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Wiggins LD, Daniels J, Overwyk K, Croen L, DiGuiseppi C, Bradley C, Powell P, Dichter G, Moody E, Pazol K. Depressive symptoms and activity engagement in autistic adolescents and those with other developmental disabilities. Disabil Health J 2024; 17:101633. [PMID: 38664150 PMCID: PMC11194144 DOI: 10.1016/j.dhjo.2024.101633] [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: 10/11/2023] [Revised: 01/27/2024] [Accepted: 04/14/2024] [Indexed: 06/25/2024]
Abstract
BACKGROUND Autistic adults and those with other developmental disabilities (DD) have increased depressive symptoms and decreased activity engagement when compared to those with no DD. Few studies explore activities related to depressive symptoms in autistic people and those with other DD during adolescence. OBJECTIVE The objectives of this analysis were to describe depressive symptoms and activity engagement among autistic adolescents and those with other DD and no DD and explore types of activities associated with depressive symptoms, stratified by study group. METHODS Parents of adolescents completed a multi-site case-control study of autism and other DD when their child was 2-5 years of age and a follow-up survey when their child was 12-16 years of age. Questions asked about the adolescent's current diagnoses, depressive symptoms (i.e., diagnosis, medication use, or symptoms), and engagement in club, social, sport, vocational, volunteer, and other organized activities. RESULTS Autistic adolescents (N = 238) and those with other DD (N = 222) were significantly more likely to have depressive symptoms than adolescents with no DD (N = 406), (31.9 %, 30.6 %, and 15.0 % respectively). Lower percentages of autistic adolescents participated in activities than peers with other DD, who had lower percentages than peers with no DD. Participation in sports was associated with lower likelihood of depressive symptoms in all groups. CONCLUSIONS Autistic adolescents and those with other DD are at increased risk for depressive symptoms and reduced activity engagement. Participation in sports may be especially important for adolescent mental health regardless of disability status. Implications for public health education and intervention are discussed.
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Affiliation(s)
- Lisa D Wiggins
- Centers for Disease Control and Prevention, Atlanta, GA, USA.
| | - Julie Daniels
- University of North Carolina - Chapel Hill, Chapel Hill, NC, USA
| | - Katie Overwyk
- Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Lisa Croen
- Kaiser Permanente Northern California, Oakland, CA, USA
| | | | - Chyrise Bradley
- University of North Carolina - Chapel Hill, Chapel Hill, NC, USA
| | - Patrick Powell
- Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Gabriel Dichter
- University of North Carolina - Chapel Hill, Chapel Hill, NC, USA
| | | | - Karen Pazol
- Centers for Disease Control and Prevention, Atlanta, GA, USA
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2
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Friedman C, Luxama CM. Mental and Behavioral Health, and Crisis Services for People with Intellectual and Developmental Disabilities in Medicaid Home- and Community-Based Services. J Autism Dev Disord 2024:10.1007/s10803-024-06441-z. [PMID: 38951311 DOI: 10.1007/s10803-024-06441-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/17/2024] [Indexed: 07/03/2024]
Abstract
People with intellectual and developmental disabilities (IDD) often have higher rates of comorbid mental health conditions compared to the general population. Yet, many people with IDD also have unmet needs for mental and behavioral health services. The aim of this study was to examine how states provided mental and behavior health, and crisis services to people with IDD in their Home- and Community-Based Services (HCBS) programs, the largest funding mechanism for Long-Term Services and Supports (LTSS) for people with IDD in the United States. We analyzed fiscal year (2021) Medicaid HCBS waivers for people with IDD from across the United States to examine if and how they provided mental and behavior health, and crisis services. States projected spending $968.9 million for mental and behavior health, and crisis services for 190,299 people with IDD. Applied behavior analysis services were provided at greater rates than positive behavior supports and other forms of behavior interventions. While most states provided mental and behavior health, and crisis services in their waivers, there were vast inconsistencies in how they did so, across states, waivers, and services. HCBS are a crucial safety net to ensure people with IDD, especially those who also have mental health disabilities, can live and thrive in their communities.
