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Intellectual Disability (intellectual + disability)
Kinds of Intellectual Disability Terms modified by Intellectual Disability Selected AbstractsJOHN DEWEY'S CONTRIBUTIONS TO AN EDUCATIONAL PHILOSOPHY OF INTELLECTUAL DISABILITYEDUCATIONAL THEORY, Issue 1 2008Scot Danforth In this article Scot Danforth takes as his project addressing that division from the perspective of a Deweyan philosophy of the education of students with intellectual disabilities. In 1922, John Dewey authored two articles in New Republic that criticized the use of intelligence tests as both undemocratic and impractical in meeting the needs of teachers. Drawing from these two articles and a variety of Dewey's other works, Danforth puts forward a Deweyan educational theory of intellectual disability. This theory is perhaps encapsulated in Dewey's observation that "The democratic faith in human equality is belief that every human being, independent of the quantity or range of his personal endowment, has the right to equal opportunity with every other person for development of whatever gifts he has."1 [source] PHILOSOPHERS OF INTELLECTUAL DISABILITY: A TAXONOMYMETAPHILOSOPHY, Issue 3-4 2009LICIA CARLSON Abstract: This essay explores various roles that philosophers occupy in relation to intellectual disability. In examining how philosophers define their object of inquiry as experts and gatekeepers, it raises critical questions concerning the nature of philosophical discourse about intellectual disability. It then goes on to consider three alternate positions, the advocate or friend, the animal, and the "intellectually disabled," each of which points to new ways of philosophizing in the face of intellectual disability. [source] The Effect of Active Support Interactive Training on the Daily Lives of Adults with an Intellectual DisabilityJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 2 2010Vasiliki Totsika Background, Interactive training (IT) is one of the two staff training components of the active support (AS) model. The present study explores how effective IT is when offered to staff divorced in time from the AS workshops, the other training component. We explored the effects of IT on resident activity engagement, challenging behaviours and staff assistance. Materials and Methods, Twenty-one adults with an intellectual disability living in residential settings participated. Observations and ratings of staff and resident behaviours were obtained before, immediately after the training sessions, and at 6 months follow-up. Results, Group-level analyses indicated a short-lived improvement in quality of staff support but, in general, there was an overall lack of change in staff behaviours, resident engagement and , observed and rated , challenging behaviours. However, subgroup analyses indicated that there was a significant improvement in engagement immediately after IT for a distinct subgroup of participants; those who had significantly higher aggressive behaviour ratings at the beginning of the study. Conclusions, Findings support the combination of the training components of AS for improvements in the quality of life for people with intellectual disability. IT may also be worthy of future study as a potential stand-alone intervention for people with the most difficult challenging behaviours. [source] The Handbook of Intellectual Disability and Clinical Psychology PracticeJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 4 2009Dr Janet Carr [source] Cancer and Intellectual Disability: A Review of Some Key Contextual IssuesJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 6 2008James Hogg Research into the health of people with intellectual disabilities has increasingly focused on the occurrence of cancer in this population. Information on the incidence and prevalence of cancer is reviewed in both institutional and community settings. Examples of environmental causation are considered including Helicobacter pylori. Gender-specific issues are considered with respect to both women and men, and screening services discussed. The overall issue of timely diagnosis of cancer in members of this population is reviewed with special reference to avoidable deaths. The need for methodologically sound studies to clarify the epidemiology of cancer in people with intellectual disabilities is discussed. [source] Parents labelled with Intellectual Disability: Position of the IASSID SIRG on Parents and Parenting with Intellectual DisabilitiesJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 4 2008IASSID Special Interest Research Group on Parents, Parenting with Intellectual Disabilities Background, On August 5th, 2006, the third meeting of the International Association for the Scientific Study of Intellectual Disabilities (IASSID) Special Interest Research Group (SIRG) on Parents and Parenting with Intellectual Disabilities was convened in Maastricht, The Netherlands, coinciding with the 2nd International Congress of IASSID-Europe. The SIRG Parents and Parenting with Intellectual Disabilities membership includes scholars from a number of countries including the United States, Canada, England, Germany, The Netherlands, Sweden, Denmark, Iceland, Japan, Australia and New Zealand. These scholars come from a range of academic and professional disciplines, including sociology, psychology, education, nursing, social