Pub Date : 2022-03-14DOI: 10.1080/19315864.2022.2047844
Nicola Gregson, Catherine Randle-Phillips, C. Delaney
ABSTRACT Introduction People with learning disabilities (PWLD) have been disproportionately impacted by the Covid-19 pandemic, with reports of significant impacts on psychological wellbeing. Services that support PWLD in the UK have had to make significant adaptations, however there is limited research into the perceptions and impact of these changes. This exploratory study aims to investigate the experiences of psychologists working in UK learning disability services throughout the pandemic, to explore service delivery, impact on the psychological wellbeing of PWLD, and the implications from this going forward. Methods Twelve psychologists were interviewed, and thematic analysis was used to explore patterns and themes. Results Three superordinate themes were identified. ‘Delivering Psychological Services’ contained five subordinate themes: ‘Context,’ ‘Accessibility and Acceptability,’ ‘Professional Identity,’ ‘Living the Pandemic’ and ‘Team Connection.’ ‘Wellbeing of PWLD’ contained three subordinate themes: ‘Same Storm Different Boat,’ ‘Continued Inequality’ and ‘Resilience and Re-Evaluation.’ ‘Learning and Future Practice’ contained three subordinate themes: ‘Inclusion,’ ‘Choice and Connection’ and ‘Workforce Wellbeing.’ Conclusion Findings conclude that although a time of immense challenge and loss, the pandemic has triggered significant re-thinking and learning within services. With inequality still evident for PWLD, an emphasis on future services carefully considering potential disadvantage by over-digitization of services is key. There is hope that future psychological services can be offered with more choice and flexibility. Staff wellbeing, compassionate leadership and reestablishing team connections is essential in the new landscape of services. Recommendation, practical implications, and future research directions are discussed.
{"title":"Delivering Psychological Services for People with Learning Disabilities during the Covid-19 Pandemic: The Experiences of Psychologists in the UK","authors":"Nicola Gregson, Catherine Randle-Phillips, C. Delaney","doi":"10.1080/19315864.2022.2047844","DOIUrl":"https://doi.org/10.1080/19315864.2022.2047844","url":null,"abstract":"ABSTRACT Introduction People with learning disabilities (PWLD) have been disproportionately impacted by the Covid-19 pandemic, with reports of significant impacts on psychological wellbeing. Services that support PWLD in the UK have had to make significant adaptations, however there is limited research into the perceptions and impact of these changes. This exploratory study aims to investigate the experiences of psychologists working in UK learning disability services throughout the pandemic, to explore service delivery, impact on the psychological wellbeing of PWLD, and the implications from this going forward. Methods Twelve psychologists were interviewed, and thematic analysis was used to explore patterns and themes. Results Three superordinate themes were identified. ‘Delivering Psychological Services’ contained five subordinate themes: ‘Context,’ ‘Accessibility and Acceptability,’ ‘Professional Identity,’ ‘Living the Pandemic’ and ‘Team Connection.’ ‘Wellbeing of PWLD’ contained three subordinate themes: ‘Same Storm Different Boat,’ ‘Continued Inequality’ and ‘Resilience and Re-Evaluation.’ ‘Learning and Future Practice’ contained three subordinate themes: ‘Inclusion,’ ‘Choice and Connection’ and ‘Workforce Wellbeing.’ Conclusion Findings conclude that although a time of immense challenge and loss, the pandemic has triggered significant re-thinking and learning within services. With inequality still evident for PWLD, an emphasis on future services carefully considering potential disadvantage by over-digitization of services is key. There is hope that future psychological services can be offered with more choice and flexibility. Staff wellbeing, compassionate leadership and reestablishing team connections is essential in the new landscape of services. Recommendation, practical implications, and future research directions are discussed.","PeriodicalId":45864,"journal":{"name":"Journal of Mental Health Research in Intellectual Disabilities","volume":"79 1","pages":"168 - 196"},"PeriodicalIF":2.5,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80996399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-27DOI: 10.1080/19315864.2022.2029644
Noemi Schoop-Kasteler, V. Hofmann, A. Cillessen, C. Müller
ABSTRACT Introduction Individual social status among peers (i.e., acceptance and rejection) has important implications for students’ social and academic development. The present study investigates the role of individual problem behavior and classroom norms in the development of acceptance and rejection among students with intellectual disabilities (ID) in special needs schools. Methods School staff reported on problem behavior and social status of 1125 students with ID (M = 11.26 years, SD = 3.76; 31% female) in special needs schools at the beginning and end of a school year. Results More individual problem behavior at the beginning of the year predicted students’ lower acceptance and greater rejection at the end of the year, controlling for earlier problem behavior and other variables. The effect of problem behavior was independent of the prevailing classroom norms. Conclusion Our findings show that behavioral problems pose a risk for social exclusion of students with ID among their peers in special needs settings.
