scholarly journals Health and Social Policies for Australian Men and Boys with Intellectual and Developmental Disability: A Health and Wellbeing Double Jeopardy?

2018 ◽  
Vol 1 (SP1) ◽  
pp. e6-e13
Author(s):  
Nathan Wilson ◽  
Andy Smidt ◽  
Matilda Tehan
Keyword(s):  
Intellectual Disability ◽  
Developmental Disability ◽  
Intellectual Functioning ◽  
Adaptive Behaviour ◽  
Fetal Alcohol ◽  
Health And Wellbeing ◽  
Hyperactivity Disorder ◽  
The Usa ◽  
Problem Solve ◽  
Learn Problem

Intellectual disability is characterized by a combination of limitations in intellectual functioning and adaptive behaviour originating during the developmental period, before the age of 18.1 Intellectual functioning refers to an individual’s capacity to learn, problem solve and reason; adaptive behaviour refers to the conceptual (e.g., language, money, time), social (e.g., interpersonal skills, social responsibility, ability to follow rules), and practical (e.g., personal care, travel, use of telephone) skills. Developmental disability is a term used to describe lifelong physical and/or cognitive disabilities and includes, but is not limited to, intellectual disability, cerebral palsy, autism, Down syndrome, Attention Deficit Hyperactivity Disorder (ADHD; in the USA) and fetal alcohol syndrome.2 As intellectual and developmental disabilities often co-occur, most health, educational and social professionals work with people who have both.    

Working in music with adolescents who experience disability

2019 ◽  
pp. 139-150
Author(s):  
Daphne Rickson
Keyword(s):  
Intellectual Disability ◽  
Music Therapy ◽  
Personal Growth ◽  
Therapy Group ◽  
Group Processes ◽  
Music Therapist ◽  
Health And Wellbeing ◽  
Hyperactivity Disorder ◽  
Music Making ◽  
Growth Autonomy

Working in music with adolescents who experience disability to support their health and wellbeing involves creating opportunities for their emotional expression and successful interaction with others. Music is a resource that can highlight their capabilities, yet they might need the support of a music therapist to maximize the positive affordances that music can provide. In this chapter, two contrasting examples of music therapy work, with adolescents who have attention-deficit/hyperactivity disorder (ADHD) and those who have intellectual disability, are offered to demonstrate how young people have engaged with music therapy group processes and in turn developed positive relationships and self-identities. Music making can be a motivating and enjoyable activity for adolescents with disabilities, and a powerful resource to support their personal growth, autonomy, and sense of wellbeing.

Vineland Adaptive Behaviour Scales: Implications of Using the Australian Checknorms for the Diagnosis of Intellectual Disability

1993 ◽  
Vol 10 (1) ◽  
pp. 9-14 ◽  
Author(s):  
Clare Roberts
Keyword(s):  
United States ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
The United States ◽  
Intellectual Functioning ◽  
Composite Score ◽  
Adaptive Behaviour ◽  
Intellectually Disabled ◽  
Vineland Adaptive Behaviour Scales ◽  
Children With Developmental Disabilities

AbstractThis paper reports a comparison between United States norms and the Australian Checknorms of the Vineland Adaptive Behaviour Scales, and the implications for the diagnosis of intellectual disability. One hundred and twenty-five children with developmental disabilities aged between 4 and 10 years received two separate diagnoses relating to intellectual disability. One was based on their level of intellectual functioning plus their Adaptive Behaviour Composite score calculated using the United States norms of the Vineland Adaptive Behaviour Scales. A second diagnosis was based on their level of intellectual functioning and an adjusted Adaptive Behaviour Composite score using the Australian Checknorms. The results indicated that there was a significant difference between scores and that this difference was clinically meaningful in 10.4% of the subjects. For a small and statistically non-significant number of children (five) the difference between scores led to a change in diagnosis from intellectually disabled to not intellectually disabled. Implications for the assessment of children with developmental disabilities are discussed.

scholarly journals Therapeutic effects of methylphenidate for attention-deficit/hyperactivity disorder in children with borderline intellectual functioning or intellectual disability: A systematic review and meta-analysis

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Cheuk-Kwan Sun ◽  
Ping-Tao Tseng ◽  
Ching-Kuan Wu ◽  
Dian-Jeng Li ◽  
Tien-Yu Chen ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Intellectual Disability ◽  
Attention Deficit ◽  
Meta Analysis ◽  
Intellectual Functioning ◽  
Therapeutic Effects ◽  
Children With Adhd ◽  
Borderline Intellectual Functioning ◽  
Hyperactivity Disorder ◽  
Significant Difference

