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Journal of Applied Research in Intellectual Disabilities最新文献

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Organisational culture in ‘better’ group homes for adults with intellectual and developmental disabilities in England: A qualitative study 英格兰 "较好 "智力和发育障碍成人集体之家的组织文化:定性研究。
IF 2.1 3区 医学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-06-27 DOI: 10.1111/jar.13270
Diane Fox, Julie Beadle-Brown, Jill Bradshaw, Christine Bigby, Lisa Richardson

Background

Previous research identifies organisational culture as one of a number of factors associated with the quality of life outcomes of group home residents' with intellectual and developmental disabilities. This study aims to elaborate on the dimensions of group home culture in settings in England.

Method

Participant observations and semi-structured interviews with staff were carried out in two group homes. Field-notes, interview notes and transcripts were analysed using inductive thematic analysis by a researcher naïve to the project and the previous literature. Initial coding was re-examined after sensitisation to theorised models in previous literature to identify the most parsimonious fit. The two settings were rated and compared using a five-point Likert scale for each of the dimensions.

Results

The findings describe group home culture across seven dimensions. There were mixed ratings across the different dimensions reflecting inconsistencies in culture that were reflected in staff practice. The challenge in assigning a global rating of culture in group homes, which includes interactions across multiple staff and multiple residents over time, was highlighted.

Conclusion

The development of an observational measure of culture is highlighted as potentially helpful in understanding and responding to culture in services for individuals with intellectual and developmental disabilities.

背景:以往的研究发现,组织文化是与智力和发育障碍群体之家居民的生活质量相关的诸多因素之一。本研究旨在详细阐述英格兰集体之家文化的各个层面:方法:在两所集体之家对工作人员进行了参与式观察和半结构化访谈。一名对本项目和以往文献不了解的研究人员采用归纳式主题分析法对现场笔记、访谈记录和笔录进行了分析。在对以往文献中的理论模型进行敏感性分析后,对最初的编码进行了重新审查,以确定最适合的模型。使用五点李克特量表对两种环境的每个维度进行评分和比较:结果:研究结果从七个方面描述了儿童之家文化。不同维度的评分不一,反映出文化的不一致性,这也反映在员工的实践中。结果:研究结果从七个维度描述了疗养院文化,不同维度的评分参差不齐,反映了员工实践中反映出的疗养院文化的不一致性,突出了对疗养院文化进行全面评分的挑战性,其中包括多名员工和多名入住者在一段时间内的互动:结论:文化观察测量方法的开发可能有助于理解和应对智力和发育障碍人士服务中的文化问题。
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引用次数: 0
‘Key skills’ building in schools as a possible approach to reducing and preventing challenging behaviour 在学校中培养 "关键技能",以此作为减少和预防挑战性行为的一种可行方法。
IF 2.1 3区 医学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-06-27 DOI: 10.1111/jar.13268
Heather Armstrong, Claire McDowell, Gerard Leavey, Louise D. Denne

Background

Building ‘key skills’ may help prevent the development of challenging behaviour in children with an intellectual disability. The aim of this paper was to extend the current limited evidence in this area.

Method

We undertook two studies with children with an intellectual disability in school settings: (1) a cross-sectional replication study exploring the relationship between ‘key skills’ and challenging behaviour. (2) a longitudinal study follow-up exploring change in ‘key skill’ levels and challenging behaviour.

Results

The replication study recruited 74 participants, those scoring lowest in ‘key skill’ had a 94% chance of having challenging behaviour; those with the highest scores had a 6% chance.

The follow-up study recruited 39 participants, we found a significant increase in children's ‘key skill’ level (p < .001) and a decrease in their challenging behaviour (p = .046).

Conclusion

Building ‘key skills’ in children with an intellectual disability may help reduce or prevent challenging behaviour.

