How to Trip Rapid Review

Step 1: Select articles relevant to your search (remember the system is only optimised for single intervention studies)

Step 2: press

Step 3: review the result, and maybe amend the or if you know better! If we're unsure of the overall sentiment of the trial we will display the conclusion under the article title. We then require you to tell us what the correct sentiment is.

789 results for

Learning Disabilities

by
...
Latest & greatest
Alerts

Export results

Use check boxes to select individual results below

SmartSearch available

Trip's SmartSearch engine has discovered connected searches & results. Click to show

21. Physical activity and the environment

, for example by providing safe areas in which children can play and picnic facilities lighting and other measures to prevent or reduce antisocial behaviour, such as maintaining vegetation clear signs that can be understood by everyone, including people with visual impairments and learning disabilities seats with arms and backrests, sited at frequent intervals shelter and shade accessible toilets that are clean, well maintained and unlocked during daylight hours footpaths with even, non-reflective, anti (...) their needs. Examples may include: some disabled people, including people with sensory impairments or learning disabilities people using wheelchairs, cycles or other mobility aids, or those supporting people using these aids Physical activity and the environment (NG90) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 14 of 57some older or frail people people using buggies, prams or cargo cycles for transporting children

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

22. Hearing loss in adults: assessment and management

, or recurs abnormal appearance of the outer ear or the eardrum, such as: inflammation polyp formation perforated eardrum abnormal bony or skin growths swelling of the outer ear blood in the ear canal a middle ear effusion in the absence of, or that persists after, an acute upper respiratory tract infection. Adults with suspected or diagnosed dementia, mild cognitiv Adults with suspected or diagnosed dementia, mild cognitive impairment or a e impairment or a learning disability learning disability 1.1.8 (...) Consider referring adults with diagnosed or suspected dementia or mild cognitive impairment to an audiology service for a hearing assessment because hearing loss may be a comorbid condition. 1.1.9 Consider referring adults with diagnosed dementia or mild cognitive impairment to an audiology service for a hearing assessment every 2 years if they have not previously been diagnosed with hearing loss. 1.1.10 Consider referring people with a diagnosed learning disability to an audiology service

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

23. Dementia: assessment, management and support for people living with dementia and their carers

with learning disabilities, see the NICE guideline on mental health problems in people with learning disabilities. Diagnosis in specialist dementia diagnostic services Diagnosis in specialist dementia diagnostic services 1.2.9 Diagnose a dementia subtype (if possible) if initial specialist assessment (including an appropriate neurological examination and cognitive testing) confirms cognitive decline and reversible causes have been ruled out. 1.2.10 If Alzheimer's disease is suspected, include a test (...) accessible Making services accessible 1.3.6 Service providers should design services to be accessible to as many people living with dementia as possible, including: people who do not have a carer or whose carer cannot support them on their own people who do not have access to affordable transport, or find transport difficult to use people who have other responsibilities (such as work, children or being a carer themselves) people with learning disabilities, sensory impairment (such as sight or hearing

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

24. Flu vaccination: increasing uptake

such as oncology or antenatal. Social care staff who may have contact with carers and other eligible groups, such as people with learning disabilities. This may include during home visits, individual needs assessments and carers' assessments. Flu vaccination: increasing uptake (NG103) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 6 of 731.2.2 Provide information on the following as part of an education programme on flu (...) an undiagnosed clinical condition) access health services attend healthcare appointments. The groups classified as underserved in this guideline are: Flu vaccination: increasing uptake (NG103) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 19 of 73people who are homeless or sleep rough people who misuse substances asylum seekers Gypsy, Traveller and Roma people people with learning disabilities young people leaving long

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

25. Preventing suicide in community and custodial settings

on the management of prisoners at risk of harm to self, to others and from others). 1.5.3 T ake into account socioeconomic deprivation, disability, physical and mental health status, and cultural, religious and social norms about suicide and help- seeking behaviour, particularly among groups at high suicide risk. 1.5.4 Ensure the language and content of any awareness-raising materials is: appropriate for the target group sensitive and compliant with media reporting guidelines, such as the Samaritans' Media (...) suicide in community and custodial settings (NG105) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 13 of 32In custodial settings, for example, provide safer cells (see the Ministry of Justice's Quick-time learning bulletin: safer cells). In the community, for example, restrict access to painkillers (see NHS England's Items which should not be routinely prescribed in primary care: guidance for CCGs, Medicines

