Decision Making and Intellectual and Developmental Disabilities: Future Directions for Research and Practice

2021 ◽  
pp. 543-556
Author(s):  
Ishita Khemka
Keyword(s):  
Decision Making ◽  
Developmental Disabilities ◽  
Intellectual And Developmental Disabilities ◽  
Future Directions ◽  
Research And Practice

A Review of the Benefits and Barriers to Postsecondary Education for Students With Intellectual and Developmental Disabilities

2021 ◽  
pp. 002246692110133
Author(s):  
Chung Eun Lee ◽  
Julie Lounds Taylor
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Scoping Review ◽  
Reference Lists ◽  
Web Of Science ◽  
Educational Programs ◽  
Intellectual And Developmental Disabilities ◽  
Inclusion Criteria ◽  
Research And Practice ◽  
Program Engagement

Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation, completion). Studies were identified by searching PubMed, PsycINFO, ERIC, and Web of Science databases and reference lists of included articles. Twenty-one studies met inclusion criteria. Multiple benefits were identified for students with IDD and campus. Persistent barriers across all stages of program engagement included lack of funding and lack of collaboration. Barriers specific to stages included lack of knowledge, options, individualized support, integration into campus, and transportation. Implications for research and practice are discussed.

Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review

2021 ◽  
Vol 59 (4) ◽  
pp. 315-334
Author(s):  
Evan E. Dean ◽  
Anne V. Kirby ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Deniz Tekin Ersan ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Self Determination ◽  
Future Research ◽  
Knowledge Gap ◽  
Intellectual And Developmental Disabilities ◽  
Family Role ◽  
Research And Practice ◽  
Family Perspectives ◽  
Home Context

Abstract The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.

Behavioral Treatment of Self-Injury: 2001 to 2016

2019 ◽  
Vol 124 (5) ◽  
pp. 450-469 ◽  
Author(s):  
Lesley A. Shawler ◽  
Samantha R. Russo ◽  
Jennifer L. Hilton ◽  
SungWoo Kahng ◽  
Cheryl J. Davis ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Functional Assessment ◽  
Behavioral Treatment ◽  
Intellectual And Developmental Disabilities ◽  
Future Directions ◽  
Self Injury ◽  
Previous Review ◽  
Assessment And Treatment ◽  
Behavioral Treatments

Abstract Individuals diagnosed with intellectual and developmental disabilities (IDD) frequently exhibit self-injurious behavior (SIB). Previous research has examined the published literature on behavioral treatments of SIB from 1964–2000. Results suggested that these treatments were highly efficacious at decreasing SIB, particularly when based on the results of a functional assessment. The purpose of this review is to update, replicate, and extend the previous research. The current findings indicate an increase in studies reporting automatically maintained SIB as well as less efficacious treatments overall. Discussion of our conclusions and methods of SIB assessment and treatment are discussed, both as they relate to the previous review and for future directions.

The Perceptions of Professionals Toward Siblings of Individuals With Intellectual and Developmental Disabilities

2017 ◽  
Vol 55 (2) ◽  
pp. 72-83 ◽  
Author(s):  
Meghan M. Burke ◽  
Chung eun Lee ◽  
Catherine K. Arnold ◽  
Aleksa Owen
Keyword(s):  
Developmental Disabilities ◽  
Service Delivery ◽  
Delivery System ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Service Delivery System ◽  
Web Based ◽  
Research And Practice ◽  
Positive Experiences ◽  
Sibling Involvement

Abstract Adult siblings of individuals with intellectual and developmental disabilities (IDD) report struggling to navigate the adult disability service delivery system and collaborate with professionals. To date, though, it is unclear how professionals encourage sibling involvement and, accordingly, the facilitators and challenges in working with siblings. For this study, 290 professionals participated in a national web-based survey; participants answered three open-ended questions about ways to involve siblings, positive experiences with siblings, and challenges in working with siblings. Professionals reported person-level and systems-level supports to encourage sibling involvement. Also, professionals reported enjoying working with cohesive families of individuals with IDD and witnessing the benefits that siblings bring to their brothers and sisters with IDD. Challenges in working with siblings included: lack of sibling involvement, systemic barriers, and caregiving burden. Implications for future research and practice are discussed.

Friendships Through Inclusive Postsecondary Education Programs: Perspectives of Current and Former Students With Intellectual and Developmental Disabilities

2021 ◽  
Vol 59 (6) ◽  
pp. 487-501
Author(s):  
Stephanie Spruit ◽  
Erik W. Carter
Keyword(s):  
Social Networks ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
College Experience ◽  
Intellectual And Developmental Disabilities ◽  
Education Programs ◽  
Research And Practice ◽  
Friendship Formation ◽  
Social Lives ◽  
Multiple Meaning

Abstract The formation of friendships is central to the college experience. Yet little is known about the relationships young adults with intellectual and developmental disabilities form through their inclusive postsecondary education programs or maintain after graduation. We interviewed 12 current students and alumni about their social networks and their views regarding friendships. Participants shared their perspectives on the multiple meaning of friendship, the size and composition of their social networks, and the areas in which college has positively impacted their social lives. We offer recommendations for research and practice aimed at understanding and enhancing friendship formation within the inclusive higher education movement.

National Goals for the Education of Children and Youth With Intellectual and Developmental Disabilities: Honoring the Past While Moving Forward

Inclusion ◽  
2015 ◽  
Vol 3 (4) ◽  
pp. 219-226 ◽  
Author(s):  
Colleen A. Thoma ◽  
Irina Cain ◽  
Christine Walther-Thomas
Keyword(s):  
Developmental Disabilities ◽  
Children And Youth ◽  
Intellectual And Developmental Disabilities ◽  
Research And Practice ◽  
The Past ◽  
The Future ◽  
Practice Knowledge

Abstract This article describes the process by which members of the Education Strand of the National Goals 2015 Conference identified recommendations for goals for the next 10 years designed to build on the best of our field's current research and practice knowledge. We describe the Education Strand's five research goals, developed to help the field meet the challenges of the future, and discuss the process that the group of experts who participated in the Education Strand used to reach consensus on these goals.

Developing Inclusive Higher-Education (IHE) Programs for Youth With Intellectual and Developmental Disabilities at the Intersection of Research and Practice

2020 ◽  
Vol 74 (4_Supplement_1) ◽  
pp. 7411500014p1
Author(s):  
Meghan Blaskowitz ◽  
Alia Pustorino-Clevenger ◽  
Rachel Carretta ◽  
Morgan Cargiulo ◽  
Jayme Kraft
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Intellectual And Developmental Disabilities ◽  
Research And Practice
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