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The PAS-ADD assessments and their continuing conceptual development
- Author:
- MOSS Steve
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 6(1), 2012, pp.5-16.
- Publisher:
- Emerald
The PAS-ADD assessments (Psychiatric Assessment Schedules for Adults with Developmental Disabilities) have been in continuous development since the mid-1980s. Although originally developed through work on the health status of older people with intellectual disability they now encompass children as well as adults. The author discusses the theoretical and practical issues that have shaped the development of the assessments. The fundamental aim of the modern PAS-ADD system is to improve case detection and assessment by supporting and enhancing the skills of clinical staff, rather than attempting to replace the need for those skills. The assessor makes the final judgement about diagnosis. The PAS-ADD assessments are based on existing psychiatric classification and diagnostic rules for the general population and are conceptually different from instruments derived from psychometric principles. It is suggested that these factors have major implications, both for instrument design and for the evaluation of effectiveness.
Modifying the clinical outcomes in routine evaluation measure for use with people who have a learning disability
- Authors:
- MARSHALL Keith, WILLOUGHBY-BOOTH Simon
- Journal article citation:
- British Journal of Learning Disabilities, 35(2), June 2007, pp.107-112.
- Publisher:
- Wiley
There are few reliable self-report measures suitable for people with a learning disability in reporting psychological distress. This study examines the modification of the Clinical Outcomes in Routine Evaluation - Outcome Measure (CORE-OM), exploring its reliability, using two different presentation styles. One style included a sequencing task then use of a visual histogram scale to facilitate rating; the other prompted participants to indicate presence or absence of symptoms before using the histogram. The study was conducted on a small sample of people with mental health problems who have a mild learning disability. The modified CORE-OM was found to have an excellent test–retest correlation with the group who completed the sequencing task, then the histogram scale, but the other group produced less favourable results. The preliminary results are encouraging, highlighting the need to conduct a larger study after further modifications of the measure.
Mental health in learning disabilities: a reader
- Editors:
- HOLT Geraldine, HARDY Steve, BOURAS Nick, (eds.)
- Publisher:
- Pavilion
- Publication year:
- 2005
- Pagination:
- 223p.
- Place of publication:
- Brighton
- Edition:
- 3rd ed.
This book, like its previous editions, aims to provide the reader with up-to-date information on mental health problems in people with learning disabilities and associated issues. It has been updated and extended with six additional chapters, to reflect latest developments in services and treatment.
Improving the detection and assessment of mental health problems in people with learning disability
- Author:
- MOSS Steve
- Journal article citation:
- Focus, 19, October 1996, pp.1-11.
- Publisher:
- RNIB
Ensuring that people with learning disability get appropriate help for their mental health problems is not just a job for psychiatrists. All staff have an essential role in ensuring that people who have psychiatric problems are identified and referred for comprehensive assessment. This article introduces some of the major issues in recognising and assessing mental health problems in this population, and introduces some new developments designed to improve the targeting of psychiatric referrals.
Diagnosing psychiatric disorders in people with intellectual disabilities: issues and achievements
- Authors:
- BERTELLI Marco O., et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(5), 2015, pp.230-242.
- Publisher:
- Emerald
Purpose: Diagnosing psychiatric disorders (PD) in adults with Intellectual Disability (ID) presents several issues and need specific skills and tools. The purpose of this paper is to provide a detailed description of the current status of art through a systematic mapping of the literature. Design/methodology/approach: The authors reviewed the international literature on the basis of the following questions: what are the issues in the psychiatric diagnostic process for adults with ID? What methods and procedures have been used for psychiatric assessment in ID? To date, is it possible to identify some most effective procedures? Findings: The analysis of the literature indicates that main issues of the psychiatric diagnostic process in adults with ID are the following: identification of psychiatric symptoms, behavioural equivalents, diagnostic criteria, setting, source of information, screening, and diagnostic tools. The evidence base is only emerging and although many relevant achievements have been reached in the last two decades, no definitive guideline has been produced. Most recent acquisition also allowed to identify some assessment procedures that are currently considered the most effective. Individualised assessment remains the best way to meet the needs of this heterogeneous and variable patient group. Originality/value: This paper offers a comprehensive and updated description of current achievements and issues towards the assessment of PD in people with ID. (Publisher abstract)
The need for cognitive profiles based on neuropsychological assessments to drive individual education plans (IEPs) in forensic settings
- Authors:
- LOWINGS Graham, WICKS Beth
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 7(4), 2012, pp.180-188.
