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Kuester, Natalie Louise. "The experience of parents caring for adult offspring with intellectual disability /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09HS/09hsk959.pdf.
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Outar, Cara. "Burnout in direct care staff working in adult intellectual disability services." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5114/.
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Volume I comprises three papers. The first paper is a systematic review of the literature examining burnout in direct care staff working with people with intellectual disabilities. The second paper presents a quantitative research study exploring the relationship between work demands and staff burnout and whether role-identity or self-determination mediate this relationship. The final paper is a public domain briefing document which provides an accessible summary of the empirical paper. Volume II comprises five clinical practice reports. The first report presents a cognitive-behavioural and psych-dynamic formulation for a 16-year-old girl with social anxiety. The second report is a case study describing a cognitive-behavioural intervention undertaken with a 54-year-old gentleman with obsessive compulsive disorder. The third report is a single-case research design describing a behavioural intervention for a 45-year-old woman with Asperger syndrome presenting with challenging behavior. The fourth report is a small-scale service related research project, investigating how well current practice meets the standards of the local mood assessment pathway in a stroke service. The fifth report is an abstract of an oral presentation describing an extended assessment and cognitive-behavioural intervention for a 24-year-old gentleman in a medium secure forensic service.
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Dye, Jacqueline R. "Adult Intellectual Developmental Disorder: Adverse Childhood Experiences and Problem Behaviors." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1597925889922411.
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Dreyfus, Deborah Elizabeth. "Characteristics associated with bone mineral density screening in a sample of adults with intellectual disabilities." Thesis, Boston University, 2012. https://hdl.handle.net/2144/32013.
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Thesis (M.S.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Adults with Intellectual Disability (ID) are at an elevated risk of osteoporosis based on lower peak bone mass and medical characteristics. However, there is little data as to how the medical characteristics affect screening or at what ages people are being screened. Methods: A secondary cross-sectional data analysis of was conducted of 4777 adults witl1 Intellectual Disability to determine characteristics associated with an elevated risk for osteoporosis and receipt of bone density screening. Hypotheses were that increasing age, use of antiseizure medication, living in a 24 hour residential setting, and receiving a flu vaccine increased the likelihood of screening. Bivariate analyses were initially performed, tl1en data were stratified by gender and logistic regressions were performed. Findings: 22.2% of the sample in this study received bone density screening. Bivariate odds ratios identified each of the hypothesized variables as significantly associated with receiving screening. Additionally, many of the covariates analyzed identified significant associations with receiving screening.Data were then stratified by gender and evaluated in a logistic regression. In men, increasing age, tl1e use of antiepileptic medication (adjusted odds ratio (OR) 1.5; 95% confidence interval (CI) 1.2-2.0), and receiving the flu vaccine (adjusted OR 1.5; 95% CI 1.2-2.0) were associated witl1 an increased likelihood of screening, controlling for confounding. Living in a 24 hour residential setting was not significantly associated with screening (adjusted OR 1.2; 95% CI 0.91-1.6). In women, increasing age, the use of antiepileptic medication (adjusted OR 1.5; 95% CI 1.2-1.9), receiving the flu vaccine (adjusted OR 1.4; 95% CI 1.1-1.8), and living in a 24 hour residential setting (adjusted OR 1.4; 95% CI 1.1 -1.8) were all significantly associated with receiving screening. A history of Down syndrome, noted to increase risk of osteoporosis, was associated with a decreased likehl1ood of screening (adjusted OR 0.67; 95% CI 0.4 7-0. 94) in women, although it was not a significant association in men. Conclusions: While most variables related to osteoporosis are associated with an increased likelihood of screening, screening rates among in adults witl1 ID were low. Additionally, men and women have differences in variables related to screening. Better education and improved awareness may increase rates.
2031-01-02
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DeLapp, Christina M. "A Clinical Case Study of Rumination and Emesis in an Adult Male with Intellectual Disability." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849785/.
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An evaluation of a series of interventions was conducted for an individual who engaged in life-threatening rumination and emesis. There is substantial research indicating that the delivery of peanut butter (Barton & Barton, 1985; Greene, Johnston, Rossi, Racal, Winston, & Barron, 1991) and/or chopped bread following meals (Thibadeau, Blew, Reedy, & Luiselli, 1999), chewing gum (Rhine & Tarbox, 2009), and satiation procedures (Dudley, Johnston, & Barnes, 2002; Lyons, Rue, Luiselli, & DiGennario, 2007; Rast, Johnston, Drum, & Conrin, 1981) can be effective treatments for rumination. In the current case, each of these interventions was found to be either ineffective or contraindicated based on the participant's fragile health status. Previous literature has shown that liquid delivery can affect rates of rumination in some clients (Barton & Barton, 1985,; Heering, Wilder, & Ladd, 2003). We examined how liquid affected the rate of rumination during and after meals. Based on the individual's medical condition, oral nutrition and fluids were discontinued indefinitely and a gastronomy-jejunostomy tube was used for nutrition. All rumination ceased when fluids and nutrition were delivered via the jejunostomy tube. Finally, a fluid analysis procedure was implemented in which the participant received small amounts of fluid while NPO. Color and flavor were manipulated systematically, and results suggested that flavor impacted the rate of rumination.
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Morris, Stephanie H. "Quality of Life Issues for Three Young Adults with Developmental Disabilities Receiving Music Therapy During Transition from High School to Adult Life: A Phenomenological Inquiry." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399566841.
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Lopez, Patricia A. "EXPLORING FUTURE PLANNING SUPPORT FOR PARENTS OF ADULT CHILDREN WITH INTELLECTUAL/ DEVELOPMENTAL DISABILITIES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/381.
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For parents caring for an intellectually or developmentally disabled child (I/DD), there can be many challenges throughout various life stages. While research has been shown to emphasize an abundance of services for parents of young children and adolescents with I/DD, there has been a lack of services for later life transitions within adulthood. Within this research, a brief literature review of what preparation and services have been provided to parents of adult children with I/DD in regard to non-parental care placement is provided. The following research discusses the various perspectives of the future planning process through interviews from participants who identify themselves as a primary caregiver of their adult child with I/DD and who are 45 years of age or older. This research also discusses the results, limitations, recommendation for social work practice, and research conclusion.
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Isacsson, Katrina. "A Bridge to Nowhere: Experiences of the Transition from High School to Adult Life for Young Adults with Intellectual Disabilities in Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39867.
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The foremost aim of this study is inherent in my primary research question which asks
how the families of adult children with intellectual disabilities understand and experience the transition that takes place when their children age out of high school. In order to achieve this goal, I turned to the families themselves and asked participants to recount their lived experiences during this important transition. Throughout my data collection and subsequent analysis, I relied on methods common to interpretative phenomenology to guide my process and ensure its viability. To this end, I have conducted a phenomenological analysis of participant narratives and
provide a comprehensive portrayal of how parents experience and understand the transition that takes place when their adult children with intellectual disabilities age out of school. I have strived to embed this study within the framework of the existing literature and policy pertaining to this transition. I have enhanced this research with an original content analysis of news articles pertaining to the post-school lives of adults with intellectual disabilities. Finally, I undertook interviews with community and government representatives. When taken together, these elements illustrate how difficult it is for the parents of young adults with intellectual disabilities to replace the services and supports that they lose when their adult children age out of high school in Ontario.
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Ortiz, Kaylee A. "THE EFFECTS OF VIDEO ACTIVITY SCHEDULES ON LIFE SKILLS FOR INDIVIDUALS WITH MILD INTELLECTUAL DISABILITY." UKnowledge, 2017. https://uknowledge.uky.edu/edsrc_etds/46.
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This study used a multiple probe across settings design to evaluate the effects of video activity schedules (VidAS) on the acquisition of life skills in various settings within the home. In a technology training phase, participants were taught how to navigate a mobile application and use the pause and play feature of the video using a system of least prompts. In baseline, participants were given a task direction to complete the tasks within each setting with access to a static picture schedule. During intervention, participant task completion was evaluated when self-instructing with the use of VidAS in each setting. One participant’s settings consisted of the living room, kitchen, and outdoor schedule, the other participant’s settings consisted of a checkbook, kitchen, and laundry schedule. One participant learned to self-instruct using the mobile technology and independently complete and navigate between and within tasks within each schedule.
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Gauthier-Boudreault, Camille. "La transition vers la vie adulte : les besoins des jeunes adultes présentant une déficience intellectuelle profonde et de leur famille, les facteurs qui l'influencent et les pistes de solutions pour la faciliter." Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9536.
