Special Issue "Quality of Life of People with Intellectual and/or Developmental Disabilities: The Power of Context and Supports"

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Health Psychology".

Deadline for manuscript submissions: 31 July 2023 | Viewed by 1606

Special Issue Editors

Dr. Cristina Mumbardó-Adam
E-Mail Website
Guest Editor
Department of Cognition, Development and Educational Psychology, Faculty of Psychology, University of Barcelona, 08007 Barcelona, Spain
Interests: self-determination in people with intellectual disability and/or autism spectrum disorder; the role of context in self-determination development; quality of life measurement and operacionalization in people with disabilities; inclusive education
Dr. Eva Vicente Sánchez
E-Mail Website
Guest Editor
Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
Interests: quality of life and self-determination of people with and without disabilities (from early childhood to adult life); educational needs identification and personalized supports planning; evaluation of people with intellectual disabilities oriented to the planning of supports and interventions
Dr. Verónica M. Guillén Martín
E-Mail Website
Guest Editor
Department of Education, Faculty of Education, University of Cantabria, 39005 Santander, Spain
Interests: support needs in children with intellectual and developmental disabilities; educational needs identification and personalized support plans; evaluation of students oriented to the planning of supports and interventions; inclusion; quality of life and self-determination

Special Issue Information

Dear Colleagues,

When people with intellectual and/or developmental disabilities (IDD) fight for their rights and act with self-determination, they nurture their sense of empowerment and improve their quality of life. To facilitate this quality-of-life enhancement, contexts and environments where people with IDD live and develop must provide for opportunities and deliver individualized support. It is widely known that contexts in which people with IDD live and develop shape their quality of life and self-determination expression. Further research is needed to understand how to build supportive environments in the lives of people with disabilities to improve their quality of life (and its dimensions), or ultimately, to enhance personal goals and results. In light of these premises, this Special Issue aims at advancing the literature on the role of contexts and supports in enhancing people with IDD quality of life. We therefore welcome theoretical and/or empirical contributions that broaden knowledge on those mechanisms leading to an improved quality of life through building positive environments and providing tailored and contextualized support.

Dr. Cristina Mumbardó-Adam
Dr. Eva Vicente Sánchez
Dr. Verónica M. Guillén Martín
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

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Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • quality of life
  • self-determination
  • supports
  • support needs
  • disabilities
  • opportunities
  • rights

Published Papers (2 papers)

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Research

Article
High-Tech Classroom Management: Effects of the Use of an App on Disruptive and On-Task Classroom Behaviours for Students with Emotional and Behavioural Disorder
Behav. Sci. 2023, 13(1), 23; https://doi.org/10.3390/bs13010023 - 26 Dec 2022
Viewed by 650
Abstract
Students with emotional behavioural disorders may exhibit extremely challenging behaviour that interferes with their academic achievement and social relationships. Failure at school frequently leads to a succession of poor life outcomes including increased rates of unemployment or underemployment. Increasing on-task behaviours and decreasing [...] Read more.
Students with emotional behavioural disorders may exhibit extremely challenging behaviour that interferes with their academic achievement and social relationships. Failure at school frequently leads to a succession of poor life outcomes including increased rates of unemployment or underemployment. Increasing on-task behaviours and decreasing disruptive classroom behaviours is of crucial importance. If successful, this may promote positive experiences and outcomes in terms of effective learning, and, ultimately, greater opportunities in life. This study evaluated a high-tech approach to classroom management using an App* that offers elements of choice and predictability to students. Teachers were provided with two hours of training on how to upload lesson plans to their smartphone and how to broadcast onto screens in classrooms. A multiple-baseline design across four participants was used and the data suggested that the use of the App resulted in both increases in on-task behaviour and a reduction in disruptive classroom behaviour for all participants. Full article
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Article
Using the ICF Framework to Assess Communicative Competence in Dyadic Communication among Children and Adolescents Who Use Augmentative and Alternative Communication Devices in Taiwan
Behav. Sci. 2022, 12(11), 467; https://doi.org/10.3390/bs12110467 - 21 Nov 2022
Viewed by 643
Abstract
Augmentative and alternative communication (AAC) devices enable children and adolescents (CAD) with communication disorders to communicate competently and develop friendships through communicative competence (CC). Existing assessment tools are unable to indicate whether CAD aged 0 to 18 years would competently use the subsidized [...] Read more.
Augmentative and alternative communication (AAC) devices enable children and adolescents (CAD) with communication disorders to communicate competently and develop friendships through communicative competence (CC). Existing assessment tools are unable to indicate whether CAD aged 0 to 18 years would competently use the subsidized AAC devices provided by the Ministry of Health and Welfare in Taiwan. This study, thus, aimed to develop an assessment tool by using the International Classification of Functioning, Disability and Health (ICF) to measure CC in dyadic communication among CAD using AAC devices. Five speech-language pathologists (SLPs), five special education teachers, and four AAC experts (14 in total) selected codes relevant to the four domains of CC via the Delphi method. Next, they categorized the selected codes into one of the four domains of CC through a face-to-face expert panel. A total of 112 codes were listed in the tool and fully classified into the four domains of CC. Among these, seven codes were concurrently placed under two domains of CC. Consequently, this study developed an assessment tool by employing the ICF for children and youth core set using universal qualifiers to measure the relative levels of CC in dyadic communication among CAD who use AAC devices in their daily life. Full article
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