Journal of Applied Research in Intellectual Disabilities最新文献_第2页

Quality Considerations When Planning and Conducting a Virtual World Café Using an Inclusive Research Approach 使用包容性研究方法规划和实施虚拟世界咖啡馆时的质量考虑。

IF 1.9 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities

Pub Date : 2026-01-11 DOI: 10.1111/jar.70175

Lindsay F. Rentschler, Ashley Taconet, Brad Linnenkamp, Karrie A. Shogren, Ryan Henley, Rebecca J. Townsend, Ben Edwards

Background

There is a growing movement to equitably include people with intellectual and developmental disabilities in disability research, but traditional research systems pose challenges to sharing power and co-designing research with people with disabilities. We developed an Inclusive Research Learning Series (IRLS) to build the capacities of adults with disabilities to conduct research. Emerging Researchers (i.e., adults with intellectual and developmental disabilities participating in the IRLS) conducted a World Café to research support needs of disabled adults.

Method

We scored the administration of the World Café using a pre-established rubric, and we qualitatively analysed semi-structured interviews with nine Emerging Researchers using deductive coding.

Results

The inclusive research approach was successful in conducting a quality World Café. The Emerging Researchers shared considerations for inclusive research teams conducting future World Cafés.

Conclusion

We discuss considerations for those seeking to challenge barriers to research training opportunities for adults with intellectual and developmental disabilities.

背景：在残疾研究中公平地包括智力和发育障碍者的运动正在增长，但是传统的研究系统对与残疾人分享权力和共同设计研究提出了挑战。我们开发了一个包容性研究学习系列（IRLS），以建立残疾成年人进行研究的能力。新兴研究人员（即参加IRLS的智力和发育障碍的成年人）进行了一项世界调查，以研究残疾成年人的支持需求。方法：我们使用预先建立的标准对世界咖啡馆的管理进行评分，并使用演绎编码对9位新兴研究人员的半结构化访谈进行定性分析。结果：采用包容性研究方法成功地开展了一项高质量的世界咖啡研究。新兴研究人员分享了对包容性研究团队开展未来世界咖啡交流的考虑。结论：我们讨论了那些寻求挑战智力和发育障碍的成人研究培训机会的考虑因素。

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引用次数: 0

The Language of Change Among Individuals With Mild Intellectual Disability or Borderline Intellectual Functioning: Client Responses to Therapist Motivational Interviewing Skills 轻度智障或边缘性智障人士的改变语言：来访者对治疗师动机性访谈技巧的反应。

IF 1.9 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities

Pub Date : 2026-01-10 DOI: 10.1111/jar.70169

Lotte C. F. Gosens, Jannet M. de Jonge, Robert Didden, Roy Otten, Evelien A. P. Poelen

Background

The link between a therapist's motivational interviewing skills and the subsequent response of individuals with mild intellectual disabilities to borderline intellectual functioning (MID-BIF) is unknown. This study examines this sequential relationship and describes change talk (CT) in individuals with MID-BIF during substance use disorder (SUD) treatment.

Method

In this study, 35 treatment sessions were sequentially coded using the Motivational Interviewing Sequential Code for Observing Process Exchanges. Observed and expected frequencies of transitions, transitional probabilities, odds ratios and 95% confidence intervals were calculated in Generalized Sequential Querier software. Furthermore, frequencies of CT in IBM SPSS statistics were calculated.

Results

Questions and reflections of CT and two-sided questions were followed by CT. Questions and reflections of counter change talk (CCT) and two-sided questions were followed by CCT. Individuals expressed all kinds of CT utterances.

Conclusions

Questions and reflections of CT are powerful skills in evoking CT in individuals with MID-BIF during SUD treatment.

