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Developing mental health services for children and adolescents with learning disabilities
- Editors:
- BERNARD Sarah, TURK Jeremy, (eds.)
- Publisher:
- RCPsych Publications
- Publication year:
- 2009
- Pagination:
- 59p.
- Place of publication:
- London
There is an ever-increasing obligation on child and adolescent mental health services to meet the needs of children and young people with learning disabilities. This practical and concise book will help clinicians, service managers and commissioners to develop the necessary skills and knowledge in this expanding area of clinical practice. It provides a comprehensive overview of epidemiology, mental health disorders and their clinical presentations, multidisciplinary assessment and intervention, and multi-agency working. It reviews the specific roles of different medical practitioners, such as clinical psychologists and occupational therapists. Also included are sections on working in partnership with families, and service tiers and models. This book will be of interest to mental health professionals and especially service managers and commissioners of child and adolescent mental health services.
The Usefulness of the DBC-ASA as a screening instrument for autism in children with intellectual disabilities: a pilot study
- Authors:
- DEB Shoumitro, DHALIWAL Akal-Joat, ROY Meera
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(5), September 2009, pp.498-501.
- Publisher:
- Wiley
In order to explore the validity of Developmental Behaviour Checklist-Autism Screening Algorithm (DBC-ASA) as a screening instrument for autism among children with intellectual disabilities data were collected from the case notes of 109 children with intellectual disabilities attending a specialist clinic in the UK. The mean score of the DBC-ASA was significantly higher among children with autism compared with those without. It is concluded that the DBC-ASA score may be able to discriminate between children with intellectual disabilities with and without autism.
Investigating spontaneous attributions in mothers of individuals with intellectual disabilities and self-injurious behaviour
- Author:
- DRYSDALE Emma E.
- Journal article citation:
- British Journal of Learning Disabilities, 37(3), September 2009, pp.197-206.
- Publisher:
- Wiley
This Scottish studies recruited thirteen mothers of people with learning disabilities who self-injured. A qualitative design was employed, the data being subjected to thematic analysis. Semi-structured interviews were used to explore the nature and content of their views about self-injurious behaviour (SIB). The mothers' attributions were consistent with dimensions of locus of cause, stability and controllability. They held different, sometimes contradictory views about causes of SIB. Although pessimistic regarding long-term improvement and often uncomfortable with interventions suggested by professionals, some felt able to exercise limited control over their offsprings' SIB. Control was also linked to stress, and a sense of responsibility when there was inadequate support. Sensitive, effective professional support for individuals engaging in SIB requires collaboration with carers, and understanding carers' views and feelings.
'How to' guide: how to support young people with learning disabilities and mental health issues
- Author:
- DAVIES Jill
- Publisher:
- National Transition Support Team
- Publication year:
- 2009
- Pagination:
- 14p., bibliog.
- Place of publication:
- London
This is a guide aimed at strategic managers and other professionals who come into contact with children and young people with learning disabilities. The guide describes common mental health issues experienced, the key issues and barriers to support for this group, current policy and legislation, and practical ideas in providing support. The guide is supported with four short case studies. A listing of useful websites and resources are included.
Management of children with attention deficit/hyperactivity disorder and learning disabilities: a survey of paediatric occupational therapists in the United Kingdom
- Author:
- SPILIOTOPOULOU Georgia
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 6(1), April 2009, pp.6-19.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
The aim of this study was to identify the interventions used by paediatric occupational therapists in the United Kingdom with children with attention deficit/hyperactivity disorder (ADHD)and explore the rationale for their use. The purpose was to provide baseline data to inform multidisciplinary team approaches for the management of these children. A survey, based on postal questionnaires, was conducted among 100 paediatric occupational therapists in the United Kingdom. The effective rate of response was 42%. Both qualitative and quantitative data were gathered and analysed. The findings suggested that therapists tended to use more than one method/ approach in the rehabilitation of these children. The sensory integration approach and the perceptual-motor training were more popular among therapists. A variety of other approaches, used on an individual needs basis, were reportedly used. Future studies to test the effectiveness of reported practices with children with both ADHD and LD are recommended.
'I need help on Mondays, it's not my day. The other days, I'm OK'. Perspectives of disabled children on inclusive education
- Authors:
- de SCHAUWER Elisabeth, et al
- Journal article citation:
- Children and Society, 23(2), March 2009, pp.99-111.