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Résumé : Introduction : Au Québec, jusqu’à l’âge de 21 ans, les enfants et adolescents ayant une déficience intellectuelle (DI) profonde ont des services de pédiatrie adaptés et l’opportunité de fréquenter des écoles spécialisées publiques. Toutefois, au-delà de cet âge, l’accès à ces services spécialisés est plus limité : le financement pour la fréquentation scolaire cesse et les jeunes adultes transfèrent des services de santé pédiatriques vers le secteur adulte. Malgré la mise en place de solutions visant à faciliter cette transition, des difficultés tendent à persister, une situation pouvant avoir des effets négatifs considérables au niveau de la personne ayant un handicap et de sa famille. Cependant, peu d’études se sont intéressées aux facteurs qui influencent le vécu de la transition vers la vie adulte des familles de jeunes personnes présentant une DI profonde, rendant difficile l’adaptation des programmes déjà existants de planification de la transition à la réalité de ces familles. Objectif : Ce projet vise à décrire les besoins des personnes présentant une DI profonde et de leur famille lors de la transition vers la vie adulte, en décrivant le vécu des parents lors de cette période et les facteurs qui l’influencent, ainsi qu’en explorant les pistes de solution à mettre en place. Méthodologie : Afin de réaliser cette étude qualitative, un devis descriptif interprétatif a été choisi. Deux entrevues semi-dirigées individuelles ont été réalisées auprès de quatorze parents, la deuxième entrevue permettant de valider et d’approfondir les résultats à l’aide d’un résumé de la première rencontre. Résultats : Plusieurs facteurs multisystémiques de l’ordre du soutien matériel, informatif, cognitif et affectif semblent influencer la transition vers la vie adulte. Ces différents facteurs contribuent au vécu particulièrement difficile des familles, qui vivent beaucoup d’anxiété et de frustration face au peu de soutien qui leur est offert. Plusieurs idées intéressantes ont été proposées par les parents pour répondre à ce manque de soutien, autant au plan du partage des connaissances, de l’amélioration de la collaboration inter-établissement que du soutien psychologique. Conclusion : Cette étude souligne l’importance d’impliquer l’ensemble des acteurs œuvrant auprès du jeune adulte et de sa famille dans la planification de la transition. La compréhension de la réalité des personnes avec une DI profonde et de leur famille devrait permettre de développer des interventions concrètes leur étant destinées dans de futurs projets.Abstract : Introduction: In Quebec, until the age of 21, children and teenagers with profound intellectual disability (ID) have adapted pediatric health services and the opportunity to attend specialized public schools. However, beyond this age, access to specialized services is more limited: funding for school attendance ceases and young adults have to transfer from pediatric health services to the adult health services. Despite the implementation of solutions to facilitate transition to adulthood, some difficulties tend to persist, a situation that could have significant adverse effects on the person with a disability and their families. However, only few studies have focused on factors that influence the experience of the transition to adult life of families with a young people having profound ID, making it difficult to adapt transition planning programs to the reality of these families. Objective: This project aims to describe the needs of people with profound ID and their families during the transition to adulthood, by describing the experience of parents during this period and the factors influencing it, and by exploring potential solutions to implement. Methodology: In order to achieve this qualitative study, an interpretative descriptive design was used. Two individual semi-structured interviews were conducted with fourteen parents, the second interview was made to validate and deepen the results with a summary of the first interview. A semi-structured interview guide was created for the first interview and was previously validated by two families with a child with ID. Results: Several multisystemic factors targeting material, informative, cognitive, and emotional support seem to influence the transition to adulthood. These factors contribute to the particularly difficult experiences of families who live a lot of anxiety and frustration facing the lack of support offered. Several interesting ideas have been proposed by parents to address this lack of support, both in terms of knowledge sharing, improvement of inter-institutional collaboration, and psychological support. Conclusion: This study highlights the importance of involving all stakeholders working with young adults and their families in planning the transition. Understanding the reality of people with profound ID and their families will help to develop concrete actions for future projects.
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Green, Janet E. "Using Hand-Held Technologies To Support the Transition of Youth With Intellectual Disabilities Into Adult Roles." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706748.
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People with intellectual disabilities (ID) struggle with social interactions that are vital to the development of a high quality of life. Although evidence exists to support the use of technology as cognitive aids for youth with ID, little exists on the use of common hand-held devices for social support. The use of such devices has the potential to level the playing field in adult social roles, helping people with ID make and keep relationships. It is unclear how applications like video chatting might be used to support transition-age youth with ID in adult social roles. Using a framework of modeling (i.e., social learning), generalization across settings (i.e., ecological systems), and self-determination, this single-case study was developed to learn the effect of direct instruction of youth with ID on initiation of and responses to others in adult social roles while using common hand-held devices. Three participants, selected from 9 youth participating in a structured social skills class, were taught to initiate interaction and respond to initiations made by others with modeled support in self-selected adult social settings. Visual analysis of graphed data showed generally increased initiations and responses. Percent of nonoverlapping data (PND) and percent of all nonoverlapping data (PAND) found varied effect size from one participant to the next. Quality of interactions had mixed results across participants. The results found these 3 transition-age youth with ID to be quite adept in their use of common hand-held devices, and they all used them successfully to access support. These findings suggest that the use of well known devices may increase the number of people who can provide social support, reduce the cost of devices and live supports, and reduce the of stigma of having a paid staff shadowing the individual.
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Castillon, Charlotte. "Etude de la neurogenèse hippocampique adulte et des fonctions cognitives chez trois souris modèles de déficience intellectuelle." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS049.
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Les dernières années témoignent d'une remarquable accélération dans la compréhension des facteurs génétiques impliqués dans la déficience intellectuelle (DI) et de nombreux gènes responsables ont été identifiés. Néanmoins, les mécanismes cellulaires et moléculaires sous-jacents à la DI sont encore mal connus. Une hypothèse attractive est que les mutations à l’origine de DI affectent la neurogenèse hippocampique adulte (NGA), une forme de plasticité qui joue un rôle crucial dans la mémoire. L'objectif de ce projet est d’entreprendre une analyse comparative de la NGA chez trois modèles murins de pathologies d’origine génétique, menant à une DI sévère, impliquant des gènes localisés sur le chromosome X et participant à différentes voies de signalisation susceptibles de moduler la NGA : le syndrome de Coffin-Lowry (gène rsk2), la dystrophie musculaire de Duchenne (gène dmd) et une DI liée au gène pak3. Mes recherches actuelles montrent que ces trois modèles présentent des déficits cognitifs dépendants de l’hippocampe, dont des altérations de la fonction de séparation de patterns. Nous avons également mis en évidence des altérations de la NG adulte, avec, entre autres, des altérations du recrutement des jeunes neurones par l’apprentissage qui pourraient contribuer aux déficits cognitifs observés en particulier dans la fonction de séparation de patterns. Toutefois, selon les gènes en cause, les déficits ne sont pas observés dans les mêmes étapes de la NGA ni dans les mêmes situations comportementales. L’ensemble de ces résultats laisse donc suggérer que chacun des gènes étudiés pourrait jouer un rôle différent dans la NGA, mais qu'in fine des altérations de cette forme de plasticité contribuent, au moins en partie, aux déficits cognitifs associés à la DI dans les trois modèles. Ensemble, ces résultats apportent des informations supplémentaires qui seront directement pertinentes pour d’autres pathologies neuro-développementales conduisant à des déficits cognitifs liés à des altérations de la NG, et pourraient ouvrir de nouvelles pistes thérapeutiquesRecent years have shown a remarkable acceleration in the understanding of genetic factors involved in intellectual disability (ID) and many genes responsible have been identified. However, the cellular and molecular underlying mechanisms are still poorly understood. An attractive hypothesis is that mutations causing ID may affect adult hippocampal neurogenesis (ANG), a form of plasticity that plays a crucial role in learning and memory. The objective of this project was to undertake a comparative analysis of adult hippocampal neurogenesis in three mouse models of genetic diseases involving genes located on the X chromosome and participating in different signalling pathways that may modulate ANG: the Coffin-Lowry syndrome (rsk2 gene), Duchenne muscular dystrophy (dmd gene) and ID due to mutation of the pak3 gene. My current research shows that these three models present hippocampal dependent cognitive deficits. Among these deficits, major deficits in spatial pattern separation function have been highlighted. We also showed specific alterations of basal ANG, together with alterations in the recruitment of young newborn neurons by learning that could contribute to the observed cognitive deficits, in particular in pattern separation function. However, depending on the genes involved, the deficits are not observed in the same steps of adult NG and in the same behavioural situations. In all, the results suggest that each of the genes plays a different role in ANG, but finally that alterations of this form of plasticity may contribute to the cognitive deficits associated with ID in the three models. Together, these results provide additional information that will be directly relevant to other neurodevelopmental disorders leading to cognitive deficits related to NG alterations, and could open new therapeutic tracks
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Williams, Natalie F. "Individuals with Intellectual Disabilities Engaging in Peer-to-Peer Safety and Sexuality Training: A Case Study." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363711423.
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McAllister, J. N. "The employment experiences of an adult with Down Syndrome." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2870.
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Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008.The research aims to investigate the employment experiences of a South African adult with Down syndrome, and to explore whether this improves the quality of life for this adult across several areas of functioning. This qualitative research design is situated within an interpretive research paradigm. A Case study method was used. Data have been produced using multiple sources and techniques to enhance validity. These include interviews, observation, field notes and questionnaires. Full account has been taken of ethical considerations. The case study shows that this adult with Mosaic Down syndrome and intellectual disability, who is permanently employed in the open labour market, is seen as an asset by the company. Training and support have benefited him and extra supervision and attention needed are minimal. His skills, attitudes, and family support have also enhanced his quality of life. This adult's employment experiences have contributed to a culture of acceptance of and openness to intellectual disability in the formal industrial sector. This is an example of what can be accomplished regardless of intellectual disability. As this is a case study the generalisation of the findings are limited.
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Vogler, John Colin. "INCREASING SELF-INITIATED QUESTION ASKING WITH ADULTS WITH AUTISM USING PIVOTAL RESPONSE TRAINING STRATEGIES AND CONSTANT TIME DELAY." UKnowledge, 2017. https://uknowledge.uky.edu/edsrc_etds/52.
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The purpose of this study was to implement pivotal response training (PRT) strategies paired with constant time delay (CTD) to teach an individual with autism spectrum disorder (ASD) and intellectual disability (ID) to self-initiate through question asking. A multiple probe across behaviors design was used to evaluate effectiveness of implementation. Results show that this naturalistic intervention is effective for some questions, while other questions need to be taught in more contrived scenarios.
