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Population level data on health of people with intellectual and developmental disabilities (IDD) are sorely needed to identify their health status, health disparities, and health needs. Key considerations to inform programs and policies need to address prevalence, problem identification, and progress assessment. Recent advances have been made in health data about people with disabilities generally that identify strategies for improving health data for people with IDD, including critical need for a standardized operational definition and survey identifiers of IDD. Past and current actions by federal agencies' to improve health data for health equity are summarized. Emerging developments in IDD health data are identified, including increasing use of self-report, data linking and harmonizing, intersectionality, and recognition of ableism. [ABSTRACT FROM AUTHOR]

The number of postsecondary education (PSE) programs is increasing in the United States and worldwide with the goal of improving quality-of-life (QOL) outcomes for people with intellectual disability (ID). The current study explored if people with ID entering a residential college-based PSE program differed or were the same in their reported QOL outcomes as other young adults with ID. Findings indicate that soon-to-be college students responded similarly to national samples on a majority of QOL indicators. An important difference existed in paid employment; college-bound individuals responded more often that they had a paid job compared to respondents of the national surveys. Implications for studying QOL outcomes of individuals with ID who attend college and for practice and policy are discussed. [ABSTRACT FROM AUTHOR]

Violence prevention approaches using social-ecological models inform interventions for people with intellectual disability, who often face barriers to accessing generalist courses. This study explores the experiences of healthcare professionals leading a prevention course specifically designed for adults with intellectual disability. Through semistructured interviews, 12 Norwegian course leaders highlighted the importance of raising awareness and comprehension about rights, and the social and individual factors influencing experiences of violence and its prevention. Challenges were encountered in tailoring the course to the diverse lived experiences of participants with disabilities and addressing ongoing support needs for their safety. The study suggests that adopting a pedagogical or didactic model could serve as a foundation to enhance the planning and delivery of the course. [ABSTRACT FROM AUTHOR]

Direct support professionals (DSPs) and frontline supervisors (FLSs) have critical roles in home and community-based services for people with intellectual and developmental disabilities (IDD). Recruitment and retention issues have plagued the workforce in long-term supports and services and were exacerbated by the COVID-19 pandemic. Data from the fourth Direct Support Workforce COVID-19 Survey provided national DSP and FLS perspectives on factors contributing to turnover and retention challenges and their effects on the workforce and people supported. Participants identified obstacles with recruitment and retention, workplace outcomes related to turnover, and negative impacts on the supports and services people with IDD rely on to live and work in their communities. Policy and practice recommendations to address the workforce crisis are provided. [ABSTRACT FROM AUTHOR]

This study examined the impact of human service providers treating their employees with dignity, respect, and fairness on the quality of life of people with intellectual and developmental disabilities (IDD). We analyzed Personal Outcome Measures (n = 3,898 people with IDD) and Basic Assurances (n = 387 providers) data using multilevel logistic regressions. When providers treated their employees with dignity and respect, people with IDD were more likely to have the following outcomes present: health; continuity and security; realize goals; free from abuse and neglect; respect; decide when to share information; housing choice; fair treatment; rights; and choose services. How organizations treat their employees not only affects those employees, but also impacts the quality of life of people with IDD. [ABSTRACT FROM AUTHOR]

This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the future goal aspirations of students with extensive support needs who participate in alternate assessments, compared to other students with extensive support needs and to students with other disabilities. We examined students' individualized education program (IEP)/transition planning meeting experiences and postschool goals in relation to their functional, communication, and self-advocacy skills, as well as their school/community support. Students with other disabilities held higher expectations than all students with extensive support needs for future participation in postsecondary education, employment, independent living, and financial independence. All students had higher postschool goal expectations than their parents. Implications for supporting students with extensive support needs and directions for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

