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Improving Access to Psychological Therapies (IAPT) services outcomes for people with learning disabilities: national data 2012–2013 to 2019–2020

Published online by Cambridge University Press:  17 January 2022

Dave Dagnan Open the ORCID record for Dave Dagnan [Opens in a new window] ,
Caroline Rodhouse ,
Richard Thwaites  and
Chris Hatton
Dave Dagnan*
Affiliation:
Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust, Community Learning Disability Services, Unit 9, Lillyhall Business Centre, Jubilee Road, Lillyhall, Workington CA14 4HA, UK
Caroline Rodhouse
Affiliation:
Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust, Community Learning Disability Services, Unit 9, Lillyhall Business Centre, Jubilee Road, Lillyhall, Workington CA14 4HA, UK
Richard Thwaites
Affiliation:
Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust, First Step, UK
Chris Hatton
Affiliation:
Department of Social Care & Social Work, Faculty of Health, Psychology & Social Care, Manchester Metropolitan University, Brooks Building, 53 Bonsall Street, Manchester M15 6GX, UK
*
*Corresponding author. Email: [email protected]
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Abstract

Primary care interventions for people with common mental health problems in England are primarily delivered through Improving Access to Psychological Therapies (IAPT) services. One of the priorities for IAPT services is to reduce inequalities in access and outcomes for potentially disadvantaged populations. This paper uses national data from the years 2012–2013 to 2019–2020 to present a comparison of service process and therapy outcomes for people with learning disabilities. Annual data for people with learning disabilities, people with other recorded disabilities and people with no recorded disabilities were extracted from a publicly available, national data source. Data are presented graphically with relative risk calculated for each variable and year, and show a broadly similar pattern of waiting time access for people with learning disabilities and people with no disabilities, and a broadly similar proportion of people with learning disabilities and people with no disabilities who finish treatment. However, people with learning disabilities have poorer clinical outcomes than people with no disabilities. We discuss adaptations to IAPT processes and therapy provision that may further support people with learning disabilities’ access to IAPT services.

Key learning aims

  1. (1) To describe how IAPT services record disabilities, and in particular record whether a person identifies themselves as having a learning disability.1

  2. (2) To explore the differences in processes and therapy outcomes for people with learning disabilities compared with people with no disabilities and people with other disabilities.

  3. (3) To understand adaptations to IAPT processes and therapies that may make IAPT services more accessible to people with learning disabilities.

Keywords

IAPTImproving Access to Psychological Therapiesintellectual disabilitylearning disability
Type
Original Research
Information
the Cognitive Behaviour Therapist , Volume 15 , 2022 , e4
Copyright
© The Author(s), 2022. Published by Cambridge University Press on behalf of the British Association for Behavioural and Cognitive Psychotherapies

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References

Further reading

Dagnan, D. (2018). Adapting LICBT for people with learning disabilities. In Papworth, M., & Marrinan, T (eds), Low Intensity Cognitive Behaviour Therapy: A Practitioner’s Guide (2nd edn). London, UK: Sage.Google Scholar
Dagnan, D., Burke, C. K., Davies, J., & Chinn, D. (2015a). Learning Disabilities: Positive Practice Guide. Improving Access to Psychological Therapies (IAPT). Foundation for People with Learning Disabilities.Google Scholar

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