Relevant bibliographies by topics / H severe intellectual disability

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'H severe intellectual disability'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "H severe intellectual disability"

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Merrick, Joav, Shoshana Aspler, and Inessa Dubman. "Helicobacter pylori Infection in Persons with Intellectual Disability in Residential Care in Israel." Scientific World JOURNAL 1 (2001): 264–68. http://dx.doi.org/10.1100/tsw.2001.61.

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Helicobacter pylori (formerly Campylobacter pylori) was identified in 1982 by researchers from Australia as a pathogenic factor in peptic ulcer disease. Due to the few studies on H. pylori infection conducted in the population of persons with intellectual disability it was decided to conduct a clinical study in Israel. The purpose of the study was to determine the occurrence of H. pylori infection in persons who presented with severe dyspeptic symptoms and to monitor clinically the effect of treatment. The Division for Mental Retardation in Israel provides service to 6,022 persons in 53 residential care centers and 1 in central Israel was selected for this pilot study. The study has been performed since 1999 and each patient who came to the medical clinic of the institution with severe dyspeptic symptoms was examined clinically and a blood specimen drawn for IgG antibodies to H. pylori (ELISA, Pharmatop Millenia). In case of positive serology, triple drug treatment (amoxycillin, metronidazole, and pantoprazole or omepra-zole) was initiated for 1 week. Since 1999 a total of 43 persons (total population in care was 224) had severe dyspeptic symptoms and 42 persons (98%, 26 males, 16 females, mean age 45 years, mean institutionalization 20 years) had Helicobacter infection. All patients were treated for 1 week, but six patients received an extra month of omeprazole due to persistent symptoms. At follow-up, clinically all patients had improvement and only seven still had minor complaints (83% treatment success). Persons with developmental disability, intellectual disability, or mental retardation in residential care presenting with severe dyspeptic symptoms had a high incidence of H. pylori infection. Therefore, we recommend serology or urea breath investigations in this population presenting with dyspeptic symptoms and triple drug treatment for 1 week in case of positive findings.
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Benavente López, S., N. Salgado Borrego, M. I. de la Hera Cabero, I. Oñoro Carrascal, L. Flores, and R. Jiménez Rico. "Severe behavioral disturbances in bipolar disorder: A case report." European Psychiatry 33, S1 (March 2016): S329. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1141.

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IntroductionBehavioral disturbances are common in psychiatric patients. This symptom may be caused by several disorders and clinical status.Case reportWe report the case of a 40 year-old male who was diagnosed of nonspecific psychotic disorder, alcohol dependence, cannabis abuse and intellectual disability. The patient was admitted into a long-stay psychiatric unit because of behavioral disturbances consisted in aggressive in the context of a chronic psychosis consisted in delusions of reference and auditory pseudohallucinations. During his admission the patient received the diagnosis of bipolar disorder type 1, presenting more severe behavioral disturbances during these mood episodes. It was necessary to make diverse pharmacological changes to stabilize the mood of the patient. Finally, the treatment was modified and it was prescribed clozapine (25 mg/24 h), clotiapine (40 mg/8 h), levomepromazine (200 mg/24 h), topiramate (125 mg/12 h), clomipramine (150 mg/24 h) and clorazepate dipotassium (50 mg/24 h). With this treatment, the patient showed a considerable improvement of symptoms, presenting euthymic and without behavioral disturbances.DiscussionIn this case report, we present a patient with severe behavioral disturbances. The inclusion of bipolar disorder in the diagnosis of the patient was very important for the correct treatment and management, because of depressive and manic mood episodes the behavioral disturbances were exacerbated.ConclusionsPatients with behavioral disturbances could present psychotic and affective symptoms as cause of them. It is necessary to explore these symptoms and try different treatments to improve them.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Sheard, C., J. Clegg, P. Standen, and J. Cromby. "Bullying and people with severe intellectual disability." Journal of Intellectual Disability Research 45, no. 5 (October 2001): 407–15. http://dx.doi.org/10.1046/j.1365-2788.2001.00349.x.

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Clegg, Jennifer, Charlotte Sheard, Joe Cahill, and Lisa Osbeck. "Severe intellectual disability and transition to adulthood." British Journal of Medical Psychology 74, no. 2 (June 2001): 151–66. http://dx.doi.org/10.1348/000711201160885.

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Himmerich, Julian. "Psychodynamic psychotherapy in severe and profound intellectual disability." Advances in Mental Health and Intellectual Disabilities 14, no. 3 (April 1, 2020): 45–60. http://dx.doi.org/10.1108/amhid-11-2019-0037.

