Autism spectrum disorder poses challenges in social communication and behavior, while Intellectual disabilities are characterized by deficits in cognitive, social, and adaptive skills, frequently accompanied by stereotypies and challenging behaviors. Despite the progress made in autism spectrum disorder research, there is often a lack of research focusing on individuals with co-occurring autism spectrum disorder and intellectual disability. Robot-assisted autism therapies are effective in addressing these needs. However, there is a lack of consensus on the optimal number of therapy sessions required for effective outcomes, particularly in children with comorbid autism and intellectual disability.

This scoping review explores (a) how k-12 schools facilitate social inclusion, specifically for students with extensive support needs (ESN) and (b) how those intervention approaches are measured. Given the cross-disciplinary nature of the topic, the search entailed ten different databases that identified 540 articles. Eight articles met the inclusion criteria and were included in this review. The approaches used to facilitate social inclusion for students with ESN are summarized as those that involve (a) comprehensive multi-level interventions, (b) peer-mediated interventions, and (c) collaborative consultation and planning with teachers. The scoping review identified three primary constructs that assess social inclusion, namely, social interactions, participation (academic and social), and social validity of the interventions used. The scoping review underscores the complexity of the concept of social inclusion and poses a challenge to identify a unifying measure of social inclusion for students with ESN.

Person-centered planning has been shown to benefit people with disabilities and their quality of life. However, we have little knowledge of how person-centered planning can benefit staff and administration within a group home organization, as well as the extent to which it results in changes to organizational practices and procedures, as well as perceptions of people with disabilities. In this qualitative study, we explored the perspectives of organizational employees, an affiliating behavioral consultant, and residents with intellectual and developmental disabilities, taking into consideration key insights from person-centered planning consultant-coaches, to understand the effects of a person-centered planning initiative on the group home organization. Accompanying our findings are five stories that poetically describe each of the participating residents and their experiences with organizational employees throughout the implementation of the initiative. Implications for research and practice are discussed.

Cancer is one of the most common causes of mortality among disabled people, and population-based screening is an effective method to identify some cancers early; however, its uptake is lower among the disabled population. There is a lack of evidence regarding why they access less, and their need to access population-based screening programmes.

The impact of the COVID-19 pandemic on the health and wellbeing of social workers working with people with learning disabilities has not been fully explored. This paper reports findings from a large United Kingdom study that surveyed health and care workers in six phases of the pandemic and shortly thereafter (2020-23) relating to 310 social workers who worked with people with learning disabilities. Mann-Whitney U tests revealed that these social workers experienced a decline in wellbeing over the pandemic period, but this lessened as time passed. Logistic regression showed that social worker wellbeing predicted intentions to leave their profession. This study offers an evidence-based foundation to guide retention policies in learning disability social work, aiming to stabilise the sector and preserve essential experience for workforce planning.

This study explored the changes in self-determination-related constructs during transitions in the lives of persons with severe or profound intellectual and multiple disabilities. Questionnaires about autonomy support, basic psychological need expressions, and subjective well-being were filled out twice by family caregivers who foresaw an important transition in the near future ( = 40; pre-post design). Average changes in outcomes across a period of 6-13 months were not statistically significant. Reliable change was observed for 5.6 to 24% of individuals, depending on the outcome variable. Caregiver engagement in and period of impact of the transition, as well as prior expectations, were not associated with these changes. Self-determination-related constructs appear robust against life transitions for most persons with complex support needs. From the caregivers' perspective, improvements and deteriorations were unexpected, underscoring the need for a better understanding of the role of context for self-determination in this population.

Involuntary care in intellectual disability care may be reduced by deployment of multidisciplinary consultation. The Multi-Disciplinary Expertise Team (MDET) method proved effective in a previous trial on increasing involuntary care reduction. The current study aimed to examine how four organizations adapted MDET during implementation, and tested whether these versions were also effective. Semi-structured interviews with MDET-coordinators were analyzed using the Framework Reporting Adaptions and Modifications-Expanded. A quasi-experimental interrupted time-series design tested change in weekly counts of involuntary care recordings from before to during MDET implementation, in care homes that implemented MDET ( = 24) compared to care homes providing care-as-usual (CAU). Adaptations to MDET varied. These included implementing MDET without an independent MDET-team and loosening recordings of involuntary care. No differential changes in recordings were found between the implementation- and CAU-groups. Scaling-out MDET to other organizations led to adaptations that may have undermined its effects on reducing involuntary care.

