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Results for “Intellectual Disability”

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PubMed1999

The relationship between the effect of setting a goal on standing broad jump performance and behaviour regulation ability in children with intellectual disability.

The objectives of the present study were to investigate the differences in standing broad jump performance between two task conditions (with and without goal) and to clarify the relation of verbal behaviour regulation to this difference in children with intellectual disability. The subjects were 30 children with intellectual disability with an average age of 16.2 years. In the without-goal condition, subjects were instructed to jump as far as possible. In the with-goal condition, on the other hand, subjects were given a goal set 20 cm away from the distance of the first trial in the without-goal condition and instructed to jump for the goal. Verbal behaviour regulation ability was measured by three tasks on Garfield's motor impersistence test keeping eyes closed, protruding tongue with eyes open and keeping mouth open. The mean performance of the with-goal condition was 108 cm, while that of the without-goal condition was 102 cm. The difference between these results was significant, thus indicating the effectiveness of setting a goal to improve jumping performance. Among three independent variables (chronological age, IQ and behaviour regulation score), only the behaviour regulation score was found to be significantly related to the condition difference. It was more effective to demonstrate the goal when the behaviour regulation abilities of the children were lower, but giving the children a goal was not effective for subjects with Down's syndrome. Children with Down's syndrome were considered to have a deficiency in the motor ability itself, not in the system for expressing the motor ability.

Adolescent↗

PubMed2006

A preliminary study of perceived stress in adults with intellectual disabilities according to self-report and informant ratings.

BACKGROUND: Stress is a major risk factor for mental health problems in individuals with intellectual disabilities, however few studies on stress have been conducted that take into account the perspective of both the person with the disability and the caregiver. The present study evaluated an informant version of the Lifestress Inventory, and compared it to the self-report version. METHOD: Seventy individuals with intellectual disability paired with their caregivers completed the Lifestress Inventory, the Inventory of Negative Social Interactions and the Birleson Depression Scale. RESULTS: Informant and self-report ratings on the Lifestress Inventory were internally reliable, showed modest agreement with each other and correlated with the Negative Social Interactions and Depression measures. The most troublesome stressors reported by informants and self-reports differed, however, and families tended to agree more with self-reports than did staff informants. CONCLUSIONS: The informant version of the Lifestress Inventory is a suitable parallel instrument but not a replacement for self-reports.

Adaptation, Psychological↗

PubMed2000

General practitioners' perception of their role in care for people with intellectual disability.

The present study set out to determine general practitioners' (GPs') view of their role in the care of people with intellectual disability who live in the community, and to explore the special issues which providing this care raises for them. A postal questionnaire was sent to a random sample of 250 out of the 698 GPs in the southern region. Twenty statements were presented and participants indicated the extent of their agreement with each statement on a seven-point Likert-type scale. After each scaled response, an open-ended question obtained a written expansion of the numerical response. These qualitative responses were analysed thematically, and combined with descriptive and cluster analyses of quantitative responses to provide a robust assessment of the characteristics of respondents providing contrasting replies. The role of GPs as part of the group of carers for people with intellectual disability was well recognized. Their normal practice routines may not always be adequate because of the small number of patients an individual GP might care of and their lack of explicit training in the special medical needs of such people.

Adult↗

PubMed1992

Demographic characteristics of a population of people with moderate, severe and profound intellectual disability (mental handicap) over 50 years of age: age structure, IQ and adaptive skills.

Studies characterizing community populations of older people with intellectual disability (mental handicap) have frequently derived data from mental handicap registers. Such large-scale studies permit the establishment of reliable age trends, yet may utilize unreliable information and omit some individuals. Here, a functional characterization of a 50+ years sample with moderate, severe and profound intellectual disability is described, in which an extensive outreach exercise to identify individuals not known to mental handicap service providers ensured that almost 100% of people fulfilling the residence, age and ability criteria were included. Functional level, assessed by the Adaptive Behaviour Scale (ABS), is reported in relation to six factors derived from factor analysis. Overall, the sample was relatively high functioning and generally free of severe problem behaviours. There was no evidence for significant age-related functional decline.

Activities of Daily Living↗

PubMed2004

Acute respiratory distress syndrome in children with severe motor and intellectual disabilities.

