Journal of Intellectual & Developmental Disability最新文献

Mothers' practices and barriers in sexuality education for adolescents with intellectual disabilities. 智障青少年性教育中母亲的做法和障碍。

IF 1.2 4区医学

Journal of Intellectual & Developmental Disability Pub Date : 2026-04-25 DOI: 10.3109/13668250.2026.2652727

Diana Hartaty Angraini, Evi Martha, Farida Kurniawati, Besral Besral

{"title":"Mothers' practices and barriers in sexuality education for adolescents with intellectual disabilities.","authors":"Diana Hartaty Angraini, Evi Martha, Farida Kurniawati, Besral Besral","doi":"10.3109/13668250.2026.2652727","DOIUrl":"https://doi.org/10.3109/13668250.2026.2652727","url":null,"abstract":"Background: Adolescents with intellectual disabilities face heightened risks of sexual victimisation, making sexuality education a critical protective factor.Method: This qualitative study explored how mothers conceptualise, implement, and experience challenges in delivering sexuality education within Indonesia's conservative sociocultural context. In-depth interviews were conducted with 10 mothers of adolescents aged 10-17 years with intellectual disabilities. Thematic analysis identified six core themes: (i) understanding of sexuality education, (ii) mothers' attitudes, (iii) educational practices, (iv) barriers, (v) mothers' roles, and (vi) support needs.Results: Mothers primarily linked sexuality education to hygiene, body protection, and abuse prevention, usually taught reactively during puberty or behavioural incidents. Barriers included discomfort, low confidence, stigma, limited knowledge, and a lack of culturally appropriate resources. Despite these constraints, mothers recognised their central role and expressed strong motivation for structured training and collaboration.Conclusion: Findings highlight the urgency of family-centred, culturally sensitive interventions to promote safer, inclusive environments.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":" ","pages":"1-10"},"PeriodicalIF":1.2,"publicationDate":"2026-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The legal incapacitation (removal of decision-making rights) of people with intellectual disabilities as described by teachers. Between protection and the restriction of rights: "In some cases it's necessary". 教师所描述的智力残疾者在法律上的丧失行为能力（剥夺决策权）。在保护和限制权利之间：“在某些情况下，这是必要的”。

IF 1.2 4区医学

Journal of Intellectual & Developmental Disability Pub Date : 2026-04-25 DOI: 10.3109/13668250.2026.2652728

Katarzyna Ćwirynkało, Monika Parchomiuk

{"title":"The legal incapacitation (removal of decision-making rights) of people with intellectual disabilities as described by teachers. Between protection and the restriction of rights: \"In some cases it's necessary\".","authors":"Katarzyna Ćwirynkało, Monika Parchomiuk","doi":"10.3109/13668250.2026.2652728","DOIUrl":"https://doi.org/10.3109/13668250.2026.2652728","url":null,"abstract":"Background: Incapacitation is a legal measure that restricts self-determination for people with intellectual disabilities by giving decision-making authority to another person. This study explores how Polish special education teachers understand and engage with this instrument.Method: Semi-structured focus group interviews were conducted with three groups, comprising 21 teachers from special schools. The material was analysed using the principles of Interpretative Phenomenological Analysis.Results: Four themes were identified: meanings ascribed to incapacitation, school-parent dynamics, associated risks, and educational efforts promoting autonomy. Findings reveal ambivalent attitudes, limited awareness of legal alternatives, and a tendency to prioritise protection over autonomy.Conclusion: Pedagogical recommendations include regular training, sharing international best practices - especially regarding the United Nations Convention on the Rights of Persons with Disabilities - and creating spaces for dialogue among schools, families, and institutions. Supportive actions should be planned within school policies, particularly during transitional periods, to empower all participants in the educational process.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":" ","pages":"1-13"},"PeriodicalIF":1.2,"publicationDate":"2026-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Process evaluation of SPECTROM training: Staff views from a feasibility cluster RCT. spectrum培训的过程评估：可行性聚类随机对照试验的员工观点。

IF 1.2 4区医学

Journal of Intellectual & Developmental Disability Pub Date : 2026-04-25 DOI: 10.3109/13668250.2026.2650600