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Affiliation(s)
- Carli Friedman
- The Council on Quality and Leadership (CQL), 100 West Road, Suite 300, Towson, MD, 21204, USA.
| | - Carine M Luxama
- College of Nursing and Health Services, University of Massachusetts at Boston, 100 Morrissey Blvd, Boston, MA, 02125, USA
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3
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Savaş EH, Aydin A, Bertan İ. The effect of Transition to Adulthood Training Program for mothers of young adults with intellectual disability on family quality of life and perceived stress level: A pilot randomized controlled study. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2024:17446295241259100. [PMID: 38821559 DOI: 10.1177/17446295241259100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2024]
Abstract
Families cannot easily identify and cope with the changing health problems and needs of children transitioning into adulthood. This pilot randomized controlled study aims to improve the family's quality of life and reduce mothers' perceived stress levels by implementing an educational program (Transition to Adulthood Training Program - TATP). A total of 33 mothers of children with intellectual disabilities were randomly assigned to the groups. Data were collected using the Personal Information Form, Beach Center Family Quality of Life (BCFQOL), and Perceived Stress Scale. The intervention group showed a significant increase in the BCFQOL mean score rather than the control group (p<.001). There was a significant decrease in the perceived stress scores of the mothers in the intervention group after the TATP training sessions (p<0.05). The TATP intervention not only increased the quality of family life for these mothers but also led to a reduction in their perceived stress levels.
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Affiliation(s)
| | - Ayfer Aydin
- Faculty of Nursing, Istanbul University, Türkiye
| | - İpek Bertan
- Center for Children with Special Needs and Families (EÇADEM) Koç University, Türkiye
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4
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Asdaq SMB, Alshehri S, Alajlan SA, Almutiri AA, Alanazi AKR. Depression in persons with disabilities: a scoping review. Front Public Health 2024; 12:1383078. [PMID: 38779421 PMCID: PMC11110534 DOI: 10.3389/fpubh.2024.1383078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2024] [Accepted: 04/25/2024] [Indexed: 05/25/2024] Open
Abstract
Individuals with disabilities are more vulnerable to depression development than the general population. This study sought to map the evidence on current knowledge of depression, intervention strategies, and assessment tools among people with disabilities. This review was conducted following Arksey and O'Malley's scoping review methodology framework. An electronic search was performed on four English databases: PubMed, Cochrane Library, PsycINFO, and Web of Science. The original search returned 1802 results, with 1,116 from Web of Science, 626 from PubMed, 25 from Cochrane, and 35 from PsycINFO. After removing duplicates, 786 articles were chosen for the title and abstract screening processes. Finally, 112 full-text publications were deemed eligible, with 41 papers being included in this scoping review for analysis. A large proportion (32; 78.04%) of the studies chosen were cross-sectional, 14 (34.14%) of them reported general disability, 12 (29.26%) used a patient health questionnaire (PHQ-9) to measure depression, and 14 (34.14%) had interventions, including cognitive behavioral therapy, psychological counseling, social support, and physical activity. All interventions successfully reduced the severity of the depression. Cognitive behavioral therapies and psychological counseling were widely used interventions that had a significant impact on reducing depression. More randomized controlled trials are required, and they should focus on individuals with specific disabilities to provide disability-specific care that can improve the quality of life for disabled individuals.
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Fynn G, Porter M, Borchard T, Kazzi C, Zhong Q, Campbell L. The effectiveness of cognitive behavioural therapy for individuals with an intellectual disability and anxiety: a systematic review. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2023; 67:816-841. [PMID: 37291991 DOI: 10.1111/jir.13046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2022] [Revised: 02/16/2023] [Accepted: 05/12/2023] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Individuals with intellectual disability (ID) are at higher risk of experiencing difficulties with anxiety than the general population. However, there are major barriers for individuals to receive appropriate services. There is a growing understanding of the importance of developing appropriate psychological interventions for this group. The objective of the current review was to systematically evaluate the findings of studies investigating the effectiveness of cognitive behavioural therapy (CBT) for individuals with ID and anxiety. Another aim was to explore which adaptions to CBT and treatment components were currently being utilised within the field. METHOD The electronic databases of CINAHL, EMBASE, Medline, PsycINFO, Psychology and Behavioural Sciences Collection and Scopus were searched to identify relevant studies. The methodological quality of these studies was assessed using established quality assessment tools by the National Institutes of Health for pre and post studies and case series. RESULTS Nine studies were included in this systematic review, all of which reported improvements in anxiety severity for some participants (25%-100%; N = 60) following CBT. Only three studies reported moderate effect sizes for CBT interventions on anxiety for individuals with ID. DISCUSSION AND CONCLUSIONS There is emerging literature supporting the effectiveness of CBT for individuals with mild ID. Findings highlight that CBT for individuals with anxiety and mild ID, including cognitive components, may be feasible and tolerable. While the field is gradually receiving more attention, there are significant methodological flaws present, which limit the conclusions that can be drawn regarding the effectiveness of CBT for individuals with ID. However, there is emerging evidence for techniques such as cognitive restructuring and thought replacement and modifications such as visual aids, modelling and smaller groups based on this review. Future research is warranted to investigate whether individuals with more severe ID can benefit from CBT, as well as further exploring what are the necessary components and modifications.
