Journal of applied research in intellectual disabilities : JARID最新文献

Background: Few studies have explored community participation for autistic adults, with or without intellectual disability. This study aims to investigate how autistic adults participate in the community, and the childhood and adulthood factors that predict community participation in adulthood.

Method: Eighty-four autistic adults (mean age 34 years; 67% with co-occurring intellectual disability) initially recruited as children and adolescents, participated in the current study. Community participation frequency and variety were measured in adulthood. Childhood and adulthood predictors of community participation were investigated.

Results: Participants engaged in the community an average of 18.2 times (range 0-49) over the previous 30-day period, in an average of 6.3 different activities (range 0-13). Childhood and adulthood factors (autism symptoms, intellectual disability, living arrangements) were associated with community participation.

Conclusion: Areas for additional support and resources were identified.

Background: Views can be collected from individuals (self-report) or others on their behalf (proxy-report).

Objective: We aimed to review the literature on methods and statistical approaches used to evaluate observer versus self-report responses from individuals with intellectual disability or Down syndrome.

Methods: A series of key questions related to statistical approaches and data collection methods were formulated a priori to inform the search strategy and review process. These addressed the topics of self-report in individuals with intellectual disability, including Down syndrome. Using the National Library of Medicine database, PubMed, detailed literature searches were performed. The quality of available evidence was then evaluated, the existing literature was summarised, and knowledge gaps and research needs were identified.

Results: Fifty relevant original articles were identified which addressed at least one key question. Study details, including: research design, internal validity, external validity, and relevant results are presented. Review of studies of individuals with intellectual disability which used a variety of statistical approaches showed mixed agreement between self-report and proxy-report.

Conclusion: Few studies identified to-date have used self-report from individuals with Down syndrome, but lessons from the existing intellectual disability literature can guide researchers to incorporate self-report from individuals with Down syndrome in the future.

Background: The Internet provides individuals with intellectual disability with access to information and participation in a broader society, but it also presents risks when content is difficult to comprehend. This study aimed to test whether students with intellectual disability enhanced their comprehension of online blogs as a function of the format (text vs. video) and linguistic simplification.

Method: Young students with intellectual disability read or watched text and video-blog posts about environment, health, society, and technology in their original version or a linguistically simplified/easy-to-read version. Then, they completed tests that assessed their reading processing (e.g., calibration) and comprehension of blog content.

Results: Participants predicted that they would correctly answer 80% of the comprehension questions, but their average comprehension of the blog posts was 55%, regardless of the condition. Previous levels of students' reading comprehension skills predicted their blog comprehension scores and interacted with format and simplification. Those participants with higher reading comprehension skills learned more from non-simplified than from simplified blog posts while those with lower levels of reading comprehension skills did not benefit from linguistic simplification nor video-blog format although the difference with regard to higher comprehenders was lower in the video and simplified conditions.

Conclusions: Improving reading comprehension abilities of students with intellectual disability is essential to prevent the digital divide while linguistic simplification is not a useful accommodation and even counterproductive for higher reading comprehenders.

Background: Numbers of people with an intellectual disability and dementia present a global health and social challenge with associated need to reduce stress or agitation and improve quality of life in affected individuals. This study aimed to identify effectiveness of psychosocial interventions in social care settings and, uniquely, explore use of photovoice methodology to develop dialogue about dementia.

Methods: This mixed-method participatory action study used individualised goal-setting theory with 16 participants with intellectual disability and dementia, and 22 social care staff across 11 sites. Five co-researchers with intellectual disability were part of an inclusive research team collecting data using existing and bespoke tools including photovoice. Analysis used descriptive and inferential statistics and framework analysis.

Results: Seventy four percentage of individual goals met or exceeded expectations with reduction in some "as required" medication. Qualitative findings include themes of enabling care and interventions as tools for practice. Photovoice provided insight into previously unreported fears about dementia.

Conclusions: Individualized psychosocial interventions have potential to reduce distress or agitation.