IU Indianapolis ScholarWorks :: Browsing by Subject "intellectual disability"

Browsing by Subject "intellectual disability"

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Easterseals Crossroads RISE Program: Functional Living Skills Training for Individuals with Intellectual Disabilities
(2021-04-27) Flores, Chelsea M.; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; Miers, Wendy
Functional living and community skills are needed to for being an independent individual in society. Individuals with intellectual disabilities (ID) make up nearly two percent of the United States population, or an estimated 7.37 million people, but are often not able to live and access the world around them without support from parents and caregivers. Despite the national movement to empower individuals with disabilities to live more independent lives, individuals with ID continue to face social exclusion, marginalization, and stigma. The purpose of this capstone project was to develop a life skills program to equip individuals with intellectual and developmental disabilities with the tools and functional skills to live and access the community independently. Guided by Participatory Occupational Justice Framework, Model of Human Occupation theory, and evidence-based teaching methods, client-centered and strengths-based lessons for six living skills courses (e.g., Food Preparation/Nutrition, Money Management, Home Management, Health Management, Public Transportation, and Emergency Skills) were created as part of the new R.I.S.E Program to aid in the acquisition of functional living skills, with guided support and education, among teens and adults with intellectual disability. Additionally, staff training modules and marketing materials were developed to prepare staff and promote the program. The acquisition of functional living and community skills lead to increased self-management, self-confidence, social inclusion, sense of belonging, and overall independence and quality of life.
EFFECTIVENESS OF AN AT-HOME BASED PHYSICAL ACTIVITY INTERVENTIONS FOR FAMILIES WHO HAVE CHILDREN WITH INTELLECTUAL DISABILITIES
(Office of the Vice Chancellor for Research, 2012-04-13) Gutierrez, Alyssa; Stanton-Nichols, Kathleen A.
This study was conducted to determine whether an at-home based activity intervention for families who have a child with an intellectual disability was an effective mean to increase motor skill ability and activity adherence. Purpose: Specifically, investigators were interested in 1) determining whether weekly home-based visits improves motor skills (intervention group) more than those whose families received only weekly phone calls (attention group) and 2) determining factors that affected a family’s adherence to the program. Physical activity literature involving children with intellectual disabilities suggests that behavior management, directed activity programming, and family intervention enhance adherence as well as sustainability of a new program. The authors anticipated that the intervention group would have greater adherence to an exercise program and exhibit improved scores on the gross motor quotient (GMQ), which is a numeric representation of the participant’s overall score on the assessment. Methods: The study was conducted with 16 families, eight in the intervention group and eight in attention group. Measures of efficacy include activity adherence (self-report) and pre/post motor skill performance on an assessment examining motor skills. Results: An independent t-test was conducted comparing scores from the pre- to the post- assessments between the attention and intervention groups. There were no significant differences between the scores for the attention group (M=11.25 SD=9.177) and the intervention group M=20.25, SD=21.737; t (14) =-1.079, p=.3 (two-tailed). However, the magnitude of the differences in the means (mean difference=-9.0, 95% Cl: 26.892 to 8.892) showed that there was a moderate effect. Conclusion: The results of this study showed that there were no statistical significances between the improvements in the scores between both groups. However, although not statistically significant the intervention did have a moderate effect on the groups. The investigators were encouraged by the moderate effect of the intervention.
Effects of EGCG treatment on deficits in a radial-arm maze spatial pattern separation task in a Down syndrome mouse model
(Office of the Vice Chancellor for Research, 2015-04-17) Stringer, Megan; Stancombe, Kailey; Gainey, Sean; Sheikh, Zahir; Abeysekera, Irushi; Goodlett, Charles R.; Roper, Randall J.
