INDEPENDENT LIVING AND INTERPERSONAL RELATIONSHIPS OF INDIVIDUALS WITH INTELLECTUAL DISABILITY: THE PERSPECTIVE OF INDIVIDUALS WITH INTELLECTUAL DISABILITY IN GREECE

2016 ◽  
Author(s):  
Ioanna Dimitriadou ◽  
Elisavet Pavlidou ◽  
Lefkothea Kartasidou
Keyword(s):  
Intellectual Disability ◽  
Interpersonal Relationships ◽  
Independent Living

scholarly journals Community Living, Intellectual Disability and Extensive Support Needs: A Rights-Based Approach to Assessment and Intervention

2021 ◽  
Vol 18 (6) ◽  
pp. 3175
Author(s):  
Laura Esteban ◽  
Patricia Navas ◽  
Miguel Ángel Verdugo ◽  
Víctor B. Arias
Keyword(s):  
Intellectual Disability ◽  
Independent Living ◽  
Structural Equation ◽  
Equation Modeling ◽  
Community Living ◽  
Support Needs ◽  
Related Services ◽  
The Right To Privacy ◽  
The Right

People with intellectual disability (ID) and extensive support needs experience poorer quality of life than their peers whose disability is not as severe. Many of them live in residential settings that limit community participation and prevent them from exercising control over their lives. This work analyzes the extent to which professional practices are aimed at promoting the right to community living for people with ID and extensive support needs, as well as the rights that are particularly linked to it, such as the right to habilitation and rehabilitation and the right to privacy. A specific questionnaire was designed and administered to 729 adults with intellectual disability (M = 37.05; DT = 12.79) living in different settings (family home, residential facilities and group homes). Measurement and structural models were estimated using exploratory structural equation modeling. Results obtained reveal that people with extensive support needs receive less support in terms of guaranteeing their right to independent living and privacy, especially when they live in disability-related services. This study highlights the need to implement and monitor, using valid and reliable indicators, mesosystem strategies that guarantee the right to live and participate in the community, especially for individuals with ID and extensive support needs.

A mixed-methods examination of the gap between intelligence and adaptive functioning in autistic young adults without intellectual disability

Autism ◽  
2021 ◽  
pp. 136236132110183
Author(s):  
Nicole L Matthews ◽  
Kyla Christenson ◽  
Sarah Kiefer ◽  
Christopher J Smith
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Statistical Analysis ◽  
Qualitative Analysis ◽  
Independent Living ◽  
Adaptive Functioning ◽  
Parent Report ◽  
Intellectual Ability ◽  
Standardized Assessments ◽  
Service Needs

This study examined adaptive functioning, strategies used to develop adaptive functioning skills, and areas where additional services could benefit autistic young adults without intellectual disability. Participants were 21 autistic young adults and at least one parent of each young adult. Quantitative analyses replicated previous reports of an adaptive functioning disadvantage relative to intellectual functioning such that adaptive functioning standard scores were significantly lower than intelligence quotient scores. Qualitative analysis utilized grounded theory methodology and yielded a conceptual model describing the nature and development of adaptive functioning in this demographic. Together, findings provide a more nuanced understanding of the gap between intellectual and adaptive functioning in autistic young adults without intellectual disability. Lay abstract Adaptive functioning describes the age-appropriate skills necessary for independent living. Research suggests that autistic children, adolescents, and adults who do not have an intellectual disability demonstrate adaptive functioning challenges relative to their intellectual ability. Thus, even though many of these individuals have the intellectual capacity to excel in mainstream educational and vocational settings, their adaptive functioning challenges may serve as an obstacle to independence. The research on adaptive functioning in autistic adults is focused on statistical analysis of standardized assessments (e.g. parent-report on multiple choice questionnaires). Qualitative research that examines the narratives of young adults and their parents is needed to better understand adaptive functioning in young adults and their resulting service needs. This study combined statistical analysis of standardized assessments with qualitative analysis of interview responses from autistic young adults without intellectual disability and their parents. Findings replicated previous reports of adaptive functioning challenges and identified influences on adaptive functioning development, consequences of independence, and service needs. Taken together, findings indicate the need for interventions and services that facilitate adaptive functioning development in autistic adolescents and young adults and provide insight into potential intervention targets and strategies.

scholarly journals How to improve the transition process to independent living for adolescents with profound intellectual disabilities? Experiences from parents and employees.

