Journal articles: 'Strategies in communication with people with mental disabilities'

1

Patel, Kunden, Laura Roche, Nicola Coward, Jacqueline Meek, and Celia Harding. "Promoting positive communication environments: a service evaluation." Tizard Learning Disability Review 23, no. 4 (October 1, 2018): 192–200. http://dx.doi.org/10.1108/tldr-04-2018-0009.

Full text

Abstract:

Purpose The purpose of this paper is to present an evaluation of a programme of training and support provided to staff, which aimed to encourage supported communication environments for people with learning disabilities. Design/methodology/approach Training, monitoring and support for communication, specifically augmentative and alternative communication (AAC) strategies, was provided by speech and language therapy staff to two residential services over 46 weeks. Staff and service user communications were observed pre- and post-intervention. Findings In one provision there was an increase in service user initiations and the use of some AAC strategies by support staff. In the other provision there was no change in service user initiations and a decrease in the range of AAC strategies used. It appears that some forms for AAC remain challenging for staff to implement. Originality/value This evaluation explores ways of using specialist support services to improve communication environments for people with learning difficulties. Possible reasons for differences in the outcome of the intervention are discussed. Future research into the types of communication interactions experienced by people with learning disabilities across the range of communication styles may be useful so that support staff can be better helped to provide sustained and enriched communication environments.

APA, Harvard, Vancouver, ISO, and other styles

2

Sari, Nurazila, and Khamim Zarkasih Putro. "Assistance and Learning Strategies for Deaf Children." JOYCED: Journal of Early Childhood Education 1, no. 1 (June 19, 2021): 39–52. http://dx.doi.org/10.14421/joyced.2021.11-05.

Full text

Abstract:

This study aimed to find out how the strategies for mentoring and learning deaf children are. The current phenomenon about deaf children is that they have difficulty communicating or can be categorized as low in communication with other people because their vocabulary is lacking. In the world of education, there are still few people who understand the characteristics of deaf children. It was also found that one of the teachers at an extraordinary school was more understanding when communicating with children with disabilities, mental disorders, and others than communicating with deaf children. This data collection technique is through descriptive analysis, content analysis or content analysis, and concluding a literary method with the type of library research, namely the mentoring and learning strategy for deaf children. There is an inclusive school for each child according to their particular needs. All efforts are made to be served optimally by making various modifications and adjustments. Learning media that can be used for deaf children are visual stimulation media and auditory stimulation media.

APA, Harvard, Vancouver, ISO, and other styles

3

Trascu, R., and L. Spiru. "FC28-03 - Are there effective strategies for communicating with Alzheimer patients?" European Psychiatry 26, S2 (March 2011): 1973. http://dx.doi.org/10.1016/s0924-9338(11)73676-8.

Full text

Abstract:

IntroductionDiagnosing Alzheimer Disease (AD) is a long-lasting process, mainly due to the variability of initial symptoms (i.e. memory problems, speech difficulties, behavioral changes). Patients are usually either unaware of their difficulties or attempting to conceal them.AimsWe wanted to establish whether, based on existing knowledge, a better understanding of the leading causes of miscommunication can overcome communication barriers for AD patients.ObjectivesWe tried to summarize the existing recommendations and gold-practices and to contract them into key messages in order to improve quality of communication.MethodWe performed a systematic overview of medical literature (PubMed search, disclos* OR communic* NOT communicate AND Alzheimer), selecting of the 516 resulting titles those papers focused on doctor/patient and doctor/caregiver communication issues.ResultsSpecific communication requirements were identified for effective collaboration between(1)physician and patient,(2)physician and patient's caregivers/family and(3)caregivers/family and patient.A minimal set of communication skills and predictable courses of action was further developed, depending on(a)best practices and(b)recommended practices.ConclusionsAlthough communicating with people with Alzheimer is difficult, quite often the communication barriers are mainly due to an inaccurate perception of the disease and of patient limitations and disabilities. Understanding the mechanisms involved and acquiring certain interpersonal habits may significantly improve communication effectiveness, particularly in mild and moderate AD.

APA, Harvard, Vancouver, ISO, and other styles

4

Eng, Bennett, Paul Addison, and Howard Ring. "A guide to intellectual disability psychiatry assessments in the community." Advances in Psychiatric Treatment 19, no. 6 (November 2013): 429–36. http://dx.doi.org/10.1192/apt.bp.113.011213.

Full text

Abstract:

SummaryPsychiatric assessment in the community is an important part of both the initial assessment process and delivery of follow-up care in adult intellectual disability services in the UK. This article examines how such assessments can be carried out safely and explores the clinical skills required to perform them effectively. Use of the psychiatric interview and mental state examination to elicit information is discussed. Communication difficulties experienced by people with intellectual disabilities and strategies that may be employed to address these in the assessment process are also explored. The article is directed at psychiatrists, in particular specialty trainees, and other healthcare professionals who work with intellectually disabled people.

APA, Harvard, Vancouver, ISO, and other styles

5

Alua, Smanova, Ibraimova Leskul, Aitenova Elmira, Rakhmetova Raigul, Serikbayeva Gaisha, and Abdykadyrov Aidos. "Communicative Competence Enhancement in Teaching Students with Special Needs." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (June 1, 2021): 336–41. http://dx.doi.org/10.6000/2292-2598.2021.09.03.10.

Full text

Abstract:

Communication is powerful instruments of interaction that provide equality to those who have a severe intellectual disability. We are presenting a comprehensive communication model to enhance their chances of interacting with others and improving professionals' understanding of intellectual disability. Most of the existing literature on different disabilities focuses on people who have some capacities to perform certain skills to a certain degree. Our model allows effective learning and proactive interaction for both the disabled and the professionals. Moreover, it offers resources and a wide range of knowledge about the syndromes and the right strategies to be used. The idea of this research paper arose out of an awareness that students with language learning disabilities are completely ignored in the educational system, and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This paper, therefore, is an attempt to provide teachers with multiple-strategies models for teaching English language skills to these students at the intermediate level and beyond. Also, this research paper describes strategies for language learning and language use in regular language activities. Communication is powerful instruments of interaction that provide equality to those who have a severe intellectual disability. We are presenting a comprehensive communication model to enhance their chances of interacting with others and improving professionals' understanding of intellectual disability. Most of the existing literature on different disabilities focuses on people who have some capacities to perform certain skills to a certain degree. Our model allows effective learning and proactive interaction for both the disabled and the professionals. Moreover, it offers resources and a wide range of knowledge about the syndromes and the right strategies to be used. The idea of this research paper arose out of an awareness that students with language learning disabilities are completely ignored in the educational system, and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This paper, therefore, is an attempt to provide teachers with multiple-strategies models for teaching English language skills to these students at the intermediate level and beyond. Also, this research paper describes strategies for language learning and language use in regular language activities.

APA, Harvard, Vancouver, ISO, and other styles

6

Alborz, Alison, Rosalind McNally, and Caroline Glendinning. "Access to health care for people with learning disabilities in the UK: mapping the issues and reviewing the evidence." Journal of Health Services Research & Policy 10, no. 3 (July 1, 2005): 173–82. http://dx.doi.org/10.1258/1355819054338997.

