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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.

Two placebo-controlled trials involving pregnant women with subclinical hypothyroidism or hypothyroxinemia showed that levothyroxine beginning between 8 and 20 weeks of gestation did not significantly improve cognitive outcomes in children through 5 years of age. Observational studies spanning almost three decades suggest that subclinical thyroid disease during pregnancy is associated with adverse outcomes. 1 – 5 In 1999, interest in undiagnosed maternal thyroid dysfunction was heightened by studies suggesting an association between subclinical thyroid hypofunction and impaired fetal neuropsychological development. 6 , 7 In one report, children of women whose serum thyrotropin levels during pregnancy were greater than the 98th percentile had a lower IQ than children of matched controls who had a normal thyrotropin level. 6 In another study, children whose mothers had a serum free thyroxine (T 4 ) level of less than the 10th percentile in early . . .

\"This collection explores the historical origins of our modern concepts of intellectual or learning disability. The essays, from some of the leading historians of ideas of intellectual disability, focus on British and European material from the Middle Ages to the late-nineteenth century and extend across legal, educational, literary, religious, philosophical and psychiatric histories. They investigate how precursor concepts and discourses were shaped by and interacted with their particular social, cultural and intellectual environments, eventually giving rise to contemporary ideas. The collection is essential reading for scholars interested in the history of intelligence, intellectual disability and related concepts, as well as in disability history generally\"-- Provided by publisher.

Background People with mild intellectual disabilities (MID) are at elevated risk of substance-use problems. Beat the Kick is a motivation-focused, MID-adapted pre-treatment program. This trial aims to test whether Beat the Kick increases autonomous motivation to enter substance-use treatment versus care-as-usual (CAU), and to examine effects on substance use, satisfaction of basic psychological needs, treatment engagement, and acceptability. Methods Open-label, multicenter superiority randomized controlled trial in the Netherlands. We will recruit 138 adults (≥ 18 years) with MID or borderline intellectual functioning (intelligence quotient (IQ) 50–85 with adaptive limitations) and hazardous substance use (Alcohol Use Disorders Identification Test (AUDIT) ≤ 19 or Drug Use Disorders Identification Test (DUDIT) ≤ 24; ≥ 12 months) from six intellectual-disability care organizations. Recruitment will be conducted jointly by researchers from Tilburg University and care professionals at the participating organizations. In a Zelen pre-randomization design, eligible clients will be randomized 1:1 to Beat the Kick or CAU using a centralized computer-generated sequence with variable block sizes, stratified by addiction type (alcohol vs cannabis/other drugs). Tilburg researchers will obtain informed consent after allocation (intervention: consent for intervention + assessments; CAU: consent for assessments only). As an open-label trial, only the statistical analyst will remain blinded to allocation via A/B-coded datasets; the allocation key is held by an independent coordinator until primary analyses are complete. Assessments occur at T1 (pre), T2 (post), T3 (1 month), and T4 (6 months). Safety is monitored at T2–T4 through systematic adverse event (AE) and serious adverse event (SAE) recording, and serious events are reported to the Ethics Review Board within 24 h.Primary outcome: autonomous motivation (Treatment Self-Regulation Questionnaire; 15 items; 1–5 scale). Secondary outcomes: substance use ( Substance Use and Misuse in Intellectual Disability Questionnaire (SumID-Q) with AUDIT (0–40; ≥ 8 hazardous; ≥ 20 probable dependence) and DUDIT (0–44; ≥ 6 men/ ≥ 2 women hazardous; ≥ 25 probable dependence)), satisfaction and frustration of psychological needs (Basic Psychological Need Satisfaction and Frustration Scale – Intellectual Disability Version (BPNSFS-ID); 24 items; 1–5), treatment engagement (yes/no), and participant satisfaction. Primary analyses will use intention-to-treat linear mixed-effects models with fixed effects for group, time, and group × time, adjusting for the stratification variable. Discussion This study evaluates a motivation-focused, MID-adapted program under routine conditions. Anticipated challenges (open-label bias, retention) are addressed through exclusive trainer allocation per arm, supportive scheduling, and caregiver involvement. If effective, Beat the Kick could be integrated into standard practice to improve readiness for treatment, substance-use outcomes, and overall well-being in adults with MID. Trial registration ISRCTN Registry, ISRCTN12571979. Registered on 11 June 2025. This trial was prospectively registered.

\"People with intellectual disabilities die at a younger age and have poorer health than their non-disabled peers. This is largely avoidable and is unjust. This book uses concepts from contemporary public health to provide a comprehensive evidence-based overview of: the nature and extent of the health inequalities experienced by people with intellectual disabilities; why these inequalities occur and persist; and what can and needs to be done to address these inequalities. The authors have a wealth of firsthand experience gained from years of working at the interface between disability research and public health. This experience is collected and shared in this volume, which will be an invaluable resource for practitioners, advocates, policymakers and researchers concerned with health and social care and the wellbeing of disabled people\"--Provided by publisher.

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.

A prior report on hypothermia for neonatal hypoxic–ischemic encephalopathy showed a reduced rate of death or disability at 18 to 22 months of age. In this report of outcomes at 6 to 7 years, rates of death or an IQ below 70 were nonsignificantly lower with hypothermia than with usual care. Moderate or severe neonatal hypoxic–ischemic encephalopathy is associated with a high incidence of death or motor and sensory disability in children. 1 – 5 Children with encephalopathy are at risk for cognitive deficits even in the absence of functional deficits. Survivors without disability have delayed entry into primary school and fine-motor dysfunction and behavioral abnormalities. Hypothermia to 33 to 34°C for 72 hours, when initiated within 6 hours after birth among infants of more than 35 weeks' gestational age with hypoxic–ischemic encephalopathy, has been shown to reduce the risk of death or disability and increase the rate of survival free of disability . . .

This book synthesizes the most current evidence-based research and practices on prevention, assessment, intervention, and treatment of pediatric intellectual developmental disabilities. It provides a broad empirical framework for innovative practices and discusses their possible impact on children's future development, ability to learn, social skills, and quality of life. The book highlights important findings in cognitive and behavioral development for children with such disorders as 22q13 Deletion syndrome (i.e., Phelan McDermid syndrome), Prader-Willi syndrome, Williams syndrome, and sex chromosome disorders (e.g., Klinefelter syndrome) - children often considered untestable, unteachable, and unknowable. In addition, the book includes case studies that emphasize a team approach with physicians, families, school psychologists, and teachers for providing quality research-based psychological, educational, and mental health services. Topics featured in this book include: Up-to-date findings on the causes and symptoms of intellectual disability disorders. Common medical treatments for children with intellectual disabilities. Therapeutic interventions for children with intellectual disabilities. Psychoeducational assessment practices for children requiring special education assistance. Future directions to support people with intellectual disabilities. Pediatric Intellectual Disabilities at School is a must-have resource for researchers, graduate students, and other professionals in child and school psychology, psychiatry, social work, special and general education, public health, and counseling.

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.