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La situación laboral de las personas con discapacidad intelectual y/o del desarrollo en España resulta alarmante. A pesar de las numerosas ventajas de contratar a personas con discapacidad intelectual y/o del desarrollo, sólo un reducido número de estas tienen empleo. Se necesitan nuevos planteamientos de apoyo para el empleo. Un factor contribuyente a la adquisición y mantenimiento de trabajo es la autodeterminación, que debe promocionarse durante todo el ciclo vital. El Self-determined career design model o Modelo de desarrollo de la autodeterminación para la carrera profesional ofrece un modelo de instrucción para el desarrollo de las habilidades relacionadas con la autodeterminación necesarias en el ámbito laboral, ofreciendo continuidad al Modelo de enseñanza y aprendizaje de la autodeterminación, en el que se basa. El presente estudio pretende dar a conocer el modelo y sus características, ofrecer un ejemplo de implementación y mostrar la evidencia científica disponible hasta la fecha que avala su efectividad.

PurposeResearch about children tends to consider differences from expected patterns problematic, and associates differences with disabilities [e.g., Autism, attention deficit hyperactivity disorder (ADHD)]. When we focus on disabilities and consider differences automatically problematic, we miss the natural variability in the general population. The International Classification of Functioning, Disability and Health (ICF 11) acknowledges that the experience of disability results from interactions between “environmental” and “personal” factors which determine the person’s capacity to participate. The purpose of this study was to examine sensory patterns across a national sample of children in the general population and samples of children with disabilities to investigate the extent to which differences in sensory processing are representative of natural variability rather than automatically problematic or part of a disability.Materials and MethodsWe employed descriptive statistics and chi-square tests to examine sensory processing patterns in children in the general population and autistic children and children with ADHD. We used standardization and validity data from the Sensory Profile 2 to conduct analyses.ResultsConsistent sensory patterns exist across all groups. Children in all groups had different rates of certain patterns.ConclusionSince children in all groups have certain sensory patterns, we cannot associate differences with problematic behaviors. Children participating successfully with all sensory patterns might provide insights for universal design that supports participation of all children.

Researchers have implemented inclusive research for over 30 years. This article describes how two research projects collaborated with researchers with disabilities and aligns the description with four attributes of inclusive research developed by a consensus of international experts with and without disabilities. The first project, the Person Experiences Interview Survey (PEIS) Workgroup, reviewed and revised items for a self-report survey of mental health service experiences. The second project describes the peer-led implementation of the Self-Determined Career Design Model (SDCDM) intervention. Four factors facilitated or were barriers to the projects' alignment with inclusive research attributes. First, relationships enhanced capacity to engage in meaningful ways. Second, balance between consistency and adaptability promoted engagement. Third, long-term capacity was enabled by ongoing engagement and peer mentorship. Fourth, time and funds impacted inclusive implementation. Engaging researchers with disabilities meaningfully enhanced the research process and products.

In most countries, people with intellectual disability are largely excluded from competitive employment. Research has identified school- and workplace-related barriers that may hinder their participation in the labour market. Yet, information about available work opportunities for employees with intellectual disability is lacking. This study aims to address this knowledge gap by mapping work tasks for which Norwegian employers report hiring employees with intellectual disability. Through an online survey, 478 employers in competitive employment companies provided information about whether they had prior experience with hiring employees with intellectual disability and, if so, which work tasks these employees performed. In the study sample, large, private companies within hotel, restaurant and catering were more likely to hire employees with intellectual disability than companies that were small and public and in other sectors. However, findings also indicate that a wide variety of work tasks with different degrees of complexity is available within all of the sectors. These findings may inform adolescents with intellectual disability and transition teams about work opportunities that may be available in their community. This information may further help schools to partner with local businesses for the planning of employment training in upper secondary school.

This article describes a pilot project focused on creating opportunities for self-determination to enhance the community participation outcomes of adults with intellectual and developmental disabilities using the Self-Determined Learning Model of Instruction (SDLMI). The pilot project grew out of a partnership between researchers at a university and the state's developmental disabilities services system in their state and emerged from collaborative discussions of needs in the community. The purpose of the project was to (a) investigate effective ways to deliver the SDLMI in a community context and (b) identify the systemic changes needed to enable scaling-up of supports for self-determination. This article introduces a framework for implementing the SDLMI in the community and highlight lessons learned through community-based implementation.

