1 - Pavilion Publishing

Understanding and Responding to Behaviour that Challenges in Intellectual Disabilities

Cover of the book - Understanding and Responding to Challenging Behaviour - A handbook for those that provide support

Children and adults with intellectual or developmental disabilities (IDD) and/or autism who display behaviour that challenges, are particularly vulnerable to being misunderstood and inappropriately supported, despite policy and best practice guidance. Children and adults whose behaviour challenges are also vulnerable to having fewer opportunities to engage in society, having their quality of life reduced, experiencing abusive or coercive practice, and being placed in schools or services many miles from home.

Many families of children whose behaviour challenges often remain likewise unheard and isolated. The intention is that upon reading the book family members and support staff will better understand behaviours and help to improve the quality of the lives of people with intellectual disabilities.

The book is split into four sections, each representing a crucial step in understanding behaviour that challenges. Part 1 presents fundamental approaches to thinking about and responding to behaviour that challenges. Part 2 is all about trying to understand the messages underpinning the behaviour. Part 3 is about putting into action the knowledge gained through exploring and assessment. Part 4 is reflective in nature and considers the real experiences arising from supporting people whose behaviour challenges and the implications.

The new edition is a complete revision and updating of content, aiming to address key knowledge requirements and concerns of people working in the field, with opportunities for reflection and professional development. The content is illustrated by case studies to help the reader explore how to best to address issues in practice.

You may also be interested in our Ten Rules for challenging behaviours.

Maybugs and Mortality

Maybugs and Mortality speculates in a wholly different way on what it means to be alive. It is about an accidental encounter between the author and ‘Maybugs’, a maybug (cockchafer) on its last legs, that led to a light-hearted and partly autobiographical exploration of the latter half of their respective life cycles. Phoebe Caldwell, pioneer of responsive communication with autistic people, has spent a lifetime understanding and responding to barriers and challenges in communication between individuals, enabling autistic children and adults to engage with a world that is sensorily confusing. In this fascinating and diverse book, she draws on her work, personal experience and scientific advances in psychology and neurobiology to consider key aspects of the shared life-cycles and mortality of maybug and human. From this unique perspective, she examines themes such as consciousness, self-awareness and the need to reach out beyond ourselves in order to find confirmation and understanding. A fascinating and informative read of interest to anyone interested in human behaviour, psychology and autism.

‘While I do not think I actually like insects, Maybugs came with a wealth of stories – if the flight path is erratic, the destination is fascinating. I have learned respect and at times, felt an odd affection for my fellow traveller.’ (Phoebe Caldwell – Maybugs and Mortality)

Click here to read a sample of Maybugs and Mortality

See other titles by author Phoebe Caldwell here.

Supporting People with Intellectual Disabilities to Have a Good Life as They Grow Older: A self study guide

Supporting People with Intellectual Disabilities to Have a Good Life as They Grow Older is a new self-study guide designed to both support the delivery of training via the companion training pack, but can also be purchased separately to provide a self-study route. With access to online video clips, the guide works through the same content in order to provide opportunities for support staff to learn at their own pace and to enhance their continuing professional development in this vital area.

Growing older is a process with numerous gradual or sudden changes over time. For staff supporting people with learning disabilities, it may be difficult to recognise these changes or know how best to meet their changing needs. People with learning disabilities often age biologically at a younger chronological age than the general population, and many will have very different life experiences of getting older, for example having missed out on work, having a family and developing long-term relationships. These factors can adversely affect self-esteem as well as sources of financial and social support to fall back on as they grow older.

These new resources address a significant gap in the knowledge and practice of supporting people with learning disabilities as they grow older. Both aim to help staff and others to improve their understanding of how growing older may affect individuals, and ways of providing good support to people with learning disabilities so that they can:

Age well through staying healthy, keeping friendships and connections and adapting their lifestyle as necessary;

Cope with challenges and difficulties they may face, particularly as they become frailer and lose some independence.

Through knowledge content, exercises, key learning points and video clips of older people with learning disabilities talking about their experiences of growing older, the materials will help support staff to explore how planning for and providing good support can make a positive difference to individuals’ lives in the key areas of:

Emotional well-being

staying healthy and accessing healthcare

Being active and involved

Home life

understanding growing older

Bereavement and dying

Throughout the learning process, the themes of person-centred planning, good communication, and building confidence and encouraging independence are central to the development of good support.

