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Learning Disabilities

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1. Challenging behaviour and learning disabilities: prevention and interventions for people with learning disabilities whose behaviour challenges

with the criminal justice system. It is relatively common for people with a learning disability to develop behaviour that challenges, and more common for people with more severe disability. Prevalence rates are around 5–15% in educational, health or social care services for people with a learning disability. Rates are higher in teenagers and people in their early 20s, and in particular settings (for example, 30–40% in hospital settings). People with a learning disability who also have communication difficulties (...) of the extent and severity of the behaviour that challenges provide skills training and emotional support, or information about these, to help them take part in and support interventions for the person with a learning disability and behaviour that challenges. Early identification of the emergence of behaviour that challenges Everyone involved in caring for and supporting children, young people and adults with a learning disability (including family members and carers) should understand the risk of behaviour

2015 National Institute for Health and Clinical Excellence - Clinical Guidelines

2. Care and support of people growing older with learning disabilities

in the person's daily life. 1.6.9 Social care providers should work in partnership with healthcare providers to share knowledge about the person and to develop expertise for end of life care. Care and support of people growing older with learning disabilities (NG96) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 27 of 381.6.10 Provide training, information and support for family members and carers, for example, in medication (...) , including older people's services, adult learning disability services, employment, education and criminal justice services People with learning disabilities, their families, carers and advocates Care and support of people growing older with learning disabilities (NG96) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 4 of 38Conte Context xt People with learning disabilities are now living significantly longer

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

3. Learning disabilities and behaviour that challenges: service design and delivery

with a learning disability and behaviour that challenges Providers of related services, including housing, education, employment and criminal justice services Practitioners working with children, young people and adults with a learning disability and behaviour that challenges in other services or settings, including education, housing, voluntary and community services, employment and criminal justice services Children, young people and adults with a learning disability and behaviour that challenges (...) on the principle that children, young people and adults with a learning disability and behaviour that challenges should have the support they need to live where and how they want. It will help local areas shift their focus towards prevention and early intervention, enabling children, young people and adults to live in their communities, and increasing support for families and carers. This should reduce the need for people to move away from their home or community for care, education or treatment. The guideline

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

4. Covid-19: Management of patients with a learning disability, autism or both

response in hospitals. We may also need to work outside our specific areas of training and expertise and the General Medical Council (GMC) has already indicated its support for this in the exceptional circumstances we may face: www.gmc-uk.org/news/news-archive/how-we-will-continue-to-regulate-in-light-of- novel-coronavirus As a clinician working in other fields you may have had limited clinical contact with people with a learning disability or people with autism, however in 2018/19 at least 41 (...) Covid-19: Management of patients with a learning disability, autism or both Publications approval reference: 001559 NHS England and NHS Improvement Speciality guides for patient management during the coronavirus pandemic Clinical guide for front line staff to support the management of patients with a learning disability, autism or both during the coronavirus pandemic – relevant to all clinical specialities 24 March 2020 Version 1 “…and there are no more surgeons, urologists, orthopaedists, we

2020 Covid-19 Ad hoc guidelines

5. Alcohol interventions in secondary and further education

education. 1.1.4 When planning alcohol education: ensure it is appropriate for age and maturity and aims to minimise the risk of any unintended adverse consequences (see recommendation 1.2.1). tailor it to take account of each pupil's learning needs and abilities tailor it to the group's knowledge and perceptions of alcohol and alcohol use take into account that those aged 18 and over can legally buy alcohol. 1.1.5 Think about how to adapt alcohol education for pupils with special educational needs (...) and disabilities so that it is tailored to the pupil's learning needs, abilities and maturity (see chapter 6 of the Department for Education's SEND code of practice: 0 to 25 years). T o find out why the committee made the recommendations on planning alcohol education content and how they might affect practice, see rationale and impact. Confidentiality and safeguarding Confidentiality and safeguarding 1.1.6 Ensure all involved in giving the alcohol education sessions are aware of the school's process

2019 National Institute for Health and Clinical Excellence - Clinical Guidelines

6. Dignity in health care for people with learning disabilities

Dignity in health care for people with learning disabilities Dignity in health care for people with learning disabilities | Royal College of Nursing arrow_up-blue blog branches consultations events facebook-icon facebook-icon2 factsheet forum-icon forum hands key link location lock mail measure menu_plus news pdf pdf2 phone policies publications related search share subjectguide twitter-icon word instagram-icon youtube-icon We use cookies to ensure that we give you the best experience on our (...) website. Continue submit Membership Employment & Pay Professional Development Clinical Get Involved Get Help News & Events About Quick links × × × × × × × × × submit Dignity in health care for people with learning disabilities You are here: / / / Dignity in health care for people with learning disabilities Published: 18/12/2017 Publication code: 006605 Please select This guidance, developed by the Royal College of Nursing Learning Disability Nursing Forum, aims to improve dignity in health care