{"title":"Social Status of Students with Intellectual Disabilities in Special Needs Schools: The Role of Students’ Problem Behavior and Descriptive Classroom Norms","authors":"Noemi Schoop-Kasteler, V. Hofmann, A. Cillessen, C. Müller","doi":"10.1080/19315864.2022.2029644","DOIUrl":"https://doi.org/10.1080/19315864.2022.2029644","url":null,"abstract":"ABSTRACT Introduction Individual social status among peers (i.e., acceptance and rejection) has important implications for students’ social and academic development. The present study investigates the role of individual problem behavior and classroom norms in the development of acceptance and rejection among students with intellectual disabilities (ID) in special needs schools. Methods School staff reported on problem behavior and social status of 1125 students with ID (M = 11.26 years, SD = 3.76; 31% female) in special needs schools at the beginning and end of a school year. Results More individual problem behavior at the beginning of the year predicted students’ lower acceptance and greater rejection at the end of the year, controlling for earlier problem behavior and other variables. The effect of problem behavior was independent of the prevailing classroom norms. Conclusion Our findings show that behavioral problems pose a risk for social exclusion of students with ID among their peers in special needs settings.","PeriodicalId":45864,"journal":{"name":"Journal of Mental Health Research in Intellectual Disabilities","volume":"22 1","pages":"67 - 91"},"PeriodicalIF":2.5,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81279934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-07DOI: 10.1080/19315864.2022.2029641
C. Peña-Salazar, F. Arrufat, Josep-Manel Santos López, Abel Fontanet, P. Roura-Poch, M. Gil-Girbau, Cristina Carbonell-Ducastella, A. Serrano-Blanco
ABSTRACT Background The purpose of this study was to assess the prevalence of unknown comorbid mental disorders in individuals with mild/moderate intellectual disability (ID) with/without autism spectrum disorders (ASD) and to compare the severity of challenging behavior with respect to the comorbidity of ASD and comorbid psychiatric disorders. Methods This is a cross-sectional study of 91 adults with mild or moderate ID with no previous psychiatric diagnosis (except ASD). The assessment tools were the PAS-ADD checklist, Mini-PAS-ADD, PAS-ADD clinical interview and the Inventory for Client and Agency Planning (ICAP). Results A previously undiagnosed mental disorder was found in 23.81% of the individuals with ID and ASD and in 10.20% of the individuals without. The most prevalent mental disorder was major depressive disorder. An association between psychiatric comorbidity and challenging behavior was found in people with ID and ASD. Conclusions The prevalence of underdiagnosed mental disorders in individuals with ASD and ID is high and is associated with challenging behavior.
