Dissertations / Theses on the topic 'Intellectually disabled'
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1
Young, Sadie. "Personal constructs of intellectually disabled people." Thesis, Manchester Metropolitan University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262355.
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The main focus of this thesis is to investigate the mental worlds of intellectually disabled people. It is intended to provide information about how members of this population construe their environments and how recent changes in the philosophy of care have affected their construct systems. Personal construct theory is used as the model that underpins the studies in the thesis and a modified version of repertory grid technique is developed and used to explore physical and social aspects of each subject's environment. After a pilot study was conducted to establish the viability of using modified rep grid techniques with this population, a longitudinal study over a four year period investigated the social constructs of 15 intellectually disabled residents. Eight were still in an institution at the end of the study and seven had moved into the community during that period. A comparison group of eight staff were sampled at the beginning of the longitudinal study. Information is made available concerning the size and complexity of each subject's construct system. It was found that the size and content of the construct systems of intellectually disabled people is limited relative to the comparison group and does not change significantly over four years. construct systems were analysed using two computerbased programs that solved the patterns of interrelationships and a graphic presentation of the network of significant correlations between constructs was completed. It was found that the graphic presentation was adequate for the intellectually disabled respondents but not for the comparison group. No difference was found between the community-based group of intellectually disabled people and those still resident in the hospital after four years. A further study with 17 intellectually disabled people, parents and non-parents, found no difference in their construct systems of children. These results are discussed in the context of the present philosophy and practice of normalisation and social role valorisation.
2
Pupo, Marie. "Teaching intellectually disabled students addition through a multisensory approach." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26312.
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This study was designed to see if children with intellectual disabilities could be taught to add pairs of single-digit numbers using the Touch Math method. Three intellectually disabled students who could add only by using physical representations of numbers were selected for the study. A multiple-probe design across the 3 students was used to evaluate the effectiveness of the intervention. The intervention consisted of a three-step addition program that was planned to teach students to add by counting the faded touch points of the smaller addend starting from the larger addend. The data show that the 3 children were able to master the program and to retain the Touch Math method from 1 to 5.5 months following completion of the program. Suggestions for future research and for teachers are discussed.
3
Blacker, Janine Elizabeth. "The assessment of risk in intellectually disabled sexual offenders." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/326/.
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This thesis explored the application of risk assessment in sexual offenders with intellectual disabilities. A systematic review of the literature appraised the quality and methodology of research examining the predictive validity of risk assessment instruments, this highlighted a lack of research taking into sexual offenders with intellectual disabilities. The empirical research paper explored the predictive validity of the RRASOR, SVR-20, RM2000-V and the ARMIDILO instruments using a retrospective design on a sample of special needs offenders with intellectual disabilities. Comparisons with mainstream offenders highlighted the difference between the instruments ability to accurately predict risk between the two groups of offenders. The findings suggest that the ARMIDILO can be useful when predicting risk for an intellectual disabled population. In the next chapter a risk assessment instrument, the RRASOR, was critically reviewed. Following on from this, a case study using an individual approached to risk assessment in an intellectually impaired sexual offender was demonstrated. This chapter emphasises that comprehensive assessment would be a prerequisite to working effectively with offenders with intellectual disabilities in order to address specific intervention needs. A social skills intervention aimed to reduce the level of dynamic risk posed. This chapter also served to outline some of the difficulties associated with risk assessment and management in routine clinical practice. The final chapter concludes by discussing the implications of the findings for clinical practice and offers some directions for future research.
4
Opalka-Bentler, Melanie. "Retention of Direct Care Professionals Supporting Intellectually Disabled Individuals." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2567.
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In the health and human service industry, employee turnover affects business practices and causes disruption of the lives of vulnerable individuals with intellectual disabilities receiving support. Using a human capital conceptual framework perspective, the purpose of this multiple case study was to explore strategies used to increase employee retention. The criteria for participation included organizational leaders from 3 Pennsylvania human service agencies that supported individuals with intellectual disabilities, tracked employee turnover for at least 2 years, and developed strategies to increase employee retention. Organizational leaders volunteered to participate and the first 3 organizations meeting the criteria were selected. Data collection included semistructured telephone interviews with organizational leaders, in addition to a review of company policies and turnover data. The interviews were transcribed and participants were asked to member check the draft findings. Constant comparison analysis occurred to analyze collected data. The findings included that the human capital theory alone did not inform retention strategies. Reoccurring themes included retention strategies that focused on developing the organization's intellectual capital through development of human capital, structural capital, and relational capital. Organizational leaders could develop intellectual capital to reduce employee turnover costs, increase employee productivity, create a stable life for the individuals in need of support, and develop relationships with the community where integration occurs. The implications for positive social change include the potential to reduce employee turnover to organizational leaders from Pennsylvania agencies supporting individuals with intellectual disabilities.
5
Courtney, Jo. "The Identification of Recidivism Indicators in Intellectually Disabled Violent Individuals." The University of Waikato, 2008. http://hdl.handle.net/10289/2313.
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The Assessment of Risk and Manageability in Intellectually Disabled IndividuaLs who Offend (ARMIDILO) was developed to address the need for assessment tests specifically designed for intellectually disabled (ID) individuals who offend. This is the first study focusing on the application of the ARMIDILO by using comparative current risk assessment tests to evaluate the ARMIDILO as an effective risk assessment tool. In this research 16 ID people who have recorded sexual and or violent behaviour offences were evaluated using the Violent Offender Risk Assessment Scale (VORAS), Static-99 and ARMIDILO risk assessment tests. The ARMIDILO, VORAS and Static-99 assessments were completed using individual history files kept within the Regional Forensic Psychiatric Service. The VORAS and Static-99 were adapted to incorporate reported, but not charged or otherwise litigated offences and convictions. The adapted tests were then compared against the ARMIDILO as a risk assessment tool. Analysis of the ARMIDILO showed strong validity in assessing ID people who offend. The main strength of the ARMIDILO is in identifying the risk needs of the ID person who offends and may be an effective management test when used in assessing individual needs and program implementation. Risk assessment through the ARMIDILO showed similar results to Static-99 but compared only moderately with the VORAS in measuring the risk of re-offending. Future research with a larger population may further validate the reliability of the ARMIDILO as an assessment tool. Adaptation of the current score sheet for use by non-clinical and correctional staff may prove cost effective.
6
Chantler, Lisa J. "Group teaching of vocational skills to the intellectually disabled using video /." Title page, contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsc459.pdf.
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Perry, Caroline. "Victimisation within the intellectually disabled community : assessing the antecedents of assault /." Title page, contents and abstract only, 1994. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsp462.pdf.
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8
Brown, Jeannie. "Parental Needs Regarding the Future of Their Adult Intellectually Disabled Child." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7605.
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The problem examined in this study was the lack of policy in New York State regarding the provision of prioritized residential services for intellectually disabled individuals who are being cared for by an aging caregiver. The purpose of this qualitative phenomenological study was to explore and document the needs experienced by aging parents regarding securing the future of their intellectually disabled adult child. The theoretical framework for this study was based on Sabatier’s advocacy coalition framework. The research questions examined the lived experiences of aging parents caring for an adult child with an intellectual disability what parents perceive their needs are in order to secure their adult intellectually disabled child’s future. Data were retrieved from 5 parents who resided in New York State. The findings from this study confirmed existing literature indicating that aging parents will need to secure residential placement or alternative living arrangements before they can no longer care for their adult intellectually disabled child. Another finding from this study was that the pertinent service delivery program does not provide direct assistance to these families. Therefore, advocacy was a necessary action in order to obtain services. The voices of the parents could influence policy makers to make aging parents with an adult intellectually disabled child a higher priority when seeking residential placement, provide direct representation from OPWDD, and provide residential placement that fits the ID adult’s needs. These programmatic changes may result in positive social change for this population
9
Campbell, Stacey-Marie. "A qualitative investigation of firesetting within an adult intellectually disabled population." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14975/.
