Journal of Applied Research in Intellectual Disabilities最新文献

{"title":"Co-Design and Feasibility Testing of an AI-Based Virtual Reality Application to Prepare People With Intellectual Disability for Healthcare Visits","authors":"Stefan C. Michalski,&nbsp;Jane Adams,&nbsp;Ali Darejeh,&nbsp;Rachael C. Cvejic,&nbsp;Sylvia M. Gustin,&nbsp;Julian N. Trollor","doi":"10.1111/jar.70219","DOIUrl":"10.1111/jar.70219","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with intellectual disability experience barriers in accessing healthcare. A virtual reality (VR) application that includes an intelligent agent powered by generative artificial intelligence (AI) may support preparation for healthcare visits in this population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To co-design, develop and evaluate the feasibility and usability of an AI-based VR application to improve healthcare preparedness for people with intellectual disability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Ten adults with intellectual disability completed an AI-VR experience simulating a general practitioner visit across three sequential scenes: checking in with a receptionist, waiting in a clinic waiting room, and consulting with a doctor. Participants interacted verbally with AI avatars. Semi-structured interviews followed each scene.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants valued the avatars' clear, patient communication and described the system as supportive for learning healthcare content and practising communication and self-advocacy skills. Usability issues were identified.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>AI-VR appears feasible and acceptable for healthcare preparation in people with intellectual disability. Refinements to system usability are needed to support independent use and broader implementation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"39 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13061285/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640911","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}

{"title":"Accessing the Unspoken: A Systematic Review on the Use of Psychophysiology in Research on Persons With Severe or Profound Intellectual Disabilities","authors":"Sien Vandesande,&nbsp;Ömer Faruk Gönen,&nbsp;Emma Vanroye,&nbsp;Peter Zentel","doi":"10.1111/jar.70222","DOIUrl":"10.1111/jar.70222","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Accessing the emotional experiences of individuals with severe or profound intellectual disabilities is difficult. Physiological measures offer a promising way to bypass communicative, cognitive, and motor limitations in this population. Yet this emerging field lacks a comprehensive overview of methods used, variables studied, and potential values and pitfalls.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A multidatabase systematic review (2008–2025), pre-registered in PROSPERO (ID: CRD42024629708), was conducted following JBI and PRISMA guidelines. From 5495 records, studies were screened at title, abstract, and full-text levels, assessed with MMAT, and synthesized narratively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thirty-four studies met criteria, using methods such as eye-tracking, wearable sensors, infrared thermography, and electroencephalography to examine attention, social–emotional processing/engagement, and emotional responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This review provides the first broad synthesis of psychophysiological research in this specific population, outlining methodological and practical considerations and supporting future physiological research aimed at enhancing person-centred care and quality of life.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"39 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624749","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}

{"title":"Social Cognition in Toddlers, Children, and Adolescents With Down Syndrome: A Scoping Review","authors":"Magdalena Muñoz-Montes,&nbsp;Susana Mendive,&nbsp;Marcela Tenorio,&nbsp;Paulina Arango,&nbsp;Andrés Aparicio,&nbsp;Ignacio Wettling","doi":"10.1111/jar.70215","DOIUrl":"10.1111/jar.70215","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Social cognition (SC) involves mental processes underlying interactions. Children and adolescents with Down syndrome face sociocognitive challenges affecting relationships and well-being. This review systematically examines research on SC development in persons with Down syndrome.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Following PRISMA-ScR guidelines, we systematically searched WoS and Scopus for peer-reviewed studies on SC in individuals with Down syndrome (0–19 years). Forty studies (2008–2024) met the criteria and were analysed and assessed for quality using the MMAT tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Evidence does not clearly indicate age-related SC development in Down syndrome. Instead, language is the key factor influencing SC development. Individuals with Down syndrome show challenges in SC and emotion processing, specifically compared to typical development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>More research is needed, especially longitudinal and developmental trajectory studies, to clarify SC development in Down syndrome and its relation to age. These findings can guide educational and clinical strategies to improve social inclusion and well-being.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"39 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147619038","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}