work and occupational therapy. Method, This position paper developed by the Parenting SIRG brings into sharp relief the UN Convention on the Rights of Persons with Disabilities adopted by the General Assembly in December 2006. The convention affirms the right of persons with disabilities to marry and found a family (Article 23, (1)(a)). Further, states parties are bound to ,take effective action and appropriate measures to eliminate discrimination against persons with disabilities in all matters relating to marriage, family, parenthood and relationships,' (Article 23 (1)), and ,,render appropriate assistance to persons with disabilities in the performance of their child-rearing responsibilities' (Article 23 (2)). Results, This position paper synthesizes messages from research about the challenges that parents labelled with intellectual disability face, and how they can be assisted in their parenting role. [source] The Validity of a Personality Disorder Diagnosis for People with an Intellectual DisabilityJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 3 2008Jessica Moreland Background, It has long been appreciated that people with intellectual disabilities experience mental health problems. Studies into the prevalence of personality disorder in the population of people with an intellectual disability indicate significant variations, which have no clear explanation. Method, Work on personality disorder and personality is reviewed. Results, This article will outline some of the reasons for the variations in the reported prevalence figures including the impact of diagnostic overshadowing, problems inherent within the diagnostic classification systems and instruments that have a significant impact upon the reliability of a diagnosis. It will also argue that there are some fundamental issues relating to the validity of the construct of personality disorder and its application to the population of people with intellectual disabilities. The article notes that the model of personality, which in itself is not without critics, is derived from research on the general population and has not been integrated with personality research conducted within the population of people with an intellectual disability. Conclusion, It is suggested that the current diagnostic systems need to be reviewed in the context of an existing evidence base from within the field of intellectual disabilities. There are grounds to be cautious with the current diagnostic process and to question its clinical utility. Furthermore, diagnosis may only serve as an intermediate step and as part of a more detailed nomothetic approach. [source] The Assessment of Basic Learning Abilities Test for Persons with Intellectual Disability: A Valuable Clinical ToolJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 5 2007Tricia Vause The Assessment of Basic Learning Abilities (ABLA) test requires a tester to attempt to teach to a person, using standard prompting and reinforcement procedures, six tasks that are hierarchically ordered in difficulty. Performance on the test provides valuable information for teachers and rehabilitation workers to match the difficulty of training tasks with the learning ability of persons with profound, severe and moderate intellectual disabilities. This paper summarizes the characteristics of the test, outlines the testing procedures, and reviews supporting data and practical guidelines for clinicians. [source] The Social Networks of People with Intellectual Disability Living in the Community 12 Years after Resettlement from Long-Stay HospitalsJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 4 2006Rachel Forrester-Jones Background, The social inclusion of people with intellectual disabilities presents a major challenge to services. As part of a 12-year follow up of people resettled from long-stay hospitals, the size of 213 individuals' social networks and the types of social support they received were investigated, as viewed by people with intellectual disabilities themselves. The types of support received in four different kinds of community accommodation were compared. Method, Individuals were interviewed and their social support networks mapped using a Social Network Guide developed for the study. Descriptive statistics were generated and comparisons made using generalized linear modelling. Results, The sample comprised 117 men (average age 51 years) and 96 women (average age 56 years). All but seven were White British, 92% were single and they had in general, mild to moderate intellectual disabilities. The average network size was 22 members (range 3,51). The mean density was 0.5. A quarter of all network members were other service users with intellectual disabilities and a further 43% were staff. Only a third of the members were unrelated to learning disability services. In general, the main providers of both emotional and practical support were staff, although these relationships were less likely to be described as reciprocal. Other people with intellectual disabilities were the second most frequent providers of all types of support. People in small group homes, hostels and supported accommodation were significantly more likely to report close and companiable relationships than those in residential and nursing homes, but they also reported a greater proportion of critical behaviour. Conclusions, The social networks revealed