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Dinora P, Prohn SM, Bogenschutz M, Broda MD, Lineberry S, West A. An Examination of Support Needs, Supports, and Outcomes for People With Intellectual and Developmental Disabilities. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2023; 61:65-78. [PMID: 36706006 DOI: 10.1352/1934-9556-61.1.65] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Accepted: 10/17/2022] [Indexed: 05/16/2023]
Abstract
Researchers used a merged dataset to examine if more resources were expended on those with greater support needs and if support needs impacted personal outcomes when controlling for relevant personal and contextual factors. Results indicated that the amount of support a person receives had a direct relationship to their needs. However, we also found that people with the greatest needs had weaker personal outcomes suggesting that distribution of resources based on need may not result in equivalent outcomes. The authors suggest strategies at an individual and systems level to address the outcomes gap for people with the greatest support needs.
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Affiliation(s)
- Parthenia Dinora
- Parthenia Dinora, Seb M. Prohn, Matthew Bogenschutz, Michael D. Broda, Sarah Lineberry, and Angela West, Virginia Commonwealth University
| | - Seb M Prohn
- Parthenia Dinora, Seb M. Prohn, Matthew Bogenschutz, Michael D. Broda, Sarah Lineberry, and Angela West, Virginia Commonwealth University
| | - Matthew Bogenschutz
- Parthenia Dinora, Seb M. Prohn, Matthew Bogenschutz, Michael D. Broda, Sarah Lineberry, and Angela West, Virginia Commonwealth University
| | - Michael D Broda
- Parthenia Dinora, Seb M. Prohn, Matthew Bogenschutz, Michael D. Broda, Sarah Lineberry, and Angela West, Virginia Commonwealth University
| | - Sarah Lineberry
- Parthenia Dinora, Seb M. Prohn, Matthew Bogenschutz, Michael D. Broda, Sarah Lineberry, and Angela West, Virginia Commonwealth University
| | - Angela West
- Parthenia Dinora, Seb M. Prohn, Matthew Bogenschutz, Michael D. Broda, Sarah Lineberry, and Angela West, Virginia Commonwealth University
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Hagiwara M, Rifenbark GG, Shogren KA, Thompson JR. Impact of Different Pairings of Respondents on Scores on the Supports Intensity Scale-Adult Version (SIS-A). AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2021; 126:361-376. [PMID: 34428272 DOI: 10.1352/1944-7558-126.5.361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2020] [Accepted: 11/17/2020] [Indexed: 06/13/2023]
Abstract
This secondary analysis examined the impact of respondent-level factors on scores on the Supports Intensity Scale-Adult Version (SIS-A) to determine if there were patterns of differences in SIS-A scores based on the number of respondents and the pairings of respondents that were included in SIS-A interviews. Results indicated that having fewer respondents led to a greater variability in SIS-A scores whereas having more respondents led to higher mean, overall support need scores. When respondents included an adult with intellectual disability (ID) the mean score was significantly lower. However, there were complex influences of pairing an adult with ID with either a professional or family member on SIS-A scores. Implications for administering and using the SIS-A are discussed.
