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Youth with intellectual disabilities face barriers to receiving sex education including the lack of educational tools accessible for multiple cognitive and emotional learning styles. We conducted exploratory research to gather input from a diverse group of youth with disabilities and their guardians about needed learning modalities and sexual health content areas. Three focus groups were conducted with youth ages 17–28 years (n = 14) and three with parents (n = 16). An applied thematic analysis of the transcripts resulted in three structural codes related to topics of greatest interest for youth sexuality education, teaching tools and methods, and needs for ancillary parent education and support to help youth access information and health care. We identified a total of ten themes associated with the three structural codes. Next steps will be to create educational resource prototypes that are responsive to focus group input for testing in further research. [ABSTRACT FROM AUTHOR]

The objective of the study was to validate adapted versions of the Glasgow Anxiety Scale for people with Intellectual Disabilities (GAS-ID) simultaneously developed in English and French. A sample of 361 youth with mild to moderate intellectual disability (ID) (M = 15.78 years) from Australia (English-speaking) and Canada (French-speaking) participated in this study. The results supported the factor validity and reliability, measurement invariance (between English and French versions), a lack of differential items functioning (as a function of youth's age and ID level, but not sex in the English-Australian sample), temporal stability (over one year interval), and convergent validity (with global self-esteem and school loneliness) of a bi-factor exploratory structural equation modeling representation of the GAS-ID. The present study supports the psychometric properties of the English-Australian and French-Canadian versions of the adapted GAS-ID. [ABSTRACT FROM AUTHOR]

Dating agencies are a small, but growing sector of social care provision for people with intellectual disabilities. The research reported here is the first to explore, with 10 specialist agencies in the UK, why they were set up, how they operate, the barriers and problems they encounter and their success or otherwise in facilitating relationships for people with intellectual disabilities. A strong case is made for the proliferation of such services. [ABSTRACT FROM AUTHOR]

Purpose: The level of participation of people with intellectual disabilities (ID) in various forms of work, including daytime activities, appears to be suboptimal. Informal networks of people with ID constitute crucial forms of support, as they can significantly influence occupational choices and opportunities. This review aims to synthesize existing research for the purpose of examining how informal network members perceive the meaning of employment or daytime activities for their relatives with ID. Methods: Following the PRISMA guideline, a systematic search of scientific literature published between 1990 and July 2022 was conducted. The qualitative results from twenty-seven studies (qualitative and mixed-method) were analyzed using thematic synthesis. Results: Four overarching themes and several subthemes were identified: (I) Ensuring customized work for my relative; (II) The ongoing need to collaborate and share care responsibilities with professionals; (III) The meaning of work for both my relative and myself; and (IV) Achieving full work participation for my relative is neither straightforward nor self-evident. Conclusions: Informal networks place great value upon customized and sustainable work opportunities for their relatives with ID, particularly community-based work. While network members play an important role in creating these opportunities, they encounter obstacles resulting from both collaboration difficulties with professionals and employers and public and structural forms of stigma. Researchers, professionals, policy makers, and employers are encouraged to collaborate with individuals with ID as well as their networks to increase the meaningful work opportunities available to them. [ABSTRACT FROM AUTHOR]

Purpose: The level of support needed for adaptive functioning and behavioral problems of individuals with intellectual disabilities (ID) can be a source of stress for caregivers. The aim of this study was to explore the moderating role of caregivers' age on the associations between these stressors and quality of life (QoL) of the family caregivers. As these sources of stress in people with ID can coexist, the triple interaction between stressors and age was also examined.Methods: 208 relatives (mean age = 50.98 years, SD = 12.86) of people with ID participated in the research. Participants answered a questionnaire with sociodemographic variables, measures of stressors (level of support for adaptive functioning of the people with ID and behavioral problems) and measures of QoL (WHOQOL-BREF).Results: The association between the level of support needed for adaptive functioning and lower QoL was only significant among older relatives, whereas the association between behavioral problems and lower QoL was only significant among younger relatives. A three-way interaction between behavioral problems, level of support needed, and age indicated that the association between the level of support for adaptive functioning and QoL in older relatives was greater when there were higher levels of behavioral problems.Conclusions: The role of caregivers' age in their QoL differs depending on the nature of the stressor, and an accumulation of stressors can have a particularly negative impact on older caregivers. Interventions should be adapted for caregivers of different ages and take into account the particular sources of stress they have to cope with. [ABSTRACT FROM AUTHOR]

The aims of this review were to systematically identify, critically appraise and synthesize the results of existing qualitative literature exploring the views and experiences of intimate relationships amongst people with intellectual disabilities. Fourteen peer-reviewed articles were identified through a systematic search of eight databases, reference lists, citations, and relevant journals. The identified articles were appraised for quality, then synthesized using a metaethnography approach. No study met all quality criteria and references to ethical approval were often lacking. Interpretation of the findings suggested three key themes: the meaning of intimate relationships, external constraints and facilitators, and managing external constraints. Though many people with intellectual disabilities desire and benefit from intimate relationships, they experience restrictions that others do not, which can lead to isolation and loneliness. Intimate relationships are not always necessarily linked with sexual behavior; therefore, intimate relationships warrant their own focus in future research, as well as in education and training for people with intellectual disabilities and their caregivers. Within this, a commitment to transparency over research processes is needed, in particular with reference to how ethical approval was obtained, since this has been a shortcoming of research with this focus to date. [ABSTRACT FROM AUTHOR]

The article focuses on the view of intellectually disabled people towards sexuality and its effects on the advancement of sex education. Topics discussed include the study being done on 20 people with intellectual topics through semi-structured interviews on topics like sex education, relationships and support, and results of the study recommended topics for enhancing a sex education programme like online relationships, social media and parenthood through Intervention Mapping.