Download sample of Supporting People with ID to Have a Good Life as They Grow Older

Children and Young People’s Mental Health

The mental health of children and young people is of increasing concern to us all. Formerly entitled ‘Child and Adolescent Mental Health Today’, this new edition has been substantially updated and extended to reflect contemporary issues and approaches, and to focus on early intervention, ongoing support and evidence-based care. It introduces the subject to the wide array of frontline workers in health, education, social services and youth justice who have regular contact with children and young people, and need some knowledge of the mental health issues that affect them, and the services available.

The team of editors, well-known for their contributions to the field, have commissioned a wide range of expert clinicians, professionals and researchers to update the original themes of the book and address new issues and approaches that have since emerged, including mental health in schools, the impact of social media, suicide prevention, gender and sexuality issues and the mental health needs of young offenders.

This accessible and wide-ranging introduction will be invaluable both to experienced practitioners and students who wish to develop their knowledge and understanding of the difficulties that the young people and families with whom they work are experiencing, and current, evidence-based approaches to effectively meeting their needs.

Other mental health titles

Responsive Communication

Responsive Communication is a ground breaking book which has been put together by a team of authors led by Phoebe Caldwell, who during her long-time practice in this field has found some unique paths to achieving deep and meaningful engagement with autistic people and people with profound and multiple learning disabilities. The book explains how to communicate with children and adults who are struggling to understand and articulate speech using Responsive Communication. Responsive Communication combines intensive interaction (using people’s body language to communicate) with attention to sensory issues, to encourage effective emotional engagement and reduce behavioural distress.

The authors offer a range of fascinating and informative perspectives on the approach and application of responsive communication, from backgrounds including expert by experience, communication, service management, occupational therapy, neuroscience and psychiatry. What this range of contributors has in common is a sense that before we can address communication, we need to attend to the sensory features of autism and reduce the information processing distress that may be hindering our ability to get in touch with our autistic partners.

Read a sample of Responsive Communication with foreword by Prof Sheila the Baroness Hollins

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The Neurodiversity Reader

The Neurodiversity Reader collection brings together work from pioneering figures within and beyond the neurodiversity movement to critically explore its associated concepts and how they might be translated into practice. The concept of neurodiversity can be traced to the late 1990s and the work of the autistic Australian sociologist Judy Singer (1998), with its origins within the autistic rights movement that had begun in earnest some years prior to that. In the 20 years since the inception of the concept, a strong international movement championing the civil rights of those deemed ‘neurodivergent’ from idealised norms has grown, rallying behind the slogan ‘Nothing about us without us’. Alongside this political movement has been an increasing academic interest in the concept of neurodiversity and how such ideas can relate to practice and service provision.

This collection will explore the history of the movement, the concepts that have shaped it, and where the future might lead to. Through a variety of accounts, the relevance and criticisms of these concepts in understanding ourselves and one another will be examined, as well as implications for practice.

Moss-PAS (ChA)

The Moss-PAS (ChA) is for mental health assessment of children and adolescents across the full developmental spectrum, including intellectual disability. Like the MPAS-ID, the Moss-PAS (ChA) uses a scoring system that provides a single score for each of the diagnostic constellations, each of the constellations having a corresponding threshold. If the child or young person reaches or exceeds the threshold it is probable that they warrant a diagnosis in that constellation. However, a strong emphasis is placed on the importance of expert clinical judgement when interpreting the scores in relation to other pieces of information, e.g. history, environment, and family factors.

The Moss-PAS (ChA) provides a semi-structured interview format in which the young person may contribute to whatever degree they are able, or it may be conducted by informant interview only. Question wordings, symptom definitions and glossary notes were developed by clinical experts from Canada and the UK. Updated from the original ChA-PAS Interview, all necessary symptoms for ICD 11 and DSM-5 diagnoses are included.

Fully compliant with DSM-5 and ICD-11, the Moss-PAS (ChA) covers:

Anxiety disorder

Depressive episode

Manic episode

Obsessive compulsive disorder

Conduct disorder

Attention deficit hyperactivity disorder (ADHD)

Psychosis

Autistic spectrum

The assessment manual provides full guidance and comes with 5 score forms.

