Search results for ‘Subject term:"learning disabilities"’ Sort:
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The swing of the pendulum
- Author:
- SHEEHAN Phillie
- Journal article citation:
- Irish Social Worker, Summer 2010, pp.23-27.
- Publisher:
- Irish Association of Social Workers
Professionals working with families of children with disabilities have a responsibility to ensure that their interventions respond to the needs of these families. They rely on theoretical frameworks and research studies to inform their practice. However, research paradigms often reflect the spirit of the day, and studies need to be carefully analysed to ensure, as far as possible, that expressed and unexpressed needs are discerned. This article traces the development of theory and research in the area of grief from a parents’ perspective with respect to intellectual disability, and discusses some of the findings research has uncovered.
Psychological acceptance mediates the impact of the behaviour problems of children with intellectual disability on fathers' psychological adjustment
- Authors:
- MACDONALD Elaine E., HASTINGS Richard P., TITZSIMONS Elaine
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(1), January 2010, pp.27-37.
- Publisher:
- Wiley
Ninety-nine fathers of 67 boys and 32 girls with intellectual disability, between 6 and 18 years of age, participated in a questionnaire study. Psychological acceptance of difficult/negative emotions and thoughts associated with interactions with the child with intellectual disability were measured alongside ratings of the child's behaviour problems and paternal negative (stress, anxiety, depression) and positive ('positive gain') well-being. Psychological acceptance was found to partially mediate the impact of child behaviour problems on paternal stress, anxiety, and depression. Acceptance was also a positive predictor of fathers' perceptions of positive gain associated with raising their child with intellectual disability. However, it could not function as a potential mediator of positive gain in the present research because fathers' ratings of their child's behaviour problems were not associated with paternal positive gain. Implications for practice include the potential of acceptance-based interventions, and other psychological interventions targeting acceptance and avoidance processes (e.g. mindfulness-based approaches), to positively affect paternal psychological adjustment.
Diagnosis and management of attention-deficit hyperactivity disorder in children and adults with and without learning disability
- Authors:
- BUCKLEY Sarah, et al
- Journal article citation:
- Psychiatric Bulletin, 30(7), July 2006, pp.251-253.
- Publisher:
- Royal College of Psychiatrists
Anecdotal evidence suggests that attention-deficit hyperactivity disorder (ADHD) is underdiagnosed in adults and people of all ages with learning disability. This study examines the clinical practice of Irish consultant psychiatrists when assessing and treating symptoms of ADHD in children and adults with and without a learning disability. A postal questionnaire was sent to 302 consultant psychiatrists working in Ireland. Ninety-seven consultants (32%) responded, 62 working in general adult psychiatry, 23 in child and adolescent psychiatry and 12 in learning disability. Overall, respondents were more confident about making a diagnosis of ADHD in people without a learning disability. Those working with children were significantly more confident in diagnosing and treating ADHD than those working with adults, irrespective of whether the patient had a learning disability. There is general agreement that symptoms of ADHD exist in children and adults both with and without a learning disability. It is likely that ADHD may be undertreated in patients with learning disability, especially in the adult population.
A rights-based conceptual framework for the social inclusion of children and young persons with an intellectual disability
- Authors:
- BROWNE Michael, MILLAR Michelle
- Journal article citation:
- Disability and Society, 31(8), 2016, pp.1064-1080.
- Publisher:
- Taylor and Francis
There is a basic principle that all children and young persons with intellectual disabilities should be able to enjoy citizenship on an equal basis with others. This includes enjoying personal dignity and exercising choice, control and freedom in social, community and cultural life, in keeping with their individual lifestyle preferences and aspirations. There is a need for a stronger human rights narrative to achieve this. This article identifies a conceptual framework for a rights-based approach to the integration of children and young persons with disabilities. Seven components of such a framework are identified: citizenship and social inclusion; recognition; agency; voice; capabilities; equality; and self-realisation. This framework was developed as part of an Irish case study involving consultation with young persons with intellectual disabilities, their parents or guardians and professional staff delivering support services. The rights of children/young persons with intellectual disabilities are essentially those of children generally. While this principle may be obvious in many respects, its implementation presents significant challenges. The need for a transformative narrative and its components are outlined. (Publisher abstract)
Inequalities in respite service provision: insights from a national, longitudinal study of people with intellectual disabilities
- Authors:
- McCONKEY Roy, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(1), January 2010, pp.85-94.
- Publisher:
- Wiley
Using data from a national database in Ireland of around 16,000 people with learning disabilities living with family carers, the availability of overnight respite provision was monitored over an 8-year period along with the recorded needs for such services. Despite marked rises in the number of people receiving respite breaks resulting from increased government funding, there were marked inequalities in the availability of provision across the country. In recent years the inequalities decreased but still remained. The proportion of families requiring breaks also rose and a similar pattern of inequalities were found here too. This study highlighted some of the complexities in reducing inequalities in the provision of respite services and in identifying the need for them. It would be advantageous to develop more explicit criteria regarding the need for respite provision and to record the family's preferences for the form this provision might take. These adjustments would add to the value of any national database as a service planning tool.
Understanding challenging behaviour: perspectives of children and adolescents with a moderate intellectual disability
- Authors:
- BYRNE Alison, HENNESSY Eilis
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(4), July 2009, pp.317-325.
