Journal articles: 'Social aspects of Mental retardation'

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Bicknell, J. "Ethics and Mental Retardation." Journal of Medical Ethics 12, no. 1 (March 1, 1986): 51–52. http://dx.doi.org/10.1136/jme.12.1.51-b.

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Seller, M. J. "The Genetics of Mental Retardation." Journal of Medical Ethics 16, no. 2 (June 1, 1990): 105. http://dx.doi.org/10.1136/jme.16.2.105-a.

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Bourguignon, Henry J. "Mental Retardation: The Reality Behind the Label." Cambridge Quarterly of Healthcare Ethics 3, no. 2 (1994): 179–94. http://dx.doi.org/10.1017/s0963180100004916.

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I'd like to say a few things about the quality of life of people like me. We can have – and now I do have – a good quality of life, but we still have to fight for it. We have to take back control of our lives from the KEEPERS, from the professionals.

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Nesterchuk, N., I. Podolyanchuk, I. Sidoruk, A. Nikolenko, and N. Nebova. "Theoretical aspects of the formation of the game activity of preschool children with mental retardation." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(122) (February 21, 2020): 125–29. http://dx.doi.org/10.31392/npu-nc.series15.2020.2(122).25.

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The article is sanctified to the theoretical aspects of forming of playing activity of children of preschool age with the delay of psychical development. Certain and reasonable basic displays of delay of psychical development. The looks of scientists are exposed to the value of game for forming of psychical processes, social development of children with this violation. It is well-proven that there is both psychical and development of child in playing activity, develops: physical force, speed and exactness of motions. The features of forming of different types of games are described for the children of preschool age with the delay of psychical development. The basic psychological mechanisms of developing and correction influence of game are considered and systematized. An especially important role belongs in psychical development of child to the game. She forms her capacity for arbitrary activity and behavior, to the symbolic changes, self-regulation, trains memory, develops perception, thinking, fantasy, capacity for a commonunication, will. A game assists to physical development of child, creates his prospect. A game forms the capacity of child for arbitrary activity and behavior, to self-regulation, trains memory, develops perception, thinking, fantasy, capacity for a commonunication. Basic attention is accented on forming of playing experience.

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Setyanti, Purwa Risma Vike, Titik Suerni, and Kandar Kandar. "EFEKTIVITAS SENAM OTAK MELALUI GERAKAN ARM ACTIVATION DAN TERAPI KOLASE TERHADAP MOTORIK HALUS PADA ANAK RETARDASI MENTAL." Jurnal Keperawatan Jiwa 6, no. 1 (January 17, 2019): 46. http://dx.doi.org/10.26714/jkj.6.1.2018.46-52.

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Retardasi mental merupakan kondisi yang mengalami keterlambatan perkembangan dimulai pada masa anak, ditandai kemampuan kognitif di bawah normal dan terdapat kendala pada perilaku adaptif sosial. Masalah yang diakibatkan karena retardasi mental yaitu cara berfikirnya terlalu sederhana atau mengalami keterlambatan dalam berfikir dan menulis sehingga dalam bidang akademik sangat lemah, anak retardasi mental juga memiliki permasalahan pada aspek motorik halusnya. Banyak metode yang dapat diberikan pada anak retardasi mental seperti senam otak melalui gerakan arm activation da terapi kolase. Tujuan dari penelitian ini adalah untuk mengetahui efektifitas senam otak melalui gerakan arm activation dibandingkan terapi kolase terhadap motorik halus pada anak retardasi mental. Rancangan penelitian ini menggunakan quasy experiment dengan desain penelitian two group pre-post test design. Uji statistik yang digunakan adalah uji Wilcoxon dan untuk mengetahui perbedaan efektifitas menggunakan uji Mann-Whitney. Hasil uji statistik didapatkan hasil p value 0.000 (p>0.05) hal ini dapat disimpulkan terapi kolase lebih efektif dari pada pemberian senam otak melalui gerakan arm activation terhadap motorik halus pada anak retardasi mental di SLB Negeri Ungaran. Diharapkan peneliti selanjutnya bisa memodifikasi pada prosedur terapi kolase untuk meningkatan motorik halus anak retardasi mental. Kata kunci : senam otak, arm activation, terapi kolase, motorik halus, anak retardasi mental THE EFFECTIVENESS OF THE BRAIN GYM THROUGH ARM ACTIVATION MOVEMENT COMPARED TO KOLASE THERAPY ON FINE MOTORIC IN CHILDREN WITH MENTAL RETARDATION ABSTRACTMental retardation is a condition when someone is experiencing a retarded development which starts from the children period that is characterized by below normal cognitive abilities and constraints on social adaptive behavior. The prevalence of mental retardation in Indonesia is 5.250.000 people suffering from mental retardation. Problems caused by mental retardation are the way of thinking that is too simple or experiencing a retardation in thinking and writing that it makes someone poor in academics. Also, a child with mental retardation has a problem in the fine motoric aspect. Many methods can be given to children with mental retardation such as a brain gym through arm activation movement and kolase therapy. The study aims at determining the effectiveness of the brain gym through arm activation movement compared to kolase therapy on fine motoric in children with mental retardation. The study uses quasy experiment with two group pre-post test research design. The statistical test used is Wilcoxon test and Mann-Whitney test to determine the difference of the effectiveness. The statistical test result in p value 0,000 (p>0,05). It can be concluded that kolase therapy is more effective than the brain gym through arm activation movement on the fine motoric in children with mental retardation at SLB Negeri Ungaran. it is suggested to the next researcher to modify the procedure of the kolase therapy to improve the fine motoric of the children with mental retardation. Keywords : brain gym, arm activation, kolase therapy, fine motoric, children with mental retardation

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Kuzmina, T. I. "Diagnostics of social self with younger schoolchildren with intellectual disabilities." Vestnik of Minin University 7, no. 4 (December 19, 2019): 13. http://dx.doi.org/10.26795/2307-1281-2019-7-4-13.

