Showing papers in "Journal of Applied Research in Intellectual Disabilities in 1999"
TL;DR: In a social and political climate which encourages active participation in decision-making by people who have severe and profound intellectual disabilities, the onus is often on practitioners, care workers, and policymakers to encourage active participation.
Abstract: In a social and political climate which encourages active participation in decision-making by people who have severe and profound intellectual disabilities, the onus is often on practitioners, care ...
193 citations
TL;DR: In this paper, the Lifestress Inventory was administered to 459 people with mild or moderate intellectual disability and to a reference group of university students, finding that people with a disability reported experiencing an average of 8.57 stressors in a list of 31 stressors, while students reported experiencing 12.02 of these same stressors.
Abstract: []: There is no systematic empirical research base on stress perceived by people with an intellectual disability. This is somewhat surprising considering the changes in philosophy and service delivery models across the western world that have resulted in people with an intellectual disability having to be at the forefront of massive attitudinal shifts within society. In this study, administration of the Lifestress Inventory to 459 people with a mild or moderate intellectual disability and to a reference group of university students revealed that people with a disability reported experiencing an average of 8.57 stressors in a list of 31 stressors, while students reported experiencing an average of 12.02 of these same stressors. When the ratings of the individual stressors were examined, however, it was clear that whilst the disabled group expereinced fewer stressors, they tended to assign higher impact values (on a scale from 1 to 4) to the stressors they did experience (p < .001). Comparisons between the nature of stressors reported by both groups revealed that students reported significantly more occasions where they were not coping and more general worries, while people with an intellectual disability reported slightly more stress from negative interpersonal relationships. Achieving a clearer picture of the stressors impinging upon the lives of people with an intellectual disability is a critical factor in the design of appropriate programs of interventions.
83 citations
TL;DR: The prescription of psychotropic drugs to people with intellectual disabilities was examined and the Factors predicting prescribing practices of the GPs in such cases were broadly consistent with the factors predicting overall prescribing practices.
Abstract: The prescription of psychotropic drugs to people with intellectual disabilities was examined in 357 people with intellectual disabilities served by 57 GPs The results of the survey indicated that (1) 21% of adults with intellectual disabilities were receiving neuroleptic medication, 10% were receiving anxiolytics/hypnotics and 10% anti‐depressants; (2) the likelihood of an adult being prescribed neuroleptic medication was associated with a number of factors including whether they had challenging behaviour, whether they had a recorded mental health problem; whether they had been resettled from long‐stay hospital and whether they were under review by a consultant psychiatrist; (3) the likelihood of an adult being prescribed anti‐depressant medication was associated whether they were under review by a consultant psychiatrist and whether they had a recorded mental health problem; (4) the likelihood of an adult being prescribed anxiolytic/hypnotic medication was associated with a different set of factors including whether they had significant support needs, whether they had epilepsy and whether they were under review by a consultant psychiatrist; (5) nearly one‐half of people with intellectual disabilities who are receiving neuroleptic medication and just over one‐third of people with intellectual disabilities who are receiving anti‐depressant medication are not under the review of a consultant psychiatrist; (6) the factors predicting prescribing practices of the GPs in such cases were broadly consistent with the factors predicting overall prescribing practices
65 citations
TL;DR: In this paper, the level of knowledge and risk of contracting HIV/AIDS among a sample of 60 young adults with mild/moderate intellectual disability was explored and it was found that the majority were either sexually active or had strong intentions to become so and that poor performance on the range of measures was associated with greater behavioral risk.
Abstract: This study was designed to explore the level of knowledge and risk of contracting HIV/AIDS among a sample of 60 young adults with mild/moderate intellectual disability. In comparison to a sample of undergraduate students they showed greater deficits in their general knowledge of the disease and in methods to minimize risk of infection. They also had less adaptive attitudes regarding AIDS in general and specifically with regard to condom use and they had lower confidence in their capacity to accomplish safe-sex practices. Furthermore when presented with hypothetical risk situations they were more likely to present unsafe sexual solutions to the interpersonal dilemmas. These indications of potential risk were compounded by the finding that the majority were either sexually active or had strong intentions to become so and that poor performance on the range of measures was associated with greater behavioral risk as assessed by actual or anticipated sexual activities. The implications of these results are discussed in relation to the need for urgent implementation and ongoing evaluation of multifaceted educational programs. (authors)
48 citations
TL;DR: Results suggest that the measure has high reliability and validity with this population of intellectually disabled people and that the SCL-90-R effectively indexes mental health concerns.
