Gotowe bibliografie tematyczne / Intellectual disability

Gotowa bibliografia na temat „Intellectual disability”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 lipca 2024

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Artykuły w czasopismach na temat "Intellectual disability"

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Hepsiba i MVR Raju. "Intellectual Disability". International Research Journal of Engineering, IT & Scientific Research 3, nr 5 (6.09.2017): 33. http://dx.doi.org/10.21744/irjeis.v3i5.532.

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Intellectual disability is a disability that occurs before age 18. People with this disability experience significant limitations in two main areas: 1) Intellectual functioning and 2) Adaptive behavior. These limitations are expressed in the person’s conceptual, social and practical everyday living skills. A number of people with intellectual disability are mildly affected, making the disability difficult to recognize without visual cues. Intellectual disability is diagnosed through the use of standardized tests of intelligence and adaptive behavior. In this article, we will examine the symptoms and causes of intellectual disability and go through the diagnosis of intellectual disability using standardized tests of intelligence and discuss the role of the community environment and needed support.
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Pipan, Mary. "Intellectual Disability". Journal of Developmental & Behavioral Pediatrics 33, nr 5 (czerwiec 2012): 386. http://dx.doi.org/10.1097/dbp.0b013e31825e2492.

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Holmes, Martha Stoddard. "Intellectual Disability". Victorian Review 40, nr 1 (2014): 9–14. http://dx.doi.org/10.1353/vcr.2014.0017.

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Stephenson, Joan. "Intellectual Disability". JAMA 299, nr 11 (19.03.2008): 1252. http://dx.doi.org/10.1001/jama.299.11.1252-a.

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Bjelogrlic, Nina. "Insights of Dementia in Persons with Intellectual Disability". Clinical Research and clinical Trials 7, nr 1 (21.01.2023): 01–04. http://dx.doi.org/10.31579/2693-4779/113.

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Intellectual disability and dementia are age-dependent terms for a cognitive impair occurring during developmental age and in adulthood, respectively. Intellectually disabled people like any other people may develop dementia in adulthood. Thus, clinicians should learn to differentiate dementia-indicating signs from intellectual disability related cognitive deficiencies for an early diagnosis and treatment onwards. In intellectual disability, intellectual and adaptive skills of an individual are two standard deviations below the expected age-matched population, and dementia is characterized by a progressive cognitive decline. The cause of both disorders can be genetic, acquired or multifactorial. An increased risk of Alzheimer's disease in Down syndrome is well known unlike the development of dementia in other intellectual disability syndromes. This commentary discusses 1) how the dementia indicating signs present in intellectually disabled persons, 2) why it is important to distinguish dementia (and its causes) from intellectual disability and 3) why it is important to know the etiology of intellectual disability.
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Tang, Shiming. "Facilitating Digital Empowerment for Intelligent Cares in Mountain Region". Clinical Research and clinical Trials 7, nr 1 (21.01.2023): 01–03. http://dx.doi.org/10.31579/2693-4779/111.

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Intellectual disability and dementia are age-dependent terms for a cognitive impair occurring during developmental age and in adulthood, respectively. Intellectually disabled people like any other people may develop dementia in adulthood. Thus, clinicians should learn to differentiate dementia-indicating signs from intellectual disability related cognitive deficiencies for an early diagnosis and treatment onwards. In intellectual disability, intellectual and adaptive skills of an individual are two standard deviations below the expected age-matched population, and dementia is characterized by a progressive cognitive decline. The cause of both disorders can be genetic, acquired or multifactorial. An increased risk of Alzheimer's disease in Down syndrome is well known unlike the development of dementia in other intellectual disability syndromes. This commentary discusses 1) how the dementia indicating signs present in intellectually disabled persons, 2) why it is important to distinguish dementia (and its causes) from intellectual disability and 3) why it is important to know the etiology of intellectual disability.
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Spassiani, Natasha A., i Carli Friedman. "Stigma: Barriers to Culture and Identity for People With Intellectual Disability". Inclusion 2, nr 4 (1.12.2014): 329–41. http://dx.doi.org/10.1352/2326-6988-2.4.329.

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Abstract This exploratory article examines disability culture and identity for people with intellectual disability. In doing so, we argue that the stigma around intellectual disability severely affects people with intellectual disability's sense of culture and identity. This stigma causes internalized ableism and leads to people with intellectual disability disassociating from other people with intellectual disability in an attempt to cope with this stigma. True community inclusion for people with intellectual disability can only occur when this stigma is removed. Fortunately, as we argue, the self-advocacy movement is making great strides in doing so. The self-advocacy movement must be supported to achieve true inclusion and a sense of culture and identity for people with intellectual disability.
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Dočkalová, Justýna. "Intellectual Disability Education". e-Pedagogium 23, nr 4 (1.04.2024): 47–49. http://dx.doi.org/10.5507/epd.2024.007.