Bharati Limbu, Shoumitro Deb, Cecilia Vindrola-Padros

{"title":"Process evaluation of SPECTROM training: Staff views from a feasibility cluster RCT.","authors":"Bharati Limbu, Shoumitro Deb, Cecilia Vindrola-Padros","doi":"10.3109/13668250.2026.2650600","DOIUrl":"https://doi.org/10.3109/13668250.2026.2650600","url":null,"abstract":"Background: The off-label prescription of psychotropic medications for behaviours that challenge in the absence of mental illness is a significant public health concern. SPECTROM, a staff training program, was co-produced in the United Kingdom to address these issues.Method: 140 support staff received SPECTROM training. At the end of the training, focus groups were conducted with 14 staff to receive feedback. In the current article, we present data from the two focus groups.Results: The following themes were identified: improved knowledge, self-confidence, facilitated self-reflection, empowered staff, better attitude on medication use for behaviours that challenge, improved support provided, and challenges of SPECTROM delivery and implementation.Conclusion: The SPECTROM training and its resources were considered useful and relevant to staff's practice. Challenges were identified in delivering and implementing SPECTROM training, which needs to be addressed before a full-scale randomised controlled trial.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":" ","pages":"1-11"},"PeriodicalIF":1.2,"publicationDate":"2026-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Coercive and restrictive measures in municipal intellectual disability care: Legal compliance and practice in Norway. 市政智障护理中的强制和限制性措施：挪威的法律遵守和实践。

IF 1.2 4区医学

Journal of Intellectual & Developmental Disability Pub Date : 2026-04-25 DOI: 10.3109/13668250.2026.2659500

Silje Marie Tessem, Audny Anke, Marius Storvik

{"title":"Coercive and restrictive measures in municipal intellectual disability care: Legal compliance and practice in Norway.","authors":"Silje Marie Tessem, Audny Anke, Marius Storvik","doi":"10.3109/13668250.2026.2659500","DOIUrl":"https://doi.org/10.3109/13668250.2026.2659500","url":null,"abstract":"Background: This study examined how use of formalised coercive measures imposed on people with intellectual disabilities aligns with Norwegian law.Method: Cross-sectional study including 70 people subject to coercive measures, mean age 44 years, 54% men. Data were collected through structured interviews, hospital records, and municipal decisions on coercive measures.Results: Regional prevalence of people subject to coercive measures among people with intellectual disabilities was 8.5%. Municipalities sought exemptions from staff educational requirements in 97% of cases where people were subject to coercive measures, which were nearly always granted. On average, each person received care from 10 different staff members weekly. Twenty-three percent reported that care was not provided by a stable staff group. Notably, 29% of participants were subject to coercive measures without a legally valid authorisation. County-level governor inspections were rare.Conclusion: Discrepancies between legal care requirements and practice highlight the need for compliance, staff training, and stronger supervision.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":" ","pages":"1-13"},"PeriodicalIF":1.2,"publicationDate":"2026-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Do images aid learning of Easy Read health information for people with intellectual disabilities? A cognitive load perspective. 图像是否有助于智障人士学习易读健康信息？认知负荷视角。

IF 1.2 4区医学

Journal of Intellectual & Developmental Disability Pub Date : 2026-04-02 DOI: 10.3109/13668250.2026.2644310

Jenna L Zhao, Janelle Weise, Hee Min Lee

{"title":"Do images aid learning of Easy Read health information for people with intellectual disabilities? A cognitive load perspective.","authors":"Jenna L Zhao, Janelle Weise, Hee Min Lee","doi":"10.3109/13668250.2026.2644310","DOIUrl":"https://doi.org/10.3109/13668250.2026.2644310","url":null,"abstract":"Background: This pilot study explored whether including images in Easy Read materials improves health information learning by people with intellectual disabilities, compared to text-only formats.Method: Nine adults with intellectual disabilities who could read simple English independently, participated in two sessions. In each session, participants answered and were scored on knowledge-check questions about a health topic before and after reading Easy Read information containing either images or no images. Participants were also interviewed on the learning strategies they used.Results: Including images in Easy Read did not result in significantly better performance on learning scores, though scores were substantially more variable when images were not included. Interview data indicated that participants considered images to be an important part of the reading experience.Conclusion: This study provides preliminary guidance on how Easy Read materials can be formatted to improve people with intellectual disabilities' comprehension of written health information.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":" ","pages":"1-11"},"PeriodicalIF":1.2,"publicationDate":"2026-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147610600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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) roles in the care of siblings with intellectual disabilities: Experiences and needs of sisters in early adulthood. （未来）在照顾智障兄弟姐妹中的角色：成年早期姐妹的经历和需求。