Abstract: The development, usage and clinical utility of psychometric tests for the assessment of mental health problems experienced by people with an intellectual disability has only recently become a clinical issue and subject of methodological debate. In general there are a paucity of measures, little consideration for reliability/validity issues and lack of intellectual disability group norms. In this paper we describe the application of the Symptom Checklist (SCL-90-R) with people with intellectual disabilities. Results suggest that the measure has high reliability and validity with this population and that the SCL-90-R effectively indexes mental health concerns. Significant differences were observed across symptom dimensions and global indices between community and clinical groups. Preliminary norms on the SCL-90-R for intellectually disabled people are provided. The data are discussed in terms of the potential for the SCL-90-R to be used as an outcome measure for intellectually disabled people with mental health problems regardless of the mode of intervention. Guidance is provided for applying the measure with intellectually disabled individuals.
45 citations
TL;DR: In this paper, the authors examined the link between a self-report Anger Inventory (Benson & Ivins, 1992) and incidents of challenging behaviour by people with intellectual disabilities.
Abstract: This paper examines the link between a self-report Anger Inventory (Benson & Ivins, 1992) and incidents of challenging behaviour by people with intellectual disabilities. Records of challenging behaviour were kept by significant others while the people with intellectual disabilities themselves were asked to complete the Anger Inventory on a number of different occasions. The inventory was used to evaluate and follow up the impact of an anger management group, and in some cases other associated interventions. Data are presented on five individuals for time periods of between two and three years. Visual inspection of the data suggests a degree of correspondence between the levels of challenging behaviour reported by staff and scores reported on the Anger Inventory by participants and this relationship is confirmed statistically. The implications of these results are discussed.
37 citations
TL;DR: Objective data on the quality of 15 residential homes and 17 day centres collected as part of a Social Services Inspecorate inspection of services for adults with learning disabilities in England demonstrated that the frequency of community integration, the extent of autonomy and the level of activity were associated with resident ability.
Abstract: Objective data on the quality of 15 residential homes and 17 day centres were collected as part of a Social Services Inspecorate inspection of services for adults with learning disabilities in eight local authorities in England. A sample of 56 residents was drawn from the former and information collected on their behavioural characteristics, social and community integration, autonomy, receipt of attention and assistance from staff, and participation in activity. The activity timetables of the latter were analysed to determine their emphases. Representative group activities taking place within the centres were observed and user:staff ratios, user receipt of attention from staff and user engagement in activity recorded. Findings from the residential settings demonstrated that the frequency of community integration, the extent of autonomy and the level of activity were associated with resident ability. However, there was a lack of association between staff:resident interaction and resident needs for support. Given the ranges on the quality of life indicators investigated, people with more severe disabilities were found to lead segregated and under occupied existences. These findings add weight to the need to be more precise about the determinants of quality and, in particular, the role and performance of staff. A cluster analysis of day centres based on their activity distributions produced two clusters in common with an earlier Welsh survey; centres with an emphasis on ‘recreation and personal development’ or ‘recreation’. The English sample, however, had a lesser emphasis on both contract work and open employment and contained centres which had a greater representation of personal development and education. Developing consensus on the functions and goals of day services is required if day service reform is to lead to the most effective organisational and operational arrangements.
36 citations
TL;DR: A survey of 512 staff working in UK services for people with intellectual disabilities was conducted, and almost one-third of staff reported high levels of distress indicative of mental health problems, a proportion similar to that found in previous UK research but a higher proportion than NHS staff, employed adults or adults generally.
Abstract: A survey of 512 staff working in UK services for people with intellectual disabilities was conducted. Descriptive findings regarding staff characteristics, working conditions and a range of staff outcomes are reported. The majority of staff were in their thirties, female, and married or living as married, and almost half of staff had dependants. Almost all the staff in this survey were white. On average, staff had spent approximately eight and a half years working in services for people with intellectual disabilities, and approximately three and a half years working in their current work location. Approximately one-sixth of staff were working on a fixed-term contract. Almost two-thirds of staff were contracted to work full-time, although nearly two-fifths of staff reported working longer than their contracted hours.
Regarding staff outcomes, almost one-third of staff reported high levels of distress indicative of mental health problems, a proportion similar to that found in previous UK research but a higher proportion than NHS staff, employed adults or adults generally. This higher distress was reflected in poorer self-reported health, greater self-reported stress or pressure, and greater cigarette consumption compared to English adults generally. Just over half the staff had taken sick leave in the past six months, and approximately one-eighth of staff had applied for another job in the past three months. The implications for services of the findings are briefly discussed.
