Journal articles on the topic 'Intellectual disability within'
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Kirby, Siobhan, and Josephine Hegarty. "Breast awareness within an intellectual disability setting." European Journal of Oncology Nursing 14, no. 4 (September 2010): 328–36. http://dx.doi.org/10.1016/j.ejon.2010.03.005.
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Leonard, Peter, Sean Shanahan, and John Hillery. "Recognising, assessing and managing offending behaviour in persons with intellectual disability." Irish Journal of Psychological Medicine 22, no. 3 (September 2005): 107–12. http://dx.doi.org/10.1017/s0790966700009137.
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AbstractThe association between intellectual disability and offending is complex. Recent evidence would suggest that the received wisdom of intellectually disabled persons being more prone to offending is either incorrect or only tells part of the story. Those within the ‘borderline’ intellectual disability range may be more prone to committing sexual and criminal damage offences but those with an IQ less than 50 rarely offend.The offender with intellectual disability shares characteristics with his counterpart from the general population. As with the general population as a whole, offending in this group is often unreported and its recognition is complicated by issues of competence. The lack of validated forensic assessment schedules for this population poses a further challenge. Some general approaches to assessment in this population are discussed. This case report illustrates the difficulties of assessing and managing offending behaviour in an individual with moderate intellectual disability. The challenge of treating offenders with an intellectual disability is immense and requires specialist expertise. Managing such cases in a generic setting is inappropriate and the need for a forensic learning disability service in Ireland is highlighted.
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Franklin, Michelle S., Susan G. Silva, Gary R. Maslow, Carolyn T. Halpern, Elizabeth I. Merwin, and Sharron L. Docherty. "Identifying Individuals With Intellectual Disability Within a Population Study." Nursing Research 69, no. 6 (September 23, 2020): 436–47. http://dx.doi.org/10.1097/nnr.0000000000000469.
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WOYNAROWSKA, AGNIESZKA. "Znaczenia niepełnosprawności intelektualnej w dyskursie internautów." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 22 (September 15, 2018): 259–87. http://dx.doi.org/10.14746/ikps.2018.22.15.
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Agnieszka Woynarowska, Znaczenia niepełnosprawności intelektualnej w dyskursie internautów [The meanings of intellectual disability within the internet discourse]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 259-287. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.15
In the following article, the author presents an analysis of meanings projected onto intellectual disabilities by the internet users by referring to the cultural model of disability, the theory of social constructivism, as well as, to the post-structuralist discourse theories. In accordance with the cultural model of disability theory, the author perceives intellectual disability as generated by social practices, and as a “product” of discourse. A discourse perceived as a “system of statements” and as a practice that shapes the subjects which it speaks of. From this perspective, intellectual disability is perceived as a phenomenon created by its continuing interpretations. By applying the critical discourse analysis, the article presents an answer tok users? The presented means of comprehending and perceiving intellectual disability, its revealed meanings included in the internet discourse dthe question: how is intellectual disability defined and interpreted within the internet discourse, what meanings are projected onto intellectual disability by the networetermine the current assortment of practices regarding how society responds to otherness.
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Meltzer, Ariella, Rosemary Kayess, and Shona Bates. "Perspectives of people with intellectual disability about open, sheltered and social enterprise employment." Social Enterprise Journal 14, no. 2 (May 8, 2018): 225–44. http://dx.doi.org/10.1108/sej-06-2017-0034.
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Purpose People with intellectual disability have a low rate of employment in Australia and internationally. Their low employment rate is set within a context of limited employment choices. Further, the most common types of work currently undertaken by people with intellectual disability – open and sheltered employment – have limitations and may not be suitable for everyone. Expanding the employment choices available represents an important way forward, but evidence is needed to guide the expansion. This paper aims to contribute to the evidence required by comparing people with intellectual disability’s experience and outcomes in open and sheltered employment to their experience and outcomes working in social enterprises, which is becoming an important alternative employment option for this group. Design/methodology/approach The paper uses the qualitative accounts of 51 people with intellectual disability to compare experiences and outcomes in open, sheltered and social enterprise employment in Australia. Findings The paper finds that social enterprises combine some of the benefits of open and sheltered employment and thus expand employment choice. However, the level of business/market development and opportunities for employment in social enterprises are currently limited and require further development and scale to enable social enterprises to be an option for more people with intellectual disability. Policy implications are drawn out for expanding employment choice, in particular through social enterprise employment, for people with intellectual disability. Originality/value The paper offers the first three-way comparison of open, sheltered and social enterprise employment for people with intellectual disability, contributing to both the disability employment and social enterprise literature.
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Kavanagh, Ellen, Rachel Walton, and Peter Oakes. "The assessment of intellectual disability: ‘Looking at your assessments we think you have an intellectual disability’ – What does this mean?" FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 15, no. 1 (April 2017): 14–16. http://dx.doi.org/10.53841/bpsfpid.2017.15.1.14.
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This article describes the development of an informative booklet designed to provide information and support to individuals recently assessed and told that they have an intellectual disability. The booklet uses the term ‘learning disability’ as this terminology is more widely used within the Rotherham, Doncaster and South Humberside NHS Foundation Trust. However, the text within this article tends to refer to ‘intellectual disability’ as this is consistent with the term used by the FPID Bulletin.
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Bramble, David. "Psychopharmacology in children with intellectual disability." Advances in Psychiatric Treatment 17, no. 1 (January 2011): 32–40. http://dx.doi.org/10.1192/apt.bp.108.005587.
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SummaryChildren and adolescents with intellectual disability have high rates of psychiatric morbidity, the most common presentation being behavioural difficulties, especially in the context of autism. This clinical review describes the applicability of the full range of current psychopharmacological agents to the mental health difficulties commonly encountered in clinical practice in this field, with an emphasis on informing the choice of an initial ‘best fit’ single agent for the various clusters of symptoms and signs presented by individual patients. It is emphasised that the evidence base for most practice parameters in this area is extremely modest and that a high level of caution is recommended when applying this information in everyday practice. The article also discusses some of the specific difficulties and challenges encountered within the field and makes some practical suggestions for good practice.
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Liao, Peiwen, Claire M. Vajdic, Simone Reppermund, Rachael C. Cvejic, Tim R. Watkins, Preeyaporn Srasuebkul, and Julian Trollor. "Readmission and emergency department presentation after hospitalisation for epilepsy in people with intellectual disability: A data linkage study." PLOS ONE 17, no. 8 (August 1, 2022): e0272439. http://dx.doi.org/10.1371/journal.pone.0272439.
