1
|
Morris S, Farran EK, Gilligan-Lee KA. Examining the prevalence and type of technology-use in people with Down syndrome: Perspectives from parents and caregivers. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2024; 28:683-705. [PMID: 37201287 PMCID: PMC11465601 DOI: 10.1177/17446295231176121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/21/2023] [Indexed: 05/20/2023]
Abstract
Familiarity with technology has become a requirement for independent living, however there is limited information on technology access and use for people with Down syndrome (DS). The aim of this study is to describe technology, gaming, and social-media use in people with DS. Parents/caregivers (N = 220) of individuals with DS aged 5-35 years (49% female) completed an online questionnaire. They felt that technology and social media use, and to a lesser extent gaming, played an important role in their son/daughter's life. However, many had concerns about their son/daughter's safety online, and identified challenges they faced with using technology, such as using a mouse and speech recognition. We also found substantial parental interest in learning more about technology-use in DS, particularly the impact of using social media. This paper summarises important details about technology-use in people with DS, providing foundational information for the design of effective technology-based activities and support.
Collapse
Affiliation(s)
- Su Morris
- School of Psychology, University of Surrey, Guildford, UK; School of Psychology, University of Sussex, Falmer, UK
| | - Emily K Farran
- School of Psychology, University of Surrey, Guildford, UK; Centre for Educational Neuroscience, Birkbeck University of London, London, UK
| | - Katie A Gilligan-Lee
- School of Psychology, University of Surrey, Guildford, UK; Centre for Educational Neuroscience, Birkbeck University of London, London, UK; School of Psychology, University College Dublin, Dublin, Ireland
| |
Collapse
|
2
|
Vigna E, Meek A, Beyer S. The impact of COVID-19 pandemic on jobs for people with intellectual disabilities and autism in Wales. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13194. [PMID: 38369315 DOI: 10.1111/jar.13194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 12/14/2023] [Accepted: 12/18/2023] [Indexed: 02/20/2024]
Abstract
BACKGROUND The study reports the impact of the Covid-19 pandemic and lockdowns on jobs for people with intellectual disabilities and autism. The study focuses on the impact of the first and the fire-break lockdowns and the actions taken to support young people. METHOD Data was collected from the cohort of young people currently working in Wales, and that received job coach support from the Engage to Change Project, on furlough arrangements, job retainment and job losses. Innovative initiatives to support young people are described. RESULTS Review of the working situation during the pandemic was conducted for 184 jobs, evaluating the proportion of young people being furloughed or working remotely and compared with the general population in Wales. CONCLUSIONS Supported employment agencies adapted their practice during the COVID-19 pandemic, offering new and innovative ways to support young people and facilitate their return to work.
Collapse
Affiliation(s)
- Elisa Vigna
- National Centre for Mental Health, School of Medicine, College of Biomedical and Life Sciences, Cardiff University, Cardiff, UK
| | - Andrea Meek
- National Centre for Mental Health, School of Medicine, College of Biomedical and Life Sciences, Cardiff University, Cardiff, UK
| | - Stephen Beyer
- National Centre for Mental Health, School of Medicine, College of Biomedical and Life Sciences, Cardiff University, Cardiff, UK
| |
Collapse
|
3
|
Safar Y, Formuli F, Volpe T, St John L, Lunsky Y. "Everything has changed since COVID": Ongoing challenges faced by Canadian adults with intellectual disabilities during waves 2 and 3 of the COVID-19 pandemic. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2024:17446295241229364. [PMID: 38266144 DOI: 10.1177/17446295241229364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/26/2024]
Abstract
The COVID-19 pandemic has disrupted the lives of people with intellectual disabilities in many ways, impacting their health and wellbeing. Early in the pandemic, the research team delivered a six-week virtual group-based program to help Canadian adults with intellectual disabilities cope and better manage their mental health. The study's objective was to explore ongoing concerns among individuals with intellectual disabilities following their participation in this education and support program. Thematic analysis was used to analyze participant feedback provided eight weeks after course completion. Twenty-four participants were interviewed in January 2021 and May 2021 across two cycles of the course. Three themes emerged: 1) employment and financial challenges; 2) navigating changes and ongoing restrictions; and 3) vaccine anticipation and experience. These findings suggest that despite benefiting from the program, participants continued to experience pandemic-related challenges in 2021, emphasising the need to continually engage people with intellectual disabilities.
Collapse
Affiliation(s)
- Yousef Safar
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Fatima Formuli
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Tiziana Volpe
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Laura St John
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Yona Lunsky
- Azrieli Adult Neurodevelopmental Centre, Centre for Addiction and Mental Health, Toronto, ON, Canada
- Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| |
Collapse
|
4
|
Bakkum L, Piekema L, Douma L, Schuengel C, Sterkenburg P, Adam E, Brug AT, Frielink N, Embregts P, Tharner A. Pushing the boundaries of digital social contact: Experiences of people with disabilities and their social networks during the COVID-19 pandemic. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023:17446295231210021. [PMID: 37878741 DOI: 10.1177/17446295231210021] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2023]
Abstract
During the COVID-19 pandemic, many people with intellectual disabilities living in care facilities could not receive visitors. Health authorities suggested the use of digital social contact as an alternative for in-person visits. We examined how people with intellectual disabilities living in care facilities experienced the use of digital social contact with their informal social network throughout 2020. Residents, their relatives, volunteer visitors, direct support staff, and care facility managers (N = 283) completed an online questionnaire, of whom 35 participated in an interview. Video calling and in-person visits were among the most common forms of staying in touch. Experiences with digital social contact depended on residents' abilities and support needs, and on preconditions, such as staff availability. The first phases of the pandemic led to experiences of possibilities and benefits of using digital social contact as complementary to in-person contact for people with different levels of intellectual disability, also after the pandemic.
