Intellectual disability, developmental disabilities, and the field of intellectual and developmental disabilities.

2021 ◽  
pp. 31-45
Author(s):  
Robert L. Schalock ◽  
Ruth Luckasson
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Intellectual And Developmental Disabilities

scholarly journals Adaptive Functioning (AF) Evaluations of Foreign Nationals Facing Capital Punishment

2019 ◽  
Vol 34 (7) ◽  
pp. 1285-1285
Author(s):  
A Chacon ◽  
A Barragan ◽  
T Judd ◽  
D Safi
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Death Penalty ◽  
Capital Punishment ◽  
American Psychiatric Association ◽  
Adaptive Functioning ◽  
American Association ◽  
Multiple Informants ◽  
Washington Dc ◽  
Intellectual And Developmental Disabilities

Abstract Objective The US Supreme Court ruled against the application of the death penalty to individuals with intellectual disability (ID) (Atkins v. Virginia, 2002). Diagnostic criteria for ID require subnormal adaptive functioning (AF) in addition to IQ test scores (American Psychiatric Association [APA], 2013). The American Association on Intellectual and Developmental Disabilities (AAIDD) (2010, 2012) and APA (2013) recommend using culturally sensitive approaches. Assessing AF in immigrants is a challenge because their cultural backgrounds are different than those of the standardization samples of United States AF measures. When typical AF measures are not appropriate, AAIDD (2010) offers guidelines about appropriate sources such as school, work, and medical records, prior psychosocial evaluations, and qualitative adaptive behavior interviews with multiple informants. However, defendants facing the death penalty are often raised in impoverished areas with a paucity of pertinent documentation. This study identifies and discusses issues related to the use of self-report, selection of respondents, questions, collateral information, and clinical judgment in AF evaluations of immigrants facing the death penalty. Case Description We present a case study of an AF evaluation of a Mexican national seeking ID exemption from capital punishment. Discussion We offer a framework for developing and judging the quality of an AF evaluation that adheres to the (AAIDD) (2010, 2012) and APA (2013) guidelines, and includes 1) strengths and limitations of adaptive functioning in relation to others of his age group and culture; 2) reliable evidence concerning the individual’s history in specific periods of time; 3) an account of the individual’s cultural and linguistic differences; and 4) an account for potential bias on the respondents’ side. References Atkins v. Virginia, 536 U.S. 304 (2002). American Psychiatric Association. Diagnostic and statistical manual of mental disorders. fifth ed. Washington, DC: APA; 2013. American Psychological Association. (2016). Revision of ethical standard 3.04 of the “Ethical Principles of Psychologists and Code of Conduct” (2002, as amended 2010). American Psychologist, 71, 900. Schalock, R.L., Borthwick-Duffy, S.A.,Bradley, V. J., Buntix, W.H.E.,.Coulter, D.L., Craig, E.M…..Yeager, M.H. (2010). Intellectual disability: Definition, classification, and systems of supports. (11th ed.).Washington, DC: American Association on Intellectual and Developmental Disabilities. doi:978-1-935304-04-3. Schalock, R.L., Luckasson, R.A., Bradley, V., Buntinx, W.H.E., Lachapelle, Y., Shogren, K.A…Wehmeyer, M.L. (2012). Intellectual disability: Definition, classification, and system of supports: User's Guide. Washington, DC: American Association on Intellectual and Developmental Disabilities.

Active Aging for Individuals with Intellectual Disability: Meaningful Community Participation Through Employment, Retirement, Service, and Volunteerism

2012 ◽  
Vol 117 (6) ◽  
pp. 497-508 ◽  
Author(s):  
Sheila Lynch Fesko ◽  
Allison Cohen Hall ◽  
Jerrilyn Quinlan ◽  
Catherine Jockell
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Community Participation ◽  
Retirement Planning ◽  
Future Research ◽  
Active Aging ◽  
Intellectual And Developmental Disabilities ◽  
Work Commitment ◽  
Policy Consideration ◽  
Aging Workers

Abstract As individuals with intellectual and developmental disabilities become more engaged in community employment, it will be critical to consider how their employment experience changes as they age. Similar to other seniors, individuals will need to consider whether they want to maintain their employment, reduce their work commitment, or retire completely. If they do choose to retire, what activities will they choose to engage in, and what service or supports might be necessary? This article considers the issues faced by all aging workers in regard to retirement planning and active aging as well as specific strategies for individuals with intellectual and developmental disabilities to remain active and engaged. Recommendations for service options, policy consideration, and future research are also discussed.