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Introduction. The article presents a fragment of a comprehensive study of the formation of the self-concept of people of different ages with intellectual disabilities, dedicated to the study of the social self with younger pupils with mild mental retardation. The questions of diagnostics and qualitative analysis of the state of this structurally-substantial component of the self-concept are highlighted. Structuring the self-conceptual components of the personality is of great importance for the formation of the skills of dialogical interaction with others in a younger student with intellectual disabilities and develops the ability to adapt among peers with subsequent integration into society. In younger students with mental retardation, a violation of the formation of self-image due to intellectual underdevelopment is the basis for the complications of social interaction that arise as a result, and the inability to independently overcome these difficulties entails maladjustment and early-occurring asociality in behavior. It is difficult for a child with intellectual impairment to enter into dialogical relationships with the outside world, the ability to which is an essential characteristic of a person to form adaptive behavior. The behavioral manifestations of a primary school pupils with mild mental retardation in some cases are not conscious, impulsive, reactive, uncontrolled. And in this case, attention is drawn to the qualitative originality of the personal characteristics of such children and the specifics of the formation of their self-consciousness as a regulator of social behavior.Materials and methods. An anamnestic data analysis was used, a structured conversation, as well as a diagnostic complex, which included several proprietary techniques developed to study the social self with individuals having mild mental retardation. The study of the expected attitude from the representatives of the immediate environment was carried out using the “Balls” methodology, the determination of the attitude to the representatives of the nearest environment was carried out using the «Ladder» methodology. The study of the expected attitude from representatives of the immediate environment and the child’s own attitude to them in the structure of the Self-social is a modification of the method of «Unfinished sentences» - «Finish the sentence». The «You have to be like this» methodology was used to diagnose elements of social longevity of a prescriptive nature, irrespective of a personally attractive prototype.Results. The article presents the methods and results of studying the social self component with primary school pupils having mental retardation. We study the child’s expected attitude from representatives of the immediate environment and their own attitude to them, socially desirable qualities (according to the child) and the norms of social dignity learned by children. The experiment involved 53 children with mild mental retardation (F 70 according to ICD-10). Participants in the study were divided into groups: depending on the residence / non-residence of the child in a boarding school and the form of education that children receive. Three groups were formed: children receiving differential education, living in a boarding school (31 people) group A; children receiving differentiated education, daily coming to school (9 people) group B; children studying in an inclusive class (13 people) group C. To perform, the children were offered a diagnostic complex, developed taking into account the intellectual and linguistic capabilities of the subjects of diagnosis, which includes several interconnected methods that imply a qualitatively-quantitative assessment, taking into account the main criteria for the diagnosis of the mental sphere of persons with intellectual impairment. An experimental study showed that the self-social component in the structure of the self-concept at the stage of primary school age has a distinctive quality. The level of fulfillment of the tasks of the diagnostic program by children with a mild degree of mental retardation is not uniform. Most of the tasks are carried out at a high and medium level, when respondents understand the instructions, accept the experimenter's small organizing help, adequately answer the questions posed, and often give not only standardized, but also spontaneous answers. This fact is in favor of the relevance of the proposed methods to diagnostic research tasks of studying the self-conceptual components of the self-consciousness of children with impaired intelligence. If the task is performed below the average level, the low marks received by the children are associated not so much with a lack of understanding of the instruction as with a low motivation for the diagnostic procedure. Minimum, maximum, average values and the total distribution of points received by children of groups A, B, C for completing tasks in the Self-social study do not differ significantly, which is confirmed statistically when calculating the non-parametric Mann – Whitney statistic for unrelated samples. Thus, the self-social component with children having impaired intelligence of primary school age is relatively formed. The qualitative specificity of this component of the self-concept at this age stage is its predominantly positive orientation in terms of the child’s expected relationship from representatives of the immediate environment and his own positive attitude towards them. Marked significance for a child with a mental retardation of his personality and activity assessments from his immediate environment and especially significant adults is noted. In children receiving differentiated and inclusive education, Self-social structurally and substantively differ little, with the exception of certain points due to the specifics of these forms of education and the organization of interaction of children in a “barrier-free” peer environment.Discussion and conclusions. The study demonstrated the presence of specific structurally-meaningful manifestations of the self-social component of elementary schoolchildren with mild mental retardation. As a result of the study of the relationship expected by children with mental retardation from representatives of the immediate environment, a positive trend was revealed in the development trends of this aspect of the formation of the social self. The positive orientation of the expected relationship is associated with the child’s own positive attitude towards significant others, and is often associated not with the child’s assessment of the real state of things and actions of individuals, but with the high significance of these representatives for the child himself, the ability to communicate with them, the child’s need for affiliation, acceptance and proximity. At the same time, fragmentation in the evaluation of the semantic content of the concepts “friend”, “acquaintance”, “friend”, “significant person” from the point of view of closeness and trust to the subject falling into this inner circle can negatively affect the social and behavioral implementation of primary school students with mental retardation. The generalization by children with mental retardation of individual frustration experiences and experiences of failure / dissatisfaction with needs and the occurrence in some separate cases of social interaction, transferring them to the general expected attitude from representatives of the immediate and near environment can be the basis for the formation of pathological characteristics of the person at the stage of adolescence based on emancipation or implementation of protest reactions in the context of a general destabilization of behavior. The idealization of antisocial parental prototypes and pronounced uncriticality to the actual behavior of loved ones can become the basis for the subsequent copying of variants of antisocial behavior at later age stages.

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Yacubian-Fernandes, Adriano, Aristides Palhares, Alcir Giglio, Roberto C. Gabarra, Silvio Zanini, Luis Portela, Mateus Violin Silva, Gimol Bezaquen Perosa, Dagma Abramides, and José Píndaro P. Plese. "Apert syndrome: factors involved in the cognitive development." Arquivos de Neuro-Psiquiatria 63, no. 4 (December 2005): 963–68. http://dx.doi.org/10.1590/s0004-282x2005000600011.

