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People with intellectual disabilities (ID) face a high risk of experiencing adverse events including abuse, neglect, and serious medical issues. Access to effective interventions for people with moderate to severe ID is limited because of communication deficits that are characteristic of this population. Some of the negative effects of exposure to trauma for people with ID can include increases in problem behaviors. Behavior analysts have developed robust assessments and treatments to address these problem behaviors for people with ID; however, when these behaviors arise after a traumatic event, specialized assessments may be necessary to ensure effective treatment and decreased risk of re-traumatization. Specifically, if trauma-related stimuli (TRS) differentially affect preferences and functions of behavior, assessments of the effects of these stimuli may be critical to mitigate those effects. In my first experiment I found that TRS differentially affected behavior (including heartrate) during preferences assessments. In my second experiment I found that TRS differentially affected heartrate and the function of problem behavior for two of three participants. I discuss implications of these findings, including 1) that measuring some of the physiological effects of TRS using commercially available heart rate monitors could improve behavior analytic assessments for people with potential trauma histories; and 2) the presence of TRS can differentially affect the function of problem behavior in such a way that treatment plans developed and evaluated in either the presence or absence of TRS may be ineffective in the alternate setting.

by Priscilla Miu-kuen Poon. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (p. 176-193). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web.

A first-of-its-kind, proof-of-concept drug screen with implications for two unmet medical needs. / The actin-bundling protein fascin is a key mediator of tumor invasion and metastasis and its activity drives filopodia formation, cell-shape changes and cell migration. Small-molecule inhibitors of fascin block tumor metastasis in animal models. Conversely, fascin deficiency might underlie the pathogenesis of some developmental brain disorders. To identify fascin-pathway modulators we devised a cell-based assay for fascin function and used it in a bidirectional drug screen. The screen utilized cultured fascin-deficient mutant Drosophila neurons, whose neurite arbors manifest the 'filagree' phenotype. Taking a repurposing approach, we screened a library of 1040 known compounds, many of them FDA-approved drugs, for filagree modifiers. Based on scaffold distribution, molecular-fingerprint similarities, and chemical-space distribution, this library has high structural diversity, supporting its utility as a screening tool. We identified 34 fascin-pathway blockers (with potential anti-metastasis activity) and 48 fascin-pathway enhancers (with potential cognitive-enhancer activity). The structural diversity of the active compounds suggests multiple molecular targets. Comparisons of active and inactive compounds provided preliminary structure-activity relationship information. The screen also revealed diverse neurotoxic effects of other drugs, notably the 'beads-on-a-string' defect, which is induced solely by statins. Statin-induced neurotoxicity is enhanced by fascin deficiency. In summary, we provide evidence that primary neuron culture using a genetic model organism can be valuable for early-stage drug discovery and developmental neurotoxicity testing. Furthermore, we propose that, given an appropriate assay for target-pathway function, bidirectional screening for brain-development disorders and invasive cancers represents an efficient, multipurpose strategy for drug discovery.

The purpose of this study is to investigate six teachers' experience in the use of tablets in teaching for students with severe intellectual disability. With this purpose the following questions were asked; in which teaching situations do teachers for students with severe intellectual disability use tablets, for what purposes do teachers state that the tablet is used in teaching students with severe intellectual disability and what are the advantages and disadvantages for students with severe intellectual disability with using the tablet in education? To find this out the method of qualitative interviews was applied. The thesis is based on the research area "curriculum theory", here translated "theory of teaching". The study is based on Dillons model of what constructs a curriculum/teaching situations. Six teachers working with students with severe intellectual disability were interviewed. All the teachers had the experience of using the tablet in education. All the teachers felt that the tablet was a very motivating and multifunctional tool for teaching. It concluded that the tablet was used both as a tool for communication and an alternative/complement to the more traditional teaching materials that already exist within the foundation for students with severe intellectual disability.