- Publisher:
- Wiley
This article examines the experience of inclusive education from the perspective of disabled children. The study uses observations of, and interviews with, 15 children, aged 5–17 who go to a mainstream school. The study is set in the context of a 3-year research project exploring the practice of inclusive education in Flanders. The authors report on the key findings from the children's accounts, focusing on what they had to say about themselves, what they think about school, friends, support and their future prospects.
Receipt of professional care coordination among families raising children with special health care needs: a multilevel analysis of state policy needs
- Authors:
- PARISH Susan L., et al
- Journal article citation:
- Children and Youth Services Review, 31(1), January 2009, pp.63-70.
- Publisher:
- Elsevier
Data from the 2002 National Survey of Children with Special Health Care Needs in the US were analyzed to understand the state-level policies and individual characteristics associated with receipt of professional care coordination by families raising children with special health care needs. Families living in states with more generous State Children's Health Insurance Programs (SCHIP) were more likely to receive professional care coordination. Numerous individual characteristics are associated with receipt of support services. States could likely improve access to support services for these families by expanding SCHIP and implementing targeted measures to help uninsured children, children whose parents do not speak English, those living below 300% of the federal poverty level, and families raising children with the most severe impairments.
Quality of life, health satisfaction and family impact on caregivers of children with developmental delays
- Authors:
- HSIEH R. L., et al
- Journal article citation:
- Child: Care, Health and Development, 35(2), March 2009, pp.243-249.
- Publisher:
- Wiley
In order to study the quality of life, health satisfaction and family impact on caregivers of children with developmental delays caregivers of children with diagnoses of developmental delays were recruited from a teaching hospital in northern Taiwan. The main caregivers of 48 male and 22 female children with developmental delays were recruited. WHOQOL-BREF for health-related quality of life (HRQOL), PedsQL-Health Satisfaction for health satisfaction, PedsQL-Family Impact Module and Impact on Family Scale for family impact were evaluated. The correlation of caregivers' HRQOL, health satisfaction and family impact were also studied. Caregivers in nuclear families had higher health satisfaction scores when assessed by the PedQL-Health Satisfaction questionnaire. Children's age was negatively correlated with family impact, including parent, family and total scores as assessed using the PedsQL-Family Impact Module. A negative relation between impact of burden and child's age suggests that family members gradually adapt to the delayed developmental status in their children as they grow. Caregivers in nuclear families having higher health satisfaction than those in extended families may be due to Chinese cultural effects.
Working memory functioning in children with learning disabilities: does intelligence make a difference?
- Authors:
- MAEHLER C., SCHUCHARDT K.
- Journal article citation:
- Journal of Intellectual Disability Research, 53(1), January 2009, pp.3-10.
- Publisher:
- Wiley
Children with learning disabilities are identified by their severe learning problems and their deficient school achievement. On the other hand, children with sub-average school achievement and sub-average intellectual development are thought to suffer from a general intellectual delay rather than from specific learning disabilities. The open question is whether these two groups are characterised by differences in their cognitive functioning. The present study explored several functions of working memory. A working memory battery with tasks for the phonological loop, the visual–spatial sketchpad and central executive skills was presented in individual sessions to 27 children with learning disabilities and normal IQ (ICD-10: mixed disorders of scholastic skills), 27 children with learning disabilities and low IQ (intellectual disabilities), and a control group of 27 typically developing children with regular school achievement levels and normal IQ. The results reveal an overall deficit in working memory of the two groups with learning disabilities compared with the control group. However, unexpectedly, there were no differences between the two groups of children with disabilities (normal vs. low IQ). These findings do not support the notion of different cognitive functioning because of differences in intelligence of these two groups. In the ongoing discussion about the role of intelligence (especially as to the postulated discrepancy between intelligence and school achievement in diagnosis and special education), the findings might lead to rethinking the current practice of treating these two groups as fundamentally different.
Supporting victims and witnesses with a learning disability
- Author:
- GREAT BRITAIN. Crown Prosecution Service
- Publisher:
- Great Britain. Crown Prosecution Service
- Publication year:
- 2009
- Pagination:
- 60p.
- Place of publication:
- London
This easy to read document is a public policy statement, designed for people who have a learning disability and who are the victim of, or witness to, a criminal offence. It explains how the Crown Prosecution Service (CPS), the main prosecuting authority for England and Wales, will deal with cases which involve victims and witnesses who have a learning disability. The service recognises that some people will have a learning disability and experience mental health issues; in those circumstances both policies may apply. The purpose of this document is: to explain the role of the CPS; to give an overview of the criminal justice system (CJS); to set out what victims and witnesses can expect from the CPS; and to give information about particular issues which may affect victims and witnesses who have a learning disability.