We report 13 severely disabled children with acute respiratory distress syndrome, who were treated at the Department of Pediatrics, Niigata City General Hospital between 1995 and 2002. The children ranged in age from 1 year to 16 years. All were non-ambulant. Chronic aspiration and gastro-esophageal reflux were recognized in 12 patients. Patients had the rapid onset of dyspnea refractory to oxygen therapy. Diffuse bilateral lung infiltrates were present on chest X-ray. Predisposing events included sepsis (3 patients), pneumomia (7 patients), pancreatitis (1 patient) and two children with other infections. All required mechanical ventilation for periods of 3-26 days and received oxygen for 5-64 days. Steroid therapy and surfactant therapy were given to eight and three patients, respectively. Only one patient developed an air leak complication. Despite intensive care, three children died, one underwent tracheostomy and nine recovered completely. Acute respiratory distress syndrome is a commonly recognized cause of acute respiratory failure following a variety of insults. It is characterized by the acute onset of dyspnea refractory to oxygen therapy, and diffuse lung infiltrates. Children with severe motor and intellectual disabilities had various complications. In this study, chronic aspiration and gastro-esophageal reflux are considered to be one of predisposing factors triggering acute respiratory distress syndrome in children with severe motor and intellectual disabilities. Although acute respiratory distress syndrome was considered to be a not infrequent occurrence, its mortality rate might be low despite the severity of the disease in children with severe motor and intellectual disabilities. Acute respiratory distress syndrome can be a complication seen in severely disabled children.

Adolescent↗

PubMed2005

Hospitalisations from birth to 5 years in a population cohort of Western Australian children with intellectual disability.

AIMS: To describe the hospitalisation history in the first five years of life for all children born in Western Australia (WA) between 1983 and 1992 and diagnosed with intellectual disability (ID). METHODS: Unit record linkage of the WA Midwives Collection, WA Intellectual Disability Database, and the WA Hospital Morbidity Dataset provided the population database of WA born children with and without ID. Affected children were divided into those co-affected with autism spectrum disorders (ASD), and those whose ID had or had no known biomedical cause. Those without a biomedical cause were further subdivided into mild-moderate and severe categories. RESULTS: On average, ID affected children were more likely than non-affected children to be admitted to hospital (RR: 1.64; 95% CI 1.6 to 1.7), on more occasions (5.3 versus 2.2 admissions), for longer (29.6 versus 8.3 days), and for a larger range of clinical diagnoses. The only exception was the group of children co-diagnosed with ASD whose hospitalisation profile resembled more that of non-affected children. CONCLUSIONS: This total population study is unique because of the availability of the system of linkable population registers and administrative health databases in WA. The results indicated that this vulnerable population of children with ID has substantial medical needs. This paper points to the need for authorities to develop supportive programmes for this population especially in the current climate of de-medicalisation of ID. More research is not only needed on the welfare of the affected children but also on the impact of the substantial medical and other needs of affected children on the rest of their immediate and extended families.

Autistic Disorder↗

PubMed2005

Factors influencing social interaction among high school students with intellectual disabilities and their general education peers.

Recent legislative, policy, and research initiatives affirm the importance of improving social outcomes for adolescents with moderate to severe intellectual disabilities. Using observational methodology, we examined the influence of level of integration and Peer Buddy proximity on social interaction between students with intellectual disabilities and their general education peers in high school settings. Similarities and differences were found between more and less integrated settings with respect to contextual variables and measures of social interaction. Across settings, the proximity of a Peer Buddy was associated with higher frequency interactions and more positive student affect. Implications regarding increasing social interaction among high school students are discussed.

Adolescent↗

PubMed1998

Osteoporosis and intellectual disability: is there any relation?

One of the causes of osteoporosis is immobility. The present study examined osteoporosis in 23 bedridden adults with intellectual disability. It was found that the bone mineral density of the subjects was low, even though their calcium intake was more than adequate. Vertebral and other fractures were concentrated mainly in the elderly subjects (> 50 years). Very low vitamin D levels were also found in the subjects despite good nutritional levels. It is concluded that people with intellectual disability and mobility disorders are at risk of metabolic bone disease.

Adult↗

PubMed1997

Dementia in older people with intellectual disability: symptoms of physical and mental illness, and levels of adaptive behaviour.

