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Descriptors:
Psychological Patterns; Developmental Disabilities; Control Groups; Mental Retardation; Literature Reviews; Pretests Posttests; Effect Size; Behavior Problems; Behavior Modification; Cognitive Restructuring; Attitude Change; Evidence; Best Practices; Inferences; Research Methodology; Meta Analysis

Abstract:
We conducted a systematic literature review of anger management in people with intellectual disabilities (ID). We identified 2 studies that used randomized controlled trials and 6 that used pretest-posttest nonequivalent control group designs. The mean between-group effect size was 1.52 for randomized controlled trials and 0.89 for the other studies; however, no studies were well controlled. Thus, anger management is not an empirically supported treatment for individuals with ID. The need for further research in this area and methods of strengthening said research are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Mental Disorders; Mental Retardation; Drug Therapy; Evaluation Methods; Clinical Diagnosis; Comparative Analysis; Behavior Patterns; Patients; Outcomes of Treatment

Abstract:
This article describes a psychotropic PRN Evaluative Tool developed by interprofessional clinicians to address inconsistent reporting and assessment of the effectiveness of PRN medications used for people who are developmentally disabled. Fifty-nine participants (37 males, 22 females), ages 16 to 60 years, were included in the review, all diagnosed with an intellectual disability and a serious mental illness. Participants' range of intellectual disability varied from severe to mild. The review was conducted over a 2-year period. Data was evaluated by comparing differences in a number of patient pre and post behaviors after having received PRN medication. Results indicated a statistically significant decrease in the total number of post-PRN behavior variables observed compared with the pre-PRN behavior variables. This tool has improved patient outcomes through the reduction of unnecessary and/or ineffective PRNs by providing a more thorough assessment of the effectiveness of PRN medications and thereby reducing subjective and ambiguous language. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mental Retardation; Children; Adolescents; At Risk Persons; Evaluation Methods; Child Abuse; Intelligence; Measures (Individuals); Predictive Validity; Sexual Abuse; Sexuality; Interpersonal Relationship; Symptoms (Individual Disorders); Violence; Victims; Crime

Abstract:
The study explored the predictive validity of "Multiplex Empirically Guided Inventory of Ecological Aggregates for Assessing Sexually Abusive Children and Adolescents (Ages 4 to 19)" ("MEGA"[eighth note]; Miccio-Fonseca, 2006b), a comprehensive developmentally sensitive risk assessment outcome tool. "MEGA"[eighth note] assesses risk for coarse sexual improprieties and/or sexually abusive behavior in male and female youth ages 4 to 19 years (adjudicated and nonadjudicated), including youth with low (i.e., borderline) intellectual functioning. "MEGA"[eighth note] has 4 distinct risk scales with robust internal consistency reliability on cross-validation: "Risk Scale (0.81)", "Protective Scale (0.78)", "Estrangement Scale (0.79)", and "Persistent Sexual Deviancy Scale (0.74)". Sexual recidivism in cross-validation (N = 1,056) was 8.4%, defined as sexually related probation or parole violation (formal or informal). ROC analysis for Risk Scale demonstrated "MEGA"[eighth note] has good predictive validity (AUC = 0.71, 95% CI of 0.62-0.80, p less than 0.001). Youth with low intellectual functioning scored significantly higher on the "Risk Scale" and "Persistent Sexual Deviancy Scale", highlighting the importance of accurately assessing these youth. (Contains 3 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mental Retardation; Family Needs; Focus Groups; Individual Characteristics; Family Programs; Caregiver Attitudes; Family Attitudes; Participant Satisfaction; Positive Attitudes; Crisis Intervention; Psychiatric Services; Psychiatry; Mental Health Programs; Performance Factors

