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Measuring “impact” is an important aspect of the dissemination of evidence-based practice and relevant to all disciplines. However, it has only recently become a focus of enquiry and is not commonly directly researched within the learning disabilities field. The purpose of this paper is to describe the process of developing a logic model for the UK Positive Behavioural Support (PBS) Academy as part of an evaluation and impact study of its work to date.

Logic models are a visual representation of the relationship between a project’s resources, activities and outputs and identified outcomes, in relation to key stakeholder groups. This representation allows for key impact measures to be identified and can be a useful tool for evaluation purposes. The authors used the process outlined by McLaughlin and Jordan (1998) to develop a bespoke logic model for the PBS Academy.

The model was particularly helpful in making clear the distinction between output and impact, identifying impact criteria differentiated by stakeholder group and across time scales, and highlighting areas of activity that are needed to increase the impact of the work of the PBS Academy in the longer term.

In the absence of any generalised impact evaluation frameworks in the learning disabilities field, the authors suggest that logic models may provide a useful framework for evaluating the impact of policy, practice, and research interventions.

The purpose of this paper is to provide a commentary on some of the issues raised in the paper “Developing a logic model to guide evaluation of impact for learning disability projects: the case of the Positive Behavioural Support (PBS) Academy”.

Drawing on the PBS literature and with reference to the Scott et al. paper, the use of a logic model as a framework for implementing PBS within social care organisations is described.

A logic model may be a useful framework for the implementation of PBS within social care organisations and could be used to help organisations develop a strategic approach to whole-system implementation of PBS.

This commentary adds to the discussion by considering the use of a logic model as a framework for implementing PBS within social care organisations.

Positive behavioural support (PBS) as a framework for delivering quality services is recognised in important policy documents (CQC, 2020; NICE, 2018), yet there is an absence in the literature on how this could be implemented on a large scale. The purpose of this paper is to describe a recent implementation of a workforce strategy to develop PBS across social care and health staff and family carers, within the footprint of a large integrated care system.

A logic model describes how an initial scoping exercise led to the production of a regional workforce strategy based on the PBS Competence Framework (2015). It shows how the creation of a regional steering group was able to coordinate important developmental stages and integrate multiple agencies into a single strategy to implement teaching and education in PBS. It describes the number of people who received teaching and education in PBS and the regional impact of the project in promoting cultural change within services.

This paper demonstrates a proof of concept that it is possible to translate the PBS Competency Framework (2015) into accredited courses. Initial scoping work highlighted the ineffectiveness of traditional training in PBS. Using blended learning and competency-based supervision and assessment, it was possible to create a new way to promote large-scale service developments in PBS supported by the governance of a new organisational structure. This also included family training delivered by family trainers. This builds on the ideas by Denne et al. (2020) that many of the necessary building blocks of implementation already exist within a system.

A co-ordinated teaching and education strategy in PBS may help a wide range of carers to become more effective in supporting the people they care for.

This is the first attempt to describe the implementation of a framework for PBS within a defined geographical location. It describes the collaboration of health and social care planners and a local university to create a suite of courses built around the PBS coalition competency framework.

There is an apparent disconnect between the understanding of best practice and service delivery in the support of people with learning disabilities at risk of behaviours that challenge. We suggest, is a problem of implementation. The purpose of this paper is to explore reasons why this might be the case: a failure to recognise the collective works of successive generations of research and practice; and a failure to address the macro-systems involved and systems changes needed to support implementation.

This paper reviews the consensus that exists in respect of best practice. Drawing upon ideas from implementation science the paper highlights the complexities involved in the implementation of all evidence-based practices and uses this as a framework to propose ways in which an infrastructure that facilitates the delivery of services in the learning disabilities field might be built.

This paper highlights core recommended practices that have been consistent over time and across sources and identifies the systems involved in the implementation process. This paper demonstrates that many of the necessary building blocks of implementation already exist and suggests areas that are yet to be addressed. Critically, the paper highlights the importance of, and the part that all systems need to play in the process.

In the absence of any generalised implementation frameworks of evidence-based practice in the learning disabilities field, the paper suggests that the findings may provide the basis for understanding how the gap that exists between best practice and service delivery in the support of people with a learning disability at risk of behaviours that challenge might be closed.

The purpose of this paper is to describe and discuss the variables which have contributed to the adoption of positive behaviour support (PBS) and applied behaviour analysis (ABA). Differences and similarities are highlighted, applications to contemporary issues in the UK and Australia are emphasised, and considerations posed for their improved adoption.

A conceptual framework for diffusion of innovations theory is used to guide the analysis of three sets of articles, and application of the framework is guided by narrative analysis.

Eight variables from the conceptual framework were identified, and the communication networks for PBS and ABA are argued to be distinct. There has been a positive change in the perception of PBS by the ABA field, but PBS has leveraged diffusion more successfully. ABA appears to have been separated from PBS in the UK while Australia is yet to fully benefit from the contributions of ABA. Those working in the fields of PBS and ABA should further collaborate for their mutual benefit.

