Dissertations / Theses on the topic 'Intellectual disability within'
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1
Robotham, D. J. "Participant opinions of randomised controlled trials within intellectual disability services." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/19809/.
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OBJECTIVE: This study examined participants’ opinions and beliefs about Randomised Controlled Trials (RCTs) in an intellectual disability context. BACKGROUND: RCTs in this field require co-operation from various stakeholders, including carers and professionals from a variety of disciplines. However, previous research indicates that local stakeholders may have negative views regarding RCTs in this population, and that it may be difficult for researchers to gain access to participants. This is compounded by the potential problems surrounding communication with a proportion of the service users. METHOD: The present study builds upon an RCT for a behaviour therapy intervention for people with intellectual disability, which was situated within community based services in one county of South East England. Fifty-one individuals were interviewed; 11 paid carers, 7 family carers, 6 adults with mild intellectual disability, and 27 professionals from health and social care services. The interviews elicited opinions, beliefs and decision-making processes relating to stakeholder experiences of the RCT. Data was analysed through coding emergent categories into a framework, which evolved throughout the analysis. RESULTS: The data revealed that opinions about RCTs were shaped by several concerns. The most important of these included the following; continued ability to access interventions, the ethical concerns surrounding randomisation, perceptions of limited financial resources, and problems involving communication and consent. DISCUSSION: RCTs are ubiquitous in clinical research, including psychiatry. However, they present difficulties for researchers and participants in the field of intellectual disability. Good communication with all stakeholders is essential to ensure the successful conduct of an RCT. This study provides information for academics and clinicians who plan to conduct future research and RCTs with people who have intellectual disability. The findings may be used in future to develop appropriate strategies to assist with recruitment for RCTs in intellectual disability, and to increase stakeholders’ acceptance of the procedure.
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Hamilton, Lisa A. "Within these walls: An ethnography of home at lake house." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122226/2/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Lisa_Hamilton_Thesis.pdf.
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People with intellectual disability have much to say about home but their voices are not always heard amongst the noise of service provision. This thesis used collaborative ethnographic research methods to explore meanings of home at a group home called Lake House. At times, the group home was inflexible and rigid but the housemates demonstrated agency, subverting and resisting the institutional culture in their own ways. Creativity and tenacity in home-making was found. As housing and support models evolve, the experiences and expertise of people with intellectual disability must be paramount.
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Malik, A. "Beliefs and attitudes towards intellectual disability within the UK Pakistani community as perceived by key community members." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1332788/.
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Part 1 is a literature review investigating South Asian parents' perceptions of their child's intellectual disability, its effects on family life and views on service use. Search strategies used to identify relevant literature are specified and the results are presented in three parts. Firstly, experiences of parents regarding the process of diagnosis and provision of support are discussed. Secondly, their perceptions of the causes, symptoms and prognosis of their child’s intellectual disability are presented. Lastly, the effects of having a child with an intellectual disability on parenting and family life are outlined. The findings are then summarised and implications considered. Part 2 is a qualitative study designed to address gaps identified in the literature review, focusing on the attitudes and beliefs of the Pakistani community in the UK regarding intellectual disabilities. The results highlight the importance of taking the views of this community in account in implementing current UK policy centred on choice, independence and social inclusion for people with intellectual disabilities within a multicultural society. The results are followed by a discussion of the findings, where the study’s strengths and limitations, implications for policy and service provision are also considered. Finally, a direction for future researchers is suggested. Part 3 is a critical appraisal detailing personal reflections and considering methodological issues which arose during the study.
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Smith, L. "Improving the assessment of Intellectual Disability (ID) within the UK Prison Service (who define ID using an IQ below 80)." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/28031/.
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The main topic of this thesis is the assessment of Intellectual Disabilities (ID) within the UK prison service. ID is characterised by deficits in intellectual ability, such as reasoning, problem solving and understanding new or complex information (impaired intelligence), deficits in adaptive functioning (AF), which reduce the individual’s ability to function independently within their social environment, and these deficits begin before adulthood (Diagnostic and Statistical Manual (DSM)-5, APA, 2013). It is important to note that the assessments at the centre of this thesis are based on the English prison system definition of ID; IQ below 80. This is in contrast to the internationally recognised and accepted definition of ID defined as an IQ less than 70 (although this criteria has been removed from the most recent DSM, the DSM-5 (APA, 2013)). The prison service definition of ID using an IQ of below 80 includes those with IQ in the borderline range for determining ID, for which the Becoming New Me (BNM) treatment programme is suitable for, in addition to those with an IQ less than 70. This thesis comprises three empirical studies that focussed on improving the current assessment of ID (as defined by the prison service as having an IQ less than 80) within the UK prison service. All of the studies employed quantitative methodologies and participants were recruited from a UK prison for sex offenders. The first study aimed to assess the psychometric properties of a new IQ screening measure, the OASys Screening Tool (OASys ST), which was developed by NOMS to replace the Wechsler Abbreviated Scale of Intelligence (WASI) as an IQ screening measure used to identify individuals with an Intelligence Quotient (IQ) indicative of ID as defined by the UK prison service (below 80). The sample comprised 80 adult male prisoners, whose OASys data was accessed and used to complete the OASys ST. The analysis includes a probabilistic model of the data which was developed to assess the effectiveness of the OASys ST, using IQ data (WASI and WAIS scores) and Treatment Programme (TP) data. A logistic regression was also conducted and, in order to inform item redundancy, pairwise correlations were calculated. The OASys ST was found to be an accurate predictor of whether an individual’s IQ is above or below the threshold of 80; using this cut-off it was possible to classify all the individuals who scored two or less on the OASys ST as above the IQ of 80 threshold and the probability of making a mistake with these classifications was at most 3%, this rose to 7% if the cut-off was three and 15% if the cut-off was four. These individuals could be placed straight onto the CORE sex offending treatment programme without any further IQ testing. As described within this thesis, historically IQ has been the sole criterion relied on for determining treatment suitability within the prison service (Sparrow et al., 2005). However, as shown in the DSM-5 (APA, 2013), an ID diagnosis requires an assessment of both IQ and AF. There is evidence of poor identification of offenders with ID, including sex offenders, by the Criminal Justice System (CJS) (Banes, 2002; HMIP, 2015) because there is no commonly used process for this identification (Beebee, 2009; HMIP, 2015), since current measures employed to measure AF in the community are inappropriate for use on incarcerated populations (Young, Boccaccini, Conroy, & Lawson, 2007). Previously, Sex Offenders with ID (SOIDs) have been at a disadvantage regarding treatment programmes and supports available, but they have recently been the focus of research and policies, resulting in the creation of the Becoming New Me (BNM) treatment programme which was designed specifically to meet the needs of SOIDs (defined by the prison service as having an IQ less than 80). The existing literature indicates that having a reliably sound AF measure suitable for use within prisons is important in ensuring prisoners are placed onto the most appropriate treatment programme and that adequate supports are implemented in line with the Disability Discrimination Act (DDA) (2005). As such, the aim of study two was to develop an adaptive functioning screening measure which will be used alongside measures of IQ to assess ID. The stages employed to develop the new measure are summarised briefly as follows: A conceptual framework of AF was developed via consulting the diagnostic criteria set out in the DSM-5 (APA, 2013) and by reviewing the current community measures of AF and the ID literature. A sample of 11 prisoner and 11 staff participants took part in interviews about daily life inside prison, the results of which were used to produce the items. Originally 115 items were developed and pre-tested by a sample of experts. Item response theory was utilised to reduce the item pool. Forty-six items were retained in the scale which produced 95% of the maximum certainty of the original 115 item scale. The scale produced was named the Adaptive Functioning Assessment Tool (AFAT). The AFAT is the first AF assessment tool that is appropriate to use within a prison environment that has been created following a systematic process of scale development, the stages of which are explained in more detail within this thesis. The final study aimed to assess the psychometric properties of the new AF measure, the AFAT, to see whether it is a valid and reliable measure of AF that could potentially be rolled out throughout the prison service. The results indicated that the AFAT is a reliable measure of AF; the Cronbach’s alphas for each of the subscales were all above the .7 level recommended by Nunnally (1978) and all four sub-scales correlated positively with one another, as well as with the full scale AFAT score. Although the reliability levels vary from item to item, an average inter-item correlation of .91 was obtained, with all the individual correlations exceeding the recommended limit of .3 (Cronbach & Meehl, 1955). The AFAT was also found to have a good level of validity; by using scores on the AFAT, an accurate prediction could be made on which treatment programme participants’ had been referred for (Chi Squared test residual deviance = 32.45, p < 0.001). As expected, there was a significant negative correlation between the AFAT and LD diagnosis (r = -.67, p < .01), and there were significant positive correlations between the AFAT and WASI scores (r = .62, p < .01) and ratings of overall AF (r = .65, p < .01). There was also a significant negative correlation between scores on the AFAT and OASys ST full scale scores (r = -.68, p < .01). Also, as predicted, there was no correlation between participants’ age and their score on the AFAT (r = .11, p > .05). The AFAT showed a high level of content validity; 40 out of the 46 items were rated as content valid by all experts resulting in an S-CVI of .87 and the S-CVI-Average was .96. In an attempt to interpret the test scores on the AFAT, two Latent Class Analyses (LCA) were conducted; one treating the responses as categorical and the other treating the responses as continuous variables. Both analyses revealed three distinct classes of individuals, as expected, reflecting high, medium and low AF groups. The second LCA analysis also revealed two minor classes. The interpretation of each class is described, including how these varying AF levels present themselves among the different classes, including how the different levels of AF are manifested across the four sub-scales constituting the AFAT. The thesis offers an insight into the effectiveness of the OASys ST and also highlights the value in having an AF measure which is important in assessing support needs (HMIP, 2015), determining the most effective treatment programme and informing treatment delivery in line with the Risk Need Responsivity principles (Andrews & Bonta, 2010). The studies offer an original contribution to the knowledge regarding the assessment of prisoners defined by the prison service as having ID (IQ below 80), since the OASys ST is a new tool, that before this research had yet to receive an evaluation of the psychometric properties other than during the development of the tool itself. The AFAT is the first AF measure that is suitable to be used within a prison setting, which has been developed systematically and been subjected to reliability and validity testing. Both tools have direct implications for the prison service, if adopted by the prison service they are quicker than the current available tools and can be used by non-psychology and non-psychometric trained staff and have both been shown to produce results that can be relied upon. However, because the sample consisted of sex offenders only, and was conducted in a single UK prison, further research and testing is recommended.