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Clegg, Jennifer. "Interactions and relationships in adults with intellectual disability." Thesis, University of Nottingham, 1990. http://eprints.nottingham.ac.uk/11065/.
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This research concerned the social experience of two groups of adults with intellectual disability (mental handicap), those with verbal skills who could describe their experience and those with profound disabilities whose needs were interpreted by carers. Conceptual issues have been discussed to provide a framework for understanding their relationships and also for understanding intellectual disability itself. Social constructionism, has influenced the investigations. Previous research shows that disabled people experience relatively little social contact regardless of their level of ability. Interactions and relationships were investigated so that practitioners aiming to improve intellectually disabled adults' social experience may have relevant information. It has been assumed that more interaction is better as it allows people to reflect upon themselves with regard to others, to construct themselves through their interactions. These investigations fall into two main sections, the first a discussion of attitudes toward self and others held by people who had, or did not have, a peer-group friend. Results suggested that further examination of the role of the self-concept in friendship formation would be fruitful and that people without a peer-group friend were similar to lonely non-disabled adults. The second section examines profound disability and contains a linked series of studies of adults' interactions with key workers. Results suggested that two interaction strategies used by staff were associated with increased positive responding from clients; that the developmental age of clients did not distinguish between them in their social responses to staff; that there was little evidence of turn-taking or the importance of staff making responses which follow the client's lead. Results were discussed in terms of their contribution to an alternative model for understanding profound disability. The project as a whole was discussed in terms of the interaction between method and conceptualisation and concludes with a number of recommendations for practitioners.
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Wood, Leah. "Resilience in parents of adults with intellectual disability." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6330/.
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This thesis explores resilience in parents of adults with intellectual disability. It comprises two chapters. The first chapter is a systematic literature review which examines quantitative research reporting psychosocial outcomes of caring for an adult child with intellectual disability. From the 23 identified papers, the findings show that parents of adults with intellectual disability have significantly poorer psychosocial outcomes when compared to non-caregiving populations. However, further longitudinal research is needed to establish predictors of poor psychosocial outcomes in parents of adults with intellectual disability. The second chapter is an empirical qualitative study which explores the experience of caring for a child with Down syndrome across 50 years. Four main themes were discussed – early experiences and feelings of having child with Down syndrome, factors that enabled carers to cope with raising a child/sibling with Down syndrome, experience of caring for an adult with Down syndrome and positive experiences of caring for a child/sibling with Down syndrome. Overall, the study highlights the resilience of parents who care for a child with Down syndrome across their lifespan in their ability to adjust to the challenges of this role and draw on the positives of the experience.
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Domenichini, Florence. "Neurogenèse adulte et déficience intellectuelle : analyse du rôle de la kinase PAK3 dans deux modèles murins représentatifs de la pathologie." Thesis, Paris 11, 2014. http://www.theses.fr/2014PA11T038.
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Les p21-activated kinases (PAK) du sous-groupe I sont impliquées dans de nombreux processus cellulaires tels la prolifération, les mouvements cellulaires, l’adhérence et l’apoptose. Ces kinases sont des effecteurs des Rho-GTPases Rac1 et Cdc42 et participent à la régulation du cytosquelette d’actine. Les deux kinases neuronales PAK1 et PAK3, qui présentent de fortes identités de séquence, régulent le cytosquelette d’actine, contrôlant ainsi la dynamique des épines dendritiques, et la plasticité synaptique.Les mutations du gène pak3, localisé sur le chromosome X, sont responsables de déficience intellectuelle chez l’homme, et les mécanismes moléculaires et cellulaires associés aux défauts cognitifs sont mal connus. Il a été montré que PAK3 participe à la voie proneurale au cours de l’embryogénèse précoce du xénope en favorisant la sortie du cycle cellulaire et la différenciation neuronale. Cependant, le rôle de PAK3 dans la neurogenèse adulte n’a pas été étudié. Or depuis maintenant une quinzaine d’années, il est admis que la neurogenèse perdure à l’âge adulte et participe aux processus de mémorisation et d’apprentissage. Nous nous sommes donc intéressés à l’implication de PAK3 dans la régulation de la neurogenèse adulte, posant l’hypothèse qu’un défaut de neurogenèse serait responsable, au moins en partie, des défauts cognitifs chez les patients. Nous avons montré que PAK3 n’est pas exprimée dans les cellules souches neurales/progéniteurs prolifératifs mais son expression augmente fortement dès le retrait des facteurs de croissance, ex vivo, suggérant un rôle dans la neurogenèse adulte. Nous avons montré que l’invalidation de pak3 provoque une augmentation de la fréquence de neurosphères primaires formées ainsi qu’un accroissement de leur taille, ceci sans affecter la taille du réservoir de cellules souches ni les propriétés cardinales de celles-ci (multipotence, auto-renouvellement et prolifération). Toutefois, les cellules progénitrices pak3- poursuivent leur prolifération dans des conditions de culture induisant normalement la différenciation, suggérant un défaut de sortie du cycle cellulaire.Nous nous sommes ensuite demandé si les mutations de déficience intellectuelle du gène pak3 altèrent la neurogenèse adulte. Nous avons créé pour cela un modèle murin portant la mutation R67C, responsable chez l’homme de la forme la plus sévère de déficience intellectuelle associée aux mutations de ce gène. Nous mettons en évidence, dans cette souris knock-in, une forte diminution du nombre de cellules nouveau-nées dans les deux zones neurogéniques du cerveau (la zone sous-ventriculaire et le gyrus denté de l’hippocampe) et une augmentation de la proportion de neurones nouveau-nés immatures. Ces données suggèrent que la mutation R67C n’induit pas une perte de fonction de la kinase mais un changement de fonction dépendante d’une activation préférentielle par la GTPase Rac1.En conclusion, ce travail de thèse montre que PAK3 participe à la régulation de la neurogenèse adulte chez les mammifères, contrôle la sortie du cycle cellulaire des progéniteurs neuraux et que la mutation R67C impacte la maturation des neurones nouveau-nés. L’ensemble de ces données suggère que les défauts de neurogenèse adulte dus aux mutations de déficience intellectuelle du gène pak3 sont à l’origine de certains dysfonctionnements cognitifsThe group I p21-activated kinases (PAK) are involved in many cellular processes such as proliferation, cell movement, adhesion and apoptosis. These kinases are effectors of Rho GTPases Rac1 and Cdc42, and participate in the regulation of the actin cytoskeleton. Both neuronal kinase PAK1 and PAK3, which exhibit high sequence identities, regulate the actin cytoskeleton, thereby controlling the dynamics of dendritic spines and synaptic plasticity. Mutations of the X-linked pak3 are responsible for intellectual disability (ID) in humans, and the molecular and cellular mechanisms associated with cognitive defects are poorly described. It was shown that PAK3 participates in the proneural pathway during early Xenopus embryogenic development, by promoting cell cycle exit and neuronal differentiation of neural precursors. However, the role of PAK3 in the adult neurogenesis has not been studied in mammals. It is now generally accepted that neurogenesis persists during human adulthood and is involved in learning and memory. We are therefore interested in the involvement of PAK3 in the regulation of adult neurogenesis, on the assumption that defects in neurogenesis may be responsible, at least in part, for cognitive defects in ID patients.We showed that PAK3 is not expressed in proliferative neural stem/progenitor cells but its expression increased significantly upon growth factor removal, suggesting a role in adult neurogenesis. We showed that the invalidation of pak3 gene causes an increase in the frequency and in size of primary neurospheres. However Pak3 invalidation does not affect the size of the stem cell reservoir nor the NCS cardinal properties (pluripotency, self-renewal and proliferation). However, the pak3- progenitor cells continue their proliferation in culture conditions normally inducing differentiation, suggesting a defect in cell cycle exit. We then asked whether pak3 ID mutations affect adult neurogenesis. We created a knock-in model expressing the pak3-R67C mutation responsible in humans for a severe form of intellectual impairment. We observed in the knock-in mice, a significant decrease in the number of newborn cells in both neurogenic areas of the brain (the subventricular zone inforebrain, and the dentate gyrus of the hippocampus) and an increase in the proportion of immature newborn neurons. These data suggest that the R67C mutation does not induce a loss of function of the kinase but a change of a function dependent on preferential activation by the Rac1 GTPase.In conclusion, we show that PAK3 play an important role in the regulation of adult neurogenesis in mammals by controlling the cell cycle exit of neural progenitors. The R67C ID mutation impacts both newborn cell proliferation and their maturation. Taken together, these data suggest that defects in adult neurogenesis caused by ID mutations in the pak3 gene may be involved in some cognitive dysfunctions
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Echeverria, Francia. "Reducing Rapid Eating in Adults with an Intellectual Disability." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3084.
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Rapid eating is a frequent problem among individuals with developmental disabilities that can pose a threat to health. The following study sought to reduce the rate of eating behaviors in two adults diagnosed with moderate intellectual disability. Assessment of eating rate took place in the participants' group homes during lunch or dinner meals. Procedures included the use of vibrating pagers with and without verbal prompts to prompt eating and prevent rapid eating behaviors. Results demonstrate a clear reduction in rate of eating when using vibrating pagers and verbal prompts for both participants.
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Mayton, Michael R., Stacy L. Carter, and John J. Wheeler. "Intrusiveness of Behavioral Treatments for Adults with Intellectual Disability." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/316.
