Outcomes for aggression in people with learning disabilities
Research type
Research Study
Full title
Stakeholder views about the barriers and facilitators of positive outcomes in people with learning disabilities who have challenging behaviour
IRAS ID
256230
Contact name
Afia Ali
Contact email
Sponsor organisation
NOCLOR
Duration of Study in the UK
1 years, 3 months, 30 days
Research summary
Summary of Research
10-25% of adults with mild to severe learning disability display aggression. This behaviour affects their quality of life, leading to exclusion from social networks and community facilities, including access to healthcare. Better understanding of the factors that affect whether individuals with learning disability have good or poor outcomes from treatment for aggressive behaviour, could lead to the development of personalised treatment packages that could make a significant difference to their quality of life.
We will conduct 12-15 qualitative interviews with adults with learning disabilities, who have been treated for aggression and have had good (i.e. challenging behaviour has reduced and they have a good quality of life) and poor outcomes (i.e. those who have received treatment, but continue to display challenging behaviour and negative outcomes, such as being hospitalised) and we will also interview their family carers or paid carers and health and social care professionals who have been involved in their care. In those with good outcomes, we will explore what went well and in those with poorer outcomes, we will explore what might have been more helpful. Together, this will enable us to identify key features that might influence how people respond to treatments for aggression. The findings will enable us to develop a personalised treatment package for people with learning disability who display aggression. This study is part of a larger study funded by the NIHR.
Summary of Results
There are a number of factors that affect whether therapies to reduce aggressive challenging behaviour in adults with learning disabilities are successful or not. This study aimed to explore what supports therapies to work and what may prevent positive change. We interviewed 42 people, including adults with learning disabilities, their family/paid carers and professionals. We found several factors that may help to ensure the success of therapies, including making sure the therapy is personalised and the building of supportive relationships between the person with a learning disability and their therapist. However, differences in expectations between professionals and carers, the carers’ and adults’ with learning disabilities readiness for therapy and the way community learning disability services currently run may stop people engaging well or having the opportunity to take part in therapies. This means that several areas need to be addressed to make sure therapies for aggressive challenging behaviour are useful and effective. In particular, services need to address staff shortages and should be clearer on their referral process. There also needs to be better communication between professionals, carers and the adult with a learning disability to manage expectations.
REC name
East of England - Essex Research Ethics Committee
REC reference
20/EE/0211
Date of REC Opinion
29 Sep 2020
REC opinion
Further Information Favourable Opinion