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Purpose Psychodynamic psychotherapy is increasingly adapted and used with individuals with intellectual disability (ID) and mental health difficulties. However, the evidence base is still small and largely based on case studies and small trials whose participants mainly have mild to moderate ID. This paper aims to review and critique the literature in regards to the adaptations; and the effectiveness of psychodynamic psychotherapy for those with severe and profound ID. Design/methodology/approach A systematic literature search of PsycINFO, Social Policy and Practice, Medline, Cumulative Index to nursing and allied health literature and applied social sciences index and abstracts was conducted. Six studies met inclusion criteria and underwent a quality evaluation and critical review. Findings Six papers (all case studies) met inclusion criteria and underwent a quality evaluation and critical review. Some adaptations to therapy were reported, such as a more flexible therapeutic frame and increased use of the physical environment as a therapeutic tool. Due to significant methodological weaknesses of the included studies, it is yet unclear whether psychodynamic psychotherapy is an effective intervention for individuals with severe and profound ID. Research limitations/implications Only a small number of case studies met the inclusion criteria. Further research should use more robust outcome measures, larger samples and compare psychodynamic psychotherapy to alternative interventions. Originality/value This paper is the first to review the psychodynamic psychotherapy literature with regard to its effectiveness as a treatment specifically for individuals with severe and profound ID and mental health difficulties.
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Galante, N. Z., G. A. Dib, and J. O. Medina-Pestana. "Severe intellectual disability does not preclude renal transplantation." Nephrology Dialysis Transplantation 25, no. 8 (March 9, 2010): 2753–57. http://dx.doi.org/10.1093/ndt/gfq105.

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Kim, Ji-Hoon. "Swallowed partial denture in severe intellectual disability patient." BMJ Case Reports 14, no. 1 (January 2021): e239945. http://dx.doi.org/10.1136/bcr-2020-239945.

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Swallowed partial dentures in elderly patients is an emergency situation that requires a swift response. Here, we report a case involving a patient with severe intellectual disability who swallowed his denture, which lodged at the oesophagus inlet. After failure of endoscopic removal, denture with clasp was removed using long forceps through intraoral approach under intravenous sedation. At the pharynx and oesophagus inlet level, removal of foreign body via intraoral approach should be preferentially considered over open surgery for faster patient recovery.
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Silmina, Aisyah Almas, and Efriyani Djuwita. "Penerapan Modifikasi Perilaku untuk Meningkatkan Kemampuan Memakai Kaos Berlengan pada Anak dengan Disabilitas Intelektual Tingkat Berat." Humanitas (Jurnal Psikologi) 2, no. 1 (April 27, 2018): 1–14. http://dx.doi.org/10.28932/humanitas.v2i1.1042.

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Self-help capabilities are an important ability to have by individuals to support daily life activities. Usually, entering the school age children are able to perform self-help capabilities independently. Yet, a child with disability intellectual has a tendency to experience difficulties in conducting self-help capabilities activities independently, especially children with severe intellectual disability. Children with intellectual disability with severe level need support in almost everyday activities such as dressing, eating and take a leak. The subject for this research was a girl aged 6 years 7 months who were diagnosed with severe intellectual disability. The purpose of this study is to improve the ability of wearing sleeves independently. This research method is single case AB design. Technique used in this research is backward chaining and positive reinforcement. The research was conducted in 10 sessions consisting of 5 experiments per session. The results of this research indicate that backward chaining techniques can improve the ability to wear sleeves to children with severe intellectual disability.
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Wark, Stuart, and Martin Kingstone. "The complexity of lifelong comorbidities with severe intellectual disability." Journal of Intellectual & Developmental Disability 44, no. 4 (July 26, 2018): 431–38. http://dx.doi.org/10.3109/13668250.2018.1481735.

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Dennis, Rea. "Nonverbal Narratives: Listening to People with Severe Intellectual Disability." Research and Practice for Persons with Severe Disabilities 27, no. 4 (December 2002): 239–49. http://dx.doi.org/10.2511/rpsd.27.4.239.

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This article describes an exploratory study that examined the perspectives of practitioners who spend much of their working day listening to and in some ways “interpreting” for people with severe intellectual disabilities. On the basis of focus group interviews with 23 professional disability-sector workers, including speech therapists, psychologists, and human service workers, the article reports on the importance of a practitioner's values and experience in successful interactions with individuals who rely on self-developed nonsymbolic communication repertoires. The article includes a discussion of the likelihood of including individuals with severe intellectual disabilities in narrative research.
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Dissertations / Theses on the topic "H severe intellectual disability"

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Phipps, Kathy, and n/a. "Comparative study of teachers in N.S.W. Department of Education support units (South Coast Region) and teachers in N.S.W. Department of Education special schools (South Coast Region) relating to the implementation of curriculum document for students with severe intellectual disability." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061112.124101.