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This study investigated the antecedents and psychological processes inherent in firesetting within an adult intellectually disabled population. A qualitative methodology, grounded theory (GT) was employed to explore the experience of firesetting through verbal self-report. A sample of eight males with mild intellectual disabilities under the care of forensic learning disability services participated in interviews which ranged from 27 minutes 14 seconds to 1 hour 21 minutes 22 seconds. The data produced a preliminary GT which identified eight conceptual categories: Managing internal affect states, the experience of adversity, unsafe others, engagement in multiple offending behaviours, voice entitlement, experiences of fire, and mediators of risk and the function of firesetting. These conceptual categories were linked by an overarching core category of ‘powerlessness’ which was evident in several areas of the participants’ lives and experiences of firesetting. It was concluded that this sense of powerlessness along with the conceptual categories should be considered when risk assessing, delivering firesetting specific treatment and psychological interventions. The clinical implications are discussed and suggestions are made for replication of the current study with larger, more diverse samples and future directions for further research are proposed.
10
Somerville, Barry M. "The church's role in caring for intellectually disabled persons and their families." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.
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Wilcox, Daniel T. "Polygraph examination of British sexual offenders : a pilot study on sexual history disclosure testing." Thesis, University of Surrey, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248070.
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Okrainec, Johnee Alexa. "Conversational interactions between intellectually disabled and normal adolescents during a problem-solving task." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23647.pdf.
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Sechoaro, Ernest Joshua. "The effects of rehabilitation on intellectually disabled people: a systematic review / Sechoaro E.J." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7563.
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Background: Rehabilitation has emerged as a comprehensive approach with a
combination of treatment modalities to address the multiple impediments associated
with disabilities in intellectually disabled people. Rehabilitation is used to address
intellectually disabled peoples’ skill deficits, to improve competencies and to facilitate
optimal functioning within the goal of giving the greatest possible measure of social and
economic participation, independence, self–reliance and self–determination to
intellectually disabled people. The ongoing improvement of rehabilitation services in the
public health system therefore remains a continuous challenge; hence the need for
further research.
Objective: The systematic literature review critically synthesizes and describes the
available evidence of the effects of rehabilitation on intellectually disabled people.
Method: Literature searches of different electronic databases as well as manual
searches of references of primary studies were conducted using selected keywords.
The total number of the studies identified from an electronic database search was
1 102. All titles and abstracts were screened for relevance and 40 studies were
immediately excluded. From the remaining 1 062 studies, another 993 studies were
excluded because they were not relevant to the rehabilitation of intellectually disabled
people. The abstracts and titles of the remaining 69 studies were screened for a second
time to exclude studies not relevant to actual rehabilitation of intellectually disabled
people. Another two studies were excluded as duplicates. The remaining 67 studies
were retrieved as full texts; of these, 40 studies were excluded due to them being
written in a foreign language. After all abstracts and texts were thoroughly screened for
true relevancy to the review question, a further 20 studies were excluded. The remaining seven full–text studies were selected for critical appraisal because they were
relevant to the effects of rehabilitation on intellectually disabled people.
Results: These identified studies have the potential to inform clinical practice on the
basis of their evidenced interventions that resulted in the improvement of outcomes of
rehabilitation of intellectually disabled people. Improvement of skills was noted for mildly
and moderately intellectually disabled people. Improvement was noted in activities of
daily living (ADL), self–care skills, communication skills and cognitive achievements.
Conclusions: The study contributes to the comprehensive nursing care of intellectually
disabled people by endorsement of the effectiveness of rehabilitation in terms of ADL,
self–care skills, communication skills and cognitive achievements. The collected
evidence of this study may contribute to the education of more effective nurse
practitioners involved in the daily care and rehabilitation of intellectually disabled people.Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2012.
14
Breckon, Susan Elizabeth. "Listening to the voices of intellectually disabled offenders : qualitative enquiry in secure services." Thesis, Lancaster University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.586925.
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Qualitative research, undertaken with intellectually disabled (ID) offender participants, is rarely reflected within the research literature. This lack of research evidence, which listens to the voices of ID offenders, serves to portray qualitative enquiry as of limited value with this client group and therefore quantitative methods remain the dominant research method within the field. The first section of this thesis reports a mixed-method review exploring the status of published qualitative studies with ID offender participants. The review employs systematic search techniques to identify relevant studies and then assesses the quality of these papers using a quality framework. It is contended within the conclusions of the review that the status of qualitative research with ID offenders is perceived as low due to the limited number of published studies and the poor quality with which this form of enquiry is generally undertaken. Within the research paper, of this thesis, qualitative enquiry was undertaken with ID offender participants, nurses and clinical psychologist using constructivist grounded theory methods. The aim was to explore the process by which ID offenders are seen and see themselves as ready to engage with psychological therapy. The results highlighted a temporal process within which a number of central elements were interlinked, including 'stability/ predictability', 'development of relationships with staff, and 'reassurance'. The model was discussed in relation to current evidence on readiness and clinical implications were made in terms of care and treatment.
15
Mildon, Robyn Louise, and rmildon@parentingrc org au. "Skill acquisition in parents with an intellectual disability: The effectiveness of in-home behavioural parent training." RMIT University. Health Sciences, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20081204.100958.
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Little research has been conducted focusing on parent training strategies aimed at teaching parents with an intellectual disability to implement strategies to decrease their child's problem behaviour and increase appropriate behaviours. This study aimed to do two things. First, to examine the effectiveness of an enhanced assessment-based BPT intervention that was implemented by parents with an intellectual disability with children with problem behaviour. Second, the current study also aimed to test the effectiveness of the parent training package used to teach parents to implement the intervention strategies. Importantly, in an attempt to identify the training condition, or combination of conditions, most needed to achieve behaviour change, individual conditions of a multi-condition parent training package were additively introduced during parent training based on the degree of intrusiveness in the target routine combined with the amount of structure required by the teaching strategy. Five parents were taught to implement a functional assessment driven intervention plan aimed at increasing their child's appropriate behaviour and decreasing their problem behaviour during a valued family routine. In order to establish the combination of parent training strategies that were sufficient to teach parents to effectively implement the intervention plan, a series of parent training strategies were introduced in a planned way. The strategies included role-play, verbal instruction, verbal instruction plus feedback, coaching and video-feedback. Results showed that for all parents skill acquisition did not occur until the final phase, video-feedback. Successful implementation of the intervention resulted in a corresponding increase in child appropriate behaviour and decrease in child problem behaviour. In addition to that, parents rated the social validity and contextual fit of the intervention highly.
16
Woo, Matthew. "Validation of a scale to measure friendship knowledge and skills of intellectually disabled adults." Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09SB/09sbw873.pdf.
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Wigwe, Joseph. "Reducing Length of Hospital Stay for Intellectually Disabled Psychiatric Patients with Chronic Medical Problems." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2908.
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Length of hospital stay (LOS) is a major indicator for measuring efficient care. Intellectually disabled psychiatric patients (IDPP) with chronic medical problems have longer LOS due to challenges faced by providers in jointly managing both psychiatric and medical problems. The purposes of this study were to understand the significance of LOS for IDPP, create an intervention toolkit to reduce LOS, establish the content validity of the toolkit, and recommend its implementation. The items of the toolkit are pharmacology, somatic, rehabilitation, psychosocial, and monitoring patients' psychiatric and medical symptoms across care domains. The toolkit was created from the constructs of the psychiatric rehabilitation process model to jointly mange psychiatric and medical issues. The project question asked if a universal agreement rating will be achieved to establish content validity of the toolkit. Orem's self-care deficit theory was used to guide this study. Ten experts with experience in the clinical, financial, legal, and psycho-social aspects of IDPP care, were recruited from 5 county facilities and asked to participate in the study. The inclusion criteria focused on the experts' leadership roles in those facilities. The experts answered two online quantitative surveys. Survey 1 asked 9 questions and elicited opinions on LOS issues for IDPP. Survey 2 asked the experts to rate the efficacy of the toolkit to reduce LOS for IDPP. Survey 1 finding showed that 8 of 10 experts agreed that LOS for IDPP needed to be reduced. Survey 2 finding showed a universal agreement toolkit rating of 0.84, indicating the experts' readiness to adopt the toolkit to reduce LOS for IDPP. This study has the potential to promote social change by enhancing interdisciplinary and collaborative use of best care processes in psychiatry to reduce LOS and jointly manage psychiatric and medical problems affecting IDPP.
18
Clarke, Rachel. "Validation of a scale to measure knowledge and skills about friendship in intellectually disabled individuals /." Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psc599.pdf.
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Mascolo-Glosser, Frances. "Reducing Challenging Behaviors in Intellectually Disabled Individuals: A Comparison of Organizational Culture and Treatment Approach." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1482.
