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Journal articles on the topic 'Intellectual disability'

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Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Hepsiba and MVR Raju. "Intellectual Disability." International Research Journal of Engineering, IT & Scientific Research 3, no. 5 (September 6, 2017): 33. http://dx.doi.org/10.21744/irjeis.v3i5.532.

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Intellectual disability is a disability that occurs before age 18. People with this disability experience significant limitations in two main areas: 1) Intellectual functioning and 2) Adaptive behavior. These limitations are expressed in the person’s conceptual, social and practical everyday living skills. A number of people with intellectual disability are mildly affected, making the disability difficult to recognize without visual cues. Intellectual disability is diagnosed through the use of standardized tests of intelligence and adaptive behavior. In this article, we will examine the symptoms and causes of intellectual disability and go through the diagnosis of intellectual disability using standardized tests of intelligence and discuss the role of the community environment and needed support.

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2

Pipan, Mary. "Intellectual Disability." Journal of Developmental & Behavioral Pediatrics 33, no. 5 (June 2012): 386. http://dx.doi.org/10.1097/dbp.0b013e31825e2492.

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3

Holmes, Martha Stoddard. "Intellectual Disability." Victorian Review 40, no. 1 (2014): 9–14. http://dx.doi.org/10.1353/vcr.2014.0017.

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4

Stephenson, Joan. "Intellectual Disability." JAMA 299, no. 11 (March 19, 2008): 1252. http://dx.doi.org/10.1001/jama.299.11.1252-a.

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5

Bjelogrlic, Nina. "Insights of Dementia in Persons with Intellectual Disability." Clinical Research and clinical Trials 7, no. 1 (January 21, 2023): 01–04. http://dx.doi.org/10.31579/2693-4779/113.

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Intellectual disability and dementia are age-dependent terms for a cognitive impair occurring during developmental age and in adulthood, respectively. Intellectually disabled people like any other people may develop dementia in adulthood. Thus, clinicians should learn to differentiate dementia-indicating signs from intellectual disability related cognitive deficiencies for an early diagnosis and treatment onwards. In intellectual disability, intellectual and adaptive skills of an individual are two standard deviations below the expected age-matched population, and dementia is characterized by a progressive cognitive decline. The cause of both disorders can be genetic, acquired or multifactorial. An increased risk of Alzheimer's disease in Down syndrome is well known unlike the development of dementia in other intellectual disability syndromes. This commentary discusses 1) how the dementia indicating signs present in intellectually disabled persons, 2) why it is important to distinguish dementia (and its causes) from intellectual disability and 3) why it is important to know the etiology of intellectual disability.

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6

Tang, Shiming. "Facilitating Digital Empowerment for Intelligent Cares in Mountain Region." Clinical Research and clinical Trials 7, no. 1 (January 21, 2023): 01–03. http://dx.doi.org/10.31579/2693-4779/111.

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Intellectual disability and dementia are age-dependent terms for a cognitive impair occurring during developmental age and in adulthood, respectively. Intellectually disabled people like any other people may develop dementia in adulthood. Thus, clinicians should learn to differentiate dementia-indicating signs from intellectual disability related cognitive deficiencies for an early diagnosis and treatment onwards. In intellectual disability, intellectual and adaptive skills of an individual are two standard deviations below the expected age-matched population, and dementia is characterized by a progressive cognitive decline. The cause of both disorders can be genetic, acquired or multifactorial. An increased risk of Alzheimer's disease in Down syndrome is well known unlike the development of dementia in other intellectual disability syndromes. This commentary discusses 1) how the dementia indicating signs present in intellectually disabled persons, 2) why it is important to distinguish dementia (and its causes) from intellectual disability and 3) why it is important to know the etiology of intellectual disability.

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7

Spassiani, Natasha A., and Carli Friedman. "Stigma: Barriers to Culture and Identity for People With Intellectual Disability." Inclusion 2, no. 4 (December 1, 2014): 329–41. http://dx.doi.org/10.1352/2326-6988-2.4.329.

