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Building Community Coalitions with People with Disabilities and Their Families: An Empowerment Approach
Published in Christopher B. Keys, Peter W. Dowrick, People with Disabilities, 2021
Christopher B. Keys, Alan R. Factor
In Riverbank local advocates with physical disabilities helped provide leadership and increased the voice and influence of people with disabilities. Two of the local advocates were distinctly talented, experienced individuals who readily assumed active roles on the coalition and provided models for involvement of persons with disabilities. Having two developmental disability agencies with a commitment to empowering persons with disabilities and their families helped establish a positive chemistry of collaboration. Agency and project staff acted on this intention to empower by providing support for inclusion for members with developmental disabilities including transportation, meeting preparation, and facilitation of meeting involvement. They encouraged all persons with disabilities and family members to become as fully involved as possible. The impact of these actions was that the two talented, experienced members with disabilities became central to this suburban coalition. Their active participation helped make full involvement of people with disabilities a coalition norm. For example, coalition members also became attuned to involving an individual who used a communication board to interact. In short, not all coalition members were initially aware of or committed to the empowerment of people with disabilities and their families. Yet enough leaders were so committed that they engaged both individuals with disabilities and family members in needs assessment.
Behavioral Genetics and Developmental Disabilities
Published in Merlin G. Butler, F. John Meaney, Genetics of Developmental Disabilities, 2019
Another important implication involves gene-environment (GE) processes. Because of the high heritability of developmental disabilities, it is likely that many “environmental” measures associated with developmental disability may be a substantial genetic component (see Ref. (25) for a more general discussion). In other words, because developmental disabilities possess a genetic component, the probability of experiencing environments associated with developmental disability may, in part, be a function of the genes associated with developmental disability.
Narcolepsy and psychosomatic illnesses
Published in S.R. Pandi-Perumal, Meera Narasimhan, Milton Kramer, Sleep and Psychosomatic Medicine, 2017
Goswami Meeta, Butto Kenneth, R. Pandi-Perumal Seithikurippu
What is a developmental disability? An advisory from the New York State Office of Mental Retardation and Developmental Disabilities states that under Section 1.03(22) of the New York State Mental Hygiene Law, which is the legal base for eligibility determination, a developmental disability is defined as a disability of a person that: Is attributable to mental retardation, cerebral palsy, epilepsy, neurological impairment, or autism;Is attributable to any other condition of a person found to be closely related to mental retardation because such condition results in similar impairment of general intellectual functioning or adaptive behavior to that of mentally retarded persons or requires treatment and services similar to those required for such persons; orIs attributable to dyslexia resulting from a disability described in (1) or (2); Originates before such person attains age twenty-two;Has continued or can be expected to continue indefinitely; andConstitutes a substantial handicap to such person’s ability to function normally in society.
Parent perspectives on augmentative and alternative communication in Sri Lanka
Published in Augmentative and Alternative Communication, 2022
Nimisha Muttiah, Ayendree Seneviratne, Kathryn D. R. Drager, Nina A. Panterliyon
This study sought parents with a child diagnosed with a developmental disability who (a) did not have functional speech to meet their daily communication needs, (b) was using unaided or aided AAC, and (c) had been using AAC for at least 3 months prior to the start of the study. Prospective participants were recruited via speech therapy providers, personal contacts, and parent groups. Interested participants were provided with information regarding the study. In total, 10 parents agreed to participate and provided written consent. All were from Colombo, the capital of Sri Lanka, and surrounding suburbs (population, 600,000+). Parents completed a demographic form that included information regarding themselves as well as their child’s diagnosis and age, education, and type and duration of AAC use (see Table 1). Of the 10 parents who participated, nine were female and one was male. Of the children in the participating families, nine were male and one was female, ranging in age between 2- and 10-years old. Five of the children had a diagnosis of autism spectrum disorder (ASD), three were diagnosed with cerebral palsy, and two had a speech delay. Six attended mainstream schools or preschools, three attended special schools, and one was not yet attending school.
Anticipatory, Relief-Oriented and Permissive Beliefs in Patients with Suicidal Behaviors: An Exploratory Case-Control Study
Published in Archives of Suicide Research, 2021
Jonathan Del-Monte, Perluigi Graziani
Two hundred eighty-one participants distributed in two groups have participated in the study, one hundred twenty patients with a history of suicide attempts and one hundred sixty-one healthy participants without suicide attempts. All participants were community-dwelling adults living in Marseille, Montpellier, Nîmes (France) and from local associative networks. Exclusion criteria for the controls were a positive history of suicide attempt, psychiatric disease or the presence of medication intake known to influence cognition. Controls meeting clinical criteria for a major depressive episode or anxiety disorder as confirmed using the mini-international neuropsychiatric interview (Sheehan et al., 1998) were also excluded. Patients with a history of suicide attempts followed the inclusion criteria: Diagnostic criteria of Bipolar and relates disorders a depressive disorder, according to DSM-V, with suicide attempts (older > 6 months, recent < 6 months and very recent < 6 days). Exclusion criteria for both groups were (a) known neurological disease, (b) developmental disability, or (c) substance abuse in the past month. The Ethics Committee of the University Hospital of Besançon approved the study (CPP Est-II, ICH-GCP, Besançon, France, ANSM 2012-A01511-42, 21/02/13).
Mental Health Care in Pediatric Rehabilitation Hospitals: A Biopsychosocial, Collaborative, and Agency-based Service Integration Approach
Published in Developmental Neurorehabilitation, 2020
Shannon E. Scratch, Sara A. Stevens, Gillian King, Heidi Schwellnus, Nancy Searl, Amy C. McPherson
The second document identified was from The Ontario Center of Excellence for Children and Youth Mental Health, who had commissioned an environmental scan of best practices in the assessment and treatment of pediatric dual diagnosis.3 The results suggested that, based on existing research, best practices in this area should involve: (1) multidisciplinary teams that work together in assessment, diagnosis and development of individualized treatment plans; (2) a high degree of cooperation and communication between agencies providing care; (3) assessment of patients that includes input from multiple sources such as parents, caregivers and teachers; (4) service components and treatment outcomes that are monitored and evaluated; and, (5) a complete physical assessment to rule out any physical causes, given the high frequency of physical conditions that present similarly to mental health disorders. Similar to the concepts identified by the Canadian Mental Health Strategy, this report also noted that treatment approaches for mental health disorders in individuals with concurrent developmental disorders should be similar to those without a developmental disability. Further, individualized modifications should be provided depending on the child’s needs, life circumstances, developmental level, and communication skills. Unfortunately, there was no clear guidance on how these recommendations can be implemented into clinical practice.