Search results for ‘Subject term:"learning disabilities"’ Sort:
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A preliminary investigation into the effectiveness of a group-delivered sleep management intervention for parents of children with intellectual disabilities
- Author:
- STUTTARD Lucy
- Journal article citation:
- Journal of Intellectual Disabilities, 19(4), 2015, pp.342-355.
- Publisher:
- Sage
- Place of publication:
- London
Sleep problems are more prevalent and severe among children with intellectual disabilities and autism compared to typically developing children. Training parents in behavioural approaches to manage sleep problems is advocated. However, delivering such interventions via groups is novel. This article reports the findings from a preliminary evaluation of a group-delivered intervention routinely delivered by a Child and Adolescent Mental Health Service Learning Disability team in England. For this purpose, parents (n = 23) of children with intellectual disabilities were recruited. The Children’s Sleep Habits Questionnaire, Parents’ Sense of Competence Scale and parent-set goals captured outcomes at pre-intervention, post-intervention and 3- and 6-month follow-up. Intervention delivery costs were collected. Take-up was high (86%), and no parent dropped out. Statistically significant improvements in night wakings, parent-set goals and parents’ sense of efficacy were observed. The estimated mean cost of delivering each intervention was British (GBP) £1570. Findings suggest the intervention is a low-cost, acceptable service warranting further evaluation. (Publisher abstract)
The effectiveness of intensive interaction, a systematic literature review
- Authors:
- HUTCHINSON Nick, BODICOAT Anna
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(6), 2015, p.437–454.
- Publisher:
- Wiley
Background: Intensive Interaction is an approach used for communicating with people with profound and multiple intellectual disabilities or autism. It has gained increased recognition as a helpful technique, but the evidence has not been systematically reviewed. Method: Computerized and hand searches of the literature were conducted using synonyms for ‘intellectual disabilities’, ‘autism’ and ‘intensive interaction’. Results: Fifteen quantitative and three qualitative papers were identified examining the efficacy of the approach with participants across the age range in both educational and residential settings. Conclusions:Studies were limited by the quality of reporting and difficulties conducting good quality, ethically sound research with participants with PMID. Staff support should be considered in training to aid implementation of interventions. Studies attempted to investigate whether Intensive Interaction builds social interactions or reduces repetitive or self-injurious behaviour. More research needs to be conducted before conclusions can be drawn regarding the efficacy of this approach. (Publisher abstract)
Identifying offenders with an intellectual disability in detention in The Netherlands
- Authors:
- KAAL Hendrien L., NIJMAN Henk L.I., MOONEN Xavier M.H.
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 6(2), 2015, pp.94-101.
- Publisher:
- Emerald
Purpose: The Dutch Custodial Institutions Agency has commissioned a number of research projects on offenders with intellectual disabilities (ID) in prison. A continuing problem has been that it is not known what the prevalence of ID in Dutch prisons is, and how to identify ID in individual detainees. The paper aims to discuss these issues. Design/methodology/approach: With this in mind a screening instrument (screener for learning disabilities and intelligence (SCIL)) has been developed that screens for IQ < 85. This instrument has been piloted in four different penitentiary institutes. Findings: The papers briefly describes the results of the studies preceding the pilot before turning to the pilot itself. The pilot shed light on what considerations need to be taken into account when implement screening for ID in the current prison system, and on the potential added value for prison staff of knowing whether a detainee possibly has an ID. In addition, the pilot gave some insight into the characteristics of Dutch prisoners. Originality/value: The main conclusion is that the SCIL can be successfully implemented within these settings, provided that sufficient attention is being paid to the advance instructions to staff and to the introduction of the screening to the detainees. (Publisher abstract)
Choosing autism interventions: a research-based guide
- Authors:
- FLEMING Bernard, HURLEY Elisabeth, THE GOTH
- Publisher:
- Pavilion Publishing
- Publication year:
- 2015
- Place of publication:
- Brighton
Provides an accessible evidence-based overview of the most commonly used interventions for children and adults on the autism spectrum. It summarises best clinical practice from the National Institute for Health and Care Excellence (NICE) and gives a set of tools to help evaluate interventions. The guide meets the requirements of the NHS Information Standard and may be of value to people with autism, their parents and carers and professionals alike. (Edited publisher abstract)
The diagnostic boundary between autism spectrum disorder, intellectual developmental disorder and schizophrenia spectrum disorders
- Authors:
- BERTELLI Marco O., et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(5), 2015, pp.243-264.
