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

In Response to “My name on the door by the Professor's name”: The process of recruiting a researcher with a learning disability at a UK university (Anderson, Keagan‐Bull, Giles & Tuffrey‐Wijne 2023) 回应“我的名字被教授的名字挂在门上”:英国一所大学招募有学习障碍的研究人员的过程(Anderson, Keagan‐Bull, Giles & Tuffrey‐Wijne 2023)

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-07-18 DOI: 10.1111/bld.12548

Beate Schlothauer, Frank Pöschmann, Steffen Martick, G. Kremsner

引用次数: 0

Ideals, governance and competencies: The complexity of implementing digitalisation in disability organisations 理想、治理和能力:在残疾组织中实施数字化的复杂性

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-07-11 DOI: 10.1111/bld.12547

Camilla Eriksson, Jens Ineland

Background

Living in the digital era, young adults with intellectual disabilities use diverse digital products, the Internet, and social media in their daily lives. However, they may need support in digital undertakings as in other aspects of life. In a disability service context, staff are primary support providers but are restricted and guided by organisational goals and strategies. Previous research has shown that staff have dual roles as support providers and executors of organisational ambitions. This study analyses the motivations and prerequisites, as well as the obstacles to the implementation of digitalisation at a strategic level of disability services.

Method

Qualitative semi-structured interviews were conducted with public officials and municipal politicians responsible for providing disability services. A thematic analysis was performed using a constructionist perspective.

Findings

Three themes were identified: Intertwined ideals of digital infrastructures in disability contexts, culture of vertical governance, and developing competencies. These themes can be seen as pillars of the digitalisation of digital services at the organisation's strategic level. In addition to shedding light on specific issues, these themes reveal underlying issues relating to conceptions of support practices and organisational culture.

Conclusion

Digitalisation is motivated by a desire to preserve the organisation's legitimacy and be a relevant service provider. Digital infrastructure is required for digitalisation but is lacking because of intertwined legal and moral issues. Digitalisation also appears to be hindered by organisational structures and organisational culture, whose impact greatly outweighs that of digital issues.

背景生活在数码时代，智障青少年在日常生活中使用各种数码产品、互联网和社交媒体。然而，与生活的其他方面一样，他们可能需要在数字事业方面得到支持。在残疾人服务环境中，工作人员是主要的支持提供者，但也受到组织目标和战略的限制和指导。以往的研究表明，员工具有双重角色，既是支持的提供者，又是组织目标的执行者。本研究分析了残疾人服务机构在战略层面实施数字化的动机、前提条件和障碍。研究方法对负责提供残疾人服务的公职人员和市政政治家进行了半结构化定性访谈。采用建构主义视角进行了主题分析。结果确定了三个主题：残疾背景下数字基础设施相互交织的理想、垂直治理文化和能力发展。这些主题可视为组织战略层面数字服务数字化的支柱。除了揭示具体问题外，这些主题还揭示了与支持实践和组织文化相关的潜在问题。结论数字化的动机是维护组织的合法性并成为相关服务的提供者。数字化需要数字基础设施，但由于法律和道德问题交织在一起，因此缺乏数字基础设施。数字化似乎还受到组织结构和组织文化的阻碍，其影响远远大于数字化问题的影响。

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引用次数: 0

Factors associated with the identification of mental health conditions among people with learning disabilities in primary care: A scoping review 初级保健中与识别学习障碍患者精神健康状况相关的因素:范围审查

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-07-10 DOI: 10.1111/bld.12544

Sarah Wigham, Eleanor Melvin, Joe Lester, Jane Bourne, Melissa Harris, Iain McKinnon, Simon Hackett

Background

Rates of mental health conditions are high among adults with learning disabilities relative to the general population, however research suggests mental health conditions may be missed or under-identified in this population group. This review considers factors associated with the identification of mental health conditions among adults with learning disabilities in primary care.

Methods

A scoping review was conducted and reported in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance extension for scoping reviews (PRISMA-ScR) We searched electronic databases (Cinahl, PsychINfo and Medline) for articles published between the years 2000 and 2022. Data were extracted, tabulated and themes were identified.

