Severe intellectual disability and transition to adulthood

Institutional and psychological aspects of transition were explored with pa rents and staff involved with live young adults with severe intellectual di sability whose challenging behaviour diminished after they made the transit ion, and five whose challenging behaviour remained high. They were selected from a previously surveyed cohort. Grounded cheery analysis of interviews suggested little connection between the perspectives of parents and staff T he impact these differences have on communication about challenging behavio ur was explored, and recommendations for service changes are made.