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

26. Decision-making and mental capacity

decisions, for example, about their personal welfare, medical treatment, property or affairs facilitating their involvement in decisions that may be made, or are being made under the Mental Capacity Act 2005. 1.1.8 As a minimum, independent advocacy must be offered by local authorities as described in the Care Act 2014, Mental Capacity Act 2005 and Mental Health Act 2007. [This recommendation is adapted from the NICE guideline on learning disabilities and behaviour that challenges: service design (...) to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 4 of 41Conte Context xt The Care Quality Commission (CQC) estimates that around 2 million people in England and Wales may lack the capacity to make certain decisions for themselves at some point because of illness, injury or disability. The Mental Capacity Act 2005 was designed to empower and protect individuals in these circumstances. However, the CQC identified serious issues with the practical implementation

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

27. Children and young people exposed prenatally to alcohol

at risk of FASD, including child development specialists, clinical and educational psychologists, clinical geneticists, general practitioners (GPs) and members of the primary care team, health visitors, members of the judicial system, midwives, neonatologists, nurses (eg school, learning disability and others), obstetricians, occupational therapists, paediatricians, physicians, physiotherapists, psychiatrists, social workers and speech and language therapists. It will also be of interest to people (...) includes a section for recording of sentinel facial features is available for download from the SIGN website. 3.4 Neurodevelopmental assessment 3.4.1 Areas of assessment The neurodevelopmental deficits associated with FASD are complex and multifaceted. It is well established that learning disabilities, 77 inattention, 78 social 79 and executive function deficits 80 can occur regardless of facial dysmorphology. There is no single neuropsychological measure, nor pattern of neuropsychological profiles

2019 SIGN

28. Guidelines for diagnosing and managing pediatric concussion

. B On Discharge (what do we tell parents and/or caregivers?) Number Evidence 3.1 Provide verbal information and written handouts to the child/adolescent and the parents and/or caregivers. A/B 3.1a Inform on the expected course of recovery and return-to-learn/play. B 3.1b Advise on the risks and complications of re-injury, especially of persistent symptoms. B 3.1c Advise on managing sleep proactively. C 3.1d Advise on managing headaches. B 3.1e Advise on coping with fatigue. B 3.1f Advise (...) /adolescent return to learn/play?) Number Evidence 4.1 Recommend that the child/adolescent follow a stepwise return-to-learn plan. B/C 4.2 Develop a return-to-learn program after acute symptoms have improved. B/C 4.3 Recommend additional assessment and accommodations if symptoms worsen or fail to improve. B/C 4.4 Develop a return-to-play program only after the child/adolescent has started his/her return-to-learn program. B 4.5 Refer any child/adolescent who has sustained multiple concussions to an expert

2019 CPG Infobase

29. Child abuse and neglect

Working with children and y orking with children and young people oung people 1.1.1 T ake a child-centred approach to all work with children and young people. Involve them in decision-making to the fullest extent possible depending on their age and developmental stage. 1.1.2 Use a range of methods (for example, drawing, books or activities if appropriate) for communicating with children and young people. T ailor communication to: their age and developmental stage any disabilities, for example learning (...) solutions avoiding blame, even if they may be responsible for the child abuse or neglect inviting, recognising and discussing any worries they have about specific interventions they will be offered identifying what they are currently doing well, and building on this making adjustments for any factors which may make it harder for them to get support, such as refugee status, long-term illness, neurodevelopmental disorders, mental health problems, disability or learning disability being sensitive

2017 National Institute for Health and Clinical Excellence - Clinical Guidelines

30. Glaucoma: diagnosis and management

circumstances rule out gonioscopy (for example, when people with physical or learning disabilities are unable to participate in the examination). [2009] [2009] 1.2.4 Obtain an optic nerve head image at diagnosis for baseline documentation (for example, a stereoscopic optic nerve head image or OCT). [2009, amended 2017] [2009, amended 2017] 1.2.5 After referral, consider an early assessment appointment when there is clinical concern based on the information provided. [2017] [2017] 1.2.6 At the time (...) choice current systemic and topical medication glaucoma medication record drug allergies and intolerances. [2009] [2009] 1.3.2 Use alternative methods of assessment if clinical circumstances rule out Glaucoma: diagnosis and management (NG81) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 7 of 41standard methods (for example, when people with physical or learning disabilities are unable to participate