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Russell, Paul Swamidhas Sudhakar, Jacob Kochukaleekal John i Jeyaseelan L. Lakshmanan. "Family intervention for intellectually disabled children". British Journal of Psychiatry 174, nr 3 (marzec 1999): 254–58. http://dx.doi.org/10.1192/bjp.174.3.254.

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BackgroundResources to address the needs of parents of intellectually disabled children in developing countries are limited.AimsThe efficacy of interactive group psychoeducation on measures of parental attitude towards intellectual disability was assessed in southern India.MethodFifty-seven parents randomised to 10 weeks of experimental and control therapy were assessed using the Parental Attitude Scale towards the Management of Intellectual Disability. The pre- and post-intervention measurements were done by a single-blinded rater and compared.ResultsThe intervention group had a statistically significant increase in the outcome scores and clinical improvement in the total parental attitude score, orientation towards child-rearing, knowledge towards intellectual disability and attitude towards management of intellectual disability, but no change in attitude towards the intellectual disability subscale.ConclusionsInteractive group psychoeducation is effective for changing the attitude of parents with intellectually disabled children, and is a viable option to be developed in situations where resources are limited.
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Pifer, Natalie A. "The Scientific and the Social in Implementing Atkins v. Virginia". Law & Social Inquiry 41, nr 04 (2016): 1036–60. http://dx.doi.org/10.1111/lsi.12156.

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

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Bleazard, Adele Venitia. "Sexuality and intellectual disability: Perspectives of young women with intellectual disability". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4006.

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Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This study focuses on the intersection of disability and gender: being intellectually disabled and being a young woman. It specifically, explores the lives of intellectually disabled young women and sexuality. This study attempts to explore the contributions that intellectually disabled young women can make to the understanding of the sexuality needs and concerns of young women with intellectual disability. It is an attempt to make public their needs and concerns regarding sexuality issues as they have been recognised to be the ultimate lost voices in disability research, and have historically been excluded in the production of sexuality knowledge. A mixed method approach is used, where the data for the research was produced during interviews with 21 participants between the ages of 18 and 23. A focus group discussion was also held. All the women were either current learners or past learners at a school for “mentally handicapped learners”. Ten mothers were interviewed with regard to their views on sexuality and their intellectually disabled daughters. A questionnaire was given to 12 teachers to complete as well. Involving mothers and teachers is an attempt to establish the dominant views of the significant persons and professionals in the lives of these young women, including those who are directly and indirectly responsible for their sexuality education. In interviews and the focus group, study participants discussed the various social messages they receive, as intellectually disabled persons, with regard to domains of sexuality: friendship, dating, and marriage. The participants gave insight into the levels of their knowledge with regards to sex and sexuality education, menstruation, contraception, pregnancy and childbirth, and sexually transmitted infections. The young women shared their predominantly negative experiences of being stereotyped, with some participants expressing their resentment. Their low levels of social, biological, and physiological sexuality knowledge make appropriate sexuality education a priority. The study concludes with recommendations regarding the type of sexuality education the young women propose and suggested responses for special schools.
AFRIKAANSE OPSOMMING: Hierdie studie focus op die kruispad van gestremdheid en geslag: om intellektueel gestremd en om ‘n jong vrou te wees. Dit ondersoek spesifiek die lewens van intellektuele gestremde jong vroue en seksualitiet. Hierdie studie poog om die bydraes te verken wat intellektueel gestremde jong vrouens kan maak om die seksualiteitsbehoeftes en bekommernisse van jong vrouens met intellektuele gestremdheid te verstaan. Dit is ‘n poging om hulle behoeftes en bekommernisse oor seksualitiet hoorbaar te maak omdat dit as die opperste verlore stem in navorsing oor gestremdheid uitgewys is, en hulle histrories van die generering van kennis oor seksualitiet uitgesluit is. Die benadering is ‘n gemengde metode waartydens data vir die navorsing gedurende onderhoude met 21 deelnemers tussen die ouderdomme van 18 en 23 jaar gegenereer is. ‘n Fokusgreopbespreking is ook gehou. Al die vroue is òf huidige òf vorige leerders van ‘n skool vir “versatndelike gestremde leerders”. Onderhode is met tien moeders gevoer ten opsigste van hulle beskouings oor seksualitiet en hulle verstandelik gestremde dogters. ‘n Vraelys is ook vir 12 onderwysers gegee om te voltooi. Die moeders en onderwysers is betrek in ‘n poging om die heersende beskouings van die betekenisvolle persone en professionele mense in die lewens van hierdie jong vrouens te bepaal, insluitend diegene vat direk en indirek vir hulle seksualiteitsopvoeding verantwoordelik is. Tydens die onderhoude en fokusgroepbespreking het die deelnemers aan die studie die onderskeie social boodskappe wat hulle as verstandelik gestremde persone kry, bespreek met verwysing na die domeine van seksualitiet: vriendskap, uitgaan en die huwelik. Die deelnemers het lig gewerp op hulle vlakke van kennis oor seks en seksualiteitsonderrig, mesntuasie, voorbehoeding, swangerskap en kindergeboorte, en seksueel oordraagbare infeksies. Die jong vroue het hul oorwegend negatiewe ervarings van stereotipering gedeel, en sommige deelnemers het hulle afkeer uitgespreek. Hulle lae vlakke van sosiale, biologiese en fisiologiese kennis van seksualiteit maak toepaslike seksualiteitsvoorligting ‘n prioriteit. Die studie sluit af met aanbevelings oor die tipe seksualiteitsopvoeding wat die jong vroue voorstel en stel wyses voor waarop spesiale skole kan reageer.
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Field, Barbara. "Intellectual Disability and Society". Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/9390.