{"title":"Intellectual Disability, Autism Spectrum Disorders, Psychiatric Comorbidities and Their Relationship with Challenging Behavior","authors":"C. Peña-Salazar, F. Arrufat, Josep-Manel Santos López, Abel Fontanet, P. Roura-Poch, M. Gil-Girbau, Cristina Carbonell-Ducastella, A. Serrano-Blanco","doi":"10.1080/19315864.2022.2029641","DOIUrl":"https://doi.org/10.1080/19315864.2022.2029641","url":null,"abstract":"ABSTRACT Background The purpose of this study was to assess the prevalence of unknown comorbid mental disorders in individuals with mild/moderate intellectual disability (ID) with/without autism spectrum disorders (ASD) and to compare the severity of challenging behavior with respect to the comorbidity of ASD and comorbid psychiatric disorders. Methods This is a cross-sectional study of 91 adults with mild or moderate ID with no previous psychiatric diagnosis (except ASD). The assessment tools were the PAS-ADD checklist, Mini-PAS-ADD, PAS-ADD clinical interview and the Inventory for Client and Agency Planning (ICAP). Results A previously undiagnosed mental disorder was found in 23.81% of the individuals with ID and ASD and in 10.20% of the individuals without. The most prevalent mental disorder was major depressive disorder. An association between psychiatric comorbidity and challenging behavior was found in people with ID and ASD. Conclusions The prevalence of underdiagnosed mental disorders in individuals with ASD and ID is high and is associated with challenging behavior.","PeriodicalId":45864,"journal":{"name":"Journal of Mental Health Research in Intellectual Disabilities","volume":"49 1","pages":"77 - 94"},"PeriodicalIF":2.5,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82832565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-03DOI: 10.1080/19315864.2022.2029642
J. Scheirs, A. Muller, N. Manders, C. D. van der Zanden
ABSTRACT Introduction Estimates of the prevalence of depression in people with intellectual disability range from almost nonexistent to 39%. We analyzed the outcomes of three screening instruments to find out more about the prevalence in people with mild or borderline disability. Methods 102 Dutch individuals residing in institutions or living independently took part. The Beck Depression Inventory, the Glasgow Depression Scale and the Signaallijst Depressie voor Zwakzinnigen were used. Results Using the standard cutoff values, the numbers of people identified as depressed by the tests were 31%, 44%, and 22%, respectively. These were high numbers, and they did not refer to the same cases. When scoring above cutoff on all three tests simultaneously was the criterion, 13.7% of the participants were identified as depressed. Conclusion The combined use of several measuring instruments taught us that depression in people with intellectual disabilities might occur more frequently than often assumed: 13.7% might be the lower limit of its actual prevalence. People in this group still run the risk of being underdiagnosed.
{"title":"The Prevalence and Diagnosis of Depression in People with Mild or Borderline Intellectual Disability: Multiple Instrument Testing Tells Us More","authors":"J. Scheirs, A. Muller, N. Manders, C. D. van der Zanden","doi":"10.1080/19315864.2022.2029642","DOIUrl":"https://doi.org/10.1080/19315864.2022.2029642","url":null,"abstract":"ABSTRACT Introduction Estimates of the prevalence of depression in people with intellectual disability range from almost nonexistent to 39%. We analyzed the outcomes of three screening instruments to find out more about the prevalence in people with mild or borderline disability. Methods 102 Dutch individuals residing in institutions or living independently took part. The Beck Depression Inventory, the Glasgow Depression Scale and the Signaallijst Depressie voor Zwakzinnigen were used. Results Using the standard cutoff values, the numbers of people identified as depressed by the tests were 31%, 44%, and 22%, respectively. These were high numbers, and they did not refer to the same cases. When scoring above cutoff on all three tests simultaneously was the criterion, 13.7% of the participants were identified as depressed. Conclusion The combined use of several measuring instruments taught us that depression in people with intellectual disabilities might occur more frequently than often assumed: 13.7% might be the lower limit of its actual prevalence. People in this group still run the risk of being underdiagnosed.","PeriodicalId":45864,"journal":{"name":"Journal of Mental Health Research in Intellectual Disabilities","volume":"59 1","pages":"54 - 66"},"PeriodicalIF":2.5,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88689797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-26DOI: 10.1080/19315864.2022.2029643
S. Mayes, R. Baweja, D. Waschbusch, S. Calhoun
ABSTRACT Introduction Findings regarding the relationship between IQ and comorbidity in autism and ADHD are inconsistent. Methods Mothers rated 1,436 children with autism and 1,056 with ADHD without autism (IQs 9–149, ages 2–17) on the Pediatric Behavior Scale. Results Children with IQs < 70 (vs. ≥ 70) had less oppositional behavior, irritability, tantrums, conduct problems, generalized anxiety, and depression and more separation anxiety. Children with ADHD-Inattentive had less comorbidity than children with autism and children with ADHD-Combined. For autism, 80% had ADHD-Combined symptoms and 9% had ADHD-Inattentive symptoms. Most children with autism and with ADHD-Combined with IQs ≥ 70 had oppositional defiant disorder, as did almost half with IQs < 70. For autism, 45% with IQs ≥ 70 had generalized anxiety and 47% with IQs < 70 had separation anxiety. Conclusions Given high rates of comorbid symptoms in autism and ADHD, clinicians should be alert to and assess for psychiatric comorbidity.