The article aims to investigate the perceptions of parents and professionals about the Internet as a social arena for love and sexuality among young people with intellectual disabilities. It indicates a continuous restrictive net script where young people with intellectual disabilities as a group are looked upon as more vulnerable than other youth and are therefore are in need of more rules and threats than other young people.

People with neurodevelopmental disabilities, including intellectual disabilities and autism, want to have relationships but few are given the tools and opportunity to create those relationships in a safe and meaningful way. This strong desire to have relationships, coupled with reduced access to information, puts people with neurodevelopmental disabilities at high risk for being targets of sexual abuse and exploitation, as well as demonstrating social-sexual behavior that is unexpected or offensive to others. Research has long demonstrated that people with intellectual disabilities are sexually assaulted at much higher rates than the general population. In addition, it is common for people with intellectual disabilities and autism to miss out on employment, housing, and social opportunities due to unexpected social-sexual behaviors. To address this need, the research team developed the social-sexual education (SSE) program to teach people with neurodevelopmental disabilities how to create safe and meaningful relationships while also giving them information about sexual abuse and coercion. We recruited licensed professionals to pilot test the SSE program, and then we evaluated the tool using quantitative and qualitative methods. Our findings provide preliminary support for the SSE program. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to investigate whether socio-demographic variables and physical disability (e.g. sensory impairment and mobility problems) were associated with self-reported stigma in people with intellectual disabilities (ID), and to examine whether age, sex and ethnicity modified the relationship between severity of intellectual disability and self-reported stigma.Methods: 229 participants with mild or moderate intellectual disabilities were recruited from 12 centres/sites in England from community intellectual disability services, day centres, supported housing schemes, voluntary organisations and invitation letters. Information on physical disability and socio-demographic variables were obtained using a structured data collection form. Self-reported stigma was measured using a validated questionnaire.Results: Age was associated with self-reported stigma, with older adults reporting more stigmatising experiences. Participants with moderate intellectual disabilities were more likely to report being treated differently such as being made fun of and being treated like children. Physical disability such as sensory, mobility and speech problems were not associated with self-reported stigma. Gender modified the relationship between severity of ID and self-reported stigma as participants who were male and had moderate ID were more likely to report stigma compared to females with moderate ID. Categorical age also modified the relationship between severity of ID and self-reported stigma as older participants who had moderate ID were more likely to report stigma compared to younger people with moderate ID.Conclusions: Older adults and those with moderate ID are potentially at higher risk of being targets of public stigma or are more likely to report stigma. Interventions to help individuals cope with stigma could be targeted to this group. [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]

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]

Purpose Work incentives benefits counseling (WIBC) can be a strong facilitator contributing to improved employment outcomes for individuals with intellectual disabilities (ID) by providing information about how income may affect disability benefits eligibility. The purpose of this study is to evaluate the effect of WIBC as a VR intervention to improve on employment outcomes and earnings of transition-age youth and young adults with ID who are Supplemental Security Income benefits recipients using a propensity score matching analysis approach. Propensity score matching using logistic regression analysis and the nearest neighbour method was conducted to equalize the treatment (received WIBC) and control groups (not received WIBC) on the six prominent demographic covariates. The treatment group had higher rates of employment, higher hourly wages than the control group, while the treatment group worked less hours per week than the control group. Methods Propensity score matching using logistic regression analysis and the nearest neighbour method was conducted to equalize the treatment (received WIBC) and control groups (not received WIBC) on the six prominent demographic covariates. Results The treatment group had higher rates of employment, higher hourly wages than the control group, while the treatment group worked less hours per week than the control group. Conclusions Findings of the present study can be used by policy makers, transition specialists, rehabilitation counselors, and other disability service providers to increase employment outcomes and earnings for individuals with ID through WIBC services. Future research and practice implications are provided. [ABSTRACT FROM AUTHOR]

In summary, literature shows that people with intellectual disability tend to have less and later sexual experience than persons without disability. They have limited opportunities to meet potential partners but the same human need for intimate romantic relationships. The sample included 42 people with mild to moderate intellectual disability between 14 and 25 years. Face-to-face interviews were conducted in schools and sheltered workshops. The interview guide was translated in easy to read language. The interviews were evaluated with the qualitative content analysis. Most of the respondents have had a relationship and met their partners in professional and school context. Their contacts are reduced to the encounters there. One third have had intercourse experience. Difficulty existed in the search for an undisturbed place and partner selection. A large part of women take hormonal long-acting reversible contraception. The sexual lives of young people with intellectual disability are still partly restricted due to a lack of access. More inclusive activities should be offered and provided with an appropriate retreat for togetherness. Applicable graphic informational material and sex education on sexuality, relationship and contraception is required in easy language. [ABSTRACT FROM AUTHOR]