People with intellectual and developmental disabilities (IDD) are overrepresented in the criminal justice system both as victims/survivors and as offenders. The needs and circumstances of individuals from underserved communities have received scant attention in the literature. Stakeholders met online at the 2022 State of the Science Conference on Community Living to discuss criminal justice and to identify goals for research involving people with IDD. The group focused more on victimization and less on offenders. Victimization issues examined included prevalence, people from underserved communities, sexual victimization, consequences of victimization, victim compensation, prevention, and risk reduction. Issues regarding offenders included prevalence, people from underserved communities, and competency to stand trial. Future directions are proposed for research on victimization and on offenders. [ABSTRACT FROM AUTHOR]

Meaningful progress in improving employment outcomes for people with intellectual and developmental disabilities continues to be elusive, despite 40 years of investment in research, policy, and supports. This article reviews the current state of employment for individuals with intellectual and developmental disabilities (IDD) and describes policy, practice, and individual factors that influence employment outcomes. Research suggests the need for a holistic approach to change that addresses systems-level strategy, policy, and fiscal investment while strengthening individual experiences with employment and related day services. Recommendations address strengthening the implementation of employment policy, developing pathways to employment, and engaging individuals with IDD and, in particular, individuals with diverse social characteristics in reflecting on the quality of their experiences and supports. [ABSTRACT FROM AUTHOR]

This article describes research on the places people with intellectual and developmental disabilities (IDD) live and disparities in housing and long-term services and supports (LTSS) outcomes for people with IDD from racially and culturally minoritized groups. It also summarizes the conclusions and recommendations of the Housing and Long-Term Services and Supports strand of the 2022 State of the Science Conference on the Intersection of Diversity, Equity and Inclusion and Supports and Services for People with IDD, identifies limitations of the available research and recommends strategies to improve research, knowledge translation, and practices. [ABSTRACT FROM AUTHOR]

Family members provide significant practical and emotional support to people with intellectual and developmental disabilities (IDD) across the lifespan. In September 2022, the State of the Science Conference on Community Living: Engaging Persons With Intellectual and Developmental Disabilities From Underserved Racial, Ethnic, Linguistic, and Cultural Groups in Research was held. This article summarizes the efforts of the workgroup that developed research goals related to supporting families of people with IDD. The focus was on families with intersectional identities and minoritized communities. Recommended areas of future research include exploratory research to better understand the experiences of these families, perspectives of families with intersectional identities about the formal support system, funding for family support and services, and inclusive research strategies. [ABSTRACT FROM AUTHOR]

In the United States, direct support professionals (DSPs) support people with intellectual and developmental disabilities (IDD) so they can live in the community. Thirty years of deinstitutionalization and the development of community living options would not have been possible without DSPs. Although life for people with IDD improved greatly, working conditions, wages/benefits, demands, stress/burnout, and trauma experienced by DSPs have worsened. Turnover and vacancy rates threaten the availability of community supports for too many people with IDD. DSPs from diverse racial, ethnic, linguistic, and cultural backgrounds face significant workplace disparities. These issues were discussed during the Research and Training Center on Community Living's 2022 State of the Science Conference. We propose important research questions needing solutions to continue constructively addressing these critical issues. [ABSTRACT FROM AUTHOR]

Medical professionals commonly report having inadequate training providing care for individuals with intellectual and developmental disabilities (IDD). This pilot study aimed to address this gap through a virtual Objective Structured Clinical Examinations (OSCE) with individuals with IDD as patient educators for 25 first- and second-year medical students (OSCE participants). Quantitative data through the Prediger competency scale and qualitative data through a semistructured interview were analyzed. OSCE participants reported a significant increase (p < 0.05) in self-perceived competency scores when comparing pre- and post-OSCE scores. Qualitative analysis yielded themes corresponding to improving skills, practice considerations, and perspectives and biases changes. These results suggested that this virtual OSCE promoted the development of self-perceived clinical competency and comfort providing care for individuals with IDD. [ABSTRACT FROM AUTHOR]