{"title":"Relationship between IQ and Internalizing and Externalizing Symptoms in Children with Autism and Children with ADHD","authors":"S. Mayes, R. Baweja, D. Waschbusch, S. Calhoun","doi":"10.1080/19315864.2022.2029643","DOIUrl":"https://doi.org/10.1080/19315864.2022.2029643","url":null,"abstract":"ABSTRACT Introduction Findings regarding the relationship between IQ and comorbidity in autism and ADHD are inconsistent. Methods Mothers rated 1,436 children with autism and 1,056 with ADHD without autism (IQs 9–149, ages 2–17) on the Pediatric Behavior Scale. Results Children with IQs < 70 (vs. ≥ 70) had less oppositional behavior, irritability, tantrums, conduct problems, generalized anxiety, and depression and more separation anxiety. Children with ADHD-Inattentive had less comorbidity than children with autism and children with ADHD-Combined. For autism, 80% had ADHD-Combined symptoms and 9% had ADHD-Inattentive symptoms. Most children with autism and with ADHD-Combined with IQs ≥ 70 had oppositional defiant disorder, as did almost half with IQs < 70. For autism, 45% with IQs ≥ 70 had generalized anxiety and 47% with IQs < 70 had separation anxiety. Conclusions Given high rates of comorbid symptoms in autism and ADHD, clinicians should be alert to and assess for psychiatric comorbidity.","PeriodicalId":45864,"journal":{"name":"Journal of Mental Health Research in Intellectual Disabilities","volume":"101 1","pages":"95 - 110"},"PeriodicalIF":2.5,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72519397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-26DOI: 10.1080/19315864.2022.2029645
Katrin Müller, A. Helmes, Annika Kleischmann, J. Bengel
ABSTRACT Introduction Adults with intellectual disabilities (ID) face a high risk of developing psychiatric disorders, yet there is a lack of valid instruments measuring psychopathology in this population. Two existing instruments are the PAS-ADD Checklist questionnaire and the Mini PAS-ADD interview, two third-party assessments that can be used for the purpose of screening. Methods German versions of the PAS-ADD Checklist and the Mini PAS-ADD were performed on 78 and 55 adults with ID, respectively. Internal consistency, sensitivity, and specificity were calculated for both instruments and the convergent validity of the two tools was tested. Results Cronbach’s alphas of the Checklist’s scales and the total score were questionable (alpha over 0.6), except for a very low alpha for Organic Condition (0.34). For the scales of the Mini PAS-ADD, Cronbach’s alpha varied between 0.34 (Unspecified Disorder) and 0.72 (Psychosis). Using current clinical diagnoses as a reference, sensitivity was rather poor in both instruments, with a case identification of 52% each. Specificity was 70% for the Checklist and 100% for the Mini PAS-ADD. The correlation between the tools was low to moderate (Spearman’s ρ = 0.32, Kendall’s τ = 0.22). Applying the available thresholds, the instruments resulted in the same conclusion about the possible occurrence of psychopathology in only 52.7% of the cases. Discussion The PAS-ADD Checklist and the Mini PAS-ADD are feasible third-party instruments for the assessment of psychiatric disorders in people with ID. Professionals must be aware of the low sensitivity of both tools, meaning that a referral to further assessment should not be based on the thresholds alone. More research is needed as to the adjustment of the thresholds, the suitability of the unusual scoring system and the additional development of self-report instruments.