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Bleazard, Adele Venitia. "Sexuality and intellectual disability: Perspectives of young women with intellectual disability." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4006.
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Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This study focuses on the intersection of disability and gender: being intellectually disabled and being a young woman. It specifically, explores the lives of intellectually disabled young women and sexuality. This study attempts to explore the contributions that intellectually disabled young women can make to the understanding of the sexuality needs and concerns of young women with intellectual disability. It is an attempt to make public their needs and concerns regarding sexuality issues as they have been recognised to be the ultimate lost voices in disability research, and have historically been excluded in the production of sexuality knowledge. A mixed method approach is used, where the data for the research was produced during interviews with 21 participants between the ages of 18 and 23. A focus group discussion was also held. All the women were either current learners or past learners at a school for “mentally handicapped learners”. Ten mothers were interviewed with regard to their views on sexuality and their intellectually disabled daughters. A questionnaire was given to 12 teachers to complete as well. Involving mothers and teachers is an attempt to establish the dominant views of the significant persons and professionals in the lives of these young women, including those who are directly and indirectly responsible for their sexuality education. In interviews and the focus group, study participants discussed the various social messages they receive, as intellectually disabled persons, with regard to domains of sexuality: friendship, dating, and marriage. The participants gave insight into the levels of their knowledge with regards to sex and sexuality education, menstruation, contraception, pregnancy and childbirth, and sexually transmitted infections. The young women shared their predominantly negative experiences of being stereotyped, with some participants expressing their resentment. Their low levels of social, biological, and physiological sexuality knowledge make appropriate sexuality education a priority. The study concludes with recommendations regarding the type of sexuality education the young women propose and suggested responses for special schools.
AFRIKAANSE OPSOMMING: Hierdie studie focus op die kruispad van gestremdheid en geslag: om intellektueel gestremd en om ‘n jong vrou te wees. Dit ondersoek spesifiek die lewens van intellektuele gestremde jong vroue en seksualitiet. Hierdie studie poog om die bydraes te verken wat intellektueel gestremde jong vrouens kan maak om die seksualiteitsbehoeftes en bekommernisse van jong vrouens met intellektuele gestremdheid te verstaan. Dit is ‘n poging om hulle behoeftes en bekommernisse oor seksualitiet hoorbaar te maak omdat dit as die opperste verlore stem in navorsing oor gestremdheid uitgewys is, en hulle histrories van die generering van kennis oor seksualitiet uitgesluit is. Die benadering is ‘n gemengde metode waartydens data vir die navorsing gedurende onderhoude met 21 deelnemers tussen die ouderdomme van 18 en 23 jaar gegenereer is. ‘n Fokusgreopbespreking is ook gehou. Al die vroue is òf huidige òf vorige leerders van ‘n skool vir “versatndelike gestremde leerders”. Onderhode is met tien moeders gevoer ten opsigste van hulle beskouings oor seksualitiet en hulle verstandelik gestremde dogters. ‘n Vraelys is ook vir 12 onderwysers gegee om te voltooi. Die moeders en onderwysers is betrek in ‘n poging om die heersende beskouings van die betekenisvolle persone en professionele mense in die lewens van hierdie jong vrouens te bepaal, insluitend diegene vat direk en indirek vir hulle seksualiteitsopvoeding verantwoordelik is. Tydens die onderhoude en fokusgroepbespreking het die deelnemers aan die studie die onderskeie social boodskappe wat hulle as verstandelik gestremde persone kry, bespreek met verwysing na die domeine van seksualitiet: vriendskap, uitgaan en die huwelik. Die deelnemers het lig gewerp op hulle vlakke van kennis oor seks en seksualiteitsonderrig, mesntuasie, voorbehoeding, swangerskap en kindergeboorte, en seksueel oordraagbare infeksies. Die jong vroue het hul oorwegend negatiewe ervarings van stereotipering gedeel, en sommige deelnemers het hulle afkeer uitgespreek. Hulle lae vlakke van sosiale, biologiese en fisiologiese kennis van seksualiteit maak toepaslike seksualiteitsvoorligting ‘n prioriteit. Die studie sluit af met aanbevelings oor die tipe seksualiteitsopvoeding wat die jong vroue voorstel en stel wyses voor waarop spesiale skole kan reageer.
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Wiseman, Roxanne Elizabeth. "Mapping the language of intellectual disability." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ55548.pdf.
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Frawley, Patsie. "Participation in government disability advisory bodies in Australia : an intellectual disability perspective /." Access full text, 2008. http://www.lib.latrobe.edu.au/thesis/public/adt-LTU20090122.114029/index.html.
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Thesis (Ph.D.) -- La Trobe University, 2008.Research. "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] School of Social Work and Social Policy, Faculty of Health Sciences, La Trobe University, Bundoora". Includes bibliographical references (leaves 302-318)
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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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Turnbull, David John. "Towards a collaborative ethic in intellectual disability services." Thesis, Queensland University of Technology, 1998.
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This thesis examines collaboratively impoverished frameworks currently existing in services, and then presents a framework within which it is possible to work towards an ethically informed, collaborative engagement between people who have as a common interest, a person with an intellectual disability. The thesis explores three themes that are of great significance to both service providers and other participants in their relation to people with intellectual disability - those of personal identity, advocacy and self-advocacy. The relative impotence of service providers in being able to deal with structural problems concerning these themes, in the absence of a genuinely collaborative endeavor which is driven from an adequately resourced and motivated community base, is demonstrated. Critiques of services offered from philosophical positions are considered. Service models and philosophies adopted as a response to these critiques demonstrate, in their application, the difficulties that services have in operationalizing a pro-active ethical agenda. In considering these philosophies, the power and the role of services in constructing and maintaining devaluing and oppressive meanings associated with the phrase '0person with an intellectual disability' itself, is emphasised. Various ethical discourses are examined and it is shown that these, when undertaken within frameworks of understanding which take the autonomous, rational individual as the subject of the discourse, fail to offer sufficient guidance in the pursuit of the wellbeing of, and respect for, people with intellectual disability. This poses a central issue that any collaborative engagement between stakeholders needs to decide - the status as persons of people with intellectual disability.
The issue of ambivalence towards this status, which services seem to perpetuate, poses the central practical question: how is it possible to decisively resolve this ambivalence in favour of the full personhood and humanity of those who are labeled as having intellectual disability? A current service philosophy, Social role Valorisation (SRV), is discussed in considerable detail, to demonstrate the need for this philosophy to be situated in an explicitly ethical framework, in which personhood is acknowledged in all its strangeness, difference and relational diversity, if it is to be utilised collaboratively. The explicit socially normative under-pinning of SRV is shown to reinforce the 'non-person' status of those who fail to meet these normative criteria for acceptance. Thus SRV may on occasions be instrumentally directed to harmful outcomes. The intent of SRV is to protect the life of devalued people, as persons, so there is a need for a more explicitly ethical formulation. The contention of the thesis is that the nature of 'what is valued' with and for people with intellectual disability may only be determined collaboratively, in the context of relationships which give recognition to their intrinsic value as persons, not by reference to some abstract set of social norms. What this intrinsic value is however, can not be according to the attributes selected by some philosophers - autonomy and rationality - as being the essential defining characteristics of persons. Rather, intrinsic value must be a relational concept, derived from those who have a relationship with those with intellectual disability, directed to their respect and wellbeing. for a person with an intellectual disability, to be in relationship with people of such favourable dispositions is of vital importance. Yet it is also important that such people are afforded the recognition, from those less intimately involved, but who exercise power in the situation, that these relationships are the basis for defining social space and place for people who do not fit easily into the system. To be a person with intellectual disability therefore is dependent on the right to be in relationships of interdependency with others, and not be excluded socially as 'defective' because one is not autonomous. The nature of this interdependency, this anti-individualism, as a valid expression of humanity can only be supported through a collaborative engagement.
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Snyder, Sarah, Victoria Knight, and Pamela J. Mims. "Teaching Students with Intellectual Disability to Read Text." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/183.
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This session will provide a text comprehension research overview for students with intellectual disability (ID). The presenters will review the instructional strategies and text supports (accommodations) that have been used to improve student text comprehension, with emphasis on strategies that teachers can immediately implement, and discuss opportunities for future research. Learner Outcomes: • Participants will gain knowledge of the text comprehension research base, as well as explore practical issues related to researching text comprehension. • Participants will learn about the instructional strategies and supports that have been used to improve student text comprehension and how to implement these in their classrooms. • Participants will describe recommendations for implementing research-based instruction and supports into their practice.
