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The article focuses on the papers which overview clinical services of mental illness. The papers mentioned about a clinic in New Jersey area which offered an outstanding service not only to mentally retarded patients but also to the whole community as well. It presents clinical demos on the importance of counseling the parents in connection with the diagnosis and treatment of mentally retarded child. Moreover, it tackled on facilities and discrete applications of individual and group treatment.

The article discusses the papers that were published in the "American Journal of Mental Deficiency" related to social problems dealing with the mentally deficient. The papers contain articles that reviewed the following: practical state program for the care of the mentally deficient, program of control of the mentally deficient, mental hygiene, family care for mental patients, and study of group of subnormal girls successfully adjusted in industry and the community.

The article offers information on the "Eighty-Third Annual Convention of American Association on Mental Deficiency" that will be held in Milwaukee, Wisconsin on November 15, 1958.

Proposes a practical framework for program administrators to enable them in using their incident reporting and investigation procedures as valuable management tools. Performance indicators for effective systems; Conclusion.

The article provides information on "Call for Papers" for the next annual meeting of the Convention Committee of the American Association on Mental Deficiency to be held in Chicago, Illinois. To enlist participation in the section programs is one of the purpose of the "Call for Papers." The responsibility of a section committee with a section chairman who is also a vice-president of the Association is the plans for he programs of each of the five sections.

The article discusses the gonadal functions of male and female mongoloid patients. The histological examination of the ovaries has shown abnormal and persistent corpora lutea, although there is evidence that ovulation occurs. On the other hand, most mongoloid males did not show evidence of normal spermatogenesis. It is possible that these findings on the reproductive functions of these patients were partially the result of dietary conditions as they existed 20 to 10 years ago in many institutions.

The article shares the author's thoughts on the review of the papers presented to the Association of Mental Deficiency in the U.S. in the past ten years. He relates that it has seemed best to present abstracts of the papers without adding special comments. He expresses his gratitude to the librarian, Hazel Catlin, for helping him prepare the abstracts.

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]

Neurogenetic conditions (NGC; e.g., fragile X, Angelman, Prader-Willi syndromes) represent the cause for intellectual or developmental disabilities in up to 60% of cases. With expanded diagnostic options and an increasing focus on the development of gene therapies comes the potential of improved quality of life for individuals with NGCs and their families. However, these emerging initiatives also bring new challenges and considerations for NGC researchers and clinicians, including considerations for supporting caregivers and assuring outcome measures for clinical trials adequately reflect the lived experiences of people with NGCs. This paper summarizes the advances and current and future challenges of research and clinical service provision for people with NGCs and their caregivers. [ABSTRACT FROM AUTHOR]

This study explores the psychometric properties of Self-Determination Inventory: Student Report (SDI:SR) in students with intellectual and developmental disabilities (IDD) and without disabilities in China. The paper-and-pencil version of SDI:SR Chinese Translation (SDI:SR Chinese) was used to explore self-determination across students with IDD (n = 245) and students without disabilities (n = 315) from 16 schools across six cities in China. We examined the factor structure of the measure, conducted analysis of measurement invariance, and compared the latent means across students with IDD and without disabilities. Findings suggest that the data fit a one-factor model better than a three-factor model. We found greater variability in self-determination among students with IDD than students without disabilities. However, the two groups did not differ in latent means. [ABSTRACT FROM AUTHOR]

My name is Pauline Bosma and in this article I share my lived experience as a researcher. I have worked on projects that support people with disabilities to recognize, respond to, and report abuse. I am now leading a research study with other self-advocates to interview LGBT adults with intellectual and developmental disabilities about their lives. I have also worked on projects with the Social Security Administration. I like doing research because it helps people. In this article, I also offer recommendations for other research teams who want to practice inclusive research. [ABSTRACT FROM AUTHOR]

