Intellectual and Developmental Disabilities最新文献

Considering autism as a spectrum, dimensional measures such as the Adult Autism Subthreshold Spectrum (AdAS Spectrum) have been increasingly emphasized. The AdAS Spectrum is a self-report questionnaire designed to characterize autistic traits and subthreshold manifestations rather than establish an autism diagnosis. This study aimed to culturally adapt the AdAS Spectrum for the Turkish population and evaluate its validity and reliability. A total of 99 individuals with autism spectrum disorder and 348 typically developing participants were enrolled in the study. Participants completed the AdAS Spectrum, Autism Spectrum Quotient (AQ), and Empathy Quotient (EQ) scales. Confirmatory factor analysis supported the seven-domain structure of the original AdAS Spectrum (χ²/df = 2.058, root mean square error of approximation [RMSEA] = 0.048, comparative fit index [CFI] = 0.952, Tucker-Lewis index [TLI] = 0.946, standardized root mean square residual [SRMR] = 0.038). The scale showed high internal consistency (Kuder-Richardson coefficient [KR-20] = 0.964), good-to-excellent test-retest reliability (intraclass correlation coefficient [ICC] = 0.800 through 0.961), and expected associations with another dimensional measure of autistic traits. These findings support the Turkish AdAS Spectrum as a self-report measure for the dimensional characterization of autistic traits in research.

Food insecurity disproportionately impacts people with intellectual and developmental disabilities (PWIDD) and their families. This scoping review explores food insecurity in this population, considering prevalence estimates and disparities, consequences, risk factors, and protective factors. A systematic search identified 21 relevant sources. Food insecurity was consistently reported at higher levels among PWIDD compared to those without disabilities across sources. Consequences include worsened nutritional challenges, diagnosis-specific behavioral changes, and caregiver emotional distress. Risk factors such as household characteristics, systemic barriers, and the extra cost of disability exacerbate vulnerability, while protective factors like robust service delivery systems, public safety net programs, and caregiver support mitigate risks. The findings underscore the need for targeted interventions, inclusive policies, and further research to address food insecurity and improve health outcomes for PWIDD.

The first national survey assessing state policies and practices of behavior support services for people with intellectual and developmental disabilities (IDD) receiving publicly-financed supports in the United States was conducted by Rotholz and his colleagues. This follow-up study surveyed state leaders from 32 states, with 30 of these states completing both 2013 and 2024 surveys. Results suggest that while national standards for behavioral support practices are still needed, a growing number of states are working on improving behavior support standards, policies, practices, and services for adults with IDD. Improvements were found in the expectation of skills required to provide positive behavior support (PBS) and in the prohibition against the use of aversive interventions. Improvements were observed related to the implementation of qualification processes for providers, state employees, and years of experience needed to qualify as a PBS provider. Other aspects of behavioral services are still in need of change.

Families are key sites where disability is lived and organized in everyday life, yet the social and care-related demands placed on families vary across disability contexts. This study examines how different developmental disabilities shape family functioning, adaptive processes, and inequalities in everyday care. Drawing on questionnaire data from one parent per family in 937 Spanish families of children with intellectual disability (ID), motor disability, or autism spectrum disorder (ASD), the study compares three measurement models of family functioning: the Family Adaptability and Cohesion Evaluation Scale (FACES-20Esp), the Family Management Measure (FaMM), and the Family Appearance, Pulse, Grimace, Activity, and Respiration (APGAR) scale. The analysis examines the reliability and interrelationships of these instruments, as well as how emotional cohesion, adaptability, and the everyday management of disability vary across disability groups. The findings indicate that families of children with ASD experience greater care-related difficulty and lower adaptability, whereas families of children with ID show higher adaptive flexibility. Across disability contexts, emotional cohesion and parental mutuality remained relatively stable, showing no significant differences by disability type. These results highlight how disability produces uneven family experiences and care burdens, with implications for family-centered support and social policy.