2020 ◽  
Author(s):  
Eirik Roos ◽  
Erik Sondenaa
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Independent Living ◽  
Early Stage ◽  
Transition Process ◽  
Main Question ◽  
Burden Of Care ◽  
Subjective Burden ◽  
The Family ◽  
Family Home

Abstract BackgroundThe transition process from the family home to independent living for young adults with profound intellectual disability (PID) becomes delayed. Those families face challenges that exceed those of typical families such as higher objective and subjective burden, more frequent psychological distress and lower social support. The aim of this study was to explore the collaboration process between parents and employees and identify factors that improve the transition with less burden.MethodsA descriptive qualitative study was undertaken with 18 persons (9 parents and 9 employees) interviewed individually and in groups. In accordance with the municipality`s guidelines, families with profound intellectual disability (PID) child should apply for housing, when the child turns 16. The purpose is to ensure interdisciplinary collaboration, information flow and coordinated services according to family’s needs. The main question in the interviews was ‘What was your experience with cooperation in the transition process, and what would you do to improve this process?’ The interviews were analysed with a thematic approach using systematic text condensation.ResultsThe parents experienced a lack of general information about the ‘housing waiting list’, level of services, and the plan for time of moving from the family home, and how to choose where and whom to live with. Parents described that they had an unsustainable burden of care during the waiting period, and a family crisis caused the allocation of an apartment in a group house. Employees shared challenges to meet families’ wishes, as there were too few group homes. They experienced good collaboration with families and said they offered respite care, due to reduce parents’ burden of care. Employees experienced that PID children developed skills, mastery and degrees of independence after completing a residency at the Folk High School.ConclusionsTo improve the transition process from family home to independent living for young adults with PID, the informants highlighted some factors to reduce the burden of care to families: 1) Systematic follow-up program for families to observe their needs at an early stage 2) More available group houses 3) Information about the housing-priorities of the services and 4) Educational preparing programs to families.

scholarly journals Does assistive technology contribute to social inclusion for people with intellectual disability? A systematic review protocol

BMJ Open ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. e017533 ◽  
Author(s):  
John Owuor ◽  
Fiona Larkan ◽  
Bonnix Kayabu ◽  
Geraldine Fitzgerald ◽  
Greg Sheaf ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Assistive Technology ◽  
Community Participation ◽  
Interpersonal Relationships ◽  
Social Inclusion ◽  
Research Programme ◽  
Study Groups ◽  
Assistive Technologies ◽  
Second Phase ◽  
Trinity College Dublin

IntroductionThe aim of this review is to answer the following question:Does assistive technology contribute to social inclusion for people with intellectual disability?Previous research on assistive technology has focused on socioeconomic impacts such as education, employment and access to healthcare by people with intellectual disability. There is a need to consolidate evidence on the interaction between intellectual disability, assistive technology, community living and social inclusion.Methods and analysisThe review will consider studies from all settings: geographical, socioeconomic and care (institutional and community care), published in English. Studies reported in other languages with abstracts in English will be included if they can be translated using Google Translate, otherwise such studies will be included in the appendix. The review will include both qualitative and quantitative studies. The intervention in this review refers to the use of assistive technology to promote community participation or interpersonal relationships (social inclusion) for people with intellectual disability. The outcomes will be behavioural and social benefits of using assistive technology by people with intellectual disability. Enhanced interpersonal relationships and community participation by people with intellectual disability. Data analysis will be in two phases. The first phase will involve analysis of individual study designs separately. The second phase will be narrative/thematic synthesis of all study groups.EthicsThe review will not create any ethical or safety concerns.DisseminationAt least one peer-reviewed article in a leading journal such as theBMJis planned. The findings will also be disseminated through a seminar session involving internal audience at Trinity College Dublin and within the Assistive Technologies for people with Intellectual Disability and Autism research programme.PROSPERO registration numberCRD42017065447; Pre-results.

Self-Management of Daily Life Tasks for Adolescents With Autism Spectrum Disorder Without Intellectual Disability

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512500016p1-7512500016p1
Author(s):  
Elizabeth Munsell ◽  
Wendy Coster ◽  
Gael Orsmond
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Independent Living ◽  
Daily Life ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Adaptive Test ◽  
Life Tasks ◽  
Adolescents With Autism ◽  
Intellectual Level

Abstract Date Presented 04/13/21 The Pediatric Evaluation of Disability Inventory–Computer Adaptive Test-ASD (PEDI): Responsibility Scale targets limitations in managing daily life tasks. Adolescents (ages 14–22) with autism spectrum disorder without intellectual disability (N = 125) performed below expectations based on their intellectual level on the PEDI. Eighty-six percent of youth demonstrated borderline or significant delays in management of life tasks. If unaddressed, this challenge may create significant barriers to success in work and independent living. Primary Author and Speaker: Elizabeth Munsell Additional Authors and Speakers: Joshua Wenig, Hannah Cooper Contributing Authors: Alexandra Gunther, Julie Russell, Jordan McNamee, and Samantha Martel

Effective Practices for Helping Students with Neurodiversity Transition to Independent Living

2020 ◽  
Author(s):  
Ngonidzashe Mpofu ◽  
Elias M. Machina ◽  
Helen Dunbar-Krige ◽  
Elias Mpofu ◽  
Timothy Tansey
Keyword(s):  
Interpersonal Relationships ◽  
Independent Living ◽  
Brain Activity ◽  
Transition Programs ◽  
Community Living ◽  
Support Needs ◽  
Personal Factors ◽  
Self Advocacy ◽  
Community Transition ◽  
Successful School

