Purpose This paper aims to examine the prevalence and reasons for delayed discharge from two regional assessment and treatment units (ATUs) for people with learning disabilities, in line with the transforming care agenda. Design/methodology/approach This is a retrospective evaluation of 44 admissions and discharges from two ATUs from February 2019 to March 2022. Findings Of 44 admissions who were discharged during the included period, 20 experienced delays in their discharge. Delayed discharges occurred despite the two ATUs meeting standards for length of assessment and treatment as specified by the Learning Disability Professional Senate. The most prevalent reasons for discharge delays were identification of a new placement, recruitment of care staff and building work. Originality/value This paper offers an in-depth evaluation of recent delayed discharges from two regional ATUs, highlighting the most common reasons for delays and offering suggestion for reducing delays in future.
{"title":"Why am I still in hospital? Evaluation of delayed discharges from two learning disability assessment and treatment units in England","authors":"Daisy Alicia Gibson, Holly Eick, Susanne Meddings, Ceri Woodrow","doi":"10.1108/tldr-07-2022-0015","DOIUrl":"https://doi.org/10.1108/tldr-07-2022-0015","url":null,"abstract":"\u0000Purpose\u0000This paper aims to examine the prevalence and reasons for delayed discharge from two regional assessment and treatment units (ATUs) for people with learning disabilities, in line with the transforming care agenda.\u0000\u0000\u0000Design/methodology/approach\u0000This is a retrospective evaluation of 44 admissions and discharges from two ATUs from February 2019 to March 2022.\u0000\u0000\u0000Findings\u0000Of 44 admissions who were discharged during the included period, 20 experienced delays in their discharge. Delayed discharges occurred despite the two ATUs meeting standards for length of assessment and treatment as specified by the Learning Disability Professional Senate. The most prevalent reasons for discharge delays were identification of a new placement, recruitment of care staff and building work.\u0000\u0000\u0000Originality/value\u0000This paper offers an in-depth evaluation of recent delayed discharges from two regional ATUs, highlighting the most common reasons for delays and offering suggestion for reducing delays in future.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43564266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-22DOI: 10.1108/tldr-11-2022-0024
B. Collins, Nicole A. McGrath, S. Maguire
Purpose Families of children with disabilities experience many challenges, which Sparkle’s Family Liaison Service (FLS) aims to alleviate. The purpose of this study was to evaluate the impact of the service. Design/methodology/approach Qualitative interviews with ten families who had accessed the FLS and 14 professionals working with children with disabilities were conducted in 2020. Interview transcripts were analysed using inductive and deductive thematic analysis. Findings Families valued an accessible service and a neutral individual who could empathise with them. Professionals highlighted the FLS relieving pressure they felt to provide informal support for families they work with, resulting in considerable time saving. Originality/value To the best of the authors’ knowledge, this is the first evaluation of the novel FLS meeting the unmet needs of families of children with disabilities. The service equips and empowers caregivers to enhance their own lives and the lives of their children and family.
{"title":"What can a Family Liaison Service offer families of children with disabilities and/or developmental difficulties?","authors":"B. Collins, Nicole A. McGrath, S. Maguire","doi":"10.1108/tldr-11-2022-0024","DOIUrl":"https://doi.org/10.1108/tldr-11-2022-0024","url":null,"abstract":"\u0000Purpose\u0000Families of children with disabilities experience many challenges, which Sparkle’s Family Liaison Service (FLS) aims to alleviate. The purpose of this study was to evaluate the impact of the service.\u0000\u0000\u0000Design/methodology/approach\u0000Qualitative interviews with ten families who had accessed the FLS and 14 professionals working with children with disabilities were conducted in 2020. Interview transcripts were analysed using inductive and deductive thematic analysis.\u0000\u0000\u0000Findings\u0000Families valued an accessible service and a neutral individual who could empathise with them. Professionals highlighted the FLS relieving pressure they felt to provide informal support for families they work with, resulting in considerable time saving.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first evaluation of the novel FLS meeting the unmet needs of families of children with disabilities. The service equips and empowers caregivers to enhance their own lives and the lives of their children and family.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47604549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-21DOI: 10.1108/tldr-07-2022-0016
Dhammika (Dave) Guruge
Purpose This study aims to evaluate employment opportunities for people with intellectual disabilities in publicly traded companies in New Zealand. Design/methodology/approach The diversity and inclusion (DI) policies of 163 publicly traded companies listed on the New Zealand equity market were examined and compared to the Global Reporting Initiative (GRI) reporting standards using content analysis with Leximancer software. Findings Only 1.84% of publicly traded companies met all of the GRI reporting standards and disclosed information about the proportion of employees with disabilities in their DI policies. Originality/value To the best of the researcher's knowledge, disclosure of inclusion of people with intellectual disabilities in publicly traded companies in New Zealand has not been studied. This study provides insights into the level of DI in the New Zealand equity market companies related to people with intellectual disabilities.
