title: Severe intellectual disability and transition to adulthood.
abstract: Institutional and psychological aspects of transition were explored with parents and staff involved with five young adults with severe intellectual disability whose challenging behaviour diminished after they made the transition, and five whose challenging behaviour remained high. They were selected from a previously surveyed cohort. Grounded theory analysis of interviews suggested little connection between the perspectives of parents and staff. The impact these differences have on communication about challenging behaviour was explored, and recommendations for service changes are made.
authors.affiliation: University of Nottingham, UK. Jennifer.Clegg@nottingham.ac.uk
authors.forename: J
authors.initials: J
authors.lastname: Clegg
authors.forename: C
authors.initials: C
authors.lastname: Sheard
authors.forename: J
authors.initials: J
authors.lastname: Cahill
authors.forename: L
authors.initials: L
authors.lastname: Osbeck
mesh_terms: D000328:Adult; D000375:Aging / Q000502:physiology*; D005260:Female; D017408:Guidelines as Topic; D006801:Humans; D007326:Institutionalization; D008607:Intellectual Disability / Q000175:diagnosis*; D008297:Male; D008605:Mental Health Services / Q000600:supply & distribution; D011582:Psychological Theory; D012720:Severity of Illness Index; D011795:Surveys and Questionnaires