Full text

Abstract:

Objectives: People with learning disabilities are more prone to a wide range of additional physical and mental health problems than the general population. Our aim was to map the issues and review the evidence on access to health care for these patients. The review sought to identify theory, evidence and gaps in knowledge relating to the help-seeking behaviour of people with learning disabilities and their carers, barriers and problems they experience accessing the full range of health services, and practical and effective interventions aiming to improve access to health care. Methods: A three-strand approach was adopted, involving searches of electronic databases, a consultation exercise and a mail shot to researchers and learning disability health professionals. Evidence relevant to our model of 'access' was evaluated for scientific rigour and selected papers synthesized. Results: Overall, a lack of rigorous research in this area was noted and significant gaps in the evidence base were apparent. Evidence was identified on the difficulties in identifying health needs among people with learning disabilities and the potentially empowering or obstructive influence of third parties on access to health care. Barriers to access identified within health services included problems with communication, inadequate facilities, rigid procedures and lack of appropriate interpersonal skills among mainstream health care professionals in caring for these patients. A number of innovations designed to improve access were identified, including a communication aid, a prompt card to support general practitioners, health check programmes and walk-in clinics. Conclusion: There are important gaps in the knowledge base on access to health care for this group. While these need to be addressed, developing strategies to overcome identified barriers should be a priority, along with fuller evaluation of existing innovations.

APA, Harvard, Vancouver, ISO, and other styles

7

Dern, Sebastian, and Tanja Sappok. "Barriers to healthcare for people on the autism spectrum." Advances in Autism 2, no. 1 (January 4, 2016): 2–11. http://dx.doi.org/10.1108/aia-10-2015-0020.

Full text

Abstract:

Purpose – Adults on the autism spectrum experience difficulties in receiving health care, and health care providers face difficulties in offering health care to adults on the autism spectrum. The purpose of this paper is first, to assess the various difficulties and second, to provide strategies to overcome them. Design/methodology/approach – In this qualitative research project, current barriers and facilitators to health care services were sampled from a collaboration of autistic self-advocates and autism professionals in Berlin, Germany. The findings were complemented by a review of practical guidelines and research about the service accessibility of patients on the autism spectrum. Findings – A comprehensive list of barriers to health care was compiled and structured according to various aspects, such as “making appointments”, “waiting area”, “communication”, and “examination”. Strategies considering the perceptual and communicative peculiarities of autism were found to improve access to health care for autistic adults. Practical implications – Providing access to the health care system may improve the diagnosis and treatment of mental and somatic illnesses, and thereby, the health status and quality of life for people on the autism spectrum. This recognition of the needs of adults on the autism spectrum may serve as a model for other areas in society, such as education and employment. Originality/value – Data acquisition in this project is of special value because it resulted from collaboration between an autistic self-advocacy organization and professionals working in the field of intellectual developmental disabilities considering the experiences of autistic adults in the entire range of intellectual functioning.

APA, Harvard, Vancouver, ISO, and other styles

8

Hedley, Darren, Jennifer R. Spoor, Ru Ying Cai, Mirko Uljarevic, Simon Bury, Eynat Gal, Simon Moss, Amanda Richdale, Timothy Bartram, and Cheryl Dissanayake. "Supportive employment practices: perspectives of autistic employees." Advances in Autism 7, no. 1 (February 11, 2021): 28–40. http://dx.doi.org/10.1108/aia-09-2019-0029.

Full text

Abstract:

Purpose Employment can make an important contribution to individual well-being, for example, by providing people with a sense of purpose; however, autistic individuals face significant barriers to entering the workforce. This is reflected in high levels of underemployment and unemployment, with an estimated 80% of autistic people unemployed worldwide. This is higher than both other disability groups and people without disabilities. Research is needed to identify strategies that facilitate the sustained employment of autistic adults. This study aims to examine the perspectives of autistic individuals participating in a specialized employment program within the information and communication technology sector. Design/methodology/approach Three focus groups were conducted with nine adults on the autism spectrum. Data were analyzed using an inductive approach according to established guidelines, which included coding and categorizing data into themes. Findings Focus group analysis revealed four themes: trainees’ previous work experiences; expectations of the employment program; recruitment and selection processes; and training and transition. Several factors associated with the changes to the recruitment and selection process were found to benefit the autistic employees. Originality/value Few studies have characterized the work experiences of adults on the autism spectrum. Tailored employment processes that challenge traditional human resource management practices can increase the participation of autistic individuals in the workforce. Strategies for promoting the success of these programs are discussed.

APA, Harvard, Vancouver, ISO, and other styles

9

Worthington, Rachel. "The multi-component model of harmful sexual behaviour for people with autism and co-morbid intellectual disabilities – a theory and practice guide." Journal of Forensic Practice 21, no. 1 (January 31, 2019): 1–13. http://dx.doi.org/10.1108/jfp-07-2017-0027.

Full text

Abstract:

PurposeThe purpose of this paper is to explore to what extent neuro-typical theories of sexual offending apply to clients with Levels 2 and 3 autism with a co-morbid intellectual disability (ID). The paper develops a model of harmful sexual behaviour (HSB) for this client group and makes suggestions for how these behaviours can be understood and reduced.Design/methodology/approachThe revised Integrated Theory of Sexual Offending (ITSO) (Ward and Beech, 2016) is used as a starting framework to understand HSB in this client group. This attends to specific neuropsychological systems, brain development, motivation and emotional processing.FindingsThe revised ITSO has some utility in understanding HSB in this client group. This is improved when neuro-atypical specific state factors are identified. Practical ways of establishing these state factors are made which attend to the function of the behaviour in line with “Good Lives” model of rehabilitation.Research limitations/implicationsRecommendations for ways in which the function of HSB in this client group can be identified are made as well as recommendations for how treatment can be tailored dependent on the function of behaviour in this client group.Practical implicationsThe paper makes practical recommendations for how interventions for people with ID and autism in line with Ward, Clack and Haig’s (2016) Abductive Theory of Method which noted that interventions should be adopted to consider wider explanations for offending thus acknowledging that treatment could extend beyond cognitive behavioural therapy for clinical phenomena. Future treatments for clients with autism and LD are suggested which attend to sensory needs, teaching alternative communication strategies for seeking out “deep pressure” or attention in ways that do not involve sexual offending, using picture communication, information technology or Makaton to communicate needs or using social stories to explain the consequences of behaviour. In addition, neuro-atypical interventions which attend to the neuropsychological functioning of clients could also be included in treatment for neuro-typical clients, thus ensuring that interventions attend to every aspect of the ITSO and not purely clinical phenomena.Social implicationsEnhancing treatment interventions for clients with ID and autism could both reduce risk and enhance quality of life for this client group.Originality/valueMuch of the work to date exploring HSB in clients with autism has attended to clients with Level 1 autism or those without an additional ID. This paper provides practitioners with a theory upon which to understand HSB in clients with a dual diagnosis of Levels 2/3 autism and an ID as well as practical recommendations for reducing HSB in this client group.

