The Relationship Between Understanding of Metaphor and Working Memory of Adults With Intellectual Disabilities

2020 ◽  
Vol 29 (2) ◽  
pp. 73-81
Author(s):  
Yu Mi Kim ◽  
Eun Hee Kang
Keyword(s):  
Working Memory ◽  
Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
The Relationship

scholarly journals Monitoring mechanisms designed to serve persons with intellectual disabilities: exploring the implementation of Article 16 CRPD in Cyprus

2018 ◽  
Vol 15 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Emily Julia Kakoullis
Keyword(s):  
Human Rights ◽  
Intellectual Disabilities ◽  
Persons With Disabilities ◽  
Legal Provisions ◽  
National Human ◽  
Adults With Intellectual Disabilities ◽  
National Human Rights Institutions ◽  
Relationship Of ◽  
Forms Of Violence ◽  
The Relationship

AbstractIn its concluding observations for Cyprus, the UN Convention on the Rights of Persons with Disabilities (CRPD) Committee stated that it ‘is concerned about the insufficiency of legal provisions and accessible mechanisms to detect, report, prevent and combat all forms of violence’.1This paper focuses on the independent monitoring obligation Article 16(3) CRPD places on states parties, and discusses the implications of the insufficient implementation of Article 16(3) as it affects adults with intellectual disabilities in Cyprus. It examines the existing monitoring frameworks, explains why they do not meet with Article 16(3) CRPD requirements and explores the relationship of the national human rights institutions (NHRIs) with Article 16(3). This paper enables understanding as to how, despite pre-existing monitoring frameworks in place, no independent monitoring action has been taken since the ratification of the CRPD. It argues that there is an immediate need for measures to achieve the implementation of Article 16(3) and makes recommendations for Cyprus and other states parties.

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.

Can We Improve Fluid Intelligence With Training on Working Memory in Persons With Intellectual Disabilities?

2009 ◽  
Vol 8 (2) ◽  
pp. 148-164 ◽  
Author(s):  
Walter J. Perrig ◽  
Marco Hollenstein ◽  
Stephan Oelhafen
Keyword(s):  
Working Memory ◽  
Intellectual Disabilities ◽  
Fluid Intelligence ◽  
Working Memory Training ◽  
Memory Training ◽  
Far Transfer ◽  
Hereditary Component ◽  
Remedial Intervention ◽  
Intellectual Deficiencies ◽  
The Relationship

Fluid intelligence is considered as the ability to reason and to solve problems that influence learning in everyday life in both professional and educational settings. Therefore, a possibility to improve this faculty in persons with intellectual disabilities would be of highest interest for education. However, still being debated, many scientist as well as practitioners will agree that it is extremely difficult for these persons to go beyond a certain level of reasoning and to improve their intellectual functioning. This goes together with the consideration of fluid intelligence as a trait with a strong hereditary component that is rather immune to training. Nevertheless, we present in this article the theoretical rationale for successful working memory training as a processual training and as a remedial intervention tool for persons with intellectual deficiencies. This rationale is based on a review of the research on the relationship between working memory and fluid intelligence and the research on far transfer effects in nontrained tasks after training in populations with varying mental capacity. Features and constraints of the training tasks are described that are considered mandatory for a working memory training to be efficient.

scholarly journals The relationship between physical ill-health and mental ill-health in adults with intellectual disabilities

2018 ◽  
Vol 62 (5) ◽  
pp. 444-453 ◽  
Author(s):  
A. Dunham ◽  
D. Kinnear ◽  
L. Allan ◽  
E. Smiley ◽  
S.-A. Cooper
Keyword(s):  
Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
The Relationship

DBT and intellectual disabilities: the relationship between treatment fidelity and therapeutic adaptation

2020 ◽  
Vol 14 (3) ◽  
pp. 61-67
Author(s):  
Christopher Patterson ◽  
Jonathan Williams ◽  
Robert S.P. Jones
Keyword(s):  
Intellectual Disabilities ◽  
Evidence Base ◽  
Individual Therapy ◽  
Behaviour Therapy ◽  
Content Type ◽  
Skills Group ◽  
Adults With Intellectual Disabilities ◽  
Group Consultation ◽  
The Relationship ◽  
Theoretical Foundations

Purpose There is growing literature on the application of Dialectical Behaviour Therapy (DBT) with adults with intellectual disabilities (IDs). To draw upon the evidence-base from mainstream approaches, adapted interventions must remain true to their theoretical foundations and retain key components. The purpose of this paper was to establish the extent to which DBT has been adapted for adults with ID, and whether existing adapted protocols can still be considered DBT. Design/methodology/approach The theoretical underpinnings and key components of DBT were identified. Six DBT studies were critiqued according to these criteria. Findings In terms of content, only one intervention comprised all necessary elements. All of the remaining interventions included a skills group; two included individual therapy and another two included group consultation. None of the remaining interventions provided 24-h telephone support. Furthermore, none of the studies explicitly described using dialectical strategies. Originality/value To the best of the authors’ knowledge, this is the first paper to critically examine the evidence-base for the use of DBT in ID, particularly its fidelity.

Sign in / Sign up

Export Citation Format

Share Document