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Empowering Healthcare Professionals: Exploring Experiences Leading a Violence Prevention Course for Adults With Intellectual Disability. 增强医疗保健专业人员的能力：探索为智障成人开设预防暴力课程的经验。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-10-01 DOI: 10.1352/1934-9556-62.5.363
Tone Hee Åker, Karianne Moen, Kristina Areskoug Josefsson, Patsie Frawley
{"title":"Empowering Healthcare Professionals: Exploring Experiences Leading a Violence Prevention Course for Adults With Intellectual Disability.","authors":"Tone Hee Åker, Karianne Moen, Kristina Areskoug Josefsson, Patsie Frawley","doi":"10.1352/1934-9556-62.5.363","DOIUrl":"https://doi.org/10.1352/1934-9556-62.5.363","url":null,"abstract":"<p><p>Violence prevention approaches using social-ecological models inform interventions for people with intellectual disability, who often face barriers to accessing generalist courses. This study explores the experiences of healthcare professionals leading a prevention course specifically designed for adults with intellectual disability. Through semistructured interviews, 12 Norwegian course leaders highlighted the importance of raising awareness and comprehension about rights, and the social and individual factors influencing experiences of violence and its prevention. Challenges were encountered in tailoring the course to the diverse lived experiences of participants with disabilities and addressing ongoing support needs for their safety. The study suggests that adopting a pedagogical or didactic model could serve as a foundation to enhance the planning and delivery of the course.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 5","pages":"363-375"},"PeriodicalIF":1.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336923","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: 0
"I Know How to Get Around Your 'No'": A Follow-Up of the FACES Psychoeducational Intervention. 我知道如何绕过你的 "不"：FACES 心理教育干预的后续研究。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-10-01 DOI: 10.1352/1934-9556-62.5.406
Jamie N Pearson, Janet K Outlaw, Jared H Stewart-Ginsburg, DeVoshia L Mason Martin
{"title":"\"I Know How to Get Around Your 'No'\": A Follow-Up of the FACES Psychoeducational Intervention.","authors":"Jamie N Pearson, Janet K Outlaw, Jared H Stewart-Ginsburg, DeVoshia L Mason Martin","doi":"10.1352/1934-9556-62.5.406","DOIUrl":"https://doi.org/10.1352/1934-9556-62.5.406","url":null,"abstract":"<p><p>Black children and their families encounter systemic disadvantages in their journey to and through an autism diagnosis. Black families often experience social and systemic barriers to service use. Providing family-centered, psychoeducational interventions can reduce barriers to service access and utilization for Black families raising autistic children. Fostering Advocacy, Communication, Empowerment, and Support (FACES) has demonstrated preliminary efficacy in strengthening outcomes among Black families, yet little is known about the long-term impact of the intervention. The purpose of this qualitative interview study was to understand the experiences of FACES graduates 16 months after the intervention. Four major themes emerged: (a) strengthened advocacy, (b) strengthened empowerment, (c) systemic barriers, and (d) home and community barriers. We provide implications for research and practice.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 5","pages":"406-419"},"PeriodicalIF":1.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336920","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: 0
Self-Advocate and Family Member Experiences With Supported Decision Making. 自我辩护人和家庭成员在辅助决策方面的经验。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-10-01 DOI: 10.1352/1934-9556-62.5.392
Evan E Dean, Mayumi Hagiwara, Lashanna Brunson, Brad Linnenkamp, Sean Swindler, Karrie A Shogren
{"title":"Self-Advocate and Family Member Experiences With Supported Decision Making.","authors":"Evan E Dean, Mayumi Hagiwara, Lashanna Brunson, Brad Linnenkamp, Sean Swindler, Karrie A Shogren","doi":"10.1352/1934-9556-62.5.392","DOIUrl":"https://doi.org/10.1352/1934-9556-62.5.392","url":null,"abstract":"<p><p>Supported decision making (SDM) is a needed focus of policy and practice to enhance opportunities for people with disabilities to exercise self-determination as they are supported to make decisions about their life. This study used content analysis to analyze five focus groups comprised of 27 adults with intellectual and developmental disabilities (IDD) and 16 family members to understand how people with IDD use supports for decision making and how families support decision making. People with IDD and family members described a range of strategies and supports they used for decision making, including engaging trusted supporters, accessing technology, and using early experiences to build decision-making skills. Findings from this research can inform development of practices and policy to enhance use of SDM in research, policy, and practice.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 5","pages":"392-405"},"PeriodicalIF":1.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336925","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: 0
Capturing Staff Perspectives on Quality Interaction With Clients With Intellectual Disability: A Diary Study. 捕捉工作人员与智障服务对象高质量互动的视角：日记研究。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-10-01 DOI: 10.1352/1934-9556-62.5.376
Gilles Droogmans, Sara Nijs, Bea Maes
{"title":"Capturing Staff Perspectives on Quality Interaction With Clients With Intellectual Disability: A Diary Study.","authors":"Gilles Droogmans, Sara Nijs, Bea Maes","doi":"10.1352/1934-9556-62.5.376","DOIUrl":"https://doi.org/10.1352/1934-9556-62.5.376","url":null,"abstract":"<p><p>For people with severe or profound intellectual disability (ID), support staff are important interaction partners. The quality of their interactions, a multidimensional construct, is well documented, but the staff perspective remains underexposed. This study aims to capture the behaviors, thoughts, and emotions of staff when interacting with their clients, and their views on what constitutes quality. Thirty-four support staff completed a 5-day diary about a daily interaction with a specific client. A thematic analysis was carried out. The diary entries depicted behaviors and thoughts with different foci, and emotions with positive and negative valences. The pursuit of Harmonization and the experience of Return emerged as overarching dimensions central to staff's views on quality interaction. Limitations and directions for future research are discussed.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 5","pages":"376-391"},"PeriodicalIF":1.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336921","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: 0
The State of Employment for People With IDD: Implications for Practice, Policy, and Equity. 智障人士就业状况：对实践、政策和公平的影响》（The State of Employment for People With IDD: Implications for Practice, Policy, and Equity.
