The present scoping review of the literature was conducted to analyze all studies of assessment and treatment approaches for individuals diagnosed with obsessive compulsive disorder (OCD) and intellectual disabilities (ID). Search terms were used to identify articles published in behavioral journals. The criteria for the articles reviewed included articles that were peer-reviewed and empirical articles. Online search engines used contained information from the Journal of Applied Behavior Analysis, Journal of Experimental Analysis, The Psychological Record, Behavior Analysis in Practice, The Analysis of Verbal Behavior, and The Behavior Analysis. Key words used in the procedural method of searching for information included obsessive compulsive disorder, OCD, obsessions, compulsions, obsessive hand washing, ordering, checking, praying, counting, repetition, delusional beliefs, grandiose thoughts, controlled thoughts, hoarding, anxiety, panic, fears, germs, look feel sound just right, contamination, and excessive worries. The findings included total of 13,785 articles. After screening for duplication and relevant citations, 13 scoping reviews were identified as meeting eligibility criteria. The present paper reviewed what articles were available with respect to assessments and treatments among individuals with obsessive compulsive disorders and individuals with intellectual disabilities. The result of this study was that one article was found meeting the criteria of assessments and treatments among individuals with obsessive compulsive disorder and intellectual disabilities. The indication, as a result of this study, is that the current literature for assessments and treatments of the symptoms of obsessive compulsive disorders and intellectual disabilities is lacking, and future research is indicated.

M.Ed. (Curriculum Studies) / A child born with myelomeningocele was observed, as well as the parents. The parents were admired for their dedication in caring for this child. Their sustained efforts to make life easier for the handicapped child were observed. It seemed if they were doing a marvellous job. The following words of Mary Sharidan struck the researcher: "It is no exaggeration to 'say that in the background of every individual handicapped child there is always a handicapped family." These words instigated the empiric research undertaken to establish what is the factual situation in respect of the education of a family with a child born with myelomeningocele. In the first chapter the emphasis is on the problems parents with handicapped children have to encounter and cope with, for example the degree of the handicap, the expectations of the parents, the influence of the child on the other children, overprotection and common practical problems. The second chapter deals with the handicap myelomeningocele, an explanation of the term myelomeningocele, incidence of the handicap, corrective surgery applied and the physical handicaps arising from this congenital handicap. The physical handicaps can be bone-deformities, paralysis of the lower , extremities, loss of sensation, incontinence of bowl and bladder and hydrocephalus. In the third chapter an attempt was made to define a family, to point out that the family is a source of relations, the first life situation, a primary and educational milieu and the family milieu is an answer to experiences. Education and the aims of education were briefly discussed. In the second part of the third chapter the emphasis is on education as encountered in a normal family. The pedagogic werelation is the main theme. Its success depends on the availability of the parents and a home, the importance of conversation among members of the family, the use of leisure time, acceptance of the child by the parents, the future of the child, mutual dependence and sympathetic authority guidance. To establish how education takes place in a family with a child with myelomeningocele a questionnaire was compiled. The parents of 40 children born with myelomeningocele were interviewed. The questions covered all aspects of family education as well as the physical care of the child. The information gathered was interpreted in connection with 45 hypotheses put by the researcher. Finally the following difficulties in the education of a family with a child with myelomeningocele were identified: the child is not always available because of hospitalisation or the fact that many of the children are resident pupils; family planning suffers as a result of the handicapped child; it is difficult for the parents to join clubs or associations for sport or recreation; the parents are in need of information re their handicapped child; the future of the children is a source of concern; incorporation of the children in a suitable cultural group creates problems, as well as their total dependence on their mothers. Recommendations proposed: only the best schools and creches should be available, initial guidance to the parents should be encouraged and better arranged, aims of education for these children should be re-evaluated, the child must be guided to accept himself, obesity should be investigated and techniques should be developed to prevent the incidence of myelomeningocele.

No description available.