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Powney, Melanie. "Attachment and trauma in people with intellectual disabilities." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/attachment-and-trauma-in-people-with-intellectual-disabilities(865e3b4c-be4a-4f80-ba5b-154c647aba9d).html.
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This thesis explored attachment in individuals with intellectual disability (ID). It investigated the role that attachment may have in presenting difficulties, including trauma symptoms, which has a growing body of literature, particularly in people without ID. Paper 1 describes a systematic review of the available literature relating to the psychological well-being of young people with ID in the UK who are 'looked after children' (LAC) or who live away from their birth families. Evidence suggests that both LAC and people with ID, may be vulnerable to developing mental health difficulties. However, there is a paucity of research investigating the psychological well-being of young people with ID who are LAC or who live away from birth families. 17 studies were reviewed, which ranged between 21% and 71% in quality as measured by the QATSDD (Sirriyeh, Lawton, Gardner, & Armitage, 2012). . Only one study was found that directly focused on the psychological well-being of LAC with an ID. The available studies offered some insights into the prevalence, characteristics of young people with ID who are LAC or who live away from their birth families and some of the psychological difficulties they encounter. However, given the methodological limitations of the included studies, no firm conclusions could be drawn. Paper 2 describes an empirical study that investigated the relationship between attachment security and trauma symptoms in adults with ID. 27 staff and service users participated in the research. Service user participants completed a self-report questionnaire regarding trauma symptoms with the researcher and staff participants provided demographic information and completed questionnaires that measured attachment security, trauma symptoms, depressive mood and traumatic events in relation to the service user. No relationship was found between attachment security and trauma symptoms. However, it provided tentative evidence with respect to the type of traumatic events experienced by people with ID and of the prevalence of mental health difficulties in people with ID. There were however several methodological limitations, including a small sample size. Implications for future research and clinical practice are outlined. Paper 3 provides a critical and personally reflective account of undertaking the systematic review and empirical study as outlined above. Strengths and limitations of the research are interwoven throughout. Recommendations for future research and implications for practice are also considered.
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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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Bleazard, Adele. "The experiences of two children with intellectual disability : a case study." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53632.
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Thesis (MEdPsych)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: In the literature on research about children with disabilities, special education and inclusion, the voices of the children with disabilities are seldom heard. Historically research about disability and children has been framed within the medical or charity models of disability with prolific accounts of characteristics and treatment of disability, where professionals and caregivers respond on their behalf. In this case study the views are elicited of two ten-year old learners who are at a school for learners with special educational needs. They are invited to represent their experiences of both mainstream and special schooling, friendship, family and disability. The case study is a participatory research project, located within an interpretivist paradigm, influenced by the social model of disability and a feminist perspective. It makes use of a purposive sampling technique, interviews, observations and school documents and records. The interviews are mainly used to reflect the views of the learners on the life areas of schooling, friendship, family and disability. The learners are regarded as the insiders and seen as fit to represent their own meanings, and thereby make a contribution to the field of intellectual disability and childhood.
AFRIKAANSE OPSOMMING: In die literatuur wat handelaar gestremde kinders, spesiale onderwys en inklusiwiteit, word die stemme van die gestremde kinders self nie dikwels gehoor nie. In die verlede is navorsing oor gestremdheid en kinders binne die raamwerk van mediese of welsynsmadelle van gestremdheid geplaas, wat aanleiding gegee het tot baie verslae oor die eienskappe en behandeling van gestremdhede, met professionele persone en versorgers wat namens die kinders praat. In hierdie gevallestudie word die menings van twee tienjarige leerders gevra. Hulle woon 'n skool vir leerders met spesiale leerbehoeftes by. Hulle is uitgenooi om hulle ervarings van beide hoofstroom- en spesiale onderwys, vriendskap, familielewe en gestremdheid weer te gee. Die gevallestudie is 'n deelnemende navorsingsprojek wat binne die interpretiewe paradigma hanteer is en wat deur die sosiale model van gestremdheid en 'n feministiese perspektief beïnvloed is. Dit maak gebruik van 'n doelbewuste selekteringstegniek, onderhoude, waarnemings en skooldokumente en -rekords. Die onderhoude word hoofsaaklik gebruik om die leerders se idees oor skool, vriendskap, familie en gestremdheid te weerspieël. Die leerders word gesien as die kundiges wat bevoeg is om hulle eie menings weer te gee, om sodoende 'n bydrae te kan maak tot die veld van intellektuele gestremdheid en kindwees.
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Osiadacz, Nikkita. "Group treatment for male sex offenders with an intellectual disability." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/15719/.
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Preliminary results from research show some promising results for the Sex Offender Treatment Services Collaborative – Intellectual Disability (SOTSEC-ID) treatment on offence recidivism. However, further research that explores the processes of behaviour change is required. This study answered the research question: What are the key mechanisms to therapeutic change in individuals with ID who have completed a sex offender treatment programme (SOTP)? A qualitative grounded theory methodology was used to understand the processes of change. A semi-structured interview was used with 12 participants. The results showed that relationship experience, acceptance of responsibility, being able to remember the details of the group, group processes, understanding their own risk and practical strategies were the key areas that are influential in the change process. Barriers to change were also highlighted. The study concluded that there are other factors such as group processes important in the process of change that influence behaviour change, other than the content of the treatment. Group treatment is supported for this population.
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Quibell, Ruth Grace, and rquibell@swin edu au. "Unmaking the other? : discourses in intellectual disability in contemporary society." Swinburne University of Technology. Department of Sociology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20050830.133554.
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Unmaking the Other? is a qualitative sociological analysis of the discourses of intellectual
disability present in contemporary Australian society. It attempts to reveal the ways that people with intellectual disabilities 'are' for Australians. This is important because people with
intellectual disabilities have a long history of being seen as 'other' or 'not one of us'. For many
years they were kept 'out of sight, and out of mind� on the margins of our communities, locked
in institutions or hidden in sheltered workshops. Yet, during the last few decades there has been
a concerted effort to bring people with intellectual disabilities back into society. Institutions and sheltered workshops closed, and policies of inclusion, normalisation and community living were vigorously pursued. People with intellectual disabilities are now equal citizens in the eyes of the law.
But how readily have we accepted that people with intellectual disability are 'one of us'? Have
community living reforms overturned deep cultural dispositions that cast people with intellectual disabilities as 'lesser', 'defective', and lacking personhood? This thesis investigates recent community living reforms, especially the assumption that inclusion and education would
radically transform our conceptualisations of people with intellectual disabilities. To do this, it draws on contemporary social and political theory to explore how the meanings of disability are created and maintained, focusing on the Foucauldian concept of discourse. This Foucauldian
theorisation of discourse, power and knowledge informs a methodology devised to provide a
more detailed and sophisticated analysis of the meanings of intellectual disability than previous
investigations. Texts from three key social arenas are analysed for the way in which our society
constructs intellectual disability, and these analyses lead to a number of theoretical and practical conclusions.
Specifically, the main contributions of this thesis are: the identification and analysis of fourteen distinct discourses of intellectual disability, the theoretical explication of their relations to one another, and theoretical discussion of what their presence reveals about intellectual disability in today�s Australia. The findings of a variety of discursive constructions of intellectual disability suggest a complex picture in which discourses of inclusion and membership have emerged that are consistent with community living reforms, while at the same time there has been a continuation of discourses that view people with intellectual disabilities as defective humans.
Drawing on theory and empirical evidence, possibilities are suggested for further political and educational interventions into the discursive construction of people with intellectual disabilities.
The problems posed by our attempts at liberation through community living reforms are major;
this thesis contributes to this task by revealing the complexity, contradictions, and resistances
inherent in this task. What is more, it sees these findings not as causes for dismay, but as reasons for cautious hope.
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Reilly, Deirde Emer. "Parental bereavement when a child with an intellectual disability dies." Thesis, Bangor University, 2008. https://research.bangor.ac.uk/portal/en/theses/parental-bereavement-when-a-child-with-an-intellectual-disability-dies(62a5454e-2128-444e-ba5d-39d9996afa7e).html.
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This thesis describes a series of studies investigating the experiences of parents whose child with an intellectual disability has died. Parental bereavement research has identified a range of symptoms exhibited in grief, and acknowledged that circumstances surrounding the loss may have an impact on symptoms exhibited. Little is known about the circumstances surrounding the death of a child with an intellectual disability. An extensive review of the literature (Chapter 2) uncovered a small number of qualitative studies with such an experience as their focus. Reports of disenfranchised grief, unsatisfactory healthcare, variations in coping strategies, and positive reflections characterised parents' accounts. The aim of the thesis was to use mixed methods to investigate the variety of parental experience when a child with an intellectual disability dies. In Study 1 (Chapter 3) Interpretative Phenomenological Analysis (IPA) was used to inspect nine mothers' accounts of the parenting and bereavement experience. Five themes emerged: loss; benefit finding; coping; sources of support; and medical relationships. Similar analysis of interviews with six bereaved couples of children with Down syndrome and a congenital heart condition (CHC; Chapter 4) highlighted differences that result when couples are faced by a bereavement. Four themes were extracted from the data: "One disastrous diagnosis after another"; "We had to make a decision"; "We weren't really going through it together"; and Ripples from the child's life. Quantitative analysis of the experiences of 38 mothers whose child with Down syndrome and a CHC died (Chapter 5) uncovered intense grief reactions alongside high levels of positive perceptions. Mothers with higher grief scores used more active avoidant coping strategies. Regression analysis indicated that the use of active avoidant coping and holding positive perceptions accounted for a significant amount of variance in total grief scores. Findings of these three studies are discussed in terms of their contribution to the literature, implications for policy and practice, methodological and theoretical limitations, and potential avenues for future research.
