ISSN 1354-4187
British Journal of
Learning Disabilities
Editor: Melanie Nind
Volume 51 Number 4 December 2023
Contents
Original Articles
479
Lived experience research in learning disabilities: The understanding inequalities project from a service user's perspective
Ben Gray and Tom Kerridge
489
Musical preferences of people with profound intellectual and multiple disabilities: A participatory design with proxies
Rosie Rushton, Lila Kossyvaki and Emmanouela Terlektsi
499
Understanding the views of children with profound and multiple learning difficulties for person-centred planning
Kate E. Farmer and Phil Stringer
509
‘It should be more outspoken and not hushed away, not like put in a dark box’: An interpretative phenomenological analysis of experiences of
menopause voiced by women with learning disabilities
Katie Langer-Shapland, Stephen J. Minton and Nel Richards
522
A mixed methods evaluation of a compassion-focused therapy group intervention for people with an intellectual disability
Olivia Hewitt, Jon Codd, Karla Maguire, Mathumeera Balendra and Saffiya Tariq
534
Health and well-being of sibling carers of adults with an intellectual disability in Ireland: Four waves of data
Damien Brennan, Maureen D'Eath, Philip McCallion and Mary McCarron
544
Adults with intellectual disabilities as users of social media: A scoping review
Sian Anderson, Tal Araten-Bergman and Gillian Steel
Case Study
565
Piloting the Circle of Security Parenting group with parents of children with a learning disability: An exploratory case study
Nicola Birdsey, Jennifer McElwee, Lara Best, Sarah Muddle and Regine Vincent
577
“I'm a man now”: Using Narrative Therapy to support an adult with Down syndrome transition to a new life
Alex Lau-Zhu and Judith Mann
586
Cognitive behavioural therapy for psychogenic nonepileptic seizures (PNES) in an adult with a learning disability: A case study
Jerica Radez, Tom Crossland, Louise Johns
597
Using cognitive and behavioural strategies to support a man with mild–moderate learning disabilities navigate the dual process model of grief:
A clinical case study
Luis Calabria and Claire Cheswick
608
Book Reviews
In Response
613
In response to: “It should be more outspoken and not hushed away, not like put in a dark box”: An interpretative phenomenological analysis of
experiences of menopause voiced by women with learning disabilities (Katie Langer-Shapland, Stephen J. Minton, Nel Richards)
Amanda Millear, Janice Slattery and Kelley Johnson
Learning Disabilities
Editor-in-Chief
Professor Melanie Nind
University of Southampton, Education School, Centre for Research in Inclusion
Editorial Office
John Wiley & Sons Ltd
BLDedoffice@wiley.com
Executive Editorial Board
Professor Michael Brown, Queen’s University Belfast, UK
Mrs Angela Henderson, University of Glasgow, Scotland
Dr Edurne Garcia Iriate, Trinity College Dublin, Ireland
Professor Kelley Johnson, University of New South Wales, Australia
Dr Alex Kaley, Lancaster University, UK
Dr Deborah Robinson, University of Derby, UK
Dr Lucy Series, Cardiff University, UK
Dr Ben Simmons, Bath Spa University, UK
Professor Iva Strnadova, University of New South Wales, Australia
Dr Vasilis Strogilos, University of Southampton, UK
Dr Liz Tilley, Open University, UK
Professor Jan Walmsley, Jan Walmsley Associates, UK
Published on behalf of BILD (British Institute of Learning Disabilities)
Editorial Board
Dr Helen Atherton, University of Leeds, UK
Dr Darren Chadwick, University of Wolverhampton, UK
Professor Shakila Dada, University of Pretoria, South Africa
Dr Owen Doody, University of Limerick, Ireland
Professor Matthias Grünke, University of Cologne, Germany
Dr Neil James, University of East Anglia, UK
Dr Silvana Mengoni, University of Hertfordshire, UK
Dr Siyabulela Mkabile, University of Cape Town, South Africa
Professor Elisabeth Olin, University of Gothenburg, Sweden
Professor Tim Stainton, British Columbia University, Canada
Professor Jan Tøssebro, Norwegian University of Science and Technology,
Norway
Professor Irene Tuffrey-Wijne, Kingston University and St George’s
University of London, UK
Professor Simo Vehmas, Stockholm University, Sweden
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British Journal of
AIMS AND SCOPE
The British Journal of Learning Disabilities is an interdisciplinary international peerreviewed journal that draws contributions from a wide community of international
researchers. It encompasses contemporary debate/s and developments in research, policy
and practice that are relevant to the field of learning disabilities. Learning disabilities
here refers to intellectual (global) disabilities and not to specific learning disabilities like
dyslexia. The scope includes:
x activism and advocacy
x communication, interaction and relationships
x community lives and quality of life
x education and employment
x families and advocacy
x health and wellbeing
x policy, law and rights
x profound and multiple learning disabilities/additional needs
x research methods and inclusive research
x social care and professional roles.