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The following research project was a comparative study of teachers in Support Units and teachers in Special Schools. They were teachers currently involved with the implementation of the 1989 NSW Department of Education Mandatory Curriculum Change for the education of students with severe intellectual disability. The purpose of the research was to present a comparative study on teachers' responses, in both educational settings, examining their understanding of the curriculum change, the concerns of individuals and the levels of curriculum usage in relation to the factors affecting implementation. The application of the Concerns-Based Adoption Model of Change (Hall and Loucks, 1987), enabled the study to focus on the various forms of the innovation, including the innovation configuration, stages of concern, and the levels of use from the two given perspectives, teachers in Support Units and teachers in Special Schools, in relation to the major factors affecting implementation. The study findings highlighted that in both educational settings, change is accomplished by individuals and is a highly personal experience, demanding adequate support by facilitators of the change through appropriate actions, in order to assist effective and successful implementation of the change.
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Mims, Pamela J., and Bree A. Jimenez. "Teaching Students with Moderate and Severe Intellectual Disability." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/319.

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A Survival Guide for New Special Educators provides relevant, practical information for new special education teachers across a broad range of topic areas. Drawing on the latest research on special educator effectiveness and retention, this comprehensive, go-to resource addresses the most pressing needs of novice instructors, resource teachers, and inclusion specialists. Offers research-based, classroom-tested strategies for working with a variety of special needs students Covers everything from preparing for the new school year to behavior management, customizing curriculum, creating effective IEPs, and more Billingsley and Brownell are noted experts in special educator training and support This highly practical book is filled with checklists, forms, and tools that special educators can use every day to help ensure that all special needs students get the rich, rewarding education they deserve.
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Stephenson, J. R., of Western Sydney Nepean University, and Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability." THESIS_FE_XXX_Stephenson_J.xml, 1996. http://handle.uws.edu.au:8081/1959.7/180.

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Drawing from developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability. An intervention strategy was developed that presented symbol use, symbol discrimination and symbol-object relationships as a skill cluster in a functional context. The effects of the intervention were examined through a multiple baseline across settings research design. The study explored the problem of generalisation of symbol use by examining generalisation from use in choice-making to use in labeling, and to symbol comprehension. The results provide a limited validation of naturalistic intervention strategies to teach AAC use to this particular population. They suggest that naturalistic teaching strategies have potential to be used successfully with students from the population of interest to teach both functional use of a communication board displaying picto-graphic symbols and more generalised symbol skills.
Doctor of Philosophy (PhD)
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Biswas, Sanchia Rima. "Transitions into adulthood for children with a severe intellectual disability : parents' views." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30489/.

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Introduction: Despite a growing body of intellectual disabilities literature around the transition into adulthood, most studies have focused upon physical aspects of the transition e.g. from school to employment or into adult services. My study sought to explore the transition into adulthood from a developmental/lifecourse perspective in order to address this current gap within the literature. Given that parents are often regarded as primary witnesses to their child’s transition into adulthood, their views were explored in order to access knowledge around this particular transition. Objectives: My study used a grounded theory approach to explore parents’ views of the transition into adulthood of their child with a severe intellectual disability. A further aim was to understand whether and how parents made psychological adjustments for their child’s transition into adulthood. This included an exploration of the emotional regulation processes that parents engaged in. Method: Twelve parents of 11 children with a severe intellectual disability were recruited from charitable organisations. A Straussian grounded theory methodology was adopted to analyse the data. Results: Parents viewed their child’s transition into adulthood as a process over time. The core process involved making frequent comparisons with their perceived “norms” of adulthood. Parents engaged in a further five processes which included “defining adulthood”, “noticing adult development”, “perceiving barriers to adulthood”, “worrying” and “making adjustments. My study highlighted that parents who defined adulthood as “turning 18” were likely to make adjustments to facilitate their child’s adult development (e.g., “encourage age appropriateness”). Those who viewed chronological age as being unhelpful/meaningless were more likely to be accepting of their child’s difficulties. Contrasting views appeared throughout these processes, demonstrating the diversity of parents’ experiences and adjustments made. Discussion: Parents engaged in a series of interactional processes for their child’s transition trajectory, which was likely to influence how they made adjustments. These processes were explained using existing psychological theory and/or relating them to findings from previous studies. With regards to a grounded theory model, I proposed a transition model of parents’ views and adjustment grounded in the study findings. The visual representation of this model helped to shift away from the staged/linear idea of transition. Future intellectual disabilities studies could seek to explore the types (and function) of comparisons that parents make with others. Additionally, further research could explore fathers’ views which are under-represented within this field. Clinical interventions may aim to challenge parent perceptions; encourage peer support; and embrace systemic working with parents through their child’s transition into adulthood.
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Dickson, Katharine. "Body site specificity of self-injurious behaviour in children with severe intellectual disability." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421843.

