Search results for ‘Subject term:"learning disabilities"’ Sort:
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Identification solutions for behaviour (including attention deficits, autistic spectrum disorder, Asperger's syndrome and Tourette syndrome)
- Author:
- POUSTIE Jan
- Publisher:
- Next Generation
- Publication year:
- 2002
- Pagination:
- 81p.
- Place of publication:
- Taunton
Easy-to-understand information on understanding, identifying and referring for Attention Deficits, Autistic Spectrum Disorder (ASD), Asperger's Syndrome and Tourettes Syndrome. The book examines: causal factors such as diet and vaccinations: case studies that provide insights into the difficulties of obtaining recognition for these conditions; and provides a Checklist for Asperger's Syndrome.
Understanding sensory dysfunction: learning, development and sensory dysfunction in autism spectrum disorders, ADHD, learning disabilities and bipolar disorder
- Authors:
- EMMONS Polly Godwin, ANDERSON Liz McKendry
- Publisher:
- Jessica Kingsley
- Publication year:
- 2005
- Pagination:
- 175p.
- Place of publication:
- London
This book acts as a resource for identifying and addressing sensory dysfunction in children, using a range of practical strategies to help them reach their full potential at home, at school and in the community. The authors explain the causes, contributing factors, symptoms and associated behaviors of sensory dysfunction, particularly when found in conditions such as autism spectrum disorders (ASDs), ADHD and bipolar disorder. Focusing on early intervention, they provide a host of tried and tested integration activities, assessment and curricular modifications, treatment options and useful equipment and resources that ultimately aim to limit or prevent the interference of sensory dysfunction with successful learning, socialisation and skills development.
Supporting young people with neurodevelopmental impairment
- Authors:
- HUGHES Nathan, CHITSABESAN Prathiba
- Publisher:
- Centre for Crime and Justice Studies
- Publication year:
- 2015
- Pagination:
- 8
- Place of publication:
- London
Drawing on a range of research, this brief report discusses the over-representation of young people with neurodevelopmental impairment in the youth justice system. This includes young people with learning disabilities; specific learning disorders; communication disorders; attention deficit hyperactivity disorder (ADHD); autistic spectrum disorders; and foetal alcohol spectrum disorders. It explores factors contributing to the criminalisation of young people with neurodevelopmental conditions, such as misinterpretation of behaviours and the importance of early identification and intervention by professionals and services. The key recommendation of the report is that preventive practice in educational and family settings should be prioritised to prevent youth justice interventions. (Edited publisher abstract)
Screening and diagnostic assessment of neurodevelopmental disorders in a male prison
- Authors:
- McCARTHY Jane, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 6(2), 2015, pp.102-111.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to identify neurodevelopmental disorders and difficulties (NDD) in a male prison. The study used standardised tools to carry out screening and diagnostic assessment of the attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and intellectual disability (ID). Design/methodology/approach: The ADHD self-report scale, 20-item autism quotient and the Learning Disability Screening Questionnaire were used to screen 240 male prisoners. Prisoners who screened positive on one or more of these scales or self-reported a diagnosis of ADHD, ASD or ID were further assessed using the diagnostic interview for ADHD in adults, adapted Autism Diagnostic Observation Schedule and the Quick Test. Findings: Of the 87 prisoners who screened positive for NDD and were further assessed, 70 met the study’s diagnostic criteria for ADHD, ASD or ID. Most of those with NDD (51 per cent) had previously gone unrecognised and a high proportion (51 per cent) were identified through staff- or self-referral to the study. Originality/value: The study demonstrated that improving awareness and providing access to skilled, standardised assessment within a male prison can result in increased recognition and identification of NDD. (Publisher abstract)
Mental health services for people with intellectual disability: challenges to care delivery
- Authors:
- CHAPLIN Eddie, et al
- Journal article citation:
- British Journal of Learning Disabilities, 37(2), June 2009, pp.157-164.
- Publisher:
- Wiley
The commissioning and provision of mental health services for people with intellectual disability is often complex and characterised by different service delivery models. This paper looks at the current situation seven years after the White Paper, Valuing People, within the context of the National Service Framework for Mental Health. It sets out to illustrate problems faced in providing local services in the United Kingdom for those with intellectual disability and other neurodevelopmental disorders. This paper proposes new ways of working and introduces the concept of a neurodevelopmental model designed to address gaps and inequalities within services by offering solutions that embrace joint working.
Good practice in transition services for young people with learning disabilities: a review
- Authors:
- BARRON Diana Andrea, HASSIOTIS Angela
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 2(3), September 2008, pp.18-22.
- Publisher:
- Emerald
The authors provide an overview of recent publications about services for young people with learning disabilities at the time of transition, with particular focus on those mental disorders including neurodevelopmental disorders and/or learning disabilities in the UK. It is argued that, despite the qualitative differences between the experience of transition to adulthood for young people with learning disabilities and that of other young people, the principles of service provision remain the same. Developments in research and clinical practice in this field ought to reflect good practice, as well as embracing new methodologies, and benefit from advances without learning disabilities.
