bluuebunny/crossref_metadata_2025 huggingface dataset:
The Significance of Insecure Attachment and Disorganization in the Development of Children’s Externalizing Behavior: A Meta‐Analytic Study
Authors: Fearon R. Pasco , Bakermans‐Kranenburg Marian J. , Van IJzendoorn Marinus H. , Lapsley Anne‐Marie , Roisman Glenn I.
Published: March 2010

This study addresses the extent to which insecure and disorganized attachments increase risk for externalizing problems using meta‐analysis. From 69 samples (N = 5,947), the association between insecurity and externalizing problems was significant, d = 0.31 (95% CI: 0.23, 0.40). Larger effects were found for boys (d = 0.35), clinical samples (d = 0.49), and from observation‐based outcome assessments (d = 0.58). Larger effects were found for attachment assessments other than the Strange Situation. Overall, disorganized children appeared at elevated risk (d = 0.34, 95% CI: 0.18, 0.50), with weaker effects for avoidance (d = 0.12, 95% CI: 0.03, 0.21) and resistance (d = 0.11, 95% CI: −0.04, 0.26). The results are discussed in terms of the potential significance of attachment for mental health.
“Who Said You Could Wear My Sweater?” Adolescent Siblings’ Conflicts and Associations With Relationship Quality
Authors: Campione‐Barr Nicole , Smetana Judith G.
Published: March 2010

A new measure of sibling conflict was used to identify 2 types of conflicts in 115 adolescent sibling pairs (older siblings, M = 15.59, SD = 2.01 years; younger siblings, M = 13.02, SD = 2.06 years). Conflicts overall were more frequent than intense and more likely to involve the invasion of the personal domain than conflicts involving equality and fairness, especially by early adolescent older siblings. For both siblings, and with parents’ ratings of their relationship with the target child controlled, these conflicts were negatively associated with sibling relationship quality. The implications of the findings for sibling relationships during adolescence are discussed.
The Tuning of Human Neonates’ Preference for Speech
Authors: Vouloumanos Athena , Hauser Marc D. , Werker Janet F. , Martin Alia
Published: March 2010

Human neonates prefer listening to speech compared to many nonspeech sounds, suggesting that humans are born with a bias for speech. However, neonates’ preference may derive from properties of speech that are not unique but instead are shared with the vocalizations of other species. To test this, thirty neonates and sixteen 3‐month‐olds were presented with nonsense speech and rhesus monkey vocalizations. Neonates showed no preference for speech over rhesus vocalizations but showed a preference for both these sounds over synthetic sounds. In contrast, 3‐month‐olds preferred speech to rhesus vocalizations. Neonates’ initial biases minimally include speech and monkey vocalizations. These listening preferences are sharpened over 3 months, yielding a species‐specific preference for speech, paralleling findings on infant face perception.
Early Gesture Predicts Language Delay in Children With Pre‐ or Perinatal Brain Lesions
Authors: Sauer Eve , Levine Susan C. , Goldin‐Meadow Susan
Published: March 2010

Does early gesture use predict later productive and receptive vocabulary in children with pre‐ or perinatal unilateral brain lesions (PL)? Eleven Children with PL were categorized into 2 groups based on whether their gesture at 18 months was within or below the range of typically developing (TD) children. Children with PL whose gesture was within the TD range developed a productive vocabulary at 22 and 26 months and a receptive vocabulary at 30 months that were all within the TD range. In contrast, children with PL below the TD range did not. Gesture was thus an early marker of which children with early unilateral lesions would eventually experience language delay, suggesting that gesture is a promising diagnostic tool for persistent delay.
When Do Children Exhibit a “Yes” Bias?
Authors: Okanda Mako , Itakura Shoji
Published: March 2010

This study investigated whether one hundred and thirty‐five 3‐ to 6‐year‐old children exhibit a yes bias to various yes–no questions and whether their knowledge status affects the production of a yes bias. Three‐year‐olds exhibited a yes bias to all yes–no questions such as preference‐object and knowledge‐object questions pertaining to objects, and knowledge‐face questions pertaining to facial expressions. Four‐year‐olds tended to say “yes” only to knowledge‐object questions. Five‐year‐olds did not show any strong response tendency. Six‐year‐olds exhibited a nay‐saying bias to knowledge‐face questions. Also, 3‐year‐olds could indicate the correct option when asked questions with 2 response options. It suggested that 3‐year‐olds tended to inappropriately say “yes” to yes–no questions, although they knew the answers to the questions. The mechanism of a yes bias was discussed.
Preschoolers’ Implicit and Explicit False‐Belief Understanding: Relations With Complex Syntactical Mastery
Authors: Low Jason
Published: March 2010

