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Background Intensive Interaction is an approach used for communicating with people with profound and multiple intellectual disabilities or autism. It has gained increased recognition as a helpful technique, but the evidence has not been systematically reviewed. Method Computerized and hand searches of the literature were conducted using synonyms for 'intellectual disabilities', 'autism' and 'intensive interaction'. Results Fifteen quantitative and three qualitative papers were identified examining the efficacy of the approach with participants across the age range in both educational and residential settings. Conclusions Studies were limited by the quality of reporting and difficulties conducting good quality, ethically sound research with participants with PMID. Staff support should be considered in training to aid implementation of interventions. Studies attempted to investigate whether Intensive Interaction builds social interactions or reduces repetitive or self-injurious behaviour. More research needs to be conducted before conclusions can be drawn regarding the efficacy of this approach. [ABSTRACT FROM AUTHOR]

Background Welfare for the disabled is becoming an important issue in China and care for people with intellectual disability is challenging because of the inadequacies in formal support and the social service system. Material and Method Based on ethnographic research in two villages in North China, this paper analyses the dilemmas of family care for people with intellectual disability. The essential data is the ethnographic record of three cases. Results Rural families strive to provide care through a set of arrangements and bear tremendous stress in the process. Conclusion Family care for people with intellectual disability in rural China has been increasingly challenged by the forces of labour migration, demographic changes and the ever-growing processes of commoditization. The role of the state has to be strengthened in welfare provision to balance the weakened family care ethos in transforming societies. [ABSTRACT FROM AUTHOR]

Background: Evidence suggests that people with learning disabilities are less likely to have an up‐to‐date eye examination as sight loss is characteristically underdiagnosed in people with complex needs. Method: A retrospective study of records from 576 Service Users of RNIB UK Vision, learning disability and Complex Needs Services was carried out. Results: The record review found a higher prevalence of spectacle prescription in a learning disability (LD) population in agreement with findings from other LD studies. There was a higher prevalence of severe myopia in people with LD compared with a general adult population. Conclusion: This study found a higher prevalence of spectacle prescription in people with learning disabilities compared to a general adult population, which has implications for people with learning disabilities to ensure that they have access to eye care and regularly attended eye tests. It also has implications for healthcare professionals working with people with complex needs to ensure they have access to eye care. [ABSTRACT FROM AUTHOR]

Background: People with intellectual disability experience high rates of mental ill health but multiple barriers to access to quality mental health care. One significant barrier to access is a generalist mental health workforce that lacks capacity, and consensus on what constitutes core workforce competencies in this area. As such, the first step in developing a comprehensive strategy that addresses these barriers is to define the core mental health workforce attributes. Methods: Thirty-six intellectual disability mental health experts from across Australia participated in a modified online Delphi which aimed to reach consensus on the core attributes required of the generalist mental health workforce. At the end of each Delphi round, descriptive analyses and thematic analyses were completed. Results: Consensus was reached among the participants for 102 attributes across 14 clinical domains. The results highlighted specific attributes in all areas of clinical practice, especially for communication (e.g., utilizes assistive communication technology), assessment (e.g., assess contributing factors to behaviours) and intervention (e.g., uses integrative interventions). Conclusion: A comprehensive strategy is required to facilitate the generalist mental health workforce to obtain these attributes. [ABSTRACT FROM AUTHOR]

Background Emergency medical services ( EMS) providers are often called to rapidly determine and act upon patients' wishes for end-of-life care. People with intellectual disabilities are living increasingly longer with complex conditions leading to international calls for person-centred advance care planning. Yet, best estimates suggest that very few people with intellectual disabilities document their wishes. Methods This exploratory-descriptive study incorporated mixed methods to analyse data collected consecutively (surveys, n = 239; interviews, n = 48) with EMS providers from five agencies. Data were subjected to a sequential quantitative-qualitative analysis applying a critical discourse analysis framework. Results Findings indicate that 62.7% had treated a person with intellectual disability who had medical orders directing end-of-life care. Three themes (provider familiarity, organizational processes, sociocultural context) offer insights about how medical orders inform EMS providers during calls involving people with intellectual disabilities. Conclusion Multiple contexts influence how wishes are documented and care provided to people with intellectual disabilities near life's end. [ABSTRACT FROM AUTHOR]