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Affiliation(s)
- G Fynn
- School of Psychology, Macquarie University, Sydney, New South Wales, Australia
| | - M Porter
- School of Psychology, Macquarie University, Sydney, New South Wales, Australia
| | - T Borchard
- School of Psychology, Macquarie University, Sydney, New South Wales, Australia
| | - C Kazzi
- School of Psychology, Macquarie University, Sydney, New South Wales, Australia
| | - Q Zhong
- School of Psychology, Macquarie University, Sydney, New South Wales, Australia
| | - L Campbell
- School of Psychology, University of Newcastle, Newcastle, New South Wales, Australia
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6
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Schiltz H, Sterrett K, Singer H, Lord C. Anxiety, depression, and well-being in autistic adults and adults with other developmental disabilities: A longitudinal cross-lagged analysis. Autism Res 2023; 16:1425-1436. [PMID: 37376983 PMCID: PMC10526924 DOI: 10.1002/aur.2967] [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: 12/15/2022] [Accepted: 05/30/2023] [Indexed: 06/29/2023]
Abstract
Autistic people and people with other developmental disabilities (DD) are at high likelihood for anxiety and depression, which can negatively affect adult life. Therefore, this study sought to understand temporal links between anxiety and depression over time in autistic adults and adults with DDs, and how these conditions impact specific aspects of positive well-being. A sample of 130 adults with autism or other DDs and their caregivers were drawn from a longitudinal study. Participants complete measures of anxiety (Adult Manifest Anxiety Scale), depression (Beck Depression Inventory, 2nd Edition), and well-being (Scales of Psychological Well-Being). Cross-lagged panel analyses revealed significant autoregressive effects for anxiety and depressive symptoms over time, based on both caregiver and self-report (all p < 0.01). Additionally, although findings differed across reporter, cross-lagged links between anxiety and depression emerged over time. Based on caregiver-report, anxiety symptoms predicted later depressive symptoms (p = 0.002) but depressive symptoms did not predict later anxiety (p = 0.10); the opposite pattern was identified for self-report. Aspects of positive well-being (purpose in life, self-acceptance, personal growth) demonstrated differential links with anxiety and depression (p = 0.001-0.53). These findings highlight the utility of a transdiagnostic approach to mental health services for autistic adults and adults with DDs, and the need to monitor for anxious or depressive symptoms in autistic adults and adults with DDs presenting with depression or anxiety, respectively.
