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Children and young people with co‐morbid intellectual disabilities and autism are more prone to experience mental health problems compared to people with intellectual disabilities but without autism. Children and young people with intellectual disabilities and autism may experience symptoms of anxiety at a greater level than the general population; however, this is not supported with research evidence in relation to the prevalence of anxiety in people with intellectual disabilities and autism. The aim of this study is to identify the prevalence of anxiety disorders in children and young people with intellectual disabilities and autism.

In total, 150 children and young people (age range of 5‐18 years) from a metropolitan district in the North of England were screened for anxiety using the Reiss Scales for Children's Dual Diagnosis and the Glasgow Anxiety Scale.

The results indicate that the prevalence of anxiety was 32.6 per cent for children and young people with intellectual disabilities and autism on the Glasgow Anxiety Scale. One of the important questions that arise from this study is the risk factors for the high prevalence of anxiety in children and adolescents with autism.

The findings highlight the prevalence of anxiety in children and young people with co‐morbid intellectual disabilities and autism. This has implications for assessment of anxiety disorders for children and young people with intellectual disabilities.

Anxiety disorder is a common mental health problem in people with intellectual disabilities. Although this affects their quality of life, in Spain, there are no validated tools to evaluate the symptomatology of anxiety in people with intellectual disabilities. The aim of this study is to validate the Glasgow Anxiety Scale for people with an intellectual disability (GAS-ID) in the Spanish population.

The Spanish version of the GAS-ID was produced by back translation and was administered to 120 adults with intellectual disabilities. The psychometric analyses included internal consistency using the Cronbach’s alpha coefficient, inter-rater and test-retest reliability were determined using intra class correlation and Pearson correlation coefficients and, finally, factor analysis with Varimax rotation to confirm the construct validity of the questionnaire.

Cronbach’s alpha was 0.86 for the overall questionnaire. The intraclass correlation coefficient showed a good level of agreement in both test-retest (0.90) and inter-rater (0.91) analysis and the Pearson correlation showed a good significance in all dimensions and in the total scale. Varimax rotation factor analysis revealed four well-defined factors.

The GAS-ID is a feasible and reliable instrument for assessing anxiety symptoms in adults with mild and moderate intellectual disabilities, offering better diagnoses and therefore a more accurate treatment for the Spanish population with intellectual disabilities.

This study aimed to examine for differences on how symptoms relating to depression and anxiety were reported by males and females with intellectual disability as part of the development of the Self‐Assessment Intervention Package (SAINT), a guided self‐help tool.

Three self‐report questionnaires were administered (The Glasgow Depression Scale – Learning Disabilities (GDS‐LD)), Glasgow Anxiety Scale – Intellectual Disabilities (GAS‐ID) and Self‐Assessment Intervention Package (SAINT) to a group of people with mild intellectual disabilities (n=36), to allow comparison of symptom reporting between genders, in particular examining the SAINT across the two groups.

Statistically significant differences in self‐reported symptoms as assessed with SAINT were found between males and females. The symptoms where related mainly to mood and self‐esteem. Overall, endorsement of self‐reported depressive symptoms was between 2.7‐3.2 times higher in female than male patients.

There was evidence to suggest differences in self‐report and symptom profiles of depression and anxiety of males and females with mild intellectual disabilities with females reporting higher in terms of symptoms using the SAINT. The SAINT is a valid tool for screening and self‐reporting symptoms of anxiety and depression in people with intellectual disabilities.

There is a move to make primary care models of mental health care more accessible to people with intellectual disabilities (IAPT, 2009) but little evidence of their ability of services to make the necessary reasonable adjustments or their effectiveness (Dodd et al., 2011). The purpose of this paper is to describe a pilot project to evaluate an anxiety management group co-facilitated by Least Intervention First Time (LIFT) Psychology and Community Team for People with Learning Disabilities (CTPLD) services.

Five people attended a nine-week anxiety management group, adapted from a course offered by LIFT services. The Glasgow Anxiety Scale (GAS-ID) and a skills and knowledge assessment were completed pre-group, post-group and follow-up to evaluate outcome and consider the ability of LIFT to make reasonable adjustments to deliver effective services for people with intellectual disabilities.

Participants showed no significant reduction in anxiety levels but improvements in their skills and knowledge. An evaluation of the adjustments to make the group accessible for people with intellectual disabilities identified that some were feasible if offering the group on a long-term basis, and others were not. The viability of future groups is considered.

The paper looks at the viability of making reasonable adjustments to psychoeducational groups within Improving Access to Psychological Therapies services to better meet the needs of people with intellectual disabilities, an area of limited research. It raises dilemmas and considerations for the future development of such services.

The purpose of this paper is to assess the effects of compassion-focussed therapy (CFT) on anxiety in a small sample of adults with intellectual disability.

A mixed-methods design was employed. Participants (n=3) completed questionnaire measures of anxiety and self-compassion on three occasions: pre-intervention, post-intervention and, at three months follow-up. Post-intervention, they also took part in recorded interviews that were analysed using interpretive phenomenological analysis. Findings were then synthesised to develop a comprehensive understanding of their overall experience.

Final data synthesis revealed five themes: participant anxiety decreased (reliable for all participants); the faulty self; improved positive compassionate attitudes; increased sense of common humanity; and mindful distraction techniques.