- Publisher:
- Emerald
Purpose: During the last few years the prevalence of autism and Autism Spectrum Disorder (ASD) has increased greatly. A recurring issue is the overlap and boundaries between Intellectual Developmental Disorder (IDD), ASD and Schizophrenia Spectrum Disorders (SSD). In clinical practice with people with IDD, the alternative or adjunctive diagnosis of ASD or SSD is particularly challenging. The purpose of this paper is to define the boundaries and overlapping clinical characteristics of IDD, ASD and SSD; highlight the most relevant differences in clinical presentation; and provide a clinical framework within which to recognize the impact of IDD and ASD in the diagnosis of SSD. Design/methodology/approach: A systematic mapping of the international literature was conducted on the basis of the following questions: first, what are considered to be core and overlapping aspects of IDD, ASD and SSD; second, what are the main issues in clinical practice; and third, can key diagnostic flags be identified to assist in differentiating between the three diagnostic categories? Findings: Crucial clinical aspects for the differentiation resulted to be age of onset, interest towards others, main positive symptoms, and anatomical anomalies of the central nervous system. More robust diagnostic criteria and semeiological references are desirable. Originality/value: The present literature mapping provides a comprehensive description of the most relevant differences in the clinical presentation of ASD and SSD in persons with IDD. (Publisher abstract)
Assessment and diagnosis of psychiatric disorder in adults with autism spectrum disorder
- Authors:
- UNDERWOOD Lisa, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(5), 2015, pp.222-229.
- Publisher:
- Emerald
Purpose: Adults with autism spectrum disorder (ASD) present with a range of psychiatric disorders. However, making an accurate diagnosis is challenging. It is important to follow a robust and informed process in the assessment of psychopathology that is centred on the individual and their neurodevelopmental difficulties. The purpose of this paper is to provide clinicians with an evidence-based approach to the assessment process for adults with ASD presenting with a possible co-occurrent psychiatric disorder. Design/methodology/approach: A review of the recent literature was undertaken focusing on key papers that describe the assessment of mental health problems in adults with ASD. Findings: The presentation of psychiatric symptoms is influenced by the underlying developmental disorder and it is often quite different from the one of the general population. Thus, it is essential to undertake a comprehensive psychopathological assessment including a diagnostic assessment of ASD. There is a very small evidence base on the use of diagnostic tools in the assessment of adults with ASD. Originality/value: This is a practice review paper applying recent evidence from the literature. (Publisher abstract)
The diagnostic boundary between autism spectrum disorder, intellectual developmental disorder and schizophrenia spectrum disorders
- Authors:
- BERTELLI Marco O., et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(5), 2015, pp.243-264.
