Search results for ‘Subject term:"learning disabilities"’ Sort:
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A review of cognitive impairments in children with intellectual disabilities: implications for cognitive behaviour therapy
- Authors:
- HRONIS Anastasia, ROBERTS Lynette, KNEEBONE Ian I.
- Journal article citation:
- British Journal of Clinical Psychology, 56(2), 2017, p.189–207.
- Publisher:
- Wiley
Objective: Nearly half of children with intellectual disability (ID) have comorbid affective disorders. These problems are chronic if left untreated and can significantly impact upon future vocational, educational, and social opportunities. Despite this, there is a paucity of research into effective treatments for this population. Notably, one of the most supported of psychological therapies, cognitive behaviour therapy (CBT), remains largely uninvestigated in children with ID. The current review considers the neuropsychological profile of children and adolescents with mild to moderate ID, with a view to informing how CBT might best be adapted for children and adolescents with ID. Method: Narrative review of literature considering the neuropsychological profiles of children and adolescents with ID, with specific focus upon attention, memory, learning, executive functioning, and communication. Studies were identified through SCOPUS, PsycINFO, and PubMed databases, using combinations of the key words ‘intellectual disability’, ‘learning disability’, ‘neuropsychology’, ‘attention’, ‘learning’, ‘memory’, ‘executive function’, ‘language’, and ‘reading’. Results: Children with ID have significant deficits in attention, learning, memory, executive functions, and language. These deficits are likely to have a negative impact upon engagement in CBT. Suggestions for adapting therapy to accommodate these wide ranging deficits are proposed. Conclusions: There are multiple cognitive factors which need to be considered when modifying CBT for children who have ID. Furthermore, research is required to test whether CBT so modified is effective in this population. (Publisher abstract)
Behavioural supports for parents of children with an intellectual disability and problem behaviours: an overview of the literature
- Authors:
- GAVIDIA-PAYNE Susana, HUDSOB Alan
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 27(1), March 2002, pp.31-55.
- Publisher:
- Taylor and Francis
A considerable body of knowledge that allows for the design of effective interventions with problem behaviour in children with an intellectual disability is now in existence. The development of behavioural supports for parents, in particular, has taken momentum in the last few years. The purpose of this paper is to provide an overview of research on the supports provided to parents in the assessment of and intervention with the problem behaviour of their children with an intellectual disability. It is concluded that while research in the area has made considerable advances, gaps in research on the development of practical applications of "parent friendly" programmes are still evident.
Hyperkinetic or attention deficit disorder
- Author:
- SANDBERG Seija
- Journal article citation:
- British Journal of Psychiatry, 169, July 1996, pp.10-17.
- Publisher:
- Cambridge University Press
This article selectively reviews the main epidemiological, experimental and clinical studies over the past 10 years which relate to hyperkinetic and Attention Deficit Disorder. Also looks at treatment and outcomes for the disorder.
SCIE research briefing 5: short breaks (respite care) for children with learning disabilities
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2005
- Place of publication:
- London
- Edition:
- Rev. ed.
A web-based briefing providing a concise summary of the current knowledge base on transition of young people with physical disabilities or chronic illnesses from children's to adults' services. Coverage includes ethical considerations, views of service users and carers, innovative practice examples and implications for practice. Also highlights additional contacts and resources. The Briefing was commissioned by the Social Care Institute for Excellence (SCIE). The latest edition of this Briefing was produced in April 2005 and the next updated is due in April 2006.
Factors affecting the health of caregivers of children who have an intellectual/developmental disability
- Authors:
- MARQUIS Sandra, HAYES Michael V., McGRAIL Kimberlyn
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 16(3), 2019, pp.201-216.
- Publisher:
- Wiley
There are a growing number of children with an ID/developmental disability. As well, there is evidence of poor health in the caregivers of these children. This article describes a narrative review of the literature regarding the mental and physical health of caregivers of children with ID/developmental disability. The review examined 162 papers. Twenty‐three different factors were identified that may have an effect on the health of these caregivers. Social determinants, individual caregiver variables, characteristics of the child with the disability, family characteristics, and support factors can all affect caregiver health. These variables are inter‐related and illustrate the need to account for complexity when studying the health of caregivers of children with ID/developmental disability. (Publisher abstract)
Supporting children of parents with intellectual disability: a scoping review
- Authors:
- GUDKOVA Tatiana, HEDLUND Marianne, MIDJO Turid
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(4), 2019, pp.737-749.
