Classical and modern prejudice: attitudes toward people with intellectual disabilities

Parenthood and Glee: An online study to examine differences between viewers and non-viewers of television shows featuring a character with a developmental disability

We present findings from our study, which examined whether ability to identify Down syndrome and autism was linked to participants' willingness to maintain social contact with individuals with the respective conditions. Additionally, we explored whether viewers and non-viewers of Parenthood and Glee, television shows featuring a character with autism and Down syndrome respectively, differed in their awareness, beliefs regarding causes and interventions, and desire to maintain social proximity with individuals with these conditions. Participants completed an online survey, which included vignettes based on Max, the character with autism from Parenthood and Becky, the character with Down syndrome from Glee as well as the adapted Intellectual Disabilities Literacy Scale. Based on 300 responses, key differences were noted in the hypothesized direction on the assessed variables (symptom recognition, causal beliefs, and treatment beliefs) between Parenthood and Glee viewers and non-viewers. Findings are discussed in the context of practical implications and methodological limitations.

Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism

LAY ABSTRACT

The way autism is represented in fictional media can impact people's views of autistic people. For example, representations may contribute to negative views of autistic people as being unusual or dangerous, or they may challenge stereotypes and instead highlight the strengths of autistic people. This work aimed to review previous research to understand how autistic people have been represented in fictional media (Part A). It also sought to understand whether viewing fictional portrayals of autism has an impact on people's knowledge of autism and attitudes towards autistic people (Part B). Of 14 studies that were included in Part A, several unhelpful and stereotypical portrayals of autism emerged. Positive portrayals were those that highlighted the strengths of autistic people and reflected nuance. There is a need for greater diversity in representation of autism in fictional media. For example, not all autistic people are white heterosexual males. Across the five studies included in Part B, there were no improvements in people's knowledge of autism after watching or reading a short segment from a fictional TV series or novel that depicts an autistic person. Although there was a significant improvement in people's attitudes towards autistic people, these findings do not provide a complete picture given the short length of the media exposure and small number of studies. Future studies should investigate how multiple exposures to the representation of autistic people in both fictional and non-fictional sources can affect people's understanding of autism. There is also a need to develop more accurate and respectful ways of measuring people's knowledge of, and attitudes towards, autism.

The Development and Validation of the Heterosexism Erasure Scale

The heterosexism erasure construct captures attitudes, which deny or minimize the systemic oppression of lesbian, gay, bisexual, and queer (LGBQ) persons in the United States. Heterosexism erasure expands the interrogation of denying or minimizing discrimination (Neville at al., 2006) beyond the realm of White supremacy and into the domain of heteronormativity. The purpose of this project was to develop a psychometrically sound measure of heterosexism erasure. Two independent samples were gathered to conduct exploratory ( n = 425) and confirmatory ( n = 367) factor analyses to assess for initial reliability and validity evidence of the Heterosexism Erasure Scale (HES). Results suggest that the final 13-item HES provides a general index of heterosexism erasure as well as assesses two related, but distinct factors named Heterosexism Denial and Heterosexism Minimization. Results support the internal consistency and factor structure of the measure. Expected relationships between the HES and existing measures provide validity evidence for the instrument.

Quality of Participation Experiences in Special Olympics Sports Programs

This cross-sectional study examined experiential elements facilitating quality sport experiences for youth (ages 12-24 years) in Special Olympics, and the associated influences of sport program and sociodemographic characteristics. A total of 451 athletes involved in the 2019 Special Olympics Youth Games completed a survey assessing elements of quality participation (autonomy, belongingness, challenge, engagement, mastery, and meaning). The t tests investigated whether athletes with intellectual and developmental disabilities rated elements differently across Traditional and Unified Sport programs. Regression analyses explored whether sport program and sociodemographic characteristics were predictors of these elements. Youth reported high mean scores across the elements, with no significant differences between athletes with intellectual and developmental disabilities in Traditional or Unified Sport. Athletes with no reported disability rated higher autonomy than those who reported disability (p = .01). Women tended to report greater engagement in sport than men (p = .07). Findings provide theoretical and practical insights into quality sport participation among youth in Special Olympics.

