Search results for ‘Subject term:"learning disabilities"’ Sort:
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Screening for learning disability in an adolescent forensic population
- Authors:
- FORD Greta, et al
- Journal article citation:
- Journal of Forensic Psychiatry and Psychology (The), 19(3), September 2008, pp.371-381.
- Publisher:
- Taylor and Francis
It is recognised in the literature that learning disability (LD) and learning difficulties are represented in greater proportions among adolescent offenders than in the broader adolescent population. However at this time no common method for identifying these difficulties is used within the youth justice system (YJS) in England and Wales. A sample of 71 young people within the YJS in the north-east of England completed the Hayes Ability Screening Index, together with standard measures of cognitive functioning (Wechsler intelligence scale: WISC-IV and WAIS-III) and adaptive behaviour (Vineland Adaptive Behaviour Scales). HASI results were compared to the results of these diagnostic measures to assess the utility of the HASI in identifying those who warrant more detailed assessment for LD. Analysis revealed that in this UK population the HASI did not have adequate specificity to be helpful in identifying which young people should be referred for further assessment by specialist LD services. Future investigations should seek to identify a tool or process which would efficiently identify LD within the YJS in order better to serve the needs of this vulnerable group.
Screening for psychiatric disorders in a total population of adults with intellectual disability and challenging behaviour using the PAS-ADD checklist
- Authors:
- ALLEN David, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(4), July 2012, pp.342-349.
- Publisher:
- Wiley
The nature of the relationship between psychiatric disorders and challenging behaviour in people with intellectual disabilities is the subject of debate; a picture that is confused by challenging behaviour itself sometimes being classified as a form of psychiatric disorder. The authors explore this relationship in a population sample of adults with challenging behaviour. More than 800 service settings in a defined geographical area in Wales were screened to identify individuals with challenging behaviour. Detailed behavioural data, Psychiatric Assessment Schedule for Adults with a Developmental Disability (PAS-ADD) checklist and Adaptive Behaviour Scale (Part 1) scores were collected for 76% of the 930 adults identified. Just under 17% of participants reached threshold scores on one on more subscales of the PAS-ADD checklist. There was some evidence of increasing behavioural severity being associated with increasing psychiatric symptoms but there were no associations between specific forms of challenging behaviour and individual symptoms. The authors conclude that these data support previous suggestions that it is unlikely that the majority of challenging behaviours in adults with intellectual disability are underpinned by psychiatric disorders.
Prisoners with learning disabilities and learning difficulties
- Author:
- TALBOT Jenny
- Journal article citation:
- Prison Service Journal, 195, May 2011, pp.29-35.
- Publisher:
- Her Majesty's Prison Service of England and Wales
It is generally recognised that between 5-10% of the adult offending population have learning disabilities. This article examines the importance of recognising such disabilities within the prison service. A prisoner’s ability to get on in prison is predicated on a number of factors, including the ability to understand what is expected of them and to be understood, and the ability to read and write. Results from learning disability screening tools, completed by prisoners as part of the interview process, show that over two-thirds experienced difficulties in verbal comprehension skills, including difficulties understanding certain words and in expressing themselves. The article highlights many of the findings from the Prison Reform Trust’s No One Knows programme, which concluded that the criminal justice system does not recognise or meet the particular needs of people with learning disabilities and difficulties. Consequently, criminal justice agencies, including prisons, are failing in their legal duty to promote disability equality and to eliminate discrimination.
Annual health checks: uptake in Wales and users' views
- Authors:
- PERRY Jonathan, et al
- Journal article citation:
- Llais, 92, Summer 2009, pp.6-10.
- Publisher:
- Learning Disability Wales
All adults with learning disabilities in Wales are entitled to annual health checks. This article reports on the outcome of a series of focus groups which were conducted with people with learning disabilities to find out their views about health checks. It also contains a table showing how many people in each local health board area of Wales had a health check in 2006/7 and 2007/8.