Down syndrome (DS) is caused by three copies of human chromosome 21 (Hsa 21) and results in a constellation of phenotypes that include intellectual disability. Ts65Dn mice, the most extensively studied model of DS, have three copies of approximately half the genes on Hsa 21 and display many of the phenotypes associated with DS, including cognitive deficits. DYRK1A is found in three copies in humans with Trisomy 21 and has increased expression in a number of tissues. Dyrk1a is also found in three copies in Ts65Dn mice, and has been shown to be involved in a number of critical pathways including CNS development and osteoclastogenesis. Epigallocatechin-3-gallate (EGCG), the main polyphenol found in green tea, is an inhibitor of Dyrk1a activity. We have previously shown that a three week treatment with EGCG normalizes skeletal abnormalities in Ts65Dn mice. Previous work has found that Ts65Dn mice are significantly impaired in several hippocampal-dependent tasks, including the Morris water maze and novel object recognition. Another hippocampal-dependent process, pattern separation, is the ability to differentiate between similar memories acquired during learning. Distinctive encoding of these similar memories in hippocampal formation is thought to be necessary to distinguish between them. Experimental reductions in adult neurogenesis have produced impairments in pattern separation performance. Given that recent studies in Ts65Dn mice have reported significant reductions in adult hippocampal neurogenesis, we hypothesize that Ts65Dn mice will be impaired in the pattern separation task. Furthermore, we hypothesize that treating Ts65Dn mice with EGCG throughout task learning would improve performance to control levels. A radial arm maze-delayed non-matching-toplace pattern separation task with three different degrees of spatial separation is used. Preliminary data suggests that, in contrast to control mice, Ts65Dn mice do not improve their performance over training.
The Effects on Novel Object Recognition by Genetic Reduction of Dyrk1a to Normal Levels in Otherwise Trisomic Ts65Dn Down Syndrome Mice
(Office of the Vice Chancellor for Research, 2016-04-08) Parker, Abigail; Stringer, Megan; Goodlett, Charles R.; Roper, Randall J.
Down syndrome (DS) is caused by the triplication of chromosome 21 (Hsa21) in humans and is the leading genetic cause of intellectual disability. Ts65Dn mice are used as a model of Down syndrome, with about half of the genes in three copies of those triplicated on Hsa21 in individuals with DS. Overexpression of Dyrk1a, a gene found to be triplicated in both individuals with DS and Ts65Dn mice, has been linked to learning and memory deficits. Mice are naturally drawn to novel objects. As such, the Novel Object Recognition (NOR) test can be used to determine if Ts65Dn as compared to normal mice are impaired in discriminating novel objects from previously explored objects. In our current study, Ts65Dn mice with two copies of Dyrk1a were compared to Ts65Dn and euploid mice using the NOR task. We hypothesize that Ts65Dn, Dyrk1a+/- mice would perform as well as euploid mice on the NOR task, given that they both have two copies of Dyrk1a. Our preliminary results indicate that a genotype effect between trisomic mice and euploid mice is not observed. Additionally, Ts65Dn control mice and euploid control mice have a higher discrimination ratio than their Dyrk1a knockdown counterparts. These results indicate that overexpression of Dyrk1a may not be entirely responsible for deficits in learning and memory.
Implementation of an evidence-based seizure algorithm in intellectual disability nursing: A pilot study
(2016) Auberry, Kathy; Cullen, Deborah
Based on the results of the Surrogate Decision-Making Self Efficacy Scale (Lopez, 2009), this study sought to determine if nurses working in the field of intellectual disability experience increased confidence when they implemented the “American Association of Neuroscience Nurses Seizure Algorithm” during telephone triage. The results of the study indicated using the AANN Seizure Algorithm increased self-confidence for many of the nurses in guiding care decisions during telephone triage. The treatment effect was statistically significant -3.169, p, .01 for a small sample of study participants. This increase in confidence is clinically essential for two reasons. Many individuals with intellectual disability and epilepsy reside within community based settings. Intellectual disability nurses provide seizure guidance to this population living in community based settings via telephone triage. Nurses improved confidence is clinically essential and has implications for practice. Evidenced-based training tools provide a valuable mechanism by guiding nurses via best practices. Nurses may need to be formally trained for seizure management due to high epilepsy rates in this population.
Improving medication practices for persons with intellectual and developmental disability: Educating direct support staff using simulation, debriefing, and reflection
(2017-10-03) Auberry, Kathy; Wills, Katherine; Shaver, Carrie
Direct support professionals (DSP) are increasingly active in medication administration for people with intellectual and developmental disabilities (IDD), thus supplementing nursing and family caretakers. Providing workplace training of DSPs is often the duty of nursing personnel. This article presents empirical data and design suggestions for including simulations, debriefing, and written reflective practice during in-service training for DSPs in order to improve DSPs’ skills and confidence related to medication administration. Quantitative study results demonstrate that DSPs acknowledge that their skill-level and confidence rose significantly after hands-on simulations. The skill- level effect was statistically significant for general medication management -4.5 (p <0.001) and gastrointestinal medication management -4.4 (p < 0.001). Qualitative findings show a deep desire by DSPs to not just be “pill poppers” but to understand the medical processes, causalities, and consequences of their medication administration. On the basis of our results, the authors make recommendations regarding how to combine DSP workplace simulations and debriefing with written reflective practice in DSP continuing education.
