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Disabilities
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Mental and Physical Health and Well-Being of Individuals with Intellectual...
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Mental and Physical Health and Well-Being of Individuals with Intellectual and Developmental Disabilities

A special issue of Disabilities (ISSN 2673-7272).

Deadline for manuscript submissions: 30 June 2025 | Viewed by 7788

Special Issue Editor

Dr. Janet Finlayson

E-Mail Website
Guest Editor
Department of Nursing and Community Health, School of Health and Life Sciences, Glasgow Caledonian University, Glasgow G4 0BA, UK
Interests: improving the health and wellbeing of people with intellectual disabilities and their supporters
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

People with intellectual and developmental disabilities (IDD) have different health patterns compared to the wider population, and they experience a significant number and range of mental and physical health issues more commonly. People with IDD can also experience health inequities when their specific mental and physical health needs are not recognized or met.

This Special Issue aims to attract papers that present advances in research and practice for people with IDD, and their supporters, that have particular relevance to increasing our knowledge/awareness of specific health issues that are more prevalent in this population, as well as interventions and their evaluations to improve their health and wellbeing. Papers with a wider focus on promoting and maintaining the wellbeing of people with IDD, as well as more inclusive environments and public health initiatives, will also be beneficial. We encourage and welcome submissions on this topic from a broad range of disciplines and study types.

You may choose our Joint Special Issue in IJERPH.

Dr. Janet Finlayson
Guest Editor

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.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Disabilities is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 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

  • intellectual disabilities
  • developmental disabilities
  • health

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Published Papers (6 papers)