in this study are considerably larger than those of previous studies which have relied on staff reports, but findings about the generally limited social integration of people with intellectual disabilities are similar. A clearer policy and practice focus on the desirability of a range of different social contexts from which to derive potentially supportive network members is required so that people do not remain segregated in one area of life. [source] Assessment of the Component Skills for Cognitive Therapy in Adults with Intellectual DisabilityJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 1 2006Theresa Joyce Background, This study examines the extent to which a random sample of adults with intellectual disabilities possess the component skills necessary to undergo cognitive behaviour therapy (CBT). Method, Seventy-two individuals underwent a range of assessments, including measures of language ability, ability to identify and to label emotions, ability to link events and emotions and a cognitive mediation task. The method broadly replicated a previous study undertaken by Dagnan et al. [Cognitive Therapy and Research (2000) vol. 24, pp. 627,636]. Results, Results showed significant relationships between language ability and ability to recognize and label emotions, ability to link events and emotions and pass the cognitive mediation tasks. The majority of the participants were unable to pass the tasks linking emotions and events and the cognitive mediation tasks. They also demonstrated a limited emotional vocabulary. The findings were similar to those of Dagnan et al. (2000). Conclusions, It is possible to assess some of the component skills necessary for undergoing CBT. People with intellectual disabilities will need support from therapists to teach the skills necessary to undertake cognitive interventions, and a ,step-wise' approach to assessment will enable such support to be appropriately targeted to individual need. [source] The Influence of Anger-arousal Level on Attribution of Hostile Intent and Problem Solving Capability in an Individual with a Mild Intellectual Disability and a History of Difficulties with AggressionJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 1 2006Kenneth M. A. MacMahon Background, Recent studies have suggested that cognitive biases may play an important mediating role in aggressive outbursts from people with mild intellectual disabilities (IDs). Essentially, some individuals may frequently perceive other people as acting towards them in a hostile fashion. This biased perception may develop through repeated adverse experiences, and may make them more likely to respond, likewise, in an aggressive manner. These studies have led to the development of a cognitive behavioural model of aggression, incorporating factors both intrinsic and extrinsic to the individual. This study aimed to explore one facet of this model: a putative relationship between anger-arousal level, problem-solving ability and perception of hostile intent in others. Method, Single-case methodology was utilized, and a 44-year-old man with a mild ID and a history of difficulties with aggression participated. A series of vignettes, containing potentially provocative social interactions, were read to the participant. His perception of hostile intent, and suggestions of possible behavioural responses were recorded as dependent variables. Anger-arousal was manipulated, through autobiographical recall, as a dependent variable. Results, Although not conclusive, results indicate that anger-arousal may act in an interactive fashion to increase perception of hostile intent. No effect of anger-arousal was observed on problem-solving ability; however, floor-effects in the task used may provide an explanation for this. Conclusions, A high level of anger-arousal may exacerbate the probability of a frequently aggressive individual perceiving others as acting in a hostile manner. However, future research should take the limitations of this study into account, and continue development of a cognitive model of frequent aggression in those with a mild ID. [source] Health, Equity and Intellectual DisabilityJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 2 2005Stephen R. Leeder In this paper, we first describe the current state of health across the world. We then note that despite general good health, it is not everyone's experience and that differences in health among people frequently appear to be unfair. Health promotion is a movement committed to prevention and to creating opportunities for all people to live healthy lives. We examine the application of health promotion to people with intellectual disability. Finally, we bring equity, health promotion and intellectual disability together and ask to what extent people with these problems are victims of inequity. If they are , as seems likely , societies that have built their health services on humane values should assume greater responsibility for meeting their special needs, promoting their opportunities for health as well as managing their illnesses. [source] Using Q-Methodology to Involve People with Intellectual Disability in Evaluating Person-Centred PlanningJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 3 2004Helen Combes Objectives Person-centred approaches do not easily lend themselves to standard methods of evaluation. This study develops a technique that