{"title":"Assessing Psychiatric Symptomatology in Adults with Intellectual Disabilities: Psychometric Properties of German Versions of the PAS-ADD Checklist and the Mini PAS-ADD","authors":"Katrin Müller, A. Helmes, Annika Kleischmann, J. Bengel","doi":"10.1080/19315864.2022.2029645","DOIUrl":"https://doi.org/10.1080/19315864.2022.2029645","url":null,"abstract":"ABSTRACT Introduction Adults with intellectual disabilities (ID) face a high risk of developing psychiatric disorders, yet there is a lack of valid instruments measuring psychopathology in this population. Two existing instruments are the PAS-ADD Checklist questionnaire and the Mini PAS-ADD interview, two third-party assessments that can be used for the purpose of screening. Methods German versions of the PAS-ADD Checklist and the Mini PAS-ADD were performed on 78 and 55 adults with ID, respectively. Internal consistency, sensitivity, and specificity were calculated for both instruments and the convergent validity of the two tools was tested. Results Cronbach’s alphas of the Checklist’s scales and the total score were questionable (alpha over 0.6), except for a very low alpha for Organic Condition (0.34). For the scales of the Mini PAS-ADD, Cronbach’s alpha varied between 0.34 (Unspecified Disorder) and 0.72 (Psychosis). Using current clinical diagnoses as a reference, sensitivity was rather poor in both instruments, with a case identification of 52% each. Specificity was 70% for the Checklist and 100% for the Mini PAS-ADD. The correlation between the tools was low to moderate (Spearman’s ρ = 0.32, Kendall’s τ = 0.22). Applying the available thresholds, the instruments resulted in the same conclusion about the possible occurrence of psychopathology in only 52.7% of the cases. Discussion The PAS-ADD Checklist and the Mini PAS-ADD are feasible third-party instruments for the assessment of psychiatric disorders in people with ID. Professionals must be aware of the low sensitivity of both tools, meaning that a referral to further assessment should not be based on the thresholds alone. More research is needed as to the adjustment of the thresholds, the suitability of the unusual scoring system and the additional development of self-report instruments.","PeriodicalId":45864,"journal":{"name":"Journal of Mental Health Research in Intellectual Disabilities","volume":"1 1","pages":"111 - 129"},"PeriodicalIF":2.5,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89801829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-10DOI: 10.1080/19315864.2021.1992549
Catherine Walton, D. Medhurst, G. Madhavan, R. Shankar
ABSTRACT Background 1 1. please could you change corrresponding author email from rohit.shankar@nhs.net to rohit.shankar@plymouth.ac.uk People with mild intellectual disability (ID) experience a higher prevalence of mental health (MH) problems in comparison to the general population, yet there is little consensus on the most appropriate type and nature of services for support and treatment for this specific group of individuals. Objective The objective of this scoping review is to explore the current evidence for the organization, structure, and delivery of mental health services for people with mild ID. Methods The PRISMA-SCr (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) checklist was followed. Online databases were used to identify systematic reviews, meta-analyses, scoping reviews, or guidelines published between 2003 and 2020. Articles were reviewed using Roever & Zoccai criteria for critical appraisal of systematic reviews and meta-analyses. Results 130 records were identified, of which 91 were longlisted. Of these, 28 articles were shortlisted after review of abstracts prior to review of full-text papers. The review included 11 studies: one meta-analysis, eight systematic reviews, and two scoping reviews. These studies approached the provision of mental health services for individuals with mild ID from various angles – including service organization and access, therapies, and patient feedback. Conclusions According to the Roever & Zoccai criteria, there was a lack of high-quality evidence, which limited the findings and conclusions. The available evidence suggested that despite higher levels of psychopathology there is not a corresponding consideration in care for individuals with mild ID in general psychiatric services. There was no conclusive evidence on better level of services or outcomes being provided either by the general psychiatric services or specialist ID psychiatric services. Some evidence was found for intensive case management and assertive outreach for individuals with mild ID, but this was not replicated in further studies. In terms of treatment, there was no high-quality evidence found for pharmacological interventions, with some limited evidence around psychological therapy for the treatment of depression in this vulnerable population. Overall, it was found that an increase in staff training would be beneficial in terms of timely access to services and appropriate treatment. There is a need for inclusive, evidence-based guidance as regards service development for people with mild ID and MH problems. Abbreviations: ID: intellectual disability; MH: mental health; CBT: Cognitive Behavioral Therapy; RCT: randomized controlled trial; ACT: assertive community treatment; ECT: electroconvulsive therapy
