Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning disability classification: time for re-appraisal?
- Author:
- LEYIN Alan
- Journal article citation:
- Tizard Learning Disability Review, 15(2), April 2010, pp.33-44.
- Publisher:
- Emerald
This paper examines the nature of the classifications of learning disabilities as circulated within the diagnostic manuals. It suggests that, by leaving aside all doubts and controversies that surround the concept and measurement of intellectual functioning, weaknesses are exposed from within those manuals' own frames of reference. The difficulties arising from using the international sub-classifications of learning disabilities when the national classifications should apply are discussed. Three main conclusions are drawn: there are inherent difficulties with the measurement of the fine-grained classification system which leads to a best guess approach; there are difficulties resulting from the incursion of the internationally promoted classification into the national context; and without acknowledging these two failings, problems will compound, appearing in unlikely places. The difficulties fundamentally arise from trying to mould the categories of learning disabilities into a strict medical diagnostic framework.
Dementia and learning disabilities: bridging the gap
- Author:
- KILLICK Emma
- Journal article citation:
- Journal of Dementia Care, 25(3), 2017, pp.20-21.
- Publisher:
- Hawker
People with learning disabilities can be at particular risk of developing dementia, but special challenges can arise in trying to support them. This article describes 'The Dementia Project' from learning disability charity MacIntyre and updates on its progress to date. The project is creating a range of learning and multi-media resources to help improve practice and care for people with learning disabilities living with dementia. The resources will be available when the project finishes in 2019. (Edited publisher abstract)
An equal right to sight: why eye care for children with learning disabilities needs reform
- Author:
- SeeABILITY
- Publisher:
- SeeABILITY
- Publication year:
- 2015
- Pagination:
- 24
- Place of publication:
- Epsom
This report suggests that children with learning disabilities are 28 times more likely to have a serious sight problem than other children, but are less likely to be able to communicate their concerns to parents/carers should any problems develop. For some children, not having a pair of glasses is impeding their ability to make sense of their world and acquire skills. What is more, identification of sight problems is often symptom led and behaviour may be wrongly attributed to the diagnosis of learning disability, rather than a sight problem. The report finds: insufficient vision screening to pick up issues early on; fragmented pathways of care and communication; a rigid primary eye care contract for sight testing services and glasses; inadequate funding; and eye care low on child public health priorities. The report calls for the government to ensure children in special schools: are offered a comprehensive specialist sight test when they first start at school; are offered an annual specialist sight test (or more often if necessary) performed in the familiar surroundings of their special school; have their glasses fitted and be supported to get used to them, within their special school; and have their test results explained to them, their families and teachers, as well as their health professionals, throughout their school life and in transition to adulthood. (Edited publisher abstract)
Difficulties of dealing with dementia in individuals with intellectual disabilities: the healthcare perspective
- Authors:
- JETHWA Hannah, CASSIDY Geraldine
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(4), December 2010, pp.48-52.
- Publisher:
- Emerald
Dementia is a condition that involves inevitably progressive deficits in numerous cognitive domains, including thought, language, memory, understanding and judgement. It is more than 4 times as prevalent in people with intellectual disabilities as in the general population. This paper explains the main difficulties in dealing with dementia in people with intellectual disabilities, including late diagnosis, assessment and management issues. Diagnosis of the condition in people with intellectual disabilities is often difficult due to lack of baseline skill assessment, high staff turnover in supported accommodation and low expectations of capabilities. Current National Institute for Health and Clinical Excellence (NICE) guidelines on anti-dementia medication state that treatment should not be initiated until the condition has reached moderate severity. Determining whether symptoms are at this stage in people with intellectual disabilities is difficult because their skill level is already impaired. An accurate and extensive record of baseline skill levels in people with intellectual disabilities is therefore crucial, and regular comparison with baseline is key to early diagnosis of dementia.
Breaking bad news of cancer to people with learning disabilities
- Author:
- McENHILL Linda S.
- Journal article citation:
- British Journal of Learning Disabilities, 36(3), September 2008, pp.157-164.
- Publisher:
- Wiley
Since the 1970s, medical staff have routinely disclosed the diagnosis of cancer to their patients. However, this has often been carried out unskilfully causing distress to the patient and impairing their ability to comply with treatment. In response, the government has invested in 'Advanced Communication Skills training' for oncology staff. Despite the subsequent advances made in communicating with the general public, this article will show that a small-scale audit of people with learning disabilities demonstrated that often doctors do not communicate directly with people with learning disabilities about serious illness. It will also suggest that, the current 'breaking bad news' models do not meet the communication needs of people with learning disabilities. This article explores the findings of the audit and its implications for practice and ends by sign posting to useful resources for communicating the bad news of a life-threatening illness to people with learning disabilities.
