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Journal of Intellectual Disability - Diagnosis and Treatment

A Collaborative Approach to Early Identification and Referral of Children Who are in Family Childcare Settings, Birth to Five, Born to Teenage Mothers
Pages 205-212
Suzanne Yockelson, Cynthia Linder and Rachel Asman

DOI: http://dx.doi.org/10.6000/2292-2598.2015.03.04.6

Published: 07 January 2016

 


Abstract: Children of teenage mothers are at high risk for developmental delays, intellectual and learning disabilities, behavior disorders and school related problems [1]. Early identification and referral into prevention or early intervention programs may ameliorate that risk. Children of teen mothers who are in family childcare may not have access to routine developmental and behavioral screenings that would lead to early identification and referral. Members of an early childhood advisory board collaborated to conduct a screening event using the ASQ-3® and the ASQ:SE® at a local children’s museum for 26 children of teen mothers who had no previous access to developmental screenings. Parents completed the questionnaires while playing with their children at the museum. Nine of the children scored well within the range of typical development and 17 scored at or beyond the cut-off scores on the ASQ-3 and/or the ASQ:SE. Each child who scored at or beyond the cut-off received referrals for evaluation, parent and child programming and/or family support services. When there were concerns, families also received care coordination while all families received activities and a child’s book. The implications for this study suggest that collaborative efforts are effective in providing access to developmental screenings and referral into subsequent services for at-risk young children who are in family childcare settings. 

Keywords: Screening, development, young children, infants, toddlers, preschool-age, collaboration, teenage parents, at-risk, family childcare.
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Journal of Intellectual Disability - Diagnosis and Treatment

A Comprehensive and Additive System for Child-Focused Assessment and Evaluation in EI/ECSE 
Pages 187-197
Diane Bricker, Jane Squires, Rebecca Frantz and Huichao Xie

DOI: http://dx.doi.org/10.6000/2292-2598.2015.03.04.4

Published: 07 January 2016

 


Abstract: One of the more serious problems facing the field of early intervention/early childhood special education is the disconnect between the community programs that offer screening, eligibility determination, curricular assessment (i.e., programmatic assessment), and progress monitoring services. First, we provide definitions of these service components to ensure clarity. Second, the substantial disconnect found between the screening, eligibility determination, curricular assessment, and progress monitoring components in most communities is discussed. Third, an alternative conceptual framework and its rationale are offered. This framework is designed to ensure that information collected is comprehensive, and that information/data gathered during each component serves as the platform for the next component. An example clarifies the application of the framework.

Keywords: Early intervention/early childhood special education, disconnect, assessment, screening, eligibility determination, programming, progress monitoring, systems framework.ildhood special education, disconnect, assessment, screening, eligibility determination, programming, progress monitoring, systems framework.
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A Validity and Reliability Study of a Chinese Assessment Tool for Persons with Moderate to Severe Intellectual Disabilities
Pages 6-14
Christopher L.F. Chan, Claudia Lai and Iris Chi

DOI: http://dx.doi.org/10.6000/2292-2598.2013.01.01.2

Published: 30 September 2013

 


Abstract: This study was designed to test the psychometric properties of the Chinese interRAI Intellectual Disability (ID) tool in a Chinese population with learning disabilities in Hong Kong. The Chinese interRAI ID was prepared based on the original interRAI ID which is a standardized, comprehensive instrument and is designed to evaluate the strengths, preferences, and needs of persons with all levels of ID living in various care settings. A sample of 100 people with moderate to severe intellectual disabilities was assessed with the Chinese interRAI ID and its criterion measures. The subscales of the interRAI ID, including the Cognitive Performance Scale, Depression Rating Scale, Aggressive Behavior Scale, Activities of Daily Living Hierarchy Scale, and Instrumental Activities of Daily Living Involvement Scale, had high internal consistency (Cronbach’s α = .66 to .87) and test–retest reliability (r = .96 to .99; κ = .68 to .81). Comparison of the interRAI ID scales with criterion measures supported concurrent and discriminant validity of these scales. The study results provide preliminary support for the Chinese interRAI ID as a reliable and valid tool for assessing Chinese individuals with learning disabilities in Hong Kong.