背景:培养 "关键技能 "可能有助于预防智障儿童出现挑战性行为。本文旨在扩展这一领域目前有限的证据:我们对学校环境中的智障儿童进行了两项研究:(1)一项横断面复制研究,探索 "关键技能 "与挑战行为之间的关系。(2) 一项纵向跟踪研究,探索 "关键技能 "水平和挑战行为之间的变化:复制研究招募了 74 名参与者,"关键技能 "得分最低者出现挑战行为的几率为 94%;得分最高者出现挑战行为的几率为 6%。后续研究招募了 39 名参与者,我们发现儿童的 "关键技能 "水平有了显著提高(p 结论:"关键技能 "水平的提高对有挑战性行为的儿童来说是非常重要的:培养智障儿童的 "关键技能 "可能有助于减少或预防挑战行为。
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引用次数: 0
Evaluating the effectiveness of the Complex Behaviour Forum—A multisystem approach to supporting people with complex challenging behaviour 评估复杂行为论坛的有效性--支持有复杂挑战行为者的多系统方法。
IF 2.4 3区 医学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-06-11 DOI: 10.1111/jar.13261
Trent Carberry, Sarah Hutchison, Simon Wardale, Rebeka Demir, Maria Vassos

Background

This study assessed the effectiveness of a cross-departmental case review panel—the Multicap Complex Behaviour Forum (CBF)—in reducing challenging behaviour exhibited by people with intellectual disabilities.

Methods

Thirty participants (15 CBF participants and 15 matched-control participants) took part in the study. Behavioural data was collected for each CBF participant (and their matched control) for the three-month period before entering the CBF, during their time in the CBF, and the 3 months after exiting the CBF.

Results

There was a significant interaction of group and time observed, with the CBF participants showing more change in behavioural incidents across time. Associated with this change was a noticeable reduction in staff injury costs related to the challenging behaviour of the CBF participants.

Conclusions

This study demonstrates that positive behavioural and organisational outcomes are enhanced by fostering collaboration across multiple organisational systems when it comes to supporting people who exhibit challenging behaviours.

研究背景本研究评估了跨部门个案审查小组--多帽复杂行为论坛(CBF)--在减少智障人士挑战性行为方面的有效性:30 名参与者(15 名 CBF 参与者和 15 名匹配对照参与者)参加了研究。研究人员收集了每位复杂行为论坛参与者(及其匹配对照组)在参加复杂行为论坛前三个月、参加复杂行为论坛期间以及退出复杂行为论坛后三个月的行为数据:结果:观察到组别与时间之间存在明显的交互作用。与这一变化相关的是,与 CBF 参与者的挑战性行为有关的员工伤害成本明显降低:这项研究表明,在为表现出挑战性行为的人提供支持时,通过促进多个组织系统之间的合作,可以增强积极的行为和组织成果。
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引用次数: 0
Psychiatric care for people with Prader-Willi syndrome—characteristics, needs and barriers 为普拉德-威利综合征患者提供精神病护理的特点、需求和障碍。
IF 2.4 3区 医学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-06-11 DOI: 10.1111/jar.13266
Jelte Wieting, Theresa Herrmann, Stephanie Deest-Gaubatz, Christian Karl Eberlein, Stefan Bleich, Helge Frieling, Maximilian Deest

Background

Prader-Willi syndrome (PWS) is commonly associated with intellectual disability, but also with a specific behavioural phenotype and a high predisposition to psychiatric comorbidity. This study examines the psychiatric care situation of people with PWS.

Method

A structured online questionnaire was administered to carers of people with PWS living in Germany, asking about demographic, diagnostic and treatment parameters as well as personal experiences.

Results

Of 77 people with PWS, 44.2% had at least one psychiatric comorbid diagnosis. The main reasons for seeking psychiatric care were emotional outbursts and aggressive behaviour. 34.9% reported that they were currently seeking psychiatric care without success. However, 32.5% of PWS had been treated with psychotropic medication, mainly antipsychotics.

Conclusions

Psychiatric comorbidity appears to be undertreated in PWS, especially in the ambulatory setting. Uncertainty among mental health care providers may also lead to frequent off-label use of psychotropic medications.

