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This article discusses a scoping review of position papers aimed at enhancing the quality of life of people with intellectual disabilities. It describes the approach taken to conducting the scoping review and the position papers identified, and goes on to explore a range of issues that became apparent when carrying out the review. The authors argue that the people whose lives are most centrally impacted by position papers—people with intellectual disabilities and their families—should be included in the production and review of those papers. The article concludes by recommending a co-ordinated approach to the production and storage of position papers. [ABSTRACT FROM AUTHOR]

Background: PBS is a proactive, person-centred approach for working with people who have behaviours that are challenging to support. Staff confidence can influence PBS delivery. This paper examined the effects of bespoke PBS training on staff confidence in working with behaviours that are challenging to support in inpatient settings and with individuals across the lifespan. Method and materials: Across 8, 2-day PBS training sessions, 115 staff completed pre and post measures of confidence and provided feedback. Non-parametric tests were used to compare pre and post means and feedback was analysed using descriptive statistics and qualitative content analysis. Results: All measures of confidence improved significantly from pre to post training. PBS training appeared highly acceptable and eight qualitative themes emerged. Conclusions: Bespoke PBS training can significantly improve the confidence of inpatient staff working with people who have behaviours that are challenging to support. Further evaluation is now needed to examine whether these changes translate to practice. [ABSTRACT FROM AUTHOR]

Highlights from the article: Ensuring that frontline agencies can effectively respond to people with intellectual disabilities who have complex support needs requires commitment from disability and mainstream sectors at the level of both policy and practice. In the absence of planners who are skilled in working with diverse groups of people with disabilities, people with intellectual disabilities and complex support needs are at risk of poor planning experiences and outcomes (Dowse, Wiese & Smith, [15]). Several key features characterise effective provision of support for people with intellectual disabilities and complex support needs which span issues of workforce, models of timely support provision, and advocacy, shaped by a coherent policy framework. As the national policy framework to meet Australia's obligations under the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), the National Disability Strategy requires the recognition and inclusion of people with disabilities in all aspects of Australian life.

The purpose of this study was to produce a descriptive overview of the types of water-based interventions for people with neurological disability, autism, and intellectual disability and to determine how outcomes have been evaluated. Literature was searched through MEDLINE, EMBASE, Ovid Emcare, SPORTDiscus, Google Scholar, and Google. One hundred fifty-three papers met the inclusion criteria, 115 hydrotherapy, 62 swimming, 18 SCUBA (self-contained underwater breathing apparatus), and 18 other water-based interventions. Common conditions included cerebral palsy, spinal cord injury, Parkinson's disease, and intellectual disability. Fifty-four papers explored physical outcomes, 36 psychosocial outcomes, and 24 both physical and psychosocial outcomes, with 180 different outcome measures reported. Overall, there is a lack of high-quality evidence for all intervention types. This review provides a broad picture of water-based interventions and associated research. Future research, guided by this scoping review, will allow a greater understanding of the potential benefits for people with neurological disability, autism, and intellectual disability. [ABSTRACT FROM AUTHOR]

The article discusses the commentary on a stimulus paper which discusses the medical practices that objectively question human life affected by intellectual and developmental disability (IDD). Topics include growth in offering commercially available blood tests to screen for genetic abnormalities in pregnant mothers in some countries, resulting in abortions; and exploring how the decision is taken to legally terminate premature babies with severe disabilities and life threatening conditions.

People with learning disabilities are living longer. Older people with learning disabilities should be included in policies and plans that are for all older people. National plans and policies for older people often do not say anything about older people with learning disabilities, and it is hard to know whether older people with learning disabilities are benefiting. People who plan services locally often do not have good information on older people with learning disabilities. Using the Equalities Act 2010 could help people who plan services and write policy to think about older people with learning disabilities but this is not happening at the moment. People who work with older people with learning disabilities should be aware of policy for all older people, so that older people with learning disabilities do not miss out. This paper seeks to explore the opportunities and challenges generated by current policy, guidance and legislation in England relating to older people, in terms of the practical implications for older people with learning disabilities. Using the broad themes housing, employment, social inclusion and isolation, care and support, and promoting better health and well-being, this paper discusses potential practical opportunities and concerns for older people with learning disabilities arising from policy and legislation such as current initiatives regarding integration, personalisation and the dementia policy. Consideration is given to the implications of changing policy and practice for both current and future generations of people with a learning disability as they reach older age. This discussion paper concludes that whilst there is potential for older people with a learning disability to benefit from policy and practice aimed at improving the lives of older people generally, the tendency for policy to be targeted at specific groups without adequately considering the diversity of those groups often leaves those with a learning disability at the margins of being able to make the most of changes. [ABSTRACT FROM AUTHOR]

