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Trigueiro MJ, Lopes J, Simões-Silva V, Vieira de Melo BB, Simões de Almeida R, Marques A. Impact of VR-Based Cognitive Training on Working Memory and Inhibitory Control in IDD Young Adults. Healthcare (Basel) 2024; 12:1705. [PMID: 39273729 PMCID: PMC11395001 DOI: 10.3390/healthcare12171705] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2024] [Revised: 08/20/2024] [Accepted: 08/26/2024] [Indexed: 09/15/2024] Open
Abstract
BACKGROUND Young people with intellectual developmental disabilities have a persistent delay in the development of executive functions. Virtual reality (VR) is increasingly being used as a cognitive intervention tool, with significant effectiveness demonstrated in different types of populations. METHODS This pilot study aims to investigate the impact of a cognitive training program utilizing VR on young adults diagnosed with intellectual developmental disabilities (IDDs). The participants (N = 15) served as their own control group and were assessed three times: weeks 0, 8, and 16, with a rest period (0-8 weeks) and an intervention period (8-16 weeks). The assessments included measures of cognitive function provided by E-Prime® (Version 3). RESULTS Overall, an improvement in working memory and inhibitory control was found after the intervention, but not in sustained attention. CONCLUSIONS These findings suggest that VR-based cognitive training holds promise as an effective intervention for enhancing cognitive abilities in young adults with intellectual developmental disabilities. This study provides a foundation for future investigations into VR's role in cognitive rehabilitation and its potential to support daily living skills and overall quality of life for individuals with IDDs. Further research is needed to explore the long-term effects and broader applicability of VR interventions.
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Affiliation(s)
- Maria João Trigueiro
- Laboratório de Reabilitação Psicossocial (LabRP), Centro de Investigação em Reabilitação (CIR), Escola Superior de Saúde (E2S), Polytechnic of Porto, 4200-072 Porto, Portugal
| | - Joana Lopes
- Laboratório de Reabilitação Psicossocial (LabRP), Centro de Investigação em Reabilitação (CIR), Escola Superior de Saúde (E2S), Polytechnic of Porto, 4200-072 Porto, Portugal
| | - Vítor Simões-Silva
- Laboratório de Reabilitação Psicossocial (LabRP), Centro de Investigação em Reabilitação (CIR), Escola Superior de Saúde (E2S), Polytechnic of Porto, 4200-072 Porto, Portugal
| | - Bruno Bastos Vieira de Melo
- Laboratório de Reabilitação Psicossocial (LabRP), Centro de Investigação em Reabilitação (CIR), Escola Superior de Saúde (E2S), Polytechnic of Porto, 4200-072 Porto, Portugal
- Occupational Therapy Technical and Scientific Area, Santa Maria Health School, 4049-024 Porto, Portugal
| | - Raquel Simões de Almeida
- Laboratório de Reabilitação Psicossocial (LabRP), Centro de Investigação em Reabilitação (CIR), Escola Superior de Saúde (E2S), Polytechnic of Porto, 4200-072 Porto, Portugal
| | - António Marques
- Laboratório de Reabilitação Psicossocial (LabRP), Centro de Investigação em Reabilitação (CIR), Escola Superior de Saúde (E2S), Polytechnic of Porto, 4200-072 Porto, Portugal
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An Y, Kim D. A representation of students with intellectual disabilities in South Korean online newspaper articles using keyword network analysis. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2021; 69:291-303. [PMID: 37025345 PMCID: PMC10071973 DOI: 10.1080/20473869.2021.1961204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Revised: 07/19/2021] [Accepted: 07/21/2021] [Indexed: 06/19/2023]
Abstract
The purpose of this study was to analyse online newspaper articles on students with intellectual disabilities (IDs) in order to identify related social phenomena to derive implications for inclusive education. Such study has traditionally practised through content analysis and/or discourse analysis manually, which is prone to subjective interpretation. Thus, this study implemented automated analysis to objectively select and interpret a big data. A total of 8,890 online newspaper articles that were published from 1990 to April 2019 were collected through automated parsing. The entire period and decade-phase based keyword and keyword network analysis were practised in order to determine how the social perceptions and related issues had changed over time. The results indicated that there was a rapid growth in scope of articles on students with IDs over the past 30 years. The attention of media gradually expanded from special education to improving quality of lives of students with IDs and their families. Moreover, online newspaper articles seemed to focus on social controversies and incidents such as sexual assaults that are related to students with IDs. Based on the results, ways to support inclusive education as well as social inclusion of students with IDs were discussed.