30 citations
TL;DR: Three major issues arising from Cummins' (1997) review of quality of life (QOL) assessment for persons with intellectual disability are identified.
Abstract: Three major issues arising from Cummins' (1997) review of quality of life (QOL) assessment for persons with intellectual disability are identified. First, Cummins' analysis of pre-existing measures relevant to the analysis of QOL is argued to be inadequate. Second, the relationship between 'objective' and 'subjective' measures of life experience is proposed to be more complex than that implied by the earlier review. Third, discussion of the appropriate role and status of attempts to measure QOL indicates such measurement may be more empowering of service providers than service users.
23 citations
TL;DR: In this article, a comparison task of a similar nature but not involving emotion recognition was also used, where participants were matched on their British Picture Vocabulary Scale (BPVS) scores and randomly assigned to experimental or control groups.
Abstract: People with intellectual disabilities have long been associated with having a poor recognition of emotion from facial and other cues. It has been suggested that intervention by social skills training may improve their abilities (McAlpine et al., 1991). This proposition is investigated here. Participants were shown video clips depicting five common emotional states and their ability to label each was recorded. A comparison task of a similar nature but not involving emotion recognition was also used. Participants were matched on their British Picture Vocabulary Scale (BPVS) scores and randomly assigned to experimental or control groups. The experimental group received two training sessions using similar video clips. Finally both groups were re-tested on the original clips. Using a two-way, between-subjects analysis of covariance, a significant improvement with training was found for the emotion-recognition task (F (1,5) = 0.79, p 0.05). A significant correlation (r = 0.755) was noted between the BPVS scores and subjects' pre-intervention scores on the emotion-recognition task.
22 citations
TL;DR: In this paper, the authors investigated the effects of structured music workshops for individuals with intellectual disabilities and found significant improvements in musical ability, communication and self-perception of musical ability.
Abstract: The utility of music as a therapeutic intervention for individuals with intellectual disabilities has been widely discussed (Aldridge, 1993; Schalkwijk, 1995; Wigram, 1995). However, although an extensive literature exists which advocates music as a therapeutic intervention for a wide variety of populations, there is a need for empirical evaluation (Maranto, 1991; Radhakishnan, 1991; Purdie, 1997). This paper presents a study investigating the effects of structured music workshops for individuals with intellectual disabilities. A random sample of 60 individuals voluntarily participated in this research. All participants were assessed using a variety of previously validated techniques and techniques designed and validated for use in this study. An experimental group (N = 19) participated in a ten-week music programme. In comparison with a non-intervention control group (N = 16) and an intervention control group (N = 24), results indicated significant improvements in musical ability, communication and self-perception of musical ability for participants in the experimental group. A longitudinal investigation (N = 12) indicated that the developments made by the experimental group remained six months following the intervention. It is suggested that musical activities may provide an environment that facilitates skill development for individuals with intellectual disabilities. Directions for future research and limitations of the study are also considered.
TL;DR: In this article, the stages in development of an assessment of the adaptive behaviour skills of children in Bangladesh are described, based on an ecological analysis of behaviours expected of children aged between two and nine years of age, living in both urban and rural settings.
Abstract: The paper describes the stages in development of an assessment of the adaptive behaviour skills of children in Bangladesh. Item selection and reduction are described, based on an ecological analysis of behaviours expected of children aged between two and nine years of age, living in both urban and rural settings. The IBAS has four major subscales: motor skills, socialisation, communication and daily living skills. Norms have been constructed based on testing a nationally representative sample of 1404 children. Content, construct and discriminant validity are established, and the reliability of the total scale and subscales is high, both between testers and over time. The IBAS can provide a baseline indication of level of skills in a child with intellectual disability, and aid in planning an appropriate curriculum-based programme in discussion with the child's family.
TL;DR: In this paper, 19 staff employed in small-scale residential and day services were video-recorded interacting in with a client whom they knew well in two different contexts; either social, consultative or task-related.
Abstract: Nineteen staff employed in small-scale residential and day services were video-recorded interacting in with a client whom they knew well in two different contexts; either social, consultative or task-related. Prior to each session, staff rated themselves and the clients on how likely they were to use a range of communication acts. These ratings were repeated after the session and the video-recordings were rated similarly by two speech and language therapists. Although staff were able to predict and adapt their communications across the three contexts, their perceptions of communication were dominated by the use or non-use of a 'teaching' strategy; that is one based around corrections, giving instructions and reinforcements, and the use of pointing and touch. Staff were less able to predict and assess the use of other verbal acts, such as commenting, and non-verbal signals such as facial expressions and gestures both by themselves and by the clients.