Detailed data on health and functional ability of 101 people with intellectual disability over 50 years of age are presented. Using a combination of informant interviewing, observation and measurement of cognitive change over a 3-year period, 12 of these individuals were identified as suffering from dementia. Their data are compared to those of the non-dementia sufferers. The people suffering from dementia had a greater number of chronic physical health problems and chronic disability resulting from physical health problems. Their capacity for self-directed activity was lower. The subjects had a reduced capacity to enjoy things, and were more irritable and more prone to violence. However, the outlook is somewhat different from a strategic perspective. The population of people with intellectual disability shows considerable epidemiological changes across the lifespan because of the effects of differential survival. The interaction of these factors tends to mask the impact of dementia-related skill loss in this population.

Adaptation, Psychological↗

PubMed2004

The effect of intellectual disability on children's recall of an event across different question types.

This research examined the performance of 80 children aged 9-12 years with either a mild and moderate intellectual disability when recalling an innocuous event that was staged in their school. The children actively participated in a 30-min magic show, which included 21 specific target items. The first interview (held 3 days after the magic show) provided false and true biasing information about these 21 items. The second interview (held the following day) was designed to elicit the children's recall of the target details using the least number of specific prompts possible. The children's performance was compared with that of 2 control groups; a group of mainstream children matched for mental age and a group of mainstream children matched for chronological age. Overall, this study showed that children with either a mild or moderate intellectual disability can provide accurate and highly specific event-related information. However, their recall is less complete and less clear in response to free-narrative prompts and less accurate in response to specific questions when compared to both the mainstream age-matched groups. The implications of the findings for legal professionals and researchers are discussed.

Case-Control Studies↗

PubMed1999

Effect of divalproex sodium on aggression and self-injurious behaviour in adults with intellectual disability: a retrospective review.

The aim of the present study was to evaluate the efficacy of divalproex sodium treatment in adults with intellectual disability, and aggressive or self-injurious behaviour. Twenty-eight adults aged between 20 and 63 years of age with severe, long-lasting behavioural problems were treated with divalproex sodium (dosage 500-4000 mg day(-1)). Clinical changes were assessed at 2-73 months into the pharmacological treatment utilizing the Clinical Global Impression Severity (CGI-S) scale, and monthly behavioural counts of aggressive and self-injurious acts. Seventy-one percent of subjects demonstrated a moderate or marked improvement on the CGI-S; another 21% demonstrated mild benefits. Among the patients for whom objective prospective behavioural counts were available, 88% showed a significant reduction in aggression and self-injurious behaviour, 46% had other psychotropic medications discontinued, and another 39% had psychotropic medications decreased. One patient had serious thrombocytopenia which required the discontinuation of divalproex sodium, and one other had vomiting and worsened aggression. The present preliminary, uncontrolled study suggests that adults with intellectual disability, and aggressive or self-injurious behaviour may respond to divalproex sodium, and that this drug is well-tolerated in the majority of subjects.

Adult↗

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↗

PubMed1998

[Longitudinal cerebral CT study on severe motor and intellectual disability].

To study the effects of brain atrophy on cerebral palsy with severe motor and intellectual disability, cerebral CT examinations were conducted over a period of 12.7 +/- 5.0 years on 14 patients with cerebral palsy. The ratios of the cortical, subarachnoid space and ventricular space areas to the inner skull space were determined. The initial CT was conducted at an average age of 18.9 +/- 5.0 and indicated dilatation of the subarachnoid space and ventricles. The subsequent CT studies disclosed that brain atrophy had developed during a mean period of 12.7 +/- 5.0 years. Dilatation of the subarachnoid space was particularly prominent. Brain atrophy with dilatation of the subarachnoid space may be characteristic of severe motor and intellectual disability.

Adult↗

PubMed2001

Depressive mood in students with mild intellectual disability: students' reports and teachers' evaluations.

