Intellectual and Developmental Disabilities最新文献

The aim of this study was to examine the relationship between the feeling of loneliness and life satisfaction in siblings of adults with intellectual disability, considering the potential role of the assessment of the quality of the relationship as a mediator and moderator of this relationship. A total of 103 siblings of persons with intellectual disability completed a set of questionnaires. The results indicated a significant relationship between the feeling of loneliness and life satisfaction, showed that the association between these variables is not direct, and one of the factors that explains the association is the quality of the relationship with a sibling with a disability. Knowledge on these correlations may be used by professionals working with siblings of adults with intellectual disability.

By amplifying the voices of young college women with intellectual and developmental disabilities, this study explores the intersections of disability, gender, sexuality, and higher education. It highlights how maternal socialization shapes their sexual knowledge prior to college, revealing that mothers often leave their daughters misinformed, disempowered, and dependent, even into adulthood. The study also addresses how persistent taboos and embodied avoidance strategies, such as euphemisms and gestures, limit these women's agency and reflect constrained communication patterns from their upbringing. The findings underscore the crucial role of mothers in their daughters' sexual self-determination and advocate for tailored resources to support both mothers and their daughters, aiming to enhance sexual autonomy and education for women with disabilities.

This mixed-methods study assessed substance use disorder (SUD) treatment for individuals with intellectual and developmental disabilities within California's regional center system. The system is the primary organization in California that coordinates and monitors services for these individuals. Data were solicited from the 21 service centers in the system and six vendored programs overseeing SUD services. This article reports on those programs and analyzes qualitative data from seven service coordinators regarding overall SUD treatment. Both the programs and the coordinators identified 0barriers to treatment, such as a lack of training and inadequate service structures. Despite being formal referral targets, these programs often only offered adaptations for physical access. Proposed solutions included interagency collaboration and adopting a biopsychosocial model of care.

Technology can enhance the quality of life of people with intellectual and developmental disabilities (IDD). However, little is known about the extent to which it is accessible to and useful for people with IDD and their caregivers from different backgrounds. A secondary analysis was conducted using 3,113 caregiver responses from the Arc's Family and Individual Needs for Disability Supports Survey to explore associations between technology access, utility, unmet needs, and various demographic characteristics of individuals with IDD and their families. Overall, reports of family members with IDD being older, employed, having more education, less health-related needs, and greater access to state-based services were associated with technology being reported as accessible and useful. Implications for research, practice, and policy are discussed.

Learners with developmental disabilities often encounter difficulties in performing daily activities that involve digital platforms, operating systems, applications, and other digital tools. Considering the growing importance of digital literacy, we examined the effectiveness of the clustered forward chaining (CFC) procedure in teaching digital transaction skills to three adolescents with intellectual and developmental disabilities (IDD). In the context of a multiple-baselines-across-skills design with between-participant replications, we taught participants four digital transaction tasks. The results showed that all participants acquired the four tasks during CFC and maintained their performance post-intervention. Two participants completed the intervention before all clusters were targeted, possibly due to observational learning and continuous performance probes. Furthermore, both the participants and the instructors found CFC to be an acceptable intervention for teaching digital literacy.

Respite is a priority for caregivers of people with neurodevelopmental disabilities across the lifespan. The present study aimed to characterize respite availability and frequency of use among 126 caregivers of young people with neurodevelopmental disabilities (from ages 16-22) using an ongoing longitudinal sample. Results indicated that the availability of respite support was greater and more consistent over time for caregivers of those with lower verbal abilities compared to those with higher verbal abilities. On average, the frequency of respite use from household members declined over time, with overall higher frequency of use reported by caregivers of those with a lower verbal intelligence quotient (VIQ). Our findings indicate that respite remains an important resource for caregivers of young people with neurodevelopmental disabilities well into adulthood, particularly for those caring for higher needs individuals.

Racially minoritized parents often experience significant systemic barriers when accessing and navigating transition planning for their young adults with intellectual and developmental disabilities. Despite the benefits of transition-focused parent interventions, only a few studies have developed or adapted these interventions for racially minoritized parents. We developed a 6-week, transition-focused online parent education intervention for 31 South Asian parents, South Asians Accessing and Advocating for Transition and Higher Education Inclusion (SAATHI). We found that SAATHI increased parents' transition knowledge, advocacy skills, and coping skills. Parents reported an increased sense of community and belonging after participating in SAATHI. Participants considered SAATHI feasible and beneficial. Implications of SAATHI for research, practice, and policy are also discussed.

Personal opportunities refer to chances for people with intellectual and developmental disabilities (IDD) to take self-directed action based on their interests, strengths, and preferences. This study tested for measurement invariance across five years of cross-sectional data, including data collected during the COVID-19 pandemic, to determine whether the scale performed consistently over time. Analysis revealed significant differences in both the National Core Indicators In-Person Survey (NCI-IPS) outcomes and in the Personal Opportunities scale. Measurement invariance testing indicated partial threshold and loading invariance, but not intercept invariance, suggesting that the ways in which participants perceived or responded to scale items changed over time. We recommend that researchers utilizing scaled measures with longitudinal outcomes employ statistical checks, including measurement invariance, to ensure the scale performs consistently over time.

Youth and young adults (YYA) with intellectual and developmental disabilities (IDD) and YYA with IDD and co-occurring mental health (MH) conditions experience unique challenges during the period of health care transition compared to those with other long-term conditions. This investigation explored respondents' (N = 277) perceptions of the needs associated with the transition experience of these two groups. Community-based organization respondents were significantly more likely to indicate stigma/bias were barriers for YYA with IDD compared to advocates or providers. Advocates were more likely to indicate access to postsecondary training or education was needed for YYA with IDD and co-occurring MH conditions. Greater services or supports were needed for YYA with co-occurring MH conditions than those with IDD: employment-related, housing, transportation/mobility, financial/food security.