scholarly journals COVID-19 IDD: A global survey exploring the impact of COVID-19 on individuals with intellectual and developmental disabilities and their caregivers

2020 ◽  
Vol 3 ◽  
pp. 39 ◽  
Author(s):  
Christine Linehan ◽  
Tal Araten-Bergam ◽  
Julie Beadle-Brown ◽  
Christine Bigby ◽  
Gail Birkbeck ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Living Arrangements ◽  
Online Survey ◽  
Healthcare Access ◽  
National Level ◽  
Lessons Learned ◽  
Intellectual And Developmental Disabilities ◽  
Survey Team ◽  
The Impact

Background: This protocol outlines research to explore the impact of coronavirus disease 2019 (COVID-19) on individuals who have intellectual and developmental disabilities and their caregivers. Evidence suggests that people with intellectual and developmental disabilities experience disparities in healthcare access and utilisation. This disparity was evident early in the pandemic when discussions arose regarding the potential exclusion of this population to critical care. Methods: An anonymous online survey will be conducted with caregivers, both family members and paid staff, to explore the impact of COVID-19 on this population in terms of demographics, living arrangements, access to services, the impact of social distancing, and also carer wellbeing. The survey will be developed by the research team, many of whom are experts in intellectual disability within their own jurisdictions. Using back-translation our team will translate the survey for distribution in 16 countries worldwide for international comparison. The survey team have extensive personal and professional networks in intellectual disability and will promote the survey widely on social media with the support of local disability and advocacy agencies. Statistical descriptive and comparative analyses will be conducted. Ethical approval has been obtained for this study from University College Dublin’s Human Research Ethics Committee (HS-20-28-Linehan). Dissemination: Study findings will be prepared in a number of formats in order to meet the needs of different audiences. Outputs will include academic papers, lessons learned paper, practice guidelines, reports, infographics and video content. These outputs will be directed to families, frontline and management delivering disability services, national-level policy makers, healthcare quality and delivery authorities, national pandemic organisations and international bodies.

scholarly journals The Importance of Self-Determination to the Quality of Life of People with Intellectual Disability: A Perspective

2020 ◽  
Vol 17 (19) ◽  
pp. 7121
Author(s):  
Michael L. Wehmeyer
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
Theoretical Frameworks ◽  
The Core ◽  
Important Means

There is both an intuitive and theoretical link between self-determination and quality of life for people with intellectual and developmental disabilities. Theoretically, definitions of self-determination have framed the construct with regard to its contribution to a person’s overall quality of life, while theoretical frameworks of quality of life have included self-determination among the core dimensions contributing to enhanced quality of life. These theoretical linkages have been supported by research on the quality of life and self-determination of people with intellectual and developmental disabilities and the relationships between these constructs. This article provides an overview of theoretical frameworks of self-determination, their relationship with theoretical frameworks of quality of life, and research pertaining to these constructs with people with intellectual and developmental disabilities. It is concluded that self-determination and quality of life are important constructs in designing supports that enable people with intellectual and developmental disabilities and that an important means to enhance the quality of life of people with intellectual and developmental disabilities is to promote and enable people to be self-determined.

Training Healthcare Professionals to Work With People With Intellectual and Developmental Disabilities

2021 ◽  
Vol 59 (6) ◽  
pp. 446-458
Author(s):  
Sydnie E. Smith ◽  
Hannah P. McCann ◽  
Richard C. Urbano ◽  
Elisabeth M. Dykens ◽  
Robert M. Hodapp
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Continuing Education ◽  
Healthcare Professionals ◽  
Healthcare Providers ◽  
Autism Spectrum ◽  
Intellectual And Developmental Disabilities ◽  
Web Based ◽  
Practical Implications

Abstract This study assessed 155 healthcare providers, from nine disciplines, who work professionally with people with intellectual and developmental disabilities (IDD). Using a national, web-based survey, respondents rated their experience, comfort, and competence in treating individuals with different disability types and preferred methods of continuing education; respondents also provided suggestions for attracting others to work with the IDD population. Findings revealed that experiences, comfort, and competence were all higher concerning persons with autism spectrum disorder (ASD) and intellectual disability (ID), lower for those with deaf-blindness. Overall, levels of experience exceeded levels of comfort, which in turn exceeded levels of competence. The most helpful venues for continued training involved day-to-day contact with persons with IDD, which also characterized open-ended responses. Research and practical implications are discussed.

