Search results

People with intellectual disabilities have difficulty making decisions and this may hinder their independence and inclusion in society. Interactive computer software may give them the opportunity to practice the underlying components of this skill. This study analysed whether repeated sessions playing a computer game involving aspects of decision making, such as collecting relevant information and controlling impulsivity, would improve performance in two non‐computer based tests of decision making. Twelve adults with intellectual disabilities were randomly assigned to either an intervention group or control group. They were all exposed to 10 twice‐weekly sessions, playing either the intervention game or the control game, which involved simple reaction time only. After repeated sessions, the intervention group showed a significant improvement in game score, with researcher assistance significantly decreasing. At follow up, the intervention group showed a significant decrease from baseline in the number of guesses made before guessing correctly on both of the decision‐making tests. The decrease observed in the control group failed to reach significance.

The purpose of this paper is to identify the main reasons for low uptake of robots in special education (SE), obtained from an analysis of previous studies that used robots in the area, and from interviewing SE teachers about the topic.

An analysis of 18 studies that used robots in SE was performed, and the conclusions were complemented and compared with the feedback from interviewing 13 SE teachers from Spain and the UK about the reasons they believed caused the low uptake of robots in SE classrooms.

Five main reasons why SE schools do not normally use robots in their classrooms were identified: the inability to acquire the system due to its price or availability; its difficulty of use; the low range of activities offered; the limited ways of interaction offered; and the inability to use different robots with the same software.

Previous studies focussed on exploring the advantages of using robots to help children with autism spectrum conditions and learning disabilities. This study takes a step further and looks into the reasons why, despite the benefits shown, robots are rarely used in real-life settings after the relevant study ends. The authors also present a potential solution to the issues found: involving end users in the design and development of new systems using a user-centred design approach for all the components, including methods of interaction, learning activities and the most suitable type of robots.

Although social distancing measures enacted during COVID-19 prevented the spread of the virus and acted as important coping mechanisms during this stressful time, they also contributed to loneliness and anxiety. The pros and cons of social distancing measures were especially relevant among people with disabilities and chronic health conditions – a high-risk group concerned about infection through contact with non-household members and visiting public places like school, healthcare providers, and work.

Drawing on data from a national online survey (N = 1,027) and in-depth virtual interviews (N = 50) with Canadians with disabilities and chronic health conditions, we examine the positive and negative effects of three types of social distancing measures – avoiding public places, transitioning to remote work or school, and avoiding contact with non-household members – on perceptions of increases in anxiety and loneliness during the pandemic.

We find that the relationships between engaging with social distancing measures and anxiety and loneliness could be positive or negative, with measures acting as both adaptive and maladaptive coping mechanisms. Although avoiding public places or non-household members and transitioning to remote work or school often resulted in increased anxiety and loneliness, respondents also described situations where these measures helped them cope with concerns about catching COVID-19.

Our findings highlight potential implications for public health policy in allocating different coping resources among marginalized groups during times of crisis and demonstrate the importance of using a social model of stress, coping mechanisms, and mental health.

The purpose of this paper is to identify ways teachers might employ a robot to achieve learning objectives with pupils with intellectual disabilities and potential outcome measures.

A series of five case studies where teacher-pupil dyads were observed during five planned video-recorded sessions with a humanoid robot. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement, teacher assistance and number of goals achieved.

Teachers identified a wide range of learning objectives ranging from an appreciation of cause and effect to improving the pupil's sense of direction. The robot's role could be to reward behaviour, provide cues or provide an active element to learning. Rated engagement was significantly higher with the robot than in the classroom.

A robot with a range of functions that allowed it to be engaging and motivating for the wide range of pupils in special education would be expensive and require teachers to learn how to use it. The findings identify ways to provide evidence that this expenditure of time and money is worthwhile.

There is almost no research teachers can refer to on using robots to support learning in children with intellectual disabilities. This paper is therefore of value for researchers who wish to investigate using robots to educate children with intellectual disabilities, as it can provide vital information to aid study design.

Allely and Dubin (2018) and Allely et al. (2019) have emphasised that there are a range of innate vulnerabilities in many individuals with autism spectrum disorder (ASD) who are charged with the viewing of indecent images of children (IIOC). Currently, the association between ASD and the viewing of IIOC is poorly recognised and understood both by the general public and clinical and legal professionals.