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The aim of this thesis is to outline the story of intellectual disability from a medical perspective as experienced by the author during more than 40 years working in the NSW Health system. Most of the writing over the last 30 years is from a sociological perspective after the idea of normalization changed the philosophy of care, and medical perspectives have been largely absent. The first chapter provides an introduction and historical background to the concept of intellectual disability. The story over the centuries is one of parallels and conflicts in the medical and sociological discourses. The second chapter examines the representation of intellectual disability both in the symbolic sense in art, literature and film, and the political sense as advocacy and human rights and the effect of the social rights discourse on processes of inclusion and exclusion. The third chapter is an account of the history of intellectual disability in NSW, Australia since colonization, and the impact of the social rights movement on changes of policy and provision of services. The conclusion looks at the future and the structure of the Ideal Society. The thread, which runs throughout these aspects of intellectual disability and unites the themes, is that of changing discourses. New discourses emerge as others are silenced and the same discourse can also have different meanings at different times in history. The ideas were presented as papers at international meetings of the International Association for the Scientific Study of Intellectual Disability (IASSID): Foucault’s Power Knowledge Model applied to Genetic Screening. (Helsinki 1996); Intellectual Disability in Literature and Film. (Seattle 2000); Prejudice and Identity in Intellectual Disability. (Montpellier 2004);Intellectual Disability in Literature and Film was presented at Health Illness and Representation, The Association for Medical Humanities UK meeting (London 2006).
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Watts, Graeme H. "Intellectual disability and spirituality". Thesis, The University of Sydney, 2006. https://hdl.handle.net/2123/27915.

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Intellectual disability, and in particular profound intellectual disability, has an impact on all aspects of a quality of life including that of spiritual development. Some insight into this influence can be gained from a historical review of the attitudes in general towards people with an intellectual disability. Such a review may be especially pertinent when inferences can be drawn from a religious context. References from the Bible through to contemporary sources present, at best, a mixed record. Contemporary responses from the church have taken the form of policies and guidelines, as well as theological argument, encouraging the inclusion of people with intellectual disability in many aspects of church life. Such policies support programs both within and outside the church. In spite of such initiatives there remains a sense of unease regarding the spiritual status of persons with a disability and, in particular, those with an intellectual disability. A field research study addressed the specific issue of the portrayal of disability in the Bible. Given that for many, the Bible is a significant reference source, and for some, literally conveying the word of God, it is a matter for some concern that a majority of Biblical references to disability were perceived as being unfavourable. Calls for a theology of disability are countered by a preference to find a place for disability in an inclusive theology. An acceptance of disability as an integral part of the human state has been supported by reflections on image Dei leading to the concept of a Disabled God. A long-standing scholastic tradition in the church has begun to respond to the influence which may be exerted by non-verbal, nonrational symbolism. That such means of communication may have an influence on the spiritual lives of people with an intellectual disability, is no more evident than in participation in the sacraments, more particularly in the Eucharist. A field research project focussed on possible modifications to the Eucharist such that participation by persons with an intellectual disability may be enhanced. Through omission of content, together with substantial editing and rewarding, a service order was developed with the text supported by auditory, sensory and symbolic input. For persons with a profound intellectual disability, their presence and participation in the Eucharist epitomizes the hope of their spiritual journey.
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Louhiala, Pekka. "Preventing intellectual disability : ethical issues". Thesis, Swansea University, 2002. https://cronfa.swan.ac.uk/Record/cronfa42806.

