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Journal of Intellectual Disabilities最新文献

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Nordic walking as physical activity for adults with intellectual disability: A case series study. 北欧步行作为智力残疾成年人的体育活动：一个案例系列研究。
IF 1.4 4区 医学
Journal of Intellectual Disabilities Pub Date : 2026-02-02 DOI: 10.1177/17446295261421909
Miguel Adriano Sánchez-Lastra, Nerea Blanco-Martínez, Iván R Martínez-Lemos, Antonio Prado-Freigenedo, Carlos Ayán-Pérez
{"title":"Nordic walking as physical activity for adults with intellectual disability: A case series study.","authors":"Miguel Adriano Sánchez-Lastra, Nerea Blanco-Martínez, Iván R Martínez-Lemos, Antonio Prado-Freigenedo, Carlos Ayán-Pérez","doi":"10.1177/17446295261421909","DOIUrl":"https://doi.org/10.1177/17446295261421909","url":null,"abstract":"<p><p>This case series study examined the feasibility of implementing a Nordic Walking (NW) program as part of the physical activity routine in day centers for adults with intellectual disabilities, with the aim of enhancing physical fitness. Nine adults (eight males, one female; mean age = 43.67 ± 10.39 years) with intellectual disabilities participated in the study. Baseline data were collected at three time points prior to a 12-week intervention, during which NW sessions were conducted and fitness assessments were administered every four weeks. Physical fitness was evaluated using the Six-Minute Walk Test (aerobic capacity), the Standing Long Jump (muscular strength), and the Sit and Reach test (flexibility). All participants completed the 12-session intervention without adverse events. However, session duration was limited to 15 minutes, as longer sessions were not well tolerated by some participants. The walking intensity elicited a heart rate response corresponding to 60-70% of estimated maximal heart rate, which remained consistent throughout the intervention. Most participants demonstrated improvements in physical fitness parameters. These findings suggest that NW is a feasible and potentially beneficial activity for promoting physical activity and reducing sedentary behavior among adults with intellectual disabilities in day center settings. Further research is warranted to identify strategies for safely increasing session intensity and duration to optimize outcomes.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261421909"},"PeriodicalIF":1.4,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107833","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}
引用次数: 0
Experiences of cooking together among people with intellectual disabilities and staff - A qualitative study in Sweden. 智障人士和工作人员一起烹饪的经验——瑞典的一项定性研究。
IF 1.4 4区 医学
Journal of Intellectual Disabilities Pub Date : 2026-01-31 DOI: 10.1177/17446295261420893
Eva-Lena Einberg, Maria Nyberg
{"title":"Experiences of cooking together among people with intellectual disabilities and staff - A qualitative study in Sweden.","authors":"Eva-Lena Einberg, Maria Nyberg","doi":"10.1177/17446295261420893","DOIUrl":"https://doi.org/10.1177/17446295261420893","url":null,"abstract":"<p><p>People with intellectual disabilities face challenges related to health, including those associated with food and eating behaviour. Participation and inclusion are closely linked to health and wellbeing, and relate to people's equal value, autonomy and integrity. Improving cooking skills as well as social and communicative competences by cooking food together and having shared meals might make a major contribution to good health. The aim of this qualitative study was to explore cooking together by people with intellectual disabilities and staff at a daily activity centre in Sweden using interviews, observations, a focus group and a digital diary. Six themes were identified: Clear, simple and a flexible approach; Courage and curiosity; Cooking as learning; Participation through cooperation; Building relationships and competences; Pride and joy. Cooking and eating together have major implications not only for learning about food, but also for promoting health, well-being, participation, and inclusion.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261420893"},"PeriodicalIF":1.4,"publicationDate":"2026-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146094712","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}
引用次数: 0
Evaluation of a novel multi-component anxiety management programme for people with intellectual disability: A mixed methods quasi-experimental feasibility study. 一种新的多成分焦虑管理方案对智障人士的评估：一项混合方法准实验可行性研究。
IF 1.4 4区 医学
Journal of Intellectual Disabilities Pub Date : 2026-01-30 DOI: 10.1177/17446295261417713
Daniel Acton, Jane Westbrook, Steven Jones, Ceri Woodrow, Jonathan Williams, Steven Lane, Helen Leyland, Sujeet Jaydeokar
