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"Intellectual Disability - therapy"
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Cognitive behaviour therapy for people with intellectual disabilities : thinking creatively
This book examines the influence others have on the lives of people with intellectual disabilities and how this impacts on their psychological well-being. Based on the authors' clinical experiences of using cognitive behavioural therapy with people who have intellectual disabilities, it takes a social interactionist stance and positions their arguments in a theoretical and clinical context. The authors draw on their own experiences and several case studies to introduce novel approaches on how to adapt CBT assessment and treatment methods for one-to-one therapy and group interventions. They detail the challenges of adapting CBT to the needs of their clients and suggest innovative and practical solutions. This book will be of great interest to scholars of psychology and mental health as well as to therapists and clinicians in the field.
Book
Clinical outcomes of staff training in positive behaviour support to reduce challenging behaviour in adults with intellectual disability: cluster randomised controlled trial
Staff training in positive behaviour support (PBS) is a widespread treatment approach for challenging behaviour in adults with intellectual disability. Aims To evaluate whether such training is clinically effective in reducing challenging behaviour during routine care (trial registration: NCT01680276).
We carried out a multicentre, cluster randomised controlled trial involving 23 community intellectual disability services in England, randomly allocated to manual-assisted staff training in PBS (n = 11) or treatment as usual (TAU, n = 12). Data were collected from 246 adult participants.
No treatment effects were found for the primary outcome (challenging behaviour over 12 months, adjusted mean difference = -2.14, 95% CI: -8.79, 4.51) or secondary outcomes.
Staff training in PBS, as applied in this study, did not reduce challenging behaviour. Further research should tackle implementation issues and endeavour to identify other interventions that can reduce challenging behaviour. Declaration of interest None.
Journal Article
Computerised cognitive–behavioural therapy for adults with intellectual disability: randomised controlled trial
Despite the evidence base for computer-assisted cognitive-behavioural therapy (CBT) in the general population, it has not yet been adapted for use with adults who have an intellectual disability.
To evaluate the utility of a CBT computer game for adults who have an intellectual disability.
A 2 × 3 (group × time) randomised controlled trial design was used. Fifty-two adults with mild to moderate intellectual disability and anxiety or depression were randomly allocated to two groups: computerised CBT (cCBT) or psychiatric treatment as usual (TAU), and assessed at pre-treatment, post-treatment and 3-month follow-up. Forty-nine participants were included in the final analysis.
A significant group × time interaction was observed on the primary outcome measure of anxiety (Glasgow Anxiety Scale for people with an Intellectual Disability), favouring cCBT over TAU, but not on the primary outcome measure of depression (Glasgow Depression Scale for people with a Learning Disability). A medium effect size for anxiety symptoms was observed at post-treatment and a large effect size was observed after follow-up. Reliability of Change Indices indicated that the intervention produced clinically significant change in the cCBT group in comparison with TAU.
As the first application of cCBT for adults with intellectual disability, this intervention appears to be a useful treatment option to reduce anxiety symptoms in this population.
Journal Article
Special Education Service Use by Children with Autism Spectrum Disorder
In the last decade, the prevalence of children with autism spectrum disorder (ASD) without intellectual disability (ID) in schools has increased. However, there is a paucity of information on special education placement, service use, and relationships between service use and demographic variables for children with ASD without ID. This study aimed to describe and explore variation in type and amount of special education services provided to (
N
= 89) children with ASD. Results indicated that the largest percentage of children received services under the Autism classification (56.2%) and were in partial-inclusion settings (40.4%). The main services received were speech (70.8%) and occupational (56.2%) therapies, while few children received behavior plans (15.7%) or social skills instruction (16.9%). Correlates with service use are described.
