Search

Self-injurious behavior (SIB) is one of the most detrimental behaviors for the person showing it, as well as for their environment. Nevertheless, structured clinical assessments of SIB are scarce. Staff completed a Self-Harm Scale (SHS) every time they witnessed SIB in clients with an intellectual disability (ID) and co-occurring psychopathology (N = 33). Descriptive statistics were conducted to explore the nature of the incidents of SIB and the characteristics of the people involved in the incidents. In 41 weeks, 104 SIB incidents were reported for 8 out of 33 clients (24%). Incidents were most prevalent on Mondays (23%). As far as the methods of SIB concerned, cutting was the most used method (63%). Clients who showed SIB differed significantly from clients who did not on gender, having a personality disorder and communicative abilities. This study was one of the few that used an incident-based record form to report SIB by direct observation. It is hoped that the SHS helps to gain more information about SIB, to improve individualized interventions. Further research is necessary to determine the psychometric properties and clinical utility of the scale. [ABSTRACT FROM AUTHOR]

This study extended the research on technology-aided programs for promoting the independent performance (practice) of functional motor responses (e.g., arm or leg-foot movements) in people with intellectual disabilities and extensive motor impairments. Specifically, the study assessed (a) the suitability of simple commercial technology (i.e., a smartphone) to monitor the responses targeted and provide stimulation contingent on them, and (b) the impact of response performance on the participants' level of physical exertion (heart rates) and mood. The results showed that the simple commercial technology was effective in helping the participants independently practice the two target responses selected for them. All participants had a significant increase in their heart rates during the intervention sessions, thus suggesting that the performance of the target responses represented a mild form of physical activity. Moreover, all participants displayed mood improvement (i.e., an increase in indices of happiness) during the intervention sessions. The implications of these results are discussed in terms of (a) new technology solutions for intervention programs with people with intellectual disabilities and extensive motor impairments, and (b) potential benefits of those programs. [ABSTRACT FROM AUTHOR]

Three adolescents with moderate to severe intellectual disabilities who attended a clinical setting participated in this study. The effects of repeated times practice for component skills on the emission frequency of composite daily living skills such as wearing a shirt, shoes, fastening buttons, and using an iPad were investigated. We practiced the Big 6 + 6 integrated with component skills involving legs and feet and the "swipe" movement. We used five simple time-series designs to measure the intervention's effects. The findings show that participants increased the frequency with which they emitted composite skills. They have become less reliant on their caregivers' care and have gained more independence at home and in the community. [ABSTRACT FROM AUTHOR]

A limited amount of previous work has investigated the effects of course-based disability awareness programs in promoting attitudes towards people with disabilities. This study aimed to evaluate the effects of a 10-week course on university students' ( N = 42) attitudes towards individuals with intellectual disabilities. The effectiveness of the intervention was evaluated through quantitative and qualitative methods. The quantitative results showed significant improvements in the participants' attitudes (i.e., Empowerment and Similarity) after the intervention. Qualitative findings provided some support for the quantitative results and provided reasons for the attitudinal improvements. Overall, the results suggested that the course-based intervention program improved university students' attitudes towards people with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Many individuals diagnosed with intellectual and developmental disabilities (IDD) are uncooperative during routine dental exams, leading to poor oral health in this population. Few studies have evaluated methodologies for preparing dental students and professionals to work effectively with patients diagnosed with IDD. In this study, experimenters used remote behavioral skills training (BST) to train dental students and professionals how to implement a practical intervention that included tell-show-do, contingent praise, and noncontingent reinforcement. Results suggested that group training conducted via videoconferencing was effective for teaching six of seven participants to implement the intervention in the absence of post-training feedback. This approach appears useful for quickly and efficiently training current and future dental professionals to implement behavior techniques to promote patient compliance. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the frequency and quality of primary care physician (PCP) recommendations to investigate the management of young children with delays and self-injury (SIB; e.g., head banging) from the time of initial SIB concern to specialty referral as recommended by the American Academy of Pediatrics (AAP). Via a structured electronic health record review, PCP referrals and recommendations were examined for a cohort of 250 children (10–59 months old) with delays and SIB. Only a small portion of cohort charts reviewed (8.0%) received AAP recommended intervention via referral to subspecialty providers by their PCP. Further, only 37.5% received SIB-specific care recommendations. Findings suggest that future targeted education is needed to improve primary care access to AAP recommended intervention for young children with delays and early SIB. [ABSTRACT FROM AUTHOR]

Polypharmacy is a risk factor for drug interactions (DI). Adults with intellectual and developmental disabilities (IDD) are at increased risk for polypharmacy and as such increased risk for potential DIs. The objectives of this study were to determine the number of potential DIs present in medication regimens of adults with IDD as well as factors associated with the number of potential DIs. Community-based cross sectional study. Retrospective analysis of data obtained from the cross-sectional National Core Indicators survey in the state of Oklahoma in the United States. 598 respondents were included. The number of medications prescribed, the number of potential DIs, and the association between participant factors with the total number of potential DIs present. 598 adults with IDD were studied. In this sample, over 80% had at least one DI present in their current medication regimen. There were 8.9 ± 9.7 potential DIs in the medication regimens, with 29.8% of participants having 12 or more. Greater number of medications was significantly associated with a greater number of potential drug interactions. People with IDD who take medications are exposed to potential drug interactions. Health care professionals must have clear goals and endpoints in mind when prescribing medications for this vulnerable population. Potential drug interactions are common in the medication regimens of adults with intellectual or developmental disabilities. Polypharmacy is associated with a greater number of potential drug interactions. Health care professionals must have clear goals and endpoints in mind when prescribing medications for adults with IDD to minimize the occurrence of drug interactions. [ABSTRACT FROM AUTHOR]