{"title":"‘One Size Does Not Fit All’. The Voices of Professionals Regarding the Delivery of Relationships and Sexuality Education to Children and Young People With Intellectual Disability: Findings From a UK-Wide Qualitative Study","authors":"Michael Brown,&nbsp;Mark Linden,&nbsp;Lynne Marsh,&nbsp;Maria Truesdale,&nbsp;Fintan Sheerin,&nbsp;Freda McCormick","doi":"10.1111/jar.70223","DOIUrl":"10.1111/jar.70223","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Relationships and sexuality education (RSE) is critical for children and young people with intellectual disabilities; yet, it is a contentious issue. This study explored the views and experiences of professionals regarding RSE programmes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Semi-structured individual interviews were conducted with 16 health, social care and education professionals. Professionals came from across the UK (England <i>n</i> = 5, Scotland <i>n</i> = 1, Wales <i>n</i> = 2, Northern Ireland <i>n</i> = 8). Interview data were subjected to thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three themes emerged: (i) preparation for success; (ii) effective communication and lifelong learning and (iii) individual support and resources. Professionals were motivated and committed to offer the best learning experience possible. There is inconsistency in delivery across programmes, taking time and effort to develop.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The development of structured programmes and tailored resources is necessary to enable practitioners to effectively support and deliver RSE.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"39 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13041590/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147596076","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}

{"title":"Parents of Adults With Intellectual and Developmental Disabilities Describe Differences Between Formal and Natural Supports: A Qualitative Study","authors":"Kelli A. Sanderson,&nbsp;Kevin A. Clair,&nbsp;Meghan M. Burke","doi":"10.1111/jar.70217","DOIUrl":"10.1111/jar.70217","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Adults with intellectual and developmental disabilities rely on formal and natural supports to meet their daily needs, yet it is unclear how parents differentiate between these two supports. To address this gap in the research, this qualitative study examined parental perspectives on formal and natural supports for adults with intellectual and developmental disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Twenty-three parents from nine US states participated in semi-structured interviews. Data were analysed using a constant comparative method.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Five themes emerged, highlighting differences and similarities between formal and natural supports for adults with intellectual and developmental disabilities: supporter motivation, challenges with supports, variations in care, parent toll and blurred lines between natural and formal supporters.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings emphasise the interdependence of formal and natural supports and the significant toll that supports take on parents of adults with intellectual and developmental disabilities. We conclude with implications for practice, policy and research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"39 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147596391","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}

{"title":"Loneliness and Its Associated Factors in Individuals With Intellectual Disability and Borderline Intellectual Functioning: A Systematic Review","authors":"Jordi Llorens-Roman,&nbsp;Modesta Pousada,&nbsp;Beni Gómez-Zúñiga","doi":"10.1111/jar.70224","DOIUrl":"10.1111/jar.70224","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recent data suggest that individuals with intellectual disability and borderline intellectual functioning are at greater risk of experiencing loneliness compared to the general population. This review aimed to explore how loneliness is perceived among these groups and to identify possible factors associated with it.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A systematic review was performed following PRISMA guidelines, covering four databases. The methodological quality of the included studies was assessed using a standardized assessment tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Forty studies met the inclusion criteria, yielding a sample-size-weighted mean of loneliness of 41.70% in individuals with intellectual disability; evidence for borderline intellectual functioning was limited to one study (24.20%). Loneliness was associated with factors at the individual, social, and structural levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Loneliness is a prevalent issue among individuals with intellectual disabilities and borderline intellectual functioning. Further research is required to examine more thoroughly the associated factors and guide the development of effective interventions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Trial Registration</h3>\u0000 \u0000 <p>PROSPERO: CRD420251022668</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"39 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13041613/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147596789","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}

{"title":"Exploring the Influence of LGBTQ+ and Religious Attitudes in Sexual Health Education for College Students With Intellectual and Developmental Disabilities","authors":"Kristin J. Lurie,&nbsp;Rebekkah L. Gross,&nbsp;Raeshann Berry,&nbsp;Lori B. Vincent,&nbsp;Brittany E. Hayes,&nbsp;Kerri A. Wolfer","doi":"10.1111/jar.70221","DOIUrl":"10.1111/jar.70221","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Comprehensive sexual health education is a human right routinely denied to people with intellectual and developmental disabilities. Although queerness and religion are critical parts of comprehensive sexual health education, they are rarely addressed in the literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Fifteen college students with intellectual and developmental disabilities enrolled in a programme that includes a sexual health education course participated in semi-structured interviews about the class. Responses related to attitudes about religion, gender identity and sexual orientation were thematically analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants expressed varied views about religion and queerness influenced by factors including the desexualisation stereotype (the widespread idea that disabled people should not be sexually active), access to formal and informal sexual health education and restrictive religious teachings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The diversity in perspectives shown here is an important consideration for the development of sexual health education programmes for people with intellectual and developmental disabilities in educational and community-based settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"39 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13037562/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582898","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}

