Pub Date : 2023-02-01DOI: 10.1352/1934-9556-61.1.49
Ty B Aller, Raechel B Russo, Heather H Kelley, Lexi Bates, Elizabeth B Fauth
Although approximately a third of individuals with intellectual and developmental disabilities (IDD) also experience a mental health concern, caregivers often miss early identification of these issues. In this perspective piece, we present an outline for a mental health literacy program that can enhance existing training approaches for caregivers of individuals with IDD. We describe three processes of the Mental Health Awareness and Advocacy (MHAA) curriculum and detail how it provides a strong preventative model to train caregivers to increase their mental health literacy. In describing these processes, we provide illustrative examples and conclude by providing a brief vignette that highlights how this process could be used by caregivers to help reduce mental health concerns in individuals with IDD.
{"title":"Mental Health Concerns in Individuals With Developmental Disabilities: Improving Mental Health Literacy Trainings for Caregivers.","authors":"Ty B Aller, Raechel B Russo, Heather H Kelley, Lexi Bates, Elizabeth B Fauth","doi":"10.1352/1934-9556-61.1.49","DOIUrl":"https://doi.org/10.1352/1934-9556-61.1.49","url":null,"abstract":"Although approximately a third of individuals with intellectual and developmental disabilities (IDD) also experience a mental health concern, caregivers often miss early identification of these issues. In this perspective piece, we present an outline for a mental health literacy program that can enhance existing training approaches for caregivers of individuals with IDD. We describe three processes of the Mental Health Awareness and Advocacy (MHAA) curriculum and detail how it provides a strong preventative model to train caregivers to increase their mental health literacy. In describing these processes, we provide illustrative examples and conclude by providing a brief vignette that highlights how this process could be used by caregivers to help reduce mental health concerns in individuals with IDD.","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"61 1","pages":"49-64"},"PeriodicalIF":1.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9460691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1352/1934-9556-61.1.1
Sandra L Pettingell, Julie Bershadsky, Amy Hewitt, Lynda Lahti Anderson, Alicia Zhang
Direct support professionals (DSPs) may be at increased risk of contracting COVID-19 due to the proximal nature of their work. In response to the pandemic a three-wave study was launched to understand experiences of DSPs. An on-line national survey found that 70% of DSPs were vaccinated. Vaccinated DSPs were older and had higher education levels. Among the unvaccinated, 56% reported concerns about COVID-19 vaccination safety. Unvaccinated DSPs were more likely to report that the people they supported were also unvaccinated. Encouraging DSPs to get vaccinated to protect the people they support is essential. Paid time off, arranging for vaccinations, and setting an expectation for vaccination may encourage vaccination uptake among DSPs.
{"title":"Direct Support Professionals and COVID-19 Vaccination: A Comparison of Vaccinated and Unvaccinated Direct Support Professionals.","authors":"Sandra L Pettingell, Julie Bershadsky, Amy Hewitt, Lynda Lahti Anderson, Alicia Zhang","doi":"10.1352/1934-9556-61.1.1","DOIUrl":"10.1352/1934-9556-61.1.1","url":null,"abstract":"<p><p>Direct support professionals (DSPs) may be at increased risk of contracting COVID-19 due to the proximal nature of their work. In response to the pandemic a three-wave study was launched to understand experiences of DSPs. An on-line national survey found that 70% of DSPs were vaccinated. Vaccinated DSPs were older and had higher education levels. Among the unvaccinated, 56% reported concerns about COVID-19 vaccination safety. Unvaccinated DSPs were more likely to report that the people they supported were also unvaccinated. Encouraging DSPs to get vaccinated to protect the people they support is essential. Paid time off, arranging for vaccinations, and setting an expectation for vaccination may encourage vaccination uptake among DSPs.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"61 1","pages":"1-15"},"PeriodicalIF":1.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10161721/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9455055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-22DOI: 10.1352/1934-9556-54.5.377
Christine Bigby
La promotion de résultats rapides et permanents pour les enfants placés en famille d’accueil est un objectif central dans la politique de protection de l’enfance. Cependant, alors que les enfants ayant une déficience intellectuelle (DI) sont plus à risques d’être impliqués dans les services de la protection de l’enfance, peu de connaissances sont acquises quant à leurs résultats. Cette étude transversale nationale étudie les résultats entre les groupes provenant de familles d’accueil. Les enfants avec une DI placés en famille d’accueil étaient plus enclins à avoir expérimenté des problèmes liés à l’adoption ou à une séparation, mais moins enclins à être réunis avec un parent, un donneur de soin principal ou un autre membre de la famille. Les implications pour la collaboration intersectorielle en soutien à la pré et post-rupture des services de soutien des familles d’accueil sont discutées.