We describe a computer-assisted program for conducting well-body assessments of children with neurodevelopmental disabilities attending a private special education school. Classroom instructors completed daily assessments to detect the presence of bodily injuries and other skin trauma, determine the need for medical treatment, and monitor healing status. Evaluations performed with the classroom instructors revealed that they implemented the program with high integrity and rated several procedural components favorably. Compared to "paper form" data recording, clinicians and supervisors judged the computer-assisted program to track student injuries more thoroughly and record student injuries more accurately. The importance of health monitoring among persons with neurodevelopmental disabilities, advantages of technology-based assessment methods, and practice considerations are discussed. [ABSTRACT FROM AUTHOR]

Evidence-based maternal and early childhood home visiting (EBHV) may support health and well-being among families headed by a caregiver with an intellectual disability or other learning difference. Little is known about tools EBHV staff can use to identify caregivers with learning differences and inform service delivery strategies. Investigators used a two-step stakeholder-engaged approach to identify screening tools that are feasible, acceptable, and useful in the EBHV context. In the first step, authors conducted a scoping review to identify validated screening tools. Data describing the studies and tools were extracted and synthesized. In the second step, an established Stakeholder Advisory Group gave two rounds of feedback on the feasibility, acceptability, and usefulness of each tool for the EBHV context. Most identified tools were verbal or written questionnaires developed outside the United States. Only one tool was developed for parents or other caregivers. Overall, tools had limited psychometric evidence. Stakeholders expressed concerns about potentially stigmatizing language of some items within tools, suggesting that adaptations may be needed for tools to be acceptable in the EBHV context. Investigators concluded that there are few valid and reliable screening tools to identify learning differences that are brief and can be used by paraprofessionals with no prior expertise. Additional research is needed to further validate, adapt, or develop a tool that is feasible, acceptable, and useful for the EBHV context. [ABSTRACT FROM AUTHOR]

While abduction remains a rare occurrence in the United States, many parents and caregivers have concerns about children's reactions to strangers and other safety-related behaviors. Abduction is a risk for all children, but may be of specific concern for people with disabilities due to social skill and communication deficits. Behavior analytic interventions can be used to address skill deficits that may leave children with disabilities vulnerable. Systematic searches of electronic databases, forward, and ancestral searches were conducted to find available research on interventions that address abduction-prevention skills for people with disabilities. Fifteen articles were found and summarized. Current interventions assessed in this research included: behavior skills training, in-situ training, video modeling, and social stories, which were used both alone and in combination. Lures were presented mostly by unknown strangers with some studies including responding to uniformed police officers and known individuals. Generalization and maintenance data were included in the majority of studies, and many studies assessed social validity. Research methods were assessed using the What Works Clearinghouse standards and data were assessed using standards for visual analysis. Limitations of the current research are discussed, and future research recommendations are presented. [ABSTRACT FROM AUTHOR]

This study aimed at investigating the effect of inclusive soccer program on motor performance and sport skill in young adults with and without intellectual disabilities (ID). Twelve participants with ID and twelve typical partners practiced 50-min each session, twice a week for 15-week long. All participants were encouraged to perform the practice at moderate exercise intensity. Measures of manual dexterity, mobility and soccer skills were tested pre- and post- program. This study showed participants with ID were able to perceive and report a number of exertion level in response to the intensity of exercise. In addition, participants with and without ID improved their performance in the Purdue Pegboard Test and Special Olympics Soccer Skill test. Thus, the mutual benefits in physical and motor performance were also evident in the typical partners. Our findings can encourage school and community to implement the inclusive sport programs. Lastly, the comparison groups and more measures are needed to generalize the findings to the large group. [ABSTRACT FROM AUTHOR]

Families of young children with intellectual and developmental disabilities (IDD) experience challenges that may be exacerbated by challenging behavior (CB) and a lack of specialized support services. While waiting for services, families must implement strategies on their own, while taking arduous steps to access supports to eventually meet their needs. Through an online survey, 60 families reported on their experiences managing CBs in the absence of specialized services, including strategies adopted, challenges encountered in implementing interventions, perceptions regarding their efficacy, steps taken to access services, and needs in terms of specialized services and external supports. More than half reported feeling inadequate to the task. These families identified needs in relation to both technical and psychological support. We suggest options that could be offered to families waiting for services to strengthen the sense of parental competence, help to better manage CBs with parent-mediated interventions, and support families' psychological well-being. [ABSTRACT FROM AUTHOR]