2018 Royal College of Nursing

7. RCN position statement: The role of school nurses in providing emergency contraception services in education settings

is necessary as the role of school nurses has extended to provide emergency contraception and advice on sexual health to school-age students in education settings, following OFSTED’s report on sex and relationship education in schools (2006). The RCN position The RCN believes that school nurses with appropriate training and experience are able to assess the need for hormonal emergency contraception, and to supply this contraception using patient group directions (PGDs). In addition, school nurses should (...) contraception through the provision of education and advice’. These advice services are usually staffed by experienced school nurses or sexual health nurses. Equipped with the appropriate training and experience, they have acquired the skills necessary to assess the need for emergency contraception, provide sexual health advice and appropriate onward referral for follow-up, and to supply emergency contraception under PGDs. Sexual health nurses in school-based settings work alongside the named school nurse

2018 Royal College of Nursing

8. Mental health problems in people with learning disabilities: prevention, assessment and management

and risk management helps services communicate with the person and their family members, carers or care workers (as appropriate) clearly and promptly, in a format and language suited to the person's needs and preferences monitors the implementation of the care plan and its outcomes. Staff tr Staff training and supervision aining and supervision 1.2.9 Health, social care and education services should train all staff who may come into contact with people with learning disabilities to be aware (...) in people with learning disabilities: prevention, assessment and management (NG54) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 3 of 38This guideline is the basis of QS142. Ov Overview erview This guideline covers preventing, assessing and managing mental health problems in people with learning disabilities in all settings (including health, social care, education, and forensic and criminal justice). It aims

2016 National Institute for Health and Clinical Excellence - Clinical Guidelines

9. Evidence for Therapeutic Patient Education Interventions to Promote Cardiovascular Patient Self-Management: A Scientific Statement for Healthcare Professionals From the American Heart Association Full Text available with Trip Pro

education delivered by RN × 6 wk Monthly BP feedback with phone calls by bilingual community health workers 12 mo Improvements at 18 mo Self-efficacy for BP control (P =0.001) HBP knowledge (P=0.001) Depression (P=0.04) Medication adherence (P=0.06) McManus et al 38 (2010) RCT N=527 I=263 C=264 Self-management intervention including: BP self-monitoring Self-titration of drugs Telemonitoring of BP 2 Training sessions provided by research team for intervention group 12 mo Reduced SBP (P=0.0004) Increased (...) in intervention group Improved self-efficacy (P=0.0026), knowledge (P=0.001), and self-care behavior (P=0.001) in intervention group DeWalt et al 71 (2012) RCT comparative effectiveness N=605 I=303 C=302 Clinic UC=Single-session literacy- sensitive training education I=Multisession literacy- sensitive training + F/U 1:1 In-person 40-min verbal instruction by health educator and 5–8 10-min phone calls and printed educational materials 12 mo NS difference in hospitalization or mortality by group (single session

2017 American Heart Association

10. Learning disabilities

medication 12 weeks after starting treatment and then at least every 6 months. Parents or carers of children aged under 12 years with a learning disability and behaviour that challenges are offered a parent‑training programme. [ ] Young people and adults with learning disabilities have an annual health check that includes a review of mental health problems. People with learning disabilities who need a mental health assessment are referred to a professional with expertise in mental health problems (...) a learning disability. PHE also reported that in 2015, 70,065 children in England with a primary need associated with learning disabilities had a statement of special educational needs/education health and care plan. Of these, 44% were identified as having moderate learning difficulties, 41% severe learning difficulties, and 15% profound and multiple learning difficulties. [ ; ] Risk factors What causes it? Risk factors for the development of a learning disability include: Some chromosomal and genetic

2018 NICE Clinical Knowledge Summaries

11. Comprehensive Sexuality Education

of their peers without disabilities. Their knowledge of anatomy and development, sexuality, contraception, and STIs (including HIV), should be on par with their peers, and they should be included in sexuality programs through their schools and communities. Comprehensive sexuality education should not marginalize lesbian, gay, bisexual, questioning, and transgender individuals and those that have variations in sexual development (eg, primary ovarian insufficiency, müllerian anomalies). Curricula (...) the rates of sexual activity, sexual risk behaviors (eg, number of partners and unprotected intercourse), sexually transmitted infections, and adolescent pregnancy. One key component of an effective program is encouraging community-centered efforts. In addition to counseling and service provision to individual adolescent patients, obstetrician–gynecologists can serve parents and communities by supporting and assisting sexuality education. Because of their knowledge, experience, and awareness