Purpose: It has been recommended that social, health and other relevant professionals work collaboratively to support parents with learning disabilities (LD) and their children. A number of qualitative studies have investigated the experiences of professionals who work with parents with LD. A synthesis of these experiences has not as yet been produced, and therefore, the purpose of this paper is to review how professionals experience working with parents with LD to inform practice guidelines on how parents with LD can be supported most effectively. Design/methodology/approach: A systematic search took place using five databases and 15 peer-reviewed papers were identified based on the relevant inclusion and exclusion criteria. The quality of each included paper was systematically evaluated. Meta-ethnography was used to synthesise the qualitative data from the identified studies. Findings: The synthesis offered six themes: concerns about knowledge and experience, the importance of and difficulties with available support, the importance of and challenges with liaison with and between professionals, differences in power, conflicting priorities – parents or children?, the personal impact on professionals. Originality/value: The results are discussed in the context of previous research. Recommendations for future research and practice innovation are made. [ABSTRACT FROM AUTHOR]

Background: People with intellectual disabilities often present with unique challenges that make it more difficult to meet their palliative care needs. Aim: To define consensus norms for palliative care of people with intellectual disabilities in Europe. Design: Delphi study in four rounds: (1) a taskforce of 12 experts from seven European countries drafted the norms, based on available empirical knowledge and regional/national guidelines; (2) using an online survey, 34 experts from 18 European countries evaluated the draft norms, provided feedback and distributed the survey within their professional networks. Criteria for consensus were clearly defined; (3) modifications and recommendations were made by the taskforce; and (4) the European Association for Palliative Care reviewed and approved the final version. Setting and participants: Taskforce members: identified through international networking strategies. Expert panel: a purposive sample identified through taskforce members’ networks. Results: A total of 80 experts from 15 European countries evaluated 52 items within the following 13 norms: equity of access, communication, recognising the need for palliative care, assessment of total needs, symptom management, end-of-life decision making, involving those who matter, collaboration, support for family/carers, preparing for death, bereavement support, education/training and developing/managing services. None of the items scored less than 86% agreement, making a further round unnecessary. In light of respondents’ comments, several items were modified and one item was deleted. Conclusion: This White Paper presents the first guidance for clinical practice, policy and research related to palliative care for people with intellectual disabilities based on evidence and European consensus, setting a benchmark for changes in policy and practice. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented that focuses on issues related to learning disabilities, including participation of people with learning disabilities in end-of-life care research, attitudes of support workers towards the affective and sexual lives of people with intellectual disabilities, and challenges concerning attention-deficit/hyperactivity disorder that is often misdiagnosed in people with learning disabilities.

Corker (2003) describes counselling as a potentially oppressive process. Given the recent launch of the largescale voluntary sector-led Moving People Programme (MPP) which aims to reduce stigmatisation experienced by people with mental health difficulties (Mind, 2007), as well as the fact that the cost of stigmatisation is estimated to be vast (Mason et al., 2001), it seems timely to consider how mental health professionals might be contributing to the process of discrimination. In an attempt to address the marginalisation of people with a diagnosis of personality disorder, the Department of Health issued two specific documents in 2003: 'Personality disorder: No longer a diagnosis of exclusion', and 'The personality disorder capabilities framework - Breaking the cycle of rejection'. The former has meant increased numbers of people with personality disorder being seen within mental health services while the latter acknowledges that better understanding of personality disorder is required in order to interrupt the cycle of rejection often experienced by people with personality disorders due to negative attitudes and practices within agencies. My experience of working in the NHS is that the single most vilified population of service users are those with a diagnosis of Borderline Personality Disorder (BPD). This paper aims to consider how and why discrimination towards people with a diagnosis of BPD is so endemic and argues for the importance of the central humanist orientation of counselling psychology in ameliorating stigmatisation in practice. The paper concludes with some research implications and suggestions for potential ways forward. [ABSTRACT FROM AUTHOR]

