Pub Date : 2021-06-18DOI: 10.3109/13668250.2021.1929879
M. J. Smit, M. Scheffers, C. Emck, J. V. van Busschbach, P. Beek
ABSTRACT Background Body experience is an important facet of psychosocial functioning and health. However, to date no test exists to measure body experience in adults with mild intellectual disability and borderline intellectual functioning (MID-BIF). We therefore adapted the Body Experience Questionnaire (BEQ) to this group, resulting in the BEQ-mb, and evaluated its usability, comprehensibility, and reliability. Method The BEQ-mb was developed in five stages: concept development, focus group, verbal reports, pilot testing, and evaluation. Results The BEQ-mb is applicable in, and comprehensible by, adults with MID-BIF. Internal consistency is good for the total scale and the body awareness and body satisfaction subscales, but low for the body attitude subscale. Test–retest reliability is excellent for the total scale and the subscales. Conclusion The BEQ-mb unlocks new opportunities for clinical examination and research on body experience. Future research is needed to investigate its structural validity.
{"title":"The Body Experience Questionnaire for adults with mild intellectual disability or borderline intellectual functioning (BEQ-mb): Development and initial evaluation","authors":"M. J. Smit, M. Scheffers, C. Emck, J. V. van Busschbach, P. Beek","doi":"10.3109/13668250.2021.1929879","DOIUrl":"https://doi.org/10.3109/13668250.2021.1929879","url":null,"abstract":"ABSTRACT\u0000 Background Body experience is an important facet of psychosocial functioning and health. However, to date no test exists to measure body experience in adults with mild intellectual disability and borderline intellectual functioning (MID-BIF). We therefore adapted the Body Experience Questionnaire (BEQ) to this group, resulting in the BEQ-mb, and evaluated its usability, comprehensibility, and reliability. Method The BEQ-mb was developed in five stages: concept development, focus group, verbal reports, pilot testing, and evaluation. Results The BEQ-mb is applicable in, and comprehensible by, adults with MID-BIF. Internal consistency is good for the total scale and the body awareness and body satisfaction subscales, but low for the body attitude subscale. Test–retest reliability is excellent for the total scale and the subscales. Conclusion The BEQ-mb unlocks new opportunities for clinical examination and research on body experience. Future research is needed to investigate its structural validity.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42621131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-14DOI: 10.3109/13668250.2021.1925529
Lotte C.F. Gosens, R. Otten, J. de Jonge, A. Schellekens, J. VanDerNagel, R. Didden, E. Poelen
ABSTRACT Background The prevalence of Substance Use Disorder (SUD) in people with Mild Intellectual Disability and Borderline Intellectual Functioning (MID-BIF) is high and evidence-based treatment programs are scarce. The present study describes the development of a personalised SUD treatment for people with MID-BIF. Method The personalised SUD treatment is developed according to the steps of the Intervention Mapping approach, based on literature review, theoretical intervention methods, clinical experience and consultation with experts in the field of addiction and intellectual disability care. Results We developed a treatment manual called Take it Personal!+. Take it Personal!+ aims to reduce substance use, is based on motivational interviewing and cognitive behavior therapy and personalised based on the client’s personality profile. Furthermore, an mHealth application supports the treatment sessions. Conclusion Take it Personal!+ is the first personalised SUD treatment for individuals with MID-BIF. Future research should test the effectiveness of Take it Personal!+ in reducing SU.
