Search results for ‘Subject term:"learning disabilities"’ Sort:
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Naming, defining and classifying the condition (formerly?) known as mental retardation
- Authors:
- THOMPSON James R., EZELL Dan
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 4(3), 2005, pp.5-23.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In this American article key controversies and diverse perspectives are summarized regarding terminology, definition, and classification issues in the field of mental retardation. Six questions are provided to guide consideration of critical issues. Conclusions are drawn and implications for professional practice are discussed. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Development and psychometric properties of a self-report instrument for the assessment of sexual behaviour and concerns of people with mild intellectual disabilities (SEBECOMID-S)
- Authors:
- GIL-LLARIO Maria Dolores, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 35(1), 2022, pp.134-142.
- Publisher:
- Wiley
Background: This paper presents a description of the development and psychometric properties of a self-report instrument for the assessment of sexual behaviour and concerns of people with mild intellectual disabilities (SEBECOMID-S). Methods and procedures: The study included 281 people with mild intellectual disabilities. The psychometric properties were examined through exploratory factorial analysis, descriptive statistics, and reliability indices. Results: The exploratory factor analyses offered a structure with three factors: concern about the appropriateness of their sexual behaviour, sexual practices performed, and safe sex practices. The model presents an excellent fit (χ2/df = 1.10, RMSEA = 0.019, CFI = 0.997, TLI = 0.995, and SRMR = 0.065). General test reliability was good (α = 0.77, Ω = 0.76). Conclusions: SEBECOMID-S is a valid and reliable tool to obtain objective information about the sexual behaviour and concerns of people with mild intellectual disabilities. The use of this instrument will make it possible to adjust their training to their real experiences, making it more effective. (Edited publisher abstract)
Assessment of challenging behaviours with the Nisonger Child Behavior Rating Form: agreement/disagreement between frequency and severity ratings
- Authors:
- MAKHLUF Yasmin Farage, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 46(4), 2021, pp.370-374.
- Publisher:
- Taylor and Francis
Background: The Nisonger Child Behavior Rating Form (NCBRF) allows for the assessment of frequency and severity of challenging behaviours of individuals with ID with one combined rating. However, frequency and severity rating of challenging behaviours may be in disagreement. Therefore, the efficacy of frequency and severity independent ratings for each NCBRF item was investigated. Method: Professional caregivers of 105 individuals with ID completed the NCBRF with separate frequency and severity ratings and the Vineland-II. Results: Magnitudes of correlation coefficients between frequency and severity rating of each NCBRF item were mostly trivial, small, or medium. However, the differences between the magnitude of the corresponding correlation coefficients of frequency and severity rating of each NCBRF item when related to the Vineland-II adaptive behaviour dimensions were rarely statistically significantly. Conclusions: Despite the need for further comparisons with other challenging behaviour scales, the separate use of frequency and severity ratings seems to be useful. (Edited publisher abstract)
Commentary on: a comparison of dementia assessment service provision across three English county intellectual disability services
- Author:
- DODD Karen
- Journal article citation:
- Tizard Learning Disability Review, 26(3), 2021, pp.142-147.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to consider the issue of types of assessment offered by services for people with learning disabilities from the research study “A Comparison of Dementia Assessment Services for People with Intellectual Disabilities”. Design/methodology/approach: The commentary is based on a review of the associated literature. Findings: Assessment for possible dementia is a complex activity. The gold standard is to ensure that the assessment process is comprehensive including both direct assessments with the person and gathering information from key informants. The issues in not adopting this methodology are considered, as are issues in what services and assessments are called. Originality/value: The commentary considers the studies presented from a practitioner perspective. (Edited publisher abstract)
Validity of an instrument that assesses functional abilities in people with profound intellectual and multiple disabilities: look what I can do!
- Authors:
- WESSELS Marleen D., PAAP Muirne C. S., VAN DER PUTTEN Annette
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 46(3), 2021, pp.250-260.
- Publisher:
- Taylor and Francis
Background: Research about the psychometric properties of the Behavioural Appraisal Scales (BAS) in people with profound intellectual and multiple disabilities (PIMD) is limited. This study evaluates invariance in factor structure, item bias and convergent validity of the BAS. Methods: Data on the BAS from two studies (n = 25; n = 52) were analysed using the oblique multiple group method. The scale structure and item ordering were compared in the two groups. Convergent validity was assessed by correlating scores on the BAS with scores on two other instruments. Results: Of all items, 16–18% correlated stronger with other subscales of the BAS than the subscale they were originally assigned to. Scale structure and order of difficulty differed between groups. Correlations between the BAS and two other instruments varied from low to excellent (r = .48–.85). Conclusions: The results support the construct validity of the BAS. Removing, reassigning and adapting items may enhance construct validity. (Edited publisher abstract)
Finding the right assessment measures for young people with intellectual disabilities who display harmful sexual behaviour
- Authors:
- MALOVIC A., MURPHY G., COULTON S.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(1), 2020, pp.101-110.
