Journal of Intellectual Disabilities最新文献

{"title":"The impact of a virtual wellness course for adults with intellectual and developmental disabilities in the third year of COVID-19.","authors":"Laura St John, Gregory Borschneck, Tiziana Volpe, Anupam Thakur, Johanna Lake, Heidi Mallet, Victor Pereira, Yona Lunsky","doi":"10.1177/17446295241272508","DOIUrl":"10.1177/17446295241272508","url":null,"abstract":"<p><p>The current study examines how a virtual wellness intervention may improve health outcomes in adults with intellectual and developmental disabilities. Thirty-six adults with intellectual and developmental disabilities participated in the wellness intervention. Outcome measures related to satisfaction, mental health, wellbeing, health behaviours and overall health were completed at three time points (pre, post and follow-up). Participants reported high levels of satisfaction and had significant improvements in outcomes related to mental health and wellbeing. Changes in sleep, sedentary behaviour and overall health were not reported, though qualitative evidence suggests that some changes were implemented. The study provides evidence to support the use of virtual interventions to address health concerns in individuals with intellectual and developmental disabilities.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"493-508"},"PeriodicalIF":1.4,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13519067/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142082224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dentists' experiences treating children and adolescents with intellectual and developmental disabilities in India: A descriptive qualitative study.","authors":"Philcy Philip, Mathew Albert Wei Ting Lim, Gregory Armstrong, Nathan Grills","doi":"10.1177/17446295261476475","DOIUrl":"https://doi.org/10.1177/17446295261476475","url":null,"abstract":"<p><p>The study explored dentists' perspectives and experiences providing dental care for children and adolescents with intellectual and developmental disabilities in India. A descriptive qualitative research approach was employed, utilising semi-structured interviews with dentists practicing in both urban and rural areas. The interviews were audio-recorded, transcribed, coded, and thematically analysed. The analysis resulted in four major themes: 1) the need to improve caregivers' awareness regarding dental care, 2) the need to improve caregiver support regarding dental care, 3) complexity in providing dental care and 4) the need to improve support for dentists. Challenges varied among rural and urban areas with dentists in rural areas facing difficulties due to lack of caregivers' awareness and cultural misconceptions. Raising caregivers' awareness and improving their motivation will go a long way to improve care, especially in rural areas. In addition, there is an urgent need to improve support for dentists and preparedness in terms of training and facilities.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261476475"},"PeriodicalIF":1.4,"publicationDate":"2026-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148851600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Telehealth approaches to catatonia in autism spectrum disorder and intellectual disability: A case series.","authors":"Sarah Craft, Austin Graham, Anuradha Haridhas, Rakefet Shenkar, Elizabeth Schindler, Brendan Carroll, Larrilyn Grant","doi":"10.1177/17446295261479783","DOIUrl":"https://doi.org/10.1177/17446295261479783","url":null,"abstract":"<p><p>Catatonia requires in-person evaluation, but expansion of telehealth raises questions about virtual diagnosis and treatment. This case series examines outcomes of catatonia care delivered through telepsychiatry for patients with Intellectual Disability and other Neurodevelopmental Disorders. A retrospective chart review was conducted of patients seen through Ohio's Telepsychiatry Project (2009-present). Inclusion required diagnosis and treatment of catatonia via telehealth. Data collected included demographics, comorbidities, medications, and outcomes. Fourteen patients met inclusion criteria (ages 14-69; 87% male). All had Intellectual Disability; 60% also had autism spectrum disorder. Lorazepam was the primary treatment, titrated virtually, with clinical improvement in 71.4% of cases. Benefits included reduced aggression, self-injury, and regression, though a minority experienced worsening psychosis. Findings suggest telepsychiatry may be a feasible approach for diagnosis and management of catatonia in individuals with neurodevelopmental disorders. Structured assessment and ongoing monitoring remain essential. Future studies can address treatment response and outcomes of catatonia using telepsychiatry.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261479783"},"PeriodicalIF":1.4,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stories about self-perceived quality of life from adults with Down syndrome.","authors":"Catharina Pedersen, Roald Undlien","doi":"10.1177/17446295261479795","DOIUrl":"https://doi.org/10.1177/17446295261479795","url":null,"abstract":"<p><p>This study explores the self-perceived quality of life among five adults with Down syndrome in Norway. Data were collected through qualitative semi-structured interviews with five adults with Down syndrome, supplemented by the Personal Wellbeing Index - Intellectual Disability, and analysed using reflexive thematic analysis. The findings highlight four themes contributing to their quality of life: (1) Adulthood, autonomy and independence, (2) Health experiences, self-care, and navigating barriers, (3) Pursuing dreams and ambitions, and finding joy in daily life, (4) Freedom and leisure: personal choices. These five participants' narratives provide rich insights into their lived experiences, emphasizing the importance of supporting their autonomy and independence. These findings suggest that tailored support systems are crucial for enhancing the quality of life for adults with Down syndrome. Further research is needed to explore these aspects in larger and more diverse samples.