Findings

The searches identified 3262 articles and 34 met inclusion criteria and were included in the review. Six broad themes were identified including (i) mental health screening in primary care, (ii) education, training and awareness raising for primary care staff, (iii) increasing access to psychological therapies (IAPT) through improved mental health condition case recognition in primary care and IAPT practitioner confidence, (iv) health checks and continuity of care, (v) specialist support for primary care providers, and (vi) awareness raising among adults with learning disabilities.

Conclusions

There should be efforts to increase availability in primary care of mental health screening measures suitable for people with learning disabilities. Training opportunities for providers across different sectors of health and social care pathways, on the mental health needs of people with a learning disability are also required. The findings can be used to guide the development of services, for adults with learning disabilities and symptoms of mental health conditions in primary care.

背景有学习障碍的成年人的精神健康状况发生率相对于普通人群较高，但研究表明，这一人群中的精神健康状况可能会被漏诊或识别不足。本综述探讨了在初级保健中识别有学习障碍的成年人精神健康状况的相关因素。我们在电子数据库（Cinahl、PsychINfo 和 Medline）中检索了 2000 年至 2022 年间发表的文章。对数据进行提取、制表并确定主题。研究结果通过检索，共发现 3262 篇文章，其中 34 篇符合纳入标准并被纳入研究。共确定了六大主题，包括：(i) 初级医疗中的心理健康筛查；(ii) 针对初级医疗人员的教育、培训和意识提升；(iii) 通过改善初级医疗中的心理健康状况病例识别和 IAPT 从业人员的信心，增加心理治疗（IAPT）的可及性；(iv) 健康检查和护理的连续性；(v) 针对初级医疗提供者的专家支持；(vi) 提高有学习障碍的成年人的意识。结论应当努力在初级保健中提供更多适合学习障碍人士的心理健康筛查措施。此外，还需要为不同医疗和社会医疗服务提供者提供有关学习障碍者心理健康需求的培训机会。这些研究结果可以用来指导服务的发展，为有学习障碍和精神健康症状的成年人提供初级医疗服务。

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引用次数: 0

Experiences of nurses working at day-service centres for people with intellectual disabilities/intellectual and physical disabilities and their interactions with service-users 在智障/智力和身体残疾者日间服务中心工作的护士的经验以及她们与服务使用者的互动

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-07-10 DOI: 10.1111/bld.12546

Yoshimi Ito, Kyoko Asakura, Shoko Sugiyama, Nozomu Takada

Background

People with intellectual/intellectual and physical disabilities frequently use day-service centres, an array of services that involve the provision of care and social activities during the daytime and offer homebound people with disabilities opportunities to live in their communities. While nurses working at day-service centres for people with disabilities are expected to promote service-users' health, little research has focused on this area. Nurses' relationships with service-users of day-service centres have not been sufficiently investigated regarding how their interactions determine service-users' specific activities and daily lives within such facilities. This study sought to address this research gap.

Methods

We conducted a qualitative descriptive study with six nurses working at day-service centres located in Tohoku region, Japan. Six participants were interviewed 16 times. The psychological-phenomenological method developed by Amedeo Giorgi was used as the model for data analysis.

Findings

The analysis generated five themes. First, nurses show interest in service-users by ‘continuing to show interest’ and by ‘trying to understand the service-users from the perspective of what they can do’. Additionally, the nurses ensure that service-users enjoy their time in the facility by ‘supporting enjoyment through nursing and medical care’, ‘stabilising feelings’ and ‘creating an environment conducive to everyone's comfort’.

Conclusions

Nurses working at day-service centres for people with intellectual/intellectual and physical disabilities provide support for social participation while maintaining the service-users' mental and physical health. Thus, these nurses support enjoyment among service-users from the nursing and medical care aspect; they also devise ways for service-users to interact and adjust to the environment to improve service-users' comfort at day-service centres. Furthermore, participation in daytime activities at day-service centres indicated that nurses are interested in service-users' activities, and they perceive service-users as positive individuals.

