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Does engagement in meaningful occupation reduce challenging behaviour in people with intellectual disabilities? A systematic review of the literature
- Authors:
- BALL Jo, FAZIL Qulsom
- Journal article citation:
- Journal of Intellectual Disabilities, 17(1), 2013, pp.64-77.
- Publisher:
- Sage
- Place of publication:
- London
Recently, there has been much debate about the best way to manage challenging behaviour. Although national guidance highlights the importance of meaningful occupation, it is unclear to what extent this helps. This systematic review of the literature evaluated the evidence base for using occupation as a means to reduce challenging behaviour in individuals with intellectual disability. By searching a range of databases, electronic resources and web pages, 13 relevant articles were identified. Additionally, experts in the field were contacted, hand searches were performed and citation searches were carried out. These 13 articles were critically appraised and analysed. Although the amount of research identified was limited and the methodological quality was variable, some broad themes arose. A skilled and structured approach for carrying out occupation may be effective in reducing challenging behaviour. The authors concluded that more robust research is needed before definitive conclusions can be drawn.
A systematic review of the effectiveness of psychological approaches in the treatment of sex offenders with intellectual disabilities
- Authors:
- JONES Emma, CHAPLIN Eddie
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(1), 2020, pp.79-100.
- Publisher:
- Wiley
Background: Despite considerable advance and growth in the evidence base for psychological interventions as treatment for sex offenders with intellectual disabilities (ID), there remains limited evidence to support their effectiveness. This systematic review seeks to evaluate the effectiveness of psychological interventions on reducing reoffending rates for sex offenders with ID. Methods: A search of ten electronic databases, grey literature and reference lists was conducted using PRISMA methodology. Results: A number of studies appeared to establish positive treatment outcomes, demonstrated by improvements in attitudinal change, victim empathy and sexual knowledge. However, reductions in sexual reoffending during the follow‐up period were not consistent across the studies. No studies with an adequate control comparison were identified during the search. Conclusions: The current review provides limited evidence on the effectiveness of psychological interventions for sex offenders with ID, while also highlighting the need for further research. (Publisher abstract)
Unprotected, overprotected: meeting the needs of young people with learning disabilities who experience, or are at risk of, sexual exploitation: England briefing
- Authors:
- FRANKLIN Anita, RAWS Phil, SMEATON Emilie
- Publication year:
- 2015
- Pagination:
- 8
- Place of publication:
- Ilford
One of four nation-specific briefings, this paper presents a summary of the key findings from the a UK-wide study on how to meet the needs of young people with learning disabilities who experience, or are at risk of, CSE. It highlights that young people with learning disabilities are vulnerable to CSE due to factors that include overprotection, social isolation and society refusing to view them as sexual beings. Lack of awareness among professionals also contributes to the children’s vulnerability while there are gaps in national policy and a lack of implementation of current guidance. The briefing sets out key recommendations for England, including: the development, revision and implementation of legislation, policy and guidance; ensuring multi-agency arrangements lead to an effective response to young people with learning disabilities who experience, or are at risk of, CSE; raising awareness among young people with learning disabilities and their parents and carers; and ensuring professionals, practitioners and volunteers are equipped to respond to young people with learning disabilities who experience, or are at risk of, CSE. (Edited publisher abstract)