This pilot study evaluated a money management skills program for students within the scope of occupational therapy practice. Three undergraduate students with intellectual disabilities attended sessions twice weekly for six weeks, learning financial concepts and applying knowledge through technology-based activities. The students were nonrandomly selected through a program that works to support college students with intellectual disabilities. Perceptions of money management skills pre- and post-intervention were assessed using a novel developed quantitative questionnaire. The Kohlman Evaluation of Living Skills (KELS) Assessment (money management section) was used to score and assess the participants' money management skills using descriptive indicators. The results demonstrated improvements in KELS Assessment and Likert-question scores from pre- to post-program implementation. Further research should be conducted to draw significant statistical conclusions on the effectiveness of a technology-based money management program for college students with intellectual disabilities.

Although Multi-Tiered Systems of Support (MTSS) has been used in schools, its success has prompted recommendations for its adoption in group home and day habilitation settings. This scoping review examines the literature on implementing MTSS in group home and day habilitation settings for individuals with intellectual and developmental disabilities. Of the 15 studies reviewed, most focused on Positive Behavior Interventions and Supports (PBIS) rather than a comprehensive MTSS framework, raising questions about the alignment of interventions with the three-tiered structure of MTSS. Additionally, PBIS in these settings appears restricted to an individualized approach to minimizing behavior instead of the comprehensive framework used in schools. Benefits of implementing PBIS include a reduction in challenging behavior, decreased use of restrictive interventions, and staff-related advantages such as improved organization and reduced turnover. Challenges are noted in time and resource constraints. Suggestions for implementing MTSS in residential and day habilitation settings are provided.

The aim of this research is to analyse the elements necessary for the construction of inclusive universities in the European context from the perspective of university professors. Three focus groups are conducted in different countries: Spain, Italy and Portugal. The discourses have been analysed following Grounded Theory. The codes obtained were subjected to a centrality analysis in which rank, intermediation and proximity were analysed. The results show inclusion, teaching, experience and well-being as central elements of the discourses. Two large semantic blocks are obtained, one referring to educational factors and the other to social and emotional factors. Educational factors refer to how methodologies, assessment and support elements should be configured. In relation to social and emotional factors, issues related to inclusion, inclusive experiences, support and accompaniment and the role of families are presented. It concludes with the need to address both factors with a commitment from the entire university community.

In the Kingdom of Saudi Arabia, a deficiency exists in comprehensive assessments of transitional programs and services tailored for students with intellectual disabilities. The present research is a systematic review to discuss the barriers to planning and implementing transitional services for students with intellectual disabilities in the Kingdom of Saudi Arabia and possible facilitators. Consequently, a thorough systematic review and exploration were conducted across ERIC - ProQuest, Education Journals - ProQuest, Google Scholar, EBSCO, Web of Science, and Scopus. The findings spotlighted various barriers from the perspective of stakeholders, categorising them as educational, familial, societal, and functional barriers. Among these, educational obstacles emerged as the most significant challenges impeding the employment prospects of students with intellectual disabilities. The results further disclosed several suggested facilitators to address these challenges, encompassing educational interventions and collaborative practices. This study furnishes decision-makers in the Kingdom, along with professionals in the realm of special education and parents, with valuable insights into the prevailing challenges illuminated by recent studies in the field, as well as the most prominent proposed solutions.

In the Kahramanmaraş earthquake on February 6, 2023, which was described as the most severe earthquake on land worldwide and the disaster of century, the loss of life and material losses reached serious levels. In this study, it was aimed to examine the experiences of 21 individuals diagnosed with autism spectrum disorder and intellectual disabilities affected by the Kahramanmaraş earthquake by interviewing their families regarding this process. Fifteen parents of one/more children diagnosed with intellectual disability/autism spectrum disorder participated in this study, which was conducted with a phenomenological design, one of the qualitative research designs. These themes are (a) the impact of the earthquake on the child with autism spectrum disorder/intellectual disability, (b) the impact of the earthquake on the parents, (c) difficulties experienced and (d) requirements. When the themes are examined, parents state that their children face serious physical, psychological and educational harm, their behavioral problems increase due to trauma they experience.

Down syndrome (DS), characterised by compromised brain development and intellectual challenges, often manifests Alzheimer's disease (AD) -like symptoms. Utilising the Web of Science Core Collection (WOSCC) database from January 1, 2000, to July 31, 2023, we conducted a comprehensive bibliometric analysis using VOSviewer, CiteSpace, and the R package "bibliometrix." Analyses included co-authorship, co-citation, co-occurrence, cooperative network, reference, and keyword burst citation. Analysing 5,082 papers, the U.S. demonstrated prominence with the highest number of research organisations and citations. Keyword analysis revealed promising research areas, including "Alzheimer's disease," "development," "inflammation," and "neurogenesis". This 22-year survey of the brain with trisomy 21 research unveils key trends, contributors, and focal areas in DS neuropathogenesis. Notably, Alzheimer 's-related genes and proteins play a pervasive role in DS neuropathological processes across patients' lifespans. The study contributes foundational knowledge for advancing research and care in the DS neuropathogenesis domain.