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The deinstitutionalization of the intellectually disabled (ID) and their transition to community living in New York State necessitated training initiatives for staff to manage challenging behaviors safely and humanely. However, the use of physical interventions to control self-injury and physical aggression may have become organizationally habituated, and limited research has compared programs that use physical versus nonphysical interventions. This mixed-method, comparative case study compared a restraint-free day habilitation program with one that used physical interventions, examining the differences in reducing self-injury, aggression, and types of interventions applied. Qualitative differences in philosophical approach to behavior intervention strategies and staff training protocols were examined using semi-structured interviews with employees (n ¬=11). Insufficient sample size precluded inferential analyses, but descriptively the results revealed more incidents of physical assault and self-injury in the program that used physical interventions. Further, behaviors ceased without intervention more frequently than they did in the restraint-free program. Qualitative results revealed shared qualities of person-centered organizational culture across both programs. These results suggest that an organizational culture that incorporates training and staff support in the use of restraint-free strategies may influence the type and frequency of challenging behaviors in this population. This study promotes positive social change by providing information that the Office of Persons with Developmental Disabilities can use to inform the development of ID-serving agency policies and staff training protocols to promote safety, respect, and well-being in ID persons who access community learning services.
20
Gara, Nothandathu Monica. "Effects of caring on mothers of intellectually disabled children in Alice, Eastern Cape, South Africa." Thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/24044.
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Poth, Katalin N. "An analysis of the strategies used by intellectually disabled children when learning to add small numbers." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22619.
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There has been a growing trend towards integrating persons with disabilities into community life. Mathematics is important to the success of such an initiative, but very little attention has been given to this area. This paper presents the results of a four-year study examining the strategies used by intellectually disabled children when adding numbers.At the beginning of the study, all subjects could count to 10 and recognize numbers to 10, but most could not add. Subjects were evaluated each year on their ability to solve addition problems with sums no greater than nine. Subjects were divided into three groups based on first year results. Those in group 1 demonstrated no knowledge of addition, group 2 used the erroneous strategy of adding one to an addend, and group 3 included children with Down Syndrome who used a variety of strategies.
Over the next three years, subjects, in general, progressed in a manner similar to nondisabled children with regard to strategies, the order in which they were developed, error patterns, and the order in which number pairs were memorized.
22
Dhaliwal, Ranjit. "Examining social problem solving programmes with mentally disordered and intellectually disabled offenders in secure hospital settings." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/47343/.
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This thesis examines the effectiveness of social problem solving programmes and the efficacy of an assessment tool designed for mentally disordered offenders (MDOs) and intellectually disabled (ID) offenders in secure hospital settings. Firstly, a systematic review concluded that all studies reported benefits of the social problem solving programmes with MDOs. Several studies also identified that shorter revised programmes had lower drop-out rates, and were more cost-effective. Methodological limitations were identified and suggested further research is needed. Secondly, Interpretative Phenomenological Analysis (IPA) was utilised to explore the meanings ID offenders in a secure hospital attribute to their experience of the Thinking Skills Offender Programme (TSOP). Five themes emerged and participants’ conveyed a sense of hope in relation to their treatment, discussed challenges they faced, identified the impact the TSOP had on factors contributing to their offending behaviour, and wanted to share their experiences with a wider audience. Further research to develop effective programmes for ID offenders is discussed. Thirdly, an assessment and treatment of an adult male violent offender with ID and Autistic Spectrum Disorder (ASD) who undertook the TSOP in a medium secure unit is examined. The findings highlighted the difficulties in assessing and treating such patients using conventional methods and the need for standardised assessments and interventions for this population is discussed. Finally, the reliability and validity of the Novaco Anger Scale and Provocation Inventory (NAS-PI) is examined with MDOs and ID offenders. Its clinical utility in inpatients settings and limitations are also discussed. This thesis has highlighted the benefits of social problem solving programmes with MDOs and ID offenders, difficulties of conducting research with this population, and the need for further rigorous research into assessments and interventions.
23
Joubert, Susan. "My mom is not interested : a case study of a daughter and her intellectually disabled mother." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11645.
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Includes bibliographical references (p. 68-87)."Intimate attachments to other human beings are the hub around which a person's life revolves, not only when (she) is an infant or a toddler or a schoolchild but throughout (her) adolescence and (her) years of maturity as well, and into old age" (Bowlby 1980, p. 422). The attachment literature is a growing area of interest, with renewed focus pioneered by Bowlby. In the South African context attachments to primary caregivers have been under siege of the apartheid group areas act, migrant labour, endemic poverty, widespread HIV/Aids and ongoing political uncertainty. As disorganised attachments in early life result in complex relational disturbance, this research paper commences with a detailed review of the literature on disorganised attachment. It describes the intergenerational transmission of disorganised attachment in one particular case. The research concludes with a reflection on the challenges of interventions in cases of this kind, where resources are limited and work is complex and intransigent.
24
McKenzie, Judith Anne. "Constructing the intellectually disabled person as a subject of education: a discourse analysis using Q-methodology." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002526.
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The education of intellectually disabled (ID) people is constructed within mass education systems as a problem requiring specialised intervention, separation from “normal” school contexts and the application of professional expertise. A social model of disability resists these practices from a human rights perspective and underpins an inclusive education approach. In this study, a post-structuralist disability studies theoretical framework, drawing particularly on the work of Foucault, was used to examine discourses that construct the intellectually disabled person as a subject of education. The study was conducted in Buffalo City, South Africa at a time when an inclusive education policy is being implemented in the country. The research questions were: What discourses are deployed in the representation and educational practices of those identified as ID? What are the effects of these discourses in constructing the ID subject and associated educational practice? The study utilises Q-methodology, a factor analytic method that yields whole patterns of responses for analysis. A process of sorting selected statements along the dimension of agree to disagree was completed by three groups of participants, namely adults with ID, parents of people with ID and professionals working with ID. Discourses of representation and of educational practice were identified through statistical and interpretive analysis, following the discourse analysis school of Q-methodology. The findings of this study reveal the operation of power in a medico-psychological gaze that makes ID visible and supervises disability expertise within education. Representations of ID suffused with religious notions support the exercise of pastoral power by disability experts. Human rights discourses in education can marginalise ID people if applied uncritically. Fixed notions of impairment constrain an intellectually disabled subject who is vulnerable and incompetent. This study argues instead for a theory of (poss)ability, underpinned by an understanding of the situational and shared nature of competence and a fluid conception of impairment. Human rights should be supplemented by an ethics of care and belonging in the community (ubuntu). A research agenda supporting this effort would examine the ways in which ID people work on themselves as subjects (subjectivisation) and explore the potential for resistance in this process.
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Roberts, Julie. "The development of the ability of intellectually disabled and nondisabled children to decode facial expressions of emotion /." Title page, abstract and contents only, 1991. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsr6453.pdf.
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Beswick, Melinda. "The assessment and training of work related social skills, with intellectually disabled adults, by means of videotape /." Title page, contents and introduction only, 1992. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psb561.pdf.
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Hawes, Jane. "SENDING A MESSAGE INTO OUTERSPACE : Communication Between Nonverbal, Intellectually Disabled Adults with ASD, and the People Around Them." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23035.
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Very little information exists regarding the communication ofnonverbal adults with severe Intellectual Disabilities(ID) and Autism Spectrum Disorder(ASD). Most research in this area pertains to children. This study poses the following questions: “Howdononverbal, intellectually disabled adults who haveASD and those people who have contact with them on a regular day-to-day basis communicate with each other? What enhancesand or strengthens this communication? Can positive development in communication occur?”Based upon the data retrieved from eleven interviews, portraits of the communicative relationships of nonverbal adults with ID and ASDand their caregivers were compiled. The results of the study confirmed the existence of a personalized, functional system of communication between nonverbal adults with severe ID and ASD and their caregivers. The information gathered revealed improvement in communication. It was discovered, moreover, that a key factor in communicative development was the creation of common conceptual ground between caregiver and service user. Several attitudes and behaviors on the part of caregivers were noted to increase this common conceptual ground. The study’s conclusion cites the limitations, in methodology and scope, of the current investigation, and calls for more wide-ranging research on the communication of nonverbal adults with ID and ASD.Det finnsidagintemycket information tillgängliggällandekommunikation avicke-verbala vuxna med gravtintellektuella funktionshinder ochAutismspektrumtillstånd. En stor delav forskningsom har bedrivitsidetta område gäller barn. Frågeställningarna i denna uppsats är: ”Hur kommuniceraricke-verbala vuxna med intellektuella funktionshinder och Autismspektrumtillståndi sin vardagmed de människor som finns runt omkring dem?Vad är det som gynnaroch förstärkerdenna kommunikation? Kan dennakommunikationutvecklas och förbättras?Med information från intervjuer med elva omsorgsgivare skapades femporträtt av detkommunikativa samspeletmellan icke-verbala individer med gravtintellektuella funktionshinder och Autismspektrumtillstånd, och deras kontaktmän. Studiens resultat visade att det finns ettfungerande, individualiserat kommunikationssystem mellan omsorgstagare och omsorgsgivare. En förbättring i kommunikationennoterades. Man har kunnat se att omsorgsgivarens attitydoch förhållningsättgentemot omsorgstagaren varit betydande fördenna förbättring. Resultatenvisade att utvidgning av den gemensamma konceptuella grunden[common conceptual ground] mellan omsorgstagare och omsorgsgivare var en viktig faktor i den kommunikativaförbättringen. Flera faktorer visade sig vara avgörande i expansionen av den gemensamma konceptuella grunden. Det påpekasatt det fanns uppenbara begränsningar i bredden och metodeni denna studie och det konstateras att det finns behovav mera omfattande forskning omkommunikation av icke-verbala vuxna med intellektuella funktionshinder och Autismspektrumtillstånd.
