Purpose The purpose of this article is to provide a definition of Positive Behaviour Support (PBS), developed by a group of practitioners of PBS, in the United Kingdom (UK). Design/methodology/approach The definition was developed through a series of online meetings with a group of practitioners, and through reference to the existing research. Findings A definition is presented in the form of 9 defining characteristics. These include a specific underpinning philosophy (functional contextualism), a focus on promoting quality of life, rights, relationships, the use of Applied Behaviour Analysis, functional assessment to inform function-based strategies, the provision of multielement support, collaborative working and implementation support. Originality/value There are numerous pre-existing definitions of PBS. However, this article seeks to present a definition specifically from the perspective of practitioners in the United Kingdom.

Purpose Staff supporting individuals who engage in “challenging behaviour” have been identified as at risk of burnout. Despite direct support staff playing a fundamental role in the delivery of preventative approaches such as positive behaviour support, relatively little is known about factors which reduce the likelihood of stress and burnout in this population. The purpose of this study was to investigate several factors which may play a preventative role with respect to stress and burnout. Design/methodology/approach This study investigated the relationships between perceived organisational support (POS) and trait mindfulness, with emotional exhaustion. Eighty-four staff members completed the survey of perceived organisation support, the mindful attention awareness scale and the emotional exhaustion scale from the Maslach Burnout Inventory. Findings A multiple regression identified that POS, trait mindfulness and working with adults, negatively predicted emotional exhaustion. The strongest predictor of emotional exhaustion was POS. These findings provide evidence that POS and mindfulness could play a preventative role in the development of burnout. As POS was the strongest predictor, it is recommended that organisations in this field do not underestimate the importance of their staff feeling valued. Originality/value To the best of the author’s knowledge, this is the first study conducted in intellectual and developmental disability services within the UK, investigating the relationship between either POS or trait mindfulness with emotional exhaustion.

Purpose This paper aims to enhance communication and person-centred care in a low secure forensic learning disability service and describes a quality improvement project on developing and implementing a co-produced Combined Personal Passport (CPP). The CPP sought to replace fragmented documentation with a single, accessible, service user-led resource. Design/methodology/approach The project followed a Plan-Do-Study-Act cycle. People with learning disabilities and autistic people detained under the Mental Health Act co-produced the CPP, integrating communication, sensory and personal profiles into one document. Feedback was collected before and after implementation using structured forms and thematic analysis of comments from service users, multidisciplinary team members and Care and Treatment Review panels. Findings Qualitative data suggested that the CPP enhanced therapeutic relationships, increased professional understanding of individual needs and empowered service users to take more active roles in their care. Quantitative feedback showed improved clarity, usability and uptake by professionals. While some challenges were reported around digital access and consistency, the overall response was strongly positive. Research limitations/implications This quality improvement project had several limitations. The sample was small and drawn from a single service, which limits generalisability. The evaluation relied mainly on descriptive and qualitative feedback rather than outcome measures; the authors did not assess changes in staff behaviour or longer-term impact on care. Despite efforts to ensure accessibility, not all service users were able to contribute equally due to differences in literacy, communication and engagement. In addition, the project did not include follow-up to evaluate sustained use or impact over time. Future work should involve larger, multisite cohorts, longitudinal follow-up and structured outcomes (e.g. implementation fidelity, staff practice change, incident data and experience measures). Practical implications A notable finding was that people responded not only to the content of the passport but also being involved in shaping it. For some, this was the first time they had influenced how professionals talked about them. Co-production appeared to foster agency and wider therapeutic engagement. The team also observed a shift in staff mindset, from receiving information to collaborating around it, suggesting cultural benefits when personalised communication tools are embedded in routine practice. Originality/value This project highlights how co-produced tools can meaningfully improve communication and engagement in secure services. The CPP model is practical, low-cost and has the potential for broader application across services supporting people with learning disabilities and autism.

Purpose This commentary asks questions about representation and inclusion, especially in relation to the coproduction aim to democratise knowledge production. The purpose of this paper is to encourage broad knowledge of whose views and values are reflected in research and to support robust communication about the democratic arguments underpinning coproduction. Design/methodology/approach This commentary responds to Sutherland and Colleagues’ guidance, specifically to statements on representing views and values, and democratising purposes. It argues for attention to the complex question of representation and for setting a high bar for claims of serving a democratising function. Findings Who is represented and included in research changes over time. Some people with learning disabilities should now be recognised for their research experience as much as their lived experience. Evidence of past exclusions serves to question whether coproduction, as currently conceived, is always the most effective way to democratise knowledge production. Research limitations/implications To make progress in reaching the people whose views and values are underrepresented may mean using a range of collaborative approaches beyond coproduction. Practical implications Researchers might consider the tension between a wish to share the full range of research tasks and the goal of widening participation. Social implications Seeing value in different skills, interests and ways of being matters for people with learning disabilities and families. Originality/value The need to represent different kinds of people with learning disability is often underplayed. Closer attention to diversity in the learning disability community might improve understanding of who is underrepresented and how they might be brought into research.