背景：治疗师的动机性访谈技巧与轻度智力残疾个体对边缘性智力功能（MID-BIF）的后续反应之间的联系尚不清楚。本研究探讨了这种顺序关系，并描述了在物质使用障碍（SUD）治疗期间中bif个体的改变谈话（CT）。方法：本研究采用动机性访谈过程交换观察顺序代码对35个疗程进行顺序编码。在Generalized Sequential Querier软件中计算过渡的观察频率和期望频率、过渡概率、比值比和95%置信区间。计算IBM SPSS统计中CT的频率。结果：CT的提问和反思及双侧问题后再进行CT。反变化谈话（CCT）的提问与反思和双边问题之后是CCT。个体表达了各种CT话语。结论：CT的提问和反思是引起中期bif患者在SUD治疗期间CT的有力技巧。

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引用次数: 0

Clinician Experience Using the Socio-Sexual Knowledge and Attitudes Assessment Tool-Revised (SSKAAT-R) 临床医生使用性社会知识和态度评估工具的经验-修订（SSKAAT-R）

IF 1.9 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities

Pub Date : 2026-01-08 DOI: 10.1111/jar.70176

Carly Bumbacco, Shelley L. Watson, Yona Lunsky

Background

Socio-sexual assessment tools like the SSKAAT-R are valuable for sexual education programming and interventions with people with intellectual and developmental disabilities. Although studies have been conducted on the psychometric properties of the SSKAAT-R, less is known about how clinicians use the tool in practice with individuals. As part of a larger research project, this paper explores clinicians' experiences using the SSKAAT-R.

Method

A total of 17 clinicians participated in semi-structured interviews. Themes were identified through Thematic Analysis.

Results

Clinicians spoke to the versatility of the SSKAAT-R administration. Clinicians often used the SSKAAT-R to assess client vulnerability and risk. Clinicians also spoke to the importance of the attitudes section for understanding client beliefs, while the knowledge section helped identify strengths and skill gaps.

Conclusions

This study sheds light on how clinicians use the SSKAAT-R with individuals who have intellectual and developmental disabilities.

像SSKAAT-R这样的社会性评估工具对于智力和发育障碍者的性教育规划和干预是有价值的。尽管已经对SSKAAT-R的心理测量特性进行了研究，但对于临床医生如何在个人实践中使用该工具知之甚少。作为一个大型研究项目的一部分，本文探讨了临床医生使用SSKAAT-R的经验。方法对17名临床医生进行半结构化访谈。通过主题分析确定主题。结果临床医生谈到了SSKAAT-R给药的多功能性。临床医生经常使用SSKAAT-R来评估客户的脆弱性和风险。临床医生还谈到了态度部分对理解客户信念的重要性，而知识部分有助于确定优势和技能差距。结论：本研究揭示了临床医生如何对智力和发育障碍患者使用SSKAAT-R。

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引用次数: 0

What Are the Factors That Can Challenge and Promote Resilience in Parents of Children With Intellectual Disabilities? A Systematic Review 哪些因素可以挑战和促进智障儿童父母的恢复力？系统评价。

IF 1.9 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities

Pub Date : 2025-12-25 DOI: 10.1111/jar.70165

Wattana Tejakum, Maria Truesdale, Craig Melville, Deborah Cairns

Background

Raising a child with intellectual disabilities poses significant challenges. Despite the challenges faced by parents of children with intellectual disabilities, resilient parents can maintain a positive outlook and effectively navigate these challenges, whereas others struggle. This systematic review contributes to the literature by synthesising research on the factors influencing resilience among parents of children with intellectual disabilities.

Methods

Searches were conducted using databases MEDLINE, PsycINFO, EMBASE, CINAHL and SocINDEX. Reference lists of all included articles were searched. Quality assessments were performed using CASP.

Results

Of the 6382 studies identified, 27 were included in the review. A narrative synthesis of the included studies was performed. The study details were organised into two main factors: personal and contextual.

Conclusion

This systematic review highlights the need to promote the resilience of parents of children with intellectual disabilities. Evidence suggests that a combination of personal and contextual factors contributes to parental resilience.

