Learning Disabilities and Autism Emergency Response Team for Children and young people

Description

The Learning Disabilities and Autism (LDA) Emergency Response Team (ERT) provides support to children and young people (CYP) with a diagnosed learning disability and/or autism across four Black Country localities: Dudley, Sandwell, Walsall and Wolverhampton. The service offers additional specialist capacity to deliver intensive, short-term support across the Black Country during periods of crisis or increased risk. The LDA ERT undertakes a range of activities aimed at stabilising situations, reducing the risk of deterioration in mental health, and preventing escalation of behaviours that challenge. Through timely intervention, the service seeks to reduce the likelihood of outcomes such as long-term restrictions of liberty, placement breakdown, or hospital admission. Lot 1: The Learning Disabilities and Autism (LDA) Emergency Response Team (ERT) provides support to children and young people (CYP) with a diagnosed learning disability and/or autism across the four Black Country localities: Dudley, Sandwell, Walsall and Wolverhampton. The service offers additional specialist capacity to deliver intensive, short-term support across the Black Country during periods of crisis or increased risk. The LDA ERT undertakes a range of activities aimed at stabilising situations, reducing the risk of deterioration in mental health, and preventing escalation of behaviours that challenge. Through timely intervention, the service seeks to reduce the likelihood of outcomes such as long-term restrictions of liberty, placement breakdown, or hospital admission. Support provided by the LDA ERT may include, but is not limited to: • Emotional support and reassurance • Befriending and engagement with the child or young person • Observation and monitoring to support risk management • Implementation of rehabilitation techniques or therapeutic interventions designed by relevant professionals The service works collaboratively with local services and professionals to ensure that interventions are coordinated, responsive, and focused on maintaining the stability and wellbeing of the child or young person