Throughout history the legislative framework for the treatment of the mentally ill has reflected societies’ attitudes, and the proposals in the United Kingdom (UK) govern-ment's White Paper ‘Reforming the Mental Health Act’ are no exception. This paper examines some of the fundamental ethical issues invoked by the proposals, particularly the concept of paternalism and use of risk assessment in determining ‘best interests’. The issue of power in relation to the mentally ill is also examined, alongside the impact of the change on nurses’ ethical decision making. As will be seen, the proposed Act will require high standards of professional practice to ensure the ethical application of care, particularly in the case of individuals diagnosed as suffering from ‘dangerous and severe personality disorders’. Nurses need to ensure that the interventions used are of the highest quality and are indeed in the patient's ‘best interests’. If they are not, then again nurses need to be very clear as to why the profession should be involved at all. Nurses should demonstrate vigilance and high professional standards to ensure they are maintaining rigorous safeguards to promote the public interest. Although relating specifically to UK legislation the underlying ethical dilemmas posed by this proposed legislation are relevant to all mental health nurses, as they challenge fundamental assumptions regarding the role of nurses in supporting mental health legislation that may have a social, rather than therapeutic, function. [ABSTRACT FROM AUTHOR]

Background: This paper examines the appropriateness of using interpretative phenomenological analysis (IPA) in research with people who have intellectual disabilities, focussing on quality. Methods: We conducted a systematic search to identify published studies. We assessed the quality of the studies using a bespoke framework, adapted from previous reviews, and articles on indicators of "good" IPA work. Results: Twenty‐eight papers were reviewed. The studies were of varying quality: 6 (22%) papers were rated as "good" quality; 16 (57%) were "acceptable", and 6 (21%) were "poor." This ratio was comparable to that found in assessments of IPA papers in other domains, suggesting that issues of quality reflect researcher competence, rather than challenges with the population. Conclusions: IPA can be an appropriate methodology to use with people with intellectual disabilities. We encourage researchers to develop more detailed analyses, to provide more transparency about their sampling strategies, and more detail of the characteristics of their samples. [ABSTRACT FROM AUTHOR]

Background: Complicated grief has been identified as a phenomenon in the general population, and there is an increasing body of research investigating complicated grief in people with intellectual disability. The aim of this study is to synthesise this existing knowledge from research published between 1999 and 2022. Methods: A structured systematic review using PRISMA guidelines was conducted, which searched three commonly used databases (Medline, PsycINFO and CINAHL) for research on the topic of bereavement and intellectual disability. The articles identified in this search were screened to identify those that addressed the issue of 'complicated grief', with all abstracts and subsequent full texts reviewed by two researchers. Results: In total, 179 abstracts were initially identified, with 34 articles eligible for full text screening and 18 papers reaching criteria for inclusion. Data relating to the studies' objectives were extracted under the headings of definition, defining principles, signs and symptoms, risk factors and treatments for complicated grief in intellectual disability. Thematic analysis of the extracted data was performed to identify key themes. Conclusions: This review highlights that people with intellectual disability are likely to experience complicated grief reactions and that complicated grief is both underestimated and a clinically significant condition for people with intellectual disability. Future research should work to clarify diagnostic criteria and identify appropriate interventions. [ABSTRACT FROM AUTHOR]