摘要背景轻度智力残疾和边缘智力功能（MID-BIF）患者的物质使用障碍（SUD）患病率很高，循证治疗方案很少。本研究描述了针对MID-BIF患者的个性化SUD治疗的发展。方法根据文献综述、理论干预方法、临床经验以及成瘾和智障护理领域专家的咨询，按照干预映射法的步骤，制定个性化的SUD治疗方案。结果我们开发了一本治疗手册，名为Take it Personal！+。针对个人！+旨在减少物质使用，基于动机访谈和认知行为疗法，并根据客户的个性特征进行个性化设置。此外，mHealth应用程序支持治疗会话。结论：把它个人化！+是首个针对MID-BIF患者的个性化SUD治疗。未来的研究应该测试Take it Personal！+的有效性在减少SU方面。
{"title":"Development of a personalised substance use disorder treatment for people with mild intellectual disabilities or borderline intellectual functioning: An intervention mapping approach","authors":"Lotte C.F. Gosens, R. Otten, J. de Jonge, A. Schellekens, J. VanDerNagel, R. Didden, E. Poelen","doi":"10.3109/13668250.2021.1925529","DOIUrl":"https://doi.org/10.3109/13668250.2021.1925529","url":null,"abstract":"ABSTRACT Background The prevalence of Substance Use Disorder (SUD) in people with Mild Intellectual Disability and Borderline Intellectual Functioning (MID-BIF) is high and evidence-based treatment programs are scarce. The present study describes the development of a personalised SUD treatment for people with MID-BIF. Method The personalised SUD treatment is developed according to the steps of the Intervention Mapping approach, based on literature review, theoretical intervention methods, clinical experience and consultation with experts in the field of addiction and intellectual disability care. Results We developed a treatment manual called Take it Personal!+. Take it Personal!+ aims to reduce substance use, is based on motivational interviewing and cognitive behavior therapy and personalised based on the client’s personality profile. Furthermore, an mHealth application supports the treatment sessions. Conclusion Take it Personal!+ is the first personalised SUD treatment for individuals with MID-BIF. Future research should test the effectiveness of Take it Personal!+ in reducing SU.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49410803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-05DOI: 10.3109/13668250.2021.1925528
Sien Vandesande, G. Bosmans, P. Sterkenburg, C. Schuengel, B. Maes
ABSTRACT Background The feasibility and acceptability was explored of the newly-constructed Attachment Strengths and Needs Interview for parents of children with severe or profound intellectual disabilities. Method A partially mixed methods approach (with focus on the quantitative data) was used to clarify parents’ and professionals’ viewpoints regarding the acceptability of the interview through websurvey-ratings. Results Parents generally felt appreciated during or after the interview, were motivated to work on the proposed goals and felt the interview covered their actual needs, but were, however, more neutral on the aspects of reflection and learning. Professionals indicated that the interview gathered sufficient information on most elements of interest at the start of an intervention trajectory, but generally missed information on the origins of parents’ questions and the families’ expectations towards taking part in an intervention. Conclusions The current study showed preliminary support for the feasibility and acceptability of the Attachment Strengths and Needs Interview, as part of a broader intake procedure, to inform attachment-focused interventions for parents of children with disabilities by identifying their strengths and needs.
{"title":"The Attachment Strengths and Needs Interview for parents of children with severe or profound intellectual disabilities: An acceptability and feasibility study","authors":"Sien Vandesande, G. Bosmans, P. Sterkenburg, C. Schuengel, B. Maes","doi":"10.3109/13668250.2021.1925528","DOIUrl":"https://doi.org/10.3109/13668250.2021.1925528","url":null,"abstract":"ABSTRACT Background The feasibility and acceptability was explored of the newly-constructed Attachment Strengths and Needs Interview for parents of children with severe or profound intellectual disabilities. Method A partially mixed methods approach (with focus on the quantitative data) was used to clarify parents’ and professionals’ viewpoints regarding the acceptability of the interview through websurvey-ratings. Results Parents generally felt appreciated during or after the interview, were motivated to work on the proposed goals and felt the interview covered their actual needs, but were, however, more neutral on the aspects of reflection and learning. Professionals indicated that the interview gathered sufficient information on most elements of interest at the start of an intervention trajectory, but generally missed information on the origins of parents’ questions and the families’ expectations towards taking part in an intervention. Conclusions The current study showed preliminary support for the feasibility and acceptability of the Attachment Strengths and Needs Interview, as part of a broader intake procedure, to inform attachment-focused interventions for parents of children with disabilities by identifying their strengths and needs.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41487257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-02DOI: 10.3109/13668250.2021.1920377
K. Kruithof, E. Olsman, A. Nieuwenhuijse, D. Willems
ABSTRACT Background The life expectancy of people with profound intellectual and multiple disabilities (PIMD) is increasing and parents express concerns about being possibly outlived by their child with PIMD. However, little is known about the nature of these concerns. Method We interviewed 27 parents of persons with PIMD and analysed the data thematically, to explore parents’ concerns about being outlived by their child. Results Most parents hoped to outlive their child with PIMD and related this to the expectation of a decreased quality of life (QoL) of their child, when they would have passed away. The uncertainty about who would fulfil their parental roles in the future contributed to parents’ concerns and sometimes resulted in feelings of despair. Conclusions Our study provides insight into the nature and gravity of parents’ concerns. The division of parents’ concerns into roles helps to address future care and support gaps for people with PIMD.