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Abstract This exploratory article examines disability culture and identity for people with intellectual disability. In doing so, we argue that the stigma around intellectual disability severely affects people with intellectual disability's sense of culture and identity. This stigma causes internalized ableism and leads to people with intellectual disability disassociating from other people with intellectual disability in an attempt to cope with this stigma. True community inclusion for people with intellectual disability can only occur when this stigma is removed. Fortunately, as we argue, the self-advocacy movement is making great strides in doing so. The self-advocacy movement must be supported to achieve true inclusion and a sense of culture and identity for people with intellectual disability.

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8

Dočkalová, Justýna. "Intellectual Disability Education." e-Pedagogium 23, no. 4 (April 1, 2024): 47–49. http://dx.doi.org/10.5507/epd.2024.007.

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9

Russell, Paul Swamidhas Sudhakar, Jacob Kochukaleekal John, and Jeyaseelan L. Lakshmanan. "Family intervention for intellectually disabled children." British Journal of Psychiatry 174, no. 3 (March 1999): 254–58. http://dx.doi.org/10.1192/bjp.174.3.254.

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BackgroundResources to address the needs of parents of intellectually disabled children in developing countries are limited.AimsThe efficacy of interactive group psychoeducation on measures of parental attitude towards intellectual disability was assessed in southern India.MethodFifty-seven parents randomised to 10 weeks of experimental and control therapy were assessed using the Parental Attitude Scale towards the Management of Intellectual Disability. The pre- and post-intervention measurements were done by a single-blinded rater and compared.ResultsThe intervention group had a statistically significant increase in the outcome scores and clinical improvement in the total parental attitude score, orientation towards child-rearing, knowledge towards intellectual disability and attitude towards management of intellectual disability, but no change in attitude towards the intellectual disability subscale.ConclusionsInteractive group psychoeducation is effective for changing the attitude of parents with intellectually disabled children, and is a viable option to be developed in situations where resources are limited.

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10

Pifer, Natalie A. "The Scientific and the Social in Implementing Atkins v. Virginia." Law & Social Inquiry 41, no. 04 (2016): 1036–60. http://dx.doi.org/10.1111/lsi.12156.

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Atkins v. Virginia (2002) categorically exempts intellectually disabled defendants from execution, yet some constitutionally suspect punishments suggest a gap between law and practice. This article moves beyond critiquing Atkins' formal implementation to provide a decentered analysis of the Atkins gap focused on the category of intellectual disability. It explores how drawing boundaries around intellectual disability in capital cases requires law to grapple with fluid scientific and social constructs through a study of how courts operationalize intellectual disability in capital cases. It draws from literatures considering the construction of intellectual disability and law's relationship to the scientific and the social and finds that this intersection first enables a conceptual disconnect between scientific and legal constructions of intellectual disability and, second, invites the use of stereotypes to inform the category. These processes undermine Atkins'—and other categorical exemptions'—ability to functionally limit extreme punishments and also reveal law as mutually constitutive.

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11

Salvador-Carulla, Luis, and Shekhar Saxena. "Intellectual disability: between disability and clinical nosology." Lancet 374, no. 9704 (November 2009): 1798–99. http://dx.doi.org/10.1016/s0140-6736(09)62034-1.

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12

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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13

Shea, S. E. "Intellectual Disability (Mental Retardation)." Pediatrics in Review 33, no. 3 (March 1, 2012): 110–21. http://dx.doi.org/10.1542/pir.33-3-110.

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14

Pomohaibo, V., O. Berezan, and A. Petrushov. "GENETICS OF INTELLECTUAL DISABILITY." Psychology and Personality, no. 1 (February 12, 2020): 112–223. http://dx.doi.org/10.33989/2226-4078.2020.1.195251.

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15

Iñiguez, I. Cuevas, and M. D. C. Molina Lietor. "Intellectual disability and antipsychotics." European Psychiatry 64, S1 (April 2021): S384—S385. http://dx.doi.org/10.1192/j.eurpsy.2021.1030.

