British Journal of Learning Disabilities最新文献_第9页

Cognitive behavioural therapy for psychogenic nonepileptic seizures (PNES) in an adult with a learning disability: A case study 成人学习障碍心因性非癫痫发作（PNES）的认知行为治疗：一项个案研究

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-04-24 DOI: 10.1111/bld.12531

Jerica Radez, Tom Crossland, Louise Johns

Background

Psychogenic nonepileptic seizures (PNES) are attacks that often look like epileptic seizures (ES). Unlike ES, PNES are not triggered by underlying neurological factors. PNES are relatively rare in the general population; however, their prevalence in people with learning disabilities is much higher—up to 10%. Individuals with PNES and learning disabilities often have psychiatric comorbidities, such as anxiety disorders, depression and posttraumatic stress disorder. There are currently no treatment guidelines for PNES in people with or without learning disabilities. However, talking therapies, such as cognitive-behavioural therapy (CBT), are recommended. This study explores the effectiveness of CBT for the treatment of PNES in a woman (Susan) with PNES and learning disabilities.

Methods

We used a single-case experimental design (SCED) to investigate the effectiveness of CBT intervention. Specifically, the withdrawal (also known as ABA) design was applied. The patient's average PNES frequency, as well as idiosyncratic mood measure and standardised outcome measures for people with learning disabilities (Glasgow Anxiety Scale for People with an Intellectual Disability and Mini-Maslow Assessment of Needs Scale-Learning Disabilities), were used to assess the effectiveness of treatment.

Findings

Results show that Susan's monthly PNES frequency reduced from phase A1 (assessment phase) to phase B (treatment phase), and this persisted to the follow-up phase (phase A2). However, the reduction was not statistically significant. The intervention was associated with improvements in Susan's mood, anxiety and quality of life. Reduction of Susan's anxiety was clinically significant.

Conclusions

This SCED study demonstrates that CBT might be associated with reduction of PNES frequency and improvements in general functioning in people with PNES and learning disabilities; however, further research, especially around confounding variables is needed.

背景心因性非癫痫性发作(PNES)是一种通常看起来像癫痫发作(ES)的发作。与ES不同，PNES不是由潜在的神经因素引发的。PNES在一般人群中相对罕见;然而，在有学习障碍的人群中，它们的患病率要高得多——高达10%。患有PNES和学习障碍的个体通常有精神合并症，如焦虑症、抑郁症和创伤后应激障碍。目前还没有针对有或没有学习障碍的PNES患者的治疗指南。然而，谈话疗法，如认知行为疗法(CBT)，是推荐的。本研究探讨认知行为疗法(CBT)对患有PNES和学习障碍的女性(Susan)的治疗效果。方法采用单例实验设计(SCED)研究CBT干预的有效性。具体来说，采用了提取(也称为ABA)设计。患者的平均PNES频率，以及学习障碍患者的特殊情绪测量和标准化结果测量(智力残疾者的格拉斯哥焦虑量表和学习障碍的迷你马斯洛需求评估量表)被用来评估治疗的有效性。结果显示Susan每月PNES频率从A1期(评估期)减少到B期(治疗期)，并持续到随访期(A2期)。然而，这种减少在统计学上并不显著。干预与苏珊的情绪、焦虑和生活质量的改善有关。苏珊焦虑的减轻具有临床意义。结论:本SCED研究表明，CBT可能与PNES和学习障碍患者的PNES频率降低和一般功能改善有关;然而，需要进一步的研究，特别是围绕混淆变量的研究。

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引用次数: 0

In response to ‘Use of technology by older adults with an intellectual disability in Ireland to support health, well-being and social inclusion during the COVID-19 pandemic’, by Darren McCausland, Mary McCarron and Philip McCallion 针对“在2019冠状病毒病大流行期间，爱尔兰智障老年人利用技术支持健康、福祉和社会包容”，达伦·麦考斯兰、玛丽·麦卡伦和菲利普·麦卡伦撰写