Psychosocial theories that are often used to inform health promotion interventions for groups with reduced agency are not successful in bringing desirable changes. Critical social marketing provides avenues to disrupt mainstream individualistic approaches, which have been found unsuitable for vulnerable populations due to personal and systemic obstacles that prevent them to change behaviours and adopt healthier lifestyles. Adopting a critical social marketing lens, this conceptual paper explores how social practice theory can help to reimagine social marketing as a tool to reclaim agency, to improve the health and well-being of vulnerable populations, particularly people with disabilities. To demonstrate this practice-based social marketing approach, we used the example of physical activity for people with intellectual disabilities (PwID). Therefore, the paper has theoretical implications, contributing to the critical social marketing literature, and practical implications. It provides examples of how practice-based social marketing can be applied to increase physical activity and agency for PwID who reside in group homes. [ABSTRACT FROM AUTHOR]

Intellectual disability (ID) is an emerging field of research in Nigeria. This review seeks to identify what has been published in order to describe the evidence and to identify the major gaps in knowledge and practice. A systematic search of five databases and an African disability journal yielded 15 papers that reported on empirical studies related to people with ID in Nigeria. Fifteen studies across the databases and journal searched met the inclusion criteria. The participants included adults and children with ID and their families. Twelve of the papers employed quantitative methods, two were qualitative and one was a mixed methods study. There is a paucity of empirical research on people with ID in Nigeria, thus emphasising the need for more primary research about people with ID living in Nigeria. Nigeria is estimated to have the largest population of people with disabilities in Africa; however, this review found limited empirical work regarding their lives, prevalence and care. This limited evidence hinders the understanding of the challenges people with an intellectual disability face and potentially inhibit the creation of policy-oriented solutions to their plights in a globalised world. [ABSTRACT FROM AUTHOR]

This paper pursues the argument that finding a way for people with profound intellectual and multiple disabilities to belong in inclusive research requires starting from a deep knowledge of the people in question. This paper illustrates this idea in action showing what can be possible from building research around 'being with' people with profound intellectual disabilities, creating intersubjective knowledge together. It follows the journey of fostering a relational research space that a young person with profound intellectual and multiple disabilities can occupy, their assenting to share the space and ensuing exploring together in embodied ways. Small stories show where this particular open road of inclusive research can lead. The analysis interacts with provocations from decolonising research that demand respect for wider ways of knowing, doing research and being human. The paper invites reflection on the ways in which research needs to be deconstructed to be inclusive for all. [ABSTRACT FROM AUTHOR]

Accessible Summary: Some of the papers in this issue focus on supporting people with learning disabilities and challenging behaviour.One paper is about support during Covid‐19 times and some papers are about therapy support following difficult times in people's lives, including (alleged) abuse.There are also papers about using mobile phones, learning to do research, and parents adjusting to advocate for their child with learning disabilities.In journal updates, the editors will be discussing accessibility of journal papers with the authors of the In Response papers. [ABSTRACT FROM AUTHOR]

Accessible summary: The papers this time are all about the well‐being of people with learning disabilities.Some papers are about emotional well‐being, such as feeling secure, dealing with stress and anger, coping when someone dies, having a good life and planning for death.Some papers are about physical well‐being, particularly keeping healthy and what some medicines can do to us. One paper is about having the money needed to keep well and live a good life.There is now an easy read guide to what the journal is about and how to judge papers for the journal. You can follow us on Twitter too, @BJLD_Wiley. [ABSTRACT FROM AUTHOR]

Accessible summary: This is my first editorial as chief editor. It is an honour to be editor. The journal supports the rights of people with learning disabilities. It works to improve their lives.Editors before me helped to make the journal special. They encouraged people with learning disabilities to get involved in writing papers. One special issue of the journal was edited by researchers with learning disabilities in an inclusive research group.Self‐advocates have said "if it's about us we should be able to write in it, otherwise what's the point?" Thanks to them we now have easy read guidance on how to write a paper and how to submit it to the journal.I will make sure we have good guidance on how to review or quality check papers. We want papers that are good at involving and respecting people with learning disabilities. We want papers to be good research that says something new too.I will also introduce In Response papers, where people with learning disabilities respond to the issues in other papers. This will help us to see where the papers are relevant to people's lives.You can now write up to 7,000 words in papers for the journal. Before it was just 5,000 words.There are new editors: Alex Kaley, Edurne Garcia Iriate, Elisabeth Olin, Lucy Series, Tim Stainton, Vasilis Strogilos, Iva Strnadová, Liz Tilley, Ben Simmons and Simo Vehmas.I end with a word about COVID‐19. It means we need to hear the voices of people with learning disabilities like never before. We need to challenge the prejudice in who gets medical help. We should be proud of the great easy read information that people are sharing. And the creative ways people are finding to stay connected, and to stay safe and calm. [ABSTRACT FROM AUTHOR]