背景：抚养一个有智力障碍的孩子是一个巨大的挑战。尽管智障儿童的父母面临挑战，但适应力强的父母可以保持积极的态度，有效地应对这些挑战，而其他人则在苦苦挣扎。本系统综述通过综合研究影响智力障碍儿童父母心理弹性的因素，对文献进行了贡献。方法：采用MEDLINE、PsycINFO、EMBASE、CINAHL、SocINDEX等数据库进行检索。检索所有纳入文献的参考文献列表。使用CASP进行质量评估。结果：在确定的6382项研究中，有27项纳入了本综述。对纳入的研究进行叙事综合。研究细节分为两个主要因素：个人因素和环境因素。结论：本系统综述强调了提高智障儿童父母弹性的必要性。有证据表明，个人因素和环境因素的结合有助于父母的恢复力。

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引用次数: 0

Mothers' Perceptions of Menstruation in Female Adolescents With Severe Intellectual Disabilities and the Impact of This Period on Mothers 重度智障女性青少年母亲对月经的认知及其对母亲的影响

IF 1.9 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities

Pub Date : 2025-12-21 DOI: 10.1111/jar.70167

Yeter Şener, Özden Tandoğan, Nurcan Uzdil, Oktay Bektaş

Background

This study was conducted to examine mothers' perceptions regarding the menstruation period of female adolescents with severe intellectual disabilities and the impact of this period on mothers.

Method

A qualitative research methodology was adopted in this study, utilising a phenomenological design. A criterion study group, a type of purposive study group, was employed. Data collection tools included a personal information form and semi-structured interviews. The obtained data were analysed using descriptive and content analysis.

Results

Two themes were identified in this study: ‘Mothers' perceptions of menstruation in female adolescents’ and ‘Impacts of female adolescents' menstruation on the mothers’ Subthemes linked to these themes and corresponding codes were derived under each theme.

Conclusions

This study examined the menstruation periods of female adolescents with severe intellectual disabilities from the mothers' perspective and revealed the current situation.

背景：本研究旨在探讨重度智障女性青少年的母亲对月经周期的认知，以及月经周期对母亲的影响。方法：本研究采用定性研究方法，采用现象学设计。采用标准研究组，一种目的性研究组。数据收集工具包括个人信息表格和半结构化访谈。采用描述性分析和内容分析对获得的数据进行分析。结果：本研究确定了两个主题：“母亲对女性青少年月经的感知”和“女性青少年月经对母亲子主题的影响”，并在每个主题下推导出相应的代码。结论：本研究从母亲的角度对重度智力障碍女性青少年的月经周期进行了调查，揭示了其现状。

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引用次数: 0

Exploring the Profiles of Emotion Regulation and Empathy in Children With Intellectual Disabilities 智障儿童情绪调节与共情的研究。

IF 1.9 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities

Pub Date : 2025-12-19 DOI: 10.1111/jar.70166

Poline Simon, Nathalie Nader-Grosbois

Introduction

Children with intellectual disabilities face challenges in emotion regulation and empathy, which can affect their social inclusion. However, little is known about the links between these domains in this population. This study aimed (1) to examine the relationship between emotion regulation and affective, cognitive and behavioural empathy and (2) to identify subgroups of children according to their strengths or difficulties.

Method

Parents of 79 children with intellectual disabilities completed the ERC-vf, GEM-vf and EmQue-vf.

Results

A positive relationship between emotion regulation and empathy emerged, but no link between lability/negativity and empathy was observed. Four subgroups were identified, with a subgroup of children experiencing difficulties in emotion regulation and empathy and another showing high skills in both areas. The other two subgroups included children with more nuanced skills.

Conclusion

This study emphasised the importance of providing intervention to children presenting difficulties in these areas to foster their social skills.