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The thesis opens with four cases that demonstrate various aspects of the prevention of intellectual disability (ID). The following four chapters introduce ID and many related issues (Chapter 2), the concept of geneticisation (Chapter 3), the epidemiology of ID (Chapter 4) and the concept of prevention (Chapter 5). In Chapter 6 prenatal diagnosis and screening are examined thoroughly. The two major models, the reproductive autonomy model and the public health model, are described and scrutinised. For example, the questions of informed consent, screening as a request of the women involved, reassurance, concept of risk, locus of control and eugenics are critically discussed. Chapter 7 deals with genetic counselling in general and directive versus non-directive counselling in particular. Chapter 8 asks the question 'Why should ID be prevented?' Five arguments are presented and critically examined: the eugenic argument, the foetal- wastage argument, the societal burden argument, the family burden argument and the quality of life argument. In Chapter 9 Mary Ann Warren's multi-criterial theory of moral status is presented and applied to potential or actual individuals with or without intellectual disability. More practical issues are raised again in Chapter 10, which deals with the prevention of ID with respect to three syndromes. The conclusive chapter (II) returns to the cases described in the beginning.
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Nehring, Wendy M. "Intellectual Disability in the Family". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6711.

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Book Summary:What is unique about the process in the discussion of healthcare and interventions to use when working with families? What assessment tools provide guidance for healthcare providers as they determine interventions for families in their care? What are the changing dimensions of contemporary family life, and what impact do those dimensions have on health promotion for families? How is family healthcare changing in terms of practices, delivery systems, costs and insurance coverage? Students are able to explore these questions and more in the Encyclopedia of Family Health. Approximately 350 signed articles written by experts from such varied fields as health and nursing, social and behavioral sciences, and policy provide authoritative, cross-disciplinary coverage. Entries examine theory, research and policy as they relate to family practice in a manner that is accessible and jargon-free. From ′Adolescent Suicide′ and ′Alternative Therapies′ to ′Visitation during Hospitalization′ and ′Weight Problems and Genetics′, this work provides coverage of a variety of issues within a family context. The Encyclopedia of Family Health provides a comprehensive summary of theory, research, practice, and policy on family health and wellness promotion for students and researchers.
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Wiseman, Roxanne Elizabeth. "Mapping the language of intellectual disability". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ55548.pdf.

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Hickman, Ellie. "Understanding compassion in intellectual disability services". Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/129784/.

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Section one of this thesis presents a systematic literature review which investigated the experiences of people with an intellectual disability of psychological talking therapy. Ten studies were included and reviewed. Eight main themes and three sub themes emerged. Developing new positive relationships along with learning new skills and confidentiality were important to people with intellectual disabilities. Negative aspects of therapy including both interpersonal problems with others in a group setting as well as process issues were difficult as was therapy itself. Clinical and theoretical implications are discussed. Section two reports the findings from a qualitative, thematic analysis of staff's understanding of the concept of compassion. Ten participants who directly worked with people with intellectual disabilities in community support setting were recruited and took part in semi-structured interviews. Four themes emerged. The themes from the research mapped onto the appraisal model of compassion that could be used by services to support a compassionate culture. The third section is the critical appraisal which provides reflections on the research process and a discussion of compassion in care. The fourth section contains the ethics application and approval documents for this thesis.
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Shead, Jennifer Louise. "Staff burnout in intellectual disability services". Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/2014/.

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For women with anorexia nervosa, control and routine are important in managing distress and maintaining a sense of self in challenging situations. The transition to motherhood is characterised by change and uncertainty. Women may struggle to integrate the demands of anorexia alongside the challenges of motherhood. The aim of this thesis was to review the literature regarding the experiences of pregnancy and motherhood for women with eating disorders and develop a grounded theory of the transition to motherhood for women with anorexia nervosa. The literature regarding experiences of pregnancy and motherhood with an eating disorder was reviewed. The findings suggested a trend for remission of eating disorder symptoms in pregnancy followed by relapse during the postpartum period. Women with eating disorders were most likely to experience depression and anxiety during the later stages of pregnancy and postpartum. The review highlighted how eating disorders impacted on women's ability to embrace motherhood and bond with their children. There was a paucity of research exploring the lived experience of motherhood for women with specific eating difficulties, most notably anorexia. A grounded theory was informed by the experiences of eight mothers with anorexia. A core process of breaking the cycle highlighted how women were attempting to make lasting positive changes. They achieved this by protecting their children from anorexia, exploring new perspectives, setting a good example to their children and battling temptation to succumb to anorexia. This study provides a unique insight into the experiences of mothers with anorexia. In the final chapter the research process is reflected upon. It is hoped that these findings will influence clinical practice and help professionals to better understand women's experiences.
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Levén, Anna. "Postponed Plans : Prospective Memory and Intellectual Disability". Doctoral thesis, Linköpings universitet, Institutet för handikappverksamhet (IHV), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10382.