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Hartley, Sigan L. "Stressful social interactions, coping, and depression among adults with mild intellectual disability." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1414131091&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Young, Janet Louise. "Deinstitutionalisation and changes in life circumstances of adults with intellectual disability in Queensland /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16161.pdf.
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Lofthouse, Rachael Elizabeth. "Risk factors for offending behaviour in adults with an intellectual disability." Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/risk-factors-for-offending-behaviour-in-adults-with-an-intellectual-disability(a74a65a2-4de3-4023-99cc-df8a569552ec).html.
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Research on risk assessment with offenders with an intellectual disability (ID) has been scarce; the overwhelming majority of risk tools available are developed for mainstream populations. This thesis is primarily concerned with understanding static and dynamic risk factors for physical and sexual violence among offenders with an ID. This thesis described a series of quantitative and qualitative studies investigating the utility and predictive accuracy of risk assessments among this population and culminated in the development of a new ID focused risk tool. In Chapter 1, a brief introduction outlined current research and practice regarding risk assessment and prediction in the ID field and identified significant limitations in the evidence base. In Study 1 (Chapter 2) a dynamic risk assessment (ARMIDILO-S) for sexual offenders with an ID resulted in the best prediction of sexual reoffending when compared with established static risk assessment tools (STATIC-99 and VRAG) developed for mainstream offenders. Study 2 (Chapter 3) adopted a public health model of understanding how static and dynamic risk factors ‘work together’ to predict violent behaviour. The findings suggested that the two approaches essentially measure similar underlying risk which has important implications for the future of risk assessment procedures with this population. Offenders with an ID were the focus of a qualitative study (Chapter 4) in which it was found that environmental factors featured heavily in the participant’s explanations of their own aggressive behaviour. The final empirical study (Chapter 5) details the construction and initial validation of a new dynamic risk measure: Current risk of Violence (CuRV). The CuRV demonstrated promising reliability and validity as an assessment of aggression. Finally, in Chapter 6, findings from the four empirical studies were discussed in relation to their contribution to the literature, theoretical and clinical implications, methodological limitations, and potential avenues for future research.
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Kuo, Yeh-chen 1965. "Siblings of a child with an intellectual disability : identifying those at risk." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31038.
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Children with an intellectual disability may significantly affect families in ways that have implications for other sibling's adjustment. In this thesis, 40 siblings of intellectually disabled children are compared to 40 siblings of healthy children. The goal is to determine (i) if a child with an intellectual disability affects the other siblings in the family, and (ii) if they are functions of siblings' age, grade, gender, ordinal position, age gap with the disabled child, sibling number, disabled child's severity of impairment, parental educational background, etc.The findings did not confirm that siblings of children with an intellectual disability have poorer adjustment than that of healthy children. However, the older sisters and older siblings of children with intellectual disability were found to have poorer adjustment in some of the area. Age gap and father's educational background is positively correlated to the adjustment of siblings of children with an intellectual disability. Then and other findings are discussed in the thesis.
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Owen, Dawn. "The relationship between life events and challenging behaviour in people with intellectual disability : a preliminary study." Thesis, Bangor University, 2003. https://research.bangor.ac.uk/portal/en/theses/the-relationship-between-life-events-and-challenging-behaviour-in-people-with-intellectual-disability--a-preliminary-study(764bd398-daaa-4ef6-bd97-af777a53c4c2).html.
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To date there have been few studies that have explored the relationship between life events and challenging behaviour( CB) in people with intellectual disabilities (ID). The present study is preceded by a literature review that first introduces the literature devoted to the understanding of risk factors associated with the development and maintenance of CB in people with ID. It then provides a flavour of the extensive venereal life events literature, by presenting meta-analytic and review studies that examine how life events impact on psychological well-being. It finally reviews life event studies that have so far occupied ID research. The literature review concludes with implications for future research and clinical interventions. This is followed by a research study that aims to explore the range of life events encountered by people with ID residing in a long stay residential hospital and ii. explore potential associations between life events and CB. To do this a correlational design was employed. Key respondent(nursing staff) well known to the participants provided information on known correlates of CB and life events experienced by the service-user over the previous 12 months. Results suggest that for the study population the life event domains of relationship issues and staff change provided a significant additional contribution to the prediction of CB once known 41 correlates of CB were controlled. The results are discussed in light of the findings. Limitations of the study are also discussed together with the future clinical and research implications of such findings. Finally the research paper is followed by a critical review that outlines the strengths and weaknesses of the study, as well as the process issues arising during the course of the research. Clinical implications and future directions are further discussed.
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Mirfin-Veitch, Brigit, and n/a. "Dislocation: deinstitutionalisation in the lives of families of people with an intellectual disability." University of Otago. Faculty of Education, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061024.151035.
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This thesis is based on a research project that explored the deinstitutionalisation and eventual closure of a large residential facility for people with an intellectual disability. The thesis is focused on family experiences of deinstitutionalisation in order to understand how families interacted with this major process of social change, and pays specific attention to the role of adult siblings within this context.
Unstructured interviews were held with thirty-five families who had family members with an intellectual disability who were being resettled from an institution to alternative disability support services. Families were interviewed at three specific phases during the deinstitutionalisation process: prior to the resettlement of their family member; 1-3 months following resettlement; and one year after resettlement. In keeping with the constructivist paradigm that underpinned this qualitative study, repeated contact with families enabled me to develop some insights into how families made decisions relevant to their family members� transitions from the institutional environment.
The study findings highlight the complexity and heterogeneity of families. While families who participated in this study were found to have shared a similar journey toward institutionalisation, their responses and reactions to deinstitutionalisation and the decision-making associated with such a process were more diverse. My analysis presents the notion that taking a constructivist approach to theorising can facilitate an understanding of how families are influenced in their decision-making with regards to the resettlement of a family member with an intellectual disability. That is, we may be able to gain greater understanding of families� perceptions of their family members who have an intellectual disability and, subsequently, the decisions that families make regarding the care of that person by exploring the meanings they assign to their world. Ascertaining how families come to construct their understandings of disability is, in my view, critical to responding appropriately to families� needs within the context of disability support and service provision.
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Cohen, Gazith Karen. "Coping strategies of children with an intellectual disability in regular and special classrooms." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42017.
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Adaptive coping behaviors of children with a mild to moderate intellectual disability educated in regular and special classrooms were examined using a comparative design incorporating both quantitative and qualitative analyses. Children's coping behaviors were examined using the Coping Inventory (Zeitlin, 1985) and their behavior was assessed using the Child Behavior Checklist (Achenbach, 1991). Children with an intellectual disability integrated in regular classrooms were found not to exhibit more adaptive coping behaviors than their counterparts in special classrooms. Descriptive analyses delineated several factors within both environments that influence children's coping efforts such as dependency on adults, external control, the quality of instruction, the social organization of the classroom, and the lack of direct instruction in developing children's adaptive coping efforts. Recommendations from the current study focus on the need for children with an intellectual disability to be provided with direct instruction of adaptive coping behaviors and facilitated opportunities to learn through trial and error in order to become more autonomous copers.
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Chaplin, Eddie. "Is guided self-help a treatment option for people with intellectual disability?" Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/is-guided-selfhelp-a-treatment-option-for-people-with-intellectual-disability(7a3467a8-8a57-4a0a-b298-7ea9be1243bc).html.
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Introduction: There is little evidence of the use of guided self-help as an intervention for people with intellectual disability. The Self-Assessment and INTervention, is a guided self-help tool designed specifically for this group. There are three linked studies within this thesis that aim to; [1] develop a guided self help intervention [2] test its reliability and validity and [3] pilot it in practice using a single case experimental design. Method: The SAINT was developed using Delphi methodology and focus groups and has demonstrated good reliability and validity. The pilot was conducted in two parts; part 1 had 15 recruits to test the intervention, whilst part 2 (which aimed to replicate the findings over an extended period) had three recruits, including two from part 1. A Nurse visited each participant weekly to facilitate the intervention. Results: Reliability testing was completed on 59 participants. The SAINT showed significant correlation at the p <0.001 levels, (2-tailed) with the GDS-LD (r = 0.619), GAS-ID (Worries) (r = 0.496), with test-retest correlation (N=25), 0.881 at the p < 0.01 level (2-tailed) and a Cronbach Alpha score of = 0.828 suggesting good internal consistency and reliability. From part 1 twelve out of fifteen people completed the intervention, of these nine (75%) demonstrated a decreased symptom scores in both, of the intervention phases for depression and three (25%) for anxiety. In part 2, both participants from part one replicated positive results; as did the new participant. For all cases anxiety improved in both intervention phases N=3 (100%), as did depression in n=2, (66.6%). Those with a history of affective disorders (n=8) showed the most consistent improvement. Summary: The SAINT has shown itself as a potentially viable and valid treatment option. It has shown a decrease in mean symptom scores for the majority of participants; which more importantly were replicated over an extended period in part 2 of the pilot for two participants.