Purpose: Disability acquisition in adulthood is associated with deterioration in mental health. Social support may act as a "buffer" against poor mental health following disability acquisition. We tested the hypothesis that women and men with low social support experienced larger declines in mental health on acquisition of a disability compared to women and men with high social support.Methods: We assessed whether social support, measured both prior and subsequent to disability acquisition, modified the association between disability acquisition and mental health using 14 annual waves of data from the Household, Income and Labour Dynamics in Australia Survey. Participants reported at least two consecutive waves of disability preceded by at least two consecutive waves without disability (2200 participants, 15,724 observations). Fixed-effects linear regression models were used to estimate average differences in mental health between waves with and without disability, for women and men separately. We tested for effect measure modification of the association by social support, including a three-way interaction between disability and social support prior and subsequent to disability acquisition.Results: Though the effects of disability acquisition on mental health were much larger for women, for both women and men there was a consistent pattern of association with social support. There was evidence that social support modified the association between disability acquisition and mental health, with the largest effects for those experiencing a change from high to low social support subsequent to disability and for people with consistently low social support.Conclusions: These findings highlight the importance of developing new policy and practice strategies to improve the mental health of people with disabilities, including interventions to promote social support at the time of disability acquisition. [ABSTRACT FROM AUTHOR]

Sexuality in persons with intellectual disability (ID) is one of the frequently discussed topics of many scientific disciplines. Sexuality in persons with ID is determined by the specific features of ID, but also by the attitudes of the society and possibilities of persons with ID to establish intimate relationships, have sexual experience, and be able to express their own sexuality as an autonomous human need. The objective of the review was to present an analysis of published knowledge about supporting (and expression) of adults with ID in the area of sexuality (i.e. support provided to persons with ID as well as carers, professionals and family members providing support to persons with ID in the area of sexuality). Relevant studies (N = 47) identify the following as the most significant areas of supporting sexuality in adults with ID: sexual relationships, contraception, pregnancy and parenthood, sexually transmitted diseases, gay or lesbian relations/relationship, unacceptable and criminal sexual conduct, taking responsibility for sexual behavior, defining sexuality, values, body image, etc. Another important aspect is cooperation with close persons, carers and parents of individuals with ID. There is a possibility to use specific instruments for elementary assessment (SSKAT, SexKen-ID, ASK), the technique of social stories, and the content of educational program aimed at sexuality in persons with ID. Another option is sexual assistance and self-advocacy. Existing research focuses mainly on prevention of sexual abuse of persons with ID, but attention should also be paid to other aspects of their sexuality. Available evidence suggests that providing support to persons with ID in relation to their own sexuality is a difficult task. There is a need for further training and education of professionals, close persons and carers in order to provide qualified support to these clients. [ABSTRACT FROM AUTHOR]

This paper presents findings of a constructivist grounded theory study conducted within the Western Cape Province of South Africa. The study explored how family caregivers respond to sexuality issues of their young adults with intellectual disabilities (ID). Indepth interviews and focus group discussions were used as methods of data collection. Twenty-five family caregivers participated in the study. The family caregivers' perceptions highlight how the lifelong care relationship and the living arrangements attached to it may become a hindrance to people with ID exercising sexual autonomy. The family caregivers felt responsible for the young adults' behavior and determined what was appropriate or not with regards to the young adults' sexuality. Concerns about the young adults' future care were central in the family caregivers' responses. We conclude that without the appropriate forms of support for both the young adults and their caregivers, the young adults will continue to be policed by the family caregivers and not have choices and opportunities to enjoy and express their sexuality. The support interventions needed should alleviate the burden of care from the family caregivers and also ensure independent living and more choices for the young adults with ID. [ABSTRACT FROM AUTHOR]

The article describes the use of evidence-based smoking cessation aids and offered to a population of psychiatric inpatients upon discharge as well as explores factors associated with their uptake. Topics discussed include psychiatric inpatient settings representing an opportunity to initiative the provision of tobacco cessation care to smokers with a mental illness. Also mentioned are most smokers with mental illness taking up a proactive offer of aids to support their stopping smoking.

The largest group of recipients of pediatric gastrostomy have neurological impairment with intellectual disability (ID). This study investigated trends in first gastrostomy insertion according to markers of disadvantage and ID etiology. Linked administrative and health data collected over a 32-year study period (1983-2014) for children with ID born between 1983 and 2009 in Western Australia were examined. The annual incidence rate change over calendar year was calculated for all children and according to socioeconomic status, geographical remoteness, and Aboriginality. The most likely causes of ID were identified using available diagnosis codes in the linked data set. Of 11,729 children with ID, 325 (2.8%) received a first gastrostomy within the study period. The incidence rate was highest in the 0-2 age group and there was an increasing incidence trend with calendar time for each age group under 6 years of age. This rate change was greatest in children from the lowest socioeconomic status quintile, who lived in regional/remote areas or who were Aboriginal. The two largest identified groups of ID were genetically caused syndromes (15.1%) and neonatal encephalopathy (14.8%).Conclusion: Gastrostomy is increasingly used in multiple neurological conditions associated with ID, with no apparent accessibility barriers in terms of socioeconomic status, remoteness, or Aboriginality. What is Known: • The use of gastrostomy insertion in pediatrics is increasing and the most common recipients during childhood have neurological impairment, most of whom also have intellectual disability (ID). What is New: • Nearly 3% of children with ID had gastrostomy insertion performed, with the highest incidence in children under 3 years of age. • Gastrostomy use across different social groups was equitable in the Australian setting. [ABSTRACT FROM AUTHOR]