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Affiliation(s)
- Yeji An
- Kyungil University, Gyeongsangbuk-Do, Republic of Korea;
| | - Dongil Kim
- Department of Education, Seoul National University, Seoul, Republic of Korea
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Van Keer I, Bodner N, Ceulemans E, Van Leeuwen K, Maes B. Parental behavior and child interactive engagement: a longitudinal study on children with a significant cognitive and motor developmental delay. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 103:103672. [PMID: 32502925 DOI: 10.1016/j.ridd.2020.103672] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Revised: 04/20/2020] [Accepted: 04/24/2020] [Indexed: 06/11/2023]
Abstract
Knowledge on the long-term interactive interplay between children with a significant cognitive and motor developmental delay and their parents is very scarce. We aimed to characterize the (in)variability and potential mutual influence of parent's interactional style and child interactive engagement throughout early childhood. Every six months over the course of two years, thirty-five parent-child dyads (children aged 6-59 months) living in Flanders (Belgium) or the Netherlands were video-taped during a 15-minute unstructured play situation. Video-taped observations were scored using the Child and Maternal Behavior Rating Scales. No consistent group-level trend was found. Within singular interactions, parent's responsive behavior and child interactive engagement (attention and initiation) seem to be strongly related. Initial child initiation seems to positively predict parents' achievement orientation and directive behavior two years later. Parental responsiveness might be an effective interactional strategy to increase child engagement and higher levels of engagement in children possibly can facilitate parental responsiveness within a concrete interaction. The more initiative children show, the more parents might have hope for developmental benefits resulting from a directive/achievement oriented approach. Further research is warranted applying more differentiated and dynamically evaluated outcome measures and a longer follow-up time frame, with specific attention to inter-individual differences.
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Affiliation(s)
- Ines Van Keer
- University of Leuven, Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Leopold Vanderkelenstraat 32, Box 3765, 3000 Leuven, Belgium.
| | - Nadja Bodner
- University of Leuven, Faculty of Psychology and Educational Sciences, Research Unit Quantitative Psychology and Individual Differences, Tiensestraat 102 - Box 3713, 3000 Leuven, Belgium
| | - Eva Ceulemans
- University of Leuven, Faculty of Psychology and Educational Sciences, Research Unit Quantitative Psychology and Individual Differences, Tiensestraat 102 - Box 3713, 3000 Leuven, Belgium
| | - Karla Van Leeuwen
- University of Leuven, Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Leopold Vanderkelenstraat 32, Box 3765, 3000 Leuven, Belgium
| | - Bea Maes
- University of Leuven, Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Leopold Vanderkelenstraat 32, Box 3765, 3000 Leuven, Belgium
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Van Keer I, Colla S, Van Leeuwen K, Vlaskamp C, Ceulemans E, Hoppenbrouwers K, Desoete A, Maes B. Exploring parental behavior and child interactive engagement: A study on children with a significant cognitive and motor developmental delay. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 64:131-142. [PMID: 28407535 DOI: 10.1016/j.ridd.2017.04.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2016] [Revised: 03/03/2017] [Accepted: 04/01/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND AND AIMS Parenting factors are one of the most striking gaps in the current scientific literature on the development of young children with significant cognitive and motor disabilities. We aim to explore the characteristics of, and the association between, parental behavior and children's interactive engagement within this target group. METHODS AND PROCEDURES Twenty-five parent-child dyads (with children aged 6-59 months) were video-taped during a 15-min unstructured play situation. Parents were also asked to complete the Parental Behavior Scale for toddlers. The video-taped observations were scored using the Child and Maternal Behavior Rating Scales. OUTCOMES AND RESULTS Low levels of parental discipline and child initiation were found. Parental responsivity was positively related to child attention and initiation. CONCLUSIONS AND IMPLICATIONS Compared to children with no or other levels of disabilities, this target group exhibits large differences in frequency levels and, to a lesser extent, the concrete operationalization of parenting domains. Further, this study confirms the importance of sensitive responsivity as the primary variable in parenting research.