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Background Despite the high prevalence of epilepsy and multiple barriers to care in people with intellectual disability, the risk of returning to hospital after an admission for epilepsy is largely unknown. In this study, we sought to quantify and compare readmission and emergency department (ED) presentations after hospitalisation for epilepsy in people with and without intellectual disability. Methods and findings Using linked administrative datasets, we conducted a retrospective cohort study of people aged 5–64 years with an acute hospitalisation for epilepsy from 2005–2014 in New South Wales, Australia. Acute readmission and ED presentation rates within 30, 90, and 365 days of the index hospitalisation were estimated and compared between people with and without intellectual disability using modified Poisson regression. Of 13537 individuals with an index hospitalisation, 712 children and 1862 adults had intellectual disability. Readmission and ED presentation after the index hospitalisation were common in people with intellectual disability. Within 30 days, 11% of children and 15.6% of adults had an all-cause readmission and 18% of children and 23.5% of adults had an ED presentation. Over 60% of both children and adults presented to an ED within a year. Neurological, respiratory, and infectious conditions were overrepresented reasons for readmission in people with intellectual disability. Age-adjusted relative risks (RRs) within each period showed a higher risk of readmission and ED presentation in children and adults with intellectual disability than without. Most RRs remained statistically significant after controlling for covariates. The largest adjusted RRs were observed for readmission for epilepsy (RR 1.70, 95% CI: 1.42 to 2.04) and non-epilepsy related conditions (RR 1.73, 95%: CI 1.43 to 2.10) in children. Study limitations include lack of clinical data. Conclusions Increased risk of returning to acute care after epilepsy hospitalisation suggests there is a need to improve epilepsy care for people with intellectual disability. We recommend research into strategies to improve management of both seizures and comorbidity.
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Feely, Michael. "IQ, Speciation and Sexuality: How Suspicions of Sexual Abuse are Produced within a Contemporary Intellectual Disability Service." Somatechnics 5, no. 2 (September 2015): 174–96. http://dx.doi.org/10.3366/soma.2015.0160.
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It is commonplace, in our historical moment, to assume the inherent characteristics of people we label intellectually disabled makes them vulnerable to sexual abuse or exploitation. Drawing on the findings of a qualitative research project regarding the treatment of sexuality within a service for adults with intellectual disabilities in the Republic of Ireland, I take a very different approach. I argue that, suspicions, fears, and allegations of sexual abuse and exploitation are best understood as produced in, and by, the material-semiotic assemblage that both service providers and service users inhabit. In the most reductive terms possible, I am going to suggest that suspicions and allegations of sexual exploitation are continually produced within the disability service because the two social species (‘normal people’ and ‘people with intellectual disabilities’) that inhabit this material territory, and share its spaces, understand intimate relationships with and amongst people with intellectual disabilities through very different discursive lenses.
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Cobzaru, Irina. "Intelligence and intellectual disability in children-research phases." Univers Pedagogic, no. 3(75) (October 2022): 74–79. http://dx.doi.org/10.52387/1811-5470.2022.3.14.
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The article reports on intelligence and intellectual disability, definitions and measurement tools are presented. A research was carried out in order to delimit two groups of preschoolers, with intellect either within the limit of typical development or within the limit of intellectual disability, by applying the Raven’s Colored Progressive Matrices test. The results were evaluated using the statistical method, and in the result the groups of children were structured according to the criterion of the level of intelligence development.
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TAYLOR, ASHLEY. "Knowledge Citizens? Intellectual Disability and the Production of Social Meanings Within Educational Research." Harvard Educational Review 88, no. 1 (March 1, 2018): 1–25. http://dx.doi.org/10.17763/1943-5045-88.1.1.
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Intellectual disability may appear to many as a barrier to participation in or the production of educational research. Indeed, a common perception of individuals seen as having cognitive impairments, and especially those with minimal or no verbal communication, is that they are incapable of the reasoning or lack the deliberative capacities necessary to participate in research or policy-influencing decision making. In this essay, Ashley Taylor dismantles these assumptions, challenging both the view of intellectual disability on which they rest and the view of epistemic competence they imply. Taylor shows how the absence or exclusion of people with intellectual disabilities labels from dominant knowledge-making institutions and arenas, including within educational research, amounts to injustice and results in their tacit or overt exclusion from civic education and political membership.
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Ungurean, Bogdan Constantin, Adrian Cojocariu, Beatrice Aurelia Abalașei, Lucian Popescu, Alexandru Rares Puni, Marius Stoica, and Carmen Pârvu. "The Analysis of the Correlations between BMI and Body Composition among Children with and without Intellectual Disability." Children 9, no. 5 (April 20, 2022): 582. http://dx.doi.org/10.3390/children9050582.
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Background: Compared to the great volume of studies focusing on children and adolescents without intellectual disability, research regarding body mass index among young populations (13–17 years old) with intellectual disability is scarce, mostly when we refer to the comparisons between various degrees of intellectual disability and gender. Methods: The purpose of this study was to assess a series of morphofunctional parameters among children with and without intellectual disability to characterise the morphofunctional normality and its perturbations. Within the study, we included 101 subjects from several educational institutions, distributed on five groups, by their gender and degree of intellectual disability. Results: The average values of body mass index exceed the values recommended by the WHO among all the five groups (boys and girls with and without intellectual disabilities) prone to obesity. Upon analysing the values of BMI by gender and type of intellectual disability, we note that the prevalence of obesity among boys is 28.07% (BMI > 24), while 19.29% are overweight (BMI ranging between 21.5 and 24). Conclusions: The prevalence of excess weight and obesity among persons with intellectual disabilities was similar among the male and female subjects. It shows an increasing trend by age.
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Rathnakumar, D. "Play Therapy and Children with Intellectual Disability." Shanlax International Journal of Education 8, no. 2 (March 1, 2020): 35–42. http://dx.doi.org/10.34293/education.v8i2.2299.
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We are witnessing tremendous changes day by day in the educational field, and new avenues of knowledge are opened up almost daily. Innovations in behavioral psychology and educational technology would certainly balance the disparity in learning that arises due to physical, economic, and social factors. There is an ability within every child, and the potential for the education of the disabled children should be realized and recognized. The ability to play is one of the principal criteria for mental health. The teaching and learning processes have been dramatically altered by the convergence of varieties of technological, instructional, and pedagogical developments in recent times.
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Beaudry, Jonas-Sébastien. "Disability and Contractual Expectations." Canadian Journal of Disability Studies 10, no. 1 (March 4, 2021): 207–37. http://dx.doi.org/10.15353/cjds.v10i1.736.
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This is a précis of the forthcoming book, The Disabled Contract: Severe Intellectual Disability, Justice and Morality. It examines how people with severe intellectual disabilities (PSID) fare within the social contract tradition. More specifically, it contends that even recent strategies that attempted to integrate disability within the realm of contractual justice and morality are not entirely successful. These strategies cannot convincingly ground a robust moral status for PSID; or, if they do so, it is at the cost of making this status merely derivative or contingent. The failure of social contract theory to bring severe disabilities within its purview should not be seen as a marginal theoretical defect affecting only a small segment of human populations. At best, it reveals a gap that should impel moral and political theorists to give fiduciary and caring ideals their due weight next to contractual ideals. At worst, the social contract tradition is not only incomplete, but necessarily creates and oppresses the ‘disabled subject’.
The goal of this précis is to introduce readers to some of the conclusions I reach in the book in an accessible, short format. The arguments are therefore illustrative rather than exhaustive.
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Chester, Verity, Birgit Völlm, Samuel Tromans, Chaya Kapugama, and Regi T. Alexander. "Long-stay patients with and without intellectual disability in forensic psychiatric settings: comparison of characteristics and needs." BJPsych Open 4, no. 4 (June 28, 2018): 226–34. http://dx.doi.org/10.1192/bjo.2018.24.