Screening support for women with learning disabilities
- Author:
- RAMESSUR-MARSDEN Heather
- Journal article citation:
- Nursing Times, 26.8.08, 2008, pp.26-27.
- Publisher:
- Nursing Times
Breast and cervical screening can be a daunting, traumatic and often confusing process for women with learning disabilities. In North Wales, Breast Test Wales and Cervical Screening Wales have worked with the North East Wales community learning disability teams to address this issue. The article describes an initiative to produce a health education package for community learning disability teams to guide and support service users through the screening process.
The development of a screening tool for individuals with possible learning needs
- Author:
- CLULEY Emma
- Journal article citation:
- Probation Journal, 66(1), 2019, pp.141-142.
- Publisher:
- Sage
Learning disability is distinct from specific learning disabilities or learning difficulties that can refer to a variety of disorders that impact upon understanding, retention of information or verbal and non-verbal information, for example dyslexia. It is thought that between 20 and 30 per cent of the prison population have some form of learning difficulty that affects their ability to cope in the Criminal Justice System (CJS). This study considered the development of a screening tool to assist with identifying learning needs using information from the Offender Assessment System (OASys). The aim of the research was to help identify the extent of people with intelligence quotients (IQs) of less than 80 and those with learning difficulties who might struggle in prison or in serving a community sentence. The purpose was to assist with identifying individuals who might require further assessment or support. The sample included 2232 males who had been convicted of sexual offences and were serving a custodial sentence. The IQ information was obtained from the previous learning-based assessments that had been undertaken. Of the sample 20 per cent had an IQ of 79 or less; 80 percent had an IQ of 80 or more; 7.2 per cent had an IQ score of 69 or less. Mild disability is often viewed as an IQ of below 70. (Publisher abstract)
Seen and heard: supporting vulnerable children in the youth justice system
- Author:
- TALBOT Jenny
- Publisher:
- Prison Reform Trust
- Publication year:
- 2010
- Pagination:
- 92p., bibliog.
- Place of publication:
- London
It is well established that high numbers of children who come to the attention of youth justice services have complex support needs, low levels of educational attainment, and far more unmet health needs than other children. An online survey was undertaken between October and December 2009 to investigate how staff from youth offending teams (YOTs) identify and support children with particular impairments and difficulties, and what support they in turn receive. Responses were received from over half of YOTs in England and Wales; there were 208 responses from 89 YOTs. The impairments and difficulties included were: mental health problems, IQs of less than 70, communication difficulties, ADHD, autistic spectrum disorder, low levels of literacy, special educational needs, and specific learning difficulties such as dyslexia. The research identified a lack of routine screening and assessment to identify children’s support needs. Although YOT staff spoke highly of specialist services and support, many reported gaps in provision. The survey found that: only around half of YOT staff said they received any training to help identify when children might have particular impairments and difficulties; most YOTs did not use screening or assessment tools or procedures to identify children with learning disabilities; fewer than 1 in 10 staff said their YOT kept statistics on the number of children with disabilities serving court orders; and more than 1 in 5 staff said their YOT did not have a mental health worker. Most YOT staff reported that children with these impairments were more likely to receive a custodial sentence. This report also includes the findings of 3 focus groups, which took place in July 2010, looking specifically at the issue of custodial sentences.
Health inequalities experienced by people with learning disabilities: problems and possibilities in primary care
- Authors:
- NOCON Andrew, SAYCE Liz, NADIRSHAW Zenobia
- Journal article citation:
- Tizard Learning Disability Review, 13(1), April 2008, pp.28-36.
- Publisher:
- Emerald
This article reports on the results of a wide and diverse research programme, including reviews of the relevant literature, consultation, area studies and an inquiry panel, designed to gather a complete picture of these health inequalities and aspects of health services that permit them. The focus of the investigation was primary care health care services delivered by general practices in England and Wales.