Purpose This paper aims to showcase the work of the Learning Disability Professional Senate (LDPS) to update their guidance on effective community learning disabilities health teams (CTLDs). Design/methodology/approach A working group from the LDPS was established and the document from 2015 was reviewed and updated to provide up-to-date guidance. The guidance was reviewed by all members of the LDPS and confirmed to be acceptable to all four nations of the UK. Findings A summary version of the updated guidance is included in this paper together with a link to the full guidance. Research limitations/implications The vision for community learning disability teams (CLDTs)/services relevant to the wider NHS agenda is to ensure they enable access to high-quality effective mainstream and specialist services that are equally accessible to all and designed to meet the needs and aspirations of people with learning disabilities, thereby reducing health inequalities and restrictive practices. Practical implications This guidance has been made available via the LDPS to commissioners and services across the UK. It is intended as a contemporary guide to best practice. Social implications The model promotes an integrated approach to health care. Originality/value To the best of the authors’ knowledge, this is the the first paper to summarise the revised LDPS guidance.

PurposeEducational psychologists play critical roles in assessing, supporting and enhancing student outcomes. Adopting Precision Teaching (PT) methods could amplify their capacity to serve struggling students. PT is a measurement system for defining target behaviours, systematic data collection, data displays and data-based programming decisions. The purpose of this paper is to present a rationale for the benefits of Precision Teaching to educational psychologists across four key domains: assessment, intervention, consultation, and research.Design/methodology/approachThis paper explains and provides examples of how PT principles would enhance practices in each domain. For assessment, PT enables clearer problem specification, direct behaviour measurement and growth metrics. For intervention, PT supplies tactics grounded in research and efficient progress monitoring. For consultation, PT aligns with data-based problem-solving models. For research, PT promotes tighter experimental control and measurement of key phenomena.FindingsIntegrating PT would sharpen assessment acuity through enhanced goal setting and progress quantification. Intervention expertise would improve via research-based techniques and response-driven decision rules. Consultation efficacy would rise from consistent data conventions and collaborative problem analysis. Finally, single-case experimental methods would raise the rigour of investigations into core learning processes.Originality/valueThe paper uniquely demonstrates how PT can enhance educational psychology practices across assessment, intervention, consultation, and research. By integrating precise behavior measurement, real-time data collection, and systematic decision-making, PT offers innovative solutions to improve student outcomes and professional efficacy. Its evidence-based approach also strengthens collaboration and research rigor in the field.

PurposeThis paper aims to discuss how precision teaching holds great promise in enhancing the skills of occupational therapists, physiotherapists and speech and language therapists. Precision teaching plays a significant role in developing fluency in foundational motor and speech skills, leading to improved performance in complex skills.Design/methodology/approachThis paper reviews research focusing on precision teaching’s effectiveness in enhancing oral motor and fine motor skills, such as the Big 6 + 6, and its potential application in related skills.FindingsPrecision teaching provides a measurable and efficient approach to skill development, assisting therapists in improving the daily living and communication abilities of individuals with intellectual and developmental disabilities.Originality/valueThe broader implications of precision teaching’s application in therapeutic settings are discussed.

PurposeThis commentary aims to reflect on the paper by Kubina et al. (2024).Design/methodology/approachIt offers an overview of the existing evidence base for precision teaching to support individuals with intellectual and developmental disabilities and some of the wider considerations around training for educational psychologists. FindingsPrecision teaching approaches can yield positive outcomes when delivered to high levels of fidelity.Originality/valueThis paper advocates for training opportunities for educational psychologists so that they can use precision teaching strategies with their learners and work effectively with teachers.

PurposeThis paper aims to provide a commentary response to “Stakeholder experiences of deprescribing psychotropic medicines for challenging behaviour in people with intellectual disabilities”.Design/methodology/approachThe commentary provides some evidence-based perspectives on the risks and challenges of psychiatric drug-withdrawal, emphasising the importance of the patient experience in deprescribing decisions. It also makes the case for clinical clarity and carer-engagement in optimising deprescribing outcomes for individuals. Some clinical reflections are provided.FindingsWhilst efforts to reduce the overmedication of people with learning disabilities are welcomed, there is lacking evidence around this population’s experience of adverse effects from psychiatric deprescribing decisions, including differentiating between withdrawal and relapse effects. Clinical clarity and carer engagement are key to safe and effective prescribing, although in reality, this can be challenging.Originality/valueThis paper will be of value to all professionals with a role in the effective deprescribing of psychiatric medications with and/or for people with intellectual disability. It provides perspectives on aspects of stakeholder experience that warrant further consideration and research.

PurposeWith a historic lack of attention to synthesis methods such as systematic review and meta-analysis and a lack of randomised controlled trials, the evidence base for behavioural interventions for children and adults who are autistic or are diagnosed with developmental disabilities is patchy. The Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN), a network of like-minded researchers and practitioners across the UK, aims to address this. The purpose of this paper is to describe the network’s work and provide the context for the remaining articles in the special issue that exemplify network projects.Design/methodology/approachIn this case study paper, the authors describe how the SF-DDARIN works and is resourced, detailing the process used to maximise research opportunities by facilitating network members working together. The authors outline the progressive research steps that the SF-DDARIN has identified are needed to develop and improve the evidence base for behavioural interventions systematically and, with examples, describe how the network delivers these steps.FindingsSince its establishment in 2016, the SF-DDARIN network members have collectively worked on more than 53 projects involving over 50 researchers, had over 120 special schools contribute to projects and have recruited over 500 participants. This has been achieved through funding from the Sharland Foundation, primarily to cover the staffing costs of a small support team and internship partnerships with external organisations. Some projects have attracted external funding.Originality/valueSF-DDARIN may provide an innovative, effective and resource-efficient model for other groups seeking to develop and extend their evidence base in developmental disability research.