Associations Between Openness Facets, Prejudice, and Tolerance: A Scoping Review With Meta-Analysis

The personality factor of openness to experience, which encompasses curiosity, imagination, and a desire for new experiences, has been associated negatively with prejudice and positively with the closely related value of tolerance. While these relationships have been reviewed at the factor level, there has been no review of research at the lower facet level. This review aims to uncover the relationships between the facets of openness and the constructs of prejudice and tolerance. We conducted a preregistered scoping review with meta-analysis following the recommended guidelines from Joanna Briggs Institute. A total of 2,349 articles were reviewed, with 16 primary research articles (or 17 studies) meeting the criteria for inclusion. Aggregated effect sizes via random-effect meta-analysis revealed that all revised neuroticism-extraversion-openness personality inventory (NEO-PI-R) and international personality item pool (IPIP)-based facets of openness significantly predicted prejudice and tolerance. Out of the three measures [i.e., NEO-PI-R, IPIP-NEO, and honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness to experience personality inventory (HEXACO-PI), and the facets of openness examined], the NEO-PI-R facet of value was most strongly associated with prejudice. In contrast, the NEO-PI-R facet of aesthetics was the facet most strongly associated with tolerance. However, these results should be treated as preliminary in light of the small number of meta-analyzed studies and more primary research studies are needed to confirm the trends found in this review. This review represents the first step in the systematic investigation of the link between the facets of openness and components of prejudice and tolerance and contributes toward explaining prejudice and tolerance.

Covert-overt prejudices towards the intellectual disabilities at school: A study on teachers and non-teachers of southern Italy

Intellectual Disabilities (ID) is a neurodevelopmental disorder with considerable individual variability in type and severity. Due to overt and covert prejudices around ID, however, society tends to generalize this condition. Also, in schools, teachers’ attitudes toward students with IDs often differ from those toward regular students. The purpose of this study is to examine the levels of overt and covert prejudices toward ID of curricular and support teachers and non-teachers, in a sample of Southern Italian citizens, by evaluating age, gender and socioeconomic differences, as well as the associations of prejudice with education about and contact with ID. Six hundred and sixty-four participants (484 F; 38% teachers), 18–70 years old (M = 38.72; SD = 14.79) participated in the study. The Modern and Classical Prejudices Scale was administered in paper and online forms. Sociodemographic measures, as well as measures around ID education and contact with people with ID were collected. The results show that teachers had higher levels of classical prejudices compared to non-teacher participants. Teachers of primary schools showed higher levels of classical and modern prejudices. No gender and socioeconomic status (SES) differences were found in the whole sample. The entry of children with Intellectual Disabilities into primary school can be strongly influenced by teachers’ prejudices. Therefore, the need for teachers’ information and training on Intellectual Disabilities is evident.

Predictors of attitudes about people with intellectual disabilities: empathy for a change towards inclusion

Social change towards inclusion is a very common topic, but progress is slow. Because of its importance in the current educational context, knowing how to speed up this transformation is fundamental. A multiple regression analysis with a transversal quantitative designed survey (n = 245) was conducted. The aim was to identify internal and external factors predicting attitudes towards people with intellectual disability in undergraduate students at the University of Murcia (Spain). According to the expected estimate, the variables 'empathic concern' and 'chosen degree' predict good attitudes towards people with intellectual disability among university students. On the other hand, external variables such as 'previous knowledge about disability' or 'contact with people with disabilities' are not explanatory factors. These findings contribute to the existing knowledge about predictive variables for attitudes towards people with intellectual disabilities in the future Spanish education professionals.

Priority concerns for people with intellectual and developmental disabilities during the COVID-19 pandemic

BACKGROUND

The approach taken to support individuals during the coronavirus disease 2019 (COVID-19) pandemic needs to take into account the requirements of people with intellectual disabilities and/or autism, who represent a major vulnerable group, with higher rates of co-occurring health conditions and a greater risk of dying prematurely. To date, little evidence on COVID-related concerns have been produced and no report has provided structured feedback from the point of view of people with intellectual disabilities and/or autism or of their family/carers.

AIMS

To provide systemised evidence-based information of the priority concerns for people with intellectual disabilities and/or autism regarding the COVID-19 pandemic.

