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In late 1985, The President's Committee on Mental Retardation (PCMR) spon sored a National Strategy Conference on Mental Retardation and Mental Health in Washington, D.C. The purpose of this conference was to bring together our nation's leadership in the fields of mental retardation and mental health in order to delineate the state of the art relative to the diagnosis, care, and treatment of citizens with mental retardation/mental illness, as well as to chart a national course for the support and integration of citizens with these challenging needs into the confluence of family and community life. The President's Committee on Mental Retardation recognized that citizens with these needs constitute one of the most underserved and, at times, forgotten segments of the population. With this in mind, the PCMR called together govern mental, professional, and parental representatives from across the nation to define the nature and extent of the problem, programs, and services that promise hope for substantive improvement in the quality of life of citizens with mental retardation/mental illness.
Autism Spectrum Disorder is one of the most researched and popular topics in the fields of psychology, psychiatry, and special education. In the last 30 years the amount of new information on assessment and treatment has been astounding. The field has moved from a point where many considered the condition untreatable to the current position that it may be curable in some cases and that all persons with this condition can benefit from treatment. Intervening with school age children continues to be a major focus of assessment or intervention. However, expanding the ages of those receiving more attention from younger children to older adults, is becoming more prevalent. The consensus is that intensive treatment at the earliest recognized age is critical and that many adults evince symptoms of the disorder and warrant care.The field is full of many proposed treatments many of which offer promise but no data. Thus, a book on evidence-based assessments and interventions, across the life span should be of value in helping to sort out the more credible interventions as defined by the research and what methods have the best support. Given the popularity of the topic and the vst array of potential assessments and teratments available, this volume will be aimed at delineating what the researchers have shown has the best evidence to support particular methods.International Review of Research in Mental Retardation is now available online at ScienceDirect — full-text online of volumes 23 onwards. Elsevier book series on ScienceDirect gives multiple users throughout an institution simultaneous online access to an important compliment to primary research. Digital delivery ensures users reliable, 24-hour access to the latest peer-reviewed content. The Elsevier book series are compiled and written by the most highly regarded authors in their fields and are selected from across the globe using Elsevier's extensive researcher network. For more information about the Elsevier Book Series on ScienceDirect Program, please visit:http://www.info.sciencedirect.com/bookseries/
A survey of the instruments and methods that are available for assessment of psychopathology and behavior problems in persons with mental retardation. Instruments are described and evaluated from a methodological perspective.
Includes over 500 citations from the early 1970s through the 1980s. All publications that addressed mental retardation in conjunction with a behavioral, psychiatric, or emotional disorder were included. In addition, reports that described, or provided critiques of such instruments, for assessing psychopathology or behavioral disorders in mental retardation were also included. Emphasis is on the description, assessment, and epidemiology of psychiatric, behavior, or emotional problems in mentally retarded persons rather than on the treatment of such persons.
Ce document veut réunir les informations sur la recherche et la pratique dans le champs du diagnostic double ou la personne rencontre des difficultés comme la déficience intellectuelle et des problèmes psychiatriques. Orienté vers une approche issue de la communauté et de la vie autonome, ce document analyse les éléments composants la distribution des services résidentiels, le développement de la personnalité, la compétence sociale, l'adaptation sociale et la vie autonome en générale dans la communauté
Children living in poverty are more likely to have mental health problems, and their conditions are more likely to be severe. Of the approximately 1.3 million children who were recipients of Supplemental Security Income (SSI) disability benefits in 2013, about 50% were disabled primarily due to a mental disorder. An increase in the number of children who are recipients of SSI benefits due to mental disorders has been observed through several decades of the program beginning in 1985 and continuing through 2010. Nevertheless, less than 1% of children in the United States are recipients of SSI disability benefits for a mental disorder. At the request of the Social Security Administration, Mental Disorders and Disability Among Low-Income Children compares national trends in the number of children with mental disorders with the trends in the number of children receiving benefits from the SSI program, and describes the possible factors that may contribute to any differences between the two groups. This report provides an overview of the current status of the diagnosis and treatment of mental disorders, and the levels of impairment in the U.S. population under age 18. The report focuses on 6 mental disorders, chosen due to their prevalence and the severity of disability attributed to those disorders within the SSI disability program: attention-deficit/hyperactivity disorder, oppositional defiant disorder/conduct disorder, autism spectrum disorder, intellectual disability, learning disabilities, and mood disorders. While this report is not a comprehensive discussion of these disorders, Mental Disorders and Disability Among Low-Income Children provides the best currently available information regarding demographics, diagnosis, treatment, and expectations for the disorder time course - both the natural course and under treatment.
A practical guide to adaptive behaviors across a range of neurodevelopmental disorders Adaptive behavior assessment measures independent living skills, including communication, social skills, personal care, and practical work skills. For individuals with intellectual disabilities, evaluation of these skills is a critical tool for measuring eligibility and can identify specific skills that must be learned before effective educational interventions can be implemented. Essentials of Adaptive Behavior Assessment of Neurodevelopmental Disorders describes the role of adaptive behavior in assessment and treatment, and provides clear guidance for measurement. Case samples provide real-world illustration of behaviors and assessment, and systematic comparison of various measures are presented and explained to better inform planning. Individual chapters outline specific adaptive behaviors across a range of neurodevelopmental disorders, giving clinicians, practitioners, students, and researchers a better understanding of diagnostic differentials and how to place independent skill programming in treatment and intervention. Plan intervention and treatment based on accessible measurement guidelines across a range of disorders Gain a deeper understanding of adaptive functioning specific to ADHD, autism spectrum disorders, disruptive behavior disorders, and genetic disorders Compare and contrast current measures to evaluate their strengths, weaknesses, and areas of overlap Quickly locate essential information with Rapid Reference and Caution boxes For individuals with neurodevelopmental disorders, adaptive behaviors are the keys to independence; without them, these individuals will perpetually struggle with achieving optimum independence without the basic skills needed to function at home, in school, and in the community. Assessment allows these skills to be factored in to treatment and intervention planning, and can help improve the outcomes of other intervention methods. Essentials of Adaptive Behavior Assessment of Neurodevelopmental Disorders clarifies the assessment of these important behaviors, helping clinicians make more informed decisions around diagnosis, education, and treatment planning.
It is well known that behavior problems are a salient characteristic of children and adults with mental retardation. That is not to say that all persons with mental retardation experience behavior disorders; how ever, most studies indicate that the incidence of emotional disturbance in this population is four to six times greater than that observed in similar intellectually nonhandicapped children and adults. It is equally well known that the principal form of treatment accorded clients with mental retardation and behavior disorders is pharmacotherapy or the prescrip tion of behavior modifying drugs. Recent studies show that 6 out of every 10 individuals with mental retardation have been prescribed drugs as treatment for disorders of emotion or behavior. Unfortunately, further studies indicate that only one or 2 out of every 10 clients receiving medication are determined to be "responders," such that some thera peutic benefit is derived from their drug treatment. As noted by the title, the single major thrust of this volume is to review approaches to the treatment of behavior disorders in persons with mental retardation from a nondrug perspective. This requires the presentation of a wide range of material on treatment: basic behavior modification programming, cognitive-behavioral strategies, habilitative approaches, counseling and psychotherapy, designing therapeutic living environments, managing medical factors bearing relevance to emotional illness, intervening with families, training special education teachers and direct care staff, and supplying information on the client's rights to obtain treatment in the least restrictive and least intrusive manner.