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Journal articles on the topic 'H severe intellectual disability'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Courtade, Ginevra R., David W. Test, and Bryan G. Cook. "Evidence-Based Practices for Learners With Severe Intellectual Disability." Research and Practice for Persons with Severe Disabilities 39, no. 4 (December 2014): 305–18. http://dx.doi.org/10.1177/1540796914566711.

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12

de Ligt, Joep, Marjolein H. Willemsen, Bregje W. M. van Bon, Tjitske Kleefstra, Helger G. Yntema, Thessa Kroes, Anneke T. Vulto-van Silfhout, et al. "Diagnostic Exome Sequencing in Persons with Severe Intellectual Disability." New England Journal of Medicine 367, no. 20 (November 15, 2012): 1921–29. http://dx.doi.org/10.1056/nejmoa1206524.

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13

Hamdan, Fadi F., Myriam Srour, Jose-Mario Capo-Chichi, Hussein Daoud, Christina Nassif, Lysanne Patry, Christine Massicotte, et al. "De Novo Mutations in Moderate or Severe Intellectual Disability." PLoS Genetics 10, no. 10 (October 30, 2014): e1004772. http://dx.doi.org/10.1371/journal.pgen.1004772.

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14

Gilissen, Christian, Jayne Y. Hehir-Kwa, Djie Tjwan Thung, Maartje van de Vorst, Bregje W. M. van Bon, Marjolein H. Willemsen, Michael Kwint, et al. "Genome sequencing identifies major causes of severe intellectual disability." Nature 511, no. 7509 (June 4, 2014): 344–47. http://dx.doi.org/10.1038/nature13394.

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15

Willemsen, Marjolein H., Lisenka E. L. Vissers, Michèl A. A. P. Willemsen, Bregje W. M. van Bon, Thessa Kroes, Joep de Ligt, Bert B. de Vries, et al. "Mutations inDYNC1H1cause severe intellectual disability with neuronal migration defects." Journal of Medical Genetics 49, no. 3 (February 24, 2012): 179–83. http://dx.doi.org/10.1136/jmedgenet-2011-100542.

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16

de Ligt, Joep, Marjolein H. Willemsen, Bregje W. M. van Bon, Tjitske Kleefstra, Helger G. Yntema, Thessa Kroes, Anneke T. Vulto-van Silfhout, et al. "Diagnostic Exome Sequencing in Persons With Severe Intellectual Disability." Obstetrical & Gynecological Survey 68, no. 3 (March 2013): 191–93. http://dx.doi.org/10.1097/01.ogx.0000428160.59063.a6.

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17

Reading, Richard. "Diagnostic exome sequencing in persons with severe intellectual disability." Child: Care, Health and Development 39, no. 2 (January 25, 2013): 301. http://dx.doi.org/10.1111/cch.12034.

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18

Liu, Zhenlei, Jiaqi Liu, Gang Liu, Wenjian Cao, Sen Liu, Yixin Chen, Yuzhi Zuo, et al. "Phenotypic heterogeneity of intellectual disability in patients with congenital insensitivity to pain with anhidrosis: A case report and literature review." Journal of International Medical Research 46, no. 6 (April 5, 2018): 2445–57. http://dx.doi.org/10.1177/0300060517747164.

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Congenital insensitivity to pain with anhidrosis (CIPA) is a rare autosomal recessive heterogeneous disorder mainly caused by mutations in the neurotrophic tyrosine receptor kinase 1 gene ( NTRK1) and characterized by insensitivity to noxious stimuli, anhidrosis, and intellectual disability. We herein report the first north Han Chinese patient with CIPA who exhibited classic phenotypic features and severe intellectual disability caused by a homozygous c.851-33T>A mutation of NTRK1, resulting in aberrant splicing and an open reading frame shift. We reviewed the literature and performed in silico analysis to determine the association between mutations and intellectual disability in patients with CIPA. We found that intellectual disability was correlated with the specific Ntrk1 protein domain that a mutation jeopardized. Mutations located peripheral to the Ntrk1 protein do not influence important functional domains and tend to cause milder symptoms without intellectual disability. Mutations that involve critical amino acids in the protein are prone to cause severe symptoms, including intellectual disability.

