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Results for “Persons with Intellectual Disabilities”

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PubMed2002

Exploring perspectives on transition of youth with disabilities: voices of young adults, parents, and professionals.

Qualitative research methods were used to examine transition experiences of (a). 9 young adults with severe disabilities during their last year of high school, (b). their parents, and (c). professionals from schools and adult service agencies. Students were remarkably articulate about plans following graduation but had few opportunities to meaningfully fulfill them. Parents hoped their child's talents and abilities would allow them to achieve fulfilling adult lives, but faced uncertain outcomes and unfamiliar procedures. Professionals managed the process and approached transition by matching needs to available programs; however, these programs fostered dependency and denied students a genuine opportunity to achieve full adult status. Although both parents and professionals worked for the betterment of young adults, the inability to recognize diverse perspectives seriously impeded the quality of the transition process.

Adolescent↗
PubMed2006

A 6-month follow-up of the effects of an information and communication technology (ICT) training programme on people with intellectual disabilities.

We investigated the long-term effects of an information and communication technology (ICT) training programme for people with intellectual disabilities (ID). A community-based ICT training programme was designed to enhance the computer skills of people with ID and prepare them to make use of ICT in their daily life. Of the 100 who had participated in the original ICT training programme, 59 of them and their caregivers agreed to participate in the follow-up interview. A computer skills checklist was used to assess the ICT competence of the participants before training, after training, and at the 6-month follow-up assessment. All caregivers were interviewed at the 6-month follow-up session to explore the use of ICT by people with ID and their needs for further training. Results from repeated measures ANOVA showed that participants maintained at the 6-month follow-up the basic ICT skills that they acquired during training [F=13.86, p<0.001]. Caregivers reported that participants spent more time in using the computers, but still needed occasional guidance. They also reported a need to advance their ICT skills beyond the basic computer training. We concluded that ICT training for people with ID would help them in maximizing the benefits of information technology via computers.

Adolescent↗
PubMed2005

Handicaps and the development of skills between childhood and early adolescence in young people with severe intellectual disabilities.

BACKGROUND: While a number of studies have examined the development of skills in children with intellectual disabilities (ID), most have been cross-sectional, most have been concerned with particular syndromes such as Down's syndrome or autism and few have attempted to identify factors associated with improvements in skills. METHODS: From a sample of 111 children with severe ID who had been identified from the registers of six special schools at 4-11 years of age, 82 were traced and reassessed 5 years later at the age of 11-17 years. On both occasions, information on the children's handicaps and skills was collected by interviewing their main carers using a shortened version of the Vineland Adaptive Behaviour Scales and the Disability Assessment Schedule. RESULTS AND CONCLUSIONS: There were small but statistically significant improvements in Vineland age-equivalent communication and daily living skills scores, but not in Vineland Socialization scores, over the 5-year period of follow-up. This pattern of improvement was observed in most aetiological subgroups. Improvement in skills was greatest in younger children, and was associated with reductions in behaviour problems and in levels of parental stress. In spite of the improvements in age-equivalent scores, Vineland standard scores showed significant declines over the same period of time, indicating that the improvements observed were smaller than would be expected in a general population sample of children of the same age. The dangers of using standard scores or quotients to quantify the level of functioning of children with severe ID are highlighted.

Activities of Daily Living↗
PubMedDate not supplied

Measuring stress in the mildly intellectually handicapped: the factorial structure of the Subjective Stress Scale.

The Subjective Stress Scale (SSS) was developed by Bramston and Bostock (1994) to provide a sensitive measure of stress for people with intellectual disabilities. This study examined the underlying structure of the SSS by analysing responses of 221 intellectually disabled people to the questionnaire. Exploratory factor analysis of the interitem correlation matrix yielded at least three solutions that were quite interpretable: a one-factor, a two-factor, and a four-factor solution. Factors in all three solutions bore a strong resemblance to stress dimensions reported for the general population using other stress measures. The results suggest that although the actual stressors vary, persons with mild intellectual disability are affected by the same major stress dimensions as the general population. The results also suggest that the SSS can be used as a much needed measure of subjective stress levels in people with mild intellectual disabilities.

