567579 research-article2015

CCP0010.1177/1359104514567579Clinical Child Psychology and PsychiatryKok et al.

Review

The effectiveness of psychosocial interventions for children with a psychiatric disorder and mild intellectual disability to borderline intellectual functioning: A systematic literature review and meta-analysis

Clinical Child Psychology and Psychiatry 1­–16 © The Author(s) 2015 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1359104514567579 ccp.sagepub.com

Lidwien Kok1, Anne van der Waa1, Helen Klip2 and Wouter Staal2,3 1Department

of Mild Intellectual Disabilities, Karakter Child and Adolescent Psychiatry, The Netherlands Child and Adolescent Psychiatry University Centre, The Netherlands 3Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Centre, The Netherlands 2Karakter

Abstract Children with intellectual disability frequently have difficulties in adapting to their environment. The extent of the experienced problems does not only depend on cognitive functioning but is influenced by other factors, such as the presence of a psychiatric disorder or other brain disorders, or adverse environmental factors. Several epidemiological studies show that children with intellectual disabilities are at an increased risk to develop psychiatric disorders. This is also true for youth with a mild intellectual disability and even those with borderline intellectual functioning (mild to borderline intellectual disability (MBID)). Psychiatric disorders are often overlooked because behavioral problems are rather attributed to the intellectual disability. Consequently, effective psychiatric interventions, which are needed to improve the level of functioning, are not applied. This review aimed to systematically evaluate the currently available, qualitatively sound research concerning the effectiveness of psychosocial interventions, specifically directed at psychiatric disorders in children with MBID. Assessed for eligibility were 1409 unique reports, and the review ultimately included only 12 reports. Review of the results and meta-analyses showed that the majority of studies suffer from multiple limitations and that methodological variations between studies are extensive. This possibly reflects the high variance of factors that may be involved in MBID. It will be important in future research to address multi-causality. Keywords Mild intellectual disability, psychiatric disorder, psychosocial intervention, parent training, borderline intellectual functioning Corresponding author: Lidwien Kok, Department of Mild Intellectual Disabilities, Karakter Child and Youth Psychiatry, Utrechtseweg 320, 6862 BC Oosterbeek, The Netherlands. Email: [email protected]

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Clinical Child Psychology and Psychiatry 

Background According to the Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition (DSM-V) (American Psychiatric Association, 2013), an intellectual disability (ID) is a neurodevelopmental disorder that arises early during an individual’s development. It encompasses not only impairments in intellectual functioning but also adaptive deficits in conceptual, social, or practical domains. Deficits in intellectual functions, such as reasoning, problem-solving, planning, abstract thinking, judging, academic learning and learning by experience, and practical understanding, have to be confirmed by clinical assessment and by individualized, standardized intelligence testing. The score on the intelligence tests is generally approximately 2 standard deviations (SDs) below the population mean, that is,

The effectiveness of psychosocial interventions for children with a psychiatric disorder and mild intellectual disability to borderline intellectual functioning: A systematic literature review and meta-analysis.

Children with intellectual disability frequently have difficulties in adapting to their environment. The extent of the experienced problems does not o...
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