{"title":"Diversity and inclusion policies in publicly traded New Zealand companies: inclusion of people with intellectual disabilities","authors":"Dhammika (Dave) Guruge","doi":"10.1108/tldr-07-2022-0016","DOIUrl":"https://doi.org/10.1108/tldr-07-2022-0016","url":null,"abstract":"\u0000Purpose\u0000This study aims to evaluate employment opportunities for people with intellectual disabilities in publicly traded companies in New Zealand.\u0000\u0000\u0000Design/methodology/approach\u0000The diversity and inclusion (DI) policies of 163 publicly traded companies listed on the New Zealand equity market were examined and compared to the Global Reporting Initiative (GRI) reporting standards using content analysis with Leximancer software.\u0000\u0000\u0000Findings\u0000Only 1.84% of publicly traded companies met all of the GRI reporting standards and disclosed information about the proportion of employees with disabilities in their DI policies.\u0000\u0000\u0000Originality/value\u0000To the best of the researcher's knowledge, disclosure of inclusion of people with intellectual disabilities in publicly traded companies in New Zealand has not been studied. This study provides insights into the level of DI in the New Zealand equity market companies related to people with intellectual disabilities.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49164384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-19DOI: 10.1108/tldr-05-2023-0013
R. Shankar
Purpose This commentary explores the challenges and themes enumerated by the associated article “Why am I still in hospital? Evaluation of delayed discharges from two learning disability assessment and treatment units in England”. This commentary broadens and outlines the research’s background, premise and potential impact. This paper aims to critically examine the evidence on this subject. Design/methodology/approach This commentary considers the attitudes to inpatient care for people with learning disabilities in the past decade and outlines a possible compact for the future. Findings Contrary to popular and emotive beliefs that using specialist inpatient psychiatric settings for people with learning disabilities is universally a poor practice, there are defined occasions when such settings are needed and imperative in the clinical pathway. If people with learning disabilities can access inpatient settings at the right time for the right reason, psychiatric outcomes could be improved. Timely discharge is imperative and currently lacking due to a lack of suitable engagement mechanisms between inpatient settings and the community. Thus, evidence-based outcome tools are essential to facilitate appropriate discharge. Originality/value There is an ongoing debate on the value and utility of specialist inpatient psychiatric units for people with learning disabilities. This commentary provides a balanced, evidence-based insight into this discussion.
{"title":"Commentary on “Why am I still in hospital? Evaluation of delayed discharges from two learning disability assessment and treatment units in England”","authors":"R. Shankar","doi":"10.1108/tldr-05-2023-0013","DOIUrl":"https://doi.org/10.1108/tldr-05-2023-0013","url":null,"abstract":"\u0000Purpose\u0000This commentary explores the challenges and themes enumerated by the associated article “Why am I still in hospital? Evaluation of delayed discharges from two learning disability assessment and treatment units in England”. This commentary broadens and outlines the research’s background, premise and potential impact. This paper aims to critically examine the evidence on this subject.\u0000\u0000\u0000Design/methodology/approach\u0000This commentary considers the attitudes to inpatient care for people with learning disabilities in the past decade and outlines a possible compact for the future.\u0000\u0000\u0000Findings\u0000Contrary to popular and emotive beliefs that using specialist inpatient psychiatric settings for people with learning disabilities is universally a poor practice, there are defined occasions when such settings are needed and imperative in the clinical pathway. If people with learning disabilities can access inpatient settings at the right time for the right reason, psychiatric outcomes could be improved. Timely discharge is imperative and currently lacking due to a lack of suitable engagement mechanisms between inpatient settings and the community. Thus, evidence-based outcome tools are essential to facilitate appropriate discharge.\u0000\u0000\u0000Originality/value\u0000There is an ongoing debate on the value and utility of specialist inpatient psychiatric units for people with learning disabilities. This commentary provides a balanced, evidence-based insight into this discussion.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44142733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1108/tldr-02-2023-0007
Alex Cockain
Purpose This commentary reflects upon the article entitled “Diversity and inclusion policies in publicly traded New Zealand companies: Inclusion of people with intellectual disabilities”. Design/methodology/approach This narrative commentary critically reflects upon the Global Reporting Initiative (hereafter, GRI) itself and what the numbers reported in Guruge’s (2023; this issue) article say, paying attention to what we might think and do about such standards and scenarios. Findings This commentary does not present a definitive assessment of the GRI. This is because it is marked by undecidability. Nevertheless, it reads some of the figures, or “data”, which register organisational uptake of GRI standards (or the lack thereof), together with other “data”, to contrive a more stable account. Originality/value This commentary strives to avoid presenting a reductive reading of “data” and, instead, highlights the complex multifaceted dimensions of societies, sustainability, social inclusion, disability and possibilities for inclusive practices.