METHOD

Senior representatives of major UK-based professional and service-user representative organisations with a stake in the care of people with intellectual disabilities and/or autism were contacted to provide a list of concerns across three domains: 'mental health and challenging behaviour', 'physical health and epilepsy' and 'social circumstances and support'. The feedback was developed into statements on frequently reported priorities. These statements were then rated independently by expert clinicians. A video-conference meeting to reconcile outliers and to generate a consensus statement list was held.

RESULTS

Thirty-two organisations were contacted, of which 26 (81%) replied. From the respondent's data, 30 draft consensus statements were generated. Following expert clinician review, there was initially strong consensus for seven statements (23%), increasing to 27 statements (90%) following video conferencing.

CONCLUSIONS

These recommendations highlight the expectations of people with intellectual disabilities and/or autism in the current pandemic. This could support policymakers and professionals' deliver and evidence person-centred care.

"We have been magnified for years - Now you are under the microscope!": Co-researchers with Learning Disabilities Created an Online Survey to Challenge Public Understanding of Learning Disabilities

Public attitudes towards learning disabilities (LDs) are generally reported as positive, inclusive and empathetic. However, these findings do not reflect the lived experiences of people with LDs. To shed light on this disparity, a team of co-researchers with LDs created the first online survey to challenge public understanding of LDs, asking questions in ways that are important to them and represent how they see themselves. Here, we describe and evaluate the process of creating an accessible survey platform and an online survey in a research team consisting of academic and non-academic professionals with and without LDs or autism. Through this inclusive research process, the co-designed survey met the expectations of the co-researchers and was well-received by the initial survey respondents. We reflect on the co-researchers' perspectives following the study completion, and consider the difficulties and advantages we encountered deploying such approaches and their potential implications on future survey data analysis.

Investigating similarities and differences in health needs according to disability type using the International Classification of Functioning, Disability and Health

Purpose: This study aimed to investigate the health needs of adults with disabilities in South Korea according to disability type using the International Classification of Functioning, Disability and Health (ICF).Materials and methods: An exploratory, qualitative approach using content analysis was employed. Five focus groups consisted of six to seven participants with visual impairment (PVI), hearing impairment (PHI), physical impairment (PPI), brain disorder (PBD), and intellectual disability (PID). Linking rules were used to identify how the health needs related to the ICF components of Body Functions, Activity & Participation, and Environmental Factors.Results: The health needs related to the Environmental Factors were the most mentioned and were frequently perceived as causes of poor health conditions related to Activities & Participation and Body Function. According to what participants perceived as main health issues in the Environmental Factors, the five groups were classified into (1) Services, systems, and policies mainly affecting type (PVI and PPI); (2) Support and relationships mainly affecting type (PHI); and (3) Attitude mainly affecting type (PBD and PID).Conclusions: Government officials and health professionals must tailor development and provision of healthcare for people with disabilities based on health need type.IMPLICATIONS FOR REHABILITATIONFew studies have investigated the health needs of people with disabilities, although many health indicators suggest that they are facing health inequalities in South Korea.The health issues related to the Environmental Factors were often perceived in this study as causes of poor health conditions related to the Activities & Participation and Body Function, indicating the need to preferentially solve the health issues related to the Environmental Factor.According to what people with each of the five types of disabilities perceived as main health issues and what kinds of actions they expected in the Environmental Factors, they could be classified into three health need types.It is recommended that government officials and health professionals develop and provide appropriate supply-side measures of healthcare considering these different demand-side health needs according to disability type.

Impact of an Inclusive Postsecondary Education Program on Implicit and Explicit Attitudes Toward Intellectual Disability

People with intellectual disability (ID) experience negative consequences as a result of stigmas held by the public. Students with ID involved in inclusive postsecondary education (IPSE) programs demonstrate positive outcomes. This study examines the impact of an IPSE program on typically matriculating student attitudes toward ID. Explicit and implicit attitudes were measured at the start and end of a semester among IPSE volunteer peer mentors (n = 17) and an uninvolved student group (n = 14). Findings indicate that volunteers demonstrated lower discomfort after their volunteer experience, as measured by the Attitudes Toward Intellectual Disability Questionnaire (ATTID). Volunteers also demonstrated higher knowledge of causes and preference for interaction with people with ID than nonvolunteers. This demonstrates that volunteer involvement in IPSE positively impacts attitudes toward people with ID among typically matriculating college students.

