Collective effort to enhance the quality of research evidence in intellectual and developmental disabilities: a case study of an academic-practice network

This publication is included in the Autistic Autism Scholarship Project. one author of this publication is identified as autistic in the project.

About the autistic author marker

Metadata sources used for this reference

OpenAlex Crossref BibTeX OpenCitations
Learn more about the sources used

Grindle, C., Denne, L. D., Roberts-Tyler, E. J., Sapiets, S. J., Apanasionok, M. M., Hughes, J. C., Hastings, R. P., Gore, N., Baker, P., & McDowell, C. (2024). Collective effort to enhance the quality of research evidence in intellectual and developmental disabilities: a case study of an academic-practice network. Tizard Learning Disability Review, 29(1), 5-13. https://doi.org/10.1108/tldr-08-2023-0018

Publication date: 25 Apr 2024 Added to AutiHub: 18 Oct 2026 Type: Article Article language: English
Publisher source (DOI) OpenAlex source

This publication is integrated into AutiHub through:

Authors

Publication authors
10
Publication authors identified as autistic
1 / 10 (10.0%)
  1. Corinna Grindle
  2. Louise D. Denne
  3. Emily J. Roberts-Tyler
  4. Suzi Jayne Sapiets *
  5. Magda M. Apanasionok
  1. J. Carl Hughes
  2. Richard P. Hastings
  3. Nick Gore
  4. Peter Baker
  5. Claire McDowell

Abstract

Purpose With 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/approach In 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. Findings Since 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/value SF-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.

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 27 Oct 2026 01:01.