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The current study examined treatment intrusiveness within behavior intervention programs developed for adults with intellectual disability (ID). Behavior analysts provided demographic information about themselves, their adult clients with ID, and their clients’ behavior intervention plans, and they completed an online version of the Treatment Intrusiveness Measure (Carter et al., 2009), an instrument that provides a Base Level Intrusiveness Score (BLIS; a score computed across five areas of categorization, such as, Health and Safety) and a Modified Level of Intrusiveness Score (MLIS), which assesses the presence or absence of intrusiveness-reducing practices. Among other findings, various statistical analyses revealed (a) a significant difference between BLIS and modified (BLIS minus MLIS) intrusiveness scores, (b) the practices within which most of the intrusiveness was concentrated within behavioral treatment programs, and (c) the least- and most-utilized intrusiveness-reducing practices. Implications are provided to assist professionals working with adults with ID who engage in challenging behavior and are supported through behavior intervention services.
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Alencar, Gizeli Aparecida Ribeiro de. "Sentidos e significados da alfabetização e letramento de adultos com deficiência intelectual." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7151.
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Este estudo objetivou analisar os sentidos e significados que adultos com deficiência intelectual (DI), entre os quais é grande a desvantagem no que diz respeito à aquisição da língua escrita, atribuem à alfabetização e letramento. No âmbito teórico-metodológico, fundamentou-se nos pressupostos histórico-culturais. Trata-se de pesquisa qualitativa do tipo estudo de caso múltiplo e os instrumentos adotados foram análise documental, entrevista semiestruturada e aplicação de um protocolo de avaliação em leitura e escrita. Os sujeitos foram cinco adultos com deficiência intelectual com idades variando de 36 a 46 anos, os quais já haviam participado de uma pesquisa com intervenção em leitura e escrita. A análise dos dados foi realizada por meio de levantamento de núcleos de significação organizados da seguinte forma: sentido e significado atribuído à leitura e à escrita; bens culturais e materiais relacionados ao desenvolvimento do deficiente intelectual e lugar social de leitor/escritor ocupado pelos sujeitos da pesquisa. Os dados revelaram que os sujeitos conhecem materiais escritos, os quais perpassam por diferentes instrumentos técnicos semióticos – cadernos, livros, jornais, celulares, computadores –, mas nem todos acessam esses materiais da mesma forma. Constatou-se que alguns avançaram nos aspectos referentes à língua escrita e outros não e que os sentidos e significados atribuídos à leitura e à escrita reverberam o modo como ocorre a alfabetização, em que o significado estabilizado resultante de práticas pedagógicas de leitura e escrita geralmente não tem ligação com o contexto social. Esses dados se correlacionam com a forma como as instituições vêm disponibilizando esses conhecimentos, destacando-se o distanciamento entre a leitura e a escrita trabalhadas dentro da escola e as vivenciadas em outras instâncias. Observa-se ainda que a limitação do uso da linguagem e da escrita também está associada à existência ou à ausência de oportunidades de evocação dos próprios conhecimentos e às condições materiais e culturais em que os discursos são produzidos. Para os sujeitos que desempenham atividades laborais, a leitura e a escrita estão ligadas aos aspectos de funcionalidade, de possibilidade de adquirir autonomia, de pertencimento, de melhorar a autoestima. Para os que apenas frequentam instituições escolares, a leitura e a escrita representam atividades repetitivas e sem funcionalidade. Estas primeiras reflexões indicam a necessidade de realização de mais pesquisas sobre as práticas comunicativas de adultos com DI e as zonas de sentido que se fazem presentes no processo de alfabetização e letramento, pois o significado é apenas uma delas, e várias são as vertentes que se abrem para futuras pesquisas com intuito de possibilitar reflexões sobre como a escola vem concebendo o processo de apropriação da língua escrita, sobre a terminalidade específica, a funcionalidade da língua escrita, a autonomia, entre outros. Esses questionamentos levam à hipótese de que, além das acadêmicas, existem outras habilidades importantes para a vida dessas pessoas.
A significant number of adults with intellectual disabilities (ID) who are at a disadvantage with respect to the acquisition of written language. In order to contribute to the scientific literature on literacy and literacy of adults with intellectual disabilities, this study aimed to analyze the meanings that these adults attach to literacy and literacy. The theoretical and methodological framework, the study was based on cultural historical assumptions. We chose the qualitative research study of multiple case types and the instruments used were documental analysis, semi-structured interviews and application of an evaluation protocol for reading and writing. The study included the participation of five adults with intellectual disabilities aged 36-46 years, which had already participated in a survey of reading and writing intervention. Data analysis was performed by lifting organized meaning core as follows: sense and meaning given to reading and writing; cultural goods and materials related to the development of intellectual and social poor place reader / writer occupied by the research subjects. The data revealed that subjects know written materials which permeate through different semiotic technical tools - notebooks, books, newspapers, cell phones, computers - but not all access these materials in the same way. In general aspects, we found that some advanced aspects relating to written language and some do not, and the meanings attributed to reading and writing, correlate with the concept of literacy, which gives the stabilized resulting meaning of pedagogical practices of reading and written without correlation with the social context. These data correlate with the way institutions is providing this knowledge, and highlight the gap between reading and writing worked within the school and lived in other instances. It is also observed that the limitation of the use of language and writing is also associated opportunities or not evocation of own knowledge, material and cultural conditions in which discourses are produced. In this respect it was found that subjects who perform work activities correlated to reading and writing aspects of functionality, the possibility of acquiring autonomy, belonging, to improve self-esteem. Those who restricted participation in schools give sense and meaning to reading and writing correlating them to repetitive activities and no functionality. Through the above, we believe it is necessary research on the communicative practices of adults with ID and areas of meaning that are present in literacy and literacy process, because the meaning is just one of them and these initial thoughts are not sufficient to meet the gaps in this process. On the other hand, given the characteristics and the design of the research there are several aspects that open for future research aiming to reflect on how the school is designing the process of written language appropriation, completion specifies the written language functionality , autonomy, among others. These questions lead us to hypothesis that besides the academic skills are other important life skills of those people who should not be overlooked
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Fitzgerald, Suzanne. "Evaluation of the 'Risk Assessment Protocol for Intellectual Disabilites' in community services for adults with a learning disability." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/37145/.
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Review of the research literature on the prevalence of physical aggression in community teams for adults with a learning disability (CLDTs) suggests that services are managing people who are physically aggressive, which impacts on services. This suggests that there is a need for services to use risk assessment instruments of physical aggression to support teams to accurately identify those who will be physically aggressive to others. Established risk assessment instruments are resource intensive and so a screen, such as The Risk Assessment Protocol for Intellectual Disabilities (RAPID), developed in forensic psychiatric patients with a learning disability (LD), could support services to target their limited resources. The predictive validity of the RAPID to predict physical aggression, property aggression and verbal aggression, in a community sample of adults with a LD was evaluated. The RAPID was compared to an established risk assessment instrument, the VRAG, in order to assess its concurrent validity. The predictive validity of the items of the RAPID were analysed to provide a measure of construct validity. The RAPID was also compared to a Risk Rating made by staff, to assess incremental validity. In addition, the ability of the RAPID to be easily and reliably scored was evaluated. The RAPID predicted incidents of physical aggression with a large effect size. The RAPID was highly correlated with the VRAG, which suggests that it has good concurrent validity. Some of the items of the RAPID predicted physical aggression, which suggests some construct validity. It was not possible to establish that the RAPID has incremental validity above the VRAG or the Risk Rating. The RAPID was found to have good inter-rater reliability. The findings of the study suggest that the RAPID could be used to support CLDTs to make informed decisions about the completion of risk assessment instruments, risk management plans and interventions that aim to reduce the risk of physical aggression.
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Buhler, Lynn. "Eye movement desensitization and reprocessing with adults with intellectual disability." Thesis, University of Maryland, Baltimore County, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624337.
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People with intellectual disability have historically been excluded from the benefits of psychotherapy, despite the higher incidence of mental illness, in general, and PTSD, in particular, in this population. It had been thought that intellectual disability precluded the cognitive and emotional ability required to participate in therapy. A growing body of literature is reporting successful application of a number of these therapies, established as empirically effective for the general population, with people with intellectual disability. Typically, minor modifications are required. Criticism continues, now based on the problem of using therapies with a population for which they have not been empirically established as effective. The current study contributes to the empirical process of establishing effectiveness of a specific trauma therapy for people with intellectual disability. It applies the EMDR therapy to six participants in a multiple-baseline, ABA, time-series experiment design. EMDR has previously been used with people with intellectual disability, reporting improved symptoms and functioning for the more than 35 cases published. For the current study, the participants were all diagnosed with PTSD and other diagnoses reflecting the emotional distress associated with histories of multi- and poly-traumatization, beginning at an early age. They received weekly assessments on multiple measures: self-report, physiological, observer ratings, and continuous actigraph recordings. Each participated for a minimum of 60 weeks, which included: an A phase, the Baseline; a B phase, the Intervention; and, a second A phase, Maintenance. After a Hiatus of six weeks, participants returned for Follow-up testing. The EMDR therapy was delivered during the Intervention phase, only. All participants lost the diagnosis of PTSD and showed emotional and functional improvement on a number of measures. The self-report measures produced the most descriptive time-series data, providing indication of change in a number of dimensions, visually interpretable from graphs of the data, included in this document. Linear regression analyses support visual analysis. Additional research in using the EMDR therapy with people with intellectual disability is recommended, with the purpose of establishing it as appropriate for use with this population. Limitations of the study are addressed.
