Journal of Intellectual Disabilities最新文献

This study examines the moderating role of family stress in the relationship between psychological well-being and resilience among children with intellectual disabilities. It also explores differences in psychological well-being, resilience, and family stress levels based on the severity of the child's disability. The sample included 200 fathers from Türkiye, with a mean age of 42.5 years, and children aged 3-10 years. The results show that psychological well-being positively predicts resilience, and family stress moderates this relationship, with higher family stress levels associated with reduced resilience. Fathers of children with mild intellectual disabilities reported higher psychological well-being and resilience compared to those with moderate or severe disabilities. These findings highlight the importance of family stress management and resilience-building strategies in supporting fathers of children with intellectual disabilities. Future research should use diverse samples and longitudinal designs to further explore these dynamics.

There is no research that considers service user perspectives on the quality of Community Teams for People with Learning Disabilities (CTPLDs) from within standard quality assessment frameworks. Two hundred and sixty-seven people with intellectual disabilities and 226 significant others completed an online survey detailing their experiences of six specialist CTPLDs in the North of England. Data were analysed using framework analysis. The data from service users and significant others were coded into the attributes of the Peripheral-Core-Pivotal (P-C-P) framework. Responses emphasised the Core attribute which describes service processes (78.0% of responses from people with intellectual disabilities and 73.8% of responses from significant others) and include aspects of empathy, assurance, reliability, and responsiveness, over Peripheral (service structure) and Pivotal (service outcome) attributes. We discuss the advantages of using a quality framework such as the P-C-P and the important aspects of service quality identified by people with intellectual disabilities and their significant others.

College students with intellectual and developmental disabilities in inclusive postsecondary education (IPSE) programs face unique physical wellness challenges. However, the majority of scholarship highlights family and IPSE staff perspectives as opposed to centering student voices. This study explores the lived experiences of college students with intellectual and developmental disabilities in developing and maintaining physical wellness. We used consensual qualitative research to explore physical wellness experiences gathered from semi-structured interviews of 14 college students with intellectual and developmental disabilities in an IPSE program. Following CQR guidelines, we present four fully differentiated domains organized into development, maintenance, and mediating domains. We offer implications for educators, caregivers, and IPSE staff to better support wellness behaviors and address the interconnected challenges of being a college student and living with intellectual and developmental disabilities.

The importance of promoting active aging in people with intellectual disabilities is documented, but few studies have investigated adapted interventions. This pilot study documented the social validity and measured changes in physical activity (PA), self-efficacy, social support, and self-esteem following the completion of a physical activity intervention designed for the present study and co-constructed with the participants. Method: The authors used quantitative and qualitative designs. Participants were 11 adults (40-68 years old) with intellectual disabilities and 13 staff members. Results showed an improvement of the social support measures after the program and a reduction in PA at the follow-up phase. The intervention led to no significant changes in PA, self-esteem, or self-efficacy between the pretest and intervention phases. The program demonstrated a good social validity. This study showed great appreciation of the intervention by the participants but limited associations with the dependent variables. Our results help provide recommendations for potential further use and studies.

Background: Adults with learning disabilities and autistic adults in England face significantly higher rates of premature mortality, 22 years earlier for those with learning disabilities and over 6 years earlier for autistic adults. Barriers to healthcare access contribute to missed diagnoses and treatments. There, the aim of this review was: What are the barriers and facilitators to healthcare appointment attendance for adults with learning disabilities and autistic adults in England? Methods: A systematic search across ten databases (March 2023; updated June 2024) identified 1,727 papers. Studies were included if they reported qualitative evidence on clinical appointment accessibility for autistic adults or adults with learning disabilities in England. Fifteen studies were included and critically appraised. Findings were synthesised using Joanna Briggs Institute meta-aggregation and interpreted through a socio-ecological lens. Findings and Conclusions: Facilitators included flexible booking systems, positive healthcare professional attitudes, and the ability to develop a positive and trusting relationship between HCPs and the person they were supporting. Barriers existed at individual, relational, organisational, and policy levels, including poor communication, inadequate appointment systems, and lack of professional knowledge. Recommendations include enhanced staff training, use of liaison nurses, flexible appointment systems, and accessible communication. Policy and structural changes are needed, though further evaluation of their impact is essential.