背景:普拉德-威利综合征(PWS)通常伴有智力障碍,但也有特殊的行为表型,而且极易合并精神疾病。本研究调查了 PWS 患者的精神科护理情况:方法:对居住在德国的 PWS 患者的照顾者进行了结构化在线问卷调查,询问了有关人口统计、诊断和治疗参数以及个人经历等方面的情况:结果:在77名PWS患者中,44.2%的患者至少合并有一种精神疾病。寻求精神病治疗的主要原因是情绪失控和攻击行为。34.9%的患者表示,他们目前正在寻求精神科治疗,但没有成功。然而,32.5%的PWS患者接受过精神药物治疗,主要是抗精神病药物:结论:PWS 患者的精神疾病合并症似乎治疗不足,尤其是在门诊环境中。结论:PWS 患者的精神疾病合并症似乎治疗不足,尤其是在门诊环境中。精神医疗服务提供者的不确定性也可能导致精神药物的频繁标示外使用。
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引用次数: 0
Supporting self-determination of individuals with severe or profound intellectual and multiple disabilities according to relatives and healthcare professionals: A concept mapping study 根据亲属和医护人员的意见,支持重度或极重度智力和多重残疾人士的自决:概念绘图研究。
IF 2.4 3区 医学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-06-11 DOI: 10.1111/jar.13267
P. B. Kúld, N. Frielink, C. Schuengel, P. J. C. M. Embregts

Background

This study aimed to identify perspectives of relatives and healthcare professionals regarding self-determination support for people with severe or profound intellectual and multiple disabilities, highlighting agreements and differences in their viewpoints.

Method

Following a concept mapping study, online focus group meetings yielded statements on self-determination support from relatives (residential facilities: n = 6, family homes: n = 7) and healthcare professionals (residential facilities: n = 9, family home: n = 5). Participants clustered and rated statements, resulting in four concept maps interpreted by experts (N = 6).

Results

The 285 statements were categorised into 5–7 clusters per map, revealing key strategies for self-determination support: communication and choice making (facilitated by aids), sensitivity, familiarity, and collaboration among involved parties.

Conclusion

Each group placed different emphasis on these strategies, highlighting importance of continuous support in their implementation. Future research should prioritise practical implementations of these strategies to enhance self-determination.

研究背景本研究旨在确定亲属和医疗保健专业人员对重度或极重度智障和多重残疾人士自决支持的观点,突出他们观点的一致和差异:在概念图研究之后,在线焦点小组会议产生了来自亲属(养老院:n = 6,家庭养老院:n = 7)和医护专业人员(养老院:n = 9,家庭养老院:n = 5)关于自决支持的声明。参与者对陈述进行分组和评分,最终形成四张由专家解释的概念图(N = 6):结果:每张概念图将 285 个陈述分为 5-7 组,揭示了支持自决的关键策略:沟通和选择(通过辅助工具提供便利)、敏感性、熟悉度以及参与各方之间的合作:每个小组对这些策略的重视程度不同,突出了在实施过程中持续支持的重要性。未来的研究应优先考虑这些策略的实际实施,以增强自决能力。
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引用次数: 0
Optimising the oral midazolam dose for premedication in people with intellectual disabilities and/or autism spectrum disorder 优化用于智障和/或自闭症谱系障碍患者预处理的咪达唑仑口服剂量。
IF 2.4 3区 医学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-06-11 DOI: 10.1111/jar.13265
Hitoshi Higuchi, Kota Miyake, Saki Miyake, Maki Fujimoto, Yukiko Nishioka, Shigeru Maeda, Takuya Miyawaki

Background

In people with intellectual disabilities and/or autism spectrum disorder, oral midazolam (OM) is very effective as premedication for facilitating medical treatment. In this retrospective study, we investigated the optimal dosage of OM for premedication.