Three studies were carried out to investigate sentential complements being the critical device that allows for false‐belief understanding in 3‐ and 4‐year‐olds (N = 102). Participants across studies accurately gazed in anticipation of a character’s mistaken belief in a predictive looking task despite erring on verbal responses for direct false‐belief questions. Gaze was independent of complement mastery. These patterns held when other low‐verbal false‐belief tasks were considered and the predictive looking task was presented as a time‐controlled film. While implicit (gaze) knowledge predicted explicit (verbal) false‐belief understanding, complement mastery and cognitive flexibility also supported explicit reasoning. Overall, explicit false‐belief understanding is complexly underpinned by implicit knowledge and input from higher‐order systems of language and executive control.
Bridging Theory of Mind and the Personal Domain: Children’s Reasoning About Resistance to Parental Control
Authors: Lagattuta Kristin Hansen , Nucci Larry , Bosacki Sandra Leanne
Published: March 2010

Four‐, 5‐, and 7‐year‐olds (N = 60) listened to vignettes featuring characters that wanted to do actions that conflicted with parental rules. Desires included behaviors associated with the personal domain: friend, activity, and clothing choice. Scenarios involving moral rules served as a comparison. Children predicted and explained characters’ actions and emotions. Results showed significant increases between 4 and 7 in judgments that characters would comply with rules and feel good, but only for situations involving moral rules. Children frequently predicted that characters would disobey rules that intruded on the personal domain and would feel positive emotions following noncompliance, especially when activities were essential to that character’s identity. Findings are discussed in relation to the development of self and personal control.
Developmental Patterns in Decision‐Making Autonomy Across Middle Childhood and Adolescence: European American Parents’ Perspectives
Authors: Wray‐Lake Laura , Crouter Ann C. , McHale Susan M.
Published: March 2010

Longitudinal patterns in parents’ reports of youth decision‐making autonomy from ages 9 to 20 were examined in a study of 201 European American families with 2 offspring. Multilevel modeling analyses revealed that decision‐making autonomy increased gradually across middle childhood and adolescence before rising sharply in late adolescence. Social domain theory was supported by analyses of 8 decision types spanning prudential, conventional, personal, and multifaceted domains. Decision making was higher for girls, youth whom parents perceived as easier to supervise, and youth with better educated parents. Firstborns and secondborns had different age‐related trajectories of decision‐making autonomy. Findings shed light on the developmental trajectories and family processes associated with adolescents’ fundamental task of gaining autonomy.
Children Monitor Individuals’ Expertise for Word Learning
Authors: Sobel David M. , Corriveau Kathleen H.
Published: March 2010

Two experiments examined preschoolers’ ability to learn novel words using others’ expertise about objects’ nonobvious properties. In Experiment 1, 4‐year‐olds (n = 24) endorsed individuals’ labels for objects based on their differing causal knowledge about those objects. Experiment 2 examined the robustness of this inference and its development. Four‐year‐olds (n = 40) endorsed labels from confederates who accurately predicted objects’ nonobvious internal properties but not nonobvious external properties. Three‐year‐olds (n = 40) performed at chance levels in both cases and were less likely to recognize the informants’ expertise, suggesting that they might be unable to monitor individuals’ expertise. These data suggest that children’s ability to learn from testimony is necessary for their understanding of the relevance of an individual’s expertise.
Effect of low dose ionizing radiation exposure in utero on cognitive function in adolescence
Authors: HEIERVANG KRISTIN SVERDVIK , MEDNICK SARNOFF , SUNDET KJETIL , RUND BJØRN RISHOVD
Published: March 2010

Heiervang, K. S., Mednick, S., Sundet, K. & Rund, B. R. (2010). Effect of low dose ionizing radiation exposure in utero on cognitive function in adolescence. Scandinavian Journal of Psychology, 51, 210–215.

Radiation from the Chernobyl nuclear power plant meltdown greatly affected several Norwegian counties. The cognitive consequences of in utero exposure to radiation from the Chernobyl accident have been intensely debated. This study examines the cognitive outcomes for those Norwegians who were exposed as fetuses to the fallout from Chernobyl. The participants, 84 adolescents who were exposed in utero to radiation from the most contaminated areas in Norway and 94 adolescents from areas not contaminated by the radiation, were tested on verbal and nonverbal IQ. Two data analyses were conducted. First, using a control‐group design, the IQ scores of exposed and unexposed adolescents were compared. Second, in a timing‐of‐exposure design, those exposed during the most sensitive period were contrasted with those exposed later in gestation. Adolescents exposed to low‐dose ionizing radiation in utero scored significantly lower in full‐scale IQ than unexposed adolescents. The difference was restricted to verbal IQ and was not evident for nonverbal IQ. The effect was not observed in exposed adolescents who had passed the most sensitive gestational period prior to the accident and thus were exposed to the radiation from Chernobyl exclusively after gestational week 16. These participants performed as well as the controls. Although the results should be interpreted cautiously due to the study’s nonrandomized design, the data add new and important support to the hypothesis that the Chernobyl accident may have had a subtle effect on the cognitive functioning of those exposed to low‐dose ionizing radiation in utero during the most sensitive gestational period.
Innovation Policy in Italy (1993–2002): Understanding the Invention and Persistence of a Public Management Reform
Authors: MELE VALENTINA
Published: March 2010

