scholarly journals Oral health issues of young adults with severe intellectual and developmental disabilities and caregiver burdens: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jihyun Lee ◽  
Juhea Chang
Keyword(s):  
Young Adults ◽  
Oral Health ◽  
Developmental Disabilities ◽  
Autism Spectrum ◽  
Oral Disease ◽  
Intellectual And Developmental Disabilities ◽  
Health Issues ◽  
Health Maintenance ◽  
Behavioral Issues ◽  
Caregiver Burdens

Abstract Background Oral health maintenance is difficult to be achieved alone by patients with special needs and insufficient self-care skills. This study aims to investigate how the oral health issues of young adults with severe intellectual and developmental disabilities (IDD) affect caregiver burdens. Methods A qualitative research method was employed with semi-structured interviews conducted with 14 maternal caregivers of patients with severe IDD. Eleven young adults had neurofunctional disorders and three had autism spectrum disorders. All recorded data were transcribed verbatim and subjected to thematic analysis. Results Three themes emerged from the main agenda: predisposing oral dysfunction, home care challenges, and professional treatment barriers. The severity of the disabilities had an impact on oral disease risks that increased as patients aged. Participants indicated that, among the daily living activities of their patients, toothbrushing was a particular hardship due to their dysphagia and behavioral issues. Factors impacting on dental treatment indicated by caregivers included social, emotional, and financial circumstances. Conclusions Dysphagia and behavioral issues of adult patients with severe IDD contributed to caregiver burdens in the dental care of the patients. Caregiver burdens and barriers to treatment were mutual factors hindering adequate interventions in dealing with dental problems of the patients.

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.

scholarly journals The oral health status of 4,732 adults with intellectual and developmental disabilities

2012 ◽  
Vol 143 (8) ◽  
pp. 838-846 ◽  
Author(s):  
John P. Morgan ◽  
Paula M. Minihan ◽  
Paul C. Stark ◽  
Matthew D. Finkelman ◽  
Konstantina E. Yantsides ◽  
...  
Keyword(s):  
Health Status ◽  
Oral Health ◽  
Developmental Disabilities ◽  
Oral Health Status ◽  
Intellectual And Developmental Disabilities

scholarly journals Necessity of oral health intervention in schizophrenic patients – A review

2017 ◽  
Vol 6 (4) ◽  
pp. 605-612
Author(s):  
Swati Gupta ◽  
Pratibha PK ◽  
Richa Gupta
Keyword(s):  
Health Care ◽  
Mental Illness ◽  
Oral Health ◽  
Oral Health Status ◽  
Oral Disease ◽  
Health Issues ◽  
Factors Associated ◽  
Dental Management ◽  
Hygiene Measures ◽  
Schizophrenic Patients

Individuals with mental illness often cannot perform day to day activities due to a psychiatric or emotional disorder. Schizophrenia is one such psychiatric disorder characterized by worsening self-care ability with progressing mental illness. This disease may potentially deteriorate oral health by affecting the subject's ability to perform oral hygiene measures. Literature on oral disease manifestations in schizophrenia is limited. Lack of desire for oral health care as well as generally poor awareness of oral health issues in these patients, compounded further by side effects of medications, may complicate dental management in schizophrenic patients. The present review explores clinical features and possible factors associated with oral health status among those with Schizophrenia. 

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.

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.

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