Collapse
Affiliation(s)
- Lianne Bakkum
- Department of Educational and Family Sciences, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Viveon
| | - Lotte Piekema
- Department of Inclusive and Special Needs Education and Child Care, University of Groningen, Groningen, the Netherlands
- Academische Werkplaats EMB
| | - Linda Douma
- Department of Educational and Family Sciences, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Viveon
| | - Carlo Schuengel
- Department of Educational and Family Sciences, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Viveon
| | - Paula Sterkenburg
- Department of Educational and Family Sciences, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Academische Werkplaats Sociale relaties en gehechtheid
| | - Esmee Adam
- Academische Werkplaats Leven met een verstandelijke beperking, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, the Netherlands
- Department of Public Health and Primary Care, Leiden University Medical Center, the Netherlands
| | - Annet Ten Brug
- Department of Inclusive and Special Needs Education and Child Care, University of Groningen, Groningen, the Netherlands
- Academische Werkplaats EMB
| | - Noud Frielink
- Academische Werkplaats Leven met een verstandelijke beperking, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, the Netherlands
| | - Petri Embregts
- Academische Werkplaats Leven met een verstandelijke beperking, Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, the Netherlands
| | - Anne Tharner
- Department of Educational and Family Sciences, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Viveon
| |
Collapse
|
5
|
Leishman E, Quilgars D, Abbott D, Clark S, Cooper B, Pollin A, Hodgkins S, Scarrott P. Working collaboratively with an online advisory group of people with learning disabilities in covid-times: carrier pigeons, cats and drones. RESEARCH INVOLVEMENT AND ENGAGEMENT 2023; 9:79. [PMID: 37689791 PMCID: PMC10492396 DOI: 10.1186/s40900-023-00494-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 08/28/2023] [Indexed: 09/11/2023]
Abstract
While much attention and emphasis have been given to the role and value of advisory groups in social science research, less has been published on the experiences of those involved in such collaborative efforts. This article reflects on the experiences of academics, collaborators and self-advocacy experts who formed an advisory group for a research project focused on people with learning disabilities' experiences of renting their own homes. Our paper describes the collaboration, how it changed because of Covid and because of changing relationships, and what worked well and what was challenging. This is in part because these more transparent accounts of working together are sometimes missing from research. We discuss issues relating to bureaucratic research systems which are largely inaccessible to people with learning disabilities and how we approached these. We also highlight the joys and benefits of the research approach that we adopted as well as the challenging and more difficult aspects.
Collapse
Affiliation(s)
| | | | | | - Sam Clark
- Learning Disability England, Birmingham, UK
| | | | | | | | | |
Collapse
|
6
|
Scior K, Richardson L, Osborne M, Randell E, Roche H, Ali A, Bonin EM, Burke C, Crabtree J, Davies K, Gillespie D, Jahoda A, Johnson S, Hastings RP, McNamara R, Wright M. Standing up for Myself (STORM): Adapting and piloting a web-delivered psychosocial group intervention for people with intellectual disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 137:104496. [PMID: 37094392 DOI: 10.1016/j.ridd.2023.104496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Revised: 02/20/2023] [Accepted: 03/22/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND Our STORM intervention was developed for people (16 +) with intellectual disabilities to enhance their capacity to manage and resist stigma. The current study describes the adaptation of STORM for (synchronous) on-line delivery in the context of the Covid-19 pandemic. AIMS To adapt the manualised face-to-face STORM group intervention for delivery via web-based meeting platforms and to conduct an initial pilot study to consider its acceptability and feasibility. METHODS AND PROCEDURES The 5-session STORM intervention was carefully adapted for online delivery. In a pilot study with four community groups (N = 22), outcome, health economics and attendance data were collected, and fidelity of delivery assessed. Focus groups with participants, and interviews with facilitators provided data on acceptability and feasibility. OUTCOMES AND RESULTS The intervention was adapted with minimal changes to the content required. In the pilot study, 95% of participants were retained at follow-up, 91% attended at least three of the five sessions. Outcome measure completion and fidelity were excellent, and facilitators reported implementation to be feasible. The intervention was reported to be acceptable by participants. CONCLUSIONS AND IMPLICATIONS When provided with the necessary resources and support, people with intellectual disabilities participate actively in web-delivered group interventions.
Collapse
Affiliation(s)
- Katrina Scior
- Clinical Educational & Health Psychology, University College London, London, UK.
| | - Lisa Richardson
- Clinical Educational & Health Psychology, University College London, London, UK
| | - Michaela Osborne
- Clinical Educational & Health Psychology, University College London, London, UK
| | | | | | - Afia Ali
- Division of Psychiatry, University College London, London, UK
| | | | | | | | - Karuna Davies
- Clinical Educational & Health Psychology, University College London, London, UK
| | | | - Andrew Jahoda
- Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK
| | - Sean Johnson
- Centre for Trials Research, Cardiff University, Cardiff, UK
| | | | | | - Melissa Wright
- Centre for Trials Research, Cardiff University, Cardiff, UK
| |
Collapse
|