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).
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).
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.
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.
Subject terms:
learning disabilities, mental health problems, assessment, autism;
Tizard Learning Disability Review, 10(4), October 2005, pp.19-22.
Publisher:
Emerald
The authors comment on articles written by Heslop et al and Lim in Learning Disability Review 10(4) and also highlight on aspects of their own earlier review of the use of psychotropic drugs for people with learning disabilities.
The authors comment on articles written by Heslop et al and Lim in Learning Disability Review 10(4) and also highlight on aspects of their own earlier review of the use of psychotropic drugs for people with learning disabilities.
Subject terms:
learning disabilities, medication, access to information, assessment;
Journal of Applied Research in Intellectual Disabilities, 18(2), June 2005, pp.143-150.
Publisher:
Wiley
This paper describes the development of a self-report health status measure for use with people with intellectual disabilities living in staffed community-based accommodation, and reports preliminary reliability data for the schedule. Question and response items were adapted from a well-established measure (SF-36) used in the general population incorporating subscales such as General Health, Physical Functioning, Bodily Pain, Vitality, Mental Health, and Sensory Functioning. A variety of closed and open response formats were used based on the growing literature examining methods for interviewing people with intellectual disabilities. Results found that internal reliability and response consistency were investigated. Reliability for Physical Functioning, General Health and Bodily Pain was reasonable, but was unsatisfactory for Sensory Functioning, and Mental Health. The findings are discussed in light of the challenge of eliciting reliable responses from people with intellectual disabilities. Question methodologies can be built upon in further research.
This paper describes the development of a self-report health status measure for use with people with intellectual disabilities living in staffed community-based accommodation, and reports preliminary reliability data for the schedule. Question and response items were adapted from a well-established measure (SF-36) used in the general population incorporating subscales such as General Health, Physical Functioning, Bodily Pain, Vitality, Mental Health, and Sensory Functioning. A variety of closed and open response formats were used based on the growing literature examining methods for interviewing people with intellectual disabilities. Results found that internal reliability and response consistency were investigated. Reliability for Physical Functioning, General Health and Bodily Pain was reasonable, but was unsatisfactory for Sensory Functioning, and Mental Health. The findings are discussed in light of the challenge of eliciting reliable responses from people with intellectual disabilities. Question methodologies can be built upon in further research.
This guide is designed to help with establishing a framework to support individuals with learning disabilities or autistic spectrum disorders whose behaviour challenges services and presents a risk to themselves or others. It sets out in clear and simple terms a structured and systematic approach to the identification, assessment and management of risks associated with challenging behaviours.
This guide is designed to help with establishing a framework to support individuals with learning disabilities or autistic spectrum disorders whose behaviour challenges services and presents a risk to themselves or others. It sets out in clear and simple terms a structured and systematic approach to the identification, assessment and management of risks associated with challenging behaviours.
Extended abstract:
Author
POWELL Sharon.
Title
Risk in challenging behaviour: a good practice guide for professionals.
Publisher
British Institute of Learning Disabilities, 2005
Summary
This guide is designed to help with establishing a framework to support individuals with learning disabilities or autistic spectrum disorders whose behaviour challenges services and presents a risk to themselves or others. It sets out in clear and simple terms a structured and systematic approach to the identification, assessment and management of risks associated with challenging behaviours.
Context
Risk is an evolving concept; it is changing and rarely stays the same from one day to the next. Individuals are prepared to take calculated risks in their daily lives for a variety of reasons. Professionals are expected to identify and manage risk objectively. Reactive strategies for risk management when behaviour challenges should form part of an overall framework. This should include approaches that support positive behaviour. Physical interventions should be used only as a last resort.
Contents
A foreword explains recent developments and an introduction outlines the problem and the intentions of the guide. The first section, on philosophical and organisational issues, discusses organisational foundations, the nature of risk, taking risks, procedures for working with risk, why risk should be assessed, and the elements of risk. The second, on assessing risk, covers risk scoring, identifying hazards and risks, the risk assessment process, describing the challenging behaviour, articulating risk, managed and unmanaged risk, the assessment process, what might go wrong, and physical interventions in the context of risk assessment. Two sets of checklists are given, on procedures for working with risk, consisting of three lists, for developing risk policies, service user vulnerability, and breaking confidentiality; and on risk assessment process, with four lists, for information gathering, planning and consultation, implementation and monitoring, and evaluation and review. Three pro formas are also given, for behaviour description, articulating risk and assessment of service user vulnerability.
