This is the accepted version of the paper.This version of the publication may differ from the final published version. Abstract Purpose -The purpose of this paper is to analyse some of the factors which affect the implementation and outcomes of indirect intervention for people with learning disabilities in residential homes and day centres. Design/methodology/approach -Data were gathered through a series of semi-structured interviews which were transcribed and analysed according to the principles of grounded theory. In total, four carers/support workers and three speech and language therapists (SLTs) were interviewed. Findings -Analysis of the data indicated distinct areas where intervention breakdown could occur, some of which were within the SLTs' control and some of which were not. Originality/value -This paper builds on previous research to identify barriers to successful therapy outcomes and develops a way of looking at these barriers which can inform intervention planning and delivery. Permanent
This is the accepted version of the paper.This version of the publication may differ from the final published version. Design, methodology, approach -Qualitative data from a study identifying barriers to effective intervention was used to create a model of working practice. Permanent repository linkFindings -This paper introduces a model of addressing intervention which could be used by the broader multidisciplinary team to increase successful intervention outcomes and pinpoint concerns about care providers who do not enhance communication effectively.Originality / value -The authors suggest that a more consistent and robust approach to delivering indirect intervention could be used to bridge communication gaps between healthcare providers and commissioners / monitoring bodies of services for people with learning disabilities. Keywords: Learning disabilities, indirect intervention, multidisciplinary working, commissioning, outcomesPaper type: Research paper. Easy Read SummaryPeople who work for the NHS go into the homes of people with learning disabilities.They suggest ways that staff can improve the lives of people with learning disabilities.Sometimes these things do not happen, or they happen for a short time and then stop.An earlier paper looked at the reasons that this happens.This paper uses the information from research to suggest a way that health professionals can work best with people who run residential and day-services.This paper suggests that this way of working can be useful to find out which services are not working well, and tell commissioners and social services about these homes and day centres. One suggestion is using the Open Communication Tool (OCT) to identify where areas of need are.This paper hopes that telling people about problems with working together early on will help to stop bad things happening to people with learning disabilities in these places. 2 BackgroundThe research underpinning this paper started as an attempt to improve understanding of barriers to achieving successful communication outcomes for people with learning disabilities as undertaken by speech and language therapists (SLTs) (Lewer & Harding 2013).As it progressed, it became apparent that the difficulties noted by SLTs in achieving successful communication reflect much wider challenges in the provision of good quality services for people with learning disabilities.Many reports and government documents have highlighted inequalities and abuse within services for vulnerable adults and offer general information about how the situations should be improved (McGill, 2011). However, too often it appears that nothing is really changing (Mencap, 2012) and there is a need for more concrete procedures to be trialled and evaluated on a regular basis. A major issue that keeps emerging is that people with learning disabilities are not consulted about what their needs actually are, and if they are asked, the communication supports and strategies needed to achieve effective communication are not readily available , or if they are av...
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