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Korteling D, Musch JLI, Zinkstok JR, Boot E. Psychiatric and neurological manifestations in adults with Smith-Magenis syndrome: A scoping review. Am J Med Genet B Neuropsychiatr Genet 2024; 195:e32956. [PMID: 37584268 DOI: 10.1002/ajmg.b.32956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/30/2022] [Revised: 05/20/2023] [Accepted: 07/11/2023] [Indexed: 08/17/2023]
Abstract
Smith-Magenis syndrome (SMS) is a neurodevelopmental disorder caused by a 17p11.2 deletion or a pathogenic variant of the RAI1 gene, which lies within the 17p11.2 region. Various psychiatric and neurological disorders have been reported in SMS, with most literature focusing on children and adolescents. To provide an overview of the current knowledge on this topic in adults with SMS, we performed a comprehensive scoping review of the relevant literature. Our findings suggest that many manifestations that are common in childhood persist into adulthood. Neuropsychiatric manifestations in adults with SMS include intellectual disability, autism spectrum- and attention deficit hyperactivity disorder-related features, self-injurious and physical aggressive behaviors, sleep-wake disorders, and seizures. Findings of this review may facilitate optimization of management strategies in adults with SMS, and may guide future studies exploring late-onset psychiatric and neurological comorbidities in SMS.
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Affiliation(s)
- Dorinde Korteling
- Child and Adolescent Psychiatry & Psychosocial Care, Emma Children's Hospital, Amsterdam UMC, University of Amsterdam, Amsterdam, The Netherlands
| | | | - Janneke R Zinkstok
- Department of Psychiatry, Radboud University Medical Center, Nijmegen, The Netherlands
- Karakter Child and Adolescent Psychiatry, Nijmegen, The Netherlands
- Department of Psychiatry and Brain Center, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Erik Boot
- Advisium, 's Heeren Loo, Amersfoort, The Netherlands
- The Dalglish Family 22q Clinic, University Health Network, Toronto, Ontario, Canada
- Department of Psychiatry & Neuropsychology, Maastricht University, Maastricht, The Netherlands
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Pucci V, La Face A, Gasteiger-Klicpera B, Mondini S. Cognitive reserve proxies for individuals with intellectual developmental disability: A scoping review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13204. [PMID: 38361365 DOI: 10.1111/jar.13204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Revised: 09/18/2023] [Accepted: 01/09/2024] [Indexed: 02/17/2024]
Abstract
BACKGROUND Cognitive reserve (CR) has not been studied in people with Intellectual Developmental Disability, a population with a high incidence of dementia. Commonly adopted CR proxies should be adapted to reflect more specifically the experiences of people with Intellectual Developmental Disability. METHOD This scoping review intended to identify CR proxies relevant to people with this condition. RESULTS Some of these were the same already detected in a population without intellectual disabilities (education, occupation, physical activity, leisure, community and social activities); others were found to be specifically relevant for this population: type of schooling, parental educational level, environmental stimulation and living place. CONCLUSIONS These proxies need to be considered in studies on CR and Intellectual Developmental Disability and in clinical practice. Research on the protective effect of CR aims to encourage policies promoting lifestyle-based educational and preventive interventions and overcome participation barriers for people with Intellectual Developmental Disability.
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Affiliation(s)
- Veronica Pucci
- Department of Philosophy, Sociology, Education and Applied Psychology, University of Padua, Padova, Italy
- Human Inspired Technology Centre (HIT), University of Padua, Padova, Italy
| | - Annalisa La Face
- Inclusive Education Unit, Institute of Education Research and Teacher Education, University of Graz, Graz, Austria
| | - Barbara Gasteiger-Klicpera
- Inclusive Education Unit, Institute of Education Research and Teacher Education, University of Graz, Graz, Austria
| | - Sara Mondini
- Department of Philosophy, Sociology, Education and Applied Psychology, University of Padua, Padova, Italy
- Human Inspired Technology Centre (HIT), University of Padua, Padova, Italy
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Sanderson KA, Aquino MD. 'It's a 24/7 Deal': Parents of adults with intellectual and developmental disabilities discuss natural supports. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2023; 36:1264-1275. [PMID: 37515390 DOI: 10.1111/jar.13145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 06/15/2023] [Accepted: 07/10/2023] [Indexed: 07/30/2023]
Abstract
BACKGROUND Natural supports are widely used by adults with intellectual and developmental disabilities. However, little research has been conducted on this topic. This study adds to the literature by examining the role of parents as natural supporters, other members of the natural support network, challenges families face as they secure natural supports, and advice parents have for other families. METHOD Twenty-three parents of adults with intellectual and developmental disabilities were interviewed. Data was analyzed using a constant comparative approach. RESULTS Family members and friends were key natural supporters. However, parents provided the bulk of support. A hesitation with asking others for support was a common barrier to building natural support networks. Parents encouraged others to connect with families with similar circumstances. CONCLUSIONS To ensure proper care for adults with intellectual and developmental disabilities, we must develop supports that meet family members' needs and identify ways to strengthen natural support networks.