The awareness that people with Down syndrome are at risk of dementia at a younger age, even in their forties or fifties, brings to the fore a group previously excluded from research. Literature documents the experiences of people with Down syndrome and, separately, that of people with dementia. This includes knowledge of individual experiences through self-advocacy, inclusion in service development, policy and research, and the drive for a more person-centred way of providing support. We do not have the same knowledge about the experience of individuals who have both Down syndrome and dementia. Research literature suggests that people with Down syndrome are already marginalised before a diagnosis of dementia, due to society’s interpretation of their intellectual disability. The first quantitative stage of this longitudinal, mixed method study demonstrates the awareness of carers and actions taken post-diagnosis, highlighting the social exclusion experienced by people with Down syndrome. The second more substantive, qualitative stage considers factors that impact on the experience of individuals with Down syndrome and dementia. My observation identifies factors that highlight the process of further social and cultural marginalisation after a diagnosis of dementia. Findings are initially based on a thematic analysis of my transcribed data to develop case studies, followed by cross case analysis. Emerging issues from both stages of the research suggest commonality of experience in relation to the lack of a shared diagnosis, lack of recognition of sense of Self or identity, failure to recognise the importance of adapting communication to enable social interaction, a readiness to define a person by their situation rather than as an individual, and my observations of the impact of staff. I suggest that care and support for people with Down syndrome and dementia is at a crossroads, with an absence of shared learning between intellectual disability services and dementia services. I demonstrate how far I have been able to synthesise my approach to methodology and methods of data collection to enable the inclusion of a group previously excluded from research, incorporating both verbal and non-verbal exchanges as dementia progressed. Despite individuals with Down syndrome and dementia not being visible in service development and policy, it has been evidenced that their participation in research is not only possible, it is essential, as this group continues to enjoy a longer life expectancy that brings with it an associated risk of dementia.

Side effects of seizure medications in individuals with intellectual disabilities (ID) may affect speech and language development for this population. Research information about these effects may be useful for speech-language pathologist practitioners, since they will most likely work in environments that involve assessing and treating individuals with ID. In this meta-analysis, a total of 19 articles were reviewed to examine the side effects of AEDs in individuals with ID and seizure disorders. Side effects from AEDs were found; however, research regarding how AEDs and seizure disorders affected speech and language development was not available. Based on the findings, participants on AEDs regimens experienced a variety of side effects that included behavioral side effects, adverse cognitive side effects, and non-behavioral side effects. However, information regarding AEDs side effects and speech and language development was nonexistent. Based on the findings, further research in this is much needed for practicing speech-language pathologists in this topic. / text

Post-secondary education is an aspiration for many students; however, students with intellectual disabilities are provided few opportunities to pursue this dream. Current practices in the Ontario system of education frequently segregate and exclude students with intellectual disabilities from participation in the educational opportunities that are provided to non-disabled students. These educational practices ultimately limit opportunities for students with intellectual disabilities, and as such, fail to provide sufficient credentials to these students so they can participate in post-secondary education or employment. In recent years, alternative routes through post-secondary education across Canada, and in Ontario, have been emerging for students with intellectual disabilities. Yet, these opportunities are not enshrined in government policies or post-secondary practice, and are only provided at the discretion of a handful of post-secondary institutions across Ontario. The purpose of this study is to provide an understanding of the inclusive post-secondary education experience from the perspectives of students who were participating in inclusive college programs in Ontario. Seven participants were recruited from two colleges in Ontario that provide an inclusive post-secondary experience for students with intellectual disabilities. Through a disability studies framework, a qualitative phenomenological methodology was employed in this study to empower the participants to share their stories and hear their voices. Three in-depth individual interviews using photo-elicitation were used to invite participants to offer a rich, detailed, first-person account of their experiences in inclusive post-secondary education. Each participant’s unique story of their college experience is highlighted as a Student Portrait. The main themes that emerged from the participants combined experiences were academic growth and development, interpersonal relationships and social networks, career development and employment potential, and self-determination. Findings from this study provide evidence of the positive outcomes of participation in post-secondary education for students with intellectual disabilities, including an anticipated positive impact that would extend well into the futures of each participant. This study highlights the need for post-secondary education reform to increase such opportunities for students with intellectual disabilities. / Thesis (Ph.D, Education) -- Queen's University, 2013-09-06 10:23:21.317