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Poulin, Carole. "A pictorial motivational scale in physical activity for people with a mild intellectual disability /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61055.
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The Poulin Pictorial Motivational Scale (PPMS) attempted to measure separately four different types of motivation; intrinsic motivation, extrinsic motivation/self-determined, extrinsic motivation/non self-determined, and amotivation.Sixty-two high school students were tested with the PPMS. These individuals with a mild intellectual disability were grouped according to age level (12-13, 14-15, 16-18) and academic ability (low, average, high). They answered two questionnaires; the PPMS and Harter's scale (to test students' self-competency). Other scales, made for teachers, were used to assess the validity of the PPMS, a Physical Educator's rating scale and a Teachers' questionnaire.
The reliability estimates of internal consistency (Cronbach's alpha) and temporal stability were sufficiently high to conclude that the PPMS was a reliable instrument. The results also revealed that the PPMS is valid and it correlates in the expected directions with the other scales which followed the self-determination theory of Deci and Ryan (1985a). Therefore, it was concluded that the PPMS is a valid and reliable instrument. (Abstract shortened by UMI.)
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Mims, Pamela J., and Ginevra Courtade. "Increasing postsecondary outcomes for culturally and linguistically diverse students with intellectual disability." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/169.
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Rajapakse, Saumya Ravihansa Bandara. "Making collaborations to design personalised technologies with people with an intellectual disability." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122963/1/Saumya%20Ravihansa%20Bandara_Rajapakse_Thesis.pdf.
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People with a cognitive or sensory impairment often have abilities, needs and desires that are not catered for by conventional service provision or the marketplace. This presents opportunities for volunteer designers to help co-create alternative futures with them. This thesis contributes an approach of respectful design, which emphasises mutual learning, self-expression and self-determination for people with a cognitive or sensory impairment. It describes the co-creation of design profiles and video stories with people with a cognitive or sensory impairment that supported them to engage with designers and makers.
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Brooks, Bianca A. "Extracurricular Activities And The Development Of Social Skills In Children With Intellectual And Learning Disabilities." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/psych_theses/108.
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Numerous skill deficits interfere with the social functioning of children with intellectual (ID) and learning disabilities (LD). Due to the limited effectiveness of social skill interventions for this population, it is necessary to explore additional opportunities for social skill acquisition. Research suggests that extracurricular activity participation positively influences adolescent development; however, little is known about the benefits of activity participation for children with ID and LD. This study investigated the impact of frequency and type of extracurricular activity on the social competence of 7-12 year old children with ID (n=42) and LD (n=53), in comparison to their typically developing peers (TD; n=24). More time involved in unstructured activities was related to higher ratings of social competence. Greater participation in unstructured extracurricular activities was particularly beneficial for children with ID. Future research on the quality of involvement is necessary to further understand what specific aspects of activities facilitate social development.
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Jervis, Sarah Jenny. "Exploring the experiences of the sibling of a child with an intellectual disability." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21630.
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Thesis (MEdPsych)--Stellenbosch University, 2008.ENGLISH ABSTRACT: This study is aimed at gaining insight into the experiences of siblings of an individual with an intellectual and physical disability. Attaining greater insight into their lived reality, their feelings and concerns could make it possible to provide appropriate support. The review of selected literature provides information on many aspects of the these siblings' experience. Although many studies are quantitative in their approach, the literature review provides relevant and useful findings and inferences which were used to support and substantiate findings. During this qualitative study, which is situated within an interpretive phenomenological paradigm, four participants between the ages of eight and sixteen years were interviewed using semi-structured interviews. This format of interview allowed participants to use their own words to express their personal experiences. The results showed that siblings have both positive and negative experiences when another sibling has an intellectual disability. Other common difficulties include embarrassment, guilt, and the experience of differential treatment. Positive experiences and competencies include love and acceptance, personal growth, maturity, pride in siblings accomplishments, and appreciation for one's sibling. Several experiences were congruent with those mentioned in the literature. The insights into the experiences this study provides has implications for the development and provision of sibling support programmes and interventions. At present, state group support programmes for siblings are not provided within the Western Cape area. The interventions and assistance that do exist seem to be provided by the private sector only. Support can prove very costly, which means that it is not accessible to many who require it. Sibling workshop groups could provide a valuable support alternative to a currently "unsupported" group, the siblings.
AFRIKAANSE OPSOMMING: Hierdie studie poog om insig te verkry in die ondervindings van die broers en susters van 'n kind met intellektuele en fisiese gestremdhede. Beter insig in die realiteit van hul leefwyse, hulle gevoelens en bekommernisse kan beter ondersteuning aan hulle moontlik te maak. Die ondersoek van geselekteerde literatuur voorsien inligting rakende vele aspekte van die ondervindings van hierdie kinders. Alhoewel baie van die studies kwantitatief in hul benadering is, het die bestaande literatuur tog relevante en bruikbare bydraes en gevolgtrekkings verskaf wat gebruik kon word om bevindings te bevestig en te staaf. Hierdie kwantitatiewe studie het plaasgevind in 'n verklarende fenomenologiese paradigma en vier semi-gestruktureerde onderhoude is gevoer met deelnemers tussen die ouderomme van 8 jaar en 16 jaar. Hierdie formaat van onderhoudvoering dra by dat deelnemers hulle gevoelens in hul eie woorde uitdruk. Die bevindings het gewys dat broers/susters beide positiewe en negatiewe ondervindings van kinders met 'n intellektuele gestremdheid het. Ander algemene probleme sluit in skaamte, skuldgevoelens en die gevoel van gedifferensieerde behandeling. Positiewe ondervindings en vaardighede van broers en susters sluit liefde en aanvaarding, persoonlike groei, volwassenheid, trots op die broers/suster se bekwaamheid en die waardering van so 'n broer/suster in. Verskeie van die ondervindings het ooreengestem met bevindings wat in die literatuur gevind is. Die insigte in hierdie ondervindings wat deur hierdie studie voorsien word het implikasies vir programme en intervensies wat ondersteuning aan hierdie kinders bied. Tans is daar nie sodanige staatsgefinansierde ondersteuningsprogramme in die Wes-Kaap area nie. Die intervensies en ondersteuning wat wel beskikbaar is word slegs in die privaatsektor aangebied. Ondersteuning kan baie duur wees, wat beteken dat dit vir baie kinders wat dit nodig het, ontoeganklik is. Ondersteuningsgroepwerkswinkels kan 'n waardevolle alternatief bied vir die "nieondersteunde" groep, die kinders.
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Kock, Elizabeth. "De-institutionalisation of people with mental illness and intellectual disability : the family perspective." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2231.
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Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: South Africa has transformed its mental health service provision from in-hospital care to community-based rehabilitation. Although the idea is sound, the process places the caregiving families under an immense pressure. The aim of this study was to explore the impact that the de-institutionalisation process has had on the families as they care for their child with intellectual disability. The study was conducted by means of qualitative, unstructured interviews with families that have had a child de-institutionalised from Alexandra Hospital in the Western Cape. All of the patients were diagnosed with a dual diagnosis of intellectual disability and mental illness. Even though the patients were in group-homes or attended a day care centre, final responsibility for the patients lay with the parents. Three main themes emerged from the interviews that describe the impact of deinstitutionalisation, viz. the characteristics of the family member with intellectual disability (aggressive, abusive and self-destructive behaviour of the patient), the effect that these characteristics had on the family (marital stress and health risks to the care giver), and community and resource factors. The study placed the family central to its environment and discussed the impact deinstitutionalisation had on its environment as a whole. It was concluded that the burden that de-institutionalisation places on the families far exceeded their ability to cope with these circumstances. This status quo could be improved if adequate resources and skills are given to families prior to de-institutional
AFRIKAANSE OPSOMMING: In Suid-Afrika is geestesgesondheidsorg van hospitaliserende na gemeenskapsgebaseerde rehabilitasie, omskep. Terwyl hierdie stap wel as lewensvatbaar mag voorkom, plaas die proses ‘n hewige las op die sorggewende gesin. Die doel van hierdie studie was om die omvang van die impak hiervan op ‘n gesin met ’n lid met intellektuele gestremdheid en psiegiatriese siekte, te bepaal – nadat so ‘n pasient uit die inrigting ontslaan is. Die ondersoek is uitgevoer by wyse van kwalitatiewe, ongestruktureerde onderhoude met gesinne wie se lede met die diagnose uitgeplaas is deur die Alexandra Hospitaal in die Wes-Kaap. Elkeen van die pasïente is gediagnoseer met ernstige intellektuele gestremdheid, asook bykomende gedragsafwykings. Ten spyte van die feit dat die betrokke pasïente deur groepshuise of dagsorg eenhede versorg word, bly hulle hul ouers se verantwoordelikheid. Drie temas het ontstaan wat die impak van ontslag uit die inrigting omskryf, te wete die karaktertrekke van die gestremde gesinslid (aggressie, misbruikende en vernielsugtige gedrag van die pasïent), die effek van hierdie karaktertrekke op die gesin (stres op die huwelik en potensiële gesondheidsrisiko wat dit vir die versorger inhou), en die gemeenskap en ondersteunende faktore. Tydens die ondersoek is die gesin sentraal geplaas ten opsigte van die omgewing. Die impak van ontslag van die gediagnoseerde pasïent uit die inrigting op die omgewing as geheel, word bespreek. Daar is tot die slotsom gekom dat die vermoë van die gesin wat die las moet dra as gevolg van die ontslag, ver oorspan word. Hierdie toedrag van sake sou egter verlig kon word indien toereikende hulpbronne en vaardighede aan sulke gesinne beskikbaar gestel word alvorens so ‘n pasïent ontslaan is.
