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Racial/Ethnicity Disparities in COVID-19 Worry for Caregivers of Adults With Intellectual and Developmental Disabilities. 有智力和发育障碍的成年人的照顾者在 COVID-19 担忧方面的种族/族裔差异。
IF 1.6 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-12-01 DOI: 10.1352/1934-9556-62.6.446
Laiba Asif, Kristen A Staggers, K Jordan Kemere, Ambrielle Davis, Ellen Fremion
{"title":"Racial/Ethnicity Disparities in COVID-19 Worry for Caregivers of Adults With Intellectual and Developmental Disabilities.","authors":"Laiba Asif, Kristen A Staggers, K Jordan Kemere, Ambrielle Davis, Ellen Fremion","doi":"10.1352/1934-9556-62.6.446","DOIUrl":"10.1352/1934-9556-62.6.446","url":null,"abstract":"<p><p>This study investigated the racial/ethnic differences in COVID-19-related worry amongst family caregivers of adults with intellectual and developmental disabilities (IDD) living in Texas using the COVID-Related Thoughts and Behavioral Symptoms-Adult Version (COV-TaBS-A) questionnaire. Two hundred and six caregivers completed the survey. Compared to White caregivers, Latino caregivers were more likely to be very concerned about having enough food and supplies (adj OR 3.41, 95% CI [1.50, 7.74]) when adjusting for being that sole caregiver and using provider services. In free text questions, caregivers described feeling overwhelmed by additional responsibilities, disruptions in home health services, and concerns about their loved ones' wellness. Study findings can be used to strategize support for caregivers of adults with IDD during pandemic/emergency situations.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 6","pages":"446-458"},"PeriodicalIF":1.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142711647","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
"You Don't Know What You Don't Know": Parent Perspectives on Navigating Disability-Related Information and Resources. "你不知道你所不知道的"：家长对浏览残疾相关信息和资源的看法》（Parent Perspectives on Navigating Disability-Related Information and Resources）。
IF 1.6 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-12-01 DOI: 10.1352/1934-9556-62.6.459
Emily R Lanchak, Erik W Carter, Elise D McMillan
{"title":"\"You Don't Know What You Don't Know\": Parent Perspectives on Navigating Disability-Related Information and Resources.","authors":"Emily R Lanchak, Erik W Carter, Elise D McMillan","doi":"10.1352/1934-9556-62.6.459","DOIUrl":"10.1352/1934-9556-62.6.459","url":null,"abstract":"<p><p>We examined the priorities parents hold for their children with disabilities and the pathways through which parents access needed information and resources related to these valued areas. Our sample included 405 parents of children (ages 12 and under) who experienced a diversity of disabilities and varied support needs. Although each of the parents wanted their children to experience an array of formative experiences, the extent to which parents were familiar with local resources related to these important areas was uneven and often low. A constellation of barriers was said to stand in the way of connecting to the information and help they needed. When searching for disability-related information, parents often turned to a combination of sources, including professionals and technology.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 6","pages":"459-473"},"PeriodicalIF":1.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142711528","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
Preliminary Reliability and Validity of the Self-Determination Inventory: Student Report French Translation. 自我决定量表的初步可靠性和有效性：学生报告法文译本。
IF 1.6 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-10-01 DOI: 10.1352/1934-9556-62.5.339
Karrie A Shogren, Daria Gerasimova, Yves Lachapelle, Dany Lussier-Desrochers, Mayumi Hagiwara, Geneviève Petitpierre, Barbara Fontana-Lana, Filippo Piazza, Yannick Courbois, Agnès Desbiens, Marie-Claire Haelewyck, Hélène Geurts, Jesse R Pace, Tyler Hicks
{"title":"Preliminary Reliability and Validity of the Self-Determination Inventory: Student Report French Translation.","authors":"Karrie A Shogren, Daria Gerasimova, Yves Lachapelle, Dany Lussier-Desrochers, Mayumi Hagiwara, Geneviève Petitpierre, Barbara Fontana-Lana, Filippo Piazza, Yannick Courbois, Agnès Desbiens, Marie-Claire Haelewyck, Hélène Geurts, Jesse R Pace, Tyler Hicks","doi":"10.1352/1934-9556-62.5.339","DOIUrl":"10.1352/1934-9556-62.5.339","url":null,"abstract":"<p><p>There is a strong and growing focus on self-determination in French-speaking countries, and this pilot study reports the technical adequacy of the Self-Determination Inventory: Student Report (SDI:SR) French Translation. Data were collected with 471 French-speaking youth with and without disabilities in Canada (Quebec), Switzerland, France, and Belgium. Key findings showed it was feasible to use 20 (of 21) items to represent the self-determination construct in the French-speaking sample. The same set of items function in the same way across students with and without disabilities, and students with disabilities descriptively scored lower. Overall, this study provides promising evidence for reliability and validity of the SDI:SR French Translation and suggests ongoing development and larger-scale testing of the SDI:SR French Translation is warranted.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 5","pages":"339-353"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336924","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
Effect of a Nurses' Training Program on Early Detection of Egyptian Children With Developmental Disabilities in Assiut Governorate. 护士培训计划对早期发现阿苏特省埃及发育障碍儿童的影响。
IF 1.6 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-10-01 DOI: 10.1352/1934-9556-62.5.354