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Affiliation(s)
- Ines Van Keer
- Catholic University of Leuven, Faculty of Psychology and Educational Sciences, Leopold Vanderkelenstraat 32, bus 3765, 3000 Leuven, Belgium.
| | - Stephy Colla
- Catholic University of Leuven, Faculty of Psychology and Educational Sciences, Leopold Vanderkelenstraat 32, bus 3765, 3000 Leuven, Belgium
| | - Karla Van Leeuwen
- Catholic University of Leuven, Faculty of Psychology and Educational Sciences, Leopold Vanderkelenstraat 32, bus 3765, 3000 Leuven, Belgium
| | - Carla Vlaskamp
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands
| | - Eva Ceulemans
- Catholic University of Leuven, Faculty of Psychology and Educational Sciences, Leopold Vanderkelenstraat 32, bus 3765, 3000 Leuven, Belgium
| | - Karel Hoppenbrouwers
- Catholic University of Leuven, Faculty of Medicine, Kapucijnenvoer 35 blok d, bus 7001, 3000 Leuven, Belgium
| | - Annemie Desoete
- University of Ghent, Faculty of Experimental Clinical and Health Psychology, Henri Dunantlaan 2, 9000 Ghent, Belgium
| | - Bea Maes
- Catholic University of Leuven, Faculty of Psychology and Educational Sciences, Leopold Vanderkelenstraat 32, bus 3765, 3000 Leuven, Belgium
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Bakken TL, Sageng H. Mental Health Nursing of Adults With Intellectual Disabilities and Mental Illness: A Review of Empirical Studies 1994-2013. Arch Psychiatr Nurs 2016; 30:286-91. [PMID: 26992884 DOI: 10.1016/j.apnu.2015.08.006] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/23/2015] [Revised: 07/28/2015] [Accepted: 08/04/2015] [Indexed: 10/23/2022]
Abstract
Mental health nursing for adults with intellectual disabilities and mental illness is underresearched. The aim of this review is to summarize empirical mental health nursing studies including adults with intellectual disabilities and additional mental illness. Out of 137 hits, 16 articles were reviewed in full text. Thirteen of the articles presented modified nursing interventions. Three articles discussed training and education. The main finding is that mental health nursing interventions in patients with intellectual disabilities and additional mental illness are in line with mental health nursing for the general population. There are still not many publications on empirical studies concerning mental health nursing for adults with intellectual disabilities. Clinical implications are primarily related to the need for facilitated nurse-patient communication adjusted to the patients' cognitive levels. Insights drawn from this review illuminate the importance of mental health nursing interventions adjusting to the particular patients' symptoms, instead of targeting behavior change. The findings underpin factors found to have a positive impact on patients with mental illness in the general population as relevant topics for future research.
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Affiliation(s)
| | - Heidi Sageng
- Special need pedagogue, Oslo University Hospital, Norway
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Woodman AC, Smith LE, Greenberg JS, Mailick MR. Contextual Factors Predict Patterns of Change in Functioning over 10 Years Among Adolescents and Adults with Autism Spectrum Disorders. J Autism Dev Disord 2016; 46:176-189. [PMID: 26319253 PMCID: PMC4707127 DOI: 10.1007/s10803-015-2561-z] [Citation(s) in RCA: 55] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
In the present study, we jointly employ and integrate variable- and person-centered approaches to identify groups of individuals with autism spectrum disorders (ASD) who have similar profiles of change over a period of 10 years across three critical domains of functioning: maladaptive behaviors, autism symptoms, and daily living skills. Two distinct developmental profiles were identified. Above and beyond demographic and individual characteristics, aspects of both the educational context (level of inclusion) and the family context (maternal positivity) were found to predict the likelihood of following a positive pattern of change. Implementing evidence-based interventions that target the school and home environments during childhood and adolescence may have lasting impacts on functioning into adulthood for individuals with ASD.
