Intensive interaction (II) recognises the pre‐verbal nature of adults with profound learning disabilities and mimics the early attachment process to develop the very beginnings of communication and sociability. This paper Reports on the use of II with a remote and withdrawn adult with severe learning disabilities and visual impairments, who engaged in serious self‐injurious behaviour. The results indicate that the intervention was successful in facilitating the development of the first stages of social and communication skills.

Session-by-session ROM in CAMHS 1 Session-by-session outcome monitoring in CAMHS: Clinicians beliefs. AbstractThe CYP-IAPT programme emphasises the meaningful contribution session-by-session routine outcome monitoring (ROM) can make to clinical practice and its importance in highlighting services' effectiveness. Two studies on issues related to the implementation of ROM in children's services were conducted. Study one was qualitative; twelve CAMHS professionals participated in focus groups. Themes identified included the idea that ROM could provide objectivity, could be collaborative and empowering. Concerns included how measures may adversely influence therapeutic sessions and how the information may be used by the service. These themes were used to develop a questionnaire about professional's experience of and views on session-by-session ROM. In study two, 59 professionals from four CAMHS teams completed the questionnaire. It was found that only 6.8% reported "almost always" utilising session-by-session ROM. Detailed analysis of questionnaire responses suggested two factors reflecting the perceived negative and positive impact of session-by-session ROM. It was found that clinicians who currently use session-by-session ROM hold stronger positive and negative beliefs than clinicians who do not. This study suggests that session-by-session ROM is not currently routine practice within CAMHS and highlights the importance of considering how this practice can be best implemented within this setting with reference to clinician attitudes. Session-by-session ROM in CAMHS 2 Learning Objectives 1) To understand CAMHS clinician's attitudes and beliefs about the use of session-bysession routine outcome monitoring (ROM) in clinical practice 2) To explore clinicians views about session-by-session ROM through focus groups 3) To assess the characteristics of a questionnaire developed to elicit information about professionals demographic characteristics, attitudes towards, and current use of, session-by-session ROM 4) To consider the impact clinicians beliefs may have on the implementation of ROM

Children with Attention Deficit/Hyperactivity Disorder (ADHD) often perform poorly on tasks requiring sustained and systematic attention to stimuli for extended periods of time. The current paper tested the hypothesis that such deficits are the result of observable abnormalities in search behaviour (e.g., attention-onset, -duration and -sequencing), and therefore can be explained without reference to deficits in non-observable (i.e., cognitive) processes. Forty boys (20 ADHD and 20 controls) performed a computer-based complex discrimination task adapted from the Matching Familiar Figures Task with four different fixed search interval lengths (5-, 10-, 15-and 20-s). Children with ADHD identified fewer targets than controls (p < 0.001), initiated searches later, spent less time attending to stimuli, and searched in a less intensive and less systematic way (p's < 0.05). There were significant univariate associations between ADHD, task performance and search behaviour. However, there was no support for the hypothesis that abnormalities in search carried the effect of ADHD on performance. The pattern of results in fact suggested that abnormal attending during testing is a statistical marker, rather than a mediator, of ADHD performance deficits. The results confirm the importance of examining covert processes, as well as behavioural abnormalities when trying to understand the psychopathophyiology of ADHD.Attention Deficit/Hyperactivity Disorder (ADHD; [1]) is a disorder of childhood and adolescence characterised by a pattern of extreme, pervasive, persistent and debilitating inattention, overactivity and impulsiveness. Children with ADHD are more likely than their peers to experience educational under-achievement, social isolation and antisocial behaviour during the school years and to go on to have significant difficulties in the post-school years. Children with ADHD often perform poorly on tasks requiring the sustained and systematic allocation of attention over periods of extended time [2]. This appears to be true of tasks that require vigilance for rare targets amongst consecutively presented distractors (e.g., Continuous Performance Task; ). It is also true of more complex tasks that require self-directed and controlled search for targets amongst multiple concurrently presented distractors (e.g., Matching Familiar Figures Task; [4]).In trying to explain the causes of this commonly observed pattern of performance deficit a range of different mechanisms operating at different levels of analysis have been invoked. For instance, cognitive accounts link deficits in performance to impairments in covert processes such as information encoding and retrieval as well as the 'holding

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