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BackgroundIn recent years, concerns have been raised that too many patients stay for too long in forensic psychiatric services and that this is a particular problem in those with an intellectual disability.AimsTo compare the characteristics, needs, and care pathways of long-stay patients with and without intellectual disability within forensic psychiatric hospital settings in England.MethodFile reviews and questionnaires were completed for all long-stay patients in high secure and a representative sample of those in medium secure settings in England. Between-group analyses comparing patients with and without intellectual disability are reported.ResultsOf the 401 long-stay patients, the intellectual disability and non-intellectual disability groups were strikingly similar on many sociodemographic, clinical and forensic variables. The intellectual disability group had significantly lower lengths of stay, fewer criminal sections, restriction orders and prison transfers, and higher levels of behavioural incidents and risk assessment scores.ConclusionsIn spite of similar offence histories and higher risk levels, those with intellectual disability appear to be diverted away from the criminal justice system and have shorter lengths of stay. This has implications about the applicability of the Transforming Care programme to this group.
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Goddard, Linda, Patricia M. Davidson, John Daly, and Sandra Mackey. "People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?" Australian Health Review 32, no. 3 (2008): 405. http://dx.doi.org/10.1071/ah080405.
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People with an intellectual disability and their families experience poorer health care compared with the general population. Living with an intellectual disability is often challenged by coexisting complex and chronic conditions, such as gastrointestinal and respiratory conditions. A literature review was undertaken to document the needs of this vulnerable population, and consultation was undertaken with mothers of children with disabilities and with professionals working within disability services for people with an intellectual disability and their families. Based on this review, there is a need to increase the profile of people with an intellectual disability in the discourse surrounding chronic and complex conditions. Strategies such as guideline and competency development may better prepare health professions to care for people with disabilities and chronic and complex care needs and their families.
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Eadens, Danielle Maya, Ann Cranston-Gingras, Errol Dupoux, and Daniel Wayne Eadens. "Police officer perspectives on intellectual disability." Policing: An International Journal of Police Strategies & Management 39, no. 1 (March 21, 2016): 222–35. http://dx.doi.org/10.1108/pijpsm-03-2015-0039.
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Purpose – The purpose of this paper is to examine police officer perceptions about persons with intellectual disabilities. Design/methodology/approach – In this study, 188 officers from three police districts in the Southeast USA were surveyed using a modified Social Distance Questionnaire. Findings – Results indicate that the majority of police officers surveyed had little or no training with regard to disabilities and that most are willing to interact socially with individuals with intellectual disabilities. Further, this study found that female officers had significantly greater positive attitudes toward individuals with intellectual disabilities than male respondents and that white respondents were more knowledgeable about these individuals than those from minority backgrounds. Research limitations/implications – While these results are significant, it should be noted that the number of female and minority participants was relatively low. Practical implications – The paper includes recommendations for professional development for police officer and criminal justice training programs. Social implications – As individuals with developmental and intellectual disabilities are increasingly integrated into society, their vulnerability to mishandling by the criminal justice system and police officers intensifies. This paper allows police officers and those within the field of criminal justice an opportunity to examine perceptions as they seek to understand how police and general societal perceptions impact the way that people interact with persons with intellectual disabilities. Originality/value – This paper fulfills a need to examine attitudes of police officers toward citizens with intellectual disabilities in the communities in which they live. These attitudes often affect the way that police officers interact with citizens and identify additional training needs to better prepare officers for diverse individuals they may will encounter.
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Ivanova, M. M. "Cognitive Features in Autistic Children without Intellectual Disability." Autism and Developmental Disorders 18, no. 1 (2020): 38–50. http://dx.doi.org/10.17759/autdd.2020180105.
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22 children with autism spectrum disorders (ASD) and 26 neurotypic children from 7 to 10 years old took part in the study of cognitive features of autistic children without intellectual disabilities. Instruments aimed at studying of cognitive functions in primary school children and free form narrative used in the research. Found that in children with ASD, some cognitive features significantly more pronounced than in neurotypical peers: lack of targeting, diverseness of thinking with a distortion of the generalization process, concreteness of thinking. The scores obtained in children with ASD were mainly within the mean values, while in the group of neurotypic children, for the most part, they were within high values. Revealed that children with ASD more often than neurotypic peers demonstrate a combination of specific thinking and some features that considered as characteristic of a schizophrenic pathopsychological complex of symptoms.
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Dattilo, John. "Inclusive Leisure and Individuals With Intellectual Disability." Inclusion 1, no. 1 (June 1, 2013): 76–88. http://dx.doi.org/10.1352/2326-6988-1.1.076.
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Abstract This article contains information about issues associated with the inclusion of people with intellectual disability and their participation in leisure within their communities. Concepts identified are intended to create dialogue about the provision of supports, establishment of policies, and implementation of research associated with inclusive leisure opportunities and people with intellectual disability. To begin this dialogue, the relevance of leisure is described to establish a foundation of understanding about inclusion, leisure, and people with intellectual disability. This is followed by identification of some major issues and techniques that may be helpful to reflect on when providing leisure supports and establishing policies. The final section of the paper contains considerations that may be useful when attempting to conduct research that is respectful and meaningful to people with intellectual disability, their families and friends, human service providers, and other members of the community.
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Riddle, Christopher A. "Applying the Capabilities Approach to Disability and Education." Research Articles 28, no. 2 (October 25, 2021): 83–94. http://dx.doi.org/10.7202/1082917ar.
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This paper aims to establish three things. First, that the capabilities approach is the best candidate for an adequate theory of justice to provide just educational opportunities for people with intellectual disabilities. Second, that the capabilities approach, while possessing many merits over rival conceptions of justice, must acknowledge that a prioritization of some capabilities over others is essential. Third and finally, that intellectual disability presents a particularly urgent case for educational justice, because those with intellectual disabilities are historically under-serviced within educational institutions and stand to lose much more than others because of the potential for the compounding of corrosive disadvantage. A stronger claim to justice for people with intellectual disabilities represents a potential for change in the policy and funding associated with education more generally, and for people with intellectual disabilities more specifically.
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Kim, Jinwook, Eugene Hwang, Heesook Shin, Youn-Hee Gil, and Jeongmi Lee. "Top-down, bottom-up, and history-driven processing of multisensory attentional cues in intellectual disability: An experimental study in virtual reality." PLOS ONE 16, no. 12 (December 21, 2021): e0261298. http://dx.doi.org/10.1371/journal.pone.0261298.