The present study examined 310 students with mild intellectual disability (ID) who attended special schools and self-contained classes in mainstream schools with regard to their reports of depressive mood, and loneliness and social skills, and teachers' perception of the students' academic, social and behavioural competencies. A multivariate analysis of variance (MANOVA) revealed that: students in special schools reported higher levels of depression and felt lonelier than mainstream school students; girls exhibited a greater sense of depressive mood than boys; teachers assessed boys as having higher academic competencies than girls; and boys were considered more easily distracted and less independent. However, teachers considered girls to have more adequate social adjustment, and be more task-oriented and more independent. For both groups, depressive mood can be predicted by distractibility and loneliness; by gender and lower academic competencies for special school students; or mainly by difficulties in social adjustment in the case of mainstream school students.

Child↗

PubMed2006

Program development of reminiscence group work for ageing people with intellectual disabilities.

BACKGROUND: The goal of this study was to adapt a narrative reminiscence program for the special needs of ageing people with mild/moderate intellectual disabilities. Research has shown that stimulating reminiscence in the elderly can be a meaningful activity, and holds promise for positive effects on well-being. METHOD: In the first stage (10 weeks), the program was developed with 1 group. Evaluation and adjustments to the program were made based on video recordings, the researcher's log, and feedback from participants and support workers. Formative evaluation was performed by means of a within-group analysis. In the second stage (3 weeks), the program was introduced to 6 other groups. Interviews with professional support workers were subjected to a cross-case analysis. RESULTS: The final program consists of 13 sessions covering different reminiscence themes. The success of reminiscence group work relies on (a) well-prepared and structured sessions, (b) adequate use of visual triggers, and (c) facilitating, coaching and moderating. CONCLUSION: The program was perceived as a valuable and meaningful activity by all participants. Although reminiscence group work is not therapeutic in nature, it may have therapeutic use for ageing people with intellectual disabilities, and in this sense is worth evaluating.

Adaptation, Psychological↗

PubMed2000

Neurophysiological and neuropsychological differences related to performance and verbal abilities in subjects with mild intellectual disability.

The present study compared two group of subjects with intellectual disability. The 44 subjects in group 1 had equivalent verbal and performance IQs (67 and 64, respectively), while the 12 subjects in group 2 had an intellectual performance IQ which was > or = 10 points above their verbal performance IQ (80 and 65, respectively). The second group showed an alpha peak at a higher frequency and an evoked potential closer to normality. The decrease in the voltage of the P300 wave in group 1 was especially significant. The cognitive evoked potentials were also different between the two groups.

Child↗

PubMed2005

Looking at the future and seeing the past: the challenge of the middle years of parenting a child with intellectual disabilities.

BACKGROUND: This paper seeks to understand and conceptualize the experience of mothers of adolescents with intellectual disabilities (IDs) at a time in their lives which others have characterized as 'mid-life' or the 'middle years of parenting'. The concerns of the paper are the lifecourse concerns in mothers' own lives and with biographical elements of becoming and being such a parent. METHODS: Qualitative interviews were conducted with mothers of adolescents with IDs. The average age of mothers was 48 years. Typically parents were interviewed on two to three occasions. RESULTS: The data suggest that despite the difficulties they faced, these parents had constructed a 'life-as-ordinary' in the early phase of their parental careers. They saw themselves as 'ordinary mothers'. However, the social content and events of the middle years of parenting prompt a realization that their lives and, for some, their sense of 'self', are undergoing considerable change. Mothers are forced to look over their lives to find the meaning and significance of these events. For some, there is biographical reinforcement. For others, there is only disruption. DISCUSSION: The overall picture of these years is one of considerable changes and challenges, and underlines the need for a focus on the lifecourse concerns of parents as well as their children. The implications of the data for further research and service development are discussed in the context of identity theory.

Adaptation, Psychological↗

PubMed1993

Social networks and support mechanisms for people with mild intellectual disability in competitive employment.

Participant observation techniques were used to examine the social networks and the social support mechanisms of nine subjects with a mild intellectual disability working in competitive employment settings. Results indicated that the social networks of this group of people lacked complexity with few interconnections among the network nodes. The major sources of social support emanated from the family and from organizations catering for people with disabilities. While subjects perceived considerable social support within the workplace, this support was restricted to the workplace and in general did not extend beyond it. Implications of the findings of the study for ensuring the adequacy of social support both within and beyond the workplace for this group of people are discussed. Additionally, the need for the development of a theory or model of social support as it pertains to people with a mild intellectual disability employed in competitive employment settings is advocated.

Activities of Daily Living↗