The journal publishes original papers, commissioned keynote reviews on major topics,
and book/resource reviews with some Special Issues giving comprehensive coverage to
specific subject areas. The editor welcomes suggestions of topics for future Special Issues.
The journal supports dialogue with people with learning disabilities. In Response pieces
provide feedback on the issues arising in the journal papers and their relevance for the lives
of people with learning disabilities and those supporting them.
The international audience for British Journal of Learning Disabilities includes academics,
professionals, practitioners, families and people with a personal and professional interest in
learning disability. Authors are expected to consider this wide readership, to communicate
in an accessible manner, and to exhibit knowledge of previously-published articles when
submitting their work for consideration for publication. Careful attention to respectful
terminology is essential.
The British Journal of Learning Disabilities is the official journal of the British Institute of
Learning Disabilities. The opinions expressed in articles, whether editorials or otherwise,
do not necessarily represent the official view of the British Institute of Learning Disabilities
and the Institute accepts no responsibility for the quality of goods or services advertised.
Journal article:
Example of reference with 2 to 7 authors
Beers, S. R. , & De Bellis, M. D. (2002). Neuropsychological function in children with
maltreatment-related posttraumatic stress disorder. The American Journal of Psychiatry, 159,
483–486. https://doi.org/ 10.1176/appi.ajp.159.3.483
Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S., & Frith, U. (2003).
Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults.
Brain, 126(4), 841–865. https://doi.org/10.1093/brain/awg076
Example of reference with more than 7 authors
Rutter, M., Caspi, A., Fergusson, D., Horwood, L. J., Goodman, R., Maughan, B., …
Carroll, J. (2004). Sex differences in developmental reading disability: New findings from
4 epidemiological studies. Journal of the American Medical Association, 291(16), 2007–2012.
https://doi.org/10.1001/jama.291.16.2007
Book edition:
Bradley-Johnson, S. (1994). Psychoeducational assessment of students who are visually impaired
or blind: Infancy through high school (2nd ed.). Austin, TX: Pro-ed.
References should refer only to material listed within the text.
Tables, Figures and Figure Legends
The British Journal of Learning Disabilities has now adopted ScholarOne Manuscripts (formerly
known as Manuscript Central). From now on all submissions to the journal must be
submitted online at http://mc.manuscriptcentral.com/BLD. Full instructions and support
are available on the site and a user ID and password can be obtained on the first visit. If you
require assistance then click the Get Help Now link which appears at the top right of every
Manuscript Central page. If you cannot submit online, please contact Thomas Gaston in the
Editorial Office by telephone +44 (0)1865 476292 or by e-mail tgaston@wiley.com
Tables should only be used to clarify important points. Tables must, as far as possible, be selfexplanatory and should be numbered consecutively with Arabic numerals, e.g. Table 1, Table
2, etc, in order of their appearance in the text.
Figures: All graphs, drawings and photographs are considered figures and should be numbered
in sequence with Arabic numerals. Each figure should have a legend and all legends should be
typed together on a separate page at the end of the manuscript and numbered correspondingly.
All symbols and abbreviations should be clearly explained.
If all or parts of previously published illustrations are used, permission must be
obtained from the copyright holder concerned. It is the author’s responsibility to obtain
these in writing and provide copies to the Publisher.
All figures and artwork must be provided in electronic format. Please save vector
graphics (e.g. line artwork) in Encapsulated Postscript Format (EPS) and bitmap files
(e.g. halftones) or clinical or in vitro pictures in Tagged Image Format (TIFF). Further
information can be obtained at Wiley’s guidelines for illustrations: http://authorservices.
wiley.com/bauthor/illustration.asp
Colour Charges: It is the policy of the British Journal of Learning Disabilities for authors to
pay the full cost for the reproduction of their colour artwork. The Colour Work Agreement
form can be downloaded from: http://otis.wiley.com/otis/journal/overview/en/5381/
SN_Upw2000_F_CoW.pdf.
Supporting Information: Supporting Information, such as data sets or additional figures
or tables, that will not be published in the print edition of the Journal, but which will be
viewable via the online edition, can be submitted. Please contact the Production Editor
(bld@wiley.com) for further details.
MANUSCRIPT FORMAT AND STRUCTURE
ACCEPTANCE OF A MANUSCRIPT FOR PUBLICATION
All manuscripts submitted to British Journal of Learning Disabilities should include:
Accessible Summary, Keywords, Abstract, Main Text (divided by appropriate sub
headings) and References. Manuscripts should not be more than 7,000 words in length
including references.