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Avhandlingen handlar om prospektivt minne (PM) hos personer med utvecklingsstörning. PM syftar på att formulera intentioner och genomföra dessa någon gång i framtiden, antingen inom en definierad tidsram eller i samband med en specifik händelse. Frågeställningar: 1. Finns det en kvalitativ och kvantitativ skillnad mellan prospektivt minne hos personer med utvecklingsstörning och en kontrollgrupp? (Artikel I – II) 2. Hur ser sambandet mellan prospektivt minne, arbetsminne och episodiskt minne ut hos personer med utvecklingsstörning och, skiljer sig detta åt jämfört med kontrollgruppen? (Artikel II) 3. Vilka förutsättningar vid inkodning och hågkomst är kompatibla? (Artikel III) 4. På vilket sätt kan svag association mellan olika delar av information bidra till prospektiva minnesfel? (Artikel IV) 5. Går det att särskilja en hög- respektive lågpresterande grupp personer med utvecklingsstörning med avseende på prospektiv minnesprestation? (Artikel II) Personer med utvecklingsstörning begår fler prospektiva minnesfel än personer i kontrollgruppen. Motsvarande gruppskillnad finns inte för självskattat minne. Prospektiv minnesprestation är bättre med bilder jämfört med ord som prospektiva ledtrådar, mest tydligt för personer med utvecklingsstörning. Arbetsminneskapacitet visade ett samband med både prospektivt minne och antalet falska minnen i kognitivt krävande situationer, till exempel, situationer med flera parallella prospektiva minnesuppgifter. Falska minnen och prospektivt minne hade ett samband hos personer med utvecklingsstörning. Att felaktigt känna igen bilder med bara delvis bekanta delar och att känna igen prospektiva ledtrådar utan att komma ihåg själva intentionen hade ett samband hos personer med utvecklingsstörning. Personer med utvecklingsstörning var också sämre än kontrollgruppen på att upprepa tidsintervall. Detta kan till exempel bero på bristande episodiskt minne och begränsade strategier för att lösa den här typen av uppgifter. Resultaten diskuteras i relation till träning av prospektivt minne och val av hjälpmedel.
This thesis deals with prospective memory (PM) in individuals with intellectual disability. The term refers to planning and executing actions that cannot be performed immediately and have to be stored in memory and retrieved either within a specified timeframe or to be associated with a specific event. Following research questions were explored: 1. Does prospective memory performance in the intellectual disability group differ quantitatively and qualitatively compared to a control group of individuals without intellectual disability? (Paper I – II) 2. What are the relations between prospective memory, working memory and episodic memory in individuals with intellectual disability, and how are these relations different from the relations found in individuals without intellectual disability? (Paper II) 3. What conditions constitute compatibility between encoding and retrieval of prospective memory tasks? (Paper III) 4. In what way might weak binding contribute to PM failure? (Paper IV) 5. Is it possible to identify high and low PM-performing groups of individuals with intellectual disability? (Paper II) The results of the studies demonstrated that individuals with intellectual disability commit more PM errors than individuals in the control group, despite similarities in self-rated memory. Pictures as PM cues improved PM performance in comparison to words in both groups. This may be important primarily for recognition of the PM cue, particularly in the intellectual disability group. As to working memory capacity, it also shows a relation to both PM performance and binding performance in cognitively demanding situations (e.g., tasks with multiple parallel PM tasks). Furthermore, it was found that binding is related to PM performance in the intellectual disability group as there is a relationship between feature errors and recognition of cues, though not retrieving the correct intention. Finally, time reproduction was found to be weak in the intellectual disability group compared to the control group. This may be due to, for example, weak episodic memory and limited strategies for solving this type of task. These findings are discussed in relation to PM training and PM aids.
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Levén, Anna. "Postponed plans : prospective memory and intellectual disability /". Örebro : Linköping : The Swedish Institute for Disability Research, Örebro University ; Department of Behavioural Sciences and Learning, Faculty of Arts and Science, Linköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10382.

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Książki na temat "Intellectual disability"

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Whitaker, Simon. Intellectual Disability. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137025586.

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Keith, Heather E., i Kenneth D. Keith, red. Intellectual Disability. Oxford, UK: John Wiley & Sons Ltd, 2013. http://dx.doi.org/10.1002/9781118606957.