IF 1.2 4区医学

Journal of Intellectual & Developmental Disability Pub Date : 2026-03-31 DOI: 10.3109/13668250.2026.2629816

Sanne A H Giesbers, Petri J C M Embregts

{"title":"(Future) roles in the care of siblings with intellectual disabilities: Experiences and needs of sisters in early adulthood.","authors":"Sanne A H Giesbers, Petri J C M Embregts","doi":"10.3109/13668250.2026.2629816","DOIUrl":"https://doi.org/10.3109/13668250.2026.2629816","url":null,"abstract":"Background: Siblings often maintain close relationships with their siblings who have intellectual disabilities, though research on the experiences of siblings in early adulthood who have siblings living in residential care is limited. This study explored their roles, experiences, and needs.Method: A focus group was held with eight sisters. Data were analysed using reflexive thematic analysis.Results: Four themes were identified: (i) I want to be (seen as) a sister, (ii) My role within the family in caring for my sibling, (iii) Having a sibling with intellectual disabilities shapes me and my life, and (iv) I am not able do this alone.Conclusion: The findings underscore the importance of recognising siblings' needs from an early age, considering family dynamics and involving the whole family in preparing for (future) caregiving roles, offering peer support programs, supporting siblings in balancing care with personal life, and raising awareness about the role of siblings-in-law.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":" ","pages":"1-13"},"PeriodicalIF":1.2,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147583066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Characteristics of physical resources that facilitate family-led music-making with preschool children with profound intellectual and multiple disabilities. 促进具有严重智力和多重残疾的学龄前儿童家庭主导音乐创作的物质资源特征。

IF 1.2 4区医学

Journal of Intellectual & Developmental Disability Pub Date : 2026-03-19 DOI: 10.3109/13668250.2026.2623546

Ajay Castelino

{"title":"Characteristics of physical resources that facilitate family-led music-making with preschool children with profound intellectual and multiple disabilities.","authors":"Ajay Castelino","doi":"10.3109/13668250.2026.2623546","DOIUrl":"https://doi.org/10.3109/13668250.2026.2623546","url":null,"abstract":"Background: Families of preschool-aged children with profound intellectual and multiple disabilities often face challenges in shared music-making at home. Music therapist facilitated resources can support this process, yet little is known about what makes these tools effective within family contexts.Method: A qualitative multiple case study was conducted with four families of preschool-aged children with profound intellectual and multiple disabilities in Aotearoa New Zealand. Data from interviews, session notes, and a reflexive journal were analysed using Reflexive Thematic Analysis.Results: Six characteristics of physical resources facilitated family-led music-making: (i) easy to use (ii) customised to family priorities; (iii) reflected family identity; (iv) supported family system engagement; (v) supported caregiver confidence; and (vi) supported both musical and non-musical goals.Conclusion: The findings highlight how well-designed, adaptable, and culturally attuned music therapy resources can strengthen family participation, enhance caregiver confidence, and embed therapeutic music-making within everyday home life.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":" ","pages":"1-12"},"PeriodicalIF":1.2,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147488429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

An exploration of the social and friendship experiences of adolescent girls with developmental disabilities: Perspectives of girls and their parents. 青春期发育障碍女孩的社交和友谊经历的探索：女孩及其父母的视角。

IF 1.2 4区医学

Journal of Intellectual & Developmental Disability Pub Date : 2026-03-08 DOI: 10.3109/13668250.2026.2630396

