Psychology of Children and Adolescents with Intellectual or Developmental Disabilities

Dear Colleagues,

The field of intellectual and developmental disabilities (IDD) is evolving quickly. Childhood and adolescence are two critical stages in human development, especially for persons with IDD, because the physical, physiological, psychological, and social changes that characterize the transition between these stages, occur hand in hand with changes in the number and stability of the environments where children and adolescents participate. The interaction between the inner changes and the variability of environments produces heterogeneous functioning experiences, creating disability experiences of different intensity, as suggested by current social-ecological approaches towards disability. The goal of this special issue is to shed light, from the basic and applied fields of the different branches of psychology, on both the personal and environmental factors defining the experience of IDD, as well as advancing research on support needs assessment and planning, assessment and enhancement of quality of life, and assessment and access to and enjoyment of rights in children and adolescents with IDD, chief aspects that mark their development to their fullest potential. Original research articles, literature reviews and/or meta-analyses, and theoretical/discussion papers are welcomed, provided that they are original, novel, and high-quality works that address the goals of the special issue. 

Dr. Antonio Manuel Amor González
Dr. María Fernández Sánchez
Dr. Alba Aza Hernández
Dr. María Lucía Morán Suárez
Guest Editors

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• intellectual disability
•  developmental disabilities
•  intellectual and developmental disabilities
•  basic psychology
•  applied psychology
•  positive psychology
•  rights
•  supports
•  quality of life
•  self-determination

Title: Personal and environmental factors influencing the quality of life of children with IDD: a preliminary study
Authors: Antonio M. Amor1,2, Victoria Sánchez-Gómez1, Inés Heras1,2, Miguel Á. Verdugo1,2, Zofia Wolowiec3, María Fernández1,2, and Alba Aza1,2; Antonio M. Amor1,2, Victoria Sánchez-Gómez1, Inés Heras1,2, Miguel Á. Verdugo1,2, Zofia Wolowiec3, María Fernández1,2, and Alba Aza1,2
Affiliation: 1 Institute for Community Inclusion 2 Department of Personality, Assessment, and Psychological Treatments. Faculty of Psychology. University of Salamanca 3 Department of Radiology. University Hospital of Salamanca
Abstract: Under a social-ecological understanding of disability, quality of life (QoL) is conceptualized as a state of personal wellbeing that is essential not only to understand the status of the person in a series of vital domains, but also to mobilize supports aimed at improving the person’s functioning in contexts and activities linked to desired-life experiences that will eventually enhance the person’s inclusion. Understanding the role that different personal and contextual variables play in the QoL is essential to better inform support strategies aimed at this goal. The purpose of this paper is to offer evidence on personal and environmental factors influencing the QoL of Spanish children with intellectual and developmental disabilities enrolled in primary, general education. A total of 100 children will be assessed using the Quality of Life Index-Primary Education version. A bivariate and multivariate analysis will be conducted in which the determinants (i.e., sociodemographic, clinical, and educational variables) of the QoL scores obtained by the participants will be evaluated to identify related factors and predictors of their QoL. Predictive models with the contributions of the variables influencing the QoL scores will be built. Conceptual and applied implications for researchers, professionals, and families will be discussed. Keywords: quality of life, predictors, children, intellectual and developmental disabilities, inclusion

Title: A systematic review of pragmatics evaluation in people with intellectual disability: current situation and challenges
Author: GUILLEN
Highlights: People with intellectual disability present conceptual, social and practical adaptive difficulties that can affect the development of their language and communication. Language pragmatics encompasses mastering verbal comprehension and expression to access the interlocutor, and the use of cognitive skills linked to planning, discursive organization and permanent adaptation of communication skills to the communicative context. This study presents a systematic review, that has followed the PRISMA guidelines, that investigates what assessment tools have been used over time to assess the pragmatic competence of people with intellectual disability. Of the initial 164 articles, 20 articles that actually included the use of assessment instruments in this population and that revealed the scarcity of studies in this area were finally reviewed. The results highlighted 1) an increase of published articles in the last ten years, 2) a lack of conformity in the pragmatic aspects evaluated across instruments and, 3) a lack of adjustment of evaluation tools to the characteristics of this population. A standardized test is thus required that specifically assesses the pragmatic skills of people with intellectual disability to promote social inclusion, as well as to provide a complete profile of their communication skills that allows the design of individualized supports and interventions.

Title: Inclusive Education for Students with Intellectual Disabilities: Assessment of a Right in Spain
Author: Moran
Highlights: Education is a fundamental right that should be guaranteed for every citizen; however, individuals with disabilities, especially those with intellectual and developmental disabilities (IDD), face substantial barriers. This study aims to assess the exercise of the right to education for children and adolescents with IDD. The innovative #Rights4MeToo scale, a tool aligned with the Convention on Rights of Persons with Disabilities and the quality of life framework, will be applied to 70 students with IDD and 110 family members and professionals from Spain. The #Rights4MeToo scale was validated through a systematic review and expert consultation. Subsequently, it was adapted into easy-to-read format and validated by people with IDD, ensuring accessibility and clarity. The scale utilizes a Likert response format featuring icons and offers customization options based on the respondent's preferences and characteristics. Descriptive statistics of the total and item-specific scores in the right of education and data on the internal consistency of the items will be calculated. Implications of the study will be discussed and specific recommendations to enhance the effective implementation of the right to education will be pointed out to guide the supports and services that families, professionals and educative centers provide to students with IDD.