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Cordes, Trudy Lyn Education Faculty of Arts & Social Sciences UNSW. "A conceptual approach to the work, leisure and retirement education of adults with an intellectual disability." Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/32265.
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Work, leisure and retirement are fundamental aspects of life for individuals with an intellectual disability, just as with the general population. Many educational efforts have taught knowledge and skills to persons with an intellectual disability to improve their functioning in the work and leisure domains. More recently, retirement concerns have become particularly salient because so many individuals now live much longer. The present study looked at using a conceptual approach to improve education in these three domains. It employed the principles that instruction works much better when it proceeds from an individual=s existing concepts and that instruction should teach useful concepts that an individual can apply to improve his or her real world functioning. This conceptual approach has not been used much with the education of persons with an intellectual disability. In Study 1, sixty adults with an intellectual disability were interviewed to determine their existing concepts of work, leisure and retirement and their work and leisure histories. Most had solid concepts of work and leisure, but with some gaps, particularly in notions of volunteer work and occupational status. Most reported satisfactory work and leisure lives. Most had a relatively poor concept of retirement at best and had done little or no retirement planning. These data suggested some key targets for an educational program to improve their knowledge and functioning in these domains. In Study 2, these data were used to develop an instructional program that focussed on gaps in knowledge of volunteer work, banking, budgeting and participation in satisfying leisure activities and in retirement planning. This instructional program was delivered over eight weeks to a class consisting of nine adults with an intellectual disability, with some success. This general conceptual approach can be usefully applied to teaching in other important domains with persons with an intellectual disability. They can be taught key concepts which they can use to live their lives more purposely and independently.
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Seaman, Leanne. "An evaluation of interpersonal competence in relation to criminal victimisation among people with an intellectual disability /." Adelaide, S. Aust. : The author, 1991. http://web4.library.adelaide.edu.au/theses/09SPS/09spss438.pdf.
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Graham, Andrew J. 1964. "Physical fitness of adults with an intellectual disability : a 13 year follow-up study." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35318.
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The purpose of this study was to describe the physical fitness of middle-aged adults with an intellectual disability and how their state of fitness has changed over time. Thirty-two adults with an intellectual disability served as participants: 14 were female and 18 were male. Participants had an age range from 34 to 57 years. All worked at a readaptation center in Montreal and were participants in a study of physical fitness in 1983. Using the "Canadian Standardized Test of Fitness", the participants were evaluated on tests of Cardiovascular Endurance, Muscular Strength, Muscular Endurance, Flexibility, and Body Composition. All participants were deemed physically capable of performing all the tests after a screening procedure was used. A home visit, previous to the testing session, familiarized the participants with the procedures for each test. The battery of tests took one hour per participant. Three levels of analysis were used to describe the change in physical fitness with age: First, the conversion of raw scores into percentiles highlighted individual differences within the group. Second, to assess the change in fitness over time, a 2 x 2 (group x time) repeated measures design was used. Third, effect sizes were calculated to measure the magnitude of change in fitness over the 13 year period as compared to the general population. Results indicate that, when compared to the general population, the participants had lower levels of fitness and that their fitness had changed significantly over time. Most interesting were results showing that the participants had a significantly greater magnitude of change in VO2max and percent body fat than what is expected in the general population. The findings of this study raise concerns regarding the potential health risks associated with aging and poor fitness for adults with an intellectual disability.
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Terreblanche, Susan Elizabeth. "A transformation strategy for Protective Workshops : towards comprehensive services for adults with intellectual disability." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97037.
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Thesis (MOccTher)--Stellenbosch University, 2015.ENGLISH ABSTRACT: South African Protective Workshops struggle to transform to align to a developmental human rights approach and to increase sustainability in the absence of a uniform model and an implementation strategy. This study applied qualitative research methodology in the form of Action Research with Co-operative Inquiry to answer the research question of what could be a framework of best practice for and strategy of transformation for protective workshops (PWs) operated by the South African Federation for Mental Health (SAFMH) in South Africa. It included the development of a transformation strategy for 31 PWs for adults with intellectual disability operated by SAFMH member organisations across South Africa. Seven representatives from the managers and service users of PWs were selected trough convenient sampling. The participants formed a co-operative inquiry group to determine the nature of the service to be delivered and how it should be implemented. The purpose was to develop a framework for possible and relevant services for persons with intellectual disability. Such services should preferably be aligned to the human rights based legislation and funding requirements of the Department of Social Development as to increase the long-term sustainability of the PWs. Given that the study was funded by the SAFMH, the directors requested that the Co-operative Inquiry Group use the exisisting best practice model used by Cape Mental Health as a template and point of departure. The study was done over a 12-month period (February 2012 – February 2013) and included a research initiation meeting, four search conferences and a presentation of the findings to the SAFMH Directors. The study contributed new knowledge on the nature of service provision to persons with ID and the ideal process to transform services within the SAFMH context. Through inductive content analysis two themes emerged namely: 1) Comprehensive service provision and 2) Coordinated transformation of services. The first theme determined that comprehensive services to persons with ID should consist of inclusive, appropriate, enabling and empowering services. The second theme suggested a new way of coordinating the transformation of services through systematic implementation, suitable regulation, sufficient capacity and ensuring sustainability. A central management structure was suggested to ensure coordinated implementation, to secure funding and to monitor and evaluate the implementation. A mind-shift towards new thinking was identified as a prerequisite for stakeholders buy-in on transformed service delivery. This mind-shift relates to the status of the service users with ID as adults in training towards employment in the open labour market and maximum integration into society. This study contributed new knowledge that informs the development of a new service delivery framework of best practice. The proposed implementation strategy could offer persons with ID the opportunity to progress and develop towards their maximal level of integration into society. It further provided PWs with possibilities for conceptualising different models of practice in the form of an implementable framework and a strategy to transform services. The findings were presented to the SAFMH Directors who adopted the concept framework and implementaimplementation strategy in theory as a proposal for future transformation without amendments.
AFRIKAANSE OPSOMMING: Suid-Afrikaanse Beskermde Werkswinkels vind dit moeilik om te transformeer na ‘n ontwikkelingsbenadering wat op menseregte gegrond is en om hul volhoubaarheid te verbeter in die afwesigheid van ‘n eenvorminge model en ‘n strategie vir implimentering. Hierdie studie het kwalitatiewe navorsingsmetodes in die vorm van Aksie Navorsing met Koöperatiewe Ondersoeke gebruik om ’n transformasie strategie vir die 31 Beskermde Werkswinkels vir volwassenes met intellektuele gestremdheid, wat bestuur word deur die lidorganisasies van die South African Federation for Mental Health (SAFMH) regoor Suid-Afrika. Die koöperatiewe ondersoekspan het bestaan uit verteenwoordigers van die werkswinkel bestuurders en gebruikers van die dienste wat geselekteer is deur middel van gerieflikheidsteekproefneming. Hulle ondervinding het meegewerk om vas te stel wat die aard van die dienste moet wees en hoe dit effektief geïmplementeer kon word. Die doel van die studie was om dienste daar te stel vir persone met intellektuele gestremdheid wat in lyn is met menseregte wetgewing en die riglyne vir befondsing deur die Departement van Maatskaplike Dienste om sodoende die langtermyn volhoubaarheid van die werkswinkels te verbeter. Omdat die studie deur SAFMH befonds is, het die direkteur die koöperatiewe ondersoekspan gevra om die Cape Mental Health model as ’n beginpunt te gebruik aangesien dit reeds as ’n beste praktyk model in die sektor erken word. Die studie is oor ’n periode van 12 maande uitgevoer (Februarie 2012 – Februarie 2013). Dit het ’n inisiasie vergadering, 4 ondersoek konferensies en ’n aanbieding van die bevindinge aan die SAFMH-direkteure ingesluit. Die eerste tema het nuwe insig gegee oor die aard van dienste aan persone met intellektuele gestremdheid en die ideale manier om dit te implementeer om te transformeer van huidige na beste praktyk status binne die SAFMH konteks. Deur induktiewe inhoud analise het twee temas na vore gekom vanuit die kodes, sub-kategorieë en kategorieë. Die eerste tema het gedui op omvattende dienste aan persone met intellektuele gestremdheid in die vorm van inklusiewe dienste, toepaslike dienste, dienste wat persone in staat stel en dienste wat hulle bemagtig. Die tweede tema het nuwe kennis opgelewer aangaande die gekoördineerde transformasie van dienste deur sistematiese implementering, toepaslike regulering, genoegsame kapasiteit en deur te verseker dat dit volhoubaar is op die lang duur. ’n Sentrale bestuursentrum is voorgestel om gekoördineerde implementering te verseker. ’n Nuwe denkwyse oor die status van volwassenes met intellektuele gestremdheid deur alle belanghebbendes is geïdentifiseer as ’n voorvereiste vir die aanvaarding en suksesvolle implementering van die transformasie strategie. Hierdie persone moet gesien word as volwassenes wat in opleiding is om in die ope arbeidsmark te werk en op die hoogste vlak van integrasie in hulle gemeenskappe te funksioneer. Die nuwe kennis het gelei tot die ontwikkeling van ’n nuwe diensleweringsraamwerk en implementeringstrategie wat persone met intellektuele gestremdheid die geleentheid kan gee om maksimaal te ontwikkel en te integreer in hulle gemeenskappe. Dit bied verder aan beskermde werkswinkels die geleentheid om alternatiewe modelle van dienslewering te oorweeg. Die bevindinge is aan die SAFMH-direkteure voorgelê en die raamwerk en strategie vir implementering is in teorie aanvaar sonder enige veranderinge.