Psychiatric hospitalization of children with autism spectrum disorder and/or intellectual disability is common, however, the effectiveness of this intervention is largely unknown. Thirty-eight clinically-referred children 8-19 years old admitted to a specialized inpatient psychiatry unit were assessed by a consistent caregiver on the Aberrant Behavior Checklist-Irritability (ABC-I) subscale at admission, discharge and 2 months post discharge. There was a decrease in the mean ABC-I score from admission (27.3, SD 7.4) to discharge (11.9, SD 8.8), which was sustained at 2 months post discharge (14.8, SD 9.3) ( p < 0.001). Seventy-eight percent of the subjects were rated as 'Improved' on the clinician Clinical Global Impressions Improvement scale at discharge. The study is limited by lack of a control group, but offers preliminary evidence for specialized inpatient psychiatry as an intervention for serious behavioral disturbance in this population. [ABSTRACT FROM AUTHOR]

This study aims to investigate differences in perception among Kuwaiti parents, teachers, and employees regarding the services that are needed in different special education settings. The participants ( n = 135) included 45 parents of children with intellectual developmental disabilities (IDD), 63 teachers in special education schools, and 27 employees working in the Higher Council of the Disabled. A survey was conducted using Hassan's (The needs of parents of children with disabilities in relationship with child's age, gender, and type of disability, ) Arabic version of the Family Need Inventory. The findings showed differences in perception among parents, teachers, and employees regarding what they consider to be the most important services for families of children with IDD. Another result showed significant differences in perception among the three groups regarding services (match or/and mismatch of responses), except for 3 out of 35 types of services. Suggestions and implications are discussed to provide information to social service providers to help them evaluate the laws that pertain to disability in Kuwait. The findings of this study will help social service providers determine and implement laws that meet the needs of parents of children with IDD and give them the right to be full partners in their children's education. [ABSTRACT FROM AUTHOR]

Abuse and violence against people with disabilities is a well documented problem. However, the scholarly literature contains relatively few disability-specific abuse prevention programs. Furthermore, most of these programs involve multi-session training, potentially making them inaccessible for people in rural areas. The Stopping Abuse For Everyone (SAFE) curriculum is a one-session abuse psychoeducation program for individuals with intellectual disabilities (ID) delivered by trained facilitators. The content covers definitions of financial, sexual, physical and verbal abuse, neglect, victim-blaming, and reporting abuse. Our anecdotal experiences with the program have been positive; however, formal data on efficacy has yet to be collected. Particular challenges include the need for well-validated outcome measures for individuals with lower functional communication skills. The SAFE curriculum shows preliminary promise as a brief psychoeducation program for individuals with ID who live in rural areas, although it may be more useful for individuals with mild and moderate ID. [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]

There is growing interest in measuring social disability as a core element of autism spectrum disorders in medication trials. We conducted a secondary analysis on the Aberrant Behavior Checklist Social Withdrawal subscale using data from two federally-funded, multi-site, randomized trials with risperidone. Study 1 included 52 subjects assigned to placebo and 49 subjects to risperidone under double-blind conditions. Study 2 included 49 subjects assigned to risperidone only and 75 subjects assigned to risperidone plus parent training. After 8 weeks of treatment, all active treatments were superior to placebo (effect sizes ranging from 0.42 to 0.65). The findings suggest that the Social Withdrawal subscale may be a useful measure of social disability in acute treatment trials. [ABSTRACT FROM AUTHOR]

Adolescents and youth with disabilities in South Africa still lack access to sexual and reproductive health and rights services including comprehensive sexuality education, which may increase their vulnerability to SRHR issues such as HIV and sexual violence. This is exacerbated for learners with intellectual disabilities whose educators often lack skills and tools to accommodate these learners in comprehensive sexuality education lessons. The following paper outlines the findings of a formative evaluation of an innovative sexuality training approach for educators of learners with diverse disabilities (Breaking the Silence approach). This approach was developed and piloted with educators across eight schools for learners with intellectual disabilities in KwaZulu-Natal, South Africa. The paper discusses the educators’ understanding and experiences of using this approach. The findings revealed that although educators were able to implement parts of the approach, contextual factors impacted the degree of implementation. These factors were related to perceptions of socio-cultural norms, interpersonal engagement with peers and management, the structural environment of school settings, and the wider community setting. Educators began to address cultural taboos related to talking about sexuality, but were challenged by untrained staff and the larger socio-cultural context, which includes a heighted risk of sexual violence against their learners. The paper concludes with recommendations for a further investigation of the approach within a whole school setting considering the needs of educators to not only acquire skills and knowledge but also to address their larger socio-cultural context in which they have to implement comprehensive sexuality education. [ABSTRACT FROM AUTHOR]