2016 American College of Obstetricians and Gynecologists

12. Clinical Guidelines and Integrated Care Pathways for the Oral Health Care of People with Learning Disabilities

addressed a local MENCAP meeting. Given this importance, it is amazing that so much is left to chance and geographical location. General training in hygiene and access to dental hygienists, nurses, dentists and anaesthetic teams, who have the specialist knowledge, skills and experience is variable. Some primary care and hospital trust executives and managers fail to understand and cater for the special needs of people with a learning disability, and their families. The care that parents provide (...) Commissioning 55 5.3 World Class Commissioning 56 5.4 Mapping the Baseline 56 5.5 Developing the Vision 58 5.6 Making it Happen 59 5.7 Commissioning more than Dental treatment 59 5.8 Provision of Oral Health Promotion Services 60 5.9 Social Services Involvement with People with Learning Disabilities 61 Clinical Guidelines and Integrated Care Pathways for the Oral Health Care of People with Learning Disabilities 2012 i6Education and training 65 6.1 Training for Dentists 65 6.2 Training for Professionals

2012 Royal College of Surgeons of England

13. Covid-19: Mental health resources for disability support service providers

Covid-19: Mental health resources for disability support service providers Mental health resources for disability support service providers 11 May 2020 Stopping the spread of COVID-19 has meant that all New Zealander’s have had to live differently. This different way of living might be particularly challenging for the people you support. During different Alert Levels they may have had to live with people or be supported by workers that they don’t know. They also may have been unable to see (...) something fun that you know makes them feel good. For disabled people living alone with low levels of support, Alert Levels 3 and 4 restrictions will have meant many weeks without physical contact and in many cases little social contact. Be aware of the impact that this significant period of isolation may have had on the person’s taha hinengaro (mental health). It is also a good idea to talk to people about the news and information they are accessing. Even as the COVID-19 situation improves in New

2020 Covid-19 Ad hoc guidelines

14. Systematic evidence-based review: outcomes from exome and genome sequencing for pediatric patients with congenital anomalies or intellectual disability

Systematic evidence-based review: outcomes from exome and genome sequencing for pediatric patients with congenital anomalies or intellectual disability Systematic evidence-based review: outcomes from exome and genome sequencing for pediatric patients with congenital anomalies or intellectual disability A full list of authors and affiliations appears at the end of the paper. Disclaimer: The ACMG has recruited expert panels, chosen for their scientific and clinical expertise, to conduct (...) systematic evidence reviews (SERs) to support the development of clinical practice guidelines. An SER focuses on a specific scientific question and then identifies, analyzes and summarizes the findings of relevant studies. ACMG SERs are provided primarily as educational resources for medical geneticists and other clinicians to help them provide quality medical services. They should not be considered inclusive of all relevant information on the topic reviewed. Reliance on this SER is completely voluntary

2020 American College of Medical Genetics and Genomics

15. Management of epilepsy in adults with intellectual disability

Management of epilepsy in adults with intellectual disability Management of epilepsy in adults with intellectual disability (CR203 May 2017) This site uses cookies: Search Search Become a psychiatrist Choose psychiatry Medical students Foundation doctors Help us promote psychiatry Training Curricula and guidance Your training Exams Neuroscience in training International Medical Graduates Members Supporting you Submitting your CPD Membership Your Faculties Devolved Nations English Divisions (...) International members Special Interest Groups Your monthly eNewsletter Specialty doctors President's lectures Events Conferences and training events In house training International Congress Improving care CCQI Campaigning for better mental health policy Planning the psychiatric workforce National Collaborating Centre for Mental Health Working sustainably Mental health Problems and disorders Support, care and treatment Translations Management of epilepsy in adults with intellectual disability (CR203 May 2017