Methods

Patients with intellectual disability and/or autism spectrum disorder who were given OM as a premedication were selected from anaesthesia records. The primary outcome variable was the dose of OM (mg/kg) required to produce an adequate sedation.

Results

The mean OM dose required was 0.32 ± 0.10 mg/kg. The required OM dose decreased significantly as age and weight increased, and age and weight were also shown to be significantly associated with the dose of OM in the multivariate linear regression analysis.

Conclusion

The dosage of OM to achieve adequate sedation should decrease as the patient ages. Furthermore, adequate sedation can be achieved with even lower doses of OM in obese people.

背景:对于智障人士和/或自闭症谱系障碍患者来说,口服咪达唑仑(OM)是一种非常有效的治疗前用药,有助于接受治疗。在这项回顾性研究中,我们探讨了口服咪达唑仑作为治疗前用药的最佳剂量:方法:我们从麻醉记录中选取了使用 OM 作为术前用药的智障和/或自闭症谱系障碍患者。主要结果变量是产生充分镇静所需的OM剂量(毫克/千克):结果:所需 OM 的平均剂量为 0.32 ± 0.10 毫克/千克。随着年龄和体重的增加,所需的OM剂量明显减少,在多变量线性回归分析中,年龄和体重与OM剂量也有显著相关性:结论:达到充分镇静的 OM 剂量应随着患者年龄的增长而减少。此外,肥胖者甚至可以使用更低剂量的 OM 达到充分镇静的目的。
{"title":"Optimising the oral midazolam dose for premedication in people with intellectual disabilities and/or autism spectrum disorder","authors":"Hitoshi Higuchi,&nbsp;Kota Miyake,&nbsp;Saki Miyake,&nbsp;Maki Fujimoto,&nbsp;Yukiko Nishioka,&nbsp;Shigeru Maeda,&nbsp;Takuya Miyawaki","doi":"10.1111/jar.13265","DOIUrl":"10.1111/jar.13265","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In people with intellectual disabilities and/or autism spectrum disorder, oral midazolam (OM) is very effective as premedication for facilitating medical treatment. In this retrospective study, we investigated the optimal dosage of OM for premedication.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Patients with intellectual disability and/or autism spectrum disorder who were given OM as a premedication were selected from anaesthesia records. The primary outcome variable was the dose of OM (mg/kg) required to produce an adequate sedation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The mean OM dose required was 0.32 ± 0.10 mg/kg. The required OM dose decreased significantly as age and weight increased, and age and weight were also shown to be significantly associated with the dose of OM in the multivariate linear regression analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The dosage of OM to achieve adequate sedation should decrease as the patient ages. Furthermore, adequate sedation can be achieved with even lower doses of OM in obese people.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"37 4","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jar.13265","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141302275","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
Menstrual education programs for girls and young women with intellectual and developmental disabilities: A systematic review 针对智力和发育障碍女孩和年轻女性的经期教育计划:系统综述。
IF 2.4 3区 医学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-06-11 DOI: 10.1111/jar.13264
Kristina N. Randall PhD, Casey S. Hopkins PhD, APRN, WHNP-BC, Hannah Drew MA

Background

Providing menstrual education and guidance for menstrual management for girls and young women with intellectual disabilities is recommended to ensure smooth pubertal transitions and to support menstrual self-agency.

Method

The purpose of this systematic review is to explore menstrual education interventions for girls and young women with intellectual disabilities.

Results

Nine studies were included. Interventions were provided in small groups (n = 4) and individually (n = 5). Most studies used dolls (n = 7) and task analysis (n = 7) to teach pad-replacement skills. All reported significant improvements in participant skills and/or knowledge following the intervention. Only one study addressed self-agency and self-esteem as an outcome of the intervention. Menstrual education for girls and young women with intellectual disabilities is largely focused on pad-replacement skills.

Conclusion

Further research is needed to understand the impact of menstrual health and hygiene education on variables apart from skill improvement such as self-agency and long-term health outcomes related to menstrual health.

