Journal of Applied Research in Intellectual Disabilities最新文献

{"title":"The Effects of Single Bouts of Physical Activity on Cognition in Adolescents and Young Adults With Intellectual Disabilities: A Systematic Review","authors":"Ting-Yu Chueh,&nbsp;Jia-Hao Wu,&nbsp;Wei-Kang Hung,&nbsp;Cheng-Chen Pan,&nbsp;Chien-Chih Chou,&nbsp;Chung-Ju Huang,&nbsp;Chien-Ting Wu","doi":"10.1111/jar.70026","DOIUrl":"https://doi.org/10.1111/jar.70026","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Individuals with intellectual disabilities (ID) typically exhibit cognitive deficits. While single bouts of physical activity (PA) have shown cognitive benefits in typically developing individuals, the effects on those with ID are unclear. This study aimed to investigate the effectiveness of single bouts of PA on cognition in individuals with ID.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This registered review followed the PRISMA guidelines and searched for eligible studies on PubMed and Scopus.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Eight studies were included, showing that participants demonstrated transient improvements in cognition, including information processing speed, inhibition and working memory, following moderate aerobic-based intensity PA. However, findings regarding the optimal intensity or types of PA for enhancing specific cognitions, and the effects on higher-level cognition (e.g., planning), are limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Single bouts of PA may transiently enhance cognition in adolescents and young adults with mild to moderate ID, but more rigorous research with a feasible protocol is required to refine exercise prescriptions for maximal cognitive benefits.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534032","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":"Frontline Staff and Trainer Perspectives on Implementing and Adhering to Positive Behaviour Support in Intellectual Disabilities Care: A Mixed-Methods Study","authors":"Eke Bruinsma,&nbsp;Annelies A. de Bildt,&nbsp;Pieter J. Hoekstra,&nbsp;Gerda M. de Kuijper,&nbsp;Barbara J. van den Hoofdakker","doi":"10.1111/jar.70023","DOIUrl":"https://doi.org/10.1111/jar.70023","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>We aimed to identify key factors in implementing and adhering to positive behaviour support (PBS), provided by frontline staff, targeting challenging behaviours of people with intellectual disabilities living in residential group homes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Using semi-structured interviews with 12 frontline staff members, we collected perspectives on a PBS training that they received. In two separate focus groups with nine frontline staff members and nine PBS trainers, we discussed factors perceived to influence PBS implementation and adherence. Hybrid coding and thematic analysis were employed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Frontline staff were positive about the content of the training and noticed improvements in challenging behaviours of the people they cared for. Key factors for implementation and adherence included organisation-wide embedding of PBS, management support, motivating staff, clear documentation, regular evaluations, and additional training sessions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study provides valuable insights for the implementation of and adherence to frontline staff-provided PBS.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jar.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143475424","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":"Supporting Parents of Adolescents With Intellectual Disabilities: A Systematic Review of Interventions","authors":"Emma Scripps,&nbsp;Daniel Sutherland,&nbsp;Peter E. Langdon,&nbsp;Richard P. Hastings,&nbsp;Kylie M. Gray","doi":"10.1111/jar.70004","DOIUrl":"https://doi.org/10.1111/jar.70004","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This review aimed to synthesise the literature about interventions for parents of adolescents with intellectual disability, including parental experience of receiving interventions and intervention effectiveness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eligible interventions aimed to improve parenting skills and/or parent–adolescent relationships, adolescent behavioural/emotional problems and/or parent well-being. ASSIA, EMBASE, Medline, PsycINFO and Web of Science were last searched on 11 July 2024. The TIDieR checklist and the MMAT were used for quality appraisal. A narrative synthesis was conducted. (Pre-registration: PROSPERO CRD42022384409).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Twelve studies with 1041 families were included. Intervention descriptions were detailed; however, study quality was mixed. Nearly all studies reported the intervention was associated with positive effects on parenting, parent–adolescent relationships, adolescent behaviour/emotional problems or parent well-being. Three randomised controlled trials (RCTs) offer the strongest evidence but are limited in quality. All studies investigating parent experiences reported positive responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>High-quality studies (e.g., RCTs) are needed to enable conclusions about efficacy and effectiveness.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jar.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143438790","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":"Easy Read… Easy English… Plain Language? Decision-Making in the Production of ‘Easy’ Information in Australia","authors":"Ariella Meltzer,&nbsp;Emma Barnes,&nbsp;Ayah Wehbe","doi":"10.1111/jar.70021","DOIUrl":"https://doi.org/10.1111/jar.70021","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In Australia, several formats of written information are made for people with intellectual disability and/or low literacy, such as Easy Read, Easy English and Plain Language. More understanding is however required about the decision-making behind their features, as it is not always clear which formats use which features or for what reasons.