Jill Bradshaw

The use of augmentative and alternative communication apps for the iPad, iPod and iPhone: an overview of recent developments

Purpose – The purpose of this paper is to provide an overview of the communication applications (apps) that can be used with devices such as the iPad, iPod and iPhone to support augmentative and alternative communication (AAC).Design/methodology/approach – A brief discussion of the research into the use of high‐technology communication aids is followed by an introduction to the iPad, iPod and iPhone AAC apps.Findings – These devices and apps clearly have a role within the spectrum of AAC devices currently available. They may have some distinct advantages in cost, ease of use and acceptability but more research into their use is needed.Originality/value – This article starts with a model of communicative competence and presents some recent research into barriers in the use of high‐technology AAC. It suggests some ways in which AAC apps may address some of the barriers to implementation and functional use. Finally, the need for individual assessment to determine specific communication needs is stressed. The...

Quality of Life and Quality of Support for People with Severe Intellectual Disability and Complex Needs.

BACKGROUND People with severe and profound intellectual disabilities often spend substantial time isolated and disengaged. The nature and quality of the support appears to be important in determining quality of life. METHODS Structured observations and staff questionnaires were used to explore the quality of life and quality of support for 110 people with severe and profound disabilities and complex needs. RESULTS On average, people spent approximately 40% of their time engaged in meaningful activities, received contact from staff 25% of the time (6% in the form of assistance to be engaged). Just over one-third received consistently good active support, which was associated with other measures of quality of support and emerged as the strongest predictor of outcomes. CONCLUSIONS Quality of life and quality of support were relatively poor, although with about one-third of people receiving skilled support. Consistently good active support was the best predictor of outcome and proposed as a good indicator of skilled support.

Communication Partnerships with People with Profound and Multiple Learning Disabilities

There are many definitions of profound and multiple learning disabilities. Most definitions include having a high degree of learning disability in conjunction with at least one other severe impairment, such as visual, auditory or physical impairments (Male, 1996; Ware, 1996; Lacey, 1998). Bunning (1997) adds that people with such disabilities are very reliant on others for support, including support in taking part in communicative events. Establishing reliable and consistent methods of communication may be exceptionally difficult (Florian et al, 2000). However, it is important to consider the individuality and extreme diversity of this population (Detheridge, 1997; Hogg, 1998), which includes variability in communication strengths and needs (Granlund & Olsson, 1999; McLean et al, 1996). Communication is often given little attention when services are planning ways of supporting individuals to participate, develop independence and make choices (McGill et al, 2000). While the individuals communication strengths and needs should remain central within any discussion, the significant others and the environment will also have an important influence. This article explores some of the communication issues experienced by people with profound and multiple learning disabilities and highlights the importance of the communication partnership within interventions.

A Total Communication Approach Towards Meeting the Communication Needs of People with Learning Disabilities

The promotion of effective communication must include an overall strategy, implemented within a multi-disciplinary framework, and systems for evaluation (Van der Gaag, 1998). The ultimate goal of introducing alternative or augmentative communication the use of non-speech modes to supplement or substitute verbal communication (von Tetzchner & Hygum Jensen, 1996) is to enable the individual to ‘communicate freely in all ordinary communication situations and a range of less ordinary ones’ (Martinsen & von Tetzchner, 1996 p47). This requires consideration of the communication in use by all those involved in the communication exchange and of the wider issues in the communication environment (Bradshaw, 1998). Jones describes the implementation of a total communication strategy across a number of organisations. The Somerset Total Communication project demonstrates the usefulness and potential of the systematic introduction of multimodal communication, using a co-ordinated, multi-agency approach with a local authority or service system.

“I felt that I deserved it” – experiences and implications of disability hate crime

Purpose – The purpose of this paper is to summarise key findings and recommendations from the “Living in Fear” research project focusing on the experiences of people with learning disabilities and autism related to disability hate crime and the experience of the police in dealing with such incidents. Design/methodology/approach – Methods included: first, a postal survey with 255 people with learning disabilities or autism (or their carers for people with more severe disabilities), of whom 24 also took part in semi-structured interviews; and second, an electronic survey of the knowledge and experience of 459 police officers or support staff. Findings – Just under half of participants had experienced some form of victimisation. The Police reported problems with the definition of disability hate crime and challenges to responding effectively. Social implications – A case study from the research highlights some of the key findings and is linked to implications for people with learning disabilities and autism,...