智力障碍儿童在情绪调节和共情方面面临挑战，影响其社会融入。然而，在这个人群中，人们对这些区域之间的联系知之甚少。本研究旨在(1)探讨情绪调节与情感共情、认知共情和行为共情之间的关系；(2)根据儿童的优势或困难来确定他们的亚群。方法：对79例智力障碍儿童家长进行ERC-vf、GEM-vf和EmQue-vf测试。结果：情绪调节与共情存在正相关关系，而不稳定/消极与共情不存在正相关关系。研究人员确定了四个小组，其中一个小组的孩子在情绪调节和同理心方面有困难，另一个小组在这两个方面都表现出很高的技能。另外两个小组包括具有更细微技能的儿童。结论：这项研究强调了为在这些方面出现困难的儿童提供干预以培养他们的社交技能的重要性。

{"title":"Exploring the Profiles of Emotion Regulation and Empathy in Children With Intellectual Disabilities","authors":"Poline Simon, Nathalie Nader-Grosbois","doi":"10.1111/jar.70166","DOIUrl":"10.1111/jar.70166","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Children with intellectual disabilities face challenges in emotion regulation and empathy, which can affect their social inclusion. However, little is known about the links between these domains in this population. This study aimed (1) to examine the relationship between emotion regulation and affective, cognitive and behavioural empathy and (2) to identify subgroups of children according to their strengths or difficulties.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Parents of 79 children with intellectual disabilities completed the ERC-vf, GEM-vf and EmQue-vf.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A positive relationship between emotion regulation and empathy emerged, but no link between lability/negativity and empathy was observed. Four subgroups were identified, with a subgroup of children experiencing difficulties in emotion regulation and empathy and another showing high skills in both areas. The other two subgroups included children with more nuanced skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study emphasised the importance of providing intervention to children presenting difficulties in these areas to foster their social skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 6","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145795649","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}

引用次数: 0

The Effects of a SWELE Program on Mental Wellbeing Among Children and Adolescents With Special Educational Needs and Disabilities: A Quasi-Experimental Study SWELE项目对有特殊教育需要和残疾的儿童和青少年心理健康的影响：一项准实验研究。

IF 1.9 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities

Pub Date : 2025-12-18 DOI: 10.1111/jar.70164

Regina Lai Tong Lee, Alice Wai Yi Leung, Yuen Yu Chong, Sally Wai Chi Chan, Kai Chow Choi, Wai Tong Chien

Background

The aim was to examine the effects of ‘Supporting Wellness in E-Child Learning Environments’ (SWELE) program on the mood, anxiety, social and self-regulation skills and playfulness behaviours of children and adolescents with special educational needs and disabilities.

Methods

A quasi-experiment single-group pre-test and post-test design was adopted. The intervention group received a 16-week SWELE program featuring an unstructured free outdoor play coupled with mindfulness-based intervention.

Results

1187 children and adolescents with intellectual or physical disabilities were recruited. At post-intervention, there are consistent positive changes across all five outcomes with medium to large effect sizes (Cohen's d: 0.63–0.80). Specifically, the SWELE program demonstrated statistically significant improvement in mood level (t = 21.86, p < 0.001), self-regulation skills (t = 29.59, p < 0.001) and social skills (t = 23.84, p < 0.001), reduction in anxiety symptoms (t = −27.47, p < 0.001), and an increase in playfulness behaviours (t = 20.84, p < 0.001).

Conclusion

The SWELE intervention program was effective in promoting mental wellbeing among target children and adolescents.

背景：目的是研究“支持健康的电子儿童学习环境”（SWELE）项目对有特殊教育需要和残疾的儿童和青少年的情绪、焦虑、社交和自我调节技能以及游戏行为的影响。方法：采用准实验单组前测和后测设计。干预组接受了为期16周的SWELE计划，其中包括非结构化的自由户外游戏，以及基于正念的干预。结果：招募了1187名智力或身体残疾的儿童和青少年。在干预后，所有五个结果都有一致的积极变化，具有中大型效应量（Cohen’s d: 0.63-0.80）。结论：SWELE干预方案在促进目标儿童和青少年心理健康方面是有效的。

