Parent and Sibling Roles in Decision Making with Individuals with Intellectual and Developmental Disabilities

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.

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“What ELSE about this job?” Teaching Job Decision-Making to College Students With Intellectual and Developmental Disabilities

Journal of Developmental and Physical Disabilities ◽

10.1007/s10882-021-09820-x ◽

2021 ◽

Author(s):

Ayse Torres ◽

Kelly B. Kearney ◽

Lauren Berlingo ◽

Michael P. Brady

Keyword(s):

College Students ◽

Decision Making ◽

Developmental Disabilities ◽

Intellectual And Developmental Disabilities

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

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-119.2.151 ◽

2014 ◽

Vol 119 (2) ◽

pp. 151-170 ◽

Cited By ~ 24

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.

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

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-48.2.112 ◽

2010 ◽

Vol 48 (2) ◽

pp. 112-125 ◽

Cited By ~ 24

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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