Background There are very few studies that investigate the qualitative experiences of people with a learning disability who have engaged in psychological therapy. Indeed, having a learning disability has traditionally been an exclusion criterion for good quality research about psychological treatments ( Psychotherapy and Learning Disability. Council Report CR116. London: Royal College of Psychiatrists, 2004; Journal of Applied Research in Intellectual Disabilities, 19, 2005 and 5). The current research was developed in response to a clinical psychology service recognizing the need to evaluate their psychological service and, as part of this evaluation, the importance of consulting with service users about their experience of psychological therapies. The overall aim of gaining this feedback would be to improve the service offered and to ensure that people receive the best psychological care. Methods Six service users with a learning disability were interviewed about their experience of individual psychological therapy. The interviews were analysed using interpretative phenomenological analysis. Results Themes were generated from the interviews which highlighted both positive and negative feedback on the psychological therapy process. The feedback covered areas such as access to therapy, feelings about therapy, preparing for therapy, skill development and collaborative working, accessibility and making therapy fun, challenges to confidentiality, positive feelings towards the therapist, aspects of the therapeutic relationship, therapy being challenging but helpful, and positive outcomes. Conclusions These results have contributed to the evidence base that people with a learning disability are able to meaningfully engage in research and provide essential feedback on the services that they receive. No longer can people be excluded from individual psychological therapy or research just because of their label. [ABSTRACT FROM AUTHOR]

Background This study was aimed at investigating the impact of assisted cycling therapy ( ACT) on fine manual dexterity in adults with Down's syndrome ( DS). Methods Nine persons with DS completed four different interventions: voluntary exercise ( VE), voluntary with music ( VEM), assisted exercise ( AE) and no exercise ( NE). Fine manual dexterity (e.g., Purdue Pegboard) was tested pre and post interventions. Results The results showed dominant and bimanual hands were improved after AE but no evident in either subtest after VE. The assembly subtest, processed by spatial-temporal ability, was only improved after VEM and NE. Conclusions It is speculated that AE stimulated more peripheral sensory input to the motor cortex and neurotransmitters than the other interventions. In addition, the involvement of music may enhance spatial intelligence during VEM. Even though the exact mechanisms are still unknown, the implication of our results showed that AE and VEM can improve fine manual dexterity in persons with DS. [ABSTRACT FROM AUTHOR]

Background This study examines the efficacy of a staff-led, health promotion intervention entitled HealthMatters Program: Train-the-Trainer Model to improve health among adults with intellectual disabilities. While data support the benefits of health promotion for adults with intellectual disabilities in controlled settings, little research documents strategies to improve health and health behaviours in settings in which people work and live. Methods Thirty-four staff in community-based organizations ( CBOs) participated in an 8-h training to start a 12-week health promotion programme for clients with intellectual disabilities. Participants with intellectual disabilities ( n = 67; aged 30 and older) were randomized into an intervention (12-week exercise and health education programme) or control group. Results Intervention group showed significant improvements in health status, knowledge, self-efficacy, and fitness. Conclusion Results support the efficacy of a HealthMatters Program in CBOs to improve health among adults with intellectual disabilities. A need exists for CBOs to include health promotion in their mission and vision statement and job descriptions. [ABSTRACT FROM AUTHOR]

Background The Equipping Youth to Help One Another Programme ( EQUIP) was designed for young offenders to address a developmental delay in moral reasoning, distorted cognitions and social skills. Methods The present authors undertook a single case series study and piloted an adapted version of the EQUIP programme with three men with intellectual disabilities and four men with a diagnosis of Asperger Syndrome, all of whom were detained in a medium-secure forensic unit for people with intellectual disabilities. Treatment was delivered over a 12-week period, and participants took part in four-one-hour sessions per week. Results The results suggested that treatment was successful at increasing moral reasoning ability, reducing distorted cognitions and improving ability to choose effective solutions to problems. However, treatment did not have a significant effect upon anger. Conclusions The EQUIP programme is a promising treatment, but further research is needed to investigate its effectiveness with men with intellectual or other developmental disabilities. [ABSTRACT FROM AUTHOR]