APA, Harvard, Vancouver, ISO, and other styles

10

Moone, Rajean, Elizabeth Lightfoot Kamal Abdi Suleiman, Courtney Kutzler, Jacob Otis, Kenneth Turck, and Heejung Yun. "Changes in Family Caregiver Roles and Interactions During the COVID-19 Pandemic." Innovation in Aging 4, Supplement_1 (December 1, 2020): 935. http://dx.doi.org/10.1093/geroni/igaa057.3427.

Full text

Abstract:

Abstract Family caregivers provide the majority of support for older adults and people with disabilities in the U.S. The onset of the COVID-19 pandemic forced radical changes in duties and relationships between family caregivers and care recipients. These changes can be attributed to fears of virus transmission as well as federal, state and local government mitigation strategies resulting in social distancing and quarantining limiting caregiving interactions. This qualitative investigation conducted 55 Zoom interviews over summer 2020 with family caregivers to explore their changing roles and duties during the pandemic. Researchers utilized a semi-structured interview guide to explore caregiver experiences with COVID-19. The average age of the caregiver participants was 59 and the average age of the care recipients for whom they provided care was 74. All participants provided unpaid care for family members. Interviews were conducted in English (n=40), Spanish (n=5), Somali (n=5) and Korean (n=5). Care recipients resided in a facility (nursing home, memory care, ICF-DD, or other assisted living) (70%) with the caregiver (20%), and in a separate independent setting (10%). Data from each interview were coded into themes by two researchers. Themes that emerged from the analyses included concerns about care recipient mental and physical health deterioration, lack of communication from formal providers, change in relationships with other family members, and future concerns. Implications for additional research and practice are included.

APA, Harvard, Vancouver, ISO, and other styles

11

Wilkinson, Krista M. "Communication Strategies for People with Developmental Disabilities." Topics in Language Disorders 16, no. 3 (May 1996): 84. http://dx.doi.org/10.1097/00011363-199605000-00013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Sharby, Nancy, Katharine Martire, and Maura Iversen. "Decreasing Health Disparities for People with Disabilities through Improved Communication Strategies and Awareness." International Journal of Environmental Research and Public Health 12, no. 3 (March 19, 2015): 3301–16. http://dx.doi.org/10.3390/ijerph120303301.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Wu, Hui-Ching, Ching-Kuan Wu, Jing-Wei Liao, Li-Hsin Chang, and Tang I-Chen. "Coping Strategies of Hospitalized People with Psychiatric Disabilities in Taiwan." Psychiatric Quarterly 81, no. 1 (October 14, 2009): 23–34. http://dx.doi.org/10.1007/s11126-009-9113-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Forbat, Liz. "Making Valuing People Work. Strategies for Change in Services for People with Learning Disabilities." British Journal of Learning Disabilities 32, no. 4 (December 2004): 199–200. http://dx.doi.org/10.1111/j.1468-3156.2004.00308.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Sigafoos, Jeff. "Creating opportunities for augmentative and alternative communication: strategies for involving people with developmental disabilities." Augmentative and Alternative Communication 15, no. 3 (January 1999): 183–90. http://dx.doi.org/10.1080/07434619912331278715.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Lewer, Alix, and Celia Harding. "Communication is the key: improving outcomes for people with learning disabilities." Tizard Learning Disability Review 18, no. 3 (July 5, 2013): 132–40. http://dx.doi.org/10.1108/tldr-01-2013-0001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Johnson, Hilary, Barbara Solarsh, Karen Bloomberg, and Denise West. "Supporting people with complex communication needs through community capacity building: the Communication Access Network." Tizard Learning Disability Review 21, no. 3 (July 4, 2016): 130–39. http://dx.doi.org/10.1108/tldr-10-2015-0044.

Full text

Abstract:

Purpose – The purpose of this paper is to describe specific features of a Victorian (Australia) state-wide hub and spoke model of speech pathology provision established for adults with complex communication needs (CCN). Two case studies highlighting successful examples of services developed to enhance community inclusion will be described and the challenges discussed. Design/methodology/approach – The route to community inclusion is described through a case study illustration of one communication accessible community site and one disability service study. The disability service research involved focus groups, survey and interview data and demonstrated the efficacy and sustainability of a support worker training model. Findings – Sustainable change in the community and in disability services can occur through partnerships, training, and long-term commitment. Support workers who can facilitate interactions for people who have cognitive and communicative disabilities are an essential component of building the capacity of communities to include people with CCN. Collaboration between community members, specialised supports and people with disabilities enhances active community participation. Originality/value – This innovative, state-wide model has the capacity to be replicated elsewhere. On-going speech pathology services are integral to support adults with CCN providing both short-term individualised services, sustainable staff training and community engagement.

APA, Harvard, Vancouver, ISO, and other styles

18

Manos, Ed. "At Home: Strategies for Serving Older People With Mental Disabilities In the Community." Journal of Psychosocial Nursing and Mental Health Services 34, no. 12 (December 1996): 39. http://dx.doi.org/10.3928/0279-3695-19961201-19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Aftab, Rabia, and Abrar Anam. "Adult learning disabilities." InnovAiT: Education and inspiration for general practice 12, no. 11 (September 4, 2019): 651–55. http://dx.doi.org/10.1177/1755738019869377.

Full text

Abstract:

People with a learning disability (LD) find it harder to learn certain life skills. The problems experienced vary from person to person, but may include learning new things, communication, managing money, reading, writing and personal care. Evidence indicates that people with LDs have poorer health than people without a LD, and have differences in health status that are, to an extent, avoidable. The health inequalities faced by people with LDs in the UK usually start early in life, and often result from barriers to access of timely, appropriate and effective healthcare. It is, therefore, essential at annual checks to opportunistically screen and holistically manage health inequalities. LD is a priority in the National Health Service’s Long Term Plan. Although a LD (depending upon severity) generally becomes apparent in early childhood, this article focuses on LDs in adults. LD and ‘intellectual disability’ are terms used interchangeably and recognised by the Mental Health Foundation.

APA, Harvard, Vancouver, ISO, and other styles

20

Kerr, Mike. "Improving the general health of people with learning disabilities." Advances in Psychiatric Treatment 10, no. 3 (May 2004): 200–206. http://dx.doi.org/10.1192/apt.10.3.200.

Full text

Abstract:

People with learning disabilities suffer an increase in common morbidity, communication difficulties, a high prevalence of serious conditions such as epilepsy, and specific patterns of health needs associated with the aetiology of their disability. Unfortunately, this combination of need is mirrored by a consistent picture of poor health promotion uptake, inadequate care for serious morbidity, unrecognised health need and poor access to health care. Consequently, there is a great disparity between the health of learning-disabled people and that of the general population. Psychiatrists can address this disparity in clinical practice by focusing on these patients' mental health, epilepsy management and the impact of behaviour on health. They can also influence health planning and service development.

APA, Harvard, Vancouver, ISO, and other styles

21

Rakhmawati, Yuliana, and Rizki Ernaldi. "YOUTH COMMUNICATION CAMPAIGN IN STRENGTHENING DIFABELS THROUGH ICT-BASED PHILANTHROPY." al-Balagh : Jurnal Dakwah dan Komunikasi 5, no. 2 (December 10, 2020): 313–40. http://dx.doi.org/10.22515/al-balagh.v5i2.2203.