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19

Hapsari, Catherina Kartika, and Fenny Hartiani. "PENERAPAN PRINSIP MODIFIKASI PERILAKU UNTUK MENINGKATKAN KEMAMPUAN MENYIKAT GIGI PADA ANAK DENGAN DISABILITAS INTELEKTUAL BERAT." Jurnal Psikologi 17, no. 2 (January 16, 2019): 119. http://dx.doi.org/10.14710/jp.17.2.119-130.

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Self-help skills are one of the skills needed to support one's life. Individuals with severe intellectual disability have difficulty to perform self-help tasks, such as dressing, bathing, and toothbrushing. In addition, individuals with intellectual disability usually have other health related problems. To prevent dental health problems among people with severe intellectual disability, it is necessary to prevent it by taking care of dental health. Toothbrushing is one of the most effective ways to prevent it and toothbrushing training are one of intervention that could help. This research applied behaviour modification total-task presentation in children with severe intellectual disability. This research is a quasi-experimental research using a single subject A-B-A design. The participants for this study were a 19-year-old female teenager with severe intellectual disability. This intervention was given as many as nine sessions in three weeks. The data were collected using interviews and observations to record the emergence of a series toothbrushing behavior. Data then analysed using visual inspections method. The results of this study indicate that the total task presentation intervention provides an improvement in the ability of brushing teeth. This improvement still needs to be supported by the carer's directions.

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20

Bertoncelli, Carlo M., Paola Altamura, Edgar Ramos Vieira, Domenico Bertoncelli, Susanne Thummler, and Federico Solla. "Identifying Factors Associated With Severe Intellectual Disabilities in Teenagers With Cerebral Palsy Using a Predictive Learning Model." Journal of Child Neurology 34, no. 4 (January 22, 2019): 221–29. http://dx.doi.org/10.1177/0883073818822358.

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Background: Intellectual disability and impaired adaptive functioning are common in children with cerebral palsy, but there is a lack of studies assessing these issues in teenagers with cerebral palsy. Therefore, the aim of this study was to develop and test a predictive machine learning model to identify factors associated with intellectual disability in teenagers with cerebral palsy. Methods: This was a multicenter controlled cohort study of 91 teenagers with cerebral palsy (53 males, 38 females; mean age ± SD = 17 ± 1 y; range: 12-18 y). Data on etiology, diagnosis, spasticity, epilepsy, clinical history, communication abilities, behaviors, motor skills, eating, and drinking abilities were collected between 2005 and 2015. Intellectual disability was classified as “mild,” “moderate,” “severe,” or “profound” based on adaptive functioning, and according to the DSM-5 after 2013 and DSM-IV before 2013, the Wechsler Intelligence Scale for Children for patients up to ages 16 years, 11 months, and the Wechsler Adult Intelligence Scale for patients ages 17-18. Statistical analysis included Fisher’s exact test and multiple logistic regressions to identify factors associated with intellectual disability. A predictive machine learning model was developed to identify factors associated with having profound intellectual disability. The guidelines of the “Transparent Reporting of a Multivariable Prediction Model for Individual Prognosis or Diagnosis Statement” were followed. Results: Poor manual abilities ( P ≤ .001), gross motor function ( P ≤ .001), and type of epilepsy (intractable: P = .04; well controlled: P = .01) were significantly associated with profound intellectual disability. The average model accuracy, specificity, and sensitivity was 78%. Conclusion: Poor motor skills and epilepsy were associated with profound intellectual disability. The machine learning prediction model was able to adequately identify high likelihood of severe intellectual disability in teenagers with cerebral palsy.

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21

Chung, Brian HY, Sureni Mullegama, Christian R. Marshall, Anath C. Lionel, Rosanna Weksberg, Lucie Dupuis, Lauren Brick, et al. "Severe intellectual disability and autistic features associated with microduplication 2q23.1." European Journal of Human Genetics 20, no. 4 (November 16, 2011): 398–403. http://dx.doi.org/10.1038/ejhg.2011.199.