Parents' perspectives on participation of young children with attention deficit hyperactivity disorder, developmental coordination disorder, and/ or autism spectrum disorder: a systematic scoping review
- Authors:
- COUSSENS Marieke, et al
- Journal article citation:
- Child: Care, Health and Development, 46(2), 2020, pp.232-243.
- Publisher:
- Wiley
Background: During the early years of a child's life, participation is essential for learning and development. Children with disabilities are at risk for decreased participation. The interplay between environment and participation is identified as one of the most important factors influencing successful participation. The objective of this scoping review was to synthesize peer‐reviewed literature about barriers and facilitators of participation according to the perspective of parents of children younger than 6 years with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and/ or Developmental Coordination Disorder (DCD). Methods: The scoping review followed Arksey and O'Malley's framework. Relevant studies were identified by a comprehensive search of scientific databases (PubMed and Web of Science). Studies describing perspectives of parents regarding their child's participation, written in English, and published between 2001 and September 2017 were included. Results: A total of 854 articles were retrieved, with 13 meeting the criteria. Elements contributing to perceived barriers and facilitators were identified and organized according to the International Classification of Functioning, Child–Youth framework. Concepts contained in these studies were linked to “activities and participation” (general tasks and demands, such as bedtime and dinner routines, and social, civic life, such as play and leisure). Environment‐focused factors identified were situated on “support and relationships, ” “attitudes, ” and “services, systems, and policies.” Conclusion: The review revealed guidelines focusing on family‐centred care, communication with, and providing information to parents with young children with developmental disabilities (ADHD, DCD, and/ or ASD). (Edited publisher abstract)
The integrated service for children with additional needs (ISCAN) in Gwent: a case study
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2019
- Pagination:
- 8
- Place of publication:
- Oxford
A case study which shows how Gwent has brought health and social care together for children and young people with complex needs to create a seamless service for families facilitated by a new care co-ordination model. It offers an example of effective integration both at operational level, with professionals and agencies working with families to assess need and develop appropriate solutions and at a strategic level by the integrated commissioning of a range of care and support services that respond to complex needs and improve outcomes for children and their families. It looks at why things needed to change and how parents and carers were at the forefront of new developments; how integration has been managed in phases - streamlining the referral process and then establishing integrated assessment and planning and a new care co-ordination service. It also highlights what has been achieved for families and lessons learnt. The case study will be of interest to anyone who is involved in commissioning or providing services for children and young people with complex needs. (Edited publisher abstract)
Evaluation of a Dynamic Future: final report
- Author:
- CORDIS BRIGHT
- Publisher:
- Cordis Bright
- Publication year:
- 2018
- Pagination:
- 140
- Place of publication:
- London
Final report of the evaluation of a five year project to support and improve the transition process for disabled young people aged 14-25 living in Wrexham and their families. The evaluation ran from September 2017 to August 2018, covering the full five-year period of the project. The evaluation approach included: review of literature; analysis of monitoring and outcomes data; and consultation with young people, their family members, project staff and other local organisations. A total of 199 young people accessed the project between 2013 and 2018, engaging with the project for eight months. The final evaluation found evidence that the project offers person-centred support to young people which is both more intensive and longer in duration than originally anticipated. It also found the support was valued by young people, families and other local organisations, who saw the person-centred practical focus of the project as key strengths. Young people were able to achieve a number of positive outcomes, including: engaging or remaining engaged with education, training and employment opportunities; becoming less socially isolated and developing improved social networks; increasing confidence and independence; and building practical life skills. Estimates produced as part of the evaluation suggest that the project may be achieving net cost avoidance as a result of reducing the number of young people who are NEET of between £3,415,424 and £6,225,024. This equates to a return on investment of between £3.93 and £7.16 for every £1 spent. The report also makes recommendations for the future development of the project. (Edited publisher abstract)
The adolescent and adult neuro-diversity handbook: Asperger syndrome, ADHD, dyslexia, dyspraxia and related conditions
- Author:
- HENDRICKX Sarah
- Publisher:
- Jessica Kingsley
- Publication year:
- 2010
- Pagination:
- 192p., bibliog.
- Place of publication:
- London
This handbook is a first reference point guide to the range of neurological differences in neuro-diverse young people and adults, who often are not formally diagnosed as children. To date, most information and support has been for children. This lead author was diagnosed as having dyslexia and ADHD at the age of 33, and had already worked as a dyslexia support tutor prior to compiling this text, in which she dedicates the first chapter to defining neuro-diversity. Chapters 2-10 describe, ADHD (and ADD, attention deficient disorder), autistic spectrum conditions such as Aspergers syndrome, high-functioning autism and pervasive developmental disorder – not otherwise specified, dyslexia, dyspraxia (developmental condition disorder), dyscalculia (mathematic disorder), dysgraphia (disorder of written expression), Tourettes Syndrome, anxiety disorders, and Obsessive-Compulsive Disorder (OCD). Each chapter describes history, causes and characteristics, the implications for individuals, diagnosis and assessment, approaches and treatments, strategies for providing support and self-support, and closes with a positive statement by someone affected by each condition. The final two chapters entitled ‘the learning environment – teaching approaches for supporting neuro-diversity’ and ‘the working environment – work-place adjustments for neuro-diverse employees’ offer practical advice in a bullet point format to help teachers and employers better their support to neuro-diverse students and employees.