Journal of Intellectual & Developmental Disability最新文献

Background: Research suggests physicians may harbour paternalistic attitudes towards people with intellectual and developmental disabilities and lack the knowledge and skills to work with them. This study examined the impact of a brief intellectual and developmental disability curriculum intervention on these outcomes.

Methods: First-year medical students completed a pre-post questionnaire on attitudes and knowledge of intellectual and developmental disabilities in conjunction with a curriculum (a virtual tour of a developmental service site; panel discussions; tutorial presentations). Paired data were available for 33 students.

Results: Students' confidence communicating with the person increased (pre-mean = 5.7/10, SD = 1.9; post-mean = 6.3/10, SD = 1.7; p < 0.05) as did their feeling of competence taking a history (pre-mean = 4.2/10, SD = 1.9; post-mean = 5.5, SD = 1.7; p < 0.0001). Their inclination toward sheltering people with intellectual and developmental disabilities also increased (pre-mean = 2.8/6, SD = 0.7; post-mean = 3.2/6, SD = 0.7; p < 0.005).

Conclusion: This intervention may contribute to student confidence and their sense of competence in interacting with people with intellectual and developmental disabilities but did not suggest they adopted the philosophy of community inclusion.

Background: People with intellectual disability are at higher risk of experiencing social isolation in their everyday lives, because of exclusionary practices, discriminatory social policies and structural exclusion. However, less is known about what people with intellectual disability themselves think about loneliness in their lives and what might alleviate it.

Method: In this inclusive research study, 17 people with intellectual disability participated in focus groups or individual interviews and talked about what makes them feel lonely and what helps them to feel included.

Results: Our findings indicate that the domains of interaction, participation, personal security and attitudes are areas of strong influence on people's experience of inclusion and exclusion and hold opportunities for positive change.

Conclusions: Change at systems and community levels is needed to ensure people with intellectual disability are included, have access to disability-ready places that respect their human rights, listen, recognise and include their strategies to alleviate loneliness.

Background: The Personal Outcomes Scale is a measurement tool to examine quality of life among persons with intellectual disability. This paper addressed the validity and reliability of the Japanese version of the scale using both self-reports and reports of others.

Method: Data were collected from 128 people with intellectual disability (90 men and 38 women; M_age = 37.19 ± 11.90 (range = 19-69) years) and 27 support workers. Reliability was examined by Cronbach's alpha coefficients, inter-respondent reliability coefficients, and test-retest reliability. Validity was examined by construct validity and criteria-related validity.

Results: Self- and other-reported versions showed adequate internal consistency (α = 0.79); however, some domains had relatively low internal consistency. Validity tests showed weak to moderate correlations between the total score and the domain scores in both versions.

Conclusions: The scale is reliable overall; however, cultural aspects should be considered to bolster its reliability for practical application.

Background: Families, as a network of emotional connections, assume a particularly important role when there is a member with intellectual disabilities (ID). The main aim of the study is to explore the perceptions of parents of persons with ID about their family relationships.

Method: Ten parents of persons with ID, four of which were fathers, were interviewed using photo-elicited interviews and 60 photographs were analysed.

Results: Persons depicted in the photographs were mainly members of the nuclear family, and the moments captured were mostly family rituals. Joy was the most present feeling in the photographs and "saudade" the most evoked feeling when viewing them. Family relationships assume an essential role for parents, and acceptance and inclusion emerged as central concepts.

Conclusions: The core value of family relationships for parents, as a resource to deal with the challenges brought on by the condition, should be taken into account in interventions.

Background: Individuals with developmental disabilities have specific physical and psychosocial needs that can require extra support to participate fully in and enjoy many benefits of recreation activities. Unfortunately, little is known about individuals with developmental disabilities' experiences in outdoor recreation. The purpose of this study was to explore adults with developmental disabilities' perceived benefits of outdoor recreation, and the constraints or facilitators that affected their participation.

Method: Qualitative, semi-structured interviews were conducted with seven adults with developmental disabilities. Interviews were analysed using open, axial, and selective coding techniques.