背景智力残疾/智障和肢体残疾人士经常使用日间服务中心，该中心提供一系列服务，包括在日间提供护理和社交活动，并为居家的残疾人提供在社区生活的机会。虽然在残疾人日间服务中心工作的护士应该促进服务对象的健康，但这方面的研究却很少。关于护士与日间服务中心服务使用者的关系，还没有充分调查他们的互动如何决定服务使用者在这类设施中的具体活动和日常生活。本研究试图填补这一研究空白。方法我们对日本东北地区日间服务中心的六名护士进行了定性描述性研究。六名参与者接受了 16 次访谈。数据分析采用了 Amedeo Giorgi 提出的心理现象学方法。研究结果分析产生了五个主题。首先，护士通过 "持续表现出兴趣 "和 "尝试从服务对象所能做的角度来理解他们 "来表现出对服务对象的兴趣。此外，护士还通过 "护理和医疗支持"、"稳定情绪 "和 "创造有利于每个人舒适的环境"，确保服务使用者享受在机构中的时光。结论在智力/智障和肢体残疾人士日间服务中心工作的护士在维护服务对象身心健康的同时，还为他们参与社会活动提供支持。因此，这些护士从护理和医疗保健方面为服务使用者提供支持，让他们享受其中；她们还为服务使用者设计互动和适应环境的方法，以提高服务使用者在日间服务中心的舒适度。此外，参与日间服务中心的日间活动表明，护士对服务使用者的活动感兴趣，并认为服务使用者是积极的个体。

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引用次数: 0

Day service cultures from the perspectives of autistic people with profound learning disabilities 从有深度学习障碍的自闭症人士的视角看日间服务文化

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-07-04 DOI: 10.1111/bld.12545

Ned Redmore

Background

Service culture refers to the practices, views and values within service organisations. Developing positive cultures has been thought imperative to improving social care, though day services and their cultures remain an under-researched area. For many autistic people with profound learning disabilities, day services are the sites at which they orientate their Monday–Friday adult lives and so service cultures are fundamental to the way they experience adulthood. It was thus the purpose of this study to explore day service culture through the perspectives and experiences of this group.

Methods

This study took a phenomenological approach involving extended participatory observations with an autistic person with profound learning disabilities at their day service, as well as broader ethnographic work within this context. Data was analysed through theory-led thematic analysis.

Findings

The study found that autistic people with profound learning disabilities contribute their customs and values to service culture in everyday life and that space, time and place were important in this endeavour. It highlighted how these customs and values could be adopted or challenged by the service, its staff and their established culture.

Conclusion

It is argued that positive service cultures are ones in which day services acknowledge and respond to the views and values of autistic people with profound learning disabilities. A potential framework is discussed to support services with this aim.

背景服务文化是指服务组织内部的做法、观点和价值观。发展积极的文化被认为是改善社会关怀的当务之急，但日间服务及其文化仍是一个研究不足的领域。对于许多有深度学习障碍的自闭症患者来说，日间服务是他们周一至周五成人生活的场所，因此服务文化对他们体验成人生活的方式至关重要。因此，本研究的目的就是通过这一群体的视角和经历来探索日间服务文化。研究方法本研究采用现象学方法，包括在日间服务机构对一名有深度学习障碍的自闭症患者进行长时间的参与式观察，以及在此背景下进行更广泛的人种学研究。通过理论指导下的主题分析法对数据进行分析。研究结果研究发现，有深度学习障碍的自闭症患者在日常生活中为服务文化贡献了他们的习俗和价值观，而空间、时间和地点在这一努力中非常重要。研究强调了这些习俗和价值观是如何被服务机构、其员工及其既定文化所采纳或挑战的。结论本文认为，积极的服务文化是日间服务机构承认并回应有深度学习障碍的自闭症患者的观点和价值观的文化。本文讨论了支持服务机构实现这一目标的潜在框架。

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引用次数: 0

My point of view: Students with intellectual and communicative disabilities express their views on speech and reading using Talking Mats 我的观点:有智力和交流障碍的学生用说话垫来表达他们对言语和阅读的看法

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-06-23 DOI: 10.1111/bld.12543

Jenny Samuelsson, Emil Holmer, Jakob Å. Johnels, Lisa Palmqvist, Mikael Heimann, Monica Reichenberg, Gunilla Thunberg

Background

It can be challenging for people with intellectual disabilities to convey their thoughts and opinions because of cognitive, speech and language impairments. Consequently, facilitating their ability to communicate using augmentative and alternative communication methods is essential. The picture-based framework Talking Mats has been applied in many studies and has been shown to be successful in facilitating communication and soliciting views from individuals with intellectual disabilities and communication difficulties. The aim of this study was to describe the views of students with intellectual disabilities and communication difficulties on speech and reading activities and to examine whether valence scores (from negative to positive) on these views were associated with performance on tests of their corresponding abilities.

