Background: Internships may be a successful pathway for increasing employment rates among people with intellectual disability. This paper presents a summative evaluation of a brief film internship program for people with intellectual disability.
Method: At the commencement and conclusion of the internship, semi-structured interviews were conducted with eight interns and 10 mentors. The interview material was analysed thematically.
Results: Five themes described the experiences of interns: enhancing intern skill development and recognising gaps, building intern confidence, providing interns with assistance, meeting interns' expectations of the program, and working towards ongoing employment. Four themes were present in the discussions with mentors: drawing on previous experience with people with disability and mentoring roles, feeling confident in a mentor role, providing mentors with support, and reflecting on interns' future job prospects.
Conclusion: Although the program developed interns' skills and confidence, an expanded program appears needed to generate open employment outcomes.
Background: Research is lacking on body-related consequences of sexual abuse in adults with mild intellectual disability or borderline intellectual functioning (MID-BIF), although the prevalence of abuse is high and body- and movement-oriented diagnostics and therapeutics seem warranted for this group.
Method: Body experience in adults with MID-BIF who were sexually abused (SA) and were not sexually abused (NSA) was compared using a self-report instrument, the Body Experience Questionnaire-mb, and an instrument to observe non-verbal psychomotor behaviour, the PsyMot-mb.
Results: The SA group showed significantly higher self-reported body awareness and more observed problems with body acceptance than the NSA group. No significant group differences were found for self-reported body satisfaction and body attitude.
Conclusions: Adults with MID-BIF who were sexually abused are more aware of their body signals, but less able to adequately attend to, tolerate, and interpret these signals. Therefore, body- and movement-oriented therapies hold promise for this group.
Background: Raising a child with developmental disorder is often related to higher stress levels for both mothers and fathers. The aim of the present study was to investigate relationships between resilience, family hardiness, life satisfaction and parental stress among parents of children with and without disabilities.
Method: Twenty-eight pairs of parents of a child with Autism Spectrum Disorder, 15 of a child with Down Syndrome and 25 of a child without disability took part in the study. All parents completed four questionnaires independently.
Results: Significant differences between groups emerged in parental resilience, stress, and life satisfaction. Correlational analyses showed that parental hardiness and resilience were negatively related to parental stress through all the three groups.
Conclusions: These findings point to increased evidence that the presence of a disability may not directly affect the sense of family hardiness. Practical implications were discussed.
Background: People with intellectual disability have poor balance skills and greater fall risk. The Short Physical Performance Battery (SPPB) provides comprehensive information on functional status and can predict fall risk. However, the reliability and validity of the SPPB have not been evaluated in people with intellectual disability.
Methods: Seventy-eight adults with intellectual disability were assessed using the SPPB twice. Reliability was analysed with intraclass correlation coefficient and validity was assessed against the Timed Up & Go (TUG) test and the stabilometric test using Spearman's rho.
Results: Reliability was moderate to high in all SPPB components except for the semi-tandem and full tandem positions. The SPPB summary score indicated moderate test-retest reliability and showed mostly significant moderate associations with the TUG and poor agreement with the stabilometric test.
Conclusions: The SPPB summary score indicated high internal consistency, moderate reliability, and moderate validity when applied to adults with intellectual disability.
Background: It is highly recommended that professionals promote caregivers' capacity-building to use intervention strategies to support children with developmental delays or disabilities in natural learning environments, particularly in the earliest years of life. There is a gap, however, in understanding the extent to which these professionals may feel supported in tailoring outreach to support parents with Intellectual Disability and/or mental health conditions (MHCs).
Methods: We surveyed providers (n = 55) who work with families of infants and toddlers in Early Intervention programs across the United States.
Results: Most had at least one family with intellectual disability (87%) or a MHC (92%). At least half felt parents with intellectual disability or MHCs warranted more time/resources (64% or 50%, respectively) and half were "extremely interested" in trainings to support parents with intellectual disability (48%) or MHCs (56%).
Conclusions: Findings and implications are discussed.
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