Results: Results revealed three themes: (a) benefits of; (b) constraints to; and (c) facilitators of outdoor recreation. Benefits of outdoor recreation reported by study participants included their experiencing satisfaction, mental reprieve, empowerment, enlightenment, social connectedness, and thrill. Participants also shared intrapersonal, interpersonal, and structural constraints and facilitators related to their outdoor recreation participation.

Conclusions: Practical implications and future research recommendations are discussed.

Background: Parents of children with intellectual and neurodevelopmental disorders are a highly burdened group that faces additional challenges during the COVID-19 pandemic.

Methods: In this study, parents of children with intellectual and neurodevelopmental disorders (N = 600) living in Canada participated in a cross-sectional online survey.

Results: More than 96% of the parents reported facing additional challenges due to the pandemic. COVID-19-related stressors correlated with poorer mental and physical health. Parents who reported a higher amount of COVID-19-related stressors also reported more post-traumatic stress disorder (PTSD) symptoms.

Discussion: Resuming and implementing new services for children with intellectual and neurodevelopmental disorders and their parents will be key in alleviating the challenges for those parents.

Background: Since COVID-19, remote consultation (by telephone and video) has become widespread. This study investigated the experience of using remote consultation in Specialist Intellectual Disability Community services.

Method: A total of 126 health staff working across eight Specialist Intellectual Disability Community teams in the NHS Health Board of Greater Glasgow and Clyde were asked to complete a short Likert-scale survey about remote consultation.

Results: There were 61 (48%) respondents from a range of disciplines. Overall, respondents were positive about remote consultation but found it was often inadequate to complete a full patient assessment. Moving forwards, respondents wanted around 60% of all consultations to remain face-to-face. It was significantly more difficult to engage and communicate with patients with more severe levels of disability.

Conclusions: Remote consultation has been successful, but there is still a need for face-to-face assessment in intellectual disability services, particularly when working with people with more severe levels of disability.

Background: Research suggests that women with intellectual and developmental disabilities are at increased risk for adverse pregnancy outcomes. Further, they report unmet perinatal care needs. This qualitative study examined clinician perspectives on barriers to providing perinatal care to women with intellectual and developmental disabilities.

Method: We conducted semi-structured interviews and one focus group with US obstetric care clinicians (n=17). We used a content analysis approach to code data and analyse them for larger themes and relationships.

Results: The majority of participants were white, non-Hispanic, and female. Participants reported barriers providing care to pregnant women with intellectual and developmental disabilities across individual (e.g., communication challenges), practice (e.g., identification of disability status), and system levels (e.g., lack of clinician training).

Conclusions: Clinician training and evidence-based guidelines for perinatal care of women with intellectual and developmental disabilities as well as services and supports during pregnancy are needed.

Background: This preregistered study compares adolescents with mild-to-borderline intellectual disability (MBID) and typically developing (TD) adolescents on their susceptibility to peer influence. To understand why adolescents with MBID are susceptible to peer influence, links with inhibition, Theory of Mind (ToM) and negative interpretation bias are investigated.

Method: We assessed 163 adolescents (111 MBID, 52 TD 14-19 years; 63% boys) using experimental tasks and self- and/or teacher-reports.

Results: Adolescents with MBID and TD adolescents did not differ in their susceptibility to peer influence, inhibition, and negative interpretations. On two ToM instruments, adolescents with MBID performed weaker than TD adolescents. In a structural equation model, tested in the MBID group, inhibition, ToM and negative interpretation bias were not related to susceptibility to peer influence.

Conclusions: This study revealed new insights by strong methods such as the multimethod approach, a full theoretical model testing relations between all constructs simultaneously, and the large sample.

Background: Little is known about networks for positive behaviour support (PBS) in disability services. This study explores a PBS network to identify influential persons in its promotion and communication.

Methods: Quantitative sociometric methods were used to identify persons who occupy positions of either boundary spanning (those that link people and groups) and/or opinion leadership (those that are sought for advice).

Results: Nineteen persons were identified. Boundary spanners met all criteria for the position while opinion leaders did not.

Conclusions: This is the first published study of a PBS network in disability services and provides insights into persons involved in its systemic promotion. Boundary spanners are effectively bridging the PBS network, yet persons seeking information about PBS are doing so from opinion leaders that do not display a requisite characteristic for this role. These results have implications for the wider utility of PBS within disability service systems.