Methods

This is a cross-sectional quantitative survey study. A group of 111 students with intellectual disabilities and communication difficulties aged 7–21 were interviewed about their speech and reading activities using the visual framework Talking Mats. Their answers were scored on a three-grade like-dislike continuum and were correlated with their results on adapted tests of the corresponding abilities.

Findings

The students expressed their views on speech and reading activities. The scored views on speech were positively associated with speech production, and the scored views on reading activities were positively related to reading ability. This suggests that their opinions as expressed through Talking Mats were consistent and reliable.

Conclusions

Most students with intellectual disabilities and communicative difficulties can reliably express their own opinions of their abilities when they are provided with a clear visual structure and pictorial support, such as Talking Mats. In this study, this was seen for students with a mild intellectual disability from age seven and onwards and for students with a more severe intellectual disability from 12 years of age and onwards.

背景由于认知、言语和语言障碍，智障人士在表达自己的想法和意见时可能会遇到困难。因此，使用辅助和替代性交流方法促进他们的交流能力至关重要。以图片为基础的 "谈话猫"（Talking Mats）框架已在许多研究中得到应用，并被证明在促进智障人士和有交流困难的人士之间的交流和征求他们的意见方面是成功的。本研究旨在描述智障和有沟通障碍的学生对语言和阅读活动的看法，并探讨这些看法的价值分数（从负面到正面）是否与他们在相应能力测试中的表现有关。方法这是一项横断面定量调查研究。研究人员使用视觉框架 "说话的垫子 "对 111 名 7 至 21 岁有智力障碍和沟通困难的学生进行了访谈，了解他们的言语和阅读活动。他们的回答按 "喜欢 "和 "不喜欢 "三个等级进行评分，并与他们在相应能力的适应性测试中的成绩相关联。研究结果学生们表达了他们对演讲和阅读活动的看法。对语言表达的评分与语言能力呈正相关，而对阅读活动的评分与阅读能力呈正相关。这表明他们通过 "说话垫 "表达的意见是一致和可靠的。结论大多数有智力障碍和交流困难的学生，如果有清晰的视觉结构和图画支持，如 "会说话的地垫"，都能可靠地表达他们对自己能力的看法。在本研究中，7 岁及以上的轻度智障学生和 12 岁及以上的重度智障学生都能做到这一点。

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引用次数: 0

‘Lots of Black people are on meds because they're seen as aggressive’: STOMP, COVID-19 and anti-racism in community learning disability services “很多黑人因为被视为好斗而服用药物”：STOMP、COVID-19和社区学习障碍服务中的反种族主义

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-06-21 DOI: 10.1111/bld.12541

Ryan Holmes, Lucy Kearney, Sheetal Gopal, Inderpal Daddi

Background

The STOMP agenda (Stopping Over-Medication of People with learning disabilities, autism, or both) drew focus to individuals with a diagnosis of a learning disability being prescribed psychotropic medication to manage ‘behaviours that challenge’. The following study is an audit of two community learning disability services in the London boroughs of Westminster and Kensington and Chelsea for compliance with national guidance on the use of medication in this population, the impact of the COVID-19 pandemic, and equality, diversity and anti-racism.

Method

Routinely collected data were audited relating to clients identified in each service, totalling 54 participants. Data were audited against five standards: minimum effective dose, medication reviews, alternative multidisciplinary input, the impact of the COVID-19 pandemic and equality, diversity and anti–racism. Comparisons were made to the overall caseload (N = 365) where appropriate.

Results

Evidence demonstrated a greater risk of receiving psychotropic medication to manage behaviours that challenge for service users from racialised backgrounds, further evidencing institutional and/or individualised racism within practice for this population. Prescriptions also increased in dosage during the COVID-19 pandemic exacerbated by insufficient provision of alternative input and regular multi-disciplinary review as required by national guidance.