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Kent, Penny. "Measuring quality of life : developing a questionnaire to measure satisfaction with lifestyle of people with an intellectual disability /." Title page, contents and summary only, 1990. http://web4.library.adelaide.edu.au/theses/09ARM/09armk37.pdf.
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Klotz, Jani. "Denying intimacy the role of reason and institutional order in the lives of people with an intellectual disability /." Connect to full text, 2001. http://hdl.handle.net/2123/513.
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Thesis (Ph. D.)--University of Sydney, 2001.Title from title screen (viewed Apr. 23, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Anthropology, Faculty of Arts. Includes bibliography. Also available in print form.
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Underwood, Lisa. "Mental health and service use of adults with intellectual disability and autism spectrum disorder." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/mental-health-and-service-use-of-adults-with-intellectual-disability-and-autism-spectrum-disorder(26021470-6a3b-4243-a746-cfbf26ea939c).html.
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Background: Autism spectrum disorder (ASD) affects 20-30% of adults with intellectual disability. This group are vulnerable to mental health problems and poor quality of life. They usually share a common mental health care pathway with adults who have intellectual disability without ASD. However, there is little evidence on whether this is an appropriate approach. Aim: The thesis aimed to explore differences between those with and without ASD among specialist mental health service users with intellectual disability. Method: The needs, mental health, behaviour, social functioning and service use of 50 participants with ASD from a specialist mental health service for adults with intellectual disability in South East London were compared with 48 participants without ASD. ASD diagnoses were assessed using the Autism Diagnostic Observation Schedule (ADOS). In addition, anonymised case records provided routinely collected, clinical data on 788 participants. Results: Participants with ASD consumed fewer services than those without ASD despite having more needs. ASD was a significant predictor of poorer mental health and behaviour. Participants with ASD had poorer social functioning than those without ASD. However, when severe intellectual disability, absence of a psychiatric disorder and needs were taken into account, ASD was not a significant predictor of poorer social functioning. The rate of clinically diagnosed ASD among specialist mental health services users with intellectual disability was 33.5%. However, there was evidence that undiagnosed ASD and unrecognised ASD behaviours were common. Conclusion: The mental health, behaviour and social functioning of specialist mental health service users with intellectual disability was poorer for those with ASD and significantly associated with factors that characterise many of these individuals. There appeared to be high levels of undiagnosed ASD and a lack of ASD-specific assessment protocols or care pathways. However, these findings may be limited to the specific service user group sampled. More research is needed to determine whether increased recognition of ASD and improved access to services would lead to better outcomes for adults with intellectual disability who have mental health needs.
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Tyler, Emily J. "Improving the reading skills of typically developing children and children with an intellectual disability." Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/improving-the-reading-skills-of-typically-developing-children-and-children-with-an-intellectual-disability(1555bf75-a4bd-4fab-8258-0db57d4bc760).html.
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The purpose of this thesis was to address three broad questions: to investigate the effects of a computer-based reading programme - Headsprout® Early Reading (HER) - with typically developing children in a UK setting; to investigate current practices in reading instruction with children in special schools, and in particular, children with an intellectual disability (ID); and to explore some important feasibility questions regarding the potential use and effects of HER with children with ID. Chapter 1 begins with an introduction to the literature on literacy and effective approaches for reading instruction for typically developing children and children with ID. A review of the current evidence-base for HER is then presented. Chapter 2 focuses on the use of HER as supplementary reading instruction during beginning reading instruction with typically developing children in Y2 (aged 6-7 years). In this randomised study, the intervention group enrolled in HER for the duration of the school year, whilst the control group continued with their typical classroom instruction. Children in the intervention group made significantly greater improvements than the control group across reading measures. Chapter 3 reports on the results of a survey of teachers in special schools in the UK to further elucidate the current practices and challenges related to reading instruction for children with ID in these settings. The aims of the survey were to collate information on current practices related to reading instruction provided for children with ID in special schools across the United Kingdom (UK); investigate the putative effects of age and severity ofID on teachers' choice of instructional approaches; and examine teachers' perception of barriers to improving reading skills in this population. It was found that age and severity of ID influenced responses on some items relating to choice of approaches and expectations, and that access to training and suitable curricula were seen as greater barriers to improving reading skills than factors relating to time or staffing. The remaining two research chapters investigate the use of HER with children with ID. Chapter 4 presents case studies investigating initial feasibility questions related to using the programme with children with ID. This chapter reports on the progress of six children with mild to moderate ID enrolled in HER. All children accessed and completed the programme with minimal additional input and demonstrated improved reading skills. Chapter 5 investigates further feasibility questions relating to conducting a full-scale RCT evaluation of HER with children with ID. Employing a randomised pre-test post-test group design, this study aimed to explore and trial important aspects of an RCT evaluation to inform a full-scale RCT with children with ID in special schools in the UK. In addition to informing the design of a future study, we also found that HER had a significant effect on reading skills when compared with 'treatment as usual', with large effect sizes on the main outcome measure. This thesis evaluated the use of HER with typically developing children and children with ID, and demonstrated that it can have a significant positive impact for many children. Additionally, it has further elucidated current practices and challenges related to reading instruction in special schools and suggested further research across these areas.
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Graydon, Clare. "Protection or paternalism? : a critical evaluation of Australian legislation relating to sexual acts involving persons with intellectual disability /." Murdoch University Digital Theses Program, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090610.84938.
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Mims, Pamela J., Joshua Baker, Ginevra Courtade, Bree Jimenez, and Christopher Rivera. "Building a Culturally Responsive Framework for Students with Intellectual Disability to Increase Postsecondary Outcomes." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/171.
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This session will provide a framework for assisting culturally and linguistically diverse students with moderate-severe intellectual disability. Strategies for general curriculum access, academic instruction, meaningful collaboration with families and educators, as well as suggestions for enhancing postsecondary outcomes will be provided. . 1. Participants will identify components of the proposed culturally responsive framework (universal design for learning, self-determination, safe learning environments, technology, multiple opportunities to respond, primary language support, integration of culture in learning, and systematic/explicit instruction) to assist CLD students with moderate-severe ID in the preparation of postsecondary opportunities. 2. Participants will summarize strategies to increase parental involvement during academic and transition planning. 3. Participants will identify various postsecondary opportunities that exist nationwide for students with moderate-severe ID.
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Rivera, Christopher, Joshua Baker, Ginevra Baker, Pamela J. Mims, and Tracy Spies. "Building a Culturally Responsive Framework for Students with Intellectual Disability to Increase Postsecondary Outcomes." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/164.
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This session will provide a framework for assisting culturally and linguistically diverse students with moderate-severe intellectual disability. Strategies for general curriculum access, academic instruction, meaningful collaboration with families and educators, as well as suggestions for enhancing postsecondary outcomes will be provided.
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Cockram, Judith. "Justice or differential treatment? : Adult offenders with an intellectual disability in the criminal justice system." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1532.
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The purpose of the study was to present a thorough examination of the extent of participation of adult offenders with an intellectual disability within all levels of the criminal justice system in Western Australia, that is, from arrest to charge, to court appearance and finally to conviction. Western Australia provides a unique opportunity to examine the operations of the criminal justice system, because it possesses comprehensive computerised data sources on offenders, and by utilising the State central register on people with disabilities; it was possible to include in the study a significant proportion of those people with an intellectual disability in Western Australia. The study was a longitudinal study over a ten-year period where it was possible to examine all levels of the criminal justice system, that is, from arrest to court appearance and finally to conviction and possible detention. In examining the different outcomes, it was also possible to control for the number and types of offences committed by first time offenders. In addition, the available data provided the opportunity to study the rate of recidivism of people with an intellectual disability compared with other offenders. Eight hundred and forty three individuals with an intellectual disability were tracked through the justice system and their experiences were compared with two thousand four hundred and forty two other offenders. At the first stage of the justice process, namely arrest, the study found that people with an intellectual disability were no more likely to be arrested and charged with a criminal offence than others within the general population. However, once they entered the system, they were subsequently rearrested at nearly double the rate compared with the non-disabled sample. In addition, it was found that there was substantial disparity in the offending profiles, at arrest, between the two groups. A notable finding was the difference in the charge pattern over time. Not only were people with an intellectual disability charged more often, they were charged at a far greater rate over the latter part of the study period, while arrests for the non-disabled sample were about the same over the two five year periods. It is suggested that the higher incidence of arrests during the period 1990-1994, may offer support for the view that the rise of arrests of people with an intellectual disability within the criminal justice system, has corresponded with the deinstitutionialisation of state facilities. At the next stage of the justice process, formal prosecution in the court, it was found that people with an intellectual disability appear to be treated differently in the types of penalties imposed, and the different penalties imposed for similar offences. It was also found that differing uses were made of alternatives to imprisonment. An important aspect of the study of offenders with an intellectual disability is the prevalence of recidivism. A considerably higher probability of re-arrest was found for offenders with an intellectual disability compared with other offenders, and the study canvassed several explanations for this higher recidivism rate. The conclusion of this study is that explanations of psychological and sociological disadvantage or the susceptibility hypothesis which have been put forward as possible reasons for people with an intellectual disability being over-represented in prison populations are not sufficient to account for the findings of this study. The fact that different outcomes were experienced by people with an intellectual disability as they proceeded through the criminal justice system is not inconsistent with the different treatment hypothesis. In addition there is strong evidence to suggest that the equality of services is a critical factor relevant to the rate of recidivism. A service model is recommended to assist in reducing the high rate of re-arrest of people with an intellectual disability.