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Malan, Imne. "The experiences of adolescents living with a sibling with a moderate to severe intellectual disability." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60382.

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Over time, intellectual disability has been mythologised into folklore, religion and culture resulting in patterns of thought, communication, actions, customs, beliefs and values related to intellectual disability specific to particular societies (Smith, 2002 in Edwardraj, Mumtaj, Prasad, Kuruvilla & Jacob, 2010:736). However, data on the perceptions related to intellectual disabilities in the general population, and specifically in the more rural areas are sparse. The individual with an intellectual disability may have a significant influence on his family members, as he or she may demand specific requirements and obligations of the family members, depending on the severity of the intellectual disability (Moyson & Roeyers, 2012:88). According to Mandleco, Frost Olsen, Dyches and Marshall (2003:365), relatively limited research has explored the relationship between the parents' and non-disabled siblings' functioning when living with an individual with an intellectual disability. The adolescent is in need of healthy support within the family system to help him during his unique process of change. Within families with intellectual disabilities, healthy functioning may be influenced or challenged (Graff, Neely-Barnes & Smith, 2008:240). However, according to Begum and Blacher (2011:1581) research indicates that there seems to be inconsistent findings on the manner in which individuals with intellectual disabilities have an impact on their non-disabled siblings. Therefore, it was the goal of this study to explore the experiences of adolescents living with a sibling with a moderate to severe intellectual disability. The family-systems theory could provide an appropriate theoretical framework to work from in order to explore the experiences of adolescents living with a sibling with a moderate to severe intellectual disability, seeing that the reciprocal influences of different sub-systems was explored. In order to achieve this goal a qualitative research approach was adopted. Applied research was considered the most suitable as the research findings emanating from this study could be used to propose recommendations regarding new problems or strengths identified and potential services that could be of benefit to families with children/siblings with moderate to severe intellectual disabilities. Only the identified non-disabled adolescents participated in this study. Research was conducted in the Carletonville area, Gauteng Province. The intrinsic case study was employed as the research design. The researcher recruited 10 (n=10) participants through two non-probability sampling techniques, namely purposive sampling, followed by snowball sampling. Semi-structured, one-on-one interviews were conducted to gather rich information from the participants. A pilot study was conducted in order to pre-test the interview schedule's effectiveness. Creswell's process for thematic data analysis was used to extrapolate themes and sub-themes. The trustworthiness of the data interpretation was confirmed through reflexivity, peer debriefing and an audit trail. The outcome of the empirical study revealed that the participants were unfamiliar with the term intellectual disability and that they demonstrated a limited ability to define intellectual disability as a phenomenon. As a result, they had a lack of knowledge regarding their siblings' functioning, as well as necessary current and future support needed. It seemed as if the lower the socio-economic background of the participant, the less likely he was to have basic knowledge and insight into his sibling's condition and the implications thereof. It was concluded that the general public seems to have a lack of knowledge regarding intellectual disability as a phenomenon, as participants were of the opinion that the public acted in a discriminative manner towards their siblings and persons with intellectual disabilities. The experiences of adolescents living with a sibling with a moderate to severe intellectual disability was explored in terms of their emotions; their relationships with their sibling and with their parents; as well as the influence of living with their sibling in their lives. Amongst other findings, participants experienced that their siblings received more attention or preferential treatment from their parents. As a result, emotions of sadness and anger were experienced. Participants were concerned about their siblings' care and support. They experienced anxiety, stress and guilt regarding their siblings in terms of care and support; therefore their schoolwork was influenced negatively. The siblings with an intellectual disability influenced the participants' lives positively as their understanding of individuals with intellectual disabilities was enhanced. Lastly, participants were in favour of support and educational groups, professional counselling, as well as guidance in terms of coping mechanisms to support them and their families. The guidelines proposed for practitioners working with families with an individual with moderate to severe intellectual disabilities are the following: Educate parents and family members involved regarding intellectual disability as phenomenon in order to eliminate misconceptions, unrealistic expectations and family conflict; enhance parents' awareness of existing support services in their surrounding communities; implement community awareness projects in cooperation with the existing centres for people with intellectual disabilities in order to empower the community with adequate knowledge regarding intellectual disability. In order to reduce stigma and discrimination associated with intellectual disability, considering the need for support services identified through this research; practitioners should ensure the rendering of therapeutic services, as well as support and educational groups. In rendering these services practitioners can play a role in reinforcing such families' wellbeing, socio-emotional functioning and interpersonal relationships.
Mini Dissertation (MSW)--University of Pretoria, 2016.
Social Work and Criminology
MSW
Unrestricted
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Griffen, Ann Katherine. "SPECIAL EDUCATION TEACHERS, LITERACY, AND STUDENTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITY: A SURVEY." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/42.