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Apert syndrome is characterized by craniosynostosis, symmetric syndactyly and other systemic malformations, with mental retardation usually present. The objective of this study was to correlate brain malformations and timing for surgery with neuropsychological evaluation. We also tried to determine other relevant aspects involved in cognitive development of these patients such as social classification of families and parents’ education. Eighteen patients with Apert syndrome were studied, whose ages were between 14 and 322 months. Brain abnormalities were observed in 55.6% of them. The intelligence quotient or developmental quotient values observed were between 45 and 108. Mental development was related to the quality of family environment and parents’ education. Mental development was not correlated to brain malformation or age at time of operation. In conclusion, quality of family environment was the most significant factor directly involved in mental development of patients with Apert syndrome.

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Steel, Kathleen O. "The Road That I See: Implications of New Reproductive Technologies." Cambridge Quarterly of Healthcare Ethics 4, no. 3 (1995): 351–54. http://dx.doi.org/10.1017/s0963180100006095.

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The prevention of disability has been the driving force behind much research. In epidemiology three levels of prevention are defined: primary, secondary, and tertiary prevention. Primary prevention is the prevention of the initiation or occurrence of a disease; secondary prevention is the prevention or amelioration of the consequences of a disease, and tertiary prevention refers to rehabilitation or the limitation of disability associated with the disease. We have examples of all three levels of prevention in the area of childhood disability. Primary prevention is the protection of infants against congenital rubella syndrome by ensuring that women of childbearing age have adequate immunity before they become pregnant. The prevention of choreoathetosis, mental retardation, and deafness, by treating hyperbilirubinemia and preventing kernicterus in newborns, is a great success story in prevention. Similarly, at the level of secondary prevention, is the reduction in mental retardation caused by phenylketonuria, or PKU, by eliminating phenylalanine in the diets of newborns who lack the enzyme to metabolize this amino acid. Tertiary prevention is the area of rehabilitation medicine, and is regarded as the least desirable level of prevention. Indeed, tertiary prevention can be seen as “doing the best we can” in terms of rehabilitation, often while seeking a means of really preventing the disease.

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Nguyen Thi Van, Thanh. "Research of personality features of high school students being bullied in Hochiminh city." Journal of Science Educational Science 65, no. 9 (September 2020): 90–98. http://dx.doi.org/10.18173/2354-1075.2020-0096.

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Bullying is a prominent issue and has been increasingly concerned in recent years. There is some evidence that mental health problems in bullied children who are are not necessarily the result of bullying but may be a process of mental health problems. This research studies the personality of bullied students at school in aspects of clinical psychology, thereby investigating mental health problems under the dominant clinical psychological characteristics of the bullied school students. 34 high school bullied students are examined by using MMPI-A, BDI-SF. and a clinical interview. A typical personality feature of high school students being bullied is depression. Their depression has typical symptoms, such as somatic symptoms, social avoidance\discomfort, alienation, and low aspiration. Their depression includes subjective depression and psychomotor retardation and physical malfunctioning and mental dullness and brooding. Moreover, the high school students being bullied are living with anxiety, suspicion, prosecuted ideas. However, this research only focuses on bullied students who were bullied faceto-face.

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Smirnova, Yana K. "JOINT ATTENTION AND THE MENTAL MODEL OF PRESCHOOL CHILDREN WITH ATYPICAL DEVELOPMENT." Moscow University Psychology Bulletin, no. 1 (2020): 96–123. http://dx.doi.org/10.11621/vsp.2020.01.06.

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Relevance. The article discusses the relationship between the development of joint (shared) attention of a child with an adult, and the social and cognitive development of the child. Based on previous studies of typically developing children that demonstrate their participation and responsiveness to fundamental social characteristics, it is significant to identify manifestations of atypical joint attention when a child does not register which object (event) or which aspects of this object (event) are the focus of an interlocutor’s attention. The question of which aspects of joint attention are related to the normative development of the child makes this relevant for comparing groups with different forms of atypical development. For the study, the main indicator of understanding the intentions of the other in the direction of view was used, as one of the aspects of joint attention. Objective. To compare the development of social cognition and joint attention among typically developing children and children with various forms of atypical development in order to identify the correlation between the theory of mind and cognitive lesion. Methods. In a sample of preschool children with typical development and of those with mental retardation, hearing impairment, speech impairment, or visual impairment (N = 90), the following methods were used to evaluate the children’s understanding of the intentions, desires, and interests of others by their behavioral manifestations: “Test for Erroneous Opinion”, “Sally-Ann”; the “What does Charlie want?” task, and others. The task was also used to assess the child’s ability to use the direction of a character’s gaze in a picture to determine the person’s intentions. Results. We identified the “primary psychological” characteristics of the atypical development of the child, which prioritize violations of social communication. Several variations of the violation of joint attention were singled out by determining a person’s intentions by the direction of their gaze. It was shown that determining intentions by the direction of gaze is associated with the normative age formation of the child. Symptoms of deficiency in this skill vary depending on the specifics of the child’s atypical development. Conclusions. Secondary deviations in the development of social cognition are specific to a particular primary defect. The limited inflow of information in the event of a violation of the analyzer creates unusual conditions in the children’s accumulation of the experience of social interaction that is necessary to form a mental model.

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Martyn, Susan R. "Substituted Judgment, Best Interests, and the Need for Best Respect." Cambridge Quarterly of Healthcare Ethics 3, no. 2 (1994): 195–208. http://dx.doi.org/10.1017/s0963180100004928.

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Perhaps the most troublesome medical decisionmaking cases facing state courts concern serious healthcare decisions involving patients with severe or profound retardation. The courts who face this issue encounter a difficult dilemma. A decision to terminate a medical treatment of a dependent, vulnerable person requires considerable solicitude. Allowing a helpless person to die sooner than is medically possible directly conflicts with that person's most basic right – the right to live. However, continuing treatment in the face of terminal illness may not only prolong but also increase intense mental and physical suffering. Perpetuating near torture in the name of protecting a person's life may be equally worrisome.

