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

Background: Family carers often lack support for their own well-being as they navigate diagnostic and early intervention services for intellectual and developmental disabilities.

Methods: This study explored the emotional journey of carers during Early Positive Approaches to Support, an 8-week group program. Participants journaled their emotional experiences at the beginning and end of each session.

Results: There was a significant increase in comfortable emotions and a decrease in uncomfortable emotions by the program's end.

Conclusions: These findings suggest that the program improved carers' ability to self-regulate their emotions and manage challenges. This study also highlights the value of self-observation to understand carers' emotional landscapes in interventions targeting their well-being.

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: Poor health-related physical fitness (HRPF) and overweight and obesity are common health problems for children with intellectual disability. This study aimed to review existing lifestyle intervention studies, and identify effective strategies for this population.

Methods: A systematic search was undertaken in three databases. The random-effects model was used to pool the weighted results by inverse variance methods, and the I² statistic was applied to assess heterogeneity among the included studies.

Results: Most of the identified interventions (27/29) adopted physical activity (PA). For obesity-related outcomes, the results showed no significant effect of PA studies on reducing obesity. For HRPF outcomes, significant effects were found on 6-min walk distance (51.86 m, 95% CI [16.49, 87.22], p < .05).

Conclusions: PA is the predominant intervention component adopted and may contribute to improving cardiopulmonary fitness; but the lack of research limits our ability to draw any confirmed conclusion on obesity-related outcomes and other HRPF outcomes.

Background: Adults with intellectual disability who attended higher education programs have reported increasing self-determination, developing social skills and forming relationships. However, there is limited evidence about what adults with intellectual disability do after they complete such programs. This study investigated the experiences of adults with intellectual disability after they completed an inclusive higher education university program in Australia.

Materials & methods: This qualitative study used a phenomenological approach. Semi-structured interviews were conducted with adults with intellectual disability who had completed the program (N = 6). Data were thematically analysed and interpreted using Bronfenbrenner's ecological systems theory.

Results: Participants developed lasting connections with mentors and staff but not with peers. Some participants accessed more opportunities, returned to study, increased topic-specific knowledge, and developed life skills; however, others faced challenges with transition from the program.

Discussion: Findings highlight a need to explore ways to enhance the transition from the program to the wider university environment and/or employment. Suggestions for practice are provided to help inform future development of inclusive higher education programs for adults with intellectual disability.

Conclusion: With appropriate support adults with intellectual disability can experience positive post-university outcomes and opportunities; however, limited social interaction with informal supports such as peers, challenges the inclusive model.

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.