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Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed.

Growing interest in the pathogenesis of autism spectrum disorders (ASDs) and other intellectual and developmental disabilities (IDD) has led to emerging evidence implicating a role for oxidative stress. However, understanding the strength of this association is made challenging by the use of a variety of purported biomarkers of oxidative stress, many of which have either uncertain specificity or flawed methods of analysis. This review aims to address this issue, which is widespread in the ASD and IDD literature, by providing readers with information concerning the strengths and limitations of the choice and analysis of biomarkers of oxidative stress. We highlight that biomarkers and assays should be specific, sensitive, reproducible, precise, robust, and chosen with careful consideration. Future studies should be sufficiently powered and address sample collection, processing, and storage which are, additionally, poorly considered, sources of bad practice, and potential errors. Only with these issues considered, will the data lead to conclusions as to the precise role of oxidative stress in ASDs and IDD.

Transitioning to post-secondary education is often challenging for students with intellectual and developmental disabilities (IDD). To address this, Florida International University, specifically FIU Embrace, piloted the Embrace Mentoring Program (EMP), which provided unique role-specific workshops to both faculty/staff mentors, and student mentees with IDD. A mixed-method design was used to analyze knowledge acquisition and participant perceptions of the workshops. Quantitative findings indicated knowledge improvement in a key area for mentors, while qualitative data demonstrated a positive response to workshop content, and highlighted areas of improvement for future workshops. Ultimately, the results from the pilot EMP demonstrated promise in supporting students with IDD towards academic and career-related goals, by providing mentorship training to both mentors "and" mentees.

This study evaluated the measurable impact of the use of virtual interactive training agents (ViTA) as a way to practice interviewing and gain confidence in responding to questions asked during job interviews. Of the total participants (n = 153), the majority were male (72.55%) with an average age of 21.71 years old (SD = 3.14 years). Autism spectrum disorders (ASDs; 64.71%) and intellectual disability (40%) were the most frequently reported diagnoses. Using a within-subjects repeated measures design, the repeated measures linear regression analysis found that the average self-efficacy score increased by 0.31 (p = 0.002), and statistically significant increases were found in all three subscales. Further development of virtual reality interventions like ViTA, that improve outcomes for adults with ASDs and other developmental disabilities, is warranted.

Background: Transitioning to adult healthcare systems can be challenging, especially if left unaddressed for adolescents with special healthcare needs (ASHCN), such as those with autism spectrum disorder and attention-deficit/ hyperactivity disorder. While there is evidence of disparities between different demographics regarding general healthcare services, research on healthcare-specific transition planning is lacking. Thus, there is a critical need to continually investigate these disparities. Method: Using nationally representative data from the 2016 National Survey for Children's Health, several analyses were conducted to examine doctor-patient interactions and discussions about transitioning to adult health care. Accounting for demographic and diagnostic indicators allowed for the assessment of disparities. Results: Findings revealed significant disparities between age, disability and race relative to various healthcare transition support services. Conclusions: Findings provide valuable information that can inform the development of training programmes for healthcare providers, influence policy, modify procedures and interventions and highlight the need for increased advocacy for ASHCN.

Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed., Author(s): Rumi Agarwal [sup.1] [sup.2] [sup.3] , Laura Heron [sup.1] [sup.2] [sup.4] , Shanna L. Burke [sup.1] [sup.2] Author Affiliations: (1) grid.65456.34, 0000 0001 2110 1845, BRAINN Lab, School of [...]

Growing interest in the pathogenesis of autism spectrum disorders (ASDs) and other intellectual and developmental disabilities (IDD) has led to emerging evidence implicating a role for oxidative stress. However, understanding the strength of this association is made challenging by the use of a variety of purported biomarkers of oxidative stress, many of which have either uncertain specificity or flawed methods of analysis. This review aims to address this issue, which is widespread in the ASD and IDD literature, by providing readers with information concerning the strengths and limitations of the choice and analysis of biomarkers of oxidative stress. We highlight that biomarkers and assays should be specific, sensitive, reproducible, precise, robust, and chosen with careful consideration. Future studies should be sufficiently powered and address sample collection, processing, and storage which are, additionally, poorly considered, sources of bad practice, and potential errors. Only with these issues considered, will the data lead to conclusions as to the precise role of oxidative stress in ASDs and IDD., Author(s): Shanna L. Burke [sup.1] , Jessica Cobb [sup.2] , Rumi Agarwal [sup.1] [sup.3] [sup.4] , Marlaina Maddux [sup.1] [sup.3] [sup.6] , Marcus S. Cooke [sup.2] [sup.5] Author Affiliations: (1) [...]