- Publisher:
- Emerald
Purpose: During the last few years the prevalence of autism and Autism Spectrum Disorder (ASD) has increased greatly. A recurring issue is the overlap and boundaries between Intellectual Developmental Disorder (IDD), ASD and Schizophrenia Spectrum Disorders (SSD). In clinical practice with people with IDD, the alternative or adjunctive diagnosis of ASD or SSD is particularly challenging. The purpose of this paper is to define the boundaries and overlapping clinical characteristics of IDD, ASD and SSD; highlight the most relevant differences in clinical presentation; and provide a clinical framework within which to recognize the impact of IDD and ASD in the diagnosis of SSD. Design/methodology/approach: A systematic mapping of the international literature was conducted on the basis of the following questions: first, what are considered to be core and overlapping aspects of IDD, ASD and SSD; second, what are the main issues in clinical practice; and third, can key diagnostic flags be identified to assist in differentiating between the three diagnostic categories? Findings: Crucial clinical aspects for the differentiation resulted to be age of onset, interest towards others, main positive symptoms, and anatomical anomalies of the central nervous system. More robust diagnostic criteria and semeiological references are desirable. Originality/value: The present literature mapping provides a comprehensive description of the most relevant differences in the clinical presentation of ASD and SSD in persons with IDD. (Publisher abstract)
Prescribing of psychotropic drugs to people with learning disabilities and/or autism by general practitioners in England
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2015
- Pagination:
- 67
- Place of publication:
- London
As part of a wider review of the prescribing of antipsychotic and antidepressant medicines for people with challenging behaviour following events at Winterbourne View hospital, this report looks at the extent of prescribing of psychotropic medication for people with learning disabilities or autism by general practitioners in England. It uses data from a major UK general practice research dataset to explore the overall extent of the use of antipsychotic and antidepressant medicines; patterns of prescribing, short term or ongoing; the extent to which use of these drugs was associated with recording of recognised indications; and variations in these patterns between subgroups of patients. Searches were carried out on patient clinical records between April 2009 and March 2012. Records of a total of 17,887 people with learning disabilities and an additional 11,136 with autism were included in the study. It was found that 17% of adults with a learning disability known to their GP were being prescribed an antipsychotic and that over half did not have a diagnosis in their GP record of a condition which psychotropic drugs were designed to treat. (Edited publisher abstract)
Young people with learning disabilities or autistic spectrum disorder in post-compulsory state supported schools in England
- Authors:
- HATTON Chris, GLOVER Gyles
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.170-174.
- Publisher:
- Emerald
Purpose: Transition from education to adult life is a stated policy aim for young people with learning disabilities. The purpose of this paper is to examine the extent to which 16-18-year olds with learning disabilities or autistic spectrum disorder are remaining in state school education beyond the minimum school leaving age. Design/methodology/approach: A tabulation from the Department for Education Children and Early Years Data Unit for 2014, combined with School Census data and age-specific population estimates, allowed us to compare the rates of children identified as having moderate, severe or profound/multiple learning difficulties (MLD, SLD, PMLD), or autistic spectrum disorder (ASD) in state education at the ages of 16-18 years vs five to 15 years. Findings: For all types of need analysed in the paper, the rate of children in state school dropped considerably at the ages of 16-18 years: 10 per cent of the rates of children with MLD, 62 per cent of children with SLD, 49 per cent of children with PMLD and 23 per cent of children with ASD at ages five to 15 years were in state education at ages 16-18 years. Almost all young people aged 16-18 years in state education with SLD or PMLD were in special schools, compared to just over half of young people with MLD or ASD. For all these figures, there was considerable regional variation. Social implications: Substantial numbers of children with learning disabilities or ASD do not remain in post-16 state education, with wide regional variations that do not seem to correspond to regional variations in need or national policy concerning transition. (Publisher abstract)
Project SEARCH: a new model of supported employment?
- Author:
- KAEHNE Axel
- Journal article citation:
- Learning Disability Today, 15(1), January 2015, pp.22-24.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Reports on the evaluation of Project SEARCH UK programme, an intern-based supported employment programme originally devised in the USA. The evaluation examined employment outcome data from 17 participating sites in the South West of England. In the programme a business, often a hospital, takes the lead in developing the internships. It also commits to take on 60 per cent of its interns after graduation for full time employment. The programme is primarily open to young people with learning disabilities and autistic spectrum conditions who are in their last year of school or college. Outcomes found that Project SEARCH graduates had a significantly higher rate of finding employment than in other supported employment programmes. It was also successful in offering opportunities to people with a range of learning disabilities. Interns also found work in a variety of roles. The evaluation demonstrates that Project Search is a valuable addition to supported employment programmes in the UK. (Edited publisher abstract)