Reciprocity and Social Capital in Sibling Relationships of People With Disabilities

2013 ◽  
Vol 51 (6) ◽  
pp. 482-495 ◽  
Author(s):  
John Kramer ◽  
Allison Hall ◽  
Tamar Heller
Keyword(s):  
Social Capital ◽  
Developmental Disabilities ◽  
Qualitative Study ◽  
Life Span ◽  
Sibling Relationships ◽  
People With Disabilities ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Policy And Practice ◽  
Nondisabled Siblings

Abstract Sibling relationships are some of the longest-lasting relationships people experience, providing ample opportunities to build connections across the life span. For siblings and people with intellectual and developmental disabilities (IDD), these connections take on an increased significance as their families age and parents can no longer provide care. This article presents findings from a qualitative study that addresses the question, “How do siblings support each other after parents no longer can provide care to the person with IDD?” Findings in this study suggest that siblings with and without disabilities experience reciprocity as a transitive exchange, which occurs through the creation of social capital in their families and community, and that nondisabled siblings mobilize their social capital to provide support to their sibling after parents pass away. Implications for future research as well as policy and practice are discussed.

Supporting Inclusion and Flourishing in the Religious and Spiritual Lives of People With Intellectual and Developmental Disabilities

Inclusion ◽  
2013 ◽  
Vol 1 (1) ◽  
pp. 64-75 ◽  
Author(s):  
Erik W. Carter
Keyword(s):  
Developmental Disabilities ◽  
Research Policy ◽  
People With Disabilities ◽  
Service Systems ◽  
Intellectual And Developmental Disabilities ◽  
Religion And Spirituality ◽  
Culturally Competent ◽  
Religious Activities ◽  
Policy And Practice ◽  
Services And Supports

Abstract An important aspect of supporting many people with intellectual and developmental disabilities to flourish involves providing meaningful opportunities to participate in the spiritual and religious life of their community. Yet, a review of prevailing practices suggests the spirituality and faith community connections of individuals with intellectual disability, autism, and other developmental disabilities may be inconsistently supported or entirely overlooked. This article suggests an initial framework for research, policy, and practice aimed at fostering inclusion at the intersection of disability, religion, and spirituality. Recommendations are offered for designing services and supports that ensure that (a) people with disabilities can participate fully in inclusive spiritual and religious activities, (b) congregations develop the commitment and capacity to welcome people with disabilities and their families, (c) families receive support in ways that honor their faith commitments and connections, and (d) service systems support people with disabilities and their families in comprehensive and culturally competent ways.

Ensuring Quality Education to Promote Transition: A Summary of Existing Studies

Inclusion ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 258-273
Author(s):  
Martin Agran ◽  
Fred Spooner ◽  
Colleen Robertson
Keyword(s):  
Developmental Disabilities ◽  
Research Policy ◽  
Health And Safety ◽  
Secondary Level ◽  
Skills Training ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Safety Skills ◽  
Policy And Practice ◽  
Research Areas

Abstract The American Association on Intellectual and Developmental Disabilities (AAIDD) hosted the National Goals in Research, Policy, and Practice working meeting in August, 2015, to identify key national policies, priorities, and practices to serve and support students with intellectual and developmental disabilities (IDD) at the secondary level. The purpose of this article is to extend the discussion of several topics discussed at the meeting and suggest future research areas in the areas of: academic instruction; social skills training; balancing/aligning academic, functional, and transition education skills; importance of health and safety skills; extending common core standards to include functional and transition skills; teaching and realizing self-determination skills; preparing students with IDD for postsecondary educational opportunities; weighing the respective benefits of inclusive and community-based instructional activities; and promoting citizenship (teaching voting skills). To ensure quality secondary-level programs for students with IDD, the authors recommend that the above content areas be considered.

Disability and Dating: Exploring the Twittersphere

Inclusion ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 293-302
Author(s):  
Kelly B. Kearney ◽  
Sharon M. Darling ◽  
Charles Dukes
Keyword(s):  
Social Media ◽  
Content Analysis ◽  
Developmental Disabilities ◽  
People With Disabilities ◽  
Time Frame ◽  
Relationship Development ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Online Environment ◽  
Social Conversation

Abstract To better understand how dating for people with intellectual and developmental disabilities might be described and explained on social media, a content analysis of tweets was conducted. Fifteen hashtags (#) about dating and disability were used to search Twitter for the time frame of February 2010 to May 2015, generating 781 tweets. These tweets were classified using eight categories. The findings indicate that there is limited content related to dating for people with disabilities, paling in comparison to content around dating with no reference to disability. Content about disability contained several advertisements and offers of advice, absent of opportunities for connections with the potential of leading to actual dates. Essentially, the tweets around disability seemed to be a marketplace of services rather than a genuine social conversation around dating. Implications for future research are discussed. Although the emerging work about relationship development in the online environment continues to grow, much remains to be investigated.