Objective: This study examined the effectiveness of traumatic incident reduction (TIR) among a sample of adults with trauma histories through a review of client records. TIR is a brief, structured, person-centered, memory-based intervention that helps individuals process traumatic memories, thus eliminating or significantly reducing negative psychological consequences and promoting insight and growth. Method: On average, participants (N = 247) were 37 years old (SD = 10.98), mostly women, and racially and ethnically diverse. Self-reported posttraumatic stress, anxiety, depression, and expectations for future success were assessed prior to treatment, midway, and after treatment. A series of analysis of covariance models with repeated measures were examined, controlling for participants' biological sex and total number of hours spent in psychoeducational groups. Results: Posttraumatic stress, anxiety, and depression symptoms were significantly reduced, and expectations for future success increased. Conclusions: Findings support the potential of TIR to positively impact clients' mental health and well-being.

In Florida, the Agency for Persons with Disabilities provides waivers for adults with the following types of disabilities: intellectual disability, autism spectrum disorder, cerebral palsy, spina bifida, Down syndrome, and Prader-Willi syndrome. This review examined the peer-reviewed literature to indicate and assess the common needs for individuals with intellectual and developmental disabilities. Current models of service delivery, the efficacy of these services, and remaining gaps in the need fulfillment of individuals within the six diagnostic categorizations of interest were examined. Severity level within each diagnostic category was plotted on a matrix according to whether the needs of individuals were minimal, moderate, severe, or universal. The study found that sexual health education, socialization, and adult-focused medical care are universal needs among the six conditions. The study indicates that health-care professionals must work toward addressing the many unmet needs in comprehensive life span care services for adult individuals with neurodevelopmental disorders.

Transitioning to post-secondary education is often challenging for students with intellectual and developmental disabilities (IDD). To address this, Florida International University, specifically FIU Embrace, piloted the Embrace Mentoring Program (EMP), which provided unique role-specific workshops to both faculty/staff mentors, and student mentees with IDD. A mixed-method design was used to analyze knowledge acquisition and participant perceptions of the workshops. Quantitative findings indicated knowledge improvement in a key area for mentors, while qualitative data demonstrated a positive response to workshop content, and highlighted areas of improvement for future workshops. Ultimately, the results from the pilot EMP demonstrated promise in supporting students with IDD towards academic and career-related goals, by providing mentorship training to both mentors and mentees., Author(s): Rumi Agarwal [sup.1] [sup.2] [sup.3] , Laura Heron [sup.1] [sup.2] [sup.4] , Mitra Naseh [sup.1] [sup.2] [sup.5] , Shanna L. Burke [sup.1] [sup.5] Author Affiliations: (1) grid.65456.34, 0000 0001 [...]

This study evaluated the measurable impact of the use of virtual interactive training agents (ViTA) as a way to practice interviewing and gain confidence in responding to questions asked during job interviews. Of the total participants (n = 153), the majority were male (72.55%) with an average age of 21.71 years old (SD = 3.14 years). Autism spectrum disorders (ASDs; 64.71%) and intellectual disability (40%) were the most frequently reported diagnoses. Using a within-subjects repeated measures design, the repeated measures linear regression analysis found that the average self-efficacy score increased by 0.31 (p = 0.002), and statistically significant increases were found in all three subscales. Further development of virtual reality interventions like ViTA, that improve outcomes for adults with ASDs and other developmental disabilities, is warranted., Author(s): Shanna L. Burke [sup.1] , Tan Li [sup.2] , Adrienne Grudzien [sup.1] , Stephanie Garcia [sup.2] Author Affiliations: (1) grid.65456.34, 0000 0001 2110 1845, School of Social Work, Robert [...]

An estimated 19% of students enrolled in postsecondary education in the US have a disability. However, students with disabilities often face barriers, including accessibility challenges, that result in lower attendance and graduation rates. It is therefore critical that universities take action to ensure campuses are fully inclusive and accessible. Using the Design Thinking Model, a workshop was conducted at a large Southeastern University to bring together a diverse group of stakeholders (n = 32) to brainstorm innovative solutions to accessibility challenges. Four potential solutions were generated that aimed to improve campus infrastructure, the mobile map application, and general advocacy of people with disabilities, and to establish a task force to ensure that addressing accessibility concerns remains a long-term priority. After the workshop, participants reported having greater knowledge of accessibility policies, awareness of accessibility issues on campus, and an increased ability to address accessibility issues when they arise. Participants without disabilities also reported being more likely to notice accessibility challenges on campus and felt more confident talking to individuals with disabilities. Workshops that leverage the Design Thinking Model show promise in generating solutions that could tackle accessibility challenges on postsecondary campuses and increase knowledge of university policies and procedures related to accessibility. [ABSTRACT FROM AUTHOR]