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Hassiotis, Angela, Diana Andrea Barron i Ian Hall, red. Intellectual Disability Psychiatry. Chichester, UK: John Wiley & Sons, Ltd, 2009. http://dx.doi.org/10.1002/9780470682968.

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Orsolini, Margherita, i Ciro Ruggerini. Understanding Intellectual Disability. London: Routledge, 2022. http://dx.doi.org/10.4324/b23169.

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Scior, Katrina, i Shirli Werner, red. Intellectual Disability and Stigma. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52499-7.

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Gentile, Julie P., i Paulette M. Gillig, red. Psychiatry of Intellectual Disability. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119945925.

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Corbett, Alan. Intellectual Disability and Psychotherapy. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780429451300.

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American Association on Intellectual and Developmental Disabilities. User's guide: Intellectual disability. Washington, DC: American Association on Intellectual and Developmental Disabilities, 2011.

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Laurence, Hamilton-Kirkwood, i Great Britain. National Assembly for Wales., red. Learning disabilities: (intellectual disability). Cardiff: National Assembly for Wales, 2001.

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Sheerin, Fintan, i Elizabeth A. Curtis. Leadership for Intellectual Disability Service. Redaktorzy Fintan Sheerin i Elizabeth A. Curtis. 1 Edition. | New York : Routledge, [2019]: Productivity Press, 2019. http://dx.doi.org/10.4324/9781351172400.

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Części książek na temat "Intellectual disability"

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Peters-Scheffer, Nienke, Robert Didden i Russell Lang. "Intellectual Disability". W Comorbid Conditions Among Children with Autism Spectrum Disorders, 283–300. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19183-6_12.

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Patel, Dilip R., i Joav Merrick. "Intellectual Disability". W Neurodevelopmental Disabilities, 161–71. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0627-9_11.

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Troisi, Alfonso. "Intellectual Disability". W Bariatric Psychology and Psychiatry, 113–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44834-9_12.

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Simonoff, Emily. "Intellectual disability". W Rutter's Child and Adolescent Psychiatry, 719–37. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118381953.ch54.

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Burton, Mark. "Intellectual Disability". W Encyclopedia of Critical Psychology, 968–70. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_154.

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Tylenda, Barbara, Rowland P. Barrett i Henry T. Sachs. "Intellectual Disability". W Handbook of Developmental Psychopathology, 665–82. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-9608-3_34.

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Wehmeyer, Michael L. "Intellectual Disability". W Encyclopedia of Adolescence, 1452–60. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_221.

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Carroll, Marilyn E., Peter A. Santi, Joseph Zohar, Thomas R. E. Barnes, Peter Verheart, Per Svenningsson, Per E. Andrén i in. "Intellectual Disability". W Encyclopedia of Psychopharmacology, 649. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-68706-1_6022.

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Boltz, Marie, Holly Rau, Paula Williams, Holly Rau, Paula Williams, Jane Upton, Jos A. Bosch i in. "Intellectual Disability". W Encyclopedia of Behavioral Medicine, 1091. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100909.

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Farris, Jaelyn R., Jody S. Nicholson i John G. Borkowski. "Intellectual Disability". W Encyclopedia of Clinical Neuropsychology, 1324–29. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1566.

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Streszczenia konferencji na temat "Intellectual disability"

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Zudeta, Effran, i Mumpuniarti Mumpuniarti. "Listening Skill of Mild Intellectual Disability". W Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.20.

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Aulbert, Jann, i Oliver Kaschke. "Hearing impairment in adults with intellectual disability". W Abstract- und Posterband – 91. Jahresversammlung der Deutschen Gesellschaft für HNO-Heilkunde, Kopf- und Hals-Chirurgie e.V., Bonn – Welche Qualität macht den Unterschied. © Georg Thieme Verlag KG, 2020. http://dx.doi.org/10.1055/s-0040-1711218.

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Ahmad, J., R. Agustina, N. Farida i S. Nurlaila. "Mathematics ability of students with intellectual disability". W IWOSP 2021, INTERNATIONAL WORKSHOP ON STATISTICAL PHYSICS. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0123775.

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Shubhi, Muhammad, Hasina R i Dewi Lestariningsih. "The Intellectual Disability Figures in Indonesian Folktales". W Proceedings of the 2nd International Conference on Environmental, Energy, and Earth Science, ICEEES 2023, 30 October 2023, Pekanbaru, Indonesia. EAI, 2024. http://dx.doi.org/10.4108/eai.30-10-2023.2343085.