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Affiliation(s)
- Kelli A Sanderson
- Department of Advanced Studies in Education and Counseling, California State University, Long Beach, California, USA
| | - Michael D Aquino
- Department of Advanced Studies in Education and Counseling, California State University, Long Beach, California, USA
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Shea B, Bailie J, Dykgraaf SH, Fortune N, Lennox N, Bailie R. Access to general practice for people with intellectual disability in Australia: a systematic scoping review. BMC PRIMARY CARE 2022; 23:306. [PMID: 36447186 PMCID: PMC9707181 DOI: 10.1186/s12875-022-01917-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Accepted: 11/17/2022] [Indexed: 12/03/2022]
Abstract
BACKGROUND People with intellectual disability experience inadequate access to general practice and poorer health outcomes than the general population. While some access barriers have been identified for this population, these studies have often used narrow definitions of access, which may not encompass the multiple dimensions that influence access to general practice. To address this gap, we conducted a scoping review to identify factors impacting access to general practice for people with intellectual disability in Australia, using a holistic framework of access conceptualised by Levesque and colleagues. METHODS This scoping review followed Joanna Briggs Institute methodology and was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Medline (Ovid), Scopus, CINAHL, Informit and PsycINFO databases were searched. Screening, full-text review and data extraction were completed by two independent reviewers, with consensus reached at each stage of the study. Data were extracted, coded and synthesised through deductive qualitative analysis - using the five corresponding conceptual dimensions within Levesque and colleagues' theoretical framework of access, which incorporate both supply-side features of health systems and services, and demand-side characteristics of consumers and populations. RESULTS The search identified 1364 publications. After duplicate removal, title and abstract screening and full-text review, 44 publications were included. Supply-side factors were more commonly reported than demand-side factors, with the following issues frequently identified as impacting access to general practice: limited general practitioner education about, and/or experience of, people with intellectual disability; communication difficulties; and inadequate continuity of care. Less frequently included were factors such as the health literacy levels, promotion of general practice services and availability of complete medical records. CONCLUSIONS This is the first scoping review to assess access barriers for people with intellectual disability using a comprehensive conceptualisation of access. The findings highlight the need for increased efforts to address demand-side dimensions of access to general practice and offer a basis for a balanced portfolio of strategies that can support recent policy initiatives to enhance access to care for people with intellectual disability.
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Affiliation(s)
- Bradley Shea
- grid.1013.30000 0004 1936 834XSydney Medical School, The University of Sydney, Sydney, NSW Australia
| | - Jodie Bailie
- grid.1013.30000 0004 1936 834XUniversity Centre for Rural Health, The University of Sydney, Lismore, NSW Australia ,grid.1013.30000 0004 1936 834XCentre for Disability Research and Policy, The University of Sydney, Sydney, NSW Australia
| | - Sally Hall Dykgraaf
- grid.1001.00000 0001 2180 7477Rural Clinical School, Australian National University, Canberra, ACT Australia
| | - Nicola Fortune
- grid.1013.30000 0004 1936 834XCentre for Disability Research and Policy, The University of Sydney, Sydney, NSW Australia ,grid.1008.90000 0001 2179 088XCentre of Research Excellence in Disability and Health, University of Melbourne, Carlton, VIC Australia
| | - Nicholas Lennox
- grid.1003.20000 0000 9320 7537Queensland Centre for Intellectual and Developmental Disability, University of Queensland, Brisbane, QLD Australia
| | - Ross Bailie
- grid.1013.30000 0004 1936 834XSydney Medical School, The University of Sydney, Sydney, NSW Australia
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Rendall M, MacMahon K, Kidd B. The Scottish police caution: do individuals with intellectual disabilities understand a verbally presented police caution, and can comprehension be improved? PSYCHIATRY, PSYCHOLOGY, AND LAW : AN INTERDISCIPLINARY JOURNAL OF THE AUSTRALIAN AND NEW ZEALAND ASSOCIATION OF PSYCHIATRY, PSYCHOLOGY AND LAW 2020; 28:50-69. [PMID: 34552379 PMCID: PMC8451640 DOI: 10.1080/13218719.2020.1767710] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This study considers comprehension of the Scottish police caution amongst people with an intellectual disability (n = 30). It applies techniques to the caution that are suggested to increase its 'listenability', to examine whether this could be a successful method of improving understanding. These techniques include providing instructions, further explanations and listing information. Half of the participants were assessed using the original version and half the modified version. Participants were assessed using an abbreviated IQ assessment, a measure of working memory and measure of state anxiety to consider potential predictors of performance. The modified version did not improve performance, with no participants judged to have adequate understanding in either version.