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Affiliation(s)
- Ashley C. Woodman
- Department of Psychological and Brain Sciences, University of Massachusetts-Amherst, Tobin Hall 509, 135 Hicks Way, Amherst, MA 01003, USA
| | - Leann E. Smith
- Waisman Center, University of Wisconsin-Madison, 1500 Highland Avenue, Madison, WI 53705, USA
| | - Jan S. Greenberg
- Waisman Center, University of Wisconsin-Madison, 1500 Highland Avenue, Madison, WI 53705, USA
| | - Marsha R. Mailick
- Waisman Center, University of Wisconsin-Madison, 1500 Highland Avenue, Madison, WI 53705, USA
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Bishop SL, Farmer C, Thurm A. Measurement of nonverbal IQ in autism spectrum disorder: scores in young adulthood compared to early childhood. J Autism Dev Disord 2015; 45:966-74. [PMID: 25239176 DOI: 10.1007/s10803-014-2250-3] [Citation(s) in RCA: 51] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Nonverbal IQ (NVIQ) was examined in 84 individuals with autism spectrum disorder (ASD) followed from age 2 to 19. Most adults who scored in the range of intellectual disability also received scores below 70 as children, and the majority of adults with scores in the average range had scored in this range by age 3. However, within the lower ranges of ability, actual scores declined from age 2 to 19, likely due in part to limitations of appropriate tests. Use of Vineland-II daily living skills scores in place of NVIQ did not statistically improve the correspondence between age 2 and age 19 scores. Clinicians and researchers should use caution when making comparisons based on exact scores or specific ability ranges within or across individuals with ASD of different ages.
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Affiliation(s)
- Somer L Bishop
- Center for Autism and the Developing Brain, Weill Cornell Medical College, 21 Bloomingdale Rd-Rogers Building, White Plains, NY, 10605, USA,
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McStay R, Trembath D, Dissanayake C. Raising a Child with Autism: A Developmental Perspective on Family Adaptation. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2015. [DOI: 10.1007/s40474-014-0037-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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McStay RL, Trembath D, Dissanayake C. Maternal stress and family quality of life in response to raising a child with autism: from preschool to adolescence. RESEARCH IN DEVELOPMENTAL DISABILITIES 2014; 35:3119-30. [PMID: 25145805 DOI: 10.1016/j.ridd.2014.07.043] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2014] [Revised: 07/21/2014] [Accepted: 07/22/2014] [Indexed: 05/15/2023]
Abstract
While the impact of raising a child with an Autism Spectrum Disorder (ASD) is well documented, with mothers reporting higher levels of stress than mothers of children with other disabilities, positive maternal outcomes have also been identified. What remains unclear, however, is the role of child age on maternal outcomes. We sought to clarify the role of child age in maternal stress and family quality of life (FQoL) in mothers raising a child with ASD. Participants included 140 mothers of children aged 3-16 years grouped to represent four key stages of childhood (preschool, early school years, middle school, early high school). Using a cross-sectional design, mothers completed questionnaires assessing potential risk (e.g., child problem behaviour, symptom severity) and protective (e.g., family characteristics) factors attributed to maternal outcomes. The results revealed significant age related group differences in child internalising behaviour and ASD symptomatology between the early and middle school years. Lower levels of adaptive social behaviour in older age groups were also found. Although mothers of older children reported significantly less support from professionals than mothers of younger children, no significant age effects were found to contribute to maternal reports of stress or FQoL. The current findings support the view that mothers appear to demonstrate stable levels of stress and FQoL despite fluctuations in key child variables and a reduction in supports, across age, highlighting the ongoing nature of maternal needs and heightened levels of child symptomatology during adolescence.