{"title":"Résumés en Français.","authors":"Christine Bigby","doi":"10.1352/1934-9556-54.5.377","DOIUrl":"https://doi.org/10.1352/1934-9556-54.5.377","url":null,"abstract":"La promotion de résultats rapides et permanents pour les enfants placés en famille d’accueil est un objectif central dans la politique de protection de l’enfance. Cependant, alors que les enfants ayant une déficience intellectuelle (DI) sont plus à risques d’être impliqués dans les services de la protection de l’enfance, peu de connaissances sont acquises quant à leurs résultats. Cette étude transversale nationale étudie les résultats entre les groupes provenant de familles d’accueil. Les enfants avec une DI placés en famille d’accueil étaient plus enclins à avoir expérimenté des problèmes liés à l’adoption ou à une séparation, mais moins enclins à être réunis avec un parent, un donneur de soin principal ou un autre membre de la famille. Les implications pour la collaboration intersectorielle en soutien à la pré et post-rupture des services de soutien des familles d’accueil sont discutées.","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"54 5 1","pages":"377-8"},"PeriodicalIF":1.8,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1352/1934-9556-54.5.377","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66571867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1352/1934-9556-60.6.484
Darcy Jones Dj McMaughan, Jennifer L Jones, Abigail Mulcahy, Emily C Tucker, Judith G Beverly, Maria Perez-Patron
National estimates of hospitalization diagnoses and costs were determined using the 2016 HCUP Kids' Inpatient Database. Children and youth with autism were hospitalized over 45,000 times at over $560 million in costs and 260,000 inpatient days. The most frequent principal diagnoses for hospitalizations of children and youth with autism were epilepsy, mental health conditions, pneumonia, asthma, and gastrointestinal disorders, which resulted in almost $200 million in costs and 150,000 inpatient days. Mental health diagnoses accounted for 24.8% of hospitalizations, an estimated $82 million in costs, and approximately 94,000 inpatient days. Children and youth with autism were more likely hospitalized for epilepsy, mental health diagnoses, and gastrointestinal disorders, and less likely for pneumonia and asthma compared to other children and youth.
{"title":"Hospitalizations Among Children and Youth With Autism in the United States: Frequency, Characteristics, and Costs.","authors":"Darcy Jones Dj McMaughan, Jennifer L Jones, Abigail Mulcahy, Emily C Tucker, Judith G Beverly, Maria Perez-Patron","doi":"10.1352/1934-9556-60.6.484","DOIUrl":"https://doi.org/10.1352/1934-9556-60.6.484","url":null,"abstract":"<p><p>National estimates of hospitalization diagnoses and costs were determined using the 2016 HCUP Kids' Inpatient Database. Children and youth with autism were hospitalized over 45,000 times at over $560 million in costs and 260,000 inpatient days. The most frequent principal diagnoses for hospitalizations of children and youth with autism were epilepsy, mental health conditions, pneumonia, asthma, and gastrointestinal disorders, which resulted in almost $200 million in costs and 150,000 inpatient days. Mental health diagnoses accounted for 24.8% of hospitalizations, an estimated $82 million in costs, and approximately 94,000 inpatient days. Children and youth with autism were more likely hospitalized for epilepsy, mental health diagnoses, and gastrointestinal disorders, and less likely for pneumonia and asthma compared to other children and youth.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 6","pages":"484-503"},"PeriodicalIF":1.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10486558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1352/1934-9556-60.6.465
Elisha M Acosta, Deepa Dongarwar, Tara Everett, Hamisu M Salihu
The goal of this investigation is to compare rates of admission from the emergency department (ED) and the characteristics of patients with intellectual disability (ID) who get admitted from the ED. This was a retrospective study using data from the United States' Nationwide Emergency Data Sample (NEDS) to investigate the associations between the diagnosis of ID and admission to the hospital in patients ≥ 18 years during the years 2016-2017. Adults with ID were almost four times as likely to be admitted to the hospital from the ED as patients who were not identified as having ID. Identifying the major contributors to increased admission for patients with ID may help improve their care.
