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Developing a Trauma Checklist for People with a Learning Disability Accessing Community Health and Support Services

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Title: Developing a Trauma Checklist for People with a Learning Disability Accessing Community Health and Support Services
Language: English
Authors: Sarah Wigham (ORCID 0000-0002-7722-9108), Arman Iranpour, John L. Taylor, Claire Hills-Wilson, Pamela Reitemeier, Katharine Petersen, Iain McKinnon (ORCID 0000-0002-5760-9824), Simon S. Hackett
Source: British Journal of Learning Disabilities. 2026 54(1):74-84.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Learning Disabilities, Trauma, Trauma Informed Approach, Check Lists, Community Services, Health Services, Content Validity, Test Reliability, Identification, Access to Health Care
DOI: 10.1111/bld.70018
ISSN: 1354-4187
1468-3156
Abstract: Background: Research suggests people with a learning disability experience high prevalence of adverse life events which may result in trauma-related mental health conditions. Identifying trauma-related mental health conditions can facilitate access to support, however research suggests they may be under-identified in this group. The aim of this study was to develop trauma checklists appropriate for people with a learning disability accessing community health and support services. Methods: The checklist was developed iteratively during consultation and informed by the Lancaster and Northgate Trauma Scales. Data were collected during interviews and focus groups and analysed using thematic analysis. Findings: Twenty-eight participants included seven people with a learning disability, two relatives and 19 service providers. Two trauma checklists, each with 13 questions were developed including an accessible self-report and an informant or observer version. Content validity, face validity, utility and acceptability were supported. Three themes were identified including: (i) recognising trauma responses and early identification, (ii) continuity of care and care pathways and (iii) characteristics of the checklists. Conclusions: The checklists can be used to raise awareness of trauma and support development of trauma care pathways for people with a learning disability accessing community health and support services.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496529
Database: ERIC
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  Data: Developing a Trauma Checklist for People with a Learning Disability Accessing Community Health and Support Services
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  Data: <searchLink fieldCode="AR" term="%22Sarah+Wigham%22">Sarah Wigham</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7722-9108">0000-0002-7722-9108</externalLink>)<br /><searchLink fieldCode="AR" term="%22Arman+Iranpour%22">Arman Iranpour</searchLink><br /><searchLink fieldCode="AR" term="%22John+L%2E+Taylor%22">John L. Taylor</searchLink><br /><searchLink fieldCode="AR" term="%22Claire+Hills-Wilson%22">Claire Hills-Wilson</searchLink><br /><searchLink fieldCode="AR" term="%22Pamela+Reitemeier%22">Pamela Reitemeier</searchLink><br /><searchLink fieldCode="AR" term="%22Katharine+Petersen%22">Katharine Petersen</searchLink><br /><searchLink fieldCode="AR" term="%22Iain+McKinnon%22">Iain McKinnon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5760-9824">0000-0002-5760-9824</externalLink>)<br /><searchLink fieldCode="AR" term="%22Simon+S%2E+Hackett%22">Simon S. Hackett</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Learning+Disabilities%22"><i>British Journal of Learning Disabilities</i></searchLink>. 2026 54(1):74-84.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Services%22">Community Services</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Services%22">Health Services</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Validity%22">Content Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Health+Care%22">Access to Health Care</searchLink>
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  Data: 10.1111/bld.70018
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  Data: 1354-4187<br />1468-3156
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  Data: Background: Research suggests people with a learning disability experience high prevalence of adverse life events which may result in trauma-related mental health conditions. Identifying trauma-related mental health conditions can facilitate access to support, however research suggests they may be under-identified in this group. The aim of this study was to develop trauma checklists appropriate for people with a learning disability accessing community health and support services. Methods: The checklist was developed iteratively during consultation and informed by the Lancaster and Northgate Trauma Scales. Data were collected during interviews and focus groups and analysed using thematic analysis. Findings: Twenty-eight participants included seven people with a learning disability, two relatives and 19 service providers. Two trauma checklists, each with 13 questions were developed including an accessible self-report and an informant or observer version. Content validity, face validity, utility and acceptability were supported. Three themes were identified including: (i) recognising trauma responses and early identification, (ii) continuity of care and care pathways and (iii) characteristics of the checklists. Conclusions: The checklists can be used to raise awareness of trauma and support development of trauma care pathways for people with a learning disability accessing community health and support services.
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      – SubjectFull: Trauma
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      – SubjectFull: Identification
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