Full text

Abstract:

Ableism is a differentiation construction often experienced by entities with disabilities and contributes to discrimination in the fulfillment of personal, economic, and social rights for persons with disabilities. Designfordream (dfd) presents a form of youth awareness that concerns about philanthropic communication innovation strategies on ableism. This study aims to describe Designfordream's communication strategy in delivering communication through philanthropic activities. This study used a qualitative descriptive method. The data collection observed the Designfordream philanthropic activities through interviews with management and makes some documentation for the relevant sources. The results showed that the communication strategy used by Designfordream was through an ICT-based communication campaign. This campaign is carried out by distributing anti-ableism messages and innovating in building market networks to strengthen people with disabilities' entrepreneurial capacity.

APA, Harvard, Vancouver, ISO, and other styles

22

Toquero, Cathy Mae Dabi. "‘Sana All’ Inclusive Education amid COVID-19: Challenges, Strategies, and Prospects of Special Education Teachers." International and Multidisciplinary Journal of Social Sciences 10, no. 1 (March 30, 2021): 30–51. http://dx.doi.org/10.17583/rimcis.2020.6316.

Full text

Abstract:

People with Special Educational Needs and Disabilities (SEND) are confronted with diverse challenges as COVID-19 caused tremendous disruption in face-to-face educational settings. Apart from this situation, teachers are also facing difficulties in making their lessons adaptive and responsive to the educational learning needs of people with SEND. This article explores the challenges, strategies, and prospects of teachers for inclusive education during the pandemic. Using a qualitative approach, the researcher gathered data through Messenger chatbot and emails with five special education teachers in the Philippines. Findings revealed that the teachers’ experience educational apprehensions, intermittent virtual socialization, and psychological crisis. However, the teachers assisted the parents in supervising their children with disabilities' through online communication, homeschooling, parental engagement, psychological safety, and empathetic language strategies. The special education teachers also look forward to inclusivity in school policies and government-driven emergency interventions for people with developmental disabilities.

APA, Harvard, Vancouver, ISO, and other styles

23

Cumella, Stuart. "Making Valuing People Work. Strategies for Change in Services for People with Learning Disabilities." Journal of Intellectual Disability Research 51, no. 2 (February 2007): 170–71. http://dx.doi.org/10.1111/j.1365-2788.2005.00776.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Chadwick, Darren David. "Online risk for people with intellectual disabilities." Tizard Learning Disability Review 24, no. 4 (September 26, 2019): 180–87. http://dx.doi.org/10.1108/tldr-03-2019-0008.

Full text

Abstract:

Purpose The purpose of this paper is to summarise the current state of empirical knowledge pertaining to online risk and cybercrime relating to people with intellectual disabilities (ID). Design/methodology/approach This narrative review summarises, synthesises and critically evaluates the current literature and state of knowledge and offers suggestions for extending current knowledge and practice. Findings Evidence regarding risk for people with ID is limited but growing. Existing findings highlight that: risk may increase contingent upon higher levels of sociability, loneliness, anxiety and depression, poorer insight, judgement, discrimination and ability to detect deception online and reduced experience and life opportunities; people without ID perceive high online risk for people with ID, which may lead to gatekeeping restrictions and controlling digital access; restriction may potentially impede online self-determination, participation and development by people with ID; and experience of risk may enhance awareness, independence and resilience in managing future online risk amongst people with ID. Further research work is needed in this area to enhance understanding of risk experience and effective support strategies. Originality/value This review of current knowledge has highlighted the necessity for more research to better understand the propensity for engagement in different risky online behaviours and to better inform support practices to help people with ID to manage risk whilst maintaining digital inclusion.

APA, Harvard, Vancouver, ISO, and other styles

25

D. Perera, Bhathika, and Penny J. Standen. "Exploring coping strategies of carers looking after people with intellectual disabilities and dementia." Advances in Mental Health and Intellectual Disabilities 8, no. 5 (August 26, 2014): 292–301. http://dx.doi.org/10.1108/amhid-05-2013-0034.

Full text

Abstract:

Purpose – Carers play a vital role in looking after people with intellectual disabilities (ID). Caring role can be stressful and challenging in nature. Carers use various coping strategies to deal with stressors. The purpose of this paper is to explore coping strategies of carers looking after people with ID and dementia. Design/methodology/approach – Qualitative methodology was used to explore coping strategies. Focus groups and face-to-face interviews were carried out. These interviews were transcribed and analysed using thematic analysis. Findings – Nine interviews with carers (six paid carers and three family carers) and two focus groups with nursing staff looking after people with ID were carried out. Three key themes of “Narrative”, “Strategy toolbox” and “Compartmentalisation” emerged from analysis. Narrative and strategy took box were further subthemed. Carers had narratives about them and the person they look after. These “narratives” helped them to deal with day to day stressors. They also carried a “strategy toolbox”, which they used when they were in stressful situations. Compartmentalisation helped them to separate their personal life from work life as a carer. Originality/value – Understanding carers’ coping strategies is important when planning services to help carers who play an important role in our society. Professionals can support carers to understand and improve their existing coping skills and help them to thrive in their role as carers.

APA, Harvard, Vancouver, ISO, and other styles

26

Brady, Nancy C., Susan Bruce, Amy Goldman, Karen Erickson, Beth Mineo, Bill T. Ogletree, Diane Paul, et al. "Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention." American Journal on Intellectual and Developmental Disabilities 121, no. 2 (March 1, 2016): 121–38. http://dx.doi.org/10.1352/1944-7558-121.2.121.

Full text

Abstract:

Abstract The National Joint Committee for the Communication Needs of People With Severe Disabilities (NJC) reviewed literature regarding practices for people with severe disabilities in order to update guidance provided in documents originally published in 1992. Changes in laws, definitions, and policies that affect communication attainments by persons with severe disabilities are presented, along with guidance regarding assessment and intervention practices. A revised version of the Communication Bill of Rights, a powerful document that describes the communication rights of all individuals, including those with severe disabilities is included in this article. The information contained within this article is intended to be used by professionals, family members, and individuals with severe disabilities to inform and advocate for effective communication services and opportunities.

APA, Harvard, Vancouver, ISO, and other styles

27

Buell, Susan, and Darren Chadwick. "Meeting the communication support needs of children and young people with intellectual disabilities in the Bolivian Andes." Journal of Intellectual Disabilities 21, no. 3 (August 16, 2017): 220–34. http://dx.doi.org/10.1177/1744629517707086.

Full text

Abstract:

Services available for people with disabilities in Bolivia tend to be fragmented and costly. Children and adults with intellectual disabilities are more likely to have a related communication disability and are thus both literally and metaphorically excluded from having a voice. The following research aimed to explore the experiences of accessing services by people with communication disabilities in Bolivia through semi-structured interviews and one focus group carried out with family members, professionals, service providers, educators and policymakers. It aimed to establish the nature of current services in Bolivia where knowledge, information and resources are scarce. Findings indicated the need to consider an alternative to a medical model approach through a focus on empowering other stakeholders to participate more fully in meeting communication support needs. Conclusions plot ideas for future service delivery and emphasize the central power of sharing practical and expert knowledge.