Non-disabled siblings of individuals with intellectual and developmental disabilities (IDD) usually experience trajectories to gradually intensify their involvement in caregiving. However, non-disabled siblings in Asian countries have been woefully overlooked in research despite the fact that Asian countries hold over half of the world's population and have a set of family values different from Western countries. This exploratory study examined experiences and perspectives of Taiwanese non-disabled siblings of individuals with IDD across lifestages. The researcher used a phenomenological approach to examine in-depth interviews with 30 Taiwanese non-disabled siblings of adults with IDD. Common themes emerged under three lifestages (i.e., minimal caregiver role, anticipating caregiver role, and joint/primary caregiver role), indicating that filial piety remained the core value for Taiwanese families. Taiwanese non-disabled siblings described a love-hate relationship with the adults with IDD. They reported feeling anxious about the lack of discussion with their parents. Finally, they talked about taking care of the adults with IDD as fulfilling filial obligations to their parents. In addition to the sibling subsystem, future researchers and practitioners should take the parental subsystem into account to understand and support non-disabled siblings. [ABSTRACT FROM AUTHOR]

Challenging behaviors are prevalent among adults with intellectual and developmental disabilities (IDD). In this review, we used the What Works Clearinghouse Standards (WWC) to evaluate the quality of 84 studies that aimed to treat the challenging behaviors of adults with IDD, ages 22 years and older, using a function-based intervention. Then, we summarized 43 studies that met the WWC Standards with or without reservations. Overall, we found self-injurious behaviors were the most commonly targeted behaviors and functional analyses were the most frequently used functional behavior assessment. Function-based interventions were effective across the majority of the included studies. We discuss the findings and provide directions for future research and implications for practice. [ABSTRACT FROM AUTHOR]

Decision-making is the central element of self-determination, requiring targeted, systematic instruction to learn. In this study, researchers developed a multicomponent intervention, "What ELSE about this job?", to teach job decision-making skills to college students with intellectual and developmental disabilities. The intervention coupled remote audio coaching (RAC) with a mnemonic device, 'ELSE', to guide students to make decisions about whether certain jobs would be a good fit for them. The study aimed to investigate the effectiveness of the intervention and determine whether the skills would maintain once the intervention was removed. All students who received the intervention substantially increased their ability to make job decisions. Additionally, all participants maintained the skills upon removal of the intervention, and showed signs of generalizing their skills to novel job coaches and web-based job search apps. Implications and future research are discussed. [ABSTRACT FROM AUTHOR]

One of the main objectives for people with intellectual disability (with or without other disabilities) is the ability to perform multistep activities (e.g. preparing a sandwich) without external help from a caregiver. This paper provides a review of studies that evaluated technology systems to teach or support people with intellectual and other disabilities to carry out multistep functional activities through the presentation of single-step instructions. A literature search was performed for English language articles indexed in PubMed, PsycINFO and Web of Science. A narrative synthesis of the articles selected was provided together with a quantitative estimate of the effectiveness of their technology-aided interventions. The latter was carried out via the Percent of Nonoverlapping Data (PND) method. Twenty-six articles met inclusion criteria, with most studies following a single-subject research design (n = 25). The technologies identified were grouped into three categories (self-operated, automatic, and intelligent). Overall, the results are encouraging in that most of the technology solutions reviewed led to positive outcomes in terms of increasing independence of people with intellectual disability in performing relevant multistep activities (average PND score = 96.3%). This review highlights that technology systems designed to present single-step instructions can be effective in teaching or supporting the independent performance of multistep activities by people with intellectual disability with or without other disabilities. Only minimal research exists on development and use of intelligent systems. [ABSTRACT FROM AUTHOR]

Mothers of a child with intellectual disability face various challenges in parenting. However, most studies of support for parents of a child with intellectual disability have been conducted with families from Western cultural backgrounds. Little is known about support for families of children with disabilities in China. This study explored the perceptions of Chinese mothers of a child with intellectual disability about the support that they received. Semi-structured interviews were carried out with twelve mothers of a school-aged child with intellectual disability. The data were analysed thematically. It was found that Chinese mothers received support mainly from family members, social contacts, school teachers, and the government. Family conflicts, isolation from friends and community, unequal relationships with school teachers, and restricted access to information appear to be the main barriers for mothers to accessing and utilizing the available support. This research points to potential areas of difference between the experiences of mothers in China and those in Western countries. [ABSTRACT FROM AUTHOR]

Understanding the resilience of parents is gaining importance in the field of intellectual disability as a process of making quality adaptations involved in raising a child with intellectual disability. The present study investigated the variations in resilience with respect to locus of control orientations of 57 parents. They were assessed using Connor Davidson Resilience Scale and Internal-External Scale. Results indicated that parental locus of control orientations significantly influenced their resilience. The internal locus of control acted as a protective mechanism of resilience. The findings have specific relevance in nurturing a community of resilient parents so that they will be active participants in the rehabilitation process of their children. [ABSTRACT FROM AUTHOR]

This study assessed the potential short-term effects of COVID-19 stay-at-home restrictions on ratings of ASD and comorbid symptoms severity and adaptive functioning of 69 youth, ages 8–16 years with ASD without intellectual disability. Parent/caregiver ratings were being collected in fall and spring over approximately two years when the restrictions were imposed four months prior to the final data collection point. Results indicated no significant changes in parent/caregiver ratings of ASD symptom severity, comorbid symptoms severity, social skills, or adaptive behaviors following the stay-at-home restrictions and little variability across the four data collection points. Although findings suggested minimal short-term effects on these symptoms and adaptive skills, ongoing monitoring is needed to assess longer-term impacts. [ABSTRACT FROM AUTHOR]

