scholarly journals Reported communication challenges for adult witnesses with intellectual disabilities giving evidence in court

2021 ◽  
Vol 25 (4) ◽  
pp. 243-263
Author(s):  
Joanne Morrison ◽  
Jill Bradshaw ◽  
Glynis Murphy
Keyword(s):  
Intellectual Disabilities ◽  
Experimental Methodology ◽  
Communication Partner ◽  
Wide Range ◽  
Communication Difficulties ◽  
Communication Challenges ◽  
Adults With Intellectual Disabilities ◽  
Alternative Question ◽  
The Impact ◽  
Court Process

Communication plays a key role in a witness's ability to give evidence and participate in the court process. Adults with intellectual disabilities (ID) can be negatively impacted by communication difficulties such as: limitations in recall abilities; suggestibility to leading questions; difficult question styles used by advocates; and unfamiliar language used within the court setting. Most research carried out on communication challenges for adults with ID, when giving evidence, has involved participants in psychology-based experimental methodology. In this study 19 court reports assessing actual witnesses (complainants and defendants) with ID, written by Registered Intermediaries in Northern Ireland, were analysed. A wide range of communication difficulties were identified for the adult witnesses. Difficulties resulting from communication used by their communication partner (typically the advocate in a court setting) were also described. A rich model of the challenges for both partners, in giving evidence and in cross-examination, is presented, extending previous research. This study highlights the need for research within UK courts to assess: how witnesses with ID are being questioned; the effectiveness of changes made to the court process to enhance communication; the impact of the court process and environment on communication and alternative question styles for advocates to use.

scholarly journals Communication and cross-examination in court for children and adults with intellectual disabilities: A systematic review

2019 ◽  
Vol 23 (4) ◽  
pp. 366-398 ◽  
Author(s):  
Joanne Morrison ◽  
Rachel Forrester-Jones ◽  
Jill Bradshaw ◽  
Glynis Murphy
Keyword(s):  
Intellectual Disabilities ◽  
Empirical Studies ◽  
Experimental Methodology ◽  
English Court ◽  
Communication Challenges ◽  
Adults With Intellectual Disabilities ◽  
Communication Needs ◽  
The Impact ◽  
Court Of Appeal ◽  
Examination Process

Courts in England, Wales and Northern Ireland have identified children and adults with intellectual disabilities (ID) as vulnerable witnesses. The call from the English Court of Appeal is for advocates to adjust questioning during cross-examination according to individual needs. This review systematically examined previous empirical studies with the aim of delineating the particular communication needs of children and adults with ID during cross-examination. Studies utilising experimental methodology similar to examination/cross-examination processes, or which assessed the communication of actual cross-examinations in court were included. A range of communication challenges were highlighted, including: suggestibility to leading questions and negative feedback; acquiescence; accuracy; memory and understanding of court language. In addition, a number of influencing factors were identified, including: age; IQ level; question styles used. This review highlights the need for further research using cross-examination methodology and live practice, that take into consideration the impact on communication of the unique environment and situation of the cross-examination process.

scholarly journals Cracks to Craters: College Advising During COVID-19

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110187
Author(s):  
Meredith R. Naughton
Keyword(s):  
Qualitative Study ◽  
Marginalized Students ◽  
School Closures ◽  
Wide Range ◽  
College Advising ◽  
Communication Challenges ◽  
High Need Schools ◽  
Education Of Students ◽  
The Impact ◽  
Systemic Barriers

The COVID-19 (coronavirus disease–2019) pandemic disrupted the education of students across the globe in the spring of 2020. Students who were previously at most risk for falling behind their peers and through the cracks because of academic, financial, racial, and/or generational disadvantage faced a wide range of additional obstacles in the pursuit of their college goals. This qualitative study sought to uncover postsecondary advising implications for students through the perspectives of near-peer college advisers (n = 23) serving in high-need schools in two different states as intensive, in-person advising was forced to adapt to virtual formats. Two key thematic findings reveal that advisers faced new communication challenges and existing systemic barriers for marginalized students became even larger. For seniors who had not yet made final postsecondary decisions or who had remaining to-dos, the impact of school closures and distanced advising may have fatally widened existing cracks in the path to college.

scholarly journals The Design, Content and Delivery of Relationship and Sexuality Education Programmes for People with Intellectual Disabilities: A Systematic Review of the International Evidence

2020 ◽  
Vol 17 (20) ◽  
pp. 7568
Author(s):  
Michael Brown ◽  
Edward McCann ◽  
Maria Truesdale ◽  
Mark Linden ◽  
Lynne Marsh
Keyword(s):  
Intellectual Disabilities ◽  
Sexuality Education ◽  
Inclusion Criteria ◽  
Quality Appraisal ◽  
Programme Development ◽  
People With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
Meta Analyses ◽  
The Impact ◽  
The Relationship

There is growing empirical evidence regarding the relationship and sexuality experiences and needs of children, young people and adults with intellectual disabilities. A total of twelve papers met the inclusion criteria regarding relationship and sexuality education (RSE) programmes specific to the needs of this population. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines were followed and quality appraisal undertaken. The four themes identified were principles informing RSE programme development, design and content of RSE programmes, delivery of RSE programmes and evaluation of RSE programmes. The discussion presents areas that need to be addressed to ensure that people with intellectual disabilities, their families, carers and professionals are fully involved in the design and delivery of RSE programmes. Further research is required to identify the impact of the programmes and the sustained outcomes achieved. Recommendations are made regarding the activities required to enable the development of evidence-based and person-centred approaches to relationship and sexuality programmes.

