PurposeThis study aims to examine the multidimensional nature of financial abuse and economic vulnerability among individuals with intellectual and developmental disabilities (IDD). It synthesizes fragmented evidence to clarify how cognitive, relational and systemic factors intersect to shape financial risk and identifies gaps that limit the development of effective safeguarding and inclusion strategies. Design/methodology/approachThis study presents a structured literature review informed by PRISMA 2020 reporting principles. A search was conducted in Web of Science using predefined Boolean expressions combining disability and financial vulnerability constructs. Following title, abstract and full-text screening, eight peer-reviewed articles met the inclusion criteria. Given the focused search strategy and methodological heterogeneity of the included studies, the findings were synthesized narratively rather than through formal risk-of-bias assessment. FindingsThe evidence shows that financial vulnerability in IDD arises from the interaction of structural exclusion, constrained financial capability and relational forms of exploitation such as mate crime. Rigid banking regulations, low incomes and restrictive welfare systems perpetuate financial precarity for individuals with IDD and their families. Decision-making is shaped not only by cognitive factors but also by emotional and relational dynamics that influence recognition of, and responses to, financial abuse. Empowerment, supported decision-making and rights-based financial education, emerged as key protective mechanisms. Originality/valueThis review integrates diverse empirical and socio-legal literature on financial vulnerability in IDD into a coherent analytic framework. It highlights financial abuse as both a safeguarding concern and a matter of social justice while transparently acknowledging methodological limitations of the review design.
Purpose This paper aims to describe the core components of the CABAS® model, highlighting the specific features that have underpinned the success of Jigsaw CABAS School. It also considers the school’s role in informing and shaping the continued development of the wider CABAS framework. Design/methodology/approach The paper centres on learn units to criterion data, verbal behaviour development assessments and the staff training programme. It examines how these elements have collectively supported the school’s effectiveness and contributed to sustained learner progress. Findings The CABAS model provides a robust measurement framework that ensures each learner’s individualised curriculum is appropriately tailored, with targets that are both ambitious and achievable. The positive impact of specific components of the CABAS system on learner progress is described, including the implementation of a curriculum that measures beyond learning directly taught skills. Additionally, the staff training programme, specifically the CABAS rank system, has enhanced staff expertise, thereby further supporting learner progress. Originality/value Measurement of the alignment of the curriculum with learners’ current levels of ability is a critical factor in supporting learner success. It is valuable to consider whether components of the CABAS system can be incorporated within other models of pedagogy.
Purpose This scoping review aims to explore the experiences of transgender people who also had a learning disability and/or were autistic. Inclusion criteria: studies involving primary source data on the personal experiences of transgender individuals with learning disabilities and/or autistic transgender people were included. Peer-reviewed papers of any study design were eligible. Design/methodology/approach A search of CINAHL, PSYCHINFO, MEDLINE, SCOPUS and COCHRANE REVIEWS databases were conducted in August and September 2021 and updated in September 2023 and April 2025. The search identified 45 papers. Each included study was assessed using the provisional criteria for Institutional Review Boards proposed by Adams et al. (2017) for evaluating the ethical orientation of transgender health research. A hybrid inductive-deductive thematic synthesis was used, informed by Fereday and Muir-Cochrane (2006) incorporating pre-determined categories alongside iterative analytic development. Findings The review identified 20 papers. Key themes including interactions between experiences of autism and gender, the intersection of learning disabilities and transgender, barriers and social challenges, negative experiences within health and social care and where they exist, support systems are valuable. Research limitations/implications The literature indicates that transgender people with learning disabilities and autistic transgender individuals face significant structural, social and systemic barriers. Practical implications The review highlights the need for improved health-care practices, education and further research to address the unique needs of this population. Originality/value To the best of the authors’ knowledge, this scoping review is the first to systematically examine the intersecting experiences of transgender people with a learning disability and/or autism – a population conspicuously absent from both fields. Centring lived experience and applying an ethical evaluation framework across all included studies, it makes a distinctive and timely contribution to nursing knowledge.
Purpose This study aims to examine the historical trajectory of Applied Behaviour Analysis (ABA) regarding social validity (the field's "heart") through the Tin Woodman metaphor, and to evaluate how recent integration of compassion and client assent addresses persistent stagnation in social validity practices. Design/methodology/approach A narrative analysis of ABA literature was undertaken. Key historical works (e.g. Wolf 1978; Goldiamond 1974/2002; Carr 1996) and recent studies (e.g. Hanley 2010; Penney et al. 2023; Linnehan et al. 2023) were reviewed to illustrate the shift from purely technocratic interventions to approaches emphasizing compassion, choice and client partnership. Findings ABA's early focus on procedural efficacy led to neglect of social validity, which remained underreported (<25% of studies). Recent initiatives (elevating compassion as an eighth ABA dimension and operationalizing client assent) signal a paradigm shift: effective ABA now demands aligning interventions with client dignity and well-being. The analysis concludes that true effectiveness requires treating client assent and dignity as central criteria of success. Practical implications ABA practitioners are encouraged to adopt a compassionate "bedside manner" and actively measure client engagement and happiness to ensure interventions are both effective and respectful. Social implications By aligning behavioural interventions with the values and dignity of clients and communities, ABA addresses past criticisms and strengthens its acceptance among stakeholders and the autistic community. Originality/value This synthesis links ABA's founding vision to its current "heart-driven" reconceptualization. It highlights that integrating ethical dimensions - compassion, assent and social validity - is not only a return to ABA's original values but also vital for its scientific and social legitimacy.