背景建议为智障女孩和年轻女性提供月经教育和月经管理指导,以确保青春期过渡的顺利进行,并支持月经自我管理:本系统综述旨在探讨针对智障女童和年轻女性的月经教育干预措施:结果:共纳入九项研究。干预以小组(4 项)和个人(5 项)的形式进行。大多数研究使用玩偶(7 项)和任务分析(7 项)来教授更换护垫的技能。所有研究都报告称,在干预后,参与者的技能和/或知识得到了明显改善。只有一项研究将自我能力和自尊作为干预的结果之一。针对智障女孩和年轻女性的经期教育主要集中在更换护垫的技能上:需要进一步开展研究,以了解经期健康和卫生教育对技能提高以外的变量的影响,如自我能力和与经期健康相关的长期健康结果。
{"title":"Menstrual education programs for girls and young women with intellectual and developmental disabilities: A systematic review","authors":"Kristina N. Randall PhD,&nbsp;Casey S. Hopkins PhD, APRN, WHNP-BC,&nbsp;Hannah Drew MA","doi":"10.1111/jar.13264","DOIUrl":"10.1111/jar.13264","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Providing menstrual education and guidance for menstrual management for girls and young women with intellectual disabilities is recommended to ensure smooth pubertal transitions and to support menstrual self-agency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The purpose of this systematic review is to explore menstrual education interventions for girls and young women with intellectual disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Nine studies were included. Interventions were provided in small groups (<i>n</i> = 4) and individually (<i>n</i> = 5). Most studies used dolls (<i>n</i> = 7) and task analysis (<i>n</i> = 7) to teach pad-replacement skills. All reported significant improvements in participant skills and/or knowledge following the intervention. Only one study addressed self-agency and self-esteem as an outcome of the intervention. Menstrual education for girls and young women with intellectual disabilities is largely focused on pad-replacement skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Further research is needed to understand the impact of menstrual health and hygiene education on variables apart from skill improvement such as self-agency and long-term health outcomes related to menstrual health.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"37 4","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jar.13264","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141307613","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
A personal narrative intervention combined with self-monitoring strategies: Outcomes for Mandarin-speaking adolescents with Down syndrome 个人叙事干预与自我监控策略相结合:对讲普通话的唐氏综合症青少年的干预效果。
IF 2.4 3区 医学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-06-05 DOI: 10.1111/jar.13259
Huan Li, Hongyu Wu, Li Deng, Shuo Zeng, Jing Yu, Yueling Luo, Congyun Guo

Background

Personal narratives play an essential role in children's social and academic development. However, children with Down syndrome have ongoing challenges with constructing and communicating personal narratives.

Methods

Using a single-case multiple-probe across participants design, we examined whether a targeted intervention could improve both micro- and macro-structural aspects of personal narratives from Chinese adolescents with Down syndrome.

Results

All three participants demonstrated high treatment effects in two macrostructural narrative outcomes (i.e., narrative element complexity and narrative coherence) in response to the intervention and moderate to high treatment effects in the microstructural narrative outcomes (i.e., the mean length of utterance in words and the number of different words). However, all participants demonstrated limited improvements in narrative cohesion. These effects were maintained and generalised in a different narrative condition.

Conclusions

The preliminary findings support the feasibility and effectiveness of the personal narrative intervention incorporated with self-monitoring strategies for adolescents with Down syndrome.

背景:个人叙事对儿童的社交和学业发展起着至关重要的作用。然而,患有唐氏综合症的儿童在构建和交流个人叙事方面一直面临挑战:方法:我们采用单案例多探究跨参与者的设计,研究了有针对性的干预措施能否改善中国唐氏综合征青少年个人叙事的微观和宏观结构:所有三位参与者在干预后的两个宏观结构叙事结果(即叙事元素复杂性和叙事连贯性)方面都表现出了较高的治疗效果,而在微观结构叙事结果(即以词为单位的平均语篇长度和不同词的数量)方面则表现出了中等到较高的治疗效果。然而,所有参与者在叙事连贯性方面都有有限的改善。这些效果在不同的叙事条件下得以保持和推广:初步研究结果表明,针对患有唐氏综合症的青少年,结合自我监控策略的个人叙事干预是可行且有效的。
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引用次数: 0
With the best intentions: Implications on self-determination during Covid-19 restrictions 用心良苦:Covid-19 限制期间对自我决定的影响。
IF 2.4 3区 医学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-05-30 DOI: 10.1111/jar.13257
Line Melbøe, Aina Aune Kane

