Search results for ‘Subject term:"learning disabilities"’ Sort:
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Diagnosing psychiatric disorders in people with intellectual disabilities: issues and achievements
- Authors:
- BERTELLI Marco O., et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(5), 2015, pp.230-242.
- Publisher:
- Emerald
Purpose: Diagnosing psychiatric disorders (PD) in adults with Intellectual Disability (ID) presents several issues and need specific skills and tools. The purpose of this paper is to provide a detailed description of the current status of art through a systematic mapping of the literature. Design/methodology/approach: The authors reviewed the international literature on the basis of the following questions: what are the issues in the psychiatric diagnostic process for adults with ID? What methods and procedures have been used for psychiatric assessment in ID? To date, is it possible to identify some most effective procedures? Findings: The analysis of the literature indicates that main issues of the psychiatric diagnostic process in adults with ID are the following: identification of psychiatric symptoms, behavioural equivalents, diagnostic criteria, setting, source of information, screening, and diagnostic tools. The evidence base is only emerging and although many relevant achievements have been reached in the last two decades, no definitive guideline has been produced. Most recent acquisition also allowed to identify some assessment procedures that are currently considered the most effective. Individualised assessment remains the best way to meet the needs of this heterogeneous and variable patient group. Originality/value: This paper offers a comprehensive and updated description of current achievements and issues towards the assessment of PD in people with ID. (Publisher abstract)
A review of research on direct-care staff data collection regarding the severity and function of challenging behavior in individuals with intellectual and developmental disabilities
- Authors:
- MADSEN Emily K., PECK Janelle A., VALDOVINOS Maria G.
- Journal article citation:
- Journal of Intellectual Disabilities, 20(3), 2016, pp.296-306.
- Publisher:
- Sage
- Place of publication:
- London
In working with individuals with intellectual and developmental disabilities (IDDs), it is direct care staff who are often required to collect data on individuals’ behaviour which is used as the basis for implementation of empirically based approaches for intervention and treatment. Due to limited resources, indirect and descriptive measures of challenging behaviours are employed to analyse the function of individuals’ behaviours in place of the preferred method of multimodal assessment, which includes experimental functional analysis. To ensure the most effective services and support to individuals with IDDs, accurate and consistent data collection is critical. This article highlights the importance of accurate data collection practices, conduct a comparison of data collection methods, and discuss limitations and barriers for staff. The article concludes with recommendations for best practices and future research. (Edited publisher abstract)
Screening for learning disabilities in the criminal justice system: a review of existing measures for use within liaison and diversion services
- Authors:
- SILVA Daniel, GOUGH Karen, WEEKS Hannah
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 6(1), 2015, pp.33-43.
- Publisher:
- Emerald
Purpose: At present, there are significant limitations to the criminal justice system’s (CJS) ability to respond appropriately to detainees or defendant with learning disabilities (LD). The development of Liaison and Diversion Services has provided the opportunity to more easily identify people with LD in the CJS through the use of screening assessments. Therefore, the purpose of this paper is to consider why there is a need for screening assessments and review the literature on existing measures, in order to consider the next steps to develop a more effective pathway from the CJS to LD services. Design/methodology/approach: This paper takes the form of a literature review. Findings: The review found that there is a significant body of research defending the need for LD screening in the CJS across the UK. The aim of a screening process would be to identify individuals who possibly have LD and ensure that the correct measures are in place to assess and manage these individuals, including appropriate diversion to specialist LD services. The learning disability screening questionnaire (LDSQ) is an instrument that could be utilised in these instances and could be carried out by Liaison and Diversion Services. Research limitations/implications: Neither of the tools reviewed in this paper have been vigorously field tested within forensic settings in the UK. It is recommended that there should be trials of the LDSQ as a screening tool within Liaison and Diversion Services with comparison against outcomes of full diagnostic assessments for LD. Originality/value: Screening for LD is being discussed across the UK as part of Liaison and Diversion Services. This paper highlights the need for a reliable and valid screening tool and provides support for the use of the LDSQ. (Publisher abstract)
Assessment and diagnosis of psychiatric disorder in adults with autism spectrum disorder
- Authors:
- UNDERWOOD Lisa, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(5), 2015, pp.222-229.
- Publisher:
- Emerald
Purpose: Adults with autism spectrum disorder (ASD) present with a range of psychiatric disorders. However, making an accurate diagnosis is challenging. It is important to follow a robust and informed process in the assessment of psychopathology that is centred on the individual and their neurodevelopmental difficulties. The purpose of this paper is to provide clinicians with an evidence-based approach to the assessment process for adults with ASD presenting with a possible co-occurrent psychiatric disorder. Design/methodology/approach: A review of the recent literature was undertaken focusing on key papers that describe the assessment of mental health problems in adults with ASD. Findings: The presentation of psychiatric symptoms is influenced by the underlying developmental disorder and it is often quite different from the one of the general population. Thus, it is essential to undertake a comprehensive psychopathological assessment including a diagnostic assessment of ASD. There is a very small evidence base on the use of diagnostic tools in the assessment of adults with ASD. Originality/value: This is a practice review paper applying recent evidence from the literature. (Publisher abstract)
Assessing risks arising from challenging behaviours: a model and a brief review of existing resources
- Author:
- TURTON Raistrick W.