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Twee, Pam, of Western Sydney Macarthur University, and Faculty of Education and Languages. "Literacy learning of adolescent students with intellectual disabilities : a case study." THESIS_FEL_XXX_Twee_P.xml, 2001. http://handle.uws.edu.au:8081/1959.7/310.
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This study explores the learning, and specifically literacy learning, of intellectually disabled adolescent students. Factors that have influenced this learning throughout the adolescent's education are identified. Nineteen case studies of the literacy development of adolescent students with mild and moderate intellectual disabilities were developed through observations in their classrooms, and of related activities. The results of the study show that there were three main influences on literacy development for these students. These were the unique nature of the learner, home and family factors and the impact of school on the literacy learning of these students from their early learning and through their years of formal education. This research adds to the current research on the learning of adolescent students with intellectual disabilities by looking specifically at literacy development and using qualitative approaches to search within and beyond the classroom for issues which affect their learning.Practitioners in education and in the care of disabled children can use the study's findings to build a framework of knowledge to develop appropriate educational placements, programs and support for learning by drawing on significant aspects of the child's personal, social and educational development.Doctor of Philosophy (PhD)
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Lloyd, Robbie, University of Western Sydney, of Arts Education and Social Sciences College, and Centre for Cultural Research. "Going walkabout through the suburbs." THESIS_CAESS_CR_Lloyd_R.xml, 2003. http://handle.uws.edu.au:8081/1959.7/484.
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This work explores human consciousness, using a framework of the Structure of Feelings and Experience developed from the work of Raymond Williams and Bernard Smith. It then examines aspects of the consciousness of the Mentally Ill, the Intellectually Disabled, Addicted and Indigenous people, with three aims: 1/. To identify a model of consciousness which reflects the major indicators arising from the structure of feelings and experience, and those arising from consideration of the four subject groups, representing the plurality of human consciousness. 2/. To explore some of the lessons for mainstream citizens, arising from alternative aspects of consciousness, both positive and negative, which these groups exhibit. 3/. To suggest ways the model of consciousness can be used to empower those with mental illness, or intellectual disability, by acknowledging and strengthening their opportunities to take responsibility for their lives. By engaging them more in active roles in the planning and delivery of their health, rehabilitation and community services. And to illustrate some examples of practical applications of person-valuing and spirit-engaging healing and empowering processes, used in groups in Australia and overseas, which point to ways of improving health and rehabilitation policy and practice in AustraliaMaster of Arts (Hons)
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Linden, Alannah. "An exploratory study of psychiatric symptoms in intellectually disabled people with and without a known history of sexual abuse." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14333.
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Includes bibliographical references (leaves 63-74).Current research shows that people with intellectual disabilities display psychiatric symptoms which are often similar to those found in the general population. Furthermore, some literature has found that psychiatric difficulties in the intellectually disabled population can manifest in atypical forms which differ from those exhibited in the general population. The aim of this study was to explore the prevalence of psychiatric symptoms in the intellectually disabled population in South Africa. This particular study formed part of a larger project looking at trauma in a sample of intellectually disabled people. The PAS-ADD Checklist, which consists of two sections, was administered to a sample of caregivers of intellectually disabled people with and without a known history of sexual abuse. The data was analysed using non-parametric statistical tests. The first section of the instrument focused on the potentially traumatic life events that were reported by the caregivers and it was found that the group of individuals with a history of sexual assault had experienced more of these in comparison with the control group. The second section consisted of statements which were designed to elicit psychiatric symptoms on three subscales namely, possible organic condition, affective or neurotic disorder and psychotic disorder. The results showed that the total sample had a fairly high overall prevalence rate of psychiatric symptoms. In particular, the group with a History of Sexual Abuse obtained significantly higher scores on the affective/neurotic subscale when compared with the control group. There were also significant differences between the groups on the organic condition with the History of Sexual Abuse Group showing a higher prevalence of symptoms. The groups also differed on the psychotic disorder with the group who had a History of Sexual Abuse obtaining a higher score, although this was not statistically significant. The implications of the findings suggest that people with an intellectual disability who have a History of Sexual Abuse display an increased rate of psychiatric symptoms, particularly on the affective/neurotic spectrum. Whilst the findings generated from this study are in line with much of the international literature around the relationship between potentially traumatic life events and a high prevalence of affective symptoms in the intellectually disabled population, there is still a dearth of research in this area in South Africa.
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Williams, Fiona. "The assessment and treatment of intellectually disabled sexual offenders : the development and evaluation of the Becoming New Me treatment programme." Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-assessment-and-treatment-of-intellectually-disabled-sexual-offenders(e1ddb0a1-3f46-46f8-ba3e-74b0948a2597).html.
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Approximately 30% of offenders are intellectually disabled, yet little is known about effective treatment with this group. The aim of this thesis is to advance our understanding of intellectually disabled sexual offenders (IDSOs) through the development and evaluation of a treatment programme, Becoming New Me (BNM). The Risk, Need and Responsivity (RNR) model (Andrews et al., 1990) is the only empirically validated model of offender rehabilitation. Meta analytic studies have shown that the RNR principles apply to various offender populations, including sexual offenders, but no work has looked at their relevance to IDSOs. As such, the research question in this thesis is; can the RNR model be successfully applied to the treatment of IDSOs? The literature pertaining to each principle and its applicability to IDSOs is reviewed and the development of the BNM in line with the findings is described. In order to evaluate the success of the BNM approach, and thereby assess the utility of the RNR model, an outcome and a process evaluation were undertaken. The research involved 131 BNM programme completers and focus group discussions with 19 BNM participants and 20 therapists. In order to assess criminogenic needs, eight assessment measures were developed and found to have acceptable psychometric properties. Change was observed in the hypothesised direction on most of the measures irrespective of risk, IQ, age or offence type. Where change in the desired direction was not found, explanations are offered. The results of the process evaluation reveal that the treatment experience for BNM participants and therapists was generally positive. Further, this research provides new insights into the factors which are relevant to responsivity in the treatment of IDSOs. It is concluded that the RNR model is applicable to the treatment of IDSOs. Possible recommendations for practice and further research are identified but limitations are recognised.
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Andrews, Barry. "Sprint analysis of athletes with intellectual impairments." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2199.
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Thesis (M Sport Sc (Sport Science))--Stellenbosch University, 2008.Intellectually impaired (II) athletes are not allowed to participate at the Paralympic Games because there is no accepted classification system for these athletes. The rationale for this study was to see if there are any physical differences existing in the sprint performance of II and non-II athletes and to see if there is a way to incorporate these differences into a new (accepted) classification system. The objective of this study was to identify any physical sources for the differences between II and non-II, with regard to the acceleration phase, the first 30m of the 60m sprint race, which could then be used in conjunction with other tests in the classification of II athletes. This new classification system might then allow II athletes to participate in the Paralympic Games again. 32 II athletes (22 male and 10 females) and 14 non-II athletes (10 males and 4 females) were used in this study. The sprint performance was analysed and compared of each athlete using the DartFish ProSuite software programme. The data collected from these analysis was then compared using the unpaired t-test, looking for any significant differences between the groups (p<0.05). From this analysis, it was concluded that stride length was the reason for the poorer performance of the II group when compared to the non-II group. Further research is required before definite conclusions can be made on the possible reasons for this difference.