Adults with intellectual disability (ID) are now more likely to live in ordinary localities. However, this does not always equate with engagement, leading to forming new relationships and a sense of connection. This systematic scoping review examined research on social inclusion in neighborhoods for adults with ID, synthesizing 94 peer-reviewed studies published between 2000 and 2020. The characteristics of neighborhoods that foster inclusion include: richness of opportunities in localities, public acceptance, positive neighboring, and multidimensional accessibility. Social inclusion in neighborhoods is complex, with a range of other influencing factors also identified. Recommendations for further research and implications for practice are discussed to support individuals to actively engage locally and to enhance their informal social networks. [ABSTRACT FROM AUTHOR]

Multidimensional variables linked to repetitive behavior, hyperactivity, and mood dysregulation are correlated with the prevalence and severity of self-injurious behavior (SIB) in individuals with intellectual and developmental disabilities (IDD). The purpose of this exploratory study was to examine differences in Aberrant Behavior Checklist (ABC) subscales between individuals with socially maintained SIB and automatically maintained SIB (ASIB). Overall, there were not significant differences in ABC subscale elevations between the SIB and ASIB groups. However, when ASIB was stratified into distinct subtypes, notable differences in subscale elevations were observed. Our results indicate the ABC may have utility for further characterizing the neurobehavioral divergence among individuals with IDD who engage in self-injury. [ABSTRACT FROM AUTHOR]

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]

Although self-determination has received increased attention as a critical component in quality education programs, there is limited current research about how and in what way students are displaying self-determined behaviors. To that end, a 29-item questionnaire was developed and 118 school system personnel reported how a sample of students with intellectual and developmental disabilities in different grades employed self-determination strategies. Respondents were predominately White, female, had more than 10 years of experience, and largely worked with students with multiple disabilities at the elementary level. In all, the majority of students across grades were not taught specific self-determination skills. Also, students at the elementary level participated less in attending individualized education program (IEP) meetings or discussing their challenging behaviors than students at the secondary level, and typically received little or no instruction in self-determination. For those students who did receive instruction, self-instruction, self-monitoring, and self-evaluation were several of the strategies reported as being used by students to manage and regulate their behavior. The implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Despite a growing number of adults with intellectual and developmental disabilities (IDD) and documented risk for adverse outcomes as they age, little is known about the health and healthcare patterns of adults with different IDD throughout adulthood. This study uses Wisconsin Medicaid claims data to characterize health conditions among adults with IDD. Results indicate high prevalence of asthma, diabetes, heart disease, and hypertension. Heart disease rates were particularly high, having been observed among 39% of autistic adults, 64% of autistic adults with intellectual disability (ID), 67% of adults with Down syndrome, and 75% of adults with ID only. Given there are no known biological differences underlying increased morbidities among most people with IDD, developing inclusive prevention measures should be prioritized in future research. [ABSTRACT FROM AUTHOR]

Inclusive research combines the expertise of academically trained researchers with the lived experience of individuals with disabilities to render results that are more accessible, accountable, and meaningful to the disability community. In this case study, adults with intellectual and developmental disabilities (IDD) contributed as co-researchers to a series of studies on mental health of adults with intellectual disability. The research model, specific engagement strategies, and lessons learned are shared. Feedback from members of the research team suggests that including adults with IDD as co-researchers benefited investigators, co-researchers with IDD, and project outcomes. Our case study emphasizes the valuable contributions of research partners with IDD and provides a model that may be adapted and utilized by researchers to enhance their practice. [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]

Measurement invariance (MI) is a psychometric property of an instrument indicating the degree to which scores from an instrument are comparable across groups. In recent years, there has been a marked uptick in publications using MI in intellectual and developmental disability (IDD) samples. Our goal here is to provide an overview of why MI is important to IDD researchers and to describe some challenges to evaluating it, with an eye towards nudging our subfield into a more thoughtful and measured interpretation of studies using MI. [ABSTRACT FROM AUTHOR]

The impact of long-term services and supports on the quality of life of adults with intellectual and developmental disabilities (IDD) is not well understood given the highly complex nature of researching this topic. To support future research addressing this topic, we conducted a systematic literature review of studies addressing outcomes of adults with IDD receiving long-term services and supports. Results of this review describe current outcomes for adults with IDD who receive long-term services and supports and can be used to inform program evaluation, policy development, and future research. [ABSTRACT FROM AUTHOR]