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Ngawas, Kresensia Wea Aga, Beatriks Novianti Kiling-Bunga, and Indra Yohanes Kiling. "Description of prosocial behavior in young children with intellectual disability in East Nusa Tenggara." Jurnal Psikologi Ulayat 3, no. 1 (June 16, 2020): 53–64. http://dx.doi.org/10.24854/jpu45.

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World Health Organization and United Nations Children’s Fund havestated in year 2012 that one of their global agenda is to fulfill the needs of inclusive Early Childhood Care and Development (ECCD) to increase the participation and development of young children with disabilities. One of important things for the agenda are understanding various special needs of young children with various kind of mental disability, such as mental retardation or nowadays known as intellectual disability. This research aims to narratively describe the prosocial behaviors of a young child with intellectual disability in special school of Pembina Kupang, East Nusa Tenggara. This research used qualitative approach with child observation and interview to the parents as the main technique to gather data. This research shows that prosocial behaviors in young children with intellectual disability are divided into four aspects, those are: a) the ability to join groups, b) supportive acts, c) empathy and caring, and d) self-adjustment. These behaviors were shown in the child’s dailyactivities, her habits, affected by the culture and daily activities of her parents and siblings, and also by the interaction with her friends and family. This research could give important information about the importance of managing the social interaction in inclusive ECCD by putting emphasis in four aspects described above, and also the role of parents and ECCD tutors in facilitating activities that could help stimulate specific needs of social skills in young children with intellectual disability.

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Bertelli, Marco O., Kerim Munir, James Harris, and Luis Salvador-Carulla. "“Intellectual developmental disorders”: reflections on the international consensus document for redefining “mental retardation-intellectual disability” in ICD-11." Advances in Mental Health and Intellectual Disabilities 10, no. 1 (January 4, 2016): 36–58. http://dx.doi.org/10.1108/amhid-10-2015-0050.

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Purpose – The debate as to whether intellectual disability (ID) should be conceptualized as a health condition or as a disability has intensified as the revision of World Health Organization’s (WHO’s) International Classification of Diseases (ICD) is being finalized. Defining ID as a health condition is central to retaining it in ICD, with significant implications for health policy and access to health services. The purpose of this paper is to include some reflections on the consensus document produced by the first WHO Working Group on the Classification of MR (WHO WG-MR) and on the process that was followed to realize it. The consensus report was the basis for the development of official recommendations sent to the WHO Advisory Group for ICD-11. Design/methodology/approach – A mixed qualitative approach was followed in a series of meetings leading to the final consensus report submitted to the WHO Advisory group. These recommendations combined prior expert knowledge with available evidence; a nominal approach was followed throughout with face-to-face conferences. Findings – The WG recommended a synonym set (“synset”) ontological approach to the conceptualisation of this health condition underlying a clinical rationale for its diagnosis. It proposed replacing MR with Intellectual Developmental Disorders (IDD) in ICD-11, defined as “a group of developmental conditions characterized by a significant impairment of cognitive functions, which are associated with limitations of learning, adaptive behaviour and skills”. The WG further advised that IDD be included under the parent category of neurodevelopmental disorders, that current distinctions (mild, moderate, severe and profound) be continued as severity qualifiers, and that problem behaviours removed from its core classification structure and instead described as associated features. Originality/value – Within the ID/IDD synset two different names combine distinct aspects under a single construct that describes its clinical as well as social, educational and policy utilities. The single construct incorporates IDD as a clinical meta-syndrome, and ID as its functioning and disability counterpart. IDD and ID are not synonymous or mirror concepts as they have different scientific, social and policy applications. New diagnostic criteria for IDD should be based on a developmental approach, which accounts for the complex causal factors known to impact the acquisition of specific cognitive abilities and adaptive behaviours. The paper focuses on a new clinical framework for the diagnosis of IDD that also includes and complements the existing social, educational and policy components inherent in ID.

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Benute, Glaucia R. G., Debora C. R. Nozzella, Cecilia Prohaska, Adolfo Liao, Mara C. S. de Lucia, and Marcelo Zugaib. "Twin Pregnancies: Evaluation of Major Depression, Stress, and Social Support." Twin Research and Human Genetics 16, no. 2 (February 11, 2013): 629–33. http://dx.doi.org/10.1017/thg.2012.153.

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Background: Twin pregnancies are at increased physiological and psychosocial risks. Objective: To investigate the prevalence of major depression in twin pregnancies and correlate with stress and social support. Method: The study included 51 pregnant women under specialized prenatal care who were evaluated by a Portuguese version of the semi-structured questionnaire Primary Care Evaluation of Mental Disorders (PRIME-MD) for Major Depression, and the Prenatal Psychosocial Profile (PPP) for evaluation of stress and social support. Results: Major depression was found in 33.3% of pregnant women, and prevailing symptoms were fatigue or loss of energy (100%), insomnia or hypersomnia (82.4%), changes in appetite (82.4%), decreased interest in daily activities (82.4%), and psychomotor agitation or retardation (82.4%). Among pregnant women who were diagnosed depressive, 76.5% also had a high level of stress and 47.1% complained about lack of social support. Statistical significance was found when correlating depression with perception of negative aspects of having twins and belief in significant body changes during pregnancy (p = .005 and .03, respectively). Marital status, occupation, and pregnancy planning were not significantly associated with the diagnosis of depression. Conclusion: Major depression occurs in one-third of pregnant women expecting twins and is associated with higher levels of stress and lack of social support. A multidisciplinary approach in these cases is fundamental to minimize further risks and complications.

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Häfner, H. "Psychiatric rehabilitation: general issues." European Psychiatry 11, S2 (1996): 39s—50s. http://dx.doi.org/10.1016/0924-9338(96)84742-0.