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

2021 ◽  
pp. 016264342198997
Author(s):  
Sojung Jung ◽  
Ciara Ousley ◽  
David McNaughton ◽  
Pamela Wolfe
Keyword(s):  
Developmental Disabilities ◽  
Positive Impact ◽  
Single Case ◽  
Effect Sizes ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Positive Effects ◽  
Analytic Review ◽  
Wide Range ◽  
The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

Transformation Through Health Teaching for Adults with Intellectual and Developmental Disabilities: A Qualitative Study

2012 ◽  
Vol 50 (2) ◽  
pp. 129-139 ◽  
Author(s):  
Ginny Focht-New
Keyword(s):  
Developmental Disabilities ◽  
Qualitative Study ◽  
Registered Nurses ◽  
Developmental Process ◽  
Comparative Method ◽  
Intellectual And Developmental Disabilities ◽  
Naturalistic Inquiry ◽  
Teaching Activities ◽  
Increased Risk ◽  
Health Teaching

Abstract Adults with intellectual and developmental disabilities have medical conditions similar to those among the general population but with more complex presentation, a extended life expectancy, and increased risk of morbidity and mortality. These adults' health education has been inadequate. In this qualitative study, the author describes the experiences of 23 registered nurses who provide health teaching to adults with intellectual and developmental disabilities, selection of and health topics taught, and teaching activities put into practice. The author used a rigorous descriptive, naturalistic inquiry design with purposive (n  =  22) and snowball (n  =  1) sampling. Data were gathered through individual interviews, focus groups, and nonparticipant observations, and analyzed with a constant comparative method. Findings concerned the educators' developmental process, use of a social context to teach, and health-teaching activities. Registered nurses s described their transformation from insecure, novice health educators to confident and passionate educators of adults with intellectual and developmental disabilities. Findings apply to multiple disciplines.

scholarly journals Twenty Years of Communication Intervention Research With Individuals Who Have Severe Intellectual and Developmental Disabilities

2010 ◽  
Vol 115 (5) ◽  
pp. 364-380 ◽  
Author(s):  
Martha E. Snell ◽  
Nancy Brady ◽  
Lee McLean ◽  
Billy T. Ogletree ◽  
Ellin Siegel ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Literature Review ◽  
Treatment Fidelity ◽  
Intervention Research ◽  
Communication Intervention ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Communication Performance ◽  
Current State ◽  
Communication Interventions

Abstract This literature review was conducted to evaluate the current state of evidence supporting communication interventions for individuals with severe intellectual and developmental disabilities. We reviewed 116 articles published between 1987 and 2007 in refereed journals meeting three criteria: (a) described a communication intervention, (b) involved one or more participants with severe intellectual and developmental disabilities, and (c) addressed one or more areas of communication performance. Many researchers failed to report treatment fidelity or to assess basic aspects of intervention effects, including generalization, maintenance, and social validity. The evidence reviewed indicates that 96% of the studies reported positive changes in some aspects of communication. These findings support the provision of communication intervention to persons with severe intellectual and developmental disabilities. Gaps in the research were reported as were recommendations for future research.

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 Small Talk: Increasing On-Topic Conversational Exchanges in College Students with Intellectual and Developmental Disabilities Using Remote Audio Coaching

2020 ◽  
pp. 014544552097517
Author(s):  
Brianna Joseph ◽  
Kelly B. Kearney ◽  
Michael P. Brady ◽  
Angelica Downey ◽  
Ayse Torres
Keyword(s):  
College Students ◽  
Developmental Disabilities ◽  
Positive Impact ◽  
Multiple Baseline ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Baseline Design ◽  
Small Talk ◽  
Covert Audio Coaching ◽  
Community Environments

Adults with intellectual and developmental disabilities (IDD) often have deficits in interpersonal skills due to limited social-communication opportunities. Knowing how to engage in “small talk” or simple social conversational exchanges can be beneficial in postsecondary schooling, employment sites, community environments, and social gatherings. Recently, covert audio coaching (CAC) showed a positive impact on increasing conversational exchanges. As the COVID-19 pandemic increased the need for remote delivery tools, we explored the effectiveness of remote audio coaching (RAC) to teach this skill to college students with IDD. We used a multiple baseline design across participants to examine whether RAC might increase on-topic, small talk conversational exchanges. Results demonstrated that RAC effectively increased small talk skills between participants and a confederate. Upon removal of RAC, all participants still performed above their baselines, with two participants maintaining near mastery levels 2 weeks after the intervention was removed. Limitations and future research are discussed.

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