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Affiliation(s)
- Rebecca L McStay
- Olga Tennison Autism Research Centre, La Trobe University, Australia
| | - David Trembath
- Griffith Health Institute, Griffith University, Australia
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Gorter JW, Stewart D, Smith MW, King G, Wright M, Nguyen T, Freeman M, Swinton M. Pathways toward Positive Psychosocial Outcomes and Mental Health for Youth with Disabilities: A Knowledge Synthesis of Developmental Trajectories. ACTA ACUST UNITED AC 2014. [DOI: 10.7870/cjcmh-2014-005] [Citation(s) in RCA: 54] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Most children with developmental conditions survive to adulthood. To improve adult outcomes there is a need to synthesize our existing knowledge regarding their developmental trajectories. The synthesis in this paper was guided by interactional, life course perspectives and definitions of development and disability. Evidence from 107 published articles, grey literature, and expert opinion demonstrated that there are currently more negative than positive psychosocial and mental health outcomes for youth with disabilities. Evidence is mounting that youth with disabilities experience similar trajectories to their peers without disabilities through positive, developmentally appropriate life experiences and regular opportunities with adequate supports to develop adult social roles.
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Abstracts. Br J Occup Ther 2012. [DOI: 10.1177/03080226120758s101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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McKenzie K, Paxton D, Murray G, Milanesi P, Murray AL. The evaluation of a screening tool for children with an intellectual disability: the Child and Adolescent Intellectual Disability Screening Questionnaire. RESEARCH IN DEVELOPMENTAL DISABILITIES 2012; 33:1068-1075. [PMID: 22502831 DOI: 10.1016/j.ridd.2012.01.015] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2011] [Revised: 01/30/2012] [Accepted: 01/30/2012] [Indexed: 05/31/2023]
Abstract
The study outlines the evaluation of an intellectual disability screening tool, the Child and Adolescent Intellectual Disability Screening Questionnaire (CAIDS-Q), with two age groups. A number of aspects of the reliability and validity of the CAIDS-Q were assessed for these two groups, including inter-rater reliability, convergent and discriminative validity. For both age groups, a significant positive relationship was found between full scale IQ and CAIDS-Q score, indicating convergent validity. Significant differences were found in the CAIDS-Q scores between those with and without an intellectual disability, with the former group scoring significantly lower. The sensitivity and specificity of the CAIDS-Q were above 96.7% and 85.5% respectively for the younger group and 90.9% and 94.9% respectively for the older group. Limitations and implications of the study are discussed.
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Affiliation(s)
- Karen McKenzie
- Clinical Psychology, Andrew Lang Unit, Viewfield Lane, Selkirk, TD7 4LH, UK.
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Baghdadli A, Assouline B, Sonié S, Pernon E, Darrou C, Michelon C, Picot MC, Aussilloux C, Pry R. Developmental Trajectories of Adaptive Behaviors from Early Childhood to Adolescence in a Cohort of 152 Children with Autism Spectrum Disorders. J Autism Dev Disord 2011; 42:1314-25. [DOI: 10.1007/s10803-011-1357-z] [Citation(s) in RCA: 94] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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McKenzie K, Megson P. Screening for Intellectual Disability in Children: A Review of the Literature. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2011; 25:80-7. [DOI: 10.1111/j.1468-3148.2011.00650.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Matson JL, Rivet TT, Fodstad JC, Dempsey T, Boisjoli JA. Examination of adaptive behavior differences in adults with autism spectrum disorders and intellectual disability. RESEARCH IN DEVELOPMENTAL DISABILITIES 2009; 30:1317-25. [PMID: 19540717 DOI: 10.1016/j.ridd.2009.05.008] [Citation(s) in RCA: 70] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2009] [Accepted: 05/29/2009] [Indexed: 05/08/2023]
Abstract
Autism spectrum disorders (ASD) and intellectual disabilities (ID) are high prevalence developmental disabilities that co-occur at high rates. Furthermore, Axis I psychopathology is known to occur more frequently in individuals with ID than the general population. The problems are lifelong and can be major impediments to independent living. Despite this, little research with adults is available to determine the effects of these disabilities on specific adaptive skills. In this study, 337 adults were evaluated using the Vineland Adaptive Behavior Scale to assess the effects of these disabilities on looking at an ID, ID plus ASD, and ID and ASD plus Axis I psychopathology group. Adaptive skills were greatest for the ID group followed by the ID plus ASD, and ID and ASD plus psychopathology. Thus, the more handicapping conditions, the greater the skills deficits observed, particularly where psychopathology was concerned. As such, accurately identifying the causes of adaptive skill deficits will likely result in more precise and effective treatment.