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Lofthouse, Rachael Elizabeth. "Risk factors for offending behaviour in adults with an intellectual disability." Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/risk-factors-for-offending-behaviour-in-adults-with-an-intellectual-disability(a74a65a2-4de3-4023-99cc-df8a569552ec).html.
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Research on risk assessment with offenders with an intellectual disability (ID) has been scarce; the overwhelming majority of risk tools available are developed for mainstream populations. This thesis is primarily concerned with understanding static and dynamic risk factors for physical and sexual violence among offenders with an ID. This thesis described a series of quantitative and qualitative studies investigating the utility and predictive accuracy of risk assessments among this population and culminated in the development of a new ID focused risk tool. In Chapter 1, a brief introduction outlined current research and practice regarding risk assessment and prediction in the ID field and identified significant limitations in the evidence base. In Study 1 (Chapter 2) a dynamic risk assessment (ARMIDILO-S) for sexual offenders with an ID resulted in the best prediction of sexual reoffending when compared with established static risk assessment tools (STATIC-99 and VRAG) developed for mainstream offenders. Study 2 (Chapter 3) adopted a public health model of understanding how static and dynamic risk factors ‘work together’ to predict violent behaviour. The findings suggested that the two approaches essentially measure similar underlying risk which has important implications for the future of risk assessment procedures with this population. Offenders with an ID were the focus of a qualitative study (Chapter 4) in which it was found that environmental factors featured heavily in the participant’s explanations of their own aggressive behaviour. The final empirical study (Chapter 5) details the construction and initial validation of a new dynamic risk measure: Current risk of Violence (CuRV). The CuRV demonstrated promising reliability and validity as an assessment of aggression. Finally, in Chapter 6, findings from the four empirical studies were discussed in relation to their contribution to the literature, theoretical and clinical implications, methodological limitations, and potential avenues for future research.
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Pert, Carol. "Social cognitive causes of aggression for adults with an intellectual disability." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/25076.
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The two exploratory studies presented in this thesis were carried out with 20 Aggressive and 20 Non Aggressive men and women who have an intellectual disability. In study one the ‘Social Goals and Outcomes of Aggression and Submissiveness’ (SGOAS) assessment was devised to explore whether group or gender differences could be found in participants’ expected outcomes of aggressiveness, their expected outcomes of submissiveness and their emotional reaction to these outcomes. Differences in the social goals underlying their anticipated behaviour within hypothetical situations of conflict were also explored. It was shown that Aggressive and Non Aggressive participants expect different outcomes for submissiveness and have different social goals. There were no differences found in their expected outcomes of aggression across group or gender. In study two, group and gender differences in participants’ views of Self and their views of a stereotyped Aggressive character (SAG) were explored. Within subject differences in participants’ views of Self, compared with their views of the SAG character were also considered. For this purpose the ‘Self Perceptions and Aggressive Identity’ (SPAGI) assessment was devised, which includes seventeen predefined descriptors categorised in three domains of (i) Interpersonal Power, (ii) Social Identity and (iii) Emotions. Four descriptors were rated differently for ‘Self’ by Aggressive and Non Aggressive participants’. Three of these descriptors were in the domain of Interpersonal Power, with Aggressive participants expecting themselves to have lower power than did Non Aggressive participants. No differences were shown across groups in their views of the SAG character and no gender differences were found. It is concluded that these findings offer evidence of the need for broad assessments of aggression that take social cognitive factors into account. It is suggested that clinicians need to understand more about how participants with a learning disability and problems of aggression perceive their interpersonal world and which social outcomes they value or seek to avoid.
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Goldberg, Cole. "“Life’s About Choices”: Exploring the everyday occupational choices of young adults with intellectual disability in a community context in South Africa." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31382.
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Background: It is well documented in the literature in the intellectual disability field that choice people with intellectual disabilities is limited. The human need to experience and inform everyday life choices, and the limited opportunities to do so, results in a contemporary health and human rights issue. Research Question: This study aims to explore what informs the everyday occupational choices made by young adults with intellectual and developmental disabilities in a community based setting in South Africa. Method: Qualitative interviews and a focus group were held with six young adults, who were recruited through a local non-profit training organisation. Results: Respondents identified (1) being different, (2) having limited choices, (3) accepting and staying small or (4) challenging and growing up, were the four core themes that arose from the interviews. Conclusion: It became evident that everyday occupational choices are co-constructed in context, where factors that were identified are consistent with those from the international literature which show that people with intellectual disabilities are widely stigmatised and prohibited from choice making, for several reasons, both intrapersonal and contextual. Implications: This study highlights the influence and importance of raising awareness and consciousness in society so that counter-hegemonic practices can promote occupational and social justice and change attitudes to ensure that people with disabilities have the choice to engage in balanced, meaningful occupations.
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Mohr, Caroline 1952. "Behavioural and emotional problems in adults with intellectual disability : the developmental behaviour checklist for adults." Monash University, Dept. of Psychological Medicine, 2003. http://arrow.monash.edu.au/hdl/1959.1/5588.
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Hartley, Sigan L. "Stressful social interactions, coping, and depression among adults with mild intellectual disability." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1414131091&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Wallace, Robyn A. "The biopsychosocial implications of helicobacter pylori infection in adults with intellectual disability /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16438.pdf.
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Miller, Michael L. "Teaching relaxation skills to adults with intellectual disability and generalized anxiety disorder." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1445039551&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Totsika, Vasiliki. "Challenging behaviours in adults with an intellectual disability and the active support model." Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446534.
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Young, Janet Louise. "Deinstitutionalisation and changes in life circumstances of adults with intellectual disability in Queensland /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16161.pdf.
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Khan, Tasrina. "Staff and Family Perspectives Regarding Person Centered Care for Adults With Intellectual Disability." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6593.
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Individuals with intellectual disabilities often require additional support in performing daily activities as compared to individuals without intellectual disabilities. New York's Office for Developmental Disabilities developed the eight hallmarks of person centered planning to help individuals with intellectual disabilities understand the options available to them regarding care and support and to advocate for themselves and their rights. Researchers have yet to articulate how guardians and professional care providers of individuals with intellectual disabilities experience person centered planning in day habilitation. Thus, using a qualitative phenomenological approach, 5 direct care staff and 5 guardians of individuals with intellectual disabilities were interviewed to understand their perspectives on the 8 hallmarks of person centered planning. The conceptual framework of this study was Piaget's theory of constructivism and Bandura's theory of social learning. I used the Colaizzi method for phenomenological analysis. Following that I used the NVivo 11 qualitative data analysis software package for finding common themes. The results of this study showed that guardians and professional care providers desired more communication and training about the 8 hallmarks of person centered planning to provide the greatest benefit to individuals with intellectual disabilities. Implications for further training of staff and families, and tracking the outcomes of the eight hallmarks of person centered planning for quality of life in clients could result in policy changes for the frame of care offered to people with intellectual disability.
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Jones, Eleri Iona. "Caregiver outcomes and future planning in families of adults with an intellectual disability." Thesis, Bangor University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421678.
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Pegg, Elinor. "Experiences of staff working in services for adults with intellectual disabilities." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9876.
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Background: As a result of the changes in support for adults with Intellectual Disabilities (ID) and the increasing emphasis on independent living within the community, individuals commonly live in their own homes with support provided by voluntary or private services. As a result, support staff play a huge role in the lives of adults with ID and are often the mediators of interventions aimed at reducing distress or the occurrence of challenging behaviour. Issues relating to the well-being of support staff and how they manage behaviours that challenge services are central to the quality of the lives of adults with ID. Method: A systematic review was carried out regarding interventions aimed at reducing stress felt by staff supporting adults with ID, with the aim of informing the clinical practice of psychologists that work with such staff groups. An empirical study employing the qualitative methodology of grounded theory was also conducted to explore the experiences of staff working with clinical psychologists outside of their organisation in the development of support guidelines aimed at reducing challenging behaviour. Results: Findings from the Systematic Review highlighted the lack of high quality intervention studies aimed at reducing stress in staff. Some tentative support was found for interventions based on Acceptance and Commitment Therapy and those taking a more practical problem-solving approach. The empirical study resulted in a tentative model within which the role of expectations was highlighted as key to staff’s experiences of working with professionals. Conclusion: Further research is required in order to identify the most effective ways to reduce stress experienced by staff working with adults with ID. The constructed theoretical model suggests ways in which psychologists can understand the experience of staff and has implications for their practice.
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Rodrigues, Lis Borges. "O uso da calculadora como recurso de tecnologia assistiva no ensino de aritmética para os alunos com deficiência intelectual inseridos na Educação de Jovens e Adultos (EJA)." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5729.
