Belonging through sport participation for young adults with intellectual and developmental disabilities: A scoping review

2020 ◽  
Author(s):  
Winnie Mai Zhao ◽  
Kirtana Thirumal ◽  
Rebecca Renwick ◽  
Denise DuBois
Keyword(s):  
Young Adults ◽  
Developmental Disabilities ◽  
Scoping Review ◽  
Sport Participation ◽  
Intellectual And Developmental Disabilities

A Review of the Benefits and Barriers to Postsecondary Education for Students With Intellectual and Developmental Disabilities

2021 ◽  
pp. 002246692110133
Author(s):  
Chung Eun Lee ◽  
Julie Lounds Taylor
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Scoping Review ◽  
Reference Lists ◽  
Web Of Science ◽  
Educational Programs ◽  
Intellectual And Developmental Disabilities ◽  
Inclusion Criteria ◽  
Research And Practice ◽  
Program Engagement

Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation, completion). Studies were identified by searching PubMed, PsycINFO, ERIC, and Web of Science databases and reference lists of included articles. Twenty-one studies met inclusion criteria. Multiple benefits were identified for students with IDD and campus. Persistent barriers across all stages of program engagement included lack of funding and lack of collaboration. Barriers specific to stages included lack of knowledge, options, individualized support, integration into campus, and transportation. Implications for research and practice are discussed.

scholarly journals Impact of a Smarter Lunchroom intervention on food selection and consumption among adolescents and young adults with intellectual and developmental disabilities in a residential school setting

2014 ◽  
Vol 18 (2) ◽  
pp. 361-371 ◽  
Author(s):  
Kristie L Hubbard ◽  
Linda G Bandini ◽  
Sara C Folta ◽  
Brian Wansink ◽  
Misha Eliasziw ◽  
...  
Keyword(s):  
Young Adults ◽  
Developmental Disabilities ◽  
Food Selection ◽  
Whole Grains ◽  
Adolescents And Young Adults ◽  
Residential School ◽  
Intellectual And Developmental Disabilities ◽  
Daily Consumption ◽  
Plate Waste ◽  
Refined Grains

AbstractObjectiveTo assess whether a Smarter Lunchroom intervention based on behavioural economics and adapted for students with intellectual and developmental disabilities would increase the selection and consumption of fruits, vegetables and whole grains, and reduce the selection and consumption of refined grains.DesignThe 3-month intervention took place at a residential school between March and June 2012. The evaluation employed a quasi-experimental, pre–post design comparing five matched days of dietary data. Selection and plate waste of foods at lunch were assessed using digital photography. Consumption was estimated from plate waste.SettingMassachusetts, USA.SubjectsStudents (n 43) aged 11–22 years with intellectual and developmental disabilities attending a residential school.ResultsDaily selection of whole grains increased by a mean of 0·44 servings (baseline 1·62 servings, P = 0·005) and refined grains decreased by a mean of 0·33 servings (baseline 0·82 servings, P = 0·005). The daily consumption of fruits increased by a mean of 0·18 servings (baseline 0·39 servings, P = 0·008), whole grains increased by 0·38 servings (baseline 1·44 servings, P = 0·008) and refined grains decreased by a mean of 0·31 servings (baseline 0·68 servings, P = 0·004). Total kilojoules and total gram weight of food selected and consumed were unchanged. Fruit (P = 0·04) and vegetable (P = 0·03) plate waste decreased.ConclusionsA Smarter Lunchroom intervention significantly increased whole grain selection and consumption, reduced refined grain selection and consumption, increased fruit consumption, and reduced fruit and vegetable plate waste. Nudge approaches may be effective for improving the food selection and consumption habits of adolescents and young adults with intellectual and developmental disabilities.

Humanising health and social care support for people with intellectual and developmental disabilities: Protocol for a scoping review (Preprint)

2021 ◽  
Author(s):  
Madison Milne-Ives ◽  
Rohit Shankar ◽  
Daniel Goodley ◽  
Kristen Lamb ◽  
Richard Laugharne ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Social Care ◽  
Care Practice ◽  
Intellectual And Developmental Disabilities ◽  
Eligibility Criteria ◽  
Health And Social Care ◽  
Scoping Reviews ◽  
Care Practices ◽  
Improve Health

BACKGROUND Healthcare is shifting towards a more person-centred model, however, people with intellectual and developmental disabilities can still experience difficulties in accessing equitable healthcare. Given these difficulties, it is important to consider how principles such as empathy and respect can be best incorporated into health and social care practices for people with intellectual and developmental disabilities, to ensure they are receiving humanising and equitable treatment and support. OBJECTIVE The purpose of this scoping review is to provide an overview of the current research landscape and knowledge gaps regarding the development and implementation of interventions based on humanising principles that aim to improve health and social care practices for people with intellectual and developmental disabilities. METHODS The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) and Population, Intervention, Comparator, Outcome, and Study (PICOS) frameworks will be used to structure the review. Six databases (PubMed, MEDLINE, Embase, CINAHL, PsycInfo, and Web of Science) will be searched for articles published in English in the previous 10 years that describe or evaluate health and social care practice interventions under-pinned by humanising principles of empathy, compassion, dignity, and respect. Two reviewers will collaboratively screen and select references based on the eligibility criteria and extract the data into a predetermined form. A descriptive analysis will be conducted to summarise the results and provide an overview of interventions in three main care areas: health care, social care, and informal social support. RESULTS Results will be included in the scoping review, which will be submitted for publication by December 2021. CONCLUSIONS This scoping review will summarize the state of the field of interventions that are using humanising principles to improve health and social care for adults with intellectual and developmental disabilities.

Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review

2021 ◽  
Vol 59 (4) ◽  
pp. 315-334
Author(s):  
Evan E. Dean ◽  
Anne V. Kirby ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Deniz Tekin Ersan ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Self Determination ◽  
Future Research ◽  
Knowledge Gap ◽  
Intellectual And Developmental Disabilities ◽  
Family Role ◽  
Research And Practice ◽  
Family Perspectives ◽  
Home Context

Abstract The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.

Teaching the Calendar Application on a Mobile Device to Young Adults With Intellectual and Developmental Disabilities

2020 ◽  
pp. 016264342093357
Author(s):  
Kinga Balint-Langel ◽  
Chengan Yuan ◽  
Youjia Hua
Keyword(s):  
Young Adults ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Constant Time Delay ◽  
Self Management ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Management Skills ◽  
Multiple Probe ◽  
Practical Implications

Individuals with intellectual and developmental disabilities (IDD) often have difficulties with self-management skills such as scheduling daily tasks for educational, vocational, and leisure purposes. In this study, we used a multiple probe across participant design to evaluate the effects of constant time delay in teaching young adults with IDD the necessary steps to schedule events and set reminders using the Calendar application (app). Three students with IDD in a postsecondary education setting participated in this study and acquired the steps required for programming events and their reminders in the Calendar app. In addition, two participants independently attended the scheduled events without additional reminders from adults. Limitations, future research, and practical implications are discussed.

Sign in / Sign up

Export Citation Format

Share Document