Order more Moss-PAS (ChA) Interview Score Forms here

Moss-PAS (Diag ID)

The Moss-PAS (Diag ID) is semi-structured clinical interview with separate sets of questions for patients and informants. It is primarily designed for people who have enough language to give at least some verbal contribution to an interview, but can also be used as an informant-only interview. It has been developed from the well-known PAS-ADD 10 psychiatric interview and PAS-ADD Clinical Interview, but has been completely updated and re-designed on the basis of more than twenty five years’ experience of training users around the world.

The Moss-PAS (Diag ID) is probably the most sophisticated patient interview that is globally available for people with intellectual disability, and for those who have limited language skills. It is also suited to research studies, and for any routine clinical assessment requiring a precise evaluation of symptoms.

The interview produces criterion-by-criterion diagnoses under both ICD 11 and DSM-5. The score form has been designed to make it clear, not just the criteria that have been fulfilled, but also those that are close to it. This makes the process of clinical interpretation easier, and based on firm clear evidence.

Fully compliant with DSM-5 and ICD-11, Moss-PAS (Diag ID) covers:

Agoraphobia

Social phobia

Specific phobia

Panic disorder

Generalized anxiety disorder

Obsessive compulsive disorder

Depressive episode

Depressive episode with psychotic features

Manic episode

Manic episode with psychotic features

Schizophrenia

Schizoaffective disorder

Other non-organic psychosis

Other persistent delusional disorder

Delusional disorder

Psychosis unspecified

Hyperkinetic disorder

Autism Spectrum Disorder

Delusional disorder

Psychotic disorder NOS

Brief psychotic disorder

ADHD

Autism

Moss-PAS (Diag ID) comes with 5 Interview Score forms. Order more Moss-PAS (Diag ID) Interview Score Forms here

Moss-PAS (Check)

A questionnaire to identify potential mental health problems in people with intellectual disabilities (formerly known as PAS-ADD Checklist)

Moss-PAS (Check) is a 25-item questionnaire, written in everyday language, for use primarily by care staff and families who are best placed to notice changes in the behaviour of the people they support. It is designed to record the presence of a range of problems, all of which may be part of a psychiatric condition.

The Checklist aims to help staff and carers to identify potential mental health problems and decide whether a further assessment of an individual’s mental health may be helpful.

Moss-PAS (Check) can be used to screen whole groups of individuals, or as part of a regular monitoring of people who are considered to be at risk of mental illness. The scoring system includes threshold scores which, if exceeded, indicate the presence of a potential psychiatric problem. This may then be more fully assessed using Moss-PAS (ID) or Moss-PAS (Diag ID).

The score forms with guidance are available in packs of 20.

Moss-PAS (ID)

The Moss-PAS (ID) (previously called Mini PAS-ADD) provides a wide-spectrum mental health assessment primarily designed for people with intellectual disabilities who have limited language or reduced cognitive development. Fully compliant with DSM-5 and ICD-11, it is not a screening tool, but is a sophisticated assessment that uses a glossary of symptom definitions to guide the coding.

Threshold scores are provided for each of seven diagnostic areas. Precise definitions of symptom severities give a high level of reliability, making it an excellent choice for measuring change, for example in response to treatment. The Moss-PAS (ID) can be used to collect symptom information directly from an informant via a semi-structured interview procedure, or can be completed by trained staff members on the basis of knowledge already possessed about the individual. The score form enables two different clinical episodes to be rated on the same form, in order to assess significant change or fluctuating mood disorder.

Fully compliant with DSM-5 and ICD-11, the Moss-PAS (ID) covers:

1. Depressive episode

2. Anxiety disorders

3. Manic episode

4. Obsessive compulsive disorder

5. Psychosis

6. Unspecified disorder (mostly dementia and other organic problems in the author’s field-trial sample)

7. Autism

Threshold scores are provided for each of the above seven diagnostic areas. Moss-PAS (ID) is at its most effective when used as part of a comprehensive case review and formulation.

Five interview Score Forms are included in the assessment manual. Order more Moss-PAS (ID) Interview Score Forms here