Background

In times of crisis, the interests of the individual might be sacrificed for the health and safety of others. The aim of this study was to explore the situation under Covid-19 for persons with intellectual disabilities, focusing on implications on the right to self-determination within health protection.

Method

To understand how the relevant legal framework was governed by authorities and service providers during the Covid-19 pandemic, we have performed semi-structured interviews with 19 service providers in municipal home care services.

Results

Many residents were provided adequate and adapted information about Covid-19, but very few were involved in the introduction and implementation of infection control measures.

Conclusions

Our study has revealed how a crisis such as the pandemic not only puts the health of people with intellectual disabilities at risk, but also challenges their right to self-determination.

背景:在危机时刻,个人利益可能会因为他人的健康和安全而被牺牲。本研究旨在探讨在 Covid-19 大流行期间智障人士的处境,重点是对健康保护中自决权的影响:为了了解当局和服务提供者在 Covid-19 大流行期间是如何管理相关法律框架的,我们对 19 名市政家庭护理服务提供者进行了半结构化访谈:结果:许多居民都获得了有关 Covid-19 的适当信息,但只有极少数人参与了感染控制措施的引入和实施:我们的研究揭示了像大流行病这样的危机不仅如何危及智障人士的健康,还如何挑战他们的自决权。
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引用次数: 0
Developing the self-determination of children and young people with intellectual disabilities in schools: A systematic review of the literature 在学校培养智障儿童和青少年的自决能力:文献系统回顾。
IF 2.4 3区 医学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-05-26 DOI: 10.1111/jar.13247
Sierra Angelina Willow, Iva Strnadová, Joanne Danker

Background

Self-determination is associated with lifelong positive outcomes. Students with intellectual disabilities typically have lower self-determination than their peers. Universal basic education access offers schools the opportunity to rectify this disparity. This is the first systematic review investigating the school-based practices that target self-determination development for students with intellectual disabilities.

Method

The review follows the PRISMA guidelines, spanning five databases (ProQuest databases, EMBASE, Scopus, Sage Journals, Taylor and Francis Online) from 2006 to 2021.

Results

Across the 18 studies, the most used practice is the SDLMI. Research focuses on United States-based transition-aged students with mild to moderate intellectual disabilities. Social validity tends to be assessed in summative and informal ways. Students are not generally involved in decision-making about practices and individualisation of support.

Conclusions

Self-determination development for this population can begin before puberty. Future research should critically investigate social validity and holistic integration of student self-determination learning opportunities throughout the pedagogical cycle.

背景自我决定与终生的积极结果有关。智障学生的自决能力通常低于同龄人。普及基础教育为学校提供了纠正这一差距的机会。这是第一篇系统性综述,调查了针对智障学生自决能力发展的校本实践:综述遵循 PRISMA 准则,涵盖 2006 年至 2021 年的五个数据库(ProQuest 数据库、EMBASE、Scopus、Sage Journals、Taylor and Francis Online):在 18 项研究中,使用最多的方法是 SDLMI。研究主要集中在美国的轻度至中度智障的过渡年龄学生。社会效度往往以总结性和非正式的方式进行评估。学生一般不参与有关实践和个性化支持的决策:该群体的自我决定能力发展可能在青春期之前就已开始。未来的研究应批判性地调查社会有效性,并在整个教学周期中全面整合学生的自决学习机会。
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引用次数: 0
期刊
Journal of Applied Research in Intellectual Disabilities
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