{"title":"The Effects of a SWELE Program on Mental Wellbeing Among Children and Adolescents With Special Educational Needs and Disabilities: A Quasi-Experimental Study","authors":"Regina Lai Tong Lee, Alice Wai Yi Leung, Yuen Yu Chong, Sally Wai Chi Chan, Kai Chow Choi, Wai Tong Chien","doi":"10.1111/jar.70164","DOIUrl":"10.1111/jar.70164","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The aim was to examine the effects of ‘Supporting Wellness in E-Child Learning Environments’ (SWELE) program on the mood, anxiety, social and self-regulation skills and playfulness behaviours of children and adolescents with special educational needs and disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasi-experiment single-group pre-test and post-test design was adopted. The intervention group received a 16-week SWELE program featuring an unstructured free outdoor play coupled with mindfulness-based intervention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>1187 children and adolescents with intellectual or physical disabilities were recruited. At post-intervention, there are consistent positive changes across all five outcomes with medium to large effect sizes (Cohen's d: 0.63–0.80). Specifically, the SWELE program demonstrated statistically significant improvement in mood level (<i>t</i> = 21.86, <i>p</i> < 0.001), self-regulation skills (<i>t</i> = 29.59, <i>p</i> < 0.001) and social skills (<i>t</i> = 23.84, <i>p</i> < 0.001), reduction in anxiety symptoms (<i>t</i> = −27.47, <i>p</i> < 0.001), and an increase in playfulness behaviours (<i>t</i> = 20.84, <i>p</i> < 0.001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The SWELE intervention program was effective in promoting mental wellbeing among target children and adolescents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 6","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12715380/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145783438","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}

引用次数: 0

Assessing the Right to Interpersonal Relationships, Home and Family for People With Intellectual Disabilities 评估智障人士的人际关系、家庭及家庭权利。

IF 1.9 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities

Pub Date : 2025-12-15 DOI: 10.1111/jar.70163

Patricia Pérez-Curiel, Eva Vicente, M. Lucía Morán, Estefanía Martínez-Isla, Laura E. Gómez

Background

The Convention on the Rights of Persons with Disabilities recognises in Article 23 the right to marriage, family, parenthood and interpersonal relationships. However, monitoring this right is challenging due to a lack of evaluation tools.

Method

This study presents the psychometric validation of items assessing Article 23, which makes up the interpersonal relationships subscale of the #Rights4MeToo Scale, based on responses from 1215 people with intellectual disabilities, family members and professionals.

Results

The findings revealed a final unidimensional 7-item structure, high internal consistency, full invariance across gender and partial invariance across respondent types.

Conclusions

This subscale is established as a helpful tool with adequate evidence of validity and reliability for assessing the respect and exercise of this right, with significant implications for support planning and public policy concerning sexual and sentimental relationships, ultimately enhancing the quality of life for people with intellectual disabilities.

背景：《残疾人权利公约》第23条承认残疾人享有婚姻、家庭、生育和人际关系的权利。然而，由于缺乏评估工具，监测这一权利具有挑战性。方法：基于1215名智障人士、家庭成员和专业人员的反馈，对#Rights4MeToo量表人际关系子量表第23条的评估项目进行心理计量学验证。结果：调查结果显示了最终的单维7项结构，内部一致性高，跨性别完全不变性和跨类型部分不变性。结论：本量表是一种有用的工具，具有充分的有效性和可靠性证据，用于评估对这一权利的尊重和行使，对有关性和情感关系的支持规划和公共政策具有重要意义，最终提高智障人士的生活质量。

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引用次数: 0

Qualitative Study on Perceived Barriers to Psychological Care for Individuals With Intellectual Disability and Communication Difficulties Post-Stroke 脑卒中后智障及沟通障碍患者心理护理感知障碍的质性研究。

IF 1.9 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities

Pub Date : 2025-12-15 DOI: 10.1111/jar.70141

Aimee Simm, Attilio Colosi

Background

Stroke is a leading cause of death in the United Kingdom and often results in significant physical, emotional and communication challenges. These difficulties can severely hinder access to psychological care, particularly for individuals with intellectual disabilities (ID), who already face health inequalities. This study explored healthcare staff's perspectives on barriers to psychological care for stroke survivors with ID.