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Models of attention demonstrated the existence of top-down, bottom-up, and history-driven attentional mechanisms, controlled by partially segregated networks of brain areas. However, few studies have examined the specific deficits in those attentional mechanisms in intellectual disability within the same experimental setting. The aim of the current study was to specify the attentional deficits in intellectual disability in top-down, bottom-up, and history-driven processing of multisensory stimuli, and gain insight into effective attentional cues that could be utilized in cognitive training programs for intellectual disability. The performance of adults with mild to moderate intellectual disability (n = 20) was compared with that of typically developing controls (n = 20) in a virtual reality visual search task. The type of a spatial cue that could aid search performance was manipulated to be either endogenous or exogenous in different sensory modalities (visual, auditory, tactile). The results identified that attentional deficits in intellectual disability are overall more pronounced in top-down rather than in bottom-up processing, but with different magnitudes across cue types: The auditory or tactile endogenous cues were much less effective than the visual endogenous cue in the intellectual disability group. Moreover, the history-driven processing in intellectual disability was altered, such that a reversed priming effect was observed for immediate repetitions of the same cue type. These results suggest that the impact of intellectual disability on attentional processing is specific to attentional mechanisms and cue types, which has theoretical as well as practical implications for developing effective cognitive training programs for the target population.
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Chen, Ruoqing, Kristina Tedroff, Eduardo Villamor, Donghao Lu, and Sven Cnattingius. "Risk of intellectual disability in children born appropriate-for-gestational-age at term or post-term: impact of birth weight for gestational age and gestational age." European Journal of Epidemiology 35, no. 3 (December 2, 2019): 273–82. http://dx.doi.org/10.1007/s10654-019-00590-7.
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AbstractChildren born small for gestational age have a higher risk of intellectual disability. We investigated associations of birth weight for gestational age percentile and gestational age with risk of intellectual disability in appropriate-for-gestational-age (AGA) children. We included 828,948 non-malformed term or post-term AGA singleton children (including 429,379 full siblings) born between 1998 and 2009 based on data from the Swedish Medical Birth Register. Diagnosis of intellectual disability after 3 years of age was identified through the Patient Register. Using Cox regression models, we calculated hazard ratios (HRs) with 95% confidence intervals (CIs) of intellectual disability among children with different birth weight percentiles and gestational age in the whole population and in a subpopulation of full siblings. A total of 1688 children were diagnosed with intellectual disability during follow-up. HRs (95% CIs) of intellectual disability for the low birth weight percentile groups (10th–24th and 25th–39th percentiles, respectively) versus the reference group (40th–59th percentiles) were 1.43 (1.22–1.67) and 1.28 (1.10–1.50) in population analysis and 1.52 (1.00–2.31) and 1.44 (1.00–2.09) in sibling comparison analysis. The increased risk for low birth weight percentiles in population analysis was stable irrespective of gestational age. A weak U-shaped association between gestational age and intellectual disability was observed in population analysis, although not in sibling comparison analysis. These findings suggest that among AGA children born at term or post-term, lower birth weight percentiles within the normal range are associated with increased risk of intellectual disability, regardless of gestational age.
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McCabe, Lauren E., Cassandra G. Hall, Erik W. Carter, Evon Batey Lee, and Lauren K. Bethune-Dix. "Faculty Perspectives on the Appeal and Impact of Including College Students With Intellectual Disability." Inclusion 10, no. 1 (February 25, 2022): 71–86. http://dx.doi.org/10.1352/2326-6988-10.1.71.
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Abstract Supporting the academic engagement of students with intellectual disability is a central focus of the inclusive postsecondary education (IPSE) movement. In this study, we used focus group interviews to explore the views of 23 university faculty involved in teaching college students with intellectual disability in traditional courses. We asked faculty about their motivations for offering inclusive courses, how they were affected by the experience, and how they perceived classmates were impacted. Faculty discussed a range of factors that drew them to this inclusive teaching experience and highlighted multiple ways in which they and their students were positively impacted by the enrollment of students with intellectual disability. We offer recommendations for research and practice aimed at expanding and strengthening the academic experiences of college students with intellectual disability within IPSE programs.
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Chi, Donald L., Elizabeth T. Momany, Michael P. Jones, Raymond Kuthy, and Peter C. Damiano. "Timing of First Dental Checkup for Newly Medicaid-Enrolled Children With an Intellectual or Developmental Disability." Intellectual and Developmental Disabilities 50, no. 1 (February 1, 2012): 2–15. http://dx.doi.org/10.1352/1934-9556-50.1.2.
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AbstractWe compared the extent to which having an intellectual or developmental disability was associated with rates at which Iowa Medicaid-enrolled children ages 3 to 8 had first dental checkups after an initial dental examination. We hypothesized that these children would have later first dental checkups than would children without an intellectual or developmental disability. Findings suggest no significant difference in the time to first dental checkup for children by intellectual or developmental disability status. Those who took over 12 months to see a dentist for their initial dental examination were 1.68 times as likely to have an earlier first dental checkup as children whose initial dental examination occurred within 4 months of being enrolled. Results suggest that having an intellectual or developmental disability is not associated with later first dental checkups for this population.
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Girimaji, Satish Chandra. "Intellectual disability in India: the evolving patterns of care." International Psychiatry 8, no. 2 (May 2011): 29–31. http://dx.doi.org/10.1192/s1749367600002393.
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Intellectual disability was recognised in ancient Indian literature, but organised services have a history of just five decades. India shares many features of low- and middle-income (LAMI) countries regarding intellectual disability. There is a low level of awareness about its nature, causes and interventions. One can come across many superstitions, myths and misconceptions about intellectual disability. In general, services are inadequate, being concentrated in big cities and urban areas. There is generally limited access to support services and few government benefits, and these, in any case, are often of little value (World Health Organization, 2007). Locally and nationally, there are few relevant and reliable epidemiological data on the prevalence of intellectual disability. However, there have been some positive developments within the past three decades, and they are the focus of this paper.
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MacMahon, Kenneth, and Ricky McClements. "Working together: making the case for integrated forensic services for people with intellectual disabilities." Journal of Intellectual Disabilities and Offending Behaviour 6, no. 3/4 (December 14, 2015): 204–10. http://dx.doi.org/10.1108/jidob-08-2015-0021.
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Purpose – There is a general consensus that healthcare for people with intellectual disabilities should be provided by multi-disciplinary teams. Within a forensic setting, recommendations are often made for separate or “parallel” forensic teams, operating independently of generic mental health or intellectual disability teams. An alternative to this model is an “integrated” service, where specialist forensic clinicians work within the general intellectual disability service, to provide support for clients with forensic needs. For clients with intellectual disabilities and forensic needs, there may be advantages to providing access to a wider multi-disciplinary team, through the application of an integrated model. The purpose of this paper is to illustrate the working of an integrated forensic service within a learning disability team, to identify positive aspects of this model, and how potential shortcomings may be overcome. Design/methodology/approach – Literature review, description of service outline with case example. Findings – Although some studies have compared parallel and integrated forensic models within mental health services, there are no evaluations that compare models of forensic services for individuals with intellectual disabilities. However, specific advantages of an integrated model may include availability of multi-disciplinary clinicians, development of forensic skills across wider groups of clinicians, reduction in stigma and avoidance of delay in transfer of care between services. In addition, in areas with smaller populations, parallel services may not be feasible due to low case numbers. Originality/value – There has been no formal evaluation of parallel vs integrated forensic services within an intellectual disability setting. However, the authors describe a fully integrated service and suggest means by which the potential shortcomings of an integrated model may be overcome.
