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Cover -- Guest editorial -- The clinical utility of social information processing theory in assessing and treating offenders with autism spectrum disorder -- Autism and offending behaviour:needs and services -- Systemizing and empathy in forensic ASD talk -- The prevalence of autistic spectrum conditions in a community offender sample -- Heterogeneity within autism spectrum disorder in forensic mental health: the introduction of typologies -- Autism, mental health and offending behaviour: a mother's quest for healthcare

BackgroundThe purpose of this study was to investigate the relationship between depression, hopelessness, problem‐solving ability and self‐harming behaviours amongst people with mild intellectual disabilities (IDs).MethodsThirty‐six people with mild IDs (77.9% women, Mage = 31.77, SD = 10.73, MIQ = 62.65, SD = 5.74) who had a history of self‐harm were recruited. Participants were asked to complete measures of depression, hopelessness and problem‐solving ability.ResultsCutting was most frequently observed, and depression was prevalent amongst the sample. There was a significant positive relationship between depression and hopelessness, while there was no significant relationship between self‐harm and depression or hopelessness. Problem‐solving ability explained 15% of the variance in self‐harm scores.ConclusionsProblem‐solving ability appears to be associated with self‐harming behaviours in people with mild IDs.

AbstractBackgroundTreatment for adults who set fires relies upon valid and reliable assessment. Research is needed to ensure self‐report measures are available for adults with neurodevelopmental disabilities and that they are robust.MethodQualitative and quantitative data from three rounds of a Delphi exercise with practitioners and a focus group discussion with adults with neurodevelopmental disabilities were used to generate consensus about the accessibility of item adaptations made to the Fire Interest Rating Scale, Fire Attitudes Scale, and the Identification with Fire Questionnaire.ResultsFindings suggested the accessibility of current measures could be improved to better meet the needs of adults with neurodevelopmental disabilities and adaptations to all questionnaire items were needed.ConclusionFollowing feedback, revisions to current measures were implemented leading to the development of the Adapted Firesetting Assessment Scale with improved accessibility for adults with neurodevelopmental disabilities.

Background We examined whether staff attributions, emotions and helping behaviours in reaction to 'real' incidents of challenging behaviour (CB) exhibited by children with intellectual disabilities were different from reactions to 'vignettes'. We also examined whether these reactions are congruent with that predicted by attribution theory.Methods Using a repeated measures design, 60 staff working with children who have severe intellectual disabilities completed measures of cognition, emotion and helping behaviour in reaction to a 'real' incident of CB, and then completed the same measures in reaction to reading a 'vignette', that was matched to the 'real' incident of CB. There was a 2‐week interval between the completion of measures in response to the 'real' incident of CB and the 'vignette'.Results Correlational support was found forWeiner's (1980)cognitive–emotional–action model of helping behaviour for measures completed in reaction to the 'real' incident of CB, regarding attributions of control only, but not for the 'vignette'. There were significant differences between the correlations detected using 'real' incidents of CB in comparison to 'vignettes'. Little evidence was found using both methods to supportWeiner's (1979)model of achievement motivation.Conclusions The results suggest that the relationships between constructs investigated using 'vignettes' is different from that detected when using 'real' incidents of CB, which has implications for psychological research that has used 'vignettes'.

AbstractBackgroundUsing inclusive research methods with people with intellectual disabilities is increasingly common. A recent consensus statement identified key elements when conducting and reporting inclusive research with people with intellectual disabilities. This review identifies the range of health and social care research topics using inclusive research methodologies, systematically appraises the involvement of researchers with intellectual disabilities, and identifies facilitators and barriers to inclusive research. Researchers' experiences of engaging with inclusive research are synthesised.MethodSeventeen empirical studies focused upon inclusive health and social care research were identified. The associated inclusive research methodologies employed, and the stages in which researchers with intellectual disabilities were involved, along with the experiences of researchers with and without intellectual disabilities were synthesised.ResultsPapers focused on a broad range of health and social care topics and largely employed qualitative or mixed‐methods designs. Researchers with intellectual disabilities were frequently involved with data collection, analysis and dissemination. Facilitators of inclusive research comprised sharing power, team working, having sufficient resources and making research methodologies accessible.ConclusionsResearchers with intellectual disabilities are involved in a wide range of methodologies and research tasks. How the added value of inclusive research is measured and its impact on outcomes, require consideration.

AbstractBackgroundThis trial aimed to measure the effects of extrinsic and intrinsic factors on users' comprehension of health information provided in adapted written "easy read" material.MethodSixty adults with intellectual disabilities undertook The Easy Read Task, randomly allocated with stratification by reading ability to one of four conditions (with and without simplified language/with and without mediation).ResultsNeither linguistic complexity of the text nor mediation independently or combined made a significant difference to the understanding of information. Post hoc testing revealed that the group who received simplified language with mediation performed significantly better than the group that had complex text with mediation. None of the other differences between the remaining groups were significant.ConclusionsConstructing meaning needs to extend beyond a consideration of form as found in "easy read" documents to recognize the role of individual capacity for language processing.

AbstractBackgroundThe cognitive and behavioural profile associated with autism spectrum disorders (ASD) includes difficulties with social interaction, communication and empathy. Each of these may present barriers to effective participation in sexual offending treatment, leading to poorer outcomes.MethodSemi‐structured interviews were conducted with 13 men with autism and an intellectual disability (including the borderline range) who had completed an adapted sex offender treatment programme. Grounded Theory was used to explore the men's experiences of treatment and perceptions of risk.ResultsThe men's perceptions of sexual risk were inextricably linked to constructs of identity and shaped their opinions of treatment effectiveness. Risk of reoffending was conveyed through narratives of changes in self and circumstances and included notions of blame and culpability.ConclusionsThe findings illustrated some clear benefits for men with ASD associated with attending adapted sex offender treatment programmes, including delivery of treatment within groups and opportunities for social development. The study supports the view that difficulties with empathy and cognitive flexibility complicates treatment for sexual offending.

