Intellectual and Developmental Disabilities最新文献_第10页

Preliminary Results of an Interdisciplinary Behavioral Program to Improve Access to Preventative Dental Care for Adults With Intellectual and Developmental Disabilities. 一个跨学科行为计划的初步结果，以改善获得预防性牙科护理的成人智力和发育障碍。

IF 1.8 3区医学

Intellectual and Developmental Disabilities Pub Date : 2022-12-01 DOI: 10.1352/1934-9556-60.6.504

John C Berens, Loukia Tsami, Dorothea C Lerman, Marissa Matteucci, David F Fray, Ben F Warner, Laura A Keehan, Kristen A Staggers, Cynthia Peacock

{"title":"Preliminary Results of an Interdisciplinary Behavioral Program to Improve Access to Preventative Dental Care for Adults With Intellectual and Developmental Disabilities.","authors":"John C Berens, Loukia Tsami, Dorothea C Lerman, Marissa Matteucci, David F Fray, Ben F Warner, Laura A Keehan, Kristen A Staggers, Cynthia Peacock","doi":"10.1352/1934-9556-60.6.504","DOIUrl":"https://doi.org/10.1352/1934-9556-60.6.504","url":null,"abstract":"Adults with intellectual and developmental disabilities (AIDD) experience significant oral health disparities, partially due to perceived behavioral issues. This article describes the preliminary outcomes of a developing interdisciplinary (dental, medical, behavioral) program involving a behavioral intervention for AIDD previously receiving preventative dental care with sedation, general anesthesia, or protective stabilization (SAS). After a baseline assessment, a board-certified behavior analyst implemented increasingly complex behavioral interventions during simulated dental visits. Prior to COVID-19 pandemic-related restrictions, there were 32 active participants; 15 (46.9%) successfully completed a focused, real dental exam with simple behavioral interventions and 17 (53.1%) remain in treatment. These preliminary results suggest that many AIDD previously receiving SAS may participate in a preventative dental exam with minimal behavioral supports, if given the opportunity.","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 6","pages":"504-519"},"PeriodicalIF":1.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10486555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 1

Student Confidence in Providing Healthcare to Adults With Intellectual Disability: Implications for Health Profession Curricula. 学生对智力残疾成人提供医疗保健的信心:对卫生专业课程的影响。

IF 1.8 3区医学

Intellectual and Developmental Disabilities Pub Date : 2022-12-01 DOI: 10.1352/1934-9556-60.5.477

Ann C Golub-Victor, Brianna Peterson, Jessica Calderón, Alexandre Dias Lopes, Diane F Fitzpatrick

引用次数: 0

It's Never Too Late: Debunking Myths About Communication and Adults With Severe Disabilities. 永远不会太晚:揭穿关于沟通和严重残疾成年人的神话。

IF 1.8 3区医学

Intellectual and Developmental Disabilities Pub Date : 2022-10-01 DOI: 10.1352/1934-9556-60.5.416

Rose A Sevcik, Andrea Barton-Hulsey, Susan Bruce, Amy Goldman, Bill T Ogletree, Diane Paul, MaryAnn Romski

引用次数: 1

Assessing Alignment Between Intellectual and Developmental Disability Service Providers and Trauma-Informed Care: An Exploratory Study. 评估智力和发育障碍服务提供者与创伤知情护理之间的一致性:一项探索性研究。

IF 1.8 3区医学

Intellectual and Developmental Disabilities Pub Date : 2022-10-01 DOI: 10.1352/1934-9556-60.5.351

Jade Presnell, John M Keesler, Jen Thomas-Giyer

引用次数: 1

Parental Perceptions of Service Access for Transition-Aged Youth With Autism During COVID-19. 新冠肺炎期间自闭症过渡期青年父母对获得服务的认知。

IF 1.8 3区医学

Intellectual and Developmental Disabilities Pub Date : 2022-10-01 DOI: 10.1352/1934-9556-60.5.369

Meghan M Burke, W Catherine Cheung, Chak Li, Leann DaWalt, Jordan Segal, Julie Lounds Taylor