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Affiliation(s)
- Michael Rendall
- Intellectual Disability Psychology Service, NHS Dumfries and Galloway, Dumfries, UK
- Section of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, UK
| | - Ken MacMahon
- Section of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, UK
- Psychological Services, NHS Ayrshire & Arran, Irvine, UK
| | - Bruce Kidd
- Intellectual Disability Psychology Service, NHS Dumfries and Galloway, Dumfries, UK
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Chlebowski C, Magaña S, Wright B, Brookman-Frazee L. Implementing an intervention to address challenging behaviors for autism spectrum disorder in publicly-funded mental health services: Therapist and parent perceptions of delivery with Latinx families. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY 2018; 24:552-563. [PMID: 30024185 PMCID: PMC6188834 DOI: 10.1037/cdp0000215] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
OBJECTIVES As implementation of evidence-based practices (EBPs) in publicly funded children's mental health services has become increasingly common, concerns have been raised about the appropriateness of specific EBPs to the diverse client populations served in these settings. Exploring stakeholder perspectives can provide direction for refinements of EBPs when delivered with Latinx families. The current study used qualitative methods to examine therapist and Latinx parent perceptions of therapist-parent interactions and the intervention process when therapists are trained to deliver AIM HI (An Individualized Mental Health Intervention for ASD), a structured, parent-mediated intervention for autism spectrum disorder (ASD). METHOD Therapist and parent participants were a subset of participants from a large-scale community effectiveness trial. Perceptions were gathered through focus groups with therapists (n = 17) and semistructured interviews with Latinx parents (n = 29). Therapists were 94% female, 35% Latinx, and 47% were fluent in Spanish. Parents were 93% female, 100% Latinx, and 66% preferred Spanish. A coding, consensus, co-occurrence and comparison approach was used to analyze data. RESULTS Three primary themes emerged: (a) limited parental knowledge about ASD and the need to address knowledge gaps; (b) differing perceptions regarding parental participation in treatment; and (c) identification of influences on parent-therapist interaction, including the cultural value of respeto/deference (emphasized by therapists), and importance of personalismo/personal connection (emphasized by parents). CONCLUSIONS The themes provide specific direction for enhancements to AIM HI to maximize engagement of Latinx families. The themes also have broader implications for intervention development and community implementation including refinement of EBPs to facilitate fit and sustained implementation. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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Shepherd C, Beail N. A systematic review of the effectiveness of psychoanalysis, psychoanalytic and psychodynamic psychotherapy with adults with intellectual and developmental disabilities: progress and challenges. PSYCHOANALYTIC PSYCHOTHERAPY 2017. [DOI: 10.1080/02668734.2017.1286610] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Caroline Shepherd
- Clinical Psychology Unit, Department of Psychology, University of Sheffield, Sheffield, UK
| | - Nigel Beail
- Clinical Psychology Unit, Department of Psychology, University of Sheffield, Sheffield, UK
- South West Yorkshire Partnership NHS Foundation Trust, Adult Learning Disabilities Specialist Health Services, The Keresforth Centre, Barnsley, UK
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Abstract
In 1966, the U.S. Supreme Court handed down a controversial ruling in Miranda v. Arizona, which required police to inform suspects, prior to custodial interrogation, of their constitutional rights to silence and to counsel. In commemoration of the 50th anniversary of Miranda, we present a psychological analysis of the Court’s ruling. We show how the Court’s assumption that the provisions of the Miranda ruling would enable suspects to make knowing, intelligent, and voluntary decisions regarding whether to invoke or waive their constitutional rights has not been borne out by scientific research. Hence, we argue that even well-adjusted, intelligent adults are at risk of succumbing to police pressure during custodial interrogation. We conclude with policy implications and directions for future Miranda research.
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Affiliation(s)
| | | | - Saul M. Kassin
- Department of Psychology, John Jay College of Criminal Justice
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Bigby C, Frawley P. Reflections on doing inclusive research in the "making life good in the community" study. JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY 2010; 35:53-61. [PMID: 20560691 DOI: 10.3109/13668251003716425] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
BACKGROUND The involvement of people with intellectual disability in research is framed as inclusive, denoting their active participation in its processes. However, questions are raised about ownership and control, genuineness of involvement, and the need for honest accounts to develop practice. Such issues are particularly pressing in Australia, where there is the absence of a strong self-advocacy movement to partner with academics or hold them to account. METHOD Action research was used to reflect on and progressively refine the support provided by a research mentor to a co-researcher with intellectual disability employed on a large multimethod study. RESULTS AND CONCLUSIONS Accepting the co-researcher's strengths and designing support on the job rather than teaching them to "pass" before venturing out in the field are important in ceding control. Support required for a co-researcher is more than practical and involves developing a relationship that can actively challenge views and foster reflection. Ownership of questions and disseminating of outcomes are hampered by contextual factors such as tender processes, short-term positions, and a failure to acknowledge the support required to present findings.
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