TL;DR: No significant relationships were found between total assaults and sickness levels, short- or long-term, in staff working in a specialist challenging behaviour unit.
Abstract: The present study examined relationships between assault levels and sickness levels in staff working in a specialist challenging behaviour unit. The staff group experienced an average of 279.7 total assaults and an average of 422.5 hours sickness occurred each month. No significant relationships were found between total assaults and sickness levels, short- or long-term. Implications of these findings are discussed in relation to the available literature. Methodological difficulties are also discussed.
TL;DR: In this paper, the relationship between user engagement, stereotypy and the nature of staff support received was investigated in a study with 40 people with severe intellectual disabilities and sensory impairments, and the results indicated that practical support was associated with an increased probability of engagement for 94% and decreased stereotypy for 98% of participants.
Abstract: Observational data on 40 people with severe intellectual disabilities and sensory impairments were analysed to determine the relationship between user engagement, stereotypy and the nature of staff support received. The results indicated that (1) practical support was associated with an increased probability of engagement for 94% and decreased stereotypy for 98% of participants; (2) other forms of contact were associated with a decreased probability of engagement for 77% and decreased stereotypy for 79% of participants; (3) episodes of no contact were associated with significantly elevated rates of stereotypy in all participants; (4) practical support was significantly more likely to be associated with an increase in the odds of engagement than either no contact or other forms of contact; (5) no contact was significantly more likely to be associated with an increase in the odds of stereotypy than either practical support or other forms of contact; (6) practical support appeared to have more impact on engagement in less institutionalised services, services which experienced lower rates of staff sickness, and in services which provided more regularly scheduled social activities.
TL;DR: Most adults with PWS had good self-care skills and good use of speech, most adults walked without problems but many needed help to dress, and adults had more problems with low mood.
Abstract: Development and behaviour was investigated in samples of 210 children and adults with Prader-Willi syndrome (PWS) using the Society for the Study of Behavioural Phenotypes Postal Questionnaire. There were few differences between males and females. Children and adults were compared. Most adults with PWS had good self-care skills and good use of speech. Most adults walked without problems but many needed help to dress. PWS adults had more problems than children with daytime sleepiness and other sleep problems, unusual routines and self-injury; and fewer problems with faddy eating, verbal abuse and stubbornness. Changeable mood was a problem for both adults and children, adults had more problems with low mood.
TL;DR: In this article, a first-order representation of false-belief task (Sally-Ann experiment) was used to assess the ability of adults with autism to correctly reason about another's mental state.
Abstract: Sixteen adults from a local day centre were assessed using a first-order representation of false-belief task (Sally-Ann experiment) for their ‘theory of mind’ abilities (the ability to correctly reason about another's mental state). It was found that only 12.5% of participants could perform this task correctly. The study then went on to establish whether this ability could be trained, retrained and/or transferred. The results showed a significant improvement in participants' performance through training, this improvement was maintained over time and participants appeared to transfer this ability to a similar task. It was concluded that this research puts further doubt on an absence/impaired theory of mind being unique to autism. Implications were discussed in terms of social interaction and people with intellectual disabilities.
TL;DR: Primary analyses of the national Surveys of Disability of Children and Adults by the Office of Population Censuses and Surveys found that people in households had high levels of disability and consequently problems with personal care and carers spent long hours caring and often reported adverse effects on their health.
Abstract: Government policy continues to emphasise the commissioning and needs-assessment role of health authorities, local authorities and - to a greater extent - general practitioners. To date, much available information for this purpose has been based on service utilisation data or from registers based on case finding from service contacts. As an alternative, we conducted secondary analyses of the national Surveys of Disability of Children and Adults by the Office of Population Censuses and Surveys. The prevalence of intellectual disability for people who had 'mental handicap' reported as an underlying health problem was 3.5 per 1000 in the overall population. Rates rose from 1.7 per 1000 among those aged 4 and under, reaching a peak of 63 per 1000 among 16-19 year olds and falling to 2.8 per 1000 among people aged 75 or more. Residence in a communal establishment increased markedly with age. People in households had high levels of disability and consequently problems with personal care. Furthermore, behaviour problems were commonplace. Consequently, carers spent long hours caring and often reported adverse effects on their health.