Keywords: InterRAI Intellectual Disability, validation, reliability, validity, Chinese.
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Journal of Intellectual Disability - Diagnosis and Treatment

A Discussion of the Treatment of People with an Intellectual Disability Across Healthcare and the Modernization of Learning Disability Nursing
Pages 110-119
Pamela Inglis, Hazel Powell, Angela Ridley and Sheila McQueen

DOI: http://dx.doi.org/10.6000/2292-2598.2015.03.02.10

Published: 07 August 2015

 


Abstract: Aims: A discussion of the treatment of people with an intellectual disability across healthcare and the modernisation of learning disability nursing.

Background: Health inequalities are at the forefront of the collective mind of healthcare professionals and politicians, this paper explores why people with an intellectual disability have more health issues, die earlier and sometimes receive poor care, leading to unnecessary suffering and importantly, how this may change. Learning disability nursing has long been viewed as different and less valued, probably due to dual stigmatisation, or lack of understanding of specialist knowledge and skills required. This essential field of nursing is becoming a rare resource in our battle against health inequalities, yet internationally it is becoming recognised as crucial.

Design:Discussion Paper.

Data Sources:Literature and policy (1971 – 2012).

Implications for Nursing:All nurses need to recognise their role in meeting the health care needs of people with an intellectual disability. Health care managers and commissioners should value the unique contribution of learning disability nurse in addressing health inequalities.

Conclusion:Learning disabled people, their carers and professionals view the role of the learning disability nurse as central for effectively identifying and meeting health needs, reducing inequalities and barriers, supporting decisions around capacity, consent, best interests and advising and educating professionals. Recommendations for commissioning, nursing and services are made.

Summary Statement:

Why is this discussion paper needed?

People with an intellectual disability have shorter life-spans and receive poor healthcare because of the barriers to good health developed in societies constructed by and for people without a disability.

Internationally, the need for learning disability nurses, with their specific knowledge and skills, is being recognised in the battle against early and unnecessary deaths because of discrimination and health inequalities.

Learning disability nurses and ‘Strengthening the Commitment’ lead on improving healthcare for learning disabled people and this paper raises the profile of this important health issue.

What are the key findings?

This discussion paper explores how most of the poor health experienced by people with an intellectual disability is about discriminating healthcare provision and crucially, not because the person has a disability.

People with an intellectual disability have greater health needs than others and despite this, nonspecific health professionals often have scant understanding of their disability and health needs.

Learning disability nursing as a vital resource has in recent years seen posts reducing in the NHS, with actual and commissioned numbers of registered learning disability nurses dropping.

How should the findings be used to influence policy/practice/education/research?

People with an intellectual disability and nonspecific staff often feel they are inadequately educated and lack appropriate skills for quality healthcare provision for learning disabled people; this has to change.

Sir Johnathon Michael (2008) recommendation 1 advises that all health professionals be competent in supporting learning disabled people in a non-discriminatory way - universities and employers urgently need to adhere to this recommendation.

Professionals, learning disabled people and carers state learning disability nurses are vital to acquiring human rights - increased international commissioning for learning disability nurses to enable quality healthcare, education and advice to professionals is pressing.

Keywords: Nursing Practice, Learning Disability, Health Inequalities, Policy, Professional Issues.
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Journal of Intellectual Disability - Diagnosis and Treatment

Academic Skills in High-Functioning and Low-Functioning Chinese Children with Autism
Pages
7-17
Thomas L. Layton and Grace Hao

DOI: http://dx.doi.org/10.6000/2292-2598.2017.05.01.2

Published: 12 April 2017

 


Abstract: Early academic skills among Chinese speaking children with ASD were compared to age matched peers who were typically developing and with intellectual disabilities. In general, children with ASD do perform less well on reading comprehension, writing, and math skills. The purpose of the current study was to gather preliminary data on the early academic skills of Chinese children with ASD. The findings indicated that HFA and LFA had less difficulty in acquiring beginning basic-academic skills, but had more difficulty in acquiring advanced academic skills compared to their peers. Yet, the two groups of Chinese students with HFA and LFA performed remarkably alike across the academic skills.

Keywords: Autism Spectrum Disorders, literacy, mathematical skills, Chinese.

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