The use of clozapine in an individual with moderate intellectual disability, aggressive behaviour and resistant psychosis

1999 ◽  
Vol 16 (1) ◽  
pp. 32-33 ◽  
Author(s):  
Manzar Kamal ◽  
Mary Kelly
Keyword(s):  
Intellectual Disability ◽  
Aggressive Behaviour ◽  
Marked Improvement ◽  
Behavioural Problems ◽  
Psychotic Symptoms ◽  
Intellectually Disabled ◽  
Moderate Intellectual Disability ◽  
Conventional Antipsychotics ◽  
Antipsychotic Effect

AbstractThe case of a 32 year old man with moderate intellectual disability, severe behavioural problems and psychotic symptoms is described. Having tried various traditional antipsychotics he was commenced on clozapine with a marked improvement in symptoms. Clozapine is a useful drug for the treatment of schizophrenia in the intellectually disabled who are refractory to the conventional antipsychotics. It improves aggressive and self-injurious behaviour which may be in addition to its antipsychotic effect.

scholarly journals Diagnoza postępów w zakresie opanowania podstawowych umiejętności szkolnych uczennicy z umiarkowanym stopniem niepełnosprawności intelektualnej

2018 ◽  
pp. 323-338
Author(s):  
JACEK SIKORSKI
Keyword(s):  
Intellectual Disability ◽  
Point Of View ◽  
Intellectually Disabled ◽  
Disabled Students ◽  
Moderate Intellectual Disability ◽  
Basic School ◽  
Adam Mickiewicz

Jacek Sikorski, Diagnoza postępów w zakresie opanowania podstawowych umiejętności szkolnych uczennicy z umiarkowanym stopniem niepełnosprawności intelektualnej [The assessment of progress in acquiring the basic school skills by the studentwith a moderate intellectual disability]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 323-338. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.18 The following article takes up the issue of assessing intellectual disability from the interdisciplinary, especially psycho-pedagogical, point of view. It pays special attention to the moderate intellectually disabled students and the difficulties which they have in acquiring such basic school skills as reading, writing and counting. However, the main aim of the research was to show all the changes (progress) in the above-mentioned basic school skills in reference to the observed student with a moderate intellectual disability, which have occurred during the 10 months’ time as a result of applying both educational and therapeutic actions and an attempt to indicate the school’s education opportunities based on the results of the researchand teacher’s opinions.

Recognising, assessing and managing offending behaviour in persons with intellectual disability

2005 ◽  
Vol 22 (3) ◽  
pp. 107-112 ◽  
Author(s):  
Peter Leonard ◽  
Sean Shanahan ◽  
John Hillery
Keyword(s):  
Case Report ◽  
Intellectual Disability ◽  
General Population ◽  
Learning Disability ◽  
Disabled Persons ◽  
Forensic Assessment ◽  
Intellectually Disabled ◽  
Disability Service ◽  
Moderate Intellectual Disability ◽  
Offending Behaviour

AbstractThe association between intellectual disability and offending is complex. Recent evidence would suggest that the received wisdom of intellectually disabled persons being more prone to offending is either incorrect or only tells part of the story. Those within the ‘borderline’ intellectual disability range may be more prone to committing sexual and criminal damage offences but those with an IQ less than 50 rarely offend.The offender with intellectual disability shares characteristics with his counterpart from the general population. As with the general population as a whole, offending in this group is often unreported and its recognition is complicated by issues of competence. The lack of validated forensic assessment schedules for this population poses a further challenge. Some general approaches to assessment in this population are discussed. This case report illustrates the difficulties of assessing and managing offending behaviour in an individual with moderate intellectual disability. The challenge of treating offenders with an intellectual disability is immense and requires specialist expertise. Managing such cases in a generic setting is inappropriate and the need for a forensic learning disability service in Ireland is highlighted.

scholarly journals Czas wolny dzieci niepełnosprawnych intelektualnie w opinii rodziców

2018 ◽  
pp. 33-51
Author(s):  
Izabella Kaiser
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Family Environment ◽  
Special Education Teachers ◽  
Leisure Time ◽  
Time Behaviour ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Moderate Intellectual Disability ◽  
Vital Element

The study aimed at diagnosing the opinions of parents of children with mild and moderate intellectual disability on the forms and significance of leisure time behaviour. The study revealed that parents, siblings, or other family members were most often partners of leisure for intellectually disabled children. All the respondents declare that they know what their children are doing in their leisure time and who they spend it with. Leisure time appears to be the area of limitless rehabilitation opportunities, and therefore it should occupy a significant position both in scientific research and (perhaps predominantly) in practical activities undertaken to help children with intellectual disability. Extensive activity of the school, family environment and special education teachers themselves is required to implement leisure time as a vital element in the process of revalidation of intellectually disabled children. 