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Curryer, Bernadette, Roger J. Stancliffe, Angela Dew, and Michele Y. Wiese. "Choice and Control Within Family Relationships: The Lived Experience of Adults With Intellectual Disability." Intellectual and Developmental Disabilities 56, no. 3 (June 1, 2018): 188–201. http://dx.doi.org/10.1352/1934-9556-56.3.188.
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Abstract Increased choice and control is a driving force of current disability policy in Australia for people with disability and their families. Yet little is known of how adults with intellectual disability (ID) actually experience choice and control within their family relationships. We used interpretative phenomenological analysis of individual, semistructured interviews conducted with 8 Australian adults with ID to understand the meaning given to their experience of family support received around choice and decision making. Three themes were identified: (1) centrality of family, (2) experience of self-determination, and (3) limitations to choice and control. The participants identified trusted family members from whom guidance around choice and decision making was both sought and received, often involving mutual decision making and limitations to control.
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Ricciardelli, Lauren A., and Kristina Jaskyte. "A Value-Critical Policy Analysis of Georgia’s Beyond a Reasonable Doubt Standard of Proof of Intellectual Disability." Journal of Disability Policy Studies 30, no. 1 (February 17, 2019): 56–64. http://dx.doi.org/10.1177/1044207319828404.
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The U.S. Supreme Court’s Atkins v. Virginia decision barred the execution of persons with intellectual disability, but provided minimal specification regarding adjudication. One exception to the lack of instruction was the recommendation that states generally conform to accepted clinical practice and norms, positioning professional associations to take an important role in this discourse. This study uses Chambers and Wedel’s value-critical method of analysis to examine the policy element, standard of proof of intellectual disability, within Georgia’s 1988 statute prohibiting the execution of persons with intellectual disability. Owing to the public outcry that followed Georgia’s controversial execution of Jerome Bowden, who evidenced significant impairments in intellectual and adaptive functioning, the 1988 statute was the first in the nation to bar such executions, and predated the Atkins decision by 14 years. However, due to a drafting error, Georgia was also the only state to invoke the highest standard of proof, beyond a reasonable doubt. When states use a standard of proof of intellectual disability that is higher than the lowest standard, a preponderance of the evidence, capital defendants with intellectual disability are at an increased risk for unlawful execution. We present findings and recommendations across the identified analytical contexts.
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Alexander, Regi, John Devapriam, Dasari Michael, Jane McCarthy, Verity Chester, Rahul Rai, Aezad Naseem, and Ashok Roy. "“Why can’t they be in the community?” A policy and practice analysis of transforming care for offenders with intellectual disability." Advances in Mental Health and Intellectual Disabilities 9, no. 3 (May 5, 2015): 139–48. http://dx.doi.org/10.1108/amhid-02-2015-0011.
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Purpose – The purpose of this paper is to describe key policy and practice issues regarding a significant subgroup of people with intellectual disability – those with offending behaviour being treated in forensic hospitals. Design/methodology/approach – The reasons why psychiatrists continue to be involved in the treatment of people with intellectual disability and mental health or behavioural problems and the factors that may lead to patients needing hospital admission are examined. Using two illustrative examples, three key questions – containment vs treatment, hospital care vs conditional discharge and hospital treatment vs using deprivation of liberty safeguards usage in the community are explored. Findings – Patients with intellectual disability, mental health problems and offending behaviours who are treated within forensic inpatient units tend to have long lengths of stay. The key variable that mediates this length of stay is the risk that they pose to themselves or others. Clinicians work within the framework of mental health law and have to be mindful that pragmatic solutions to hasten discharge into the community may not fall within the law. Originality/value – This paper makes practical suggestions for the future on how to best integrate hospital and community care for people with intellectual disability, mental health and offending behaviours.
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Crotty, G., O. Doody, and R. Lyons. "Identifying the prevalence of aggressive behaviour reported by Registered Intellectual Disability Nurses in residential intellectual disability services: an Irish perspective." Advances in Mental Health and Intellectual Disabilities 8, no. 3 (April 29, 2014): 174–87. http://dx.doi.org/10.1108/amhid-03-2013-0016.
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Purpose – Despite the high incidence of aggressive behaviours among some individuals with intellectual disability, Ireland has paid little attention to the prevalence of aggressive behaviours experienced by Registered Intellectual Disability Nurses (RNID). Within services the focus is mainly on intervention and management of such behaviours. Therefore a disparity occurs in that these interventions and management strategies have become the exclusive concern. Resulting in aggressive behaviour being seen as a sole entity, where similar interventions and management strategies are used for ambiguously contrasting aggressive behaviours. Consequently the ability to document and assess-specific behaviour typologies and their prevalence is fundamental not only to understand these behaviour types but also to orient and educate RNIDs in specific behaviour programme development. The paper aims to discuss these issues. Design/methodology/approach – This study reports on a survey of the prevalence of verbal aggression, aggression against property and aggression against others experienced by RNIDs’ within four residential settings across two health service executive regions in Ireland. A purposeful non-random convenience sampling method was employed. Totally, 119 RNIDs responded to the survey which was an adaptation of Crocker et al. (2006) survey instrument Modified Overt Aggression Scale. Findings – The findings of this study showed the experienced prevalence rate of verbal aggression, aggression against property and aggression against others were 64, 48.9 and 50.7 per cent, respectively. Cross-tabulation of specific correlates identifies those with a mild and intellectual disability as displaying a greater prevalence of verbal aggression and aggression against property. While those with a moderate intellectual disability displayed a higher prevalence of aggression against others. Males were reported as more aggressive across all three typologies studied and those aged between 20 and 39 recorded the highest prevalence of aggression across all three typologies. The practice classification areas of challenging behaviour and low support reported the highest prevalence of aggression within all typologies. Originality/value – The health care of the person with intellectual disability and aggressive behaviour presents an enormous challenge for services. In-order to improve considerably the quality of life for clients, services need to take a careful considered pragmatic view of the issues for the person with intellectual disability and aggressive behaviour and develop realistic, proactive and responsive strategies. To do this, precise knowledge of the prevalence of aggressive behaviours needs to be obtained. This study is the first of its kind in the Republic of Ireland.
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Dempsey, Ian. "Misconceptions of undergraduate teacher trainees to intellectual disability." Australasian Journal of Special Education 17, no. 1 (January 1993): 42–47. http://dx.doi.org/10.1017/s1030011200022752.
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The recent development of special education courses within teacher education degrees has focussed attention on the content of these courses. Although several policy documents recommending content for these courses have been published in recent years, very little empirical work has been conducted to determine the relevance of such proposals. This study examined the misconceptions of teacher trainees about intellectual disability as a means of identifying particular aspects of special education content that may need to be addressed in special education courses. The sample held several misconceptions which suggest that many teacher trainees may have a poor understanding of intellectual disability.
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Jackson, Richard. "music activities initiated by staff within services for people with intellectual disability." Learning Disability Practice 10, no. 5 (June 2007): 32–37. http://dx.doi.org/10.7748/ldp2007.06.10.5.32.c4270.
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Trollor, Julian N., Claire Eagleson, Beth Turner, Carmela Salomon, Andrew Cashin, Teresa Iacono, Linda Goddard, and Nicholas Lennox. "Intellectual disability content within pre-registration nursing curriculum: How is it taught?" Nurse Education Today 69 (October 2018): 48–52. http://dx.doi.org/10.1016/j.nedt.2018.07.002.