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Rooney, Donna Louise. "An investigation of staff attitudes towards challenging behaviour in intellectually disabled offenders : exploring the influence of staff characteristics and behavioural attributions." Thesis, University of Lincoln, 2010. http://eprints.lincoln.ac.uk/17466/.
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Background: There is little research on staff attitudes towards Intellectually Disabled (ID) offenders, particularly their attitudes towards challenging behaviour. Past research from ID and offender populations indicate that staff characteristics such as age, gender, experience, training and qualification may influence the attributions staff make about challenging behaviour. Additionally both staff characteristics and attributions may influence staffs‟ emotional reactions. Method: 91 staff working with ID offenders completed questionnaires measuring staff demographic characteristics, attributional styles (Challenging Behaviour Attribution Scale, Hastings 1997b) and emotional reactions towards challenging behaviour (Mitchell & Hastings, 1998). Results: A number of demographic factors correlated with attribution styles. Gender, qualification and attributional style were all correlated with the negativity of attitudes held. However, these alone cannot account for the total variance within staff attitudes. 0910, RES, Research Project, UofN: 4073825, UofL: 07091892 Page | 6 Conclusions: A number of staff groups are vulnerable to negative emotional reactions and require support in working with challenging behaviour. There are also implications for training and service provision.
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Westwood, Anthony Thomas Read. "Survey of medical, dental and nursing services in centres for intellectually and physically disabled children in Cape Town and its environs." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/26677.
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This study describes the present medical, dental and nursing services in and used by centres for intellectually and physically impaired children in Cape Town and its environs. The information was gained by means of a structured questionnaire. Thirty three of the 34 centres with a total of 3480 children are included. Twelve are Special Care Centres, 15 Training Centres and 6 are Special Schools. The number of children enrolled ranges from 9 to 400. At the time of the study 9 of the centres were for white children, 17 for coloured children, 5 for black children and 2 were multiracial. Nine of the 11 Special Care Centres were not government supported while only 6 of the other centres were mainly funded from non-government sources. Nurses employed at the centres had worked an average of 8 years at their centres, 23,5% of them having worked with disabled children prior to taking up their present posts. Of the Special Care Centres, only the two residential ones had a nurse on the staff. All the Special Schools had at least one nurse. 57,5% of the centres have a doctor or doctors visiting the centre. Two of the others have regular medical care for the children arranged with local health centres. All the Special Schools are visited while 25% of the Special Care Centres and 33% of the Training Centres receive medical visits. The number of doctors visiting a centre varies from 1 to 7. The doctors come from a variety of services both private and public. Most of the doctors do not receive remuneration for their services. Of the 1 7 centres who have no doctors visiting, the majority depend on parents to take their children to a medical facility if there are problems related to the child's disability. For 7 of them, there is no other option. A similar pattern exists for medical problems unrelated to the child's disability. Six centres make use of medical facilities as a first option in these circumstances. For emergencies only 1 centre can count on a doctor to come to the centre. Ten centres may be able to get a doctor to come. The General Hospitals are the most common facility used in an emergency. Dentists visit 4 of the centres. Twelve of the remaining 29 centres arrange regular dental visits for the children. Eleven of the 13 Special Care Centres do not have regular visits to a dentist arranged. Fifteen centres receive visits from Community Nurses and these are local authority nurses in the main. Their functions are limited in all but one case to contraception, immunisation, Heaf testing or genetic services. There are 10 centres which receive visits from neither doctor, dentist nor nurse (7 Special Care Centres, 3 Training Centres). 32% of the interviewees were satisfied with the services received. The most common improvement sought was to have a doctor visit the centre. Of those with a doctor visiting, 28% wanted the doctors to deal with intercurrent problems as well as the child's disability. The need for paramedical services was also expressed. Further detail is presented and the implications of the findings discussed.
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Shelton, Stephanie Michelle. "Implementing a Healthy Diet in the Intellectual Disability Residential Community." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4986.
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The problem addressed in this study was how staff working in a residential agency for individuals with an intellectual disability (IID) make decisions about how to implement a healthy diet. The purpose of this study was to identify the influences on decisions made by staff on the meals they provided to their clients with an IID. The theory of planned was used to study the influences of attitude, subjective norms, and perceived behavior control on the meals provided for IID. The key research question explored how staff members make decisions. A qualitative case study design was used. The 12 participants in the study represented 3 levels of personnel (cases) in a residential agency that served the IID population. Individual interviews were conducted, and within-case and across-case analyses were employed utilizing the theory to note similarities and differences in meal planning, preparation, and implementation. Pattern matching was used to compare results from the study with previous research findings. Results showed that clients had a greater influence over meal planning, preparation, and delivery, particularly those with higher cognitive levels. This was true across all levels in the agency and consistent with prior research. Recommendations for further study include studying similar agencies in different regions and whether providing staff with additional knowledge about meal planning makes a difference in meals provided to IID. Social change can be implemented by using the information from the study to develop a preliminary intervention plan to accommodate the needs of IID and assist staff in developing nutritious meals.
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Lolwana, Lulama. "Investigating attitudes towards cardiopulmonary resuscitation and cardiopulmonary resuscitation competency of nurses at a hospital for intellectually disabled people in the Western Cape." University of Western Cape, 2020. http://hdl.handle.net/11394/7670.
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Magister Curationis - MCurCardiopulmonary resuscitation (CPR) is a core emergency skill in which all nurses need to be proficient to save the lives of patients. It is important for nurses working in psychiatric hospitals to administer CPR correctly should the need arise. However, they rarely perform CPR as the patients they care for are generally not physical ill, unlike patients admitted in general hospitals. Given the paucity of literature on CPR in psychiatric hospitals, this study aimed at investigating the attitudes towards CPR and the CPR competency of nurses working at a hospital for intellectually disabled people in the Western Cape, South Africa
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Sego, Anita. "Sexuality Workplace Issues Among Direct Service Personnel Working With Populations Who Are Intellectually Disabled In Community Integrated Living Arrangements: A Case Study." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1072.
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TITLE: SEXUALITY WORKPLACE ISSUES AMONG DIRECT SERVICE PERSONNEL WORKING WITH POPULATIONS WHO ARE INTELLECTUALLY DISABLED IN COMMUNITY INTEGRATED LIVING ARRANGEMENTS: A CASE STUDY MAJOR PROFESSOR: Dr. Roberta Ogletree Background: The purpose of this study was to explore DSP workplace experiences, preparation, employee training, emotions, and perceptions in regards to types of sexual and affectionate behaviors exhibited by intellectually disabled adults in their care in the CILA setting. The study focused on analyzing these topics in relation to sexuality/affectionate behaviors experienced in the CILA workplace using a qualitative case study method. This analysis provided an understanding of what ideas and values DSPs brought to their roles of guiding the sexuality/affectionate behaviors of residents in their care and identified additional training needs from the DSP perspective to help them better do their jobs. Methods: Principles found in qualitative evaluation research were used to examine the influence of sexuality and affectionate behaviors and training within its naturally occurring world. The case was comprised of DSPs from the selected organization, located in a rural college town of approximately 25,000 people. Nine DSPs from five different CILA homes participated in the study. Data were generated using semi-structured interviews, observation of behaviors on interview video tapes, observation of emotional verbal cues on interview audio tapes, document analysis, and field notes. Results: Major themes were identified from data and organized around the research questions. Common categories under affectionate behaviors were dating, flirting, friendship/socialization, holding hands/hugging, media/technology, and problematic behaviors. Common categories under sexuality behaviors were groping, masturbation/females, masturbation/males, and problematic behaviors. Less common categories were affectionate behaviors-attention seeking/ego, sexuality behaviors – sexual intercourse, and sexuality behaviors – dating and marriage. Once data were categorized, each category’s responses were sorted to identify overarching theme areas for recommendations. The themes were Employee Training and Development, Socialization Needs (Affectionate Behaviors, Sexuality, and Relationships), and Language Issues (Positive, Negative, and First Person). Primary strengths identified included thinking of residents as family, the feeling of strong management support, and lack of significant conflict within the CILA homes. Elements that detracted from the DSP experience included low rate of hourly pay, employee turnover among DSP supervisors, lack of specific sexuality education for both staff and residents, limited retention of mandatory training topics, and lack of communication of sexuality policies and procedures. Conclusions were a need for additional training for DSPs and staff on the topics of human sexuality and affectionate behaviors in CILA homes; examining DSP training to increase knowledge retention in the staff; better communication of policies, procedures, and protocols regarding sexuality and affectionate behaviors that pertain to how situations are handled in CILA homes; and ensuring all training materials use first person language.