School-to-community living transition programs aim to support students with neurodiversity to achieve productive community living and participation, including employment, leisure and recreation, learning and knowledge acquisition, interpersonal relationships, and self-care. Neurodiversity refers to variations in ability on the spectrum of human neurocognitive functioning explained by typicality in brain activity and related behavioral predispositions. Students with neurodiversity are three to five times more likely to experience community living and participation disparities as well as lack of social inequity compared to their typically developing peers. School-to-community transition programs for students with neurodiversity are implemented collaboratively by schools, families of students, state and federal agencies, and the students’ allies in the community. Each student with neurodiversity is unique in his or her school-to-community transition support needs. For that reason, school-to-community transition programs for students with neurodiversity should address the student’s unique community living and participation support needs. These programs address modifiable personal factors of the student with neurodiversity important for successful community living, such as communication skills, self-agency, and self-advocacy. They also address environmental barriers to community living and participation premised on disability related differences, including lack of equity in community supports with neurodiversity. The more successful school-to-community living transition programs for students with neurodiversity are those that adopt a social justice approach to full community inclusion.

Services Available from Providers in the Disability Field to Older Adults with Intellectual Disabilities

1997 ◽  
Vol 3 (2) ◽  
pp. 65-70
Author(s):  
Laurie Buys
Keyword(s):  
Older Adults ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Older Adult ◽  
Independent Living ◽  
Support Programs ◽  
Community Based ◽  
The Past ◽  
People With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities

As most older adults with intellectual disabilities reside in community based accommodation, the availability of support programs and services becomes important to the maintenance of independent living. Thirty nine community based organisations in Brisbane, Australia that assist people with intellectual disabilities were surveyed regarding the types of programs offered to older adults with intellectual disabilities. The results showed that 75% of the organisations had provided assistance to an older adult with an intellectual disability in the past 12 months. However, none of the agencies surveyed reported that they provided specialised programs or services to older adults with intellectual disabilities.

Restrictions, Power, Companionship, and Intimacy: A Metasynthesis of People With Intellectual Disability Speaking About Sex and Relationships

2019 ◽  
Vol 57 (3) ◽  
pp. 212-233 ◽  
Author(s):  
Rhonda S. Black ◽  
Rebecca R. Kammes
Keyword(s):  
United States ◽  
Intellectual Disability ◽  
Focus Groups ◽  
Interpersonal Relationships ◽  
Intimate Relationships ◽  
The United States ◽  
Convincing Evidence ◽  
Qualitative Studies ◽  
Program Staff ◽  
Person Centered Approach

Abstract Examining literature that tells us what people with intellectual disability (PWID) think and feel about their sexual lives may enable families and professionals to offer a more person-centered approach to education and support. Examining the voices of many individuals across several studies may provide more convincing evidence about the experiences of these individuals—turning a solo into a chorus. Thus, the purpose of this article is to describe the results of a metasynthesis of qualitative studies highlighting the voices of PWID with respect to relationships and sexuality. Combining the results of 16 qualitative studies, 271 participants with intellectual disability were interviewed individually or in focus groups about their feelings and experiences regarding intimate relationships. Studies were conducted across Europe, in Australia, China, and in the United States. A little more than half of the participants were male; ages ranged from 13 to 89. Results revealed two competing themes of control and desire. Participants across studies desired friendships and close interpersonal relationships, yet were restricted from developing these relationships by policies, program staff, and family members.

Social and daily living orientation of students with a slight degree of intellectual disability - content and methodological aspect

2018 ◽  
Vol LXXIX (3) ◽  
pp. 186-196
Author(s):  
Valentina Gladkaja
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Daily Living ◽  
Independent Living ◽  
Methodological Aspect ◽  
Slight Degree ◽  
Academic Subject ◽  
10Th Grade ◽  
Selection Of

"Social and Daily Living Orientation" is the most important academic subject in the teaching of students with mild intellectual disabilities from the 1st to the 10th grade, directly aimed at preparing them for independent living. The quality of training in this subject largely depends on the teacher's awareness of the goal of the training and on the choice of correct methodology for conducting training sessions. The aim, objectives, and content of training in the field of social and daily living orientation are substantiated in the article. The author's approach to the selection of types of training sessions, the structure and methodology of lessons are presented. Special conditions for conducting lessons are described.

Evaluation of a Safety Awareness Group Program for Adults With Intellectual Disability

2020 ◽  
Vol 125 (4) ◽  
pp. 304-317
Author(s):  
Rosemary B. Hughes ◽  
Susan Robinson-Whelen ◽  
Leigh Ann Davis ◽  
James Meadours ◽  
Olivia Kincaid ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Independent Living ◽  
Abuse Prevention ◽  
Research Approach ◽  
Community Resources ◽  
Group Program ◽  
Staff Members ◽  
Safety Awareness ◽  
Participatory Research Approach

Abstract Using a participatory research approach, we enlisted 12 U.S. Centers for Independent Living (CILs) to recruit and enroll 170 adults with intellectual disability (ID) to be randomized to either The Safety Class, an abuse prevention group program, or usual care. Participants were asked to complete pre, post, and 3-month follow-up questionnaires. CIL staff members facilitated the eight-session, interactive program. Quantitative and qualitative findings suggest that participation in a brief safety program may improve safety protective factors among men and women with ID. The Safety Class serves as one model for delivering an abuse prevention and education intervention to adults with significant safety needs but extremely limited access to relevant community resources.

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