Abstract Attention-deficit/hyperactivity disorder (ADHD) frequently co-occurs with intellectual disability in children, and may further compromise learning. Methylphenidate is a first-line treatment for ADHD, however no previous meta-analysis has evaluated its overall efficacy for ADHD in children with comorbid intellectual disability (ID) or borderline intellectual functioning. The PubMed/MEDLINE, Cochrane CENTRAL and ScienceDirect databases were systematically searched from inception through 2018/7/15 for clinical studies that investigated the effects of methylphenidate in children with ADHD and ID. A random-effects model meta-analysis was used for data synthesis. Eight studies (average Jadad score = 2.5) enrolling 242 participants receiving methylphenidate and 181 participants receiving placebo were included. The meta-analysis showed that methylphenidate led to a significant improvement in ADHD symptoms relative to placebo (Hedges’ g = 0.878, p < 0.001). Meta-regression analysis pointed to an association between the dose of methylphenidate and overall improvement in ADHD severity (slope = 1.334, p < 0.001). Finally, there was no significant difference in drop-out rate [odds ratio (OR) = 1.679, p = 0.260] or rate of treatment discontinuation due to adverse events (OR = 4.815, p = 0.053) between subjects receiving methylphenidate and those taking placebos. Our study suggests that methylphenidate retains its efficacy in children with ADHD and borderline intellectual functioning or ID.

The political background to arts in health

2017 ◽  
Author(s):  
Daisy Fancourt
Keyword(s):  
National Policy ◽  
Health Departments ◽  
Arts Funding ◽  
Health And Wellbeing ◽  
The Arts ◽  
Policy And Strategy ◽  
The Usa ◽  
Political Background ◽  
The Uk ◽  
Arts In Health

In recent decades, there has been an increasing number of national policy and strategy papers discussing arts in health in countries around the world. Some of this activity has been driven by national arts bodies, championing the value of the arts in health and wellbeing and advocating for their inclusion within core arts funding and practice. Other activity has been led by health bodies, including health departments within governments and health services themselves. This chapter explores some of the most influential documents and considers their implication for research and practice. It draws on case studies of activity within Ireland, the UK, the USA, Australia, and Nordic countries.

scholarly journals Overview of CAPICE—Childhood and Adolescence Psychopathology: unravelling the complex etiology by a large Interdisciplinary Collaboration in Europe—an EU Marie Skłodowska-Curie International Training Network

2021 ◽  
Author(s):  
Hema Sekhar Reddy Rajula ◽  
Mirko Manchia ◽  
Kratika Agarwal ◽  
Wonuola A. Akingbuwa ◽  
Andrea G. Allegrini ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Mental Health Problems ◽  
Interdisciplinary Collaboration ◽  
Adolescent Psychopathology ◽  
Childhood And Adolescence ◽  
Global Alliance ◽  
Dissemination Strategy ◽  
Health And Wellbeing ◽  
Hyperactivity Disorder

AbstractThe Roadmap for Mental Health and Wellbeing Research in Europe (ROAMER) identified child and adolescent mental illness as a priority area for research. CAPICE (Childhood and Adolescence Psychopathology: unravelling the complex etiology by a large Interdisciplinary Collaboration in Europe) is a European Union (EU) funded training network aimed at investigating the causes of individual differences in common childhood and adolescent psychopathology, especially depression, anxiety, and attention deficit hyperactivity disorder. CAPICE brings together eight birth and childhood cohorts as well as other cohorts from the EArly Genetics and Life course Epidemiology (EAGLE) consortium, including twin cohorts, with unique longitudinal data on environmental exposures and mental health problems, and genetic data on participants. Here we describe the objectives, summarize the methodological approaches and initial results, and present the dissemination strategy of the CAPICE network. Besides identifying genetic and epigenetic variants associated with these phenotypes, analyses have been performed to shed light on the role of genetic factors and the interplay with the environment in influencing the persistence of symptoms across the lifespan. Data harmonization and building an advanced data catalogue are also part of the work plan. Findings will be disseminated to non-academic parties, in close collaboration with the Global Alliance of Mental Illness Advocacy Networks-Europe (GAMIAN-Europe).

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