{"title":"Evaluation of a novel multi-component anxiety management programme for people with intellectual disability: A mixed methods quasi-experimental feasibility study.","authors":"Daniel Acton, Jane Westbrook, Steven Jones, Ceri Woodrow, Jonathan Williams, Steven Lane, Helen Leyland, Sujeet Jaydeokar","doi":"10.1177/17446295261417713","DOIUrl":"10.1177/17446295261417713","url":null,"abstract":"<p><p><b>Background:</b> This study aimed to evaluate a multi-component anxiety management programme for individuals with intellectual disability, focusing on its feasibility, acceptability, and effectiveness in supporting development of self-management skills and reducing anxiety. <b>Design:</b> A mixed methods quasi-experimental design was used, with participants recruited and allocated to either the anxiety intervention or treatment as usual group (TAU). Participants' anxiety symptoms and quality of life were measured at baseline, midpoint and 20 week follow up. Qualitative feedback was collected through interviews with participants and clinicians. <b>Results:</b> High engagement levels demonstrated intervention acceptability, with strong retention rates highlighting feasibility. Participants in the intervention group reported improvements in self-management skills with quantitative data suggesting small reductions in anxiety symptoms compared to TAU. <b>Conclusion:</b> The findings provide promising preliminary evidence for the interventions feasibility, acceptability and its potential to reduce anxiety symptoms. However, its potential value in supporting anxiety self-management remains to be fully tested.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261417713"},"PeriodicalIF":1.4,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146094644","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}
引用次数: 0
Functional literacy, reading habits, and internet use among adults with intellectual disabilities: Insights for search employment. 成年智障人士的功能性读写能力、阅读习惯和互联网使用：对搜索工作的洞察。
IF 1.4 4区 医学
Journal of Intellectual Disabilities Pub Date : 2026-01-24 DOI: 10.1177/17446295261417236
Gabriela I Coñoman, Carmen Carmona Rodríguez, Vicenta Ávila Clemente
{"title":"Functional literacy, reading habits, and internet use among adults with intellectual disabilities: Insights for search employment.","authors":"Gabriela I Coñoman, Carmen Carmona Rodríguez, Vicenta Ávila Clemente","doi":"10.1177/17446295261417236","DOIUrl":"https://doi.org/10.1177/17446295261417236","url":null,"abstract":"<p><p>This study examines the functional literacy, reading habits, and internet use of young people and adults with intellectual disabilities, focusing on their role in job-seeking behaviours. Employing an online survey, 57 participants reported moderate functional literacy, driven by basic communication tasks but limited in complex competencies like financial transactions. Reading frequency was medium-low, with a preference for digital formats, while job-seeking activities were generally low and passive. Correlational analyses identified a strong relationship between higher reading frequency and active job seeking. Gender disparities revealed lower employment-seeking engagement among women. The findings highlight the need for targeted interventions, promoting functional and digital literacy alongside strategies for equitable labour market inclusion. Practical implications include developing adaptive reading materials, fostering digital competencies, and addressing systemic barriers to employment for people with intellectual disabilities, especially women. This work contributes to understanding key factors influencing social and occupational integration for this population.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261417236"},"PeriodicalIF":1.4,"publicationDate":"2026-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146041362","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}
引用次数: 0
Self-determination in later life: Insights from the voices of older adults with intellectual disabilities in Chilean context. 晚年生活中的自我决定：来自智利背景下智障老年人声音的见解。
IF 1.4 4区 医学
Journal of Intellectual Disabilities Pub Date : 2026-01-23 DOI: 10.1177/17446295261418076
Izaskun Álvarez-Aguado, Vanessa Vega, Miguel Roselló-Peñaloza, Félix González-Carrasco, Felipe Muñoz La Rivera, Herbert Spencer, Maryam Farhang
{"title":"Self-determination in later life: Insights from the voices of older adults with intellectual disabilities in Chilean context.","authors":"Izaskun Álvarez-Aguado, Vanessa Vega, Miguel Roselló-Peñaloza, Félix González-Carrasco, Felipe Muñoz La Rivera, Herbert Spencer, Maryam Farhang","doi":"10.1177/17446295261418076","DOIUrl":"https://doi.org/10.1177/17446295261418076","url":null,"abstract":"<p><p><b>Background:</b> Although disability rights have expanded, ageing continues to impose relational and structural barriers that restrict self-determination among older adults with intellectual disabilities, especially in Latin American contexts. <b>Method:</b> This study explored the experiences of self-determination among older adults with intellectual disabilities living in community settings in Chile. A qualitative, exploratory design was applied. Semi-structured interviews were conducted with 105 participants aged 45-85 years from family homes, day centers, and supported living programs. Data were analysed using reflexive thematic analysis guided by the Theory of Causal Agency. <b>Results:</b> Participants reported highly variable opportunities for daily decision-making. Respectful listening, communicative accessibility, and flexible supports fostered emotional well-being and motivation, while rigid routines, overprotection, and communication barriers constrained autonomy. <b>Conclusions:</b> Self-determination in later life is relationally and structurally mediated. Strengthening individualized, consistent decision-making opportunities is essential to promote dignity, agency, and social inclusion among ageing adults with intellectual disabilities.