- Publisher:
- Emerald
Many people in secure forensic settings are expected to take part in psycho-educational programmes as part of their treatment and rehabilitation. However many are hampered in this because of cognitive difficulties. These difficulties may result from acquired brain injury, deficits associated with substance misuse, childhood trauma, mental health problems and occasionally prescribed medication, or intellectual disability. This paper outlines the scale of the problem and offers potential solutions. The use of individual education plans based on neuropsychological profiles is proposed together with guidance on the preparation and delivery of educational materials that could improve the efficacy of psycho-educational programmes. The authors believe that understanding neuropsychological difficulties would mean that best use is made of the psycho-educational materials presented, thus speeding up and improving the efficacy of the rehabilitation process and potentially reducing the risk that the person poses to themselves and others. Currently there are resources, which offer guidance to teachers of children with neuropsychological difficulties but not for the adolescent and adult forensic population. This paper aims to address this gap.
Real listening – using personal construct assessment with people with intellectual disabilities: two case studies
- Authors:
- HARE Dougal Julian, SEARSON Ruth, KNOWLES Rebecca
- Journal article citation:
- British Journal of Learning Disabilities, 39(3), September 2011, pp.190-197.
- Publisher:
- Wiley
Although the situation is improving, many people with intellectual disabilities are still not being listened to by services providing them with care and support. When this happens, they become upset and frustrated and are all too readily regarded as being mentally ill. This article, in an attempt to help people with intellectual disabilities describe and make sense of their experiences and feelings in a non-judgemental manner without the need for these experiences to be interpreted and explained, describes the use of an adapted repertory grid procedure developed from George Kelley’s personal construct psychology. Although such an approach has been identified as being particularly suitable for working with people with intellectual disabilities in a person-centred way, little data is available. To improve on this situation, this article presents an outline of personal construct psychology and its use with people with intellectual disabilities to highlight its use in clinical practice.
Psychological assessment with people with learning disabilities and mental ill-health
- Author:
- DAGNAN Dave
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 2(4), December 2008, pp.4-8.
- Publisher:
- Emerald
This paper considers the process of psychological assessment for people with learning disabilities and mental ill-health. The paper will describe a formulation-driven approach with reference to a social-cognitive model of mental ill-health in people with learning disabilities. This process is illustrated with a brief case study of an assessment within this model.
Mental health problems in children with intellectual disability: use of the Strengths and Difficulties Questionnaire
- Authors:
- KAPTEIN S., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 52(2), February 2008, pp.125-131.
- Publisher:
- Wiley
The assessment of mental health problems in children with intellectual disability (ID) mostly occurs by filling out long questionnaires that are not always validated for children without ID. The aim of this Dutch study is to assess the differences in mental health problems between children with ID and without ID, using a short questionnaire, the Strengths and Difficulties Questionnaire (SDQ). Two hundred and sixty children (6–12 years) were selected from special education schools for trainable children (response: 57%). Parents completed the extended Dutch version of the SDQ, questions on background characteristics and on the care provided. A non-ID control group of 707 children (response: 87%) was included to compare mental health problems. In total, 60.9% of children with ID had an elevated score on the SDQ, compared with 9.8% of children without ID. Only 45% of the children with ID and an elevated SDQ score had visited a healthcare professional for these problems in the last 6 months. It is concluded that the SDQ or an adapted version could contribute to the early identification of mental health problems in children with ID. Further research is needed to confirm the validity of the SDQ when used in a sample of children with ID.
A preliminary investigation into the utility of the adult behavior checklist in the assessment of psychopathology in people with low IQ
- Authors:
- TENNEIJ Nienke H., KOOT Hans M.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(5), September 2007, pp.391-400.
- Publisher:
- Wiley
Background Achenbach & Rescorla (2003) recently developed the Adult Behavior Checklist (ABCL) to assess psychopathology in the general population. The ABCL should be completed by a proxy informant. The use of proxy informants, instead of self-reporting, makes the ABCL potentially suitable for the assessment of psychopathology in adults with intellectual disability. The aim of the present study was to examine reliability and validity of the ABCL in 124 adults with mild intellectual disability or low IQ, and severe challenging behaviour referred for residential treatment in the Netherlands. The ABCL was completed by two independent informants to assess inter-rater reliability. To examine the validity of the ABCL, its relationship with three measures of functioning was assessed. Furthermore, association between scales of the ABCL and DSM-IV axis I disorders was examined. The ABCL was reliable in terms of internal consistency of its scales, and inter-rater reliability. Relationships between clusters of axis I DSM-IV disorders and scales of the ABCL were found as expected. Moreover, ABCL scales predicted different measures of functioning. The ABCL appears to be a reliable and valid measure to assess psychopathology in persons with mild intellectual disabilities or low IQ, admitted for treatment in facilities for adults with mild intellectual disability and severe challenging behaviour.