Vitamin D measurements and dual energy x-ray absorptiometry (DXA) scans are recommended in people with intellectual disability and/or epilepsy in order to prevent bone-linked harm. The prevalence of vitamin D supplementation and bone mineral density screening were evaluated in 68 people with epilepsy and intellectual disability (EID) and 68 matched controls with epilepsy without intellectual disability. DXA scans were not performed in any of the people with EID but were performed in 11.8% of the people in the control group. People with EID had a higher vitamin D supplementation rate and were treated with more antiepileptic drugs (AEDs) and more AED combinations, including first generation AEDs. Increased awareness of bone health screening in people with epilepsy and especially EID is warranted. [ABSTRACT FROM AUTHOR]

This article introduces a Special Issue focused on centering the voices of people with intellectual and developmental disabilities in the process and outcomes of science. The article provides an overview of the right to science and how inclusive research can advance that right for people with intellectual and developmental disabilities. An overview of the articles that are part of the Special Issue are provided, as is a framework for approaching inclusive research from a social-ecological perspective. [ABSTRACT FROM AUTHOR]

This conceptual methods article parallels remarks given at the 2022 American Association on Intellectual and Developmental Disabilities conference highlighting the importance of including the voices of people with intellectual disability in research processes. The purpose of this article was to put forth a call to action to disability researchers to advance, expect, and model inclusive research practices and consider this action as a form of scholarly activism and allyship toward the intellectual and developmental disabilities community. This conceptual article is organized to engage existing inclusive research literature and offers a method of inclusive research team design with practical suggestions for consideration. Finally, implications for research policy are also presented. [ABSTRACT FROM AUTHOR]

Researchers and advocates have long called for improved research methods that better include people with intellectual and developmental disabilities (IDD), but challenges to doing so persist. Proxy responses are frequently used to circumvent some of these challenges, but may not fully capture the perspectives of people with IDD. The COVID-19 pandemic highlighted the possibility of consequences due to a lack of research about health outcomes for people with IDD, with documented disproportionate impact but little understanding about specific experiences for people with IDD. Using exploratory graph analysis (EGA) we explored the use of proxy responses on the COVID-19 Supplement of the National Core Indicators In-Person Survey. Findings suggest significant differences in response patterns between people who answered independently, via proxy, and with a mix of response types beyond what would be expected due to demographic differences in participants. [ABSTRACT FROM AUTHOR]

Peers have a prominent place within peer-mediated interventions (PMI). Understanding how they might benefit from their experiences supporting students with disabilities is an emerging area of much-needed research. This qualitative study was designed to identify the breadth of ways peers report being affected by their diverse experiences. We held eight focus groups with 41 secondary and postsecondary peers involved in PMIs alongside students with intellectual and developmental disabilities. They described nine distinct areas of impact: social impact, personal growth, changes in views, rewarding impact, skill development, advocacy, future intentions, academic impact, and negative impact. We provide recommendations for research and practice aimed at understanding the reciprocal impact of these widely advocated interventions. [ABSTRACT FROM AUTHOR]

Medicaid Home- and Community-Based Services (HCBS) 1915(c) waivers are the most prominent funding mechanism for the long-term services and supports (LTSS) of people with intellectual and developmental disabilities (IDD). This study's aim was to conduct an in-depth national analysis of fiscal year (FY) 2021 HCBS 1915(c) waivers for people with IDD. In FY 2021, over $43.2 billion was projected for the HCBS of 861,038 people with IDD. An average of $47,315 was projected per person with IDD annually. The services that received the most funding were: residential habilitation; supports to live in one's own home; and day habilitation. HCBS is necessary so people with IDD can live and thrive in their communities. [ABSTRACT FROM AUTHOR]

Understanding factors that can improve the quality of life (QOL) of older caregivers of people with intellectual and developmental disabilities (IDD) is important in broadening participation in family empowerment interventions. The purpose of this study was to identify the factors influencing the QOL of older caregivers (50+) of adults with IDD who participated in a peer-mediated state-wide family support project. The research study used a quasi-experimental research design grounded in the family quality of life (FQOL) framework, with pretest and posttest data gathered from 82 caregivers. Correlation and regression analyses were conducted to identify factors influencing changes in the QOL of study participants. Findings indicated that improvements in caregiver QOL after participating in the project could be explained by caregiver's employment status, increased global FQOL, and decreased caregiver stress and depression. [ABSTRACT FROM AUTHOR]

