Intellectual and Developmental Disabilities最新文献

Organization-wide positive behavior support (OW-PBS) is a framework for improving quality of life and preventing challenging behaviors for children and adults with intellectual and developmental disabilities (IDD). This tiered PBS framework has been adapted from schools for use in disability services. Supporting people with IDD involves a variety of services (family and home, independent living skills, supported employment, and day programs) and requires a values-based approach. Although the process of translating PBS from education to disability service organizations requires adaptations to the technical assistance tools and resources, the foundational implementation science drivers-and challenges-are analogous. In this article, the mechanisms for adapting the PBS framework into disability service organizations is discussed, with considerations for ensuring person-centered, culturally inclusive and responsive practices.

Public policy directives have emphasized Competitive Integrated Employment (CIE) as the primary employment outcome for individuals with intellectual and developmental disabilities (IDD), yet their overall employment rates remain low. Supported Employment (SE) offers evidence-based vocational rehabilitation with personalized workplace support for CIE success. This study aims to predict CIE outcomes for youth and young adults with IDD by evaluating demographics, SE, and adjunctive state vocational rehabilitation agency (SVRA) services. Analyzing data from 67,884 individuals using hierarchical logistic regression, we found SE significantly associated with CIE success. Adjunctive SVRA services, including workplace support, job placement, and job search assistance, also played crucial roles. These findings emphasize SE's efficacy in helping youth and young adults with IDD achieve CIE, guiding vocational professionals.

Early work experiences are associated with subsequent employment for students with significant disabilities, but they rarely receive such opportunities. This article presents two case studies illustrating a school-based intervention that connected students with significant disabilities to paid work during high school and included training for special educators, a team approach to employment planning, job connections, and postsecondary planning. We collected and analyzed data on employment outcomes over 18 months from the perspectives of students, their parents, and teachers during and after the intervention. One student was successfully connected to a paid job; the other student was not. We describe the proposed intervention, in-depth student experiences, and lessons learned for informing a randomized control trial evaluating the intervention.

Direct support professionals (DSPs) and frontline supervisors (FLSs) play a crucial role in the delivery of home and community-based services for people with intellectual and developmental disabilities (IDD). A four-wave study was launched to understand the experiences of DSPs and FLSs during the COVID-19 pandemic. In the last wave, 2,584 participants responded to questions about mental and physical health issues they experienced. FLSs and DSPs differed in their experiences during the COVID-19 pandemic. Differences included the effect on their daily work, how they viewed the quality of their work life, and whether their employer provided support for staff experiencing adverse mental and physical health outcomes. Policy recommendations to address the mental and physical health of DSPs and FLSs are provided.

Self-determination is recognized as a key outcome in the disability field. However, the alignment of self-determination research with the shared citizenship paradigm and growing research on the role of context and contextual variables in shaping personal and collective self-determination outcomes has not yet been fully explored. In this article we (a) describe the shared citizenship paradigm and self-determination; (b) summarize the current understanding of context; (c) identify contextual variables influencing self-determination; and (d) recommend research approaches, policies, and practices to guide the next generation of self-determination research. We highlight how adopting the shared citizenship paradigm and recognizing that context matters is essential to advancing self-determination, providing direction for future self-determination research, policy, and practice.

We explored factors associated with physical activity (PA) engagement in youth with developmental disabilities (DD) as they transition out of school. We conducted focus group discussions with 44 youth, families, special educators, and therapists to obtain information on PA levels, barriers to being active, and recommendations to improve PA among youth. Youth preferred activities that are fun, not too challenging, noncompetitive, and promoted interactions with neurotypical peers. Families face the burden of sustaining PA in their adult children after school age and experience barriers related to accessibility and affordability of adult-oriented programs, availability of trained personnel, and challenges in balancing multiple work and family-related commitments. Our findings can inform the design of programs to promote PA among youth with DD.

Considering past evidence highlighting the role of media portrayal in shaping community attitudes towards people with intellectual and developmental disabilities (IDD), we analyzed depictions of IDD in seven television shows and three movies. Characters with IDD were coded based on categories representing (a) their attributes (demographic, disability-related, and personality), (b) the salience of IDD and character with IDD, (c) treatment by other characters, and (d) quality of life. The majority of the characters were White and male, and persons with IDD played characters with visible disabilities. Characters with IDD were often bullied, but most were portrayed as having a strong support system and a good quality of life. Themes are discussed in the context of implications and methodological limitations.

The purpose of this systematic review was to summarize research to date on school-based, food-related interventions (e.g., cooking, grocery shopping, food-related literacy, eating behavior) for students with intellectual and developmental disabilities (IDD). The second purpose was to evaluate the quality of eligible studies according to the design criteria of What Works Clearinghouse (WWC; 2020). Two levels of review took place: the first to establish eligibility for inclusion and the second to evaluate studies for research design criteria. Twenty-seven studies were evaluated, with five meeting WWC standards with or without reservations. The percentage of criteria met in each study ranged from 0 to 100 percent. Research needs and quality for the above outcomes in this population are discussed.

Today women with intellectual and developmental disabilities (IDD) are more likely than ever to live in the community and are increasingly likely to give birth. However, they are at increased risk of adverse maternal and infant outcomes. This qualitative study explored pregnancy care experiences of women with IDD. Semi-structured interviews were conducted in 2016-2017 with 16 mothers with IDD from the United States (analysis in 2020-2022). A content analysis approach revealed that perinatal care; social and economic factors; psychosocial factors; and environmental factors impacted pregnancy experiences. Some participants reported exceptional care. This study centers the voices and experiences of women with IDD in the United States. Findings demonstrate a need to improve care through clinician training and to develop accessible programs and services.

Dysphagia is a serious but underdiagnosed health-related condition in people with intellectual disability (ID). In this scoping review, we provide an overview of dysphagia evaluation methods used in adults with ID. The data from 31 studies were analyzed qualitatively by identifying the evaluation methods and the validity and reliability of the methods. To summarize, dysphagia has been evaluated in many ways and for different purposes. The most common evaluation method was a videofluorographic swallowing study (VFSS). Four of the reviewed methods were found to be valid and reliable in detecting swallowing problems in adults with ID.