Children with intellectual and developmental disabilities (IDD) face elevated risks of victimization and may participate in forensic interviews, yet their reports are often evaluated through deficit-based assumptions. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, this review synthesized 67 studies (2000-2026; PsycINFO, PubMed, Web of Science) examining how cognitive, linguistic, adaptive, executive, and social-interactive factors, together with interview conditions, relate to testimonial performance. Findings revealed a recurring but not universal quantity-accuracy dissociation: children with IDD often provided fewer details than typically developing peers, yet their accuracy was sometimes comparable once developmental level and elicitation conditions were considered. Suggestibility varied across studies and was more pronounced under repeated, leading, or linguistically complex questioning. Fuzzy-trace theory and source monitoring theory jointly explained the preservation of core event information despite reduced detail, and source errors under demanding retrieval conditions. The resulting framework conceptualizes accuracy, completeness, consistency, and suggestibility as conditional outcomes of the fit between functional developmental profiles and interview demands, extending existing developmental and forensic interviewing models and providing a basis for developmentally calibrated assessment and practice.

Federal and state governments often jointly fund Medicaid Home and Community-Based Services waiver programs. Eligibility determination for services for individuals with an intellectual disability (ID) is often dependent on a state's specific definition of ID. Many states use intelligence quotient (IQ) scores as part of their eligibility determination process. We analyzed the use of IQ in these decisions across all 50 states and the District of Columbia. We found that 24 states do not rely on IQ for eligibility decisions, 19 states use IQ in some way, and eight states depend on a singular IQ score for eligibility determinations. This variability can lead to inequitable access to services for individuals with ID.

The Workforce Innovation and Opportunity Act of 2014 sought to improve employment outcomes through vocational preparation activities called pre-employment transition services (Pre-ETS) for students with disabilities. We analyzed Rehabilitation Services Administration (RSA-911) data to examine receipt of Pre-ETS across states, differences among students who received only Pre-ETS versus Pre-ETS and Vocational Rehabilitation (VR) services, and association of services with employment outcomes. On average, states delivered two of the five required Pre-ETS types. Rates of receipt of Pre-ETS, and transition into VR services following Pre-ETS, were below expectations. Only 36% of students were employed when they exited VR. Outcomes varied by race and disability type. Work-based learning services were associated with successful employment, but receipt of this Pre-ETS was low.

People diagnosed with neurodevelopmental disorders (NDD) experience health disparities. To reduce disparities, healthcare students and professionals have repeatedly called for more training to help patients with NDD. To answer these calls, we developed time-efficient training to teach healthcare students and professionals to use evidence-based behavioral interventions during physical examinations to increase the comfort and cooperation of people with NDD. We hypothesized that the training would increase participants' confidence and competency in helping patients with NDD. Participants (n = 173) completed the training in less than 1.5 hr, reported increased confidence after the training, and demonstrated competency to use the interventions during testing. Our results support educators integrating this freely available, time-efficient training into healthcare education.

This study documents changes between 2012-13 and 2022-23 in the percentage of U.S. adults with intellectual disability (ID) using self-directed (SDF). We analyzed National Core Indicators SDF data from 22 states. Overall percentage prevalence grew from 11.6% to 17.1% but with much variation between states in prevalence and growth of SDF use. The increase was larger for family-home dwellers (21.8%-32.9%) than own-home residents (11.0%-15.4%). We found vastly higher growth in SDF use in these 22 states over the same decade for non-ID populations. Among people with ID, access to SDF was strongly related to state of residence and living arrangement. Robust growth and high prevalence of SDF use in certain states may provide models for other states to emulate.

Inclusive postsecondary education (IPSE) programs for students with disabilities have expanded nationwide, yet guidance for their evaluation remains limited. This article introduces Value on Investment (VOI) for IPSE programs as an evaluative orientation to support leaders and evaluators in rethinking how value is defined and examined. A VOI orientation moves beyond traditional outcome-focused or cost-benefit evaluation by attending to three interrelated dimensions of value: student-centered, institution-centered, and field/community/society-centered. VOI is a values-based evaluative stance that shapes which outcomes are prioritized, whose perspectives are centered, and how evidence of impact is interpreted over time. As an orientation rather than a discrete or prescriptive evaluation approach, VOI emphasizes strategic decision-making as a central function of evaluation, rather than the development of fixed metrics or endpoints. The paper further attends to the developmental nature of value identification in IPSE across stakeholders, highlighting the importance of aligning evaluation efforts with program maturity, student trajectories, and broader institutional change processes. Collectively, this evaluative stance complements existing evaluation practices by going beyond only what students may gain to what institutions become capable of sustaining.