Having a sense of social inclusion and belonging, typically characterized by our personal relationships and community participation, is the central essence of life for most people, yet it remains elusive for many people with intellectual and developmental disabilities (IDD). This article summarizes the work of a diverse group of researchers and advocates to propose 6 big-picture, equity-based goals to drive future research in the field: (1) understanding the role of intersectionality, (2) understanding intimate relationships, (3) promoting formation of communities of care to support social inclusion, (4) understanding life course trajectories of social inclusion, (5) understanding social inclusion in virtual spaces, and (6) understanding how to promote social inclusion in the entire research process. [ABSTRACT FROM AUTHOR]

The purpose of this study is to lay a foundation for illustrating the importance of longitudinal data collection by sharing the results of the Independent Monitoring for Quality (IM4Q) program in Pennsylvania designed to collect data over time on the quality of services for adults with intellectual and developmental disabilities. In this article, we report on the history and characteristics of the IM4Q program, describe the key variables of interest, and highlight the trends in the key variables over 3 years of data collection (2013, 2016, and 2019). The descriptive results indicate mixed trends for the three areas of focus: comparable rates of people employed in community-based settings, less support-related choice, and better everyday choice-making outcomes. [ABSTRACT FROM AUTHOR]

People with IDD are often denied choices based on concerns for their safety, including to prevent and reduce injuries. This study examined the relationship between the service-related choices of people with IDD and their injuries. In this cross-sectional analysis, we analyzed secondary Personal Outcome Measures® interview data and injury data from 251 people with IDD. Our findings revealed, controlling for all demographics, for every one-unit increase in service-related choice outcomes present, there was a 35% decrease in injuries. Expanding people with IDD's choice-making opportunities may result in fewer injuries. We must move beyond custodial models of care and ensure people with IDD are supported to live the lives of their choosing. [ABSTRACT FROM AUTHOR]

Researchers used a merged dataset to examine if more resources were expended on those with greater support needs and if support needs impacted personal outcomes when controlling for relevant personal and contextual factors. Results indicated that the amount of support a person receives had a direct relationship to their needs. However, we also found that people with the greatest needs had weaker personal outcomes suggesting that distribution of resources based on need may not result in equivalent outcomes. The authors suggest strategies at an individual and systems level to address the outcomes gap for people with the greatest support needs. [ABSTRACT FROM AUTHOR]

People with intellectual and developmental disabilities (IDD) may be at an increased risk of severe illness and death from COVID-19. This article examines the role of information and knowledge in COVID-19 vaccine uptake for people with IDD and their families. We developed a survey about COVID-19 vaccine uptake, confidence, and knowledge for people with IDD and their families. COVID-19 vaccine uptake was associated with higher self-reported knowledge about the vaccine, learning about the vaccine from one's doctor, and social media use. Qualitative results reflected the importance of trusted relationships with medical providers in vaccination. [ABSTRACT FROM AUTHOR]

Diagnostic overshadowing is a bias in which symptoms of a psychological disorder are falsely attributed to a known diagnosis of intellectual disability. This systematic review evaluated all research on diagnostic overshadowing conducted to date, including dissertations and peer-reviewed journal articles. In total, 25 studies were included in this review. Findings suggest diagnostic overshadowing may not be as ubiquitous as originally believed, with one third of included studies finding no overshadowing. The quality of the evidence was graded as "Low" using the LEGEND tool, with common issues including outdated studies, analogue methodologies, small sample sizes and convenience samples, and inappropriate conducting or reporting of statistical analyses. Implications for the field and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

Direct support professionals (DSPs) and frontline supervisors (FLSs) play an invaluable role in delivering home and community-based services to people with intellectual and developmental disabilities (IDD). DSPs provide support with employment, community living, developing social connections, health and well-being, and many other areas. FLSs' primary responsibility is to provide direction and guidance to DSPs in their work; however, they also frequently provide direct support to people with IDD. This workforce has been in crisis with high turnover and vacancy which threaten the inclusion of individuals with disabilities in their communities. The COVID-19 pandemic exacerbated an already fraught situation. [ABSTRACT FROM AUTHOR]