BackgroundThe aims of the current study were to adapt a version of the MET for people with intellectual disabilities and assess its ecological and construct validity.Material and MethodsUsing a correlational design, 40 participants with intellectual disabilities were invited to complete a battery of neuropsychological assessments and the modified Multiple Errands Test for Intellectual Disabilities (mMET‐IDs).ResultsThe ability to successfully complete tasks on the mMET‐IDs correlated significantly with measures of the Supervisory Attentional System, namely, the Tower of London Test and the Six Parts Test. However, performance on the mMET‐IDs and the Six Parts Test could be accounted for by Verbal IQ and receptive vocabulary. The mMET‐IDs failed to correlate with the DEX‐IR.ConclusionsThe mMET‐IDs can be successfully used to assess some aspects of the Supervisory Attentional System in people with intellectual disabilities. Further development is needed, however, to improve the ecological validity of the mMET‐IDs.

BackgroundThis study investigated whether a personalized life story book and rummage box enhanced well‐being and led to changes in behaviour for people with Down syndrome (DS) who have dementia.Materials and MethodsA randomized single case series design was used with five participants who had DS and a diagnosis of dementia. Participants were invited to take part in three conditions at random (i) life story book, (ii) rummage box and (iii) no‐intervention condition.ResultsThe two reminiscence conditions were significantly associated with enhanced well‐being as compared to the no‐intervention condition. However, for one participant, the life story book was associated with significantly higher well‐being, while for another participant, the rummage box was associated with significantly higher well‐being, suggesting some participants may prefer one method over another.ConclusionsPersonalized life story books and rummage boxes are associated with higher levels of well‐being for people with DS and dementia.

This book presents Responsible Adult Culture (RAC), a truly comprehensive program for helping offenders to think and act responsibly. It provides the tools of the program with great clarity. In addition to exploring the needs of all offenders, the book addresses the special needs of both female and dual-diagnosis offenders. Responsible thinking means habitually seeing others and situations accurately, rather than in self-serving and egocentrically distorted ways. Because self-centered thinking is typically reinforced by negative group norms, RAC starts with the cultivation of a constructive climate ("mutual help" groups) to motivate change. Motivated group members then gain tools for responsible thinking through "equipment" (cognitive behavioral) meetings. These tools pertain to social skills, anger management, and the correction of self-centered thinking through social perspective taking (cognitive restructuring). Beyond documented reductions in distorted thinking and recidivism rates, RAC's synergy or round-the-clock interpenetration of positive groups and tools promotes a safer and more humane institutional culture.

This book presents Responsible Adult Culture (RAC), a truly comprehensive program for helping offenders to think and act responsibly. It provides the tools of the program with great clarity. In addition to exploring the needs of all offenders, the book addresses the special needs of both female and dual-diagnosis offenders. Responsible thinking means habitually seeing others and situations accurately, rather than in self-serving and egocentrically distorted ways. Because self-centered thinking is typically reinforced by negative group norms, RAC starts with the cultivation of a constructive cl.

AbstractIssuesThe International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSIDD) is an international group of researchers, clinicians, students, parents, and self‐advocates that promotes worldwide research and exchange of information on intellectual and developmental disabilities. IASSIDD recently developed a policy statement regarding their opposition to the use of contingent electric skin shock (CESS) with individuals with challenging behavior and intellectual and developmental disabilities. To support the policy, the available literature was reviewed to evaluate the efficacy, side effects, generalization, and long‐term effectiveness of the procedure as an intervention for challenging behavior.FindingsThe review provides a history that demonstrates that, although CESS can decrease the frequency of challenging behavior, it comes at a cost in terms of physical and emotional side effects, and questions remain regarding the long‐term effectiveness of the procedure. In addition, we raise several ethical and methodological issues that make the research on the use of CESS even more concerning.ConclusionsAlthough research continues in some countries, these studies are now rare. In fact, in the United States, the Food and Drug Administration has just banned the use of such devices with individuals with self‐injury and aggression. It is hoped that, because there are many other forms of treatment that have shown to be effective for severe challenging behavior, we can completely avoid the use of CESS.

AbstractDiagnosing autism or ID using a gold‐standard tool can be time‐consuming, costly, and requires training, which is generally limited in Nigeria, and the rest of Africa. Screening, on the other hand, can be quick and effective, with minimal training depending on the tool (Iragorri & Spackman, Public Health Reviews, 2018;39(1):17), thus making the availability of short screeners a necessity in Nigeria, and the rest of Africa. We identified four screening tools through a previously completed systematic review (Nwokolo et al., Review Journal of Autism and Developmental Disorders, 2022;1–23.), two (SCQ and AQ‐10) for autism and two (SCIL and CAIDS‐Q) for ID, which appeared appropriate for validation for use within African nations. The Nominal Group Technique was used with a purposive group of professionals, parents, and laypersons to select and adapt the existing screening tools for autism and ID for use with older children and adolescents in Nigeria. The group examined the screening tools for cultural relevance, face and content validity. Following the discussions, items were either (1) accepted in the original form or (2) more culturally appropriate examples chosen if at least 75% of participants agreed. The group selected the SCQ for autism and the SCIL for ID. The minimum agreement on all autism and ID measures items was 84%, and this indicated the measures had face and content validity for use within Nigeria. Following the recommendations and consensus of the group, the SCQ and the SCIL 14–17 were agreed on as measures to be validated with the Nigerian adolescents, with only a small number of adjustments needed to allow for different use of language, customs and environment in the Nigerian context.