Adult↗
PubMed2002

Rights not restrictions for learning disabled adults: a response to Spiecker and Steutel.

What follows is a response to an article by Spiecker and Steutel in which they pose the question of whether sex between people with "mental retardation" (sic) is morally permissible and in which they argue that since many such people cannot give "valid consent", the additional consent of caretakers may be required. However, we argue that the term "mental retard" is offensive and that either the UK terminology ("the learning disabled") or the internationally accepted term ("intellectually disabled") are more acceptable. Moreover, we point out that Spiecker and Steutel are mistaken. Many "learning disabled" people can and do give "valid consent". In any case, their question is itself dubious. Why should two learning disabled people who want to have sex together need anyone else's consent? In addition, we briefly address the rights of the learning disabled to the same sexual freedom as others, on the one hand, and to freedom from sexual exploitation on the other hand. Finally, we consider the implications of these issues for moral education. We suggest that carers need to develop empathy and, where necessary, advocacy skills. We point to the existence of training programmes on sexuality and protection issues.

Adult↗
PubMed1995

Parent perspectives of peer relationships and friendships in integrated and specialized programs.

In-depth interviews of a large community-based sample of mothers of preschool-age children with established disabilities and those classified as at-risk were conducted focusing on issues of children's peer relations and friendships. Results revealed that mothers of children enrolled in both integrated and specialized programs perceived their respective settings as valuable for the development of their child's peer relations and friendships. Mothers of children in integrated settings reported that their child played better and was more social due to the participation of children without special needs. A similar pattern was obtained for mothers of children enrolled in specialized programs in response to a hypothetical situation. Nevertheless, both groups of mothers were clearly concerned about peer rejection and noted the importance of having other children with special needs in the program available as a means of promoting tolerance and acceptance.

Attitude↗
PubMed1977

The attachment of a retarded child to an inanimate object: translation into clinical utility.

This paper describes the relationship of a moderately retarded boy with autistic features to an inanimate object, relates this relationship to his emotional development, and suggests methods for utilizing observations of his behavior with the object for assessment of cognition. The authors suggest that the object differs only qualitatively from a transitional object. Implications for the evaluation of retarded children include the necessity for approaches identical to those used in evaluating intellectually normal children and interdisciplinary assessment with combinations of behavioral and dynamic techniques. Implications for parent counseling, institutional policies, therapeutic practice, psychological assessment, and personality theory are outlined.

Child↗
PubMed1976

Negotiating educational programs for children with developmental disorders: assessment, interpretation, demonstration, support (AIDS).

An approach to negotiating educational programs for children with multiple developmental problems is presented using two case examples from an interdisciplianry setting, the University Affiliated Cincinnati Center for Developmental Disorders. The use of the AIDS (Assessment, Intervention, Demonstration, Support) approach offers the schools evidence that the professional educator and psychologist are working in good faith and will not abandon them prematurely. Proper school placement through mediation also allows the school personnel to receive credit from the family for making the necessary changes, therefore not losing face with the parents. This approach seems particularly applicable to children with multiple and chronic problems who do not fit single special educational/diagnostic categories or labels.

Child Psychiatry↗
PubMed1994

Increasing opportunities for requesting in classrooms serving children with developmental disabilities.

Evaluated an intervention package for increasing requesting opportunities in special education classrooms. Five teachers, serving 26 children with moderate to severe disabilities, received in-service training, consultation, and feedback on the use of three strategies designed to create opportunities for requesting (i.e., missing item, interrupted chain, delayed assistance). Observations were conducted in a multiple-baseline across classrooms design to record the number and types of opportunities provided by each teacher. During baseline, few opportunities for requesting were observed. The number of opportunities for requesting and the number of correct student responses increased during intervention. Opportunities continued to be provided during generalization and follow-up sessions. The study demonstrated an effective strategy for helping teachers incorporate opportunities for functional communication into the natural environment.

Adolescent↗
PubMed1994

Escape behavior in task situations: task versus social antecedents.