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By acting in the pedagogical coordination and follow up the difficulties presented by some teachers to teach mathematical concepts to adult learners, especially those with intellectual disabilities, the Elementary School entered in the Youth and Adult Education, became interested in investigating: How calculator is sets as an Assistive Technology for numeracy teaching for students with Intellectual Disabilities in Elementary Education of EJA and what are the possible impacts of using these technologies in the learning of these students? From that context began the research that is object is numeracy teaching for students with intellectual disabilities through the use of the calculator as an Assistive Technology feature. This question gave rise to this work, carried out through a qualitative research, the method is a method of educational intervention research, whose main objective is to develop a proposal for a pedagogical intervention with the use of Assistive Technology. It was used as a theoretical contribution of authors who address and discuss topics: Mathematics Education, Youth and Adult Education, Inclusive Education and Intellectual Disability whose understandings and theoretical concepts run counter to established to carry out this work. Some authors have referred to us were Freire (1987), D'Ambrósio (1990); Fonseca (2012); Ponte (1989; 1992; 2014); Vygotsky (1994, 2001, 2004, 2014); Moysés (2012); Machado (2013); Mantoan (2003, 2006a; 2006b); Vargas; Maia (2011); Paulon; Freitas; Pinho (2005) and Vasconcellos (1995). Mediation has emerged based on theoretical assumptions and Vygotsky through speeches and records of educators and students, divided into two subcategories: pedagogical mediations and the use of the calculator articulated to other mediators resources, which helped to unveil the initial research problem and objectives, directing the search for possible answers. The result of the analysis allowed us to assess that the objectives regarding the use of the calculator as an assistive technology resource, were included as contributed to the students could have more independence and autonomy in school activities involving mathematical concepts, offered new possibilities for learning and generated results for the students that went beyond the school walls.
Ao atuar na coordenação pedagógica e acompanhar as dificuldades apresentadas por algumas professoras em ensinar os conceitos matemáticos aos alunos adolescentes, jovens e adultos do Ensino Fundamental, principalmente os com deficiência intelectual, matriculados na Educação de Jovens e Adultos, surgiu o interesse em investigar: De que modo a calculadora se configura como um recurso de Tecnologia Assistiva para o ensino da aritmética para alunos com Deficiência Intelectual no Ensino Fundamental da EJA e quais os resultados do uso desse na aprendizagem desses alunos? A partir desse contexto, iniciou-se a pesquisa cujo objeto é o ensino da aritmética para alunos com Deficiência Intelectual por meio do uso da calculadora como um recurso de Tecnologia Assistiva. O trabalho foi realizado por meio do método de pesquisa de intervenção pedagógico-investigativa, cujo objetivo principal é analisar a aplicação de uma proposta de intervenção pedagógica, com o uso da calculadora como recurso de Tecnologia Assistiva, no ensino de aritmética para os alunos com Deficiência Intelectual matriculados na EJA. Para isto, buscou-se desenvolver uma intervenção pedagógica e, de modo sistematizado, valer-se de métodos e recursos da pesquisa qualitativa para dar ao objeto investigado um tratamento científico. O pensamento reflexivocientífico, implementado no contexto da pesquisa, focalizou temas relacionados à Educação Matemática, Educação de Jovens e Adultos, Educação Inclusiva e Deficiência Intelectual, cujas compreensões e concepções teóricas são baseadas nas ideias de Freire (1987), D‟Ambrósio (1990); Fonseca (2012); Ponte (1989;1992;2014); Vygotsky (1994, 2001, 2014) Moysés (2012); Machado (2013); Mantoan (2003, 2006a; 2006b); Vargas; Maia (2011); Bersch (2006, 2013) e Vasconcellos (1995). A categoria principal de análise foi a Mediação que emergiu das leituras dos pressupostos teóricos de Vygotsky e por meio das falas e registros dos educadores e dos educandos. Esta categoria dividiu-se em duas subcategorias: mediações pedagógicas e o uso da calculadora articulado a outros recursos mediadores, que auxiliaram a desvelar o problema inicial da pesquisa e seus objetivos, encaminhando a busca por possíveis respostas. O resultado da análise nos permitiu avaliar que os objetivos da pesquisa foram contemplados. A utilização da calculadora como recurso de Tecnologia Assistiva contribuiu para que os educandos pudessem ter maior independência e autonomia nas atividades escolares, envolvendo os conceitos matemáticos e ofereceu novas possibilidades de aprendizagem, gerando resultados que extrapolaram os muros da escola.
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Blomqvist, Sven. "Postural balance, physical activity and capacity among young people with intellectual disability." Doctoral thesis, Umeå universitet, Sjukgymnastik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-71227.
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The overall aim of this thesis was to investigate postural balance, physical activity, physical capacity and their associations in young people (16-20 years) with intellectual disability (ID), mild to moderate. The aim was also to study the reliability and concurrent validity of postural balance tests. To evaluate postural balance, one assessor used five common postural balance tests and one new test. The tests were performed twice for 89 young people with ID (one to twelve days apart). Intraclass correlation coefficients greater than 0.80 were achieved for four of the common balance tests: Extended Timed Up and Go Test (ETUGT), Modified Forward Reach Test (MFRT), One-Leg Stance Test (OLS), and a Force Platform Test (FPT). The smallest real difference ranged from 12% to 40%; less than 20% is considered to be low. For the six balance tests, the concurrent validity varied between none to low. Falls are more common for young people with ID compared to young people without ID. One reason could be impaired postural balance. The postural balance for young people with ID has not been thoroughly investigated. Therefore, five balance tests and three muscle strength tests were used to compare young people with ID with an age-matched control group without ID (n=255). The young people with ID had significantly lower scores on most of the postural balance tests and muscle strength tests of the trunk and lower limbs. Muscle strength, height, and body mass index had no strong association with postural balance. The results also illustrated that young people with ID did not rely more on vision for their balance ability compared to peers without ID. It seems that postural balance is impaired for young people with ID when evaluated with common tests. An everyday situation is to react to unexpected balance disturbances to avoid falls by using different postural responses. Since young people with ID seem to fall more often than peers without ID, it is valuable to investigate if those postural responses are different between the groups. Therefore, young people with and without ID (n=99) were exposed to six backward surface translations and several postural muscle responses were evaluated: muscle synergies and strategies, muscle onset latency, time-to-peak amplitude, and adaptation. The responses of the investigated muscles – the gastrocnemius, the biceps femoris, and the erector spinae L4 level – were measured using electromyography. The results showed that there were no differences between the two groups with respect to synergies or strategies, muscle onset latency, and time-to-peak amplitude. An overall pattern was seen, that young people with ID adapted their muscle response slower in all three muscles than peers without ID, but this pattern was not statistically significant. Studies have shown that people with ID have impaired postural balance, a lower level of physical activity, and lower aerobic capacity compared to people without ID. The association is however not investigated. Therefore, postural balance (postural sway indirectly measured with the subjects standing on a force platform), physical activity (measured with a pedometer), and aerobic capacity (measured with a sub-maximal ergometer cycle test) were used to assess young people with and without ID (n=106). To investigate the subjects’ view of their own health, the subjects completed an adapted questionnaire that addressed their perceived health. The analysis showed no significant associations between postural balance, level of physical activity, and aerobic capacity. The subjects in the ID group, both men and women, had significantly lower aerobic capacity compared to subjects without ID. The answers from the health questionnaire did not correspond to the measured outcomes from the physical tests for young people with ID. In conclusion, ETUGT and MFRT can be used to evaluate change in postural balance over time in young people with mild to moderate ID. The low concurrent validity suggests that the postural balance tests probably challenge various subsystems. Young people with ID have impaired postural balance and perform lower on muscle strength tests than age-matched controls. Postural muscle responses after external perturbations seem to be similar for young people with and without ID, but the ability to adapt muscle responses after repeated perturbations appears to be slower for young people with ID. The studies in the thesis also indicate that young people with ID have reduced level of physical activity and lower aerobic capacity. The lack of association between the different physical functions indicates that they should be evaluated and exercised separately. Young persons with ID might have more difficulty realising the health advantage of being physically active, as they do not seem to make this connection. Because of this, it is important that parents/guardians, school staff, physiotherapists, and others encourage them to participate in physical activity.
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Sanchez, William. "Effect of Mindfulness-Based Stress Reduction on Aggression in Adults with Intellectual Disabilities." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6662.
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Individuals with intellectual developmental disabilities occasionally exhibit challenging behaviors through forms of aggression. Interventions, such as cognitive behavioral therapy, and applied behavioral analysis, have all been shown to be effective in reducing symptoms of aggression. This quantitative study used a secondary analysis of clinical records from an agency that provides day treatment services for adults with intellectual disabilities. To assess the effectiveness of a mindfulness-based stress reduction (MBSR) program in reducing aggression in this population, 18 individuals with various levels of intellectual disabilities participated in an 8-week MBSR while an additional 18 participants served as the wait list control group and received the same intervention soon after the study was completed. The study examined whether a mindfulness-based intervention can reduce aggression based on the Modified Overt Aggression Scale (MOAS) and also increase participants' awareness of meditation based on the Child Adolescent Mindfulness Measure (CAMM). A 2x2 ANOVA was used to determine differences between measures, pretest and posttest. Results indicated no differences in aggression before and after the administration of the mindfulness-based intervention for either the experimental or control group. However, CAMM scores indicated that participants came to understand the concept of mindfulness, even though this did not yield measurable changes in their behavioral outcomes. This study will inform clinicians about mindfulness in programs for adults with disabilities and research indicates that MBSR is a program which is beneficial for adults with developmental disabilities and may serve as an additional coping mechanism in dealing with aggression.
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Graham, Andrew J. 1964. "Physical fitness of adults with an intellectual disability : a 13 year follow-up study." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35318.
