Mental health needs and availability of mental health care for children and adolescents with intellectual disability in <scp>B</scp>erlin

Soltau, B.; Biedermann, Jürgen; Hennicke, Klaus; Fydrich, Thomas

doi:10.1111/jir.12185

Cited by 18 publications

(18 citation statements)

References 30 publications

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“…Five studies were from UK settings (Cormack et al, 2000;Emerson, 2003;Gobrial and Raghavan, 2012;Hassiotis and Turk, 2012;Reid et al, 2011), nine from European settings (Dekker et al, 2002a;Dworschak et al, 2016;Gillberg et al, 1986;Kaptein et al, 2008;Koskentausta et al, 2004;Rackauskaite et al, 2016;Soltau et al, 2015;Stromme and Diseth, 2000;Taanila et al, 2003) and five from other countries (Costenbader and Keller, 1990;Einfeld and Tonge, 1996;Emerson et al, 2010;Gothelf et al, 2008;Molteno et al, 2001). Eleven studies were based on parent-reported data (Cormack et al, 2000;Dekker et al, 2002a;Einfeld and Tonge, 1996;Emerson, 2003;Emerson et al, 2010;Hassiotis and Turk, 2012;Kaptein et al, 2008;Koskentausta et al, 2004;Molteno et al, 2001;Rackauskaite et al, 2016;Taanila et al, 2003), two on teacher-reported data (Dworschak et al, 2016;Soltau et al, 2015) and two studies provided both parent-and teacher-reported data (Costenbader and Keller, 1990;Gobrial and Raghavan, 2012). The DBC and CBCL were the two most commonly used symptom rating scales: six studies used the DBC (Cormack et al, 2000;Dworschak et al, 2016;…”

Section: Study Characteristicsmentioning

confidence: 99%

Prevalence estimates of mental health problems in children and adolescents with intellectual disability: A systematic review and meta-analysis

Buckley

Glasson

Chen

et al. 2020

Aust N Z J Psychiatry

113

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Background: Children and adolescents with intellectual disability are at risk of developing psychiatric symptoms and disorders; yet, the estimates reported in the literature have been inconsistent, presenting a potential barrier for service planning and delivery. Sources of variability could arise from differences in measurement instruments as well as subgroup membership by severity of intellectual disability, gender and age. This systematic review aimed to address these gaps. Method: MEDLINE and PsycINFO databases were searched from inception to 2018 and selected studies were reviewed. Studies were included if they reported point prevalence estimates of mental health symptomology or diagnoses in a general population of 6- to 21-year-old individuals with intellectual disability. The Joanna Briggs Institute Prevalence Critical Appraisal Checklist was applied to eligible papers to appraise their scientific strength. Pooled prevalence for mental health symptomology was determined using a random-effects meta-analysis. Results: A total of 19 studies were included, including 6151 children and adolescents. The pooled prevalence estimate captured by the Developmental Behaviour Checklist was 38% (95% confidence interval = [31, 46]), contrasting with 49% (95% confidence interval = [46, 51]) captured by the Child Behaviour Checklist; both rates were higher than a non-intellectual disability population. Severity of intellectual disability did not significantly influence the Developmental Behaviour Checklist risks. Insufficient data were available to conduct statistical analyses on the effects of age, gender and socioeconomic status. Of diagnosed psychiatric disorders, attention deficit/hyperactivity disorder (30%), conduct disorder (3–21%) and anxiety disorders (7–34%) were the most prevalent conditions. Conclusion: This review consists of the largest sample hitherto evaluated. In the intellectual disability population, mental health comorbidities could be better detected by a symptom phenotype than a psychiatric diagnostic phenotype. Crucially, future research needs to address the effect of measurement validity in the intellectual disability population. Estimated prevalence rates were high compared to the general population, indicating the importance of systematic screening, case detection and appropriate management.