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Hill, Frances. "Subjective perceptions of stress and coping by mothers of children with an intellectual disability : a needs assessment." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53074.
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Thesis (MEdPsych)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: My study aims to explore the feelings of and coping strategies used by a group of mothers of young children with an intellectual disability. I used two validated questionnaires and, at a later date, a semi-structured interview with each research participant. My analyses of the questionnaires' data provided me with tentative themes for inclusion during the semi-structured interviews. The combination of quantitative and qualitative research methodologies resulted in the confirmation and expansion of some of the data, but contradictions between other data. I used lay theory as one explanation for the contradictory findings. My study found that the mothers of young children with an intellectual disability experience a range of feelings and use a combination of different coping strategies, a pragmatic coping style being common to all the participants. I conclude by acknowledging the inherent capabilities of my research participants and encouraging service providers to empower parents of young children with an intellectual disability.
AFRIKAANSE OPSOMMING: Die doel van die studie is die ondersoek van gevoelens en hanteringstrategiee van 'n groep moeders vanjong kinders met 'n kognitiewe gestremdheid. Ek het aanvanklik gebruik gemaak van twee geldige vraelyste en na afloop daarvan is 'n semigestruktureede onderhoud gevoer met elke deelnemer. Tentatiewe temas verkry uit geanaliseerde vraelys data is ook gebruik/ingesluit gedurende die semi-gestruktureede onderhoud. Die kombinasise van kwantitatiewe en kwalitatiewe navorsingsmetttodologiee het gelei tot die bevestiging en uitbreiding van sekere data, maar was ook weer teenstrydig met van die ander data. Ek het leke teorie gebruik as verklaring vir die teenstrydighede. My studie het bevind dat hierdie moeders 'n wye verskeidenheid gevoelens ervaar en dat hulle ook van verskeie hanteringstrategiee gebruik maak. Die pragmatiese hanteringstyl was die mees algemene onder die deelnemers. Samevattend het ek erkenning verleen aan die inherente vermoens van die deelnemers en ook diensverskaffers aangemoedig om ouers van jong kinders met 'n kognitiewe gestremdheid te bemagtig.
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Wilson, Nathan J. "Conditionally sexual constructing the sexual health needs of men and teenage boys with a moderate to profound intellectual disability /." Connect to full text, 2009. http://hdl.handle.net/2123/5387.
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Thesis (Ph. D.)--University of Sydney, 2009.Title from title screen (viewed Sept. 15, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Discipline of Medicine, Faculty of Medicine. Includes bibliography. Also available in print form.
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Spriggs, Amy D., Pamela J. Mims, Dijk Wilhelmina van, and Victoria F. Knight. "Examination of the Evidence Base for Using Visual Activity Schedules With Students With Intellectual Disability." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/303.
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We conducted a comprehensive review of the literature to establish the evidence base for using visual activity schedules (VAS) with individuals with intellectual disability. Literature published after 2005 was evaluated for quality using the criteria developed by Horner et al.; a total of 14 studies were included as acceptable. Findings suggest that VAS is an evidence-based practice for teaching a variety of daily living, navigation, vocational, recreation, and academic skills to adolescents and adults with intellectual disability. Results also show increases in independence and on-task behaviors. We conclude the article by discussing limitations and recommendations for future research.
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Sindall, O. "An exploratory validation study of a risk assessment tool for male sex offenders with an intellectual disability." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/10821/.
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Section A: The aim of this paper was to review and provide a summary of the empirical and theoretical literature on risk assessment, recidivism and theories of offending in relation to intellectually disabled (ID) sex offenders. This work is still in its infancy when compared with the non-intellectually disabled sex offending and risk assessment research and it was therefore important to include an overview of the general sex offending literature, to establish how this relates to the more recent developments in the study of ID sex offenders. Section B is an exploratory validation study using a longitudinal cohort design. The purpose of the study was to explore the criterion validity of the ARMIDILO-S (Assessment of Risk and Manageability of Intellectually Disabled Individuals who Offend - Sexually) risk assessment tool. The study investigated the tool by using it with a clinical population of adult men with an intellectual disability, who had taken part in sex offender group treatment, due to their sex offending behaviour. Section C is a critical appraisal of the process of undertaking this research. It is a reflective and critical account of what skills and lessons the author has learnt, what could have been done differently, and how it might affect clinical work and future research.
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Stinson, Jill D., and Sharon Bradford Robbins. "Characteristics of People With Intellectual Disabilities in a Secure U.S. Forensic Hospital." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7873.
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Prior research examining persons with intellectual disabilities who have committed criminal offenses has focused primarily on correctional populations, or those who reside in secure forensic settings in the United Kingdom and Australia. This study describes 235 persons with intellectual, developmental, and cognitive disabilities who reside in a secure forensic psychiatric hospital in the Midwestern United States. Participants were further divided into groups of persons with pervasive developmental disorders (n = 35), fetal alcohol syndrome (n = 18), traumatic brain injuries (n = 52), or IQ scores falling within the range of moderate (n = 20) or mild (n = 55) mental retardation or borderline intellectual functioning (n = 55). These participants presented with significant histories of childhood maltreatment and adversity, serious psychiatric impairment, criminal histories marked by multiple arrests and serious violent behavior, and frequent histories of institutionalization and out-of-home placement. Their adaptive functioning within the community was characterized by limited histories of normative intimate relationships; sporadic, unskilled employment; and difficulties with maintaining residential and psychiatric stability. Important commonalities and future research needs are discussed. Important differences and similarities between groups are discussed and compared with other available literature.
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Grey, J. M. "Living at home with family : psychological adaptation and well-being among family carers and adults with an intellectual disability." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/living-at-home-with-family-psychological-adaptation-and-wellbeing-among-family-carers-and-adults-with-an-intellectual-disability(56a532e7-95e6-42d6-b873-ccf593b0e7af).html.
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The purpose of this thesis was to examine well-being among family carers and adults with an intellectual disability (ID). In a series of four studies, I examined 1) parents’ experiences and feelings during the process of seeking out-of-home accommodation for their adult child with ID, 2) how adults with an ID who live at home report on their own well-being, 3) the physical and psychological health of family carers and 4) factors related to the process of moving out of the family home in adulthood. Chapter 1 provides a background picture of adulthood with an ID, examining health and support issues and what has been achieved in terms of policy and strategies in the UK. Estimations of future need for adults with ID have also been explored. Adopting a qualitative design, Chapter 2 examines the experiences of families seeking out-of-home accommodation for their relative with ID. Little attention has been given to the first-hand experiences of families as they undertake this process. Thematic analysis identified implicit themes in the data, which included families’ reasons for seeking housing and experiences within a process which families reported as stressful and frustrating. In Chapter 3, secondary data analysis was undertaken on a large national survey of adults with an ID in England (Emerson, Malam, Davies, & Spencer, 2005). An examination of adults’ self-reported health and well-being was undertaken exploring associations with living circumstances. Results of multivariate modelling showed those who lived at home were more likely to report better well-being and health. The latter, however, only when their support needs were lower. Results highlight the important role of families to the emotional development of a relative with ID, whilst also highlighting potential disparities in access to health care for these individuals. Chapter 4, a large scale quantitative project was undertaken to examine both positive and negative aspects of the caregiving experience and explore the self-reported health and well-being of family carers co-residing with an adult relative with ID. Families in the UK report experiencing poorer health outcomes than non-caregivers. Psychological resources (coping and support received) were associated with better psychological adjustment and more positive gains from the caregiving role. Overall factors associated with physical health appear to differ from those associated with psychological health. Further research with more representative non-caregiving peers is needed. Chapter 5 adopted a prospective design to examine the dynamics of placement tendencies of families of adults with ID and factors associated change in placement decisions and behaviours. The majority of families who had placed their relative out-of-home had initially recorded higher scores on the Placement Tendency Index (PTI, Blacher, 1990). The rate of placement of adults appeared to occur more rapidly than previously demonstrated with children. This may result from the more normative context of seeking a placement for an adult relative. Unadjusted ORs indicated only families’ coping strategies were significantly associated with continued home care. Other factors were not significantly related to changes in PTI scores. Changes in placement decision of families of adults with ID may be more affected by factors external to the family, such as availability of appropriate accommodation. Findings from these empirical studies were discussed in relation to their implications to policy and practice and recommendations for future research were made.
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Dreyfus, Shoshana Judith. "When there is no speech a case study of the nonverbal multimodal communication of a child with an intellectual disability /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070815.141153/index.html.
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Mims, Pamela J., and R. Pennington. "Trends in Written Expression for Students with Moderate to Severe and Intellectual Disability: Past, Present and Future." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/167.
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