This study aimed to examine the resumption of attention-deficit hyperactivity disorder (ADHD) prescriptions in early adulthood in young people whose ADHD prescriptions stopped in adolescence. Whilst prescribing studies indicate that the proportion of those with ADHD stopping treatment in late adolescence remains in excess of the proportion expected to be symptom free, very few studies have examined patterns of resumption amongst young adults previously prescribed medication. Primary care records from the UK Clinical Practice Research Datalink from 2008 to 2013 were used to examine the outcome of resumption of ADHD prescriptions from age 20 years in a sample of cases with ADHD whose prescriptions stopped aged 14–18 years. A Cox regression model was fitted to explore variables that could theoretically be associated with resumption of prescriptions. Of 1440 cases, 109 (7.6%) had their ADHD prescriptions resumed. Characteristics associated with an increased probability of resumption included female gender, learning disability, referral to adult mental health services, and prescription of antipsychotic medication. In this study, only a small proportion of adolescents who stopped ADHD medication subsequently resumed their prescriptions in primary care. Those that did resume were a more complex group. As many vulnerable individuals with ongoing ADHD symptoms may not have the resources required to surmount the barriers to re-enter services, the implication is that not all those who could benefit from resuming medication are able to do so. The findings raise questions around whether current care models are flexible enough and whether primary care services are adequately supported in managing this group. [ABSTRACT FROM AUTHOR]

Individuals with autism spectrum disorder (ASD) often meet criteria for at least one additional psychiatric disorder. The present study evaluated the utility of the Mini International Neuropsychiatric Interview (MINI) in assessing co-occurring psychiatric disorders in children, adolescents, and young adults with ASD. Ninety-one percent of children/adolescents and thirty-one percent of young adults were diagnosed with one or more co-occurring diagnoses using the MINI. MINI diagnostic rates were comparable to those found in the literature on children/adolescents with ASD; however, in young adults, MINI diagnostic rates were lower relative to rates found in the literature on young adults with ASD. Implications for treatment, transitioning to adulthood, and the need for instruments developed specifically to diagnose co-occurring disorders in ASD are discussed. [ABSTRACT FROM AUTHOR]

Objective Vocational rehabilitation measures support youth and young adults with disabilities to obtain vocational training and to enter the labor market. In Germany, a growing number of young people with psychological disabilities in vocational rehabilitation can be observed. The study at hand focuses on this group and examines their (un-)unemployment biographies before vocational rehabilitation, their access to vocational rehabilitation and identifies their individual challenges within the process of vocational rehabilitation. Methods Using a multi-methods approach, we analyze representative administrative data of the German Federal Employment Agency as well as biographical interviews conducted with young rehabilitants. We compare the population of young rehabilitants with psychological disorders to those with other disabilities in terms of vocational rehabilitation and initial labor market entry in order to get a representative picture about their school to work transitions. Since rehabilitants with psychological disabilities tend to be older than the remaining population, analyses are stratified by age groups. In addition, qualitative in-depth interviews provide an additional and deeper understanding of specific employment barriers youth with psychological disorders have to overcome. Furthermore, the individual perspective gives insight on how the crucial transition from school to work is perceived by the population under study. Results The pathway into vocational rehabilitation of youth with psychological disorders is often characterized by obstacles in their transition from school to work. During rehabilitation, it appears essential to provide psychological stabilization along with vocational training. Although their average level of education is higher than those of other rehabilitants, labor market transition after (often company-external) vocational training challenges many young people with psychological disabilities, leaving many of them with comparatively poor labor market prospects. Conclusions Young persons with psychological disabilities, who come from regular schools or dropped out from regular school or university, seem to find their way to vocational rehabilitation more indirectly. Furthermore, vocational rehabilitation itself is often prolonged for those with psychological disabilities possibly due to a corresponding stabilization process. However, vocational rehabilitation can be a core element within the stabilization process of a psychological disease. [ABSTRACT FROM AUTHOR]

This paper reports on the nature of sexuality education offered to learners with intellectual disabilities in Nairobi, Kenya. Data was gathered using focus group interviews with 56 learners with mild intellectual disabilities in the age range of 16-22 years. It was supplemented by group interviews with teachers and individual interviews with two head teachers and three deputy head teachers. Interviews were tape-recorded with participants' permission and thematically analysed. The findings are presented in three themes: (a) sources of information on sexuality-related issues; (b) sexuality education content; and (c) suggestions for strengthening the current sexuality education programs for the group in question. The paper concludes that sexuality content offered for adolescents with intellectual disabilities is not empowering, it perpetuates their marginalization in society. [ABSTRACT FROM AUTHOR]

In some cases, parents caring for an adult child with an intellectual and/or developmental disability (IDD) must balance this with caregiving for another family member. This dual responsibility, referred to as 'compound caregiving', may contribute to increased feelings of distress, or change their perceived ability to care for their child. The current study examined how compound caregivers differ from other parents of adults with IDD, and whether compound caregiving is significantly associated with family distress. Data was available for 199 parents aged 38 to 91 years who were seeking adult services for their son or daughter with IDD. Parents completed a mailed questionnaire and telephone interview in which they indicated compound caregiver responsibilities. Parents identified as compound caregivers were then compared to those who were not in terms of family characteristics, as well as parental perceptions of burden and mastery, and family distress as measured by the Revised Caregiver Appraisal Scale and the Brief Family Distress Scale, respectively. Nearly half of the parents reported being compound caregivers. The demographic profile of these parents was no different from that of the other parents but their children were slightly younger. Compound caregiving was significantly associated with parental perceptions of burden and mastery and family distress. Demands outside of caring for an adult child with IDD can negatively influence family functioning and must be included as part of caregiving assessments. [ABSTRACT FROM AUTHOR]