Prejudices towards people with intellectual disabilities: reliability and validity of the Italian Modern and Classical Prejudices Scale

BACKGROUND

Prejudices and negative attitudes towards intellectual disabilities (IDs) may hinder social inclusion of ID individuals, limiting their well-being. This study investigated the psychometric characteristics of the Italian Modern and Classical Prejudices Scale (MCPS-IT) towards people with ID and the effects of gender, age and socio-economic status (SES) on prejudices.

METHOD

The MCPS-IT was administered to 474 adults (69% women, age range 18-70 years, M = 33.13) in conjunction with a questionnaire evaluating socio-demographic information (SES), the contact and the education about ID people and the social dominance orientation.

RESULTS

Results confirmed that Italian MCPS has a two-factor structure that measures in a reliable and valid way prejudice towards people with ID. Multivariate analyses of variance confirmed a weak gender difference in both scales and age differences in modern scale. No SES differences were found.

CONCLUSION

The Italian MCPS represents a valid scale that can be used to monitor the social context of people with ID.

Prevalence of older people with intellectual disability in Sweden: a spatial epidemiological analysis

BACKGROUND

The expected increase in longevity of individuals with intellectual disabilities (ID) in many countries of the world is a direct result of medical and social advances, which have also extended the longevity of the general population. It is important to assess the need for social services for people with ID across different administrative levels to ensure sufficient resources are allocated to where they are most needed. This study estimates the annual prevalence of older people with ID from 2004 to 2012 and in different counties and municipalities in Sweden, by sex and age group; identifies proxy indicators related to the care of older people with ID in different counties in 2012 in Sweden and analyses the spatial distribution and clustering of municipalities with a high prevalence of older people with ID.

METHODS

Individuals with ID were identified through the national register based on the Swedish Act concerning Support and Service for Persons with Certain Functional Impairments (the LSS act) and the national death register. This study focuses on older individuals aged 55+ during the period of 2004-2012. The estimated prevalence was calculated at the county and municipality level and plotted on a municipality-level map. Moran's I statistics was used to identify any spatial clustering of municipalities with a large number of individuals with ID.

RESULTS

The prevalence of ID among older individuals aged 55+ in Sweden increased from 2004 to 2012. The prevalence was consistently higher among men, and the gender gap increased slightly in recent years. Age-specific prevalence estimates showed ID to be higher in younger age groups, and the gender gap decreased in older age groups. The prevalence was higher in northern counties in Sweden (over 500 individuals per 100 000 population aged 55+). Higher prevalence areas were clustered in northern municipalities, whereas municipalities with high prevalence of older individuals with ID in the middle and southern regions of Sweden demonstrated a more widespread distribution.

CONCLUSIONS

The existence of clusters of counties with a high prevalence of older individuals with ID necessitates further assessment of how resources have been allocated to different counties and municipalities in Sweden. Investigations of the quality of social services provided to individuals with ID across different counties in Sweden are warranted. It is important to ensure that high quality supports are being provided to older individuals with ID in order to grant them the same right to healthy ageing as their counterparts living without ID throughout their life course.

The relationship between contact and attitudes: Reducing prejudice toward individuals with intellectual and developmental disabilities

Increases in intellectual and developmental disability (IDD) diagnoses coupled with higher rates of inclusion in school and community settings, has created more opportunities for exposure and integration between those with IDD and the mainstream population. Previous research has found that increased contact can lead to more positive attitudes toward those with IDD. The current study further investigated this impact of contact on attitudes by examining the influence of the quality and quantity of contact on both explicit and implicit levels of prejudice, while also considering potential mediation via intergroup anxiety and implicit attitudes. Based on past research and theory, we predicted that contact (especially quality contact) would have a strong relationship with explicit and implicit positive attitudes toward individuals with IDD. In the present study, 550 people completed a survey and short task that measured their level of contact with individuals with IDD across their lifetime, their current attitudes toward these individuals, and other constructs that are thought to influence this relationship. Multiple regression analyses suggested consistent links between higher quality of contact and lower levels of prejudice toward individuals with IDD at both the explicit and implicit levels. After controlling for quality of contact, higher quantity of contact was either not significantly associated with our measures of prejudice or was, importantly, associated with higher levels of prejudice. Additional analyses support intergroup anxiety and implicit positive attitudes as significant mediators in the associations between quality of contact and the various dimensions of explicit prejudice. Thus, it would seem that it is the quality of interpersonal interactions that is most strongly related to positive attitudes toward individuals with IDD, making it crucial to take care when developing inclusion opportunities in community settings.