Indiana Special Olympics and Its Portrayals of People with Intellectual Disabilities, 1969-1989
(2013) Hayes, Kaelynn Marie; Robertson, Nancy Marie, 1956-; Shrum, Rebecca K.; Monroe, Elizabeth Brand, 1947-
On July 20, 1968, the first-ever International Special Olympics Games took place in Chicago, Illinois. The following year, two Indiana State University (ISU) professors established Indiana Special Olympics (ISO) and took on the task of not only planning an annual competition, but also developing training programs and smaller events throughout the state. The organization maintained headquarters on the ISU campus before relocating to Indianapolis in 1989. Over ISO’s first two decades, its small staff expanded its sports programming in the face of financial and logistical challenges. Despite being an athletics organization, ISO focused on more than improving the physical fitness of its participants. The organization intended to change society’s negative views of people with mental disabilities by increasing public awareness and societal inclusion of such individuals. In this effort, how ISO depicted people with mental disabilities had significance. This thesis explores ISO’s growth from 1969 to 1989 and argues that ISO did not create a consistent image of people with intellectual disabilities during this time period. Instead, it conveyed and implied multiple depictions that sometimes contradicted each other. The divergent portrayals reveal that ISO developed at a time when people were both maintaining historical conceptions of disability and creating new ones.
Intellectual and developmental disability nursing: current challenges in the United States
(2017) Auberry, Kathy
Background: Nursing in the field of intellectual and developmental disability has evolved over the last decade. With this evolution new challenges related to this field of nursing practice have surfaced. The field of intellectual and developmental disability nursing is complex and considered out of the realm of common nursing practice. Given the complexity and uniqueness of this area of nursing practice, nurses face challenges when supporting this population. Purpose: A commentary to highlight current challenges faced by nurses working in the field of intellectual and developmental disability in the United States; in order to generate conversation and solutions. Results: Nurses face varied challenges in the field of intellectual and developmental disability: lack of education regarding this population, healthcare complexity of this population, role ambiguity, varied practice settings, nursing model of care controversy, caseload distribution and acuity. Method: Review of literature and clinical practice experience
Promotion of Health and Fitness Programming Using an Occupation-Based Approach: A Doctoral Capstone Project
(2023-05-01) Feldman, Anna; Chase, Tony; Department of Occupational Therapy, School of Health and Human Sciences; Tilley, Vicki
There is an abundance of health and fitness programming that has been developed. However, considerations need to be made in order to meet the needs of the individual accessing programming. For individuals with intellectual disabilities, factors such as poor health, limited accessibility, lack of modifications, and other barriers are common and can impact engagement in healthy lifestyles. Special Olympics North Carolina (SONC) is one organization that aims to be inclusive and promote health and fitness among this population. While the organization offers various opportunities to participate in health-related activities, enhancements can be made in order to increase accessibility, engagement, and participation from athletes of all ability levels. SONC Health partnered with the Indiana University capstone student to address a gap found in current programming. The ultimate purpose of the project was to create and implement sustainable and impactful resources that incorporated health and fitness education as well as occupation to increase accessibility and engagement. Project materials acted as a virtual supplement to a specific program previously developed by the site. Results collected through multiple surveys demonstrated positive outcomes related to the achievement of project goals as well as suggested possible directions for future site endeavors.
Simulation instruction for direct support professionals: A pilot study between a school of nursing and community providers supporting persons with intellectual and developmental disability
(2016) Auberry, Kathy
This pilot study was developed in a school of nursing simulation center geared toward direct support professionals (DSPs) working in community-based agencies in south-east Indiana. The study educated direct support professionals who support individuals with intellectual and developmental disability by using simulation based learning to increase their knowledge related to two common health conditions in this population; epilepsy and dysphagia. On the basis of study results, partnerships between schools of nursing and community providers for persons with intellectual and developmental disability can be developed. Simulation Centers within schools of nursing may be used to augment current training of direct support professionals working with this population.

Browsing by Subject "intellectual disability"

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