Journal of Applied Research in Intellectual Disabilities最新文献

Background

Autistic people without intellectual disabilities have increased perceptual capacity: they can process more information at any given time compared to non-autistic people. We examined whether increased perceptual capacity is evident across the autistic spectrum (i.e. for autistic people with intellectual disabilities) and whether it is specific to autism, or also experienced by people with Williams Syndrome (WS).

Methods

Five autistic adults with intellectual disabilities and five adults with WS took part in accessible, qualitative interviews. Responses were analysed using thematic analysis.

Results

Both groups expressed enjoyment of focussed attention, with autistic participants preferring multiple simultaneous inputs. Responses suggested increased perceptual capacity for autistic participants only. The sensory environment was reported to be anxiety-inducing for both groups.

Conclusions

This study gives preliminary evidence that increased perceptual capacity may be universal across the autistic spectrum, and specific to autism. Understanding differences in capacity offers more targeted suggestions to support sensory challenges.

Background and Aims

Students with intellectual disability benefit from high-quality instruction in reading and mathematics.

Methods

This Theoretical Paper outlines the need for effective, evidence-based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic process of adapting two widely used observation tools initially developed for students with learning disabilities, to address content and instructional practices relevant to classrooms serving elementary students with intellectual disability.

Results

Our revised observation tools facilitated more inclusive data collection, taking into account the needs and goals of students with intellectual disability, in addition to their peers for whom the original tool was designed.

Conclusions

We offer guidance for researchers and practitioners to make similar adaptations when using research tools intended for other populations or instructional settings.

Background

There are increasing numbers of ageing family carers of older (40+) adults with intellectual disabilities who convey behaviours that challenge others in the UK. It is important to understand the needs and experiences of these carers as they support their older family member to transition to different care contexts.

Method

A rapid scoping review of published and unpublished literature, using systematic methods of data searching, extraction and analysis.

Results

Exhaustion, reluctance to burden others, distrust of alternative living arrangements and deep interpersonal ties with their family member with intellectual disabilities mean ageing carers can avoid planning ahead. There is a lack of appropriate information, support and professional advice available. Developing trust in services is critical, as is a ‘whole family’ approach to planning.

Conclusions

More research is vital to understand the support ageing carers receive to make choices, and how it meets their needs.

Background

The psychological wellbeing of staff who provide support to people with intellectual and developmental disabilities is one of the crucial factors in determining the quality of provision offered. An understanding of the current status and influencing variables of staff psychological wellbeing is considered to be vital in this respect.

Method

A systematic review of all studies involving staff working with people with intellectual disabilities using the Maslach Burnout Inventory Human Services Version (MBI-HS) published from May 2004 up to and including April 2024 was conducted.

Results

Twenty-one studies were found which allowed updated norms and comparisons with previously published norms (Skirrow and Hatton, Journal of Applied Research in Intellectual Disabilities 2007; 20(2):131–144) and normative scores from staff working in human services. Scores indicated significantly lower levels of Emotional Exhaustion and Depersonalisation and less Personal Accomplishment compared to norms for people working in human services. The positive trend in improving burnout scores previously reported by Skirrow and Hatton (Journal of Applied Research in Intellectual Disabilities 2007; 20(2):131–144) had not continued.

Conclusions

A ‘National Observatory’ approach is recommended to enable regular monitoring of staff wellbeing and exploration of influencing variables.

Background

When supporting learners with severe intellectual disabilities, teaching methods needs to be adapted. Vona du Toit Model of Creative Ability (VdTMoCA) aims to enhance participation and facilitate adaptive responses through targeted intervention principles. This study aimed to develop and evaluate the impact of an intervention programme for learners with severe intellectual disability based on the VdTMoCA to improve independence in an Instrumental Activity of Daily Living (IADL), namely doing a laundry activity.

Method

A multiple case study with a literal replication design, including six subjects with severe intellectual disability, was used. The intervention consisted of a 1-week baseline assessment and four intervention sessions. To identify changes, levels of prompting and the time taken to initiate each step were measured.