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Mills, Lisa A. "Disintegrating assumptions : a study of the attitudes and actions of residential support staff as they relate to intellectually disabled people's experiences of community integration." Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/21420.
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A number of studies which have explored community integration suggest that support staff have a critical role to play in determining the extent to which the relationship networks of the intellectually disabled people they support are both rewarding and instrumentally significant. However, no study as yet has focused exclusively on exploring and understanding how the attitudes and actions of support staff are related to intellectually disabled people's achievement of community integration via these relationship networks. This research endeavour addresses this question in detail, through a mainly qualitative study which utilises interview, diary, and observation data. The study was a primary sample, involving three intellectually disabled people and six residential support staff studied over a three year period, to generate provisional explanatory conclusions. These conclusions are then evaluated for their generalisability by comparing them to the findings from a less lengthy, repeat study of four similar samples, involving eight intellectually disabled people and eight residential support staff, from different geographic localities and sponsored by four different provider organisations. The findings suggest that the attitudes and practices of residential support staff are often a hindrance to intellectually disabled people developing satisfactory relationship networks and achieving community integration. In particular, a combination of competing agendas, a culture of complacency toward community integration, and underlying integration outcomes. This study makes clear the need to alter the assumptions on which community residential services currently offer support to people with intellectual disabilities, and stresses the need to define new objectives for the longer-term which are different from those initially adopted at the point of relocation. The study concludes by making recommendations about what new assumptions should give the process of defining and implementing new objectives.
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Aston, Amy R. "Oral Health Literacy of the Caregivers of Adults with Intellectual and Developmental Disabilities." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468259431.
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Tracey, Danielle K., University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect." THESIS_CAESS_EEC_Tracey_D.xml, 2002. http://handle.uws.edu.au:8081/1959.7/370.
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A major concern facing special educators is how best to educate students with mild intellectual disability, and whether regular or special classes are appropriate. The big fish little pond effect (BFLPE) predicts that students with mild intellectual disability will have higher academic self-concepts when in a special class, whereas labeling theory predicts that placing these students in special classes will lower their self-concepts. This study addresses some of these issues by: identifying a psychometrically sound, multidimensional self-concept measurement instrument; critically examining the structure and nature of self-concepts; investigating the effects of regular and special class placement upon students’ self-concepts, social comparison processes, academic achievement, and stigmatisation; and evaluating the legitimacy of the BFLPE and labeling theory. Three studies were conducted on 211 students in years 2-6. The first study evaluated the psychometric properties of the Self Description Questionnaire I Individual Administration (SDQI-IA) and examined the structure and self-concepts of the sample, and results demonstrated that the SDQI-IA is a valid and reliable measure. The second study tested the BLFPE and labeling theory and results provided support for the BFLPE. The third study measured the self-concepts, social comparison processes and academic achievement of 39 students in different education placements, with results revealing that students moved to special classes reported higher academic achievement and more favourable social comparisons than their counterparts in regular classesDoctor of Philosophy (PhD)
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Schneeberger, Ute. "Enthospitalisierung geistig behinderter Langzeitpatienten aus dem Sächsischen Krankenhaus für Psychiatrie und Neurologie Altscherbitz." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-67827.
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Thesen
1. Die vorliegende Arbeit beschäftigt sich mit der Enthospitalisierung geistig behinderter Langzeitpatienten aus dem Sächsischen Krankenhaus für Psychiatrie und Neurologie Altscherbitz. Inhaltliche Schwerpunkte der Untersuchung sind die Lebensqualität, die soziale Integration und die Rehospitalisierungen nach der Entlassung.
2. Es wurden 65 ehemalige Patienten auf der Grundlage der Krankenakte zum Enthospitalisierungszeitpunkt (zwischen 1991 und 1999) und anhand eines persönlichen Interviews und einer Aktenanalyse zum Erhebungszeitpunkt (2003) untersucht. Zur Kerndatenerfassung wurde ein standardisierter zweiteiliger Erhebungsbogen erarbeitet. Dabei wurden neben soziodemografischen und krankheitsbezogenen Daten das Geschlecht, das Alter und die Hospitalisierungsdauer einbezogen. Darüber hinaus kam das Berliner Lebensqualitätsprofil, ein daraus abgeleiteter Score für soziale Integration, die Nurses Observation Scale for Inpatients (NOSIE) und der Fragebogen zur Erfassung des individuellen Hilfebedarfs im Bereich Wohnen (HMBW) zur Anwendung.
3. Obwohl sie einen großen Anteil der Populationen von Langzeitpatienten ausmachten, fanden die geistig Behinderten in der psychiatrischen Forschung bisher nur wenig Beachtung. Es wurden deshalb auch Erkenntnisse aus anderen Fachgebieten, wie der Geistigbehindertenpädagogik, berücksichtigt.
4. Die hier untersuchten ehemaligen Patienten unterscheiden sich bezüglich soziodemografischer, biografischer und medizinischer Daten von der sonst in psychiatrischen Enthospitalisierungsstudien erfassten Klientel mit überwiegend schizophrenen Erkrankungen. Die geistig Behinderten wurden sehr früh, 72% vor dem 20. Lebensjahr, hospitalisiert. Die durchschnittliche Verweildauer betrug 28 Jahre (Range sechs bis 67 Jahre). Über die Hälfte der Patienten verblieben beim ersten stationären Aufenthalt dauerhaft in der Klinik. 19 Patienten hatten eine leichte, 46 eine mittelgradige geistige Behinderung. In 19 Fällen bestand eine neurologisch-psychiatrische Komorbidität, darunter acht Schizophrenien und acht Epilepsien.
62 Personen befanden sich zum Erhebungszeitpunkt in stationären Heimeinrichtungen mit 24-Stunden-Betreuung, zwei lebten in einer Außenwohngruppe eines Wohnheims und ein Patient war im Maßregelvollzug untergebracht.
5. Sie wiesen in der individuellen Lebensgestaltung (Bereich Wohnen) überwiegend einen sehr geringen bis geringen Hilfebedarf auf. Unterstützung war vor allem bei der Regelung finanzieller und rechtlicher Angelegenheiten erforderlich sowie beim Umgang mit fremden Personen und der Organisation von Terminen.
6. In dieser Arbeit wurden die geistig Behinderten selbst zu ihrer Lebensqualität befragt. Dazu liegen bisher nur wenige Erfahrungen vor. Es zeigten sich überwiegend sehr hohe Zufriedenheitswerte, die im Vergleich zu anderen psychiatrischen Enthospitalisierungsstudien noch höher lagen. Niedrigere Zufriedenheitswerte wurden nur im Bereich der finanziellen Situation geäußert und einige Probanden wünschten sich mehr Kontakt zu den Angehörigen. Bezüglich der objektiven Daten fällt auf, dass ein hoher Anteil (72%) einer Beschäftigung, meist in einer WfB, nachging. Die Freizeit wurde von vielen Bewohnern aktiv verbracht, z.B. verließen 95% regelmäßig die Wohnung und waren im Jahr vor der Erhebung 91% verreist gewesen. Über die Hälfte war in Einzelzimmern untergebracht, nur noch eine Bewohnerin in einem Mehrbettzimmer. 70% bejahten die Frage nach einem guten Freund. Kontakte zu „Normalbürgern“ wurden nur von 9% angegeben.
7. Es wurden verschiedene Einflußfaktoren auf die Lebensqualität analysiert, wobei sich jeweils nur wenige signifikante Unterschiede fanden. A) Alter zum Enthospitalisierungszeitpunkt: Die unter 50jährigen Bewohner hatten häufiger Kontakt zur Familie und einem Freund. Nur in dieser Gruppe gab es Kontakte zu „Normalbürgern“. B) Zeitdauer, die nach der Enthospitalisierung vergangen ist: Die länger Enthospitalisierten (>4 Jahre) gingen häufiger einer Arbeit nach und waren in der Freizeit aktiver. Sie hatten häufiger einen Freund. In der am längsten enthospitalisierten Gruppe war die Zufriedenheit mit der finanziellen Lage und der Aussicht, noch lange in der Einrichtung zu verbleiben, geringer. C) Hospitalisierungsdauer: Die kürzer Hospitalisierten (bis 40 Jahre kumulative Dauer) unterschieden sich von den länger Hospitalisierten darin, dass sie häufiger einer Arbeit nachgingen und in der Freizeit aktiver waren, sie hatten häufiger einen Freund.