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Swift, Charlotte, Erin Waites, and Wendy Goodman. "Perpetrators of domestic violence abuse within Intellectual Disability services: A hidden population?" British Journal of Learning Disabilities 46, no. 2 (February 6, 2018): 74–81. http://dx.doi.org/10.1111/bld.12214.
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Hollingshead, Aleksandra, Christina R. Carnahan, K. Alisa Lowrey, and Kathleen Snyder. "Engagement for Students With Severe Intellectual Disability: The Need for a Common Definition in Inclusive Education." Inclusion 5, no. 1 (March 1, 2017): 1–15. http://dx.doi.org/10.1352/2326-6988-5.1.1.
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Abstract Classroom engagement is an area of frequent discussion and study in the field of education, though engagement is defined differently for various student populations. The purpose of this article is to examine how engagement is defined for students without disability, at risk, or with mild disability as compared to those with severe intellectual disability. We discuss engagement for both populations of students and the resulting implications for inclusive practice. Finally, we emphasize the importance of utilizing a universal definition within the framework of the Universal Design for Learning to enhance learning outcomes for all students, including those with severe intellectual disability.
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Freeman, Nerelie C., Kylie M. Gray, John R. Taffe, and Kim M. Cornish. "Development of a New Attention Rating Scale for Children With Intellectual Disability: The Scale of Attention in Intellectual Disability (SAID)." American Journal on Intellectual and Developmental Disabilities 120, no. 2 (March 1, 2015): 91–109. http://dx.doi.org/10.1352/1944-7558-120.2.91.
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Abstract Difficulties with attention, impulsivity, and hyperactivity are thought to be as common among children with intellectual disability (ID) as they are in children without ID. Despite this, there is a lack of scales to specifically assess ADHD symptomatology in children and adolescents with ID. This article describes the development and evaluation of a teacher-completed measure; the Scale of Attention in Intellectual Disability (SAID). A community survey of 176 teachers of children 5–13 years of age, with ID at all levels of impairment indicated that the T-SAID is a reliable and valid measure. Integrating this scale with neuropsychological and clinical research holds exciting promise for enhancing our understanding of the nature of attention difficulties within populations with ID.
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Sinulingga, Isabella Novsima. "Keindahan dalam Disabilitas." Indonesian Journal of Theology 3, no. 1 (September 10, 2015): 35–60. http://dx.doi.org/10.46567/ijt.v3i1.64.
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This article challenges conceptions of intellectual disability that view such conditions from the perspective of normalcy. In Indonesia, conversations of theological anthropology still employ a medical model lens, which perceives disability merely as bodily and intellectual impairments, thus failing the standard of "normal." Normalcy unilaterally defines disability and dictates normative approaches toward persons with disabilities. Consequently, persons with disabilities are perceived in Indonesia as mere objects of charity to be pitied. On the other hand, they remain susceptible to suffering violence. These trends owing to the fact that Indonesian society does not adequately provide either tangible resource considerations or sufficient social support. Lacunae in the theological literature concerning disability in Indonesian contexts foment in the life of the church further challenges for persons with disabilities. For persons there with intellectual disabilities, in particular, the situation is even more severe, as their condition is regarded as a kind of punishment for sin and further stigmatized as abnormal. This article offers a constructive theology of disability to dismantle the myth of normalcy, which reduces persons with disabilities to being merely impaired organisms within society. Theological musings on the beauty of all creation, the perichoretic relationship within the Trinity, the doctrines of imago Dei and imago Christi are taken up in this essay, to offer an inclusive theology expressly for persons with intellectual disabilities.
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Cleary, Josephine, and Owen Doody. "Professional carers’ experiences of caring for individuals with intellectual disability and dementia." Journal of Intellectual Disabilities 21, no. 1 (March 14, 2016): 68–86. http://dx.doi.org/10.1177/1744629516638245.
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The number of people with intellectual disability living into old age and developing dementia continues to increase. Dementia presents a wide range of challenges for staff due to progressive deterioration. This article presents the findings from a narrative literature review of professional caregivers’ experiences of caring for individuals with intellectual disability and dementia. Seven electronic databases were searched using Boolean operators and truncation to identify relevant literature. Search results were combined and narrowed to articles relevant to staff working with individuals with intellectual disability and dementia, and 14 articles met the criteria for review. Themes outlined in the review include staff knowledge of dementia, staff training in dementia, caregiving, challenging behaviour, pain management, mealtime support and coping strategies. Overall carers must review and adjust their care delivery and support to people with intellectual disability and dementia, not only in terms of identifying and responding to their health needs but also through collaborative team working within and across services.
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Chester, Verity, and Marie Henriksen. "Pain experience and management in a forensic intellectual disability service." Advances in Mental Health and Intellectual Disabilities 8, no. 2 (March 3, 2014): 120–27. http://dx.doi.org/10.1108/amhid-03-2013-0026.
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Purpose – Research investigating the experience and management of pain in people with intellectual disabilities has mainly been carried out in community services. The purpose of this baseline audit aims to examine this area in a forensic intellectual disability setting. Design/methodology/approach – A baseline audit of pain management was carried out. Audit standards were derived from recent research, and the performance on each measured. Patients and nurses were interviewed. The audit included 82 patients, of which 64 were interviewed. Twelve nurses were interviewed. Health Action Plans and medication files were accessed for information. Findings – There were interesting differences and similarities in the experience and management of pain between community and forensic intellectual disability patients. Within this sample, most patients were able to communicate their pain, and access appropriate treatment. However, a minority required further support. Nurse decision making about providing pain treatment was affected by fears of manipulation, contributing to addition and disbelieving the patient. Additionally, a number of patients appeared to have insufficient knowledge about how to best manage pain. Practical implications – Results suggested that a standardised approach to pain management, incorporating policy, staff training, and health promotion and psycho-education for patients, would have benefits for both patients and staff within secure intellectual disability services. Originality/value – At present, there is little research focusing on pain experience and management in forensic intellectual disability settings.
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Owuor, John, Fiona Larkan, Bonnix Kayabu, Geraldine Fitzgerald, Greg Sheaf, John Dinsmore, Roy McConkey, Mike Clarke, and Malcolm MacLachlan. "Does assistive technology contribute to social inclusion for people with intellectual disability? A systematic review protocol." BMJ Open 8, no. 2 (February 2018): e017533. http://dx.doi.org/10.1136/bmjopen-2017-017533.