Results

This study showed that a meticulously designed intervention programme based on the VdTMoCA principles rendered positive outcomes. Activity analysis and adaptation of the steps in a laundry activity, according to the principles of therapeutic relationship, presentation and structuring, contributed to this success.

Background and Aims

Siblings play a crucial role in shaping and guiding the experiences of their brother or sister with a disability across the lifespan. However, little is known about the positive outcomes of their roles and experiences as siblings. Understanding the positive outcomes challenges stereotypes and the stigma associated with disabilities and allows for a more holistic view of sibling experiences.

Methods

We conducted a survey with 140 adult siblings of people with disabilities to explore their strengths, resilience and community belonging.

Results

We found that siblings highly rated their perceived strengths across various domains. Furthermore, siblings maintained high levels of resilience and most belonged to various organisations for social support. We also noted several strengths-based factors that predicted siblings' resilience.

Conclusion

Our findings offer significant insights into siblings' inherent and developed strengths and the role of community networks in promoting sibling resilience and expanding their support systems.

Introduction

Hypothyroidism is a chronic health condition which causes physical, cognitive and psychiatric symptoms. The prevalence of hypothyroidism in adults with intellectual disabilities is under researched.

Method

Hypothyroidism was examined among 463 patients within an outpatient intellectual disability psychiatric team. Clinic records were utilised for this study, including sociodemographic, psychiatric and physical health diagnoses.

Results

Among the 463 patients, 43 (9%) had hypothyroidism. Compared to those without hypothyroidism, the hypothyroid group were significantly older, more likely to be female, and had increased rates of high cholesterol, diabetes, Down's Syndrome and dementia.

Discussion

Rates of hypothyroidism within this cohort of patients with intellectual disabilities were high (9%). The results suggest hypothyroidism in intellectual disability should be the focus of prospective research, in larger, more representative samples. This study indicates a need for increased awareness of, and resources for hypothyroidism in health services.

Background

Between 26% and 52% of adults with intellectual disability experience urinary incontinence (UI). Little is known about the implications of urinary tract infections (UTIs) for this group. The aim was to screen for UTIs in a sample of adults with intellectual disability and UI.

Method

Twenty adults with intellectual disability and UI recruited via community intellectual disability health care teams and provided a urine sample. Each sample was tested for the presence of UTI bacteria.

Results

Half of the sample were found to have a possible or probable UTI. Nine adults had also been treated for a UTI within the previous 12 months; six adults had more than once.

Conclusion

UTIs appear to be very common amongst adults with intellectual disability and UI, and careful attention to UTI symptoms, screening and treatment options for this group are recommended. Larger studies on UTI prevalence and associated factors are also warranted.

Trial Registration: ClinicalTrials.gov: NCT05626062

Background

Parents play a key role in the transition process of their children. After high school students with intellectual disabilities leave the school system, they need the cooperation of schools and families to ensure successful employment and independent living.

Methods

A case study was conducted in a Taiwanese high school special education class, collecting data from 12 participants through interviews, documents and diaries.

Results

The results showed that active parental involvement in transition activities, strong parent–teacher partnerships, understanding of students' strengths and support from social resources were key to successful transitions.

Conclusions

This study explored the effectiveness and difficulties of parents' participation in the post-school transition of students with intellectual disabilities from the perspectives of teachers, parents and students. Finally, it proposed the need to be the child's significant other, early participation in transition planning and joint involvement of parents and their children.

Background

Behavioural problems in individuals with intellectual disabilities have a negative impact on them. Limited assessment measures exist in Spain. This study aimed to validate the Behavior Problems Inventory-Short Form (BPI-S) in the Spanish population by examining its psychometric properties and factorial structures.

Method

This study included 458 individuals with intellectual disabilities evaluated by 137 professionals. The validity and reliability of the scale were examined.

Results

The validity of the measurement tool confirmed a three-factor model. Significant correlations were observed between problem behaviours and maladaptive behaviour indicators, with negative associations found between problem behaviours and adaptive behaviour scores.

Conclusions

The Spanish version of the BPI-S demonstrated good internal consistency and convergent and discriminant validities. The most common behaviours were identified, and the scale was refined to 28 items. The three-factor model showed an acceptable fit. Further research is required to establish clinical norms and explore the factorial structures.