Public stigma in intellectual disability: do direct versus indirect questions make a difference?

BACKGROUND

Stigma may negatively impact individuals with intellectual disabilities (ID). However, most studies in the field have been based on the use of direct measurement methods for assessing stigma. This study examined public stigma towards individuals with ID within a representative sample of the Israeli public by comparing direct versus indirect questioning.

METHODS

Vignette methodology was utilised with two questionnaire versions. In the direct questionnaire (n = 306), the participants were asked how they would think, feel and behave if a man with ID asked them a question in a public place. In the indirect questionnaire (n = 301), the participants were asked to report how a hypothetical 'other man' would think, feel and behave in the same situation.

RESULTS

Higher levels of stigma were reported among participants that answered the indirect questionnaire version. Furthermore, among those participants that answered the indirect questionnaire version, subjective knowledge of ID was a less important correlate of stigma than for those participants that answered the direct questionnaire.

CONCLUSION

Several explanations are suggested for the finding that indirect questioning elicits more negative stigmatic attitudes. Among others, indirect questioning may be a more appropriate methodology for eliciting immediate beliefs. Furthermore, the results call for implementing a comprehensive, multi-level programme to change stigma.

Implicit Attitudes towards People with Intellectual Disabilities: Their Relationship with Explicit Attitudes, Social Distance, Emotions and Contact

Implicit attitude research has expanded rapidly over the last decade and is seen as very promising as it counters biases present in much attitude research such as social desirability. However, most research in the area of intellectual disabilities has focused on explicit attitudes alone. This study examined implicit attitudes to this population and also examined their association with emotional reactions and contact, which have previously been found to have a significant influence on attitudes and stigma. A web based survey consisting of a single target Implicit Association Test, measures of explicit attitudes, social distance, and emotional reactions towards and contact with individuals with intellectual disabilities was completed by 326 adult UK residents. Implicit attitudes were not significantly associated with explicit attitudes, social distance or emotional reactions. Instead there were small to moderate associations between emotional reactions and explicit attitudes and social distance. Implicit attitudes did not vary according to participants’ level of contact with individuals with intellectual disabilities, type of the contact relationship (voluntary versus involuntary), gender or educational attainment. In contrast, these participant characteristics did affect explicit attitudes and social distance. Implicit attitudes towards individuals with intellectual disabilities were somewhat negative and, unlike explicit attitudes and stigma, did not vary according to participant demographics or contact. As they may have a negative impact on the lives of people with intellectual disabilities, implicit attitudes merit increased attention in research and interventions in the intellectual disabilities field.

Stigma in the Area of Intellectual Disabilities: Examining a Conceptual Model of Public Stigma

Studies in the area of intellectual disability (ID) stigma are few and atheoretical. This study examined the adequacy of the conceptual framework of stigma from the mental illness field regarding ID. Telephone interviews were conducted with a nationally representative sample of 304 adults in Israel. Participants were read a vignette describing a man with ID and answered items related to cognitive, emotional, and behavioral reactions. Behavioral dimensions included: Withdrawal, Social distance, and Helping behaviors. The stigma process leading to Withdrawal was drawn through Negative affect, whereas the process to Social distance was drawn through Calm affect. One unique aspect of the stigma process in ID is the importance of Calm affect, which helped reduce Social distance.

Methodological considerations when assessing restricted and repetitive behaviors and aggression

Methodological issues impacting the relationship between aggression and restricted, repetitive, and stereotyped behaviors and interests (RRSBI) were examined in 2648 children and adolescents with autism spectrum disorders (ASD) using a multi-method, multi-informant analysis model to assess the effects of informant, assessment method, and aggression phenotype. Overall, a significant, but small relationship was found between RRSBI and aggression (p < .05). There was significant heterogeneity of estimates with large effect sizes observed when utilizing teacher report and a broad phenotype of aggression. Variance in estimates was attributed to differences in informant and assessment method with two times greater effect attributed to informant. Results suggest strategies to optimize future investigations of the relationship between RRSBI and aggression. Findings also provide the opportunity for the development of targeted interventions for aggression in youth with ASD.

