This study investigated effects of video prompting using an iPod Touch to teach recipe-following to four 16-19 year-old youth with intellectual disability and autism in a transition classroom. Target behaviors involved correctly following three multi-step recipes: microwave dinner, brownies, and gelatin. A multiple-probe design across recipes was replicated across participants. After low levels of responding in baseline probes, researchers presented participants with an iPod Touch showing each step of the task using video and with audio narration. Following the video prompting phase, maintenance and home-based generalization probes were conducted. The intervention increased recipe-following performance for all participants. Performance maintained and generalized to youths’ home kitchens. Results are discussed in regards to using video demonstrations in a sequence of prompts.

A review in the literature makes it evident that employment needs of the age 21 and over ID population are not being met; the employment rate for this population continues to be less than half of the employment rate of the general population (Siperstein et al., 2013). There is evidence that occupational therapy has the potential to meet the employment needs of this population, however, practice guidelines for occupational therapists working with this population are limited. This study recruited seven participants and interviewed them using a needs assessment approach to investigate the employment needs of the age 21 and over ID population in South Florida, from the perspective of all stakeholders, further define occupational therapy intervention and practice guidelines within this matter, and propose a program to meet that need under an occupational therapy scope of practice. After analyzing study transcriptions, summative topics, or codes, were noted to be repeated throughout the data. Topics included tips for: 1) successful employment, 2) barriers towards employment, 3) positive employment outcomes, and 4) proposed solutions. Recorded information is reported as part of study findings using synthesized participant comments.

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No description available.

Syfte: Syftet med studien var att undersöka hur tidigare forskning har beskrivit upplevelser av våld och stöd hos våldsutsatta kvinnor med intellektuell funktionsnedsättning. Vidare undersökte studien hur dessa kvinnor upplevde olika former av våld och stödet från nära omgivning, myndigheter samt hur normer påverkar dem. Metod: Studien använde en kvalitativ metod och består av 12 vetenskapliga artiklar. Litteratursökningen genomfördes i databaserna Scopus och SocIndex. En tematisk analys användes för att analysera empirin. Huvudresultat: Studien identifierade att våldsutsatta kvinnor med intellektuella funktionsnedsättningar är överrepresenterade i alla våldsformer. Dessutom fann studien att dessa kvinnor, på grund av marginalisering, är berörda av dubbel utsatthet och upplever att stödet är otillräckligt. I relation till kvinnor med intellektuella funktionsnedsättningar identifierades den dubbla utsattheten i studien bestå av kön och funktionsnedsättning. / Aim: The aim of the study was to examine how research described abused women with intellectual disabilities experiences of violence and support. Furthermore, the study explored how the women experienced different types of abuse and the support from close surroundings, authorities and how societal norms affect them. Method: This study used a qualitative method and consists of 12 peer reviewed articles. The literature search was performed through the databases Scopus and SocIndex. A thematic analysis was used to analyze the data. Main results: This study identified that abused women with intellectual disabilities are overrepresented in all forms of violence. Additionally this study found that these women, due to marginalization, are exposed to double discrimination and experience insufficient support. In regards to women with intellectual disabilities the study identified double discrimination through their gender and disability.

The intersection of disability and sexuality remains a taboo topic. Along with this taboo, people with intellectual disabilities are rarely afforded the opportunity to share their experiences and desires when it comes to their intimate lives. This research examines the romantic and sexual lives of adults with intellectual disabilities in Ontario, Canada, by putting into conversation theories from the sociology of sexualities and critical disability studies. It uses a sexual fields analytic framework (Green, 2014) to explore the consequences of sexual stratification on the experiences of disabled people. Drawing on semi-structured interviews with 46 adults with intellectual disabilities, this research explores how they are kept out of sexual fields through a series of disabling social processes. It also examines how participants make sense of their gender and sexual identities based on gender habitus acquired in their lives and how they are often confined to “hetero-romantic” forms of sexual expression and traditional gender roles. Finally, this project explores how participants navigate the sexual fields available to them and their strategies for negotiating those fields. This research brings to view previously unexplored sexual fields within the existing sexual fields literature. I discuss what I call intellectual disability sexual fields, spaces exclusively for people with intellectual disabilities, as well as more mainstream sexual fields. / Dissertation / Doctor of Philosophy (PhD)

