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Results for “Persons with Intellectual Disabilities”

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At least 451 records · Page 25Linked to original sources
PubMed1991

Functional assessment, curricular revision, and severe behavior problems.

An adolescent female with multiple handicaps and a long history of severely disruptive behavior participated in a functional assessment linked directly to specific revisions in her school curriculum. During Phase 1, reversal designs were used to test hypotheses pertaining to antecedent and curricular influences on problem behavior. During Phase 2, a multiple baseline across afternoon and morning time periods demonstrated that the curricular revisions were effective in eliminating severely disruptive behavior and increasing on-task responding. Data also showed that inappropriate "psychotic" speech was reduced and appropriate social interactions were increased. Follow-up results showed that the changes were maintained throughout the school year. Questionnaire data provided social validation of the procedures and outcomes. The findings are discussed in relation to their implications for functional assessment, individualized curricula, and positive programming for students with disabilities and serious behavior problems.

Achievement↗
PubMed1994

Hypothesis-based interventions for tantrum behaviors of persons with developmental disabilities in school settings.

We conducted a functional assessment of problem behaviors of 2 students with developmental disabilities in their classroom environments. Results of the assessments showed that although there were more tantrums in demand than in no-demand conditions, the function of the behavior was to gain attention (positive reinforcement) rather than to avoid or escape demands (negative reinforcement); demand conditions apparently served a discriminative function for the availability of attention. Therefore, intervention was based on the positive reinforcement hypothesis, resulting in a substantial reduction of tantrums for both subjects.

Attention↗
PubMed1980

[Mentally handicapped: developing a personality of their own. Tasks in the planning of housing facilities].

The bases for material existence of mentally handicapped people is actually guaranteed in European countries, but the possibility for them to choose their own way of life is still strictly limited. The "principle of normalization" which is put forward here as a planning principle has nothing to do wih the normality of people but tends to normalize their living conditions. A mentally handicapped person should be allowed to live like any other citizen of his country as fat as he is capable to. Departing from the course of life which is usual in a certain country we have to plan an amount of institutions and services of assistance in order to diminish gradually the segregation of the mentally handicapped. Subsequently a concept for organizing the network of institutions and services needed is proposed, and a short outline of the actual situation of mentally handicapped people in the Kanton of zürich (Switzerland) is given. Hence the author presents 2 examples of environmental conditions which can be planned and built: - Dwelling establishements for mentally handicapped adults - The school for mentally handicapped children at Humlikon (Switzerland).

Adult↗
PubMed1989

Adjustment of siblings of handicapped children: a comparison.

Compared 55 older siblings (ages 7 1/2 to 15 years) of young handicapped children (ages 1-7 years) with 55 matched siblings of nonhandicapped children. Results of standardized children's assessment scales show that siblings of handicapped children are comparable to siblings of nonhandicapped children in self-concept, behavior problems, and social competence. Differences, however, appear along certain psychological dimensions and great variations exist within each group of siblings. Further, demographic and personal attributes are differentially related to measures of adjustment in different groups of siblings. Implications for research and intervention are drawn.

Adaptation, Psychological↗
PubMed1988

Structure of adaptive behavior in samples with and without mental retardation.

The structure of adaptive behavior as a function of age and status of handicap was investigated in two samples with mental retardation and five samples without retardation. Exploratory factor analysis of the subscale scores from a comprehensive, nationally standardized measure of adaptive behavior (Scales of Independent Behavior) revealed a large Adaptive or Personal Independence dimension. Although not consistently identified in all samples, secondary Academic, Personal Responsibility, and Community/Vocational dimensions were also identified. Possible differences were identified in the structure of adaptive behavior as a function of age.

Activities of Daily Living↗
PubMed2004

Detecting pain in people with an intellectual disability.

The assessment of pain in a person with an intellectual disability (ID) is often a difficult undertaking complicated by idiosyncratic reactions or vague descriptions. The person with an ID may also be unable to verbally communicate their discomfort. For the carer who knows the individual with an ID, knowing how they respond to painful stimuli assists the carer to detect new instances of pain. The emergency nurse is unlikely to have met the person with an ID and therefore detecting pain by observing behaviour or using self-report measures is unlikely to succeed. There have been some attempts to categorize behavioural responses to pain by people with an ID, however, they have not been developed into a useful assessment tool. Emergency nurses must therefore rely on the person who knows the person with an ID.

Communication Barriers↗
PubMed1995

Multiple personality disorder in an intellectually disabled man: a case report.

The case of a young man with the dual diagnoses of severe intellectual handicap (IQ 30 and mental age 4 years) and Multiple Personality Disorder is presented. The intellectual handicap is probably due to hypoxia in infancy and the Multiple Personality Disorder follows prolonged physical and sexual abuse. The patient frequently switches between any of nine discrete but incompletely formed identities. Although some personalities seem more capable than others, all have similar levels of disability on testing. The diagnosis of psychiatric disorders coexistent with the intellectual handicap is hindered by the difficulty in separating psychiatric phenomena from the behavioural disturbances associated with the disability. Differential diagnosis and management are discussed.

Adult↗