Community integration is preferred by people with intellectual and developmental disabilities; community integration is also associated with positive outcomes. Yet, many people with intellectual and developmental disabilities, especially with higher support needs, remain isolated. This exploratory study examined the relationship between community integration, significant support needs, and emergency department utilization of people with intellectual and developmental disabilities (n = 251) by analyzing secondary Personal Outcome Measures® interview data. We found an interaction between community integration and comprehensive behavior support needs, wherein people with intellectual and developmental disabilities with comprehensive behavior support needs who participated in the life of the community had 78% fewer emergency department visits than those people with comprehensive behavior support needs who did not participate in the community. Not only is community integration preferred by people with intellectual and developmental disabilities, our research suggests it can also produce improved health outcomes for those with comprehensive behavior support needs. [ABSTRACT FROM AUTHOR]

This article aimed to review outcome measure instruments of self-reported Quality of Life (QOL) in people with Intellectual Disability (ID). Instruments were identified from five electronic databases (CINAHL, Medline, PsychINFO, Cochrane Library, and ERIC) and hand-searching with the following inclusion criteria: (i) the paper was to evaluate the measurement properties of QOL; (ii) the measurement measured dimensions/indicators that align with the QOL construct; (iii) the target participants should include an ID population; (iv) the measurement should include self-reported QOL ratings from the ID population; and (v) the study was published in peer-reviewed English language literature. Nine QOL instruments met the inclusion criteria. The evidence of reliability and validity of the included instruments varied. None of the instruments reported for responsiveness. The Choice Questionnaire had the most evidence supporting its measurement properties while the Maryland Ask Me! Project had the least. Future studies are needed to further refine these instruments. [ABSTRACT FROM AUTHOR]

Adults with intellectual and developmental disabilities (IDD) may engage in challenging behavior. These behaviors present challenges to support staff who often lack training in effective behavior management procedures. Behavioral skills training (BST) is an empirically supported method of staff training and has been used to teach support staff a number of intervention skills. The purpose of this study was to extend the literature on BST and to examine the effects of BST on staff implementation of functional communication training (FCT) for three adults with IDD using a non-concurrent multiple baseline design. Results indicated that with BST, staff fidelity increased over baseline levels. With the addition of individualized coaching, staff implementation reached mastery criteria. Improvements in staff implementation fidelity corresponded with decreases in participant challenging behavior and increases in appropriate communication. Findings suggest that BST with coaching may be an effective method to train staff to implement FCT with adults. [ABSTRACT FROM AUTHOR]

Establishing evidence- and research-based practices relies upon research synthesis of individual studies in reviews and meta analyses. Further summarizing scientific evidence about a specific topic by synthesizing reviews is an area of need to determine practices that have a strong evidence base and to identify areas of methodological weakness and gaps in the literature. A mega-review of literature reviews, systematic reviews, and meta-analyses on interventions using aided augmentative and alternative communication (AAC) interventions for children with intellectual and developmental disabilities from 2000 to mid-2020 was conducted. Participant and interventionist demographics, interventions, settings, outcomes, and recommendations of each review were reported and summarized. A MeaSurement Tool to Assess systematic Reviews Revised (AMSTAR 2; Shea et al., 2017) was used to examine the methodological rigor of 84 included reviews. Over the past 20 years, published reviews have increased slightly in methodological rigor but demonstrate a number of methodological weaknesses that detract from the strength of evidence for AAC interventions with this population. Suggestions for improving the methodological rigor of literature reviews and areas for future research specific to AAC interventions are discussed. [ABSTRACT FROM AUTHOR]

Many persons with intellectual and developmental disabilities are at risk for injury and physical harm due to unsafe environmental conditions. The present study addressed safety practices among care providers responsible for preventing access to hazardous materials among residential students living in two group homes. In a multiple baseline across settings design, the care providers were first exposed to visual cues intended to prompt access-prevention followed by visual cuing combined with graphic feedback. Care providers in one of the group homes demonstrated a high level of safety practices during baseline which continued throughout both intervention phases. In the second group home, a lower level of safety practices in baseline increased during the visual cuing intervention and remained stable with the addition of graphic feedback. The study demonstrates the contribution of behavioral assessment and intervention toward training and performance management of safety practices by residential care providers. [ABSTRACT FROM AUTHOR]

Aerophagia is a functional gastrointestinal disorder characterized by excessive swallowing of air associated with abdominal distension and pain, flatulence, belching, nausea, and vomiting. The purpose of the current study was to evaluate the effectiveness of an antecedent-based behavioral intervention on aerophagia with an adolescent female diagnosed with Lennox-Gastaut syndrome (LGS), severe intellectual disability, and herpes simplex virus infection of the central nervous system with chronic static encephalopathy. Results from a functional analysis and multiple-component aerophagia assessment suggested that aerophagia persisted in the absence of social consequences (i.e., maintained by automatic reinforcement), and was sensitive to activity-based antecedent manipulations. Results from the behavioral treatment evaluation yielded clinically and statistically significant decreases in aerophagia with behavioral treatment alone, and with combined behavioral-pharmacological treatment. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate critical independent living skills for adults with intellectual and developmental disabilities who live in the community and common reasons individuals lose their residential placement. Participants included residential specialists from 26 states who worked at small group homes and supported apartments. A paper-based survey was mailed to 1000 randomly selected residential specialists using a proportional stratified sampling procedure; 280 completed surveys were used for data analysis. Descriptive statistics, chi square analyses, and a content analysis procedure were used to analyze the findings. The majority of residential specialists rated 13 skills as critical. Significant differences in perceptions of critical skills emerged based on type of residence (i.e., group home, supported apartment). The most common reasons reported for losing a residential placement were behavior concerns and medical issues. [ABSTRACT FROM AUTHOR]

