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

Background: People with intellectual disabilities who menstruate are underrepresented in menopause research and care.

Methods: A mixed-methods service evaluation was conducted in one NHS Trust. In Phase 1, prescribing data from electronic health records for women aged 40-79 with intellectual disabilities (n = 149) was extracted and statistically compared to estimates for the general population. Phase 2 comprised a focus group with psychiatrists (n = 6) and an interview with a GP (n = 1); data were analysed using framework analysis.

Findings: HRT was prescribed to 3.3% of people with intellectual disabilities, versus 17.2% in the general population, indicating significantly lower prescribing (p < 0.0001). Qualitative themes highlighted low clinician awareness, diagnostic overshadowing, concerns about monitoring and system-level issues. Facilitators included psychiatrist advocacy, proactive carers and clearer primary-to-secondary care collaboration.

Conclusions: Women with LD were substantially less likely to receive HRT, suggesting a marked inequity in menopause care. Recommendations are made to improve recognition, treatment access and outcomes.

Background: The study is based on the Dual Pathway to Creativity Model and explores the relationship between inhibitory control and creativity in children with mild intellectual disabilities.

Method: The sample consisted of 58 children with mild intellectual disabilities. Inhibitory control, fluency, and originality were assessed using the Day-Night Stroop Test and the Alternative Uses Test.

Results: Overall, participants demonstrated moderate fluency (M = 6.55, SD = 3.10), while their originality scores were lower (M = 1.44, SD = 1.32). Correlation analysis indicated that faster responses on the second part of the Stroop test were negatively associated with fluency (r = -0.30, p < 0.05), whereas the association with originality did not reach statistical significance (r = -0.24, p > 0.05).

Conclusions: Efficient inhibitory control linked to higher fluency supports the Dual Pathway to Creativity Model, emphasizing the balance between inhibition and cognitive flexibility in children with mild intellectual disabilities.

Background: Participation (attendance and engagement) is important for children's development and well-being. The aim was to study the relationships between attendance, engagement and independence in everyday activities of children with intellectual and other developmental disabilities and to compare patterns between children with and without comprehension difficulties.

Method: Participation and independence (FUNDES-Child-SE) were measured in 131 Swedish participants (aged 5-18 years). The analysis included Mann-Whitney U and Spearman's rank correlation tests.

Results: The group without comprehension difficulties attended with a frequency more similar to typically developing peers, with higher engagement and independence. There were very strong overall attendance-engagement correlations (r = 0.91 for the group with comprehension difficulties and r = 0.87 for the group without) and attendance-independence correlations (r = 0.86 and r = 0.87), as well as a strong correlation between engagement and independence (r = 0.78 and r = 0.77).

Conclusions: Despite strong overall correlations between dimensions, differences across specific activity items underscore the need for targeted assessment and intervention.

Background: People with intellectual disability have 70% lower cervical screening participation rates. Limited research has captured their experiences, particularly in Australia.

Methods: This qualitative study used inclusive co-production and trauma-informed approaches. Eleven people with intellectual disability (aged 26-65) from New South Wales participated in semi-structured interviews and arts-based body mapping, analysed using reflective thematic analysis.

Findings: Four themes emerged: (1) healthcare interactions ranged from empowering to traumatic, with communication failures and rushed procedures; (2) tensions around informed consent and support roles; (3) gaps in accessible information and systematic reminders and (4) how past trauma and competing health priorities influenced screening. Participants recommended Easy Read materials, adequate appointment time, trauma-informed care and genuine choice in healthcare decisions.

Conclusions: Women with intellectual disability encounter systematic barriers to cervical screening encompassing communication failures, inadequate consent and lack of trauma-informed care. Their recommendations provide actionable solutions for healthcare reform.

Background: Family caregivers of individuals with intellectual and developmental disabilities often experience chronic stress and poor mental and physical health. This study examined the feasibility of a 12-week single-arm intervention to reduce caregiver stress.

Methods: The caregiver intervention included a yoga class and informational support group. Feasibility measures included recruitment, attendance, retention, fidelity and acceptability (interviews). Exploratory impacts on perceived and physiological stress (salivary cortisol), social support, caregiver strain, family empowerment, sleep, physical activity and body mass index were assessed by percent change across the intervention.