Diagnosing Autism Spectrum Disorders (ASD) is important throughout the lifespan. The objective was to investigate the transcultural diagnostic validity of the Social Communication Questionnaire (SCQ) in a clinical sample of 451 adults with Intellectual Developmental Disorder (IDD) with and without ASD in Germany, the U.S.A. and Great Britain. Variables associated with higher SCQ sum-scores were higher levels of IDD, male gender, a diagnosis of ASD and the study site (Germany > U.S.A > G.B.). An ROC analysis revealed a cut-score of 13, which resulted in a sensitivity of 0.87 and a specificity of 0.58. It is recommended to adjust the cut-score according to level of IDD and gender. Further research is needed to align diagnostic assignment of ASD across different sites and countries. [ABSTRACT FROM AUTHOR]

Video-based interventions (i.e., video prompting and video modeling) have been acknowledged as efficient evidence-based practices to teach social or living skills to students with intellectual and developmental disabilities (IDD). However, this strategy has been used less to teach these students’ academic skills, such as literacy skills, and this teaching has typically been directed at young students. Given that, the aim of this study was to teach secondary school students with IDD to find a word in the dictionary by using an intervention package which included video prompting and video modeling strategies. Also, it explores social validity on the implementation of the video-based intervention through a brief questionnaire answered in interview format. A multiple probe across participants design was used to assess the effectiveness of the intervention in three students. Also, practitioners emphasized the usefulness of these strategies when teaching academic skills. The results suggest that participants successfully learned how to use the dictionary to search for an unknown word, although for one of the participants the last step was not reached. Further details of the interventions, procedures and results are provided, and implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Objectives This study examined the risk of postpartum hospital admissions and emergency department (ED) visits among US women with intellectual and developmental disabilities (IDD). Methods We used the 2002-2012 Pregnancy to Early Life Longitudinal Data System and identified deliveries to women with and without IDD. Women with IDD (n = 1104) or case subjects were identified from the International Classification of Diseases and Related Health Problems 9th Revision (ICD-9 CM) codes. The study primary outcome measures were any postpartum hospital admission and any ED visit during three critical postpartum periods (1-42, 43-90, and 1-365 days). We conducted unadjusted and adjusted survival analysis using Cox proportional hazard models to compare the occurrence of first hospital admission or ED visits between women with and without IDD. Results We found that women with IDD had markedly higher rates of postpartum hospital admissions and ED visits during the critical postpartum periods (within 1-42, 43-90, and 91-365 days) after a childbirth. Conclusion for Practice Given the heightened risk of pregnancy complications and adverse birth outcomes and the findings of this study, there is an urgent need for clinical guidelines related to the frequency and timing of postpartum care among new mothers with IDD. Further, this study provides evidence of the need for evidence-based interventions for new mothers with IDD to provide preventive care and routine assessments that would identify and manage complications for both the mother and the infant outside of the traditional postpartum health care framework. [ABSTRACT FROM AUTHOR]

Objectives To examine the association between intensity of home visits in early intervention (EI), perceived helpfulness of home visits in EI, and positive family relationships as predictors of maternal competence at age 3, as well as moderating effects of predictors, controlling for child characteristics, family demographics, and negative life events. Methods Data were drawn from the Early Intervention Collaborative Study (EICS), a 24-year longitudinal investigation of approximately 190 families of children with developmental disabilities who participated in EI programs in Massachusetts and New Hampshire. The primary analytic strategy was multivariable regression modeling. Each independent predictor was tested individually and then all together to build the final model. Interactions between independent predictors were also examined. Results After controlling for child and family characteristics and negative life events, the intensity of home visits was not significantly associated with maternal competence at age 3. However, the helpfulness of home visits (β = 2.94, S.E. = 1.12, p < .01) and positive family relationships (β = 5.11, S.E. = 1.08, p < .001) were associated with higher maternal competence when the child was 3 years old. Conclusions for Practice Recommendations for programs and policy include collecting life course data on families, particularly on their family relationships and experiences in EI and home visiting, assessing family relationships at the beginning of EI using a strengths-based perspective, and closely monitoring the quality of services. [ABSTRACT FROM AUTHOR]

The article discusses a study on the usefulness and usability of tools designed to assess the sexual knowledge of people with intellectual disability (ID). Topics covered include the limited sexual knowledge of people with ID serving as a barrier to sexual health, the preference by clinicians for using sexual knowledge assessment tools to support their work, and the concerns among clinicians about response bias and acquiescence associated with sexual knowledge assessment tools.

The article discusses a study on the views of young people with intellectual disability (ID) on sexuality education. Topics include the study involving young people with ID participating in transition programs in Australia, the difficulty for such people to form social and intimate relationships, and the high risk for women with ID to experience sexual abuse and unwanted or unplanned pregnancies. Also mentioned is how peer education allows young people with ID to learn about their sexuality.

