Search results for ‘Subject term:"learning disabilities"’ Sort:
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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)
The intellectually disabled offender: methodological problems in identification
- Author:
- MCBRIEN Judith
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(2), June 2003, pp.95-105.
- Publisher:
- Wiley
Reliable evidence concerning the prevalence of intellectually disabled offenders that would inform the clinician's approach to the assessment and management of risk is in short supply. This paper aims to assist the clinician in interpreting the available evidence. A literature search was conducted for all years up to January 2003. Each study was first examined for the methods employed to define and measure intellectual disability. Then, the effect of this on prevalence estimates was considered. A wide range of methods has been used to ascertain the presence of intellectual disability - administrative definitions, psychiatric diagnosis, educational background, self-report and direct measurement of IQ and adaptive behaviour. Most studies reviewed used less than adequate ascertainment methods. Reliable answers to two key questions which offenders have intellectual disabilities and which people with intellectual disabilities offend, therefore remain elusive.
Time to make up your mind: why choosing is difficult
- Author:
- HARRIS John
- Journal article citation:
- British Journal of Learning Disabilities, 31(1), 2003, pp.3-8.
- Publisher:
- Wiley
This article gives an overview of the current understanding of the concept of choice. It concludes that aspirations to promote choice for people with learning disability are undermined by conceptual confusion about the meaning of choice, inappropriate methods for helping people to make choices and an absence of applied research to guide practice in service settings. This review is designed to establish a conceptual framework for examining choice and empowerment for people with learning disability, and to describe the implications for future research and practice.
Issues in the definition and implementation of "best practice" for staff delivery of interventions for challenging behaviour
- Authors:
- AGER Alastair, O'MAY Fiona
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 26(3), September 2001, pp.243-256.
- Publisher:
- Taylor and Francis
A focal sample of intervention outcome studies was considered to confirm the evidence base for "best practice" for intervention for challenging behaviour in persons with intellectual disability and acquired brain injury and establish the service conditions associated with its effective implementation. Evidence supports the effectiveness of behavioural interventions with challenging behaviour, particularly those based upon prior functional analysis of behaviour. However, problems in formulating practice guidelines from such literature include: the limited evidence regarding clinical effectiveness in work with persons with acquired brain injury; the certain durability of change subsequent to intervention; and the heavy reliance upon research personnel external to services for assessment,analysis and programme design in reported studies. Subsequently, a further 42 papers which directly addressed the issues of the capacity of direct care for the delivery of interventions were reviewed. These suggest the importance of supervision processes, attitudinal change and establishment of formal review mechanisms as adjuncts to staff training in intervention methods.
Diagnosis and drugs: help or hindrance when people with learning disabilities have psychological problems?
- Authors:
- KROESE Biza Stenfert, et al
- Journal article citation:
- British Journal of Learning Disabilities, 29(1), March 2001, pp.26-33.
- Publisher:
- Wiley
In this article, the authors question how useful psychiatric diagnosis and psychotropic medication are in alleviating psychological problems experienced by people with learning disabilities, and put forward the view that a functional analysis of the problems and psychosocial and environmental interventions are more appropriate.
How do health and social care professionals in England and Wales assess mental capacity? A literature review.
- Authors:
- JAYES Mark, et al
- Journal article citation:
- Disability and Rehabilitation: Assistive Technology, early cite 10 February 2019,
- Publisher:
- Taylor and Francis
- Place of publication:
- London
Purpose: To review evidence describing how health and social care professionals in England and Wales assess mental capacity, in order to identify ways to improve practice. Methods: A systematised literature review was completed. Electronic databases of published medical, health and social care research and gray literature were searched. Journal articles and research reports published between 2007 and 2018 were included if they met predefined eligibility criteria. Evidence from included studies was synthesised using thematic analysis. Results: 20 studies of variable methodological quality were included. The studies described assessments carried out by a range of multidisciplinary professionals working with different groups of service users in diverse care contexts. Four main themes were identified: preparation for assessment; capacity assessment processes; supported decision-making; interventions to facilitate or improve practice. There was a lack of detailed information describing how professionals provided information to service users and tested their decision-making abilities. Practice reported in studies varied in terms of its conformity to legal requirements. Conclusions: This review synthesised evidence about mental capacity assessment methods and quality in England and Wales and analysed it to suggest ways in which practice might be improved. (Edited publisher abstract)