Supported decision making (SDM) is a needed focus of policy and practice to enhance opportunities for people with disabilities to exercise self-determination as they are supported to make decisions about their life. This study used content analysis to analyze five focus groups comprised of 27 adults with intellectual and developmental disabilities (IDD) and 16 family members to understand how people with IDD use supports for decision making and how families support decision making. People with IDD and family members described a range of strategies and supports they used for decision making, including engaging trusted supporters, accessing technology, and using early experiences to build decision-making skills. Findings from this research can inform development of practices and policy to enhance use of SDM in research, policy, and practice., (©AAIDD.)

Historically marginalized racial and ethnic groups are underrepresented in autism research broadly; however, patterns of inclusion in occupational therapy research are unknown.In this secondary data analysis, we examined race and ethnicity reporting across articles included in a systematic review of evidence related to occupational therapy practice with autistic individuals <18 years (2013-2021).Two team members reached >90% interrater coding agreement in race and ethnicity reporting across articles in ADLs/IADLs, education/work, play, sleep, and social participation in clinics, homes/communities, and schools.Intervention outcomes of ADL/IADLs (66.7%) and play (66.7%) had low rates of reporting, while social participation in schools (100%) and education/work (100%) had higher rates of reporting. Sample diversity was greatest among research in schools and most limited in clinic-based settings.Systemic racism that limits individuals' participation in occupational therapy research perpetuates racial and ethnic health inequities among autistic children and adolescents., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Background: Coping strategies were found to predict success in rehabilitation. Research is lacking in identifying the specific coping strategies used to adjust to sensory changes after stroke., Objective: This study utilized a qualitative descriptive method to understand how individuals handle sensory changes after stroke., Method: Researchers developed open-ended questions with probes to facilitate semi-structured interviews. Thirteen stroke survivors younger than 75 years old who were 1-5 years past their stroke were recruited. Researchers used an inductive content analysis approach to analyze the data gathered from the interviews., Results: Two themes were identified; Coping strategies and the Amount of therapy received targeting sensory changes., Conclusion: Results from this study can inform occupational therapists about what strategies stroke survivors use to cope with sensory changes so that similar strategies can be implemented in therapy. Rehabilitation in the early stages of recovery can help stroke survivors identify adaptive strategies to cope with sensory changes.

The COVID-19 pandemic necessitated rapid policy changes to address new demands on disability service systems. A statewide survey of families of people who received Medicaid funded home- and community-based (HCBS) long-term services and supports (LTSS) in one Midwestern state was conducted to understand (1) utilization of services allowed under the policy change, (2) family's experiences if their family member with a disability accessed the services, and (3) family's perspectives on the need for ongoing changes in the future. Overall, the results suggest that a subset of families took advantage of flexibilities introduced into service delivery models during the pandemic, and the changes-when accessed-addressed important needs that a large majority of families that accessed the services hoped would be sustained in the future., (©AAIDD.)

Systematic review briefs provide a summary of the findings from systematic reviews developed in conjunction with the American Occupational Therapy Association's Evidence-Based Practice Program. Each systematic review brief summarizes the evidence on a theme related to a systematic review topic. This systematic review brief presents findings to support social participation in school contexts for autistic1 children and adolescents (birth to 18 yr)., (Copyright © 2023 by the American Occupational Therapy Association, Inc.)

Systematic Review Briefs provide a summary of the findings from systematic reviews developed in conjunction with the American Occupational Therapy Association's Evidence-Based Practice Program. Each systematic review brief summarizes the evidence on a theme related to a systematic review topic. This systematic review brief presents findings to support participation in play for autistic1 children and adolescents (birth to 18 yr)., (Copyright © 2023 by the American Occupational Therapy Association, Inc.)

Systematic review briefs provide a summary of the findings from systematic reviews developed in conjunction with the American Occupational Therapy Association's Evidence-Based Practice Program. Each systematic review brief summarizes the evidence on a theme related to a systematic review topic. This systematic review brief presents findings from clinic-based studies to support social participation for autistic1 children and adolescents (birth to 18 yr)., (Copyright © 2023 by the American Occupational Therapy Association, Inc.)

Systematic Review Briefs provide a summary of the findings from systematic reviews developed in conjunction with the American Occupational Therapy Association's Evidence-Based Practice Program. Each systematic review brief summarizes the evidence on a theme related to a systematic review topic. This systematic review brief presents findings from the systematic review on interventions to support autistic1 children and youth (up to 18 yr old) and focuses on participation in education settings., (Copyright © 2023 by the American Occupational Therapy Association, Inc.)