Conclusions

Community learning disability teams require dedicated, co-produced STOMP pathways to review those at risk of over-medication. Additional research is required to explore individual and systemic factors contributing to ethnic disparities in medication prescription for behaviours that challenge among people with learning disabilities. Further recommendations are considered around developing data collection, service user involvement, and future directions.

背景 STOMP 议程（停止对有学习障碍、自闭症或两者兼有者的过度用药）将人们的注意力吸引到了被诊断为有学习障碍的人被开具精神药物以控制 "挑战行为 "的问题上。下面的研究是对伦敦威斯敏斯特区和肯辛顿与切尔西区的两家社区学习障碍服务机构进行的审计，以了解这两家机构是否遵守了有关该群体用药、COVID-19 大流行病的影响以及平等、多样性和反种族主义的国家指导原则。方法对常规收集的数据进行审核，这些数据与每个服务机构确定的客户有关，共有 54 名参与者。数据审核依据五项标准：最低有效剂量、用药审查、替代性多学科投入、COVID-19 大流行的影响以及平等、多样性和反种族主义。在适当的情况下，将其与总体案例数（N = 365）进行比较。结果有证据表明，具有种族背景的服务对象接受精神药物治疗以控制挑战行为的风险更大，这进一步证明了针对这一人群的机构和/或个人化种族主义做法。在 COVID-19 大流行期间，处方药的剂量也有所增加，但由于没有按照国家指南的要求提供足够的替代投入和定期的多学科审查，情况更加严重。结论社区学习障碍团队需要专门的、共同制定的 STOMP 途径来审查那些有过度用药风险的患者。还需要开展更多研究，探索导致学习障碍者在针对挑战行为的用药处方方面存在种族差异的个人和系统性因素。围绕数据收集的发展、服务使用者的参与和未来发展方向，我们还考虑了进一步的建议。

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引用次数: 0

Contextual and individual barriers to providing practice leadership by frontline managers in community services for adults with intellectual disabilities: A qualitative study 在智力残疾成人社区服务中，一线管理人员提供实践领导的环境和个人障碍:一项定性研究

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-06-20 DOI: 10.1111/bld.12542

Roy Deveau, Georgina Rickard

Background

As practice leaders, frontline managers observe staff working, provide feedback and use organisational structures to improve staff skills and focus on service-user quality of life. This qualitative study explored the experiences and barriers for frontline managers providing practice leadership to staff in community services for adults with learning disabilities.

Methods

Audio-recorded data was collected during semi-structured interviews with 14 frontline managers, transcribed and analysed using thematic analysis.

Findings

Three themes emerged reflecting participants' experiences of barriers to their work as practice leaders, focusing on stable staff teams, ‘admin’ and paperwork, and developing staff, each with sub-themes.

Conclusions

Results reflect existing research and suggest new challenges relating to progress in personalisation. Frontline managers experience barriers to providing practice leadership due to contextual and individual factors described in the themes. Successful implementation of policy initiatives, for example, Transforming Care requires further research on the impact, development and provision of practice leadership for support staff. should recognise these factors influencing frontline managers and ensure suitable policies and training to support practice leadership.

背景作为实践领导者，前线管理人员要观察员工的工作情况，提供反馈意见，并利用组织结构提高员工的技能，关注服务使用者的生活质量。本定性研究探讨了一线管理人员在为有学习障碍的成年人提供社区服务时为员工提供实践领导的经验和障碍。方法对 14 名一线管理人员进行了半结构化访谈，收集了录音数据，并进行了转录和主题分析。结果出现了三个主题，反映了参与者作为实践领导者在工作中遇到的障碍，分别是稳定的员工团队、"行政 "和文书工作，以及员工发展，每个主题都有子主题。结论研究结果反映了现有研究，并提出了与个性化进展相关的新挑战。由于主题中描述的背景和个人因素，一线管理人员在提供实践领导方面遇到了障碍。要成功实施 "护理转型 "等政策措施，需要进一步研究辅助人员实践领导力的影响、发展和提供。

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引用次数: 0

Using cognitive and behavioural strategies to support a man with mild–moderate learning disabilities navigate the dual process model of grief: A clinical case study 运用认知和行为策略支持轻度-中度学习障碍男性悲伤双重过程模型:一个临床案例研究

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-06-16 DOI: 10.1111/bld.12540

Luis Calabria, Claire Cheswick

Background

People with learning disabilities experience bereavement in the same emotionally overwhelming way as the general population. The Dual-Process Model of grief is characterised by the oscillation between Loss-Orientation and Restoration-Orientation. These processes involve experiencing and accepting the emotional pain of grief (Loss-Orientation) and adapting to a new world without the deceased person (Restoration-Orientation).