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IntroductionThe aim of this review is to answer the following question:Does assistive technology contribute to social inclusion for people with intellectual disability?Previous research on assistive technology has focused on socioeconomic impacts such as education, employment and access to healthcare by people with intellectual disability. There is a need to consolidate evidence on the interaction between intellectual disability, assistive technology, community living and social inclusion.Methods and analysisThe review will consider studies from all settings: geographical, socioeconomic and care (institutional and community care), published in English. Studies reported in other languages with abstracts in English will be included if they can be translated using Google Translate, otherwise such studies will be included in the appendix. The review will include both qualitative and quantitative studies. The intervention in this review refers to the use of assistive technology to promote community participation or interpersonal relationships (social inclusion) for people with intellectual disability. The outcomes will be behavioural and social benefits of using assistive technology by people with intellectual disability. Enhanced interpersonal relationships and community participation by people with intellectual disability. Data analysis will be in two phases. The first phase will involve analysis of individual study designs separately. The second phase will be narrative/thematic synthesis of all study groups.EthicsThe review will not create any ethical or safety concerns.DisseminationAt least one peer-reviewed article in a leading journal such as theBMJis planned. The findings will also be disseminated through a seminar session involving internal audience at Trinity College Dublin and within the Assistive Technologies for people with Intellectual Disability and Autism research programme.PROSPERO registration numberCRD42017065447; Pre-results.
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Chester, Verity, Hayley Simmons, Marie Henriksen, and Regi T. Alexander. "Vitamin D deficiency in an inpatient forensic intellectual disability service." Journal of Intellectual Disabilities 21, no. 2 (May 18, 2016): 134–43. http://dx.doi.org/10.1177/1744629516649124.
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No research has examined vitamin D deficiency among inpatients within forensic intellectual disability services, despite their potentially increased risk. Tests of serum 25(OHD) concentration in blood are routinely offered to patients within the service as part of the admission and annual physical health check. Results were classified as deficient <25, insufficient <50, sufficient 50–75 or optimal >75. Deficient or insufficient patients were offered supplement treatment and retested within 6 months. Levels were compared between groups: level of security and gender. At baseline, 87% of patients were deficient or insufficient, whilst 13% were sufficient or optimal. At follow-up, 53% had sufficient or optimal levels. However, some patients remained deficient (13%) or insufficient (34%) due to non-compliance with treatment. Women appeared more likely to be deficient. High levels of vitamin D deficiency were found among this population. Vitamin D screening and treatment is a simple and effective way of improving the physical health of this population.
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Gulati, Gautam, Valerie Murphy, Ana Clarke, Kristin Delcellier, David Meagher, Harry Kennedy, Elizabeth Fistein, John Bogue, and Colum P. Dunne. "Intellectual disability in Irish prisoners: systematic review of prevalence." International Journal of Prisoner Health 14, no. 3 (September 10, 2018): 188–96. http://dx.doi.org/10.1108/ijph-01-2017-0003.
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PurposeWhile individuals with an intellectual disability form a significant minority in the worldwide prison population, their healthcare needs require specialist attention. In Ireland, services for prisoners with intellectual disabilities need development. However, there is little substantive data estimating the prevalence of intellectual disabilities within the Irish prison system. The paper aims to discuss these issues.Design/methodology/approachThe authors systematically review published data relating to the prevalence of intellectual disabilities in prisons in the Republic of Ireland. The authors searched four databases, governmental websites and corresponded with experts.FindingsLittle published data were elicited from searches except for one nationwide cross-sectional survey which reflected a higher prevalence than reported in international studies. Studies from forensic mental health populations are narrated to contextualise findings.Originality/valueThis study found that there is little data to accurately estimate the prevalence of intellectual disabilities in the Irish prison system and the limited data available suggests that this is likely to be higher than international estimates. The authors highlight the need for further research to accurately estimate prevalence in this jurisdiction, alongside the need to develop screening and care pathways for prisoners with an intellectual disability.
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Willott, Sara, Wendy Badger, and Vicky Evans. "People with an intellectual disability: under-reporting sexual violence." Journal of Adult Protection 22, no. 2 (February 21, 2020): 75–86. http://dx.doi.org/10.1108/jap-05-2019-0016.
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Purpose People with an intellectual disability are much more likely to be sexually violated and the violation is less likely to be reported. Despite this being high-lighted at least 3 decades ago and improvements in both safeguarding and national reporting processes, under-reporting remains a problem. This paper explored under-reporting alongside prevention possibilities using safeguarding alerts raised in a Community Learning Disability Team within a UK NHS trust. Design/methodology/approach Using a combination of authentic but anonymised case vignettes and descriptive data drawn from the safeguarding team, under-reporting was examined through the lens of an ecological model. Safeguarding alerts raised in a particular year were compared with the number expected if all (estimated) cases of abuse were disclosed and reported. Findings Only 4.4 per cent of expected abuse cases were reported to the team, which is lower than the reporting level the authors had expected from the literature. There is evidence in the literature of the under-reporting of sexual assault for all kinds of people. Arguably, the implications of under-reporting for PwID are even more traumatic. Research limitations/implications Constraints included the lack of standardisation in data collection within the statutory services that report to the Birmingham Safeguarding Adults Board. One key recommendation is that the national provider of data for the NHS in the UK requires more complex and standardised audit information that would allow each local authority to benchmark their practice against a higher protection standard. Another recommendation is that compliance to quality standards sits within a comprehensive strategy. Originality/value This paper explored the extent to which the previously documented under-reporting concern remains an issue. Certainly eye-balling safeguarding compliance data in the NHS organisation we worked in led us to a concern that reporting might be even lower than implied in the literature. This together with a renewed spot-light on sexual violence (e.g, NHS England, 2018) led us to decide that it was timely to re-examine the problem.
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Ashworth, Sarah, Krista Jansen, Lydia Bullock, and Paul Mooney. "Mind Matters: a psychoeducation programme for individuals with intellectual disabilities and co-morbid diagnoses of mental disorder." Journal of Intellectual Disabilities and Offending Behaviour 8, no. 1 (March 13, 2017): 34–40. http://dx.doi.org/10.1108/jidob-07-2016-0011.
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Purpose The purpose of this paper is to describe a feasibility study into the development and pilot of a psychoeducational group for people with intellectual disability and co-morbid mental disorder (including mental illness and personality disorder) within forensic settings. Design/methodology/approach “Mind Matters”, a psychoeducational programme for people with an intellectual disability and co-morbid mental disorders is a group based programme in a medium secure hospital, adapted and developed to be suitable for people with intellectual disability therapist multidisciplinary approach was key to its development. An open group on a 16-bedded ward for individuals with mild to moderate intellectual disability and co-morbid mental illness was delivered over a six-week period. Findings The group was positively received in pilot by participants and members of the clinical teams. Attendance and engagement of participants were key measures of the success of the programme. In addition to the apparent increased social skills and motivation to engage with future psychological intervention. Practical implications The authors believe that this approach benefitted both the group members and staff on ward, reinforcing strategies for maintaining positive mental health. It also stimulated engagement, discussion about mental disorders including mental illness, personality disorder and intellectual disabilities. Originality/value This paper shows how a psychoeducational approach to mental disorder and mental health in individuals with an intellectual disability is possible, beneficial and well received.
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Bourke, Jenny, Kingsley Wong, and Helen Leonard. "Validation of intellectual disability coding through hospital morbidity records using an intellectual disability population-based database in Western Australia." BMJ Open 8, no. 1 (January 2018): e019113. http://dx.doi.org/10.1136/bmjopen-2017-019113.