{"title":"The Current Provision of Mental Health Services for Individuals with Mild Intellectual Disability: A Scoping Review","authors":"Catherine Walton, D. Medhurst, G. Madhavan, R. Shankar","doi":"10.1080/19315864.2021.1992549","DOIUrl":"https://doi.org/10.1080/19315864.2021.1992549","url":null,"abstract":"ABSTRACT Background 1 1. please could you change corrresponding author email from rohit.shankar@nhs.net to rohit.shankar@plymouth.ac.uk People with mild intellectual disability (ID) experience a higher prevalence of mental health (MH) problems in comparison to the general population, yet there is little consensus on the most appropriate type and nature of services for support and treatment for this specific group of individuals. Objective The objective of this scoping review is to explore the current evidence for the organization, structure, and delivery of mental health services for people with mild ID. Methods The PRISMA-SCr (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) checklist was followed. Online databases were used to identify systematic reviews, meta-analyses, scoping reviews, or guidelines published between 2003 and 2020. Articles were reviewed using Roever & Zoccai criteria for critical appraisal of systematic reviews and meta-analyses. Results 130 records were identified, of which 91 were longlisted. Of these, 28 articles were shortlisted after review of abstracts prior to review of full-text papers. The review included 11 studies: one meta-analysis, eight systematic reviews, and two scoping reviews. These studies approached the provision of mental health services for individuals with mild ID from various angles – including service organization and access, therapies, and patient feedback. Conclusions According to the Roever & Zoccai criteria, there was a lack of high-quality evidence, which limited the findings and conclusions. The available evidence suggested that despite higher levels of psychopathology there is not a corresponding consideration in care for individuals with mild ID in general psychiatric services. There was no conclusive evidence on better level of services or outcomes being provided either by the general psychiatric services or specialist ID psychiatric services. Some evidence was found for intensive case management and assertive outreach for individuals with mild ID, but this was not replicated in further studies. In terms of treatment, there was no high-quality evidence found for pharmacological interventions, with some limited evidence around psychological therapy for the treatment of depression in this vulnerable population. Overall, it was found that an increase in staff training would be beneficial in terms of timely access to services and appropriate treatment. There is a need for inclusive, evidence-based guidance as regards service development for people with mild ID and MH problems. Abbreviations: ID: intellectual disability; MH: mental health; CBT: Cognitive Behavioral Therapy; RCT: randomized controlled trial; ACT: assertive community treatment; ECT: electroconvulsive therapy","PeriodicalId":45864,"journal":{"name":"Journal of Mental Health Research in Intellectual Disabilities","volume":"21 1","pages":"49 - 75"},"PeriodicalIF":2.5,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91274477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-15DOI: 10.1080/19315864.2021.1992550
C. Straccia, F. Gerber, Barbara Darbellay, Isabelle Collet-Wagner, S. Lonchampt, M. Kosel
ABSTRACT Introduction The aim of this study was to adapt the Health of the Nation Outcome Scales for people with Learning Disabilities into French (F-HoNOS-LD) and to examine its validity and reliability. Method Sixty-six adults with intellectual disabilities (ID) admitted to a psychiatric hospital took part in the study. Clinicians used the F-HoNOS-LD and the Aberrant Behavior Checklist (ABC) to test all of them at hospital admission. A subsample (n = 34) was tested with the F-HoNOS-LD a second time at the end of the hospital stay. Results The French version of the instrument showed evidence of convergent validity with the ABC and very good internal consistency. Repeated measures analyses revealed – as expected – a systematic decrease in F-HoNOS-LD scores. Conclusion Results of this study suggest that the F-HoNOS-LD is a reliable and valid instrument to measure clinical outcomes among French-speaking adults with ID.