{"title":"Commentary on “Diversity and inclusion policies in publicly traded New Zealand companies: inclusion of people with intellectual disabilities”","authors":"Alex Cockain","doi":"10.1108/tldr-02-2023-0007","DOIUrl":"https://doi.org/10.1108/tldr-02-2023-0007","url":null,"abstract":"\u0000Purpose\u0000This commentary reflects upon the article entitled “Diversity and inclusion policies in publicly traded New Zealand companies: Inclusion of people with intellectual disabilities”.\u0000\u0000\u0000Design/methodology/approach\u0000This narrative commentary critically reflects upon the Global Reporting Initiative (hereafter, GRI) itself and what the numbers reported in Guruge’s (2023; this issue) article say, paying attention to what we might think and do about such standards and scenarios.\u0000\u0000\u0000Findings\u0000This commentary does not present a definitive assessment of the GRI. This is because it is marked by undecidability. Nevertheless, it reads some of the figures, or “data”, which register organisational uptake of GRI standards (or the lack thereof), together with other “data”, to contrive a more stable account.\u0000\u0000\u0000Originality/value\u0000This commentary strives to avoid presenting a reductive reading of “data” and, instead, highlights the complex multifaceted dimensions of societies, sustainability, social inclusion, disability and possibilities for inclusive practices.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48137271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-14DOI: 10.1108/tldr-04-2022-0008
J. Painter, Winola Chio, L. Black, D. Newman
Purpose This study aims to understand whether psychotropic prescribing practices for people with intellectual disabilities are in keeping with best practice guidelines. Design/methodology/approach This service evaluation project was a retrospective analysis of routinely collected data from the care records of all 36 people with intellectual disability discharged from an intellectual disability assessment and treatment unit during the first five years of the Stop Over medicating People with Intellectual Disabilities and/or autistic people (STOMP) initiative. Data were gathered at four time points (pre-admission, discharge, 6- and 12-month follow-up) before being analysed to understand whether psychotropic prescribing differed among people with different clinical characteristics/traits/diagnoses. Changes over time were also explored to ascertain whether and how prescribing altered from admission to discharge, and over the subsequent year of community living. Findings Most people with intellectual disabilities left the assessment and treatment unit on fewer regular psychotropic medications and at lower doses than at admission. These optimised regimes were still apparent 12 months post-discharge, suggesting effective discharge planning and community care packages. Inpatients with severe intellectual disabilities generally received more anxiolytics and hypnotics, at higher doses. Autistic people tended to receive more psychotropics in total and at higher cumulative doses, a pattern that persisted post discharge. A third of the sample were admitted on regular anti-psychotic medications despite having no corresponding psychotic diagnosis, a proportion that remained relatively stable through discharge and into the community. Originality/value This study highlights subsets of the intellectual disability population at particular risk of receiving high doses of psychotropics and a feasible template for providers intending to undertake STOMP-focused evaluations.
