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Standardised speech-language tests and students with intellectual disability: a review of normative data
- Author:
- CASCELLA Paul W.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(2), June 2006, pp.120-124.
- Publisher:
- Taylor and Francis
Before a school speech language pathologist (SLP) utilises a standardised speech language test with a student with intellectual disability (ID), the clinician should carefully consider the purpose of the test and whether the test includes students with ID in the normative group. This project reviewed 49 tests published between 1994 and 2004 and their applicability to students with ID. Students with mild ID were included in the norm group for 23 of the tests, but no tests included students with more significant ID. Separate norms for students with mild ID were included in 15 tests, but none met Salvia & Ysseldyke's (1995) suggested requirement that at least 100 students be included to represent a specific subgroup. A majority of the tests assessed receptive and expressive vocabulary, syntax, and grammar but no recent test measured a student's pragmatic communication. Clinicians are encouraged to supplement standardised tests with non standardised procedures to document students' pragmatic, social, and functional communication abilities.
Construct and criterion validities of the Service Need Assessment Profile (SNAP): a measure of support for people with disabilities
- Authors:
- GUSCIA Roma, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(3), September 2006, pp.148-155.
- Publisher:
- Taylor and Francis
The Service Need Assessment Profile (SNAP) measures individual functional needs in areas of daily living. It produces a support profile, detailing the time allocations for staff support to assist in each area of need. The Supports Intensity Scale (SIS) is a support needs assessment scale designed to provide an objective measure of a person's need for support in medical, behavioural, and life activities. SIS can be used for individualised support planning, clinical judgements regarding support needs, resource allocation and financial planning. The Inventory for Client and Agency Planning (ICAP) assesses adaptive and maladaptive behaviours and gathers additional information to determine type and amount of special assistance that people with disabilities need. This study evaluated the construct and criterion validities of SNAP in relation to the SIS and ICAP, using assessment data from 114 individuals with a range of disabilities and levels of severity. Construct and criterion validities were supported for the SNAP by high correlations with SIS, ICAP, and staff estimates of support needs and by its capacity to discriminate between sub‐groups in expected ways. The results provide support for the use of SNAP as a support needs instrument.
Predicting additional care in young children with neurodevelopmental disability: a systematic review
- Authors:
- MEESTER-DELVER Anke, et al
- Journal article citation:
- Developmental Medicine and Child Neurology, 48(2), 2006, pp.143-150.
- Publisher:
- John Wiley and Sons
Children with developmental disabilities have a variety of associated impairments that require lifelong additional care, and assessment of these needs is necessary not only for diagnostic purposes but to inform parents and other care givers and providers about what care is likely to be needed in the future. This review identifies and evaluates seven existing assessment instruments: Pediatric Evaluation of Disability Inventory (PEDI); Functional Independence Measure for Children (WeeFIM); Health Utility Index (HUI-3); Life Habits Assessment (LIFE-H); Lifestyle Assessment Questionnaire; Support Intensity Scale (SIS); and Amount of Assistance Questionnaire (AAQ). None have been developed to predict future additional care requirements, and the authors conclude that new instruments should be developed to provide parents and other care providers with the information they need.
Assessment of the component skill for cognitive therapy in adults with intellectual disability
- Authors:
- JOYCE Theresa, GLOBE Amanda, MOODY Clare
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(1), March 2006, pp.17-23.
- Publisher:
- Wiley
This study examines the extent to which a random sample of adults with intellectual disabilities possess the component skills necessary to undergo cognitive behaviour therapy (CBT). Seventy-two individuals underwent a range of assessments, including measures of language ability, ability to identify and to label emotions, ability to link events and emotions and a cognitive mediation task. Results showed significant relationships between language ability and ability to recognize and label emotions, ability to link events and emotions and pass the cognitive mediation tasks. The majority of the participants were unable to pass the tasks linking emotions and events and the cognitive mediation tasks. They also demonstrated a limited emotional vocabulary. The authors conclude that it is possible to assess some of the component skills necessary for undergoing CBT. People with intellectual disabilities will need support from therapists to teach the skills necessary to undertake cognitive interventions, and a 'step-wise' approach to assessment will enable such support to be appropriately targeted to individual need.
Guide to the Mental Capacity Act 2005: Part 2
- Authors:
- GRIMSHAW Catherine, CURRAN Christopher
- Journal article citation:
- Openmind, 140, July/August 2006, pp.24-25.
- Publisher:
- MIND
The 2005 Mental Capacity Act is due to come into force in April 2007. This article summarises some of the main issues in the Act to guide practitioners, ensure compliance with the lat and to reflect good practice. The article looks briefly at: assessments of capacity; maximising capacity; advance decisions; confidentiality and disputes.
