Promoting Self-Determination for Better Health and Wellbeing for Adolescents who have an Intellectual Disability

2013 ◽  
Vol 38 (2) ◽  
pp. 93-114 ◽  
Author(s):  
Suzanne Carrington ◽  
Nicholas Lennox ◽  
Michael O'Callaghan ◽  
Lyn McPherson ◽  
Gitta Selva
Keyword(s):  
Intellectual Disability ◽  
School Curriculum ◽  
Self Determination ◽  
Special Schools ◽  
Health And Wellbeing ◽  
Education And Health ◽  
Curriculum Framework ◽  
Research Questions ◽  
Disability Education ◽  
Health Diary

The focus of this paper is on an Australian research project that evaluated the effectiveness of a resource called theAsk Health Diary, which is used in the school curriculum to promote self-determination for better health and wellbeing for adolescents who have an intellectual disability. Education and health researchers used questionnaires and interviews to gather data from adolescents attending special schools and special education units located in secondary schools in south-east Queensland, their teachers and their parents/carers. This paper reports on two research questions: First, ‘How did the teachers use theAsk Health Diaryto promote self-determination in health?’, and second, ‘How did teachers, parents/carers and students perceive the benefits and value of theAsk Health Diary?’ The findings indicate that theAsk Health Diaryprovides a sound curriculum framework for teachers, adolescents and parents/carers to work together to promote self-determination and better health outcomes for young people who have an intellectual disability.

scholarly journals Advancing the Curriculum for Young People who have an Intellectual Disability. Advocacy in Health: A Pilot Study

2008 ◽  
Vol 32 (2) ◽  
pp. 177-186 ◽  
Author(s):  
Suzanne Carrington ◽  
Nick Lennox
Keyword(s):  
Intellectual Disability ◽  
Pilot Study ◽  
Young People ◽  
Independent Living ◽  
Well Being ◽  
School Curriculum ◽  
Health Needs ◽  
Self Advocacy ◽  
Reported Data ◽  
Health Diary

This article reports on the pilot work for a collaborative National Health and Medical Research Council project in Australia involving education and health professionals to improve the health and well-being of young people who have an intellectual disability. The pilot study was a qualitative exploration of teacher experiences using a health diary as part of the special education curriculum over a six-month period. The research questions were: (1) How did teachers include health-related matters in the curriculum before use of the Ask Health Diary?; and (2) How did teachers and students use the Ask Health Diary as a component of the school curriculum and what were the benefits? The Ask Health Diary was used to introduce students to the concept of self-advocacy in relation to their health needs and provide practical strategies for supporting students’ learning about self-advocacy in relation to their health. The reported data indicates that the Ask Health Diary was a popular resource for students and teachers and raised awareness of the importance of developing the communication skills and independent living abilities necessary for young people to advocate for their own health needs. The pilot study indicates that there is merit in including the diary in a health-based school curriculum for adolescents who have an intellectual disability.

scholarly journals Linking education and health data to examine the characteristics of children prescribed antipsychotic medication.

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Sinead Brophy ◽  
Jonathan Kennedy ◽  
Fabiola Fernandez-Gutierrez ◽  
Ann John ◽  
Robert Potter ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Antipsychotic Medication ◽  
Routine Data ◽  
Behavioural Problems ◽  
Special Schools ◽  
Education And Health ◽  
Diagnosis Codes ◽  
Younger Age ◽  
Mental Disorder Diagnosis ◽  
Education Records

ABSTRACTObjectivesTo examine the characteristics of children who are prescribed antipsychotic medication. ApproachA cohort study using routine data from general practitioner and hospital records linked with education records. All children in Wales between the years 1999 to 2014 were included in the analysis, demographic characteristics and outcomes of children were stratified by intellectual disability/autism (identified using education records and GP records) and antipsychotic use. All data were linked and held in the Secure Anonymised Information Linkage (SAIL) Databank in Wales ResultsOf children with intellectual disability 2.4 % (360/14428) have been prescribed an antipsychotic and 75 % of these have a diagnosis of autism. This compares with 0.19% (1126/602320) of children without intellectual disability who are prescribed an antipsychotic. Children, predominantly boys (78.1% (281/360) of those with intellectual disability prescribed an antipsychotic were boys compared to 67.12% (9442/14068) of those not prescribed antipsychotics), with aggression codes (17.5% of those on an antipsychotic had aggression codes compared to 1.36% of those without antipsychotic) were more likely to be prescribed antipsychotics. Those with intellectual disabilities were prescribed antipsychotics at a younger age (58 % of those with intellectual disability started the drug before the age of 14 compared to 29 % of those without intellectual disability) but were less likely to be from a deprived area compared to those prescribed antipsychotics but without intellectual disability/autism (22.5 % and 28.4 %, were in the lowest fifth of deprivation, intellectual disability and non- intellectual disability, respectively). Antipsychotic use was associated with more visits to the GP for epilepsy, diabetes and injury (post drug compared to prior to drug) and higher deaths in childhood (compared to those not give antipsychotics). ConclusionsThe linkage of the education records allowed intellectual disability to be used as an explanatory factor in analysis looking at drug prescriptions. The majority of children prescribed antipsychotics do not have psychotic or mental disorder diagnosis codes but have a diagnosis of behavioural problems, attend special schools and have intellectual difficulties. In the group with intellectual disability/autism there is evidence that the use of antipsychotics may be associated with more visits to the GP for epilepsy, diabetes, injury (post drug compared to prior to drug) and is associated with more deaths in childhood. These findings support concerns that antipsychotics may be over used for managing predominately behavioural problems.

