Background Anti-psychotic medications are widely prescribed to people with intellectual disabilities and have a range of negative side effects. The aim was to identify the level of knowledge of anti-psychotic medications and their side effects among key carers or home managers of adults with intellectual disabilities living in residential group homes who are prescribed such medication. Method The sample was 25 of the 30 adults on the caseloads of community nurses in one community learning disability team who lived in residential services and who were prescribed anti-psychotic medication. Key carers (n ¼ 22) or home managers (n ¼ 3) were interviewed about their knowledge of these medications and their side effects, the source of their knowledge and their needs for training. Results Knowledge of potential side effects was somewhat limited. Only two were identified by the majority of respondents. Most respondents felt insufficiently informed and in need of further training. Conclusions There is a role for an informed professional, such as a community nurse, to ensure that carers receive good, verbal and written information about such medications and their side effects at the time of prescription.

The rate of diagnosis of autism in adults has increased over recent years; however, the profile of behaviours in these individuals is less understood than the profile seen in those diagnosed in childhood. Better understanding of this profile will be essential to identify and remove potential barriers to diagnosis. Using an abbreviated form of the Diagnostic Interview for Social and Communication Disorders, comparisons were drawn between the profile of a sample of able adults diagnosed in adulthood and the profile of a sample of able children. Results revealed both similarities and differences. A relative strength in non-verbal communication highlighted a potential barrier to diagnosis according to DSM-5 criteria for the adult sample, which may also have prevented them from being diagnosed as children.Electronic supplementary materialThe online version of this article (doi:10.1007/s10803-019-04214-7) contains supplementary material, which is available to authorized users.

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Background: Advance care planning is increasingly recognised as an integral part of achieving excellence at the end of life (EoL), but barriers still prevent individuals from having the opportunity to discuss their wishes and preferences for the future. Aim: To describe the development and initial evaluations of an innovative facilitated ACP model, the ACP Triple E, which empowers individuals through education to engage in ACP conversations. Methods: This model uses a collaborative approach involving all sectors of a large university health board to equip all health and social care professionals with the knowledge, skills and confidence to engage in ACP discussion and also raise public awareness of the benefits of ACP. Conclusion: This model includes recognised elements that support successful implementation of ACP. Initial evaluations of the model are extremely positive. Further analysis of the data is now needed to evaluate the model's flexibility and its ability to change practice and achieve strategic objectives.

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