TL;DR: Three young children with developmental disabilities and severe communication impairments were taught to request more play using the behaviour chain interruption strategy (BCIS), demonstrating the effectiveness of BCIS in the context of play activities within early intervention programmes.
Abstract: Three young children with developmental disabilities and severe communication impairments were taught to request more play using the behaviour chain interruption strategy (BCIS). With this strategy, the child's ongoing play behaviour is blocked or interrupted to create the need for the child to request more. Instruction occurred in the midst of two play routines with probes conducted to assess generalisation to one other play routine and to the beginning of the activities. A multiple-baseline across subjects design demonstrated that the BCIS was effective in teaching two of the three children to request more. For these two children, generalisation to an untrained play activity was also noted. Only one of these children, however, also used the newly acquired request to initiate play. These results extend previous research on teaching communication skills to children with developmental disabilities and severe communication impairment by demonstrating the effectiveness of BCIS in the context of play activities within early intervention programmes. Student characteristics which may predict the effectiveness of the procedure are discussed.
TL;DR: This study compared mothers' perceptions of their child's development with the results of standardised tests in key domains and suggested that mothers recognised the existence of delayed development, but underestimated its severity.
Abstract: Current practice prescribes that parents play an integral part in the assessment and management of their preschool child with suspected developmental delay. Multidisciplinary assessment aims to enhance parents' understanding of the nature and extent of the delay with a view to promoting parent-professional agreement about interventions. Serious mismatches between parents and therapists in their judgements of developmental status are potentially important markers of families at risk of sub-optimal use of intervention services. This study compared mothers' perceptions of their child's development with the results of standardised tests in key domains. A 14 item questionnaire, constructed to measure mothers' perceptions of current and future development, was administered pre- and post-developmental assessment. Preliminary results suggest that mothers recognised the existence of delayed development, but underestimated its severity. Levels of congruence varied with domain. Predictions about future development revealed that most mothers interpreted the delay as temporary. Implications for clinical practice are discussed.
TL;DR: This paper examined the skills and understanding of 58 pupils with the presentation of a simple counting and error detection task, finding that almost half of the pupils could be described as acquiring the skills of counting and a further fifth were able to demonstrate understanding and use their knowledge to solve the error detection problem.
Abstract: Counting is an important everyday skill, especially where there is an underlying understanding which enables the skill to be used strategically. Early researchers have often been pessimistic about the attainments of children with severe learning difficulties (or severe intellectual disabilities), emphasising limitations in their understanding. This study set out to examine the skills and understanding of 58 pupils with the presentation of a simple counting and error detection task. Almost half of the pupils could be described as acquiring the skills of counting and a further fifth were able to demonstrate understanding and use their knowledge to solve the error detection task. Mental age proved to be the best predictor of performance tested, although a few pupils functioned at a level below the expected. An important area for further study is to investigate the learning opportunities provided to pupils and, in particular, what experiences facilitate insights into the counting task.
TL;DR: A study of staff knowledge and attitudes in relation to policies on HIV infection in organisations providing services to people with intellectual disabilities indicated that staff working in a direct-care capacity for the NHS held less positive attitudes towards clients with HIV infection.
Abstract: This paper reports on a study of staff knowledge and attitudes in relation to policies on HIV infection in organisations providing services to people with intellectual disabilities. Staff in three different service providers (NHS, Social Service and private and voluntary organisations) were sent the Staff Attitudes Towards Persons with Learning Disabilities and HIV Infection Scale (LDHIVS; Murray & Minnes, 1994a). The response rate was 54%, (N = 178): 46% of respondents did not know or were unsure of policies concerning clients with HIV infection; 69% of respondents reported that these policies either did not influence their behaviour or that they were unsure if they did. Results also indicated that staff working in a direct-care capacity for the NHS held less positive attitudes towards clients with HIV infection than NHS staff working in a management capacity. The results are discussed with reference to HIV prevention, health promotion and appropriate service support for people with intellectual disabilities.
TL;DR: It is concluded that there is no evidence of any ‘hidden’ population, and that the more arms-length relationship with services that a minority of the cohort has been able to negotiate is best seen as a continuation of a process of reclassification begun at school-leaving.