Stigma, public awareness about intellectual disability and attitudes to inclusion among different ethnic groups

BACKGROUND

Attitudes to the inclusion of people with intellectual disabilities (IDs) have been studied extensively, yet evidence on public awareness about ID and stigma is limited. The relationship between attitudes, knowledge and stigma associated with ID is poorly understood. The present study examined these factors and the relationships between them in the context of a multicultural society.

METHOD

UK residents of working age (n = 1002) were presented with a diagnostically unlabelled vignette of someone with a mild ID. They were asked to label the difficulties presented and to complete measures of social distance and attitudes to the inclusion of people with IDs.

RESULTS

While attitudes to the inclusion of people with IDs were relatively positive overall, social contact was viewed with ambivalence. Inclusion attitudes and social distance were only moderately correlated. Across the whole sample 28% recognised typical symptoms of mild ID. Recognition of ID was associated with lower stigma and more positive attitudes than attribution of the difficulties presented to other causes. White Westerners showed increased knowledge, lower stigma and favoured inclusion more than participants from ethnic minorities. Among the latter group, Asians showed lower stigma and attitudes more in line with inclusion policies than participants of Black African/Caribbean backgrounds. Once a host of contextual factors were considered jointly, only contact was consistently associated with the variables measured.

CONCLUSIONS

Stigma associated with ID is of concern across all ethnic groups, although it appears to be increased among the public from ethnic minorities. Given that contact and awareness are associated with reduced stigma, they should be considered as prime foci for efforts to tackle ID stigma. The current findings serve as baseline for attempts to increase public awareness and tackle stigma.

Promoting social inclusion through Unified Sports for youth with intellectual disabilities: a five-nation study

BACKGROUND

Although the promotion of social inclusion through sports has received increased attention with other disadvantaged groups, this is not the case for children and adults with intellectual disability who experience marked social isolation. The study evaluated the outcomes from one sports programme with particular reference to the processes that were perceived to enhance social inclusion.

METHOD

The Youth Unified Sports programme of Special Olympics combines players with intellectual disabilities (called athletes) and those without intellectual disabilities (called partners) of similar skill level in the same sports teams for training and competition. Alongside the development of sporting skills, the programme offers athletes a platform to socialise with peers and to take part in the life of their community. Unified football and basketball teams from five countries--Germany, Hungary, Poland, Serbia and Ukraine--participated. Individual and group interviews were held with athletes, partners, coaches, parents and community leaders: totalling around 40 informants per country.

RESULTS

Qualitative data analysis identified four thematic processes that were perceived by informants across all countries and the two sports to facilitate social inclusion of athletes. These were: (1) the personal development of athletes and partners; (2) the creation of inclusive and equal bonds; (3) the promotion of positive perceptions of athletes; and (4) building alliances within local communities.

CONCLUSIONS

Unified Sports does provide a vehicle for promoting the social inclusion of people with intellectual disabilities that is theoretically credible in terms of social capital scholarship and which contains lessons for advancing social inclusion in other contexts. Nonetheless, certain limitations are identified that require further consideration to enhance athletes' social inclusion in the wider community.

The effects of symptom recognition and diagnostic labels on public beliefs, emotional reactions, and stigma [corrected] associated with intellectual disability

Labels are firmly rejected by the disability rights movement, yet the complex effects of labeling on lay beliefs are poorly understood. This study examined the effects of labeling on the general public's reactions to people with intellectual disabilities. A sample of 1,233 adult members of the UK general population were randomly presented with either a diagnostically labeled or unlabeled case vignette, and their emotional reactions, causal beliefs, and social distance were assessed. Providing a label reduced social distance, increased biomedical attributions, and had a small positive direct effect on emotional reactions. Making a diagnosis of mild intellectual disability known may prevent misattribution to more stigmatizing causes and thus reduce social distance. Some undesirable effects were observed though on causal beliefs and associated emotional reactions.

