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The aim of this study was to determine the nutritional status of economically disadvantaged 7- to 18-year-old children with mild or moderate intellectual disability in Turkey. The research was conducted in Izmir. Children with mil...
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The aim of this study was to determine the nutritional status of economically disadvantaged 7- to 18-year-old children with mild or moderate intellectual disability in Turkey. The research was conducted in Izmir. Children with mild or moderate intellectual disability with poor socioeconomic status and their families who applied to the Counseling Research Center between May 15, 2010 and June 15, 2010 constituted the sample. The sample consisted of 70 families. The data were collected by filling out questionnaires through face-to-face interviews, and height and weight measurements were also taken. Body mass index (BMI) was calculated. BMI percentile values were determined according to the curves used for Turkish children. Of the children, 70% (n=49) had normal weight, 5.7% (n=4) were underweight, 17.1% (n=12) were overweight, and 7.1% (n=5) were obese. Of the children, 61.4% consumed milk and milk products, 2.9% meat products, 34.3% eggs, 58.6% dry legumes, 61.4% vegetables, 62.9% fruits, 98.6% bread and cereal food group, 100% oil, and 11.4% oil seeds every day. A total of 42.9% (n=30) of the mothers stated that they use foods as a reward. In this study, we found that children did not consume enough animal protein sources, such as meat, fish, and chicken. Multifaceted studies should be undertaken to prevent obesity in children with intellectual disabilities. Planning social aids to the nutrition of economically disadvantaged children may be beneficial for the health of those children.
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Abstract Since the discovery of the FMR1 gene and the clinical and molecular characterization of Fragile X Syndrome in 1991, more than 141 genes have been identified in the X‐chromosome in these 28?years thanks to applying contin...
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Abstract Since the discovery of the FMR1 gene and the clinical and molecular characterization of Fragile X Syndrome in 1991, more than 141 genes have been identified in the X‐chromosome in these 28?years thanks to applying continuously evolving molecular techniques to X‐linked intellectual disability (XLID) families. In the past decade, array comparative genomic hybridization and next generation sequencing technologies have accelerated gene discovery exponentially. Classically, XLID has been subdivided in syndromic intellectual disability (S‐XLID)—where intellectual disability (ID) is always associated with other recognizable physical and/or neurological features—and non‐specific or non‐syndromic intellectual disability (NS‐XLID) where the only common feature is ID. Nevertheless, new advances on the study of these entities have showed that this classification is not always clear‐cut because distinct variants in several of these XLID genes can result in S‐XLID as well as in NS‐XLID. This review focuses on the current knowledge on the XLID genes involved in non‐syndromic forms, with the emphasis on their pathogenic mechanism, thus allowing the possibility to elucidate why some of them can give both syndromic and non‐syndromic phenotypes.
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Abstract Background Information and communication technology has become an important aspect of everyday life, including community living and social participation. However, people with intellectual disabilities face several societa...
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Abstract Background Information and communication technology has become an important aspect of everyday life, including community living and social participation. However, people with intellectual disabilities face several societal inequalities, including digital exclusion. Even if people with intellectual disabilities still do not have the same access as others, this group is increasingly involved in digital technology design activities. Although digital technology design activities can lead to several user gains, little is known about how such activities affect digital inclusion. Therefore, we explore whether and how participation in digital technology design activities can support the digital inclusion of young adults with intellectual disabilities. Methods We interviewed seven young adults with intellectual disabilities about their participation in ten digital technology design sessions. We also collected reflective notes from eight support workers who participated in the same design activities. The interviews were analysed thematically. Findings Thematic analysis generated four themes describing how participation in technology design activities can support the digital inclusion of people with intellectual disabilities: improving digital skills and knowledge, displaying skills and competence, increased interest in technology use, and influencing and adapting technology. Conclusions Participation in digital technology design activities with support workers can provide new opportunities for young adults with intellectual disabilities and can help overcome several digital activity barriers. Designers and researchers should increasingly, and actively involve people with intellectual disability in digital technology design activities as it can support and promote digital inclusion.
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Accessible summary: “Learning disability” replaced the outdated term, “mentally handicapped” in the UK over 20?years ago. Recently, some services and professionals have been using the term “intellectual disability” instead. ...
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Accessible summary: “Learning disability” replaced the outdated term, “mentally handicapped” in the UK over 20?years ago. Recently, some services and professionals have been using the term “intellectual disability” instead. In America, “intellectual disability” has been chosen to replace the old term, “mental retardation.” There has been lots of explanation why this has happened. In the UK, there has not been much explanation. It is important to know what terms mean and why they are being used because their use affects the lives of people with learning disabilities. This article looks at what different people in the UK think about term “intellectual disability.” Abstract Background The term “intellectual disability” is increasingly used to refer to people with learning disabilities in British learning disability policy, practice and research. This change is undoubtedly a reflection of the changing international context. The inclusion of the term “intellectual disability” has been particularly pronounced in countries such as the USA . By contrast, this change has been relatively silent in England. Methods In light of this, the paper explores the discussions of 12 focus groups conducted with professional and lay groups working in or influencing learning disability research and practice in England. Each focus group was asked the following two questions: Have you heard of the term “intellectual disability” and how do you feel about the term “intellectual disability?.” Discussion and Conclusion Thematic analysis of the discussions identified four dominant themes: dislike and disbelief; ambiguity; tautology; and fear. It is concluded that more explanation is required in order for researchers and practitioners in England to understand this semantic change.