APA, Harvard, Vancouver, ISO, and other styles

28

Georgescu, Dan, and Anne Styp von Rekowski. "The Swiss mental healthcare system for people with intellectual disabilities." Advances in Mental Health and Intellectual Disabilities 12, no. 3/4 (July 2, 2018): 135–44. http://dx.doi.org/10.1108/amhid-04-2018-0020.

Full text

Abstract:

Purpose The purpose of this paper is to describe the mental healthcare system for people with intellectual disabilities (ID) in Switzerland. It covers the current provision of mental healthcare services as well as educational and research aspects, and summarises both the historical development and the current data on demography, health economics, legislation and national policy. Design/methodology/approach The authors performed an extensive literature research and evaluated the (very sparse) literature, conducted some interviews with recognised experts and carried out extensive internet-based research on the topic. Findings There are numerous, well-funded, well-staffed and well-equipped facilities for people with ID. These facilities have highly trained special education teachers and social education workers. Legislation, the insurance system as well as the policies and strategies on a national level are basically in line with people’s with ID needs. On the other hand, there are too few specialist physicians and psychologists, not enough training centres and too few specialist psychiatric services, both inpatient and outpatient. Medical and psychological research in this field is also insufficient. Practical implications In Switzerland, the development of treatment facilities typically does not start with a decision by a central authority to implement a policy in a top-down process. Usually, these organisations develop on the basis of some local initiatives and spread throughout the country. The process is likely to be similar in the case of services for people with mental health and intellectual disabilities (MHID), and the situation can be expected to be much better throughout the country within a few years. Furthermore, specific training programmes are expected to be created for physicians and psychologists of various disciplines, to promote an interdisciplinary approach. Originality/value This review fills a gap in that there are very few published reviews on the provision of MHID services in Switzerland.

APA, Harvard, Vancouver, ISO, and other styles

29

Boardman, Liz, Jane Bernal, and Sheila Hollins. "Communicating with people with intellectual disabilities: a guide for general psychiatrists." Advances in Psychiatric Treatment 20, no. 1 (January 2014): 27–36. http://dx.doi.org/10.1192/apt.bp.110.008664.

Full text

Abstract:

SummaryGood communication is central to psychiatric consultation. It informs assessment, diagnosis and treatment, and is an important part of empowering people to take more control of their own mental health. But active listening and personally tailored explanations may require additional skills and may need to be practised in the context of ethical and legal frameworks. In this article we consider the additional impairments that occur in people with intellectual disabilities who use psychiatric services and describe practical steps that can be taken by clinicians and service providers to overcome these impairments, to make reasonable adjustments and to ensure that patients obtain maximum benefit from services.

APA, Harvard, Vancouver, ISO, and other styles

30

Bradshaw, Jill. "Commentary on “Communication is the key: improving outcomes for people with learning disabilities”." Tizard Learning Disability Review 18, no. 3 (July 5, 2013): 141–45. http://dx.doi.org/10.1108/tldr-03-2013-0027.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Di Marco, Mark, and Teresa Iacono. "Mental Health Assessment and Intervention for People With Complex Communication Needs Associated With Developmental Disabilities." Journal of Policy and Practice in Intellectual Disabilities 4, no. 1 (March 2007): 40–59. http://dx.doi.org/10.1111/j.1741-1130.2006.00096.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Adams, Danielle. "Polypharmacy and deprescribing in people with learning disabilities." Journal of Prescribing Practice 1, no. 6 (June 2, 2019): 296–300. http://dx.doi.org/10.12968/jprp.2019.1.6.296.

Full text

Abstract:

In order to effectively manage problematic polypharmacy and stop medicines safely, it is imperative that there is an appreciation of all the factors that are involved in the deprescribing process. A collaborative, patient-centred approach is required to optimise medicines effectively and reduce inappropriate prescribing. Patients should be equal stakeholders in this process. Implementing shared decision-making, while considering the issues of capacity and consent, may contribute to improved patient empowerment and outcomes. Reflecting on the risks of deprescribing — such as the implications of relapse, and the reduction of beneficial side effects and the risk of medication errors — can provide a framework for positive patient outcomes. Key to managing these risks is effective communication between all stakeholders. The STOMP campaign is addressing the overprescribing of psychotropic medicines in people with learning disabilities. It is hoped that by reducing these medicines, in the absence of a mental health diagnosis, existing health inequalities, morbidity and mortality may be reduced.

APA, Harvard, Vancouver, ISO, and other styles

33

Phadraig, Caoimhin Mac Giolla, Colin Griffiths, Philip McCallion, Mary McCarron, and June Nunn. "Communication-based behaviour support for adults with intellectual disabilities receiving dental care: A focus group study exploring dentists’ decision-making and communication." Journal of Intellectual Disabilities 23, no. 4 (October 31, 2017): 526–40. http://dx.doi.org/10.1177/1744629517738404.

Full text

Abstract:

A better understanding of how communication-based behaviour supports are applied with adults with intellectual disabilities may reduce reliance on restrictive practices such as holding, sedation and anaesthesia in dentistry. In this study, we explore how communication is used by dentists who provide treatment for adults with intellectual disabilities. A descriptive qualitative study, adopting synchronous online focus groups, was undertaken with six expert dentists in Ireland. Members were contacted again in pairs or individually for further data collection, analysed using thematic content analysis. Two relevant categories emerged from the data, relating to the selection and application of communication-based behaviour support for adults with intellectual disabilities. Decision-making processes were explored. Building on these categories, a co-regulating process of communication emerged as the means by which dentists iteratively apply and adapt communicative strategies. This exploration revealed rationalist and intuitive decision-making. Implications for education, practice and research are identified.

APA, Harvard, Vancouver, ISO, and other styles

34

Adam, Emily, Katherine E. Sleeman, Sarah Brearley, Katherine Hunt, and Irene Tuffrey-Wijne. "The palliative care needs of adults with intellectual disabilities and their access to palliative care services: A systematic review." Palliative Medicine 34, no. 8 (June 17, 2020): 1006–18. http://dx.doi.org/10.1177/0269216320932774.

Full text

Abstract:

Background: There is evidence that people with intellectual disabilities experience healthcare inequalities, including access to specialist palliative care, but to date, there has not been a systematic review of empirical evidence. Aim: To identify the palliative care needs of adults with intellectual disabilities and the barriers and facilitators they face in accessing palliative care. Design: Systematic review using a narrative synthesis approach (International prospective register of systematic reviews (PROSPERO) registration number: CRD42019138974). Data sources: Five databases were searched in June 2019 (MEDLINE, Embase, PsycINFO, the Cochrane library and CINAHL) along with hand searches and a search of the grey literature. All study designs were included. Results: A total of 52 studies were identified, all of which were conducted in high-income countries, the majority in the United Kingdom ( n = 28). From a total of 2970 participants across all studies, only 1% were people with intellectual disabilities and 1.3% were family members; the majority (97%) were health/social care professionals. Identified needs included physical needs, psychosocial and spiritual needs, and information and communication needs. Barriers and facilitators were associated with education (e.g. staff knowledge, training and experience), communication (e.g. staff skill in assessing and addressing needs of people with communication difficulties), collaboration (e.g. importance of sustained multidisciplinary approach) and health and social care delivery (e.g. staffing levels, funding and management support). Conclusion: This review highlights the specific problems in providing equitable palliative care for adults with intellectual disabilities, but there is a lack of research into strategies to improve practice. This should be prioritised using methods that include people with intellectual disabilities and families.