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The purpose of this study was to describe the physical fitness of middle-aged adults with an intellectual disability and how their state of fitness has changed over time. Thirty-two adults with an intellectual disability served as participants: 14 were female and 18 were male. Participants had an age range from 34 to 57 years. All worked at a readaptation center in Montreal and were participants in a study of physical fitness in 1983. Using the "Canadian Standardized Test of Fitness", the participants were evaluated on tests of Cardiovascular Endurance, Muscular Strength, Muscular Endurance, Flexibility, and Body Composition. All participants were deemed physically capable of performing all the tests after a screening procedure was used. A home visit, previous to the testing session, familiarized the participants with the procedures for each test. The battery of tests took one hour per participant. Three levels of analysis were used to describe the change in physical fitness with age: First, the conversion of raw scores into percentiles highlighted individual differences within the group. Second, to assess the change in fitness over time, a 2 x 2 (group x time) repeated measures design was used. Third, effect sizes were calculated to measure the magnitude of change in fitness over the 13 year period as compared to the general population. Results indicate that, when compared to the general population, the participants had lower levels of fitness and that their fitness had changed significantly over time. Most interesting were results showing that the participants had a significantly greater magnitude of change in VO2max and percent body fat than what is expected in the general population. The findings of this study raise concerns regarding the potential health risks associated with aging and poor fitness for adults with an intellectual disability.
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Graham, Andrew J. "Physical fitness of adults with an intellectual disability, a 13-year follow-up study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29544.pdf.
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Terreblanche, Susan Elizabeth. "A transformation strategy for Protective Workshops : towards comprehensive services for adults with intellectual disability." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97037.
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Thesis (MOccTher)--Stellenbosch University, 2015.ENGLISH ABSTRACT: South African Protective Workshops struggle to transform to align to a developmental human rights approach and to increase sustainability in the absence of a uniform model and an implementation strategy. This study applied qualitative research methodology in the form of Action Research with Co-operative Inquiry to answer the research question of what could be a framework of best practice for and strategy of transformation for protective workshops (PWs) operated by the South African Federation for Mental Health (SAFMH) in South Africa. It included the development of a transformation strategy for 31 PWs for adults with intellectual disability operated by SAFMH member organisations across South Africa. Seven representatives from the managers and service users of PWs were selected trough convenient sampling. The participants formed a co-operative inquiry group to determine the nature of the service to be delivered and how it should be implemented. The purpose was to develop a framework for possible and relevant services for persons with intellectual disability. Such services should preferably be aligned to the human rights based legislation and funding requirements of the Department of Social Development as to increase the long-term sustainability of the PWs. Given that the study was funded by the SAFMH, the directors requested that the Co-operative Inquiry Group use the exisisting best practice model used by Cape Mental Health as a template and point of departure. The study was done over a 12-month period (February 2012 – February 2013) and included a research initiation meeting, four search conferences and a presentation of the findings to the SAFMH Directors. The study contributed new knowledge on the nature of service provision to persons with ID and the ideal process to transform services within the SAFMH context. Through inductive content analysis two themes emerged namely: 1) Comprehensive service provision and 2) Coordinated transformation of services. The first theme determined that comprehensive services to persons with ID should consist of inclusive, appropriate, enabling and empowering services. The second theme suggested a new way of coordinating the transformation of services through systematic implementation, suitable regulation, sufficient capacity and ensuring sustainability. A central management structure was suggested to ensure coordinated implementation, to secure funding and to monitor and evaluate the implementation. A mind-shift towards new thinking was identified as a prerequisite for stakeholders buy-in on transformed service delivery. This mind-shift relates to the status of the service users with ID as adults in training towards employment in the open labour market and maximum integration into society. This study contributed new knowledge that informs the development of a new service delivery framework of best practice. The proposed implementation strategy could offer persons with ID the opportunity to progress and develop towards their maximal level of integration into society. It further provided PWs with possibilities for conceptualising different models of practice in the form of an implementable framework and a strategy to transform services. The findings were presented to the SAFMH Directors who adopted the concept framework and implementaimplementation strategy in theory as a proposal for future transformation without amendments.
AFRIKAANSE OPSOMMING: Suid-Afrikaanse Beskermde Werkswinkels vind dit moeilik om te transformeer na ‘n ontwikkelingsbenadering wat op menseregte gegrond is en om hul volhoubaarheid te verbeter in die afwesigheid van ‘n eenvorminge model en ‘n strategie vir implimentering. Hierdie studie het kwalitatiewe navorsingsmetodes in die vorm van Aksie Navorsing met Koöperatiewe Ondersoeke gebruik om ’n transformasie strategie vir die 31 Beskermde Werkswinkels vir volwassenes met intellektuele gestremdheid, wat bestuur word deur die lidorganisasies van die South African Federation for Mental Health (SAFMH) regoor Suid-Afrika. Die koöperatiewe ondersoekspan het bestaan uit verteenwoordigers van die werkswinkel bestuurders en gebruikers van die dienste wat geselekteer is deur middel van gerieflikheidsteekproefneming. Hulle ondervinding het meegewerk om vas te stel wat die aard van die dienste moet wees en hoe dit effektief geïmplementeer kon word. Die doel van die studie was om dienste daar te stel vir persone met intellektuele gestremdheid wat in lyn is met menseregte wetgewing en die riglyne vir befondsing deur die Departement van Maatskaplike Dienste om sodoende die langtermyn volhoubaarheid van die werkswinkels te verbeter. Omdat die studie deur SAFMH befonds is, het die direkteur die koöperatiewe ondersoekspan gevra om die Cape Mental Health model as ’n beginpunt te gebruik aangesien dit reeds as ’n beste praktyk model in die sektor erken word. Die studie is oor ’n periode van 12 maande uitgevoer (Februarie 2012 – Februarie 2013). Dit het ’n inisiasie vergadering, 4 ondersoek konferensies en ’n aanbieding van die bevindinge aan die SAFMH-direkteure ingesluit. Die eerste tema het nuwe insig gegee oor die aard van dienste aan persone met intellektuele gestremdheid en die ideale manier om dit te implementeer om te transformeer van huidige na beste praktyk status binne die SAFMH konteks. Deur induktiewe inhoud analise het twee temas na vore gekom vanuit die kodes, sub-kategorieë en kategorieë. Die eerste tema het gedui op omvattende dienste aan persone met intellektuele gestremdheid in die vorm van inklusiewe dienste, toepaslike dienste, dienste wat persone in staat stel en dienste wat hulle bemagtig. Die tweede tema het nuwe kennis opgelewer aangaande die gekoördineerde transformasie van dienste deur sistematiese implementering, toepaslike regulering, genoegsame kapasiteit en deur te verseker dat dit volhoubaar is op die lang duur. ’n Sentrale bestuursentrum is voorgestel om gekoördineerde implementering te verseker. ’n Nuwe denkwyse oor die status van volwassenes met intellektuele gestremdheid deur alle belanghebbendes is geïdentifiseer as ’n voorvereiste vir die aanvaarding en suksesvolle implementering van die transformasie strategie. Hierdie persone moet gesien word as volwassenes wat in opleiding is om in die ope arbeidsmark te werk en op die hoogste vlak van integrasie in hulle gemeenskappe te funksioneer. Die nuwe kennis het gelei tot die ontwikkeling van ’n nuwe diensleweringsraamwerk en implementeringstrategie wat persone met intellektuele gestremdheid die geleentheid kan gee om maksimaal te ontwikkel en te integreer in hulle gemeenskappe. Dit bied verder aan beskermde werkswinkels die geleentheid om alternatiewe modelle van dienslewering te oorweeg. Die bevindinge is aan die SAFMH-direkteure voorgelê en die raamwerk en strategie vir implementering is in teorie aanvaar sonder enige veranderinge.
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Ashtarikiani, Abdolreza. "A study of autism spectrum disorder and sensory impairment in adults with intellectual disability." Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/40806.
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Autism spectrum disorder (ASD) and sensory impairment are common in people with intellectual disability (ID), but little is known about the relationship between them. The primary aim of this thesis was to explore the relationship between deafness, blindness and ASD. The secondary aim was to determine the prevalence of sensory impairment, ASD and other co-morbidities in adults with ID. This thesis comprised a comprehensive literature review followed by a 2-stage study. Stage 1 involved cross-sectional analysis of data on adults with ID on a population-based case register. Stage 2 involved investigating adults with congenital deafness and their controls (deaf subgroup), and congenital blindness and their controls (blind subgroup) using medical case file review and face-to-face interviews, including the Pervasive Developmental Disorder in Mental Retardation Scale to identify ASD. Data were analysed using chisquared tests, estimated probabilities (to explore interactions) and general linear, conditional and non-conditional logistic regression modelling. Stage 1 identified 3183 adults with ID, 634 (20%) of whom had sensory impairment (congenital and acquired), comprising partial (n=447), total (n=165), or dual/deaf-blindness (n=22). Both visual and hearing impairment were associated with degree of ID, age and having Down syndrome but only visual impairment was associated with epilepsy. Neither visual impairment nor hearing impairment was associated with ASD at this stage of the study. In stage 2, those with an acquired sensory impairment were excluded and only 60 congenitally blind cases, 21 congenitally deaf cases and their controls (matched on degree of ID and gender) were included. Congenital blindness, but not deafness, was associated with ASD (OR=3.03; 95% CI: 1.34–6.89; p < 0.008) after adjustment for potential confounders. This thesis supports previous findings of high prevalence of sensory impairment among adults with ID. For the first time, an independent relationship was observed between congenital blindness and ASD in a cohort of adults with ID. The implications of these findings are discussed.
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Underwood, Lisa. "Mental health and service use of adults with intellectual disability and autism spectrum disorder." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/mental-health-and-service-use-of-adults-with-intellectual-disability-and-autism-spectrum-disorder(26021470-6a3b-4243-a746-cfbf26ea939c).html.
