Psychology of Children and Adolescents with Intellectual or Developmental Disabilities

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Child and Adolescent Psychiatry".

Deadline for manuscript submissions: 30 June 2024 | Viewed by 1254

Special Issue Editors


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Guest Editor
Department of Personality, Assessment, and Psychological Treatments, Institute for Community Inclusion (INICO), University of Salamanca, Salamanca, Spain
Interests: intellectual and developmental disabilities; support needs assessment; supports planning; educational psychology; quality of life

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Guest Editor
Department of Personality, Assessment, and Psychological Treatments, Institute for Community Inclusion (INICO), University of Salamanca, Salamanca, Spain
Interests: intellectual and developmental disabilities; quality of life; quality of life assessment; quality of life intervention; educational psychology

E-Mail Website
Guest Editor
Department of Personality, Assessment, and Psychological Treatments, Institute for Community Inclusion (INICO), University of Salamanca, Salamanca, Spain
Interests: intellectual and developmental disabilities; children; adolescence; quality of life

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Guest Editor
Department of Psychology, Group on Research on Disability (GID), University of Oviedo, Oviedo, Spain
Interests: intellectual and developmental disabilities; autism spectrum disorder; children; adolescence; quality of life; rights

Special Issue Information

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

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

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

Published Papers (1 paper)

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26 pages, 626 KiB  
Systematic Review
How to Assess Oral Narrative Skills of Children and Adolescents with Intellectual Disabilities: A Systematic Review
by Victoria Sánchez-Gómez, Miguel Ángel Verdugo, María Isabel Calvo, Antonio M. Amor, Blanca Palomero-Sierra and Laura Zampini
Behav. Sci. 2024, 14(4), 308; https://doi.org/10.3390/bs14040308 - 10 Apr 2024
Viewed by 718
Abstract
Children and adolescents with intellectual disabilities (ID) often encounter difficulties with narrative skills. Yet, there is a lack of research focusing on how to assess these skills in this population. This study offers an overview of the tools used for assessing oral narrative [...] Read more.
Children and adolescents with intellectual disabilities (ID) often encounter difficulties with narrative skills. Yet, there is a lack of research focusing on how to assess these skills in this population. This study offers an overview of the tools used for assessing oral narrative skills in children and adolescents with ID, addressing key questions about common assessment tools, their characteristics, and reported evidence. A systematic review was conducted of the literature published between 2010 and 2023 in the PsycINFO, ERIC, Education, and Psychology databases. An initial 1176 studies were reviewed by abstract, of which 485 were read in full text, leading to the selection and analysis of 22 studies. Most of the identified tools involve analyzing language samples obtained using wordless picture story books. Three common tools are emphasized. Studies have primarily identified inter-rater reliability and test-criterion evidence for validity. The main tools and their characteristics are discussed in depth to aid readers in discerning suitable options for research or practical applications. The importance of reporting diverse sources of evidence for validity and reliability within this population is highlighted. Full article
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Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

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.

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