited to fill out a questionnaire who had recently transitioned from the setting.
In total, 47 residential educational settings and 320 young people took part in the surveys. The research found that:
Given the implications of out-of-area adult placement on quality of support, the researchers say this is a ‘concerning finding’. They also note that the high rates of family home placements may reflect that local authorities are failing to meet young people’s needs and preferences.
The authors say the findings underscore the importance of improving support for transition processes, particularly those with higher support needs who may be more at risk of out of area placements. They say further studies are now needed to collect more data on post-16 provision and how this could be improved.
Autistic individuals often face barriers when accessing essential services due to communication challenges and a lack of understanding from service providers. Now, a new study has looked at how to co-develop practical, evidence-based adaptations to facilitate communication between service providers and autistic people.
The researchers used co-delivered workshops which taught service providers how to tailor adaptations across various sectors. Using information provided by autistic people, they spoke about sensory stressors, autism diagnosis disclosures, and adapting communication methods and supplementing this with written/visual information.
The researchers say reducing sensory stressors (such as bright lights and loud noises) in service environments creates a more comfortable atmosphere for autistic individuals, making interactions less overwhelming.
They also emphasise the importance of encouraging open discussions about an autism diagnosis to help tailor interactions to meet specific needs. Service providers are advised to foster an environment where autistic individuals feel safe to disclose their diagnosis if they choose to.
Direct communication methods should also be adapted to accommodate the diverse needs of autistic individuals. This includes avoiding speaking quickly, offering printed instructions, speaking to a family member/supporter where appropriate, and sending follow up information.
This study underscores the importance of tailoring services to better accommodate autistic individuals. By implementing these practical adaptations, service providers can significantly enhance the accessibility and effectiveness of their offerings, ultimately leading to better outcomes for autistic individuals. The findings advocate for broader adoption of such practices across various sectors, promoting a more inclusive approach to service delivery.
Although the workshop focused primarily on service providers, many of whom worked in the health sector, the researchers say the findings could have a range of implications for other services such as mental health and justice services.
People with learning disabilities are rarely involved in studies which assess quality of life. For this reason, researchers set out to discover what people with learning disabilities believe would improve or hinder their quality of life.
In total, 18 adults with a learning disability were invited to one of seven small group sessions. Each of the participants were directed to choose up to nine factors that increase their quality of life and up to nine things that detract from their quality of life.
Factors that added to quality of life included support (from family or staff), the promotion of wellbeing (through opportunities for friendships and relationships, taking care of their bodies, education and pets), and hobbies/activities.
Factors that detracted from quality of life included inaccessibility, assumptions/stereotypes, negative behaviours, stress and people (including staff, roommates, and people in general).
The authors note how staff were included as factors which could either increase or decrease quality of life, noting that staff often have “significant power in their relationships with people with intellectual disabilities”.
The need for adult social status, including respect as a person and control over one’s choices, was also prevalent in the result, and the researchers say this highlights the importance of allowing people with learning disabilities to make decisions about their own lives.
Overall, they conclude that people with learning disabilities require ‘person-centred, individualised supports free from assumptions, judgements, and support-imposed barriers’, and this knowledge could contribute to staff co-creating service plans and supports that are truly meaningful to those with learning disabilities.
“In the future, continuing to work with people with intellectual disabilities to understand their perception and conceptualization of QOL is warranted. A larger sample size, with purposeful sampling, would allow researchers to explore potential trends in the data related to living setting (group home, independently, etc.), which aligns with other research as some trends were noted but the existing sample did not allow for a balanced comparison,” they conclude.
