Intellectual and Developmental Disabilities最新文献

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Presidential Address, 2022-Dismantling Systemic Barriers: Re-Envisioning Equity and Inclusion. 总统演讲,2022——拆除体制障碍:重新设想公平和包容。
IF 1.8 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2022-12-01 DOI: 10.1352/1934-9556-60.6.520
Karrie A Shogren
{"title":"Presidential Address, 2022-Dismantling Systemic Barriers: Re-Envisioning Equity and Inclusion.","authors":"Karrie A Shogren","doi":"10.1352/1934-9556-60.6.520","DOIUrl":"https://doi.org/10.1352/1934-9556-60.6.520","url":null,"abstract":"It is my privilege to deliver this presidential address and to learn and grow with you during the 146 American Association on Intellectual and Developmental Disabilities Annual Meeting and Conference. I am particularly grateful to have the opportunity to connect through our two conference venues—in-person and virtual. Each of us has been impacted in profound ways by the COVID-19 pandemic, and the impacts of the pandemic continue to reverberate throughout society. There is no question that the impacts of the pandemic have differentially impacted marginalized communities (Magesh et al., 2021), including people with intellectual and developmental disabilities (Gleason et al., 2021; Landes, Turk, Formica, et al., 2020; Landes, Turk, & Wong, 2020; Lunsky et al., 2022), exacerbating existing disparities and pushing to the forefront the need to address issues of equity and inclusion (Sabatello et al., 2020). Hosting our conference in two venues represents one small step and a recognition, I hope, of the need to respect, value, and promote access and inclusion in ways that recognize different needs related to health and wellness and to build systems of supports that start from a position of centering the voices and needs of those that are marginalized in our existing systems. Alongside the pandemic, we have as a society been further confronted by the pervasive and ongoing impacts of intersecting systems of oppression rooted in ableism, racism, and sexism, that create barriers to equity and inclusion and cause substantial harm to marginalized, particularly multiply marginalized, communities that experience intersectionality (Crenshaw, 1989, 2017). We have witnessed systemic police brutality and the deep rooting and impacts of the carceral state. We have witnessed regressive policies advancing misogyny and misogynoir and devaluing basic human rights. We have seen certain social identities privileged over others. These intersecting systems of oppression limit equity and inclusion for all, but particularly impact efforts to advance disability, racial, and cultural justice as they sustain the deeply rooted biases in our systems, policies, and practices. Further, they fail to recognize, celebrate, and elevate the contributions of all members of our society, including disabled leaders that are multiply marginalized. Dismantling systemic barriers is critical to advancing equity and inclusion. As a field and organization of leaders in intellectual and developmental disabilities, I believe we are at a critical juncture. I believe we must begin to take steps to interrogate power and privilege and think and act with a critical lens to center the voices and experiences of people with intellectual and developmental disabilities who are multiply marginalized. Naming systemic barriers is only a first step in interrogating the role they play in the longstanding and pervasive inequities experienced by people with intellectual and developmental disabilities, particularly p","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 6","pages":"520-529"},"PeriodicalIF":1.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10492259","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: 3
Special Issue Introduction: Addressing Healthcare Inequities in Intellectual Disability and Developmental Disabilities. 特刊导言:解决智力残疾和发育残疾的医疗不平等问题。
IF 1.8 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2022-12-01 DOI: 10.1352/1934-9556-60.6.449
Susan M Havercamp, Alexandra Bonardi
{"title":"Special Issue Introduction: Addressing Healthcare Inequities in Intellectual Disability and Developmental Disabilities.","authors":"Susan M Havercamp, Alexandra Bonardi","doi":"10.1352/1934-9556-60.6.449","DOIUrl":"https://doi.org/10.1352/1934-9556-60.6.449","url":null,"abstract":"","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 6","pages":"449-452"},"PeriodicalIF":1.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10486552","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: 2
Planting the Seeds of Collaboration: A Pilot for School/Clinic Partnerships During Pediatric Clerkship. 播下合作的种子:儿科见习期间学校/诊所合作的试点。
IF 1.8 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2022-12-01 DOI: 10.1352/1934-9556-60.6.453
Mary E Sheppard, Nancy Vitalone-Raccaro, Jacqueline M Kaari
{"title":"Planting the Seeds of Collaboration: A Pilot for School/Clinic Partnerships During Pediatric Clerkship.","authors":"Mary E Sheppard,&nbsp;Nancy Vitalone-Raccaro,&nbsp;Jacqueline M Kaari","doi":"10.1352/1934-9556-60.6.453","DOIUrl":"https://doi.org/10.1352/1934-9556-60.6.453","url":null,"abstract":"<p><p>Although pediatricians and family physicians often refer children to early intervention (EI) and provide support and information to families, medical school training that provides information about special education policy and procedures is often limited. We piloted a program whereby medical students, during their pediatric clerkship, observed school classrooms that included young children with disabilities. Visit impact was measured through assessments of perceived competency and a written reflection. Students showed perceived competency growth across all areas measured. Written reflections demonstrated understanding of special education practices and collaborative opportunities. These findings suggest that incorporating experiential learning through facilitated school visits is a way to enhance the learning experience of medical students on topics essential to supporting children with disabilities and their families.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 6","pages":"453-464"},"PeriodicalIF":1.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10486553","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
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,&nbsp;Loukia Tsami,&nbsp;Dorothea C Lerman,&nbsp;Marissa Matteucci,&nbsp;David F Fray,&nbsp;Ben F Warner,&nbsp;Laura A Keehan,&nbsp;Kristen A Staggers,&nbsp;Cynthia Peacock","doi":"10.1352/1934-9556-60.6.504","DOIUrl":"https://doi.org/10.1352/1934-9556-60.6.504","url":null,"abstract":"<p><p>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.</p>","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