People with disabilities have been marginalized and excluded from the mainstream of life, including leisure contexts (Datillo, 2002, Lord & Hutchinson, 1979, Schleien et al ., 1997). As a result, this causes major barriers to social inclusion (Bedini, 2000 ; Devine & Datillo, 2001; Devine, 2004). While inclusion may be appealing on theoretical and policy levels, it remains a confusing, complicated, and fragmented term (Shakir, 2005). The purpose of this study was to conduct a case study of an adventure therapy organization that delivers outdoor programs for people with disabilities . I specifically focused on an adaptive kayaking program offered to people with disabilities and interviewed or conducted focus groups with clients, staff, and volunteers (n=30) . I examined how they view the meanings and experiences of inclusion as well as the inclusion strategies employed by the organization. I also examined what contributes to the constraints to inclusion and ideas for improvement. The interviews were augmented by document analysis and participant observations. The meanings of inclusion that were voiced included : the integration of people with and without disabilities, treating people uniquely, participating in activities that able bodied people do, being with others like me, and inclusion is mutually understood. The clients' experiences with inclusion encompassed: enjoying friendships with others, experiencing barriers, benefiting from participating in the outdoors, and challenging oneself. The constraints that were evident were feeling belittled when receiving help, dealing with the limitations of disability, not including clients in decision making , over protectiveness from family, and liability in the outdoors. The strategies identified as fostering inclusion included: using the outdoors, the use of adaptations, encouraging clients to take responsibility, and convenient facilities. Promoting the adventure therapy program better, create additional choices for clients, and increasing opportunities for them to take responsibilities were identified as desired improvements. Exploring the various understandings of inclusion through the voices of people with disabilities within a recreation program is rare and contributes to the literature by identifying what the term means to them and how it can be implemented to increase the benefits derived. The implications of the findings and recommendations for future research are provided. / Education, Faculty of / Kinesiology, School of / Graduate

This study was concerned with the recording of observations of preschool activities of young handicapped children. Statement of problem: Is it possible to develop a useful, concise and comprehensive recording instrument that can be used in making observations of the growth and development of young children in preschool settings at special education centres? A record form was developed with a five point rating scale for a checklist of twenty-one items with some anecdotal information. This recording instrument was used by teachers in four preschool special education settings to assess the growth and development of the young child over a period of time. The material was evaluated in terms of: a) Adequacy for description of the child and his development. b) Adequacy for evaluation of and planning for the programme. c) Opinions of preschool teachers and other professional people. d) Quantitative information provided by the records were studied by means of profiles. The results showed that the time limitations imposed on most teachers of young handicapped children would make it impossible for them to complete the extensive records developed in earlier studies. A recording instrument with as few as twenty-one items could be used to provide an adequate description of a young handicapped child. Two consecutive periodic assessments showed development. Programme planning and evaluation was facilitated by using the record form to note areas of strength and weakness. Averages of group ratings showed characteristics of specific handicaps. Although a recording instrument developed in one centre may not be used adequately without adaptation in another centre, the kind of record used in this study would be useful. The record used in this study was divided into specific areas of developmental growth i.e. communication, social participation, imaginative and creative expression. Items significant to the specific handicaps could then be selected. The five point rating scale could be applied to all items. By utilizing basic elements such as these a useful, concise and comprehensive system of recording that contains a great deal of flexibility could be developed. The contribution made by the preschool in the field of special education cannot be measured and evaluated until those people working in this area realize the importance of recording their observations of the growth and development of the children with whom they work. / Education, Faculty of / Graduate