- Publisher:
- Wiley
Background: Previous studies and national reports have all noted that a significant proportion of the young people who display harmful sexual behaviours have intellectual disabilities. However, research on the topic has been scarce. This study presents a systematic review of the literature relating to clinical instruments specifically developed or adapted for adolescents with intellectual disabilities who display harmful sexual behaviours. Method: An electronic search of databases was completed for published articles in English from the earliest possible date to the end of 2013. Results: No published articles met the full search criteria. This confirmed the lack of published clinical measures, apart from two risk assessment instruments. Conclusions: Given the lack of measures, it is recommended that the focus of future research needs to be on developing or adapting instruments that will offer researchers’ and clinicians’ empirical as well as clinical data on this all‐too‐often‐overlooked population of vulnerable youth. (Publisher abstract)
Health and social care practitioners’ experiences of assessing mental capacity in a community learning disability team
- Authors:
- RATCLIFF Daniel, CHAPMAN Melanie
- Journal article citation:
- British Journal of Learning Disabilities, 44 (4), 2016, pp.329-336.
- Publisher:
- Wiley
Background: The study explored experiences of health and social care practitioners within a community learning disability team in undertaking mental capacity assessments with people with learning disabilities. Materials and Methods: Eight practitioners were interviewed using a semi-structured interview schedule. Results: The information gained was analysed using thematic network analysis. Twelve basic themes emerged which fit into five organising themes labelled: ‘systemic barriers to assessment’; ‘capacity assessing as a process’; ‘person-specific challenges’; ‘protective practices’; and ‘protection of a fundamental human right’. A global theme, ‘freedom of action versus restrictions on action’, was identified. Conclusions: The themes highlighted that there were a range of organisational, systemic and person-specific factors that impacted on the perceived quality of and assessors’ confidence in their assessments of mental capacity. Furthermore, these factors appeared to create a range of tensions for assessors increasing the likelihood of cognitive dissonance. Practice implications surround maintaining knowledge, ensuring adequate skills in the practical application of knowledge and reducing organisational barriers. (Publisher abstract)
The utility of the Montreal Cognitive Assessment as a mental capacity assessment tool for patients with a learning disability
- Authors:
- EDGE Daniel, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.240–246.
- Publisher:
- Wiley
Objective: To determine the psychometric properties of the Montreal Cognitive Assessment (MoCA) in patients with a learning disability and examine it's utility for conducting mental capacity assessment. Method: This study was a cross-sectional, instrument validation study in an inpatient hospital setting, located in the East of England. The sample consisted of two groups: (i) 31 consecutively admitted hospital patients and (ii) 10 multidisciplinary team members who served as a comparison group. The MoCA, a 12-item screen for mild cognitive impairment and the Dysexecutive Questionnaire (DEX), were used in this study. Item analysis was conducted by comparing item endorsement for all participants that had a learning disability utilising Difficulty and Discrimination Indices for each item on the MoCA. The authors examined the internal consistency of a revised scale derived from item analysis and used a one-way ANOVA to determine concurrent validity by comparing scores between two patient subgroups and the comparison group. Results: A 7-item scale, ‘MoCA-LD’ (alpha coefficient = 0.82) emerged from item analysis. A statistically significant negative correlation was observed between MoCA-LD and DEX (Pearson correlation = −0.66, P < 0.01). As expected, participants in the borderline category scored higher on MoCA-LD than those with mild learning disability, as did those with no learning disability (P < 0.001). Conclusion: The MoCA-LD has the potential to be a useful tool for mental capacity assessment in patients with a learning disability. (Edited publisher abstract)
Criterion-related validity of challenging behaviour scales: a review of evidence in the literature
- Authors:
- TURTON Raistrick W., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(2), 2015, pp.81-98.
- Publisher:
- Wiley
Background: Behaviour that challenges has negative impacts on physical and emotional well-being and quality of life. Challenging behaviour scales are used to identify needs and evaluate interventions and must be valid measures. Criterion-related validity is important, and the best quality assessment uses direct measures of behaviour as criteria. Previous reviews of scales affirm their validity but present little supporting evidence. The current review examines the evidence presented in studies of validity. Methods: Searches of MEDLINE and PsycINFO to identify scales that focus on challenging behaviour and find publications that assess their criterion-related validity. Results: Searches identified twelve scales and 21 publications that assess validity. One assessment used direct measures of behaviour, and the remainder used indirect measures that themselves have limited evidence of validity, including membership of diagnostic or service groups and other scales. Conclusions: Little firm evidence of validity was found, but what was found is encouraging. (Publisher abstract)
Supporting primary healthcare professionals to care for people with intellectual disability: a research agenda
- Authors:
- LENNOX Nicholas, van DRIEL Mieke L., van DOOREN Kate
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(1), 2015, pp.33-42.
- Publisher:
- Wiley
Background: People with intellectual disability experience health inequalities. Over two decades after the only review of supports for primary healthcare providers was published, this paper contributes to an evolving research agenda that aims to make meaningful gains in health-related outcomes for people with intellectual disabilities. Methods: The authors update a previous review existing review by searching the international literature for developments and evaluations of multinational models of care. Results: Based on the review, three strategies are presented to support primary healthcare providers: (i) effectively using what we know, (ii) considering other strategies that offer support to primary healthcare professionals and (iii) researching primary health care at the system level. Conclusions: Strengthening primary care by supporting equitable provision of health-related care for people with intellectual disability is a much needed step towards improving health outcomes among people with intellectual disability. More descriptive quantitative and qualitative research, as well as intervention-based research underpinned by rigorous mixed-methods evaluating these strategies at the primary care level, which is sensitive to the needs of people with intellectual disability will assist primary care providers to provide better care and achieve better health outcomes. (Edited publisher abstract)