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-04-17 DOI: 10.1111/bld.12529

Gosia Kwiatkowska, Satvinder Kaur Dhillon, Kanchan Kerai

引用次数: 1

A mixed methods evaluation of a compassion-focused therapy group intervention for people with an intellectual disability 以同情为中心的治疗组对智障患者干预的混合方法评估

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-04-17 DOI: 10.1111/bld.12528

Olivia Hewitt, Jon Codd, Karla Maguire, Mathumeera Balendra, Saffiya Tariq

Background

This study investigated the use of a Compassion-Focused Therapy (CFT) group as a psychological intervention for a group of adults with an intellectual disability with a range of psychological issues.

Method

Four clients attended the group, which was facilitated by three trainee Clinical Psychologists. The group consisted of 8 weekly sessions.

Findings

Standardised outcome measures showed an increase in psychological well-being and self-compassion for all participants postintervention. Two participants showed an increase in psychological distress, while two participants reported decreases in this area. Scores on measures of self-criticism fell for two participants, increased for one participant and showed no change for one participant. Qualitative interviews were conducted with postgroup with all group members (clients and facilitators). Thematic analysis identified two superordinate themes relating to the accessibility of the group content, and interpersonal aspects of the group.

Conclusion

The results suggest that clients enjoyed and benefitted from the group. Challenges, such as lack of carer involvement, were identified, and recommendations for future CFT groups are made.

本研究探讨了以同情为中心的治疗(CFT)小组对一组有一系列心理问题的智力残疾成人进行心理干预。方法4名患者参加小组，由3名实习临床心理学家指导。该小组由8周的会议组成。标准化结果测量显示，干预后所有参与者的心理健康和自我同情都有所增加。两名参与者的心理压力有所增加，两名参与者的心理压力有所减少。两名参与者的自我批评得分下降，一名参与者的得分上升，还有一名参与者的得分没有变化。在小组后与所有小组成员(客户和辅导员)进行定性访谈。主题分析确定了与小组内容的可访问性和小组的人际关系方面有关的两个上级主题。结论客户享受并受益于小组活动。发现了缺乏护理人员参与等挑战，并对未来的CFT小组提出了建议。

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引用次数: 0

‘It should be more outspoken and not hushed away, not like put in a dark box’: An interpretative phenomenological analysis of experiences of menopause voiced by women with learning disabilities “应该更直言不讳，而不是沉默寡言，而不是像放在一个黑暗的盒子里”:一篇由学习障碍女性表达的对更年期经历的解释性现象学分析

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-04-05 DOI: 10.1111/bld.12527

Katie Langer-Shapland, Stephen J. Minton, Nel Richards

Background

There is little research into experiences of menopause voiced by women with learning disabilities, who can be neglected in academic research. There is a particular lack of knowledge around the psychological and social experiences of menopause in this population, and how changes are managed. This study sought to explore these experiences.

Methods

Experiences of five women with lived experience of menopause, being seen by community National Health Services specialising in learning disabilities, were captured with semistructured interviews and analysed using interpretive phenomenological analysis.

Findings

Five superordinate themes were identified, involving the importance of having information about menopause, challenges of periods, observable changes in menopause, the importance of social connection, and managing menopause independently.

Conclusions

This study highlights the need for clinicians and carers to understand the variety of impacts menopause can have on women with learning disabilities, including emotional and social aspects, and the need to initiate conversations regarding menopause and available treatments.