Persons with profound intellectual and multiple disabilities (PIMD) have pervasive support needs, which are often managed by their families. By being resilient and positively adapting to this challenge, families may maintain a positive family quality of life (FQOL). We therefore aimed to understand how families with a child with PIMD experience their family resilience, and if and how it affects their FQOL. Participants were 64 parents of a person with PIMD from 44 families. Total family resilience, as well as most subscales received positive scores, and also had a significant positive effect on FQOL. These results provide more insight into the family dynamics of families with a child with PIMD, which should inform policies, and provided services for these families. [ABSTRACT FROM AUTHOR]

Using National Longitudinal Transition Study 2012 data, this study explored parent and youth expectations in the areas of postsecondary education, employment, independent living, and financial independence. Compared to youth with other disabilities, youth with intellectual and developmental disabilities and their parents had much lower expectations for the four postschool goals, and parent expectations were much lower than youth's own expectations. Also, youth's race, along with their daily living skills and functional abilities, were positively associated with parent and youth expectations in several future goal areas. Our discussion highlights implications for improving the transition experiences of youth with intellectual and developmental disabilities. [ABSTRACT FROM AUTHOR]

Inclusive research emphasizes the importance of researchers with intellectual and developmental disabilities playing active roles in all phases of research, including research and information dissemination. This article explores how contemporary literature and practical application of inclusive practices in the academic setting of a University Center of Excellence in Developmental Disabilities sheds light on this important yet often overlooked facet of research. It argues that, by adopting a suite of new and more inclusive approaches to dissemination, intellectual and developmental disability research and analysis can reach far beyond the walls of the academy. Approaches to inclusive and strategic sharing of research and other information are presented that can enhance the application and influence of that research. Strategies for increasing inclusivity are also detailed, along with challenges and future considerations to help the field enshrine these strategies in common practice. Finally, barriers to inclusive dissemination are discussed, along with methods to overcome them. Although it is clear that more research and work need to be done on this subject, these strategies, approaches, and methods will help research teams become more inclusive, ensuring the research is meaningful and accessible to people whose lives are affected by it. [ABSTRACT FROM AUTHOR]

This article was written by three researchers with intellectual and developmental disabilities, with the support of the researcher primary investigator, who worked together to make an accessible report for the new PEDI-PRO app. We start by describing the PEDI-PRO software and why it's important to have an accessible PEDI-PRO score report. Next, we describe how we used inclusive research practices to design the score report. Finally, we each highlight what we like about doing research. We think this research is important because it can help people do things like have a job, be independent, and live on their own. [ABSTRACT FROM AUTHOR]

The article focuses on Samuel A. Kirk's contradictory articulation of the concept of learning disability between 1960 and 1984. It states the result of the exploration of Kirk's archival materials, which reveals that he devised 16 variations of the concept of learning disability and shows the relationship between the politics of disability and special education's intellectual and practical traditions. It calls for actions on the cultural devaluation of children with disabilities.

Participation in work during school is a known predictor of postsecondary employment for transition-age youth with intellectual and developmental disabilities (IDD). Recent research has demonstrated the benefits of work on skill development in major life domains. The purpose of this study was to examine the impact of customized employment on the support needs of youth with IDD with a significant disability compared to those receiving treatment as usual. Findings indicated significant increases in independence in three specific domains for the treatment group versus control on the Supports Intensity Scale—Adult Version, including Home Living, Employment, and Protection and Advocacy. Findings suggest a therapeutic effect of work activities on growth and development in important life domains. Implications for future research, policy, and practice are discussed. [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]

Information about the paper presented at the Sixth International Congress of the International Association for the Scientific Study of Mental Deficiency in Toronto, Ontario in August 1982 is presented. Researchers have identified front–line staff turnover as a persistent problem in both institutional and community residential programs. Investigators attempted to isolate particular institutional or employee characteristics that influence turnover rates.