Journal Article
Pragmatic single center longitudinal study assessing radial extracorporeal shock wave therapy for patients with severe mental and physical disabilities
Patients with severe motor and intellectual disability (SMID) experience persistent spastic pain and severe malpositioning of the limbs, exacerbated by the lack of effective treatment for severe spastic palsy. This study (UMIN-CTR, UMIN000048842) aimed to evaluate the efficacy and safety of radial extracorporeal shock wave therapy (rESWT) for spastic palsy in these patients. rESWT was applied to the biceps brachii of 15 elbow joints with flexion pattern spastic palsy of Modified Ashworth Scale (MAS) grade 1+ or greater in 11 patients with SMID. The MAS score, elbow range of motion (ROM) and adverse events were monitored for up to 10 weeks. Electromyography signals at rest were recorded on 8 elbow joints. Following a single rESWT session, the spasticity of the elbow joint immediately decreased, the MAS score significantly decreased from 2 (range, 2–3) to 1 (range, 1–2), and the elbow ROM significantly increased by 10° (range, 0°–15°). Moreover, muscle activity decreased by 24% (range, 11–37%), being clinically meaningful in SMID. rESWT resulted in an immediate and clear improvement in the MAS score for approximately 8 weeks and in the elbow ROM, continuing even at 10 weeks. Our findings highlight rESWT as a non-invasive therapy for spastic palsy in patients with SMID.
Journal Article
Effects of a Computer-Based Intervention on Emotion Understanding in Children with Autism Spectrum Conditions
This randomized controlled study evaluated a computer-based intervention on emotion understanding in 32 children with autism spectrum conditions with and without intellectual disability (ID) aged 7–15 years. The intervention group (n = 16) used the program for 12 h while the control group (n = 16) was not included in any intervention or training beside the usual educational curriculum. After controlling for pre-intervention scores and symptom severity, strong positive effects were observed in emotion recognition from real face photographs and pictograms, as well as in understanding situation-based emotion across both intellectual ability groups. The typical and ID intervention groups performed significantly better on all EU measures, compared to controls, at the level of feature based distant generalization.
Journal Article
Pictogram room augmented reality technology games improve body knowledge, imitation, and joint attention skills in autistic children with intellectual disability
Body knowledge, imitation, and joint attention are foundational for child development, yet many autistic children with intellectual disability struggle to acquire these skills. This study evaluated the effects of an educational intervention using
Pictogram Room
(PR), an open-access augmented reality (AR) technology program with games targeting these abilities. Twenty-three autistic children with intellectual disability (ages 7–14) from Spain, Bulgaria, and Türkiye participated. A stepped wedge randomized design was implemented across two groups. Over 27 sessions, delivered in their usual educational settings by their regular staff, participants showed significant and sustained improvements in body knowledge, imitation, and joint attention. This is the first AR-based intervention shown to simultaneously enhance these three core skills in this population. The program is brief, socially valid, and requires no specialized training, making it a promising tool for inclusive educational practice.
Journal Article
Effect of cognitive-behavioral therapy-based physical play intervention on empathic ability of children with intellectual disabilities
Purpose The purpose of this study was to investigate the potential of cognitive-behavioral therapy-based sports game intervention in enhancing empathy abilities among children with intellectual developmental disorder. Methods Thirty-one children aged 7–8, diagnosed with intellectual developmental disorder and attending mainstream schools, were enlisted for this study. They were randomly allocated to either the experimental group (n = 17) or the control group (n = 19). Both groups participated in regular physical activities of similar frequency and consistency throughout the study duration. Additionally, the experimental group underwent an 18-week cognitive-behavioral therapy-based sports game intervention. The Griffith Empathy Measure (GEM) questionnaire was administered to comprehensively evaluate the impact of the intervention program on the participants’empathy abilities. Results No statistically significant discrepancies were observed in the total scores and factor scores of the GEM pre-test between the experimental and control groups (GEM pre-test: p = 0.974 > 0.05). However, following the intervention, the experimental group exhibited notably higher total scores and factor scores in the GEM post-test compared to their pre-test scores, and these scores were significantly higher than those of the control group post-test scores. Conclusion Cognitive-behavioral therapy-based sports game intervention can effectively promote the development of empathy abilities in children with intellectual developmental disorder.
Journal Article