Journal of Intellectual & Developmental Disability最新文献

Background: Physical activity and mentorship programs provide several benefits for people with intellectual and developmental disabilities. This article seeks to provide guidelines for the development of mentoring interventions to support physical activity for this group of people.

Method: An interpretative scoping review was implemented. Eligible studies involved people with intellectual and developmental disabilities and mentors, mentees or program beneficiaries of physical activity-related mentoring.

Results: Thirteen studies met the inclusion criteria. Mentoring was linked with improved personal factors, enhancement in environmental bindings, and healthier behaviours. Common barriers included caregiver over-protection, transportation limitations, and insufficient mentor-mentee ratios.

Conclusion: Effective physical activity mentoring for people with intellectual and developmental disabilities hinges on balancing personal development with supportive social and physical environments. Integrating face-to-face and e-mentoring components may broaden reach and sustainability. Future work should prioritise rigorous trial designs and consistent reporting of FITT principles to refine evidence-based guidelines.

Background: A shift to individualised funding for persons with disabilities, promises greater autonomy for the individual. The extent that this has been achieved for people with intellectual disabilities is unclear. This review sought to synthesise the evidence on the outcomes of individualised funding for people with mild to moderate intellectual disabilities.

Method: A systematic review of articles from January 1990 to April 2024 and a narrative synthesis of findings was completed.

Results: Ten articles representing seven unique studies across four countries were analysed. Though choice and control were found to improve for some people, the experience was not consistent for all people.

Conclusion: Individualised planning processes can exclude people with intellectual disabilities and provide limited ability to plan for the longer term. Thus, scheme and system changes are required to ensure fuller involvement of people with intellectual disabilities in the planning process to ensure proper choice and control.

Background: Rett syndrome (RTT) is a neurodevelopmental condition that causes regression of previously acquired abilities after normal development. RTT symptoms affect communication and feeding skills, which may have serious consequences for individuals with RTT. Essential aspects of their daily care include feeding and language intervention.

Method: This report describes the case of a 14-year-old diagnosed with RTT. The adolescent engaged in an intervention program focusing on speech, language, and feeding needs. The article provides a comprehensive overview of the evaluation, intervention, and re-evaluation process for the challenges she encountered.

Results: Reassessments revealed positive outcomes in the adolescent's feeding and communication.

Conclusion: This study underscores the importance of speech and language therapy interventions for individuals with RTT and showcases their effectiveness in improving daily life.

Background: Despite an increasing recognition of the capacity of people with profound intellectual and multiple disabilities to make decisions and act accordingly, parents and professionals lack a sufficient understanding of the concept of self-determination for people with significant disabilities.

Method: A scoping review was conducted across several scientific databases using keywords related to profound intellectual and multiple disabilities and self-determination.

Results: Current representations of self-determination in people with profound intellectual and multiple disabilities focus primarily on the possibility of decision-making. Several strategies for documenting self-determined behaviours were identified, including direct observation and video recording. The results highlight various means of enhancing self-determination, such as the use of technology and life stories.

Conclusion: People with profound intellectual and multiple disabilities can be self-determined when given the opportunity, supported by adaptations suited to their capacities, and participate in social environments that prioritise their needs.

Background: Little attention has been given to the relationship between popularity and social behaviour among students with intellectual disabilities in special needs schools. Based on resource control theory and findings among typically developing students, we expected popularity predictors to include both prosocial and antisocial behaviours.

Method: School staff (n = 397) reported on popularity, prosocial, and antisocial behaviours of 1,125 students (Mage = 11.26 years, SD = 3.76; 69% boys) with intellectual disabilities in Swiss special needs schools.

Results: Multilevel analyses showed that students with higher prosocial and antisocial behaviours at the start of the school year were more likely to be popular by the end, even after accounting for gender, age, adaptive behaviour, and initial popularity. The effect of antisocial behaviour on popularity was stronger for boys.

Conclusion: Findings support the universality of the relationship between prosocial and antisocial behaviours with popularity. Implications for students with intellectual disabilities are discussed.

Background: Sex education is needed for improved mental and physical health and is a vital part of education for young people. However, sex education for students with intellectual and developmental disabilities is largely absent in China.

Method: We conducted a survey among 51 special education teachers who worked with students with intellectual and developmental disabilities to explore their knowledge level of sexual and reproductive health, as well as their beliefs and experiences regarding sex education.

Results: Results indicated a high knowledge level among teachers and a strong belief in the necessity of sex education. The scarcity of school-based sex education was also reflected in the experiences of special education teachers.

Conclusion: The implications for breaking the silence around sex, developing comprehensive school-based sex education, and establishing teacher preparation and training systems in terms of sex education for students with intellectual and developmental disabilities are discussed.

Background: Few studies have examined how professional caregivers perceive the relocation of adults with intellectual and developmental disabilities from the family home to specialised residential settings.

Method: We conducted semi-structured interviews with eight professional caregivers, exploring their experiences of admitting adults with intellectual and developmental disabilities into residential care. Transcripts were analysed using Mayring's qualitative content analysis.

Results: Caregivers primarily addressed facility-related aspects of the transition, including the admission process, communication with families, and staffing concerns. They offered limited commentary on residents' personal experiences or family dynamics during the move.

Conclusion: To gain a more comprehensive understanding of this life-changing transition, future research should investigate the perspectives of adults with intellectual and developmental disabilities themselves, complementing prior studies focused on relatives.

Background: Fetal alcohol spectrum disorder (FASD) has implications for wellbeing across the lifespan. Research regarding adult profiles is limited.

Method: Data were drawn from the Canadian National Database for younger (18-24 years n = 223) and older (35 + years n = 185) groups, all diagnosed with FASD using Canadian guidelines. Groups were compared on: cognitive/functional abilities; physical/mental health; substance misuse; independent living; legal involvement; and recommendations post-diagnosis. Analysis included chi-square, ANOVA, and linear regression.

Results: The 35 + group showed lower rates of attention and executive functioning deficits, less need for supportive housing, and fewer difficulties with independent living but higher rates of memory and physical problems. Substance misuse, legal involvement, and mental health issues were high in both groups. The 35 + group attended substance misuse treatment and were referred for income supports more than the 18-24 group.

Conclusion: Distinct profiles were observed for older versus younger adults with FASD. Interventions and supports must be adjusted to meet age-specific needs.

Background: Past studies examining the associations of emotional intelligence, family support and financial stress with family quality of life (FQOL) in families of people with intellectual disability are scarce.

Objective: To examine the predictors of FQOL among Ghanaian families of people with intellectual disability.

Method: A sample of 176 parents (M = 41.64 years, SD = 9.21) of people with intellectual disability participated in the study.

Results: Financial stress, family support, and emotional intelligence significantly predicted FQOL among Ghanaian parents of people with intellectual disability. In addition, emotional intelligence and family support significantly moderated the relationship between financial stress and FQOL.

Conclusion: The noted protective roles of emotional intelligence and family support in reducing the negative influence of financial stress on FQOL among families of people with intellectual disability suggest a need to develop interventions that account for these variables.