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16 pages, 494 KiB  
Article
Linguistic and Cultural Adaptation of a Self-Determination Scale for People with Intellectual Disabilities
by Lilian Castro-Durán, Gloria Sanzana-Vallejos, Viviana Vallejos-Garcías, Rafael Zapata-Lamana, Ana Mendoza-Mardones, Loreto Dávila-Opazo, Javiera Duhart-Carrión, Inti Huaiquipan-Ortega, Igor Cigarroa, Edmundo Espejo-Sepúlveda and Misael Sandoval-Cárcamo
Disabilities 2024, 4(4), 754-769; https://doi.org/10.3390/disabilities4040046 - 30 Sep 2024
Viewed by 979
Abstract
The main objectives of this study were to adapt the AUTODDIS scale to the cultural and social dimensions of Chile and to analyze its reliability and validity. The reliability and validity were assessed through a pilot study conducted with a population of students [...] Read more.
The main objectives of this study were to adapt the AUTODDIS scale to the cultural and social dimensions of Chile and to analyze its reliability and validity. The reliability and validity were assessed through a pilot study conducted with a population of students with intellectual disabilities (ID). The linguistic adaptation was executed according to expert judgments of each indicator: adequacy, coherence, relevance, and clarity. After the scale adaptation, a scale pilot was conducted to explore its technical properties. It was performed in a public school for students with ID. The validity coefficient result was 0.998, while the complete reliability result was α = 0.978. For the reliability subscales, the results were the following: autonomy α = 0.941, self-initiation α = 0.925, self-direction α = 0.970, self-regulation α = 0.804, and self-concept α = 0.935. The results confirm the AUTODDIS scale as a valid and reliable instrument to evaluate self-determination. However, it is necessary to apply this scale to a larger number of students with ID to generalize these results. Full article
(This article belongs to the Special Issue Mental and Physical Health and Well-Being of Individuals with Intellectual and Developmental Disabilities)
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12 pages, 439 KiB  
Article
Dyadic Training of Communication Partners for Autistic Students: A Feasibility Study
by Eric J. Anderson, Emily Oehrtman and Nicholas Brown
Disabilities 2024, 4(3), 556-567; https://doi.org/10.3390/disabilities4030035 - 14 Aug 2024
Viewed by 948
Abstract
Access to communication is a primary challenge affecting the education of Autistic students who use augmentative and alternative communication devices. This is compounded by potential communication partners (e.g., teachers and classroom paraeducators) who have insufficient training and skills to meaningfully engage these students [...] Read more.
Access to communication is a primary challenge affecting the education of Autistic students who use augmentative and alternative communication devices. This is compounded by potential communication partners (e.g., teachers and classroom paraeducators) who have insufficient training and skills to meaningfully engage these students in communication. To address these deficits in skills and training, this feasibility study used a multiple probe across participants design to test the effects of using behavioral skills training on dyads of teachers and paraeducators in increasing teacher-delivered opportunities to respond and student communication responses. The results show that after training, teachers’ opportunities to respond and use student-specific strategies increased. Following the teachers’ implementation of the strategies, students’ prompted and unprompted communication increased. These results provide evidence that supports the use of behavioral skills training to support communication partner skill development and student communication needs. These methods showed positive social validity with participants and demonstrate a professional development method that is more feasible for use by school staff than individual training. The results of this study provide initial evidence of the effectiveness of these methods with dyads of participants as well as with licensed teachers, extending the extant research, which often focuses on the individual training of paraeducators. Full article
(This article belongs to the Special Issue Mental and Physical Health and Well-Being of Individuals with Intellectual and Developmental Disabilities)
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13 pages, 444 KiB  
Article
Examining the Changes in Problem Behaviours and Communication of Persons with Intellectual and Developmental Disabilities after Transitioning from an Institutional Setting to the Community
by Kayla Kostal, Maria Baranowski, Hygiea Casiano, Margherita Cameranesi, Lindsay McCombe and Shahin Shooshtari
Disabilities 2024, 4(2), 290-302; https://doi.org/10.3390/disabilities4020019 - 12 Apr 2024
Viewed by 1315
Abstract
Worldwide, the community transition process away from institutions has increased in the past 30–50 years among persons with severe intellectual and developmental disabilities. This process, also known as “deinstitutionalization”, could potentially impact problem behaviors and communication. This study examined the impacts of community [...] Read more.
Worldwide, the community transition process away from institutions has increased in the past 30–50 years among persons with severe intellectual and developmental disabilities. This process, also known as “deinstitutionalization”, could potentially impact problem behaviors and communication. This study examined the impacts of community transitions on behavioural and communication outcomes in Canadians with intellectual and developmental disabilities. Data were collected using the Comprehensive Health Assessment Program and medical chart reviews. Descriptive, aggregate-level, and individual-level analyses were conducted for 32 adults who transitioned to community living. Descriptive analyses and the McNemar Chi-Square Test were conducted. Following community transitions, the study group experienced a significant decrease in problem behaviours and changes in communication. The study findings suggest that deinstitutionalization could provide effective strategies for addressing problem behaviors and fostering improvements in communication, promoting the well-being and quality of life of persons with intellectual and developmental disabilities. Full article