关于学习障碍女性更年期经历的研究很少，这在学术研究中可能被忽视。在这一人群中，人们对更年期的心理和社会经历以及如何应对这些变化尤其缺乏了解。这项研究试图探索这些经历。方法采用半结构化访谈法，对社区国家卫生服务中心学习障碍专科就诊的5名绝经期妇女的经历进行分析，并采用解释现象学分析。研究结果确定了五个优先主题，包括了解更年期信息的重要性、月经的挑战、更年期的可观察变化、社会联系的重要性和独立管理更年期。这项研究强调了临床医生和护理人员需要了解更年期对学习障碍女性的各种影响，包括情感和社会方面，以及需要就更年期和现有治疗方法展开对话。

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引用次数: 0

Musical preferences of people with profound intellectual and multiple disabilities: A participatory design with proxies 重度智力残疾和多重残疾人群的音乐偏好：一种带有代理的参与式设计

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-03-20 DOI: 10.1111/bld.12524

Rosie Rushton, Lila Kossyvaki, Emmanouela Terlektsi

Background

Inclusive research advocates for the involvement of people with intellectual disabilities to be more than passive participants within the research process.

Methods

This study used a participatory design with proxies to consult with 13 people with profound intellectual and multiple disabilities, on their musical preferences. Four instrumental listening tracks were created for consideration. The expected outcome was that people with profound intellectual and multiple disabilities would contribute to the codesign and development of a Musical Play framework. The study took place in England.

Findings

Proxy reports suggested that elements of music such as the tempo, tonality and instrumentation influenced the participants' responses. Responses were mixed across all tracks, indicating that the musical preferences of people with profound intellectual and multiple disabilities are variable and individualised.

Conclusion

Further exploration of how people with profound intellectual and multiple disabilities can contribute to inclusive research is recommended.

包容性研究倡导智障人士在研究过程中不仅仅是被动的参与者。方法采用参与式设计，对13例重度智力障碍和多重残疾患者的音乐偏好进行问卷调查。创作了四首器乐聆听曲目供参考。预期的结果是，有严重智力残疾和多重残疾的人将为共同设计和开发音乐剧框架做出贡献。这项研究在英国进行。代理报告表明，音乐的节奏、调性和乐器等元素影响了参与者的反应。所有曲目的反应都是不同的，这表明患有严重智力残疾和多重残疾的人的音乐偏好是可变的和个性化的。结论建议进一步探索重度智力残疾和多重残疾人士如何为包容性研究做出贡献。

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引用次数: 0

“I'm a man now”: Using Narrative Therapy to support an adult with Down syndrome transition to a new life “我现在是个男人了”:使用叙事疗法帮助患有唐氏综合症的成年人过渡到新生活

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-03-17 DOI: 10.1111/bld.12526

Alex Lau-Zhu, Judith Mann

Background

Residential transitions have long been recognised as challenging for people with learning disabilities and can be packed with problem stories. Narrative Therapy practices have the potential to centre the voice of people with learning disabilities; to enable alternative stories to be told; and to shine a light on their own and their support system's resources for change.

Methods

Colin, a 36-year-old man with Down syndrome and a learning disability, met with the first author for nine sessions. Narrative Therapy practices (also drawing on systemic ideas) were used, including the Tree of Life, Outsider Witness Practice, Therapeutic Documentation and Definitional Ceremony. Feedback from Colin and the staff team was gathered through qualitative and quantitative means.

Findings

Colin was keen to share his life stories and explored ideas about his “new life”, wanting to “stay strong” and “stay happy”. Staff noted an improvement in household stress and perceived ability to support Colin. An improvement in quality of life was also demonstrated with a self-report questionnaire.

Conclusions

By acknowledging the power of language, narrative practices offer tools to help people with learning disabilities and their support system in making sense of and navigating important life transitions.