2017 National Institute for Health and Clinical Excellence - Clinical Guidelines

31. Cataracts in adults: management

of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 21 of 23The development and validation of suitable vision-specific, quality-of-life measures would aid the decision-making process for cataract surgery, and help to accurately quantify the quality of life gains that may be expected from surgery. Particular consideration should be given to people with learning disabilities/cognitive impairment, or any other groups who may find it more difficult to self-report their own (...) the anterior and posterior corneal curvature. Do not use standard biometry techniques or historical data alone. 1.3.8 Surgeons should think about modifying a manufacturer's recommended intraocular lens constant, guided by learning gained from their previous deviations from predicted refractive outcomes. Second-e Second-ey ye prediction e prediction 1.3.9 Consider using 50% of the first-eye prediction error in observed refractive outcome to guide calculations for the intraocular lens power for second-eye

2017 National Institute for Health and Clinical Excellence - Clinical Guidelines

32. Intermediate care including reablement

-and- conditions#notice-of-rights). Page 14 of 28positive risk taking. 1.8.2 Ensure that intermediate care staff are able to recognise and respond to: common conditions, such as diabetes; mental health and neurological conditions, including dementia; frailty; stroke; physical and learning disabilities; sensory loss; and multi-morbidity common support needs, such as nutrition, hydration, continence, and issues related to overall skin integrity common support needs, such as dealing with bereavement and end (...) of assessment and delivery, ensure good communication between intermediate care practitioners and: other agencies people using the service and their families and carers. 1.1.3 Intermediate care practitioners should: work in partnership with the person to find out what they want to achieve and understand what motivates them focus on the person's own strengths and help them realise their potential to regain independence build the person's knowledge, skills, resilience and confidence learn to observe and guide

2017 National Institute for Health and Clinical Excellence - Clinical Guidelines

33. Developmental follow-up of children and young people born preterm

enterocolitis that needed surgery neonatal sepsis severe retinopathy of prematurity. 1.2.5 Be aware that there is an increased prevalence of developmental coordination disorder in children born preterm compared with the general population. L Learning disability (intellectual disability) earning disability (intellectual disability) 1.2.6 Be aware that children born preterm are at increased risk of learning disability (intellectual disability), and that: the following are independent risk factors: grade 3 (...) investigation or referral if a developmental problem or disorder is suspected or present refer the child to the appropriate local pathway if needed. 1.3.8 At each face-to-face follow-up visit and developmental assessment for a child born preterm who is having enhanced developmental surveillance, check for signs and symptoms of developmental problems and disorders as appropriate, such as: cerebral palsy (see recommendation 1.3.9) global developmental delay and learning disability (intellectual disability

2017 National Institute for Health and Clinical Excellence - Clinical Guidelines

34. Eating disorders: recognition and treatment

/terms-and- conditions#notice-of-rights). Page 5 of 40any physical or other mental health problems or disabilities. 1.1.3 Healthcare professionals assessing people with an eating disorder (especially children and young people) should be alert throughout assessment and treatment to signs of bullying, teasing, abuse (emotional, physical and sexual) and neglect. For guidance on when to suspect child maltreatment, see the NICE guideline on child maltreatment. Communication and information Communication (...) the person practice in their daily life what they have learned. 1.3.6 MANTRA for adults with anorexia nervosa should: typically consist of 20 sessions, with: weekly sessions for the first 10 weeks, and a flexible schedule after this up to 10 extra sessions for people with complex problems base treatment on the MANTRA workbook motivate the person and encourage them to work with the practitioner be flexible in how the modules of MANTRA are delivered and emphasised when the person is ready, cover nutrition

2017 National Institute for Health and Clinical Excellence - Clinical Guidelines

35. Mental health of adults in contact with the criminal justice system

this guideline with the NICE guidelines on service user experience in adult mental health and patient experience in adult NHS services to improve the experience of care for people with mental health problems including those with neurodevelopmental disorders. 1.1.2 Use this guideline with any NICE guidelines on specific mental health problems [1] . T ake into account: the nature and severity of any mental health problem the presence of a learning disability or any acquired cognitive impairment other (...) learning disabilities), cognitive impairments, or physical health problems or disabilities. Seek advice or involve specialists if needed. 1.3 Identification and assessment throughout the care pathway 1.3.1 Be vigilant for the possibility of unidentified or emerging mental health problems in people in contact with the criminal justice system, and review available records for any indications of a mental health problem. 1.3.2 Ensure all staff working in criminal justice settings are aware of the potential