Zienab M Mady, Tayseer S Abdeldayem, Seham M Elmwafie, Amr S Ramadan
{"title":"Effect of a Nurses' Training Program on Early Detection of Egyptian Children With Developmental Disabilities in Assiut Governorate.","authors":"Zienab M Mady, Tayseer S Abdeldayem, Seham M Elmwafie, Amr S Ramadan","doi":"10.1352/1934-9556-62.5.354","DOIUrl":"10.1352/1934-9556-62.5.354","url":null,"abstract":"<p><p>This study aimed to determine the effectiveness of a designed training program for nurses toward early detection of developmental disabilities among children aged 0-3 years. A group of 21 licensed nurses with professional experience ranging from 5-11 years participated in the study. The participants completed the measurements to evaluate their current knowledge, practice, and perception pre- and post-training program, as well as during a follow-up, in relation to early detection of disabilities. The results showed highly statistically significant difference between the studied nurses' total knowledge, perception, and practice in pre- and post-program application (p = 0.01). However, there was no statistically significant difference between the post-program and follow-up application (p = 0.180).</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 5","pages":"354-362"},"PeriodicalIF":1.6,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336922","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
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 1.6 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":"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":1.6,"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 1.6 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":"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":1.6,"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 1.6 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":"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":1.6,"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 1.6 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":"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":1.6,"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
College Students With Intellectual and Developmental Disabilities' Experiences, Conception, and Development of Emotional Wellness. 有智力和发育障碍的大学生对情感健康的体验、构想和发展。
IF 1.6 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-08-01 DOI: 10.1352/1934-9556-62.4.274
Alexander M Fields, Olivia Lewis, Madeline Castle, Rebecca B Smith-Hill, Chelsea V Stinnett
{"title":"College Students With Intellectual and Developmental Disabilities' Experiences, Conception, and Development of Emotional Wellness.","authors":"Alexander M Fields, Olivia Lewis, Madeline Castle, Rebecca B Smith-Hill, Chelsea V Stinnett","doi":"10.1352/1934-9556-62.4.274","DOIUrl":"10.1352/1934-9556-62.4.274","url":null,"abstract":"<p><p>This study aimed to understand the ways in which college students with intellectual and developmental disabilities (IDD) experience and develop their understanding of emotions and emotional wellness. Semi-structured interviews with college students with IDD were conducted. The research team utilized consensual qualitative research (CQR) to analyze interviews and came to consensus in generating domains, core ideas, and a cross-analysis to answer the research question, \"What are the experiences of college students with IDD in developing an understanding of emotions and emotional wellness?\" Findings suggest college students with IDD have experience developing and maintaining their emotional wellness, though they may experience barriers prior to and during college enrollment. Limitations and implications for future research are discussed.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 4","pages":"274-286"},"PeriodicalIF":1.6,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141789417","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
Future Goal Aspirations of Students With Extensive Support Needs: Findings From NLTS 2012. 有广泛支持需求的学生的未来目标愿望：NLTS 2012 的研究结果。
IF 1.6 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-08-01 DOI: 10.1352/1934-9556-62.4.287
David R Johnson, Yi-Chen Wu, Martha L Thurlow, John M LaVelle
{"title":"Future Goal Aspirations of Students With Extensive Support Needs: Findings From NLTS 2012.","authors":"David R Johnson, Yi-Chen Wu, Martha L Thurlow, John M LaVelle","doi":"10.1352/1934-9556-62.4.287","DOIUrl":"10.1352/1934-9556-62.4.287","url":null,"abstract":"<p><p>This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the future goal aspirations of students with extensive support needs who participate in alternate assessments, compared to other students with extensive support needs and to students with other disabilities. We examined students' individualized education program (IEP)/transition planning meeting experiences and postschool goals in relation to their functional, communication, and self-advocacy skills, as well as their school/community support. Students with other disabilities held higher expectations than all students with extensive support needs for future participation in postsecondary education, employment, independent living, and financial independence. All students had higher postschool goal expectations than their parents. Implications for supporting students with extensive support needs and directions for future research and practice are discussed.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 4","pages":"287-305"},"PeriodicalIF":1.6,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141789419","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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