APA, Harvard, Vancouver, ISO, and other styles

35

Ride, Georgia, and Danielle C. Newton. "Exploring professionals' perceptions of the barriers and enablers to young people with physical disabilities accessing sexual and reproductive health services in Australia." Sexual Health 15, no. 4 (2018): 312. http://dx.doi.org/10.1071/sh17106.

Full text

Abstract:

Background There is a lack of research on young people with physical disabilities’ access to sexual and reproductive health (SRH) services in Australia. Research has found that there are attitudinal, physical and communication barriers for people with disability, in general, accessing health services, including SRH services. This paper explores key informant perceptions of the barriers and enablers to young people with physical disabilities accessing SRH services in Australia. Methods: This research used a qualitative approach and involved semi-structured interviews with key informants. Key informants were identified using purposive and snowball sampling, and included health professionals working in SRH services and disability-focussed organisations. Thematic analysis was used to analyse the data. Results: Key informant interviews were carried out with nine health professionals and professionals from disability-focussed organisations. Key themes were: attitudes, role and capacity of health professionals; and additional supports. These three broad areas can either act as barriers or enablers for young people with physical disabilities to access SRH services. This research highlighted that heterosexual and gender bias creates additional barriers for young women with physical disabilities and young people with physical disabilities who identify as lesbian, gay, bisexual, queer, transgender or intersex (LGBQTI). Conclusion: Young people with physical disabilities face barriers accessing SRH services. Additional barriers are faced by young women and LGBQTI young people with physical disabilities. This paper suggests strategies to overcome these barriers.

APA, Harvard, Vancouver, ISO, and other styles

36

Roy, Ashok, Helen Matthews, Paul Clifford, Vanessa Fowler, and David M. Martin. "Health of the Nation Outcome Scales for People with Learning Disabilities (HoNOS–LD)." British Journal of Psychiatry 180, no. 1 (January 2002): 61–66. http://dx.doi.org/10.1192/bjp.180.1.61.

Full text

Abstract:

BackgroundThe Health of the Nation Outcomes Scales (HoNOS) have been developed to measure outcomes in people with mental health problems.AimsFrequent impaired social functioning, problems with communication and associated physical conditions meant that a bespoke instrument was needed for people with learning disabilities. We describe the development of the Health of the Nation Outcomes Scales for People with Learning Disabilities (HoNOS–LD).MethodHoNOS-LD was piloted at 26 sites. Two raters, at two points in time, rated 372 subjects. Analysis determined acceptability, ease of use, interrater reliability, sensitivity to change and reliability with the Aberrant Behavior Checklist (ABC).ResultsThe resulting 18-item instrument demonstrated good reliability and validity characteristics and is generally acceptable to clinicians.ConclusionsHoNOS-LD is an appropriate instrument for measuring outcome in people with learning disabilities with additional mental health needs.

APA, Harvard, Vancouver, ISO, and other styles

37

Marrone, Joe, Cecilia Gandolfo, Martine Gold, and David Hoff. "JUST DOING IT: Helping People with Mental Illness Get Good Jobs." Journal of Applied Rehabilitation Counseling 29, no. 1 (March 1, 1998): 37–48. http://dx.doi.org/10.1891/0047-2220.29.1.37.

Full text

Abstract:

This article presents the authors' suggestions on practical marketing, job development, and accommodation techniques as well as pitfalls to avoid in helping people with psychiatric disabilities find employment and careers in the community. The article also presents the theoretical underpinnings for the concrete “How To's” offered. Concepts discussed include identifying the customer, taking a “feature-benefit” and a customer service approach to marketing, creating a decision tree for disclosure of disability, and outlining effective strategies for countering objections raised by employers.

APA, Harvard, Vancouver, ISO, and other styles

38

Firmansyah, Cep Yoga, Dorang Luhpuri, and Rosyikin Sukanda. "The Implementation of Modeling Technique on Social Skills of People With Mental Psychotic Disability." Indonesian Journal of Social Work 1, no. 1 (August 19, 2017): 28–57. http://dx.doi.org/10.31595/international.v1i1.4.

Full text

Abstract:

Abstract. Social skills are not the capacity that can be easily mastered by personswith mental disabilities; they endeavor to master and/-or regain control of thesecapacities. Having 2 persons with mental disabilities as case studies, the objective ofthis study is to improve social skills of those persons with disabilities in more stablemental condition. This research uses a quantitative approach with a single subjectexperimental research design utilizing multiple baseline cross subject model; twopersons with mental disabilities having similar characteristics and behavior becamerespondents of the study. Data analysis has been conducted by means of graphmaking, descriptive statistics, and visual inspection. Furthermore, the research usesface validity for its test validation and inter-rater reliability (kappa coefficient) in thereliability test. The study shows that 4 (four) aspects of social skills of the tworespondents has been increasing since the intervention started. The behavioralimprovement can be seen in the aspects of their communication, people-to-peopleinteraction, ways to cooperate, and motivation for doing daily activities. The postinterventions(A2) measurement indicated that there was a decrease of behavioralfrequency even though the number is still above the prior-intervention phase (A1). Thedecline was allegedly triggered by changes of activities of the two respondents.Keywords: Modeling Technique, Symbolic Model, Social Skills, Mental Disability.

APA, Harvard, Vancouver, ISO, and other styles

39

Zashchirinskaia, Oksana V. "Specificities of Communication in Children with Intellectual Disorders." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (November 27, 2020): 602–9. http://dx.doi.org/10.6000/2292-2598.2020.08.04.2.

Full text

Abstract:

Objective: The purpose of this work is to study the characteristics of communication in children with intellectual disabilities. Background: The study of the specificities of communication in children with intellectual disabilities has become more and more relevant in the past few years. Method: The methodological basis of this study was the combination of various theoretical methods of cognition. Results: In the process of writing this work, the author studied the techniques of verbal and non-verbal communication. The works of Russian and foreign authors, as well as methods of improving communication in children with intellectual disabilities, were considered. It was found that the impact of intellectual disabilities with mild mental retardation on the cognitive, behavioural and emotional-personal spheres of the communicative process naturally entails the emergence of serious difficulties in establishing contacts with people around, and therefore in the process of social adaptation of the child in general. Conclusion: The practical significance of this work lies in the study of the characteristics of communication in children with intellectual disabilities, which will be useful for psychologists, teachers and medical workers. The study and research of this topic will provide further opportunities for the development of a program of psychological influence to optimise communication for children with intellectual disabilities and their adaptation in society.