2017 National Institute for Health and Clinical Excellence - Clinical Guidelines

36. Sexually transmitted infections: condom distribution schemes

into a pre-designed scheme and potentially benefit from economies of scale [ES10, EA, EP1, EP2]. Inequalities Inequalities The committee recognised that targeting schemes at different population groups or geographical areas could lead to inequalities (for example, people living outside cities may not have access to city-based services). It also noted the lack of evidence of effectiveness for some groups, for example, people with learning disabilities. For this reason, the committee kept its (...) to single component schemes. The committee was aware that young people under 16 might also use single component schemes. It agreed that there was no way to prevent this. But it was clear that multicomponent schemes are the best option for them and for anyone over 16 for whom there is a duty of care (for example, if they have special educational needs or disabilities). It agreed that providing condoms freely to people most at risk of STIs is important, although it is better if this takes place

2017 National Institute for Health and Clinical Excellence - Clinical Guidelines

37. Drug misuse prevention: targeted interventions

. This may include people: in multiple groups at risk whose personal circumstances put them at increased risk who may already be using drugs on an occasional basis who may already be regularly excessively consuming another substance, such as alcohol. Y Y oung people oung people People aged 10 to 18. This term also includes people aged up to 25 who have special educational needs or a disability (consistent with the Children and Families Act 2014). Drug misuse prevention: targeted interventions (NG64) ©

2017 National Institute for Health and Clinical Excellence - Clinical Guidelines

38. Spondyloarthritis in over 16s: diagnosis and management

#notice-of-rights). Page 14 of 321.4.8 When using BASDAI and spinal pain VAS scores, healthcare professionals should take into account any physical, sensory or learning disabilities, or communication difficulties that could affect the responses to the questionnaires, and make any adjustments they consider appropriate. [This recommendation is from NICE's technology appraisal guidance on TNF- alpha inhibitors for ankylosing spondylitis and non-radiographic axial spondyloarthritis.] Biological DMARDs (...) technology appraisal guidance on secukinumab for active ankylosing spondylitis after treatment with non-steroidal anti-inflammatory drugs or TNF-alpha inhibitors.] 1.4.11 When using BASDAI and spinal pain VAS scores, healthcare professionals should take into account any physical, sensory or learning disabilities, or communication difficulties that could affect the responses to the questionnaires, and make any adjustments they consider appropriate. [This recommendation is from NICE's technology appraisal

2017 National Institute for Health and Clinical Excellence - Clinical Guidelines

39. Antimicrobial stewardship: changing risk-related behaviours in the general population

to provide a coordinated system of information. 1.3.2 Ensure information is available in a variety of formats to meet people's literacy and language needs and the needs of people with sensory disabilities. 1.3.3 Consider distributing information and advice through facilities and services operated by local authorities, such as leisure centres and libraries. 1.3.4 When deciding where to distribute information, prioritise settings in which people are more vulnerable to infection or where there is a high (...) be helpful). 1.4.12 Consider giving children information to take home about when and how to wash their hands. 1.4.13 Share information with parents and carers that can support their children's learning. This could include teaching their children how and when to wash their hands. 1.4.14 Give parents and carers advice on other ways to help prevent infections. This should include advice on being up to date with vaccinations (see NICE's guideline on immunisations: reducing differences in uptake in under 19s

2017 National Institute for Health and Clinical Excellence - Clinical Guidelines

40. Cerebral palsy in under 25s: assessment and management

palsy communication difficulties do not necessarily correlate with learning disability (intellectual disability). Assessment and referr Assessment and referral al 1.9.2 Regularly assess children and young people with cerebral palsy during routine reviews to identify concerns about speech, language and communication, including speech intelligibility. 1.9.3 Refer children and young people with cerebral palsy for specialist assessment if there are concerns about speech, language and communication (...) and degree of pain can be challenging, especially if: there are communication difficulties or learning disability (intellectual disability) there are difficulties with registering or processing sensory information (see section 1.16) ask about signs of pain, discomfort, distress and sleep disturbances (see section 1.14) at every contact recognise that pain-related behaviour can present differently compared with that in the wider population. 1.13.6 Assess for other possible causes of distress

2017 National Institute for Health and Clinical Excellence - Clinical Guidelines

Guidelines

Guidelines – filter by country