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Adults with intellectual and developmental disabilities are at an elevated risk of polypharmacy, and as such are at a higher risk of potential DIs. The aim of this research was to determine the number of potential DIs present in medication regimens of adults with IDD, as well as factors associated with the number of potential DIs. With the total number of potential DIs present, the number of medications prescribed, the number of potential DIs, and the relationship between participant factors were all affected by the number of potential DIs present. People with IDD who take medications are vulnerable to drug interactions. When prescribing medications for this vulnerable group, health care professionals must have concrete goals and endpoints in mind. Adults with intellectual or developmental disabilities have a tendency to experience drug interactions in their medication regimens. To minimize the occurrence of drug interactions, health care professionals must have definite objectives and endpoints in mind when prescribing drugs for adults with IDD.
Source link: https://doi.org/10.1007/s10882-021-09824-7
We used the What Works Clearinghouse Standards to evaluate the quality of 84 studies that intended to investigate adult IDD patients with IDD, ages 22 years and older, using a function-based approach. Overall, we found self-injurious habits were the most commonly used functional behavior assessment, and functional analysis was the most commonly used functional behavior measure.
Source link: https://doi.org/10.1007/s10882-021-09825-6
While waiting for services for their child, this online training can assist caregivers in coping with problem behaviors. In caregivers who completed the online course, a significant reduction in parental anxiety was observed. Children with intellectual and developmental disabilities can be a lengthy wait for services for children with intellectual and developmental disabilities in countries with public health insurance. Longer wait times can contribute to parental anxiety and student problem behaviors in children. Therefore, the purpose of the current research was to investigate the effectiveness of an online parent education for children receiving specialized services. In a controlled trial with random assignment to a waitlist control, twenty-nine families of children with intellectual and developmental disabilities participated in a randomized controlled trial with random assignment to a waitlist control. The online training led to decreases in the frequency of problematic behaviors and parenting anxiety, as well as raising caregivers'u2019 self-confidence.
Source link: https://doi.org/10.1007/s10826-022-02440-9
This report examines Chinese parents' experiences of parental involvement during this period, examining their experiences with parenting in kindergarten to primary school among children with intellectual and developmental disabilities. During this period of change, these results highlight the need to help parents of children with IDDs.
Source link: https://doi.org/10.1007/s10803-022-05743-4
Physical fitness has many health benefits, but those with developmental disabilities are unable to exercise regularly. Members of this group have consistently increased physical fitness by procedures in which consequences were planned for exercising, alone or as part of a healthcare package. Following the discontinuation of therapy, physical activity returned to near-normal levels for seven of them. Also, an analysis of the 19 studies using the Methodological Quality Rating Scale revealed that most studies were not methodologically robust. It is heartening that programs for assisting people with developmental disabilities to partake in regular physical fitness are available.
Source link: https://doi.org/10.1007/s10882-022-09873-6
The study included 191 children with DDs. Children were classified into the improvement group and the non-improvement group, according to the diagnostic report, and the non-improvement group was divided into the achievement group and the non-improvement group. The improvement group had fewer risk variants of known DD genes and haploinsufficient genes, as well as a smaller number of overall putative risk variants compared to the non-improvement group, and a reduced number of overall putative risk variants than the non-improvement group.
Source link: https://doi.org/10.1007/s10803-022-05735-4
Objectives This paper gives an overview of the available research on assessing and teaching safety skills to children and adults with intellectual or developmental disabilities across various health conditions, as well as recommendations for teaching safety skills. Methods We reviewed studies looking at safety skills education with people with autism and other developmental disabilities. We analyzed methods for teaching safety skills for social problems and physical threats. Results Active learning approaches that incorporate behavioral skills training with additional intervention components such as in situ coaching, prompting, and reinforcement control techniques are the most effective methods for teaching and promoting the generalization of safety skills for social and physical hazards. Teaching people with disabilities how to respond when safety risks are present can reduce the likelihood that they will be injured or injured.
Source link: https://doi.org/10.1007/s41252-022-00248-8
Objects This article was a summary of previous studies, which highlighted the similarities in healthcare and hygiene practices to people with and without intellectual and developmental disabilities. Although these routines are topographically distinct, there are enough similarities between these routines to warrant that safe protocols for one routine can be used to inform another. This scoping report aims to find efficient teaching and intervention strategies for healthcare and hygiene habits that are specifically for individuals with intellectual and developmental disabilities. Methods Empirical articles tested compliance or tolerance within the context of a single healthcare or hygiene regimen as a dependent variable, with a dependent variable in mind, as well as an experimental design demonstrating experimental control. The results of a total of 52 articles were included in the inclusion criteria. The results show that all experiments involved a treatment regimen with multiple components. Graduate exposure and DRA were two of the most common teaching methods. Pyramidal training should be explored in order to educate medical professionals how to provide preventative pyramidal training.
Source link: https://doi.org/10.1007/s41252-022-00249-7
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