{"title":"A STOMP-focused evaluation of prescribing practices in one assessment and treatment unit for people with intellectual disabilities","authors":"J. Painter, Winola Chio, L. Black, D. Newman","doi":"10.1108/tldr-04-2022-0008","DOIUrl":"https://doi.org/10.1108/tldr-04-2022-0008","url":null,"abstract":"\u0000Purpose\u0000This study aims to understand whether psychotropic prescribing practices for people with intellectual disabilities are in keeping with best practice guidelines.\u0000\u0000\u0000Design/methodology/approach\u0000This service evaluation project was a retrospective analysis of routinely collected data from the care records of all 36 people with intellectual disability discharged from an intellectual disability assessment and treatment unit during the first five years of the Stop Over medicating People with Intellectual Disabilities and/or autistic people (STOMP) initiative. Data were gathered at four time points (pre-admission, discharge, 6- and 12-month follow-up) before being analysed to understand whether psychotropic prescribing differed among people with different clinical characteristics/traits/diagnoses. Changes over time were also explored to ascertain whether and how prescribing altered from admission to discharge, and over the subsequent year of community living.\u0000\u0000\u0000Findings\u0000Most people with intellectual disabilities left the assessment and treatment unit on fewer regular psychotropic medications and at lower doses than at admission. These optimised regimes were still apparent 12 months post-discharge, suggesting effective discharge planning and community care packages. Inpatients with severe intellectual disabilities generally received more anxiolytics and hypnotics, at higher doses. Autistic people tended to receive more psychotropics in total and at higher cumulative doses, a pattern that persisted post discharge. A third of the sample were admitted on regular anti-psychotic medications despite having no corresponding psychotic diagnosis, a proportion that remained relatively stable through discharge and into the community.\u0000\u0000\u0000Originality/value\u0000This study highlights subsets of the intellectual disability population at particular risk of receiving high doses of psychotropics and a feasible template for providers intending to undertake STOMP-focused evaluations.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47407318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1108/tldr-10-2022-0021
Paddy Behan
Purpose The purpose of this paper is to provide a commentary on “Status quo bias and resistance to positive behaviour support: implications for leaders” and to extend the conversation regarding potential change agents to address resistance. Design/methodology/approach This commentary provides discussion stimulated by the Ntinas’s (2022) paper regarding resistance to the implementation of positive behaviour support (PBS). Findings Contextual fit is highlighted as a consideration related to the implementation of PBS, with a view to mitigating resistance. A range of factors linked to supporting good contextual fit are discussed. Originality/value This paper provides the perspective of a PBS practitioner with experience of implementing PBS across a range of settings. Recognition is given that further empirical evidence is required to confirm the utility of contextual fit to address resistance.
{"title":"Commentary on “Status quo bias and resistance to positive behaviour support: implications for leaders”","authors":"Paddy Behan","doi":"10.1108/tldr-10-2022-0021","DOIUrl":"https://doi.org/10.1108/tldr-10-2022-0021","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to provide a commentary on “Status quo bias and resistance to positive behaviour support: implications for leaders” and to extend the conversation regarding potential change agents to address resistance.\u0000\u0000\u0000Design/methodology/approach\u0000This commentary provides discussion stimulated by the Ntinas’s (2022) paper regarding resistance to the implementation of positive behaviour support (PBS).\u0000\u0000\u0000Findings\u0000Contextual fit is highlighted as a consideration related to the implementation of PBS, with a view to mitigating resistance. A range of factors linked to supporting good contextual fit are discussed.\u0000\u0000\u0000Originality/value\u0000This paper provides the perspective of a PBS practitioner with experience of implementing PBS across a range of settings. Recognition is given that further empirical evidence is required to confirm the utility of contextual fit to address resistance.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43861093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1108/tldr-10-2022-0022
Manuel Rodriguez
Purpose The purpose of this paper is to provide a commentary on “Developing and Refining a Process to Improve Teacher Engagement with the Performance Management System in a School Setting” and to extend the conversation around the use of organisational behavioural management in services. Design/methodology/approach This commentary focuses on the work conducted by Hawkins et al. (2022) in a school for autistic students who are also diagnosed with a learning disability. Findings The strengths and limitations of this research study are highlighted, and some suggestions are provided for future research. Originality/value This paper offers a valuable account of how organisational behavioural management can be used to help educational services produce better outcomes for the students while also empowering teachers.
{"title":"Commentary on “Developing and refining a process to improve teacher engagement with the performance management system in a school setting”","authors":"Manuel Rodriguez","doi":"10.1108/tldr-10-2022-0022","DOIUrl":"https://doi.org/10.1108/tldr-10-2022-0022","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to provide a commentary on “Developing and Refining a Process to Improve Teacher Engagement with the Performance Management System in a School Setting” and to extend the conversation around the use of organisational behavioural management in services.\u0000\u0000\u0000Design/methodology/approach\u0000This commentary focuses on the work conducted by Hawkins et al. (2022) in a school for autistic students who are also diagnosed with a learning disability.\u0000\u0000\u0000Findings\u0000The strengths and limitations of this research study are highlighted, and some suggestions are provided for future research.\u0000\u0000\u0000Originality/value\u0000This paper offers a valuable account of how organisational behavioural management can be used to help educational services produce better outcomes for the students while also empowering teachers.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-09DOI: 10.1108/tldr-10-2022-0019
Ceridwen Evans
Purpose The purpose of this commentary is to reflect on some of the themes presented in the associated article “Vocational training for livelihood and rehabilitation of persons with intellectual disabilities” and provide considerations for future close-to-practice research in the area of vocational training models and rehabilitation provisions. Design/methodology/approach This commentary considers the literature in relation to rehabilitation provisions centred around vocation, highlights the need for a person-centred focus and reiterates the potential of vocation as a route to social inclusion and wider social networks. Findings The focus on adapting supports and vocational training programmes to fit within the context of low-income areas and country-specific legislation should be afforded particular consideration, alongside ways to achieve high-quality research rigour, which still puts the person supported at the centre of any outcome measures. Originality/value This commentary is aimed in part at practitioners working in the field of learning disabilities and employment/vocation, who are keen to conduct close-to-practice research.