In many aging families, siblings provide important support to adult brothers or sisters with an intellectual disability. However, this presents new challenges that are affected by past relationships and roles, as well as by the current situation and changes brought on by aging. This study aims to explore the ways in which middle aged typical siblings of adults with intellectual disability shape and perceive their role within the aging family. An interpretive phenomenological analysis was used. Data collection was performed through in-depth, semi-structured interviews with 17 middle aged siblings of adults with intellectual disabilities, followed by a thematic content analysis. Four themes were identified: (1) Sibling multiple roles along the life course; (2) The sibling's role in the changing alignment of aging families living with disabilities; (3) A retrospective examination of the sibling's responsibility; and (4) What does the future hold for siblings? Middle aged siblings in the aging family cope with multiple roles, which may elevate caregiving loads. At this point of their life, middle aged siblings come to acknowledge the complexity of their experience that involves love, compassion, stress, and burden at the same time. [ABSTRACT FROM AUTHOR]

This article describes a comprehensive framework for incorporating moderator and mediator variables in program logic models and theory development as a useful way to better implement and evaluate policies and practices in the field of intellectual and developmental disabilities related (IDD). Firstly, an overview of [program] logic models in the field of IDD is provided. Secondly, we present the role of moderator and mediator variables in program logics models. Thirdly, the role of moderators and mediators is explained in relation to outcomes through a systematic review in the Web of Science. Fourthly, a discussion about the role that moderator and mediator variables play in theory development is presented. Fifthly, a comprehensive framework for incorporating moderator and mediator variables into program logic models is proposed. This comprehensive framework involves testing specific relations between well-defined and operatized moderator and/or mediator variables that may influence and impacts policies and practices' outcomes. When mediators and moderators are considered and included in program logic models, the effect of interventions, practices and policies can be better understood and therefore enhanced. [ABSTRACT FROM AUTHOR]

Frontline staff are a valuable asset within an intellectual and developmental disability service. Their work dictates the overall standard of care delivered by the organization. However, there is evidence that the research relating to effective practice is having little impact on the competencies displayed by staff in the real-world setting. Therefore, a scoping review of published literature was conducted to investigate potential explanations for the inadequate dissemination of evidence-based practice in this sector. Systematic searches of relevant databases identified 156 papers for inclusion in the review. Practices in which staff were trained were categorized as either behavioral interventions or "other" interventions. The behavioral category was sub-divided into: a) assessment; b) antecedent; c) consequence and, d) "mixed" practices. Although the studies reviewed provided staff training across a range of practices, many empirically supported interventions were not utilized. Despite rigorous scientific support for strategies such as functional communication training and noncontingent reinforcement, the literature did not robustly evaluate effective protocols to disseminate these practices to frontline staff. The review also highlighted a continued reliance on individualized training packages, rather than the implementation of empirically supported training models. Finally, results showed that a relatively small number of included studies examined the impact of staff training on service user outcomes and adult service users were underrepresented across all intervention categories. Findings provide a potential explanation for the apparent disconnect between theoretical advancements and practice in the applied setting and are discussed in relation to approaches to staff training. [ABSTRACT FROM AUTHOR]

The article presents a study which examined the degree of correlation between multiple-stimulus without replacement (MSWO) sessions in participants. Topics discussed include the potential time saving and financial cost by reducing the number of MSWO sessions, the skill acquisition and behavior reduction programs, and the use of average of rank order preference of stimuli.

The occurrence of 'challenging' behavior is commonly documented amongst people with intellectual and developmental disabilities (IDD). Since behavior is not only a form of communication, but often in response to environmental conditions, it stands to reason that one mechanism to reduce 'challenging' behaviors would be to draw attention to people's environmental conditions and well-being, such as people's physical and mental health, and lack of opportunities and exclusion, and by treating people with dignity and respect. This research study aims to explore the relationship between 'challenging' behavior, and dignity and respect, particularly by exploring the role support staff can play in promoting dignity and respect. We had the following research question: what is the relationship between support staff being trained to promote dignity and respect and 'challenging' behaviors? To explore this research question, we analyzed Basic Assurances® and 'challenging' behavior data from 74 human service organizations that supported 6982 unduplicated people with IDD annually. Our findings revealed that, regardless of the agency size or geographic location, when support staff were trained to promote dignity and respect and to recognize each person as a unique individual, the number of 'challenging' behaviors people with IDD exhibited reduced significantly. While not all 'challenging' behavior may be reduced by staff being trained to promote dignity and respect alone, findings from our study suggest this training may be one mechanism to reduce the incidence of 'challenging' behaviors, and by extension, the need for behavior intervention services which can be controversial and costly. [ABSTRACT FROM AUTHOR]