will involve service users and their circle of support in making individual plans. Methodology Q-methodology is a phenomenological approach, which enables the researcher to co-construct the stories of many people. Two people with learning disabilities and seven members of their circle of support were identified to participate in the study. They attended a stakeholder meeting to identify 36 valued activities. The 16 participants then completed a Q-sort using photographs to represent these activities. These sorts were then interpreted using Q-methodology. Results There were a number of intercorrelations between the card sorts. Principle component analysis showed that two factors accounted for 73% of the variance of the data. The two clusters represented the members of each person's circle of support. Analysis and comparison of the factors have highlighted the similarities and differences between individuals and their circle of support. Conclusions This study shows that Q-methodology is a useful adjunct to person-centred planning. Looking at and interpreting the data, which emerge through Q-methodology, hashighlighted both similarities and individual differences for goal planning. It has also highlighted potential areas for service change and development. Using Q-sorts over time may be a way to demonstrate the subjective change in peoples' values that occur through person-centred planning (PCP). [source] Mortality and Life Expectancy in Dutch Residential Centres for Individuals with Intellectual Disability, 1991,1995JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 3 2002Marian A. Maaskant Background Several studies showed that the individuals with intellectual disability have a shorter life expectancy than their intellectually average peers. To gain insight in the present life expectancy of people with intellectual disability, a study with recent data was performed. Methods We used data of the National Case Register (LRZ) with data of almost all residents of residential centres in the Netherlands for the period 1991,1995 (N = 29 290). Approximately 40% of all people with intellectual disability in the Netherlands reside in such centres. Results Results showed that 5-year-old people with intellectual disability in Dutch residential centres have a life expectancy of 41 years. The life expectancy of their peers with Down's syndrome in the centres is 46. At the age of 30 years, the respective figures are 36 and 26 years. No statistically significant differences in mortality were found between women and men and between levels of intellectual disability. Conclusions Due to prolonged longevity, the client population in residential centres will continue to age and thus the numbers of older individuals will increase. This ageing process has implications for the care for elderly individuals, because they need other care than before due to physical, psychological and social changes and spiritual challenges. [source] Role of Music Therapy in Social Skills Development in Children with Moderate Intellectual DisabilityJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 2 2000Barbara Duffy The present study investigated the effectiveness of a music therapy programme in the enhancement of the social skills of children with moderate intellectual disability. Thirty-two children (age range = 5,10 years) from four intellectual disability centres participated. At each centre, four children were randomly selected to participate in the music therapy programme, while four children were assigned to a non-music control group programme. One staff member was trained in each group procedure at each centre, and requested to run 30-min group sessions twice weekly over an 8-week intervention period. Five social skills were targeted for intervention: turn-taking, imitation, vocalization, initiation and eye contact. Measures of effectiveness involved comparison of pre- and post-intervention scores on five target skills using a brief social skills test specifically designed for the study. Evaluation forms completed by teachers also provided feedback on the effectiveness of the intervention. The results reflect significant improvements in the five target social skills across both conditions following the 8-week intervention. However, this difference was found to be independent of the music/non-music intervention. [source] Family Control: The Views of Families Who have a Child with an Intellectual DisabilityJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 1 2000Marie Knox This paper, reporting on part of a wider study, explores the views held by 68 families, who have a child with a disability, of their perceptions of lifestyle control or empowerment. In particular, the paper seeks to examine whether these families perceive their interactions with service providers to be consistent with family-empowerment principles. Individual open-ended interviews were conducted with these family members, yielding information on their perceptions of their control over their family lives, and on their views as to how their interactions with service providers might be conducted in such a way as to recognize and enhance such control. The implications for professionals working with families in a manner that recognizes family members as truly equal partners and that promotes and enhances genuine family empowerment are discussed. [source] Diagnostic Manual , Intellectual DisabilityJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 11 2008Andrew Isaac [source] Implicit memory is independent from IQ and age but not from etiology: evidence from Down and Williams syndromesJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 12 2007S. Vicari Abstract Background In the last few years, experimental data have been reported on differences in implicit memory processes of genetically distinct groups of individuals with Intellectual Disability (ID). These evidences are relevant for the more general debate on supposed asynchrony of cognitive maturation in children with abnormal brain development. This study, comparing implicit memory processes in individuals with Williams syndrome (WS) and Down syndrome (DS), was planned to verify the ,etiological specificity' hypotheses pertaining to the skill learning abilities of individuals with ID. Method A modified version of Nissen and Bullemer's (1987) Serial Reaction Time (SRT) task was used. The performances of three group were evaluated. The first group consisted of thirty-two people with WS (18 males and 14 females). The second group was comprised of twenty-six individuals with DS (14 males and 12 females). The two groups of individuals with ID were selected so that the groups were comparable as for mental age and chronological age. The third group consisted of forty-nine typically developed children with a mental age similar to that of the groups with WS and DS. Results The two groups of individuals with ID demonstrated different patterns of procedural learning. WS individuals revealed poor implicit learning of the temporal sequence of events characterizing the ordered blocks in the SRT task. Indeed, differently from normal controls, WS participants showed no reaction time (RT) speeding through ordered blocks. Most importantly, the rebound effect, which so dramatically affected normal children's RTs passing from the last ordered to the last block, had only a marginal influence on WS children's RTs. Differently from the WS group, the rate of procedural learning of the participants with DS was comparable to that of their controls. Indeed, DS and typically developed individuals showed parallel RT variations in the series of ordered blocks and, more importantly, passing from the last ordered to the last block. Therefore, a substantial preservation of skill learning abilities in this genetic syndrome is confirmed. Conclusions The results of the present study document that procedural learning in individuals with ID depends on the aetiology of the syndrome, thus supporting the etiological specificity account of their cognitive development. These results are relevant for our knowledge about the qualitative aspects and the underlying neurobiological substrate of the anomalous cognitive development in mentally retarded people. [source] A Five-Country Comparative Review of Accommodation Support Policies for Older People With Intellectual DisabilityJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES, Issue 1 2010Christine Bigby Abstract International covenants and domestic social policies in most developed countries regard people with intellectual disability as citizens with equal rights, suggesting they should have the similar aspirations of a healthy and active old age as the general community, and an expectation of the necessary supports to achieve this. This article compares the development and implementation of accommodation support policies for people aging with intellectual disabilities in five liberal welfare states. It describes the limited development of policies in this area and suggests possible reasons why this is the case. A review of the peer reviewed and grey or unpublished advocacy and policy literature on aging policies for people with intellectual disability was conducted which covered Australia, Canada, Ireland, the UK, and the U.S. Despite consistent identification of similar broad policy issues and overarching goals, little progress has been made in the development of more specific policies or implementation strategies to address issues associated with accommodation support as people age. Policy debates have conceptualized the problem as aging in place and the shared responsibility of the aged-care and disability sectors. This may have detracted from either sector leading the development of, or taking responsibility for, formulating, implementing, and resourcing a strong policy framework. [source] Intellectual Disability in the Context of a South African PopulationJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES, Issue 2 2008Jennifer Kromberg Abstract, Childhood disabilities, including intellectual disabilities (ID), are thought to occur in 5,17% of children in developing countries around the world. In order to identify and describe the childhood disabilities occurring in a rural South African population, as well as the context in which they occur, a study was carried out in the Bushbuckridge district in the poor northeast part of the country. Altogether, 6,692 children were screened in their homes in eight villages using the Ten Questions questionnaire. This questionnaire was used by local-trained field-workers in interviews with mothers and other carers, to screen children for five disorders (viz., intellectual, hearing, visual and movement disorders, and epilepsy). Altogether, 722 (10.8% of the total sample) children, who