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SummaryRehabilitation aims at avoiding unfavourable consequences of a disorder and its care and at training and improving impaired and compensatory skills. The needs of the main diagnostic groups with resulting cognitive or social impairments, namely mental retardation, infantile autism, chronic depression, severe psychoneurosis, substance abuse, schizophrenia, and dementia in old age, have specific aspects. An increased need for rehabilitation was prompted by the worldwide movement of deinstitutionalisation, which hit above all the socially most vulnerable schizophrenics. The instruments and methods of rehabilitation for the socially disabled mentally ill go far beyond the sphere of psychiatry. Individualised rehabilitation must be in mutual interaction with the social and occupational environment. The socially disabled individual is, for example, dependent upon awareness and acceptance in the community, upon financial and social support or upon the availability of a job. In the case of persisting deficits, supportive measures at different levels are needed to compensate or to minimize severe consequences of impairments. Their approach is by the social environment with the objective to grant the optimum quality of life combined with a minimum loss of independence. The great variety of measures often required at the same time must be based on a network of services and their purposeful coordination. Psychiatric rehabilitation requires a functioning social system and, in times of scarce resources, political priorities.

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Baker, Dana Lee. "Public Policy and the Shaping of Disability: Incidence Growth in Educational Autism." education policy analysis archives 12 (March 16, 2004): 11. http://dx.doi.org/10.14507/epaa.v12n11.2004.

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Autism has gained the attention of policy makers and public administrators in recent years. The surge in prevalence, in tandem with a growing social preference for community inclusion of individuals with disabilities, strains a variety of policy infrastructures. Autism and related disorders, which were first described in 1943, were originally thought to be extremely low incidence and usually coincident with mental retardation. In accordance with the disability policy paradigm of the era, public services for autism were provided predominantly in institutional settings. Since then, however, autism and related disorders have come to be understood as more common than was originally thought and more rarely associated with mental retardation. In this article, shift-share analysis is used to gain insight into how the growth in autism incidence is being differentially experienced and recorded within a single arena of policy across the United States. The challenges associated with a sudden growth in supply (that is the number of children with autism), while unique to autism in some respects, include aspects that are similar for other disabilities and in policy challenges in other arenas. Especially since the implementation of the Government Performance Results Act of 1996, there is increased pressure to create public policy infrastructures that are anchored by clearly cut categorical service delivery. If the categories themselves leave significant room for interpretation and their use actually has a shaping effect on the target population, then it is important to administration and policy evaluation to understand how the effect is playing out.

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DePaepe, Paris, Joe Reichle, Scott Doss, Cheryl Light Shriner, and Jenny Cameron. "A Preliminary Evaluation of Written Individualized Habilitation Objectives and Their Correspondence with Direct Implementation." Journal of the Association for Persons with Severe Handicaps 19, no. 2 (June 1994): 94–104. http://dx.doi.org/10.1177/154079699401900203.

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A process for examining the correspondence between written individualized habilitation plan (IHP) objectives and the actual implementation of instructional objectives by direct service staff is described and illustrated. Initially, the written IHP plans and objectives of 11 individuals with moderate to profound mental retardation who lived in three small community group homes were evaluated on a series of 16 quality indicators of best practice. Subsequently, the implementation of a randomly obtained subset of the IHP objectives was observed. The correspondence of specific aspects of the observed implemented objectives (i.e., age appropriateness, functionality, natural setting, prompting procedures, and positive consequence contingency) to the written IHP objectives was completed. Results indicated that the written IHP objectives varied with regard to the degree to which each addressed the 16 quality indicators. The evaluation of the correspondence between the written IHPs and the subset of implemented objectives indicated a high degree of desired correspondence on two indicators (i.e., age appropriateness, functionality). However, lower levels of correspondence were found on the other indicators (i.e., natural setting, prompting procedures, and positive consequence contingency). The reasons for the lack of correspondence between the written IHPs and implemented objectives were described.

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Chaudhari, Dhananjay, Vivek Agarwal, and Prabhat Sitholey. "A clinical study of phenomenology in subjects with pervasive developmental disorders." International Journal of Research in Medical Sciences 6, no. 11 (October 25, 2018): 3629. http://dx.doi.org/10.18203/2320-6012.ijrms20184198.

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Background: Pervasive Developmental Disorders (PDD) are group of developmental disorder with impairments in interaction, communication and behaviour. The study aims to explore the phenomenological aspects of subjects with PDD.Methods: Patients in Psychiatry outpatient department (OPD), presented with impairment in social- interaction, language, communication and mental retardation were assessed for features of PDD by applying Developmental Behaviour Check List (DBCL), ICD-10 Diagnostic Criteria for Research and Multi-Axial version of ICD-10. The subjects were assessed for severity of PDD on Childhood Autism Rating Scale (CARS).Results: Total number of screened positive cases were 20, in which males were over-represented (90%). Majority belonged to urban locality (65%) and nuclear family (75%). Cases of childhood autism were found in all age groups, while childhood disintegrative disorder, Rett’s disorder and atypical autism were found in younger subjects. No family history of PDD was found in 1st degree relatives of PDD subjects. Five subjects (25%) had birth and perinatal complication.Conclusions: The mean age at presentation of the children with PDD was 8.12 years. Eighty percent (80%) of the subjects had severe autism on CARS. Hyperactivity, inattention and impulsivity were present in 90%, 80% and 45% of subjects respectively.

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Baxter, Tatiana, Hyeon-Seung Lee, Lénie Torregrossa, Seoyeon Kim, and Sohee Park. "M227. AN EXPLORATORY STUDY OF AUTOMATED LINGUISTIC ANALYSIS OF SOCIAL NARRATIVES IN SCHIZOPHRENIA." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S222—S223. http://dx.doi.org/10.1093/schbul/sbaa030.539.