The literature on the politics of public management reform in Italy broadly contends that the country's legalistic administrative tradition suppresses reform. This article questions and qualifies this line of argument on the basis of a newly reported case of public management reform that endured for more than 10 years. The study tracks and explains the emergence of the policy issue of “government innovation” and its persistence on the specialized policy agenda of the Ministry for Public Administration. The initial emergence of the government innovation policy in Italy and its directional stability is explained by applying event‐centric approaches to historical analysis, together with the institutional concept of policy subsystems. The article shows the need for modifying central arguments—both substantive and theoretical—about the politics of public management reform in Italy.
Policy, Services and Staff Training for Older People with Intellectual Disability in the UK1
Authors: Robertson Janet , Moss Steve , Turner Steve
Published: March 2010

This paper considers the extent to which awareness of the growing number of older people with intellectual disability in the UK has translated into action. It does so by looking at current policy, training and services for older people with intellectual disability. Information was collected from two sources: an analysis of the 1993/1994 Community Care Plans and a national survey on policy, training and services for older people with intellectual disability. The analysis of Community Care Plans revealed that 67% made no reference to older people with intellectual disability. The remaining 33% mentioned such people mainly in the context of the need for service development. 82% of the 236 replies to the national survey indicated that there was no policy in relation to older people with intellectual disability and 74% indicated an absence of specific staff training. 53% of respondents were aware of services in their area specifically for older people with intellectual disability and 76% were aware of generic services for the elderly in their area that were used by older people with intellectual disability. Finally, the results of a consultation exercise regarding the development of a training pack in ageing and intellectual disability are presented. The results highlight a lack of consensus about how services should be provided and, in many cases, a lack of provision.
Effects of Psychological Factors on the Perceived Quality of Life of People with Intellectual Disabilities
Authors: Matikka Leena M.
Published: March 2010

The present study investigated the relationships between personality traits, awareness of disability, individual resources, personal values, living conditions and quality of life, in 619 persons with intellectual disabilities. Happiness, a positive view of life and stress were used as quality‐of‐life criterion variables. The results showed that happiness and a positive view of life were associated with a positive self‐image and others' view of self, with self‐esteem, and with a sense of autonomy. Feelings of stress were associated with a lack of self‐esteem, desire for autonomy, female gender, and awareness of disability.
Behaviour Problems Among Children with Down's Syndrome: Prevalence, Persistence and Parental Appraisal
Authors: Turner Stephen , Sloper Patricia
Published: March 2010

Changes over time in the pattern of behaviour problems shown by 91 children with Down's syndrome, together with maternal appraisal of the seriousness of reported problems, were investigated through questionnaires completed by mothers. Fifty‐four individual behaviours were studied at mean ages 9 years 2 months and 13 years 9 months. There was a significant decline in the overall frequency of behaviour problems and in some disturbed behaviours, sleeping and toileting problems, and over‐activity. Only one problem‐lying‐became more common. However, many problems were found to be persistent among the same children.

While mothers viewed relatively few behaviours as definite problems, a minority faced a multiplicity of perceived problems at both points in time. Running away was a common problem which particularly concerned mothers. Sleeping problems were generally seen as less problematic by Time 2, while stealing had become more so. Some individual problems were associated with the gender, age and developmental level of the children. Results suggest that behaviour problems may become set relatively early in life, and that families may benefit from help in preventing and dealing with problems well before the teenage years.
Sleep Problems in Children with Severe Intellectual Disabilities: What Help is being Provided?
Authors: Wiggs L. , Stores G.
Published: March 2010

Sleep problems are common and persistent in children with severe intellectual disabilities. Research conducted mainly in the 1980s suggested that the most widely used form of intervention was pharmacological although studies have demonstrated that behavioural management may be more appropriate. This study aimed to investigate whether the practical implications of such research had been acted upon by describing parents' experiences of interventions they had been offered and also their usefulness. Questionnaires were distributed via schools to parents of children with severe intellectual disabilities in Oxfordshire and Berkshire. Results are based on 209 replies (43% response rate). Only 47% of parents of children with sleep problems (n = 124) had received any form of treatment. Where treatment had been received, medication was still the most widely used form although parents considered behavioural interventions to be more helpful in reducing difficulties. 55% of parents of children with current sleep problems wanted to receive treatment, suggesting a gap in service provision. Possible reasons why 45% did not want to receive treatment are considered.
The Functional Assessment of Challenging Behaviour: A Comparison of Informant‐based, Experimental and Descriptive Methods
Authors: Toogood Sandy , Timlin Kevin
Published: March 2010