Physical fitness of people with moderate and considerable intellectual disabilities

Physiotherapy ◽  
2013 ◽  
Vol 21 (3) ◽  
Author(s):  
Marzena Ślężyńska ◽  
Grzegorz Mięsok ◽  
Kamila Mięsok
Keyword(s):  
Physical Activity ◽  
Intellectual Disability ◽  
Physical Fitness ◽  
Body Mass ◽  
Body Height ◽  
Abdominal Muscle ◽  
The Body ◽  
Intellectually Disabled ◽  
Fitness Tests ◽  
Abdominal Muscle Strength

AbstractIntroduction: The aim of the physical activity of the intellectually disabled is the strengthening of health, creating movement habits, promoting active recreation, and maintaining exercise capacity. Skillfully applied physical activity allows to mitigate the effects of pathology and create the compensations to enable the intellectually disabled people to live relatively independently. Physical activity and sport also increase their chances to integrate with their families, peers, and social environment.Materials and methods: The research targeted a group of 134 people with moderate or considerable intellectual disability (65 women and 69 men), aged 20-53 years, who participated in occupational therapy workshops in Jastrzębie Zdrój, Rybnik, and Żory. Physical fitness was assessed using the “Eurofit Special” test and balance tests. Measurements of body height and mass were also taken and then used to calculate the body mass index (BMI).Results: A salient somatic trait was the greater body mass relative to height among the persons with considerable disability, clearly illustrated by the BMI. This explained their greater heaviness in performing physical exercises. An even greater difference between participants with moderate and considerable intellectual disability was visible in physical fitness. Obviously, older persons did not achieve as good results in fitness tests as the younger ones, yet the participants were more differentiated by the level of disability than age. Most symptomatic differences to the disadvantage of the considerably disabled were observed in explosive strength, speed, abdominal muscle strength, and flexibility.Conclusions: Significant differences in fitness between the compared groups make it necessary to take into account the level of intellectual disability in the course of physical education and sport, at work, and in household duties.

The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability

2016 ◽  
Vol 33 (3) ◽  
pp. 142-149 ◽  
Author(s):  
Robert Pennington ◽  
Allison Flick ◽  
Kendra Smith-Wehr
Keyword(s):  
Intellectual Disability ◽  
Time Delay ◽  
Delay System ◽  
Constant Time Delay ◽  
Intervention Package ◽  
Time Delay System ◽  
Moderate Intellectual Disability ◽  
System Of Least Prompts ◽  
Response Prompting ◽  
Multiple Probe

In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants.

scholarly journals Identifying the prevalence of aggressive behaviour reported by Registered Intellectual Disability Nurses in residential intellectual disability services: an Irish perspective

2014 ◽  
Vol 8 (3) ◽  
pp. 174-187 ◽  
Author(s):  
G. Crotty ◽  
O. Doody ◽  
R. Lyons
Keyword(s):  
Intellectual Disability ◽  
Aggressive Behaviour ◽  
Management Strategies ◽  
Verbal Aggression ◽  
Content Type ◽  
Precise Knowledge ◽  
Specific Behaviour ◽  
Programme Development ◽  
Aggressive Behaviours ◽  
The Republic

Purpose – Despite the high incidence of aggressive behaviours among some individuals with intellectual disability, Ireland has paid little attention to the prevalence of aggressive behaviours experienced by Registered Intellectual Disability Nurses (RNID). Within services the focus is mainly on intervention and management of such behaviours. Therefore a disparity occurs in that these interventions and management strategies have become the exclusive concern. Resulting in aggressive behaviour being seen as a sole entity, where similar interventions and management strategies are used for ambiguously contrasting aggressive behaviours. Consequently the ability to document and assess-specific behaviour typologies and their prevalence is fundamental not only to understand these behaviour types but also to orient and educate RNIDs in specific behaviour programme development. The paper aims to discuss these issues. Design/methodology/approach – This study reports on a survey of the prevalence of verbal aggression, aggression against property and aggression against others experienced by RNIDs’ within four residential settings across two health service executive regions in Ireland. A purposeful non-random convenience sampling method was employed. Totally, 119 RNIDs responded to the survey which was an adaptation of Crocker et al. (2006) survey instrument Modified Overt Aggression Scale. Findings – The findings of this study showed the experienced prevalence rate of verbal aggression, aggression against property and aggression against others were 64, 48.9 and 50.7 per cent, respectively. Cross-tabulation of specific correlates identifies those with a mild and intellectual disability as displaying a greater prevalence of verbal aggression and aggression against property. While those with a moderate intellectual disability displayed a higher prevalence of aggression against others. Males were reported as more aggressive across all three typologies studied and those aged between 20 and 39 recorded the highest prevalence of aggression across all three typologies. The practice classification areas of challenging behaviour and low support reported the highest prevalence of aggression within all typologies. Originality/value – The health care of the person with intellectual disability and aggressive behaviour presents an enormous challenge for services. In-order to improve considerably the quality of life for clients, services need to take a careful considered pragmatic view of the issues for the person with intellectual disability and aggressive behaviour and develop realistic, proactive and responsive strategies. To do this, precise knowledge of the prevalence of aggressive behaviours needs to be obtained. This study is the first of its kind in the Republic of Ireland.

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