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Affiliation(s)
- Hillary Schiltz
- University of California, Los Angeles, Semel Institute for Neuroscience and Human Behavior, 760 Westwood Plaza, Los Angeles, CA 90024, USA
| | - Kyle Sterrett
- University of California, Los Angeles, Semel Institute for Neuroscience and Human Behavior, 760 Westwood Plaza, Los Angeles, CA 90024, USA
| | - Hannah Singer
- University of California, Los Angeles, Semel Institute for Neuroscience and Human Behavior, 760 Westwood Plaza, Los Angeles, CA 90024, USA
| | - Catherine Lord
- University of California, Los Angeles, Semel Institute for Neuroscience and Human Behavior, 760 Westwood Plaza, Los Angeles, CA 90024, USA
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7
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Betz CL. Health care transition planning for adolescents and emerging adults with intellectual disabilities and developmental disabilities: Distinctions and challenges. J SPEC PEDIATR NURS 2023:e12415. [PMID: 37380603 DOI: 10.1111/jspn.12415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 03/29/2023] [Accepted: 06/12/2023] [Indexed: 06/30/2023]
Abstract
PURPOSE The purpose of this article is to provide the reader with insight and enhanced understanding of the health care transition planning process for adolescents and emerging adults with intellectual disabilities and developmental disabilities. There are distinctly different programmatic considerations that need to be addressed in advancing their transfer of care to adult providers and promoting their transition to adulthood. These differences are due in part to the federal and state legislative initiatives that were established in the education, rehabilitation, employment, and developmental disabilities service systems. In contrast, no comparable federal and state mandates exist in the system of health care. The legislative mandates in education, rehabilitation, and employment are presented and discussed as well as the federal legislation on rights and protections for individuals with intellectual disabilities and developmental disabilities. Consequently, health care transition (HCT) planning involves application of a framework of care that is characteristically different than the planning efforts undertaken for adolescents and emerging adults (AEA) with special health care needs (SHCN)/disabilities and for typically developing AEA. The best practice HCT recommendations are discussed in the context of this intellectual disabilities and developmental disabilities framework of care. CONCLUSIONS Health care transition planning for adolescents and emerging adults with intellectual disabilities and developmental disabilities involves additional and distinctly clinical and programmatic models of care. PRACTICE IMPLICATIONS Health care transition planning guidance for adolescents and emerging adults with intellectual disabilities and developmental disabilities are provided based upon best practice recommendations.
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Affiliation(s)
- Cecily L Betz
- Department of Pediatrics, Keck USC School of Medicine, USC University Center for Excellence in Developmental Disabilities, Los Angeles, California, USA
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8
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Patel M, Lee JY, Scior K. Psychometric properties of measures designed to assess common mental health problems and wellbeing in adults with intellectual disabilities: a systematic review. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2023; 67:397-414. [PMID: 36808653 DOI: 10.1111/jir.13018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2022] [Revised: 01/11/2023] [Accepted: 01/20/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Multiple measures of mental health problems and mental wellbeing for adults with intellectual disabilities are available, but investigations into their reliability and validity are still in the early stages. The aim of this systematic review was to provide an update to previous evaluations of measures of common mental health problems and wellbeing in adults with mild to moderate intellectual disabilities (ID). METHODS A systematic search was performed across three databases (MEDLINE, PsycINFO and SCOPUS). The literature search was limited to the years from 2009 to 2021 and to the original English versions. Ten papers evaluating nine measures were reviewed, and the psychometric properties of these measures were discussed using the Characteristics of Assessment Instructions for Psychiatric Disorders in Persons with Intellectual Developmental Disorders as a framework. RESULTS Four measures had at least one rating of 'good' across both dimensions of reliability and at least one dimension of validity and were deemed to have promising psychometric properties: the Clinical Outcomes in Routine Evaluation-Learning Disabilities, Impact of Events Scale-Intellectual Disabilities, Lancaster and Northgate Trauma Scales and Self-Assessment and Intervention (self-report section). Additionally, these measures were developed through consultations with mental health professionals and/or people with IDs and thus were deemed to have good content validity. CONCLUSIONS This review informs measurement choice for researchers and clinicians while highlighting a need for continued research efforts into the quality of measures available for people with IDs. The results were limited by incomplete psychometric evaluations of measures available. A paucity of psychometrically robust measures of mental wellbeing was observed.
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Affiliation(s)
- M Patel
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - J Y Lee
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - K Scior
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
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Van Gaasbeek EK, Tassé MJ. Constructing a preliminary model of school belonging for students with intellectual disability. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023:17446295231164438. [PMID: 37060351 DOI: 10.1177/17446295231164438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
The construct of belonging has been studied in many marginalised student groups yet has been understudied among students with intellectual disability. The present study used a large dataset from the United States to quantitatively investigate the construct of belonging among 7th to 12th grade students with the educational classification of "intellectual disability" (n = 670) who responded to a set of questions related to belonging in a nationally representative survey. The purpose of the study was twofold: (1) to identify the latent factors of belonging among students with intellectual disability to create a preliminary model and (2) use the preliminary model to compare belonging among students with intellectual disability with different demographic factors (e.g., race, sex, English proficiency). Exploratory factor analysis revealed a four-factor model of belonging and confirmatory factor analysis suggested the model was a good fit for the data, χ2 = 622.81, p < .001, RMSEA = .049, CFI = 0.879, TLI = 0.868. The study has implications for future avenues of research, including measurement development, exploring the developmental pathway of belonging, and the consequences of not belonging.