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Twelve semi-structured interviews were conducted with leaders/senior staff in Australian accessible information provider organisations who make ‘easy’ information. Data were thematically-analysed, via a two-stage deductive-inductive process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results show overlaps between different ‘easy’ information formats in Australia. ‘Easy’ information provider organisations make choices about what reading-level and images to use based <i>how</i> they see their envisioned audience <i>using</i> the information and <i>what</i> will make their envisioned audience feel <i>recognised/empowered</i>.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>No single ‘easy’ format will suit everyone. ‘Easy’ information providers need to be more specific about the audience and associated features of their products.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jar.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143431454","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 Experience Based Co-Design to Develop a Novel Psychological Intervention With People With Intellectual Disabilities and Stakeholders","authors":"Olivia Hewitt,&nbsp;Peter E. Langdon,&nbsp;Michael Larkin","doi":"10.1111/jar.70022","DOIUrl":"https://doi.org/10.1111/jar.70022","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Psychological interventions need to be adapted for use with people with intellectual disabilities to ensure they are engaging, accessible and effective. Co-design allows the experiences of service users and stakeholders to actively shape and develop interventions, to ensure their accessibility.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>An adapted model of Experience Based Co-Design (EBCD) was used to co-develop a novel, mental imagery-based psychological intervention for people with mild to moderate intellectual disabilities and anxiety. Involvement in EBCD was evaluated for people with intellectual disabilities and stakeholders using both quantitative and qualitative methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Numerous concrete and specific intervention adaptations arose and were implemented. Our findings indicated that all participants were able to engage fully with EBCD, and that participants found the process a positive experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>EBCD has likely resulted in a more accessible and engaging intervention which can be now tested within a larger study.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jar.70022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404469","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 Matters, Doctor?’ A Qualitative and Inclusive Study of the Experience of Mainstream Healthcare Among People With Intellectual Disabilities in Belgium","authors":"A. Miceli,&nbsp;L. Lucassen,&nbsp;R. Rinaldi,&nbsp;N. Van Ooteghem,&nbsp;D. Walter,&nbsp;M. Perau,&nbsp;C. Kahwaji,&nbsp;A. Mayart,&nbsp;E. Batselé","doi":"10.1111/jar.70020","DOIUrl":"https://doi.org/10.1111/jar.70020","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study investigates the healthcare needs and experiences of adults with intellectual disabilities, focusing on identifying areas for improvement. Its innovation lies in including individuals with intellectual disabilities as co-researchers in the research process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Thematic analysis was performed on five focus groups with 30 participants, exploring access to healthcare. Three co-researchers played active roles in reviewing the interview, recruitment, facilitation and co-analysis of results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three types of specific needs emerged: communication, relational and support needs, as well as challenges in empowerment and shortcomings in the skills of professionals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Intervention programmes aimed at training doctors and healthcare professionals should consider the specific difficulties and needs of people with intellectual disability, and their input should be prioritised in the design of these interventions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389132","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":"Increased Life Expectancy of People With Profound Intellectual and Multiple Disabilities: What Does It Change for Parents?","authors":"Karine Baumstarck,&nbsp;Sibylle Del Duca,&nbsp;Houria El Ouazzani,&nbsp;Ilyes Hamouda,&nbsp;Any Beltran Anzola,&nbsp;Marie-Anastasie Aim,&nbsp;Marie-Christine Rousseau","doi":"10.1111/jar.70018","DOIUrl":"https://doi.org/10.1111/jar.70018","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Advancements in medicine have increased the life expectancy of the people with profound intellectual and multiple disabilities. The hypothesis is that as parents get older, they worry about no longer being there for their child. This paper explores the extent to which the experiences of older parents may differ from that of younger parents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The participants were parents of people included in the French EVAL-PLH cohort. Psychological status, quality of life and coping were compared between (i) parents of the youngest persons (&lt; 20 years) versus parents of the oldest persons (≥ 35 years); (ii) youngest (&lt; 45 years) versus oldest parents (≥ 55 years).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Compared with the youngest parents, the oldest parents did not differ in anxiety–mood disorders, quality of life or coping strategies used.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We did not confirm that ageing generates psychological changes for parents. Future qualitative studies should deeply examine this underexplored issue.