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Abstract Background Schizophrenia has been suggested to be a disorder of social communication, which depends on the way language is used to convey thoughts, beliefs, feelings, and intentions. Everyday language can also reveal personality, emotions, and social skills of the speaker. Extensive past research affirms the central importance of language and thought disorder as diagnostic features of schizophrenia, mostly focused on the neurocognitive aspects of language output collected during clinical interviews, and not on the social nature of language. In this study, we examined narratives written in response to viewing social scenes by individuals with schizophrenia (SZ) and matched controls (CO) using an automated computational linguistics and statistical-based text analysis tool that computes socially-relevant variables. Methods 23 individuals with schizophrenia (SZ) and 23 demographically matched controls (CO) were shown paintings of social situations, and were asked to write reflections describing what they thought and felt about these scenes. Two pictures were presented consecutively. There was no time limit. Resulting narratives were analyzed with the Linguistic Inquiry and Word Count program (LIWC; Pennebaker et al, 2015). LIWC computes basic linguistic variables such as the % of self-referring and non-self-referring pronouns, social and emotion words, and cognitive items. LIWC also generates 4 complex variables: formal and logical thinking patterns (“analytic”); social status or confidence (“clout”); authenticity, and emotional tone. Clinical symptoms in SZ were assessed using the Scale for the Assessment of Positive Symptoms (SAPS) and the Scale for the Assessment of Negative Symptoms (SANS). For all participants, the UCLA Loneliness Scale, the National Adult Reading Test (NART), and the Edinburgh Handedness Inventory (EHI) were administered. Results The two groups did not differ in NART or EHI. There was no group difference in the number of words produced. SZ produced greater number of pronouns than CO but this effect was driven by a higher % of self-referring pronouns in SZ than CO, with no group difference in non self-referring pronouns. For complex variables, CO scored significantly higher in authenticity than SZ but no group differences were observed in clout, analytics, or emotional tone. Loneliness was higher in SZ compared with CO. There were no other significant group differences. In SZ, pronoun use was correlated with positive symptoms (especially with ratings of hallucinations, bizarre behavior, delusions of mind-reading and thought broadcasting) and inversely correlated with negative symptoms (avolition, apathy and motor retardation). Social words were inversely correlated with SAPS Thought Disorder. Clout was inversely correlated with SANS Alogia and SAPS Thought Disorder. Authenticity was correlated with SANS Anhedonia and Asociality. In CO, loneliness was correlated with the % negative emotion words and NART was correlated with total number of emotion words. Discussion We used an automated linguistic analysis tool to extract information relevant to social communication from written narratives. We found group differences in the use of pronouns and authenticity. We also observed associations of clinical symptoms with certain social aspects of language use in schizophrenia. One advantage of automated text analysis tools is the minimization of implicit biases inherent in ratings of interviews. Limitations of this study include lack of direct social functioning measures and the sample size. Future work will incorporate linguistic text analysis within a social paradigm to directly examine the role of language use in social functioning.

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ALBU, Dinu-Florin, Mircea ONOFRIESCU, Elena-Silvia NADA, George ION, Stefan MILICESCU, Stefan-Dimitrie ALBU, and Cristina-Crenguta ALBU. "The Importance of Customized Biometric Correlations in the Prevention of Growth and Development Disorders – A Determining Factor in the Social Integration of Children and Adolescents with Mental Disabilities." Revista de Cercetare si Interventie Sociala 72 (March 15, 2021): 324–37. http://dx.doi.org/10.33788/rcis.72.20.

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This research illustrates a complex, observational, longitudinal, comparative and noninterventional biometric study on the evaluation, in dynamics, of stature-weight development, in children with Down syndrome (DS), compared to children with varying degrees of mental retardation (MR), by repeatedly determining their height and weight, as well as by correlating these two parameters, in order to highlight the harmonious or disharmonious aspect of their stature-weight development. For this purpose, from patients’ medical files, we extracted the data regarding the periodic, annual, height and weight determinations of 50 preschoolers and schoolchildren, institutionalized in two Special Schools in Bucharest, which we compared with the standard tables used for Romanian population. The results showed that all children with DS show a disharmonious stature-weight development, with excess weight, as a consequence of both chromosomal trisomy and associated congenital malformations, especially heart malformations. In children with MR, the results showed a great phenotypic variability in terms of their stature-weight development. Thus, there were several cases in which the stature-weight development was harmonious, but, in the vast majority of cases, the results showed the presence of harmonious stature-weight development periods, which alternate with disharmonious stature-weight development periods, with weight surplus or weight deficit, alternation, which can be explained both by the involvement of genetic factors, and especially by the involvement of environmental, exogenous or endogenous factors.

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Koranyi, Erwin K. "Mental Retardation: Medical Aspects." Psychiatric Clinics of North America 9, no. 4 (December 1986): 635–45. http://dx.doi.org/10.1016/s0193-953x(18)30588-4.

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Myers, Beverly. "Mental Health Aspects of Mental Retardation." Journal of Nervous and Mental Disease 182, no. 12 (December 1994): 731. http://dx.doi.org/10.1097/00005053-199412000-00018.

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Smith, Selwyn M., and Reghuvaran Kunjukrishnan. "Medicolegal Aspects of Mental Retardation." Psychiatric Clinics of North America 9, no. 4 (December 1986): 699–712. http://dx.doi.org/10.1016/s0193-953x(18)30593-8.

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Montgomery, Thomas R. "Clinical Aspects of Mental Retardation." Clinical Pediatrics 27, no. 11 (November 1988): 529–31. http://dx.doi.org/10.1177/000992288802701103.

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Bondarenko, Tetiana V. "ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ ДЛЯ ЗАБЕЗПЕЧЕННЯ ДОСТУПНОСТІ І РОЗВИТКУ ІНКЛЮЗИВНОЇ ОСВІТИ." Information Technologies and Learning Tools 67, no. 5 (October 30, 2018): 31. http://dx.doi.org/10.33407/itlt.v67i5.2241.