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Affiliation(s)
| | - Marc J Tassé
- Nisonger Center, The Ohio State University, Columbus, OH, USA
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Busch CA, Mohammed TF, Nadile EM, Witt ML, Vargas C, Tran M, Wolf JG, Brister D, Cooper KM. Costs and Benefits of Undergraduates Revealing Depression to Online Science Instructors. CBE LIFE SCIENCES EDUCATION 2023; 22:ar9. [PMID: 36637379 PMCID: PMC10074278 DOI: 10.1187/cbe.22-05-0088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
Depression is one of the leading mental health concerns among science undergraduates, and rates of student depression increased during the COVID-19 pandemic. Revealing one's depression in an academic science environment can be helpful, because it can result in increased support from others. However, depression is considered a concealable stigmatized identity, meaning that it can be kept hidden and may carry a stigma. A national pivot to online learning owing to COVID-19 not only increased the need to bolster student mental health, but also presented a novel learning environment. However, it is unclear to what extent students revealed their depression in science courses and why. We surveyed 1179 undergraduates with depression at a research-intensive institution about whether they had revealed their depression to an online college science instructor. Very few undergraduates (5.9%) had revealed their depression to online science instructors; students who identify as LGBTQ+, have lower grade point averages, or experience more severe depression were more likely to reveal their depression to an instructor. Undergraduates reported potential benefits from doing so, including building a connection with the instructor and receiving accommodations. This work provides insight into steps science instructors can take to foster inclusive course environments for students with depression.
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Affiliation(s)
- Carly A. Busch
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85287
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Tasneem F. Mohammed
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85287
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Erika M. Nadile
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Madison L. Witt
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Cindy Vargas
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Missy Tran
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Joseph Gazing Wolf
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85287
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Danielle Brister
- Biology Education Research Course, School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85287
- *Address correspondence to: Katelyn M. Cooper ()
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11
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Bordeianu MA, Smith DL. Depression Treatment Options for Individuals With Developmental Disabilities. J Nurse Pract 2022. [DOI: 10.1016/j.nurpra.2022.07.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
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12
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Busch CA, Mohammed TF, Nadile EM, Cooper KM. Aspects of online college science courses that alleviate and exacerbate undergraduate depression. PLoS One 2022; 17:e0269201. [PMID: 35648764 PMCID: PMC9159593 DOI: 10.1371/journal.pone.0269201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Accepted: 05/14/2022] [Indexed: 11/19/2022] Open
Abstract
Depression is a top mental health concern among college students, yet there is a lack of research exploring how online college science courses can exacerbate or alleviate their depression. We surveyed 2,175 undergraduates at a large research-intensive institution about the severity of their depression in large-enrollment online science courses. The survey also explored aspects of online science courses that exacerbate or alleviate depression and we used regression analyses to assess whether demographics predicted responses. Over 50% of undergraduates reported experiencing depression and LGBTQ+ students, financially unstable students, and lower division students were more likely to experience severe rather than mild depression compared to their counterparts. Students reported difficulty building relationships and struggling to perform well online as aspects of online science courses that exacerbated their depression and the flexible nature of online courses and caring instructors as aspects of online courses that alleviated their depression. This study provides insight into how instructors can create more inclusive online learning environments for students with depression.
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Affiliation(s)
- Carly A. Busch
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
| | - Tasneem F. Mohammed
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
| | - Erika M. Nadile
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, Arizona, United States of America
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Xiao X, Fang Y, Xiao X, Xu J, Chen J. Machine-Learning-Aided Self-Powered Assistive Physical Therapy Devices. ACS NANO 2021; 15:18633-18646. [PMID: 34913696 DOI: 10.1021/acsnano.1c10676] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
An expanding elderly population and people with disabilities pose considerable challenges to the current healthcare system. As a practical technology that integrates systems and services, assistive physical therapy devices are essential to maintain or to improve an individual's functioning and independence, thus promoting their well-being. Given technological advancements, core components of self-powered sensors and optimized machine-learning algorithms will play innovative roles in providing assistive services for unmet global needs. In this Perspective, we provide an overview of the latest developments in machine-learning-aided assistive physical therapy devices based on emerging self-powered sensing systems and a discussion of the challenges and opportunities in this field.
