Journal of Intellectual Disabilities最新文献

Safety is a significant clinical challenge in settings serving adults with developmental disabilities. Few resources exist to guide clinical teams in this realm; this study explored safety elements through interviews with experts in critical areas of safety management. The present study aimed to gather knowledge and insights regarding assessing risk among individuals with disabilities. Due to gaps in the available safety literature in adult services, interviews in related areas were conducted and analyzed for thematic content. This paper focuses on the extracted safety themes' categorization, summarization, and implications. The safety themes extracted from the interviews included environmental arrangements, medical, independent living skills, historical indicators of risk, family life skills, challenging behavior, and communication. The interviews identified areas of concern that might guide assessment and inform providers about the most individually relevant contexts to consider when supporting clients.

Background: Adults with intellectual disabilities in community residential programs receive services from direct support professionals (DSPs) intended to facilitate community engagement. As part of a rate study for Washington State's Developmental Disabilities Administration on community residential services, adults in these programs were asked to provide their perspective on the quality and effectiveness of their care.Method: Twenty-five adults with intellectual disabilities were interviewed focusing on daily activities, staffing, and living situations. Interview transcripts were coded and analyzed for dominant themes.Results: Participants emphasized the desire for trustworthy, caring, and respectful DSPs; DSPs trained in behavioral management techniques made participants feel safe and supported. Nearly all participants called for greater staffing stability.Conclusions: People living in community residential programs are profoundly impacted by the stress and uncertainty of DSPs facing limited resources and high staff turnover. Stable, consistent support makes it easier for participants to engage in community integration.

Intellectual disability nursing students can struggle to build a professional identity and make sense of their extensive curriculum and its application to practice. In this article Legitimation Code Theory (LCT) and Critical Discourse Analysis (CDA) are used to facilitate an examination of the organising principles underlying intellectual disability nursing and the relationships agents construct between intellectual disability and other nursing divisions. In particular this paper explores the relationship with general nursing, and examines the connections and boundaries that intellectual disability nursing builds with general nursing, and their implications. LCT and CDA are used to examine how access to theory for intellectual disability nursing students, as compared to their general nursing peers, is facilitated. The bases of specialisation in intellectual disability nursing is also explored. This article considers how these findings can contribute to strengthening the professional identity of the intellectual disability nurse and building the related knowledge base.

Background: The sexual expression of adults with intellectual disabilities can be hindered by negative attitudes towards their sexuality. This study aims to examine current attitudes of staff, family, community and students towards the sexuality of adults with intellectual disabilities and how sociodemographic variables may influence these attitudes. Methods: 305 participants completed an online questionnaire, including the ASEXID scale. Results: Scores were highest for the normalising attitude and lowest for the negative attitude, with intermediate scores for the paternalistic attitude. Staff and university students exhibited a more normalising attitude than families and community. Community participants exhibited a more negative attitude than staff and students. Older age was associated with less normalising and more paternalistic attitudes. Being male with a more negative attitude. Discussion: These findings should be taken into account by professionals. Intermediate scores on the paternalistic attitude may mediate difficulties in supporting adults with intellectual disabilities in their sexuality.

Prepubescent girls with intellectual disabilities and high support needs encounter difficulties with menstrual hygiene management (MHM) and require individualized education. However, no clear methodology exists for assessing the reliability and validity of premenstrual MHM skills. We developed a 17-item MHM assessment tool to determine the intra- and inter-examiner reproducibility of MHM skills. Prepubescents-9 with intellectual disabilities and 10 with typical development-were educated on menstruation and assessed by three examiners. The intra-class correlation coefficient (ICC) showed high reproducibility, with intra-examiner reproducibility (ICC [1.1]) ranging from 0.87 to 0.99, regardless of disability. Conversely, inter-examiner reproducibilities were ICC (2.1) = 0.69-0.92 and 0.50-0.94 and Kappa coefficients were 0.54-0.81 and 0.37-1.00 for girls with intellectual disability and others, respectively. Items such as lowering underwear and wrapping napkins were less reproducible despite disability. Ability did not affect reproducibility and was useful for identifying MHM changes pre- and post-menstrual education.

