scholarly journals Anxiety disorders in people with learning disabilities

2005 ◽  
Vol 11 (5) ◽  
pp. 355-361 ◽  
Author(s):  
Sherva Elizabeth Cooray ◽  
Alina Bakala
Keyword(s):  
Learning Disabilities ◽  
Anxiety Disorders ◽  
Learning Disability ◽  
Psychiatric Disorders ◽  
Intellectual Functioning ◽  
Clinical Implications ◽  
Psychiatric Illnesses ◽  
Context Of Learning

People with learning disabilities are much more vulnerable to psychiatric illnesses, and will increasingly be accessing generic services. Treatment and management of psychiatric disorders is problematic, primarily because of difficulties in diagnosis, since classificatory systems are standardised on people with average intellectual functioning. This article provides an overview of the clinical implications of anxiety disorders within the context of learning disability.

scholarly journals Delay in the discharge of psychiatric in-patients with learning disabilities

2000 ◽  
Vol 24 (5) ◽  
pp. 179-181 ◽  
Author(s):  
R.V. Watts ◽  
P. Richold ◽  
T. P. Berney
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Psychiatric Inpatients ◽  
Clinical Implications ◽  
Service Users ◽  
Disability Service

Aims and MethodThe study aimed to identify factors delaying discharge of psychiatric inpatients from a learning disability service. A census was completed, categorising in-patients as unready for discharge (n=181); discharge planned within 12 weeks (n=22); or ready for discharge but experiencing delay (n=44), the latter were followed-up 16 months later.ResultsDelayed patients were more disabled or disturbed and often awaiting adequate community provision. They were older, had been in hospital longer and were ‘informal’ admissions. At follow-up 23 remained in hospital, 21 of whom had been delayed by lack of placement.Clinical ImplicationsDe-institutionalisation has led to the expectation that more complex and challenging people be placed in the community. This study suggests the community to be, as yet, unready to cope with the needs of these service users.

scholarly journals Use of the HoNOS–LD in identifying domains of change

2010 ◽  
Vol 34 (8) ◽  
pp. 322-326 ◽  
Author(s):  
Bradley Hillier ◽  
Lucy Wright ◽  
Andre Strydom ◽  
Angela Hassiotis
Keyword(s):  
Mental Health ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Daily Living ◽  
Patient Admission ◽  
Disability Services ◽  
Patient Treatment ◽  
Clinical Implications ◽  
State Behaviour ◽  
Indicator Data

Aims and methodTo analyse clinical outcome indicator data from the Health of the Nation Outcome Scales for People with Learning Disabilities (HoNOS-LD) in adults with intellectual disability admitted to mental health wards during a 19-month period; and to identify clinically relevant domains of change associated with in-patient admission.ResultsSignificant improvements were found in mental state, behaviour and social functioning. Improvements were also found in cognition and activities of daily living.Clinical implicationsThe HoNOS-LD is a useful tool for measuring clinical outcomes in several relevant domains and guiding in-patient treatment in learning disability psychiatry. It may also provide a currency for payment-by-results and influence the commissioning of learning disability services.

scholarly journals Scottish survey of learning disability psychiatrists

2002 ◽  
Vol 26 (8) ◽  
pp. 302-304 ◽  
Author(s):  
E. Smiley ◽  
S.-A. Cooper ◽  
S. Miller ◽  
P. Robertson ◽  
N. Simpson
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Service Provision ◽  
Clinical Implications ◽  
Day Hospital ◽  
Catchment Population ◽  
Wide Range ◽  
Assessment And Treatment

Aims and MethodA survey was undertaken to determine the working arrangements of learning disability psychiatrists in Scotland. A questionnaire was sent to each of the 15 NHS providers of learning disabilities services in Scotland. Results were converted to the equivalent of whole time equivalent (WTE) consultant.ResultsThe results showed a wide range in the level of psychiatric staffing throughout services. The median consultant learning disability psychiatrist in Scotland covers a catchment population of 160 000 and works with 0.65 WTE non-consultant career-grade psychiatrists and 0.68 WTE training-grade psychiatrists. They are responsible for a median of 3.7 assessment and treatment beds, no rehabilitation beds, no day hospital places, 23 long-stay beds, 0.6 respite beds and 0.7 forensic beds. At the time of the survey, 15.6% of consultant posts were vacant.Clinical ImplicationsService provision appears to be variable across Scotland. The implications of this may warrant closer scrutiny.

scholarly journals Comparative survey of comorbidities in people with learning disability with and without epilepsy