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22

Strang-Karlsson, Sonja, Jill Urquhart, William G. Newman, and Sofia Douzgou. "Severe intellectual disability in a patient with Burn–McKeown syndrome." Clinical Dysmorphology 26, no. 3 (July 2017): 193–94. http://dx.doi.org/10.1097/mcd.0000000000000175.

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23

Stephenson, Jennifer, and Ken Linfoot. "Pictures as communication symbols for students with severe intellectual disability." Augmentative and Alternative Communication 12, no. 4 (January 1996): 244–56. http://dx.doi.org/10.1080/07434619612331277708.

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24

Verri, A. P., P. Maraschio, C. Uggetti, E. Pucci, G. Ronchi, L. Nespoli, V. Destefani, A. Ramponi, and A. Federico. "Late diagnosis in severe and mild intellectual disability in adulthood." Journal of Intellectual Disability Research 48, no. 7 (October 2004): 679–86. http://dx.doi.org/10.1111/j.1365-2788.2003.00593.x.

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25

Nakagawa, Eiji. "Medical Care of Rehabilitation for Severe Mental and Intellectual Disability." Japanese Journal of Rehabilitation Medicine 57, no. 7 (July 17, 2020): 617–22. http://dx.doi.org/10.2490/jjrmc.57.617.

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26

Tsiouris, J. A. "Diagnosis of depression in people with severe/profound intellectual disability." Journal of Intellectual Disability Research 45, no. 2 (April 2001): 115–20. http://dx.doi.org/10.1046/j.1365-2788.2001.00333.x.

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27

Wightman, Aaron, Aviva Goldberg, and Douglas Diekema. "Fairness, severe intellectual disability, and the special case of transplantation." Pediatric Transplantation 22, no. 5 (May 21, 2018): e13228. http://dx.doi.org/10.1111/petr.13228.

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28

Serpell, Robert, S. S. Zaman, S. Huq, S. Ferial, M. L. M. Silveira, A. M. C. de S. Dias, A. L. R. de Campos, et al. "Assessment Criteria for Severe Intellectual Disability in Various Cultural Settings." International Journal of Behavioral Development 11, no. 1 (March 1988): 117–44. http://dx.doi.org/10.1177/016502548801100107.

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Professional review teams in nine Third World countries assessed a sample of children referred as probable cases (or as controls) from a door to door household survey of 1000+ children aged 3 to 9 years. Retrospectively each team specified the criteria they had used to decide on whether or not individuals should be classified as "severely mentally retarded" (intellectually disabled). The paper analyses these criteria in terms of the behavioural domains to which they refer, the measures with which they were operationalised and the ways in which they were coordinated to arrive at a "diagnosis". Substantial consensus was found on the importance of five broad domains, although the precise measures used varied across the teams. Theoretical and practical implications are discussed.

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29

Sakai, Tomoko, Shiho Honzawa, Makiko Kaga, Yuji Iwasaki, and Tatsuo Masuyama. "Osteoporosis pathology in people with severe motor and intellectual disability." Brain and Development 42, no. 3 (March 2020): 256–63. http://dx.doi.org/10.1016/j.braindev.2019.12.010.

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30

Skopkova, Martina, Friederike Hennig, Byung-Sik Shin, Clesson E. Turner, Daniela Stanikova, Katarina Brennerova, Juraj Stanik, et al. "EIF2S3Mutations Associated with Severe X-Linked Intellectual Disability Syndrome MEHMO." Human Mutation 38, no. 4 (January 23, 2017): 409–25. http://dx.doi.org/10.1002/humu.23170.

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31

Beaudry, Jonas-Sébastien. "Disability and Contractual Expectations." Canadian Journal of Disability Studies 10, no. 1 (March 4, 2021): 207–37. http://dx.doi.org/10.15353/cjds.v10i1.736.

