Search results

1 – 10 of over 2000
Book part
Publication date: 4 November 2003

Sheryl A. Larson, K.Charlie Lakin and Lynda L. Anderson

This article describes the use of the National Health Interview Survey-Disability Supplement (NHIS-D) to estimate the prevalence and general characteristics of persons with…

Abstract

This article describes the use of the National Health Interview Survey-Disability Supplement (NHIS-D) to estimate the prevalence and general characteristics of persons with intellectual and/or developmental disabilities in the non-institutionalized U.S. population. It provides estimates of the populations of non-institutionalized persons with intellectual disability (defined categorically), with developmental disabilities (defined functionally) and with both. It describes how the prevalence of intellectual and/or developmental disabilities varies by age, poverty status and other demographic variables. It describes how intellectual disabilities and developmental disabilities are operationally different, and how the people identified in those groups differ substantially both in number and in demographic characteristics. An analysis of poverty status among adults reveals that poverty is significantly more common for women, people who were not white, people with intellectual or developmental disabilities, adults with less than 12 years of education, and people living with a spouse or alone (as compared to people living with relatives such as parents or siblings).

Details

Using Survey Data to Study Disability: Results from the National Health Survey on Disability
Type: Book
ISBN: 978-0-76231-007-4

Article
Publication date: 24 January 2011

Hannah Kiddle and Dave Dagnan

This paper examines how developmental risk factors associated with depression in typically developing adolescents may interact with the particular life experience of adolescents…

575

Abstract

This paper examines how developmental risk factors associated with depression in typically developing adolescents may interact with the particular life experience of adolescents with intellectual disabilities and influence vulnerability to depression. We suggest that a consideration of developmental factors and their interaction with the person's social environment may offer a possible framework for prevention and early intervention with adolescents with intellectual disabilities.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 5 no. 1
Type: Research Article
ISSN: 2044-1282

Keywords

Book part
Publication date: 7 July 2022

Matthew Bennett and Emma Goodall

In the field of autism spectrum research, there has been a tendency to examine autistics without intellectual disabilities. This focus has come at the expense of examining their…

Abstract

In the field of autism spectrum research, there has been a tendency to examine autistics without intellectual disabilities. This focus has come at the expense of examining their peers with intellectual disabilities, who are generally regarded as needing more assistance due to more complex support needs. This chapter begins by defining intellectual disability, followed by an examination of the literature about the prevalence of intellectual disability in the autistic population. The results from the American Government's Centres for Disease Control and Prevention (CDC) Autism and Developmental Monitoring (ADDM) Network about the proportion of autistics with intellectual disabilities are then outlined. Following this, the results from studies about the proportion of autistics with intellectual disabilities are presented. The goal of this section is to show that despite there being evidence that about a quarter of the autistic population have an intellectual disability, this cohort is underrepresented within research about the autism spectrum. Two reasons for this discrepancy are then outlined. This chapter concludes with three suggestions for where more research can be conducted into autistics who have an intellectual disability.

The original contribution that this chapter makes to the field of autism research is to highlight the lack of literature about members of the autistic community who have an intellectual disability as well as presenting several reasons for this lack of research and directions for research in the future.

Details

Addressing Underserved Populations in Autism Spectrum Research
Type: Book
ISBN: 978-1-80382-463-5

Keywords

Article
Publication date: 10 July 2017

Hagai Katz and Uzi Sasson

Many social services today are provided through solutions that require interaction between nonprofits and business. The purpose of this study is to examine the nature of the…

Abstract

Purpose

Many social services today are provided through solutions that require interaction between nonprofits and business. The purpose of this study is to examine the nature of the relationship between the different players in such mixed markets. One such market is workforce integration programs for persons with disabilities. The authors studied the relationships and interactions between collaborating nonprofits and business firms within the context of actor–network theory (ANT) by examining the process of workforce integration.

Design/methodology/approach

The study included in-depth interviews and questionnaires with 47 managers of employers that were hiring persons with intellectual and developmental disabilities, as well as in-depth interviews with ten senior managers in five nonprofit organizations involved in work integration of persons with intellectual and developmental disabilities. The interview data were analyzed using qualitative thematic analysis and content analysis.

