Clinician Alert: How to provide research-informed assessments of adult learning disabilities and ADHD

AimsThis project was designed to evaluate the use of PRN medication and PRN monitoring charts on an adult learning disability ward. These charts had been designed by the trust to provide us with a way of monitoring the use of psychotropic PRN medication to ensure monitoring of treatment response, physical health and side effects.MethodThe data were collected from PRN monitoring charts, electronic case notes and electronic prescribing chart records for all patients on an adult learning disability inpatient unit. The sample consisted of 7 patients who had been prescribed and/or received PRN psychotropic medication over a five week period. Quantitative data were derived by simple calculation for the total amount of PRN medication used and number of PRN monitoring charts completed. Qualitative data were collected of prescription charts and PRN protocols which is supposed to guide treatment.ResultOut of all the incidences where PRN medication was administered, only 64% of monitoring charts were completed. Out of the 7 patients on the ward, 6 had PRN protocol charts and for only 5 patients these were followed.ConclusionClinical practice must be improved. The results were presented to ward staff and doctors to discuss the implications for patient care and ways to improve clinical practice by ensuring full monitoring of the use of PRN medication to help reduce the overmedication of people with learning disability by improving the use of the PRN charts. NICE guidelines and The Royal College of Psychiatrists have published guidelines on the prescription of psychotropic drugs for people with learning disabilities. NHS England have also published an article to discourage over-medication of people with learning disabilities. There is a risk that doctors are prescribing medication to treat behaviour that is an expression of distress or a mode of communication rather than a mental disorder. Doctors have a responsibility to ensure they have fully assessed the person's potential to benefit from medication before they prescribe. The audit would serve to provide a baseline for this team prior to any audits in the future.

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Studying grief in adults with learning disabilities

The British Journal of Psychiatry ◽

10.1192/bjp.176.3.297 ◽

2000 ◽

Vol 176 (3) ◽

pp. 297-297 ◽

Cited By ~ 2

Author(s):

C. A. Lyons

Keyword(s):

Mental Health ◽

Learning Disabilities ◽

Adult Learning ◽

Learning Disability ◽

Research Methodology ◽

Service Provision ◽

Mental Health Problems ◽

Health Problems ◽

Adults With Learning Disabilities

I read with interest the article by Bonell-Pascual et al (1999) and would agree that recognition of, and service provision for, the bereaved adult learning disability population is markedly deficient. However, their conclusion that learning disability is a significant predictor of future mental health problems following bereavement is not substantiated and should be interpreted with caution in view of the flawed research methodology.

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Adult learning disabilities

InnovAiT Education and inspiration for general practice ◽

10.1177/1755738019869377 ◽

2019 ◽

Vol 12 (11) ◽

pp. 651-655

Author(s):

Rabia Aftab ◽

Abrar Anam

Keyword(s):

Mental Health ◽

Learning Disabilities ◽

Adult Learning ◽

Health Inequalities ◽

Life Skills ◽

Barriers To Access ◽

Healthcare It ◽

Mental Health Foundation ◽

The Uk

People with a learning disability (LD) find it harder to learn certain life skills. The problems experienced vary from person to person, but may include learning new things, communication, managing money, reading, writing and personal care. Evidence indicates that people with LDs have poorer health than people without a LD, and have differences in health status that are, to an extent, avoidable. The health inequalities faced by people with LDs in the UK usually start early in life, and often result from barriers to access of timely, appropriate and effective healthcare. It is, therefore, essential at annual checks to opportunistically screen and holistically manage health inequalities. LD is a priority in the National Health Service’s Long Term Plan. Although a LD (depending upon severity) generally becomes apparent in early childhood, this article focuses on LDs in adults. LD and ‘intellectual disability’ are terms used interchangeably and recognised by the Mental Health Foundation.

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Word Prompt Programs

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0603.57 ◽

1997 ◽

Vol 6 (3) ◽

pp. 57-65 ◽

Cited By ~ 5

Author(s):

Lisa A. Wood ◽

Joan L. Rankin ◽

David R. Beukelman

Keyword(s):

Learning Disabilities ◽

Current Literature ◽

Word Processing ◽

Computer Software ◽

Written Language ◽

Written Communication ◽

Speech Language Pathologists ◽

Basic Word ◽

The Matrix ◽

Language Needs

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

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