Search results for ‘Subject term:"severe learning disabilities"’ Sort:
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A study to define: profound and multiple learning disabilities (PMLD)
- Authors:
- BELLAMY Gary, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 14(3), September 2010, pp.221-235.
- Publisher:
- Sage
- Place of publication:
- London
Profound and multiple learning disabilities (PMLD) are commonly used to describe a person with severe learning disabilities who also has other complex disabilities and health problems. This study aimed to define the term PMLD, suggesting that a shared understanding of terminology or diagnostic terms describing groups of individuals is important for the purposes of strategic development, service planning, and the provision and equity of service delivery. Findings revealed literature reviews provided different definitions and meanings associated with the term. The meaning attributed to the definitions was explored in focus groups and individual interviews with service managers, commissioners, practitioners, frontline healthcare staff and family carers who provide services, support and care for people with PMLD. Further iterative discussions were held with a smaller group over the precise wording of the chosen definition to ensure there was a shared and common understanding. Personal characteristics for the purpose of this study are defined as diagnoses, disabilities, impairments, activity restrictions and other characteristics which represent a person with PMLD. The definition arrived at is now being used across services in Sheffield.
Contextual factors influencing the developmental characteristics of young children with severe to profound intellectual disability: a critical review
- Authors:
- VAN KEER Ines, MAES Bea
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 43(2), 2018, pp.183-201.
- Publisher:
- Taylor and Francis
Background: In typical development, primarily contextual factors at the family level are clearly associated with child developmental outcomes. In contrast, knowledge about the contextual factors influencing the developmental characteristics of children (0–12 years) with severe to profound intellectual disability is scarce. Method: Through computerised searches of 4 bibliographic databases, 54 studies were identified. Results: The included studies were characterised by the use of small study populations and nonvalidated research instruments, as well as by strong research designs and detailed reporting of individual results. The majority of the studies evaluated procedures based on behaviourist learning theory, mostly aimed at reducing nonadaptive behaviour or stimulating choice behaviour. The studied factors proved to be generally effective. Conclusions: Family and parenting factors are one of the most striking gaps in the current literature about the development of children with intellectual disability. Also, further research on long-term developmental changes and bidirectional influences is necessary. (Publisher abstract)
Quality of life of persons with profound intellectual and multiple disabilities: a narrative literature review of concepts, assessment methods and assessors
- Authors:
- NIEUWENHUIJSE Appolonia M., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 44(3), 2019, pp.261-271.
- Publisher:
- Taylor and Francis
Background: The objective of this study was to provide an overview of concepts, methods of assessment and assessors in empirical studies on quality of life (QoL) of persons with Profound Intellectual and Multiple Disabilities (PIMD). Method: A narrative literature review was conducted by searching electronic databases until December 2016, and the included studies were then analysed thematically. Results: Twenty-one articles were included in the analysis. Multidimensional concepts of QoL consisting of both subjective and objective components were found, although the articles used different distinctions for each. QoL was assessed by behavioural observations or interviews/questionnaires. Family members, primary caregivers and more distant observers (or a combination of these three) determined QoL. Triangulation of assessors and methodological pluralism were used. Conclusions: This review highlighted several components of QoL in persons with PIMD, as well as challenges in researching the QoL of persons who are not able to express themselves verbally. The distinction between objective and subjective QoL was difficult to clarify, with interpretation being both inevitable and necessary. Although triangulation is seen to be good practice in QoL assessment, the role of proxies in assessing the QoL of persons with PIMD needs further investigation. (Edited publisher abstract)
New research into general psychiatric services for adults with intellectual disability and mental illness
- Author:
- CHAPLIN R.
- Journal article citation:
- Journal of Intellectual Disability Research, 53(3), March 2009, pp.189-199.
- Publisher:
- Wiley
There has been a long-running debate as to whether this should be provided by general psychiatric or specialised intellectual disability (ID) services. A previous review concluded that there was no clear evidence to support either model with research being often of a poor quality, lacking replication, and outcome measures were often inappropriate or varied between studies. This review aims assess differences in outcome for adults with ID and mental disorders treated in general or specialised ID mental health services. A literature review was conducted using electronic databases and websites of ID and mental health organisations to locate all references where people with ID receive mental health care in general psychiatric services from 2003. People with ID (especially severe ID) have reduced access to general psychiatric services. General psychiatric inpatient care is unpopular especially with carers but can be improved by providing specially trained staff and in-reach from community ID teams. Opportunities may exist to enhance the care of people with borderline intellectual functioning within general psychiatric services. Although no new randomised controlled trials have been published, the weight of research is accumulating to suggest that provision of general psychiatric services without extra help is not sufficient to meet the needs of people with ID.