长期以来，居住过渡一直被认为是学习障碍患者的挑战，并且可能充满问题故事。叙事疗法实践有可能集中学习障碍人士的声音;能够讲述不同的故事;照亮他们自己和他们的支持系统的改变资源。方法Colin，一位患有唐氏综合症和学习障碍的36岁男性，与第一作者进行了9次会面。使用了叙事治疗实践(也借鉴了系统的想法)，包括生命之树、局外人见证实践、治疗文献和定义仪式。通过定性和定量的手段收集了Colin和员工团队的反馈。科林热衷于分享他的生活故事，探索他的“新生活”的想法，想要“保持坚强”和“保持快乐”。工作人员注意到家庭压力和支持科林的能力有所改善。自我报告问卷也证明了生活质量的改善。通过承认语言的力量，叙事实践为有学习障碍的人及其支持系统提供了工具，帮助他们理解和应对重要的生活转变。

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引用次数: 0

Understanding the views of children with profound and multiple learning difficulties for person-centred planning 了解有深刻和多重学习困难的儿童对以人为本的计划的看法

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-03-17 DOI: 10.1111/bld.12525

Kate E. Farmer, Phil Stringer

Background

All children have the right to express their views about matters affecting them and participate in decision-making for their future irrespective of their intellectual ability. This study explores the adult role in understanding the views of children with profound and multiple learning difficulties who are not using a formal communication system and require adults to speak on their behalf.

Methods

The study employs a qualitative multiple case study design involving three children with profound and multiple learning difficulties attending one special school. Social constructivist grounded theory approaches inform data gathering and analysis. Eight interviews are conducted with parents and professionals to explore how they understand the children's views and how this understanding informs person-centred planning, combined with observations of the children in school and observations of their person-centred planning meetings.

Findings

Adult participants consider the children in the study to have agency and ability to affect the world around them. They believe the children can express their likes, dislikes and what they want but they think the children would have difficulty communicating their views about their health, medical needs and disability. They describe a range of observable actions made by a child to which they give meaning when interpreting the child's views. The actions a person takes as a child's communication partner can enable the child to develop and communicate their views. A process of observation and comparison allows adults to explore different interpretations of a child's views. Perspectives offered by professionals from different fields enable a child's views to be understood in different ways.

Conclusions

Adults develop their understanding of the children's views over time in relational and social contexts. Different interpretations of a child's communication are considered when adults collaborate, leading to socially constructed understandings of a child's views. Adults infer the meaning of a child's views about what is important to them for the future from their understanding of the child's views in the present, which informs person-centred planning.

所有儿童无论其智力水平如何，都有权就影响他们的事项发表意见，并参与有关他们未来的决策。本研究探讨了成人在理解有严重和多重学习困难的儿童的观点方面的作用，这些儿童没有使用正式的沟通系统，需要成年人代表他们说话。方法采用定性多案例研究设计，对三名就读于一所特殊学校的重度多重学习困难儿童进行研究。社会建构主义扎根理论方法为数据收集和分析提供信息。与家长和专业人士进行了八次访谈，以探讨他们如何理解儿童的观点，以及这种理解如何影响以人为本的规划，并结合对学校儿童的观察和对以人为本的规划会议的观察。研究结果:成年人认为研究中的儿童具有影响周围世界的能动性和能力。他们认为孩子们可以表达他们的好恶和他们想要什么，但他们认为孩子们很难表达他们对自己的健康、医疗需求和残疾的看法。它们描述了孩子做出的一系列可观察到的行为，在解释孩子的观点时，它们赋予了这些行为意义。一个人作为孩子的交流伙伴所采取的行动可以使孩子发展和交流他们的观点。观察和比较的过程可以让成年人探索孩子观点的不同解释。来自不同领域的专业人士提供的观点使孩子的观点能够以不同的方式被理解。成年人对儿童观点的理解是在人际关系和社会环境中逐渐形成的。当成年人合作时，会考虑对儿童交流的不同解释，从而导致对儿童观点的社会建构理解。成人通过对儿童当前观点的理解，推断儿童对未来重要的事情的看法的含义，这为以人为本的规划提供了信息。

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引用次数: 1

Expressive touch in health and social care: A review of touch guidance to explore the extent to which social and communication needs of adults with learning disabilities are considered 健康和社会护理中的表达性触摸：触摸指导综述，以探索有学习障碍的成年人的社会和沟通需求在多大程度上得到考虑

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-02-18 DOI: 10.1111/bld.12523

Zoe Collett, Deborah Moll, Amanda Colston, Jules McKim, Julie Elsworth

Background

People with a learning disability can present with complex physical and social needs, and sometimes rely on touch for communication. Historically, touch-related staff guidance has been described as risk-averse, lacking an evidence base, control-orientated and potentially harmful. This project reviews local touch-related guidance from adult learning disability services, exploring the extent to which they consider the social and communication needs of service users.

