L’après-parents: étude exploratoire sur les perceptions de mères qui vieillissent avec un adulte ayant une déficience intellectuelle

2012 ◽  
Vol 31 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Marc-André Bernard ◽  
Georgette Goupil
Keyword(s):  
Intellectual Disability ◽  
Exploratory Study ◽  
Transition Planning ◽  
Déficience Intellectuelle ◽  
The Future

ABSTRACTFamilies of adults with an intellectual disability (ID) face post-parent transition when they can no longer assume their son’s or daughter’s care. This exploratory study aims to assess the perceptions of 12 mothers (Mage= 65.1; years,SD: 11) sharing a household with an adult with an ID (Mage= 36.9;SD: 11.4)): benefits and constraints of cohabitation, residence transition planning, perceptions and emotions about the future. The results of a questionnaire completed in an interview indicate that several mothers can envision siblings becoming potential caregivers for the future and that the transition generates emotions relating to their son’s or daughter’s welfare. However, participants’ planning of the transition is not advanced in most cases.

scholarly journals Narratives about the internet of things: an exploratory study of the articles published in Folha online between 2011 and 2016

Intexto ◽  
2019 ◽  
pp. 139-165
Author(s):  
André Luiz Martins Lemos ◽  
Daniel Góis Rabêlo Marques ◽  
Elias Cunha Bitencourt
Keyword(s):  
Internet Of Things ◽  
Exploratory Study ◽  
Sao Paulo ◽  
The Internet ◽  
São Paulo ◽  
Economic Issues ◽  
The Future ◽  
Privacy Issues ◽  
The Internet Of Things

The article describes how the Brazilian media shows the Internet of Things. The corpus is composed of 165 texts of Folha de São Paulo published online between 2011 and 2016. A data scraping tool was developed to extract the texts, which were analyzed using Atlas.ti. As criterion of analysis, we sought to identify the most cited objects, the qualities attributed to them, as well as the most recurrent IoT definitions. We also observed the main themes found in the texts and the judgment implied by the articles. We conclude that IoT is defined by the connectivity between intelligent objects, linked to technical and economic issues and to the imaginary of the future. These objects work mostly in the residential, health and transportation areas. Privacy issues still do not dominate the discussions.

Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities

2011 ◽  
Vol 26 (4) ◽  
pp. 206-217 ◽  
Author(s):  
Maureen E. Angell ◽  
Joanna K. Nicholson ◽  
Emily H. Watts ◽  
Craig Blum
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Response Latency ◽  
Classroom Practice ◽  
Single Case ◽  
Fictional Characters ◽  
The Future ◽  
Power Card Strategy ◽  
Children With Developmental Disabilities ◽  
Instructional Staff

An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students’ “heroes” or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed.

Social Robots in Learning Experiences of Adults with Intellectual Disability: An Exploratory Study

2021 ◽  
pp. 266-285
Author(s):  
Alicia Mitchell ◽  
Laurianne Sitbon ◽  
Saminda Sundeepa Balasuriya ◽  
Stewart Koplick ◽  
Chris Beaumont
Keyword(s):  
Intellectual Disability ◽  
Exploratory Study ◽  
Learning Experiences ◽  
Social Robots

Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability

2018 ◽  
Vol 43 (3) ◽  
pp. 165-180 ◽  
Author(s):  
Karrie A. Shogren ◽  
Kathryn M. Burke ◽  
Mark H. Anderson ◽  
Anthony A. Antosh ◽  
Michael L. Wehmeyer ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Rhode Island ◽  
Goal Attainment ◽  
Transition Planning ◽  
School Context ◽  
Transition Services ◽  
The State ◽  
Self Determination ◽  
Differential Impact ◽  
The Impact

This study examined the differential impact of implementing the Self-Determined Learning Model of Instruction (SDLMI) alone with implementing the SDLMI combined with Whose Future Is It? with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students’ goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + Whose Future Is It? group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed.

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