Search results for ‘Subject term:"learning disabilities"’ Sort:
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The use of cognitive behaviour therapy to treat depression in people with learning disabilities: a systematic review
- Authors:
- JENNINGS Caroline, HEWITT Olivia
- Journal article citation:
- Tizard Learning Disability Review, 20(2), 2015, pp.54-64.
- Publisher:
- Emerald
Purpose: This paper is to identify, outline and evaluate current research on the effectiveness of cognitive behavioural therapy (CBT) for depression for people with a learning disability. The clinical, service and research implications are considered. Design/methodology/approach: A systematic search was conducted on the databases AMED, MEDLINE, PsychINFO and CINAL. Five relevant articles were identified for critical review. Findings: There is a limited but promising evidence base for the use of CBT for depression with people with learning disabilities. Research limitations/implications: The current review identified a number of methodological issues and future research should attempt to overcome these (e.g. small sample sizes and lack of controls). In particular, research should focus on determining the relative contribution of cognitive and behavioural techniques in producing a change in depressive symptoms. Practical implications: Services (including those provided as part of Improving Access to Psychological Therapies) should be offering CBT-based interventions for people with learning disabilities who are experiencing depression. (Edited publisher abstract)
Computer‐assisted cognitive behavioural therapy: the experiences of adults who have an intellectual disability and anxiety or depression
- Authors:
- COONEY Patricia, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(6), 2018, pp.1032-1045.
- Publisher:
- Wiley
Background: Despite its evidence base in the general population, computerized cognitive behavioural therapy (cCBT) has not yet been adapted for use with people with intellectual disability. This study aimed to explore the experiences of adults with an intellectual disability who played a cCBT programme. Method: Twenty‐four adults (with a mild or moderate intellectual disability and clinically significant anxiety or depression) who were in the treatment arm of a pilot randomized controlled trial evaluating the cCBT programme were individually interviewed. Thematic analysis was used to analyse and report themes within the data. Results: Participants found playing the programme to be an enjoyable and novel experience and that it was challenging and helpful. It allowed them to develop and reflect on relationships and increased their awareness of thoughts, feelings and behaviours. Conclusions: Combining technology with CBT is an effective way to reduce barriers to accessing mental health interventions and technology for this population. (Edited publisher abstract)
Prevalence of anxiety disorder in children and young people with intellectual disabilities and autism
- Authors:
- GOBRIAL Ereny, RAGHAVAN Raghu
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 6(3), 2012, pp.130-140.
- Publisher:
- Emerald
Anxiety disorder has frequently been reported in association with intellectual disabilities and autism in children and young people; comorbidity may increase this susceptibility further. However this belief that children and young people with intellectual disabilities and autism may experience symptoms of anxiety at a greater level than the general population is not supported with research evidence. This study was designed to further investigate the observations about prevalence. A total of 150 children and young people (age range of 5-18 years) with intellectual disabilities and autism from a metropolitan district in the North of England were screened for mental health problems using the Reiss Scales for Children's Dual Diagnosis and the Glasgow Anxiety Scale. Overall 61.3 per cent tested positive for mental health problems. The prevalence of anxiety was 32.6 per cent on the Glasgow Anxiety Scale. This group consisted of 47 males and seven females with mean age of 11.85 years. The study raises the issue of risk factors for the high prevalence of anxiety in children and adolescents with autism.
Improving Access to Psychological Therapies for people with learning disabilities
- Author:
- LEYIN Alan
- Journal article citation:
- Tizard Learning Disability Review, 16(5), 2011, pp.29-37.
- Publisher:
- Emerald
The Improving Access to Psychological Therapies (IAPT) programme was established with a focus on relieving distress caused by depression and anxiety disorders, provision of talking therapies such as cognitive behaviour therapy, and fair and equitable access to all community groups. This article considers the applicability of the IAPT service in meeting the mental health needs of people with learning disabilities. It discusses mainstream psychological interventions for people with learning disabilities, removing barriers and improving access, and whether people with learning disabilities are getting access to IAPT. The author argues that although the IAPT service is well established for the mainstream population, there are deficits and barriers at many levels for people with learning disabilities, and that action needs to be taken to remove existing barriers for people with learning disability, to develop local visions, knowledge, skills and service structures to best meet their needs, and to develop appropriate systems to monitor uptake and outcomes. The article also discusses what is meant by "reasonable adjustments" in the context of IAPT and the need to be aware that IAPT may not be relevant to all people with learning disabilities.
Validation of the Mood and Anxiety Semi-structured (MASS) Interview for patients with intellectual disabilities
- Authors:
- CHARLOT L., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 51(10), October 2007, pp.821-834.
- Publisher:
- Wiley
When assessing people with intellectual disabilities (ID), using the DSM-IV-TR can be challenging. Frequently, significant clinical data must be obtained from interviews with key informants. A new semi-structured interview tool was developed including behavioural descriptions of each DSM-IV-TR symptom criterion for a number of mood and anxiety disorders. A goal was to provide mental health clinicians with an instrument easy to use in clinical practice that would increase reliable identification of diagnostically important mood and anxiety symptoms. This is especially important given the fact that many experts believe these ‘internalizing’ clinical syndromes may often be missed in this population, because of characteristic limitations in expressive language skills. To establish validity, the Mood and Anxiety Semi-structured (MASS) Interview-derived diagnoses were compared with clinical DSM-IV diagnoses derived from an extensive inpatient evaluation and classifications based on the Hamilton Depression Rating Scale for 93 psychiatric inpatients served on a specialized unit for people with ID and major mental health disorders. Agreement with the MASS Interview was high yielding significant kappa coefficients ranging from 0.42 to 0.78. The MASS Interview, a semi-structured interview containing behavioural descriptions of DSM-IV symptom criteria, shows promise as a potentially helpful tool in the psychiatric diagnostic evaluation of persons with ID and limited expressive language skills, in the detection of mood and anxiety disorders. The tool also yields a wide breadth of clinical information and is easy for mental health clinicians to use.