The function of 121 challenging behaviours displayed by 20 people with severe intellectual disabilities was assessed using informant‐based, experimental and descriptive methods. The results suggest that informant‐based, descriptive and experimental approaches to assessment vary with regards to (1) the probability of ascribing functions across a range of challenging behaviours; (2) die types and characteristics of behaviours to which functions are more likely to be ascribed; (3) the types of functions which are likely to be identified; and (4) the probability with which they identify multiple functions. The results also suggest that the level of agreement between different approaches was disappointingly poor. It is suggested that, at present, the routine clinical application of functional assessment ought to be based on the construction of an individually‐tailored multiple assessment format based on a pre‐assessment of topography, environmental and person‐related variables. Attention is also drawn to the importance of staff training to enhance the performance of informant‐based methods and the further development of non‐experimental approaches to functional assessment.
Self‐injurious Behaviour and People with Intellectual Disabilities: Assessing the Behavioural Knowledge and Causal Explanations of Care Staff
Authors: Oliver Chris , Hall Scott , Hales Jackie , Head Donna
Published: March 2010

The Self‐Injury Behavioural Understanding Questionnaire (SIBUQ) is a 27‐item multiple response format questionnaire developed to examine the adoption of a behavioural perspective on self‐injurious behaviour (SIB). The questionnaire comprises three subscales (Knowledge, Action and Causal Explanation) to which there are six response types designed to elucidate types of causal explanations and likely responses to SIB given particular scenarios. Test‐retest reliability of the total score and response types within subscales is acceptable for most response types. The questionnaire was administered to four groups: contact (individuals in close contact with someone showing SIB), hospital staff (individuals in close contact with people with intellectual disabilities but not necessarily SIB), behavioural unit (individuals working on a unit for children with challenging behaviour which adopted a behavioural perspective) and behaviourally trained (individuals with formal qualifications in a behavioural approach to challenging behaviour). Comparisons between groups revealed significant differences on the total score, and all subscales. Post hoc analysis revealed that the contact group scored significantly lower than all other groups on all subscales. This group were also significantly more likely to choose a response which would reinforce SIB when considering what action to take and were more likely to impute an internal emotional type of causal explanation. An examination of the correlations between subscales revealed significant negative correlations between behavioural knowlege and the likelihood of choosing a reinforcing response and imputing internal emotional causal explanations. These findings suggest that the dissemination of a behavioural perspective to those in close contact with people who show SIB has not occurred. The implications of this conclusion are discussed with reference to the prevention and treatment of SIB.
The Long‐term Effects of Behavioural Residential Special Education on Children with Severely Challenging Behaviours: Changes in Behaviour and Skills
Authors: Emerson Eric , Robertson Janet , Fowler Stephanie , Letchford Samantha , Jones Malcolm
Published: March 2010

Information was collected through the retrospective analysis of records and interview on the characteristics, abilities, challenging behaviours shown and services received by 55 children who attended a behavioural residential special education facility since 1982. Results indicated that, overall, (1) during the mean 2.5 year stay at the facility the children showed significant gains in self‐care and communication skills and significant reductions on all indicators of challenging behaviour; (2) that these gains were maintained over the mean 6.5 year follow‐up period; but (3) that few additional gains were made during this period. After controlling for initial level of challenging behaviour, greater reductions in challenging behaviour during attendance at the school were observed for children who: prior to entry were living at home; who did not have epilepsy; or who attended the school at a younger age. After leaving school greater improvements were observed by: boys; children who did not have epilepsy; children who were less able; and children who had been followed up for a longer period of time.
Services for People with Mild Intellectual Disabilities and Challenging Behaviour: Service‐user Views
Authors: Murphy G. H. , Estien D. , Clare I. C. H.
Published: March 2010

Twenty‐six people with mild intellectual disabilities and challenging behaviour, who had all been service‐users at a specialist, hospital‐based unit, were interviewed after they had left the service for an average of four and a half years, about their current quality of life and their memories of the service. On the whole, people were still living in the community though many had had a large number of placement moves (and some had returned to hospital or prison). The service‐user's overall quality of life in their current placement was as good as that of the general population in the less restrictive environments but fell increasingly short of this standard as the placements became more restrictive. Even in the best placements people's social relationships appeared impaired when compared to the general population. With respect to their memories of the specialist service, it appeared that, despite the time period, service‐users had a clear memory of the service, appreciated many aspects of it (such as the help staff provided, the therapy and education), were divided about some aspects (such as having to be in hospital, being detained under the Mental Health Act 1983, taking medication) and had very strongly negative feelings about aspects of the care which directly restricted their liberty (such as the locking of the front door, the use of restraint and seclusion). It is argued that there may be a need to re‐think services for service‐users with challenging behaviour and mild intellectual disabilities.
Public Expenditure on Services for People With Intellectual Disabilities
Authors: Jones Christopher , Wright Ken
Published: March 2010

The allocation of resources to health and social care agencies for services for people with intellectual disabilities has led to considerable debate about the failure of the balance of financing to reflect recent changes in policy. Although the overwhelming need of people with intellectual disabilities is for social care in the community there is still concern that funds are tied to health or institutional services.

