Current research projects
Experiences of conducting practice-based research amongst behavioural practitioners
Project group: Serena Tomlinson (Tizard Centre), Nick Gore (Tizard Centre), Andy Swartfigure (BeyondAutism)
Project aims: We would like to find out how behavioural practitioners view research, whether and how they use research in their practice, and their experiences of conducting practice-based research in the field (if applicable) including any advantages or challenges they have encountered in this. Behavioural practitioners include anyone using a behavioural framework in their work, and may be working in range of settings (including practice-based, or Universities). We are interested in the experiences of those who have and have not conducted research themselves. The study aims to provide information about how research is perceived and used within the field, ways to maximise the usefulness of research, and ways to support those who would like to conduct practice-based research as part of their role.
Contact: Serena Tomlinson: email@example.com
Project group: Dr Paraskevi Triantafyllopoulou (PI), Professor Michelle McCarthy (Co-I), Professor Shujun Li (Co-I)
Funded by: NIHR School for Social Care Research
Project aims: This is an exploratory study which will utilise mixed methods, using both qualitative and quantitative elements to explore the benefits of internet use for people with ID, the risks they might come up against while online, the barriers people with ID might come across due to the ‘digital divide’, and the opportunities offered by being online. The views and experiences of family carers and/or paid carers as well as the views of other safeguarding practitioners will also be investigated.
Access to Early Years Support for Children with Neurodevelopmental Conditions and Their Families: Associations with Neighbourhood Socio-Economic Deprivation
Project group: Suzi Sapiets, x2 undergraduate students (TBC), Professor Vaso Totsika (UCL), Professor Richard Hastings (University of Warwick), Dr Nick Gore (Tizard Centre) Embracing Complexity coalition
Funded by: University of Kent’s Summer Vacation Research Competition
Project aims: Neurodevelopmental conditions (eg autism, learning disabilities, attention difficulties) are lifelong conditions which affect the brain and influence how people think, perceive the world and interact with others. Children with neurodevelopmental conditions have an increased risk of poorer mental and physical health. While early support can improve outcomes, research indicates low rates of access. Factors such as local area-level income, employment, education, health, housing and services likely influence access, however, there is a lack of research on this. Developing understanding of the relationship between these and access to support is crucial to address low levels of access and ensure all children with neurodevelopmental conditions can benefit from early support. This research project aims to develop an understanding of the relationship between local area-level socio-economic deprivation and access to early years support for families of children with neurodevelopmental conditions. It will make use of a large dataset collated as part of the Support in the Early Years study, documenting access to a various education, health and social care services in addition to a range of early intervention programmes for families of young children with neurodevelopmental condition across the UK.
Contact: Suzi Sapiets firstname.lastname@example.org
Sensory needs and autistic adults
Project group: Jill Bradshaw (PI), Damian Milton, Jane Pringle and Julie Beadle-Brown
Funded by: John and Lorna Wing Foundation
Project aims: Many autistic adults have sensory needs. Little is known about these sensory needs and whether these needs are met.
The researchers worked with autistic advisors, paid supporters, family-carers and professionals. An observational study was planned but this was not possible due to Covid-19.
An online survey was completed by 130 autistic adults and by family-carers or paid supporters of 58 autistic adults who also had intellectual disabilities.
All but one participant identified some sensory needs with many having at least 20 issues. Autistic adults who had intellectual disabilities had fewer reported sensory issues and more than one fifth of informants did not know whether the person had a sensory need in that area.
There were significant differences between autistic people who did and did not have intellectual disabilities in three quarters of the items. Autistic adults who did not have additional intellectual disabilities were more likely to report an item as being an issue and were less likely to get their sensory needs met, particularly when reporting about a work environment. Sensory issues in autistic adults who have intellectual disabilities may not be recognised. Many autistic people do not get their sensory needs met even at home. Further research is needed.
Contact: Jane Pringle – J.M.Pringle@kent.ac.uk
Project group: Dr Nick Gore and Dr Jill Bradshaw
Project aims: Early Positive Approaches to Support (E-PAtS) is a non-commercial, co-produced and co-facilitated support programme for caregivers of children with intellectual and developmental disabilities aged 0-5. E-PAtS has been the focus of a recently completed feasibility trial funded by NIHR PHR) and is currently being piloted and evaluated via online delivery.
Mapping and Evaluating Services for Children with Learning Disability and Behaviours that Challenge
Project group: Lead by University of Warwick. Dr Nick Gore and Dr Jill Bradshaw are Co-investigators
Funded by: NIHR Health Services and Delivery Research
Project aims: The aim of the MELD project is to map, describe distinct service models, and explore functioning of community services for children with learning disability and behaviours that challenge in England.