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261479795"},"PeriodicalIF":1.4,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a menopause education programme for women with a learning disability.","authors":"Claire McFeeters, Deborah McGinn, Katy Pedlow","doi":"10.1177/17446295261479218","DOIUrl":"https://doi.org/10.1177/17446295261479218","url":null,"abstract":"<p><p>Menopause affects every woman however those with an intellectual disability experience it earlier than the general population. Women with an intellectual disability also experience disparities in health services and information. Despite a recognised need, there are currently no established evidence-based education programmes to support women with an intellectual disability to prepare for menopause. This study aimed to develop, deliver and design a menopause education programme to women with an intellectual disability in the community setting. Additionally, the study aimed to identify any adaptions required within the programme and evaluation methods, to enhance its acceptability from the perspectives of women with an intellectual disability. A rapid review of menopause education programmes, alongside a public and patient involvement exercise informed the initial education programme design. An experimental study was conducted. The co-designed education programme was delivered to 6 groups of women with an intellectual disability. Participants completed a pre and post evaluation of their knowledge of menopause and participated in focused groups to determine the acceptability of the programme and any adaptions needed. Forty-three women participated in the six-week programme within the community setting. Knowledge of menopause was evaluated pre- and post-completion of the education programme and demonstrated improvement. Women reported feeling prepared to navigate menopause and the appreciation of being supported in a group setting. Some adaptions to the programme were noted. Menopause education plays a key role in preparing women with an intellectual disability for going through menopause. Menopause education for women with an intellectual disability is key to reducing the health and wellbeing impacts that menopause has on this population. Provision of education within supportive environments and delivered through active learning approaches has the potential to enhance the confidence and dignity of women with an intellectual disability going through menopause in the short term.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261479218"},"PeriodicalIF":1.4,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From silenced to central: A qualitative study re-positioning family carers as epistemic agents through the carer-inclusive restrictive practice reduction pathway (CIRP).","authors":"Elaine Craig, Alina Haines-Delmont, Rachel Whyte, Beth Morrison, Alexis Quinn, Joy Duxbury","doi":"10.1177/17446295261478670","DOIUrl":"https://doi.org/10.1177/17446295261478670","url":null,"abstract":"<p><p>This paper examines the experiences of family carers supporting their children and siblings with intellectual disabilities, autism, and co-occurring mental health conditions in, inpatient services. Carers' relational knowledge of communication, sensory needs, and trauma histories is often excluded from care, reinforcing systemic power imbalances and legitimising coercive practices such as restraint and seclusion. Using four online community focus groups with twenty-seven carers, facilitated by lived experience co-researchers, thematic analysis revealed carers' dual roles as relatives and advocates navigating institutional exclusion. Participants described how distress was misinterpreted and labelled as '<i>challenging behaviour</i>', reinforcing institutional responses that perpetuated harm and cumulative relational trauma for both individuals and their families. Carers called for partnership, trauma-responsive cultures, and policy reform. In response, we propose the Carer-Inclusive Restrictive Practice Reduction (CIRP) Framework: a rights-based model embedding carer authority through recognition, reparation, reconnection, and reform to address epistemic injustice and advance collaborative, ethical mental health care.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261478670"},"PeriodicalIF":1.4,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating housing design for people with intellectual disabilities: Expert panel perspectives on key aspects of friendly housing.","authors":"Adrián Jesús Ricoy-Cano, Ma Ángeles Quesada-Cubo, Virginia Fuentes-Gutiérrez, Yolanda María de la Fuente-Robles","doi":"10.1177/17446295261478662","DOIUrl":"https://doi.org/10.1177/17446295261478662","url":null,"abstract":"<p><p>Access to adequate housing is a fundamental right for people with intellectual disabilities; however, validated frameworks to assess inclusive housing environments remain limited. This study employed a multi-phase expert panel with 49 participants from four social profiles, including self-advocates with intellectual disabilities. Twenty-five indicators were assessed across three strategic dimensions-space, infrastructure, and management-using Likert-scale ratings and optional qualitative comments. Descriptive statistics and variance analyses were used to examine levels of agreement and differences between profiles, while qualitative input helped contextualise the quantitative findings. Indicators related to safety, universal design, and usability received the highest ratings. Differences emerged between profiles regarding housing typologies, autonomy, and decision-making, with the lowest consensus observed for institutional and individual housing models. The findings identify key strategic factors for inclusive housing and reveal tensions between residential models. The indicator system offers an empirically grounded basis to inform friendly housing policy and practice.