Researchers established that inclusive postsecondary education programs are beneficial for students with and without disabilities. However, research regarding faculty perspectives of these programs and faculty-perceived benefits and challenges is limited. This qualitative study interviewed faculty members (n=8) at a university in the southeastern United States who included university students with an intellectual disability in their general courses. The purpose of this study was to explore the perceptions of university faculty regarding the benefits and challenges of including students with intellectual disability in their courses, as well as gaining their recommendations for faculty members who may include students with ID in future courses. Key findings included higher levels of inclusivity, increased awareness of disability, increased engagement, and a focus on improving teaching skills. Challenges were identified in the areas of awareness, worrying about making mistakes, and practical concerns. Recommendations for future instructors included being prepared with strong pedagogy, having structured classroom management plans, and being provided the opportunity to meet students with ID prior to future inclusive courses. [ABSTRACT FROM AUTHOR]

Social inclusion is associated with better health and quality of life. Community participation is essential to inclusion and is an established human right. However, people with intellectual disability experience limitations and challenges to their participation. This study examined difficulties older Irish adults had participating in community. A sample of 609 individuals was followed over a six-year period to explore rates of difficulty experienced and associated factors. The proportion reporting the difficulties measured increased over time. Aging was associated with increased difficulty participating in community but was just one of multiple factors. Contrary to policy, more adults with intellectual disability may face exclusion from community as they age. More person-centered supports are needed to address individual needs to better support inclusion. [ABSTRACT FROM AUTHOR]

This study is among the first pre–post examinations to explore differences in subjective well-being, adaptive and maladaptive behavior, close relationships, community integration, family members' satisfaction with residential and community living settings, and family contact before and after the COVID-19 outbreak. Participants demonstrated better life satisfaction and adaptive behavior before COVID-19 than after COVID-19. Participants reported closer relationships with family members and peers before COVID-19 and closer relationships with staff members after COVID-19. The findings reveal mixed, although mostly negative, effects of the pandemic on people with intellectual and developmental disabilities in the community in Israel, in accord with extant comparative research. [ABSTRACT FROM AUTHOR]

Although there has been increasing interest in and emphasis on helping individuals with an intellectual disability find employment, there remain questions about factors related to employment and needed supports. We surveyed 127 people with an intellectual disability from three counties in southwestern PA. Data analysis revealed 100% of those who discussed employment within the past year ended up working or searching for work. Additionally, those who worked or looked for work in the past year found employment desirable; 100% voiced wanting to work in the next 3 years. Despite this, our findings revealed that no one had spoken to over half of the participants about employment. Discussion focused on importance of talking about employment options and benefits of inclusive community integrated employment. [ABSTRACT FROM AUTHOR]

Choice making is an important aspect of everyone's life in terms of fully becoming an adult within a democratic society. People with intellectual and developmental disabilities (IDD) are at risk for diminished choice making due to various factors, including guardianships; dependence on supports that are not person-centered; and, in some cases, limited capacity to express one's desires effectively. Independent Monitoring for Quality (IM4Q) data for 9,195 and 9,817 for adult services users with IDD were analyzed across two types of choice. Repeated measures mixed regression examined choice over time after controlling for age, support needs, residence type, and community type. We found significant increases in everyday choice making among IDD service users in Pennsylvania, but not in support-related choice. This study is the first to our knowledge to consider change in choice making, an important indicator of rights and inclusion for persons with IDD. By comparing three waves of data from the state of Pennsylvania (2013, 2016, and 2019), we were able to detect changes in choice making over time among home and community-based service (HCBS) users with IDD. [ABSTRACT FROM AUTHOR]