Provision of long-term care to persons with intellectual and developmental disabilities (IDDs) can place continuous emotional and physical demands on carers, often leading to fatigue or stress. This qualitative exploratory study examined the experiences of 12 formal carers who provide daily support to individuals with IDDs in the Central Region of Ghana. Using semi-structured interviews and reflexive thematic analysis, the study identified three interconnected themes: meaning-making and growth in caregiving, emotional and structural burdens of care, and resilience through adaptive strategies. Carers described fulfilment, joy, and personal growth in witnessing the progress and potential of individuals with IDDs. However, they also reported significant challenges, including stress, frustration, exposure to aggressive behaviours, and inadequate parental or institutional support. Despite these obstacles, carers adopted coping mechanisms such as faith-based practices, peer interaction, and recreational activities to maintain emotional balance. The findings bring out caregiving as both rewarding and demanding in Ghana.

This case series study examined the feasibility of implementing a Nordic Walking (NW) program as part of the physical activity routine in day centers for adults with intellectual disabilities, with the aim of enhancing physical fitness. Nine adults (eight males, one female; mean age = 43.67 ± 10.39 years) with intellectual disabilities participated in the study. Baseline data were collected at three time points prior to a 12-week intervention, during which NW sessions were conducted and fitness assessments were administered every four weeks. Physical fitness was evaluated using the Six-Minute Walk Test (aerobic capacity), the Standing Long Jump (muscular strength), and the Sit and Reach test (flexibility). All participants completed the 12-session intervention without adverse events. However, session duration was limited to 15 minutes, as longer sessions were not well tolerated by some participants. The walking intensity elicited a heart rate response corresponding to 60-70% of estimated maximal heart rate, which remained consistent throughout the intervention. Most participants demonstrated improvements in physical fitness parameters. These findings suggest that NW is a feasible and potentially beneficial activity for promoting physical activity and reducing sedentary behavior among adults with intellectual disabilities in day center settings. Further research is warranted to identify strategies for safely increasing session intensity and duration to optimize outcomes.

People with intellectual disabilities face challenges related to health, including those associated with food and eating behaviour. Participation and inclusion are closely linked to health and wellbeing, and relate to people's equal value, autonomy and integrity. Improving cooking skills as well as social and communicative competences by cooking food together and having shared meals might make a major contribution to good health. The aim of this qualitative study was to explore cooking together by people with intellectual disabilities and staff at a daily activity centre in Sweden using interviews, observations, a focus group and a digital diary. Six themes were identified: Clear, simple and a flexible approach; Courage and curiosity; Cooking as learning; Participation through cooperation; Building relationships and competences; Pride and joy. Cooking and eating together have major implications not only for learning about food, but also for promoting health, well-being, participation, and inclusion.

Background: This study aimed to evaluate a multi-component anxiety management programme for individuals with intellectual disability, focusing on its feasibility, acceptability, and effectiveness in supporting development of self-management skills and reducing anxiety. Design: A mixed methods quasi-experimental design was used, with participants recruited and allocated to either the anxiety intervention or treatment as usual group (TAU). Participants' anxiety symptoms and quality of life were measured at baseline, midpoint and 20 week follow up. Qualitative feedback was collected through interviews with participants and clinicians. Results: High engagement levels demonstrated intervention acceptability, with strong retention rates highlighting feasibility. Participants in the intervention group reported improvements in self-management skills with quantitative data suggesting small reductions in anxiety symptoms compared to TAU. Conclusion: The findings provide promising preliminary evidence for the interventions feasibility, acceptability and its potential to reduce anxiety symptoms. However, its potential value in supporting anxiety self-management remains to be fully tested.

This study examines the functional literacy, reading habits, and internet use of young people and adults with intellectual disabilities, focusing on their role in job-seeking behaviours. Employing an online survey, 57 participants reported moderate functional literacy, driven by basic communication tasks but limited in complex competencies like financial transactions. Reading frequency was medium-low, with a preference for digital formats, while job-seeking activities were generally low and passive. Correlational analyses identified a strong relationship between higher reading frequency and active job seeking. Gender disparities revealed lower employment-seeking engagement among women. The findings highlight the need for targeted interventions, promoting functional and digital literacy alongside strategies for equitable labour market inclusion. Practical implications include developing adaptive reading materials, fostering digital competencies, and addressing systemic barriers to employment for people with intellectual disabilities, especially women. This work contributes to understanding key factors influencing social and occupational integration for this population.