Systematic Review Briefs provide a summary of the findings from systematic reviews developed in conjunction with the American Occupational Therapy Association's Evidence-Based Practice Program. Each systematic review brief summarizes the evidence on a theme related to a systematic review topic. This systematic review brief presents findings from the systematic review on interventions to support participation in basic and instrumental activities of daily living by autistic1 children and adolescents (birth to 18 yr)., (Copyright © 2023 by the American Occupational Therapy Association, Inc.)

Systematic Review Briefs provide a summary of the findings from systematic reviews developed in conjunction with the American Occupational Therapy Association's Evidence-Based Practice Program. Each systematic review brief summarizes the evidence on a theme related to a systematic review topic. This systematic review brief presents findings from the systematic review on interventions to support participation in sleep for autistic1 children and adolescents (birth to 18 yr)., (Copyright © 2023 by the American Occupational Therapy Association, Inc.)

Systematic review briefs provide a summary of the findings from systematic reviews developed in conjunction with the American Occupational Therapy Association's Evidence-Based Practice Program. Each systematic review brief summarizes the evidence on a theme related to a systematic review topic. This systematic review brief presents findings to support social participation for autistic1 children and adolescents (birth to 18 yr) in homes and communities., (Copyright © 2023 by the American Occupational Therapy Association, Inc.)

The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided., (©AAIDD.)

Goal setting and attainment is often a targeted outcome in the intellectual and developmental disabilities field; however, standardizing the measurement of attainment of individualized goals is challenging. The purpose of this article is to introduce a four-domain framework that provides a series of questions to research and evaluation teams in planning for the use of goal attainment scaling (GAS) as an outcome measure at the individual or aggregate level. We intend to stimulate discussion and ongoing work to further systematize how GAS is used in (a) intervention research to establish evidence-based practices and (b) practice to assess the extent to which interventions and supports lead to intended outcomes. The goal is to promote a clear planning process to inform data collection on individualized goal attainment outcomes that are rooted in goals and outcomes valued by people with intellectual and developmental disabilities., (©AAIDD.)

This study reports on state-level data in Rhode Island on employment and non-work activities of adults with intellectual and developmental disabilities receiving services between 2011 and 2017. The goal was to examine the complex patterns of change over time in individual-level employment outcomes and the potential short-term impacts of a consent decree entered into by the state of Rhode Island to address integrated employment outcomes. Findings suggest that policy initiatives such as the consent decree can lead to reductions in reliance on facility-based work, but also highlight the importance of planning for the transition to competitive, integrated employment and not simply a shift toward non-work activities. Further, the data support the notion that the best predictor of integrated employment over time is previous experiences in integrated employment (not facility-based or other work or non-work activities), suggesting the role of ongoing supported employment and transition services that create and support the maintenance of integrated employment., (©AAIDD.)

Background.: Previous literature examined tactile and proprioceptive changes after stroke; however, the lived experience of changes in all sensory systems is still a gap in the literature., Purpose.: To gain understanding of stroke survivors' experience of sensory changes and how sensory changes impact participation in daily life activities., Method.: This study utilized a qualitative description method. Researchers used semi-structured interviews with probing questions. Inductive content analysis approach was used to analyze the data. Researchers recruited 13 stroke survivors ≤75 years old who participated in a community-based stroke program., Findings.: Emerging themes included daily life impact of sensory function changes, and experience and timing of sensory changes. Participants experienced changes in various sensory systems including touch and proprioception, visual, auditory, and taste. Survivors also reported sensitivity to environmental stimuli. Sensory changes affect survivors' participation in different aspects of daily life activities. Most participants experienced sensory changes right after their stroke., Implications.: Results from this study inform health care providers about stroke survivors' sensory needs to help them design interventions that match their needs.

Background: Screening guidelines recommend listening closely to parent concerns to aid in the identification of children with disabilities, since parent concerns may be predictive of an eventual child diagnosis., Methods: We performed a secondary analysis to examine the extent to which specific parent concerns differentiated six diagnostic categories (i.e., ASD, ASD + ADHD, Disruptive Impulse-Control and Conduct Disorder, developmental delays, and speech and language disorders) among 503 children 36-72 months of age. Data was drawn for a large diagnostic center in the Midwest., Results: We performed multinomial logistic regression with parent concerns differentiating six diagnostic categories. Results indicated that parent concerns preceding a diagnostic evaluation significantly differ among children with various diagnoses., Conclusion: Parent concerns often aligned with core diagnostic criteria; regardless of a parent's knowledge of diagnostic criteria, their observations of child behavior are exceptionally insightful., (Copyright © 2020 Elsevier Ltd. All rights reserved.)

