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.

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 Stigma experienced by family members of people with intellectual and developmental disabilities: multidimensional construct

BJPsych Open ◽  
2018 ◽  
Vol 4 (5) ◽  
pp. 332-338 ◽  
Author(s):  
Natasha Mitter ◽  
Afia Ali ◽  
Katrina Scior
Keyword(s):  
Developmental Disabilities ◽  
Caregiver Burden ◽  
Family Members ◽  
Well Being ◽  
Autism Spectrum ◽  
Self Report ◽  
Intellectual And Developmental Disabilities ◽  
Subjective Well Being ◽  
Good Reliability ◽  
The Impact

BackgroundThere is a lack of good-quality instruments measuring stigma experienced by family members of stigmatised people.AimsTo develop a self-report measure of stigma among families of people with intellectual and developmental disabilities and examine associations between family stigma and other variables.MethodThe new Family Stigma Instrument (FAMSI) was tested with 407 family carers, 53% of whose offspring had an autism spectrum disorder in addition to intellectual disability. They also completed measures of subjective well-being, caregiver burden, self-esteem and social support.ResultsThe FAMSI yielded a five-factor structure and had good reliability. Perceived family stigma, caregiver burden and subjective well-being were the strongest predictors of family stigma.ConclusionsThis instrument can advance our understanding of the impact of stigma on family members. It can also help us understand sociodemographic, psychosocial and contextual variables of both the carer and cared for person that may influence family members' experiences.Declaration of interestNone.

Closing the Gap: Identifying Self-Reported Quality of Life Differences Between Youth With and Without Intellectual and Developmental Disabilities

Inclusion ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 241-254
Author(s):  
Meghan G. Blaskowitz ◽  
Paul Wesley Scott ◽  
Lindsay Randall ◽  
Macie Zelenko ◽  
Bridget M. Green ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Developmental Disabilities ◽  
Community Integration ◽  
Autism Spectrum ◽  
Life Questionnaire ◽  
Intellectual And Developmental Disabilities ◽  
Transition Age Youth ◽  
Transition Age ◽  
College Youth

Abstract This study measured quality of life (QOL) for transition-age youth with intellectual and developmental disabilities (IDD) and college youth without IDD. Transition-age youth with IDD (n = 19) and college youth without IDD (n = 30) were interviewed using the Quality of Life-Questionnaire (QOL-Q). One-way between-subjects analysis of variances (ANOVAs) and multivariable linear regression were used to explore differences between the groups and identify QOL predictors. Youth with IDD scored significantly lower on the QOL-Q than college youth without IDD. They scored lower in Independence, Community Integration, and Productivity; however, no significant difference was found in Satisfaction. Although studies have examined QOL for children, youth with autism spectrum disorder, and adults, additional research is needed on the factors that contribute to QOL among transition-age youth with IDD in order to improve the quality of their transition to adulthood.

scholarly journals Reliability and Validity of the Pediatric Quality of Life Inventory With Individuals With Intellectual and Developmental Disabilities

2015 ◽  
Vol 120 (4) ◽  
pp. 289-301 ◽  
Author(s):  
Michelle A. Viecili ◽  
Jonathan A. Weiss
Keyword(s):  
Quality Of Life ◽  
Developmental Disabilities ◽  
Psychosocial Functioning ◽  
Factor Model ◽  
Reliability And Validity ◽  
Autism Spectrum ◽  
Intellectual And Developmental Disabilities ◽  
Quality Of Life Inventory ◽  
Life Inventory

Abstract The Pediatric Quality of Life Inventory (PedsQL) measures health-related quality of life, a growing area of research, particularly among individuals with disabilities. This research is necessary to fully understand the varied needs of the population and, ultimately, ensure that those needs are being met. The current study assessed the reliability and validity of the PedsQL in individuals with intellectual and developmental disabilities, including individuals with autism spectrum disorder. Participants included 359 caregivers of children, youth, and young adults with IDD. Caregivers completed the PedsQL 4.0 Generic Core Scales questions regarding the individual's physical health and the Strengths and Difficulties Questionnaire. The PedsQL achieved excellent reliability across scales, and distinguished healthy individuals from those with chronic health conditions, as well as individuals with ASD from those without. Factor analysis confirmed a 5-factor model, with moderate to high criterion validity. The PedsQL shows sound psychometric properties and may be a useful tool to measure psychosocial functioning in this population.

scholarly journals Communicative Use of Triadic Eye Gaze in Children With Down Syndrome, Autism Spectrum Disorder, and Other Intellectual and Developmental Disabilities

2019 ◽  
Vol 28 (4) ◽  
pp. 1509-1522
Author(s):  
Laura J. Hahn ◽  
Nancy C. Brady ◽  
Theresa Versaci
Keyword(s):  
Down Syndrome ◽  
Developmental Disabilities ◽  
Expressive Language ◽  
Eye Gaze ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Language Models ◽  
Intellectual And Developmental Disabilities ◽  
Language Abilities ◽  
Children With Asd

Purpose This study examines differences in the communicative use of triadic eye gaze (TEG) during a communicative interaction in 2 neurodevelopmental disorders: Down syndrome (DS) and autism spectrum disorders (ASD), and a 3rd group of varying disabilities associated with intellectual and developmental disabilities (IDDs). Also, the relationship between TEG use and language abilities was explored. Method Participants were 45 children, 15 in each group. The frequency of TEG was coded during a scripted communication assessment when children were between 3 and 6 years of age (37–73 months). Receptive and expressive language was measured using raw scores from the Mullen Scales of Early Learning concurrently between 3 and 6 years and again 2 years later when children were between 5 and 8 years (59–92 months). Results Descriptively, children with DS had a higher frequency of TEG than children with ASD and IDD, but significant differences were only observed between children with DS and ASD. More TEG at Time 1 in children with DS was associated with higher receptive language at Time 1 and higher expressive language at Time 2. For children with ASD, a trend for a positive association between TEG at Time 1 and language abilities at Time 2 was observed. No significant associations were observed for children with IDD. Conclusion Children with DS used TEG significantly more than children with ASD in this sample. Identifying strengths and weaknesses in TEG use is important because providing caregiver training to facilitate TEG can result in increased opportunities to respond with language models and promote language development.

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