This section includes information, guidance and practice-based reflections to support practitioners working with children and young people with learning disabilities and their families. It aims to support the development and routine use of outcome measures and feedback tools acknowledging the particular challenges involved so with this client group.

“ROMS [Routine Outcome Measures] need to be meaningful for the child or young person with learning disability, their family and clinicians. ROMS must form part of the therapeutic relationship and help to inform clinical practice through interpretation and discussion. They need to be fit for purpose and accessible to everyone who is asked to use them to promote a genuine appreciation of the partnership with service users. Consideration needs to be given to the individual’s ability (disability) and culture.”
Pill J., with Shrubsole, S. & Draper, E. (2013) Can CYP IAPT Routine Outcome Measures be used in a meaningful way with CYP-LD & their Families? CYP-IAPT Leadership Project 2012-2013

Two learning collaborative events were held in 2014 and 2015 to collate best practice and experiences working with children and young people with learning disabilities. As a result of these workshops, guidance on how outcome measures should be used with young Children and Young People with Learning Disabilities(LD) was published.

The presentations and materials distributed at the Learning Disability workshops can be found here.
Further guidance can be found in the Guide to Using Outcomes and Feedback Tools with Children, Young People and Families (p. 108-114)
The following resources have been suggested to us as useful for working with children and young people with learning disabilities:

Additionally the Quality Network for Inpatient CAMHS (QNIC) lists the following LD measures:

1. Nisonger Child Behaviour Rating Form (Parent)
2. Nisonger Child Behaviour Score Sheet (Parent)
3. DBC (Developmental Behaviour Checklist)