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This is a précis of the forthcoming book, The Disabled Contract: Severe Intellectual Disability, Justice and Morality. It examines how people with severe intellectual disabilities (PSID) fare within the social contract tradition. More specifically, it contends that even recent strategies that attempted to integrate disability within the realm of contractual justice and morality are not entirely successful. These strategies cannot convincingly ground a robust moral status for PSID; or, if they do so, it is at the cost of making this status merely derivative or contingent. The failure of social contract theory to bring severe disabilities within its purview should not be seen as a marginal theoretical defect affecting only a small segment of human populations. At best, it reveals a gap that should impel moral and political theorists to give fiduciary and caring ideals their due weight next to contractual ideals. At worst, the social contract tradition is not only incomplete, but necessarily creates and oppresses the ‘disabled subject’. The goal of this précis is to introduce readers to some of the conclusions I reach in the book in an accessible, short format. The arguments are therefore illustrative rather than exhaustive.

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Gawlik, Krystyna, Anna Zwierzchowska, Barbara Rosołek, Diana Celebańska, and Katarzyna Moczek. "Obesity among adults with moderate and severe intellectual disabilities." Advances in Rehabilitation 30, no. 2 (June 1, 2016): 17–25. http://dx.doi.org/10.1515/rehab-2015-0040.

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Abstract Introduction: Obesity is a common health problem among adults people with intellectual disabilities. The aim of the present study was to determine the prevalence of obesity among people with moderate and severe intellectual disabilities by gender, age and degree of disability. Material and methods: The study group comprised 194 individuals with moderate and severe intellectual disability, aged 20 to 50 years. They were all participants of an occupational therapy workshop. Measurements of height and body weight, waist and hip circumference were conducted. BMI and WHR were calculated. A double-classification ANOVA was carried out to compare outcomes by age and gender. Analysed parameters were standardised by gender and age. Standardised variables were subject to comparative analysis (one-way ANOVA) with respect to the level of disability. Results: Over a half of the examined individuals exhibited excessive weight gain. Obesity was found in almost 30% of our female participants while among male participants this proportion equalled 19.4%. Waist circumference (p≤0.008) and WHR (p≤0.001) differed significantly between men and women, women had android obesity more often. Conclusions: Obesity appears to be a common problem among people with intellectual disabilities; to a greater extent among women. Gender was a factor determining the type of obesity since android obesity was more commonly diagnosed in women. The prevalence of obesity did not seem to be associated with age.

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Jandrić, Sanja, and Ana Kurtović. "Parenting Sense of Competence in Parents of Children with and without Intellectual Disability." Europe’s Journal of Psychology 17, no. 2 (May 31, 2021): 75–91. http://dx.doi.org/10.5964/ejop.3771.

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Our study aims to examine the relationship of child’s intellectual disability, parental education, employment and perceived stress with parenting sense of competence (satisfaction and self-efficacy). Three groups of parents (children without intellectual disability, children with mild intellectual disabilities, and children with moderate/severe intellectual disability) completed measures of perceived stress, parenting sense of competence and socio-demographic questions. Results show that child’s intellectual disability affects parenting satisfaction but not parenting self-efficacy. Parental employment predicted parenting satisfaction, but not parenting self-efficacy, while perceived stress predicted parenting satisfaction and self-efficacy. Results further suggest that parental employment moderates the relationship of child's disability with parenting satisfaction and perceived stress. Result suggest a need for interventions aimed at supporting parents in dealing with emotional consequences of their child’s disability.

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Hollingshead, Aleksandra, Christina R. Carnahan, K. Alisa Lowrey, and Kathleen Snyder. "Engagement for Students With Severe Intellectual Disability: The Need for a Common Definition in Inclusive Education." Inclusion 5, no. 1 (March 1, 2017): 1–15. http://dx.doi.org/10.1352/2326-6988-5.1.1.

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Abstract Classroom engagement is an area of frequent discussion and study in the field of education, though engagement is defined differently for various student populations. The purpose of this article is to examine how engagement is defined for students without disability, at risk, or with mild disability as compared to those with severe intellectual disability. We discuss engagement for both populations of students and the resulting implications for inclusive practice. Finally, we emphasize the importance of utilizing a universal definition within the framework of the Universal Design for Learning to enhance learning outcomes for all students, including those with severe intellectual disability.

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Radhakrishnan, Vishwa, Kevin Smith, and Jean O'Hara. "The Mental Health Clustering Tool for people with severe intellectual disability." Psychiatrist 36, no. 12 (December 2012): 454–58. http://dx.doi.org/10.1192/pb.bp.111.036715.

