Changes in skills for people with intellectual disability: a follow‐up of the Camberwell Cohort

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Abstract
The skills of a total population of children with severe intellectual disability and/or autism from Camberwell, South London, UK, and the initial follow‐up data, taken when the subjects were adolescents and young adults ( Shah 1986), are described in the present study. Changes in skills over time are presented within the categories of communication, self‐care, and educational and cognitive skills, as assessed by the Handicaps, Behaviours and Skills schedule. The results indicated that skills had improved in many areas between times 1 and 2, but that this improvement was more noticeable for the children who had been youngest at time 1. The implications of these results and predictions for a further follow‐up study are discussed.

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