Abstract:
Carers of individuals with an intellectual disability are often responsible for managing their children's psychiatric crises when they arise. The purpose of this study was to examine the experiences of families using crisis and short-term transitional supports from the perspectives of families and of crisis and transitional support staff. Three focus groups were conducted. Families and staff were asked to discuss their positive experiences and challenges when accessing and utilizing crisis and transitional support services. Families and staff spoke about their positive experiences with crisis and transitional supports, the staff characteristics that enabled these positive experiences, the challenges they encountered with crisis and transitional support services as well as the general service system, and the impact that these service limitations had on families. Findings highlight the importance of understanding family needs in order to help them address crises before, during, and after they occur. (Contains 1 table and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Problems; Autism; Interaction; Mental Retardation; Pervasive Developmental Disorders; Race; Ethnicity; Comorbidity; African Americans; Adults; Institutionalized Persons; Measures (Individuals); Predictor Variables; Correlation

Abstract:
Rates of challenging behaviors were assessed in 175 adults with intellectual disability (ID) or ID and a comorbid autism spectrum disorder (ASD). The relationship between ASD diagnosis, race, and challenging behaviors was assessed using the "Autism Spectrum Disorders-Behavior Problems for Adults (ASD-BPA)." Those with ASD and ID were found to exhibit significantly more challenging behaviors than those with ID alone. No significant main effect of race was found. However, a significant interaction between ASD diagnosis and race was found: In those with ASD, Caucasian participants exhibited more challenging behaviors than African Americans, whereas the opposite held true in those without ASD. Specific subscales of the ASD-BPA were also examined, with a significant interaction found on the Stereotypy subscale. Results and their implications are discussed. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification; Evidence; Autism; Response to Intervention; Programming; Fidelity; Family Involvement; Pervasive Developmental Disorders; Eligibility; Learning Disabilities; Emotional Disturbances; Behavior Disorders; Asperger Syndrome; Mental Retardation; Special Education

Abstract:
The Response to Intervention (RTI) framework, a preventive model of universal screening, tiered interventions, and ongoing progress monitoring, poses an interesting consideration for identification and service delivery for children with autism spectrum disorders (ASD). Upon examination of the existing literature, paucity exists regarding how RTI might guide identification and service delivery for students with ASD; however, the authors consider core tenets of RTI and how they are relevant for students with ASD given what is known about this unique population. Due to the importance of early identification and interventions for individuals with ASD, the RTI framework could be problematic if used to delay education eligibility. Thus, two routes of identification are outlined by the authors, one of which expedites evaluation based on pervasive symptomatology, while the other route uses a form of universal screening to assist in moving toward evaluation for those suspected of ASD. The use of tiered interventions for prevention or service delivery could cause potential complications given the need for early identification and individualized intensive programming. However, there is a clear match for several instructional RTI components and ASD, specifically for evidence-based interventions that are implemented with fidelity and monitored frequently, and other aspects such as family involvement, which could improve programming for students with ASD. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Risk Management; Role Conflict; Ethics; Foreign Countries; Mental Retardation; Justice; Criminals; Caseworker Approach; Civil Rights; Correctional Rehabilitation; Vocational Rehabilitation; Change Strategies; Institutionalized Persons; Normalization (Disabilities); Ambiguity (Context); Therapy; Client Characteristics (Human Services); Individual Characteristics; Caregiver Role; Role Perception; Semi Structured Interviews; Focus Groups

Abstract:
In New Zealand, the Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003 provides diversion for persons with an intellectual disability who have been charged with, or convicted of, a criminal offence. This unique Act moves the responsibility for such "care recipients" from the criminal justice system to a disability sector that values a social model of disability and philosophies of autonomy, choice and normalisation. This research identified dilemmas faced by care managers legally responsible for care recipients. Care managers experienced: tension between imperatives of risk management, rehabilitation and human rights; role ambiguity between"custodian" or "therapist"; philosophical incongruity within their services; and ethical dilemmas over decisions to lengthen care orders. The changing care recipient population has intensified these dilemmas: services must now adapt to the needs of young, street-wise people with alcohol and drug problems and histories of criminal behaviour. The article makes recommendations about how these dilemmas can be addressed. (Contains 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Mental Retardation; Mass Media Use; Information Technology; Accessibility (for Disabled); Access to Information; Influence of Technology; Normalization (Disabilities); Assistive Technology; Youth Agencies; Observation; Visual Aids; Interviews; Photography; Diaries; Social Networks; Individual Activities; Youth Opportunities; Adults; Intergenerational Programs; Daily Living Skills