This paper presents the results of a two‐year project to explore these and related issues by developing national estimates of expenditure on services for people with intellectual disabilities through information gathered from a stratified sample of local authority areas. At local levels, information was requested from social services, health authorities, district housing authorities and local education authorities. The information from health and social services authorities was extrapolated to national levels to allow comparison with the most recent national programme budget figures. The information from housing and education authorities was to inform debates over substitution, where health and social services substitute the activities of other local authority departments for their own.

The results confirm that at local levels the majority of expenditure remains under health auspices. The national estimates generally represented an increase over the Department of Health's programme budget figures, though this was anticipated given the different service coverage. The paper concludes with a discussion of the implications of the results both for local agencies and central government.
Who Goes to SLD Schools?
Authors: Male Dawn B.
Published: March 2010

This paper describes the results of a national survey of schools for children with severe learning difficulties (SLD) which aimed to obtain a profile of the characteristics of children attending these schools. A postal questionnaire was sent to headteachers of 75 SLD schools which sought to elicit their perceptions as to the proportion of pupils in their schools with profound and multiple learning difficulties, challenging behaviour, degenerative and life‐threatening conditions, additional physical and sensory impairments and autism. Headteachers were also asked to supply information about pupil numbers, proportions of boys to girls, proportion of pupils with statements of special educational needs, previous placement of pupils, staff numbers and composition, and pupil exclusion numbers. The results indicated that headteachers considered that the pupil populations in their schools were changing to include more pupils with profound and multiple learning difficulties, challenging behaviours, degenerative and life‐threatening conditions, additional physical and sensory impairments and autism. Just over a half of all schools reported that their pupil roll was increasing, whilst a significant number reported having to replace qualified teachers with classroom assistants as a way of reducing costs. Over a third of schools reported that not all of their pupils had statements of special educational needs, whilst one in four schools reported that they had excluded pupils in the last year. The findings are discussed in the context of curricular implications, training needs of teachers and the overall need to monitor future trends in the SLD school population.
Doing What Mum Wants Me To Do: Looking at Family Relationships from the Point of View of People with Intellectual Disabilities
Authors: Walmsley Jan
Published: March 2010

This study examines what some adults with intellectual disabilities have to say about relationships with their parents. The data arise from biographical interviews with 22 adults, completed in 1991‐2, and demonstrate that when adults with intellectual disabilities are asked to speak about relationships they present views which challenge some stereotypical views about care and dependency. The paper concludes with some observations on implications for professionals working with adults with disabilities and their families.
The Move from Hospital: A Long‐Term Follow‐up of Challenging Behaviour Levels
Authors: Collins Graham , Halman Freyja
Published: March 2010

Levels of challenging behaviour were studied in a sample of 16 people who moved from a hospital to community settings. Ratings on the Challenging Behaviour Scales showed that aggression to residents decreased significantly. Aggression to staff and self‐injurious behaviour showed non‐significant downward trends but destruction of objects continued at prior levels. The study concluded that caution needs to be taken in using rating scales, and results from them should always be backed up by other evidence.
At Whose Risk? Priorities and Conflicts for Policy Development in HIV and Intellectual Disability
Authors: Cambridge Paul
Published: March 2010

This paper identifies considerations for HIV policy in services for people with intellectual disabilities and suggests standards for best practice. Evidence from research, policy development and training is examined to inform arguments about the nature, location and management of HIV risk with service and user case studies used to illustrate argument. Priorities for policy are offered and conflicts between the rights and responsibilities of individuals are explored, with discussion centred on the re‐homosexualisation of HIV. The paper also identifies key related considerations such as legal and moral questions, policy principles and the need for coordination. The structure of the paper provides a framework for action and pointers are provided for closing the implementation gap between policy and practice.
A Prevalence Study of Sexual Abuse of Adults with Intellectual Disabilities Referred for Sex Education
Authors: McCarthy Michelle , Thompson David
Published: March 2010