The over-arching goal of this project is to instill hope for activists and social workers, while simultaneously exploring the narrative of my Great-Grandmother, Mrs. Marguerite Emily Cartwright, whose activist story has never truly been told. Through the use of storytelling and thematic analysis, this research will present the reader with an opportunity to explore the tools and strategies that one woman used to make a profound and lasting influence on disability services, the study of disability and persons with disabilities throughout Ontario in the 1940’s and onwards. The Study of Disability, Disability Studies and Social Justice Studies, along with storytelling literature, are both broad albeit unique areas of knowledge. This unique thesis is based on the analysis of my family’s archives of Mrs. Cartwright’s activism, through original journal entries and newspaper clippings, along with letters and personal correspondences Mrs. Cartwright wrote to prominent North American politicians, offering a window into the mind of the activist herself. Through the use of storytelling and thematic analysis, this paper explores how the themes of wielding personal power, inheriting a moral sense of justice, and the history of disability services in Ontario contributed to the telling of Mrs. Cartwright’s untold story. An analysis of Mrs. Cartwright’s activist strategies demonstrated the intersectionality of disability, critical theory, feminism and justice studies, and the use of self in advocacy. Lastly, I discuss how my own sense of social justice, epistemology and practice of social work has been impacted by the telling of this story. / Thesis / Master of Social Work (MSW)

Helping professionals have an important role in supporting access to education for individuals regarding health-promoting and responsible sexual behaviors, including context-appropriate masturbation. Sexuality education is limited for people with intellectual and developmental disabilities, despite evidence supporting its place in teaching and supporting positive and appropriate sexual expression. While prior research has identified perception of professionals related to sexuality education and barriers to providing access to these programs and topics, none have identified methods to increase provider effectiveness in responding to sexual behaviors for the people they support. This study evaluated the components of behavioral skills training as a method of teaching Board Certified Behavior Analysts to develop interventions for sexual behavior.

The purpose was to examine, from a staff perspective, the participation of people with intellectual disabilities who live in group homes and lack verbal communication skills. Six persons who worked at three different group homes were interviewed for a qualitative study. The theories of empowerment and salutogenesis were used to analyse the result. The results showed that the residents were involved in everyday decisions such as the choice of food, clothes and that they had the opportunity to influence activities and everyday routines. The staff proved to be a decisive factor for the resident’s participation in everyday life. Factors that constituted an opportunity for participation were the staff's ability to communicate with the residents through body language or alternative complementary communication, staff density and the staff's attitude and knowledge. Factors that constituted an obstacle to participation were collaboration with other departments and the staff's views on right and wrong. / Syftet var att utifrån ett personalperspektiv undersöka delaktighet hos personer med intellektuell funktionsnedsättning som bor på gruppbostad och saknar verbal kommunikationsförmåga. Sex anställda från tre olika gruppbostäder intervjuades i en kvalitativ intervjustudie. Resultatet analyserades med hjälp av teorierna empowerment och salutogenes. Resultatet visade att de boende med IF hade möjlighet att vara delaktiga i vardagliga beslut såsom val av mat, kläder samt att de hade möjlighet att påverka vardagsrutiner och val av aktiviteter de ville utföra. Personalen visade sig vara en avgörande faktor för de boendes möjlighet att vara delaktiga i vardagen. Faktorer som utgjorde en möjlighet för delaktighet var personalens förmåga att kommunicera med de boende genom kroppsspråk eller alternativ kompletterande kommunikation, personaltäthet samt personalens bemötande och kunskap gällande de boende. Faktorer som utgjorde hinder för delaktighet var samverkan med andra verksamheter och personalens synsätt gällande rätt och fel.

Syfte: Syftet med denna litteraturstudie var att undersöka hur forskning har beskrivit uppväxten för barn som lever med en mamma med intellektuell funktionsnedsättning och vad det finns för risk- och skyddsfaktorer kring barnen. Samt om eller på vilket sätt föräldraförmågan påverkar barnens uppväxtförhållanden. Metod: En kvalitativ litteraturstudie bestående av 14 artiklar och en bok. Databassökningarna utfördes via databaserna SOCIndex, SWEpub och Discovery. Dataanalysen utgjordes av en tematisk analys. Huvudresultat: Litteraturstudien har identifierat tuffa uppväxtförhållanden hos en betydande majoritet bland barn som lever med en mamma med intellektuell funktionsnedsättning. Resultatet tyder på att målgruppen bör betraktas som en riskgrupp. Denna målgrupp har visats ha sämre levnadsvillkor på grund av mammans intellektuella funktionsnedsättning. / Aim: The aim of this literature study was to investigate how research has described the childhood of children living with a single mother with intellectual disability and what the risk and protection factors are around the children. And whether or in what way parenting ability affects the children's childhood conditions. Method: A qualitative literature study consisting of 14 articles and a book. The database searches were performed through the databases SOCIndex, SWEpub and Discovery. The data analysis consisted of a thematic analysis. Main results: The literature study identified difficult upbringing conditions in a significant majority of children living with a mother with intellectual disability. The results indicate that the target group should be considered a risk group. This target group has been shown to have poorer living conditions due to their mother's intellectual disability.