Accessible Summary: Many of the papers this time are all about the relationships of people with learning disabilities. This may be loving or sexual relationships, relationships with staff, research, sport or friends.This issue has the first In Response article. Here people with learning disabilities share their response to one of the papers in the issue. Everyone involved learned greatly from the process.Some of the papers are based on inclusive research – where people with learning disabilities were also researchers – and many include the experiences of people with learning disabilities.The papers highlight how loneliness can be a problem. Two papers show the challenges for people forming relationships in their new settings if they have come out from institutional care.Papers in this issue show the importance of open honest communication such as when talking about planning for the end of life. The final paper shows how staff need to be compassionate in their care roles. [ABSTRACT FROM AUTHOR]

Accessible summary: The journal now has a statement on the website about respecting diversity, wanting to include different people and their perspectives, and standing alongside people with learning disabilities.We have done some research with people with learning disabilities about how they might contribute to reviewing papers. We will report on this soon.This issue of the journal has papers about community and well‐being for people with learning disabilities.The papers look at how we can help people who belong in communities. Some cover how people stayed connected during Covid lockdowns. Others focus on different ways of supporting people's mental health. [ABSTRACT FROM AUTHOR]

The article discusses the gonadal functions of male and female mongoloid patients. The histological examination of the ovaries has shown abnormal and persistent corpora lutea, although there is evidence that ovulation occurs. On the other hand, most mongoloid males did not show evidence of normal spermatogenesis. It is possible that these findings on the reproductive functions of these patients were partially the result of dietary conditions as they existed 20 to 10 years ago in many institutions.

Inclusive research has been an important way of increasing the understanding of the lives and issues of people with intellectual (learning) disabilities for 30 years. Three authors of this paper, Amanda, J and Kelley, are Australian and have been conducting inclusive research for much of this time. The other three, Danielle, Shaun and Jan, are English. Jan has been doing it for a long time, while the others are relatively new to it. In this paper, we explore together what inclusive research has achieved in its original aims of supporting people with intellectual (learning) disabilities to have a heard voice and in working towards changing attitudes, policies and practices in relation to supporting them to lead good lives. Fundamental to achieving these aims was the need for active participation by people with intellectual (learning) disabilities in conducting research relevant to them. We record what we have done, how we did it and why it was important to do this work together. We focus on what inclusive research has meant to us and how it has been used to get positive change for people with intellectual disabilities. We end with a summary of what we think inclusive research can achieve and where we think it needs to go next. [ABSTRACT FROM AUTHOR]

Background: Paperwork can transform organisational aims into action in group homes, but it can also be problematic for staff. The aim of this study was to explore frontline staff perspectives on paperwork in group homes for people with intellectual disability. Methods: Constructivist grounded theory methodology guided the study. Data were collected from 29 participants through semi-structured interviews, participant observations and journaling. Coding and sorting methods were used to analyse participants’ perspectives. Results: Staff have nuanced paperwork perspectives. They described and evaluated paperwork in terms of its value and fit with resident-focused practice. They identified gaps in paperwork and reimagined its design and use. Conclusions: Frontline staffs’ reflection suggests some paperwork hinders them from supporting residents well. This suggests organisations could consult better with staff to design paperwork that has a goodness of fit to their practice. Further research could explore how staff manage the limiting characteristics of paperwork. [ABSTRACT FROM AUTHOR]

