A best practice in education and support services for independent living of intellectually disabled youth and adults in Mexico

Katz, Gregorio; Rangel-Eudave, Guillermina; Allen‐Leigh, Betania; Lazcano‐Ponce, Eduardo

doi:10.1590/s0036-36342008000800013

Cited by 8 publications

(6 citation statements)

References 49 publications

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“…First, we did not use intelligence tests to directly exclude patients with intellectual disabilities. Because individuals with intellectual disabilities may not progress further than their fourth year of elementary school, 68 we used the education level as an approximate measure of intelligence to exclude participants with a possible intellectual disability. The validation results were largely consistent with the main findings; however, the lack of a direct intelligence test is a limitation of this study and should be included in a future study.…”

Section: Limitations and Further Considerationsmentioning

confidence: 99%

Shared and Distinct Functional Architectures of Brain Networks Across Psychiatric Disorders

Xia

Womer

Chang

et al. 2018

Schizophrenia Bulletin

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Brain network alterations have increasingly been implicated in schizophrenia (SCZ), bipolar disorder (BD), and major depressive disorder (MDD). However, little is known about the similarities and differences in functional brain networks among patients with SCZ, BD, and MDD. A total of 512 participants (121 with SCZ, 100 with BD, 108 with MDD, and 183 healthy controls, matched for age and sex) completed resting-state functional magnetic resonance imaging at a single site. Four global measures (the clustering coefficient, the characteristic shortest path length, the normalized clustering coefficient, and the normalized characteristic path length) were computed at a voxel level to quantify segregated and integrated configurations. Inter-regional functional associations were examined based on the Euclidean distance between regions. Distance strength maps were used to localize regions with altered distances based on functional connectivity. Patient groups exhibited shifts in their network architectures toward randomized configurations, with SCZ>BD>MDD in the degree of randomization. Patient groups displayed significantly decreased short-range connectivity and increased medium-/long-range connectivity. Decreases in short-range connectivity were similar across the SZ, BD, and MDD groups and were primarily distributed in the primary sensory and association cortices and the thalamus. Increases in medium-/long-range connectivity were differentially localized within the prefrontal cortices among the patient groups. We highlight shared and distinct connectivity features in functional brain networks among patients with SCZ, BD, and MDD, which expands our understanding of the common and distinct pathophysiological mechanisms and provides crucial insights into neuroimaging-based methods for the early diagnosis of and interventions for psychiatric disorders.

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Section: Limitations and Further Considerationsmentioning

confidence: 99%

Shared and Distinct Functional Architectures of Brain Networks Across Psychiatric Disorders

Xia

Womer

Chang

et al. 2018

Schizophrenia Bulletin

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“…The training program aimed to promote integration and social inclusion of people with intellectual disability by facilitating independent living and promoting selfdetermination and autonomy. The study, however, did not include efficacy or effectiveness evaluations [26]. The other study is qualitative and focuses on the autonomy (including social, sexual, and economic) of people with intellectual disability and concludes that people with intellectual disability need a 'negotiated autonomy' whereby professionals teach the necessary skills that permit the people with intellectual disability to act upon their own interests [27].…”

Section: Mexicomentioning

confidence: 99%

Perspectives of intellectual disability in Latin American countries: epidemiology, policy, and services for children and adults

Mercadante

Evans‐Lacko

Paula

2009

Current Opinion in Psychiatry

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The main conclusion of this review is that a lack of scientific evidence makes it difficult to properly characterize the context of intellectual disability in Latin America. Insufficient data is also a barrier to policy and services development for governments in Latin America. Although recently there have been efforts to develop government programs to meet the needs of the intellectual disability population in Latin America, the effectiveness of these programs is questionable without proper evaluation. There is a need for studies that characterize the needs of people with intellectual disability specifically in Latin America, and future research in this area should emphasize how it can inform current and future policies and services for people with intellectual disability.

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“…Incidence in Mexico is estimated to be 1 in 650 newborns, and according to a non‐official estimate, 250 000 Mexicans have DS (Garduño, Giammatteo, Kofman & Cervantes, ). Still, many children with DS do not attend school, and their main opportunity for academic instruction is through nongovernmental organizations (Katz, Rangel, Allen & Lazcano, ), although mainstream or special education schools (van Wouwe, van Gameren, Verkerk, van Dommelen & Fekkes, ) and home bound education (Ricci, ) also provide important opportunities, which vary among countries. The use of emerging technologies to support teachers, therapists and parents could be a valuable option in the difficult task of equipping children with DS to lead independent adult lives.…”

Section: Introductionmentioning

confidence: 99%

A pilot study of the use of emerging computer technologies to improve the effectiveness of reading and writing therapies in children with Down syndrome

Felix¹,

Mena²,

Ostos³

et al. 2016

Brit J Educational Tech

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Despite the potential benefits that computer approaches could provide for children with cognitive disabilities, research and implementation of emerging approaches to learning supported by computing technology has not received adequate attention. We conducted a pilot study to assess the effectiveness of a computer‐assisted learning tool, named “HATLE,” for children with Down syndrome. The tool helps to improve reading and writing abilities in Spanish, through mobile computing, multimedia design, and computer speech‐recognition techniques. An experimental design with nonequivalent groups was used to assess the effectiveness of HATLE. The treatment group was taught using HATLE; the control group received typical instructions with the same material. Individual literacy achievement was assessed for both groups, before and after therapy sessions. The dependent variables in all analyses were posttest scores, adjusted via Analysis of Covariance (ANCOVA) for pretest variance. Differences between treatment and control groups were statistically significant in favor of the HATLE group on measures of Single‐Word Reading (p = 0.048) and Handwriting‐Form (p = 0.046) with large effect sizes (d > 0.8). Results indicate that HATLE might be effective in supporting computer‐aided learning for children with intellectual disabilities. The results are discussed in terms of limitations and implications.

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A best practice in education and support services for independent living of intellectually disabled youth and adults in Mexico

Cited by 8 publications

References 49 publications

Shared and Distinct Functional Architectures of Brain Networks Across Psychiatric Disorders

Shared and Distinct Functional Architectures of Brain Networks Across Psychiatric Disorders

Perspectives of intellectual disability in Latin American countries: epidemiology, policy, and services for children and adults

A pilot study of the use of emerging computer technologies to improve the effectiveness of reading and writing therapies in children with Down syndrome

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