Methods

Five touch-related guidance documents were analysed using a summative content analysis. Counts of relevant search terms were analysed quantitatively. Extracts containing the search terms were then analysed qualitatively, to explore their context.

Findings

Considerable variation was noted between the guidance documents. All the documents discuss communication within the context of touch, although to varying extents. The analysis highlighted a focus on safety and risk within most documents, however, some documents also demonstrated encouragement of positive risk management and the safe use of touch.

Conclusions

While this study has identified several positive aspects of the guidance documents, these helpful recommendations and arguments appear inconsistently within individual documents. Services should work towards developing guidance that consistently considers practical steps to reduce risk and facilitate the safe and effective use of expressive touch cross-service. Further research into current practice relating to expressive touch is indicated.

有学习障碍的人可能有复杂的身体和社会需求，有时依靠触摸进行交流。从历史上看，与触摸相关的员工指导被描述为规避风险，缺乏证据基础，以控制为导向，并且可能有害。本项目回顾了当地成人学习障碍服务机构提供的与触摸相关的指导，探索他们在多大程度上考虑了服务用户的社会和沟通需求。方法采用总结性内容分析法对5份与触觉相关的指导文件进行分析。对相关搜索词的计数进行了定量分析。然后对包含搜索词的摘录进行定性分析，以探索其上下文。研究结果各指导文件之间存在相当大的差异。所有的文件都在触摸的背景下讨论交流，尽管程度不同。分析强调了大多数文件中对安全和风险的关注，然而，一些文件也显示出鼓励积极的风险管理和安全使用触摸。虽然本研究确定了指导文件的几个积极方面，但这些有用的建议和论点在个别文件中似乎不一致。服务应该致力于制定指导方针，一致地考虑实际步骤，以减少风险，并促进安全有效地使用表达性触摸跨服务。进一步研究目前有关表达性触摸的实践。

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引用次数: 0

Editorial: An international showcase 社论:国际舞台

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-02-09 DOI: 10.1111/bld.12516

Melanie Nind

<p>In my last editorial, I shared news of our consultation with people with learning disabilities on six potential special issue topics. We were pleased that there was lots of interest in the process and that we heard from many individuals and groups keen to steer our content focus. I can now report that there was most interest in the topic of health inequalities and the impact of this on people with learning disabilities. The COVID-19 crisis has no doubt helped to underline the importance of addressing health inequalities in the UK and around the globe. The call for papers for the special issue from the guest editor team led by Hazel Chapman will be out soon. The emphasis will be on understanding health as a human rights issue, building on the recognition of the United Nations Convention on the Rights of Persons with Disability that persons with disabilities have the right to enjoy the highest standard of health without discrimination based on disability.</p><p>In this issue of the journal, I pick up on how much interest there was in all the special issue topics proposed. To reflect that interest, I have chosen to make the first part of this issue themed around the lives of people with intellectual and developmental disabilities around the world, which was the runner up topic in the consultation. The selection of papers illustrates that, regardless of our journal name and association with the <i>British</i> Institute of Learning Disabilities, this is very much an international journal that welcomes papers from around the globe.</p><p>We start in the Czech Republic with a paper from Dagmar Sedláčková and colleagues on the experiences of mothers of children with profound intellectual and multiple disabilities in the geopolitical context of postcommunist European countries. The authors situate their interviews with the mothers in the historical context of prevailing institutional care and absence of rights, services and options ahead of the familiar move towards deinstitutionalisation and opening up of education in special schools for children with profound intellectual and multiple disabilities. The paper shows the impact of the availability of functional support on families and lives through the lens of mothers in a country that many readers will be less familiar with.</p><p>Staying with parental perspectives, the next paper takes us to the Hong Kong Chinese context and the sensitive topic of the sexuality of young people with intellectual disabilities. Here again we see careful handling of the cultural context as it impacts on parents’ concern, reluctance and prohibition of their sons’ and daughters’ sexuality. The conservatism and stigma of the culture are evident through the participants’ voices as is the authors’ concern with the human right of people with intellectual disabilities.</p><p>The next paper from Ann Dhondt and colleagues takes us to Belgium and provides an analysis of early expressive communicative behaviour of young children wit