This paper offers more‐than‐care as a framework for analysing how vulnerability emerges in the lives of people with intellectual disability beyond relations of care. More‐than‐care detaches vulnerability from the identity category of disability. It provides a framework for conceptualising vulnerability in an unequal, neoliberalising, and ableist world and sheds new light on the ever‐evolving constitution of vulnerability and disability. This intervention breaks with conceptions of vulnerability centred on care needs that leave other circumstances that inform vulnerabilities unexamined. Importantly, the framework shifts responsibility for managing vulnerabilities away from carers alone. The more‐than‐care framework is grounded in socio‐material conceptualisations of disability and advances a tripartite framing of vulnerability. First, it grounds studies of vulnerability in histories of spatially uneven investment in infrastructure and resources that shape how care and other practices can assemble to produce, challenge, and manage vulnerability. Second, it recalibrates dominant conceptions of the temporality of vulnerability to ensure sensitivity to the unpredictability of emergent vulnerabilities. Third, in following a socio‐material conceptualisation of intellectual disability, more‐than‐care expands discussions about agency in the context of vulnerability. These concepts are empirically examined through an analysis of how vulnerability emerges in the lives of four self‐advocates with intellectual disability during Melbourne's first and second COVID‐19 lockdowns. The analysis shows that vulnerability was highly dynamic and unpredictable as it emerged in complex socio‐material assemblages that included care arrangements, embodied experiences and agencies, and past instances of neglect and exploitation. This paper offers more‐than‐care as a framework for analysing how vulnerability emerges in the lives of people with intellectual disability beyond relations of care. The framework breaks with conceptions of vulnerability centred on care needs that leave other circumstances that inform vulnerabilities unexamined. Applying the framework to the emergence of vulnerability in the lives of self‐advocates with intellectual disability during Melbourne's COVID‐19 lockdowns showed that vulnerability was highly dynamic and that the self‐advocates actively managed emerging vulnerabilities. [ABSTRACT FROM AUTHOR]

Parents and guardians in child protection systems are in unequal power relationships with child protection practitioners. This relationship is experienced as exclusionary or even oppressive by many parents and guardians. For families and communities in the child protection system who experience intersectional discrimination and disadvantage, such as people with intellectual disabilities and First Nations people, this unequal relationship and subsequent potential exclusion and oppression can be even more profound. A growing body of literature indicates that advocacy can assist in addressing unequal relationships in other contexts, such as involuntary mental health. This paper explores the role of representational advocacy in supporting parents in child protection settings through a case study of an advocacy service in Victoria, Australia. Using a human rights framework to guide the analysis, the paper highlights how advocacy can help support rights, but that broader structural change will be required to consistently uphold the rights of parents. [ABSTRACT FROM AUTHOR]

Diagnostic overshadowing is a bias in which symptoms of a psychological disorder are falsely attributed to a known diagnosis of intellectual disability. This systematic review evaluated all research on diagnostic overshadowing conducted to date, including dissertations and peer-reviewed journal articles. In total, 25 studies were included in this review. Findings suggest diagnostic overshadowing may not be as ubiquitous as originally believed, with one third of included studies finding no overshadowing. The quality of the evidence was graded as "Low" using the LEGEND tool, with common issues including outdated studies, analogue methodologies, small sample sizes and convenience samples, and inappropriate conducting or reporting of statistical analyses. Implications for the field and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

The literature on inclusive research has established its relationship with self-advocacy for people with intellectual disabilities. Self-advocacy has been described as both a requirement and a result of inclusive research. Additionally, the process of becoming an inclusive researcher can be seen as self-advocacy for people with intellectual disabilities. As inclusive research continues to become more prominent, and more people with intellectual disabilities become inclusive researchers, we need to continue to consider this fundamental relationship and how self-advocacy and inclusive research can inform and support each other. In this paper, we first discuss the history of self-advocacy and inclusive research and what inclusive researchers have shared about the relationship between self-advocacy and inclusive research. We then present the experiences of an inclusive researcher with intellectual disability with self-advocacy and how the process of becoming an inclusive researcher impacted those experiences. We conclude the paper with reflections on how future inclusive research should consider the role of self-advocacy. [ABSTRACT FROM AUTHOR]

