Search results for ‘Subject term:"learning disabilities"’ Sort:
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FraX-E: underdiagnosed, undertreated, under-researched and misunderstood
- Authors:
- FREEMAN Laura, TURK Jeremy
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(3), September 2007, pp.40-51.
- Publisher:
- Emerald
This article focuses on the consequences of having FraX-E, a variant of fragile X syndrome. The authors provide some background on the condition and report on recent research and evidence. Three case reports are outlined and the specific behavioural aspects of the syndrome are considered. The authors argue that it is important that the behavioural phenotype for FraX-E is clearly identified and defined in order to give those with the condition relevant psychological and educational support in the future.
An attachment-focused parent–child intervention for biting behaviour in a child with intellectual disability: a clinical case study
- Authors:
- MOHAMED Ahmed Riaz, MKABILE Siyabulela
- Journal article citation:
- Journal of Intellectual Disabilities, 19(3), 2015, pp.251-265.
- Publisher:
- Sage
- Place of publication:
- London
Attachment and attachment-related psychopathology has increasingly gained focus since Bowlby introduced the concept into the clinical repertoire. However, little has been done to explore attachment, or attachment-based interventions, within the context of intellectual disability. Clinical experience, however, has demonstrated significant attachment-related problems in children with intellectual disability. This article explores one such case of a 13-year-old girl with moderate intellectual disability and severe and persistent externalizing behavioural difficulties – biting, in particular. Once the severity of the behaviour was formulated within the framework of attachment, a structured attachment-focused parent–child intervention was designed in order to repair the damaged attachment between mother and daughter as a way of addressing the problematic behaviour. Outcomes demonstrated a sustained – immediately, at 3- and 6-month follow-up – positive impact of the intervention not only on the presenting problem but also on the quality of the relationship between mother and daughter. Research and clinical implications are discussed. (Publisher abstract)
Behavioural and family systems interventions in developmental disability: towards a contemporary and integrative approach
- Author:
- RHODES Paul
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(1), March 2003, pp.51-64.
- Publisher:
- Taylor and Francis
While behavioural intervention is effective in the treatment of challenging behaviour, in developmental disability it can have significant limitations in the family setting. Families can sometimes find it difficult to make lifecycle transitions or respond to other stressful life events and become stuck in patterns of interaction that include the presenting behaviour. The aim of this paper is to present a theoretical and working model of intervention that integrates more contemporary behavioural and systemic orientations. Four stages for intervention are provided, each consisting of practical guidelines for the clinician. Three detailed case studies are also included.
Smart but stuck: emotional aspects of learning disabilities and imprisoned intelligence
- Author:
- ORENSTEIN Myrna
- Publisher:
- Haworth Press
- Publication year:
- 2001
- Pagination:
- 228p.,bibliog.
- Place of publication:
- Binghamton, NY
- Edition:
- Rev. ed.
This book is intended for psychotherapists, social workers, educators, and combines research in twenty case studies. The book discusses why and how these individuals with learning disabilities are misunderstood and how shame and fear can lead to an imprisoned intelligence. Examining learning gaps in children and adults, the book seeks to recognize learning strengths and weaknesses and to face the challenge of successfully coping with them, and helping clients to overcome them.
Single case experimental evaluations of psychodynamic and cognitive-behavioural psychotherapy: examples of methods and outcomes
- Authors:
- KELLET Stephen, et al
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.36-44.
- Publisher:
- Emerald
Single case experimental design (SCED) is a well established tradition in evaluating the effectiveness of behavioural interventions for people with learning difficulties and behavioural problems. However, the use of SCED is severely hampered once the focus is shifted to other psychological modalities such as psychodynamic psychotherapy, or differing presenting problems such as interpersonal problems. This paper examines the application of single case experimental design methodologies in the evaluation of treatment for three particular clients. Case one describes the psychodynamic psychotherapy of hypochondriasis in an A/B design. Case two describes the psychodynamic psychotherapy of ambulophobia in an A/B design. Case three describes a cognitive-behavioural therapy of anger and aggression in a shifting criterion design. Statistical analysis of the data shows the hypochondriasis and anger cases responded to treatment, whereas the ambulophobia case shows a degree of deterioration during the intervention. Discussing each case in turn, the strengths and weaknesses of the methodologies are explained, and the relative merits of SCED in accruing evidence in the evaluation of the plethora of psychological modalities are now being made available to clients with learning disabilities.
Group and individual cognitive behavioural interventions for anger
- Authors:
- ROSE John, ROSE David
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.45-50.
- Publisher:
- Emerald
There is growing evidence for the positive effect of anger treatment programmes, which aim to reduce aggression in people with learning disabilities. Provided in both group and individual formats, the differential efficacy of these approaches has yet to be assessed. This paper studies 62 individuals with learning disabilities and inappropriately expressed anger, and these individual were assigned to either group or individual treatment or a waiting list control, depending on the availability of treatment options – 23 participants completed group treatment, 18 received individual treatment, and 21 were included in a waiting list control group. Assessed both before and after treatment using anger provocation inventory, the participant’s results are examined by the authors. Improvements were found in the scores obtained from the anger inventory for both group and individual treatments, compared to the control group, using statistical analysis. There was no particular difference between the group treatments or individual treatments. These results, replicating previous findings, suggest that both group and individual cognitive behavioural interventions are effective treatment options for people with learning disabilities, but do not support either method of delivery in preference to the other. Limitations of the data are also discussed by the authors.
Effects of intellectual functioning on cognitive behavioural anger treatment for adults with learning disabilities in secure settings
- Authors:
- TAYLOR John, NOVACO Raymond W., JOHNSON Lucy
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.51-56.
- Publisher:
- Emerald
In both community and secure settings, anger has been shown to be associated with aggression and violence in adults with learning disabilities. Although evidence has shown that cognitive behavioural anger treatment can be effective in reducing the assessed levels of anger in these patients, it has been suggested that the effectiveness of these interventions is significantly affected by an individual’s verbal ability. This service evaluation study of 83 offenders with learning disabilities who received cognitive behavioural anger treatment, examines the pre-treatment, post-treatment and 12 month follow-up assessment in order to investigate whether participants responsiveness to a treatment was a function of measured verbal IQ. Overall, the results indicated that the effectiveness of anger treatment was not the result of higher verbal ability, as reflected in verbal IQ scores. The authors conclude that cognitive behavioural therapy for anger control problems can be effective for both men and women with moderate, mild and borderline levels of intellectual functioning and forensic histories, and that the positive outcomes are maintained, and even increase, at the 12 month follow-up.