The Impact of Anxiety on Decision Making in Individuals with Intellectual and Developmental Disabilities or a Diagnosis on the Autism Spectrum

2021 ◽  
pp. 173-196
Author(s):  
Dawn Adams ◽  
Stephanie Malone
Keyword(s):  
Decision Making ◽  
Developmental Disabilities ◽  
Autism Spectrum ◽  
Intellectual And Developmental Disabilities ◽  
The Impact

scholarly journals Stigma experienced by family members of people with intellectual and developmental disabilities: multidimensional construct

BJPsych Open ◽  
2018 ◽  
Vol 4 (5) ◽  
pp. 332-338 ◽  
Author(s):  
Natasha Mitter ◽  
Afia Ali ◽  
Katrina Scior
Keyword(s):  
Developmental Disabilities ◽  
Caregiver Burden ◽  
Family Members ◽  
Well Being ◽  
Autism Spectrum ◽  
Self Report ◽  
Intellectual And Developmental Disabilities ◽  
Subjective Well Being ◽  
Good Reliability ◽  
The Impact

BackgroundThere is a lack of good-quality instruments measuring stigma experienced by family members of stigmatised people.AimsTo develop a self-report measure of stigma among families of people with intellectual and developmental disabilities and examine associations between family stigma and other variables.MethodThe new Family Stigma Instrument (FAMSI) was tested with 407 family carers, 53% of whose offspring had an autism spectrum disorder in addition to intellectual disability. They also completed measures of subjective well-being, caregiver burden, self-esteem and social support.ResultsThe FAMSI yielded a five-factor structure and had good reliability. Perceived family stigma, caregiver burden and subjective well-being were the strongest predictors of family stigma.ConclusionsThis instrument can advance our understanding of the impact of stigma on family members. It can also help us understand sociodemographic, psychosocial and contextual variables of both the carer and cared for person that may influence family members' experiences.Declaration of interestNone.

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.

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

2021 ◽  
pp. 016264342198997
Author(s):  
Sojung Jung ◽  
Ciara Ousley ◽  
David McNaughton ◽  
Pamela Wolfe
Keyword(s):  
Developmental Disabilities ◽  
Positive Impact ◽  
Single Case ◽  
Effect Sizes ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Positive Effects ◽  
Analytic Review ◽  
Wide Range ◽  
The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

scholarly journals Parenting and Future Anxiety: The Impact of Having a Child with Developmental Disabilities

2019 ◽  
Vol 16 (4) ◽  
pp. 668 ◽  
Author(s):  
Anna Bujnowska ◽  
Celestino Rodríguez ◽  
Trinidad García ◽  
Débora Areces ◽  
Nigel Marsh
Keyword(s):  
Developmental Disabilities ◽  
Autism Spectrum ◽  
General Level ◽  
Older Children ◽  
Future Health ◽  
Related Factors ◽  
Professional Career ◽  
Increased Risk ◽  
Lower Education ◽  
The Impact

This study examined differences in future anxiety (FA) among mothers and fathers of children with and without developmental disabilities (DD), and it also analyzed differences in FA within the group of parents of children with DD taking into consideration parent-related factors and child-related factors. A group of 167 parents of children with DD were compared to a group of 103 parents of children with typical development. The group with DD included children with autism spectrum disorders, sensory disorders, and intellectual disability. Parents completed the Future Anxiety Scale-FAS1. Mothers of children with DD had a higher general level of FA than fathers of children with and without DD. Mothers of children with DD reported higher anxiety about their future health and the meaning of their future life than fathers of children with DD. For parents of children with DD, those with lower education, male children, and older children reported higher FA. The group at risk of highest general FA are mothers of children with DD, especially those without a professional career. Similarly, parents of teenagers and/or sons with DD are at increased risk of FA.

The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities

2020 ◽  
Vol 45 (4) ◽  
pp. 271-287
Author(s):  
Lindsay S. Athamanah ◽  
Marisa H. Fisher ◽  
Connie Sung ◽  
Jinny E. Han
Keyword(s):  
High School Students ◽  
Developmental Disabilities ◽  
Peer Mentoring ◽  
Social Impact ◽  
Mentoring Programs ◽  
Future Research ◽  
Mentoring Program ◽  
Intellectual And Developmental Disabilities ◽  
Peer Mentors ◽  
The Impact

Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors ( n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.

Impact of Medicaid Managed Care on Illinois's Acute Health Services Expenditures for Adults With Intellectual and Developmental Disabilities

2018 ◽  
Vol 56 (2) ◽  
pp. 133-146 ◽  
Author(s):  
Kiyoshi Yamaki ◽  
Coady Wing ◽  
Dale Mitchell ◽  
Randall Owen ◽  
Tamar Heller
Keyword(s):  
Developmental Disabilities ◽  
Managed Care ◽  
Health Services ◽  
Cost Savings ◽  
Intellectual And Developmental Disabilities ◽  
Fee For Service ◽  
Access To Health Services ◽  
Medicaid Managed Care ◽  
The Difference ◽  
The Impact

Abstract States have increasingly transitioned Medicaid enrollees with disabilities from fee-for-service (FFS) to Medicaid Managed Care (MMC), intending to reduce state Medicaid spending and to provide better access to health services. Yet, previous studies on the impact of MMC are limited and findings are inconsistent. We analyzed the impact of MMC on costs by tracking Illinois's Medicaid acute health services expenditures for adults with intellectual and developmental disabilities (IDD) living in the community (n = 1,216) before and after their transition to MMC. Results of the difference-in-differences (DID) regression analysis using an inverse propensity score weight (IPW) matched comparison group (n = 1,134) design suggest that there were no significant state Medicaid cost savings in transitioning people with IDD from FFS to MMC.

scholarly journals Establishing Equivalence: Methodological Progress in Group-matching Design and Analysis

2013 ◽  
Vol 118 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Sara T. Kover ◽  
Amy K. Atwood
Keyword(s):  
Developmental Disabilities ◽  
Propensity Scores ◽  
Fragile X ◽  
Autism Spectrum ◽  
Intellectual And Developmental Disabilities ◽  
Matching Effect ◽  
Equivalence Tests ◽  
Variance Ratios ◽  
Mean Differences ◽  
Group Matching

Abstract This methodological review draws attention to the challenges faced by intellectual and developmental disabilities researchers in the appropriate design and analysis of group comparison studies. We provide a brief overview of matching methodologies in the field, emphasizing group-matching designs used in behavioral research on cognition and language in neurodevelopmental disorders, including autism spectrum disorder, Fragile X syndrome, Down syndrome, and Williams syndrome. The limitations of relying on p values to establish group equivalence are discussed in the context of other existing methods: equivalence tests, propensity scores, and regression-based analyses. Our primary recommendation for advancing research on intellectual and developmental disabilities is the use of descriptive indices of adequate group matching: effect sizes (i.e., standardized mean differences) and variance ratios.

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