Exposure anxiety: the invisible cage: an exploration of self-protection responses in the autism spectrum and beyond
- Author:
- WILLIAMS Donna
- Publisher:
- Jessica Kingsley
- Publication year:
- 2003
- Pagination:
- 336p.
- Place of publication:
- London
Exposure anxiety is increasingly understood as a crippling condition affecting a high proportion of people on the autism spectrum. To many it is an invisible cage, leaving the person suffering from it aware, but buried alive in their own involuntary responses and isolation. This book describes the condition and its underlying physiological causes, and presents a range of approaches and strategies that can be used to combat it. Based on personal experience, the book shows how people with autism can be shown how to emerge from the stranglehold of exposure anxiety and develop their individuality. It progressively shapes the individual torn between experiencing it as the sanctuary and the prison. Exposure Anxiety makes it hard to stand noticing you are noticing. It can make love a form of torture, repel you from the sound of your own voice, make you meaning deaf to your own words and those of others and compel you to avoid, divert from or retaliate against the very things that which most have the power to reach you. Exposure Anxiety progressively co-opts the identity of the person as separate to the condition or it leaves them aware but buried alive in their own involuntary responses and isolation. Exposure Anxiety is the involuntary social-emotional self-protection response that needs no enemy. It turns the world upside-down, makes no yes and yes no and co-opts and defies conventional, non-autistic teaching techniques.
Psychiatric symptoms in adults with learning disability and challenging behaviour
- Authors:
- MOSS Steve, et al
- Journal article citation:
- British Journal of Psychiatry, 177, November 2000, pp.452-456.
- Publisher:
- Cambridge University Press
In people with learning disability one of the most frequent reasons for psychiatric referral is challenging behaviour. This study sought to determine what proportion of people with challenging behaviour actually have psychiatric symptoms. Showed that increasing severity of challenging behaviour was associated with the prevalence of psychiatric symptoms, depression showing the most marked association. Anxiety symptoms were associated with presence of self-injurious behaviour.
The case for guided self-help for people with intellectual disabilities
- Authors:
- CHAPLIN Eddie, MARSHALL-TATE Karina
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 11(3), 2017, pp.126-130.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine guided self-help (GSH), and some of the barriers as to why it is not routinely available for people with intellectual disabilities (IDs). Design/methodology/approach: This paper offers an overview of GSH and the potential benefits of it as an intervention for people with ID with mild depression and/or anxiety. Findings: The current literature reports the successful use and effectiveness of GSH in the general population. However, despite this there is little evidence that it is being used in practice for people with ID. Originality/value: This paper offers an overview of GSH and advocates for its increasing use for people with ID to help bring about equality in mental healthcare. (Publisher abstract)
Quality of diagnosis and treatment plans after using the ‘diagnostic guideline for anxiety and challenging behaviours’ in people with intellectual disabilities: a comparative multiple case study design
- Authors:
- PRUIJSSERS Addy, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(4), 2016, pp.305-316.
- Publisher:
- Wiley
Background: People with intellectual disabilities often have a multitude of concurrent problems due to the combination of cognitive impairments, psychiatric disorders (particularly anxiety) and related challenging behaviours. Diagnoses in people with intellectual disabilities are complicated. This study evaluates the quality of the diagnoses and treatment plans after using a guideline that was developed to support professionals in their diagnostic tasks. Materials and Methods: A comparative multiple case study with an experimental and control condition, applying deductive analyses of diagnoses and treatment plans. Results: The analyses revealed that the number of diagnostic statements and planned treatment actions in the experimental group was significantly larger and more differentiated than in the control condition. In the control group, consequential harm and protective factors were hardly mentioned in diagnoses and treatment plans. Conclusions: Working with the ‘Diagnostic Guideline for Anxiety and CB’ leads to improved diagnoses and treatment plans compared with care as usual. (Publisher abstract)
Learning disabilities: positive practice guide
- Authors:
- DAGNAN Dave, et al
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2015
- Pagination:
- 34
- Place of publication:
- London
This practice guide provides information on how to best support people with learning disabilities to access their local Access to Psychological Therapies (IAPT) service. It is aimed at those who work in, commission, or refer to the Improving Access to Psychological Therapies (IAPT) services. The guide outlines the reasonable adjustments that are recommended to ensure that people with learning disabilities get the maximum benefit from treatment within an IAPT service. Areas discussed include: service models, changes to referral and access pathways; screening; adjustments to mainstream IAPT pathways; assessment; adaptations to treatment and interventions; and making information accessible. Practical examples are included to show how some teams have made reasonable adjustments to support access to IAPT service. The guide also covers the importance of training and developing the workforce and provides key points for commissioners of IAPT services consider to ensure that mainstream services effectively meet the needs of people with learning disabilities. (Edited publisher abstract)