(This article belongs to the Special Issue Mental and Physical Health and Well-Being of Individuals with Intellectual and Developmental Disabilities)
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13 pages, 225 KiB  
Article
Minimally Verbal Individuals with Autism Spectrum Disorders/Intellectual Disability and Challenging Behaviors: Can Strategic Psychiatric Treatment Help?
by Jessica A. Hellings, Saras Chen Singh, Sham Singh and An-Lin Cheng
Disabilities 2024, 4(2), 277-289; https://doi.org/10.3390/disabilities4020018 - 10 Apr 2024
Viewed by 1440
Abstract
(1) Background: Psychiatrists are increasingly required to treat minimally verbal (MV) individuals with autism spectrum disorder (ASD), intellectual disability (ID) and behavior problems without much published guidance. (2) Methods: We reviewed 80 charts of MV patients managed strategically for challenging behaviors, [...] Read more.
(1) Background: Psychiatrists are increasingly required to treat minimally verbal (MV) individuals with autism spectrum disorder (ASD), intellectual disability (ID) and behavior problems without much published guidance. (2) Methods: We reviewed 80 charts of MV patients managed strategically for challenging behaviors, following IRB approval. Data extracted included demographics, ASD/ID level, diagnoses, epilepsy and medications. In this descriptive study, we examined the course of assessment and treatment and made recommendations for a strategic, person-centered approach. (3) Results: Of 53 males and 27 females, mean age 34 years (range 7–76), all had ID; 75 had ASD (94%). Diagnoses included seizures in 40/80 (50%), frequent aggression (89%), self-injury (80%), attention-deficit hyperactivity disorder (ADHD) (64%) and obsessive compulsive disorder (OCD) (34%). The commonest medication classes adjusted were antiseizure medications, antipsychotics, and non-stimulant ADHD medications. (4) Conclusions: Clinical impressions suggested that this strategic psychiatric approach was beneficial, notably a review of antiseizure and all other medications for polypharmacy, behavioral and other side effects, followed by a review of possible childhood/current ADHD and a trial of low-dose non-stimulant ADHD medications if warranted. Low-dose risperidone was often effective and tolerable for irritability and self-injury. Full article
(This article belongs to the Special Issue Mental and Physical Health and Well-Being of Individuals with Intellectual and Developmental Disabilities)
10 pages, 433 KiB  
Article
Health Checks for People with Down Syndrome: A Pooled Analysis of Three Randomized Controlled Trials
by Robert S. Ware, Catherine Franklin, Lyn McPherson and Nicholas G. Lennox
Disabilities 2024, 4(1), 101-110; https://doi.org/10.3390/disabilities4010007 - 26 Jan 2024
Viewed by 1092
Abstract
Health checks have beneficial effects on health outcomes in adults with intellectual disability; however, little is known about their effect on people with Down syndrome. The aim of this study was to assess the effect of receiving a health check on the unmet [...] Read more.
Health checks have beneficial effects on health outcomes in adults with intellectual disability; however, little is known about their effect on people with Down syndrome. The aim of this study was to assess the effect of receiving a health check on the unmet health needs of people with Down syndrome. A pooled analysis of three randomized trials conducted by the same Australian research team was undertaken. The trials used the same tools but differed by participant source (adults in 24 h supported accommodation, adults in private dwellings, adolescents living with parents). The intervention was a one-off health check, and the comparator was usual care. Among 216 participants, health actions were more likely to occur for those allocated to receive health checks, including increased hearing (odds ratio = 4.4; 95% confidence interval: 1.2, 16.4), vision (2.7; 1.1, 6.7), and thyroid (2.3; 1.3, 4.2) testing, and weight recording (4.7; 2.5, 8.8). Health checks conducted at the primary-care level produced substantially increased attention to the health needs of people with Down syndrome. Full article
(This article belongs to the Special Issue Mental and Physical Health and Well-Being of Individuals with Intellectual and Developmental Disabilities)
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11 pages, 645 KiB  
Case Report
A Case Series Evaluation of Group Cognitive Behavior Therapy for Children with Intellectual Disabilities
by Chloe Harrington and Anastasia Hronis
Disabilities 2024, 4(4), 1019-1029; https://doi.org/10.3390/disabilities4040063 - 28 Nov 2024
Viewed by 802
Abstract
Background: Mental illnesses are pervasive amongst children and adolescents with intellectual disabilities (ID), particularly anxiety disorders. To date, there has been limited research on the use of cognitive behavior therapy (CBT) as a potential treatment for this population. Fearless Me! © is [...] Read more.
Background: Mental illnesses are pervasive amongst children and adolescents with intellectual disabilities (ID), particularly anxiety disorders. To date, there has been limited research on the use of cognitive behavior therapy (CBT) as a potential treatment for this population. Fearless Me! © is an adapted CBT program specifically designed to treat anxiety in children and adolescents with mild to moderate ID. Method: Three children, aged between ten and sixteen, participated in group delivery of the Fearless Me! © program. Measures of anxiety were completed pre- and post-treatment by both the children and the parents. Results: For one child, a significant reduction in anxiety was observed, whilst another child showed significant improvement in emotional competence. Conclusions: This case series highlights the need for additional research into the utility of the adapted CBT program, Fearless Me! © to reduce anxiety in children and adolescents with ID. Full article
(This article belongs to the Special Issue Mental and Physical Health and Well-Being of Individuals with Intellectual and Developmental Disabilities)
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