Developing a child and adolescent mental health service for children with learning disabilities

Green, Kath; Williams, Chris; Wright, Barry; Partridge, Ian

doi:10.1192/pb.25.7.264

Cited by 7 publications

(8 citation statements)

References 3 publications

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“…The intellectual disability CAMHS described here exists within a generic CAMHS team. 19,32 This has the advantage of allowing easy networking, joint training, joint working and secondments. It also avoids unnecessary service access issues where different services may not have complimentary referral criteria, leading to service gaps; it therefore provides equity of access within local services, and integrates the team within discussions about new developments and commissioning.…”

Section: Discussionmentioning

confidence: 99%

“…18 This fits well with our experiences setting up a new service, where after 1 year we had 119 new referrals into the service and were able to discharge only 19 of them in that same period, because of the high levels of need. 19 …”

Section: Existing Mental Health Services For Children With Intellectumentioning

confidence: 99%

“…It describes what the service now provides. The process of setting up our team is described by Green and colleagues; 19 we focus on its growth, challenges and developments.…”

Section: Selby and York Servicementioning

confidence: 99%

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A child and adolescent mental health service for children with intellectual disabilities – 8 years on

Wright¹,

Williams²,

Sykes³

2010

Psychiatrist

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SummaryThis paper reports on the last 8 years in the development of a child mental health learning disability service. The growth, challenges and pitfalls faced by the service are charted here. The paper also shows how a service can cope with rising demand without the development of waiting lists and how a specialist service can be embedded within a generic child and adolescent mental health service (CAMHS) as a tier 3 team, thus creating synergies and commonalities of purpose, while avoiding service gaps that inevitably arise from separate services with specific referral criteria. This is a healthy service model that meets the needs of local children with moderate to severe intellectual disabilities and concomitant child mental health problems.

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Section: Discussionmentioning

confidence: 99%

Section: Existing Mental Health Services For Children With Intellectumentioning

confidence: 99%

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A child and adolescent mental health service for children with intellectual disabilities – 8 years on

Wright¹,

Williams²,

Sykes³

2010

Psychiatrist

Self Cite

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“…Earlier studies have found varied results. 18,31 In our study, the symptoms in most cases were noticed between 8-12 years of age, related to academic issues, and were referred by teachers or parents. This might be because of inclusion of the subject of SLD in the modified B. Ed (Bachelor of Education) curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…Poorer reading ability is earlier found associated with lower language and cognitive scores. 30,31 On analyzing referral pattern of the children, mean age was found to be 12.9 years, which appears quite late when onset of the disorder per se is viewed. Earlier studies have found varied results.…”

Section: Discussionmentioning

confidence: 99%

Specific learning disability: a 5 year study from India

Singh

Sawani²,

Deokate³

et al. 2017

Int J Contemp Pediatr

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Background: Specific learning disability (SLD) is an important cause of academic underachievement among children, which often goes unrecognized, due to lack of awareness and resources in the community. Not much identifiable data is available such children, more so in Indian context. The objectives of the study were to study the demographic profile, risk factors, co-morbidities and referral patterns in children with specific learning disability.Methods: The study has a descriptive design. Children diagnosed with SLD over a 5 years’ period were included, total being 2015. The data was collected using a semi-structured proforma, (based on the aspects covered during child’s comprehensive assessment at the time of visit), which included socio-demographic aspects, perinatal and childhood details, scholastic and referral details, and comorbid psychiatric disorders.Results: Majority of the children were from English medium schools, in 8-12 years’ age group, with a considerable delay in seeking medical help, were referred mostly by the teachers for academic issues. Most of them had all the three disabilities-dyslexia, dysgraphia and dyscalculia. 38.56% of children had ADHD. Psychological maternal stress, developmental issues and various co-morbidities were accompanying in many cases, of which speech delay and fine motor issues were more in children having comorbid ADHD.Conclusions: Awareness, early identification and referral to appropriate services is crucial to deal with the challenge of learning disability. Health professionals should look for early signs in routine visits of children and co-morbidities, particularly ADHD, should be adequately taken care of. Role of media and education system is crucial for its destigmatization in community.

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Mental health services and young people with intellectual disability: is it time to do better?

McCarthy

Boyd²

2002

J intellect Disabil Res

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Developing a child and adolescent mental health service for children with learning disabilities

Cited by 7 publications

References 3 publications

A child and adolescent mental health service for children with intellectual disabilities – 8 years on

A child and adolescent mental health service for children with intellectual disabilities – 8 years on

Specific learning disability: a 5 year study from India

Mental health services and young people with intellectual disability: is it time to do better?

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