8. Anhand des Scores für soziale Integration konnte eine Gruppe besser Integrierter und ein Gruppe schlechter Integrierter gebildet werden. Sie unterschieden sich signifikant hinsichtlich folgender Parameter: Die besser Integrierten waren jünger und kürzer hospitalisiert. Sie erreichten in der NOSIE höhere Werte für soziales Interesse und niedrigere Werte für Retardierung. Der Anteil mittelgradiger Intelligenzminderungen war höher. Sie waren länger enthospitalisiert.
9. 18 Bewohner mussten nach der Enthospitalisierung erneut stationär psychiatrisch behandelt werden, konnten aber nach Krisenintervention wieder entlassen werden. Die Rehospitalisierten unterschieden sich von den übrigen Bewohnern in folgenden Merkmalen: Die kumulative Dauer der Hospitalisierung war kürzer (23 Jahre vs. 31 Jahre). In der NOSIE wiesen sie höhere Werte betreffend das Item „Reizbarkeit“ auf.
10. Die Ergebnisse belegen, dass die Enthospitalisierung der hier untersuchten leicht und mittelgradig geistig Behinderten überwiegend erfolgreich war. Sowohl aus den hier gewonnenen Erkenntnissen, als auch in Übereinstimmung mit der psychiatrischen und sonderpädagogischen Literatur läßt sich weiterer Handlungsbedarf für Praxis und Forschung ableiten. Der Prozess der Ent-Institutionalisierung sollte zukünftig fortgesetzt und wissenschaftlich begleitet werden. Psychiatrische und sonderpädagogische Fachleute sollten hierbei im Interesse der geistig Behinderten kooperieren.
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Berthén, Diana. "Förberedelse för särskildhet : Särskolans pedagogiska arbete i ett verksamhetsteoretiskt perspektiv." Doctoral thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-899.
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Preparing for segregation. Educational work within the Swedish special school - an activity theoretical approach
This study aims at illuminating what is special about Särskolan’s pedagogical work. In Sweden schooling for children who are regarded intellectually disabled is organised in a special school, Särskolan, established during the late 1800s. Today Särskolan is organised in two forms, a training school and a compulsory särskola. The pedagogical work in Särskolan is commonly referred to as special and unique. However, what this special is has not previously been explored.
The study is conducted within the tradition of cultural-historical activity theory. According to this tradition, personality, development and change is understood and explained in relation to various activity systems in which the individual is involved. Each activity is regarded as a historically developed, complex system of motive-driven, goal-orientated human actions that aim at finding solutions to a societal need. These theoretical assumptions have informed the design of the study of Särskolan as a historically developed activity.
The study was carried out during the school year 2002–2003 in one training school classroom (grade 2–5) and one compulsory särskola classroom (K–4). Class-room observations and staff interviews were used for data production. The core of the analyses concerned what the teachers were trying to achieve. According to the theoretical assumption, the motive is expected to appear in the object of the activity, therefore the overall analysis focused on the object of the activity of teaching.
One major result was that the teachers in the training school pursued preparations for daily life while in the compulsory särskola the pupils were prepared for teaching. With an activity theoretical approach to learning, the study further shows that the possibilities for pupils to learn – e.g. sign language in the training school or literacy in the compulsory särskola – were limited.
The overall conclusion is that the special with the Särskola is that up-bringing and preparation dominate the activity. The emphasis on preparation seem to be related to the teachers’ conceptions of the pupils as being in need of a special kind of knowledge before they can be taught the knowledge referred to in the syllabuses.
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Škimelienė, Vida. "Sutrikusio intelekto moksleivių motyvavimas sportuoti." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_162356-82508.
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Darbe atlikta teorinė moksleivių socialinės aplinkos sampratos, ją lemiančių veiksnių, protinio atsilikimo sampratos ir sutrikusio intelekto vaikų vystymosi ypatumų analizė.
Iškelta hipotezė, kad socialinė aplinka ir fizinis pajėgumas įtakoja sutrikusio intelekto mokinių motyvavimą sportuoti.
Taikant anketinės apklausos, testavimo, pedagoginio eksperimento metodus buvo atliktas tyrimas, kurio tikslas – nustatyti socialinės aplinkos ir fizinio pajėgumo įtaką sutrikusio intelekto mokinių motyvavimui sportuoti. Atlikta statistinė ( dažnių, vidurkių, standartinės paklaidos, Spearman koreliacijos kooficiento, t- testo) duomenų analizė.
Tyrime dalyvavo 72 Rusnės specialiosios ir 20 Klaipėdos I-os specialiosios mokyklų sutrikusio intelekto mokinių bei 145 Rusnės pagrindinės mokyklos mokiniai.
Empirinėje dalyje nagrinėjamas sutrikusio intelekto ir pagrindinės mokyklos mokinių požiūris į socialinę aplinką; įvertinami sutrikusio intelekto mokinių fizinio pajėgumo rodikliai bei eksperimento programos poveikis.
Svarbiausios empirinio tyrimo išvados:
1.Tyrimo duomenys, susiję su pirmojo uždavinio sprendimu, atskleidė, kad mokyklose moksleiviai dalyvauja tik kūno kultūros pamokose, nes jos yra privalomos. Nelanko sportinių būrelių 54% specialiosios ir 58% pagrindinės mokyklos mokiniai.
2. Pasitvirtino hipotezė, kad socialinė aplinka ir fizinis pajėgumas įtakoja sutrikusio intelekto mokinių motyvavimą sportuoti. Sveikų vaikų socialinė aplinka daugiau skatina mankštintis ir sportuoti, o... [toliau žr. visą tekstą]Theoretical analysis of pupils’ conception of social environment, factors that predetermine conception of mental retardation and the analysis of peculiarities of the development of children with intellectual disabilities have been carried out in the research paper. The set up Hypothesis is that social environment and physical capacity influence the motivation to engage intellectually retarded pupils in sports activities. The research, applying questionnaire survey, testing, pedagogical experiment method to determine the impact of social environment and physical capacity on motivation to engage pupils with intellectual disabilities in sport activities, has been carried out. Statistical (frequency, average, standard error, Spearman Rank Correlation Coefficient, t-test) data analysis has been carried out. 72 pupils from Rusne, 20 pupils from Klaipeda 1st Special School for Intellectually Disabled pupils and 145 pupils from Rusne Primary School participated in the research. In the empirical part the attitude of intellectually disabled pupils and pupils from primary school towards social environment is analyzed. Rate of physical capacity and the influence of experimental program on intellectually disabled pupils are evaluated. Fundamental conclusions of the research: 1. Research data, related to solution of the first problem, showed that pupils participate in physical education lessons at school only because they are compulsory. 54% of pupils from Special School and 58%... [to full text]
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Behr, Janice. "The evaluation of the imp act of interventions by a physiotherapist on intellectually imp aired and physically disabled children and their caregivers in two community groups in peri-urban Cape Town." University of the Western Cape, 2008. http://hdl.handle.net/11394/8367.
