Assessing the needs of people with learning disabilities and mental illness: development of the Learning Disability version of the Cardinal Needs Schedule.

School of Health Studies, University of Bradford, UK.
Journal of Intellectual Disability Research (Impact Factor: 2.41). 02/2004; 48(1):25-36. DOI: 10.1111/j.1365-2788.2004.00587.x
Source: PubMed

ABSTRACT People with learning disability (LD) experience a range of mental health problems. They are a complex population, whose needs are not well understood. This study focuses on the development of a systematic process of needs assessment for this population.
The Cardinal Needs Schedule used in general psychiatry was adapted for people with learning disabilities (LD). The Learning Disability version of the Cardinal Needs Schedule (LDCNS) was tested on a sample of 35 people with LD and mental illness for its inter-rater reliability.
The inter-rater reliability (Kappa) was calculated for 22 areas of functioning assessed by the LDCNS. Overall, there was very good agreement in seven areas, moderate agreement in six areas, fair agreement in three areas and poor agreement in one area. In four areas of functioning, Kappa could not be calculated. More needs were found in the social domain than in the clinical domain.
A systematic needs assessment schedule (LDCNS) was developed for people with LD and mental illness. The inter-rater reliability is generally acceptable, but requires further examination.


Available from: Raghu Raghavan, Apr 25, 2014
1 Follower
  • [Show abstract] [Hide abstract]
    ABSTRACT: Problem Statement: Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning problems that is not a problem with intelligence. The World Health Organisation defines learning disabilities as 'a state of arrested or incomplete development of mind'. Reading disorder is a learning disorder that involves significant impairment of reading accuracy, speed, or comprehension to the extent that the impairment interferes with academic achievement or activities of daily life. Purpose of Study: Treatment approaches of reading disability vary from visual stimulation to special diets to enhanced reading instruction. The research purpose is comparing the effectiveness of an Integration approach with Fernald multi-sensory method For decrease Reading disabilities in elementary male students. Research Methods: In a quasi-experimental study, 30 students were chosen among 139 reading disability students who came to a treatment on LD Clinic in Arak city. They were evaluated with Reading Level Test and Wechsler Intelligence Test for Children and then randomly appointed to two groups: Integrative Approach treatment and Fernald Multi-Sensory. All groups improved their reading skills. They were treated for 12 sessions, then, they were evaluated with RLT and WIT. The data were analyzed using ANCOVA test. Findings: Research results showed that the Integration approach was more effective from Fernald method for reducing Reading disabilities in reading, understanding, Phonemics, and correct reading areas. Conclusions: Considering the role of Integrative treatment in LD students, we recommend that, psychologists should integrate general categories of developmental, corrective, and remedial techniques as integrated approach for reading disability. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive - Counselling, Research & Conference Services C-crcs.
    Procedia - Social and Behavioral Sciences 12/2012; 69:1264-1269. DOI:10.1016/j.sbspro.2012.12.060
  • Source
    01/2006; Improving reading comprehension in students with special educational needs.., ISBN: 3-8322-5224-X
  • Source