Results: Twenty caregivers enrolled (95% retained) and participants attended 67% of sessions. Intervention fidelity was 95%. Semi-structured interviews revealed high acceptability of the intervention. Perceived stress decreased by 5.8% and cortisol decreased by 24.1%. Changes in all but one exploratory outcome were in desirable directions.

Conclusions: The intervention was feasible and acceptable among participants with positive initial effects on the majority of exploratory outcomes.

Background: The aim of this review was to develop a theoretical framework to guide understanding of the key factors in quality end-of-life care for people with intellectual disabilities.

Method: A systematic review was conducted using a critical interpretive synthesis methodology and a 'best-fit' framework approach to develop a new theoretical framework. Databases were searched using a wide-ranging search strategy. Broad eligibility criteria were applied. Data were extracted from a purposive sample of relevant papers for the synthesis.

Results: Of 1270 retrieved records, 40 papers were selected for inclusion in the synthesis. From this, a new theoretical framework was developed comprising three themes-'a personal approach to care', 'an involved network' and 'an enabling infrastructure'.

Conclusion: The theoretical framework presented reflects the integration of a range of perspectives and provides a more developed understanding of the key factors in quality end-of-life care for people with intellectual disabilities.

Background: Children with intellectual disability face challenges to practicing social-communication skills, which may lead to detrimental consequences affecting their academic and social life. This study assesses the effect of video modelling in combination with least-to-most prompting and reinforcement on the acquisition and maintenance of the following social-communication skills: seeking instructions' elaboration, responding to corrective feedback and providing help.

Methods: A multiple-probe across-behaviours design was utilised involving three children, aged 12-13, with intellectual disability.

Results: The results demonstrate that the children were able to achieve the mastery criteria and maintained the skills, although variations were found among the children across the three skills.

Conclusions: Social validity data indicated that the intervention was well-received by specialists and interventionists. Implications and recommendations for future research and practical application are discussed.

Background: Although research has identified that the transition to adulthood for young persons with intellectual and developmental disabilities is not linear, little is known about how young persons with intellectual and developmental disabilities, parents, and teachers conceptualise transition, particularly successful transition. The focus of this paper is on how the different stakeholders conceptualised transition and what constitutes successful transition, in general, and for persons with intellectual and developmental disabilities.

Method: Thematic analysis was applied to 8 focus groups with 84 participants, exploring transition and successful transition in the Czech Republic.

Results: Five themes emerged, including gaining independence, having a job and opportunities as everybody else, satisfaction with life, and transition of youth with intellectual and developmental disabilities as an important issue which needs to be addressed.

Conclusions: Our findings point to the need for recognising different outcomes of successful transition from postsecondary education to adulthood, not just those primarily related to employment.

Background: Between 33% and 50% of adults with an intellectual disability experience constipation. The predominant treatment of laxatives is poorly managed and lacks efficacy over time.

Aim: The aim was to determine the feasibility of, and pilot, abdominal massage for adults with an intellectual disability and constipation, administered by their supporter at home, to alleviate their symptoms.

Method: Adults with an intellectual disability and constipation were randomised, using a 3:1 ratio, into intervention and control groups. Supporters of adults in the intervention group received training and completed abdominal massage sessions with the person over a 6-week period.

Results: Thirty-one adults and their supporters participated: 24 intervention and 7 control groups. Abdominal massage was found to be a feasible non-pharmacological intervention to use in this population.

Conclusion: A large trial is required to determine the effectiveness of this intervention. Co-production is also needed to develop tailored constipation symptoms assessment for this population.

Background: Children with intellectual disabilities can display behaviours that challenge, often associated with poor outcomes. Despite national policy commitment to co-production, little evidence is available on how such services deliver co-produced activity.

Methods: Qualitative data were collected from three services that reported co-producing Positive Behaviour Support introductory workshops. Participants' experiences and perceptions of these workshops were described through individual semi-structured interviews conducted with staff and family carers (n = 24) and analysed using a Framework approach.

Results: Two main themes were represented in the initial framework. Positives of Co-production included the advantages of obtaining and combining theoretical and practical knowledge, including personal and professional development for those delivering the intervention. Challenges to Implementation included the time and effort required to build a collaborative way of working, barriers to organisational support and family carers' history with services.

Conclusions: Support, funding and resources need to be made available and protected to make co-production activities meaningful.