IF 1.8 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-06-01 DOI: 10.1352/1934-9556-62.3.225
John Butterworth, Jean E Winsor, Esther Kamau, Alberto Migliore, Danielle Mahoehney
{"title":"The State of Employment for People With IDD: Implications for Practice, Policy, and Equity.","authors":"John Butterworth, Jean E Winsor, Esther Kamau, Alberto Migliore, Danielle Mahoehney","doi":"10.1352/1934-9556-62.3.225","DOIUrl":"10.1352/1934-9556-62.3.225","url":null,"abstract":"<p><p>Meaningful progress in improving employment outcomes for people with intellectual and developmental disabilities continues to be elusive, despite 40 years of investment in research, policy, and supports. This article reviews the current state of employment for individuals with intellectual and developmental disabilities (IDD) and describes policy, practice, and individual factors that influence employment outcomes. Research suggests the need for a holistic approach to change that addresses systems-level strategy, policy, and fiscal investment while strengthening individual experiences with employment and related day services. Recommendations address strengthening the implementation of employment policy, developing pathways to employment, and engaging individuals with IDD and, in particular, individuals with diverse social characteristics in reflecting on the quality of their experiences and supports.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 3","pages":"225-240"},"PeriodicalIF":1.8,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141158508","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: 0
A Research Agenda to Support Families of People With Intellectual and Developmental Disabilities With Intersectional Identities. 为具有交叉身份的智力和发育障碍人士家庭提供支持的研究议程。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-06-01 DOI: 10.1352/1934-9556-62.3.162
Lynda Lahti-Anderson, Yoshiko Kardell, Sarah Hall, Sandra Magaña, Michelle Reynolds, Jeanette Córdova
{"title":"A Research Agenda to Support Families of People With Intellectual and Developmental Disabilities With Intersectional Identities.","authors":"Lynda Lahti-Anderson, Yoshiko Kardell, Sarah Hall, Sandra Magaña, Michelle Reynolds, Jeanette Córdova","doi":"10.1352/1934-9556-62.3.162","DOIUrl":"10.1352/1934-9556-62.3.162","url":null,"abstract":"<p><p>Family members provide significant practical and emotional support to people with intellectual and developmental disabilities (IDD) across the lifespan. In September 2022, the State of the Science Conference on Community Living: Engaging Persons With Intellectual and Developmental Disabilities From Underserved Racial, Ethnic, Linguistic, and Cultural Groups in Research was held. This article summarizes the efforts of the workgroup that developed research goals related to supporting families of people with IDD. The focus was on families with intersectional identities and minoritized communities. Recommended areas of future research include exploratory research to better understand the experiences of these families, perspectives of families with intersectional identities about the formal support system, funding for family support and services, and inclusive research strategies.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 3","pages":"162-173"},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11286222/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141158246","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: 0
Outcomes for Adults With Intellectual and Developmental Disabilities Receiving Long-Term Services and Supports: A Systematic Review of the Literature. 接受长期服务和支持的智力和发育障碍成人的成果：系统性文献综述》。
IF 1.8 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-04-01 DOI: 10.1352/1934-9556-62.2.137
Sarah R Carlson, Vidya Munandar, James R Thompson
{"title":"Outcomes for Adults With Intellectual and Developmental Disabilities Receiving Long-Term Services and Supports: A Systematic Review of the Literature.","authors":"Sarah R Carlson, Vidya Munandar, James R Thompson","doi":"10.1352/1934-9556-62.2.137","DOIUrl":"10.1352/1934-9556-62.2.137","url":null,"abstract":"<p><p>The impact of long-term services and supports on the quality of life of adults with intellectual and developmental disabilities (IDD) is not well understood given the highly complex nature of researching this topic. To support future research addressing this topic, we conducted a systematic literature review of studies addressing outcomes of adults with IDD receiving long-term services and supports. Results of this review describe current outcomes for adults with IDD who receive long-term services and supports and can be used to inform program evaluation, policy development, and future research.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 2","pages":"137-150"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140307362","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: 0
Direct Support Professionals and COVID-19 Vaccination: A Comparison of Vaccinated Early Adopters and In-Betweeners. 直接支持专业人员和COVID-19疫苗接种:早期接种者和中间接种者的比较。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2023-12-01 DOI: 10.1352/1934-9556-61.6.492
