Some Characteristics of a Population of Mentally Retarded Young Adults in a British City. A Basis for Estimating Some Service Needs

Richardson, Stephen A.; Katz, Mindy J.; Koller, Helene; McLaren, Janice; Rubinstein, Boris

doi:10.1111/j.1365-2788.1979.tb00862.x

Cited by 18 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The prevalence of aggressive behaviour in the mentally handicapped population ranges from 10% (Richardson et al, 1979) to 44% (Phillips & Williams, 1975), suggesting a problem of considerable magnitude. Episodic aggression such as hitting and kicking can be very difficult to eliminate or reduce in mentally handicapped persons.…”

Section: Introductionmentioning

confidence: 99%

Episodic rage and aggression attributed to frontal lobe seizures

Gedye¹

1989

J intellect Disabil Res

View full text Add to dashboard Cite

Episodic rage and aggression in mentally handicapped people have typically been very difficult to eliminate or even reduce. Behaviour modification programmes designed to reduce extremely aggressive outbursts are based on various theories which presume these behaviours are volitional. This paper considers the possibility that these behaviours are involuntary and probably due to frontal lobe dysfunction. Twenty extremely aggressive cases are reported which present the clinical picture of frontal lobe seizures. Specific eye, face, trunk and limb movements plus vocalizations are extracted from the neurologic literature on frontal lobe seizures. A similarity with Tourette syndrome is noted.

show abstract

Section: Introductionmentioning

confidence: 99%

Episodic rage and aggression attributed to frontal lobe seizures

Gedye¹

1989

J intellect Disabil Res

View full text Add to dashboard Cite

show abstract

“…Behavioural and emotional difficulties are 3–4 times more prevalent in individuals with learning disability than in the general population (Corbett 1979; Einfeld & Tonge 1995; Richardson et al. 1979).…”

Section: Discussionmentioning

confidence: 99%

Psychotic disorders in learning disabilities‐ outcome of an audit across community teams

Varghese

Banerjee

2011

Brit J Learn Disabil

View full text Add to dashboard Cite

Accessible summary• We studied the medical notes of 28 service users with learning disability who also had a mental illness called psychosis. • We noted which antipsychotic medication (medicines to treat psychosis) was prescribed and whether we enquired for side effects regularly. • We found that we were good at regular monitoring of improvement made by these individuals, and any side effects experienced from the medicines given in most cases. The medicines prescribed were within the recommended dose. • We feel persons with learning disability taking antipsychotic medications should be asked about the benefits and side effects and have regular blood tests and weight checks. SummaryThe aim of the audit was to evaluate the current clinical practice for learningdisabled individuals with psychotic disorders. We evaluated the existing clinical practice in 910 individuals who were under the care of learning disability psychiatrists in Buckinghamshire (population of 480 000). This was compared with the National Institute for Clinical Excellence (NICE) published guidelines on treatment and management of schizophrenia. Twenty-eight per cent of the patients had a dual diagnosis of psychosis and learning disability; 40% showed moderately severe psychotic symptoms. Oral atypical antipsychotics were the preferred medication of choice. Twenty-five per cent of the patients were found to be treatment resistant. All patients received medication within the recommended doses in the British National Formulary. This audit highlights the varied presentation in our client group. In view of the diagnostic difficulties often encountered in patients with learning disabilities and psychosis, the authors feel that it would be helpful to supplement clinical assessments with the use of a symptom rating checklist/scale in diagnosis and monitoring the course of psychosis. We propose a checklist that could be used in routine clinical practice to record clinical symptoms and drug-related side effects.

show abstract

“…A British study that followed a single cohort from childhood into adulthood found that the prevalence of ID reached a plateau at 1.4% among individuals aged 10 to 15 years, and then sharply dropped to 0.6% at age 17 years. 17 In the United States, information from the Social Security Administration database suggests that approximately 6.6 per 1,000 adults have ID, with a 6-fold variation by state. 4 Other adult ID prevalence studies that rely on self-identification of ID show even lower figures.…”

Section: Epidemiologymentioning

confidence: 99%

Developmental and Behavioral Disorders Grown-Up—Intellectual Disability

Huang

Blum²

2010

Journal of Developmental &Amp; Behavioral Pediatrics

View full text Add to dashboard Cite

John was diagnosed with mild intellectual disability (ID) in kindergarten when he was having trouble learning letters and numbers and was engaging in disruptive behaviors. He had a psycho-educational assessment that demonstrated a full scale IQ score of 58 and an Adaptive Behavior Composite standard score of 63 on the Vineland Adaptive Behavior Scales. He was initially educated in a regular classroom with special education support, but as he fell further behind his classmates' academic skills, he spent increasing time in special education classrooms while going to mainstream classrooms for art and music. His parents attempted to arrange activities with typically developing peers but have found this to be increasingly difficult as he has gotten older. He is now 16 and entering his second year of high school. His parents have multiple concerns. Do they need to plan for John to live with them? Will John be able to be employed? John says he does not like school and he wants to work, but is this a good idea? If it is a good idea, how does one help him get a job? What is John's adult life going to be like?John's parents' questions are often placed to professionals involved in the care of a child or youth with an ID. No professional will be able to precisely predict John's adult activities as these activities will be influenced by a complex interaction between his strengths, weaknesses, interests, and experiences and the opportunities provided by his family, community, and society. Yet as a professional advising John and his family, having an accurate view of the range of possible outcomes for John is critical. An overly pessimistic view may discourage a family from seeking opportunities and services that could dramatically increase John's autonomy as an adult. On the other hand, an overly optimistic view might also interfere with appropriate planning and lead to frustration for John and his family.As we present a picture of the range of possible outcomes for John and others with ID, it is important to recognize that over the past 50 years, there has been a dramatic transformation in the opportunities and supports available to individuals with ID in the United States and many industrialized societies. Changes in the name and definition of ID as well as in public policy and legislation have altered where individuals with cognitive limitations live, how they are educated, and their opportunities for employment. After discussing the definition of ID, we will briefly review these changes in order to place what we know about the outcomes for individuals with ID in the context of this shifting environment. Further complicating the picture must be the recognition that there is great variability in the implementation of these policies and innovations. For many adults with ID, the promise of these changes to improve the functional status and quality of life is greater than the current reality. Thus, in discussing these outcomes, we will highlight disparities between what is currently achieved and the evidence for outcomes that a...

show abstract

Some Characteristics of a Population of Mentally Retarded Young Adults in a British City. A Basis for Estimating Some Service Needs

Cited by 18 publications

References 0 publications

Episodic rage and aggression attributed to frontal lobe seizures

Episodic rage and aggression attributed to frontal lobe seizures

Psychotic disorders in learning disabilities‐ outcome of an audit across community teams

Developmental and Behavioral Disorders Grown-Up—Intellectual Disability

Contact Info

Product

Resources

About