We designed an investigation to differentiate two types of challenging behaviors occurring in teaching situations: those evoked by task stimuli (i.e., task avoidance), and those evoked by social stimuli present in teaching situations (i.e., social avoidance). Four students with developmental disabilities who exhibited challenging behaviors in teaching situations were exposed to social interaction in a play situation and task demands in a teaching situation. Results indicated that the students exhibited two distinct behavior patterns. Two of the students exhibited a behavior pattern consistent with task avoidance and the other two students exhibited a behavior pattern consistent with social avoidance. Implications concerning task versus social avoidance and the need for more fine-grained analyses of the stimuli associated with escape behavior are discussed.

Autistic Disorder↗
PubMed1990

Past and present trends in residential treatment.

The history of residential care for those with autism and other developmental handicaps is summarized for the past 200 years. Residential trends toward community integration in the past three decades are traced for autism in general and for one state institution in particular. Parallel cycles for residential care from previous periods are identified. Some negative side effects of current trends are identified if the needs of the population with handicaps and the community are not better integrated in the future.

Autistic Disorder↗
PubMed1990

The future of children is now.

A community resource network, Annie Sullivan Enterprises, Inc., is described as a system for community integration of children and youth who have developmental disabilities and mental health problems. A brokerage model is espoused for accessing and delivering services. The model is based on Hobb's (1975) view that organization of human services must be based primarily on the client's needs rather than on the needs of the service agency. Lessons and recommendations based upon 7 years of successful operation are described.

Autistic Disorder↗
PubMed1990

Normalization and its relevance today.

Historically, the normalization principle has been influential in promoting a comprehensive community-based service delivery system for people with developmental handicaps. However, its effects were more positive a decade ago when the issues were simply inhumane institutions or more individualized community-based alternatives. Issues in community-based programs for developmentally handicapped people have become more diverse and the choices more complex. In the current climate, the effects of the normalization principle have polarized issues for several reasons: The theory works better than current practice, the criteria are vague and the goals unattainable, normalization takes the focus away from individual client needs, the theory discourages diversity, normalization has become a rallying point for inappropriate practices, overzealousness of normalization advocates has polarized issues, normalization promotes an undesirable value system, and normalization ignores handicapped clients' deficits. What is needed to replace the normalization principle today are guiding concepts that are clearer, more responsive to client needs, and more reflective of value systems that are in the best interests of handicapped people.

Adult↗
PubMedDate not supplied

Evaluation of BR-16 A (Mentat) in cognitive and behavioural dysfunction of mentally retarded children--a placebo-controlled study.

It is important to control abnormal behaviour and hyperactivity, and improve cognition in mentally retarded children (MRC), which would help in their education, training and subsequent rehabilitation. Recently it has become known that amongst other side-effects, protracted use of anti-convulsant medication induces cognitive and behavioural dysfunction, which is a major problem in mentally retarded epileptics. In a placebo-controlled study, we confirmed the efficacy of a herbal preparation, BR-16A (Mentat) in controlling such behavioural and cognitive deficits in 40 mentally retarded children. The efficacy of this remedy was further evaluated in 19 MRCs with epilepsy. Twelve patients had generalised seizure, 4 with partial and 3 with mixed seizure pattern was continued. Inspite of the usual antiepileptic treatment, the frequency of seizures ranged from 1 to 7 attacks in periods from 1 week to 1 year. With active drug Br-16A, it was possible to note a reduction in seizure frequency. Patients with higher frequency responded better. There was no further increase in the dosage of antiepileptic drugs. There was significant control of other abnormal behaviour as shown by reduction in rating score on the Children's Behavioural Inventory test. BR-16A was effective in controlling abnormal behaviour, especially hyperactivity and incongruous behaviour in mentally retarded children with and without epilepsy.

Adolescent↗
PubMed1990

Teaching refusal skills to sexually active adolescents.

Refusal skills training was extended to sexually active handicapped female adolescents who lacked an effective refusal strategy. Role-plays for assessment and training were developed using the who, what, when and where of situations which resulted in unwanted intercourse. Refusal skills were trained following the format of rationale, modeling, rehearsal, feedback, and reinforcement. Baseline rates of most target behaviors were quite low. High frequencies of target behaviors were observed as each behavior became the focus of training. Generalization across staff and time was also observed. The skillfulness and effectiveness of the subjects' refusal skills were judged to be improved as a function of training. One-year follow-up showed decreased sexual activity for each girl.

Adolescent↗