Journal of Intellectual Disabilities最新文献

The aim of this review was to identify the type, content, and effectiveness of psychological parenting interventions for parents of children with intellectual disabilities to enhance child behavior and/or parental well-being. A systematic search yielded 21 studies involving 1825 participants. Studies were evaluated according to intervention content, pre- and post-treatment and follow-up effect sizes, and risk of bias. We categorized the interventions into those targeting 'Child or interaction' (child behavior, interaction and learning, understanding disability), and those targeting 'Parent' (parental well-being) or both themes. All these interventions had positive effects on parental well-being or child behavior. Parental outcomes were improved by interventions targeting 'Parental well-being', as well as 'Child or interaction'. Child behavior showed improvements in programs focusing on 'Child or interaction', and in a mindfulness-based parental well-being program. During follow-up, most effects were sustained or further increased, but some studies showed no improvements over the control group.

This study explores Universal Design for Learning (UDL) and Game-Based Learning (GBL) to promote the inclusion of secondary school students with intellectual disabilities. Through qualitative methods, including participant observation and post-workshop interviews, the impact of these methodologies was assessed on 31 students, including 5 with intellectual disabilities. The findings highlight how these methodologies enhance accessibility, motivation, and learning outcomes, developing narrative skills and fostering creativity. Challenges in curriculum integration and active student participation are also addressed. This study underscores the transformative potential of UDL and GBL in inclusive education, significantly improving the educational experience for students of varying abilities.

Background: Individuals with profound intellectual disabilities are non-verbal and reliant on carers for pain recognition, assessment and management. Pain is a multifaceted and interconnected experience. Assessment tools designed specifically for this population are needed. This study aimed to develop methods for improved pain care practices by nurses.

Methods: This qualitative study followed the four phases of appreciative; Discovery, Dream, Design, Destiny. Eight nurses were recruited as co-researchers from one Irish intellectual disability organisation. Data were analysed from individual and focus group interviews, using thematic analysis and continuous reflexivity.

Results: A pain awareness campaign and RAPPID tool (recognition and assessment of pain in people with profound intellectual disabilities) were developed.

Conclusion: Respect for personhood in individuals with profound intellectual disabilities is reflected through holistic approaches to pain assessment. The empowerment of nurses enables positive change. Implicit knowledge can be communicated more proficiently with a formal, collaborative tool.

This qualitative study was conducted to identify how being a sibling of a child with intellectual disabilities is defined for the child, its implications from the perspective of mothers. Data were collected through in-depth individual interviews using a "Semi-structured interview form" between November 2023 and January 2024 with 14 mothers of children aged 12-18 who were studying in seven special education and rehabilitation centres in Türkiye. The semi-structured interview form included questions such as "Can you tell us about the relationship between your child with intellectual disability and his/her sibling?" Main themes and sub-themes were developed using thematic analysis. Four main themes were identified from the data through thematic analysis: (1) A special relationship (2) The need to be perfect (3) Guilt and shame (4) Restriction. The findings revealed both positive and negative aspects of being a sibling of children with intellectual disabilities from the mothers' perspective.

Down syndrome (DS), characterised by compromised brain development and intellectual challenges, often manifests Alzheimer's disease (AD) -like symptoms. Utilising the Web of Science Core Collection (WOSCC) database from January 1, 2000, to July 31, 2023, we conducted a comprehensive bibliometric analysis using VOSviewer, CiteSpace, and the R package "bibliometrix." Analyses included co-authorship, co-citation, co-occurrence, cooperative network, reference, and keyword burst citation. Analysing 5,082 papers, the U.S. demonstrated prominence with the highest number of research organisations and citations. Keyword analysis revealed promising research areas, including "Alzheimer's disease," "development," "inflammation," and "neurogenesis". This 22-year survey of the brain with trisomy 21 research unveils key trends, contributors, and focal areas in DS neuropathogenesis. Notably, Alzheimer 's-related genes and proteins play a pervasive role in DS neuropathological processes across patients' lifespans. The study contributes foundational knowledge for advancing research and care in the DS neuropathogenesis domain.

Background: Minimizing restrictive measures is an important lever to promote self-determination for people with intellectual disabilities. Aims: This study assesses the efficacy of the Multidisciplinary Expertise Team (MDET) program in reducing such measures within Dutch sheltered care homes for people with intellectual disabilities. Methods and Procedures: A clustered randomized trial encompassed 30 residential units, reporting 428 measures on 107 residents through an organization-wide registration system. Units were randomly assigned to the MDET program or care-as-usual. Outcomes and Results: Units assigned to the MDET-program reported a significant stronger reduction in restrictive measures compared to the care-as-usual units (40% versus 20%). Conclusions and Implications: The MDET program shows promise in decreasing restrictive measures by enhancing awareness and sharing expertise across disciplines at staff and resident levels.

The UN Convention on the Rights of Persons with Disabilities (CRPD) describes supported decision making as a fundamental human right. This study explores relatives' experiences, dilemmas, as well as key factors in supported decision-making processes with adults with intellectual disabilities living in municipal housing. The study draws on qualitative, in-depth interviews with relatives. Findings suggest that we can learn about supported decision making by using choice architecture and care theories, demonstrating that: (a) care sometimes requires facilitating for making decisions, what we here understands in light of choice architecture, (b) choice architecture in the context of intellectual disability requires an intentionality of care and a focus on the person's preferences/perspective, (c) relatives are concerned, not only with support in the moment, but also the effect of the decision in the long term, and (d) relatives' care is a significant factor in meeting choice architecture in systemic conditions.

Research on the lived experience of Canadian parents with intellectual disabilities involved in child protection is limited, particularly inclusive research with parents with intellectual disabilities involved in Canada's changing child protection system. This inclusive study was done in collaboration with a co-researcher with intellectual disabilities who had lived experience as a parent. 13 parents from three Canadian regions participated in semistructured interviews about their involvement in child protection. Four major themes emerged in the findings: 1) key supports that contributed to positive outcomes; 2) parents' attitudes toward child protection agencies and perceived attitudes about themselves; 3) systemic barriers impacting accessibility and the child protection experience; and 4) parents' advice to other parents and professionals in child protection. This study provides a promising picture of child protection agencies as a key support despite existing barriers. Implications for social service providers are offered and areas for further exploration are discussed.

In recent years, there is an increasing number of individuals accessing integrated community sport clubs in Australia. The objective of this study was to explore the benefits and barriers of participating in community sport directly from the perspectives of the individuals with the intellectual disability. This qualitative study provided an appreciation of the lived experienced of participating in community sport for individuals with intellectual disabilities. A total of 29 participants shared their personal lived experiences in a series of focus groups. Data from the focus groups was transcribed and coded using a thematic analysis. Results highlight that participation in community sport increased exposure to social capital, ameliorated interpersonal skills, confidence, leadership, and respect, in addition to enhancing ability to develop and achieve personal goals. Findings illustrate the need for increased awareness about community integrated sport in schools and communities to increase participation in the programs.