This study investigated which specific behavioural issues is best associated with adaptive functioning in three specific genetic syndromes. Behavioural issues were assessed in neurotypical (NT) (n = 43), Tuberous sclerosis complex (TSC) (n = 19), Down syndrome (DS) (n = 24) and Fragile X syndrome (FXS) (n = 23) participants ranging from 3 to 30 years of age. First, we compared the behaviours characteristics between these genetic conditions and also according to age within these clinical groups. Multiple regressions included five behavioural scales (CBCL/BSI) and IQ as factors associated with adaptive functioning (ABAS-II's composite scores). These regressions were carried out in order to observe which behavioural characteristics are associated with adaptive functioning in each syndrome. Results showed specific behavioural profiles between syndromes but no differences between ages within syndromes. Results also showed that IQ and inattention/ hyperactivity accounted for a large amount of variance of adaptive functioning in TSC and FXS groups in almost all adaptive domains. A lower IQ and more issues in attention and hyperactivity were associated with a lower adaptive functioning. These results are consistent with existing literature on adaptive functioning through neurodevelopmental disorders (Chromik et al. 2019; Stein et al. 1995; Sikora et al. 2012; Liss et al. 2001; Kanne et al. 2011). Results linking social issues and anxiety to adaptive functioning remained inconsistent. [ABSTRACT FROM AUTHOR]

Direct support professionals (DSPs) provide people with intellectual and developmental disabilities (IDD) with individualized, personal assistance in a wide variety of settings. There is currently a very high turnover for DSPs, due in part to a lack of training for DSPs. The aim of this study is to explore how ongoing staff development impacts the health and safety of people with IDD. Our research question was: how does ongoing staff development, geographic location, and agency size impact the health and safety of people with IDD? To explore this research question, we analyzed data from 74 human service organizations which supported 8264 people with IDD, particularly examining the relationship between ongoing staff development from the Basic Assurances® and health and safety data regarding abuse and neglect, emergency room visits, and injuries. Our findings revealed that by simply offering ongoing staff development, human service agencies can potentially radically improve their service provision, and by extension the health, safety, and human security of the people with IDD they support. Ongoing staff development is an investment not only in the quality of services and supports DSPs provide to people with IDD, but also DSPs themselves. [ABSTRACT FROM AUTHOR]

Mathematics education is important for students with developmental disabilities. Additional research is needed that examines interventions to teach grade-level mathematics content to these students. In this single-case multiple probe across participants study, researchers explored the functional relation for four middle school students with intellectual disability and autism between the intervention package of a virtual number line and corrective feedback and solving addition of integer problems. Students solved more problems correctly with access to the virtual number line in comparison to baseline. They also maintained higher levels of accuracy during the maintenance probes when corrective feedback was withdrawn. Implications from this research include the option of a virtual number line as a potential intervention to teach secondary students with developmental disabilities grade-level mathematics content. [ABSTRACT FROM AUTHOR]

The goal of this study is to propose the Siblings' Experience Quality Scale (SEQS), a measure for the assessment of cognitive, emotional and behavioral experience of adult individuals having a brother or sister with an intellectual/developmental disability, chronic physical illness or mental illness, on five dimensions: Closeness, Conflict, Jealousy, Self-Marginalization, and Worry. A sample of 213 Italian adult typically developing siblings (ages 18–69 yrs.) was used to demonstrate the psychometric validity of the scale. Results of confirmatory factor analysis, which resulted in high scores of goodness of fit, supported five identifiable factors reflecting the theoretically-based constructs of the SEQS and demonstrated convergence with the general construct of siblings' quality of experience. Correlations with the Lifespan Sibling Relationships Scale (LSRS), the Beck Depression Inventory II (BDI-II), and the Aggression Questionnaire (AQ) demonstrated the construct, convergent, and discriminant validity. In particular, Jealousy, Conflict, Worry, and Self-Marginalization were negatively correlated with LSRS, while Closeness was positively correlated with LSRS; Worry and Self-Marginalization were positively correlated with BDI-II; and the majority of the SEQS subscales were not correlated with the AQ. Furthermore, siblings of individuals with intellectual/developmental disability showed higher scores on Closeness and Worry, while siblings of individuals with chronical physical illness showed higher scores on Jealousy, and siblings of individuals with mental illness showed higher scores on Conflict. Finally, siblings with higher Self-Marginalization and Worry scores showed higher levels of internalizing problems, as well as anger and hostility. Implications for research and policy are discussed. [ABSTRACT FROM AUTHOR]

This paper is a systematic replication of a previous study performed by Alber-Morgan et al. (2007) to examine the effects of repeated reading with systematic error correction (SEC) procedures to increase the reading fluency and comprehension skills of three elementary students with mild intellectual disability and other comorbid disorders. A multiple probe across participants design (Horner and Baer 1978) was used to determine the effectiveness of the repeated reading intervention. During the baseline phase, the students read a passage aloud and orally answered comprehension questions. In the intervention phase, the students first read a passage aloud and received SEC, then completed two timed oral readings of the same passage, and answered comprehension questions. Baseline procedures were reintroduced in the maintenance phase. Results indicated that the use of the repeated reading with SEC intervention was effective to increase students' reading fluency skills; however, no consistent gains were shown that suggested the strategy fostered the students' comprehension skills. Limitations of the study, implications for the classroom, and future research directions are provided. [ABSTRACT FROM AUTHOR]