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Aims and methodWe assessed 92% (117/127) of the patients in our community mental health learning disability team using the Mental Health Clustering Tool (MHCT) to establish whether their needs could be captured sufficiently well to enable assignment to a care cluster for payment by results in mental health. We explored the characteristics of those assigned to Cluster 0 to identify how they differed from those who could be assigned to Clusters 1-21.ResultsAs expected, nearly half of the case-load (48%) could not be assigned to any cluster except Cluster 0, the variance cluster, which is used when the needs of patients cannot be captured by the current 21 care clusters but a service is, or will be, provided.Clinical implicationsThe MHCT in its current form does not adequately capture the needs of people with more severe intellectual disability. An integrated mental health and learning disability clustering tool is in development. This is expected to include new rating scales and new clusters, however until the development is completed and validated it will not be possible to implement payment by results in mental health in learning disability services.

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Anandya, Alyzha, Linda Sari Sembiring, and Henry Yonatan Mandalas. "Indeks plak dan tingkat keparahan gingivitis anak tunagrahita (Intellectual Disability)Plaque index and gingivitis severity of children with intellectual disability." Padjadjaran Journal of Dental Researchers and Students 3, no. 1 (July 12, 2019): 26. http://dx.doi.org/10.24198/pjdrs.v3i1.22485.

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Pendahuluan: Anak tunagrahita merupakan anak yang memiliki keterbatasan kemampuan kognitif dan mobilitas serta gangguan perilaku. Keadaan tersebut membatasi anak untuk melakukan pembersihan gigi yang optimal sehingga berdampak terhadap kondisi kesehatan gigi dan mulut seperti indeks plak yang buruk dan gingivitis. Tujuan penelitian ini adalah untuk mengetahui indeks plak dan tingkat keparahan gingivitis pada anak tunagrahita (intellectual disability). Metode: Penelitian ini dilakukan secara deskriptif komparatif. Populasi dalam penelitian ini ialah 45 anak tunagrahita di SLB Negeri Kota Bandung. Penarikan sampel dilakukan secara purposive sampling. Pengambilan data menggunakan metode O’Leary untuk indeks plak, dan metode Modified Gingival Index (MGI) untuk perhitungan skor gingiva. Hasil: Subjek penelitian dikelompokkan menjadi kelompok usia 8-12 tahun dan >28 tahun; serta berdasarkan jenis tunagrahita. Kelompok tunagrahita berat memiliki hasil index plak kurang baik sebesar 100%. Pada kelompok usia 13-17 tahun, didapatkan hasil karakteristik status gingiva paling besar (60%), sedangkan jika dilihat dari jenis tunagrahita, pada tunagrahita ringan memiliki gingivitis ringan (72,8%), tunagrahita sedang memiliki gingivitis sedang (62%), dan tunagrahita berat memiliki gingivitis ringan (50%) dan sedang (50%). Simpulan: Hampir setiap jenis tunagrahita memiliki indeks plak kurang baik dan gingivitis pada rongga mulutnya. Semakin rendah tingkat intelegensi anak maka semakin rendah kebersihan mulut, kecuali pada anak tunagrahita berat.Kata kunci: Indeks plak, tunagrahita, gingivitis, O’Leary, Modified Gingival Index ABSTRACTIntroduction: Children with intellectual disability are children who have limited cognitive abilities, mobility, and behavioural disorders. This situation limits the child to perform optimal dental cleaning so that it affects their dental and oral health conditions, such as poor plaque index and gingivitis. The purpose of this study was to determine the plaque index and the gingivitis severity of children with intellectual disability. Methods: This study was a descriptive comparative study. The population in this study were 45 children with intellectual disability in extraordinary schools in the city of Bandung. Sampling was taken by purposive sampling method. Data collection was using the O'Leary method for plaque indexes, and the Modified Gingival Index (MGI) method for calculating gingival scores. Results: The research subjects were grouped into 8-12 years old age groups and > 28 years old age group, and based on the type of intellectual disability. Severe intellectual disability groups have a poor plaque index of 100%. In the age group of 13-17 years old, the highest gingival status characteristics (60%) were found, whereas when analysed from the type of intellectual disability, moderate intellectual disability children had mild gingivitis (72.8%), moderate intellectual disability children had moderate gingivitis (62%), and severe intellectual disability children have both mild (50%) and moderate (50%) gingivitis. Conclusion: Almost every type of intellectual disability children have a poor plaque index and gingivitis in the oral cavity. The lower the children’s intelligence level, the lower the oral hygiene; except for children with severe intellectual disability.Keywords: Plaque index, intellectual disability, gingivitis, O’Leary method, Modified Gingival Index

