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Enhancing social inclusion of young adults with intellectual disabilities: a systematic review of original empirical studies
- Authors:
- LOUW Julia S., KIRKPATRICK Bernadette, LEADER Geraldine
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(5), 2020, pp.793-807.
- Publisher:
- Wiley
Background: Social inclusion is regarded as an important determinant of health, particularly for young adults with intellectual disabilities. However, only a limited number of reviews report on the findings of original empirical studies on social inclusion of young adults with intellectual disabilities. This review provides a succinct synopsis of original empirical studies on social inclusion among young adults with intellectual disabilities for the period between January 2013 and January 2019. Methods: Studies were drawn from three electronic databases: ScienceDirect, PubMed and PsycINFO. In addition, hand searches were carried out in several international journals focusing on intellectual disability research. The review included both qualitative and quantitative studies. In all, 24 key studies met the inclusion criteria for this review. The Methodological Quality Checklist developed by Downs and Black (Journal of Epidemiology Community Health, 1998, 52, 377) was used to independently assess study quality, and the Cochrane Collaboration Intervention Clinical Appraisal Form was used to extract data and outcome measures for each study. Results: Among the key findings, structured and organized social inclusion interventions were reported to create better opportunities to engage in social interactions and improve social skills. Moreover, evaluating outcomes on the two core quality‐of‐life domains, that of interpersonal relationships and community participation, were reported to facilitate positive outcomes for social inclusion of young adults with intellectual disabilities. Conclusion: There is a need to do an in‐depth exploration of the potential impact of facilitators that promote social inclusion of young adults with intellectual disabilities, by conducting rigorous empirical investigations. (Edited publisher abstract)
Ready and able
- Author:
- GORMAN Ruth
- Journal article citation:
- Learning Disability Today, 14(1), January/February 2014, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
New Reablement Journeys a short-term reablement pilot service for people with learning disabilities implemented by the charity Imagine, Act and Succeed (IAS) for Oldham Council. The service offers short-term, person-centred support to people for up to six weeks and helps to develop independence, social inclusion and encourages people with learning disabilities to use more community-based supports. Although the service can only support up to 10-12 people at one time, it has helped over 60 people to become more independent since its inception. This article describes how the service works and presents a short example of how the service has helped one person to live in their own flat with minimum support. (Original abstract)
Quality-enhancing interventions for people with profound intellectual and multiple disabilities: a review of the empirical research literature
- Authors:
- MAES Bea, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 32(3), September 2007, pp.163-178.
- Publisher:
- Taylor and Francis
This study provides an overview of empirical research on the effectiveness of quality-enhancing interventions for people with profound intellectual and multiple disabilities (PIMD). Through computerised searches of the PsycINFO and ERIC databases, and using several search criteria specifically relating to the target group and to the subject of this review, 16 studies were identified. The interventions described are targeted at the physical and material well-being, emotional well-being, social interactions, choices, and personal development of individuals with PIMD, but do not address community participation and rights. The majority of the studies report positive effects of the interventions on staff and/or client behaviour. However these effects should be interpreted with caution because of methodological and other considerations. It is concluded that current research gives only limited insight into the effectiveness of quality-enhancing interventions for people with PIMD. To foster evidence-based practice, further studies of larger groups and with more robust designs are warranted. The potential differential effects associated with client characteristics and the context of the implementation should also be considered.
Safe and social: what does it mean anyway??
- Authors:
- TINNEY Grainne, et al
- Journal article citation:
- British Journal of Learning Disabilities, 43(1), 2015, pp.55-61.
- Publisher:
- Wiley
This paper outlines a programme Safe and Social that has been implemented with adults with intellectual disability across multiple contexts in a service based in Ireland. The emphasis within the programme is on providing service users and staff with a framework and the necessary language to discuss social behaviours and boundaries, moving away from an emphasis on rules and regulations. The programme was structured around seven steps: understanding relationships; appropriate and inappropriate behaviours; body parts; private vs. public places; being assertive and saying no; what is 'ok' and 'not ok' to talk about or discuss with different people; summary and 'being safe'. The programme draws on visual supports of three nested circles, red indicating 'not ok', green indicating 'ok' and a central circle that is used to set the topic of discussion. Over a series of seven modules, adults with intellectual disabilities and their support staff are encouraged to collaboratively problem solve some of the behaviours and understandings that can undermine social acceptability and compromise personal safety. Based on positive outcomes over a five-year period, the authors highlight the need for further research to explore the effectiveness of the programme. (Edited publisher abstract)
Relationship development intervention with young children: social and emotional development activities for Asperger syndrome, autism, PDD and NLD
- Authors:
- GUTSTEIN Steven, SHEELY Rachelle
- Publisher:
- Jessica Kingsley
- Publication year:
- 2003
- Pagination:
- 331p.
- Place of publication:
- London
Friendship requires hard work, and the odds are heavily stacked against those with autism spectrum conditions. Designed for younger children, typically between the ages of two and eight, this comprehensive set of activities emphasizes foundation skills such as social referencing, regulating behavior, conversational reciprocity and synchronized actions. The authors include objectives to plan and evaluate a child's progress, each one related to a specific exercise.