EMDR therapy with people who have intellectual disabilities: process, adaptations and outcomes

Purpose Emerging evidence indicates that adapted eye movement desensitisation and reprocessing (EMDR) can be useful for people with intellectual disabilities in treating post-traumatic stress disorder (PTSD). However, the required adaptations are not described in enough detail across the literature, making it difficult for therapists to easily adapt EMDR for people with intellectual disabilities. This paper aims to address this by describing 14 clinical cases, along with outcome data for six people, and the views of five people with intellectual disabilities about EMDR. Design/methodology/approach A total of 14 people with mild or moderate intellectual disabilities and varied experiences of trauma were offered EMDR by one clinical psychologist in a UK NHS setting; nine people completed EMDR therapy, six people provided outcome data with pre-post measures and five people were asked two questions about EMDR therapy. Findings Adaptations are described. The outcome data indicate reductions in symptoms of PTSD following EMDR intervention. EMDR was liked and perceived as useful. Originality/value This paper provides details about adaptations that can be made to the standard EMDR protocol, reports the views of service users about EMDR and adds evidence that EMDR reduces symptoms of PTSD in people who have intellectual disabilities.

Development of Avatar-Based Models and Tools for People With Intellectual Disabilities

The chapter is about development of consciousness, emotion, motivation, and level of aspiration, with the ways that people react to the psychological, traumatic experience caused by the gradual realization of incapacity. Some people with an intellectual disability are capable of learning together with normally-developing peers if provided with special support; however, there are others who will need an individual education program adapted to their capabilities. The most important focus in working with such students is the individual approach with regard to the specific mentality and health of each person. Such an approach can be achieved through instructional methods like avatar-based learning as the improved development of project-based learning.

Reflecting on Crime and Legal Issues in People With Intellectual Disabilities

This chapter discusses research findings on intellectual disability (ID), criminal law, and the different forms of aggressive behavior such as sexual violence, homicide, theft, arson, and alcohol-drug abuse. ID is a generalized neurodevelopmental disorder, characterized by significantly impaired and varying intellectual-adaptive functioning. Given that a number of legal issues have been raised over the past decades regarding individuals with ID and civil as well as criminal law, particular attention will also be given to neuropsychological research regarding civil law and the most common problems for individuals with ID, such as financial capacity and capacity for medical consent. Finally, there will be a section for the most important issues regarding the trial and conviction for individuals with ID, and a presentation of a research on attitudes toward ID and legal issues. The chapter concludes with suggestions for reform of the law relating to ID and the need for further research.

Time for a Change

In recent years, the use of smartphones by people with intellectual disabilities (ID) has increased, leading to the development of applications designed to ease and improve their lives and independence, and help them integrate into society. Designing applications tailored to the needs of these users is complex, particularly in terms of accessibility and usability. This chapter presents a case study of the design and development process of a dedicated application aimed at helping people with mild ID in handling cash transactions. The chapter explores the design principles of mobile interfaces for people with ID. It introduces the use of the design thinking methodology, which focuses on user-centered design and helps gain an in-depth knowledge of the end users and their needs. Based on the performed user research, recommendations for the design of such applications are highlighted.

The Impact of COVID-19 Pandemic on People with Intellectual Disabilities: A Literature Review

The ongoing coronavirus disease 2019 (COVID-19) pandemic has affected the global population, especially the vulnerable groups such as children, the elderly, indigenous people, and people with disabilities. Restriction and limited access to education, health, and public services due to measures taken to cope with the pandemic have made life even more difficult for people with disabilities, particularly those with intellectual ones. People with intellectual disabilities were not counted as a high-risk population, thus being excluded in most public health measurements that are done to encounter the pandemic. Several investigations have been conducted to explore the impacts of the COVID-19 pandemic on children, women, and the elderly, yet very few discussed how pandemics affected people with intellectual disabilities. This article is a review of existing literature using Medical Subject Headings (MeSH) keywords like “COVID-19” and “intellectual disabilities” which was conducted in Pubmed, Web of Science, Mendeley, Google Scholar and ResearchGate to find related studies. Here we reviewed studies on the impacts of the COVID-19 pandemic on people with intellectual disabilities, including access to education, healthcare, public services, and other related concerns. We also discussed the inclusivity of COVID-19 prevention and control measures taken so far and how it should be designed to accommodate people with intellectual disabilities. This review is expected to provide an insight for the stakeholders and policymakers to employ better and more inclusive approach in the management of pandemic to ensure the wellbeing and rights of people with disabilities in general and people with intellectual ones in particular.

Commentary on: “Lost in the literature”. People with intellectual disabilities who identify as trans: a narrative review

Purpose This paper aims to discuss the barriers that people with intellectual disabilities face to come out as transgender in the context of a paucity of research with or about this group. Design/methodology/approach The commentary and brief overview of trans participation in literature on people with intellectual disabilities presented in this paper is informed by a Queer Theory and Critical disabilities Studies approach. Findings Researchers in this area are correct that there is insufficient literature that addressed the experiences of trans people with intellectual disabilities; however, for trans people with intellectual disabilities to be involved in research they must first be safe to self-identify and come out in their communities and services. Existing research suggests that people with intellectual disabilities may face additional barriers to self-identifying as LGTBQ, and that for those who have claimed a trans identity, it is not safe to come out. Social implications There is a need for researchers and professional and lived experience experts to be engaged in policy and social research with the aim of creating safe spaces and communities for people with intellectual disabilities to explore and affirm their gender. Originality/value There are no published papers that redirect focus from a paucity of research into the experiences of trans people with intellectual disabilities towards addressing why trans people with intellectual disabilities may choose not to come out in a context of hostility towards transgender identity in disabilities services.