This paper reports on a prevalence study of sexual abuse of 65 women and 120 men with intellectual disabilities who were referred for sex education. The prevalence rate of abuse was found to be significantly higher for women (61%) than men (25%). Almost all perpetrators were men, with the majority being men with intellectual disabilities or fathers. Women are shown to experience the sexual contact more negatively than the men, although it was usual for both the women and men to feel quite ambivalent about the perpetrator and what he had done to them. Typically the abuse was revealed by the victims themselves, but they were unaware of its social meaning. Generally responses to the abuse were very weak, however there is evidence that the abuse of men is taken more seriously. The poorest service responses were recorded for women who had been abused by men with intellectual disabilities.
Towards an Environmental Perspective on Intervention for Problem Sexual Behaviour in People with an Intellectual Disability
Authors: O'Connor Wendy
Published: March 2010

The evolution of intervention for people with an intellectual disability who have problem sexual behaviour is described. Accepted treatments for non‐disabled sexual offenders are now being applied to offenders with a disability. Intervention should be broad‐based and individualised and attend to deviant sexual preference, patterns of offending behaviour and the environmental context of the behaviour. There is a need for controlled studies to isolate the effects of individual components in multi‐component interventions. Applied behaviour analysis makes an important contribution to assessment and intervention with its attention to analysis of the function of behaviour, setting events and maintenance issues. The problem‐solving approach provides a clinical decision‐making model to facilitate the generation of recommendations for community access as well as a means for overcoming obstacles to intervention.
Listening to Adolescents and Adults with Intellectual Disabilities from South Asian Communities
Authors: Azmi Sabiha , Hatton Chris , Emerson Eric , Caine Amanda
Published: March 2010

Twenty‐one South Asian adolescents and adults with intellectual disabilities were interviewed regarding eight areas of their lives: accommodation, individual support, day services, service support, social and recreational activities, friendships and relationships, ethnic and racial identity, and racism and stigma. All interviews were coded for user satisfaction with these aspects of their lives, and content‐analysed to draw out relevant themes. From the interviews, it is clear that South Asian adolescents and adults have a strong and positive sense of their ethnic and racial identity, and that they are generally satisfied with their home and family circumstances. However, people with intellectual disabilities from South Asian communities experience pervasive racism and stigma throughout all areas of their lives. Consequences of this double discrimination include a lack of culturally appropriate services, limited friendships and closer relationships, and a lack of meaningful leisure activities. Implications of these findings for services are discussed.
Deaths Among the Intellectually Disabled: A Retrospective Study
Authors: Raitasuo Jouni , Mölsä Pekka , Raitasuo Seija , Mattila Kari
Published: March 2010

At the Paimio Settlement for The Mentally Handicapped in The Special Welfare District of Southwest Finland, 216 persons with intellectual disability died during the period 1972‐93. We studied the causes of death, contributing factors, and associated diseases among these persons. Diagnoses were collected from death certificates and patient documents. The causes of death were based on autopsy in 85% of the patients. We calculated the ratio of observed (O) and expected (E) cases. Expected rates for the different causes of death were calculated using the mortality rates of the general Finnish population. The data were adjusted for age and year of death. The spectrum of the causes of death essentially differed from that of the general population. There was less than expected mortality from accidents (O/E 0,3, 95% CI 0,2‐0,4), diseases of the circulatory system (O/E 0,4,95% CI 0,2‐0,7) and malignant neoplasms (O/E 0,5,95% CI 0,3‐0,9), and more than expected mortality from respiratory diseases (O/E 2,2, 95% CI 1,2–3,6).
A Longitudinal Comparison of Cognitive and Adaptive Changes in Subjects with Down's Syndrome and an Intellectually Disabled Control Group
Authors: Roeden J.M. , Zitman F.G.
Published: March 2010

Sixty‐seven subjects with karyotypically verified Down's syndrome (DS+) and 48 matched controls without DS (DS− were examined on adaptive, intellectual, memory, orientation and motor functions during a period of 4½ years. The primary analysis compared changes in cognitive and adaptive functions in the two groups. Analysis of variance revealed that in adults with DS, over the age of 50 years, functional loss was statistically significant. Intelligence, memory and orientation functions deteriorated statistically significantly in 2½ years. The decrease in adaptive and motor functions took 4½ years to become statistically significant. No ageing effects were found in control subjects.

Further investigation focused on the DS+ population over 50 years old (n = 28). The effects of dementia and sensory deficits on adaptive and cognitive decline were examined. Dementia was found to have a significant deteriorating influence on the majority of the adaptive and cognitive functions under study.