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>Magister Scientiae - MScPhysiotherapy services for disabled children and their families have conventionally been received at a hospital or school for children with special educational needs in the main towns and cities of South Africa. Community-Based Rehabilitation (CBR) programmes were proposed and established as an additional approach to Institutional-Based Rehabilitation to address the need for accessible resources for these families. In this study the author evaluated two CBR programmes for disabled children and their main caregivers in two separate low socioeconomic peri-urban areas of Cape Town. The programme, a weekly group meeting, included physiotherapy interventions to assist the development and functional abilities of the children by means of activities that the caregivers could include in daily home care. They handled their own children following demonstrations and correction of handling skills by the author. The majority of the caregivers were mothers. Their children, less than 13 years old, were severely intellectually impaired. Some with concomitant physical disabilities. The author implemented the interventions of the CBR programme and she required to understand the impact on the particpants in a study using qualiative research methods. In the pilot programme the attendant members were individually interviewed, after her withdrawal, for their opinions of the outcomes. Evaluation documentation.ofjheir children and CBR programme records were related to the caregivers' responses. From the pilot study experiences the author felt that additional methods of data collection would result in a greater understanding of the impacts of the interventions. Expanded methods of research were utilised in the study of the second group. During the interventions at group meetings the author used field notes to record observations. Participant observation allowed the author to analysis the responses of the participants. Focus group interviews assisted in understanding external factors influencing the participants as well as their needs. Individual interviews, after the closure of the CBR programme, allowed the participants to express their views of the interventions. Documentation of the individual evaluation of each child was related to the views expressed by the caregivers. Common meanings and themes were explored in the analysis of the various data collected. Analysis revealed that interventions of education and training for the caregivers improved their knowledge and understanding of the impairments and disability of their children. The children benefited functionally from their families increased skills and knowledge. Through discussion with other families at group meetings, the caregivers had an understanding of other disabilities in children and developmental outcomes possible for their own child. The caregivers were more confident to address the negative perceptions of disability in their communities. It is recommended that physiotherapists implementing any interventions for disabled children should ensure that the caregivers are partners in planning and selection of interventions and that their needs are addressed. Community participation in Community-Based Rehabilitation programmes was required for the participants to become self-reliant and solve their own needs as well as for the programme to be sustainable. This was demonstrated in only one of the programmes.
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MChale, Bruce Gene. "Intellectual patterns of emotionally disabled students and specific learning disabled students compared by history of aggressive conduct disorder behaviors." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284159.
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This study investigated the relationship between cognitive functioning and Emotionally Disabled (ED) and Specific Learning Disabled (SLD) students' aggressive behavior. It also identified the number of ED students who had demonstrated aggressive Conduct Disorder (CD) behaviors. Ancillary goals included investigating aggressive students' academic functioning and social factors related to aggressive behavior. The study used initial and most recent Wechsler Intelligence Scale for Children, Third Edition (WISC-III) scores and Woodcock-Johnson-Revised (WJ-R) scores obtained from students' special education folders. In addition, district discipline records and local juvenile court records were searched for documentation of participants' aggressive conduct disorder behavior. The sample consisted of 322 special education students from an urban school district in the American Southwest. Of this sample, 168 students had been previously identified as ED and 154 as SLD. Seventy percent were males and 30% were females which approximated the gender distribution of the district's special education population. The ethnic distribution of the sample included White (67%), Hispanic (24%), Black (7%), and Other (2%) which was representative of both the district and its special education population. Significant findings included a high rate of CD aggressive behaviors found in ED students in comparison to SLD students. Results also indicated that aggressive behavior was negatively related to the students' families' social status and that students from single-parent households had a significantly higher incidence of reported aggressive behaviors. No relationship between aggressive behavior and either ethnicity nor gender was found. Regarding cognitive functioning, aggressive students demonstrated significantly lower initial WISC III Verbal IQ scores in comparison to their Performance IQ scores. However, this relationship was not observed in subsequent testing. ED students demonstrated a significant decrease in WISC III Full Scale IQ scores. In addition, aggressive ED students demonstrated a significant decrease in WISC III Verbal IQ scores. Also, aggressive students demonstrated a significant decrease in WJ-R Broad Math scores. The latter two results tend some support to Patterson's Coercive Theory.
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Lukeroth, Clinton James. "Reaction time as a correlate of intellectual ability for the learning-disabled." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2935.
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This study investigated the relative performance of learning disabled and control schoolchildren on reaction time measures. Both the mean reaction time (RT), movement time (MT), and intra-individual variability (intra-SD) and the correlation of these measures to IQ were compared to evaluate the potential value of chronometric measures for the assessment of learning disabilities. Thirty learning disabled students were selected from the Resource Specialist Programs of four participating elementary schools. Thirty control subjects were matched by age, sex, ethnicity, and cognitive ability. Subject's RT and MT were measured with the use of a Hick Apparatus. Reaction time measures were correlated with IQ scores from the Wechsler Intelligence Scale for Children-Revised (WISC-R). The mean RTs, MTs, and intra-SDs were not significantly different for the learning disabled and control children. The control group displayed a pattern of RT-IQ correlations that conformed to findings from research with other populations. While the relationship of RT and IQ for the learning disabled group did not significantly differ from that for the control group for this small sample, a trend toward a unique pattern of correlations was evidenced. The implications of this pattern and theoretical explanations for its origin are presented. The trends toward a modest differential RT performance for Hispanic subjects are also presented and discussed. Findings suggest that learning disabled children are not deficient in speed of information processing. A unique relationship between RT and IQ may, however, be characteristic of the learning disabled. The potential utility of RT measurement in the assessment of learning disabilities was supported.
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Cleveland, Jackie. "The effects of multiple prompting on acquisition training for individuals with intellectual disabilities." abstract, 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1456403.
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Burt, Lucy. "To be Made Disabled, A Discourse Analysis of Intellectual Disability in New Zealand, 1900 - 1960." Thesis, University of Canterbury. History, 2013. http://hdl.handle.net/10092/8617.
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The New Zealand historiography on intellectual disability has been expanded in the twenty years by histories of the residential institution and the foundation of advocacy groups. However, there is still a limited field of history regarding how the intellectually disabled were discussed in twentieth century New Zealand. This thesis will discuss how the identity of the intellectually disabled was constructed as a social category, through different discourses, in twentieth century New Zealand. It shall be argued that from 1900 to at least 1960 those who created medical, government and public discourse also maintained the power to create the identity of the intellectually disabled. This argument will take the form of a discourse analysis and will draw on both primary and secondary sources. The primary sources will include government documents, medical literature and newspaper content. The secondary sources will cover material which provides context, and / or which has discussed the construction of intellectual disability. It will be argued that discourses centred on an idea of a 'problem' within the intellectually disabled individual. Also, the medical discourse and 'medicalized' understandings of intellectual disability will be seen to influence public and government discourse. Further, a tension will be shown in these discourses between the desire to assist the intellectually disabled and their families, as well as to protect the New Zealand community from these people.
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Krutzinna, Jenny. "The ethics of enhancement of intellectual abilities in children : a risk of creating 'superhuman' disabled?" Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-ethics-of-enhancement-of-intellectual-abilities-in-children-a-risk-of-creating-superhuman-disabled(3eb9066d-6e2d-4428-9029-68215ffb2f5b).html.
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Human enhancement continues to be hotly debated by both 'professionals' and academics, and increasingly also by the general public. This is no surprise, given that the idea of making human beings better - individually and collectively - has existed for centuries. Parents appear to be especially receptive to new ways of improving the qualities of their offspring - first and foremost their cognitive abilities - in the hope of giving them the best life possible. At the same time, children as not-yet autonomous persons are vulnerable to the decisions made on their behalf. This dynamic has led to a long-running philosophical debate about the moral permissibility of paediatric enhancement. Unfortunately, this debate has somewhat stalled at the point of disagreement on general permissibility, with both sides strongly relying on the notion of well-being to support their respective positions. Rapid progress in the sciences, including the development of the new CRISPR-Cas9 technique, holds much promise for effective cognitive enhancement in children, and this makes proper ethical assessment an urgent matter. Arguing that enhancement is here to stay and that prohibition is not a feasible option in a globalised world, I suggest that the debate should instead focus on what cognitive enhancement in children is likely to mean for the welfare of children. Addressing the question of whether enhancement of intellectual abilities in children is likely to lead to the creation of 'superhuman' disabled children - that is, children with superior or even yet-unseen cognitive capacities but a disability in some other sense (medical, social or both) - I draw on evidence from various fields, including education, law, disability studies and sociology, to demonstrate that the positive effect of cognitive ability on individual well-being is frequently overestimated and can thus not serve as a moral justification for cognitive enhancement. Furthermore, the current legal environment with regard to children with higher intellectual abilities gives cause for concern about the well-being of future cognitively enhanced children and urges us to address prevailing shortcomings in educational provision before deliberately engaging in the creation of more cognitive potential. Suggesting that any moral judgment about cognitive enhancement should focus strongly on the ends pursued, I argue that the welfare of children is endangered not so much by the new possibilities and methods of enhancement as by the failure to fully appreciate children's need for the provision of appropriate opportunities to match their individual abilities.
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Evmenova, Anna S. "Lights! Camera! Captions! The effects of picture and/or word captioning adaptations, alternative narration, and interactive features on video comprehension by students with intellectual disabilities /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3071.
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Thesis (Ph.D.)--George Mason University, 2008.Vita: p. 388. Thesis director: Michael M. Behrmann. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 349-387). Also issued in print.