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Background: Autism spectrum disorder (ASD) affects 20-30% of adults with intellectual disability. This group are vulnerable to mental health problems and poor quality of life. They usually share a common mental health care pathway with adults who have intellectual disability without ASD. However, there is little evidence on whether this is an appropriate approach. Aim: The thesis aimed to explore differences between those with and without ASD among specialist mental health service users with intellectual disability. Method: The needs, mental health, behaviour, social functioning and service use of 50 participants with ASD from a specialist mental health service for adults with intellectual disability in South East London were compared with 48 participants without ASD. ASD diagnoses were assessed using the Autism Diagnostic Observation Schedule (ADOS). In addition, anonymised case records provided routinely collected, clinical data on 788 participants. Results: Participants with ASD consumed fewer services than those without ASD despite having more needs. ASD was a significant predictor of poorer mental health and behaviour. Participants with ASD had poorer social functioning than those without ASD. However, when severe intellectual disability, absence of a psychiatric disorder and needs were taken into account, ASD was not a significant predictor of poorer social functioning. The rate of clinically diagnosed ASD among specialist mental health services users with intellectual disability was 33.5%. However, there was evidence that undiagnosed ASD and unrecognised ASD behaviours were common. Conclusion: The mental health, behaviour and social functioning of specialist mental health service users with intellectual disability was poorer for those with ASD and significantly associated with factors that characterise many of these individuals. There appeared to be high levels of undiagnosed ASD and a lack of ASD-specific assessment protocols or care pathways. However, these findings may be limited to the specific service user group sampled. More research is needed to determine whether increased recognition of ASD and improved access to services would lead to better outcomes for adults with intellectual disability who have mental health needs.
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Kahonde, Callista Kanganwiro. "A grounded theory study of family caregivers' responses to the sexuality of young adults with intellectual disabilities." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24508.
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Globally, people with intellectual disabilities are not afforded equal opportunities to express and enjoy their sexuality on par with their peers. Although most of them remain under the lifetime custody of family caregivers for care and support, a knowledge gap exists in understanding the role of the family caregivers in the sexuality issues of people with intellectual disabilities, especially in developing countries like South Africa. The present study is the first of its kind that employed an exploratory, theory generating methodology, the constructivist grounded theory methodology, to seek understanding of how family caregivers in the Western Cape Province of South Africa respond to sexuality of young adults with intellectual disabilities. Data were gathered through in-depth and focus group interviews with 25 family caregivers and further confirmatory interviews with nine service providers of young adults with intellectual disabilities. The study generated a substantive grounded theory, the Theory of Contained Sexuality, to explain the responses of family caregivers to the sexuality of young adults with intellectual disabilities. The study found that the family caregivers' thoughts, emotions, actions and behaviour towards the sexuality of the young adults with intellectual disabilities are influenced by what the family caregivers see as implications of the young adults' sexual expression and behaviour on both of them. The family caregivers do not completely suppress or restrain the sexuality of the young adults with intellectual disabilities but they support with 'containment', that is they try to confine the sexuality within boundaries that they can control and manage within their lifelong caring role. Ultimately, what the findings of this study point towards is the impact of lifelong family care on realisation of sexual rights by people with intellectual disabilities. Hence, the study concluded that, without the appropriate forms of support and probably alternative forms of care, the human rights framework as embodied within the United Nations Convention on the Rights of Persons with Disabilities and local policies informed by it is insufficient as a tool for sexual emancipation of people with intellectual disabilities. Therefore, a relational moral theory - the ethics of care - is proposed as appropriate to complement the human rights framework in both research and practice around sexuality of people with intellectual disabilities living under family care. The study also highlights the imperative for further studies that investigate the impact of lifelong family care on other aspects of the lives of people with intellectual disabilities and promote theorisation of lifelong care within such studies.
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Brown, Jeannie. "Parental Needs Regarding the Future of Their Adult Intellectually Disabled Child." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7605.
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The problem examined in this study was the lack of policy in New York State regarding the provision of prioritized residential services for intellectually disabled individuals who are being cared for by an aging caregiver. The purpose of this qualitative phenomenological study was to explore and document the needs experienced by aging parents regarding securing the future of their intellectually disabled adult child. The theoretical framework for this study was based on Sabatier’s advocacy coalition framework. The research questions examined the lived experiences of aging parents caring for an adult child with an intellectual disability what parents perceive their needs are in order to secure their adult intellectually disabled child’s future. Data were retrieved from 5 parents who resided in New York State. The findings from this study confirmed existing literature indicating that aging parents will need to secure residential placement or alternative living arrangements before they can no longer care for their adult intellectually disabled child. Another finding from this study was that the pertinent service delivery program does not provide direct assistance to these families. Therefore, advocacy was a necessary action in order to obtain services. The voices of the parents could influence policy makers to make aging parents with an adult intellectually disabled child a higher priority when seeking residential placement, provide direct representation from OPWDD, and provide residential placement that fits the ID adult’s needs. These programmatic changes may result in positive social change for this population
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Prokic, Anica. "Agression and co-morbid disorders among adults with an intellectual disability living in the community." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104884.
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Mental and physical health problems are more prevalent among individuals with an intellectual disability (ID) than in the general population. Studies suggest that there may be significant associations between these co-morbid disorders and aggression, but only a few studies have taken into account multiple mental and physical problems, as well as their level of severity. The main goal of this study is to identify the associations between different types of aggressive behaviour and various types of health problems. Data from a previously conducted study on aggression among individuals with an ID were used to explore these associations among 296 men and women with mild and moderate ID living in the community and receiving ID services. The results show that individuals with ID who have more mental and physical health problems have higher odds of displaying aggressive behaviour than those with fewer and less severe health problems. These results can help guide future prevention and intervention strategies for persons with ID who display aggression or who are at risk to become aggressive. The individual's health problems can then be systematically assessed in addition to the standard assessments of intellectual functioning. Future aggressive behaviour may then be managed by addressing some of the health problems which may induce or be associated with aggression in individuals with ID. Further studies could include individuals from both settings, have a systematic diagnosis approach and pay special attention to psychotropic medication use.Les problèmes de santé physique et de santé mentale sont plus prévalents chez les personnes ayant une déficience intellectuelle (DI) que dans la population générale. Plusieurs études suggèrent qu'il existe des associations significatives entre les troubles concomitants et les comportements agressifs, mais peu d'entre elles ont considéré les multiples problèmes de santé physique et mentale ainsi que la sévérité de ceux-ci. L'objectif principal de cette étude consiste à identifier les associations entre différents types de comportements agressifs et une variété de problèmes de santé. Les données d'une étude antérieure portant sur les comportements agressifs de 296 hommes et femmes ayant une DI légère ou moyenne vivant dans la communauté avec des services spécialisés ont été utilisées. Les résultats démontrent que les personnes ayant une DI souffrant de plusieurs problèmes de santé physique et mentale sont plus susceptibles de manifester des comportements agressifs que ceux ayant de problèmes de santé physique et mentale moindres en nombre et en sévérité. Ces résultats peuvent fournir des pistes pour le développement de stratégies de prévention et d'intervention auprès de personnes ayant une DI qui manifestent des comportements agressifs ou qui sont susceptibles d'en manifester. En effet, l'état de santé actuel de la personne pourrait être systématiquement considéré lors du processus standardisé d'évaluation du fonctionnement intellectuel. La gestion des futurs comportements agressifs pourrait donc être entreprise en adressant prioritairement les problèmes de santé. Des études complémentaires pourraient inclure des individus provenant des deux milieux, en plus d'opter pour une approche diagnostique systématique et de porter une attention particulière à l'utilisation des médicaments psychotropes.
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Hammond, Sarah. "The relationship between cognitive variables and offending behaviour in adults who have an intellectual disability." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/9577/.
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McGrath, Linda M. "The implementation & evaluation of two anti-bullying programmes for adults with an intellectual disability." Thesis, Bangor University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409657.
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Cordes, Trudy Lyn Education Faculty of Arts & Social Sciences UNSW. "A conceptual approach to the work, leisure and retirement education of adults with an intellectual disability." Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/32265.
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Work, leisure and retirement are fundamental aspects of life for individuals with an intellectual disability, just as with the general population. Many educational efforts have taught knowledge and skills to persons with an intellectual disability to improve their functioning in the work and leisure domains. More recently, retirement concerns have become particularly salient because so many individuals now live much longer. The present study looked at using a conceptual approach to improve education in these three domains. It employed the principles that instruction works much better when it proceeds from an individual=s existing concepts and that instruction should teach useful concepts that an individual can apply to improve his or her real world functioning. This conceptual approach has not been used much with the education of persons with an intellectual disability. In Study 1, sixty adults with an intellectual disability were interviewed to determine their existing concepts of work, leisure and retirement and their work and leisure histories. Most had solid concepts of work and leisure, but with some gaps, particularly in notions of volunteer work and occupational status. Most reported satisfactory work and leisure lives. Most had a relatively poor concept of retirement at best and had done little or no retirement planning. These data suggested some key targets for an educational program to improve their knowledge and functioning in these domains. In Study 2, these data were used to develop an instructional program that focussed on gaps in knowledge of volunteer work, banking, budgeting and participation in satisfying leisure activities and in retirement planning. This instructional program was delivered over eight weeks to a class consisting of nine adults with an intellectual disability, with some success. This general conceptual approach can be usefully applied to teaching in other important domains with persons with an intellectual disability. They can be taught key concepts which they can use to live their lives more purposely and independently.
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Holden, Rachel. "Psychometric Properties of the Adaptive Behavior Assessment System- Second Edition with Adults Diagnosed with Intellectual Disability." Xavier University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1461253948.
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