Search results for ‘Subject term:"learning disabilities"’ Sort:
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Systematic review of restraint interventions for challenging behaviour among persons with intellectual disabilities: focus on experiences
- Authors:
- HEYVAERT Mieke, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(2), 2015, pp.61-80.
- Publisher:
- Wiley
Background: The second in a two-part series, this article focuses on experiences with restraint intervention for challenging behaviour among people with intellectual disabilities. Methods: A mixed methods research synthesis involving statistical meta-analysis and qualitative meta-synthesis techniques was applied to synthesize 76 retrieved articles. This second article reports on the qualitative meta-synthesis of 17 articles on experiences with restraint intervention for challenging behaviour among people with intellectual disabilities. Results: The 17 included articles report on important variables relating to the persons receiving restraint intervention, to the persons giving restraint intervention and to their interactions and relationship, as well as variables situated at the meso- and macro-level. Conclusions: The developed model can assist in reflecting on and improving of current restraint intervention practices among people with intellectual disabilities. (Edited publisher abstract)
The reported effects of the COVID-19 pandemic on people with intellectual disability and their carers: a scoping review
- Authors:
- DOODY Owen, KEENAN Paul M.
- Journal article citation:
- Annals of Medicine, 53(1), 2021, pp.786-804.
- Publisher:
- Taylor and Francis
Background: People with an intellectual disability are a vulnerable group during COVID-19 due to multi-morbidity, frailty, underlying conditions/health problems, social circumstances and limitations in understanding. This places them at greater risk of more severe outcomes from COVID-19. Objective: To chart the evidence of the effects of the COVID-19 pandemic on people with intellectual disability and their carers reported in the research. Methods: A scoping review method was used to review literature published across eight databases in 2020 and included manual searches of reference lists of included articles. Results: Sixteen studies were selected for inclusion. The findings highlight that professionals, people with intellectual disability and their carers were keen to comply with pandemic related public health guidance. However, implementing infection prevention and control measures in certain contexts for people with intellectual disability was challenging. Thereby a rights-based, person-centred approach to care is essential and professionals need to extend their understanding and practice of collaborative working to include people with intellectual disability and their family/carers. The findings highlight that compliance with public health guidance and infection control measures can be difficult for people with intellectual disability to implement. Conclusions: There is limited good quality robust research on COVID-19 and people with intellectual disability and/or their carers experiences. (Edited publisher abstract)
Experiences of adults with intellectual disabilities who identify as lesbian, gay, bisexual, or transgender within mainstream community: a systematic review of qualitative studies
- Authors:
- RAMASAMY Vemel Resh, RILLOTTA Fiona, ALEXANDER June
- Journal article citation:
- JBI Database of Systematic Reviews and Implementation Reports, 19(1), 2021, pp.59-154.
- Publisher:
- Wolters Kulwer
Objective: The objective of this review is to identify, appraise, and synthesize the available qualitative evidence on the lived experiences of adults with intellectual disabilities who identify as lesbian, gay, bisexual, or transgender in mainstream society. Introduction: People with intellectual disabilities who identify with a non-normative sexual orientation and gender identity (eg, lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual) are dually stigmatized due to the prevailing notion of ableism and heteronormativity within the wider society. This layered stigma can generate further segregation within society, increasing vulnerability in this population and limiting their facilitation of a meaningful and satisfying life. To date, there are no existing systematic reviews that have explored the proposed study. Inclusion criteria: The review considered qualitative studies that explored adults (aged 18 and over) who have a formal diagnosis of intellectual disability or mental retardation (preceding diagnosis) in conjunction with their lesbian, gay, bisexual, transgender, queer or questioning, intersex, or asexual identity. Methods: The search strategy of eligible papers followed a three-step process. The search strategy aimed to locate published and unpublished studies in English from 1990 onward. The databases within the designated platforms that were searched included CINAHL, MEDLINE, PsycINFO, ScienceDirect, ERIC, ProQuest Dissertations and Theses Global, Scopus, PubMed, REHABDATA Database, Wiley Online Library, Google Scholar, and Google Advanced. The search was conducted in April 2017 and updated in January 2020. Titles and abstracts were screened by two independent reviewers for alignment with the inclusion criteria. Eligible studies underwent critical appraisal by three independent reviewers for methodological quality. Findings were assigned a level of credibility and synthesized using JBI's meta-aggregative method. Results: Following critical appraisal, 15 studies were included in this review. These studies were published between 1995 and 2018. The majority of the studies included in each synthesized finding scored either four or five "yes" responses or two or three "yes" responses on the relevant critical appraisal questions; therefore, the dependability scores were downgraded one level. With reference to the level of credibility, all findings in this systematic review were rated as unequivocal (U). Each synthesized finding was rated as moderate on the ConQual score. Data extracted from these studies resulted in 184 findings, which were then aggregated into 26 categories based on the similarities of meanings to form the eight synthesized findings. The synthesized findings provide a deeper and more comprehensive understanding of the lives of the participants. None of the participants in this review identified as queer or questioning, intersex, or asexual. Therefore, the findings in this review solely report on the lived experiences of participants with intellectual disabilities who identify as lesbian, gay, bisexual, or transgender. Conclusions: The synthesized findings indicated participants experienced a myriad of intersecting issues and multilevel environmental challenges that had a profound and adverse impact on their daily lives and development of a positively evaluated sense of self. Recommendations for policy and practice are provided to initiate further awareness and give precedence to a minority group within society that tends to be under-represented and overlooked. (Edited publisher abstract)
The views and experiences of fathers of children with intellectual disabilities: a systematic review of the international evidence
- Authors:
- MARSH Lynne, BROWN Michael, MCCANN Edward
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 17(1), 2020, pp.79-90.