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Affiliation(s)
| | | | - Karrie A Shogren
- Karrie A. Shogren and James R. Thompson, Kansas University Center on Developmental Disabilities
| | - James R Thompson
- Karrie A. Shogren and James R. Thompson, Kansas University Center on Developmental Disabilities
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Verdugo MA, Aguayo V, Arias VB, García-Domínguez L. A Systematic Review of the Assessment of Support Needs in People with Intellectual and Developmental Disabilities. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17249494. [PMID: 33352974 PMCID: PMC7766556 DOI: 10.3390/ijerph17249494] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Revised: 12/12/2020] [Accepted: 12/16/2020] [Indexed: 01/08/2023]
Abstract
An evaluation of support needs is fundamental to the provision of services to people with intellectual and developmental disabilities. Services should be organized by considering the support that people need to improve their quality of life and enforce their rights as citizens. This systematic review is conducted to analyze the rigor and usefulness of the available standardized tools for assessing support needs, as well as the uses of their results. Several databases were consulted, including Web of Sciences, Scopus, PubMed, ProQuest Central, PsycInfo, ERIC, and CINAHL, and the 86 documents that met the review criteria were organized into four sections: (a) measurement tools, (b) descriptive/correlational studies, (c) predictive studies, and (d) interventions. The results showed that age, level of intellectual disability, adaptive behavior skills, the number and type of associated disabilities, and medical and behavioral needs affected the support needs of people with disabilities. Quality of life outcomes have been predicted by the individual’s support needs, explaining a significant percentage of their variability. The findings are useful in guiding assessments and planning interventions. Further research should address the effectiveness of specific support strategies and the development of social policies and indicators for inclusion that involve assessing support needs.
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Arias VB, Aguayo V, Verdugo MA, Amor AM. Differences in the support needs of children with developmental disabilities among groups of medical and behavioral needs. PeerJ 2020; 8:e9557. [PMID: 32983630 PMCID: PMC7500356 DOI: 10.7717/peerj.9557] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2020] [Accepted: 06/25/2020] [Indexed: 01/10/2023] Open
Abstract
Background/Aims Medical and behavioral needs are relevant in organizing and providing support strategies that improve the quality of life for children, along with their families. The present study aims to examine the impact of medical and behavioral needs on the need for support of children with disabilities. Methods Health and education professionals were interviewed using the Supports Intensity Scale-Children’s version to estimate the support needs of 911 children and adolescents (5–16 years) with an intellectual disability, including 55.32% with an additional disability. For data analysis, a model for measuring support needs was specified, consisting of seven support needs factors and three method factors. In estimating the model, four groups of medical and behavioral needs were considered. The factor scores’ means of the groups were compared through t-tests. Results Medical and behavioral needs had an impact on overall support needs. Differences were found in all support domains for medical needs. The greatest influence of behavioral needs was found in the Social and School participation areas but was indistinguishable between the mild and moderate levels of needs. Conclusions Medical and behavioral needs greatly affect the need for support in a child’s daily life, so they need to be considered a priority for support services. The importance of standardized assessments is emphasized to help develop support strategies.
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Affiliation(s)
- Victor B Arias
- Institute on Community Integration, Faculty of Psychology, University of Salamanca, Salamanca, Spain
| | - Virginia Aguayo
- Institute on Community Integration, Faculty of Psychology, University of Salamanca, Salamanca, Spain
| | - Miguel A Verdugo
- Institute on Community Integration, Faculty of Psychology, University of Salamanca, Salamanca, Spain
| | - Antonio M Amor
- Institute on Community Integration, Faculty of Psychology, University of Salamanca, Salamanca, Spain
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Thompson JR, Shaw LA, Shogren KA, Sigurðsson T, Stefánsdóttir G. The Supports Intensity Scale Children's Version-Icelandic Translation: Examining Measurement Properties. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2020; 125:318-334. [PMID: 32609808 DOI: 10.1352/1944-7558-125.4.318] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2019] [Accepted: 07/19/2019] [Indexed: 06/11/2023]
Abstract
An innovation in developing the Supports Intensity Scale-Children's Version (SIS-C) was the adoption of latent variable modeling approaches to norm development. In regard to translated versions of the SIS-C, the latent modeling approaches provided opportunities to leverage the large standardization sample generated in the United States (n = 4,015) to generate translation-specific norms from data collected on smaller samples in other countries and enable future cross-cultural analyses. In this study, data were collected on children in Iceland who received special education services (as defined and delivered in Iceland), a more diverse group of children with disabilities than the U.S. sample. This provided a unique context to explore cross-cultural differences. Findings indicated the structure of the SIS-C (i.e., seven support need domains organized under an overall support needs construct), was supported in the Icelandic context. However, findings also suggested that supports planning teams in Iceland must consider specific age-related factors that differ from other cultural contexts.