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ObjectivesTo investigate how well intellectual disability (ID) can be ascertained using hospital morbidity data compared with a population-based data source.Design, setting and participantsAll children born in 1983–2010 with a hospital admission in the Western Australian Hospital Morbidity Data System (HMDS) were linked with the Western Australian Intellectual Disability Exploring Answers (IDEA) database. The International Classification of Diseases hospital codes consistent with ID were also identified.Main outcome measuresThe characteristics of those children identified with ID through either or both sources were investigated.ResultsOf the 488 905 individuals in the study, 10 218 (2.1%) were identified with ID in either IDEA or HMDS with 1435 (14.0%) individuals identified in both databases, 8305 (81.3%) unique to the IDEA database and 478 (4.7%) unique to the HMDS dataset only. Of those unique to the HMDS dataset, about a quarter (n=124) had died before 1 year of age and most of these (75%) before 1 month. Children with ID who were also coded as such in the HMDS data were more likely to be aged under 1 year, female, non-Aboriginal and have a severe level of ID, compared with those not coded in the HMDS data. The sensitivity of using HMDS to identify ID was 14.7%, whereas the specificity was much higher at 99.9%.ConclusionHospital morbidity data are not a reliable source for identifying ID within a population, and epidemiological researchers need to take these findings into account in their study design.
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Kuntz, Emily M., and Erik W. Carter. "Review of Interventions Supporting Secondary Students with Intellectual Disability in General Education Classes." Research and Practice for Persons with Severe Disabilities 44, no. 2 (May 23, 2019): 103–21. http://dx.doi.org/10.1177/1540796919847483.
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Instruction and support for students with intellectual disability in general education classes should be informed by research-based interventions. In this systematic review, we examined the focus and impact of interventions delivered in inclusive classes to support middle and high school students with intellectual disability. We identified 40 intervention studies involving 177 secondary students with intellectual disability attending a range of core academic and elective classes. These multicomponent interventions fell within five primary categories: systematic instruction, peer support arrangements, self-management strategies, peer-mediated communication interventions, and educational placement changes. Although the overall focus was fairly balanced across academic, social, and behavioral outcomes, each intervention approach prioritized somewhat different dependent measures. Moreover, although the impact of the interventions on most outcomes was positive, the methodological quality of these studies was somewhat varied. We offer recommendations for future research and practice aimed at strengthening the availability and implementation of effective interventions within inclusive secondary school classes.
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Ashengo, Asaye Gebrewold, and Daniel Desta Dolisso. "Assessment of Early Identification & Intervention Practices: Focus on Adaptive Behavioural Functions of Children with Intellectual Disability." Journal of Curriculum and Teaching 12, no. 1 (January 16, 2023): 73. http://dx.doi.org/10.5430/jct.v12n1p73.
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This article aimed to assess the identification & intervention practises of adaptive behavioural functions, focusing on children with intellectual disability. It followed a qualitative approach using semi-structured interviews, focus group discussions, document analysis, and observations. The findings revealed that there were no special educational needs policy implementation frameworks necessary to enforce the provision of early identification and intervention for children with intellectual disability. This has generated a gap between the anticipated policy outcome and what has actually implemented at the national and school level. The practises currently utilised within early intervention programmes are in many ways inconsistent with the recommended practises identified in the literature. The identification practises of adaptive behavioural functions for children with intellectual disability were not coordinated.
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Marshall-Tate, Karina, Eddie Chaplin, Jane McCarthy, and Annmarie Grealish. "A literature review about the prevalence and identification of people with an intellectual disability within court Liaison and Diversion services." Journal of Intellectual Disabilities and Offending Behaviour 11, no. 3 (May 20, 2020): 159–69. http://dx.doi.org/10.1108/jidob-10-2019-0023.
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Purpose Expert consensus is that people with an intellectual disability are over represented across the criminal justice setting (CJS). Primary research studies have been conducted in police stations and prisons, but little is known about the prevalence of this population in the court setting. The purpose of this paper is to conduct a literature review to find out more about the prevalence of defendants with an intellectual disability in court. Design/methodology/approach A literature review was conducted using standard systematic review methodology (Julian et al., 2011) and the PRISMA reporting guidelines (Moher et al., 2009). Findings Two papers met the inclusion criteria and were critically appraised. The papers reported prevalence findings ranging from 10%–20%. Research limitations/implications Differences in study design, sampling, recruitment and diagnostic criteria affect the ability to make comparisons or synthesise findings. Practical implications It is important that future primary and secondary research studies standardise operational terms to enable true comparison between studies, systematic reviews and evidence syntheses. Social implications Defendants with an intellectual disability need to be identified to enable criminal justice professionals to make reasonable adjustments to proceedings and consider diversion and alternative disposal options. This will likely improve outcomes for this population and reduce recidivism. Originality/value This literature review contributes to the growing evidence base about meeting the criminal justice needs of people with a learning disability and recognition of the increased prevalence across the CJS and specifically within the court setting.
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Day, Christine, Alexandra Lampraki, Dean Ridings, and Karen Currell. "Intellectual disability and substance use/misuse: a narrative review." Journal of Intellectual Disabilities and Offending Behaviour 7, no. 1 (March 14, 2016): 25–34. http://dx.doi.org/10.1108/jidob-10-2015-0041.
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Purpose – The purpose of this paper is to provide a narrative review of the literature on substance use/misuse within an intellectual disability (ID) population. The paper is focused on the prevalence, motivation and implications of substance use as well as the interventions for misuse. Design/methodology/approach – Research focused on substance use and ID (IQ of 70 or less with onset in the developmental period) were considered. Findings – The findings indicate a disparity between research findings regarding the prevalence of substance use/misuse within ID populations. Previous research indicates that individuals with ID may use/misuse substances as a form of relief or respite from negative experiences. Although there is a clear need for intervention, many of the ID population do not engage with generic interventions for substance misuse. Additionally, professionals responsible for the provision of interventions identify a lack of training and support to meet the needs of ID populations. Research limitations/implications – Minimal research in this areas, barriers to language and demographics being underreported. Practical implications – Highlights problems with the current evidence base and barriers this poses indicates a need for further research and intervention. Social implications – Implications for the equality for individuals with an ID and their access to appropriate intervention. Focus on prevention of offending behaviour and intervention as appose to management. Originality/value – In order to build a greater understanding of this issue, a shared universal language and definition of ID must be implemented. Further research to improve the understanding of why those with ID misuse substances is imperative before designing and implementing useful interventions.
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Rayner, Kelly, Harry Wood, Nigel Beail, and Maninder Kaur Nagra. "Intellectual disability, personality disorder and offending: a systematic review." Advances in Mental Health and Intellectual Disabilities 9, no. 2 (March 2, 2015): 50–61. http://dx.doi.org/10.1108/amhid-04-2014-0007.
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Purpose – This review seeks to systematically review studies where personality disorder has been explored as a descriptive or possible predictive factor in offending behaviour in people with an intellectual disability. The papar aims to discuss this issue. Design/methodology/approach – A systematic search of several databases was conducted and 15 studies met the inclusion criteria and were included in this review. Findings – Methodological limitations and problems in accurate diagnosis within this client group preclude firm conclusions being reached. Originality/value – It is concluded that further research should be conducted, with particular attention paid to the conceptualisation and assessment of personality disorder.