{"title":"Parental Perceptions of Service Access for Transition-Aged Youth With Autism During COVID-19.","authors":"Meghan M Burke, W Catherine Cheung, Chak Li, Leann DaWalt, Jordan Segal, Julie Lounds Taylor","doi":"10.1352/1934-9556-60.5.369","DOIUrl":"10.1352/1934-9556-60.5.369","url":null,"abstract":"Services are critical for youth with autism spectrum disorder (ASD), especially during the transition to adulthood. Under the best of circumstances, though, it can be difficult to access needed adult services. With COVID-19, services were more difficult to obtain and retain. In this study, we explored parent perceptions of accessing new services and maintaining current services during the first year of the COVID-19 pandemic. Structured interviews were conducted with 65 parents of transition-aged youth (aged 16-26) with ASD living in three states (IL, TN, and WI) in the United States. None of the participants reported receiving new services during the pandemic, and many struggled to access services via online applications. In addition, participants reported that service suspensions and changes in modality (e.g., from in-person to telehealth) were spearheaded by professionals and not families. Participants, especially those in TN, were more likely to pay out-of-pocket for services during the COVID-19 pandemic to compensate for service disruptions. Implications for research and practice are discussed.","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 5","pages":"369-381"},"PeriodicalIF":1.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9942276/pdf/nihms-1863662.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10760397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The IDD Paradigm of Shared Citizenship: Its Operationalization, Application, Evaluation, and Shaping for the Future. 共享公民身份的IDD范式:其运作、应用、评估和塑造未来。

IF 1.8 3区医学

Intellectual and Developmental Disabilities Pub Date : 2022-10-01 DOI: 10.1352/1934-9556-60.5.426

Robert L Schalock, Ruth Luckasson, Marc J Tassé, K A Shogren

引用次数: 4

Lessons Learned From Research Collaboration Among People With and Without Developmental Disabilities. 有和没有发育障碍的人之间研究合作的经验教训。

IF 1.8 3区医学

Intellectual and Developmental Disabilities Pub Date : 2022-10-01 DOI: 10.1352/1934-9556-60.5.405

Julianna H Kim, Oscar E Hughes, Sarah A Demissie, Timothy J Kunzier, W Catherine Cheung, Edwin C Monarrez, Meghan M Burke, Zach Rossetti

引用次数: 2

To Connect and Educate: Why Families Engage in Family-Professional Partnership Training Experiences. 连接和教育:为什么家庭参与家庭-专业伙伴关系培训经验。

IF 1.8 3区医学

Intellectual and Developmental Disabilities Pub Date : 2022-08-01 DOI: 10.1352/1934-9556-60.4.316

Stephanie D Baumann, Emily Ronkin, Andrew T Roach, Mark Crenshaw, Emily C Graybill, Daniel B Crimmins

{"title":"To Connect and Educate: Why Families Engage in Family-Professional Partnership Training Experiences.","authors":"Stephanie D Baumann, Emily Ronkin, Andrew T Roach, Mark Crenshaw, Emily C Graybill, Daniel B Crimmins","doi":"10.1352/1934-9556-60.4.316","DOIUrl":"https://doi.org/10.1352/1934-9556-60.4.316","url":null,"abstract":"Successful family-professional partnerships (FPP) have been shown to positively impact both satisfaction with care and health outcomes for children with disabilities and their families. Many healthcare training programs have recognized the benefit of FPP training and often include learning experiences that feature families as teachers or mentors. However, most research on FPP training has focused on professionals' experiences, and not on families' experience in the roles of mentors and experts. The Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program is a graduate-level interdisciplinary training program with sites across the country. LEND programs train future healthcare and service professionals in the disability field and often utilize a Family Mentor Experience (FME) as one aspect of their training. This study used qualitative interviews to examine the experiences of eight family mentors who worked with trainees in one LEND program. Overall, the family mentors expressed positive views regarding the FME, describing how it allowed them to connect with trainees, other families, and community resources, as well as educating trainees. Family mentors also identified several facilitators and barriers to participation. Study findings provide information on the FFP's impact on family mentors and guidance on how programs can support sustainable, effective FPP experiences.","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 4","pages":"316-333"},"PeriodicalIF":1.8,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40617406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 1

Scaling Up a Peer-Mediated Program Statewide: Lessons Learned Through Peer to Peer. 在全州范围内扩大对等调解计划:通过对等学习的经验教训。

IF 1.8 3区医学

Intellectual and Developmental Disabilities Pub Date : 2022-08-01 DOI: 10.1352/1934-9556-60.4.334

Amy Matthews, Maureen Ziegler, Margie Mayberry, Jamie Owen-DeSchryver, Erik W Carter

引用次数: 2

Prevalence of Secondary Traumatic Stress Among Direct Support Professionals in Intellectual and Developmental Disabilities Field. 智力与发育障碍直接支持专业人员继发性创伤应激的患病率。

IF 1.8 3区医学

Intellectual and Developmental Disabilities Pub Date : 2022-08-01 DOI: 10.1352/1934-9556-60.4.273

Daniel A Boamah, Anita P Barbee

引用次数: 1