The development and practice of inclusive research with people with intellectual disabilities is complex, revealing challenges and lessons that inform innovative and novel methodological approaches. In Africa, inclusive research still lags for various reasons. First, due to societal misconceptions that portray people with intellectual disabilities as unable to self-advocate or as lacking agency and self-determination; second, due to a lack of trained researchers and ethics committees on inclusive research practices. This paper critically reflects on and discusses the strategies and methods used to conduct an inclusive research study in Kenya. The focus was on the methodological approach of including people with intellectual disabilities as researchers in Kenya. Two people with intellectual disabilities were trained as research assistants. This paper describes the experiences with Institutional Review Boards, the processes and experiences while training this research assistants using a UK-developed curriculum, and fieldwork experiences while piloting interview guides, conducting interviews, and conducting focus groups with this research assistants. This study findings indicate the need to culturally adapt co-researcher training, the importance of working with support personnel who empower researchers with intellectual disabilities, and the need for greater advocacy to change negative attitudes towards people with intellectual disabilities that hinder their participation in research. [ABSTRACT FROM AUTHOR]

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Autistic children experience higher levels of anxiety than their peers. Making appropriate diagnoses of anxiety disorders and providing effective treatment for these children is particularly difficult. Inconsistent evidence suggests that levels of anxiety in autistic children are related to intellectual functioning. We provide the first meta-analysis of this evidence. A systematic search identified 49 papers for review. These papers included measures of anxiety and intelligence quotient in 18,430 autistic children. Studies employing correlations showed evidence of a significant relationship between intelligence quotient and anxiety in autistic children: children with higher intelligence quotient scored higher on measures of anxiety. Studies directly comparing groups of autistic children with and without intellectual disability also supported this conclusion. Most studies employing other designs also supported this finding. Employing a quality assessment framework identified common threats to validity. Many studies used measures of anxiety that were not validated across the samples they measure. This was most notable for those autistic children with an intellectual disability. It is vital that future research determines whether the identified relationship between intelligence quotient and anxiety reflects something important in the mechanism for anxiety in autistic children, or quantifies the lack of sensitivity of our measures of anxiety across different groups. Autistic children often experience higher levels of anxiety than their peers. It can be difficult to diagnose and treat anxiety disorders in autistic children, in part because of the high degree of variability in their underlying abilities and presentations. Some evidence suggests that autistic children with higher intelligence (as measured by intelligence quotient) experience higher levels of anxiety than autistic children with lower intelligence. However, the evidence is inconsistent, with other papers not finding a difference or finding higher levels of anxiety in autistic children with lower intelligence. In this article, we review existing literature to see whether autistic children with higher intelligence quotients have higher anxiety than autistic children with lower intelligence quotients. A systematic search of the literature was conducted which identified 49 papers on the topic. The methods of all the papers were reviewed using an objective quality assessment framework. When combining the data statistically, there was evidence that autistic children with higher intelligence quotients are more anxious than autistic children with lower intelligence quotients. The quality review raised common weaknesses across studies. Most importantly, few studies used measures of anxiety that have been shown to be valid for children with very low intelligence quotients. Similarly, many studies used measures of anxiety that have not been shown to be valid for autistic children. These factors are important because autistic children and those with low intelligence quotient may experience or understand anxiety differently. Future research should use fully validated measures to test whether high intelligence quotient is associated with high levels of anxiety in autistic children. [ABSTRACT FROM AUTHOR]

This paper aims to examine the position of people with intellectual disabilities in two areas of study: the theological discourse of the image of God and the scientific study on the evolutionary theory of human origin, exclusively in social Darwinism and Homo sapiens. In Christian interpretations of God's image, this paper succinctly presents and revisits two parts: ancient Christian (Augustine and Irenaeus) interpretations of God's image and several different directions (substantial, relational, functional, and ethical approaches), providing the understanding of the image of God in the modern era. In evolutionary theory, this paper focuses on two parts: the idea of social Darwinism and Homo sapiens. In addition, this paper revisits both ideas in constructing an inclusive paradigm of God's image. The main argument of this paper is that the image of God liberates people with intellectual disabilities from the confines of the exclusive ideas of God's image and Homo sapiens to a concept of Homo Dei. In conclusion, this paper proposes the idea of Homo Dei to portray an abstract concept of God's image vis-à-vis the evolutionary theory. [ABSTRACT FROM AUTHOR]