Because of the importance of medical and psychiatric information in diagnosis, there is a tendency to neglect or under-emphasize socio-economic information. This is partly an Issue of recording; but it may have vital bearing on rehabilitation, and perhaps on treatment, in the broadest sense of the term, related to prognosis and rehabilitation plans. This study undertakes an exploration of this area, for a sample group of male patients receiving residential treatment in an arthritis treatment centre (Canadian Arthritis and Rheumatism Society, Vancouver) from 1952-1955. The socio-economic factors examined were in three groups, (a) age (b) family and marital factors (c) employment and occupational status. The material used was obtained from medical and social service records of the agency. Statistical data were taken from admission forms and social service face sheets. Social service records provided the material concerning the attitudes and adjustments of the patients. Two broad categories of treatment goal used by the agency in planning treatment, (1) employ-ability, and (2) improved self-care were followed in the present study in assessing the patients’ adjustment following treatment. Judged from these results the team estimate of the rehabilitation potential of the patients was 72% accurate in spite of the many unknowns in the handling of rheumatoid arthritis. The duration of the illness before treatment, and the length of treatment, appeared less important in relation to degree of improvement than might have been expected. Chronological age is clearly important: there was marked difference in the response of the patients under 50 years of age, compared with the response of the older patients, whether the treatment goal was "employability” or "improved self-care”. The patient's general attitude toward employment seemed more influential than the type of work he was accustomed to do. The men whose inter-personal relationships were adjudged within normal range were best able to adjust to the trauma of illness, and to make best use of the rehabilitation service. The concept of team treatment is again demonstrated by this kind of study. The Social Worker as a member of the treatment team is shown to have responsibility in three areas: (a) direct treatment of the patients (b) inter-professional planning for the patients, and (c) the use of community resources. The study leads to some recommendations for the improvement of community and agency services, and suggests that study of social and economic needs of older men demands attention. / Arts, Faculty of / Social Work, School of / Graduate

This study reviews the federal-provincial program established in 1954 for the payment of allowances for "totally and permanently" disabled persons, with particular reference to the British Columbia situation. That government has a basic responsibility to provide income-maintenance measures for economically dependent persons is a well established fact. It should no longer be necessary to argue that government has this responsibility, but rather there is and should be, argument as to how this responsibility can be best fulfilled, keeping in mind both the interests of the dependent person and the community. Traditionally, dependency has been met by two methods of social security; social insurance and social assistance. The Canadian approach, similar to that of other nations, has been to use both methods. To date, there has not been implemented in Canada, a coherent and total plan for comprehensive social security, although there have been advances in the past twenty years. The Canadian approach so far has been a categorical one. A particular group of dependent persons is selected and a program is established to provide cash and other benefits. To assess the social welfare significance of disability allowances program this study begins with an examination of the aims of social security methods, the Canadian approach to social security provision, views expressed in Parliament on the Disabled Persons Act, as well as a discussion of the Act and its implications. A simple statistical analysis of the British Columbia caseload, and an interprovincial comparison, serve to point out the similarities and differences which exist in the program's administration in Canada. A final chapter makes a preliminary study of 49 cases of disabled persons who were referred for rehabilitation services. The study indicates that a program provides only for persons who can meet a defined qualification of "totally and permanently" disabled, leaves a large gap in the provision of services to the disabled, broadly concerned. There are large numbers of persons in Canada who are economically dependent but who cannot be considered "totally and permanently” disabled. They have no alternative but to apply for this allowance if they become unemployable through disability and have no other coverage. The concept of employability has received consideration in this study, because it is intimately involved in the creation of dependency. The present disability allowance program makes no mention of employability, either in the Act or in the Regulations, yet it is of vital importance, and must be taken into consideration. The traditional approach to social welfare services is to single out a particular group of dependent persons who lack one or more employability factors. An approach wherein the problem of employability could be more generically attacked would be in the best interests of both the dependent person and the community. / Arts, Faculty of / Social Work, School of / Graduate

Team members in medical rehabilitation centres are focusing more attention on devising new means for the establishment of a more precise evaluation of the patient's total functioning. The evaluation of the patient's social functioning is critical to team planning and treatment. It is also critical for the assessment of the success of the rehabilitation program. This experimental study was carried out under the joint auspices of the Vancouver branch of the Canadian Arthritis and Rheumatism Society and the School of Social Work at the University of British Columbia, in order to devise specific criteria for the assessment of the patient's social functioning. This in turn, would enable a more accurate assessment of the patient's total functioning. The study is limited to a small group of married female patients who received residential treatment at the Vancouver C.A.R.S. medical centre during the period between January 1962-May 1964. Role theory was used as the main frame of reference for this study and social functioning was equated to the sum total of roles performed. A three-point rating scale and scoring was created to represent the assessed performance of each role. An experimental approximation represented by a percentage figure was obtained of the subjects' social functioning levels at four specific points in time. Three sets of ratings were collected from (a) data found In the C.A.R.S. social service recordings, (b) data obtained from the subjects and (c) data collected by the writer from the subjects. The findings point out that although the research model demonstrated changes in levels of social functioning, these results were not conclusively established. The results were at best tentative, since the C.A.R.S. social service records could not meet the demands of the research instrument and the study involved only a small number of subjects. However, there was strong Indication that application of role theory to social functioning assessment formulations does provide a meaningful and systematic method for evaluating the patient's total functioning. In future sequential research, it has been recommended that social service records be utilized which employ role theory as the basis for social assessment formulations. Further, it has been suggested that one way to overcome the crudeness of the present research model, is to expand this study's three-point rating scale to a five-point rating scale, which would then reflect more accurately the patient’s social functioning. / Arts, Faculty of / Social Work, School of / Graduate