Kelly Offutt, Elisabeth Rice

{"title":"An exploration of the social and friendship experiences of adolescent girls with developmental disabilities: Perspectives of girls and their parents.","authors":"Kelly Offutt, Elisabeth Rice","doi":"10.3109/13668250.2026.2630396","DOIUrl":"https://doi.org/10.3109/13668250.2026.2630396","url":null,"abstract":"Background: This study explored the social and friendship experiences of adolescent girls with developmental disabilities through the perspectives of girls and their parents.Method: An inductive approach based on Merriam and Tisdell's qualitative design was used, together with components of grounded theory. Interviews were completed with 12 adolescent girls with developmental disabilities and their parents.Results: Contrary to the persistent narrative of girls with developmental disabilities as disinterested in friendships, girls in this study showed a strong interest in social opportunities and friendships. Unfortunately, the social environments that the girls have been placed in were rarely affirming of their social profiles, and parents were often expected to compensate for this lack of support. Participants reported a variety of social challenges.Conclusion: Stronger social support including environments that are affirming of the unique profile of girls with developmental disabilities is warranted.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":" ","pages":"1-11"},"PeriodicalIF":1.2,"publicationDate":"2026-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147379669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Learning from people with disabilities: Investigating effects on pre-service teachers' beliefs and practices in inclusive education. 向残疾人学习：调查对职前教师全纳教育的信念和实践的影响。

IF 1.2 4区医学

Journal of Intellectual & Developmental Disability Pub Date : 2026-03-01 Epub Date: 2025-07-03 DOI: 10.3109/13668250.2025.2525659

Mia Hoffmann, Sonja Krämer, Friederike Zimmermann

{"title":"Learning from people with disabilities: Investigating effects on pre-service teachers' beliefs and practices in inclusive education.","authors":"Mia Hoffmann, Sonja Krämer, Friederike Zimmermann","doi":"10.3109/13668250.2025.2525659","DOIUrl":"10.3109/13668250.2025.2525659","url":null,"abstract":"Background: Teachers' beliefs are conducive to inclusion at school. Based on the intergroup contact theory, this study examined short - and long-term effects of an innovative contact intervention on pre-service teachers' beliefs and inclusive practices.Method: Using a pre-post-follow-up design, data were collected from N = 356 pre-service teachers in university teacher training, divided into an intervention group attending a seminar session with people with intellectual disabilities as lecturers and a comparison group following the standard curriculum.Results: Structural equation modelling indicated that the intervention influenced pre-service teachers' beliefs (attitudes, modern prejudices, self-efficacy) in the short term; there was no evidence of long-term effects, such as on inclusive practices.Conclusion: Incorporating interactive contact with people with disabilities into university teacher training could be an additional contribution to preparing teachers for inclusive education. An appropriate target for future research is to explore the mechanisms underlying changes in inclusion-related beliefs.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":" ","pages":"39-50"},"PeriodicalIF":1.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The family quality of life survey-2006: an examination of relationships between objective and subjective data. 家庭生活质量调查-2006：客观数据与主观数据之间关系的检验。

IF 1.2 4区医学

Journal of Intellectual & Developmental Disability Pub Date : 2026-03-01 Epub Date: 2025-07-28 DOI: 10.3109/13668250.2025.2535873

Sarah E Bjornson, C Lindsay Fitzsimmons, Barry Isaacs, Adrienne Perry

{"title":"The family quality of life survey-2006: an examination of relationships between objective and subjective data.","authors":"Sarah E Bjornson, C Lindsay Fitzsimmons, Barry Isaacs, Adrienne Perry","doi":"10.3109/13668250.2025.2535873","DOIUrl":"10.3109/13668250.2025.2535873","url":null,"abstract":"Background: Family quality of life (FQOL) includes objective and subjective factors representing wellbeing for families of individuals with intellectual and developmental disabilities. The current project investigated the integration of objective and subjective data using the Family Quality of Life Survey - 2006 (FQOLS-2006).Method: 169 parents/caregivers of individuals with intellectual and developmental disabilities participated. Relationships were examined between objective information from the A Sections of the Health, Finances, and Support from Services domains of the FQOLS-2006, and more subjective FQOL ratings in the B Sections.Results: We found strong relationships between the objective and subjective sections of the FQOLS-2006. Respondents reporting challenges in the A Sections generally reported lower Attainment/Satisfaction ratings in the B sections. However, some responses were discrepant.Conclusion: Objective and subjective measurements of FQOL were consistent but independent. Each type of measurement provided unique information and FQOL is best understood through the integration of these methods.","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":" ","pages":"74-82"},"PeriodicalIF":1.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144735228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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