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261478662"},"PeriodicalIF":1.4,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Being awake, mood and interest during morning care of adults with moderate to severe intellectual disability using a wake-up light: A practice-based single-case AB design.","authors":"Nienke M Siebelink, Marieke Gielissen, Sabine Bakker, Annelies Smits, Brigitte Boon","doi":"10.1177/17446295261478674","DOIUrl":"https://doi.org/10.1177/17446295261478674","url":null,"abstract":"<p><p>A wake-up light intervention is explored in a residential care setting for adults with moderate to severe intellectual disability on a) their state of waking up at the start of morning care (awake, waking up, asleep), and b) affect (positive/negative mood, interest) during morning care. The practice-based single-case AB-design comprised a 2-week care-as-usual baseline and a 2-week wake-up light intervention phase. Waking up was assessed with actigraphy and daily observations; affect with daily observations and the MIPQ (pre-post). During intervention, compared to baseline, all completers (<i>n</i>=7) were more often awake at the start of morning care, and consistent improved affect was found in two participants. These two had typically slept until care began during baseline, whereas the others often awoke before care started. These explorative findings invite further research into a wake-up light as a relatively inexpensive, uncomplicated intervention to improve morning routines and individuals' mood and interest.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261478674"},"PeriodicalIF":1.4,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining parent-assisted sanitary pad changing education for girls with intellectual disability.","authors":"Mine Kizir","doi":"10.1177/17446295261478671","DOIUrl":"https://doi.org/10.1177/17446295261478671","url":null,"abstract":"<p><p>Menstrual hygiene management poses challenges for girls with intellectual disability, particularly when instruction is limited to informal or unsystematic approaches. This study examined the effectiveness of a structured instructional program targeting sanitary pad changing skills for girls with intellectual disability. A multiple-baseline-across-participants single-case design was implemented with three girls with intellectual disability and their mothers. Instruction in sanitary pad changing skills was delivered face-to-face during the intervention phase using Behavioral Skills Training, followed by a generalisation phase in which mothers supported skill implementation in natural settings. Artificial intelligence-generated visual materials were developed to aid instruction. Data were collected using researcher-developed observation forms and analysed through visual inspection of graphed data. Follow-up data were obtained two months following the intervention. Results indicated that all participants acquired the target skill, demonstrated generalisation, and maintained performance over time. Social validity findings indicated that mothers viewed the intervention positively.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261478671"},"PeriodicalIF":1.4,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking training for healthcare professionals caring for adults with intellectual disabilities: Expanding learning dimensions and addressing assessment gaps.","authors":"Elise Batselé, Laurie Lucassen, Aurélie Miceli, Caroline Kahwaji, Romina Rinaldi","doi":"10.1177/17446295261476498","DOIUrl":"https://doi.org/10.1177/17446295261476498","url":null,"abstract":"<p><p>Despite widespread recognition of the need for training programs for healthcare professionals on intellectual disability, it remains inconsistently integrated into medical and nursing curricula. This systematic review aims to explore how training programs addressing care for adults with intellectual disabilities are designed and evaluated to promote inclusive healthcare. A total of 19 studies published between 2007 and 2026 were included, mainly mixed-methods and quantitative pre-post intervention studies. Findings highlight a predominance of interventions focusing on knowledge, skills, and attitudes, while also identifying two additional dimensions-affects and vocation-as relevant yet underexplored. A key issue identified is the mismatch between targeted learning outcomes and the variables assessed, along with the limited use of validated evaluation tools. Results also suggest that direct interaction with adults with intellectual disabilities enhances learning outcomes. The study concludes with recommendations to improve the theoretical grounding, methodological rigor, and inclusiveness of future training programs.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261476498"},"PeriodicalIF":1.4,"publicationDate":"2026-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}