RESEARCH REPORTS Measuring outcomes in learning disability ...

Measuring outcomes in learning disability challenging behaviour servicesTable 1: Scores allocated to issues encouraging implementation of outcome measures (driving forces)Level Item Score Total ScoreIndividualPersonal Professional Development 36Desire to observe improvement for clients/feedback to self 38Drive to improve team performance/increase team cohesion 33Direct interaction with clients/carersNeed to provide feedback to clients/carers 21Desire to improve the quality of service provided to clients/carers 24Need to promote the role of the practitioner/team 10OrganisationalPolicy 25Service changes/redesign 33Need to demonstrate effectiveness and efficiency 42Government/wider fieldResearch/increasing evidence base 10Government pressures/legislation 1828Total Score 29010755100Similarly to the driving forces, the restraining forces at theindividual level were endorsed more strongly that those atany other level. The score for the individual level restrainingforces (141) was significantly higher than the score for theindividual level driving forces (107). The client-based andwider barriers were considered least important, obtainingscores of 41 and 20 respectively. The items that achieved thehighest scores were individual level items, including a lack ofknowledge and skills (41) and a lack of time (43).Interestingly, the overall score for driving forces (290) issignificantly higher than that for the restraining forces (203).Table 2: Scores allocated to issues preventing implementation of outcome measurement (restraining forces)Level Item Score Total ScoreIndividualLack of knowledge/skills 41Lack of time 43Individual attitudes 28Differences in clinical practice 18Team dynamics 11141Direct interaction with clients/carersDifferences in outcomes prioritised 7Complexity of working with these clients 16Joint-working with private and other providers 1841OrganisationalLack of funds/resources 34Pressure for turnover 7Service design issues 18Changing priorities 1271Government/wider fieldLack of priority/interest in this field 5Lack of evidence for individual measures 12Complexity of the field 320Total Score 203The Cumbria Partnership Journal of Research, Practice and Learning 1(1) 7