Method

Nine participants took part in semi-structured interviews. Data were analysed using reflexive descriptive thematic analysis.

Results

Three main themes emerged: (1) Barriers linked to patient dependence, (2) challenges in understanding patients' internal experiences and (3) resource limitations in delivering psychological care. These themes reflected ongoing disparities reported in the literature for individuals with ID.

Conclusion

Stroke survivors with ID and communication difficulties experience distinct barriers to psychological care. Findings highlight the need for further research, increased staff training, and service improvements to promote more equitable healthcare access.

背景：中风是英国死亡的主要原因之一，经常导致严重的身体、情感和沟通方面的挑战。这些困难可能严重妨碍获得心理护理，特别是对已经面临健康不平等的智力残疾者而言。本研究探讨了医护人员对脑卒中幸存者ID心理护理障碍的看法。方法：采用半结构化访谈法对9名参与者进行访谈。数据分析采用自反性描述性专题分析。结果：出现了三个主要主题：(1)与患者依赖相关的障碍；(2)理解患者内部体验的挑战；(3)提供心理护理的资源限制。这些主题反映了文献中关于ID个体的持续差异。结论：具有自我识别和沟通困难的脑卒中幸存者在心理护理方面存在明显障碍。调查结果强调需要进一步研究、加强员工培训和改善服务，以促进更公平的医疗保健服务。

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引用次数: 0

Correction to “Three Years on From “Stay at Home”: Perspectives of People With Intellectual Disabilities About the Ongoing Impact of the COVID-19 Pandemic” 更正“从“呆在家里”到三年：智障人士对COVID-19大流行持续影响的看法”

IF 1.9 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities

Pub Date : 2025-12-11 DOI: 10.1111/jar.70124

Rawles, J., S. Caton, D. Cavanagh, et al. 2025. “Three Years on From “Stay at Home”: Perspectives of People With Intellectual Disabilities About the Ongoing Impact of the COVID-19 Pandemic.” Journal of Applied Research in Intellectual Disabilities 38, no. 4: e70076. https://doi.org/10.1111/jar.70076.

Throughout the article, the words ‘storey’ and ‘storeys’ were corrected to ‘story’ and ‘stories’ respectively.

Throughout the article ‘X1’ was corrected to ‘Rawles’; ‘X2’ was corrected to ‘Cavanagh’.

In Section 2.2, the details of references redacted for peer review have been updated. These references have been corrected as ‘the broader Coronavirus and People with Learning Disabilities Study’ and ‘Cavanagh et al. 2025’. Also, this reference has been included in the List of References at the end of the article.

In Sections 3.2.1 and 3.2.2 the spelling of the word ‘practise’ has been corrected to ‘practice’.

An extra word ‘we’ has been deleted from the first line of Excerpt 4 under Section 3.2.2.

The original published version of the article has been corrected.

The publishers apologize for these errors, which occurred during the editing process.

罗尔斯，J. S.卡顿，D.卡瓦纳等。2025。“从“呆在家里”开始的三年：智障人士对COVID-19大流行持续影响的看法。”智障应用研究杂志，第38期。4: e70076。https://doi.org/10.1111/jar.70076.Throughout在这篇文章中，“storey”和“stories”分别被更正为“story”和“stories”。在整篇文章中，“X1”被更正为“罗尔斯”；“X2”被更正为“Cavanagh”。在2.2节中，已更新了为同行评审而编辑的参考文献的详细信息。这些参考文献已被更正为“更广泛的冠状病毒和学习障碍患者研究”和“Cavanagh等人2025”。此外，本文末尾的参考文献列表中也包含了该参考文献。在第3.2.1和3.2.2节中，单词“practice”的拼写被更正为“practice”。第3.2.2节节选4的第一行删除了一个额外的单词“we”。这篇文章的原始版本已被更正。出版商为这些在编辑过程中发生的错误道歉。

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引用次数: 0