Understanding practitioners’ needs in supporting self-determination in people with intellectual disability.

2020 ◽  
Vol 51 (4) ◽  
pp. 341-351 ◽  
Author(s):  
Cristina Mumbardó-Adam ◽  
Eva Vicente Sánchez ◽  
David Simó-Pinatella ◽  
Teresa Coma Roselló
Keyword(s):  
Intellectual Disability ◽  
Self Determination

Self-Determination Among Transition-Age Youth With Autism or Intellectual Disability: Parent Perspectives

2013 ◽  
Vol 38 (3) ◽  
pp. 129-138 ◽  
Author(s):  
Erik W. Carter ◽  
Kathleen Lynne Lane ◽  
Molly Cooney ◽  
Katherine Weir ◽  
Colleen K. Moss ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Self Determination ◽  
Parent Perspectives ◽  
Transition Age Youth ◽  
Transition Age

scholarly journals Asking Young Adults about Their Attitudes toward and Knowledge of Sex in Later Life

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 870-871
Author(s):  
Iulia Fratila ◽  
Liza Berdychevsky
Keyword(s):  
Older Adults ◽  
Young Adults ◽  
Survey Methods ◽  
Leisure Activity ◽  
Later Life ◽  
Health And Wellbeing ◽  
Knowledge And Attitudes ◽  
Intercept Survey ◽  
Knowledge Practice ◽  
Research Questions

Abstract Sexual expression is a lifelong need related to health and wellbeing. However, older adults’ sexuality is often neglected and stigmatized due to societal ageist stereotypes portraying them as asexual. Although baby boomers’ generation resists such portrayals, societal acceptance of sexuality in later life is slow to materialize. The purpose of this study was to explore this acceptance among young adults while focusing on three research questions: (1) How much do young adults know about older adults’ sexuality and how do they feel about it? (2) Do young adults’ knowledge and views of later-life sexuality vary by gender? (3) Do young adults’ views of later-life sexuality vary based on their general attitudes toward sexuality? Data collection included online and intercept survey methods. The sample (N=270) was young (M=21.58 years, SD=4.32) and included 149 women and 113 men. Results revealed that young adults had medium levels of knowledge, yet rather permissive/open-minded attitudes regarding later-life sexuality. Higher levels of knowledge were unrelated to more permissive attitudes. Independent samples t-test revealed no differences by gender in young adults’ knowledge and attitudes. However, multiple regression results indicated that general liberal attitudes toward sexuality (β=.772, t=17.867, p=.000) and viewing sex as leisure activity (β=.147, t=3.338, p=.001) are significant predictors of having more permissive/open-minded attitudes toward older adults’ sexuality (R2=.557, F(3,266)=111.390, p=.000). These findings suggest that socio-psychological (rather than cognitive and demographic) factors drive the acceptance of later-life sexuality among young adults. This study offers valuable insights for knowledge, practice, and advocacy concerning older adults’ sexuality.

Self‐determination and future goals in a sample of adults with intellectual disability

2019 ◽  
Vol 64 (1) ◽  
pp. 27-37 ◽  
Author(s):  
I. Di Maggio ◽  
K. A. Shogren ◽  
M. L. Wehmeyer ◽  
L. Nota
Keyword(s):  
Intellectual Disability ◽  
Self Determination ◽  
Future Goals

scholarly journals Computational Thinking and Educational Technology: A Scoping Review of the Literature

2022 ◽  
Vol 12 (1) ◽  
pp. 39
Author(s):  
Jesús Acevedo-Borrega ◽  
Jesús Valverde-Berrocoso ◽  
María del Carmen Garrido-Arroyo
Keyword(s):  
Collective Intelligence ◽  
Computational Thinking ◽  
School Curriculum ◽  
Exclusion Criteria ◽  
Final Sample ◽  
Literature Reviews ◽  
The Face ◽  
Ct Evaluation ◽  
Research Questions ◽  
Present Systematic Review

Interest in computational thinking (CT) in the scientific community has increased significantly in the last 4 years, as evidenced by the numerous systematic reviews carried out. However, there is a lack of reviews that update the emerging conceptualization of CT and which also examine the roles of the school curriculum and teachers in the face of CT. A systematic literature review (SLR) consists of a collection of research conducted according to previous criteria with the aim of answering research questions with validity and quality. For this reason, the PRISMA-ScR statement was followed. Articles published in scientific journals, from Scopus and WoS, between January 2018 and August 2021 were included, in the English or Spanish language. The initial search resulted in 492 articles, to which the inclusion-exclusion criteria were applied. The final sample of texts for the present systematic review was n = 145. The texts were analyzed from three perspectives: conceptual, documentary and pedagogical. Thus, a renewal of previous literature reviews was carried out, updating the situation with research from recent years and new data, obtained to contribute to the collective intelligence on methodological strategies (80% of the sample was divided into “plugged” and “unplugged”); educational (more than 50% studied CT evaluation); and resources, including a collection of more than 119 educational resources.

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