Cited references
23
With a DOI
3
Without a DOI, from raw bibliography text
19
1 / 23 (4.3%) cited references include at least one author identified as autistic.
References with data to complete
18 / 23 (78.3%)
References with detected author names
5 / 23 (21.7%)
Without detected author names
18
Without a structured title
13
Without a stable identifier
18
References with raw author names still to review
13
References with external metadata lookup issues
1
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
26
From DOI or external metadata
26
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
14
9 / 26 (34.6%) names are linked to an author already present in AutiHub. 17 / 26 (65.4%) names are not yet linked.
Names linked to a person identified as autistic
1 / 26 (3.8%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 1 / 9 (11.1%). Distinct people identified as autistic: 1 / 24 (4.2%).
  1. Suzi J. Scott , Louise D. Denne , Richard P. Hastings (2018). Developing a logic model to guide evaluation of impact for learning disability projects: the case of the Positive Behavioural Support (PBS) Academy . Tizard Learning Disability Review, 23(3), 125-132. Emerald.
    Type: Article DOI: 10.1108/tldr-10-2017-0038 OpenAlex: https://openalex.org/W2883875536
    Crossref OpenAlex OpenCitations
  2. (2021). The Seldom heard project . PMLD Link, 33(1), 41.
    Type: Other
    Crossref
  3. Kathryn Skivington , Lynsay Matthews , Sharon Anne Simpson , Peter Craig , Janis Baird , Jane M Blazeby et al. (2021). A new framework for developing and evaluating complex interventions: update of medical research council guidance . BMJ, 374, n2061. BMJ.
    Type: Article DOI: 10.1136/bmj.n2061 OpenAlex: https://openalex.org/W3194472989
    Crossref OpenAlex OpenCitations
  4. Suzi J. Scott , Louise D. Denne , Richard P. Hastings (2018). Assessing the impact of the UK positive behavioural support (PBS) academy: an internet survey . International Journal of Positive Behavioural Support, 8(1), 29.
    Type: Article OpenAlex: https://openalex.org/W3104549416
    Crossref OpenAlex
  5. Care Quality Commission (2022a), “How CQC identifies and responds to closed cultures”, available at: www.cqc.org.uk/guidance-providers/all-services/how-cqc-identifies-responds-closed-cultures (accessed 3 August 2023).
    Type: Other
    Crossref
  6. Suzi Jayne Sapiets * , Jill Bradshaw , Nick Gore (2021). “Stop, Look and Listen to me”: Engaging children and young people with severe learning disabilities . Kent Academic Repository (University of Kent).
    Type: Other OpenAlex: https://openalex.org/W3164554090
    OpenAlex
  7. Care Quality Commission (2022b), “Draft quality of life framework”, available at: www.cqc.org.uk/guidance-providers/autistic-people-learning-disability/draft-quality-life-framework (accessed 3 August 2023).
    Type: Other
    Crossref
  8. Care Quality Commission (2023), “Quality of life tool for inspecting specialist services for people with a learning disability and autistic people”, available at: www.cqc.org.uk/guidance-providers/autistic-people-learning-disability/quality-life-tool (accessed 3 August 2023).
    Type: Other
    Crossref
  9. Debbie Reardon , Magda M. Apanasionok , Corinna Grindle (2024). Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting . Tizard Learning Disability Review, 29(1), 34-42. Emerald.
    Type: Article DOI: 10.1108/tldr-08-2023-0019 OpenAlex: https://openalex.org/W4395671364
    Crossref OpenAlex
  10. Cerebra (2022), “Investing in early intervention”, available at: https://cerebra.org.uk/download/investing-in-early-intervention/ (accessed 3 August 2023).
    Type: Other
    Crossref
  11. Challenging Behaviour Foundation (2019), “Vulnerable, disabled children and young people are being harmed as a result of restraint and seclusion in schools”, available at: www.challengingbehaviour.org.uk/wp-content/uploads/2019/01/10thfebrestrictiveinterventionspressrelease.pdf (accessed 3 August 2023).
    Type: Other
    Crossref
  12. Challenging Behaviour Foundation (2021), “Stop, look and listen to me: engaging children and young people with severe learning disabilities”, available at: www.challengingbehaviour.org.uk/wp-content/uploads/2021/04/Stop-Look-and-Listen-to-me.pdf (accessed 3 August 2023).
    Type: Other
    Crossref
  13. Challenging Behaviour Foundation and Mencap (2017), “Valuing the views of children with a learning disability”, available at: www.challengingbehaviour.org.uk/wp-content/uploads/2021/03/Valuing-the-views-of-children-with-a-learning-disability.pdf (accessed 3 August 2023).
    Type: Other
    Crossref
  14. (2024). Developing an evidence base for behavioural interventions: a case study of the Headsprout® early reading programme . Tizard Learning Disability Review.
    Type: Other
    Crossref
  15. Education Endowment Foundation (2024), “Teaching and learning toolkit: an accessible summary of education evidence”, available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit (accessed 3 August 2023).
    Type: Other
    Crossref
  16. (2022). Positive behavioural support in the UK: a state of the nation report . International Journal of Positive Behavioural Support, 12(1), 4.
    Type: Other
    Crossref
  17. (2024). Implementation of an adapted handwriting without tears® programme for children with developmental disabilities in a special education setting . Tizard Learning Disability Review.
    Type: Other
    Crossref
  18. (2009). Visible Learning . Visible Learning.
    Type: Other
    Crossref
  19. National Institute for Health and Care Excellence (2024), “Clinical guidelines”, available at: www.nice.org.uk/About/What-we-do/Our-Programmes/NICE-guidance/NICE-guidelines (accessed 3 August 2023).
    Type: Other
    Crossref
  20. Positive Behavioural Support Coalition UK (2015), “Positive behavioural support: a competence framework”, available at: http://pbsacademy.org.uk/wp-content/uploads/2016/11/Positive-Behavioural-Support-Competence-Framework-May-2015.pdf (accessed 3 August 2023).
    Type: Other
    Crossref
  21. University of Warwick (2019), “Warwick researchers win two of 12 new NIHR social care research grants”, available at: https://warwick.ac.uk/newsandevents/pressreleases/warwick_researcher_wins/ (accessed 3 August 2023).
    Type: Other
    Crossref
  22. University of Warwick (2023), “University of Warwick awarded £1. 25 million to boost impact of social sciences research”, available at: https://warwick.ac.uk/newsandevents/pressreleases/?newsItem=8a17841b87044ea0018709b08e71233f (accessed 3 August 2023).
    Type: Other
    Crossref
  23. Skills for Health, Skills for Care, and Health Education England (2016), “Learning disabilities core skills education and training framework”, available at: www.gmjtp.org.uk/wp-content/uploads/2016/12/Learning-Disabilities-CSTF.pdf (accessed 4 February 2024).
    Type: Other
    Crossref