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(1), 2014, pp.32-42.
- Publisher:
- Emerald
Purpose: Challenging behaviours are defined in part by the risks of harm they present and the support of individuals who challenge would be improved with effective assessments of the risks posed by challenging behaviours. The purpose of this paper is to outline a model of risk assessment and review literature that provides relevant information. Design/methodology/approach: Literature review. Findings: Forensic risk assessment has a well worked-out and validated approach but tools used to assess challenging behaviours are not effective risk predictors. Applied Behaviour Assessment provides methods that can be more effectively used for risk assessment. Practical implications: There is a need to develop valid risk assessment procedures for assessing the risks presented by challenging behaviours. Originality/value: This is a fresh perspective on risk assessment in relation to challenging behaviours. (Publisher abstract)
Assessment of behavioral and psychiatric problems in people with Prader–Willi syndrome: a review of the literature
- Author:
- SPENDELOW Jason S.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(2), June 2011, pp.104-112.
- Publisher:
- Wiley
Prader–Willi syndrome (PSW) is a rare genetic disorder that has a prevalence of 1 in 50,000 to 70,000 people and equal gender distribution. The clinical presentation of people with PWS involves a wide range of behavioural, psychiatric, neurocognitive, and medical problems. The aim of this review is to help clinicians make a comprehensive assessment of mental health problems with this population. People with PWS are particularly susceptible to the development of problems in the areas of hyperphagia, compulsions and repetitive behaviour, self-injury (especially skin-picking), and aggressive behaviours. The most common psychiatric features in people with PWS are psychosis, affective disorders, and obsessive–compulsive disorders. Assessment should involve consideration of how behavioural and psychiatric problems can be influenced by neurocognitive functioning and medical issues. The heterogeneous and progressive nature of many behavioural and psychiatric problems in this population presents significant challenges to psychological assessment and management. Comprehensive assessment requires an understanding of the phenotype of Prader–Willi syndrome, and associated issues that can impact upon clinical presentation.
Psychosocial intervention for people with learning disabilities
- Author:
- DAGNAN Dave
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(2), June 2007, pp.3-7.
- Publisher:
- Emerald
Psychosocial interventions are a core part of the service structures of mainstream mental health services. Research and clinical services for people with learning disabilities have often adopted a broadly psychosocial perspective. This article describes the structure of psychosocial intervention and then considers the evidence base that is available to develop this approach for people with learning disabilities and mental health problems.
An evaluation of research and training resources for the sex education of people with moderate to severe learning disabilities
- Authors:
- GRIEVEO Alan, McLAREN Shona, LINDSAY William R.
- Journal article citation:
- British Journal of Learning Disabilities, 35(1), March 2007, pp.30-37.
- Publisher:
- Wiley
To review the literature on issues surrounding the sexuality of people with moderate to severe learning disability (SLD), and evaluate available assessment and training methods. This research arose from an increasing number of referrals for clinical intervention in the training and education of appropriate social and sexual behaviour in people with moderate to SLD. What became apparent was the lack of suitable materials and assessments, which is significant as a large number of persons with SLD have problems with language, and so require tools and programmes which have enhanced levels of pictorial support. An extensive review of the literature revealed that the research on sexuality in SLD was limited. Furthermore, where research had been conducted, poor methodology or validation issues were common, and materials appeared overly complicated for clients with moderate to SLD. Further research into the development and validation of assessment tools and training programmes which increase appropriate sexual behaviours is urgently required.
Factors impacting on the capacity to consent in people with learning disabilities
- Authors:
- DYE Linda, HARE Dougal Julian, HENDY Steve
- Journal article citation:
- Tizard Learning Disability Review, 8(3), July 2003, pp.11-20.
- Publisher:
- Emerald
Much discussion of capacity to consent has focused on how capacity can be assessed. In focusing on the assessment of capacity of people with learning disabilities, information from studies of human judgement and decision -making in the general population had been ignored. This article reviews recent literature, highlights the main factors that affect an individual's capacity to consent and examines the integration of research into these factors in the general population with that of people with learning disabilities. A person's capacity to consent is considered to be affected by three main processes: comprehension, decision making, and communication. Discusses the difficulties people with learning disabilities may have in these processes and possible ways of overcoming these limitations.
Is satisfaction a valid concept in the assessment of quality of life of people with intellectual disabilities? A review of the literature
- Author:
- HENSEL Elizabeth
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(4), 2001, pp.311-326.
- Publisher:
- Wiley
This review examines the definitions of quality of life (QoL) which have developed over the past 3 decades and which reflect the increased awareness of the need to take into account individuals' own perceptions of their life. The concept of satisfaction is frequently used as an important subjective variable in QoL studies, despite the evidence of stability of satisfaction over individuals and over time, which suggests that it should be a measure insensitive to change. This evidence is examined and the idea of such stability being an adaptive psychological mechanism is considered. The use of satisfaction as a measure of QoL in people with intellectual disabilities (IDs) is discussed. The methodological difficulties encountered in assessing the subjective experiences of people with IDs are also discussed. Finally, it is argued that there is a strong argument for the abandonment of measures of QoL in general, and subjective ones in particular, for people with IDs. An alternative approach is suggested.