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Dimitriadou, Ioanna, Elisavet Pavlidou i Lefkothea Kartasidou. "INDEPENDENT LIVING AND INTERPERSONAL RELATIONSHIPS OF INDIVIDUALS WITH INTELLECTUAL DISABILITY: THE PERSPECTIVE OF INDIVIDUALS WITH INTELLECTUAL DISABILITY IN GREECE". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0424.

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Howlett, Robin, Laurianne Sitbon, Maria Hoogstrate i Saminda Sundeepa Balasuriya. "Accessible Citizen Science, by people with intellectual disability". W ASSETS '21: The 23rd International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3441852.3476558.

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Elias, Stefany, i Maria Luiza Benevides. "Verheij syndrome: a rare cause of intellectual disability". W XIV Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2023. http://dx.doi.org/10.5327/1516-3180.141s1.560.

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Case presentation: A 4-year-old boy was born to non-consanguineous parents at 38 weeks. Neonatal anthropometric measurements were normal. Since birth, he presented with global developmental delay, and muscular hypotonia. At present, he shows adequate psychosocial interaction. He has a healthy 3-year-old sister. On physical examination, there are dysmorphisms, such as prominent and pointed ears, long eyelashes, elongated face, flat occipital region, supernumerary teeth, and maxillary hypoplasia. His anthropometric measurements are normal for his age (p50). On neurological examination, he presents with apraxia of speech, axial and appendicular hypotonia, and reduced deep tendon reflexes. Brain magnetic resonance imaging showed a slight thinning of the corpus callosum and mild ectasia of the lateral ventricles. Transthoracic echocardiography and ultrasound of the kidneys and urinary tract were normal. On genetic investigation, no abnormalities were found in karyotype and CGH-Array. Whole exome sequencing showed a pathogenic variant in the PUF60 gene (c.24+1G>C) in heterozygosis. Thus, the patient was diagnosed with Verheij syndrome. The patient is accompanied by physiotherapy, speech therapy, occupational therapy, and a psychopedagogy group. Discussion: Verheij syndrome is a rare condition caused by variants in the PUF60 gene, which encodes a component of the spliceosome. This syndrome is characterized by intellectual disability, delayed growth and neuropsychomotor development, facial dysmorphic features, and osteoarticular abnormalities. Also, there may be heart and kidney disorders. The spectrum of this disease’s manifestations and severity still need to be further explored in future studies, as well as the treatment and prognosis of this condition. Multidisciplinary support is essential for managing the consequences of the disease. This case report reinforces the leveraged importance that genetics has had in the diagnosis of intellectual disabilities.
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Arvola, Mattias, Mattias Forsblad, Mikael Wiberg i Henrik Danielsson. "Autonomous Vehicles for Children with Mild Intellectual Disability". W ECCE 2023: European Conference in Cognitive Ergonomics. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3605655.3605688.

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Yutikasari, Dovi Uun, i Nur Azizah. "Safety Skills of Students with Mild Intellectual Disability". W Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.13.

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Yeletskaya, Olga V., i Victoria V. Dubra. "Features of monologue speech in preschoolers with intellectual disability". W Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-59-64.

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The article presents the results of an experimental study of the monologic speech of older preschoolers with intellectual disability of cerebral-organic genesis. The structure of the methodology for studying the monologic speech of older preschoolers with intellectual disability is presented and theoretically substantiated. The revealed features of monologue speech in children of this category are analyzed in the course of the research
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Raporty organizacyjne na temat "Intellectual disability"

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Winges-Yanez, Nick. A Foucaultian Discourse Analysis of Person-Centered Practice Using a Genealogical Framework of Intellectual Disability. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6389.

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Jacinto, Miguel, Anabela Vitorino, Diogo Palmeira, Raul Antunes, Rui Matos, José Pedro Ferreira i Teresa Bento. Perceived barriers of physical activity participation in institutionalized individuals with Intellectual Disability – a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, październik 2021. http://dx.doi.org/10.37766/inplasy2021.10.0092.

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Zablotsky, Benjamin, Amanda Ng, Lindsey Black i Stephen Blumberg. Diagnosed Developmental Disabilities in Children Aged 3–17 Years: United States, 2019–2021. National Center for Health Statistics (U.S.), lipiec 2023. http://dx.doi.org/10.15620/cdc:129520.

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This report provides updated prevalence estimates for diagnosed autism spectrum disorder, intellectual disability, and other developmental delay among children 3–17 years from the 2019–2021 National Health Interview Survey, with differences in prevalence examined between years and by sex, age group, and race and Hispanic origin. Estimates are also presented for any developmental disability, defined as having had one or more of these three diagnoses.
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Moore, Gai, Anton du Toit, Susie Thompson, Alice Knight i Rebecca Gordon. The effectiveness of oral health interventions for people with disability. The Sax Institute, marzec 2021. http://dx.doi.org/10.57022/lose8402.