Information about several papers discussed at the sixth council meeting of the American Association on Mental Deficiency held in New York City on May 3, 1962 is presented. The discussion focused on several recommendations based on financial reports from the different committees of the organization. The meeting featured several speakers including Katherine Lynch, Arthur E. Westwell, and Harvey A. Stevens.

Information about several papers discussed at the first council meeting of the American Association on Mental Deficiency held in New York City on April 30, 1962 is presented. The discussion focused on the interpretation of the constitution and the documentation on the minutes of the meeting. The meeting featured several speakers including Herschel W. Nisonger, William Sloan, and George W. Wadsworth.

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]

In "Toward Equity in Research on Intellectual and Developmental Disabilities," we sought to make entrenched assumptions and practices of intellectual and developmental disabilities research visible by explicitly describing the status quo in terms of models of disability, participant and researcher identities, research priorities, and biases in measurement and treatment approaches. We then curated individual- and systems-level actions drawn from disability justice and broader social justice lenses to offer a way forward. We focused on three major areas (i.e., intersectionality and person-centered approaches, participatory research, and interprofessional collaboration), depicting influences, methods, and actions in a framework of disability, identity, and culture. In this Author Response, we address five commentaries that critique and extend that synthesis. [ABSTRACT FROM AUTHOR]

This commentary highlights pervasive challenges related to the science of intellectual and developmental disabilities (IDD), which we often take for granted. We argue that social power asymmetry and entrenched patterns of epistemic injustices undermine our science and call attention to the need to maximize our efforts to undo these unfair practices to enhance future care and research in IDD. [ABSTRACT FROM AUTHOR]

This study aimed to understand how students with intellectual disability perceived mentoring relationships with nondisabled peers within an inclusive mentoring course. Data sources included a variety of course-related products created by mentoring partners as well as their reflections on the course and their mentoring relationships. Qualitative analyses proceeded through multiple rounds of deductive coding utilizing a conceptual framework of effective mentoring practice and inductive coding to identify critical themes from the perspectives of students with ID. A central finding related to how particular mentoring course concepts (e.g., person-centered) and structures (e.g., shared goal setting) supported students with ID to view themselves as active agents in their mentoring relationships and experience reciprocity with nondisabled peers. Students valued social coaching but desired connections to a wider range of peers. Consideration is given to situating elements of the course-based approach within campus programs not focused exclusively on students with disabilities and the importance of acknowledging students' intersectional social identities. [ABSTRACT FROM AUTHOR]

Measurement of adaptive skills is important in the diagnosis, intervention planning, and progress monitoring of children with intellectual and developmental disabilities (IDD). Thus, ensuring accurate measurement, including measurement invariance, across children with and without IDD is critical. In this study, we evaluate the measurement invariance using multigroup confirmatory factor analysis (MG-CFA) of the Vineland-3 Comprehensive Interview (CIF) across children ages 6–21 years with and without IDD (N = 1,192) using archival data. Results showed that the Vineland-3 CIF exhibits configural invariance but may show some metric non-invariance in children with and without IDD. Suggestions for using the Vineland-3 CIF in this population are provided and future research and measure development needs are discussed. [ABSTRACT FROM AUTHOR]

Despite significant advances in understanding and treating social anxiety in the general population, progress in this area lags behind for individuals with intellectual disability. Fragile X syndrome is the most common cause of inherited intellectual disability and is associated with an elevated prevalence rate of social anxiety. The phenotype of fragile X syndrome encompasses multiple clinically significant characteristics that are posed as risk markers for social anxiety in other populations. Here, evidence is reviewed that points to physiological hyperarousal, sensory sensitivity, emotion dysregulation, cognitive inflexibility, and intolerance of uncertainty as primary candidates for underlying mechanisms of heightened social anxiety in fragile X syndrome. A multilevel model is presented that provides a framework for future research to test associations. [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]

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]

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]

Information about several papers discussed at the third council meeting of the American Association on Mental Deficiency held in New York City on May 1, 1962 is presented. The discussion focused on reports from individual committees and the publication of a second journal for the organization. The meeting featured several speakers including Rick Heber, Cuyler M. Henderson, and Frederick A. Klauminzer.