Individuals with intellectual disability (ID) need support from direct support professionals (DSPs) to engage in a healthy lifestyle. However, literature shows DSPs feel insufficiently equipped to support a healthy lifestyle. Therefore, the aim of this study is to develop a theory-based program for DSPs to support physical activity and healthy nutrition for people with moderate to profound levels of ID, and to design its evaluation. The Intervention Mapping Protocol (IM) was followed to develop a theory-based program for DSPs. The program evaluation consists of process and feasibility evaluations. This study provided a theory-based program consisting of a training and education section with online and face-to-face components to support DSPs in promoting health for people with ID. [ABSTRACT FROM AUTHOR]

This article is the second issue of a special series focused on direct support professionals who serve individuals with intellectual and developmental disabilities. The first issue sparked conversations about improving the recruitment, support, and retention of these professionals. The goal of this issue is to continue these conversations and find ways to improve working conditions and training for direct support professionals, in order to provide quality support for individuals with disabilities. The article also mentions a joint position statement from 2016 that emphasizes evidence-based practice, research, and training for direct support professionals. The special series will conclude with one final article in December 2024. [Extracted from the article]

Supporting the academic engagement of students with intellectual disability is a central focus of the inclusive postsecondary education (IPSE) movement. In this study, we used focus group interviews to explore the views of 23 university faculty involved in teaching college students with intellectual disability in traditional courses. We asked faculty about their motivations for offering inclusive courses, how they were affected by the experience, and how they perceived classmates were impacted. Faculty discussed a range of factors that drew them to this inclusive teaching experience and highlighted multiple ways in which they and their students were positively impacted by the enrollment of students with intellectual disability. We offer recommendations for research and practice aimed at expanding and strengthening the academic experiences of college students with intellectual disability within IPSE programs. [ABSTRACT FROM AUTHOR]

There is a need for meaningful inclusion of people with disabilities in faith communities beyond physical presence. Although it has been recommended that evidence-based practices be used to increase the meaningful participation of people with intellectual disability in faith communities, there is a lack of empirical studies. The purpose of this study was to examine the use of video modeling and the system of least prompts in teaching individuals with intellectual disability to participate in a community activity. The results indicated the intervention was effective in teaching the tasks in simulated situations and following acquisition, the behaviors generalized to the actual worship service or faith community setting. [ABSTRACT FROM AUTHOR]

This study addresses the need to reinforce the reading learning of students with intellectual and developmental disabilities (IDD) in general education classrooms. A standardized way of assessing support needs in reading (SNr) from the teachers' perspective is proposed. The objectives were (i) to develop an instrument and evaluate its properties and (ii) to preliminarily assess the support needs in reading of students with IDD. Participants were 86 Chilean elementary school teachers who responded about the support needs of their own students. The instrument assesses three dimensions (i.e., representation, engagement, and action and expression). Analyses showed excellent preliminary evidence of validity and reliability. Preliminarily identified support needs suggest that students need more support in representation. Practical and research implications are discussed. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic significantly disrupted Home- and Community-Based Services (HCBS) for people with intellectual and developmental disabilities (IDD). The aim of this study was to examine the emergency amendments states made to their HCBS waivers for people with IDD during the COVID-19 pandemic. To do so, we analyzed 294 Appendix K: Emergency Preparedness and Response Waivers, which states used to amend HCBS 1915(c) waivers for people with IDD. States' waiver amendments fell into the following categories: access and eligibility, assessments and person-centered planning, services, settings, providers, reimbursement rates, and safeguards and oversight. These temporary changes made to HCBS IDD waivers aimed to ensure people with IDD's access to services and maintain the quality of those services during the pandemic. [ABSTRACT FROM AUTHOR]