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Hagiwara M, Shogren KA, Shaw LA. Examining the Impact of Respondent-Level Factors on Scores on the Supports Intensity Scale - Children's Version. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2019; 124:309-323. [PMID: 31199687 DOI: 10.1352/1944-7558-124.4.309] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
This secondary analysis examined the impact of respondent-level factors on scores on the Supports Intensity Scale-Children's Version (SIS-C) for children and youth with intellectual disability to determine if there were any significant differences in the SIS-C scores by different respondent pairs when considering children's age, intellectual functioning level, and adaptive behavior level. Results indicated whenever a pair of respondents included a teacher or a paraprofessional, the support needs scores were lower than when the pair included a family member. Moreover, there was a significant interaction effect across respondent pairing, child age, and child intellectual functioning levels as well as across respondent pairing, child age, and child adaptive behavior levels. Implications for administration and use of the SIS-C are provided.
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Affiliation(s)
- Mayumi Hagiwara
- Mayumi Hagiwara, Kansas University Center on Developmental Disabilities; Karrie A. Shogren, Director, Kansas University Center on Developmental Disabilities, Lawrence; and Leslie A. Shaw, Kansas University Center on Developmental Disabilities
| | - Karrie A Shogren
- Mayumi Hagiwara, Kansas University Center on Developmental Disabilities; Karrie A. Shogren, Director, Kansas University Center on Developmental Disabilities, Lawrence; and Leslie A. Shaw, Kansas University Center on Developmental Disabilities
| | - Leslie A Shaw
- Mayumi Hagiwara, Kansas University Center on Developmental Disabilities; Karrie A. Shogren, Director, Kansas University Center on Developmental Disabilities, Lawrence; and Leslie A. Shaw, Kansas University Center on Developmental Disabilities
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Giné C, Adam AL, Font J, Salvador-Bertran F, Baqués N, Oliveira C, Mumbardó C, Seo H, Shaw LA, Shogren KA, Thompson JR. Examining Measurement Invariance and Differences in Age Cohorts on the Supports Intensity Scale-Children's Version-Catalan Translation. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2017; 122:511-524. [PMID: 29115870 DOI: 10.1352/1944-7558-122.6.511] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Data from 949 children and adolescents with intellectual disability ages 5 to 16 for whom the Supports Intensity Scale-Children's Version-Catalan Translation was completed was used, in combination with data from the U.S. standardization sample, to examine measurement invariance and latent differences in the Catalonian sample. Results suggest that the same set of items can be used to measure support needs across U.S. and Catalonia samples and that there are age-related differences in support needs in the Catalonia sample, particularly between children ages 5 to 10 and 11 to 16 years of age. This differs from findings with the U.S. sample, where differences were found in a greater number of age cohorts. Implications for future research and practice are discussed.
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Affiliation(s)
- Climent Giné
- Climent Giné and Ana Luisa Adam, Ramon Llull University
| | | | | | | | - Natasha Baqués
- Natasha Baqués, Cristina Oliveira, and Cristina Mumbardó, Ramon Llull University
| | - Cristina Oliveira
- Natasha Baqués, Cristina Oliveira, and Cristina Mumbardó, Ramon Llull University
| | - Cristina Mumbardó
- Natasha Baqués, Cristina Oliveira, and Cristina Mumbardó, Ramon Llull University
| | | | - Leslie A Shaw
- Leslie A. Shaw, Karrie A. Shogren, and James R. Thompson, University of Kansas
| | - Karrie A Shogren
- Leslie A. Shaw, Karrie A. Shogren, and James R. Thompson, University of Kansas
| | - James R Thompson
- Leslie A. Shaw, Karrie A. Shogren, and James R. Thompson, University of Kansas
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