Copyright: Authors will be required to assign copyright to the publisher. Copyright
assignment is a condition of publication and papers will not be passed to the publisher for
production unless copyright has been assigned. Please note that copyright assignment does
not affect ownership of copyright in the material. After submission authors will retain the
right to publish their paper in various medium/circumstances (please see form for further
details). If your paper is accepted, the author identified as the formal corresponding author
for the paper will receive an email prompting them to login into Author Services; where
via the Wiley Author Licensing Service (WALS) they will be able to complete the license
agreement on behalf of all authors on the paper.
Copyright Transfer Agreement (CTA) terms and conditions can be found here: http://
authorservices.wiley.com/bauthor/faqs_copyright.asp
Ethical Statement: Acceptance of papers is based on the understanding that authors have
treated research participants with respect and dignity throughout. Papers based on original
research involving people with learning disabilities must include an ethical statement to
confirm either that the research has received formal ethical approval from an appropriate
ethics committee or that the research has taken appropriate steps with regard access,
informed consent, confidentiality and anonymity.
Permissions: If all or parts of previously published illustrations are used, permission must
be obtained from the copyright holder concerned. It is the author’s responsibility to obtain
these in writing and provide copies to the Publisher.
MANUSCRIPT SUBMISSION
Title Page: This should include: a short title to indicate content with a sub-title if necessary;
the full names of all the authors; the name(s) and address(es) of the institution(s) at which
the work was carried out (the present addresses of the authors, if different from the above,
should appear in a footnote); the name, address, telephone and fax numbers, and email
addresses of the author to whom all correspondence and proofs should be sent; a suggested
running title of not more than 50 characters, including spaces should be provided in the
header of each page.
Accessible Summary: As well as an abstract, authors must include an easy-to-read
summary of their papers. This was introduced in 2005, and was done so in the spirit of
making research findings more accessible to people with learning disabilities. The editorial
board also believe that this will make ‘scanning’ the Journal contents easier for all readers.
Authors are required to: Summarise the content of their paper using bullet points (3 or
4 at most), Express their ideas in this summary using straightforward language, and
State simply why the research is important, and should matter to people with learning
disabilities.
Keywords: These are words which have relevance to the type of paper being submitted,
this is for reviewing and citing purposes. You are asked by Manuscript Central to input
keywords when submitting a paper, but up to 6 keywords must also be included within the
‘main document’ underneath the Accessible Summary.
Abstract: All papers should use a structured abstract incorporating the following headings:
Background, Materials and Methods, Results, Conclusions. These should outline the
questions investigated, the design, essential findings and main conclusions of the study.
Main Text: The text should then proceed through sections of Background/Introduction,
Review of Literature, Research Questions/Hypotheses, Materials, Methods, Results and
Discussion, and finally Tables. Figures should be submitted as a separate file.
Style
Abbreviations and symbols:
All symbols and abbreviations should be clearly explained. Abbreviations should not
be used when they refer to people (e.g. learning disabilities, not LD; developmental
disabilities, not DD; intellectual disabilities, not ID). Please also use ‘‘people with learning
disabilities’’ wherever possible, not ‘‘learning disabled people’’.
References
This Journal follows the APA reference style.
References should be prepared according to the Publication Manual of the American
Psychological Association (6th edition). This means in text citations should follow the authordate method whereby the author’s last name and the year of publication for the source
should appear in the text, for example, (Jones, 1998). The complete reference list should
appear alphabetically by name at the end of the paper.
A sample of the most common entries in reference lists appears below. Please note that a
DOI should be provided for all references where available. For more information about
APA referencing style, please refer to the APA website. Please note that for journal articles,
issue numbers are not included unless each issue in the volume begins with page one.
EarlyView
British Journal of Learning Disabilities is covered by Wiley’s Early View service. Early
View articles are complete and final full-text articles published online in advance of their
publication in a printed issue. Because they are in final form, no changes can be made
after online publication. Early View articles are given a Digital Object Identifier (DOI),
which allows the article to be cited and tracked before it is allocated to an issue. After print
publication, the DOI remains valid and can continue to be used to cite and access the article.
OnlineOpen
British Journal of Learning Disabilities accepts articles for Open Access publication.
Please visit http://olabout.wiley.com/WileyCDA/Section/id-406241.html for further
information about OnlineOpen.
Proofs
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within 3 days of receipt.
Offprints: A PDF offprint of the online published article will be provided free of charge
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conditions.
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Note to NIH Grantees
Pursuant to NIH mandate, Wiley will post the accepted version of contributions authored
by NIH grant-holders to PubMed Central upon acceptance. This accepted version will be
made publicly available 12 months after publication. For further information, see www.
wiley.com/go/nihmandate
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