{"title":"Student Confidence in Providing Healthcare to Adults With Intellectual Disability: Implications for Health Profession Curricula.","authors":"Ann C Golub-Victor,&nbsp;Brianna Peterson,&nbsp;Jessica Calderón,&nbsp;Alexandre Dias Lopes,&nbsp;Diane F Fitzpatrick","doi":"10.1352/1934-9556-60.5.477","DOIUrl":"https://doi.org/10.1352/1934-9556-60.5.477","url":null,"abstract":"<p><p>Self-perceived confidence of health professions students at one university in caring for adults with intellectual disability (ID) was examined via an electronic survey using the Therapy Confidence Scale - Intellectual Disabilities (TCS-ID). A stepwise multiple regression of data collected from 232 completed surveys revealed that prior training and prior experience were predictors of TCS-ID total score. Adults with ID experience healthcare disparities due, in part, to poor provider communication and a lack of confidence. Results from this novel study suggest that opportunities for experiential learning and training with people with ID are important considerations for health professions curricula. Further research is needed for generalizability of results.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 6","pages":"477-483"},"PeriodicalIF":1.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10486557","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
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,&nbsp;W Catherine Cheung,&nbsp;Chak Li,&nbsp;Leann DaWalt,&nbsp;Jordan Segal,&nbsp;Julie Lounds Taylor","doi":"10.1352/1934-9556-60.5.369","DOIUrl":"10.1352/1934-9556-60.5.369","url":null,"abstract":"<p><p>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.</p>","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
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,&nbsp;Emily Ronkin,&nbsp;Andrew T Roach,&nbsp;Mark Crenshaw,&nbsp;Emily C Graybill,&nbsp;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":"<p><p>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.</p>","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
{"title":"Scaling Up a Peer-Mediated Program Statewide: Lessons Learned Through Peer to Peer.","authors":"Amy Matthews,&nbsp;Maureen Ziegler,&nbsp;Margie Mayberry,&nbsp;Jamie Owen-DeSchryver,&nbsp;Erik W Carter","doi":"10.1352/1934-9556-60.4.334","DOIUrl":"https://doi.org/10.1352/1934-9556-60.4.334","url":null,"abstract":"<p><p>Peer-mediated interventions are a powerful and practical way of promoting the social relationships, learning, and inclusion of students with disabilities. In this article, we describe one state's efforts to scale up a research-based, peer-mediated program called Peer to Peer throughout Michigan. Among the more than 700 schools that now offer this program, as many as 18,000 peers are involved in supporting nearly 5,000 schoolmates with autism and other developmental disabilities in their learning and relationships. We share our perspectives on eight key factors that have contributed to the growth and widespread adoption of Peer to Peer over the last 20 years. We discuss enduring challenges in this long-haul work and conclude with recommendations for future research focused on schoolwide peer-mediated programs.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 4","pages":"334-344"},"PeriodicalIF":1.8,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40617405","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: 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
{"title":"Prevalence of Secondary Traumatic Stress Among Direct Support Professionals in Intellectual and Developmental Disabilities Field.","authors":"Daniel A Boamah,&nbsp;Anita P Barbee","doi":"10.1352/1934-9556-60.4.273","DOIUrl":"https://doi.org/10.1352/1934-9556-60.4.273","url":null,"abstract":"<p><p>Direct support professionals (DSPs) are deemed by existing literature as vital support to persons with intellectual or developmental disabilities (IDD). They may be exposed to the traumatic experiences of people with IDD with potential psychological implications. Secondary traumatic stress (STS) has been studied among related professionals across human services, but little is known among DSPs. The current study examines the prevalence of STS in a sample of DSPs. The results suggested that DSPs are exposed to traumatic experiences, and exposure to a greater number of traumatized clients is significantly correlated with symptoms of STS. At least 12.4% of DSPs in this sample met the diagnostic criteria for experiencing post-traumatic stress disorder (PTSD) symptoms. Also, results suggest STS differences in DSPs based on demographics.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 4","pages":"273-287"},"PeriodicalIF":1.8,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40617407","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
Evidence-Based Early Home Visiting for Mothers and Parents With Intellectual Disability: Home Visitor Perceptions and Practices. 基于证据的智障母亲和父母早期家访:家访者的认知和实践。
IF 1.8 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2022-08-01 DOI: 10.1352/1934-9556-60.4.288
Allison L West, Kate E Dibble
{"title":"Evidence-Based Early Home Visiting for Mothers and Parents With Intellectual Disability: Home Visitor Perceptions and Practices.","authors":"Allison L West,&nbsp;Kate E Dibble","doi":"10.1352/1934-9556-60.4.288","DOIUrl":"https://doi.org/10.1352/1934-9556-60.4.288","url":null,"abstract":"<p><p>Evidence-based maternal, infant, and early home visiting (EBHV) is a potential strategy to support parent and child health and well-being among families headed by a parent with an intellectual disability (ID). Little is known about the capacity of EBHV programs to meet the needs of parents with ID effectively. This study examined home visitor practices and perceptions of services for parents with ID. Home visiting staff recruited from a national practice-based research network participated in web-based surveys. Practices and perceptions varied widely across sites and were associated with home visitor knowledge and self-efficacy and site implementation supports, such as policies, curricula, and community collaboration. More work is needed to understand and strengthen EBHV services for parents with ID.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"60 4","pages":"288-302"},"PeriodicalIF":1.8,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40617408","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
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