Obtaining good quality sleep is crucial to mental health. Social work students might be particularly vulnerable to mental health challenges and insufficient sleep, which can have important implications for self-care education. Examining social work students' sleep characteristics (i.e. sleep duration and sleep quality) and health knowledge gaps can provide an important context for promoting healthy sleep among social work students. Nonetheless, the empirical literature lacks such data. The purpose of this study was to employ a sample of undergraduate and graduate social work students to: 1. assess sleep duration and sleep quality; 2. quantitatively and qualitatively examine knowledge about sleep and healthy sleep behaviors; and 3. identify sleep health knowledge gaps. Twenty-five social work students completed validated assessments and participated in a semi-structured focus group. Quantitative and qualitative data highlight poor sleep duration, poor sleep quality, and sleep health knowledge gaps among this population. Data also reveal that while students recognize the importance of sleep, they have difficulty obtaining adequate sleep due to various contextual constraints. These data support the importance of including sleep health in self-care education among social work students and highlight sleep health knowledge gaps that could be integrated into self-care education. [ABSTRACT FROM AUTHOR]

Conversational virtual human (VH) agents are increasingly used to support role-play experiential learning. This project examined whether a Virtual Interactive Training Agent (ViTA) system would improve job interviewing skills in individuals with autism and developmental disabilities (N = 32). A linear mixed model was employed to evaluate adjusted least square mean differences of means scores on the Marino Interview Assessment Scale (MIAS) across different time points. The mean score of MIAS over all questions increased between the first ViTA session and the final face-to-face interview. Participants developed the ability to identify strengths, self-promote, self-advocate, answer situational questions, and respond to behavioral/social questions as measured by multiple evaluations using the MIAS.

In this paper, factors associated with poverty among refugees were explored using a nationally representative sample in the United States. Relying on the social exclusion theory,) a refugee integration framework was selected as a conceptual framework of the study. Poverty was calculated based on households' income (income poverty) and deprivation in three domains of education, health, and housing (multidimensional poverty). Multivariate models of the study identified limited English language proficiency as the strongest predictor of both income and multidimensional poverty among refugees. The findings call for more attention to English language training among refugees in the United States. [ABSTRACT FROM AUTHOR]

Nursing home residents over the age of 65 years are at high risk for poor oral health and related complications such as pneumonia and adverse diabetes outcomes. A preliminary study found that Massachusetts' nursing homes generally lack the training and resources needed to provide adequate oral health care to residents. In this study, an intervention targeting Certified Nurses' Aides (CNAs) was developed and tested. We hypothesized that following the training, CNAs would have increased knowledge and self-efficacy toward providing oral health care to the residents in their charge.

Conversational virtual human (VH) agents are increasingly used to support role-play experiential learning. This project examined whether a Virtual Interactive Training Agent (ViTA) system would improve job interviewing skills in individuals with autism and developmental disabilities (N = 32). A linear mixed model was employed to evaluate adjusted least square mean differences of means scores on the Marino Interview Assessment Scale (MIAS) across different time points. The mean score of MIAS over all questions increased between the first ViTA session and the final face-to-face interview. Participants developed the ability to identify strengths, self-promote, self-advocate, answer situational questions, and respond to behavioral/social questions as measured by multiple evaluations using the MIAS., Author(s): Shanna L. Burke [sup.1] , Tammy Bresnahan [sup.2] , Tan Li [sup.3] , Katrina Epnere [sup.3] , Albert Rizzo [sup.4] [sup.5] , Mary Partin [sup.2] , Robert M. Ahlness [...]

Inclusive Postsecondary Education (IPSE) programs offer students with intellectual disabilities (ID) the opportunity to enhance academic, career, and independent living skills, with the ultimate goal of preparing them for meaningful employment. Given the significance of such programs and their rapid growth across the country and in Florida, an ongoing examination of the progress, challenges, and support needs of IPSE programs is crucial. To extend current research efforts at the state level, two focus groups (n = 12) were conducted representing 11 of Florida's IPSE programs and one state agency to explore the experiences of IPSE programs in Florida. Four major themes were generated following thematic analysis of data: the need for preparing students and families for postsecondary education environments, the types of support Florida's IPSE programs have received, the major barriers IPSE programs are currently facing, and finally, what IPSE programs need in the future to continue to support students with ID. Findings from this study offer significant insights into the current status and needs of Florida's IPSE programs and serve to inform the work of disability resource providers, and the creation, expansion, and sustainability of IPSE programs across the state. [ABSTRACT FROM AUTHOR]

Purpose: This systematic review examines the literature related to digital interventions and applies the findings to the mental health and well-being of international migrants. Method: A total of 1,854 articles were found during the initial search. Removing duplicates (n = 95) produced a sample of 1,759 articles for review. Next, 1,750 articles were excluded based on inclusion criteria. The final sample was comprised of nine articles for review. Results: The final articles reviewed in this study were categorized according to the examined outcomes: 1) depression; 2) mental health literacy and stigma; 3) social connections; and 4) post-traumatic stress disorder. All but one of the studies reported positive effects ranging from small to large effect sizes. The majority of studies (n = 6) can be rated as moderate in quality using established measures. Conclusion: A few digital interventions have been designed to address mental health and well-being of international migrants. [ABSTRACT FROM AUTHOR]