Journal of Intellectual & Developmental Disability最新文献

Background: Adults with intellectual and developmental disabilities are at a high risk for problems with sleep duration and quality. This study aimed to determine the feasibility of smartwatches and diaries to assess sleep duration and quality in this population.

Methods: Sleep duration, quality, and sleep hygiene were monitored for seven days from a Polar Ignite smartwatch and a written diary. Data were collected for analysis from 15 participants with intellectual and developmental disabilities (nine female).

Results: Participants successfully wore the smartwatches and completed their diaries. The modal number of nights that participants met the sleep guideline of 7-9 h per night was 4 (range 0-7). Moderate-vigorous physical activity (MVPA) was negatively correlated with sleep disturbances, r = -0.57, p < 0.05.

Conclusions: This pilot study highlights that participants were able to provide seven days of sleep data and complete a diary. Sleep duration was inadequate in most participants.

Background: Although death and grief are universal experiences, older adults with intellectual disabilities have historically been excluded from mourning, due to assumptions about their capacity. This study explores how they experience and express grief after the loss of close individuals.

Method: Based on qualitative data from semi-structured interviews with 92 older adults with mild to moderate intellectual disabilities residing in long-term care facilities in Chile, a reflexive thematic analysis was conducted to identify key themes.

Results: Five main themes emerged: emotional awareness of loss; diverse expressions of grief; disenfranchised mourning; environmental and relational disruptions; and the role of supports. Participants demonstrated symbolic, somatic, and relational ways of processing grief, despite structural and communicative barriers.

Conclusion: Findings underscore the need to recognise and support the grieving processes of older adults with intellectual disabilities through inclusive practices, communicative supports, and accessible rituals that honour their emotional and relational needs.

Background: As the number of postsecondary education programs offering opportunities for individuals with intellectual disabilities to attend college increases, so does the investigation into the outcomes of these programs. Gaps in the literature are apparent, especially related to programming at Minority Serving Institutions (MSI).

Method: The study explored parents' observations of their children's outcomes outside of the classroom (e.g., at home, in the community, related to their participation in an inclusive university program. Fourteen parents of currently enrolled students participated in in-depth exit interviews. Applied thematic analysis was conducted on the qualitative data.

Results: Participant responses revealed three major themes: (i) developments at home: generalised skills and behaviours; (ii) enhanced social integration and student self-image; and (iii) developments in parents' perceptions of disability.

Conclusion: Implications for practice and more effective programming are discussed in support of students' increased independence and participation as active members of their communities.

Background: People with intellectual and developmental disabilities experience daily challenges leading to high stress. Disability acceptance is crucial for improving their quality of life and reducing disability-related stress. We investigated longitudinal relationships between disability acceptance and disability-related stress among Korean adults with intellectual disabilities using data from the Panel Survey of Employment for the Disabled (PSED, 2016-2022).

Method: Data from 3,077 participants who self-reported intellectual disabilities were analysed using generalised estimated equation (GEE) analysis.

Results: Higher disability acceptance significantly predicted reduced disability-related stress levels.

Conclusion: These findings highlight the importance of interventions promoting disability acceptance. Developing evidence-based guidelines and educational programmes focused on acceptance can enhance psychological and emotional wellbeing among people with intellectual and developmental disabilities.

Background: While the importance of self-advocacy for those with an intellectual disability is well recognised, little is known about how organisations can support self-advocacy development by implementing self-advocacy groups.

Method: This inclusive research study collected empirical data from fourteen self-advocates, two managers, three group supporters, and one advocacy coordinator, all experienced and involved in an established not-for-profit service-based self-advocacy group.

Results: Our findings identified several benefits of being involved in a self-advocacy group, including confidence-building, belonging, social inclusion, empowerment and affecting positive social change for the wider community. To ensure the success of self-advocacy groups, there must be "A Space and Place", "Meaningful Inclusion", and "Learning to Lead Opportunities".

Conclusion: Despite the positive benefits associated with self-advocacy, challenges remain. Society's expectations about self-advocacy are often not translated into practice, inclusion can be superficial, and a balance between independence and assistance is difficult to achieve where support is required.

Background: Children and adolescents with intellectual disabilities are prone to developing emotion dysregulation difficulties. The process model of emotion regulation may offer a comprehensive structure by which to understand this phenomenon.

Method: Seventeen children and adolescents with intellectual disabilities participated in semi-structured interviews on their experience of emotion regulation. Reflexive thematic analysis was used to analyse the data obtained.

Results: The applicability of the process model of emotion regulation for children and adolescents with intellectual disabilities was confirmed. Additional themes and sub-themes relevant to the model were also identified. Discrepancies in emotion regulation experiences were noted between autistic and non-autistic children and adolescents with intellectual disabilities.

Conclusions: The process model was found to be relevant to children and adolescents with intellectual disabilities. The identified themes and sub-themes could guide the development of outcome measures founded on the model for this population.

Background: Quality-of-life assessments for persons with intellectual disability are crucial for enhancing support and services. However, culturally adapted instruments are scarce in many countries. This preliminary study explored the psychometric properties of the Personal Outcomes Scale in the Danish context, examining self-report and other-report measures.

Method: Data were collected from 102 persons with intellectual disability (59 men, 43 women; M_age = 35.55 ± 13.48 years) and 72 support workers. Internal consistency, inter-rater reliability, and known group validity were examined.

Results: The scale indicated adequate internal consistency overall (self-reports: α = .80; other-reports: α = .87), although domain-level patterns revealed cultural variations. Inter-rater reliability varied across domains and known groups validity analysis showed significant differences across disability levels and age groups.

Conclusion: This preliminary validation suggests welfare state structures influence QOL measurement, highlighting areas requiring cultural adaptation. Further validation is warranted.

Aims: Adults with intellectual disability frequently experience challenging behaviours and are prescribed antipsychotics (AP). Management of challenging behaviours remains controversial and AP use is often based on low-quality evidence. Our study explores the development of educational resources with healthcare workers and paid carers regarding the use of AP.

Method: A mixed-methods approach utilised a "World Café Event". Thematic analysis and descriptive analysis were conducted.

Results: Participants reported the importance of training that explores the balancing of the risks and benefits of AP use and the setting of a pluralistic approach towards treatment. We identified the need for further education of caregivers to improve confidence in AP prescribing to facilitate correct protocols and dose tapering where possible.

Clinical implications: Engaging mixed disciplines to discuss medication safety is feasible using a World Café approach and useful to create shared values, identify knowledge gaps and promote change via a social movement.