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Carminati, Giuliana Galli, and Federico Carminati. "Mirror Psycho-Pedagogy in the Population with Severe Intellectual Disability and Severe Autism (SIDSA)." Psychology 12, no. 01 (2021): 43–58. http://dx.doi.org/10.4236/psych.2021.121003.

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Kildahl, Arvid Nikolai, Maria Hagen Engebretsen, and Sissel Berge Helverschou. "Attachment disorder in autism spectrum disorder and intellectual disability." Advances in Mental Health and Intellectual Disabilities 13, no. 2 (March 4, 2019): 57–66. http://dx.doi.org/10.1108/amhid-09-2018-0039.

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PurposeAutism spectrum disorder (ASD) is an exclusion criterion for one of the two attachment disorders in the DSM 5. However, previous findings indicate that ASD and attachment disorder are unrelated conditions and may co-occur. The purpose of this paper is to explore the diagnostic assessment of an adolescent male with ASD, intellectual disability (ID), severe challenging behaviour and a suspected attachment disorder.Design/methodology/approachCase study methodology was chosen because of its suitability in the exploration of complex clinical phenomena where prior knowledge is sparse.FindingsIt was possible to identify symptoms of attachment disorder in a case involving ASD, ID, anxiety and severe challenging behaviour. The Disturbances of Attachment Interview was particularly useful in this assessment, as was assessment of ASD symptoms and developmental history. Differentiating the two attachment disorders proved challenging.Research limitations/implicationsThere is a need for further research in ASD and attachment disorders not limited by current diagnostic categories.Practical implicationsCo-occurring symptoms of attachment disorder may be identified in individuals with ASD and ID, and exploration of these symptoms in assessments of children and adolescents with ASD/ID and challenging behaviour may be beneficial.Originality/valueThe study adds to previous findings on attachment disorder in ASD, demonstrating that identification of attachment disorder is possible even in the presence of a highly complex clinical picture involving severe challenging behaviour. It may also assist other clinicians in identifying and making more accurate assessment of attachment disorder in ASD and ID.

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Bondyra, Krzysztof. "Kształcenie zawodowe w rzemiośle osób z niepełnosprawnością." Humaniora. Czasopismo Internetowe 31, no. 3 (September 15, 2020): 39–53. http://dx.doi.org/10.14746/h.2020.3.4.

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The article is devoted to the analysis of the potential for counteracting the social exclusion of people with mild intellectual disability through educational and professional activation in craftsmanship. Within the scope of the subject, the author presents the potential of education in craft workshops in Poland and, comparatively, in craft professions in Germany. The article analyses the advantages of vocational training in craftsmanship for counteracting social exclusion, but also shows institutional barriers. The thesis of the article is that, given the large scale of vocational education in crafts in Poland, this type of learning does not fully realise the potential for the professional activation of people with mild intellectual disability. To confirm this, the article presents the activities aimed at introducing a solution concerning the possibility of obtaining qualifications by persons with mild intellectual disability who are learning some craft. These postulated qualifications are described by the Polish Craft Association as a journeyman’s assistant.

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Lauderdale-Littin, Stacy, and Jan Blacher. "Young adults with severe intellectual disability: Culture, parent, and sibling impact." Journal of Intellectual & Developmental Disability 42, no. 3 (September 21, 2016): 230–39. http://dx.doi.org/10.3109/13668250.2016.1230843.