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Affiliation(s)
- Xiao Xiao
- Department of Bioengineering, University of California, Los Angeles, Los Angeles, California 90095, United States
| | - Yunsheng Fang
- Department of Bioengineering, University of California, Los Angeles, Los Angeles, California 90095, United States
| | - Xiao Xiao
- Department of Bioengineering, University of California, Los Angeles, Los Angeles, California 90095, United States
| | - Jing Xu
- Department of Bioengineering, University of California, Los Angeles, Los Angeles, California 90095, United States
| | - Jun Chen
- Department of Bioengineering, University of California, Los Angeles, Los Angeles, California 90095, United States
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Espinoza K, Hayashi J, Shimada Y, Tagami J, Sadr A. Optical Coherence Tomography for Patients with Developmental Disabilities: A Preliminary Study. SENSORS 2021; 21:s21237940. [PMID: 34883945 PMCID: PMC8659517 DOI: 10.3390/s21237940] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/28/2021] [Revised: 11/19/2021] [Accepted: 11/24/2021] [Indexed: 11/19/2022]
Abstract
Dental radiographs are essential for diagnosis and treatment planning, but are sometimes difficult to acquire for patients with developmental disabilities (PDD). Optical Coherence Tomography (OCT) is a non-ionizing imaging modality that has the potential application as an alternative to dental radiographs for PDD. This study aimed to determine the feasibility of intraoral OCT imaging for PDD. Ten participants were recruited in the Dental Education in the Care of Persons with Disabilities (DECOD) Clinic to explore the utility of dental OCT. The prototype system (Yoshida Dental) creates in-depth and three-dimensional images of teeth. The participants indicated their degree of pain during imaging on the Wong-Baker FACES Pain Rating Scale, and the degree of discomfort after imaging on a visual analog scale. OCT can be used for patients with developmental disabilities with minimal levels of pain and discomfort, without ionizing radiation.
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Affiliation(s)
- Kimberly Espinoza
- Dental Education in the Care of Persons with Disabilities (DECOD), Department of Oral Medicine, School of Dentistry, University of Washington, Seattle, WA 98195, USA;
| | - Juri Hayashi
- Biomimetics, Biomaterials, Biophotonics, Biomechanics & Technology (B4T) Laboratory, Department of Restorative Dentistry, University of Washington, Seattle, WA 98195, USA;
| | - Yasushi Shimada
- Cariology and Operative Dentistry Department, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo 113-8549, Japan; (Y.S.); (J.T.)
| | - Junji Tagami
- Cariology and Operative Dentistry Department, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo 113-8549, Japan; (Y.S.); (J.T.)
| | - Alireza Sadr
- Biomimetics, Biomaterials, Biophotonics, Biomechanics & Technology (B4T) Laboratory, Department of Restorative Dentistry, University of Washington, Seattle, WA 98195, USA;
- Cariology and Operative Dentistry Department, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo 113-8549, Japan; (Y.S.); (J.T.)
- Correspondence: ; Tel.: +1-206-221-3630
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15
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Gómez LE, Navas P, Verdugo MÁ, Tassé MJ. Empirically supported psychological treatments: The challenges of comorbid psychiatric and behavioral disorders in people with intellectual disability. World J Psychiatry 2021; 11:1039-1052. [PMID: 34888172 PMCID: PMC8613764 DOI: 10.5498/wjp.v11.i11.1039] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/09/2021] [Revised: 07/17/2021] [Accepted: 10/18/2021] [Indexed: 02/06/2023] Open
Abstract
This paper reviews the current state of knowledge on psychological interventions with empirical evidence of efficacy in treating common psychiatric and behavioral disorders in people with intellectual disability (ID) at all stages of their life. We begin with a brief presentation of what is meant by psychiatric and behavioral disorders in this population, along with an explanation of some of the factors that contribute to the increased psychosocial vulnerability of this group to present with these problems. We then conduct a review of empirically supported psychological therapies used to treat psychiatric and behavioral disorders in people with ID. The review is structured around the three generations of therapies: Applied behavior analysis (e.g., positive behavior support), cognitive behavioral therapies (e.g., mindfulness-based cognitive therapy), and contextual therapies (e.g., dialectical behavior therapy). We conclude with some recommendations for professional practice in the fields of ID and psychiatry.