Commentary on “Communication is the key: improving outcomes for people with learning disabilities”

Purpose – The purpose of this article is to provide a commentary on Lewer and Hardings article about the use of “the open communication tool”(OCT).Design/methodology/approach – This article reviews the OCT as a method of both developing shared goals and understandings and identifying implementation issues.Findings – The OCT can provide a useful model when working in services. It might be enhanced by also including ways of systematically addressing the views of the person with a learning disability and their family members.Originality/value – Indirect interventions delivered in the way described may be problematic in that some research suggests that staff teams place greater value on knowledge that is directly gained by experience of working with the person. This raises questions relating to the model within which clinical services are often delivered to supported housing settings and whether this needs to change.

Improving Service Quality through Linked Services Development

The University Affiliated Programme (UAP) aims to improve service quality by working in partnership with local services. This article Reports on the establishment and development of linked services: three services for people with learning disabilities, living in small community houses that opened in late 1999 and early 2000. The focus of resources on a small number of linked services was designed to maximise the effectiveness of the involvement of the Tizard Centre, along with the Subscriber Network. It was intended that work in the linked services would be disseminated through this network. The UAP has worked with service users and providers since 1996, during which time users have moved from a long‐stay NHS hospital to community services. The service provider is also now a private organisation. The article outlines some of the projects which have been introduced or developed in these linked services and discusses some of the issues that have arisen while working in partnership with them. The benefits of working through a UAP will also be identified.

Commentary on “Why study the history of learning disability?”

Purpose – The purpose of this paper is to provide a commentary on “Why study the history of learning disability?” by Goodey. Design/methodology/approach – In his paper, Goodey makes the point that the term “learning disability” is not a fixed, stable concept, but one which has changed and evolved over time. This commentary explores the difference between care staff and professional understandings of people with learning disabilities including how these have changed in recent times. Findings – Care staff knowledge is likely to be based on direct experiences of particular people with learning disabilities whilst professional knowledge is likely to be based on theoretical concepts of general application. These differences in source of knowledge may interfere with desired collaboration between staff and professionals. Originality/value – This commentary suggests that differences in understandings should be recognised and the application of theory to practice is far from simple.

Commentary on “Evaluation of the impact of supervisory support on staff experiences of training”

Purpose – The purpose of this paper is to reflect on the findings from Koski et al.s (2014) research around training staff to communicate effectively. Design/methodology/approach – This commentary reflects on the needs of people with profound intellectual and multiple disabilities (PIMD). It uses the Five Good Communication Standards (Royal College of Speech and Language Therapists, 2013) as a framework for thinking about good communication. Findings – Ongoing support is certainly important in enabling staff to develop and maintain good communication partnerships with the people they are working with. This first requires agreement from all involved regarding what good communication partnerships look like and how they can be measured. Originality/value – This paper focuses on the Five Good Communication Standards and how these might be interpreted with people with PIMD. It uses information from Goldbart and Catons (2010) review of communication and people with the most complex needs to reflect on what is...

Commentary on “The People in Control Conference at City University, London: ‘We have opinions to share about our lives’”

Purpose – The purpose of this article is to provide a commentary on Harding et al.s article about the involvement of people with learning disabilities in university teaching and conference presentations.Design/methodology/approach – The article reviews research into communication strengths and needs and into communication partnerships between service users and members of staff with a view to identifying communication barriers to the involvement of people with learning disabilities.Findings – The generally poor communication environments in which people are supported are likely to limit opportunities for involvement.Originality/value – It is suggested that increased involvement is likely to result from increased quality of daily communication. This may best occur as part of general service‐wide approaches to improving service quality, such as person‐centred active support.