British Journal of Learning Disabilities, 33(4), December 2005, pp.174-179.
Publisher:
Wiley
This report details the assessment and intervention carried out with one couple, who both had a moderate learning disability. One partner was referred to the Psychology Service for some work focussing on difficulties in controlling her responses to anger. This report discusses the assessment and offers a formulation from a cognitive behavioural perspective, also drawing on ideas from psychodynamic and systemic theories. It was also necessary included some joint work with both members of the couple and their carers. The assessment and intervention were not straight forward and flexibility was required throughout in order to gain an understanding of the situation and offer an appropriately focussed intervention. The outcome and reflections on the work are discussed.
This report details the assessment and intervention carried out with one couple, who both had a moderate learning disability. One partner was referred to the Psychology Service for some work focussing on difficulties in controlling her responses to anger. This report discusses the assessment and offers a formulation from a cognitive behavioural perspective, also drawing on ideas from psychodynamic and systemic theories. It was also necessary included some joint work with both members of the couple and their carers. The assessment and intervention were not straight forward and flexibility was required throughout in order to gain an understanding of the situation and offer an appropriately focussed intervention. The outcome and reflections on the work are discussed.
This article provides responses from a practice panel on the case of a woman with learning difficulties whose two children were taken into care and adopted, and who is now pregnant and concerned about this child being removed.
This article provides responses from a practice panel on the case of a woman with learning difficulties whose two children were taken into care and adopted, and who is now pregnant and concerned about this child being removed.
Subject terms:
learning disabilities, pregnancy, risk, assessment, case studies;
This article summarising recent worldwide research into intellectual disability and criminality. It looks at criminality and the incidence of intellectual disability; interviewing vulnerable individuals; the reliability of confessions; people with intellectual disabilities as witnesses; punishment and treatment; and risk assessment.
This article summarising recent worldwide research into intellectual disability and criminality. It looks at criminality and the incidence of intellectual disability; interviewing vulnerable individuals; the reliability of confessions; people with intellectual disabilities as witnesses; punishment and treatment; and risk assessment.
KVARFORDT Connie L., PURCELL Patricia, SHANNON Patrick
Journal article citation:
Child and Youth Care Forum, 34(1), February 2005, pp.27-42.
Publisher:
Springer
This study examines the training needs of juvenile justice personnel regarding their work with youth who have disabilities, particularly learning disabilities. Proportionate stratified cluster sampling was used to survey juvenile detention and court services personnel statewide about previous training and confidence of knowledge in these areas. Findings indicate that less than two-thirds (62%) of respondents had received training about persons with disabilities and less than half (47%) had received training about persons with learning disabilities. Some myths about learning disabilities continue to persist more than others. Knowledge about learning disabilities is considered to be important and training is desired. Suggestions for planning future training events are offered.
This study examines the training needs of juvenile justice personnel regarding their work with youth who have disabilities, particularly learning disabilities. Proportionate stratified cluster sampling was used to survey juvenile detention and court services personnel statewide about previous training and confidence of knowledge in these areas. Findings indicate that less than two-thirds (62%) of respondents had received training about persons with disabilities and less than half (47%) had received training about persons with learning disabilities. Some myths about learning disabilities continue to persist more than others. Knowledge about learning disabilities is considered to be important and training is desired. Suggestions for planning future training events are offered.
Subject terms:
learning disabilities, needs, training, young people, youth justice, assessment;
This article describes Cartrefi Cymru's experience of supporting a tenant with a learning disability in secondary care. It presents a diary of events towards the end of the clients life, and raises concerns about practice at the interface of health and social care in Wales.
This article describes Cartrefi Cymru's experience of supporting a tenant with a learning disability in secondary care. It presents a diary of events towards the end of the clients life, and raises concerns about practice at the interface of health and social care in Wales.