This study aims to investigate the impact of the "Disability Awareness Education Program" implemented for typically developing children with siblings who have intellectual disabilities on the attitudes and behaviors of these children. This study is divided into two stages. The first stage is descriptive, while the second is a quasi-experimental study consisting of pre-, post-intervention, and control groups. The study was carried out on the parents and typically developing siblings of children with intellectual disabilities studying in Special Educational Institutions in a province of Turkey. In the first phase, it was determined that 31 of 913 intellectually disabled children had siblings with typically developing aged 13-15. In the second phase, the education program was applied to typically developing siblings in the intervention group. It was concluded that the education program applied to typically developing children had a positive impact on their attitudes and behaviors toward their siblings with intellectual disabilities.

The aim of the study was to examine the effect of the Online Intervention Program implemented during the COVID-19 period on the quality of life (QoL) and physical activity (PA) levels of individuals with intellectual disability (ID) and their mothers. The experimental method was used in this study. A total of 184 people, 92 individuals with intellectual disability and their mothers participated in the study. By random assignment method, 40 participants with ID and their mothers were assigned to the experimental group (EG) and 52 participants and their mothers were assigned to the control group (CG). The participants with ID in the EG participated in PA and music activities for 60 minutes a day, three days a week for 12 weeks, and the mothers participated in a psychological counseling program for 80 minutes a day, one day a week. "Personal information form" and "WHOQOL-BREF Turkish version" for mothers, "WHOQOL-BREF & Intellectual Disability Module" for individuals with ID, and "International Physical Activity Questionnaire" for mothers and individuals with ID were used as data collection tools. As a result of the analyses, it was found that the mothers and the individuals with ID who participated in the online intervention program maintained their PA levels, the mothers showed a significant increase in all sub-dimensions of QoL, and the individuals with ID had a partial increase in their QoL.

Purpose: to describe experiences of people with intellectual disability of participating in the cognitive adapted annual national user survey of social services, and their perception of participation in the municipalities' improvement work. Additionally, social service professionals' views of opportunities to involve people with intellectual disability in improvement work based on survey results. Methods: Focus groups of people with intellectual disability and individual interviews with professionals were conducted and analysed, using content analysis. Results: People with intellectual disability expressed they felt listened to, and supported in expressing their views, but there was discrepancy between their and professionals' perceptions of whether their views were considered, and if they were involved in the improvement process. Conclusions: Evaluating services received from social services is important, expressed by people with intellectual disability and professionals, but improvement is needed to feed back results to social services clients, and to involve them in the improvement process.

Screening tools can help with the identification of intellectual disability, but little is known about who uses them. This study analysed anonymous information from 2691 users of an evidence-based, online, intellectual disability screening questionnaire for children and adolescents (CAIDS-Q) to explore the characteristics of the users and of those being screened. The users were split almost equally between parents/family members (48.6%) and professionals (49.9%), with the majority (63.8%) of the latter group being health staff. Significant differences in the characteristics of the children being screened were found, according to whether the user was a parent/family member or a professional, with the overall pattern suggesting that professionals screened children with greater complexity of needs, but about whom less was known. The screened children had a range of areas of difficulties that are common to those with intellectual disability. Implications for practice are discussed.

Aggressive and violent behaviour is a challenging psychiatric emergency to manage, especially among vulnerable categories such as patients with Intellectual Developmental Disorder. Although there is some evidence that clozapine may be useful as an anti-violence compound, its use is limited by common metabolic complications. An adult patient presented with obesity, type II diabetes mellitus, compulsive food intake, severe Intellectual Developmental Disorder, and a treatment-resistant aggressive behaviour. Clozapine was administered resulting in reduced aggressive behaviour. Unexpectedly, a reduction in the food craving as well as a sustained improvement in both anthropometric parameters and glycemic control were observed during the clozapine treatment. Our case report, describes these findings for the first time, highlighting the need for more clinical research to investigate both the efficacy of clozapine in the Intellectual Developmental Disorder populations and its long-term effects with special regard to the metabolic outcomes in this type of patients.