This paper proposes a new theoretical model to explain the acceptance/rejection of agents (co-workers) and various social groups (people with mental disorders or disabilities, the elderly, the unemployed/poor, ethnic minorities) in a given social system: the social utility-based acceptance/rejection (SUBAR) Model. Based on a social utility approach, it is proposed that human social cognition evaluates and reacts to agents/groups in a social system on the basis of the perceived strengths and significant contributions they bring to the system (upward forces; e.g., skills, resources, willingness) and the perceived weaknesses that may harm the system (downward forces; e.g., use of social benefits, dependence). While the perception of upward forces for the system (i.e., vital forces) is accompanied by acceptance (positive attitudes and behaviors), the perception of downward forces (i.e., burdens on the system) promotes rejection (negative attitudes and behaviors). The combination of the two indicators predicts that low vital forces/high burden targets will be the most rejected and high vital forces/low burden targets will be the most accepted. The high burden/high vital forces and low vital forces/low burden targets should be evaluated at an intermediate level between the other two. This naive calculation of the forces exerted by agents/groups in a social system is moderated by various variables (scarcity of economic resources, values) and responds to a functional attempt to regulate individual and collective interests, themselves dependent on the efficiency of given systems. Finally, the relationship of the SUBAR model to other relevant theories will also be discussed. [ABSTRACT FROM AUTHOR]

Background Aims Methods & Procedures Outcomes & Results Conclusions & Implications WHAT THIS PAPER ADDS What is already known on the subject What this study adds What are the clinical implications of this work? The conceptualisation of autism as a disorder where Theory of Mind (ToM) and pragmatics are fundamentally impaired has prompted a wealth of research on autistic deficits, most of which is characterised by two main assumptions: first, that autistic people would display said deficits, if present, with any conversation partner and in any situation; second, that neurotypical people do not present these deficits, regardless of the conversation partner. However, this is not necessarily reflected in autistic accounts of the way they experience social cognition and pragmatics.The present paper aims to investigate the autistic experience of communication with both autistic and neurotypical people, with a particular focus on their perception of the ability of autistic and neurotypical people to understand their communicative intentions.Participants, 23 adult Italian autistic people without intellectual disability or language disorders, were recruited online. Two virtual focus groups of 2 hours each were conducted, transcribed and analysed through thematic analysis with a descriptive phenomenological approach by two independent researchers.Six themes were developed from the analysis, the most relevant being Autistic–Autistic communication and Autistic ToM. The results, in line with the Double Empathy theory, suggest there seem to be important differences between neurotypical and autistic people's ToM. These appear to make it easier for autistic people to communicate with one another, as well as to create difficulties for neurotypical people to understand autistic people, not just the other way around.These results seem to confirm that challenges in cross‐neurotype communication are better interpreted as mutual miscomprehension and reciprocal differences in ToM rather than deficits on the autistic part. This calls for a reframing of ToM and/or the need for autistic ToM as a construct, of which neurotypical people seem to be lacking. Moreover, these insights should be taken into account for speech and language therapy and clinical practice in general, advocating for a neurodiversity‐informed view of co‐constructed communication as well as for a broader societal change in which therapists can play a crucial role, through participatory approaches or raising awareness in their daily practice. Autism is conceived as characterised by social cognition and communication difficulties, often linked to Theory of Mind (ToM) deficits. However, recent research suggested variations in ToM abilities within the autistic population and proposed alternative theories like the Double Empathy theory. Nevertheless, only a few studies examined how autistic individuals perceive communication across neurotypes. Autistic individuals seem to find it easier to communicate with other autistic people, and they identify specific characteristics of neurotypical communication that hinder successful communication. Moreover, neurotypical people are perceived as having difficulties in autistic ToM, which seems to emerge as a relevant and needed construct in light of the Double Empathy problem. These findings can inform speech and language therapy and clinical practice about the potential gains of raising awareness on the Double Empathy problem and the higher communication ease inside the autistic community, alongside individualised support. Participatory approaches and closer collaboration with the autistic community also seem to be crucial for therapists to help improve communication experiences for autistic individuals. [ABSTRACT FROM AUTHOR]