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IntroductionIntellectual disability is a condition of cognitive impairment and deficit in adaptive skills. Mental illness is frequent in people with intellectual disability. As a result antipsychotics are often prescribed to treat not only mental illness but also problem behaviors.ObjectivesPerform a literature search about intellectual disability and antipsychotics.MethodsA non-systematic literature review was performed on PubMed using the keywords “intellectual disability” and “antipsychotics”. All papers published between 2015 and 2020 were evaluated.ResultsA review of the literature reveals that antipsychotics are the most frequently prescribed psychotropic drugs in people with intellectual disability. However, results from the studies are ambiguous. Several studies showed that antipsychotics are effective in improving problem behaviours, nevertheless some recent studies showed no significant difference in the outcomes between antipsychotics and placeboConclusionsEven though antipsychotics are prescribed in people with intellectual disability, evidence to support their use is lacking. In consequence, clinicians should consider the pharmacological approach as a part of an integrative treatment. Assessing adverse events, drug effects and the possibility of decreasing dose of antipsychotics is crucial.

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16

Taylor, Ashley, and Kevin McDonough. "Intellectual Ability and Disability." Philosophical Inquiry in Education 28, no. 2 (2021): 70. http://dx.doi.org/10.7202/1082915ar.

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17

Shea, Sarah E. "Intellectual Disability (Mental Retardation)." Pediatrics In Review 33, no. 3 (March 1, 2012): 110–21. http://dx.doi.org/10.1542/pir.33.3.110.

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18

Simpson, Jim, John Krey, and Sue Betlison. "Persons with Intellectual disability." Medical Journal of Australia 147, no. 4 (August 1987): 208. http://dx.doi.org/10.5694/j.1326-5377.1987.tb133393.x.

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19

Gerber, P. "Persons with Intellectual disability." Medical Journal of Australia 147, no. 4 (August 1987): 208–9. http://dx.doi.org/10.5694/j.1326-5377.1987.tb133394.x.

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20

Mikkelsen, Edwin J. "Psychiatry of Intellectual Disability." Journal of Clinical Psychiatry 74, no. 05 (May 15, 2013): e459. http://dx.doi.org/10.4088/jcp.13bk08488.

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21

Clegg, Jennifer. "Ethics and intellectual disability." Current Opinion in Psychiatry 12, no. 5 (September 1999): 537–41. http://dx.doi.org/10.1097/00001504-199909000-00002.

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22

Vincent, Maria. "Intellectual disability and ageing." InnovAiT: Education and inspiration for general practice 13, no. 11 (September 17, 2020): 669–75. http://dx.doi.org/10.1177/1755738020949572.

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As people with intellectual disability are now living to a greater age, promoting and maintaining health, recognising disease and co-ordinating pathways of patient care, become increasingly important. The GP needs to understand problems associated with increased longevity in this complex patient group and to know how to support ageing patients. This article will provide background knowledge, advice and resources to better understand common age-related problems in people with intellectual disability and to support patients and their families in managing these issues.

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23

Lunsky, Yona, and Anna M. Palucka. "Depression in intellectual disability." Current Opinion in Psychiatry 17, no. 5 (September 2004): 359–63. http://dx.doi.org/10.1097/01.yco.0000139970.52813.f2.

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24

Mohr, Caroline, and Kylie M. Gray. "Assessment in intellectual disability." Current Opinion in Psychiatry 18, no. 5 (September 2005): 476–83. http://dx.doi.org/10.1097/01.yco.0000179483.62391.12.

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25

Blacher, Jan, Cameron L. Neece, and Emilie Paczkowski. "Families and intellectual disability." Current Opinion in Psychiatry 18, no. 5 (September 2005): 507–13. http://dx.doi.org/10.1097/01.yco.0000179488.92885.e8.

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26

Blackman, Noelle J. "Grief and Intellectual Disability." Journal of Gerontological Social Work 38, no. 1-2 (January 2, 2003): 253–63. http://dx.doi.org/10.1300/j083v38n01_09.

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27

Bowley, C., and M. Kerr. "Epilepsy and intellectual disability." Journal of Intellectual Disability Research 44, no. 5 (October 2000): 529–43. http://dx.doi.org/10.1046/j.1365-2788.2000.00270.x.

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28

Sheehan, Rory, Afia Ali, and Angela Hassiotis. "Dementia in intellectual disability." Current Opinion in Psychiatry 27, no. 2 (March 2014): 143–48. http://dx.doi.org/10.1097/yco.0000000000000032.