{"title":"Adaptation Process and Psychometric Properties of the French Version of the Health of the Nation Outcome Scales for People with Learning Disabilities","authors":"C. Straccia, F. Gerber, Barbara Darbellay, Isabelle Collet-Wagner, S. Lonchampt, M. Kosel","doi":"10.1080/19315864.2021.1992550","DOIUrl":"https://doi.org/10.1080/19315864.2021.1992550","url":null,"abstract":"ABSTRACT Introduction The aim of this study was to adapt the Health of the Nation Outcome Scales for people with Learning Disabilities into French (F-HoNOS-LD) and to examine its validity and reliability. Method Sixty-six adults with intellectual disabilities (ID) admitted to a psychiatric hospital took part in the study. Clinicians used the F-HoNOS-LD and the Aberrant Behavior Checklist (ABC) to test all of them at hospital admission. A subsample (n = 34) was tested with the F-HoNOS-LD a second time at the end of the hospital stay. Results The French version of the instrument showed evidence of convergent validity with the ABC and very good internal consistency. Repeated measures analyses revealed – as expected – a systematic decrease in F-HoNOS-LD scores. Conclusion Results of this study suggest that the F-HoNOS-LD is a reliable and valid instrument to measure clinical outcomes among French-speaking adults with ID.","PeriodicalId":45864,"journal":{"name":"Journal of Mental Health Research in Intellectual Disabilities","volume":"111 2 1","pages":"37 - 48"},"PeriodicalIF":2.5,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79653476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/19315864.2021.1959688
Apsara Ali Nathwani, M. Lakhdir, Fauzia Basaria Hasnani, G. Peerwani, M. Bhura, S. Azam, A. Siddiqui
ABSTRACT Introduction Parents of children with developmental disabilities, particularly mothers, are likely to suffer from stress. Nevertheless, the association between parenting stress and the type and extent of disability is far from evident. Methods To examine the relationship between parenting stress, and type and extent of disability, we collected demographic details and the Parenting Stress Scale from 250 mothers of children with a developmental disability attending special-education schools in Karachi. Type and extent of disability were diagnosed by the school’s psychologist based on DSM criteria. Adjusted beta-coefficients along with a 95% confidence interval were reported using multiple linear regression. Results The overall mean parenting stress score among mothers was found to be 43.2 (95% CI: 42.3–44.1). A total of 80 mothers (32%) had a child with Intellectual disability (ID), 60 (24%) with Attention deficit hyperactivity disorder (ADHD), 41 (16%) with Autism, and 69 (28%) with Down syndrome. A large proportion of these children (41%) had mild symptoms and around 26% had severe disability. Multivariable analysis showed that the estimated mean parenting stress score was higher for mothers of children with severe autism (β: 8.09, 95% CI: 3.07, 13.11), severe ID (β: 7.45, 95% CI: 3.71, 11.19) and severe ADHD (β: 7.03, 95% CI: 2.62, 11.44) compared to mothers of children with mild autism, ID, and ADHD. Conclusion Nurturing a child with special care needs is challenging for mothers. Appropriate clinical services aiming to support parents of children with various disabilities should offer resources to educate and enable mothers to manage their child’s disabilities and needs. Tailored parenting interventions must also be introduced to reduce the levels of stress among mothers.