This is a detailed case study exploring the contributory role of ASD symptomology in the viewing of IIOC. In this case study, the experience of the criminal justice system is also explored.

It is hoped that this case study will provide insight into and understanding of how ASD can in some cases be the context for vulnerability to the viewing of IIOC and raise awareness of the need to consider this at all stages of the criminal justice system, including while making sentencing decisions. This case study paper will also more effectively inform the development of appropriate preventative strategies and timely interventions.

To the best of the author’s knowledge, this is the first detailed case study which explores the contributory role of ASD symptomology in the viewing of IIOC in the academic peer-reviewed literature.

This paper, and the corresponding project, is motivated by the lack of qualitative research elucidating the voices of young Black women in Canada when it comes to their sexual health.

This paper draws from data produced in the Let’s Talk About Sex (LTAS) project – a Photovoice process held once a week for nine consecutive weeks in the Jane-Finch community, a low-income community in Toronto, Canada. This workshop was completed by 15 young African Caribbean and Black (ACB) women in the age group 14–18. These young women used photography and creative writing to express their opinions on the barriers and facilitators to making healthy sexual decisions.

A central finding was the existence of a subculture among youth in Toronto, where the exchange of sex for material resources was commonplace. Herein, we unpack the various forms of economically motivated relationships reported, which ranged from romantic relationships to sugar daddies and brothel-like sex dens. We also reflect on the discussions at community forums where the research findings were presented. From shock and outrage to a sly smile of knowing, the responses were often gendered, generational and reflective of a trend occurring across Toronto, not just in the Jane-Finch community, and not merely among the Black youth.

Effective interventions and youth programs should focus on the sexually transmitted infection (STI) and HIV risks that may result from transactional relationships, economic empowerment, and youth employment.

This is a novel arts-based study on youth engaged inthe exchange of sex for money, which has nuanced differences from survival sex.

This paper looks at the quality and value of leisure and friendships that people with learning disabilities experience in the community. It provides an overview of the problems in developing friendships for people with moderate, severe and profound learning disabilities transferred from hospital to community care and identifies recommendations for commissioners, providers, staff and carers for the development of friendships through leisure in the community.

International rates of child maltreatment, particularly for children with disabilities are difficult to determine due to a lack of centralized data bases, a tendency to not keep consistent records of disability characteristics in cases of suspected maltreatment, and in extreme cases, because maltreatment is not acknowledged or addressed publicly (Bonner et al., 1997; Morris, 1999). Therefore, most of the data on prevalence rates of maltreatment in disabled children are from western cultures such as the U.S., Canada, and the U.K. There is some evidence to suggest that the rates internationally are probably at least equal to those in the U.S. samples (Cooke & Standen, 2002; Gringorenko, 1998). Finklehor (1994) found that the rates of sexual abuse were consistent across nations for both males and females. The nations in that study included most European countries, Canada, Dominican Republic, Australia, New Zealand, and South Africa. On the other hand, Forrester and Harwin (2000) note that measuring child maltreatment internationally is nearly impossible due to the varying cultural norms, national resources, and the tendency for many forms of maltreatment to go unnoticed. They suggest that an alternative to measuring maltreatment internationally may be to evaluate each nation’s willingness to both address issues regarding the rights of children and to provide services to children who are maltreated.

A systematic review of the literature was completed to examine the needs of those who provide care to people with intellectual disability and dementia. The purpose of this paper was to develop an understanding of the complexities, challenges and support available to meet the needs of an ageing population.

A qualitative evidence synthesis was used to appraise 12 studies. An evidence synthesis approach was used to better understand the challenges caregivers experience in caring for a person with intellectual disability and dementia. Aggregating and integrating findings from multiple studies allowed to identify inconsistencies, quality, relationships and trends to enhance the awareness of gaps in care provision.

There were six main domains identified from the available literature which included: gaps in knowledge and skills, early identification of dementia and associated difficulties, managing behaviour, coping, burden of care and Impact on confidence.

To the best of the authors’ knowledge, this is the first paper to use qualitative evidence synthesis to understand the challenges of caring for a person with intellectual disability and dementia.