Between 1% and 2% of the U.S. population has an intellectual disability (ID) and often experience disparities in health care. Communication patterns and sedation use for routine medical procedures are important aspects of care for this population. We explored physicians' communication patterns and sedation use in caring for patients with significant levels of ID through a mailed survey of 1,400 physicians among seven specialties in outpatient settings (response rate = 61.0%). Among physicians who saw at least one patient with significant levels of ID in an average month, 74.8% reported usually/always communicating primarily with someone other than the patient. Among specialists, 85.5% (95% CI: 80.5%–90.5%) reported doing so, compared to 69.9% (95% CI: 64.4%–75.4%) for primary care physicians (p < 0.001). Also, 11.4% reported sedating at least one patient with significant levels of ID for a routine procedure. Three quarters of physicians reported communicating primarily with persons other than the patient usually or always—an approach that, in some instances, may not align with best medical practice. The percentage of physicians who report sedating at least one individual is associated with significant ID and the physician's volume of patients with significant ID. [ABSTRACT FROM AUTHOR]

Limited research exists on special education teachers (SETs) of students with intellectual disability (ID), developmental delay (DD), and/or autism spectrum disorder (ASD), their intent to leave or stay in the teaching profession, and the working conditions impacting those decisions. Through an online survey, we investigated working conditions of SETs who teach students with ID, DD, and ASD and their career intent, with attention to teacher demographic characteristics. Our investigation (n = 564) found Black/African American, Asian, Hawaiian/Pacific Islander SETs of students with ID, DD, or ASD reported higher intent to leave, as well as male SETs, compared to White SETs. Other differences are reported between groups. Results emphasize a need to focus on ways to retain SETs from underrepresented groups. Implications for practice and research related to working conditions are discussed. [ABSTRACT FROM AUTHOR]

The NIH Toolbox Cognition Battery (NIHTB-CB) was developed for epidemiological and longitudinal studies across a wide age span. Such a tool may be useful for intervention trials in conditions characterized by intellectual disability (ID), such as Williams syndrome (WS). Three NIHTB-CB tasks, including two executive functioning (Flanker, Dimensional Change Card Sort) and one episodic memory (Picture Sequence Memory) task, were given to 47 individuals with WS, ages 4 to 50, to evaluate feasibility (i.e., proportion of valid administrations) in this population. Findings indicated that NIHTB-CB tests showed good feasibility. Flanker and DCCS age-corrected scores were negatively correlated with age and showed floor effects, indicating these scores may not be useful for quantifying performance on these NIHTB-CB tests in ID. [ABSTRACT FROM AUTHOR]

Changes in the field of intellectual and developmental disabilities (IDD) over the last 5 decades has resulted in the emergence of the shared citizenship paradigm. This paradigm is currently guiding the development of IDD-related policies and practices, and providing a framework for application, research-based inquiry, and evaluation. A shared citizenship paradigm is one that envisions, supports, and requires the engagement and full participation of people with IDD as equal, respected, valued, participatory, and contributing members of every aspect of society. The overall goals of the paradigm are to (a) further advance and focus on people with IDD as active agents in the change process, and (b) improve outcomes for people with IDD, including their access to and opportunity for shared citizenship. This article describes the paradigm's operationalization, application, evaluation, shaping for the future, and specific strategies to overcome implementation challenges. [ABSTRACT FROM AUTHOR]

People with intellectual and developmental disabilities (IDD) are disproportionately impacted by potentially traumatic experiences; however, organizations serving this population have lagged in their integration of trauma-informed care (TIC). Trauma-informed care is a systemwide response to the pervasiveness of trauma that frequently requires an organizational shift rooted in staff training. Using an online statewide survey, the present study examined beliefs and training among IDD service providers. Responses from 288 service providers suggested some alignment among beliefs and staff training content with TIC principles. Although the findings indicate a foundation for TIC, intentional efforts are needed for IDD agencies to fully embrace TIC. [ABSTRACT FROM AUTHOR]