The New Normal
Project group: Dr Nick Gore and Dr Jill Bradshaw with the Challenging Behaviour Foundation
Project aims: A project to explore the experiences and views of family caregivers supporting a relative with severe learning disabilities and behaviour described as challenging during the COIVID period
Project group: Lead by University of Warwick. Nick Gore and Peter Baker are Co-investigators
Funded by: Sharland Foundation (Via University of Warwick)
Project aims: The Sharland Foundation Developmental Disabilities ABA Research and Impact Network (SF-DDARIN) is a network of like-minded research practitioners. The over-arching purpose of SF-DDARIN is to increase the reach and impact of ABA-based interventions for children and adults with developmental disabilities (including intellectual disabilities and/or autism) to support their independence and increased quality of life. Nick Gore and Peter Baker lead on the PBS sub-group
Coronavirus and people with learning disabilities study: The impact of the COVID-19 pandemic on people with learning disabilities and factors associated with better outcomes
- Primary Investigators: Prof Richard Hastings (University of Warwick), Prof Chris Hatton (Manchester Metropolitan University)
- Co-Investigators: Prof David Abbott (University of Bristol), Dr Stephen Beyer (Cardiff University), Dr Jill Bradshaw (University of Kent), Dr Nick Gore (University of Kent), Prof Pauline Heslop (University of Bristol), Prof Andrew Jahoda (University of Glasgow), Anna Marriott (National Development Team for Inclusion), Dr Katrina Scior (UCL), Dr Laurence Taggart (University of Ulster), Dr Stuart Todd (University of South Wales)
- Partner organisations: Learning Disability Wales, All Wales Forum of Parents and Carers of People with Learning Disabilities, Scottish Commission for Learning Disability, Promoting A More Inclusive Society (PAMIS), Positive Futures, Mencap Northern Ireland, Learning Disability England, PMLD Link
- Researchers: Dr Sue Caton (Manchester Metropolitan University), Dr Samantha Flynn (University of Warwick), Dr Tom Bailey (University of Warwick), Dr Amanda Gillooly (University of Glasgow), Dr Roseann Maguire (University of Glasgow), Dr Edward Oloidi (University of South Wales), Dr Peter Mulhall (University of Ulster)
Funded by: UKRI-COVID-19 research programme
Project aims: We are aiming to answer three key questions in this project:
- What are the wellbeing, health and social effects of the COVID-19 pandemic, including social restrictions and changes to how people are supported, on the lives of adults with learning disabilities across the UK over time?
- What actionable factors are associated with better outcomes for: a) people with mild/moderate learning disabilities; b) people with severe/profound learning disabilities?
- What urgent issues concerning people with learning disabilities are emerging over time?
We aimed to recruit 1000 people with learning disabilities across the UK (cohort 1), and 500 family carers or paid support staff of people with learning disabilities (cohort 2) who could not take part in an interview themselves.
There will be three ‘Waves’ of data collections to capture differences over time during the COVID-19 pandemic, so we will interview or survey all participants three times (once per ‘Wave’) during the project:
- Cohort 1 will take part in an interview (e.g., telephone, video-call) with a researcher three times over the course of the project
- Cohort 2 will complete an online survey three times over the course of the project.
- See Wave 1 results (March 2021)
Project group: Challenging Behaviour Foundation (PI), Jill Bradshaw, Nick Gore (Co-I) and Steve Carnaby (Researcher)
Funded by: NHS England
Project aims: We all need to be more creative to make sure we try to involve everyone, especially about decisions that make a difference to peoples’ lives. This includes people who might not have their views and preferences considered, for example children and adults with severe learning disabilities or profound multiple learning disabilities.
The Challenging Behaviour Foundation and the Tizard Centre have been working on new and creative ways to improve how we listen, supported by an advisory group which includes family carers, providers, Mencap and PMLD Link.
Children and adults who take part will benefit by:
- Having their views heard by NHS England via a report
- Getting a personalised tool with ideas about how best to gain their views and support better communication, choice and control, which can be used by families and caregivers to make sure their views and preferences are taken into account in the future
- Helping to show how everyone’s views and preferences can be heard
- Helping influence how the NHS delivers support to people with learning disabilities and autistic people
- Influencing better support and services are designed that truly meet the person’s needs and preferences.
Contact: Jill Bradshaw – email@example.com
Project report due: Summer 2021
Involving adults with intellectual and developmental disability who display behaviours that challenge in decisions relating to their support
Project group: Jill Bradshaw (PI), Nick Gore, Jane Pringle, Viv Cooper (Co-I) and Julie Beadle-Brown (SSCR link)
Funded by: School for Social Care Research
Project aims: To better understand how to access and respond to the views, will and preferences of people with intellectual and developmental disabilities, with a particular focus on ensuring people’s involvement in the development of behaviour support plans. Whilst our research to date has demonstrated feasibility of direct involvement, more research is now needed to explore the benefits of this approach, by identifying ways of more directly involving people who have a greater range of communication skills and challenges and to document these experiences to produce and evaluate a toolkit for professionals to use.
Commenced: January 2021
Contact: Jane Pringle – firstname.lastname@example.org
Research Excellence Framework (REF) 2014: Kent is judged to have world-leading research in all subjects submitted in REF 2014. REF also assesses the impact that our research has outside of academia.