The present study aimed to assess the validity of using a robotic platform (RODDI) to increase and enhance communicative exchanges between educators and children with Autism Spectrum Disorder (ASD) and intellectual disability. Nine children with ASD and intellectual disability and their educators took part in the study. Their communicative exchanges were assessed in two different settings: a normal play session and a RODDI play session. RODDI platform did not appear to enhance communicative exchanges in children with ASD. They produced a significantly lower number of vocal productions to the educators in the RODDI play sessions than in the normal ones. Even the educators' vocal production was significantly lower in quantitative and qualitative terms in the RODDI play sessions. However, analysing children's gaze direction, RODDI appeared to enhance children's attention on the task. The benefits of using robotic platforms with children with ASD should be further investigated. [ABSTRACT FROM AUTHOR]

Erroneous perception of "disability" in typically developing children leads to the exclusion of children with intellectual disabilities in sport. Therefore, the present study aimed to investigate the effectiveness of inclusive soccer (INS) program on ameliorating adverse behavior in children with and without intellectual disabilities (ID). Participants were 40 children, with half having intellectual disabilities (n = 20). Both the experimental and comparison groups consisted of 10 children with and without ID, respectively. The experimental group participated in an INS whereas the comparison group participated in a segregated soccer program. The Withdrawn Behavior Checklist (WBC) and Social Distance Scale (SDS) were measured repeatedly for children with and without ID, respectively. A mixed-design ANOVA was conducted for data analysis. There were significant main effects on time, group, and interaction for both SDS and WBC of the experimental group, except between-group difference on WBC. The comparison group did not show any significant change. The social distance of children toward peers with ID and withdrawn behavior of children with ID have been reduced. The INS could provide benefits for the psychosocial development of children on both populations toward inclusion. [ABSTRACT FROM AUTHOR]

Research has documented that pain and physical discomfort commonly occur in persons with intellectual and developmental disabilities (IDD). However, many individuals are unable to communicate their distress and achieve symptom relief. The present study was a descriptive and qualitative evaluation of care providers to identify how they detected pain in the adults they supported at a human services organization including the type of pain indicators and influence of communication ability on reliably reporting pain. The study combined quantitative and qualitative ratings within a cross-validation descriptive methodology that also elicited care provider recommendations for improving pain assessment. We report findings, summarize common themes, and suggest future directions for clinical practice and research. [ABSTRACT FROM AUTHOR]

Noncompliance with basic health care can have profound effects on long term health and well-being for everyone, but especially for individuals with intellectual and developmental disabilities (IDD). Perhaps the factor most responsible for noncompliance is the fear associated with medical and dental procedures. We reviewed the research literature to identify the empirical support for interventions designed to address noncompliance with medical routines in the IDD population. Across 32 studies that were reviewed, the most common components used in treatment of fear avoidance and noncompliance with medical/dental routines were graduated exposure and contingent reinforcement. Promising alternative and supplemental treatments are discussed. Step-by-step practice recommendations for preventing the need for treatment, preparing for treatment of noncompliance, and implementing treatment are included. [ABSTRACT FROM AUTHOR]

Physical inactivity is a widespread problem associated with numerous health problems and many individuals with intellectual disabilities are physically inactive. This study used an ABAB design to evaluate a session-based self-monitoring and monetary reinforcement intervention for increasing walking by adults with intellectual disabilities at a worksite. The intervention resulted in a noticeable increase in the rate of walking for all five participants, with consistent increases for four participants. This study also evaluated if staff could correctly implement the intervention. The staff member implemented the treatment with high fidelity, and the higher rates of walking observed when the researchers implemented the intervention were maintained when staff implemented the intervention. The participants and the staff member rated the intervention as effective and acceptable. [ABSTRACT FROM AUTHOR]

The current review summarized 54 peer-reviewed articles concerning the assessment treatment of self-injurious behavior (SIB) in adults with intellectual and developmental disabilities. Results indicated that functional analysis was most commonly used to identify the operant function of SIB. Noncontingent reinforcement, differential reinforcement, functional communication training and response blocking were found to be the most frequently implemented interventions across studies. The methodological quality of each study was evaluated using the Council for Exceptional Children quality indicator standards. None of the included studies met all indicators to be considered methodologically sound. Directions for future research and implications for practice are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to extend the evidence on microswitch-aided programs in terms of participants involved and responses adopted. One of the two participants in this study was a woman with Rett syndrome. Adults with this syndrome have not been involved in microswitch programs and the possibility of achieving positive effects with her was viewed as relevant for future work with this group of persons. The responses used for the woman and the second participant (i.e., a boy with extensive neuro-motor and intellectual disabilities) consisted of flexible head and right hand activations, respectively. Flexibility meant that such activations could occur via left or right head movements, or through forward, upward, or downward hand movements. Allowing the participants to use any of several movements (rather than a single/specific one) was thought to make their response easier, given their limited control of their neuro-motor behavior. The possible impact of the program on the participants' mood (happiness) was also assessed. Data showed an increase in microswitch responses and level of happiness for both participants during the intervention phases of the study. The practical implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

We surveyed New Zealand residential facilities/assisted-living programs for adults with intellectual disabilities (ID) to document the need for, and provision of, augmentative and alternative communication (AAC). Organizations ( n = 100) registered to provide residential care/assisted-living to adults with ID across New Zealand were invited to complete a paper or online survey. Fifty seven organizations representing 127 separate facilities/assisted living programs responded. The facilities/programs accommodated 2,356 adults and employed 3,062 staff. Nearly one-third (28.8 %) of the adults were identified as candidates for AAC intervention. However, most staff had limited or no AAC experience and perceived considerable need for training in this area. We conclude there is substantial need for AAC intervention among adults with ID in New Zealand residential facilities/assisted-living programs. To facilitate this, support staff may need training to ensure effective interaction with AAC users and competence in providing effective AAC intervention. [ABSTRACT FROM AUTHOR]

A correction to the article "Perceptions of Support in Chinese Mothers of a Child with Intellectual Disability" that was published in the August 9, 2021 issue is presented.