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Information and communication technologies as support for the inclusive education are one of the effective tools for the development, education and training of students with special educational needs. The article deals with assistive hardware and software tools that compensate some of the natural functions of the child’s body. The possibilities of modern Microsoft, Google, Facebook and Youtube platforms have been described that make it possible to improve the fulfilment of educational tasks via the settings of keyboard shortcuts, virtual keyboard, word prediction functions, sound signals or screen indicators. The article also highlights the potential of messengers, social networks and e-mails as the most modern and adapted communicators for addressing teaching and educational needs of schoolchildren. The Viber and Facebook instant messaging programs have also been described and were found to be the most widespread means of communication in Ukraine having functions of voice and video calls with the interface adapted to maximize screen readability, allowing to create constructive dialogue between teachers, parents or schoolchildren with special educational needs. The use of ICT in inclusive education for didactic purposes have been presented practically by the LearningApps.org service. Examples of setting objectives for children with mild and moderate mental retardation have been presented, in particular: for pupils who suffer from autistic disorders, for schoolchildren who have problems with auditory or visual perception of information. Providing education through the suggested resource allows to carry out remedial work with children with special educational needs that intensifies their perception and attention, improves their memory and stimulates their motivation for educational activities. Introduction of information and communication technologies encompassing their three aspects - compensatory, communication and didactic purposes - makes it possible to adjust educational programmes and contribute effectively to the development of pupils according to their individuality.

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Goswami, Sribas. "Mental Retardation: A Social Stigma." European Journal of Psychological Studies 4, no. 4 (December 15, 2014): 128–41. http://dx.doi.org/10.13187/ejps.2014.6.128.

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Kushlick, Albert. "THE SOCIAL DISTRIBUTION OF MENTAL RETARDATION." Developmental Medicine & Child Neurology 6, no. 3 (November 12, 2008): 302–4. http://dx.doi.org/10.1111/j.1469-8749.1964.tb10795.x.

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Tymchuk, Alexander J. "Parents with Mental Retardation." Journal of Disability Policy Studies 1, no. 4 (December 1990): 43–55. http://dx.doi.org/10.1177/104420739000100403.

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Lea, Susan J. "Mental Retardation: Social Construction or Clinical Reality?" Disability, Handicap & Society 3, no. 1 (January 1988): 63–69. http://dx.doi.org/10.1080/02674648866780051.

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No authorship indicated. "Review of Mental Retardation in Social Context." Contemporary Psychology: A Journal of Reviews 36, no. 1 (January 1991): 83–84. http://dx.doi.org/10.1037/029386.

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Stark, Jack A., and Earl H. Faulkner. "Social competence in people with mental retardation." Current Opinion in Psychiatry 5, no. 5 (October 1992): 656–59. http://dx.doi.org/10.1097/00001504-199210000-00007.

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Kumar, Indrabhushan, AmoolR Singh, and S. Akhtar. "Social development of children with mental retardation." Industrial Psychiatry Journal 18, no. 1 (2009): 56. http://dx.doi.org/10.4103/0972-6748.57862.

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Zirpoli, Thomas J. "Mental Retardation: Its Social and Legal Context." Remedial and Special Education 7, no. 1 (January 1986): 61. http://dx.doi.org/10.1177/074193258600700110.

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Bertsch, Gregory. "Mental Health Aspects of Mental Retardation: Progress in Assessment and Treatment." Psychiatric Services 47, no. 11 (November 1996): 1278–82. http://dx.doi.org/10.1176/ps.47.11.1278.

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Caplan, Rochelle, and Joan K. Austin. "Behavioral aspects of epilepsy in children with mental retardation." Mental Retardation and Developmental Disabilities Research Reviews 6, no. 4 (2000): 293–99. http://dx.doi.org/10.1002/1098-2779(2000)6:4<293::aid-mrdd8>3.0.co;2-1.

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Held, K. R. "Ethical aspects of sexuality of persons with mental retardation." Sexuality and Disability 10, no. 4 (1992): 237–43. http://dx.doi.org/10.1007/bf01102038.

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Laumonnier, F. "From mental retardation to autism: common aspects, common genes." European Psychiatry 22 (March 2007): S32. http://dx.doi.org/10.1016/j.eurpsy.2007.01.128.

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38

Fashimpar, Gary. "Mental Retardation Practice Inventory." Journal of Social Service Research 12, no. 3 (March 3, 1989): 49–69. http://dx.doi.org/10.1300/j079v12n03_03.

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Rantakallio, Paula. "Social Class Differences in Mental Retardation and Subnormality." Scandinavian Journal of Social Medicine 15, no. 2 (June 1987): 63–66. http://dx.doi.org/10.1177/140349488701500202.

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Social class and regional differences in mental retardation were studied in a birth cohort of 12000 children followed up until the age of 14. The incidence of severe mental retardation IQ<50 was significantly higher in farming families and in less developed areas, which is in agreement with the fact that a greater part of the population in these areas belong to social class IV and farmers. The obvious explanation for the higher incidence of severe mental retardation among farmers is an excess of older mothers in this group. In the group of severe mental retardation, paternal unemployment was also statistically, significantly more frequent than among the others. Mild mental retardation, IQ 50–70, was significantly higher in all classes other than I+II and mental subnormality, IQ 71–85 was higher in social classes III and IV. The other less favourable social conditions, which were statistically more frequent in the families of the mentally subnormal, were that: the father had died, was unemployed, on sick leave or receiveing a pension and the mother was not living at home, was unemployed, or was on sick leave or receiving a pension. The incidence of mental subnormality was significantly higher in more developed areas, in spite of the fact that the members of social class IV were less and those of classes I+II more numerous than elsewhere. One probable explanation for the higher incidence of mild mental retardation and mental subnormality in the lower social classes, is found in socio-familial factors, and, with regard to the excess of these conditions in urban areas, in either the difference in socio-cultural factors or in an eargerness to diagnose these conditions. When only the cases of mental retardation, for which no risk factor or aetiology was known, were considered, a statistically significant difference was only found in mild mental retardation and mental subnormality; the incidence of these conditions being higher in social class IV than in I+II.

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Santamour, Miles. "The Offender with Mental Retardation." Prison Journal 66, no. 1 (April 1986): 3–18. http://dx.doi.org/10.1177/003288558606600103.