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This issue of AJMR features research on autism
and intellectual disability. Autism is a developmental
disorder of neurobiological origin that
is characterized by impairment in social reciprocity;
atypical communication; and restri...
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This issue of AJMR features research on autism
and intellectual disability. Autism is a developmental
disorder of neurobiological origin that
is characterized by impairment in social reciprocity;
atypical communication; and restricted, repetitive,
and stereotyped patterns of behavior, interests,
and activities. Many people with autism
also have significant limitations in both intellectual
functioning and adaptive behavior and, therefore,
meet the diagnostic criteria for mental retardation.
The assumption has been that the neurobiological
processes responsible for the cardinal
features of autism also affect intellectual and adaptive
functioning. Availability of refined diagnostic
criteria, more precise diagnostic instruments, and
increased research funding has greatly enhanced
our understanding of autism and its effect on the
functioning of people with intellectual disability.
The four papers included in this special section
are representative of current behavioral research efforts
in this field of study. Taylor and colleagues,
using data from an on-going longitudinal study of
families of adolescents and adults with autism, examined
the relation between change in characteristics
of this population and subsequent changes in
maternal well-being and quality of the mother–
child relationship. In this study, the adolescents
and young adults varied on a number of demographic
and functioning variables, including a diagnosis
of mental retardation. The authors’ unique
focus on this specific population provided new
knowledge regarding the long-term adaptation of
mothers to the challenges of raising children with
autism spectrum disorders.
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BackgroundThe diagnosis of depression in severe and profound intellectual disability is challenging. Without adequate skills in verbal self-expression, standardized diagnostic criteria cannot be used with confidence. The purpose o...
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BackgroundThe diagnosis of depression in severe and profound intellectual disability is challenging. Without adequate skills in verbal self-expression, standardized diagnostic criteria cannot be used with confidence. The purpose of this systematic review was to investigate the assessment and diagnosis of unipolar depression in severe and profound intellectual disability. The review aimed to examine the methods used to assess for depression. The secondary aim was to explore the frequency and symptoms of depression.
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Numerous researchers have reported a high incidence of additional disabilities coexisting with intellectual disabilities. Although an intuitive link can be made between the existence of multiple disabilities and greater need for s...
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Numerous researchers have reported a high incidence of additional disabilities coexisting with intellectual disabilities. Although an intuitive link can be made between the existence of multiple disabilities and greater need for support, little has been reported about this relationship. Using measures of adaptive functioning and support needs, we examined the extent to which adaptive and challenging behaviors and consequent support needs (including medical) were impacted by the presence and severity of additional disabilities for individuals with intellectual disabilities. Results show that adaptive behaviors and support needs were meaningfully related to the number and severity of additional disabilities present, whereas this was not so for challenging behaviors. Findings are discussed in terms of contemporary models of disability and functioning.
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A cross-sequential design was used to examine changes related to aging in adults with and without Down syndrome (ns = 55 and 75, respectively). Adults received yearly neuropsychological and medical evaluations. Support for precoci...
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A cross-sequential design was used to examine changes related to aging in adults with and without Down syndrome (ns = 55 and 75, respectively). Adults received yearly neuropsychological and medical evaluations. Support for precocious aging in adults with Down syndrome was evident only on a test of verbal fluency, with weaker support obtained on a test of fine-motor skills. Cross-sectional age differences for all adults were obtained on tests of memory and community living skills. General intellectual level, gender, and psychiatric status were consistently related to performance, indicating the need to examine such mediating variables in studies on aging.
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The experience of stressful social interactions, negative causal attributions, and the use of maladaptive coping efforts help maintain depression over time in the general population. We investigated whether a similar experience oc...
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The experience of stressful social interactions, negative causal attributions, and the use of maladaptive coping efforts help maintain depression over time in the general population. We investigated whether a similar experience occurs among adults with mild intellectual disability. We compared the frequency and stress impact of such interactions, identified causal attributions for these interactions, and determined the coping strategies of 47 depressed and 47 nondepressed adults with mild intellectual disability matched on subject characteristics. The depressed group reported a higher frequency and stress impact of stressful social interactions, more negative attribution style, and more avoidant and less active coping strategies did than the nondepressed group. Findings have implications for theory building and development of psychotherapies to treat depression.
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