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Literacy includes many skills involving the use of language to read, write, listen, and speak. The ultimate goal in acquiring literacy skills is to function as independently, and in as integrated a manner as possible, in a literate society. Literary skills are critical skills for all students, both with and without disabilities. Since the 1990s, literacy has moved closer and closer to the forefront of our collective awareness regarding students who are at risk of not acquiring sufficient literacy ability. However, students with moderate and severe intellectual disability (MSID) have not always been included in this group of students. In recent years, there has been a greater effort to examine how to provide literacy instruction in a more complete and comprehensive manner for students with MSID. At the present time, there is limited research obtained directly from classroom teachers on their knowledge, beliefs, and practices about students with MSID and literacy. If we are to make effective and meaningful changes in literacy instruction for students with MSID, it is important to further investigate these variables as reported by teachers themselves. This research study examined, through the collection of survey data, teachers’ perceptions about literacy skills for students with MSID. The research questions were: (a) What do classroom teachers of students with MSID in Kentucky report as having learned in their university/college teacher preparation programs about literacy? (b) What do special education teachers in Kentucky believe about their students with MSID and literacy? and (c) In which literacy skill areas (phonemic awareness, phonics, vocabulary, fluency, and comprehension) do teachers of students with MSID in Kentucky report they are providing instruction?
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Chapman, Suzannah M. "TEACHING AN ALGEBRAIC EQUATION TO HIGH SCHOOL STUDENTS WITH MODERATE TO SEVERE INTELLECTUAL DISABILITY." UKnowledge, 2016. http://uknowledge.uky.edu/edsrc_etds/25.

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The purpose of this study was to examine the effectiveness of using the system of least prompts and concrete representations to teach students with moderate and severe disabilities (MSD) to solve simple linear equations. A multiple-probe (days) across participants, single case research design was used to evaluate the effectiveness of task analytic instruction along with concrete representation on teaching students with MSD to solve algebraic equations. The results showed the system of least prompts and concrete representations were effective in teaching students with MSD to solve simple linear equations.
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Ley, Davis Luann. "Effects of peer-mediated instruction on mathematical problem solving for students with moderate/severe intellectual disability." Thesis, The University of North Carolina at Charlotte, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111913.

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The No Child Left Behind Act (NCLB, 2006) set a precedent that established even higher expectations for all students, including those with disabilities. More recently, the National Governors Association Center for Best Practices and the Council of Chief State School Officers developed a common set of state standards for proficiency in English language arts and mathematics known as the Common Core State Standards (CCSS, 2010). The CCSS in mathematics define and detail the content expectations and standards for mathematical practices for grades K-12. Their intent is to provide a rigorous, focused, and structured set of standards to prepare students in the 21st century to be college and career ready upon exiting the high school system. To meet these increased expectations, this investigation sought to determine the effects of peer-mediated schema based instruction on the number of correct steps of a task analysis to solve the change problem type of mathematical word problems with middle school students with moderate/severe intellectual disabilities (MS/ID). Additionally, this study investigated the effects of peer-mediated schema based instruction on the number of correct mathematical problems solved, the ability of students with MS/ID to discriminate between addition and subtraction in word problems for the change problem type, and if students with MS/ID were able to generalize the learned mathematical skills to an unfamiliar peer. Finally, this study examined the effects of peer-mediated instruction on both tutors’ and tutees’ social attitudes and perceptions of one another before and after the study was completed. The findings of this study demonstrated a functional relation between peer-mediated schema-based instruction (SBI) on the number of correct steps of a task analysis. Results also provided several implications for practice, offers suggestions for future research in this area, and discusses the social and academic benefits of using peer-mediated instruction for students with MS/ID.