- Publisher:
- Wiley
Background: Parents with intellectual disability live normal lives and have children, but many of them lose custody of their children. However, little is known about the support, if any, that these children receive. Here, the present authors review the literature on the help and support given to children of parents with intellectual disability. Method: A scoping review of peer‐reviewed and grey literature was conducted, covering 1997 to November 2017. Results: Thirteen publications were identified. The children benefited from help and support received through informal networks. They also benefited from formal support if it focused on the children's needs and interests. Conclusions: The review shows that even though support from informal networks might be an influential factor in supporting children, there is a need for more research addressing the formal support these children receive and how they benefit from it. (Edited publisher abstract)
Resilience in children and young people with intellectual disabilities: a review of literature
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 11(3), 2017, pp.86-97.
- Publisher:
- Emerald
Purpose: Building the resilience of children with intellectual disabilities (ChID) can help reduce the personal, social and economic costs associated with mental ill health among such children. The purpose of this paper is to review the research evidence on resilience in ChID and to suggest areas for further research. Design/methodology/approach: Journal articles published in the last 20 years were searched in on-line databases to find potential papers for this review. The inclusion criteria were to search for published journal articles covering the theme of resilience in ChID and their families. All identified titles and abstracts were screened which resulted in 50 articles. These were scrutinised more thoroughly and 34 remaining articles were selected for review. Findings: Resilience is a dynamic process involving interactions between various risk and protective processes both internal and external to the individual that act to mediate the influences of adverse life events. Five key themes were identified within the literature which helped to form a picture of the current understanding of resilience among ChID and their careers. These were increased risk factors associated with ID, the role of personal attributes on resilience, family and resilience, schooling and resilience, and cultural factors which enhance resilience. Originality/value: Despite the consistency with which poor outcomes for ChID have been reported there is little investigation of the specific causes, contributory factors and processes that might improve them. This paper contributes to greater understanding of resilience factors for children and young people with ID and provides areas for further research. (Publisher abstract)
Parental experiences of caring for a child with intellectual disabilities: a UK perspective
- Author:
- WILLINGHAM-STORR Gemma Louise
- Journal article citation:
- Journal of Intellectual Disabilities, 18(2), 2014, pp.146-158.
- Publisher:
- Sage
- Place of publication:
- London
A structured literature search and thematic analysis of six research articles relating to stress and parenting of a child with an intellectual disability in the United Kingdom identified four key themes: impact upon families, service provision and support networks, coping and transition. The findings identified that parenting a child with an intellectual disability is not always a negative role; it is a role that parents find both rewarding and empowering. However, the findings of the literature review primarily related to mothers of children with an intellectual disability with very little focus on the experiences of fathers. (Publisher abstract)
Do Social Stories help to decrease disruptive behaviour in children with autistic spectrum disorders? a review of the published literature
- Author:
- RHODES Christine
- Journal article citation:
- Journal of Intellectual Disabilities, 18(1), 2014, pp.35-50.
- Publisher:
- Sage
- Place of publication:
- London
A structured search and identification of themes within the literature regarding the use of Social Stories to decrease disruptive behaviour in children with autistic spectrum disorders is presented. The examination of seven studies showed that the Social Story intervention was successful for the majority of the participants, although the level of success was variable. Overall, Social Stories appear to be an acceptable intervention for use in the classroom, however unplanned verbal prompting by teachers, in some studies, reduced confidence in the effectiveness of Social Stories when used in isolation. An increasing body of literature has indicated that Social Stories are an effective intervention for children diagnosed with autistic spectrum disorders, however very few studies have addressed the efficacy of Social Stories when used with children with other disabilities. (Publisher abstract)
Early intervention and prevention of self-injurious behaviour exhibited by young children with developmental disabilities
- Author:
- RICHMAN D. M.
- Journal article citation:
- Journal of Intellectual Disability Research, 52(1), January 2008, pp.3-17.
- Publisher:
- Wiley
The ontogeny of self-injurious behaviour exhibited by young children with developmental delays or disabilities is due to a complex interaction between neurobiological and environmental variables. In this paper, the literature on emerging self-injury in the developmental disability population is reviewed with a focus on an operant conceptual model of how topographies of self-injurious behaviour can change structurally and become sensitive to various environmental consequences. Results of previous studies are reviewed in terms of extending our research focus from a reactive model of assessment and treatment of well-established cases of self-injury to an early intervention and prevention model.