scholarly journals A desconstrução do conceito de Deficiência Mental e a construção do conceito de Incapacidade Intelectual: de uma perspetiva estática a uma perspetiva dinâmica da funcionalidade

2012 ◽  
Vol 18 (4) ◽  
pp. 553-568
Author(s):  
Manuela Sanches-Ferreira ◽  
Pedro Lopes-dos-Santos ◽  
Miguel Augusto Santos
Keyword(s):  
Mental Retardation ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
American Association ◽  
Intellectual And Developmental Disabilities

As questões em torno da deficiência, da incapacidade e da funcionalidade tornaram-se, nas últimas décadas, importante foco de discussão e de elaboração conceitual, com a produção de um corpo de saberes que confere legitimidade científica a uma visão mais positiva e dignificante das condições de deficiência e de incapacidade. A premissa base dessa produção de conhecimento é a assunção da reciprocidade das relações indivíduo/meio, enquanto unidade nuclear de análise, onde a incapacidade é encarada, não como característica intrínseca da pessoa, mas como o resultado do desajustamento entre as funcionalidades do indivíduo e as solicitações dos cenários onde ele é chamado a participar. É nesta base que, neste artigo, nos propomos examinar as implicações que tais posicionamentos tiveram na desconstrução do construto de deficiência mental (mental retardation) e subsequente mudança para a designação incapacidade intelectual (intellectual disability), pela American Association of Intellectual and Developmental Disabilities. Para atingir esse propósito discutiremos a evolução do conceito de deficiência mental, explorando o território conceitual que o instituiu e aquele que contribui para a sua desconstrução. Por último, a enunciação teórica deste artigo pretende contribuir para demonstrar a interdependência existente entre modos de pensamento e modos de ação, e que no caso da Educação Especial é corporizado na aceitação progressiva do paradigma da inclusão.

Applying the Universal Design for Learning Framework for Individuals With Intellectual Disability: The Future Must Be Now

2017 ◽  
Vol 55 (1) ◽  
pp. 48-51 ◽  
Author(s):  
Sean J. Smith ◽  
K. Alisa Lowrey
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Universal Design ◽  
American Association ◽  
Universal Design For Learning ◽  
Action Plan ◽  
Intellectual And Developmental Disabilities ◽  
Learning Framework ◽  
The Future ◽  
Design For Learning

Abstract The current research in Universal Design for Learning (UDL) for students with intellectual disability (ID) is briefly summarized and considered in light of the national goals presented by the American Association on Intellectual and Developmental Disabilities (AAIDD) in this article. Additionally, an action plan is provided for researchers and practitioners to extend knowledge on the implementation of the UDL framework inclusive of individuals with ID.

scholarly journals ‘We have been in lockdown since he was born’: a mixed methods exploration of the experiences of families caring for children with intellectual disability during the COVID-19 pandemic in the UK

BMJ Open ◽  
2021 ◽  
Vol 11 (9) ◽  
pp. e049386
Author(s):  
Jeanne Wolstencroft ◽  
Laura Hull ◽  
Lauren Warner ◽  
Tooba Nadeem Akhtar ◽  
William Mandy ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Thematic Analysis ◽  
Online Survey ◽  
Intellectual And Developmental Disabilities ◽  
Semistructured Interview ◽  
Mixed Emotions ◽  
Use Of Technology ◽  
Extreme Change ◽  
The Uk

ObjectivesThis study aimed to explore the experiences of parents caring for children with intellectual and developmental disabilities (IDD) during the UK national lockdown in spring 2020, resulting from the COVID-19 pandemic.DesignParticipants were identified using opportunity sampling from the IMAGINE-ID national (UK) cohort and completed an online survey followed by a semistructured interview. Interviews were analysed using thematic analysis.SettingInterviews were conducted over the telephone in July 2020 as the first UK lockdown was ending.Participants23 mothers of children with intellectual and developmental disabilities aged 5–15 years were recruited.ResultsThemes reported by parents included: managing pre-existing challenges during a time of extreme change, having mixed emotions about the benefits and difficulties that arose during the lockdown and the need for appropriate, individualised support.ConclusionsOur findings confirm observations previously found in UK parents of children with IDD and provide new insights on the use of technology during the pandemic for schooling and healthcare, as well as the need for regular check-ins.

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