{"title":"What Tools, Technology and Techniques Enable Participation in an eMaking Program for People With Intellectual Disabilities?","authors":"Em Bould,&nbsp;Jacqueline Johnstone,&nbsp;Libby Callaway,&nbsp;Kirsten Ellis","doi":"10.1111/jar.70220","DOIUrl":"10.1111/jar.70220","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Participation rates in Science, Technology, Engineering and Maths (STEM) are low for people with intellectual disabilities. Electronic making (eMaking) incorporates STEM concepts and involves maker activities that use technologies, enabling skill development, leisure participation and lifelong learning. This study aimed to identify tools, technology and techniques used within, and examine barriers and enablers to, meaningful eMaking experiences for people with intellectual disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Using a qualitative study design, data were collected via interviews and focus groups with three senior disability provider managers, six eMaking program coaches, and four eMaking experts designing curriculum. This data were audio recorded and transcribed verbatim. Program coach written reflections and photographs of eMaking activities were also collected. All data were analysed using reflexive thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Twelve themes were identified. Themes related to tools and technology (using a range of equipment and resources; having designated space and structure and program outlines; using task modification to remove barriers and risks); techniques (starting with interests; using principles of active support; and seeking feedback); and potential program barriers and enablers (skills of the coach; support staff training and interest; knowledge and perceptions of the abilities of participants; program knowledge; and logistical aspects of the program).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>eMaking can be accessible to people with intellectual disabilities and is enabled by customised tools and techniques and a positive attitudinal support environment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"39 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13032051/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147534991","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}

{"title":"Using Network Analysis to Understand the Associations Between Menopausal Symptoms and Mental Health in Women With Intellectual Disabilities","authors":"Stephanie Corrigan,&nbsp;Philip McCallion,&nbsp;Mary McCarron,&nbsp;Jan de Vries,&nbsp;Éilish Burke","doi":"10.1111/jar.70216","DOIUrl":"10.1111/jar.70216","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Women with intellectual disabilities typically face high rates of mental health and communication difficulties. Given associations between menopause and mental health in the general population and the lack of research on this topic in women with intellectual disabilities, it is critical to investigate associations between menopause and mental health in this population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Cross-sectional data were drawn from a cohort study in Ireland (<i>n</i> = 104). Measures included data on menopause, challenging behaviours and psychotropic medication. Associations between menopausal symptoms and mental health were examined through regression and network analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Vasomotor symptoms, fatigue, and mood changes were associated with menopause-specific anxiety, which was further linked to challenging behaviour and psychotropic medication use.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Menopausal symptoms were associated with mental health challenges, which, in turn, could influence challenging behaviour and psychotropic medication use in this population; implying that menopause-specific mental health symptoms may be overlooked and incorrectly treated.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"39 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13020530/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517305","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}

{"title":"Effective Partnerships With Parents of Adults With Mild Intellectual Disabilities in Residential Care: Experiences of Support Staff","authors":"Maria C. den Boer,&nbsp;Sanne A. H. Giesbers,&nbsp;Noud Frielink,&nbsp;Petri J. C. M. Embregts","doi":"10.1111/jar.70214","DOIUrl":"10.1111/jar.70214","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Effective parent-staff partnerships are essential for facilitating adequate service delivery in residential care for adults with (mild) intellectual disabilities. However, this partnership is often evaluated as being suboptimal. Whilst previous research has focused on parental perspectives, the present study explores support staff's experiences regarding effective partnerships.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Eleven support staff members were interviewed using a semi-structured format. The results were analysed using thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four themes were identified: (1) Acknowledging the value of parents, (2) Deliberating over what is possible and allowed given that it is service users who set the framework for the partnership, (3) Experiencing different perspectives on what constitutes high-quality care and (4) Establishing a connection with parents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study provides concrete insights into how to improve parent-staff partnerships, including recognising the paramount role of service users, enhancing informal parent-staff interactions, and providing support for staff such as ethics consultations and peer support.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"39 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13014565/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517273","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}