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Hatch, Penelope Erickson Karen A. "The effects of daily reading opportunities and teacher experience on adolescents with modertate to severe intellectual disability." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2412.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Sep. 3, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Speech and Hearing Sciences in the Department of Allied Health Sciences." Discipline: Allied Health Sciences; Speech and Hearing Sciences; Department/School: Medicine.
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Books on the topic "H severe intellectual disability"

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Avery, Jocelyn D. An Ethnography of Severe Intellectual Disability. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32209-0.

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Gargiulo, Richard M., and Emily C. Bouck. Instructional Strategies for Students With Mild, Moderate, and Severe Intellectual Disability. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506369785.

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Clews, Francesca. Non-governmental organisations serving people with profound intellectual disability and severe psychiatric disability: Present situation and the way forward. Johannesburg: Centre for Health Policy, University of the Witwatersrand, 1998.

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Butterfield, Nancy. Partners in everyday communicative exchanges: A guide to promoting interaction involving people with severe intellectual disability. Baltimore: Paul H. Brookes Pub. Co., 1995.

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Butterfield, Nancy. Partners in everyday communicative exchanges: A guide to promoting interaction involving people with severe intellectual disability. Sydney: MacLennan & Petty, Australia, 1995.

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Avery, Jocelyn D. An Ethnography of Severe Intellectual Disability: Becoming 'Dirty Little Freaks'. Palgrave Macmillan, 2019.

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Gargiulo, Richard M., and Emily C. Bouck. Instructional strategies for students with mild, moderate, and severe intellectual disability. 2018.

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Sigafoos, Jeff, Michael Arthur, and Nancy Butterfield. Partners in Everyday Communicative Exchanges: A Guide to Promoting Interaction Involving People With Severe Intellectual Disability. Brookes Publishing Company, 1996.

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Moss, Joanna, Patricia Howlin, and Chris Oliver. The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic Syndromes. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780195305012.013.0018.

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Gregory, Mary Lee. Congenital Hypothyroidism. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199937837.003.0058.

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Congenital hypothyroidism (CH) results from the effects of insufficient thyroid hormone on the developing fetus and infant, and is characterized by severe intellectual disability and growth inhibition. CH can result from maternal iodine deficiency, which can be abolished by appropriate dietary iodine supplementation. Alternately, CH may be caused by congenital defects of the thyroid gland and thyroid hormone biosynthesis abnormalities (primary congenital hypothyroidism), or by “central hypothyroidism,” in which the brain produces insufficient thyroid stimulating hormone. Treatment of these latter etiologies requires administration of thyroid hormone.
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Book chapters on the topic "H severe intellectual disability"

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Gargiulo, Richard M., and Emily C. Bouck. "Understanding Intellectual Disability." In Instructional Strategies for Students With Mild, Moderate, and Severe Intellectual Disability, 3–28. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506369785.n5.

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Avery, Jocelyn D. "Orientation." In An Ethnography of Severe Intellectual Disability, 1–22. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32209-0_1.

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Avery, Jocelyn D. "Reflexion." In An Ethnography of Severe Intellectual Disability, 183–203. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32209-0_10.

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Avery, Jocelyn D. "Conceptualisation." In An Ethnography of Severe Intellectual Disability, 23–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32209-0_2.

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Avery, Jocelyn D. "Methics." In An Ethnography of Severe Intellectual Disability, 41–69. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32209-0_3.

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Avery, Jocelyn D. "Containment." In An Ethnography of Severe Intellectual Disability, 71–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32209-0_4.

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Avery, Jocelyn D. "Contaminatus." In An Ethnography of Severe Intellectual Disability, 93–109. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32209-0_5.

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Avery, Jocelyn D. "Extending the Metaphor." In An Ethnography of Severe Intellectual Disability, 111–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32209-0_6.

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Avery, Jocelyn D. "Agency." In An Ethnography of Severe Intellectual Disability, 129–46. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32209-0_7.

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Avery, Jocelyn D. "Disaffection." In An Ethnography of Severe Intellectual Disability, 147–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32209-0_8.

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Conference papers on the topic "H severe intellectual disability"

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Bircanin, Filip, Laurianne Sitbon, Benoit Favre, and Margot Brereton. "Designing an IIR Research Apparatus with Users with Severe Intellectual Disability." In CHIIR '20: Conference on Human Information Interaction and Retrieval. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3343413.3378008.

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