Compared to the deteriorating influence of dementia, the impact of hearing and visual deficiencies on functional loss was limited. Only visual impairment was related to a lesser performance of personal daily living skills. Hearing handicaps were not significantly related to functional decline.
Psychiatry of Elderly Compared to Younger Adults with Intellectual Disabilities
Authors: Cooper Sally‐Ann
Published: March 2010

It is difficult to draw conclusions from previous literature regarding the rate of psychiatric disorders amongst elderly, compared to younger, adults with intellectual disabilities. This study investigates the prevalence of psychiatric disorders amongst adults with intellectual disabilities aged 65 years and over, living in Leicestershire, UK (n = 134), compared to a random sample of adults with intellectual disabilities aged 20–64 years, living in the same area (n = 73). Both groups had high rates of current psychiatric morbidity, but rates were significantly higher in the elderly group: 61.9% compared to 43.8%. The elderly group had higher rates of dementia, generalised anxiety disorder and past history of depression, when compared to the younger group. The two groups had equal rates of behaviour disorders, schizophrenia and autism. Dementia occurs at a much higher rate amongst people with intellectual disabilities (21.6%) than it does amongst the general population. This finding is in keeping with previous studies, but has received little attention and warrants further investigation.
Daily Activity, Community Participation and Quality Of Life in an Ordinary Housing Network: A Two‐Year Follow‐up
Authors: Rapley Mark , Beyer Stephen
Published: March 2010

This paper reports follow‐up data on an earlier evaluative study (Rapley & Beyer, 1996) of a small community‐based dispersed housing service. With the concept of Quality of Life (QOL) becoming established in the literature as an appropriate outcome measure of service practice, the previous study reported the use of the Schalock & Keith (1993) Quality of Life Questionnaire (QOL.Q) as an adjunct to established evaluative measures of service quality. Rapley & Beyer (1996) concluded that measures such as the QOL.Q may offer a useful addition to the evaluative armoury. This study reports service outcome data collected in the same network after a 2‐year interval. A positive change in measured quality of life was observed. Overall levels of engagement were static over time. Small positive changes in levels of socially integrative and domestic activities did not reach statistical significance. Changes in QOL.Q scores were consistent with the observed changes in the detail of community and domestic participation.
Evaluating the Multidimensional Nature of Supported Employment1
Authors: Lewis Darrell R. , Johnson David R. , Mangen Troy
Published: March 2010

The emergence of supported employment services in the United States has raised expectations concerning the viability of employment in promoting the work productivity, social integration and personal independence of persons with severe disabilities. Although several studies have offered preliminary insights on the efficacy of supported employment's contribution to worker productivity and earnings, little attention has been given to testing the other expected outcomes of such service activities empirically. This paper examines the multidimensional outcomes of supported employment in terms of its effectiveness and efficiency and offers several policy recommendations for improving these outcomes. Three sets of questions are addressed. The first examines factors that separately influence each of the multiple outcomes through ordinary least‐squares regression techniques. A second set estimates recursive relationships among the multiple outcomes through the use of two‐stage least‐squares regression techniques. And a third set explores efficiency relationships between these outcomes and the costs of providing employment‐related services. The data used in the study were originally collected in 1991 for a purposive sample of 40 programmes for estimating the economic costs and benefits of supported employment in Minnesota. Preliminary conclusions indicate positive degrees of both efficacy and efficiency in the programmes examined.
Consumers with Intellectual Disabilities as Service Evaluators
Authors: Kroese Biza Stenfert , Gillott Alinda , Atkinson Vicky
Published: March 2010

Consumer views of public services are now recognised as an integral part of auditing. While previously consumers with an intellectual disability have been seen as passive recipients of services, a research literature is emerging which has modified this view. This paper aims to review the relevant literature and focuses on the methods used to gather consumer views of public services. Areas of application have included residential, day and therapeutic services. Most studies have found that given adequate opportunities and effective interview methods, people with intellectual disabilities can be informative, critical and reliable service evaluators. Some recommendations for optimising valid and reliable consumer views are given.
Parents' Views about Special Provision for their Child with Severe or Profound and Multiple Learning Difficulties
Authors: Male Dawn B.
Published: March 2010

This paper reports on the findings of a research study, conducted via a postal questionnaire, which aimed to elicit the wishes, needs and satisfaction with special educational provision of parents of children with severe or profound and multiple learning difficulties. Parents' views regarding services received, type of housing and employment preferred for their child, present and future concerns are also reported. The results indicated that the majority of parents in the sample are generally satisfied with their child's current special school placement and do not want a change of placement. However, one in five parents did indicate a desire for a change of placement, with the preferred option being a special class in an ordinary school. A priority for their child's learning is communication skills. A desire for a high level of involvement in their child's education was indicated but, on the whole, parents did not achieve as high a level as they would wish. Parents were generally satisfied with services received but a significant proportion expressed a desire for additional services. In terms of the future, the majority of parents expect that their child is unlikely to live or work independently or semi‐independently as an adult. The paper concludes by discussing ways of enhancing parents' involvement in the decision‐making process regarding special provision for their child.
Brief Report: Organisational Predictors of Actual Staff Turnover in a Service for People with Multiple Disabilities
Authors: Hatton Chris , Emerson Eric
Published: March 2010