2018 Royal College of Psychiatrists

16. Prescribing anti-epileptic drugs for people with epilepsy and intellectual disability

Prescribing anti-epileptic drugs for people with epilepsy and intellectual disability Prescribing anti-epileptic drugs for people with epilepsy and intellectual disability (CR206 Oct 2017) This site uses cookies: Search Search Become a psychiatrist Choose psychiatry Medical students Foundation doctors Help us promote psychiatry Training Curricula and guidance Your training Exams Neuroscience in training International Medical Graduates Members Supporting you Submitting your CPD Membership Your (...) drugs for people with epilepsy and intellectual disability (CR206 Oct 2017) Prescribing anti-epileptic drugs for people with epilepsy and intellectual disability (CR206 Oct 2017) This report addresses the extremely important area of epilepsy in the field of intellectual disability (ID), also known as learning disability. Epilepsy and ID are two conditions that carry stigma and can lead to social isolation. An individual who experiences both these problems faces huge challenges. This report aims

2018 Royal College of Psychiatrists

17. Educational and Psychological Interventions to Improve Outcomes for Recipients of Implantable Cardioverter Defibrillators and Their Families Full Text available with Trip Pro

what is known about adult and pediatric patient and family responses to the ICD; educational and informational needs; factors associated with various responses; and educational, psychological, and rehabilitative interventions to promote adjustment to the ICD and prevent or reduce adverse psychological responses. The statement concludes with evidence-based recommendations for the multidisciplinary practice team, describes important gaps in the knowledge base, and identifies future directions (...) settings (eg, ICD concerns), and others may or may not be modifiable (eg, personality features). However, researchers and clinicians should be aware of the variety of factors that influence the ultimate clinical presentation of distress in the clinical setting. Understanding of the ICD and Underlying Condition Knowledge about the ICD is a modifiable factor that has been the focus of preinsertion and postinsertion patient teaching. In a small study (n=30) of a computerized learning and anxiety reduction

2012 American Heart Association

18. Yield of additional genetic testing after chromosomal microarray for diagnosis of neurodevelopmental disability and congenital anomalies

decisions. 4–7 This evidence review has potential to impact providers’ recommendations for children with unexplained develop- mental delay, intellectual disability, congenital anomalies, or autism spectrum disorder who are candidates for additional testing after CMA. In turn, knowledge obtained from this review may affect genetic counseling regarding diagnosis and reproductive risks, and laboratory practices for ancillary testing related to CMA. MATERIALS AND METHODS Evidence Review Group (...) Yield of additional genetic testing after chromosomal microarray for diagnosis of neurodevelopmental disability and congenital anomalies Yield of additional genetic testing after chromosomal microarray for diagnosis of neurodevelopmental disability and congenital anomalies: a clinical practice resource of the American College of Medical Genetics and Genomics (ACMG) Darrel Waggoner, MD 1 , Karen E. Wain, MS 2 , Adrian M. Dubuc, PhD 3 , Laura Conlin, PhD 4 , Scott E. Hickey, MD 5 , Allen N. Lamb

2018 American College of Medical Genetics and Genomics

19. Clinical Guidelines & Integrated Care Pathways for the Oral Health Care of People with Learning Disabilities

addressed a local MENCAP meeting. Given this importance, it is amazing that so much is left to chance and geographical location. General training in hygiene and access to dental hygienists, nurses, dentists and anaesthetic teams, who have the specialist knowledge, skills and experience is variable. Some primary care and hospital trust executives and managers fail to understand and cater for the special needs of people with a learning disability, and their families. The care that parents provide (...) Commissioning 55 5.3 World Class Commissioning 56 5.4 Mapping the Baseline 56 5.5 Developing the Vision 58 5.6 Making it Happen 59 5.7 Commissioning more than Dental treatment 59 5.8 Provision of Oral Health Promotion Services 60 5.9 Social Services Involvement with People with Learning Disabilities 61 Clinical Guidelines and Integrated Care Pathways for the Oral Health Care of People with Learning Disabilities 2012 i6Education and training 65 6.1 Training for Dentists 65 6.2 Training for Professionals

2012 British Society for Disability and Oral Health

20. Dementia, disability and frailty in later life - mid-life approaches to delay or prevent onset

1,2,3,4,5,6,7,8,9,10,11,12,13,14,15 Employers, occupational health services, human resource departments, trade unions, third and private sector organisations who support workplace health 15 Health Education England 3,13,14,15 Dementia, disability and frailty in later life – mid-life approaches to delay or prevent onset (NG16) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 18 of 62Local education and training boards, health and social care (...) ) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 26 of 624.14 Raising awareness of the links between risk factors and dementia, disability and frailty is unlikely to be enough to change people's behaviour alone, because knowledge does not always lead to action. There is also a risk of widening health inequalities because more educated people and those with greater self-efficacy tend to access and act on new

2015 National Institute for Health and Clinical Excellence - Clinical Guidelines

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