Promoting Decision Making Capabilities in the Healthcare of Adults with Intellectual and Developmental Disabilities: Ethics and Practice

2021 ◽  
pp. 47-64
Author(s):  
William F. Sullivan ◽  
John Heng ◽  
Michael Bach
Keyword(s):  
Decision Making ◽  
Developmental Disabilities ◽  
Intellectual And Developmental Disabilities

Randomized Controlled Trial to Evaluate an Abuse Prevention Curriculum for Women and Men With Intellectual and Developmental Disabilities

2015 ◽  
Vol 120 (6) ◽  
pp. 490-503 ◽  
Author(s):  
Linda Hickson ◽  
Ishita Khemka ◽  
Harriet Golden ◽  
Aikaterini Chatzistyli
Keyword(s):  
Decision Making ◽  
Developmental Disabilities ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Intellectual And Developmental Disabilities ◽  
Effective Decision ◽  
Effective Decision Making ◽  
Problem Awareness ◽  
The Impact

Abstract This study was designed (a) to assess the impact of the ESCAPE-DD curriculum on the decision-making skills of adults with intellectual and developmental disabilities (IDD) in hypothetical situations of abuse, (b) to examine the role of problem awareness, and (c) to identify factors associated with posttest decision-making performance. Fifty-eight women and men with IDD were randomly assigned to an intervention group or a wait-list control group. Participants who experienced ESCAPE-DD made significantly greater gains on measures of overall effective decision making and safe-now effective decision-making relative to participants in the control group. Problem awareness was related to decision making, but it did not improve as a result of the intervention. Implications of the findings for future curriculum-development efforts are discussed.

Clinical Decision Making and Preference Assessment for Individuals With Intellectual and Developmental Disabilities

2014 ◽  
Vol 119 (2) ◽  
pp. 151-170 ◽  
Author(s):  
Javier Virués-Ortega ◽  
Kristen Pritchard ◽  
Robin L. Grant ◽  
Sebastian North ◽  
Camilo Hurtado-Parrado ◽  
...  
Keyword(s):  
Decision Making ◽  
Developmental Disabilities ◽  
Clinical Decision Making ◽  
Preference Assessment ◽  
Clinical Decision ◽  
Task Engagement ◽  
Assessment Methods ◽  
Intellectual And Developmental Disabilities ◽  
Decision Making Model ◽  
Selection Of

Abstract Individuals with intellectual or developmental disabilities are able to reliably express their likes and dislikes through direct preference assessment. Preferred items tend to function as rewards and can therefore be used to facilitate the acquisition of new skills and promote task engagement. A number of preference assessment methods are available and selecting the appropriate method is crucial to provide reliable and meaningful results. The authors conducted a systematic review of the preference assessment literature, and developed an evidence-informed, decision-making model to guide practitioners in the selection of preference assessment methods for a given assessment scenario. The proposed decision-making model could be a useful tool to increase the usability and uptake of preference assessment methodology in applied settings.

Adults With Intellectual and Developmental Disabilities and Participation in Decision Making: Ethical Considerations for Professional–Client Practice

2010 ◽  
Vol 48 (2) ◽  
pp. 112-125 ◽  
Author(s):  
Gurit Lotan ◽  
Carolyn Ells
Keyword(s):  
Decision Making ◽  
Developmental Disabilities ◽  
Adult Life ◽  
Moral Principle ◽  
Intellectual And Developmental Disabilities ◽  
Respect For Persons ◽  
Ethical Practice ◽  
Guiding Principle ◽  
Planning Processes ◽  
Participation In Decision Making

Abstract In this article, the authors challenge professionals to re-examine assumptions about basic concepts and their implications in supporting adults with intellectual and developmental disabilities. The authors focus on decisions with significant implications, such as planning transition from school to adult life, changing living environments, and managing health issues. The analysis highlights important concepts that are less often addressed: autonomy, empowerment, participation in decision making, asymmetrical power, outer-directedness, and respect for persons. The authors suggest that professionals adopt a moral principle of respect for persons as an overarching guiding principle in their work with adults with intellectual and developmental disabilities. The value of self-determination and person-centered planning processes are placed in the larger scope of ethical practice. The authors offer a set of practical considerations that encourage respect for these individuals by involving them in the decision-making process in situations that have a large impact on them.

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