{"title":"Commentary on “Vocational training for livelihood and rehabilitation of persons with intellectual disabilities”","authors":"Ceridwen Evans","doi":"10.1108/tldr-10-2022-0019","DOIUrl":"https://doi.org/10.1108/tldr-10-2022-0019","url":null,"abstract":"\u0000Purpose\u0000The purpose of this commentary is to reflect on some of the themes presented in the associated article “Vocational training for livelihood and rehabilitation of persons with intellectual disabilities” and provide considerations for future close-to-practice research in the area of vocational training models and rehabilitation provisions.\u0000\u0000\u0000Design/methodology/approach\u0000This commentary considers the literature in relation to rehabilitation provisions centred around vocation, highlights the need for a person-centred focus and reiterates the potential of vocation as a route to social inclusion and wider social networks.\u0000\u0000\u0000Findings\u0000The focus on adapting supports and vocational training programmes to fit within the context of low-income areas and country-specific legislation should be afforded particular consideration, alongside ways to achieve high-quality research rigour, which still puts the person supported at the centre of any outcome measures.\u0000\u0000\u0000Originality/value\u0000This commentary is aimed in part at practitioners working in the field of learning disabilities and employment/vocation, who are keen to conduct close-to-practice research.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42162617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-10DOI: 10.1108/tldr-01-2022-0002
E. Hawkins, Kate Grant, M. Szabó, Kate Hewett
Purpose The purpose of this study was to review and make changes to the performance management process in place for teachers in a school for autistic children with learning disabilities. The performance management process consisted of line managers setting targets for their staff and points were given for targets met. Targets were related to improving outcomes for the children in the school. Teacher engagement in the performance management process was measured by the number of teachers reporting their points monthly and the number of points earned monthly. Design/methodology/approach The PDC (Austin, 2000) was conducted to determine changes to the process to improve teacher engagement with the performance management system. These changes to the performance management process consisted of an antecedent and information intervention (flowchart implemented summarising performance management process), equipment and processes interventions (change to graphing requirement, set rolling targets implemented) and consequence interventions (teachers set rolling targets to meet with their line manager regularly and to report on targets met monthly). Findings The number of teachers completing and submitting monthly summary forms increased following the changes made to the performance management process. The average number of points received increased significantly during the intervention. The intervention implemented following the use of the PDC led to increased teacher engagement in the performance management process and thus potentially improved the outcomes for the children within the school. Originality/value The PDC is a fairly simple tool to use to identify solutions to problems in the workplace. The procedure used herein is replicable across many settings and different workplace issues.
{"title":"Developing and refining a process to improve teacher engagement with the performance management system in a school setting","authors":"E. Hawkins, Kate Grant, M. Szabó, Kate Hewett","doi":"10.1108/tldr-01-2022-0002","DOIUrl":"https://doi.org/10.1108/tldr-01-2022-0002","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study was to review and make changes to the performance management process in place for teachers in a school for autistic children with learning disabilities. The performance management process consisted of line managers setting targets for their staff and points were given for targets met. Targets were related to improving outcomes for the children in the school. Teacher engagement in the performance management process was measured by the number of teachers reporting their points monthly and the number of points earned monthly.\u0000\u0000\u0000Design/methodology/approach\u0000The PDC (Austin, 2000) was conducted to determine changes to the process to improve teacher engagement with the performance management system. These changes to the performance management process consisted of an antecedent and information intervention (flowchart implemented summarising performance management process), equipment and processes interventions (change to graphing requirement, set rolling targets implemented) and consequence interventions (teachers set rolling targets to meet with their line manager regularly and to report on targets met monthly).\u0000\u0000\u0000Findings\u0000The number of teachers completing and submitting monthly summary forms increased following the changes made to the performance management process. The average number of points received increased significantly during the intervention. The intervention implemented following the use of the PDC led to increased teacher engagement in the performance management process and thus potentially improved the outcomes for the children within the school.\u0000\u0000\u0000Originality/value\u0000The PDC is a fairly simple tool to use to identify solutions to problems in the workplace. The procedure used herein is replicable across many settings and different workplace issues.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41872608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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