Minimizing restrictive measures is an important lever to promote self-determination for people with intellectual disabilities. This study assesses the efficacy of the Multidisciplinary Expertise Team (MDET) program in reducing such measures within Dutch sheltered care homes for people with intellectual disabilities. A clustered randomized trial encompassed 30 residential units, reporting 428 measures on 107 residents through an organization-wide registration system. Units were randomly assigned to the MDET program or care-as-usual. Units assigned to the MDET-program reported a significant stronger reduction in restrictive measures compared to the care-as-usual units (40% versus 20%). The MDET program shows promise in decreasing restrictive measures by enhancing awareness and sharing expertise across disciplines at staff and resident levels.

This qualitative study was conducted to identify how being a sibling of a child with intellectual disabilities is defined for the child, its implications from the perspective of mothers. Data were collected through in-depth individual interviews using a "Semi-structured interview form" between November 2023 and January 2024 with 14 mothers of children aged 12-18 who were studying in seven special education and rehabilitation centres in Türkiye. The semi-structured interview form included questions such as "Can you tell us about the relationship between your child with intellectual disability and his/her sibling?" Main themes and sub-themes were developed using thematic analysis. Four main themes were identified from the data through thematic analysis: (1) A special relationship (2) The need to be perfect (3) Guilt and shame (4) Restriction. The findings revealed both positive and negative aspects of being a sibling of children with intellectual disabilities from the mothers' perspective.

Individuals with profound intellectual disabilities are non-verbal and reliant on carers for pain recognition, assessment and management. Pain is a multifaceted and interconnected experience. Assessment tools designed specifically for this population are needed. This study aimed to develop methods for improved pain care practices by nurses.

This study explores Universal Design for Learning (UDL) and Game-Based Learning (GBL) to promote the inclusion of secondary school students with intellectual disabilities. Through qualitative methods, including participant observation and post-workshop interviews, the impact of these methodologies was assessed on 31 students, including 5 with intellectual disabilities. The findings highlight how these methodologies enhance accessibility, motivation, and learning outcomes, developing narrative skills and fostering creativity. Challenges in curriculum integration and active student participation are also addressed. This study underscores the transformative potential of UDL and GBL in inclusive education, significantly improving the educational experience for students of varying abilities.

The aim of this review was to identify the type, content, and effectiveness of psychological parenting interventions for parents of children with intellectual disabilities to enhance child behavior and/or parental well-being. A systematic search yielded 21 studies involving 1825 participants. Studies were evaluated according to intervention content, pre- and post-treatment and follow-up effect sizes, and risk of bias. We categorized the interventions into those targeting 'Child or interaction' (child behavior, interaction and learning, understanding disability), and those targeting 'Parent' (parental well-being) or both themes. All these interventions had positive effects on parental well-being or child behavior. Parental outcomes were improved by interventions targeting 'Parental well-being', as well as 'Child or interaction'. Child behavior showed improvements in programs focusing on 'Child or interaction', and in a mindfulness-based parental well-being program. During follow-up, most effects were sustained or further increased, but some studies showed no improvements over the control group.

Despite their central role in hospital care, little research has explored medical-surgical nurses' perspectives on the rewarding aspects of and significant influences on caring for adults with intellectual disabilities, even though they are key to understanding this population's inequitable hospital outcomes. A qualitative descriptive design was used, and interviews were conducted with 13 medical-surgical nurses from the United States. Manifest content analysis was used to analyze the interview transcripts and categorize findings. Five categories of significant influences: Preparedness to Care for People with Intellectual Disabilities, Communication, Caregiver Involvement, Ethical Concerns, and Context of Care, and four categories of rewards: Connecting, Making a Difference, Enjoyment, and Learning Opportunity, were revealed. Medical-surgical nurses derive meaning from connecting with and making a difference in the lives of hospitalized adults with intellectual disabilities, but face barriers to providing high-quality nursing care, resulting in dehumanized, delayed, or missed care.

Instruments on parenting goals are often outdated and don't consider goals related to capabilities and needs of children with (severe) disabilities. This study aimed to develop an inclusive questionnaire on parenting goals applicable to parents of all children (0-21 years). The iterative development process relied on academic and experiential expertise of parents and professionals; and included consultation of relevant literature, interviews with 6 parents of a child with severe to profound intellectual disabilities, a feedback round with diverse stakeholders, and a pilot study. The Inclusive Parenting Goals Questionnaire (IPGQ) is a 99-item summated rating scale demonstrating high face and content validity. A renewed and inclusive definition of parenting goals was formulated, alongside extensive reflection on theoretically robust and practically relevant categorization. The IPGQ is suitable for gaining insight into parents goal patterns and differentiating between (various groups of) parents. It also provides a basis for further discussion and elaboration.