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This Evidence Snapshot, commissioned by the Australian Commission on Safety and Quality in Health Care, summarises the evidence on improving oral health for adults with disability, and reducing associated risks to health and wellbeing. Most studies looked people with intellectual and developmental disability (IDD) and one at people with schizophrenia. Interventions included those directed to people with IDD and to caregivers, care planning and organisational interventions, and training interventions (for people with disability, family and carers, and clinical and non-clinical support workers). The report provides a comprehensive set of key messages related to the design and implementation of interventions, drawn from both peer reviewed and grey literature. The Snapshot is one of three rapid reviews funded by the NDIS Quality and Safeguards Commission examining effective strategies to improve the health of people with disabilities.
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Jacinto, Miguel, Anabela Pereira dos Santos de Vitorino, Rui Matos, Diogo Mendes i Teresa Bento. Effects of a physical exercise program on the quality of life in individuals with intellectual disability: systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, listopad 2021. http://dx.doi.org/10.37766/inplasy2021.11.0025.

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Review question / Objective: The objective of the present study is, through the methodology of systematic review, to identify the benefits in QoL, starting from a PE program in individuals with ID and relate them to the model of Schalock et al. (2002). Condition being studied: In individuals with ID, characterized by a deficit of intellectual and adaptive functioning in the conceptual, social and practical domains, identified with mild, moderate, severe and profound degrees and develops before 18 or 22 years old (American Psychiatric Association, 2013; Schalock et al., 2010; 2021), measuring QoL allows: i) to understand their degree of satisfaction; ii) understand personal perceptions; iii) support decision-making; iv) evaluate the intervention; v) evaluate theoretical models. This measurement allows us to direct the individual to the life he likes and values (Schalock & Verdugo, 2002). Thus, the objective of the present study is, through the methodology of systematic review, to identify the benefits in QoL, starting from a PE program in individuals with ID and relate them to the model of Schalock et al. (2002).
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Hsu, Chih-Wei, i Liang-Jen Wang. Association of Kawasaki disease with intellectual disability, attention deficit hyperactivity disorder, and autism: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, maj 2024. http://dx.doi.org/10.37766/inplasy2024.5.0017.

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Wilbur, Jane, i Chloe Morrison. Adapting Menstrual Health Interventions for People with Intellectual Disabilities in Emergencies. The Sanitation Learning Hub, Institute of Development Studies, sierpień 2023. http://dx.doi.org/10.19088/slh.2023.012.

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The Bishesta campaign – a menstrual health intervention for people with intellectual disabilities and their caregivers in Nepal, was developed to help improve menstrual health for this population in non-humanitarian settings (Wilbur et al. 2021a). The campaign was developed by the London School of Hygiene & Tropical Medicine (LSHTM) and WaterAid and delivered in collaboration with the disability service provider, the Down Syndrome Society Nepal, and the Centre for Integrated Urban Development, a local WASH non-government organisation. Following a positive feasibility study (Wilbur et al. 2019a), the Bishesta campaign was ready for efficacy testing or adapting for another context. Due to the lack of attention to people with disabilities’ menstrual health during emergencies, World Vision and the LSHTM adapted the Bishesta campaign for humanitarian responses in Vanuatu and called it the Veivanua campaign. This Frontiers of Sanitation issue presents: the research that preceded the development of these campaigns, the two campaigns, explains the adaptation process, and documents critical considerations for others wishing to revise the campaigns for different settings. This issue will interest practitioners working in menstrual health for people with and without disabilities in the development or humanitarian context.
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Enticott, Alison, i Angela Dew. A systematic review of the characteristics of programs and services resulting in open employment outcomes for young people with an intellectual disability. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, wrzesień 2023. http://dx.doi.org/10.37766/inplasy2023.9.0077.

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Intellectual Disabilities. ACAMH, maj 2018. http://dx.doi.org/10.13056/acamh.4932.

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Many terms have been used to describe an intellectual disability (ID) or medical conditions linked to an ID. Some terms that were originally designed to describe levels of intellectual disability or specific medical conditions, have unfortunately become part of common derogatory language used within society and so have become insults.
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Stress, adversity, COVID; caring for children with an intellectual disability (recording). ACAMH, marzec 2023. http://dx.doi.org/10.13056/acamh.23512.

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This free webinar was organised by ACAMH’s Adverse Childhood Experiences (ACEs) Special Interest Group Monthly seminars. In this session we welcomed Dr. Jeanne Wolstencroft, Research Fellow at the Great Ormond Street UCL Population, Policy and Practice Dept., presenting findings from The IMAGINE—ID consortium.
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