scholarly journals Remote Home-Based Virtual Training of Functional Living Skills for Adolescents and Young Adults With Intellectual Disability: Feasibility and Preliminary Results

2018 ◽  
Vol 9 ◽  
Author(s):  
Simonetta Panerai ◽  
Valentina Catania ◽  
Francesco Rundo ◽  
Raffaele Ferri
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Adolescents And Young Adults ◽  
Virtual Training ◽  
Preliminary Results ◽  
Home Based ◽  
Living Skills ◽  
Functional Living Skills

scholarly journals Examining the Effectiveness of Video Instruction on Teaching Daily Living Skills to Adolescents and Young Adults With Intellectual Disability

2018 ◽  
Vol 3 (2) ◽  
pp. 6 ◽  
Author(s):  
Annemarie L. Horn
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Daily Living ◽  
Independent Living ◽  
Daily Living Skills ◽  
Adolescents And Young Adults ◽  
Video Instruction ◽  
Target Skills ◽  
Based Instruction ◽  
Living Skills

Independently performing essential daily living skills enables individuals to become more self-sufficient adults. Those with intellectual disability (ID) tend to require direct instruction and repetition to successfully aquire everyday tasks. Many adults with ID continue to show deficits in this domain, affecting independent living abilities (Luftig & Muthert, 2005). Video-based instruction holds promise in increasing autonomous functioning while decreasing reliance on staff. This review of the literature examines the effectiveness of using video instruction (VI) to teach daily living skills to adolescents and young adults with ID. Acquisition, generalization, and maintenance of target skills are examined across the literature. A total of 12 empirical articles on VI were reviewed, all published between 2006-2017. Findings support the use of VI when teaching daily living skills to adolescents and adults with mild or moderate ID. Implications for research and practice are offered.

Ethical Challenges Related to Participation of Adolescents and Young Adults with Intellectual Disability in Research

2018 ◽  
pp. 7-21
Author(s):  
Pamela G. Nathanson ◽  
Theodore E. Schall ◽  
Chris Feudtner
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Research Participant ◽  
Adolescents And Young Adults ◽  
Institutional Review Boards ◽  
Ethical Challenges ◽  
Individual Level ◽  
Institutional Review ◽  
Study Teams ◽  
Illustrative Case Study

This chapter lays out the ethical challenges and proactive strategies involved in balancing the rights of adolescents and young adults (AYAs) with intellectual disability (ID) to participate in clinical research with the obligation to protect a potentially vulnerable population from research harms. The chapter presents an illustrative case study involving a young adult research participant with Down syndrome whose capacity and legal authority to consent to participate in a study was questioned after an exchange with a staff member aroused suspicion about potential misconduct. Techniques to enhance participation, especially in the consent or assent processes, of AYAs with ID in research are outlined. Both individual-level and structural-level protections to ensure ongoing voluntary participation, relevant for both study teams and institutional review boards, are recommended.

scholarly journals Does the Development of Syntax Comprehension Show a Premature Asymptote Among Persons With Down Syndrome?A Cross-Sectional Analysis

2019 ◽  
Vol 124 (2) ◽  
pp. 131-144
Author(s):  
Bruno Facon ◽  
David Magis
Keyword(s):  
Young Adults ◽  
Down Syndrome ◽  
Intellectual Disability ◽  
Early Adulthood ◽  
Adolescents And Young Adults ◽  
Chronological Age ◽  
Cognitive Level ◽  
Cross Sectional ◽  
Cross Sectional Analysis ◽  
Sectional Analysis

AbstractUncertainty persists regarding the post-childhood trajectory of syntactic acquisition of persons with Down syndrome (DS). In some studies, asymptote is reached in the early teens, whereas others find syntax continuing to develop at least into early adulthood. This study addressed the issue using a cross-sectional approach. Receptive syntax and vocabulary were tested in 62 children, adolescents and young adults with DS matched on chronological age and cognitive level with 62 participants with intellectual disability (ID) of undifferentiated etiology. On both tests there were significant effects of chronological age and diagnosis, but the chronological age × diagnosis interactions were nonsignificant. We concluded that comprehension of vocabulary and syntax does not asymptote prematurely in individuals with DS relative to those with other forms of ID.

Sign in / Sign up

Export Citation Format

Share Document