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AbstractDespite the high prevalence of visual impairments in persons with severe or profound intellectual disability (ID), often a formal diagnosis is unavailable. Direct support workers and staff members have access to the information of the visual functioning through the personal files and build knowledge based on their own experiences. In order to provide individualized and high quality support in daily life, the accuracy and availability of this information of the visual functioning is essential. This study investigates the knowledge of direct support workers and staff members on the visual functioning of their clients and the written information available in the personal files. It is investigated to what extent they do agree on their knowledge and how certain direct support workers and staff members are about their knowledge on the visual functioning. Additionally is investigated to what extent the information available in support files is based on formal assessment. For 104 clients with severe or profound ID a direct support worker and a staff member filled in a questionnaire about their visual functioning. Next, the personal files were analyzed. Direct support workers and staff members respond significantly differently on the questions on the impaired visual functions. Direct support workers rate the certainty level of their knowledge on their clients' visual functions higher than staff members. The personal files lack information on the visual functioning. If information is available, it is mostly based on subjective impressions. The knowledge of direct support workers and staff members and the information available in the personal files provide no comprehensive picture of the visual functioning of the persons with severe or profound ID.

AbstractPersons with profound intellectual and multiple disabilities (PIMD) present limited peer‐directed behaviors toward their peers with PIMD. It is not clear how staff can facilitate and promote the mutual peer‐directed behaviors between persons with PIMD. In this study, we explored if peer‐directed behaviors among persons with PIMD can be increased by an intervention that is focused on training the staff in providing social scaffolding behaviors toward their clients. An A‐B‐B′‐C design was used in this study. A baseline condition was followed by two intervention conditions and a follow‐up. Four staff members participated in a training in which they were informed about peer interactions in persons with PIMD and learned how to promote these interactions. They developed a peer interaction supportive activity. This activity was provided to two persons with PIMD for 10 weeks. Social scaffolding behaviors of staff as well as peer‐directed behaviors of persons with PIMD were coded during videotaped observations. A significant increase of social scaffolding behaviors of staff members was observed during the intervention with a significant decrease at follow‐up. Significantly, more singular and fewer multiple peer‐directed behaviors of persons with PIMD were observed during the intervention. Both singular and multiple peer‐directed behaviors decreased again at follow‐up. A short training of staff members already positively affects their social scaffolding behaviors and increases the amount of peer‐directed behaviors of persons with PIMD. However, the amount of both behaviors decreased again at follow‐up. This argues to broadly apply this training in services and schools for persons with PIMD and to complement it with continuing staff coaching on this topic.

BackgroundChildren with profound intellectual and multiple disabilities (PIMD) meet other children with PIMD in day care centres or schools. This study explores the peer‐directed behaviours of children with PIMD, the peer interaction‐influencing behaviour of the direct support workers and the children's positioning.MethodGroup activities for children with PIMD initiated by a direct support worker were video‐recorded. The behaviour and positioning of the children and the behaviour of the direct support workers were coded.ResultsLimited peer‐directed behaviour of the children with PIMD and peer interaction‐influencing behaviour of the direct support workers are observed. Weak associations were found between the positioning or peer interaction‐influencing behaviours and the behaviour of children with PIMD.ConclusionsChildren with PIMD show social interest in each other during group activities. More knowledge is needed to create an environment which facilitates peer‐directed behaviours of persons with PIMD.

AbstractBackgroundHigh‐quality, affective relationships are built on meaningful moments of interaction, which are challenging for support staff to establish with people with profound intellectual disabilities. Therefore, we explored what makes a moment of interaction meaningful to support staff and what circumstances facilitate meaningful moments of interaction taking place.MethodFive direct support staff took part in unstructured, in‐depth interviews. The interviews were analysed using interpretative phenomenological analysis (IPA). Member checks were also conducted.ResultsSupport staff experienced moments of interaction as meaningful because they felt a connection with a person with profound intellectual disabilities and/or they had the feeling of being meaningful for this person. Staff‐related and contextual circumstances facilitating meaningful moments of interaction to take place were described.ConclusionsMeaningful moments of interaction are highly valued by support staff, who believe these moments are valued by persons with profound intellectual disabilities as well. Implications for daily practice are described.

AbstractBackgroundThe use of eHealth, which has accelerated in the wake of the COVID‐19 pandemic, could contribute to the access to tailor‐made psychological interventions for people with intellectual disabilities.MethodA scoping review was conducted on peer‐reviewed studies between 1996–2019.ResultsThirty‐three studies reported on the use of psychological eHealth interventions focused on mental health problems and/or challenging behaviour. The vast majority of these studies reported on interventions that were delivered at the individual level. The context in which these interventions were delivered varied, primarily ranging from the home setting to residential settings, as well as day or activity centres and schools. The studies described various types of interventions: telehealth interventions, computerized cognitive behavioural therapy, and interventions focused on (social) learning principles targeting challenging behaviour.ConclusionseHealth provides new opportunities for both therapists and lay‐therapists to deliver psychological interventions. Future studies should focus on the effectiveness of psychological eHealth interventions.

AbstractBackgroundeHealth has recently made rapid progress in care, support and treatment. However, studies on the use of eHealth to support people with a mild intellectual disability in daily life are limited. A systematic review was conducted to provide an overview of this use of eHealth.MethodsSeven databases were searched for relevant studies and assessed according to the PRISMA guidelines. Descriptive analyses were deployed using the Matching Person to Technology model to evaluate the key areas contributing to successful eHealth use.ResultsMost of the 46 studies included were small‐scale case studies and focused on using eHealth to acquire daily living skills and vocational skills. In addition, several studies focused on eHealth use for self‐support in daily living, and three studies focused on remote professional support.ConclusionseHealth offers opportunities to support people with mild intellectual disability in various different contexts of daily life. Scientific research on this topic is in its early stage, and further high‐quality research is needed.

AbstractBackgroundWithin the context of the Special Interest Research Group (SIRG) on Persons with Profound Intellectual and Multiple Disabilities (PIMD), researchers often discuss the methodological problems and challenges they are confronted with. The aim of the current article was to give an overview of these challenges.MethodsThe challenges are centred on six topics. These reflect the main components of a study's design: (a) participant demarcation, (b) participant recruitment, (c) data collection and instruments, (d) data analysis, (e) ethics/including the "voice" of persons with PIMD and (f) theoretical models.ResultsNext, to describing the specific challenges, possible solutions and pathways to address them are discussed. These are illustrated by recent studies by the authors and other researchers in the field.ConclusionsThe current contribution wants to stimulate further discussion and exchange of ideas, and the development of creative research techniques.