Aims: The purpose of this study was to examine sensory processing in children ages 3-14 years with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and typical development (TD) using the Sensory Profile 2nd Edition (Dunn, 2014)., Methods: Participants included 239 children (ASD = 77; ADHD = 78; TD = 84) matched on age and gender. Multivariate analysis of covariance was used to compare the extent to which the three grsoups differed on sensory processing patterns (i.e., sensitivity, avoiding, registration, seeking) and sensory systems (i.e., auditory, visual, touch, movement, body position, oral, conduct, attention, social). We also examined the effect of chronological age., Results: Children with ASD and ADHD did not differ in sensory processing patterns which were elevated as compared to a TD group. Children with ASD showed the highest rate of oral processing differences, followed by ADHD and TD. Children with ADHD had higher visual processing scores than children with ASD and TD. Older children had lower scores for seeking, auditory, visual, movement, touch, and conduct than younger children, regardless of diagnosis., Conclusions: Findings suggest that sensory features may be an area of overlap of behaviors in ASD and ADHD, which may have implications for intervention approaches for children with these conditions.

Children use executive function (EF) skills within everyday occupations; however, EF poses a difficult and complex construct to measure. Currently, many measures of EF lack applicability to daily life, or ecological validity. The aim of this scoping review was to examine two aspects of ecological validity across measures, assessments, and tasks of EF in children. A scoping review of 355 peer-reviewed articles published between 1996 and 2016 was performed. Searching revealed 43 articles addressing the ecological validity of EF measures for children and 40 measures addressing ecological validity. An increasing number of articles address ecological validity of EF measures. Future research should address the interplay between context and EF performance. In addition, research should begin recognizing the importance of parental involvement in assessments, as well as ways to capture the EF strengths of children.

Sensory processing is a personal trait that can contribute to challenging behavior. Protective factors, such as resiliency, can support children in managing their behavior, yet little research has addressed the contribution of sensory processing to protective factors. Therefore, in this cross-sectional study we aimed to determine the contribution of sensory processing (using the Sensory Profile-2) to challenging behavior and protective factors (using the Behavior Assessment System for Children, 2nd ed., Parent Rating Scales) in a sample of 51 children ages 6-11 yr from the general U.S., Population: The results indicated that sensory avoiding predicts externalizing behaviors, depression, resiliency, and adaptability. In addition, sensory seeking is related to depression and resiliency, whereas sensory sensitivity is related to externalizing behaviors. Implications for occupational therapy research and practice are discussed., (Copyright © 2018 by the American Occupational Therapy Association, Inc.)

Purpose: The principles of interprofessional collaborative practice (IPCP) are illustrated through the case of Mary, a child with severe disabilities., Method: Mary's experiences from early childhood to young adulthood are highlighted by both optimal and less-than-ideal examples of clinical services and collaborative practice. The range of collaboration illustrates potential variations in service delivery. Thematic comments and resources are provided by professionals experienced with and committed to IPCP who represent the following four disciplines: occupational therapy, physical therapy, special education, and speech-language pathology., Conclusions: Although potentially challenging, IPCP is a dynamic practice methodology appropriate for speech-language pathologists and others serving persons with severe disabilities.

Participation is a central aspect of human functioning and a key focus of research and practice in the intellectual disability field. However, there is not an accepted definition of participation that guides research and practice. To inform the development of a definition, a scoping review of the intellectual disability literature from 2001-2015 was conducted. Findings suggest that existing research rarely uses definitions of participation, but does examine participation across multiple domains and addresses issues of access and inclusion. Less focus was placed on individual aspects of participation such as meaning, responsibility, and choice. Based on the findings, implications for future research and practice are provided.

The objective of this study was to identify and synthesize research about how sensory factors affect daily life of children. We designed a conceptual model to guide a scoping review of research published from 2005 to October 2014 (10 years). We searched MEDLINE, CINAHL, and PsycINFO and included studies about sensory perception/processing; children, adolescents/young adults; and participation. We excluded studies about animals, adults, and review articles. Our process resulted in 261 articles meeting criteria. Research shows that children with conditions process sensory input differently than peers. Neuroscience evidence supports the relationship between sensory-related behaviors and brain activity. Studies suggest that sensory processing is linked to social participation, cognition, temperament, and participation. Intervention research illustrates the importance of contextually relevant practices. Future work can examine the developmental course of sensory processing aspects of behavior across the general population and focus on interventions that support children's sensory processing as they participate in their daily lives., (© The Author(s) 2016.)