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Affiliation(s)
- Johnny L Matson
- Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, USA.
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Perry A, Flanagan HE, Dunn Geier J, Freeman NL. Brief report: the Vineland Adaptive Behavior Scales in young children with autism spectrum disorders at different cognitive levels. J Autism Dev Disord 2009; 39:1066-78. [PMID: 19234777 DOI: 10.1007/s10803-009-0704-9] [Citation(s) in RCA: 173] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2006] [Accepted: 01/29/2009] [Indexed: 10/21/2022]
Abstract
Vineland Adaptive Behavior Scales (VABS) data were examined in a large sample of young children with ASD (n = 290) of varying cognitive levels. IQ was higher than VABS composite score among high functioning children only; the opposite pattern was found in lower IQ subgroups. Profile analysis of VABS domains across cognitive levels demonstrated different profiles in different subgroups. A characteristic "autism profile" was found for most subgroups for Age Equivalents but not Standard Scores. In a small set of matched pairs (n = 28) of children with autism versus MR, significantly different profiles were found, with Socialization and Communication lower in autism, but no differences were found between matched pairs of children with autism and PDD-NOS (n = 48). Correlations between age, cognitive level, and adaptive level were also reported, and regression analyses indicated that autism severity accounts for a modest amount of unique variance in Socialization and Daily Living Skills.
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Affiliation(s)
- Adrienne Perry
- TRE-ADD (Treatment, Research, and Education for Autism and Developmental Disorders), Thistletown Regional Centre, Toronto, ON, Canada.
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Chadwick O, Kusel Y, Cuddy M. Factors associated with the risk of behaviour problems in adolescents with severe intellectual disabilities. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2008; 52:864-876. [PMID: 18647216 DOI: 10.1111/j.1365-2788.2008.01102.x] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
BACKGROUND Little is known about the factors affecting the risk of behavioural and emotional problems in young people with severe intellectual disability (ID), although such evidence as there is suggests that there may be differences between the pattern of risk factors in this group and those that operate in general population samples of the same age. METHOD From a sample of 111 children with severe ID who had been initially identified from the registers of six special schools at 4-11 years, 82 were traced and reassessed on average 5 years 4 months later. The relationships between potential risk factors and behaviour problems, reported here for 11:00-17:04 year olds, were assessed by means of parental interview conducted in the family home. RESULTS Behaviour problems were associated with the severity of ID and the severity of autistic symptomatology. Perhaps surprisingly, they were also more common in pre-pubertal than post-pubertal adolescents. Family factors such as a history of interrupted/disrupted maternal care, parental criticism of the child and aggressive parental disciplinary practices were also associated with behaviour problems, although the direction of causation was unclear. Several factors, including gender, social disadvantage and epilepsy, well established as risk factors in children without ID, were not significantly associated with behaviour problems in the present sample. CONCLUSION The findings suggest that the pattern of factors associated with behaviour problems in children with severe ID differs from that found both in the general population and in children with mild ID.
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Affiliation(s)
- O Chadwick
- Institute of Psychiatry, King's College, London, UK.
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Abstract
PURPOSE OF REVIEW This review focuses on the risk factors for increased mental health problems, and the types of psychopathology and their therapeutic management, in young people with intellectual disabilities. RECENT FINDINGS Recent studies indicate that this population presents significantly more emotional and behavioural problems than their peers without intellectual disabilities. These problems are not adequately detected and treated by mental health professionals; the children's families are overburdened, psychosocially and economically disadvantaged and in need of specialist support and counselling. SUMMARY The mental health needs of children and adolescents with intellectual disabilities are multiple, complex, persistent and costly, and for various reasons they are not adequately met. Prevention of mental health problems or early recognition through better screening followed by appropriate treatment are essential, in order to ensure better psychosocial adaptation of young people with intellectual disabilities. Inequalities in the provision of services must be addressed, and families helped through support and counselling, along with psychotherapeutic and psychopharmacological interventions for the children, as appropriate.
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Affiliation(s)
- Gerasimos Kolaitis
- Department of Child Psychiatry, Athens University Medical School, Aghia Sophia Children's Hospital, Athens, Greece.
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