- Publisher:
- Wiley
As a result of societal changes and expectations, mothers have returned to paid employment, with fathers now more involved in the daily lives of their children with and without disabilities. Globally, fathers are providing more care for their children with intellectual disabilities (ID), a role traditionally expected of mothers. The research interest in the role of fathers in the lives of their child with ID is growing, yet much of the wider evidence has focused on the views and experiences of mothers as care givers. The aim of this systematic review was to identify the views and experiences of fathers parenting children with ID. A total of 14 studies were included in the review. Four themes were identified including emotional impact, mental health and coping, systems of support, and hopes and fears. There is a need for further research on the needs of fathers and how they can be supported to play a fuller role in the lives of their child with ID. Implications for policy, practice, and future research are also discussed. (Publisher abstract)
How parents describe the positive aspects of parenting their child who has intellectual disabilities: A systematic review and narrative synthesis
- Authors:
- BEIGHTON Carole, WILLS Jane
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(5), 2019, pp.1255-1279.
- Publisher:
- Wiley
Background: Identifying what parents describe to be positive about parenting their child who has intellectual disabilities is important for professional practice and how parents can be supported over a lifespan. Methods: Studies in which parents describe the positive aspects of parenting their child with intellectual disabilities were identified via electronic databases searches and analysed in a narrative synthesis. Results: Twenty‐two studies were included. Consistent themes emerged relating to positive change, increased personal strength, growth and development largely related to parental intrapersonal orientation. Several studies emphasized that the presence of growth or positive change does not imply the absence of distress. Conclusions: Positive aspects are not consistently defined and measured differently across studies. Consistent themes are described variously attributed to theories relating to coping, adaptation or growth following adversity; however, no single theoretical framework emerged. Factors likely to predict a parent's ability to identify positive aspects are inconclusive. (Edited publisher abstract)
Everyday life of persons with intellectual disability living in residential settings: a systematic review of qualitative studies
- Authors:
- GJERMESTAD Anita, et al
- Journal article citation:
- Disability and Society, 32(2), 2017, pp.213-232.
- Publisher:
- Taylor and Francis
This article presents a systematic review of studies published between November 2010 and November 2014 about the everyday life of adults with intellectual disability as viewed from their own perspective. Everyday life refers to an interdisciplinary concept including approaches attentive to the mundane and to ordinary routines of social relations and practices. Twelve studies met the inclusion criteria. The review was carried out as an interpretive synthesis. Findings from the included studies revealed neglect of participation regarding the wishes, self-determination, choice and control of persons with intellectual disability in their everyday lives. This neglect demonstrates the limitations persons with intellectual disability face as agents and adult citizens in their everyday life, and shows violation of fundamental human rights. (Publisher abstract)
Co‐research with adults with intellectual disability: a systematic review
- Authors:
- DI LORITO Claudio, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.669-686.
- Publisher:
- Wiley
Background: Co‐research with people with intellectual disability is a distinct form of patient and public involvement (PPI). This systematic review summarize published studies and protocols to report on the process of co‐research in social and healthcare research. Method: Relevant studies were identified using electronic searches on ASSIA, PsycInfo and MedLine. Study quality was assessed, and information relevant to the process of working with co‐researchers was extracted and thematically analysed. Results: Thirteen studies were retrieved. Data are reported under three themes: (i) challenges of co‐research; (ii) facilitators of co‐research; (iii) benefits of co‐research. Best practice is presented as a model of co‐research. Content analysis on 12 research protocols identified four themes related to PPI. Conclusions: All stakeholders involved in co‐research with people with intellectual disability can benefit, providing there is adequate infrastructure to accommodate and empower the co‐researchers. Many current intellectual disability research projects still lack systematic involvement of PPI members. (Edited publisher abstract)
Parents' perspectives on participation of young children with attention deficit hyperactivity disorder, developmental coordination disorder, and/ or autism spectrum disorder: a systematic scoping review
- Authors:
- COUSSENS Marieke, et al
- Journal article citation:
- Child: Care, Health and Development, 46(2), 2020, pp.232-243.
- Publisher:
- Wiley
Background: During the early years of a child's life, participation is essential for learning and development. Children with disabilities are at risk for decreased participation. The interplay between environment and participation is identified as one of the most important factors influencing successful participation. The objective of this scoping review was to synthesize peer‐reviewed literature about barriers and facilitators of participation according to the perspective of parents of children younger than 6 years with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and/ or Developmental Coordination Disorder (DCD). Methods: The scoping review followed Arksey and O'Malley's framework. Relevant studies were identified by a comprehensive search of scientific databases (PubMed and Web of Science). Studies describing perspectives of parents regarding their child's participation, written in English, and published between 2001 and September 2017 were included. Results: A total of 854 articles were retrieved, with 13 meeting the criteria. Elements contributing to perceived barriers and facilitators were identified and organized according to the International Classification of Functioning, Child–Youth framework. Concepts contained in these studies were linked to “activities and participation” (general tasks and demands, such as bedtime and dinner routines, and social, civic life, such as play and leisure). Environment‐focused factors identified were situated on “support and relationships, ” “attitudes, ” and “services, systems, and policies.” Conclusion: The review revealed guidelines focusing on family‐centred care, communication with, and providing information to parents with young children with developmental disabilities (ADHD, DCD, and/ or ASD). (Edited publisher abstract)