This research paper offers in-depth analysis of three participants’ experiences rather than reporting in less detail about a larger number of participants. The self-compassion scale required considerable support and reasonable adaptation to be used with these clients.

Only two other studies have explored the use of CFT with people with intellectual disabilities.

This case report aims to describe the treatment of a woman (Rachel) in her twenties who was referred to the community team for people with an intellectual disability by her neurologist as she wanted help with reducing the frequency of psychogenic non‐epileptic seizures (PNES).

CBT was used as the therapeutic approach. The first stage of intervention focussed on reducing the frequency of PNES through relaxation and distraction techniques. Graded exposure was then used to enable Rachel to achieve her goal of going on the bus alone. The intervention process was completed over 12 sessions.

Outcome was measured using self‐report of seizure frequency. Rachel has successfully reduced the frequency of PNES from seven to two‐three per week, and has managed to successfully complete several bus journeys on her own, working through the hierarchy the authors had developed. The authors also completed pre and post therapy measures for anxiety and depression. Her scores on the Glasgow Anxiety Scale for Intellectual Disability reduced from 23 to 19 whilst she scored sub‐clinically on the Glasgow Depression Scale for Intellectual Disability.

This case report seeks to add to the evidence base of CBT as a viable treatment for PNES whilst also demonstrating that the approach can be adapted to meet the needs of clients with intellectual disabilities.

Psychometrically sound measures are essential for clinical practice to provide appropriate therapeutic input. Vlissides et al. (2016) reviewed measures used in psychological therapies with people who have intellectual disabilities (ID). This paper aims to review the evidence for the psychometric properties of recent clinical measures published since/overlooked by Vlissides et al. (2016).

A literature search was conducted to identify relevant clinical measures. Experts in the field also were contacted. Twenty papers were identified, relating to five novel clinical measures: psychological therapies outcome scale – intellectual disabilities, clinical outcome in routine evaluation – learning disabilities scale 30, quality of early relatedness rating scale, scale of emotional development – short and the Frankish assessment of the impact of trauma.

Evidence was found supporting a proportion of the psychometric properties of each measure, and some measures were found to be useful in directing interventions and informing clinical decisions. None of the measures identified, however, are yet to be fully psychometrically investigated, requiring further research.

To the best of the authors’ knowledge, this paper is the first to review the evidence of psychometric properties for these five emerging clinical measures and as such contributes an original perspective on their current state and requirements for future development.

No One Knows (Prison Reform Trust, 2008) is concerned with people with learning disabilities and difficulties who come into contact with the police and who enter the criminal justice system. The terms ‘learning disabilities’ and ‘learning difficulties’ are often used interchangeably to describe people with an intellectual disability, excluding those who, for example, have dyslexia. No One Knows, however, has adopted a more inclusive approach, and has included in its remit offenders with learning disabilities as defined by the World Health Organisation as well as those with a broader range of learning difficulties. Although there is some disagreement on prevalence, it is clear that a large number of people with learning disabilities and difficulties are caught up in the criminal justice system. Once in the criminal justice system, people with learning disabilities and difficulties, because of their impairments, struggle to cope. At worst this can affect their right to a fair hearing in court and, if they are sentenced to custody, may mean longer in prison. UK criminal justice agencies do not recognise, let alone meet, the particular needs of people who have learning disabilities or difficulties.

Although studies suggest alcohol abuse is not the major problem among offenders and others with intellectual disabilities (ID), it is still a significant problem. There are also suggestions that alcohol may have a more serious effect on those with ID. The purpose of this paper is to describe a treatment for alcohol-related difficulties designed for people with ID.

A programme for alcohol-related problems is described and four case studies are presented to illustrate the sessions and review the way in which people with ID have responded to the methods. The cases have a mixture of alcohol-related problems including anger, anxiety, social withdrawal and depression. The alcohol programme is coordinated with a range of person centred interventions for specific difficulties.

All cases responded to the programme positively. Two cases showed reductions in anger, two reported reductions in anxiety and one reported reductions in depression. All cases increased their alcohol knowledge considerably.

The programme seems promising in its approach to alcohol-related difficulties. It is noted that alcohol education alone is likely to improve participants’ wellbeing in the absence of coordinated intervention for other relevant personal difficulties. A controlled treatment trial for effectiveness is clearly required.

The paper describes a programme for alcohol-related problems and may be the first such programme that has contained pilot evaluation.

No One Knows is concerned about people with learning disabilities and difficulties who get into trouble with the police and who enter the criminal justice system. The terms ‘learning difficulties’ and ‘learning difficulties’ are often used interchangeably to describe people with an intellectual disability, excluding those who, for example, have dyslexia or Asperger syndrome. No One Knows, however, has adopted a more inclusive approach and has included in its remit offenders with learning disabilities as defined by the World Health Organization as well as those with a broader range of learning difficulties. Although there is some discrepancy on prevalence, it is clear that high numbers of people with learning disabilities and difficulties are caught up in the criminal justice system. Once in the criminal justice system it is unlikely that an individual with learning disabilities or difficulties will be identified or that their support needs will be met. This causes difficulties for the individual concerned and for the staff who work with them, who receive little or no training for working with this group of people. The question of whether people with learning disabilities (meaning intellectual disabilities) should be diverted from the criminal justice system is considered.