Search results for ‘Subject term:"learning disabilities"’ Sort:
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Cognitive therapy abilities in people with learning disabilities
- Authors:
- SAMS Kathryn, COLLINS Suzanne, REYNOLDS Shirley
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(1), March 2006, pp.25-33.
- Publisher:
- Wiley
This article examines the performance of people with learning disabilities on two cognitive therapy tasks (emotion recognition and discrimination among thoughts, feelings and behaviours). It is hypothesized that cognitive therapy task performance would be significantly correlated with IQ and receptive vocabulary, and that providing a visual cue would improve performance. Fifty-nine people with learning disabilities were assessed on the Wechsler Abbreviated Scale of Intelligence (WASI), the British Picture Vocabulary Scale-II (BPVS-II), a test of emotion recognition and a task requiring participants to discriminate among thoughts, feelings and behaviours. In the discrimination task, participants were randomly assigned to a visual cue condition or a no-cue condition. There was considerable variability in performance. Emotion recognition was significantly associated with receptive vocabulary, and discriminating among thoughts, feelings and behaviours was significantly associated with vocabulary and IQ. There was no effect of the cue on the discrimination task. People with learning disabilities with higher IQs and good receptive vocabulary were more likely to be able to identify different emotions and to discriminate among thoughts, feelings and behaviours. This implies that they may more easily understand the cognitive model. Structured ways of simplifying the concepts used in cognitive therapy and methods of socialization and education in the cognitive model are required to aid participation of people with learning disabilities.
The impact of COVID‐19 restrictions in the United Kingdom on the positive behavioural support of people with an intellectual disability
- Authors:
- MURRAY George C., et al
- Journal article citation:
- British Journal of Learning Disabilities, 49(2), 2021, pp.138-144.
- Publisher:
- Wiley
Background: It has been suggested that COVID‐19 and the associated restrictions are likely to have a negative impact on the provision of positive behavioural support (PBS) to people with an intellectual disability. Methods: Fifty‐eight staff, who had recently completed an accredited positive behavioural support (PBS) programme, responded to an online questionnaire, which asked them to rate the impact of COVID‐19 on factors related to PBS. Results: Participants reported a neutral or somewhat positive impact on all the areas measured, with the exception of the activities and quality of life of those they supported, which were somewhat negatively affected. The participants rated the learning from their PBS programme as helping them cope with COVID‐19 to some extent. Examples of positive and negative effects and ways in which PBS helped staff to cope are presented. Conclusions: Many staff developed creative solutions that allowed them to provide PBS despite the COVID‐19 restrictions. PBS learning appeared to help staff cope with the negative impact of the restrictions. (Edited publisher abstract)
Treating sexual offenders with intellectual limitations in the community
- Authors:
- CRAIG Leam A., STRINGER Ian, SANDERS Cheryl E.
- Journal article citation:
- British Journal of Forensic Practice, 14(1), 2012, pp.5-20.
- Publisher:
- Emerald
The aim of this study was to evaluate a community-based cognitive-behavioural treatment group for sexual offenders with intellectual limitations. All participants (n=14, mean age 35 years, IQ range 67-79) were convicted sex offenders serving probation orders or prison licences in the UK who attended a 14-month treatment programme designed specifically for sex offenders with intellectual limitations. The programme had five main components: sex education; cognitive distortions; offending cycle; victim empathy; and relapse prevention. All participants completed appropriate psychometric measures before and immediately after completing the programme. The four core measures include: Victim Empathy; Sexual Attitudes and Knowledge Assessment (SAK); Questionnaire on Attitudes Consistent with Sexual Offenders (QACSO); and Sex Offences Self-Appraisal Scale (SOSAS). The results reveal significant improvements in sexual offence related attitudes; reductions in attitudes relating to cognitive distortions and pro-sexual assault beliefs; and significant improvements in victim empathy. The authors note that although there have been no reconvictions in the group for committing new sexual offences, a follow up of only 12 months means that it is not possible to conclude that this intervention reduced the risk of sexual recidivism. The results support the development of specifically designed assessments and treatment manuals for sex offenders with intellectual limitations rather than adapting other programmes.
Promoting self-esteem in adults on the autism spectrum with learning disabilities
- Author:
- TICKLE Anna
- Journal article citation:
- Good Autism Practice, 9(2), October 2008, pp.20-25.
- Publisher:
- British Institute of Learning Disabilities
Weekly group sessions designed to enhance the self-esteem of 11 adults on the autism spectrum are described. An attempt was also made to measure the change in self-esteem but the measure was not used adequate and this raises an issue about how one might assess this in adults with communication and/or learning difficulties. The paper gives ideas on both the content and the process of setting up and implementing an intervention to raise self-esteem.
Experiences of running an anxiety management group for people with a learning disability using a cognitive behavioural intervention
- Authors:
- DOUGLASS Sarah, PALMER Katherine, O'CONNOR Chris
- Journal article citation:
- British Journal of Learning Disabilities, 35(4), December 2007, pp.245-252.
- Publisher:
- Wiley
An anxiety management group utilizing a cognitive behavioural intervention, of 12 weeks duration, for six people with mild to moderate learning disabilities is described. A number of techniques to assist in developing clients’ understanding of their anxiety, cognitive and behavioural coping strategies and maximizing generalizability of skills learnt were implemented. Outcome measures demonstrated that two participants showed a clinically significant reduction in anxiety levels. Qualitative feedback from both participants and carers suggested that all group members developed coping strategies. Measures also indicated that carers demonstrated a better understanding of the individual's difficulties and were able to support them more effectively. Adopting a cognitive behavioural approach proved valuable and recommendations for future interventions are made.