Caring for a child with an intellectual disability (ID) is associated with significant psychological distress. Interventions include cognitive behavioural therapy (CBT) and Mindfulness-based Stress Reduction (MBSR). Mindfulness-integrated CBT (MiCBT) may offer a balance between CBT’s change focus and MBSR’s acceptance focus for these parents. Five participants were recruited and provided one to one MiCBT tailored to parental carers of children with ID. Four participants completed the Depression Anxiety Stress Scales 21 (DASS-21) pre-treatment and post-treatment. Reliable change analysis was used to identify clinically reliable change. One participant dropped out after four sessions, four completed eight of the available eight sessions. Two participants reported reductions in depressive and stress symptoms, and one of these, additionally reported a reduction in anxiety symptoms. All four participants who completed treatment rated the treatment as acceptable. MiCBT shows promise as an intervention to assist parental carers of children with ID. [ABSTRACT FROM AUTHOR]

People with sensory impairments combined with intellectual disabilities show behaviours that are similar to Autism Spectrum Disorder (ASD). The instrument Observation of Autism in people with Sensory and Intellectual Disabilities (OASID) was developed to diagnose ASD in this target group. The current study focuses on the psychometric properties of OASID. Sixty individuals with intellectual disabilities in combination with visual impairments and/or deafblindness participated in this study. The OASID assessment was administered and rated by three independent observers. By means of expert consensus cut-off scores for OASID were created. To determine the concurrent validity OASID was compared with the Pervasive Developmental Disorder for People with Mental Retardation (PDD-MRS) and the Childhood Autism Rating Scale second edition (CARS-2). The intra-rater reliability, the inter-rater reliability, internal consistency and concurrent validity of OASID were good to excellent. Cut-off scores were established based on criteria from the DSM-5. OASID was able to differentiate between four severity levels of ASD. [ABSTRACT FROM AUTHOR]

People with intellectual and developmental disabilities (IDD) often have fewer opportunities to create and maintain friendships. In fact, it is not uncommon for people with IDD to consider their paid staff friends, which is problematic given high staff turnover and a lack of reciprocity, a key element of friendship. The aim of this study is to explore the relationships between friendship and quality of life of people with IDD. We had two main research questions: 1) what factors predict people with IDD having friends (outcomes present)?; and, 2) how does having friends (outcomes present) impact the quality of life of people with IDD? To do so, this study analyzed Personal Outcome Measures interviews data from approximately 1300 people with IDD exploring the relationships between friendship and factors at individual, organizational, and societal levels. Findings revealed friendship predicts improved outcomes in almost every area of one's life; as such, it is critical to promote the development, maintenance, and growth of friendship of people with IDD. To do so, organizations need to make it best practice to facilitate the friendships of the people they serve. Systemic issues also need to be addressed in order to promote the friendships of people with IDD. [ABSTRACT FROM AUTHOR]

This study was aimed at investigating the effects of the inclusive soccer program on psychological benefits in young adults with and without intellectual disabilities (ID). In the current study, sport motivation, measured as the relative autonomy index, visuo-spatial working memory and selective attention aspects of executive function, measured as the computerized Corsi Block Tapping Test and Eriksen Flanker Test were assessed. Ten participants with ID and ten typical partners practiced soccer activities together for 50-min each session, twice a week for fifteen-week long. The whole practice sessions were monitored at moderate exercise intensity. Measures were tested at pre- and post- program. Our results indicated that the typical partners improved the performance in Corsi Block Tapping Test because partners needed to search and select participants with ID and targets simultaneously in a spatial field. The increased relative autonomy index was noted in participants with ID. They also improved response accuracy in Eriksen Flanker Test because they were requested to evaluate, analyze, and take the appropriate actions at all times during practice. Thus, the demanding of inclusive soccer activities might promote sport motivation in participants with ID and lead to different cognitive benefits in participants with ID and their partners respectively. Future research is needed to examine with a larger sample size. In addition, more cognitive and physiological measures should be applied to explore the underlying mechanisms among individuals with ID. [ABSTRACT FROM AUTHOR]

The present study aims to develop an assessment instrument for children with Autism Spectrum Disorders (ASD) in Turkey based on the Autism Behavior Checklist (ABC). Validity and reliability studies of Adapted ABC (AABC) were conducted on 969 children with ASD and 164 children with intellectual disability from 21 cities in Turkey. Exploratory and confirmatory factor analyses revealed a two-factor structure. The correlation of the AABC with the Gilliam Autism Rating Scale-2-Turkish Version supported criterion-referenced validity. Reliability analyses demonstrated that test–retest, internal consistency, and item discrimination reliability levels met the required conditions. Finally, the score equivalents of the percentiles required to use the instrument in accordance with the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM V), were determined. [ABSTRACT FROM AUTHOR]