Implicit attitudes towards children with autism versus normally developing children as predictors of professional burnout and psychopathology

Tutors trained in applied behaviour analysis (n = 16) and mainstream school teachers (n = 16) were exposed to an Implicit Relational Assessment Procedure (IRAP) designed to assess implicit attitudes towards individuals with autism versus normally developing individuals. Participants also completed a range of explicit measures, including measures of professional burnout and psychopathology. All participants produced more negative biases towards children with autism compared to children who were normally developing. Increased negativity towards autism on the IRAP predicted similar attitudes on some of the explicit measures and also correlated with increased levels of self-reported psychopathology and professional burnout for the tutors working with children with autism. Results suggest that implicit measures of attitudes may provide a marker for professional burnout.

Stigma and intellectual disability: a review of related measures and future directions

The theoretical construct of stigma has received much attention in psychiatric disability research, leading to the development of widely used measures. Such measures have had real world impact in that they allow for the assessment of stigma change efforts. The study of stigma has not received the same level of attention for persons with intellectual disabilities. In this manuscript we evaluate existing measures of intellectual disability stigma through a systematic review of the literature. Twenty-four scales were reviewed and evaluated. Findings indicate a paucity of stigma measures based on theoretical conceptualizations pointing to a need for further development of measures to pursue the study of public, self, and family stigma as related to intellectual disability.

College students' conceptualizations of deficits involved in mild intellectual disability

Precedential rulings in recent capital murder trials may, in some cases, leave it up to a jury to determine whether or not an individual meets criteria for an intellectual disability (ID) and should be spared from the death penalty. Despite the potential for misconceptions about ID to bias decisions, few empirical studies have examined the public's conceptualizations of individuals with ID. This study sought to examine 890 college students' conceptualizations of the deficits involved in mild ID. Students were asked to respond to two online surveys about the cognitive and adaptive behavior deficits that people with mild ID may experience. While most students were correct about basic facts, such as ID is not contagious and not curable, there was no clear consensus regarding beliefs about individuals with ID getting married, having children, or engaging in other mainstream activities of adult living. Students' responses are examined in light of results of studies that identify and examine bona fide deficits and areas of successful mainstreaming among persons with ID. Implications of misconceptions are discussed.

The levels of engagement in sport activity by partners and athletes in the teams of unified football during Special Olympics

Introduction: Unified Sports are the official programme of Special Olympics, which brings together people with intellectual disabilities (athletes) with their peers with no such disabilities (partners) in teams, in trainings and during competitions.

The aim: The aim of this thesis is to evaluate the level of engagement in sport activity by partners and athletes in the teams of unified football programme during Special Olympics.

Materials and methods: 206 participants - 113 athletes and 93 partners - from the teams of unified football programme took part in the research in Poland. The average age among the athletes was 15.5, and among the partners 15.7. The results obtained are just a fraction of deeper, international research done with the use of a questionnaire by the University of Ulster in 2009-2010.

Results: All the people surveyed like taking part in both trainings and competitions. Around 70% like both of them a lot, 30% enjoy them a bit. In accordance with the answer to the question “How often did you try to do your best in a competition?” one can assume that all the people in the group were highly engaged in the game - 54% all the time, 46% sometimes. All the people questioned claim that their team is competitive - 51% believe it to be very competitive, 48% quite competitive. The partners believed that trainings were more challenging for the athletes than for them. Substantially more partners state that the athletes were doing their best in a competition when compared with the opinion of the athletes themselves.

Conclusions: The results prove that the aims of the programme for Unified Sports are realized properly. The fact that all the participants find pleasure in doing sports and that they positively assess the competitiveness of their team explains why all of them are so engaged in sports activity. It means that the programme is really valuable and can develop in a positive way. Research on the motives of taking part in Unified Sports and relations between athletes and partners should, therefore, be continued.