Low self-esteem: group cognitive behaviour therapy
- Authors:
- WHELAN Anne, et al
- Journal article citation:
- British Journal of Learning Disabilities, 35(2), June 2007, pp.125-130.
- Publisher:
- Wiley
This article describes a self-esteem cognitive behavioural therapy group run with adults with learning disabilities. The aim is to show how a group of this nature can be organized and run, using theory to inform practice. An introduction to the concept of self esteem will be given and then explored in relation to adults with learning disabilities. Details of the group, including how people were selected, will then be discussed. Some basic background information on group members and a cognitive behavioural formulation will follow. Then contents of sessions and the use of an adapted outcome measure will be mentioned, followed by some final reflections on the group.
The provision of psychological therapy to people with intellectual disabilities: an investigation into some of the relevant factors
- Author:
- MASON J.
- Journal article citation:
- Journal of Intellectual Disability Research, 51(3), March 2007, pp.244-249.
- Publisher:
- Wiley
Five factors are proposed as important in influencing the provision of psychological therapy to people with intellectual disabilities (IDs): the perceived effectiveness of psychological therapy, individual clinician competence, service resources (number of trained clinicians), the level of the client's disability and the diagnostic overshadowing bias. A prospective questionnaire design was used. A survey style questionnaire was sent out to clinical psychologists (n = 412) and psychiatrists (n = 274) working in ID services in the UK. Responses were received from 133 psychologists and 90 psychiatrists. Perceived competence, the level of the client's disability and the diagnostic overshadowing bias all appeared to be important factors. The perceived effectiveness of psychological therapy with this client group and service resources appeared less important than hypothesized. Whereas the debates in research publications tend to focus on broad issues of effectiveness, clinicians themselves appear more concerned with their personal skill levels. The issue of the appropriateness of psychological therapies for people with more severe levels of disability remains largely unresearched.
The influence of anger-arousal level on attribution of hostile intent and problem solving capability in an individual with a mild intellectual disability and a history of difficulties with aggression
- Authors:
- MacMAHON Kenneth M.A., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(1), March 2006, pp.99-107.
- Publisher:
- Wiley
Recent studies have suggested that cognitive biases may play an important mediating role in aggressive outbursts from people with mild intellectual disabilities (IDs). Essentially, some individuals may frequently perceive other people as acting towards them in a hostile fashion. This biased perception may develop through repeated adverse experiences, and may make them more likely to respond, likewise, in an aggressive manner. These studies have led to the development of a cognitive behavioural model of aggression, incorporating factors both intrinsic and extrinsic to the individual. This study aimed to explore one facet of this model: a putative relationship between anger-arousal level, problem-solving ability and perception of hostile intent in others. Single-case methodology was utilized, and a 44-year-old man with a mild ID and a history of difficulties with aggression participated. A series of vignettes, containing potentially provocative social interactions, were read to the participant. His perception of hostile intent, and suggestions of possible behavioural responses were recorded as dependent variables. Anger-arousal was manipulated, through autobiographical recall, as a dependent variable. Although not conclusive, results indicate that anger-arousal may act in an interactive fashion to increase perception of hostile intent. No effect of anger-arousal was observed on problem-solving ability; however, floor-effects in the task used may provide an explanation for this. A high level of anger-arousal may exacerbate the probability of a frequently aggressive individual perceiving others as acting in a hostile manner. However, future research should take the limitations of this study into account, and continue development of a cognitive model of frequent aggression in those with a mild ID.
Cognitive-behaviour formulation for three men with learning disabilities who experience psychosis: how do we make it make sense?
- Author:
- KIRKLAND Jamie
- Journal article citation:
- British Journal of Learning Disabilities, 33(4), December 2005, pp.160-165.
- Publisher:
- Wiley
Cognitive-behaviour therapy (CBT) is increasingly being used with people with learning disabilities. One of the challenges in working this way is effectively sharing and understanding the formulation of the client's problem. One could argue that only with a shared understanding can there be collaboration between the therapist and the client. By utilizing current theory around CBT for psychosis and CBT for people with learning disabilities a diagram that was understandable to the client was developed to illustrate each formulation. The aim of the paper is to describe a method for engaging in a collaborative approach with three men with psychosis utilizing current thinking in CBT for people with learning disabilities and CBT for psychosis.
Individual cognitive-behavioural anger treatment for people with mild-borderline intellectual disabilities and histories of aggression: a controlled trial
- Authors:
- TAYLOR John L., et al
- Journal article citation:
- British Journal of Clinical Psychology, 44(3), September 2005, pp.367-382.
- Publisher:
- Wiley
Approximately forty detained patients with mild-borderline intellectual disabilities and histories of serious aggression were allocated to specially modified cognitive-behavioural anger treatment (AT group) or to routine care waiting-list control (RC group) conditions. AT group participants received 18 sessions of individual treatment. The AT and RC groups were assessed simultaneously at 4 time points: screen, pre- and post-treatment, and at 4-month follow-up using a range of self- and staff-rated anger measures. The effectiveness of the treatment was evaluated using ANCOVA linear trend analyses of group differences on the main outcome measures. The AT group's self-reported anger scores on a number of measures were significantly lower following treatment, compared with the RC wait-list condition, and these improvements were maintained at follow-up. Limited evidence for the effectiveness of treatment was provided by staffs' ratings of patient behaviour post-treatment. The results suggest that detained men with mild-moderate intellectual disabilities and histories of severe aggression can successfully engage in, and benefit from, an intensive individual cognitive-behavioural anger treatment that also appears to have beneficial systemic effects.