Early recognition of real or potential developmental impairments in infants is an important public health role. Community health nurses have initial access to the infant population by the mandated newborn visit and the necessary skills and tools to assess infants for developmental impairments. This experimental study was undertaken to determine the effectiveness of scheduled nursing assessments of growth, development, vision, hearing and nutrition from birth to nine months of age. A secondary purpose was to determine the predictive validity of currently used pregnancy and infant profiles for subsequent developmental impairment. The null hypotheses tested were: I. That the scheduled, community health nursing assessments between birth and nine months of age will not detect any developmental impairments which have not already been detected by existing health services. II. That there is no significant difference in the number of developmental impairments detected at nine months of age, between a group of infants screened by the proposed schedule of assessments and a group not so screened. III. That there is no significant difference in the number of children exhibiting developmental impairments by nine months of age, between a group of "at risk" and a group of not "at risk" infants, using the criteria from the Vancouver Health Department's Pregnancy Profile and Infant Profile At Risk Criteria. One hundred infants from one health unit area were studied, alternately assigned to an experimental and a control group. The experimental group received three visits in addition to the newborn visit, at 1 month, 3 months, and 6 months, for various combinations of five types of assessments. The control group received only the usual newborn visit, but no control was used to prevent access to any other health services during the study period. Pregnancy and infant profiles were completed for the subjects in both groups at the initial visit. 9 month assessments of growth, development, vision, hearing and nutrition were completed for both groups. The data were subjected to descriptive analysis and statistical analysis by Fisher's exact test of probability, using 2x2 contingency tables. The findings supported scheduled community health nursing assessments of infants from birth to nine months of age. The pregnancy and infant profiles were found to be sensitive but not specific tools for prediction of subsequent developmental impairment. The three null hypotheses were rejected. / Applied Science, Faculty of / Nursing, School of / Graduate

M.Phil. (Optometry) / The purpose of this study was to determine the prevalence of vision deficiencies in the children from the schools of the learning disabled compared to the children from the mainstream schools. One hundred and twelve (N = 112) children from the two learning disabled schools and eighty (N = 80) children from the mainstream school, in Johannesburg had their vision assessed. The evaluation of functional vision included visual acuity (Snellen Acuity), refractive status (Static Retinoscopy), ocular health status (Internal and External evaluations), accommodation (Monocular Estimate Method (MEM), ±2.00D Flippers, Donder's push up method), binocularity (Cover Test, Vergence Facility, Smooth Vergences, Near Point of Convergence (NPC) and ocular motilities (Direct Observation). The results of this study revealed a significant relationship of poor vergence facility (Cramer's V =0.369); lead of accommodation of the right (Cramer's V = 0.379) and left eye (Cramer's V= 0.386); poor amplitude of accommodation of the left eye (Cramer's V=0.316) and the mainstream group. A significant relationship was found between the learning disabled group and poor saccadic accuracy (Cramer's V=0.343) and a high lag of accommodation of the right (Cramer's V= 0.379) and the left eye (Cramer's V= 0.386). Both the learner groups in the current study present with different visual deficiencies, and thus comparisons in terms of prevalence is complicated. It will be erroneous to say one group presents with a high prevalence of visual deficiencies than the other nor to conclude that the prevalence of visual deficiencies is the same in both groups. The results of this study provide further support for full vision screenings (including visual integrity pathway, and visual efficiency skills) to be routinely done in both mainstream and schools for the learning disabled.