Methods

A single case study sought to explore how Cognitive Behavioural Therapy (CBT) and Compassion Focused Therapy (CFT) principles can be used to support people with a learning disability to navigate the grieving process, as understood by the Dual-Process Model.

Findings

This case study describes CBT formulation and assessment, and implementation of CBT and CFT strategies in a man with Williams syndrome, demonstrating improvements in mood, and a greater ability to turn towards suffering and experience both Loss- and Restoration-Oriented processing.

Conclusion

CBT and CFT may be useful and appropriate modalities for clinicians to consider when supporting people with a learning disability to navigate loss, as understood through the Dual Process Model.

有学习障碍的人经历丧亲之痛的方式和一般人一样令人难以承受。悲伤双过程模型的特点是在损失取向和恢复取向之间摇摆。这些过程包括经历和接受悲伤的情感痛苦(失去导向)和适应一个没有死者的新世界(恢复导向)。方法通过一个个案研究，探讨认知行为疗法(CBT)和以同情为中心的疗法(CFT)的原则如何在双过程模型的理解下，用于帮助有学习障碍的人度过悲伤过程。本案例研究描述了CBT的制定和评估，以及CBT和CFT策略在威廉姆斯综合征患者中的实施，显示出情绪的改善，以及更大的转向痛苦和经历损失和恢复导向处理的能力。结论CBT和CFT可能是临床医生在帮助有学习障碍的人应对损失时考虑的有用和适当的方式，正如通过双过程模型所理解的那样。

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引用次数: 0

Adults with intellectual disabilities as users of social media: A scoping review 作为社交媒体用户的智力残疾成年人:范围审查

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities

Pub Date : 2023-05-22 DOI: 10.1111/bld.12534

Sian Anderson, Tal Araten-Bergman, Gillian Steel

Background

Social media use continues to grow, and it offers an important way for adults with intellectual disabilities to feel socially included and to communicate with others.

Aim

This study aimed to establish the state of knowledge about social media use among adults with intellectual disabilities, their experiences and its impact.

Method

A scoping review was conducted of peer-reviewed literature published between 2000 and 2021 that reported empirical research on social media use, experiences, training and outcomes for adults with intellectual disabilities.

Findings

Adults with intellectual disabilities use social media platforms and experience a range of positive outcomes including feeling more included and valued. Some of the negative impacts included bullying and exploitation. The high cost of technology and some elements of design sometimes make social media inaccessible.

Conclusions

The studies included provided evidence about the experience of using social media from adults with intellectual disabilities and some perspectives of family members and paid supporters. Future research is needed to examine effective approaches to overcoming barriers to access and ways to manage some of the negative impacts of engagement in order to inform policy and practice.

社交媒体的使用持续增长，它为智力残疾的成年人提供了一种重要的方式，让他们感受到社会的包容，并与他人交流。目的本研究旨在了解成人智障人士对社交媒体使用的认知状况、体验及其影响。方法对2000年至2021年间发表的同行评议文献进行了范围审查，这些文献报告了对智力残疾成人社交媒体使用、体验、培训和结果的实证研究。有智力障碍的成年人使用社交媒体平台并体验到一系列积极的结果，包括感觉更被包容和被重视。一些负面影响包括欺凌和剥削。技术的高成本和一些设计元素有时会使社交媒体无法访问。这些研究包括来自智障成年人使用社交媒体体验的证据，以及家庭成员和付费支持者的一些观点。未来的研究需要审查克服获取障碍的有效方法和管理参与的一些负面影响的方法，以便为政策和实践提供信息。

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引用次数: 1