screened positive, were examined at clinics in their villages by a pediatrician for diagnostic, treatment, and referral purposes. In addition, 100 traditional healers in the district were interviewed with a specially designed schedule of questions to assess their attitudes toward disabilities and their management of affected children. The results showed that 291 (4.3%) children had at least one of the five disabilities. ID occurred in 3.6%, epilepsy in 0.7%, visual disorders in 0.5%, movement disorders in 0.5%, and hearing disorders in 0.3%. More boys than girls with hearing disorders were receiving special education. Many of the affected children were not receiving treatment or education, resulting in a reduction in their quality of life. Traditional healers were attempting to treat epilepsy and seldom referred affected children to hospital, although effective treatment was available there. Genetic factors were involved in about half the conditions, but genetic services were negligible. Appropriate health, diagnostic, treatment, educational, and supportive services are required for children with disabilities, and awareness of their needs and the resources to meet them should be increased in this community. [source] Development and Psychometric Properties of an Assessment for Persons With Intellectual Disability,The interRAI IDJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES, Issue 1 2007Lynn Martin Abstract, This paper describes the development of the interRAI-Intellectual Disability (interRAI ID), a comprehensive instrument that assesses all key domains of interest to service providers relative to a person with an intellectual disability (ID). The authors report on the reliability and validity of embedded scales for cognition, self-care, aggression, and depression. Four provider agencies volunteered to participate and assessed a total of 160 community-dwelling adults with ID using the interRAI ID, Dementia Questionnaire for Persons with Mental Retardation, and Reiss Screen for Maladaptive Behavior. All scales had acceptable levels of internal consistency (Cronbach's alpha 0.74,0.93) and good relationships with the criterion measures (r = 0.50,0.93, p < 0.0001). The development of the interRAI ID represents an important and successful first step toward an integrated, comprehensive, and standardized assessment of adults with ID. Use of this instrument may lead to more appropriate support planning, enhanced communication between various professionals supporting persons with ID, and a more seamless approach to supports across the health and social service systems. [source] Perceptions of Death and Management of Grief in People with Intellectual DisabilityJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES, Issue 2 2006Rianne Meeusen-van de Kerkhof Abstract, The authors examine the way in which people with intellectual disability (ID) handle death and mourning, and note that the way in which death and bereavement are being experienced depends , among other things , upon the intellectual and socio-emotional age of the individual. The authors used the theories formulated by Piaget (cognitive development), Do,en (socio-emotional development), Timmers-Huigens (strategies of ordering experience), and Fowler (stages of faith) to frame an explanation of how people with ID perceive and experience death. This ranges from hardly any understanding (among persons with profound ID) to a clear realization (among persons with mild ID) of death. Within this framework, the authors offer suggestions and tools for counselors that can be used to help people with ID to manage grief, contingent on their degree of emotional-cognitive-social development (e.g., offering closeness and physical contact, using specific rituals, making use of stories and photographs, and allowing participation in farewell rituals). [source] Alzheimer's Dementia in Persons with Intellectual Disability.JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES, Issue 2 2006Concerns, Some Common Questions [source] Intellectual Disability, Trauma and PsychotherapyBRITISH JOURNAL OF LEARNING DISABILITIES, Issue 2 2009Kelley Johnson No abstract is available for this article. [source] Intellectual disability, challenging behaviour and cost in care accommodation: what are the links?HEALTH & SOCIAL CARE IN THE COMMUNITY, Issue 4 2005Martin Knapp PhD Abstract The paper examines the links between degree of intellectual disability, challenging behaviour, service utilisation and cost for a group of people with intellectual disabilities living in care accommodation in England. A cross-sectional survey was conducted of people with intellectual disabilities, identified via provider organisations, with supplementary collection of costs data. Multivariate analyses of cost variations were carried out for 930 adults with intellectual disabilities. There were strong, nonlinear, interdependent links between degree of intellectual disability, behaviour, service use and costs. Higher costs were associated with more severe intellectual disabilities and more challenging behaviour. Sector and scale of residence also influenced cost in quite complex ways. Access to and use of services by people with intellectual disabilities were not always appropriately linked to perceived or actual needs. Policy makers and local commissioning agencies need to explore the sources of cost variation