Public awareness, attitudes and beliefs regarding intellectual disability: a systematic review

The general public's responses to people with intellectual disabilities influence the likely success or failure of policies aimed at increasing their social inclusion. The present paper provides a review of general population based research into awareness, attitudes and beliefs regarding intellectual disability published in English between 1990 and mid-2011. An electronic search using PsycINFO and Web of Science plus a hand search of the literature was completed. Most of the 75 studies identified consisted of descriptive surveys of attitudes. They tend to conclude that age, educational attainment and prior contact with someone with an intellectual disability predict attitudes, while the effect of gender is inconsistent. Eight studies examined lay knowledge about intellectual disability and beliefs about its causation in a range of cultural contexts. The impact of interventions designed to improve attitudes or awareness was examined by 12 studies. The evidence is limited by the fact that it is mostly based on relatively small unrepresentative samples and cross-sectional designs. It is concluded that overall, high quality research into general population attitudes to intellectual disability is limited. Public knowledge of intellectual disability and causal beliefs are particularly under-researched areas. There is a notable absence of well designed evaluations of efforts to reduce misconceptions about intellectual disability and tackle negative attitudes. Areas for future research are noted, including the need for well designed studies that consider awareness, attitudes and beliefs in relation to stigma theory.

Development and validation of the Intellectual Disability Literacy Scale for assessment of knowledge, beliefs and attitudes to intellectual disability

Research into the general public's responses to individuals with intellectual disabilities has been dominated by attitudinal research. While this approach has unquestionably generated useful findings, it ignores important aspects, such as lay knowledge, explanatory models and beliefs about suitable interventions that can produce a multi-faceted understanding of public responses. This paper describes the development of a measure designed to assess respondents' intellectual disability literacy. Following a pilot with 114 participants, the IDLS was revised and then completed by 1376 members of the public (aged 18-78 years) from diverse cultural backgrounds. The measure was able to distinguish respondents who showed good intellectual disability literacy. Confirmatory factor analyses revealed four causal beliefs factors (adversity, biomedical, fate, environment) that accounted for 55% of the variance and three intervention beliefs factors (lifestyle, expert help, religion/spiritual,) that explained 52% of the variance. Test-retest reliability for these factors was good for all ethnic groups. The four-item social distance scale had good internal consistency for all ethnic groups and acceptable concurrent validity. The IDLS is a useful new tool to evaluate knowledge, beliefs and social distance to intellectual disability in lay people, is suitable for cross-cultural research and allows comparison of intellectual disability and mental health literacy in any given population.

Autism in adults with severe intellectual disability: an empirical study of symptom presentation

BACKGROUND

Autism is one of the most intriguing and highly studied conditions in the field of mental health. However, most research has been carried out with young children to the exclusion of adults, particularly adults with intellectual disability (ID). The present study represents a first attempt to describe symptom patterns of autism for adults with severe ID.

METHOD

Fifty-seven adults with ID who met DSM-IV-TR and ICD-10 diagnostic criteria for autism were compared to 57 matched controls with ID only (no Axis I diagnosis).

RESULTS

Marked differences were noted in a range of symptoms, particularly with respect to impairments in social interaction and restricted or repetitive behaviours and interests. These items were able to predict the presence or absence of autism at a high rate of diagnostic accuracy.

CONCLUSIONS

Based on these findings, it appears that adults with ID and autism evince a distinct pattern of impairment when compared to controls with ID alone.

Personality and Prejudice: From Big Five Personality Factors to Facets

Extending our previous research on personality and prejudice, we tested the predictive power of Big Five facet compared with factor scores in three studies. Study 1 (N=170) examined the predictive power of factors and facets when explaining generalized prejudice, a composite of four prejudice types. Study 2 (N=158) focused on sexism and Study 3 (N=80) examined the impact of personality and experimentally manipulated social norm against expressing sexism. Multiple regression analyses showed the strongest facets (Tender-Mindedness and Values) to outperform the strongest factors (Agreeableness and Openness to Experience) in predicting prejudice in all three studies. We discuss the outcome against the background of previous empirical findings and the two major approaches - the personality and the social psychological - to explaining individual differences in prejudice.

Structural Modeling of Generalized Prejudice

Structural equation modeling on questionnaire data showed that prejudice toward different target groups can be represented in terms of a general prejudice factor. Distinction of classical and modern prejudice only increased model fit marginally. In two separate samples (paper and pencil vs. Internet) several structural models of the relationship between key individual difference variables and prejudice were tested, revealing highly similar results. Social dominance orientation, empathy, and right-wing authoritarianism had direct effects on generalized prejudice. The effect of participant sex on generalized prejudice, where the men scored higher, was largely mediated by empathy. The benefit of including empathy in structural models of prejudice is emphasized.