{"title":"“I hope I’ll outlive him”: A qualitative study of parents’ concerns about being outlived by their child with profound intellectual and multiple disabilities","authors":"K. Kruithof, E. Olsman, A. Nieuwenhuijse, D. Willems","doi":"10.3109/13668250.2021.1920377","DOIUrl":"https://doi.org/10.3109/13668250.2021.1920377","url":null,"abstract":"ABSTRACT Background The life expectancy of people with profound intellectual and multiple disabilities (PIMD) is increasing and parents express concerns about being possibly outlived by their child with PIMD. However, little is known about the nature of these concerns. Method We interviewed 27 parents of persons with PIMD and analysed the data thematically, to explore parents’ concerns about being outlived by their child. Results Most parents hoped to outlive their child with PIMD and related this to the expectation of a decreased quality of life (QoL) of their child, when they would have passed away. The uncertainty about who would fulfil their parental roles in the future contributed to parents’ concerns and sometimes resulted in feelings of despair. Conclusions Our study provides insight into the nature and gravity of parents’ concerns. The division of parents’ concerns into roles helps to address future care and support gaps for people with PIMD.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46236848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.3109/13668250.2021.1920091
I. Di Maggio, M. Ginevra, S. Santilli, L. Nota
ABSTRACT Background: Attitudes of classmates has been considered as one of the major problems in inclusive education, negatively influencing the participation of students with disability in school contexts. The goal of this study was to examine Italian typically developing children's attitudes towards their peers with disabilities. Method: In a sample of 560 elementary school students aged 6 - 11 years old we tested - through multiple regression analysis - the impact of personal and contextual factors, such as sex and age of participants, type of disability of peers with disabilities, experience with peers with disabilities and, in particular, the type of presentation of students with disabilities on attitudes of elementary school students without disability. Results: Results showed that girls and younger students generally hold more positive attitudes towards peers with disabilities. Less accepting attitudes towards peers with behaviour problems than those with intellectual or sensory disabilities were also found. Experience with peers with disabilities in class was not related to attitudes towards disabilities; instead, providing a positive presentation of peers with disabilities associated with their strengths positively impacted attitudes towards disabilities, regardless of sex and age of participants and type of disability of peers. Conclusions: The results of our study suggested the impact of the type of information provided to students about disabilities on their attitudes. Particular emphasis should be given to the way in which children with disabilities are presented to typically developing classmates, and information provided should stimulate a positive image of peers with disabilities.
{"title":"Elementary school students’ attitudes towards peers with disabilities: The role of personal and contextual factors","authors":"I. Di Maggio, M. Ginevra, S. Santilli, L. Nota","doi":"10.3109/13668250.2021.1920091","DOIUrl":"https://doi.org/10.3109/13668250.2021.1920091","url":null,"abstract":"ABSTRACT Background: Attitudes of classmates has been considered as one of the major problems in inclusive education, negatively influencing the participation of students with disability in school contexts. The goal of this study was to examine Italian typically developing children's attitudes towards their peers with disabilities. Method: In a sample of 560 elementary school students aged 6 - 11 years old we tested - through multiple regression analysis - the impact of personal and contextual factors, such as sex and age of participants, type of disability of peers with disabilities, experience with peers with disabilities and, in particular, the type of presentation of students with disabilities on attitudes of elementary school students without disability. Results: Results showed that girls and younger students generally hold more positive attitudes towards peers with disabilities. Less accepting attitudes towards peers with behaviour problems than those with intellectual or sensory disabilities were also found. Experience with peers with disabilities in class was not related to attitudes towards disabilities; instead, providing a positive presentation of peers with disabilities associated with their strengths positively impacted attitudes towards disabilities, regardless of sex and age of participants and type of disability of peers. Conclusions: The results of our study suggested the impact of the type of information provided to students about disabilities on their attitudes. Particular emphasis should be given to the way in which children with disabilities are presented to typically developing classmates, and information provided should stimulate a positive image of peers with disabilities.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44268875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-16DOI: 10.3109/13668250.2021.1899561
Tina Bellemans, N. Peters-Scheffer, R. Didden, Romy Traas, J. V. van Busschbach
ABSTRACT Background Psychomotor therapy (PMT) is often applied in Dutch clinical practice to address aggressive behaviour in individuals with mild intellectual disabilities or borderline intellectual functioning. However, the literature on clients’ experiences is lacking. Methods An interpretative phenomenological analysis was used to analyse the semi-structured interviews of seven participants (19–60 years; four male, three female) who completed PMT targeting anger regulation problems. Results According to the participants, becoming aware of increasing tension and/or learning to downregulate the tension were the main goals of PMT. They emphasised both the possibility to learn by doing and the therapeutic alliance as essential to create a safe context, where participants can experiment with alternative behaviour. After completing PMT, participants perceived fewer aggressive outbursts and an increased self-esteem. Conclusions Participants in our sample experienced PMT as being helpful in targeting anger regulation problems and aggressive behaviour. The experiential nature of the program was perceived as a valuable aspect of PMT.