APA, Harvard, Vancouver, ISO, and other styles

40

Rivera, Reynaldo G., Angel Arrese, Charo Sádaba, and Luis Casado. "Incorporating Diversity in Marketing Education: A Framework for Including All People in the Teaching and Learning Process." Journal of Marketing Education 42, no. 1 (September 30, 2019): 37–47. http://dx.doi.org/10.1177/0273475319878823.

Full text

Abstract:

The management of diversity and inclusion is a major challenge for businesses in developing inclusive products and marketing strategies focused on people with disabilities. Universities can foster positive attitudes toward inclusiveness if they facilitate student recognition of differences as assets and enable them to appreciate the creation of communities where different individuals are valued. This study analyzes the experience of an innovative undergraduate seminar on inclusive marketing based on social learning theory. Designed and conducted by a former marketing manager with visual impairment, together with university scholars, the course develops the learning potential of inclusive marketing strategies and tactics through role-playing exercises and case studies. By presenting the inclusive marketing seminar theoretical framework, syllabus, and impact on students’ attitudes, this research analyzes an approach to training future marketing professionals and leaders to understand people with disabilities as important stakeholders and provides key insights for universities, companies, and governments in the application of inclusive marketing and communication strategies.

APA, Harvard, Vancouver, ISO, and other styles

41

Adams, Danielle. "Polypharmacy and deprescribing in people with learning disabilities." Practice Nursing 30, no. 8 (August 2, 2019): 386–89. http://dx.doi.org/10.12968/pnur.2019.30.8.386.

Full text

Abstract:

Practice nurses are in place to aid in deprescibing if appropriate for the patient. Danielle Adams explores this process when treating and managing patients who are living with learning disabilities as they have specific health needs In order to effectively manage problematic polypharmacy and stop medicines safely, it is imperative that there is an appreciation of all the factors that are involved in the deprescribing process. A collaborative, patient-centred approach is required to optimise medicines effectively and reduce inappropriate prescribing. Patients should be equal stakeholders in this process. Implementing shared decision-making, while considering the issues of capacity and consent, may contribute to improved patient empowerment and outcomes. Reflecting on the risks of deprescribing — such as the implications of relapse, and the reduction of beneficial side effects and the risk of medication errors — can provide a framework for positive patient outcomes. Key to managing these risks is effective communication between all stakeholders. The STOMP campaign is addressing the overprescribing of psychotropic medicines in people with learning disabilities. It is hoped that by reducing these medicines, in the absence of a mental health diagnosis, existing health inequalities, morbidity and premature mortality may be reduced.

APA, Harvard, Vancouver, ISO, and other styles

42

Trevisan, Filippo. "“Do You Want to Be a Well-Informed Citizen, or Do You Want to Be Sane?” Social Media, Disability, Mental Health, and Political Marginality." Social Media + Society 6, no. 1 (January 2020): 205630512091390. http://dx.doi.org/10.1177/2056305120913909.

Full text

Abstract:

This article examines the experiences of people with disabilities, a traditionally marginalized group in US politics, with social media platforms during the 2016 presidential election. Using focus groups with participants with a wide range of disabilities, the significance of YouTube, Twitter, and Facebook is discussed. Results highlight ambivalent experiences with these platforms, which support some elements of political inclusion (more accessible and more relevant election information) but at the same time also exacerbate aspects of marginality (stress, anxiety, isolation). Four coping strategies devised by participants to address digital stress (self-censorship, unfollowing/unfriending social media contacts, signing off, and taking medication) are illustrated. The relationship between these contrasting findings, social media design and affordances, as well as potential strategies to eliminate an emerging trade-off between discussing politics online and preserving mental health and social connectedness for people with disabilities are discussed.

APA, Harvard, Vancouver, ISO, and other styles

43

Parker, Laura R., Margo J. Monteith, and Susan C. South. "Dehumanization, prejudice, and social policy beliefs concerning people with developmental disabilities." Group Processes & Intergroup Relations 23, no. 2 (December 21, 2018): 262–84. http://dx.doi.org/10.1177/1368430218809891.

Full text

Abstract:

We investigated the nature of prejudice toward people with developmental disabilities, its potential roots in dehumanization, its implications for social policy beliefs affecting this target group, and strategies for reducing prejudice toward people with developmental disabilities. Studies 1 ( N = 196, MTurk) and 2 ( N = 296, undergraduates) tested whether prejudice took a hostile or ambivalent (both hostile and benevolent components) form. Consistent support for a hostile prejudice model was found. This model was comprised of beliefs that people with developmental disabilities may harm others, should be kept separate from others, and are dependent on others. Also, greater dehumanization was associated with greater prejudice, and prejudice mediated the effect of dehumanization on participants’ social policy beliefs. Study 3 ( N = 151, MTurk) provided construct validity for the newly developed multidimensional measure of prejudice. Study 4 ( N = 156, undergraduates) showed that presenting a person with developmental disabilities in either humanizing or individuating ways reduced dehumanization and prejudice and, in turn, increased the favorability of social policy beliefs.

APA, Harvard, Vancouver, ISO, and other styles

44

ROBERTS, JOANNE ERWICK, DONALD B. BAILEY, and HELEN BUBE NYCHKA. "Teachers' Use of Strategies to Facilitate the Communication of Preschool Children with Disabilities." Journal of Early Intervention 15, no. 4 (October 1991): 358–76. http://dx.doi.org/10.1177/105381519101500405.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Abdi, Rubab, and Elizabeth Metcalf. "Exploring attitudes of medical students towards intellectual disabilities." Advances in Mental Health and Intellectual Disabilities 14, no. 5 (June 30, 2020): 125–36. http://dx.doi.org/10.1108/amhid-01-2020-0002.

Full text

Abstract:

Purpose This paper aims to determine whether an inclusive teaching session changes student attitudes towards people with intellectual disabilities (ID). To investigate the impact of an inclusive teaching session in terms of student perceptions. Design/methodology/approach 66 years 4 students at Cardiff University completed the attitudes towards disabled people form B questionnaire (ATDP-B) before and after a communication skills session on ID. Before and after scores were collated and compared using a paired t-test analysis. Common perceptions were identified using anonymised ATDP-B results to conduct five semi-structured interviews and one focus group with nine students. The common perceptions were discussed, alongside how the teaching session tackled them and suggestions for further improvements. Findings Mean ATDP-B score before the teaching session was 115 (SD = 14.5). Mean ATDP-B score after the teaching session was 122 (SD = 17.2). The teaching session improved scores in the ATDP-B by a mean of 6.92 (4.69, 9.16). A paired t-test found this to be a statistically significant difference, t(65) = 6.20, p < 0.001. Qualitative data was thematically analysed and three main themes were identified: Student identity, patient contact and curriculum content. Originality/value This is the first study to investigate the origin of the negative attitudes of medical students, and found they stem from a lack of confidence in their abilities and failure to develop a professional identity. The impact of the teaching session stems from its focus on meaningful patient contact and identifying and overcoming communication barriers.

APA, Harvard, Vancouver, ISO, and other styles

46

Dunn, Kirsty, Ewelina Rydzewska, Michael Fleming, and Sally-Ann Cooper. "Prevalence of mental health conditions, sensory impairments and physical disability in people with co-occurring intellectual disabilities and autism compared with other people: a cross-sectional total population study in Scotland." BMJ Open 10, no. 4 (April 2020): e035280. http://dx.doi.org/10.1136/bmjopen-2019-035280.