Whilst the transition from school to adult roles can be challenging for any adolescent, for those with an intellectual disability it can present as a particularly difficult time both for the individual and their family. The process may involve coordinated planning, collaboration and decision-making among school staff, families and community agencies. This mixed-methods study utilised information from two cohorts: young people with Down syndrome in Western Australia ( n = 190) and young people with intellectual disability (of any cause) in Queensland, Australia ( n = 150). The parent-report questionnaires administered in both states comprised two parts: part 1 collected information about the individual with intellectual disability including information on health, functioning and service needs, and about specific transition related issues; and part 2 collected information about the health and well-being of their family. The majority (87 %) of parents said that they were involved in decision-making about transition planning but less than two-thirds (59.5 %) of young people were involved in this process. The three most helpful strategies indicated by parents that assisted with transition planning related to the provision of more information about financial assistance, the school transition program and the building of informal community-based supports. A number of themes emerged from the qualitative data which included parents' views and concerns about the capacity of their young adult to adapt and change to life in adulthood, their difficulty navigating services and programs, issues and challenges around their young person building connectedness, strain on family wellbeing and finances and worry about the longer term future. [ABSTRACT FROM AUTHOR]

The article presents a study which explored the intersecting meanings of age, intellectual disability (ID), gender and sexuality used by different professionals. Topics discussed include findings on individuals with ID, the emergence of a change of behaviour among individuals with ID as a means of avoiding risk-taking behaviours, and power relations between groups with and without ID.

Literature indicates a knowledge gap in the preparedness of teachers to deliver sexuality and human immunodeficiency virus (HIV) prevention education to learners with intellectual disabilities in Africa. This paper reports on teachers' opinions on sexuality of Nigerian learners with intellectual disabilities and awareness of their risk of HIV infection. The study utilized key informant interviews with 12 teachers to explore their views on the sexuality and risk of HIV exposure of learners with intellectual disabilities in special schools across Oyo State, Nigeria. Interview scripts were analyzed using interpretative phenomenological analysis. Teachers considered learners with intellectual disabilities as 'hypersexual' and incapable of intimate relationships. Learners with intellectual disabilities were reported to be at risk of exposure to HIV infection due to sexual abuse, transactional sex and lack of sexuality and HIV education. Teachers expressed confidence to deliver sexuality and HIV education but lacked skills to communicate relevant information to learners with intellectual disabilities in accessible formats. Teachers' negative attitudes, misconception and lack of skills to deliver sexuality education to learners with intellectual disabilities have to be addressed through training. Further studies are needed to provide baseline information for developing a tailored sexuality and HIV education for Nigerian learners with different types of disabilities. [ABSTRACT FROM AUTHOR]

The aim of this study was to develop an illustrated sexual-abuse prevention knowledge scale and to examine the knowledge of female high school students (tenth- to twelfth-graders) with intellectual disabilities studying at special education schools in Taiwan. An illustrated scale with 20 true/false items and 10 multiple-choice items was developed to assess the participants' relevant knowledge. Each item consisted of a written question and corresponding illustration(s). A total of 196 female high school students in Taiwan participated in the study. Factor analysis generated five factors: puberty physiology, body boundaries, identification of improper sexual relationships, identification of abusive situations, and coping methods when facing abusive situations. These five factors explained 61.71 and 70.70 % of the variance for the true/false and multiple-choice items, respectively. The reliability analysis of the scale showed a value of .81 for true/false items, .74 for multiple-choice items, and .84 for the whole scale. The participants demonstrated a relatively better level of knowledge of puberty physiology, body boundaries, and identification of improper sexual relationships compared to knowledge of coping methods when facing abusive situations and identification of abusive situations. [ABSTRACT FROM AUTHOR]

Clinical characteristics of autism spectrum disorder (ASD) and intellectual disability (ID) overlap, creating potential for diagnostic confusion. Diagnostic and statistical manual of mental disorders (DSM) criteria that best differentiate children with ID and some ASD features from those with comorbid ID and ASD were identified. Records-based surveillance of ASD among 8-year-old children across 14 US populations ascertained 2816 children with ID, with or without ASD. Area under the curve (AUC) was conducted to determine discriminatory power of DSM criteria. AUC analyses indicated that restricted interests or repetitive behaviors best differentiated between the two groups. A subset of 6 criteria focused on social interactions and stereotyped behaviors was most effective at differentiating the two groups (AUC of 0.923), while communication-related criteria were least discriminatory. Matching children with appropriate treatments requires differentiation between ID and ASD. Shifting to DSM-5 may improve differentiation with decreased emphasis on language-related behaviors. [ABSTRACT FROM AUTHOR]

This study aimed to examine the behavioural sleep-wake rhythm in 36 adults with autism spectrum disorder (ASD) and to determine the prevalence of circadian sleep-wake rhythm disorders compared to age- and sex-matched controls. Participants completed an online questionnaire battery, a 14-day sleep-wake diary and 14-day actigraphy assessment. The results indicated that a higher proportion of adults with ASD met criteria for a circadian rhythm sleep-wake disorder compared to control adults. In particular, delayed sleep-wake phase disorder was particularly common in adults with ASD. Overall the findings suggest that individuals with ASD have sleep patterns that may be associated with circadian rhythm disturbance; however factors such as employment status and co-morbid anxiety and depression appear to influence their sleep patterns. [ABSTRACT FROM AUTHOR]

The article looks at the efficiency of a sex education program meant for mothers of young adults suffering from intellectual disabilities. Topics discussed include the study covered the Sexuality Education Program for Mothers of Young Adults with Intellectual Disabilities involving 44 mothers in Turkey and results showed the program caused mothers to have a positive view towards sex education and enhanced their view for social support.