{"title":"Understanding Characteristics and Predictors of Admission From the Emergency Department for Patients With Intellectual Disability.","authors":"Elisha M Acosta, Deepa Dongarwar, Tara Everett, Hamisu M Salihu","doi":"10.1352/1934-9556-60.6.465","DOIUrl":"https://doi.org/10.1352/1934-9556-60.6.465","url":null,"abstract":"<p><p>The goal of this investigation is to compare rates of admission from the emergency department (ED) and the characteristics of patients with intellectual disability (ID) who get admitted from the ED. This was a retrospective study using data from the United States' Nationwide Emergency Data Sample (NEDS) to investigate the associations between the diagnosis of ID and admission to the hospital in patients ≥ 18 years during the years 2016-2017. Adults with ID were almost four times as likely to be admitted to the hospital from the ED as patients who were not identified as having ID. Identifying the major contributors to increased admission for patients with ID may help improve their care.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 6","pages":"465-476"},"PeriodicalIF":1.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10486556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1352/1934-9556-60.6.520
Karrie A Shogren
It is my privilege to deliver this presidential address and to learn and grow with you during the 146 American Association on Intellectual and Developmental Disabilities Annual Meeting and Conference. I am particularly grateful to have the opportunity to connect through our two conference venues—in-person and virtual. Each of us has been impacted in profound ways by the COVID-19 pandemic, and the impacts of the pandemic continue to reverberate throughout society. There is no question that the impacts of the pandemic have differentially impacted marginalized communities (Magesh et al., 2021), including people with intellectual and developmental disabilities (Gleason et al., 2021; Landes, Turk, Formica, et al., 2020; Landes, Turk, & Wong, 2020; Lunsky et al., 2022), exacerbating existing disparities and pushing to the forefront the need to address issues of equity and inclusion (Sabatello et al., 2020). Hosting our conference in two venues represents one small step and a recognition, I hope, of the need to respect, value, and promote access and inclusion in ways that recognize different needs related to health and wellness and to build systems of supports that start from a position of centering the voices and needs of those that are marginalized in our existing systems. Alongside the pandemic, we have as a society been further confronted by the pervasive and ongoing impacts of intersecting systems of oppression rooted in ableism, racism, and sexism, that create barriers to equity and inclusion and cause substantial harm to marginalized, particularly multiply marginalized, communities that experience intersectionality (Crenshaw, 1989, 2017). We have witnessed systemic police brutality and the deep rooting and impacts of the carceral state. We have witnessed regressive policies advancing misogyny and misogynoir and devaluing basic human rights. We have seen certain social identities privileged over others. These intersecting systems of oppression limit equity and inclusion for all, but particularly impact efforts to advance disability, racial, and cultural justice as they sustain the deeply rooted biases in our systems, policies, and practices. Further, they fail to recognize, celebrate, and elevate the contributions of all members of our society, including disabled leaders that are multiply marginalized. Dismantling systemic barriers is critical to advancing equity and inclusion. As a field and organization of leaders in intellectual and developmental disabilities, I believe we are at a critical juncture. I believe we must begin to take steps to interrogate power and privilege and think and act with a critical lens to center the voices and experiences of people with intellectual and developmental disabilities who are multiply marginalized. Naming systemic barriers is only a first step in interrogating the role they play in the longstanding and pervasive inequities experienced by people with intellectual and developmental disabilities, particularly p
{"title":"Presidential Address, 2022-Dismantling Systemic Barriers: Re-Envisioning Equity and Inclusion.","authors":"Karrie A Shogren","doi":"10.1352/1934-9556-60.6.520","DOIUrl":"https://doi.org/10.1352/1934-9556-60.6.520","url":null,"abstract":"It is my privilege to deliver this presidential address and to learn and grow with you during the 146 American Association on Intellectual and Developmental Disabilities Annual Meeting and Conference. I am particularly grateful to have the opportunity to connect through our two conference venues—in-person and virtual. Each of us has been impacted in profound ways by the COVID-19 pandemic, and the impacts of the pandemic continue to reverberate throughout society. There is no question that the impacts of the pandemic have differentially impacted marginalized communities (Magesh et al., 2021), including people with intellectual and developmental disabilities (Gleason et al., 2021; Landes, Turk, Formica, et al., 2020; Landes, Turk, & Wong, 2020; Lunsky et al., 2022), exacerbating existing disparities and pushing to the forefront the need to address issues of equity and