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29

Matson, Johnny L., and Mary E. Shoemaker. "Psychopathology and intellectual disability." Current Opinion in Psychiatry 24, no. 5 (September 2011): 367–71. http://dx.doi.org/10.1097/yco.0b013e3283422424.

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30

Simpson, Murray. "Alcohol and intellectual disability." Journal of Intellectual Disabilities 16, no. 3 (July 20, 2012): 183–92. http://dx.doi.org/10.1177/1744629512455595.

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31

Mercier, C., and S. Picard. "Intellectual disability and homelessness." Journal of Intellectual Disability Research 55, no. 4 (January 18, 2011): 441–49. http://dx.doi.org/10.1111/j.1365-2788.2010.01366.x.

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32

Wenger, Jodi, Alison Downes, Nathan Blum, and Marilyn Augustyn. "Sexuality and Intellectual Disability." Journal of Developmental & Behavioral Pediatrics 36, no. 8 (October 2015): 651–52. http://dx.doi.org/10.1097/dbp.0000000000000218.

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33

Wieczorek, Dagmar. "Autosomal dominant intellectual disability." medizinische genetik 30, no. 3 (October 11, 2018): 318–22. http://dx.doi.org/10.1007/s11825-018-0206-2.

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34

Allison, Laura, and Andre Strydom. "Intellectual disability across cultures." Psychiatry 8, no. 9 (September 2009): 355–57. http://dx.doi.org/10.1016/j.mppsy.2009.06.008.

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35

Buchanan, Ian. "Intellectual Disability: Social Approaches." British Journal of Learning Disabilities 37, no. 2 (June 2009): 166–67. http://dx.doi.org/10.1111/j.1468-3156.2009.00547.x.

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36

Kandel, Isack, Mohammed Morad, Gideon Vardi, and Joav Merrick. "Intellectual Disability and Parenthood." Scientific World JOURNAL 5 (2005): 50–57. http://dx.doi.org/10.1100/tsw.2005.12.

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Parenthood in persons with intellectual disability (ID) is an issue of concern for the family, guardians, and professionals as there are many sentiments and problems involved: financial, technical, medical, legal, and above all moral. People with intellectual, developmental, or other disabilities have feelings, want relationships, and are able to have children also. The attitude of society has changed through time from the early eugenic concern with heredity and fertility, to a focus on the risk to the children due to parental neglect or abuse, to acceptance and a search for solutions to parental training and support. This change can be seen as a result of a shift from institutional care to community care and normalization. This paper reviews available research, prevalence, service issues, experience from around the world, and relates to the situation in Israel. Jewish Law has been very progressive regarding the possibility of marriage between persons with ID (in contrast to American Law where historically this right has been denied, until recently). Recent research has shown that, in the case of such a union resulting in children, although they requiresomesupervision, family, friends, and social welfare agencies have scrutinized these families so much they are in constant fear of their child being taken away. There is little information on the number of such cases and an overall dearth of information on the effects on the children, although one recent study from the U.K. has shown a varied picture of resilience and a close, warm relationship later on with the family and especially the mother.

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37

Ropers, H. Hilger. "Genetics of intellectual disability." Current Opinion in Genetics & Development 18, no. 3 (June 2008): 241–50. http://dx.doi.org/10.1016/j.gde.2008.07.008.

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38

Tallantyre, E., and Neil P. Robertson. "Autism and intellectual disability." Journal of Neurology 260, no. 3 (February 20, 2013): 936–39. http://dx.doi.org/10.1007/s00415-013-6861-y.

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39

Oliveira, Renata, Sofia Dória, Carmen Madureira, Vera Lima, Carolina Almeida, Maria J. Pinho, Carla Ramalho, et al. "Inv21p12q22del21q22 and intellectual disability." Gene 517, no. 1 (March 2013): 120–24. http://dx.doi.org/10.1016/j.gene.2012.12.045.

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40

Mitka, Mike. "Genes and Intellectual Disability." JAMA 301, no. 21 (June 3, 2009): 2202. http://dx.doi.org/10.1001/jama.2009.757.

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41

Barge-Schaapveld, Daniela Q. C. M., Rob Ofman, Alida C. Knegt, Mariëlle Alders, Wolfgang Höhne, Stephan Kemp, and Raoul C. M. Hennekam. "Intellectual Disability and HemizygousGPD2Mutation." American Journal of Medical Genetics Part A 161, no. 5 (March 29, 2013): 1044–50. http://dx.doi.org/10.1002/ajmg.a.35873.