The voices of people with intellectual and developmental disabilities (IDD) are underrepresented in research examining their participation in faith communities. This qualitative case study examined the participation of people with ASD (autism spectrum disorder, a type of IDD) in one intentionally inclusive Christian faith community with a primary focus on the perceptions of faith community members with disabilities. This community was unique in its theological stance toward inclusion and in the steps the community had already taken to be inclusive. We conducted two types of interviews (in-depth individual and PhotoVoice) with people with severe and moderate disabilities who were active in the community to explore their perceptions of participation and belonging in the community. We supported interview data with field observations and a document review. We prioritized the voices of people with disabilities by using in-vivo coding strategies based on their words and used thematic analysis across data sources. Three primary themes emerged from this analysis including: Leadership, relationships, and traditions and routines. The implications of this study include suggestions to support authentic participation of people with IDD in faith community settings, implications for research with people with IDD in these settings. [ABSTRACT FROM AUTHOR]

Obtaining and maintaining work can be a challenge for many people with intellectual disability (ID) and parents can play an integral role in supporting their child to secure employment. The purpose of this qualitative research study was to understand factors that influence parents' decisions to create a business for their adult child with ID. Nine parents were identified through purposeful and snowball sampling. Parents participated in individual interviews and data were analyzed using thematic analysis. Our findings suggest that school experiences, expectations for work, presence of specialized support, and encouragement and suggestions from others influenced parents' decisions to create a business. In light of the findings, we discuss how parents' previous experiences and responsiveness influenced the creation of the business. [ABSTRACT FROM AUTHOR]

Direct support professionals (DSPs) and frontline supervisors (FLSs) have critical roles in home and community-based services for people with intellectual and developmental disabilities. Low wages and high levels of responsibility created a long-term crisis in recruitment and retention and are exacerbated by the COVID-19 pandemic. A national sample of DSPs and FLSs were compared on demographics and work-related circumstances using data from the third Direct Support Workforce COVID-19 Survey. Significant differences were found in demographics, hours worked, wages, wage augmentations, and quality of work-life. Policy recommendations to address the worsening workforce crisis are provided. [ABSTRACT FROM AUTHOR]

This study provides insights from a partnership between Special Olympics of Missouri and a Midwestern university during a teaching kitchen experience conducted in spring 2021. This 5-week teaching kitchen used evidence-based practices for adults with intellectual and developmental disabilities to teach culinary skills and nutrition science led by community health students. The 12 participants and their caregivers participated in five virtual 1-hour-long lessons. Data collection included surveys and participant observations. Three themes emerged from the coded survey responses and observations: activity type, "doing," gaining nutrition and culinary confidence, and sustainable home meal planning strategies. Implications for practice include hands-on virtual options, providing culinary-focused themes with supporting nutritional information, and caregiver support opportunities. [ABSTRACT FROM AUTHOR]

This article summarizes data collected from key informants in Iowa, Maryland, and Oklahoma regarding efforts to support integrated employment for people with intellectual and developmental disabilities (IDD). We highlight features that contribute to the effectiveness of collaborative structures that have resulted in each state's success in achieving integrated employment outcomes for individuals with IDD across three state systems: IDD, vocational rehabilitation, and education. We present these features using the seven elements of the High-Performing States Employment Model. These elements have been found to be important in achieving higher rates of competitive integrated employment outcomes for people with IDD. [ABSTRACT FROM AUTHOR]

Inclusive sports have emerged as a potential tool for building social inclusion within diverse populations. The Special Olympics Unified Sports programs are an example of inclusion initiatives specific to students with intellectual disability and sports that can be reevaluated with new understandings of inclusion. This systematic mixed studies review aimed to capture athlete Unified Sports experiences and identify what athletes reported about their participation. The systematic review identified nine original studies conducted by six unrelated research groups. Results across the studies are synthesized and suggestions for future research are presented. Athletes in all nine studies reviewed reported positive experiences with Unified Sports leading to increased social inclusion and/or self-concepts. [ABSTRACT FROM AUTHOR]