Abstract:
This study introduces how technology and humans are part of relationships that influence agency among people with disabilities. It aims to focus attention on the use of, and access to, information and communication technology (ICT), and agency among youths and adults with intellectual disabilities. The study draws on empirical research conducted with youths and adults with intellectual disabilities, as well as staff at a day centre. It shows that by drawing upon interests, previous experiences, and cooperating in ICT activities the participants' agency changed. Also, it shows how disability is relational and how it can be influenced by ICT. An interdisciplinary approach is adopted to interpret the findings and to explore: How do people of different ages with intellectual disabilities experience the use of ICT in their everyday lives? Are people with intellectual disabilities able to influence their level of activity by using ICT? And if so, in what ways? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Disabilities; Intervention; Control Groups; Best Practices; Mental Retardation; Self Determination; Adolescents; High School Students; Special Education; Behavior Disorders; Youth; School Districts; Evaluation

Abstract:
Promoting the self-determination of adolescents with disabilities has become best practice in secondary education and transition services, but to date there have been no studies establishing a causal relationship between efforts to promote self-determination and enhancement of the self-determination of youth with disabilities. This article reports a randomized trial placebo control group study of 371 high school students receiving special education services under the categorical areas of mental retardation or learning disabilities. Students were randomly assigned to an intervention or control group (by high school campus), with students in the intervention condition receiving multiple instructional components to promote self-determination. Latent growth curve analysis showed that although all students in the study showed improved self-determination over the 3 years of the study, students in the intervention group showed significantly greater growth, though specific intraindividual variables affected this growth. Implications for research and intervention are discussed. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grammar; Autism; Language Impairments; Genetic Disorders; Mental Retardation; Delayed Speech; Pragmatics; Mental Age; Comparative Analysis; Form Classes (Languages); Children; Language Processing; Control Groups; Developmental Disabilities

Abstract:
This study investigates whether distinct neurodevelopmental disorders show distinct patterns of impairments in particular grammatical abilities and the relation of those grammatical patterns to general language delays and intellectual disabilities. We studied two disorders (autism and Williams syndrome [WS]) and two distinct properties (Principle A that governs reflexives and Principle B that, together with its associated pragmatic rule, governs pronouns) of the binding module of grammar. These properties are known to have markedly different courses of acquisition in typical development. We compare the knowledge of binding in children with autism with language impairment (ALI) and those with normal language (ALN) to that of children with WS, matched on age to the ALN group, and on age and nonverbal mental age (MA) to the ALI group, as well as to two groups of typically developing (TD) controls, matched on nonverbal MA to ALI and ALN groups. Our results reveal a remarkably different pattern of comprehension of personal pronouns and reflexives in ALI as opposed to ALN, WS, and two groups of TD controls. All five groups demonstrated an equal delay in their comprehension of personal pronouns, in line with widely reported delays in TD literature, argued to be due to delayed pragmatic abilities. However, and most strikingly, the ALI group also showed a pronounced difficulty in comprehension of reflexive pronouns, and particularly of the knowledge that the antecedent of a reflexive must c-command it. The revealed pattern confirms the existence of a particular impairment concerning Principle A in this module of grammar, unrelated to general language delays or cognitive deficits generally present in a large portion of individuals with autism as well as WS, or to general pragmatic deficits, known to be particularly prevalent in the population with autism. (Contains 2 tables and 12 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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