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42

Schuengel, Carlo, Sabina Kef, Marja W. Hodes, and Marieke Meppelder. "Parents with intellectual disability." Current Opinion in Psychology 15 (June 2017): 50–54. http://dx.doi.org/10.1016/j.copsyc.2017.02.022.

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43

Rimmer, James H., and Kiyoshi Yamaki. "Obesity and intellectual disability." Mental Retardation and Developmental Disabilities Research Reviews 12, no. 1 (January 2006): 22–27. http://dx.doi.org/10.1002/mrdd.20091.

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44

PORCZYŃSKA-CISZEWSKA, ANNA. "Intellectual Disability and Experiencing Happiness." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 24 (March 15, 2019): 51–66. http://dx.doi.org/10.14746/ikps.2019.24.03.

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Anna Porczyńska-Ciszewska, Intellectual Disability and Experiencing Happiness. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019.Pp. 51-66. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.24.03 Although it may be challenging to unambiguously recognize and define it, the notion of experiencing happiness, a constituent of psychological well-being, is undoubtedly one of the key traits featuring every person, whether intellectually fit or disabled. The feeling of happiness plays a significant role when coping with various types of situations including also the circumstances faced by an intellectually disabled person. Due to the diversity and multeity of the dimensions where it occurs, the experience of happiness can be subject of analyses from various stances, including the viewpoint of an intellectually disabled person. It seems that the disabled individual’s ability to deal with difficulties, which also influences efficiency of the rehabilitation process, is actually determined by the feelings of happiness, content and optimism, all of which remain in a relation with one’s personality, life situation,and conditions in which they live. The article draws attention to the subject of experiencing happiness by and psychological well-being of intellectually disabled people. It emphasizes the possibility of both theoretical and practical applications of assumptions of positive psychology as a requisite condition for the optimization of functioning of intellectually disabled people. Beyond any doubt, due care for the intellectually disabled people’s experience of happiness and psychological wellbeing is one of the most crucial requirements of their rehabilitation process as “positive states of mind (…) provide the power to struggle with adversities of life”

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45

Naveed, Sheikh. "A RANZCP trainee’s experience of working with patients with an intellectual disability: a case series." Australasian Psychiatry 27, no. 5 (April 1, 2019): 522–24. http://dx.doi.org/10.1177/1039856219839474.

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Objectives: This study aimed to highlight the interplay of intellectual disability and psychiatric presentation using a case series. Methods: A brief review of the current literature and an illustrative case series of five intellectually disabled patients with psychiatric patients whose diagnosis were clarified over time who presented with a psychiatric illness are provided. Results: The presence of intellectual disability often compounds the difficulty of establishment of mental-health diagnosis. Conclusions: More focus is required on training and skills development across mental-health services regarding the assessment of psychiatric disorders in people with an intellectual disability.

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46

Sasinthar, Karthikayini, Abhijit V. Boratne, Arun Sugumaran, and Raj Kumar Patil. "Measuring health-related quality of life of intellectually disabled children: a narrative review." International Journal Of Community Medicine And Public Health 8, no. 7 (June 25, 2021): 3652. http://dx.doi.org/10.18203/2394-6040.ijcmph20212628.

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To identify currently available measures of Health-related quality of life (HRQOL) for intellectually disabled children and to describe their content. A comprehensive retrieval of the English literature from 2001 to 2021 was done in the PubMed and Google Scholar. The terms ‘Intellectual disability’, ‘Differently abled’, ‘Special children’, ‘Differently challenged’, ‘Mental retardation’, ‘Health-related quality of life’, ‘Quality of life’, ‘Burden of intellectual disability’ and ‘India’ were used to identify measures of HRQOL for children’s with intellectual disability. Several tools were identified to measure HRQOL for children with intellectual disability. Many have parent proxy as well as self-report form with good validity and reliability. Though, they were often developed with minimal involvement from families, focus on functioning rather than wellbeing, and have items that sometimes may cause emotional upset. When children with different health problems are compared, the degree of their particular health condition should be measured. Furthermore, overlap of items seems not to be a problem when the HRQOL of children with intellectually disability is studied. Hence, HRQOL assessments are useful for collecting information beyond the clinical symptoms of a health problem thus improving quality of care.