College-based transition programs offer students with intellectual disability and autism (ID/A) the opportunity to navigate adult learning experiences with similar-aged peers, accessing college coursework and employment experiences while continuing to receive support from or coordinated by their local school system. The present study used data from college-based transition programs included in the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program to examine the composition of employment preparation activities including paid employment and the association with having paid employment upon exiting from the program. The findings suggest that college-based transition programs hold promise as a model for supporting the transition to paid employment for students with ID/A. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe the extent to which students with intellectual disability participate in work-based learning experiences and determine whether student characteristics (e.g., gender, race/ethnicity, grade level, and support needs) relate to student participation in these activities. An online questionnaire was emailed to high school special education teachers in four states who had a state-issued teaching license in intellectual disability. A total of 266 teachers completed the questionnaire. Descriptive and inferential statistics were used to answer the research questions. Students participated in a variety of work-based learning experiences, with more students participating in school experiences than community experiences. The majority of work experiences were in one of three career clusters: (a) hospitality and tourism; (b) business, management, and administration; or (c) general work skills. Amount of time spent in work experiences varied greatly, with students spending more time in school experiences than community experiences. Student support needs and grade level were related to participation in community experiences. Grade level was also related to the amount of time students spent in school and community experiences. [ABSTRACT FROM AUTHOR]

The article presents the discussion on 146th American Association on Intellectual and Developmental Disabilities Annual Meeting. Topics include pervasive inequities experienced by people with intellectual and developmental disabilities, particularly people with intellectual and developmental disabilities; and people with intellectual and developmental disabilities who being lesbian, gay, bisexual, transgender, and queer.

This study aimed to examine the level of discrimination against people with intellectual disability during COVID-19, and assessed stereotypes, levels of familiarity with people with intellectual disability, and personal experiences with COVID-19 as potential correlates. A cross-sectional study was conducted using a large sample from the Dutch population (n = 1,797). Salient stereotype factors of people with intellectual disability were "friendly" and "in need of help," but not "give nuisance." Those respondents who were unfamiliar with people with intellectual disability in real life demonstrated higher levels of discrimination, perceiving them as more of a nuisance and as being less in need of help, in comparison to those who were more familiar. People with intellectual disability were judged by an ambivalent set of stereotypes during the COVID-19 pandemic that were in line with pre-COVID-19 findings and as such seemed to be fairly persistent and robust. There is a pressing need to both raise awareness of stereotypes towards and discrimination against people with intellectual disability via advocacy and education, and to facilitate positive encounters. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare the relative effects of word reading and story component interventions in developing reading comprehension of narrative texts with four students with mild levels of intellectual disability. A multielement design was used in this study. The findings revealed that the story component intervention was more effective and efficient than the word reading intervention in developing students' reading comprehension of narrative texts, and also indicated that both interventions were significantly effective in enabling subjects to answer literal questions. Only the story component intervention was significantly effective related to inferential questions. Finally, the findings revealed that students could generalize their reading comprehension skills to stories of different lengths. [ABSTRACT FROM AUTHOR]

Including students with autism spectrum disorder (ASD) well in high school general education classrooms requires intentional and individualized support. We examined the efficacy and social validity of peer support arrangements for enhancing the social and academic outcomes of three students with ASD, two of whom also had an intellectual disability (ID). We also explored the use of structural analysis to further individualize these interventions. Peer support arrangements increased social interactions and academic engagement for all three students. Structural analysis results were used to further refine each peer support arrangement. Our findings strengthen support for peer support arrangements as a research-based approach to promote the general education classroom inclusion of high school students with ASD. It also highlights the value of incorporating additional assessment to individualize these interventions for students with ASD with and without ID. [ABSTRACT FROM AUTHOR]

This scoping review explores (a) barriers faced by immigrant families of children with intellectual and developmental disabilities (IDD) when accessing healthcare-related services in the United States, (b) where research stands based on the health disparity research framework, and (c) implications for future health disparities research with this population. Our scoping review found 26 empirical studies published between 2000 and 2020 that met our inclusion criteria. Data were extracted and synthesized based on the stages of research outlined in the health disparity research framework. Overall, immigrant families experienced barriers on multiple levels including patient, provider, and healthcare system levels. Studies focusing on detecting and reducing disparities are emerging. We conclude with recommendations for future research and practice with immigrant families of children with IDD. [ABSTRACT FROM AUTHOR]