between individuals, sectors and types of accommodation in order to achieve national policy objectives on quality, choice, independence and inclusion. [source] Intellectual disability, ethics and genetics , a selected bibliographyJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 7 2003H. P. Meininger First page of article [source] Investigating intellectual disability: A genetic perspectiveJOURNAL OF PAEDIATRICS AND CHILD HEALTH, Issue 7 2003NK Poplawski Abstract: Intellectual disability (ID) is a common paediatric problem. Investigation focused on determining the aetiology of ID is warranted because a specific diagnosis may assist in prognostication, recurrence risk counselling, and identification of therapeutic and educational interventions. Three groups of screening investigations can be justified on the basis of expert opinion, common sense and the small body of published evidence-based medicine. First, investigations where current evidence justifies routine use in the investigation of ID; second, investigations which should be considered in all children with ID, although there is insufficient current evidence to support routine use; and finally, investigations which currently have an unclear role in children with ID and should be restricted to specific clinical situations unless further evidence suggesting otherwise emerges. There is a great need for systematic evaluation of the diagnostic yield of investigation templates based on this proposed stratification of investigations. [source] Intellectual disability in Western AustraliaJOURNAL OF PAEDIATRICS AND CHILD HEALTH, Issue 3 2000C Bower Objective: To investigate the prevalence of intellectual disability in Western Australia (WA), its causes, prevention, and trends over time. Methodology: Data from an administrative database of intellectual disability in WA were used to report on the trends in intellectual disability in childhood. Results: The prevalence of intellectual disability was 8.3 per 1000 live births in 1980,90. For half the cases, there was no known cause for the intellectual disability. Down syndrome accounted for 14 to 15% of all cases. Since the introduction of newborn screening, no WA-born child participating in the screening program has been diagnosed with intellectual disability as a result of either phenylketonuria or congenital hypothyroidism. The rate of autism spectrum disorders rose from three to six per 10 000 in the 1980,83 WA birth cohort to 10,13 per 10 000 for the 1989,92 cohort. Conclusions: Recent linkage of this administrative database to the WA Maternal and Child Health Research Data Base provides a unique opportunity for more detailed investigation of intellectual disability and its risk factors in a large, well-ascertained population of children. [source] Blockheads, roundheads, pointy heads: Intellectual disability and the brain before modern medicineJOURNAL OF THE HISTORY OF THE BEHAVIORAL SCIENCES, Issue 2 2005C. F. Goodey Recent work on the conceptual history of intellectual disability has pointed to a discontinuity in the seventeenth century, identifying the concept as essentially modern in a more radical sense than mental illness or physical disability. However, Galenist accounts of intellectual impairment were clearly connected (via anatomy) to neurology, which could be taken as prima facie evidence that Galenism shares with modern medicine one of its basic explanatory approaches to intellectual disability. Close textual examination does not bear out this counter-claim, at least as far as the conceptual apparatus itself is concerned. However, it does reveal a degree of continuity in the medical mind-set as discourses of monstrosity were transposed from the domain of anatomy to that of post-Cartesian psychology. © 2005 Wiley Periodicals, Inc. [source] A survey of New Zealand RANZCOG Fellows on their use of the levonorgestrel intrauterine device in adolescentsAUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 2 2009Helen PATERSON Background: The levonorgestrel intrauterine device (LNG-IUD) is an established treatment for adult women. Although it is being used in adolescents, there is little published research in this age group to date. Recent reviews and editorials have challenged the long-held views that intrauterine devices should not be used in young women. Aims: This study aimed to identify the patterns of use, including indications and contraindications of the LNG-IUD in adolescents by RANZCOG Fellows practising in New Zealand. Methods: A postal survey of New Zealand RANZCOG Fellows on their use of the LNG-IUD in females aged 10,19 years. Results: There was a 72% response rate. Half of the respondents had inserted the LNG-IUD in adolescents. Non-inserters identified a significantly greater number of contraindications than inserters (,2, P < 0.0001). Over half of those respondents who had inserted a device in an adolescent did so fewer than three times per year. Intellectual disability and endometriosis, both unlicensed indications, were the two most commonly identified circumstances for insertion by respondents. Conclusions: Patterns of insertion of the LNG-IUD in adolescents by RANZCOG Fellows in New Zealand differ and there was equipoise over its use. Further research is required to establish the efficacy, safety and acceptability of the LNG-IUD in adolescents. [source] | |||||||||||||||||||||||||||||||||||||