Mindful Adaptations for Young Patients and Adults with Mild Cognitive Disabilities

Biofeedback ◽  
2019 ◽  
Vol 47 (3) ◽  
pp. 58-62
Author(s):  
Jonathon Sikorski ◽  
Olivia Hernandez-Gonzalez
Keyword(s):  
Intellectual Disabilities ◽  
Young Patients ◽  
Emotional Responses ◽  
Present Moment ◽  
Clinical Settings ◽  
Younger Patients ◽  
Medical Interventions ◽  
Mindfulness Skills ◽  
Communication Challenges ◽  
Adults With Intellectual Disabilities

Young patients often encounter behavioral and communication challenges when interacting with adults. Adults with intellectual disabilities (ID) experience similar difficulties. There is a need to develop strategies that teach young patients and adults with intellectual disabilities practical and applicable mindfulness skills to either augment or support other behavioral or medical interventions. Biofeedback is a useful tool to teach these populations ways to increase their internal awareness of how emotions influence physiological sensations, while mindfulness helps them to focus on the present moment to control their emotions. This article presents the cases of Max and Robin to illustrate how mindfulness and biofeedback interventions can be adapted for younger patients and adults with ID in clinical settings. Clinicians used tangible visuals and overemphasized gestures to facilitate the understanding of our patients. Following these strategies, patients were able to understand changes in their physiological and emotional responses using biofeedback and mindfulness.

The Impact of Repeated Health Checks for Adults with Intellectual Disabilities

2008 ◽  
Vol 21 (6) ◽  
pp. 585-596 ◽  
Author(s):  
David Felce ◽  
Helen Baxter ◽  
Kathy Lowe ◽  
Frank Dunstan ◽  
Helen Houston ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Health Checks ◽  
Adults With Intellectual Disabilities ◽  
The Impact

scholarly journals COVID-19 and Portuguese Adults with Intellectual Disabilities

2021 ◽  
Vol 9 (5) ◽  
pp. 565-570
Author(s):  
Cristina P. Albuquerque ◽  
Keyword(s):  
Intellectual Disabilities ◽  
Online Survey ◽  
Preventive Measures ◽  
Negative Impact ◽  
Difficulty Level ◽  
Life Domains ◽  
Daycare Centers ◽  
Health Authorities ◽  
Adults With Intellectual Disabilities ◽  
The Impact

The COVID-19 pandemic has changed the lives of people all over the world, including in Portugal. This study explores the impact of the pandemic on several life domains of Portuguese adults with Intellectual Disabilities (ID) and their families; identifies the difficulty level in the implementation of the most common preventive measures by adults with ID; addresses the consequences of health authorities’ guidelines in the activities carried out in daycare centers for people with disabilities. A total of thirty-three daycare centers participated; they were attended by a total of 1192 adults at the time the study took place (between the 15th of September 2020 and the 15th of October 2020), and a professional belonging to the daycare center answered an online survey. The results showed that: 1) participants agreed that the pandemic had a negative impact on adults with ID and their families, although only in a percentage of them; 2) in the cases of the adults and families where that negative impact occurred, it was generalized, expressing itself in various life domains; 3) almost all of the preventive measures where considered difficult to apply by adults with ID; 4) the participants agreed that the health authorities' guidelines influenced the activities that were performed in the daycare centers, i.e., there were less activities, and the existing ones were less diversified, more sedentary and occurring indoors more often. The implications of the negative impact of the pandemic on adults with ID, their families, and the services provided have to be addressed.

scholarly journals Effects of Most to Least Prompting Procedure on Teaching Exercise for Adults with Intellectual Disabilities

2018 ◽  
Vol 6 (9a) ◽  
pp. 1 ◽  
Author(s):  
Özgür Kurt ◽  
Selmin Çuhadar
Keyword(s):  
Intellectual Disabilities ◽  
Multiple Baseline ◽  
Single Subject ◽  
Baseline Model ◽  
Dynamic Stretching ◽  
Post Test ◽  
Adults With Intellectual Disabilities ◽  
Teachers And Parents ◽  
The Impact ◽  
Stretching Exercises

In this research, the effectiveness of the most to least prompting instruction method in teaching dynamic stretching exercises to adults with intellectual disabilities has been evaluated. At the same time, the impact of this instruction on flexibility and balance which are among physical fitness components has also been determined. A single subject multiple baseline model across behaviors with probe conditions was used. Participants in the study were four women, 34-37 years old. The single opportunity method was used while collecting the data of the study, and all sessions were completed at the end of a period of 16-week. The results obtained from the study indicated that the most to least prompting method was influential in all the participants' learning about dynamic stretching exercises. At the same time, result of the evaluation of the pre-test and post-test measures revealed increases in flexibility and balance of the participants in various ratios. The results of the study indicate that the most to least prompting method was an influential method in teaching dynamic stretching exercises to adults with intellectual disabilities, making these exercises maintenance and generalization them. The results of the interviews conducted with teachers and parents in the study showed that the views of teachers and parents towards the most to least prompting method were positive.

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