Search results for ‘Subject term:"learning disabilities"’ Sort:
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A microcomputer system used for evaluative and experimental behavioural research in mental handicap
- Authors:
- REPP Alan C., FELCE David
- Journal article citation:
- Mental Handicap Research, 3(1), 1990, pp.21-32.
- Publisher:
- BIMH Publications
Extends the technology of applied behaviour analysis data collection procedures by describing a computer system developed for collecting and analysing observational data. A brief description of the system is followed by examples of four types of research currently undertaken in mental handicap: evaluative, naturalistic, analogue, and experimental research. To conclude, a few weaknesses and strengths of the system are discussed.
Family intervention and acquisition of adaptive behaviour among intellectually disabled children
- Authors:
- SWAMIDHAS Paul, et al
- Journal article citation:
- Journal of Learning Disabilities, 8(4), December 2004, pp.383-395.
- Publisher:
- Sage
A trial was designed to evaluate the role of enhanced parental attitude towards management of intellectual disability in the acquisition of adaptive behaviour. Fifty-seven children with intellectual disability and their parents were randomly assigned to 12 weeks of either multimodal adaptive behaviour training plus interactive group psycho-education (intervention group); or multimodal adaptive behaviour training plus didactic lectures (control group). Blinded raters were involved. Completers’ and intention-to-treat analyses were conducted. In the intention-to-treat sample, 22 of 29 children in the intervention group compared with four of 28 children in the control group showed a significant improvement in the acquisition of adaptive behaviour. The minimum additive efficacy provided by the enhanced parental attitude was 80 percent. Meaningful clinical benefits on various measures were found for the intervention group after training. Parental attitude intervention should be included in adaptive behaviour training for children with intellectual disability, as enhanced parental attitude has short-term positive effects.
The development of a semi-structured interview to investigate the attachment-related experiences of adults with learning disabilities
- Authors:
- SMITH Patricia, McCARTHY Gerard
- Journal article citation:
- British Journal of Learning Disabilities, 24(4), 1996, pp.154-160.
- Publisher:
- Wiley
A procedure was developed by which the attachment-related experiences of adults with learning disabilities could be explored and the reliability and construct validity of the measure were investigated. Subjects with mild to severe learning disabilities were interviewed using a semi-structured interview and a third of the subjects were interviewed again three months later. To examine the convergent and discriminant validity of the measure, the relationship between it and measures of self-esteem, independence and general intelligence was investigated. The reliability of the procedure was found to be high over time and, as predicted, it was found to be significantly related to self-esteem and level of independent behaviour in the home. It was not found to be related to general intellectual functioning. Unexpectedly, it was not found to be related to level of independent behaviour outside the home.
Learning difficulties: future challenges
- Author:
- GOSWAMI Usha
- Publisher:
- Great Britain. Government Office for Science
- Publication year:
- 2008
- Pagination:
- 69p., bibliog.
- Place of publication:
- London
The aim of the Foresight Project on Mental Capital and Wellbeing is to advise the Government on how to achieve the best possible mental development and mental wellbeing for everyone in the UK in the future. This report draws together the findings for “Learning difficulties” and identifies key challenges for the future. The report: considers the prevalence of common learning difficulties in children and assesses their impact though the lifecourse; introduces six important factors that affect the development of an individual’s mental capital and wellbeing (sensory processing; cognition; social cognition; executive function; emotional/motivational processing; and self-concept); the final chapter looks ahead to the next 20 years and considers important factors that will affect the prevalence of and impact of learning disabilities. The report is intended for policy makers and a wide range of professionals and researchers whose interests relate to childhood development and learning difficulties.
Social competence in persons with Prader-Willi, Williams and Down's Syndromes
- Authors:
- RISNER Beth A., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(3), September 2004, pp.209-217.
- Publisher:
- Wiley
This study explores everyday social competence in the lives of persons with three genetic intellectual disability syndromes. Using parent reports on the Social and Activity Competence domains of Achenbach's Child Behavior Checklist (CBCL), socially competent behaviours were examined in 58 persons with Williams syndrome, 54 persons with Prader-Willi syndrome, and 65 persons with Down's syndrome. The Down's syndrome group showed the highest overall social competence scores, while individuals with Prader-Willi syndrome fared worst in terms of their behaviour with others. The Williams syndrome group scored lowest in terms of skill with jobs and chores, and the Down's syndrome group showed the least skill in non-sport activities. Regarding specific activities, musical activities were popular in both Williams syndrome and Down's syndrome, but more participants with Williams syndrome played musical instruments. Compared with the other groups, individuals with Prader-Willi syndrome were five to 25 times more likely to play with jigsaw puzzles, and those with Williams syndrome were least likely to engage in any visual–spatial leisure activities. Age was found to be a positive correlate of social competence for the Williams and Down's syndrome groups, but not for the Prader-Willi group. Implications are discussed for interventions and for future behavioural phenotype work
The relationship between behaviours exhibited by children with autism and maternal stress
- Authors:
- TOMANIK Stacey, HARRIS Gerald E., HAWKINS Jacqueline
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(1), March 2004, pp.16-26.
- Publisher:
- Taylor and Francis
The present study investigated the relationship between behaviours exhibited by children with pervasive developmental disorders, particularly autism, and maternal stress levels. Participants consisted of 60 mothers who had a child diagnosed with a pervasive developmental disorder by an independent practitioner using DSM-IV criteria. Children were between 2 and 7 years of age. Mothers completed the following self-report measures: the Parenting Stress Index (short-form), the Aberrant Behavior Checklist, AAMR Adaptive Behavior Scales and a demographic questionnaire. Two-thirds of the participants in the sample evidenced stress scores that were significantly elevated. Regression analyses revealed that child maladaptive behaviour and child adaptive behaviour accounted for a significant proportion of the variance in maternal stress. Methodological issues and considerations for future research are discussed.