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"17446295261418076"},"PeriodicalIF":1.4,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146031213","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}
引用次数: 0
Preparation for postsecondary education of transition aged youth with intellectual disability and autism spectrum disorder in the United States: An Analysis of data from the national longitudinal transition study 2012. 美国智障和自闭症谱系障碍过渡年龄青年的高等教育准备:2012年全国纵向过渡研究数据分析。
IF 1.4 4区 医学
Journal of Intellectual Disabilities Pub Date : 2025-12-01 Epub Date: 2023-12-05 DOI: 10.1177/17446295231220093
Meg Grigal, Clare Papay, Alberto Migliore, Belkis Choiseul-Praslin, Jie Chen
{"title":"Preparation for postsecondary education of transition aged youth with intellectual disability and autism spectrum disorder in the United States: An Analysis of data from the national longitudinal transition study 2012.","authors":"Meg Grigal, Clare Papay, Alberto Migliore, Belkis Choiseul-Praslin, Jie Chen","doi":"10.1177/17446295231220093","DOIUrl":"10.1177/17446295231220093","url":null,"abstract":"<p><p>Youth with intellectual disability and autism spectrum disorder increasingly access postsecondary education in many countries around the world. To ensure students are ready to access these options, preparation for postsecondary education must be part of their transition services. This study examines the postsecondary education preparation experiences of youth with intellectual disability and autism using the National Longitudinal Transition Study 2012 dataset to identify the extent to which these youth are accessing preparation activities and if this preparation differs from youth in other groups. Findings indicate few differences between the postsecondary education preparation of youth with intellectual disability and autism and autism without intellectual disability but highlight substantial differences in several preparation activities when compared with youth in other groups.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"818-834"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138483211","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}
引用次数: 0
Social assets and the career intent of teachers serving students with extensive support needs. 社会资产与为有广泛支助需求的学生服务的教师的职业意向。
IF 1.4 4区 医学
Journal of Intellectual Disabilities Pub Date : 2025-12-01 Epub Date: 2024-07-20 DOI: 10.1177/17446295241267088
LaRon A Scott, Kristin A Gansle, Selena J Layden, Colleen A Thoma
{"title":"Social assets and the career intent of teachers serving students with extensive support needs.","authors":"LaRon A Scott, Kristin A Gansle, Selena J Layden, Colleen A Thoma","doi":"10.1177/17446295241267088","DOIUrl":"10.1177/17446295241267088","url":null,"abstract":"<p><p>Decades of research indicate social support is vital for retaining teachers. However, little is known about social support for teachers serving students with extensive support needs. The purpose of this study was to explore whether collective social assets (administrative support, colleague support, paraeducator support, school culture) were associated with retaining special education teachers (SETs) who serve students with extensive support needs (e.g., intellectual disability, autism). Stepwise regression analyses and Analysis of Variance (ANOVA) were used to analyze survey data from SETs across the United States. Results showed that positive social supports are critical, and teachers serving students with autism reported the highest levels of social support in three of the four social assets categories. Implications for future research and practice are discussed, as well as a need to promote and better understand positive school culture as this variable weighed heavily across SETs.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"959-977"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731499","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}
引用次数: 0
Embark on the adventure! Advancing inclusive secondary education through narrative game learning for students with intellectual disabilities. 开始冒险！通过智障学生的叙事游戏学习推进全纳中学教育。
IF 1.4 4区 医学
Journal of Intellectual Disabilities Pub Date : 2025-12-01 Epub Date: 2024-11-23 DOI: 10.1177/17446295241302400
José Miguel Rodríguez-Ferrer, Ana Manzano-León, Anastasio García-Roca, Raquel Soler-Delgado