{"title":"Factors Associated with Parenting Stress among Mothers of Children with Developmental Disabilities: A Cross-sectional Study","authors":"Apsara Ali Nathwani, M. Lakhdir, Fauzia Basaria Hasnani, G. Peerwani, M. Bhura, S. Azam, A. Siddiqui","doi":"10.1080/19315864.2021.1959688","DOIUrl":"https://doi.org/10.1080/19315864.2021.1959688","url":null,"abstract":"ABSTRACT Introduction Parents of children with developmental disabilities, particularly mothers, are likely to suffer from stress. Nevertheless, the association between parenting stress and the type and extent of disability is far from evident. Methods To examine the relationship between parenting stress, and type and extent of disability, we collected demographic details and the Parenting Stress Scale from 250 mothers of children with a developmental disability attending special-education schools in Karachi. Type and extent of disability were diagnosed by the school’s psychologist based on DSM criteria. Adjusted beta-coefficients along with a 95% confidence interval were reported using multiple linear regression. Results The overall mean parenting stress score among mothers was found to be 43.2 (95% CI: 42.3–44.1). A total of 80 mothers (32%) had a child with Intellectual disability (ID), 60 (24%) with Attention deficit hyperactivity disorder (ADHD), 41 (16%) with Autism, and 69 (28%) with Down syndrome. A large proportion of these children (41%) had mild symptoms and around 26% had severe disability. Multivariable analysis showed that the estimated mean parenting stress score was higher for mothers of children with severe autism (β: 8.09, 95% CI: 3.07, 13.11), severe ID (β: 7.45, 95% CI: 3.71, 11.19) and severe ADHD (β: 7.03, 95% CI: 2.62, 11.44) compared to mothers of children with mild autism, ID, and ADHD. Conclusion Nurturing a child with special care needs is challenging for mothers. Appropriate clinical services aiming to support parents of children with various disabilities should offer resources to educate and enable mothers to manage their child’s disabilities and needs. Tailored parenting interventions must also be introduced to reduce the levels of stress among mothers.","PeriodicalId":45864,"journal":{"name":"Journal of Mental Health Research in Intellectual Disabilities","volume":"52 1","pages":"375 - 387"},"PeriodicalIF":2.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76444256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.1080/19315864.2021.1971348
S. Dukmak, Razan N Alkhatib
ABSTRACT Background This study investigates the stress that parents can experience as a result of raising children with intellectual and/or developmental disabilities, in relation to various child and family characteristics and to families’ social opportunities and social support. Method A total of 225 parents of children with developmental and/or intellectual disabilities in Abu Dhabi Emirate completed a quantitative questionnaire. Results Parental stress was significantly correlated with children’s age and type of disability, with mothers’ age, fathers’ education, children’s place of residence, number of children with disabilities in the family, family monthly income, social opportunities and social support, but with none of the other characteristics examined. Conclusions Governmental and non-governmental organizations in the United Arab Emirates should take measures to improve the psychological well-being of parents of children with disabilities, a key intervention being the improvement of support services to such parents. Some cultural issues have been discussed.
{"title":"Social Support and Social Opportunities as Predictors of Stress among Parents of Children with Developmental and Intellectual Disabilities in Abu Dhabi Emirate, United Arab Emirates","authors":"S. Dukmak, Razan N Alkhatib","doi":"10.1080/19315864.2021.1971348","DOIUrl":"https://doi.org/10.1080/19315864.2021.1971348","url":null,"abstract":"ABSTRACT Background This study investigates the stress that parents can experience as a result of raising children with intellectual and/or developmental disabilities, in relation to various child and family characteristics and to families’ social opportunities and social support. Method A total of 225 parents of children with developmental and/or intellectual disabilities in Abu Dhabi Emirate completed a quantitative questionnaire. Results Parental stress was significantly correlated with children’s age and type of disability, with mothers’ age, fathers’ education, children’s place of residence, number of children with disabilities in the family, family monthly income, social opportunities and social support, but with none of the other characteristics examined. Conclusions Governmental and non-governmental organizations in the United Arab Emirates should take measures to improve the psychological well-being of parents of children with disabilities, a key intervention being the improvement of support services to such parents. Some cultural issues have been discussed.","PeriodicalId":45864,"journal":{"name":"Journal of Mental Health Research in Intellectual Disabilities","volume":"46 1","pages":"388 - 411"},"PeriodicalIF":2.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90914605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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