在我的上一篇社论中，我分享了我们与有学习障碍的人就六个潜在的特刊主题进行磋商的消息。我们很高兴在这个过程中有很多人感兴趣，我们听到许多个人和团体热衷于引导我们的内容重点。我现在可以报告说，大家最感兴趣的话题是健康不平等及其对有学习障碍的人的影响。COVID-19危机无疑有助于强调解决英国和全球卫生不平等问题的重要性。由黑兹尔·查普曼(Hazel Chapman)领导的特刊客座编辑团队的论文征集将很快发出。在《联合国残疾人权利公约》承认残疾人有权享有最高标准的健康，不受基于残疾的歧视的基础上，重点将是理解健康是一个人权问题。在这一期杂志中，我注意到人们对所有提出的特刊主题都很感兴趣。为了反映这种兴趣，我选择本期的第一部分以世界各地智力和发育障碍人士的生活为主题，这是咨询会议的亚军话题。论文的选择表明，不管我们的期刊名称和与英国学习障碍研究所的关系如何，这是一本非常国际化的期刊，欢迎来自世界各地的论文。我们从捷克共和国的Dagmar Sedláčková及其同事的一篇论文开始，该论文是关于后共产主义欧洲国家地缘政治背景下患有严重智力残疾和多重残疾儿童的母亲的经历。作者将对这些母亲的采访置于这样一个历史背景中:当时，普遍存在机构关怀，缺乏权利、服务和选择，而人们熟悉的是，在为患有严重智力残疾和多重残疾的儿童开设的特殊学校中，去机构化和开放教育。本文通过一个许多读者不太熟悉的国家的母亲的视角，展示了功能性支持对家庭和生活的影响。从父母的角度出发，下一篇文章将带我们了解香港的中文背景，以及智障青少年的性取向这一敏感话题。在这里，我们再次看到了对文化背景的谨慎处理，因为它影响了父母对儿子和女儿性行为的关注、不情愿和禁止。从参与者的声音中可以明显地看到文化的保守和耻辱，正如作者对智障人士人权的关注一样。下一篇来自Ann Dhondt及其同事的论文将我们带到了比利时，并提供了对具有明显认知和运动发育迟缓的幼儿早期表达性交际行为的分析。这篇文章很少反映文化背景，因为这不是它的重点;尽管如此，我还是被这个国家丰富的资源和强烈的专业兴趣所震撼，在这个国家，有关于严重智力残疾和多重残疾儿童生活的领先工作。从专业角度来看，接下来的文章将带我们去爱尔兰和智利。对于艾琳·凯里和她的同事来说，重点是爱尔兰人对本科护理(智力残疾)项目学生就业机会的看法。这方面的国家背景很重要，因为在全球范围内，很少有国家开设本科课程，培训护士为智障人士提供支持，而爱尔兰有8个此类课程的提供者。然而，随着文化的变化，作者感兴趣的是从更隔离或机构背景下的实践安置到更主流，包容性服务的实践安置。我们再次把文化背景看作是动态的而不是静态的实体。对于Izaskun Álvarez-Aguado及其同事来说，重点是通过在各种护理服务中与他们一起工作的专业人员的眼睛，关注智利智力残疾和有精神健康问题的成年人的生活质量。我们对智利的政策和实践背景有了有趣的见解，在那里，旧制度的遗留问题阻碍了向更美好生活的过渡。我们在冰岛结束了国际展示的迷你世界之旅，Sara Stefánsdóttir和同事讲述了有学习障碍的父母努力维持家庭生活的故事。这一次，通过深入的案例研究，我们再次看到国际人权运动在当地发挥的所有背景影响。这里的另一个全球背景是COVID-19大流行的到来，这将我们带入本问题的第二部分。