Sandra L Pettingell, Julie Bershadsky, Amy Hewitt, Lynda Lahti Anderson, Alicia Zhang
{"title":"Direct Support Professionals and COVID-19 Vaccination: A Comparison of Vaccinated Early Adopters and In-Betweeners.","authors":"Sandra L Pettingell, Julie Bershadsky, Amy Hewitt, Lynda Lahti Anderson, Alicia Zhang","doi":"10.1352/1934-9556-61.6.492","DOIUrl":"10.1352/1934-9556-61.6.492","url":null,"abstract":"<p><p>Direct support professionals (DSPs) are at increased risk of contracting COVID-19. A four-wave survey series was conducted, in part, to understand DSPs' COVID-19 vaccination experiences. Fourth wave data were used to compare those vaccinated against COVID-19 when they became eligible (early adopters) and those waiting at least three months before vaccination (in-betweeners). Findings indicated that in-betweeners were more likely to be female, younger, and people of color with lower education levels and annual incomes, with employers requiring COVID-19 vaccination to remain employed. COVID-19 vaccination motivators included protection for self, family, or people supported; an employer who mandated COVID-19 vaccination; and having had COVID-19 or knowing someone who did.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"61 6","pages":"492-505"},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10896219/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138446586","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: 0
Reading Lessons Planning With Students With Intellectual and Developmental Disabilities in Mind: Needs-Based Assessment Proposal. 考虑到智力和发育障碍学生的阅读课程规划：基于需求的评估建议。
IF 1.8 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2023-10-01 DOI: 10.1352/1934-9556-61.5.399
Victoria Sánchez-Gómez, Mauricio López-Cruz, Antonio M Amor
{"title":"Reading Lessons Planning With Students With Intellectual and Developmental Disabilities in Mind: Needs-Based Assessment Proposal.","authors":"Victoria Sánchez-Gómez,&nbsp;Mauricio López-Cruz,&nbsp;Antonio M Amor","doi":"10.1352/1934-9556-61.5.399","DOIUrl":"https://doi.org/10.1352/1934-9556-61.5.399","url":null,"abstract":"<p><p>This study addresses the need to reinforce the reading learning of students with intellectual and developmental disabilities (IDD) in general education classrooms. A standardized way of assessing support needs in reading (SNr) from the teachers' perspective is proposed. The objectives were (i) to develop an instrument and evaluate its properties and (ii) to preliminarily assess the support needs in reading of students with IDD. Participants were 86 Chilean elementary school teachers who responded about the support needs of their own students. The instrument assesses three dimensions (i.e., representation, engagement, and action and expression). Analyses showed excellent preliminary evidence of validity and reliability. Preliminarily identified support needs suggest that students need more support in representation. Practical and research implications are discussed.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"61 5","pages":"399-425"},"PeriodicalIF":1.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41154056","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: 0
Stakeholder Perspectives on Interprofessional Primary Care for Adults With Intellectual and Developmental Disabilities in Ontario, Canada. 利益相关者对加拿大安大略省智力和发育障碍成年人跨专业初级保健的看法。
IF 1.8 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2023-10-01 DOI: 10.1352/1934-9556-61.5.349
Nicole J Bobbette, Rosemary Lysaght, Hélène Ouellette-Kuntz, Joan Tranmer, Catherine Donnelly
{"title":"Stakeholder Perspectives on Interprofessional Primary Care for Adults With Intellectual and Developmental Disabilities in Ontario, Canada.","authors":"Nicole J Bobbette,&nbsp;Rosemary Lysaght,&nbsp;Hélène Ouellette-Kuntz,&nbsp;Joan Tranmer,&nbsp;Catherine Donnelly","doi":"10.1352/1934-9556-61.5.349","DOIUrl":"10.1352/1934-9556-61.5.349","url":null,"abstract":"<p><p>Access to high-quality primary care has been identified as a pressing need for adults with intellectual and developmental disabilities (IDD). Interprofessional primary care teams offer comprehensive and coordinated approaches to primary care delivery and are well-positioned to address the needs of adults with IDD. The overall aim of this article is to describe the current provision of interprofessional primary care for adults with IDD from the perspectives of patients, caregivers, and health providers. Results provide important insights into the current state of practice and highlight a critical need for further work in the field to develop processes to engage in team-based care and demonstrate the value of the approach for this population.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"61 5","pages":"349-367"},"PeriodicalIF":1.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41178804","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: 0
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