Greater attention to the factors which promote diffusion can assist PBS and ABA to improve their adoption.

This is the first paper to use diffusion of innovations theory to analyse the adoption of PBS and ABA.

The purpose of this paper is to provide a commentary to Hayward, Poed and McKay-Brown’s article by expanding upon some of the reasons for the apparent dominance of Positive Behaviour Support (PBS).

The commentary notes the rise and dominance of Cognitive behaviour therapy (CBT) over a similar time frame, and uses both this and ideas from the literature to examine the reasons for, advantages and consequences of PBS’s dominance.

The paper identifies three overlapping reasons for the comparable rise of PBS and CBT, and examines the impact that their dominance has had on attempts to manage quality, improve outcomes and train staff.

Establishing the reasons for the success of a theoretical approach can assist with the development of other effective interventions.

The purpose of this paper is to describe how, as part of a national initiative led by NHS England and key partners, it is transforming lives by helping people with a learning disability, autism or both to live more independent and better quality lives in their own home rather than spending many years in hospital unnecessarily.

The methodology applied was to capture the real experience of a person with a learning disability, autism or both who successfully moved from long-term hospital care to home. This was achieved through developing a narrative story by capturing their experiences in their own words and the words of the individual’s support team who made this life changing event possible.

This story shows how with the right planning and support, people with a learning disability can live in their own homes, gain their independence and be supported to take risks.

This is an original case study that has not been published previously and has been written for the sole purpose of this journal.

In May 2013, Jack Russo, a Chicago-based tech entrepreneur, had to choose one of four possible product concepts to use as the starting point for his new K–8 educational learning company, TabletTeach LLC. At the time, the K–12 education market in the United States was experiencing major disruption due to print-to-digital transformation, new Common Core State Standards (CCSS), new standardized tests aligned to the Common Core (rolling out in most states in the 2014–2015 school year), and increasing pressure from parents for schools to incorporate technology in their children's learning. Based on his first-hand experience and research, Russo knew there was a significant opportunity for a company that brought to market a tablet-enabled learning solution focusing on grades K–8, which made learning Common Core math and/or language arts fun for every student and engagingly simple for all teachers.

This case provides an interesting example of something typically hard to teach: transitioning from the fuzzy front end of a market opportunity analysis to a specific product opportunity. The case bounds the problem by outlining four potential product concepts, which students will then evaluate and rank using their own sets of criteria.

Define evaluation criteria for an opportunity analysis of a tech startup in a dynamic market; use these criteria to evaluate a set of product concepts and their business opportunities; refine a set of product concepts to develop and present a recommendation; understand the importance of the problem-persona-product fit and “jobs to be done” data in identifying high-value opportunities; present findings in an opportunity brief and a market opportunity hypothesis statement

To provide a model for statewide collaborative digitization projects, based on the development of the Ohio Memory Online Scrapbook.

Using Ohio Memory as a model, this paper establishes a three‐pronged approach to creation of a digital library. Creation of content, development of tools and a focus on outreach were critical to the success of Ohio Memory, a statewide digitization project involving 330 historical societies, libraries and museums throughout Ohio.

This paper establishes a three‐pronged approach to digitization. Creation of content, development of tools and a focus on outreach were critical to the success of Ohio Memory. The collaborative nature of the project is an underlying aspect of Ohio Memory, it led to the creation of a standardized, central point of access for digitized primary source materials relating to Ohio's history.

This paper provides helpful advice to organizations considering digitizing their collections and details a model framework for statewide collaborative projects.

As more organizations establish digital libraries to enhance access to collections, this paper offers an example of a successful project. It also details significant considerations to take into account when building a digital library.

The purpose of this study is to investigate the initial corrosion behavior of pure Mg, AZ31 and AZ91 alloys in phosphate buffer solution (PBS) and to characterize the features in corrosion type and resistance of the corrosion product layer.

The scanning electron microscopy, equipped with energy-dispersive spectroscopy, X-ray photoelectron spectroscopy and electrochemical impedance spectroscopy have been used to characterize the as-corroded samples. Besides, the Mg²⁺ concentration in PBSs has been determined by inductively coupled plasma atomic emission spectrum.

It has been found that pure Mg suffers pit corrosion, and AZ31 initially undergoes pit corrosion and then uniform corrosion dominates with an extended immersion duration. However, AZ91 exhibits the uniform corrosion with the highest corrosion rate among the three materials. Besides, the corrosion product layer on AZ31 has the best compactness and corrosion resistance.

The findings add depth in understanding the corrosion of pure Mg and its alloys in PBS and also have guiding significance in exploring the effects by alloyed elements to develop new biomaterials with better performance.