Evaluation Of A Correlational Study Design Essay

Early beliefs suggest that the relationship was rare (Rutter and Hersov 1985). Warner et al (2014) emphasise that the most recent research shows otherwise and there is now a significant minority of patients with DS that make the diagnostic criteria for ASD. Moss et al (2013) state that these patients present with stereotypical behaviours which includes over activity, impulsivity and self-injurious behaviour. This could be a resulting factor as to why children and young people with learning disabilities (LD) have greater hospital admissions an greater lengths of hospital stay than children without LD (Oulton (2013). McDowell and Craven (2011) say that children with DS on average spend 2–3 times more time in hospital than those without Down’s syndrome.

I will now be explaining the five roles of research and giving an example for each one of the roles. The five roles of research include: research to inform policy or practice, research to extend knowledge and understanding, research to improve practice, research to aid reflection and allow progress to be monitored and finally research to examine topics of contemporary importance.

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher

The focus of this paper will discuss and define adults with DD (developmental disabilities) ages 18 and older. It will touch bases on how to provide appropriate and affective treatment when dealing with this specific population of individuals. Furthermore, it will discuss different approaches and interventions compared to the use of medication as a form of treatment.

A single-subject design of research was utilized. This research design is a prevailing and practical tool that is applicable for assessing interventions with the participant seeking specific habitual behavioral changes under a given set of circumstances (monitoring SSB intake). The design involves a AB structure, where “A” is the baseline (regular daily SSB consumption) phase and “B” refers to intervention phase (limiting SSB intake). Outcome was recorded during both phases, which made it easier to understand because it showed (intake) what happened on a day-to-day basis. Baseline data will be collected daily at the home (setting) of the participant for one week and entered into a questionnaire and chart at the end of the week. The following week the participant did the same thing, but only this time SSB intake was monitored daily to see if limits could be put on consumption, the behavior the participant wanted to change.

Research suggests that regardless of IQ, a majority of adults with ASD remain dependent upon their families or other services for support in adult life (Howlin, Goode, Hutton, and Rutter, 2004). In 2011, an estimated 71% of individuals with a developmental disability lived with a family caregiver (Braddock et al., 2013). Despite a this large percentage of individuals depending on their families for lifetime support, more than half (51%) have begun making plans for the long-term care of their son or daughter with a developmental disability in the event of a family crisis such as the failing health or death of a parent (Kaufman, Adams, & Campbell, 1991). Given the growing prevalence of ASD, the aging of adults with ASD, along with their continued reliance on caregiving support, it becomes important to not only identify the needs of this population but also how parental caregivers experience the task of permanency planning for their adult child with ASD. Permanency planning is the process of procuring long-term services for a person with a developmental

Impairment of this type of memory makes it difficult for individuals to store and retrieve recent information (CITE). Similarly, problems with concentration are seen in individuals with muscular dystrophy. In a study by …, it was found that 18% of parents with a child with Duchenne muscular dystrophy reported their child had concentration difficulties and that these negatively impacted their daily lives, leading to learning difficulties and behavioral problems in school (CITE). Difficulties in the areas of language, memory, and concentration result in larger consequences such as difficulty in initiating and completing tasks, as well as, accepting change (CITE). Also, impacting cognitive abilities are the common behavioral problems and disorders among individuals with Duchenne muscular dystrophy. The three most common behavioral disorders include Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and Obsessive Compulsive Disorder. The associated symptoms of these disorders, namely impulsivity, aggression, forgetfulness, and short attention span, also play a role in cognitive functioning and can be used to explain other cognitive problems (CITE).

People with ASD, more than other DD populations, exhibit an increased risk for developing or engaging in SIB (Minshawi et al., 2014). This may result from the vast array of challenges children with ASD face depending on severity of symptoms, early intervention, and personal and environmental risk factors. Predictors of SIB include: the diagnosis of intellectual disability (ID) and degree of intellectual impairment, impairment of adaptive function skills (communication deficits, social skill deficits, motor impairments, lack of self-care skills), sleep

In 2013 DSM-5 was published and the information within this publication has changed greatly in relation to possible ASD diagnoses. DSM-5 has removed the indicators of cognitive delay and language delay from diagnoses, and that they are in fact markers of intellectual impairment, which 40% of children with an ASD

Over the course of the entire study, of the 300 participants, 10 participants including their parents are expected to drop out. In compiling a profile of the participants and parents, I expect to observe a random distribution of gender, SES, IQ, race, and severity of ASD symptoms in the treatment and control groups. I hypothesize to see a positive statistically significant correlation found between the severity of ASD symptoms as also confirmed in the Mannion and Leader (2013) article.

Successful school-to-work (STW) transition for high school students is a primary focus of Career and Educational programs in secondary education. Contemporary conversations and legislative policy have produced a national consciousness with respect to the need for successful transition from STW for secondary students, commonly referred to as “college and career readiness.” While recent years have seen an influx of European and Asian research (England, The Netherlands, Germany, Finland and Taiwan) related to successful transition programs, national research has been scattered in its focus on barriers to successful transition as a systematic problem. Transition programs have been evaluated sparsely, and focus groups of minority, disabled and

The author of this assignment is currently a second year Trainee assistant practitioner (TAP) working in an Inpatient Assessment and Treatment (A&T) unit for adults with a learning disability and/or co-morbidity. In accordance with the skills for Health (2013) Code of professional conduct, confidentiality shall be maintained and the names and places will remain confidential and pseudonyms (*) will be used, for the purpose of this reflection the patient will be referred to simply as”Lizzie”.

Transition: First, let us discuss the danger of not including mental health in students’ education.

“in bivariate analyses, we identified six predictors of first onset of MDD in young adulthood:

In the title of the paper the priority references facts and challenges caused by countries. The recurrence of disasters Gunnar Kuepper relates with planet management.