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Bankovic, Slobodan, Ivana Arsenic, and Branislav Brojcin. "Characteristics of communication in people with severe and profound intellectual disability." Specijalna edukacija i rehabilitacija 14, no. 3 (2015): 411–32. http://dx.doi.org/10.5937/specedreh14-9462.

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Đorđević, Mirjana, and Bojana Konsuelo-Talijan. "Assessment of maladaptive behavior in individuals suffering with severe intellectual disability." Zdravstvena zastita 43, no. 6 (2014): 45–54. http://dx.doi.org/10.5937/zz1405045d.

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Butterfield, Nancy. "Assessment of preverbal communicative abilities in students with severe intellectual disability." Australia and New Zealand Journal of Developmental Disabilities 17, no. 4 (January 1991): 347–64. http://dx.doi.org/10.1080/07263869100034691.

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Hamano, Kimiko, Satoko Kumada, Masaharu Hayashi, Akira Uchiyama, Eiji Kurihara, Kimiko Tamagawa, Syoko Enomoto, and Hiroyuki Chou. "Hemorrhage due to tracheoarterial fistula with severe motor and intellectual disability." Pediatrics International 50, no. 3 (June 2008): 337–40. http://dx.doi.org/10.1111/j.1442-200x.2008.02573.x.

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Srour, M., F. F. Hamdan, Z. Gan-Or, D. Labuda, C. Nassif, M. Oskoui, M. Gana-Weisz, A. Orr-Urtreger, G. A. Rouleau, and J. L. Michaud. "A homozygous mutation inSLC1A4in siblings with severe intellectual disability and microcephaly." Clinical Genetics 88, no. 1 (May 28, 2015): E1—E4. http://dx.doi.org/10.1111/cge.12605.

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Lacey, Emily A. B., Billy T. Ogletree, Tracie Rice, and Amy Rose. "Milieu Training for Adults With Severe Intellectual Disability: A Clinical Illustration." Communication Disorders Quarterly 38, no. 3 (October 16, 2016): 179–84. http://dx.doi.org/10.1177/1525740116674437.

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This brief clinical exchange article supports the use of milieu training (MT) as a communication treatment option for adults with severe intellectual disabilities (SID). It examines aspects of MT that appear well matched to the communication and other abilities of adults with SID. It also provides an argument that MT is not unlike functional communication training (FCT), an intervention frequently and successfully used with adults with SID. In addition, Developing Communicative Interactions (DCI), one little-known framework that advocates for MT use with this population, is briefly introduced. Finally, a clinical example is provided that illustrates the application of MT with one adult with SID. The article concludes with comments for clinicians charged with communication treatment for this special population.

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Evans, K. M., M. M. Cotton, S. L. Einfeld, and T. Florio. "Assessment of depression in adults with severe or profound intellectual disability." Journal of Intellectual & Developmental Disability 24, no. 2 (January 1999): 147–60. http://dx.doi.org/10.1080/13668259900033941.

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Meneses, Veronica M., Diana Duran, Bonnie Zima, Jason S. Fish, Gery W. Ryan, and Arleen F. Brown. "Health and Sexual Education: Youth with Moderate to Severe Intellectual Disability." Journal of Developmental & Behavioral Pediatrics 31, Abstracts (October 2010): E16. http://dx.doi.org/10.1097/01.dbp.0000390307.94001.11.

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Calis, Elsbeth AC, Rebekka Veugelers, Justine J. Sheppard, Dick Tibboel, Heleen M. Evenhuis, and Corine Penning. "Dysphagia in children with severe generalized cerebral palsy and intellectual disability." Developmental Medicine & Child Neurology 50, no. 8 (August 2008): 625–30. http://dx.doi.org/10.1111/j.1469-8749.2008.03047.x.

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Bramswig, Nuria C., Hermann-Josef Lüdecke, Fadi F. Hamdan, Janine Altmüller, Filippo Beleggia, Nursel H. Elcioglu, Catharine Freyer, et al. "Heterozygous HNRNPU variants cause early onset epilepsy and severe intellectual disability." Human Genetics 136, no. 7 (April 9, 2017): 821–34. http://dx.doi.org/10.1007/s00439-017-1795-6.

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