- Publisher:
- Wiley
The present study examines understanding of challenging behaviour among a sample of children and adolescents with a moderate intellectual disability, and investigates their behavioural intentions towards peers with challenging behaviour. The study involved the collection of quantitative and qualitative data. In the quantitative part of the study participants (n = 39) completed a modified Friendship Activity Scale (FAS) following the presentation of vignettes depicting individuals with challenging and non-challenging behaviour. In the qualitative part of the study, participants (n = 31) took part in a semi-structured interview that sought their views on the causes of the challenging behaviour described in one of the vignettes. Analysis of the data from the FAS indicates that participants have significantly more positive intentions towards a vignette character that does not engage in challenging behaviour. Content analysis of the qualitative data indicates that participants hold a variety of beliefs about the causes of challenging behaviour. Suggestions include the possibility that it is a response to transient emotional states and to external events. The authors conclude that the findings are consistent with the findings of other studies on young people's understanding of and attitudes towards peers with atypical behaviour. The theoretical and clinical implications for young people with intellectual disabilities are discussed.
The prevalence of features of attention deficit hyperactivity disorder in a special school in Ireland
- Authors:
- BUCKLEY S., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 52(2), February 2008, pp.156-162.
- Publisher:
- Wiley
The aim of this study was to examine the prevalence of features of ADHD in a special school, in order to ascertain the number of children who may need further assessment for ADHD. The study also explores the reliability of the Conners Teachers Rating Scale in this population. All teachers in a special school for children with ID were asked to complete the Conners Teachers Rating Scale and the Attention-Distractibility, Inhibition–Excitation Classroom Assessment Rating Scale, for those children whose parents had consented for them to take part in this study. Consent was obtained for 84 children a response rate of 71%, between the ages of 5 and 18 (mean = 10.5 years; SD = 3.7). The Conners Teachers Rating Scale was found to be internally reliable and had a normal distribution with the results. Overall, 55.9% of participants had markedly elevated scores for at least one of the target subscales, which were the ‘Hyperactivity’, ‘Inattention’ and the ‘ADHD Index’ subscales of the Conners Teachers Rating Scales. In addition, the findings would suggest that the Conners Teachers Rating Scale can be a useful screening tool in the population of school children with ID. The study suggests that ADHD may be under diagnosed in children with ID. This has practical implications for the mental health needs of these children. It is recommended that further studies are carried out to determine the prevalence of ADHD in this population.
Caring for children with learning disabilities: an exploratory study of parental strain and coping
- Authors:
- KENNY Kate, McGILLOWAY Sinead
- Journal article citation:
- British Journal of Learning Disabilities, 35(4), December 2007, pp.221-228.
- Publisher:
- Wiley
Despite recurring concerns about the role and appropriate support of informal carers, little is known about the parental experience of caring for children with learning disabilities in Ireland. This study describes and analyses the nature and consequences of care and coping among parents of children (<16) with learning disabilities living in the Greater Dublin area. Participants (n = 32) completed the Caregiver Strain Questionnaire and an adapted version of the Carers Questionnaire which assessed: care tasks/behavioural difficulties; caregiver attitudes; service provision; and coping strategies. Qualitative analysis examined factors affecting carers’ ability to cope. Participants showed high levels of objective and subjective caregiver strain and most were receiving inadequate support. However, parents employed a range of strategies to help them cope more effectively. The qualitative data highlighted the difficulties and rewards of caregiving and the inadequacies of current service provision.
Use of respite care and coping strategies among Irish families of children with intellectual disabilities
- Authors:
- MacDONALD Elaine, FITZSIMONS Elaine, WALSH Patricia Noonan
- Journal article citation:
- British Journal of Learning Disabilities, 35(1), March 2007, pp.62-68.
- Publisher:
- Wiley
The study aimed to identify patterns of respite use and coping strategies among family caregivers in a region of Ireland. Firstly, the study asked what child and family characteristics were associated with use of respite care. Secondly, it explored coping strategies reported by family carers. The study was undertaken with a view to informing respite service provision and redressing a gap in the literature on family caregiving. Findings differed from former research by suggesting that the likelihood of families using respite care was not significantly related to presence of challenging behaviours or level of support required by children. Additionally, likelihood of using respite care was not significantly related to family size and social support. Female carers tended to use more 'problem solving' strategies than males. Male carers tended to use more 'managing meaning' coping strategies than females, although some strategies were shared across genders. The need for carers to have confirmation of high standards of care and the importance of supporting male carers was discussed. Study limitations and implications for service provision and research were explored.
Coping and positive perceptions in Irish mothers of children with intellectual disabilities
- Authors:
- GREER Felicity A., GREY Ian M., MCCLEAN Brian
- Journal article citation:
- Journal of Intellectual Disabilities, 10(3), September 2006, pp.231-248.
- Publisher:
- Sage
- Place of publication:
- London
Thirty-six mothers of children aged between 5 and 8 years with intellectual disabilities completed five self-report questionnaires measuring variables related to behavioural and emotional difficulties, levels of care demand, family supports, coping and positive perceptions. The relationships among these variables were investigated using a working model proposed by Hastings and Taunt (2002). Child behavioural and emotional problems in the non-clinical range predicted low levels of care demand. Formal social support was an effective form of support for mothers; helpfulness of formal social support predicted mobilizing the family to acquire and accept help in the community; and mobilizing the family predicted levels of strength and family closeness. The majority of respondents rated agreement with statements that their child was: a source of happiness or fulfilment; a source of strength and family closeness; and a source of personal growth and maturity. The theoretical and clinical implications of these results are discussed.