Questionnaire data were collected from 59 direct care staff in a residential service for people with multiple disabilities, and compared to actual staff turnover 3 years later. The questionnaire asked for information relating to: demographic characeristics of staff; perceived job tasks and work roles; perceived practical and emotional support from other staff; commitment to the organisation; job satisfaction; coping strategies; perceived stress; and intention to quit the organisation. Staff who had stayed with the organisation were younger, educated to a lower level, more satisfied with promotion prospects and public respect for the job, experienced less role ambiguity and role conflict, and received more practical support from their immediate supervisor, compared to staff who had left the organisation. A logistic regression analysis revealed that the two most important predictors of actual staff turnover were staff satisfaction with public respect for the job and levels of practical support from supervisors. The implications of these findings are discussed.
Fragile X Syndrome and Attentional Deficits
Authors: Turk Jeremy
Published: March 2010

This study examined whether boys with Fragile X syndrome have a characteristic behavioural profile associated with the underlying genetic abnormality. Parents of 49 boys with Fragile X syndrome, 45 boys with Down's syndrome and 42 boys with intellectual disabilities of unknown aetiology were interviewed. Measures included the Childhood Behaviour Checklist, parent and teacher versions (CBCL), Parental Account of Childhood Symptoms (PACS) and Vineland social age and social quotient derived from the MRC Schedule of Handicaps, Behaviour and Skills (HBS).
Syndrome Specific Characteristics in Williams Syndrome: To What Extent Do Early Behavioural Patterns Persist into Adult Life?
Authors: Howlin Patricia , Davies Mark , Udwin Oriee
Published: March 2010

In this article we review the evidence for a ‘syndrome specific’ pattern of problems and behaviours related to Williams syndrome. Although there have been many studies of children with this condition, data on adults are limited. The article summarises available information on patterns of functioning in children and examines the extent to which these characteristics persist into adulthood. Although some changes do occur over time, data from recent studies seem increasingly to support the existence of a distinctive behavioural pattern, that is typical of both adults and children.
Adaptive and Maladaptive Behaviour in Children with Cri‐du‐Chat Syndrome
Authors: Cornish K.M. , Munir F. , Bramble D.
Published: March 2010

Twenty children with cri‐du‐chat syndrome were assessed on the Vineland Adaptive Behavioural Scales. Strengths within rather than between the adaptive domains were identified with posthoc analyses revealing the main differences to lie within the domains of Communication and Daily‐living Skills. In the former domain, Receptive Skills were significantly more developed than Expressive and Written skills; and in the latter domain, Personal skills were significantly more developed than Community‐based Skills. The core behavioural problems were Hyperactivity, poor Concentration span and Impulsivity. The implications of the present findings are discussed with reference to the development of effective remedial programmes that take into account the strengths and weaknesses in the adaptive and maladaptive profile of children with cri‐du‐chat syndrome.
A Day in the Life: Day Activities for People with Intellectual Disabilities and Challenging Behaviour in Two English Counties
Authors: Allen David , Hill‐Tout Jan
Published: March 2010

Survey methods were used to identify people with intellectual disabilities and challenging behaviour receiving day services in two English counties. The data suggested that there may have been a significant shortfall in the numbers served as compared to the numbers in need. The majority of users were supported within large‐scale services which provided a social care model of support. A sub‐sample of 20 users was selected for more detailed study, and outcome data were reported in terms of engagement levels, rates of staff contact, and the nature of activities undertaken. There was scant evidence of any special planning around the behavioural needs of clients, and where plans did exist, they were predominantly reactive in nature.
Prescription of Psychotropic Medication to People with Intellectual Disabilities in Primary Health‐care Settings
Authors: Molyneux Philip , Emerson Eric , Caine Amanda
Published: March 2010

The prescription of psychotropic drugs to people with intellectual disabilities was examined in 357 people with intellectual disabilities served by 57 GPs. The results of the survey indicated that (1) 21% of adults with intellectual disabilities were receiving neuroleptic medication, 10% were receiving anxiolytics/hypnotics and 10% anti‐depressants; (2) the likelihood of an adult being prescribed neuroleptic medication was associated with a number of factors including whether they had challenging behaviour, whether they had a recorded mental health problem; whether they had been resettled from long‐stay hospital and whether they were under review by a consultant psychiatrist; (3) the likelihood of an adult being prescribed anti‐depressant medication was associated whether they were under review by a consultant psychiatrist and whether they had a recorded mental health problem; (4) the likelihood of an adult being prescribed anxiolytic/hypnotic medication was associated with a different set of factors including whether they had significant support needs, whether they had epilepsy and whether they were under review by a consultant psychiatrist; (5) nearly one‐half of people with intellectual disabilities who are receiving neuroleptic medication and just over one‐third of people with intellectual disabilities who are receiving anti‐depressant medication are not under the review of a consultant psychiatrist; (6) the factors predicting prescribing practices of the GPs in such cases were broadly consistent with the factors predicting overall prescribing practices.