SynopsisVarious types of reliability measures were conducted on the Disability Assessment Schedule, a structured interview devised to elicit from parents or care staff details of impairments, skills and behaviour problems in mentally retarded children and adults. The results indicated high overall agreement when the schedule was repeated over time, and also when used by several trained interviewers to rate the same interview. Problems arising from the use of such interview schedules are discussed, and suggestions are made for improving the design and method of administration.

The skills, social impairments and challenging behaviours of a total population of 166 children, with severe intellectual disabilities and/or autism, were assessed through interview with the main carers, when the children were under 15 years old (time 1). Twelve years later, 141 of these individuals were re-assessed, using the same measures (time 2). "Abnormal" behaviours tended to reduce with age and were associated with poorer language skills and poorer quality of social interaction. Individuals with most abnormal behaviours at time 1, tended to have most at time 2. Abnormal behaviour at time 2 was predicted by the presence of abnormal behaviour at time 1, poor expressive language at time 1, poor quality of social interaction at time 1 and a diagnosis of autism/autistic continuum at time 1.

Our results suggest a high prevalence of burnout among IAPT practitioners. Strategies to reduce burnout among PWPs involving reductions in workload, particularly telephone contact and increases in clinical supervision need to be evaluated.

The skills of a total population of children with severe intellectual disability and/or autism from Camberwell, South London, UK, and the initial follow-up data, taken when the subjects were adolescents and young adults (Shah 1986), are described in the present study. Changes in skills over time are presented within the categories of communication, self-care, and educational and cognitive skills, as assessed by the Handicaps, Behaviours and Skills schedule. The results indicated that skills had improved in many areas between times 1 and 2, but that this improvement was more noticeable for the children who had been youngest at time 1. The implications of these results and predictions for a further follow-up study are discussed.

Accessible Summary We asked support workers what they thought about their role supporting sexuality. They said they want to try to support sexuality and relationships but also have to keep people safe. They said they have lots of things to consider which makes it difficult. We think support workers need more training and advice to help them talk about some of their worries and difficulties supporting sexuality. Abstract BackgroundDespite positive attitudes amongst support staff towards sexuality, adults with learning disabilities report being dissatisfied with the support they receive. This research aimed to explore support workers’ understanding of their role supporting the sexuality of adults with learning disabilities. MethodSix support workers from supported living services were interviewed about their role. Data were analysed using interpretative phenomenological analysis. ResultsThree themes emerged which were understood as suggesting that support workers held conflicting beliefs and emotions about their role supporting sexuality. This was interpreted as creating an ambivalence that could result in support workers distancing themselves from an active role in supporting sexuality. ConclusionThis study concluded that support workers may inadvertently express an understanding of their role that may be consistent with negative and limiting discourses about the sexuality of adults with learning disabilities. The findings suggest a continuing need for sexuality training with a focus on reflective practice.