</p>\u0000 \u0000 <p><b>Trial Registration:</b> Clinical trial number: NCT02400528</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jar.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389131","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":"Co-Designing a Toolkit of Approaches and Resources for End-of-Life Care Planning With People With Intellectual Disabilities Within Adult Social Care Settings: A Multi-Phase Study","authors":"Irene Tuffrey-Wijne,&nbsp;Andrea Bruun,&nbsp;Elizabeth Tilley,&nbsp;Jo Giles,&nbsp;Sarah Gibson,&nbsp;Amanda Cresswell,&nbsp;Richard Keagan-Bull,&nbsp;Leon Jordan,&nbsp;Gemma Allen,&nbsp;Sarah Swindells,&nbsp;Nicola Payne,&nbsp;Rhidian Hughes,&nbsp;Rebecca Anderson-Kittow","doi":"10.1111/jar.70019","DOIUrl":"https://doi.org/10.1111/jar.70019","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with intellectual disabilities are rarely involved in end-of-life decisions. This study investigated and further developed approaches and resources to enable inclusive end-of-life care planning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A multi-centre, multi-method four-phase study, involving 195 researchers, participants, advisors and co-design members, including 36 people with intellectual disabilities: (i) evidence review; (ii) stakeholder focus groups; (iii) Experience-Based Co-Design and (iv) testing of co-designed resources.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There was little empirical evidence regarding the efficacy of existing resources. Focus group participants signalled overwhelming support for inclusive end-of-life care planning but notable variance around where/what/when/who/how. The co-design group developed a toolkit of existing and new resources. Feedback from toolkit testers was positive but barriers to staff engagement through the testing period were noted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Flexible, creative and interactive approaches that open up conversations are the building blocks for inclusive end-of-life care planning. Barriers include lack of staff confidence, time and resources and a death avoidance culture.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jar.70019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143380116","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":"School Satisfaction Predicts Quality of Life for Children With Severe Developmental Disabilities and Their Families","authors":"Sarah E. Bjornson,&nbsp;Adrienne Perry","doi":"10.1111/jar.70013","DOIUrl":"10.1111/jar.70013","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with severe developmental disabilities are frequently excluded from research, and little is known about their quality of life (QoL). Using a mixed-methods approach, this study examined relationships between school factors and QoL for these children and their families.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>171 parents of children with severe developmental disabilities completed questionnaires. Hierarchical regression analyses were performed examining predictors of child and family QoL. Of the 171 parents, 123 responded to an open-ended question about their children's school experiences, and responses were analysed qualitatively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Significant predictors of QoL included challenging behaviours, diagnoses, parent self-efficacy, social support and (importantly) school satisfaction. Seven themes related to school experiences were identified qualitatively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Many factors contribute to QoL. School has a significant influence on children and their parents and families. Different children have different strengths and difficulties, and school systems need to work with parents to optimise outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11782910/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143070075","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 Acceptability of a Peer-Delivered Mental Health Intervention to Support Young Adults With Intellectual and/or Developmental Disabilities","authors":"Ariel Schwartz,&nbsp;Nikola Davern,&nbsp;Alix Herer,&nbsp;Micah Peace-Urquilla,&nbsp;Jesse Corey,&nbsp;Dheva Muthuramalingam,&nbsp;Neha Vallabhaneni","doi":"10.1111/jar.70014","DOIUrl":"10.1111/jar.70014","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Young adults with intellectual and/or developmental disabilities lack access to mental health supports. Peer-delivered services may fill this gap. We adapted a theory-driven and evidence-based peer mentoring intervention for virtual-delivery and investigated its acceptability and participants' preliminary response.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Twelve young adults with intellectual and/or developmental disabilities participated in the 16-week intervention and completed outcome measures at pre-mentoring, post-mentoring and 1-month follow-up. To evaluate acceptability, participants completed interviews and a survey. Preliminary response was measured with the Alexithymia Questionnaire for Children and PROMIS short forms (Self-efficacy for Managing Emotions, Anxiety, and Physical Stress).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants felt emotionally supported, increased self-understanding, and learned to use coping strategies. Participants reported improvements in alexithymia, self-efficacy for managing emotions and anxiety; no changes were observed for physical stress symptoms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Participants were satisfied with peer mentoring and data suggest it may have promise to support development of skills that support mental health outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51403,"journal":{"name":"Journal of Applied Research in Intellectual Disabilities","volume":"38 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143070074","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}