Chromosome 15q11q13 is among the least stable regions in the genome due to its highly complex genomic architecture. Low copy repeat elements at 15q13.3 facilitate recurrent copy number variants (CNVs), with deletions established as pathogenic and CHRNA7 implicated as a candidate gene. However, the pathogenicity of duplications of CHRNA7 is unclear, as they are found in affected probands as well as in reportedly healthy parents and unaffected control individuals. We evaluated 18 children with microduplications involving CHRNA7, identified by clinical chromosome microarray analysis (CMA). Comprehensive phenotyping revealed high prevalence of developmental delay/intellectual disability, autism spectrum disorder, and attention deficit/hyperactivity disorder. As CHRNA7 duplications are the most common CNVs identified by clinical CMA, this study provides anticipatory guidance for those involved with care of affected individuals. [ABSTRACT FROM AUTHOR]

The Supports Intensity Scale-Children's version (SIS-C) was developed to provide a standardized measure of support needs of children with intellectual disability. Over half of the norming sample had a secondary diagnosis of autism. Using this subset of the sample, we engaged in exploratory analysis to examine the degree to which latent clusters were present in the data, and after identifying these clusters, the degree to which they mapped on the SIS-C standard scores. A four latent class solution provided the best fit to the data. When mapped on SIS-C standard scores, specific patterns of differences were found in life activity domain scores and overall support needs scores. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

In this study, we explored potential associations among self-injurious behaviors (SIB) and a diverse group of protective and risk factors in children with autism spectrum disorder from two databases: Autism and Developmental Disabilities Monitoring (ADDM) Network and the Autism Speaks-Autism Treatment Network (AS-ATN). The presence of SIB was determined from children's records in ADDM and a parent questionnaire in AS-ATN. We used multiple imputation to account for missing data and a non-linear mixed model with site as a random effect to test for associations. Despite differences between the two databases, similar associations were found; SIB were associated with developmental, behavioral, and somatic factors. Implications of these findings are discussed in relation to possible etiology, future longitudinal studies, and clinical practice. [ABSTRACT FROM AUTHOR]

We examined the subjective health and well-being of 389 transition-age youth with autism or intellectual disability using the parent proxy version of the KIDSCREEN-27. Parents reported well-being of youth with autism and youth with intellectual disability lower than a normative sample in the domains of Physical Well-being, Psychological Well-being, and Social Support and Peers. For both groups of young people, the lowest ratings were reported in Social Support and Peers. Higher ratings of well-being in one or more domains were predicted by minority status, youth character strengths, involvement in community activities, and religious faith. Challenging behaviors, autism, age, and speech as the primary mode of communication were predictive of lower ratings of well-being. We discuss implications for special educators and service providers and offer directions for future research. [ABSTRACT FROM AUTHOR]

The article discusses a study that aimed to identify and describe the characteristics of human figure drawing (HFD) in adults with intellectual disabilities (ID), evaluate developmental items in HFD before and after a series of 26 sessions of DMT intervention in adults with ID and evaluate developmental items in the HFD before and after 1 session with dance/movement therapy (DMT) in adults. It suggests that a DMT program may be used as a tool to increase knowledge of the body in adults with ID.

The employment outcomes for young adults with autism or intellectual disability (ID) lag far behind those of their peers without disabilities. Most postsecondary education programs for students with disabilities incorporate internship experiences to foster employment skills. However, the proximity of job coaches may inadvertently hinder social opportunities and independence. We used a multiple-probe, single-case experimental design across three college students with autism or ID to examine the effects of a coaching package on task engagement and social interactions. For all participants, interactions increased and task engagement maintained when job coaches reduced proximity and delivered prompts discreetly through bug-in-ear devices. Participants considered the intervention beneficial and unobtrusive. We present implications for supporting employment preparation within postsecondary education programs. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) and intellectual disability (ID) are neurodevelopmental disorders with strong genetic components. Increasingly, research attention has focused on whether genetic factors conveying susceptibility for these conditions, also influence the risk of other health conditions, such as cancer. We examined the occurrence of hospital admissions and treatment/services for cancer in mothers of children with ASD with or without ID compared with other mothers. After linking Western Australian administrative health databases, we used Cox regression to estimate the hazard ratios (HRs) of any hospitalisations and treatment/services for cancer in these groups of mothers. Mothers of children with ASD without ID had greater risk of admissions for cancer (HR 1.29 [95 % CI 1.1, 1.7]), and for treatment/services in particular (HR 1.41 [95 % CI 1.0, 2.0]), than mothers of children with no ASD/ID, while mothers of children with ASD with ID were no more likely to have a cancer-related hospital admission than other mothers. Mothers of children with autism without ID had increased risk of cancer, which may relate to common genetic pathways. [ABSTRACT FROM AUTHOR]