Findings

The authors found an intricate relationship between employers and nonprofits promoting workforce integration. While it seemed that both players were involved in different and complementary aspects and phases of the integration process, the relationship revealed complicated power relations, interdependencies and imbalanced collaborative patterns, resulting in relatively symmetric relations, known as strategic bridging.

Practical implications

Business compliance with workforce integration depends on continued support by nonprofit services.

Social implications

Findings are essential for promoting workforce integration, and policies need to support the role of nonprofit services.

Originality/value

The study highlights the co-dependence between nonprofits and businesses, contrary to common views that nonprofits are dependent on businesses.

Book part
Publication date: 2 February 2023

Emily C. Bouck, Holly Long and Larissa Jakubow

Assistive technology can support and enhance the learning, independence, and daily living skills of students with disabilities, including students with intellectual disability

Abstract

Assistive technology can support and enhance the learning, independence, and daily living skills of students with disabilities, including students with intellectual disability (ID). Assistive technology is not generally disability dependent; however, for students with ID we decided to focus on assistive technology across two areas: instructional aids – with a focus on reading, writing, and mathematics – and transition and independence. Throughout our focus on these two categories of assistive technology, we discuss low-tech, mid-tech, and high-tech options to support students with ID.

Details

Using Technology to Enhance Special Education
Type: Book
ISBN: 978-1-80262-651-3

Keywords

Article
Publication date: 23 June 2023

Mark Murphy

The purpose of this paper is to consider the key themes highlighted by Collins et al., in light of the wider research evidence base on informal sources of support for families of…

Abstract

Purpose

The purpose of this paper is to consider the key themes highlighted by Collins et al., in light of the wider research evidence base on informal sources of support for families of children with intellectual and developmental disabilities.

Design/methodology/approach

This commentary reflects on the provision of informal support services for families of children with intellectual and developmental disabilities.

Findings

The wider literature highlights the key role of family support in shifting negative narratives concerning parenting a child with intellectual and developmental disabilities, the impact of austerity and COVID-19 on support provision and the importance of services working effectively in collaboration to promote self-determination for families and individuals with intellectual and developmental disabilities.

Originality/value

Continued efforts to explore how services and informal social supports might work together in an effective manner are key to improving the quality of life of parents caring for children with intellectual and developmental disabilities.

Details

Tizard Learning Disability Review, vol. 28 no. 1/2
Type: Research Article
ISSN: 1359-5474

Keywords

Article
Publication date: 1 April 2022

Danielle Wallace and Elizabeth McGhee Hassrick

In this paper, the authors summarize the empirical and theoretical gaps in understanding of police contact with individuals with intellectual and/or developmental disabilities at…

Abstract

Purpose

In this paper, the authors summarize the empirical and theoretical gaps in understanding of police contact with individuals with intellectual and/or developmental disabilities at the individual, interactional, organizational and systems level and introduce the special issue papers which address these gaps. The authors close with a discussion of future directions for research in this area.

Design/methodology/approach

The authors’ objective in producing this issue was to create a platform to generate and facilitate research in this area. The authors chose papers that represented research that could “move the needle” around the understanding of policing and intellectual and/or developmental disabilities.

Findings

The papers in this special issue reflect four thematic areas: (1) the nature of interactions between the police and individuals with intellectual and/or developmental disabilities; (2) police interactions about individuals with intellectual and/or developmental disabilities with criminal justice systems, social services and mental health services, (3) experiences of the police when encountering individuals with intellectual and/or developmental disabilities and finally, (4) the experiences within police encounters of individuals with intellectual and/or developmental disabilities.

Originality/value

Research on intellectual and/or developmental disabilities is still in its infancy, particularly within the field of criminology and criminal justice. This special issue brings together innovative international research that adds critical information surrounding the nature of interactions between the police and individuals with intellectual and/or developmental disabilities, the experience for both parties during that interaction and the context of these interactions in the larger organizational ecosystem of criminal justice organizations and social service agencies.

Details

Policing: An International Journal, vol. 45 no. 3
Type: Research Article
ISSN: 1363-951X

Keywords

Book part
Publication date: 5 June 2018

Emily C. Bouck and Erin Bone

This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and

Abstract

This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term “intellectual disability,” the majority of research on evidence-based interventions for students with intellectual disability focus on students with more moderate and severe intellectual disability, rather than students with mild intellectual disability. The majority of the interventions determined to be evidence-based within the literature for students with intellectual disability – across both academic and life skills – tend to be those that fall within the purview of systematic instruction.