Abstract: Data from a follow-up study of a cohort of people with intellectual disabilities who entered adult services on school-leaving in the late 1960s (N=73) and are now in middle age is examined for evidence of unmet need. Forty-six of the 65 surviving members of the cohort were continuing to receive specialist services for people with intellectual disabilities. Three had moved out of the region and could not be traced. The rest had a somewhat more ambiguous and uncertain status, although only three were no longer known to social work or NHS agencies. Those no longer receiving specialist services were significantly more intellectually and socially able than those continuing in services. It is concluded that there is no evidence of any ‘hidden’ population, and that the more arms-length relationship with services that a minority of the cohort has been able to negotiate is best seen as a continuation of a process of reclassification begun at school-leaving, although the change in public identity involved in such cases is limited and equivocal. The possibility that a ‘hidden’ population is to be found among older cohorts is considered, and the implications for services and research briefly discussed.
TL;DR: In this paper, survey methods were used to identify people with intellectual disabilities and challenging behaviour receiving day services in two English counties and the data suggested that there may have been a significant shortfall in the numbers served as compared to the numbers in need.
Abstract: Survey methods were used to identify people with intellectual disabilities and challenging behaviour receiving day services in two English counties. The data suggested that there may have been a significant shortfall in the numbers served as compared to the numbers in need. The majority of users were supported within large-scale services which provided a social care model of support. A sub-sample of 20 users was selected for more detailed study, and outcome data were reported in terms of engagement levels, rates of staff contact, and the nature of activities undertaken. There was scant evidence of any special planning around the behavioural needs of clients, and where plans did exist, they were predominantly reactive in nature.
TL;DR: In this article, a sample of 44 children and adults with Rubinstein-Taybi syndrome (RTS) using the Society for the Study of Behavioural Phenotypes Postal Questionnaire was investigated.
Abstract: Development and behaviour was investigated in a sample of 44 children and adults with Rubinstein—Taybi syndrome (RTS) using the Society for the Study of Behavioural Phenotypes Postal Questionnaire. There were few differences between males and females. Children and adults were compared. Most of the RTS adults communicated using speech but expressive speech was limited. Repetitive speech and repetitive movements, verbal abuse and over-friendliness with strangers were reported. Mood abnormalities and problems with self-injury were reported for about half the people surveyed. Toilet training appeared to take a long time, but the majority of adults surveyed were fully continent.
TL;DR: A supported employment service for adults with intellectual disabilities and challenging behaviour was evaluated and results showed increases in productivity level and/or decreases in the number of prompts used although there was no consistent pattern of change for challenging behaviours.
Abstract: A supported employment service for adults with intellectual disabilities and challenging behaviour was evaluated. Outcome measures of interest were related primarily to productivity although challenging behaviour/intervention use was also recorded. The results showed increases in productivity level and/or decreases in the number of prompts used although there was no consistent pattern of change for challenging behaviours. The implications of these findings are discussed.
TL;DR: Most behaviours showed clear improvements as a result of training, and staff's skills were maintained and generalised to other children at follow-up.
Abstract: As part of a special school training programme, 16 staff (eight teachers, eight non-teaching assistants) were given two behavioural training packages: EDY and ACT. Staff selected 16 children aged 4–19 with challenging behaviours for the training and results were compared 6 months after completion with other similar and different children for maintenance and generalisation of skills learnt. A crossover design was employed to test for differences in the order of presenting the two training packages. The staff's and children's behaviours were video-recorded and half of the staff were filmed prior to the start of training to control for effects of repeated filming and untrained improvement. Coded behaviours included rewards, recording and prompting by the teachers and correct and incorrect task responses by children. Most behaviours showed clear improvements as a result of training, and staff's skills were maintained and generalised to other children at follow-up. There were no major differences between the two packages and no effects of order of presentation. Teachers and non-teaching assistants benefited equally from training.
TL;DR: It is believed that psychostimulant prescription should be the sole responsibility of psychiatrists and many of the non-prescribers indicated a willingness to gain experience in using this form of treatment.
Abstract: Eighty-eight British senior learning disability psychiatrists replied to a postal questionnaire survey that enquired about their use and views concerning psychostimulant medication. A third of the respondents reported that they prescribed these agents albeit rather infrequently; however, there were wide variations concerning most aspects of their prescribing practices (annual new prescription frequency, scheduling, dosages, etc.). A majority did not know about the practices of peers in this respect but of those who expressed an opinion, most believed psychostimulant medication to be ‘generally under used’ currently in Britain within the speciality. Many of the non-prescribers indicated a willingness to gain experience in using this form of treatment. Most respondents believed that psychostimulant prescription should be the sole responsibility of psychiatrists.