Working together: easy steps to improve how people with a learning disability are supported when in hospital: guidance for hospitals, families and paid support staff
- Authors:
- HARKNESS Jenny, et al
- Publisher:
- Home Farm Trust
- Publication year:
- 2006
- Pagination:
- 33p.
- Place of publication:
- Bristol
This guidance has been produced by a working group of family carers, hospital staff, learning disability nurses and paid support staff, facilitated by HFT. Its aim is to help ensure that people with learning disabilities get the right kind of support and effective treatment during their stay in hospital. Four sections explain what family carer, paid support staff and hospital staff should be doing before admission, at admission, during admission, and at the end of a hospital stay to achieve the best outcomes for people with learning disabilities. The guide stresses the importance of working together. Appendices include a checklist for an admission meeting, The Traffic Light Hospital Assessment and The Risk, Dependency and Support Assessment.
Project STOP: cognitive behavioral assessment and treatment for sex offenders with intellectual disability
- Authors:
- NEZU Christine Maguth, GREENBERG Jeffrey, NEZU Arthur M.
- Journal article citation:
- Journal of Forensic Psychology Practice, 6(3), 2006, pp.87-103.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia
This article provides relevant background concerning the prevalence, characteristics and vulnerabilities of intellectually disabled (ID) sex offenders, as well as scientifically-informed guidelines for assessment and treatment. Specifically, the authors suggest assessment methods concerning the various areas of vulnerability associated with sex offending risk, with emphasis on dynamic or changeable areas of vulnerability. Treatment guidelines are consistent with an individualized case formulation approach aimed at changing each individual's unique area of vulnerability. They provide a description of Project STOP, as a case example of these principles. A program evaluation of this project revealed a low rate of recidivism and a high degree of treatment adherence. Finally, the authors propose which elements of the case formulation approach appear to be associated with successful outcome. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Assessing dementia in people with learning disabilities: the relationship between two screening measures
- Authors:
- KIRK Linzi J., HICK Rachel, LARAWAY Alec
- Journal article citation:
- Journal of Intellectual Disabilities, 10(4), December 2006, pp.357-364.
- Publisher:
- Sage
- Place of publication:
- London
As life expectancy increases for people with learning disabilities, the impact of dementia on people with learning disabilities and their families, carers and services is becoming more apparent. Psychological services for learning disabilities are receiving an increasing number of referrals requesting dementia assessment. Health and social care services are adapting to the diverse needs of an ageing population with learning disabilities. This article describes a study investigating the relationship between two assessments for dementia in people with learning disabilities. Carers of people with learning disabilities over the age of 50 (or 40 if the individual had Down syndrome) completed the Dementia Questionnaire for Mentally Retarded People and the Adaptive Behaviour Scale–Residential and Community. Overall, the two questionnaire measures showed significant relationships. However, results suggested that both assessments have clinical value in informing individual needs and aiding diagnosis. Implications for both clinical and social care services are discussed.
Using the Edinburgh Postnatal Depression Scale with learning disabled mothers
- Authors:
- GASKIN Kelly, JAMES Helen
- Journal article citation:
- Community Practitioner, 79(12), December 2006, pp.392-396.
- Publisher:
- Community Practitioners' and Health Visitors' Association
In this small scale study, mothers with a learning disability were asked to complete an Edinburgh Postnatal Depression Scale (EPDS) and take part in a structured interview, which was designed to be more appropriate to their level of intellectual ability. The participants were 13 women with IQs of 73 or below (range 54-73), who had given birth in the last 12 months. The number of symptoms they described was compared with those observed by a significant other person in their lives. The simplified interview, using a visual scale to depict severity of symptoms, seemed to collect more accurate information than the EPDS, giving a higher correlation with observed symptoms. When compared with this interview, the EPDS scores appeared to overestimate symptoms or identify symptoms not observable by those close to the participants. Validation of this scale with a larger group of participants could be a useful development.
Social work with people with learning difficulties
- Author:
- WILLIAMS Paul
- Publisher:
- Learning Matters
- Publication year:
- 2006
- Pagination:
- 155p.
- Place of publication:
- Exeter
Based around the government White Paper, Valuing People (2001), this title is the only up-to-date book on the subject. It outlines the progress made towards achieving the paper's aims and helps students to work towards assessing the needs and circumstances of people with learning difficulties. Throughout the book case studies, summaries of contemporary research and suggestions for further reading aid and reinforce learning. Part of the Transforming Social Work Practice series, it is written for students on the social work honours degree.