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.
The prevalence of psychiatric disorders among people with intellectual disabilities: an analysis of the literature
- Authors:
- WHITAKER Simon, READ Stephen
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(4), December 2006, pp.330-345.
- Publisher:
- Wiley
It has often been stated that the prevalence of psychiatric disorders in people with intellectual disabilities is greater than it is in the population as a whole. The epidemiological studies on psychiatric disorders in people with intellectual disabilities were reviewed. The results found evidence that the prevalence of psychiatric disorder is greater in children with intellectual disabilities, compared with children with normal IQs, that it is higher in both adults and children with severe intellectual disabilities compared with people with mild or no intellectual disability and that the rate of problematic behaviour is higher in both adults and children having intellectual disabilities, than in their non-disabled peers. There is no sound evidence that the prevalence of psychiatric disorders in adults with mild intellectual disability is greater than in the population as a whole.
Personalisation and learning disabilities: a review of evidence on advocacy and its practice for people with learning disabilities and high support needs
- Authors:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE, LAWTON Annie
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2009
- Pagination:
- 86p., bibliog.
- Place of publication:
- London
Evidence suggests that people with learning disabilities and high support needs are likely to be left behind in social care provision while those who are more independent have more choice and control over social care services. This review sets out to identify good practice in advocacy for people with a learning disability and high support needs. The report includes the results of a research review and the findings from a practice survey of five services supporting people with learning disabilities and high support needs to find out about innovative practice advocacy in existing services. The research review found an increasing role to play for advocates in decision making about choice and management of individual budgets and direct payments. The final section summarises areas for future development including developing service cultures, building the evidence base, advocacy workforce strategies and commissioning principles which include the views of people who use services.
Teaching food preparation skills to people with intellectual disabilities: a literature overview
- Authors:
- LANCIONI Giuilo E., O'REILLY Mark F.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(3), September 2002, pp.236-253.
- Publisher:
- Wiley
Food preparation skills are considered very relevant for people with intellectual disabilities. This article reviews research studies teaching these skills through the use of pictorial instructions or systematic prompting strategies.Computerized and hard searches led to the identification of: 12 studies using pictorial instructions on cards; four studies using pictorial instructions through computers; seven studies using systematic prompting (time delay or prompted practice of incorrect task steps), and three studies combining time delay with cards.The overall training outcomes were quite encouraging. Maintenance and generalization data tended to be in line with the training outcomes. The findings for the different teaching approaches were analysed in relation to the characteristics of the participants, number and complexity of the tasks available, data collection strategies as well as relevant literature on intellectual disabilities. The suitability of the teaching approaches for different types of people and environments and some relevant issues for future research were also examined.
Scoping review of social participation of individuals with profound intellectual disability in adulthood: what can I do once I finish school?
- Authors:
- GAUTHIER-BOUDREAULT Camille, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 44(2), 2019, pp.248-260.
- Publisher:
- Taylor and Francis
Background: After 21 years of age, adults with a profound intellectual disability (PID) have limited access to specialised services. An important concern that emerges is the potential decrease in their social participation. Knowing the benefits of social participation for adults with PID, it is relevant to address this issue. Method: This scoping review examined the literature on the social participation of people with PID in young adulthood and its influential factors. Results: Results suggest a significant lack of information concerning social participation of these adults. During adulthood, people with PID have currently two main choices to occupy their days: activities in daily activities centre and leisure in community organisation. Few options to maintain their capabilities are available, and this situation has significant impacts on young adults and their families. Conclusion: Future studies focusing specifically on adults with PID and their caregivers are needed to understand their reality when entering adulthood. (Edited publisher abstract)
Attitudes towards sexuality, sterilization and parenting rights of persons with intellectual disabilities
- Authors:
- AUNOS M., FELDMAN M. A.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(4), December 2002, pp.285-296.
- Publisher:
- Wiley
Reviews articles pertaining to attitudes towards sexuality, sterilization, procreation and parenting by people with intellectual disabilities. Most empirical studies were conducted after the appearance of the principles of normalization and role valorization in the 1970s. Across studies, special education teachers and university students appear to hold more positive attitudes towards sexuality and sexuality education programs than parents and service workers. People with intellectual disabilities have conservative attitudes towards sexual intercourse and homosexuality, but may be accepting intimate contact by familiar persons. Despite the ban on involuntary sterilization, it appears that many parents and teachers of persons with intellectual disabilities still support it as a form of contraception, especially for persons with severe intellectual disabilities. Likewise, attitudes towards parenting by persons with intellectual disabilities remain negative, and these attitudes may adversely affect the provision of competency-enhancing supports and services for parents with intellectual disabilities and their children.