inclusion (Sabatello et al., 2020). Hosting our conference in two venues represents one small step and a recognition, I hope, of the need to respect, value, and promote access and inclusion in ways that recognize different needs related to health and wellness and to build systems of supports that start from a position of centering the voices and needs of those that are marginalized in our existing systems. Alongside the pandemic, we have as a society been further confronted by the pervasive and ongoing impacts of intersecting systems of oppression rooted in ableism, racism, and sexism, that create barriers to equity and inclusion and cause substantial harm to marginalized, particularly multiply marginalized, communities that experience intersectionality (Crenshaw, 1989, 2017). We have witnessed systemic police brutality and the deep rooting and impacts of the carceral state. We have witnessed regressive policies advancing misogyny and misogynoir and devaluing basic human rights. We have seen certain social identities privileged over others. These intersecting systems of oppression limit equity and inclusion for all, but particularly impact efforts to advance disability, racial, and cultural justice as they sustain the deeply rooted biases in our systems, policies, and practices. Further, they fail to recognize, celebrate, and elevate the contributions of all members of our society, including disabled leaders that are multiply marginalized. Dismantling systemic barriers is critical to advancing equity and inclusion. As a field and organization of leaders in intellectual and developmental disabilities, I believe we are at a critical juncture. I believe we must begin to take steps to interrogate power and privilege and think and act with a critical lens to center the voices and experiences of people with intellectual and developmental disabilities who are multiply marginalized. Naming systemic barriers is only a first step in interrogating the role they play in the longstanding and pervasive inequities experienced by people with intellectual and developmental disabilities, particularly p","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 6","pages":"520-529"},"PeriodicalIF":1.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10492259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1352/1934-9556-60.6.449
Susan M Havercamp, Alexandra Bonardi
{"title":"Special Issue Introduction: Addressing Healthcare Inequities in Intellectual Disability and Developmental Disabilities.","authors":"Susan M Havercamp, Alexandra Bonardi","doi":"10.1352/1934-9556-60.6.449","DOIUrl":"https://doi.org/10.1352/1934-9556-60.6.449","url":null,"abstract":"","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 6","pages":"449-452"},"PeriodicalIF":1.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10486552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1352/1934-9556-60.6.453
Mary E Sheppard, Nancy Vitalone-Raccaro, Jacqueline M Kaari
Although pediatricians and family physicians often refer children to early intervention (EI) and provide support and information to families, medical school training that provides information about special education policy and procedures is often limited. We piloted a program whereby medical students, during their pediatric clerkship, observed school classrooms that included young children with disabilities. Visit impact was measured through assessments of perceived competency and a written reflection. Students showed perceived competency growth across all areas measured. Written reflections demonstrated understanding of special education practices and collaborative opportunities. These findings suggest that incorporating experiential learning through facilitated school visits is a way to enhance the learning experience of medical students on topics essential to supporting children with disabilities and their families.
{"title":"Planting the Seeds of Collaboration: A Pilot for School/Clinic Partnerships During Pediatric Clerkship.","authors":"Mary E Sheppard, Nancy Vitalone-Raccaro, Jacqueline M Kaari","doi":"10.1352/1934-9556-60.6.453","DOIUrl":"https://doi.org/10.1352/1934-9556-60.6.453","url":null,"abstract":"<p><p>Although pediatricians and family physicians often refer children to early intervention (EI) and provide support and information to families, medical school training that provides information about special education policy and procedures is often limited. We piloted a program whereby medical students, during their pediatric clerkship, observed school classrooms that included young children with disabilities. Visit impact was measured through assessments of perceived competency and a written reflection. Students showed perceived competency growth across all areas measured. Written reflections demonstrated understanding of special education practices and collaborative opportunities. These findings suggest that incorporating experiential learning through facilitated school visits is a way to enhance the learning experience of medical students on topics essential to supporting children with disabilities and their families.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 6","pages":"453-464"},"PeriodicalIF":1.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10486553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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