Services for adults with autism spectrum disorders
- Author:
- BERNEY Tom
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(2), June 2007, pp.45-47.
- Publisher:
- Emerald
Psychiatry in the United Kingdom has overhauled its approach to the provision of services for adults with autism spectrum disorders. This shift is set out in a new policy document, Psychiatric Services for Adults with Asperger's Syndrome and other Autistic Spectrum Disorders published by the Royal College of Psychiatrists. The author looks at what psychiatric services can offer.
Psychological interventions for severely challenging behaviours shown by people with learning disabilities: clinical practice guidelines
- Authors:
- BALL Tina, et al
- Publisher:
- British Psychological Society
- Publication year:
- 2004
- Pagination:
- 96p.
- Place of publication:
- Leicester
In essence, the guidelines propose that positive behavioural support (PBS) is the benchmark for intervention in the field of challenging behaviours. There are 52 guidelines in total, each of which is based on research evidence and described as either 'essential' or 'good' practice. Three essential core guidelines set out the value base of PBS. They focus on recognising the person's unique strengths and needs and unique social context, adopting a coherent process of assessment-driven intervention and considering the person and the environment as well as the behaviour. Assessment is therefore idiographic rather than diagnostic; intervention is systemic as much as intra-psychic. Seeking consent before assessment, maintaining confidentiality, eliciting feedback, assessing risk and preventing abuse are all essential practice.
Developing a screening tool for offenders with intellectual disabilities - the R.A.P.I.D
- Authors:
- Salma Ali, GALLOWAY Scott
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(3), 2016, pp.161-170.
- Publisher:
- Emerald
Purpose: The main purpose of this paper is to outline and report on the factors involved with developing a screening tool for offenders with suspected intellectual disability (ID). Design/methodology/approach: This paper summarises the wider literature in specific relation to screening tools and methodology, indicating that the need for quick and easy screening measures for this population are sparse. The findings reported in this paper outline the processes involved in developing an evidence-based screening tool for ID offenders in a specific service, and an overall pathway approach to the identification, assessment and diagnosis of ID. Findings: It is possible to develop a tool that can be used to identify ID with relative ease. The RAPID Screening tool provided practitioners with a simple and easy measure to identify such individuals so that they may be referred for further specialist assessment. The RAPID screening tool has demonstrated that it is an effective measure in identifying offenders with ID. Research limitations/implications: Formal statistical validation of this tool will serve to understand its overall effectiveness and strengthen its utility, further encouraging the timely identification of ID offenders. Originality/value: This paper responds to current extensive literature about the variability of screening measures, and provides an effective solution whereby vulnerable offenders can be identified easily, who may benefit from reasonable adjustments and alternatives to custodial sentencing where appropriate. (Publisher abstract)
The assessment of executive functioning in people with intellectual disabilities: an exploratory analysis
- Authors:
- BEVINS Shelley, HURSE Emily
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.87-94.
- Publisher:
- Wiley
The following article details a piece of service development work undertaken as part of the Plymouth Down Syndrome Screening Programme. The work aimed to review the use of three measures assessing executive functioning skills used within the Programme as well as with people without Down syndrome. Three tasks assessing executive functioning (the Weigl, Cats and Dogs, and verbal fluency task) were evaluated. The Weigl task was removed from the Programme and analyses due to floor effects and difficulties in administration. Correlation analyses showed relationships between the Cats and Dogs task and two other measures, cognitive skills as reported by carers and object memory. No relationships were found between the verbal fluency task and other measures. A full consideration is given to these findings, and implications for future practice are considered. Further data are needed to make full conclusions about the value of the tasks in predicting dementia in people with intellectual disabilities and people with Down syndrome. Further recommendations concerning the development of the assessment of executive skills are also considered. (Publisher abstract)
Learning disability: experience of diagnosis
- Authors:
- KENYON Elinor, BEAIL Nigel, JACKSON Tom
- Journal article citation:
- British Journal of Learning Disabilities, 42(4), 2014, pp.257-263.
- Publisher:
- Wiley
Studies have focused on the experience of diagnosis from the perspectives of parents of children with learning disabilities, but there has been limited methodologically rigorous investigation into the experience for the person themselves. Eight participants were recruited from a range of different backgrounds. Interviews were analysed using interpretive phenomenological analysis. Three main themes emerged. The first concerned awareness of difference. Participants described becoming aware of an unwanted difference at school. Adolescence appeared as a time when an increased understanding of disability developed. In the second theme of ‘the relationship with nondisabled others’, participants described their opinions on labelling and their perspectives on how others viewed them. The final theme explored coping responses to stigma. (Publisher abstract)