{"title":"Embark on the adventure! Advancing inclusive secondary education through narrative game learning for students with intellectual disabilities.","authors":"José Miguel Rodríguez-Ferrer, Ana Manzano-León, Anastasio García-Roca, Raquel Soler-Delgado","doi":"10.1177/17446295241302400","DOIUrl":"10.1177/17446295241302400","url":null,"abstract":"<p><p>This study explores Universal Design for Learning (UDL) and Game-Based Learning (GBL) to promote the inclusion of secondary school students with intellectual disabilities. Through qualitative methods, including participant observation and post-workshop interviews, the impact of these methodologies was assessed on 31 students, including 5 with intellectual disabilities. The findings highlight how these methodologies enhance accessibility, motivation, and learning outcomes, developing narrative skills and fostering creativity. Challenges in curriculum integration and active student participation are also addressed. This study underscores the transformative potential of UDL and GBL in inclusive education, significantly improving the educational experience for students of varying abilities.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"1033-1048"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142695990","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}
引用次数: 0
Outcomes for children with autism spectrum disorder and their families after two years of school based early intensive behavioural intervention. 自闭症谱系障碍儿童及其家庭在接受为期两年的校本早期强化行为干预后取得的成果。
IF 1.4 4区 医学
Journal of Intellectual Disabilities Pub Date : 2025-12-01 Epub Date: 2024-02-12 DOI: 10.1177/17446295241231039
Ian Grey, Deirdre Brennan, Brettjet Cody
{"title":"Outcomes for children with autism spectrum disorder and their families after two years of school based early intensive behavioural intervention.","authors":"Ian Grey, Deirdre Brennan, Brettjet Cody","doi":"10.1177/17446295241231039","DOIUrl":"10.1177/17446295241231039","url":null,"abstract":"<p><p>The effectiveness of a school based Early Intensive Behavioural Intervention (EIBI) program was assessed over a two-year period for a cohort of 16 pre-school children with autism spectrum disorder (ASD) and their families. Children with a mean age of 40 months, were assessed prior to intervention, after 1 year of intervention, and again after 2 years. Significant improvements were observed on measures of adaptive behaviour, communication ability and challenging behaviour. Parents of children attending the program also reported increased familial quality of life, specifically improved emotional and physical well-being and increased parenting capacity over the duration of the program. The current study suggests that EIBI for young children with ASD can be effective in facilitating improvements in communication ability, reducing challenging behaviours and improving quality of life for families. Children's pre-intervention adaptive skills appeared to be the strongest predictor of post intervention gains as initial level of adaptive ability was positively related to improved post-intervention outcomes.</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"869-884"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139724508","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}
引用次数: 0
Self-perception of learning basic skills in the use of information and communications technology in university students with intellectual disabilities. 智障大学生学习资讯通讯科技基本技能的自我认知。
IF 1.4 4区 医学
Journal of Intellectual Disabilities Pub Date : 2025-12-01 Epub Date: 2023-08-17 DOI: 10.1177/17446295231196205
Joanne Mampaso Desbrow, Ángel Vicario-Merino, Margarita Alonso Criado, Marina Gómez de Quero Córdoba
{"title":"Self-perception of learning basic skills in the use of information and communications technology in university students with intellectual disabilities.","authors":"Joanne Mampaso Desbrow, Ángel Vicario-Merino, Margarita Alonso Criado, Marina Gómez de Quero Córdoba","doi":"10.1177/17446295231196205","DOIUrl":"10.1177/17446295231196205","url":null,"abstract":"<p><p>Educational transformation in the university environment requires updating the basic skills of all university students to the educational moment in which they find themselves. This study aimed to determine the basic skills in the use of information and communications technology that were identified as known, both conceptually and procedurally, in 15 university students with intellectual disabilities. To ascertain the importance of digital skills and information and communications technology tools, a descriptive, cross-sectional, pre-post study was conducted. Descriptive results and statistical analyses are presented with a t-test for independent samples for the variables with a normal distribution, assuming a hypothesis that the post values would be greater than those obtained pre. It was confirmed that there is an increase in the perceived procedural knowledge and skills in different digital tools based on participants' self-perception (p < 0.0001).</p>","PeriodicalId":46904,"journal":{"name":"Journal of Intellectual Disabilities","volume":" ","pages":"835-851"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10021282","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}
引用次数: 0
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