{"title":"Psychomotor therapy for individuals with mild intellectual disabilities or borderline intellectual functioning presenting anger regulation problems and/or aggressive behaviour: A qualitative study on clients’ experiences","authors":"Tina Bellemans, N. Peters-Scheffer, R. Didden, Romy Traas, J. V. van Busschbach","doi":"10.3109/13668250.2021.1899561","DOIUrl":"https://doi.org/10.3109/13668250.2021.1899561","url":null,"abstract":"ABSTRACT Background Psychomotor therapy (PMT) is often applied in Dutch clinical practice to address aggressive behaviour in individuals with mild intellectual disabilities or borderline intellectual functioning. However, the literature on clients’ experiences is lacking. Methods An interpretative phenomenological analysis was used to analyse the semi-structured interviews of seven participants (19–60 years; four male, three female) who completed PMT targeting anger regulation problems. Results According to the participants, becoming aware of increasing tension and/or learning to downregulate the tension were the main goals of PMT. They emphasised both the possibility to learn by doing and the therapeutic alliance as essential to create a safe context, where participants can experiment with alternative behaviour. After completing PMT, participants perceived fewer aggressive outbursts and an increased self-esteem. Conclusions Participants in our sample experienced PMT as being helpful in targeting anger regulation problems and aggressive behaviour. The experiential nature of the program was perceived as a valuable aspect of PMT.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43587391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-23DOI: 10.3109/13668250.2021.1892261
K. Kruithof, Lisa IJzerman, A. Nieuwenhuijse, S. Huisman, A. Schippers, D. Willems, E. Olsman
ABSTRACT Background Since the life expectancy of people with profound intellectual and multiple disabilities (PIMD) is increasing, siblings may take over care/support roles from their parents. Method To explore how parents and siblings of persons with PIMD view siblings’ role regarding future care/support for their family member, we interviewed eight parents and 13 siblings of seven persons with PIMD and analysed the data thematically. Results While some parents expected that a future care/support role would burden the sibling unfairly, most siblings anticipated such a role and reported no concerns about this future responsibility. Despite a lack of explicit communication, expectations of parents and siblings regarding future responsibilities corresponded. However, some siblings mentioned the lack of explicit communication made them feel unprepared for the future. Conclusions Explicit family communication may make siblings feel more prepared for the future and decrease the discrepancy between parents’ and siblings’ views regarding an expected future burden.
{"title":"Siblings’ and parents’ perspectives on the future care for their family member with profound intellectual and multiple disabilities: A qualitative study","authors":"K. Kruithof, Lisa IJzerman, A. Nieuwenhuijse, S. Huisman, A. Schippers, D. Willems, E. Olsman","doi":"10.3109/13668250.2021.1892261","DOIUrl":"https://doi.org/10.3109/13668250.2021.1892261","url":null,"abstract":"ABSTRACT Background Since the life expectancy of people with profound intellectual and multiple disabilities (PIMD) is increasing, siblings may take over care/support roles from their parents. Method To explore how parents and siblings of persons with PIMD view siblings’ role regarding future care/support for their family member, we interviewed eight parents and 13 siblings of seven persons with PIMD and analysed the data thematically. Results While some parents expected that a future care/support role would burden the sibling unfairly, most siblings anticipated such a role and reported no concerns about this future responsibility. Despite a lack of explicit communication, expectations of parents and siblings regarding future responsibilities corresponded. However, some siblings mentioned the lack of explicit communication made them feel unprepared for the future. Conclusions Explicit family communication may make siblings feel more prepared for the future and decrease the discrepancy between parents’ and siblings’ views regarding an expected future burden.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43061192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.3109/13668250.2021.1902602
Rafat Hussain
An editorial is presented in which editor discusses the World Health Organization that formally declared COVID-19 infections to be a global pandemic on March 11, 2020 Topics include examines the intractable aspects that have been brought into sharper focus deserve repeating and considered inequality and inequity of health and social services for vulnerable groups that are so entrenched that have come to accept them with varying degrees of reluctance
{"title":"Editor’s note","authors":"Rafat Hussain","doi":"10.3109/13668250.2021.1902602","DOIUrl":"https://doi.org/10.3109/13668250.2021.1902602","url":null,"abstract":"An editorial is presented in which editor discusses the World Health Organization that formally declared COVID-19 infections to be a global pandemic on March 11, 2020 Topics include examines the intractable aspects that have been brought into sharper focus deserve repeating and considered inequality and inequity of health and social services for vulnerable groups that are so entrenched that have come to accept them with varying degrees of reluctance","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42333560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-02DOI: 10.3109/13668250.2021.1893604