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47

Adesokan, Adedayo. "Effect of physical exercise on the motor skills acquisition among pupils with intellectual disability." Indonesian Journal of Sport Management 2, no. 2 (October 24, 2022): 159–66. http://dx.doi.org/10.31949/ijsm.v2i2.2490.

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Decrease in physical activities among pupils with intellectual disability has been noted to affect motor skill acquisition, thus the need to carry out a study on possible ways to improve motor skill acquisition is necessary, this is the purpose of this study; which is to examine the effect of physical exercise on motor skills acquisition among pupils with intellectual disability. Three research hypotheses were posed in this work. A 2x2 pre-post test control group quasi-experimental research design was used for this study. The population was all students with intellectual disability in Kwara State as a sample of 40 children from schools located in Ilorin West Local Government Area of the state were selected through the use of simple random sampling technique. The instrument used for this study was a researcher’s designed rating scale. The rating scale had two section; section A contains the demographic information of the respondents such as gender, while section B contains 10 items which is a 3 likert scale, ranging from always, sometimes and never. The instrument was subjected to face and content validity by physical education teachers and experts in education. In order to determine the reliability of the instrument, the instrument was trial-test to 20 respondents who were not part of the sample size. Data collected were analyzed using frequency count, and percentage for the demographic information, while Analysis of Covariance (ANCOVA) was used for the research hypotheses. It is revealed that; physical exercise had significant effect on motor skills acquisition among pupils with intellectual disability, there was no significant effect of physical exercise on motor skills acquisition among pupils with intellectual disability based on gender and there was no significant interaction effect of physical exercise and gender on motor skills acquisition among pupils with intellectual disability. Thus, it can be concluded based on the findings of the study that, physical activities enhance motor skills acquisition among intellectually disabled pupils. Based on the findings, the study recommends among others that Sensitization of teachers should be regularly done in order to inform them of the importance of physical activities on learners with intellectual disabilty.

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48

Savita, Km, and Sarika Sharma. "A SYSTEMATIC REVIEW OF TEACHERS PERCEPTIONS TOWARDS EFFECTIVE TEACHING-LEARNING OF STUDENTS WITH INTELLECTUAL DISABILITY." International Journal of Advanced Research 9, no. 11 (November 30, 2021): 669–74. http://dx.doi.org/10.21474/ijar01/13789.

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The phrase intellectual impairment refers to a persons level of cognitive functioning. By specific children it occurs when a childs cognitive functioning is hampered to the extent that he or she is unable to receive information from his or her environment. After that, successfully absorbing, problem-solving, and adapting to the knowledge is required. The purpose of this study is to provide an overview of children with intellectual disability and their education for conceptual knowledge, define cause, and classify. Intellectual disability is defined as significant deficits in intellectual functioning and adaptive behaviour manifested as conceptual, social, and practical adaptive skills. An intellectual disability is characterized as having an IQ of less than 70 and having problems with adaptive behaviour or daily living abilities (eating, dressing, communicating, and participating in group activities). Intellectually disabled people learn slowly and have trouble grasping abstract concepts. So there is a dire need of appropriate teaching methodologies for effective Teaching-Learning of such students. The features of people with intellectual disability according to their education are also discussed in this study.

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49

McKenzie, Karen, George Murray, Aja Murray, Lauren Delahunty, Linda Hutton, Kara Murray, and Anne O'Hare. "Child and Adolescent Intellectual Disability Screening Questionnaire to identify children with intellectual disability." Developmental Medicine & Child Neurology 61, no. 4 (August 26, 2018): 444–50. http://dx.doi.org/10.1111/dmcn.13998.

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50

Ilett, Gordon William, C. Abesamis-Dichoso, C. Barnhardt, P. Berman, S. Block, K. Braden, V. Campbell, et al. "Opening eyes to intellectual disability: Evaluating the vision of people with intellectual disability." International Congress Series 1282 (September 2005): 157–61. http://dx.doi.org/10.1016/j.ics.2005.05.152.

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