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Coelho, Richard J., and Jodi L. Saunders. "Diagnostic Implications of Dual Diagnosis: Mental Retardation and Mental Illness." Journal of Applied Rehabilitation Counseling 27, no. 4 (December 1, 1996): 19–24. http://dx.doi.org/10.1891/0047-2220.27.4.19.

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Individuals with mental retardation are at a greater than average risk of developing psychiatric disorders. Many of these individuals are being seen by rehabilitation counselors through various community settings. The accurate diagnosis of psychopathology within this at-risk population helps the rehabilitation counselor to develop and implement appropriate service delivery. Thus, the diagnostic process is a critical aspect of the counseling process. This article examines diagnostic issues and challenges for determining psychopathology in individuals with mental retardation. Aspects of mental retardation that influence the diagnostic process, assessment measures, the importance of the clinical interview, and implications for rehabilitation counselors who are working with this population are also addressed.

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Endriyani, Sri, and Yunike Yunike. "Having Children with Mental Retardation." International Journal of Public Health Science (IJPHS) 6, no. 4 (December 1, 2017): 331. http://dx.doi.org/10.11591/ijphs.v6i4.10779.

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Mental Retardation is a condition in which the intelegency function is under average, which began during the developmental period. Children with mentally retarded have limited mental function, communication skills, ability to maintain themselves and social skills. These conditions impact the mothes’s they responsible to train children’s ability to be independent. The purpose of this study is to explore the mothers’ experience having children with mental retardation at Special School for mentally retarded (SLB) of Karya Ibu Palembang, Indonesia. This is a qualitative research with fenomenology approach from five partisipants with indept interview. Five themes were get including can’t accept reality, burden, the social stigma,need support from relatives, worry about the future, and admitting God’s will. The Adaptation behaviors found in this study are the acceptance of children’s condition, and loving the children thoroughly.

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Rao, L. Govinda, and S. H. K. Reddy. "Organizational aspects of special schools for mental retardation in India." International Journal of Rehabilitation Research 27, no. 2 (June 2004): 127–33. http://dx.doi.org/10.1097/01.mrr.0000128060.54064.d5.

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Valentine, Deborah P. "Double jeopardy: Child maltreatment and mental retardation." Child & Adolescent Social Work Journal 7, no. 6 (December 1990): 487–99. http://dx.doi.org/10.1007/bf00756079.

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Verhoeven, W. M. A., A. Dosen, S. Tuinier, and A. E. S. Sijben. "Self-injurious behavior and mental retardation; a multidisciplinary approach." Acta Neuropsychiatrica 5, no. 2 (June 1993): 42–47. http://dx.doi.org/10.1017/s0924270800033986.

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SummaryResearch on the phenomenon of self-injurious behaviour (SIB) has been very limited despite the relative high prevalence of this type of disorder. The relative lack of knowledge of psychopathology in this field and the methodological problems in performing research projects may have contributed to the limitations in the interest for this area. Recently, research into biological aspects of the etiopathogenesis of SIB has yielded results that might open new vistas for a rational and effective pharmacotherapeutical approach. In this concise review the psychiatric, neurological, biological, pharmacological and methodological aspects of SIB in mental retardation will be mentioned.

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Elkins, Thomas E., and H. Frank Andersen. "Sterilization of Persons with Mental Retardation." Journal of the Association for Persons with Severe Handicaps 17, no. 1 (March 1992): 19–26. http://dx.doi.org/10.1177/154079699201700104.

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MAUGHAN, B., S. COLLISHAW, and A. PICKLES. "Mild mental retardation: psychosocial functioning in adulthood." Psychological Medicine 29, no. 2 (March 1999): 351–66. http://dx.doi.org/10.1017/s0033291798008058.

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Background. Evidence on the adult adaptation of individuals with mild mental retardation (MMR) is sparse, and knowledge of the factors associated with more and less successful functioning in MMR samples yet more limited.Method. Prospective data from the National Child Development Study were used to examine social circumstances and psychosocial functioning in adulthood in individuals with MMR and in a non-retarded comparison group.Results. For many individuals with MMR, living circumstances and social conditions in adulthood were poor and potential stressors high. Self-reports of psychological distress in adulthood were markedly elevated, but relative rates of psychiatric service use fell between childhood and adulthood, as reflected in attributable risks. Childhood family and social disadvantage accounted for some 20–30% of variations between MMR and non-retarded samples on a range of adult outcomes. Early social adversity also played a significant role in contributing to variations in functioning within the MMR sample.Conclusions. MMR appears to be associated with substantial continuing impairment for many individuals.

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Schuster, Tonya L., and Edgar W. Butler. "Labeling, Mild Mental Retardation, and Long-Range Social Adjustment." Sociological Perspectives 29, no. 4 (October 1986): 461–83. http://dx.doi.org/10.2307/1389175.

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Previous studies of long-range detrimental labeling effects related to mild mental retardation have failed to control for conditions that impact both the labeling process and social adjustment. In contrast, this research explicity tests the labeling perspective by comparing labeled with not labeled former students “eligible” for the mentally retarded label. The not labeled were comparable to the labeled in terms of IQ scores, as well as gender, ethnicity, socioeconomic status, and other background characteristics. Results indicate that formal labeling—placement in special education—had no impact on any measure of long-range social adjustment, including self-concept, anxiety level, patterns of social interaction, and socioeconomic status. These findings are considered in terms of both the labeling perspective and special education.

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Abdurakhmanov, S. R., and A. R. Ibragimova. "DIAGNOSTICS OF CHILDREN’S SOCIAL INTELLIGENCE DEVELOPMENT WITH MENTAL RETARDATION." Современные наукоемкие технологии (Modern High Technologies) 2, no. 11 2020 (2020): 331–36. http://dx.doi.org/10.17513/snt.38383.

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Kaufman, Allan V. "Social Work Services for Elderly Persons with Mental Retardation." Social Work in Health Care 14, no. 2 (March 2, 1990): 67–80. http://dx.doi.org/10.1300/j010v14n02_06.

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Journal articles on the topic 'Social aspects of Mental retardation'

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