P. Embregts, S. Nijs, W. V. van Oorsouw
ABSTRACT Background One would assume that infection outbreaks such as the COVID-19 pandemic have a deleterious effect upon the physical, mental, and/or social functioning of people with intellectual disabilities (ID). Methods A systematic search of four databases produced 18 articles. General information pertaining to the topics under consideration, information related to infectious diseases and ID were extracted. Results All but one of the studies investigated the impact of infection outbreaks on the physical functioning of people with ID. Although in some instances certain studies briefly reflected on the impact of infection outbreaks on mental or social functioning, there was no empirical data available. Conclusions There is scarce scientific knowledge on the impact of infection outbreaks on the mental and social functioning of people with ID. This underscores the exigency for further psychosocial research to both explore the impact of infection outbreaks and develop strategies to deal with them in the future.
{"title":"Impact of infection outbreak on people with intellectual disabilities: A scoping review","authors":"P. Embregts, S. Nijs, W. V. van Oorsouw","doi":"10.3109/13668250.2021.1893604","DOIUrl":"https://doi.org/10.3109/13668250.2021.1893604","url":null,"abstract":"ABSTRACT Background One would assume that infection outbreaks such as the COVID-19 pandemic have a deleterious effect upon the physical, mental, and/or social functioning of people with intellectual disabilities (ID). Methods A systematic search of four databases produced 18 articles. General information pertaining to the topics under consideration, information related to infectious diseases and ID were extracted. Results All but one of the studies investigated the impact of infection outbreaks on the physical functioning of people with ID. Although in some instances certain studies briefly reflected on the impact of infection outbreaks on mental or social functioning, there was no empirical data available. Conclusions There is scarce scientific knowledge on the impact of infection outbreaks on the mental and social functioning of people with ID. This underscores the exigency for further psychosocial research to both explore the impact of infection outbreaks and develop strategies to deal with them in the future.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47505988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-28DOI: 10.3109/13668250.2021.1885973
Sarah M. Hart, M. Hill, J. Gaffney
ABSTRACT Background This study investigated transition, or school leaving, as experienced by young adults living in Aotearoa New Zealand who had significant intellectual and developmental disabilities. Method To investigate these typically unheard perspectives, qualitative methods were adapted to individual communication preferences. Personal and contextual intersections were critically analysed using the theoretical framework of the capability approach. The capability approach emphasises individuality and one's freedom of choice to construct a good life of dignity. Results Timetables - schedules of daily activities - were examined using artefactual analysis to make sense of and explain important insights about transition through this pivotal support anchor. Yet, the utility of these artefacts, found to communicate personal capabilities, was underrecognised by those supporting transitions from school. Conclusion This article reports fresh insights into supporting this critical life stage increasing the potential for a transition with dignity.
{"title":"Timetabling a transition with dignity: Perspectives of young adults with significant support needs","authors":"Sarah M. Hart, M. Hill, J. Gaffney","doi":"10.3109/13668250.2021.1885973","DOIUrl":"https://doi.org/10.3109/13668250.2021.1885973","url":null,"abstract":"ABSTRACT Background This study investigated transition, or school leaving, as experienced by young adults living in Aotearoa New Zealand who had significant intellectual and developmental disabilities. Method To investigate these typically unheard perspectives, qualitative methods were adapted to individual communication preferences. Personal and contextual intersections were critically analysed using the theoretical framework of the capability approach. The capability approach emphasises individuality and one's freedom of choice to construct a good life of dignity. Results Timetables - schedules of daily activities - were examined using artefactual analysis to make sense of and explain important insights about transition through this pivotal support anchor. Yet, the utility of these artefacts, found to communicate personal capabilities, was underrecognised by those supporting transitions from school. Conclusion This article reports fresh insights into supporting this critical life stage increasing the potential for a transition with dignity.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45662684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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