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Section: Study Characteristicsmentioning

confidence: 99%

Prevalence estimates of mental health problems in children and adolescents with intellectual disability: A systematic review and meta-analysis

Buckley

Glasson

Chen

et al. 2020

Aust N Z J Psychiatry

113

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“…Un accord inter-juge de : k = 0,79 (Cohen, 1960) et un accord intra-juge de k = 0,86 (Cohen, 1960), ont été atteints sur 10 % du matériel. En ce qui a trait au choix des observables pour les élèves, la grille propose différents comportements externalisés, ce qui correspond aux comportements les plus rapportés par les enseignants dans la littérature (Harris, 1995;Klein-Tasman et Lee, 2017;Male, 2003;Soltau et al, 2015;Will et Wilson, 2014). Concernant le choix des observables pour les enseignants, la grille propose également des comportements décrits dans les recherches étudiant les comportements des professionnels face aux TC (Harris et al, 1996;Kiernan et Kiernan, 1994;Lambrechts et al, 2009;Lambrechts et al, 2010;Male, 2003 (Hill et al, 2012;Smit et al, 2017) et cette observation reste partielle (Mucchielli, 1996).…”

Section: Résultats Et Discussionunclassified

“…Avant de commencer à observer officiellement, une première phase descriptive (Strayer et Gauthier, 1982) est préconisée afin de décrire le comportement de participants observés de façon informelle. Pour cela, Strayer et Gauthier (1982) Forget, 1981;Forget et Otis, 1984;Harris, 1995;Harris, Cook et Upton, 1996;Kiernan et Kiernan, 1994 ;Klein-Tasman et Lee, 2017;Lambrechts et al, 2009;Lambrechts et al, 2010;Male, 2003;Poirier, 1996;Rivard, 2011;Soltau, Biedermann, Hennicke et Fydrich, 2015;Will et Wilson, 2014) et empirique (comportements observés et notés dans le journal de bord) a permis de décrire d'une part les comportements émis par des enseignants lorsqu'un enfant avec une DI manifeste des TC et d'autre part les TC des élèves. Ces comportements ont été classés en catégories et une première grille d'observation a été construite.…”

Section: Première éTape De La Recherche : La Phase Descriptiveunclassified

Développement d’une grille d’observation : considérations théoriques et méthodologiques

Guikas¹,

Morin

Bigras

2017

rfdi

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Nombre de recherches tentent de comprendre les phénomènes présents dans les relations entre individus. Que ce soit en utilisant des questionnaires, des entrevues ou des vignettes, il est difficile de mesurer ces phénomènes. L’observation systématique est une méthode possible qui permet de décrire une situation avec une certaine objectivité. Cet article fait état des considérations théoriques et méthodologiques entourant l’observation dans un contexte scolaire et présente les étapes de développement d’une grille d’observation mesurant les comportements des enseignants face aux troubles du comportement manifestés par des enfants présentant une déficience intellectuelle.

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“…The vulnerability of children and young people with ID is often aggravated by the high comorbidity with other emotional and behavioural problems (Munir, ; Oeseburg, Jansen, Dijkstra, Groothoff, & Reijneveld, ). It was observed that they are between two and three times more likely to have mental health problems (Brondsar et al, ), and that around 40% meet diagnostic criteria for a mental health disorder (Dekker & Koot, ; Emerson, ; Heneghan et al, ; Horwitz et al, ; Soltau, Biedermann, Hennicke, & Fydrich, ).…”

Section: Introductionmentioning

confidence: 99%

Children and young people with intellectual disability in residential childcare: Prevalence of mental health disorders and therapeutic interventions

et al. 2018

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Children with intellectual disability are more likely to suffer abuse and neglect. Therefore, they are over‐represented among children in childcare interventions, particularly in residential childcare. The main goal of this article was to explore the correlates of mental health diseases in a sample of 169 children (6–18 years old) in residential care with intellectual disability compared with a group of 625 children, also in residential care but without disability. Results show that the prevalence of intellectual disability in residential childcare in Spain is about 19%, which is significant due to their special needs. In addition to this disability, they have a higher frequency of clinical problems in the scales of withdrawal‐depression, thought problems, attention problems and, above all, social problems than do their peers in residential care. They are also referred more frequently to therapeutic services, in particular to psychiatric intervention and they receive more pharmacological treatments.

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Mental health needs and availability of mental health care for children and adolescents with intellectual disability in Berlin

Cited by 18 publications

References 30 publications

Prevalence estimates of mental health problems in children and adolescents with intellectual disability: A systematic review and meta-analysis

Prevalence estimates of mental health problems in children and adolescents with intellectual disability: A systematic review and meta-analysis

Développement d’une grille d’observation : considérations théoriques et méthodologiques

Children and young people with intellectual disability in residential childcare: Prevalence of mental health disorders and therapeutic interventions

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