Details

Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

Keywords

Article
Publication date: 4 January 2016

Marco O. Bertelli, Kerim Munir, James Harris and Luis Salvador-Carulla

The debate as to whether intellectual disability (ID) should be conceptualized as a health condition or as a disability has intensified as the revision of World Health…

Abstract

Purpose

The debate as to whether intellectual disability (ID) should be conceptualized as a health condition or as a disability has intensified as the revision of World Health Organization’s (WHO’s) International Classification of Diseases (ICD) is being finalized. Defining ID as a health condition is central to retaining it in ICD, with significant implications for health policy and access to health services. The purpose of this paper is to include some reflections on the consensus document produced by the first WHO Working Group on the Classification of MR (WHO WG-MR) and on the process that was followed to realize it. The consensus report was the basis for the development of official recommendations sent to the WHO Advisory Group for ICD-11.

Design/methodology/approach

A mixed qualitative approach was followed in a series of meetings leading to the final consensus report submitted to the WHO Advisory group. These recommendations combined prior expert knowledge with available evidence; a nominal approach was followed throughout with face-to-face conferences.

Findings

The WG recommended a synonym set (“synset”) ontological approach to the conceptualisation of this health condition underlying a clinical rationale for its diagnosis. It proposed replacing MR with Intellectual Developmental Disorders (IDD) in ICD-11, defined as “a group of developmental conditions characterized by a significant impairment of cognitive functions, which are associated with limitations of learning, adaptive behaviour and skills”. The WG further advised that IDD be included under the parent category of neurodevelopmental disorders, that current distinctions (mild, moderate, severe and profound) be continued as severity qualifiers, and that problem behaviours removed from its core classification structure and instead described as associated features.

Originality/value

Within the ID/IDD synset two different names combine distinct aspects under a single construct that describes its clinical as well as social, educational and policy utilities. The single construct incorporates IDD as a clinical meta-syndrome, and ID as its functioning and disability counterpart. IDD and ID are not synonymous or mirror concepts as they have different scientific, social and policy applications. New diagnostic criteria for IDD should be based on a developmental approach, which accounts for the complex causal factors known to impact the acquisition of specific cognitive abilities and adaptive behaviours. The paper focuses on a new clinical framework for the diagnosis of IDD that also includes and complements the existing social, educational and policy components inherent in ID.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 10 no. 1
Type: Research Article
ISSN: 2044-1282

Keywords

Article
Publication date: 17 November 2011

Elspeth Bradley, Yona Lunsky, Anna Palucka and Soula Homitidis

The purpose of this paper is to determine: the extent to which an intellectual disability diagnosis meets current diagnostic and statistical manual of mental disorders (DSM…

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Abstract

Purpose

The purpose of this paper is to determine: the extent to which an intellectual disability diagnosis meets current diagnostic and statistical manual of mental disorders (DSM) diagnostic criteria; the prevalence of reported autism spectrum disorders (ASD); and the extent to which assessment of developmental issues is central to the diagnosis of psychotic disorder, in patients discharged with a diagnosis of psychotic disorder and intellectual disabilities.

Design/methodology/approach

Of all patients discharged with psychotic disorder during a four‐year period (n=3339), chart reviews were completed on those also diagnosed with intellectual disability or borderline IQ.

Findings

The findings if this paper are threefold: only 39 percent of the 41 individuals discharged with a diagnosis of psychotic disorder and intellectual disability met documented DSM criteria for intellectual disability; the prevalence of reported ASD was much lower than expected; and the average number of different discharge diagnoses per individual over time was 4.8. Schizophrenia diagnoses were made early in the diagnostic process and tended to persist even when ASD concerns were documented.

Originality/value

The results support the need to systematically assess the developmental issues of patients with intellectual disability as part of the psychiatric diagnostic formulation. Differential diagnoses of psychotic‐like behaviours seen in people with intellectual disability, and alternative frameworks for understanding these behaviours, which in turn should guide more effective interventions and treatment, are discussed.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 5 no. 6
Type: Research Article
ISSN: 2044-1282

Keywords

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