2008 ◽  
Vol 32 (6) ◽  
pp. 224-226 ◽  
Author(s):  
Deepak G. Pawar ◽  
Emmanuel O. Akuffo
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Clinical Implications ◽  
Study Group ◽  
Challenging Behaviour ◽  
Common Diagnosis ◽  
Epileptic Patients ◽  
Psychiatric Conditions ◽  
Comparative Survey

Aims and MethodTo ascertain the prevalence of epilepsy and understand the differences in the comorbidities of non-epileptic and epileptic patients with learning disabilities. A simple comparative survey was undertaken between the two main groups of patients: non-epileptic and epileptic.ResultsThe prevalence of epilepsy in the study group was 30%. A total of 70% of patients with any type of challenging behaviour were in the non-epileptic group compared with 59% in the epileptic group. Depression was the most common diagnosis in both groups, being slightly more in the non-epileptic group.Clinical ImplicationsOur study suggests that there is no association between epilepsy and the prevalence of challenging behaviour of psychiatric conditions within the learning disabilities population.

Anticholinergic Burden among Hospitalised Older Adults with Psychiatric Illnesses- A retrospective study

2020 ◽  
Vol 15 ◽  
Author(s):  
Shiva Shanker Reddy Mukku ◽  
Preeti Sinha ◽  
Palanimuthu Thangaraju Sivakumar ◽  
Mathew Varghese
Keyword(s):  
Older Adults ◽  
Retrospective Study ◽  
Psychiatric Disorders ◽  
Psychotropic Drugs ◽  
Inpatient Care ◽  
Medical Illness ◽  
Anticholinergic Effects ◽  
Psychiatric Illnesses ◽  
Anticholinergic Burden ◽  
Number Of Males

Background: Drugs with anticholinergic properties are known to be associated with deleterious effects on cognition in older adults. There is a paucity of literature in this aspect in older adults with psychiatric disorders. Objective: To examine the anticholinergic cognitive burden and its predictors in hospitalised older adults having psychiatric disorders. Methods: Case records of older adults who sought inpatient care under the Geriatric Psychiatry Unit from January, 2019 to June, 2019 were reviewed. The anticholinergic burden was assessed with Anticholinergic Cognitive Burden (ACB) scale updated version, 2012. Results: Sample included 129 older adults with an almost equal number of males (53.48%) and females (46.52%) having a mean age of 67.84 (SD = 6.96) years. The diagnostic spectrum included depression (34.89%), dementia (31.01%), mania (10.85%), psychosis (13.95%), delirium (6.20%) and others (3.1%). 60.47% of the patients had more than one medical illness. 48.84% of the older adults had clinically relevant anticholinergic cognitive burden ( ACB score ≥ 3). Use of 3 or more psychotropic drugs (OR = 4.88), diagnosis of psychosis/ mania (OR = 7.62) and dementia/ delirium (neurocognitive disorders group) (OR = 5.17) increased the risk of ACB score ≥ 3. Conclusion: Nearly half of the older adults in psychiatry in-patient setting had clinically relevant anticholinergic burden, which was associated with higher use of psychotropics. Our study highlights the importance of monitoring for anticholinergic effects of psychotropics in older adults.

Specific Learning Disabilities

2018 ◽  
Author(s):  
Christopher J. Lonigan
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Proficiency ◽  
Medical Condition ◽  
Neurodevelopmental Disorder ◽  
Opportunity To Learn ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Low Achievement ◽  
Specific Learning

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.

Deficits in musical rhythm perception in children with specific learning disabilities

2021 ◽  
pp. 1-7
Author(s):  
Vasudha Hande ◽  
Shantala Hegde
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Processing ◽  
Phonological Processing ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Target Language ◽  
Rhythm Perception ◽  
Musical Rhythm ◽  
Specific Learning

BACKGROUND: A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to also found have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES: This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects of music and rhythm-based intervention and their underlying mechanism. METHODS: A hypothesis-driven review of research in the domain of rhythm deficits and rhythm-based intervention in children with SLD was carried out. RESULTS: A summary of the reviewed literature highlights that music and language processing have shared neural underpinnings. Children with SLD in addition to difficulties in language processing and other neurocognitive deficits are known to have deficits in music and rhythm perception. This is explained in the background of deficits in auditory skills, perceptuo-motor skills and timing skills. Attempt has been made in the field to understand the effect of music training on the children’s auditory processing and language development. Music and rhythm-based intervention emerges as a powerful intervention method to target language processing and other neurocognitive functions. Future studies in this direction are highly underscored. CONCLUSIONS: Suggestions for future research on music-based interventions have been discussed.

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