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引用次数: 0

“I would be lost without it but it's not the same” experiences of adults with intellectual disabilities of using information & communication technology during the COVID-19 global pandemic “如果没有它，我会迷失方向，但这是不一样的”，在COVID - 19全球大流行期间，智力残疾成年人使用信息和通信技术的经历

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-02-08 DOI: 10.1111/bld.12522

Darren D. Chadwick, Susan Buell, Emma Burgess, Vince Peters

Background

COVID-19 is a life-threatening virus which has circulated the globe resulting in unprecedented effects on the daily lives of people across the world. Countries across the globe have advocated measures, including self-isolation and maintaining social distance to reduce the spread of COVID-19. The pandemic has seen an increase in the use of information and communication technology (ICT) for many aspects of life. This study aimed to find out from people with intellectual disabilities what it was like using ICT during COVID-19 and how this affected their lives.

Method

Interviews and focus groups were conducted with 19 people with learning disabilities throughout the COVID pandemic. The qu/alitative data gathered was analysed using longitudinal thematic framework analysis to identify the main ways technology use had impacted on people's lives and the challenges and facilitators of technology use during this time.

Findings

Technology played an important role in the lives of the people with learning disabilities who took part in the study. Technology facilitated continuation and maintenance of important daily activities and roles in people's lives (e.g., jobs, getting support and leisure), keeping people meaningfully occupied and maintaining social contact which reduced feelings of loneliness and isolation. People adapted and learned new skills, with help from friends, family and support staff, which boosted self-confidence. Despite some identified barriers, prior technology use, tenacity and a positive attitude towards ICT supported learning new skills and adaptation to increased ICT use.

Conclusions

Supporting the development of digital competence, confidence and persistence in people with learning disabilities was important during this international crisis and has had a fundamental positive effect on wellbeing.

COVID-19是一种威胁生命的病毒，已在全球传播，对世界各地人民的日常生活造成了前所未有的影响。世界各国都主张采取自我隔离、保持社交距离等措施，减少新冠肺炎的传播。这一大流行病使人们在生活的许多方面更多地使用信息和通信技术(信通技术)。这项研究旨在从智障人士那里了解在2019冠状病毒病期间使用信息通信技术的情况，以及这对他们的生活产生了怎样的影响。方法在新冠肺炎疫情期间对19名学习障碍患者进行访谈和焦点小组调查。利用纵向专题框架分析对收集到的定量数据进行分析，以确定技术使用对人们生活产生影响的主要方式，以及这一时期技术使用的挑战和促进因素。技术在参与研究的学习障碍患者的生活中发挥了重要作用。技术促进了人们生活中重要日常活动和角色的延续和维持(例如，工作、获得支持和休闲)，使人们保持有意义的活动，保持社会联系，从而减少孤独感和孤立感。在朋友、家人和支持人员的帮助下，人们适应并学习了新的技能，这增强了他们的自信心。尽管存在一些已确定的障碍，但先前的技术使用、坚持不懈和对信息通信技术的积极态度有助于学习新技能和适应信息通信技术的更多使用。在这场国际危机中，支持学习障碍人士发展数字能力、信心和毅力非常重要，并对他们的福祉产生了根本性的积极影响。

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引用次数: 4