Exploring the physical and psychosocial benefits of yoga for adults with intellectual and developmental disabilities

2019 ◽  
Vol 18 (4) ◽  
pp. 38-48
Author(s):  
Brandi M. Crowe, PhD, LRT/CTRS ◽  
Claire K. Allison, MS, LRT/CTRS ◽  
Marieke Van Puymbroeck, PhD, CTRS, FDRT ◽  
Em V. Adams, MS, CTRS ◽  
Arlene A. Schmid, PhD, OTR, FAOTA
Keyword(s):  
Physical Activity ◽  
Developmental Disabilities ◽  
Physical Functioning ◽  
Psychosocial Health ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Psychosocial Wellbeing ◽  
Body Strength ◽  
Psychosocial Benefits

Individuals with intellectual and developmental disabilities (IDD) often experience negative physical and psychosocial health outcomes that may result in lower levels of engagement in physical activity and decreased quality of life. Physical activity, such as yoga, may improve physical functioning and psychosocial wellbeing among individuals with IDD. There is a lack of published research that evaluates outcomes of yoga participation for individuals with IDD. Thus, the purpose of this multimethod study was to explore the influence of yoga participation on the physical functioning and psychosocial wellbeing of adults with IDD. Eleven adults with IDD engaged in 12, 60-minute yoga sessions for 7 weeks. Results indicated significant improvements in participants’ lower body strength and endurance, and their interest and enjoyment as motivation for participating in physical activity. Findings suggest that yoga has the potential to improve physical functioning and psychosocial wellbeing among adults with IDD. Recommendations for future research are included.

Exploring Patterns of Advocacy and Well-Being of Parents of Children With Intellectual and Developmental Disabilities

2021 ◽  
Vol 59 (6) ◽  
pp. 459-471
Author(s):  
Kristina Rios ◽  
Janeth Aleman-Tovar ◽  
Meghan Burke
Keyword(s):  
Quality Of Life ◽  
Developmental Disabilities ◽  
Well Being ◽  
Marital Relationships ◽  
Future Research ◽  
Family Quality Of Life ◽  
Intellectual And Developmental Disabilities ◽  
Structured Interviews ◽  
Research And Practice

Abstract Advocacy is often an expectation for parents of children with intellectual and developmental disabilities (IDD). However, little is known about how advocacy may impact parent well-being, including stress, family dynamics, and marital relationships. By exploring the effects of advocacy on well-being, interventions can be implemented to support both the advocacy and well-being of parents of children with IDD. To this end, the purpose of the study was to explore the pattern between positive and negative advocacy experiences of parents of children with IDD and the well-being of parents, families, and marriages. Semi-structured interviews were conducted with 38 parents of children with IDD. Regardless of the nature (i.e., positive, or negative) of the advocacy experience, participants reported that advocacy increased their stress. When the advocacy experience was positive, some participants reported improved family quality of life. Also, regardless of the nature of the advocacy experience, some participants reported feeling frustration within their marital relationships. Implications for future research and practice are discussed.

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

2021 ◽  
pp. 016264342198997
Author(s):  
Sojung Jung ◽  
Ciara Ousley ◽  
David McNaughton ◽  
Pamela Wolfe
Keyword(s):  
Developmental Disabilities ◽  
Positive Impact ◽  
Single Case ◽  
Effect Sizes ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Positive Effects ◽  
Analytic Review ◽  
Wide Range ◽  
The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

scholarly journals Twenty Years of Communication Intervention Research With Individuals Who Have Severe Intellectual and Developmental Disabilities

2010 ◽  
Vol 115 (5) ◽  
pp. 364-380 ◽  
Author(s):  
Martha E. Snell ◽  
Nancy Brady ◽  
Lee McLean ◽  
Billy T. Ogletree ◽  
Ellin Siegel ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Literature Review ◽  
Treatment Fidelity ◽  
Intervention Research ◽  
Communication Intervention ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Communication Performance ◽  
Current State ◽  
Communication Interventions

Abstract This literature review was conducted to evaluate the current state of evidence supporting communication interventions for individuals with severe intellectual and developmental disabilities. We reviewed 116 articles published between 1987 and 2007 in refereed journals meeting three criteria: (a) described a communication intervention, (b) involved one or more participants with severe intellectual and developmental disabilities, and (c) addressed one or more areas of communication performance. Many researchers failed to report treatment fidelity or to assess basic aspects of intervention effects, including generalization, maintenance, and social validity. The evidence reviewed indicates that 96% of the studies reported positive changes in some aspects of communication. These findings support the provision of communication intervention to persons with severe intellectual and developmental disabilities. Gaps in the research were reported as were recommendations for future research.

Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review

2021 ◽  
Vol 59 (4) ◽  
pp. 315-334
Author(s):  
Evan E. Dean ◽  
Anne V. Kirby ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Deniz Tekin Ersan ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Self Determination ◽  
Future Research ◽  
Knowledge Gap ◽  
Intellectual And Developmental Disabilities ◽  
Family Role ◽  
Research And Practice ◽  
Family Perspectives ◽  
Home Context

Abstract The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.

Physical Health Promotion through Modern Technologies

2016 ◽  
pp. 889-907
Author(s):  
Sandul Yasobant
Keyword(s):  
Physical Activity ◽  
Health Promotion ◽  
Health Behaviors ◽  
Physical Health ◽  
Interactive Video ◽  
Future Research ◽  
Positive Health ◽  
Physical Activity Interventions ◽  
Future Research Directions

Health promotion and the maintenance of the quality of life are realized recently. Advancement in technologies offer new possibilities for both the promotion of positive health behaviors that were unimaginable even a decade ago. Though promoting physical activity has been proven an important component of health promotion by many researchers, still a lot of efforts on how to improve physical activity being provided by group of researchers. Technology such as pedometers, accelerometers, and heart rate monitors have been used to promote physical activity for years. Newer technologies such as global positioning system (GPS), geographic information systems (GIS), interactive video games, and persuasive technology, Internet-based physical activity interventions have been used recently to promote and change exercise behavior. This chapter seeks to provide a complete insight of technologies used to changing health behaviors especially physical health promotion and will take a forward to analyses all the issues while using these technologies and future research directions.

Lifestyle intervention adaptations to promote healthy eating and physical activity of youth with intellectual and developmental disabilities

2021 ◽  
pp. 223-261
Author(s):  
Carol Curtin ◽  
April B. Bowling ◽  
Kerri N. Boutelle ◽  
Sarabeth Broder-Fingert ◽  
Gretchen A. Dittrich ◽  
...  
Keyword(s):  
Physical Activity ◽  
Developmental Disabilities ◽  
Lifestyle Intervention ◽  
Healthy Eating ◽  
Intellectual And Developmental Disabilities

Teaching Small Talk: Increasing On-Topic Conversational Exchanges in College Students with Intellectual and Developmental Disabilities Using Remote Audio Coaching

2020 ◽  
pp. 014544552097517
Author(s):  
Brianna Joseph ◽  
Kelly B. Kearney ◽  
Michael P. Brady ◽  
Angelica Downey ◽  
Ayse Torres
Keyword(s):  
College Students ◽  
Developmental Disabilities ◽  
Positive Impact ◽  
Multiple Baseline ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Baseline Design ◽  
Small Talk ◽  
Covert Audio Coaching ◽  
Community Environments

Adults with intellectual and developmental disabilities (IDD) often have deficits in interpersonal skills due to limited social-communication opportunities. Knowing how to engage in “small talk” or simple social conversational exchanges can be beneficial in postsecondary schooling, employment sites, community environments, and social gatherings. Recently, covert audio coaching (CAC) showed a positive impact on increasing conversational exchanges. As the COVID-19 pandemic increased the need for remote delivery tools, we explored the effectiveness of remote audio coaching (RAC) to teach this skill to college students with IDD. We used a multiple baseline design across participants to examine whether RAC might increase on-topic, small talk conversational exchanges. Results demonstrated that RAC effectively increased small talk skills between participants and a confederate. Upon removal of RAC, all participants still performed above their baselines, with two participants maintaining near mastery levels 2 weeks after the intervention was removed. Limitations and future research are discussed.

scholarly journals Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs

2018 ◽  
Vol 42 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Meg Grigal ◽  
Clare Papay ◽  
Frank Smith ◽  
Debra Hart ◽  
Rayna Verbeck
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Institutions Of Higher Education ◽  
Federally Funded ◽  
Demonstration Program ◽  
Gainful Employment ◽  
Postsecondary Program

The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results identified several predictors of employment for students with IDD. Authors share implications for future research and practice gleaned from the analysis.

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