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Affiliation(s)
- Laura E Gómez
- Department of Psychology, University of Oviedo, Oviedo 33011, Asturias, Spain
| | - Patricia Navas
- Department of Personality, Evaluation and Psychological Treatments, Institute on Community Integration, University of Salamanca, Salamanca 37005, Salamanca, Spain
| | - Miguel Ángel Verdugo
- Department of Personality, Evaluation and Psychological Treatments, Institute on Community Integration, University of Salamanca, Salamanca 37005, Salamanca, Spain
| | - Marc J Tassé
- Department of Psychology and Psychiatry, The Ohio State University Nisonger Center-UCEDD, Columbus, OH 43210-1257, United States
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Validation of a Revised Version of the Center for Epidemiologic Depression Scale for Youth with Intellectual Disabilities (CESD-ID-R). J Autism Dev Disord 2021; 52:4554-4567. [PMID: 34716523 DOI: 10.1007/s10803-021-05334-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/18/2021] [Indexed: 10/19/2022]
Abstract
This study proposes a revision (R) of the Center for Epidemiologic Studies Depression Scale for youth with ID (CESD-ID) in English and French. 346 youth (36.02% girls) with mild (51.26%) and moderate (48.78%) ID (11-22 years; M = 15.69), enrolled in secondary schools in Canada (French-speaking; n = 115), and Australia (English-speaking; n = 231), as well as their parents and teachers, participated in this study. Results support the reliability, factor validity, equivalence (sex, ID level, comorbidities, and country), and convergent validity (with youth-, parent-, and teacher-rated measures of depression, anxiety, and loneliness/social isolation) of the CESD-ID-R. The CESD-ID-R allows youth with ID to provide a reliable and valid assessment of their depressive mood and happiness suitable for epidemiological studies.
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17
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Fisher MH, Sung C, Kammes RR, Okyere C, Park J. Social support as a mediator of stress and life satisfaction for people with intellectual or developmental disabilities during the COVID-19 pandemic. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2021; 35:243-251. [PMID: 34633129 PMCID: PMC8646736 DOI: 10.1111/jar.12943] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Revised: 09/04/2021] [Accepted: 09/16/2021] [Indexed: 12/23/2022]
Abstract
INTRODUCTION This study examined factors that predict stress level and life satisfaction among adults with intellectual or developmental disabilities during the COVID-19 pandemic and the role of social support. METHOD From a larger study about the experiences during the pandemic of 2028 individuals with and without disabilities, 181 adults with intellectual or developmental disabilities (or proxy) responded. RESULTS Most respondents with intellectual or developmental disabilities (92.8%) reported negative impacts from the pandemic, with 55.2% of the 96 employed pre-pandemic reporting impacted employment, including job loss. The negative impact of the pandemic was a significant predictor of stress level; social support was related to reduced stress. Stress level and the negative impact of the pandemic were inversely related to life satisfaction; social support was positively related to life satisfaction. Social support partially mediated the association between stress level and life satisfaction. DISCUSSION Comprehensive services and social support systems are needed to combat the impact of the pandemic.
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Affiliation(s)
- Marisa H Fisher
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan, USA.,Center for Research on Autism, Intellectual, and Neurodevelopmental Disabilities, Michigan State University, East Lansing, Michigan, USA
| | - Connie Sung
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan, USA.,Center for Research on Autism, Intellectual, and Neurodevelopmental Disabilities, Michigan State University, East Lansing, Michigan, USA
| | - Rebecca R Kammes
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan, USA.,Center for Research on Autism, Intellectual, and Neurodevelopmental Disabilities, Michigan State University, East Lansing, Michigan, USA
| | - Christiana Okyere
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan, USA.,Center for Research on Autism, Intellectual, and Neurodevelopmental Disabilities, Michigan State University, East Lansing, Michigan, USA
| | - Jiyoon Park
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan, USA.,Center for Research on Autism, Intellectual, and Neurodevelopmental Disabilities, Michigan State University, East Lansing, Michigan, USA.,Department of Special Education, Changwon National University, Changwon, South Korea
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Normand CL, Fisher MH, Simonato I, Fecteau SM, Poulin MH. A Systematic Review of Problematic Internet Use in Children, Adolescents, and Adults with Autism Spectrum Disorder. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00270-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
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