Full text

Abstract:

ObjectivesTo investigate prevalence of mental health conditions, sensory impairments and physical disability in children, adults and older adults with co-occurring intellectual disabilities and autism, given its frequent co-occurrence, compared with the general population.DesignWhole country cohort study.SettingGeneral community.Participants5709 people with co-occurring intellectual disabilities and autism, compared with 5 289 694 other people.Outcome measuresRates and ORs with 95% CIs for mental health conditions, visual impairment, hearing impairment and physical disability in people with co-occurring intellectual disabilities and autism compared with other people, adjusted for age, sex and interaction between age and co-occurring intellectual disabilities and autism.ResultsAll four long-term conditions were markedly more common in children, adults and older adults with co-occurring intellectual disabilities and autism compared with other people. For mental health, OR=130.8 (95% CI 117.1 to 146.1); visual impairment OR=65.9 (95% CI 58.7 to 73.9); hearing impairment OR=22.0 (95% CI 19.2 to 25.2); and physical disability OR=157.5 (95% CI 144.6 to 171.7). These ratios are also greater than previously reported for people witheitherintellectual disabilitiesorautism rather than co-occurring intellectual disabilities and autism.ConclusionsWe have quantified the more than double disadvantage for people with co-occurring intellectual disabilities and autism, in terms of additional long-term health conditions. This may well impact on quality of life. It raises challenges for staff working with these people in view of additional complexity in assessments, diagnoses and interventions of additional health conditions, as sensory impairments and mental health conditions in particular, compound with the persons pre-existing communication and cognitive problems in this context. Planning is important, with staff being trained, equipped, resourced and prepared to address the challenge of working for people with these conditions.

APA, Harvard, Vancouver, ISO, and other styles

47

Smith, Diane L., Katie Atmatzidis, Marisa Capogreco, Dominic Lloyd-Randolfi, and Victoria Seman. "Evidence-Based Interventions for Increasing Work Participation for Persons With Various Disabilities." OTJR: Occupation, Participation and Health 37, no. 2_suppl (January 27, 2017): 3S—13S. http://dx.doi.org/10.1177/1539449216681276.

Full text

Abstract:

Title I of the Americans With Disabilities Act prohibits discrimination in employment; however, 26 years later, employment rates for persons with disabilities hover at 34%. This systematic review investigates the effectiveness of evidence-based interventions to increase employment for people with various disabilities. Forty-six articles met the inclusion criteria for evidence-based interventions. The majority of studies assessed interventions for persons with mental health disabilities. Strong evidence was found for ongoing support and work-related social skills training prior to and during competitive employment for persons with mental health disabilities. Moderate evidence supported simulation and use of assistive technology, especially apps for cueing and peer support to increase work participation for persons with intellectual disabilities, neurological/cognitive disabilities, and autism spectrum disorder. Many of the strategies to increase work participation were appropriate for occupational therapy intervention. Suggestions were made for research, specifically looking at more rigorous evaluation of strategies in the long term.

APA, Harvard, Vancouver, ISO, and other styles

48

Standen, Penelope Jane, Adam Clifford, and Kiran Jeenkeri. "People with intellectual disabilities accessing mainstream mental health services: some facts, features and professional considerations." Journal of Mental Health Training, Education and Practice 12, no. 4 (July 10, 2017): 215–23. http://dx.doi.org/10.1108/jmhtep-06-2016-0033.

Full text

Abstract:

Purpose The purpose of this paper is to provide information for non-specialists on identifying the characteristics, assessment and support needs of people with intellectual disabilities (ID) accessing mainstream services. Design/methodology/approach A review of relevant policy and research literature is supplemented with observations from the authors’ own experience of working in mental health services for people with ID. Findings With change in provision of services the likelihood of mainstream staff encountering someone with ID will increase. However, information on whether a person has ID or their level of ID is not always available to professionals in acute mental health services meeting an individual for the first time. Reliance on observational and interview-based assessments can leave people with ID vulnerable to a range of over- and under-diagnosis issues. This is as a result of difficulties with communication and emotional introspection, psychosocial masking, suggestibility, confabulation and acquiescence. For people with poor communication, carers will be the primary source of information and their contribution has to be taken into account. Practical implications Knowing or suspecting an individual has ID allows staff to take into account the various assessment, diagnosis and formulation issues that complicate a valid and reliable understanding of their mental health needs. Awareness about an individual’s ID also allows professionals to be vigilant to their own biases, where issues of diagnostic overshadowing or cognitive disintegration may be important considerations. However, understanding some of the practical and conceptual issues should ensure a cautious and critical approach to diagnosing, formulating and addressing this population’s mental health needs. Originality/value This synthesis of a review of the literature and observations from the authors’ experience of working in mental health services for people with ID provides an informed and practical briefing for those encountering people with ID accessing mainstream services.

APA, Harvard, Vancouver, ISO, and other styles

49

Pellicena, Miquel Àngel, Ignasi Ivern, Climent Giné, and Olga Múries. "Facilitating factors for the job placement of workers with intellectual disabilities: supervisors and coworker mentors perspectives." Advances in Mental Health and Intellectual Disabilities 14, no. 6 (September 28, 2020): 213–27. http://dx.doi.org/10.1108/amhid-11-2019-0036.

Full text

Abstract:

Purpose This study aims to contribute to a better understanding of organizational strategies, attitudes and supports that can help people with intellectual disabilities to access competitive jobs through supported employment. Design/methodology/approach A multiple case study was carried out based on an intentional sampling involving the coworker mentors of six people with intellectual disabilities currently working in standardized environments. Semi-structured interviews were performed with the participants, and an inductive thematic analysis was used for data analysis. Findings The study identified five critical factors in the work of people with intellectual disabilities in standardized work environments, which potentially could act as facilitators or as obstacles, depending on how they were managed. The study also identified two key factors that acted mainly as facilitators and one as an obstacle. Originality/value The study reveals the existence of factors that sometimes act as facilitators and sometimes as obstacles, depending on how they are managed by the company leaders or the disabled worker himself.

APA, Harvard, Vancouver, ISO, and other styles

50

Koritsas, Stella, and Teresa Iacono. "Secondary Conditions in People With Developmental Disability." American Journal on Intellectual and Developmental Disabilities 116, no. 1 (January 1, 2011): 36–47. http://dx.doi.org/10.1352/1944-7558-116.1.36.

Full text

Abstract:

Abstract The authors investigated secondary conditions in people with developmental disabilities in terms of (a) the average number of conditions experienced and overall health and independence, (b) their degree and nature, and (c) gender differences. Information was obtained by a questionnaire completed by the caregivers for 659 people with developmental disabilities. Participants experienced an average of 11.3 secondary conditions. Secondary conditions causing significant limitations were reading difficulties, communication, physical fitness–conditioning, personal hygiene–appearance, weight, dental and oral hygiene, and memory problems. Some gender differences emerged in overall health scores and limitations due to secondary conditions.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Strategies in communication with people with mental disabilities'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles