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Persons with mild intellectual disabilities or borderline intellectual functioning (MID-BIF; IQ 50-85) have a higher risk of being exposed to traumatic events and developing posttraumatic stress disorder (PTSD). EMDR therapy has shown to be applicable, safe and potentially effective for the treatment of PTSD in individuals with MID-BIF. However, in traumatized multi-problem families with MID-BIF and (impending) out of home placement of children, standard PTSD treatment in an outpatient setting may not be appropriate. To evaluate the feasibility and potential effectiveness of KINGS-ID, a six-week clinical trauma-focused treatment programme consisting of intensive EMDR therapy with parents and children, and parental skills training followed by two weeks of parent support at home. Six families (nine parents of whom six had MID-BIF) and 10 children (all having MID-BIF) participated in the KINGS-ID programme. Seven parents and seven children had PTSD. Data were collected within a single case study design. For each family member data were collected during baseline (three measurements), treatment (seven weekly measurements), posttreatment (three measurements) and at follow-up (three measurements). None of the family members dropped out. Within the first two treatment weeks all but one child and one parent no longer met PTSD symptom criteria. In both children and parents, trauma-related symptoms and daily life impairment significantly decreased following treatment and in parents a significant decrease in symptoms of general psychopathology and parental stress was found. Results were maintained at six-month follow-up. The findings of the current study are promising given that the treatment programme seems to offer new perspectives for traumatized multi-problem families with MID-BIF.

Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the “matter and its nature” subject on SMID’s science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the ‘prediction’ stage, hands-on experiments and QR codes in the ‘observation’ stage and snowball, learning gallery or card showing techniques in the ‘evaluation’ stage. The results indicated that the POE worksheets are effective at developing SMID’s science process skills of the \"matter and its nature\" subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID’s SPS.

BackgroundLevels of aggression are high in residential settings for juveniles with Mild Intellectual Disability (MID). As a result, treatment is less effective, aggression causes injury, traumatic experiences and longer inhabitation for juveniles. Additionally, inpatient aggression has been linked to burnout and stress among group workers, which has negative consequences such as less job satisfaction or poorer work performanceObjectiveTherefore, it is crucial to diminish aggressive incidents in these settings and to find a way for staff how to respond to aggression properly.MethodsAs there is no intervention method which tackles all of the referred problems efficiently, a new method Non-violent Resistance for MID was introduced into three residential settings for juveniles with MID, in a quasi-experimental stepped wedge design. Reports of aggressive incidents were assessed seven times before, during and after the training in NVR-MID on group level. Multilevel analyses were carried out in order to assess the development of the aggressive incidents over time.ResultsAggressive incidents decreased significantly in time during and after training in NVR-MID, this decrease is seen in all three institutions. Thus, regardless of resident’s age, gender or IQ, NVR-MID seemed successful in diminishing aggressive incidents. Furthermore, a significant interaction effect was found between institution and time, indicating that regardless if incidents of aggression were relatively high at baseline, decrease in incidents was similar to institutions where incidents were relatively low on baseline.ConclusionsImplementing NVR-MID into residential settings for juveniles with MID and comorbid behavioral problems might help to decrease aggressive incidents.

Purpose The purpose of this study is to consider the role of causal attribution of isolation and humiliation from classmates in the coping of young people with mild intellectual disability. Design/methodology/approach The R-PI test (Kurtek, 2018) was administered to a sample of 151 transition-age students (age 18-22 years) in Poland. It consists of vignettes that describe stressful situations in which classmates might engage in isolating or humiliating behavior directed at the respondents. The respondents’ coping responses were interpreted according to a coding system based on a multi-axis approach by Hobfoll (1998) and Kelley’s attribution theory (1973). Findings The results have revealed that a majority of attributions are of defensive character. However, it was found that the justifying attributions were significantly associated with prosocial coping and the accusing attributions were related to antisocial coping. Research limitations/implications Because a vignette study is not based on actual interactions, the results refer to cognitive rather than behavioral performance. Practical implications The implications for supporting coping skills through attribution training, especially for youth with aggressive and passive behaviors, are discussed. Social implications Promoting positive and situational attributions to stressful interactions with classmates increases the likelihood of prosocial coping. Originality/value Applied cognitive approaches emphasize each respondent’s subjective perspective in attempting to explain humiliating and isolating incidents from classmates and the various coping strategies they personally considered effective in these situations. The present study contributes to the relatively small current literature available in this area.

Bu araştırmanın amacı, hafif düzeyde zihinsel engelli öǧrencilere yönelik matematik dersinde yürütülen problem çözme stratejileri öǧretiminin problem çözme başarılarına etkisini incelemektir. Araştırmada nitel araştırma yöntemlerinden öǧretim deneyi kullanılmıştır. Araştırmanın katılımcı gurubu, amaçlı örneklem yöntemlerinden ölçüt örneklem yöntemi ile seçilmiş özel eǧitimin lise grubundan 3 öǧrenciden oluşmaktadır. Öǧretimde, problem çözme stratejilerinden tahmin ve kontrol, şekil, şema ve diyagram çizme ve geriye doǧru çalışma stratejilerinin öǧretimi öǧretim deneyi araştırma modeline uygun olarak doǧrudan öǧretim yöntemi kullanılarak yapılmıştır. Öǧretim sürecinde, her bir strateji ders planında 4'er adet olmak üzere 8 problem öǧretimi ve çözümü yapılmıştır. Toplamda üç stratejiye ilişkin 24 adet problem üzerinde çalışılmış, uygulama süreci 9 hafta sürmüştür. Araştırma süreci video kamera ile kayıt altına alınıp, bütün kayıtlar transkript edilerek tematik analiz yöntemi ile analiz edilmiştir. Sonuç olarak, hafif düzeyde zihinsel engelli öǧrencilere yönelik yürütülen problem çözme stratejilerinin öǧretiminin, öǧrencilerin problem çözme becerilerini geliştirdiǧi ve problem çözme süreçlerinde etkili olduǧu sonucuna ulaşılmıştır. Elde edilen bulgular ve sonuçlar ışıǧında hafif düzeyde zihinsel engelli öǧrencilerin matematik dersinde problem çözme becerilerinin gelişmesi için problem çözme stratejilerine yönelik öǧretimlerin yapılması önerilmektedir.

Narration has direct influence on social interactions, and it is a good indicator of development of other language abilities and academic achievements. [...]the assessment of storytelling abilities could be useful indicator of pragmatic abilities, of diagnostic process as well as of evaluation of the language intervention efficiency (3). According to the Diagnostic and Statistical Manual of Mental Disorders DSM-V (4), intellectual disabilities are defined as disabilities that emerge during child's development and include deficiencies in the area of intellectual functioning and adaptive behaviour. (15) found that pragmatic impairment affects communication and social interaction, with potential to impact relationships with family members, peers, and other community members. [...]the pragmatic skills of individuals with ID warrant special consideration in research and intervention efforts.\\n 5th ed.

Background People with mild intellectual disabilities (MID) are at elevated risk of substance-use problems. Beat the Kick is a motivation-focused, MID-adapted pre-treatment program. This trial aims to test whether Beat the Kick increases autonomous motivation to enter substance-use treatment versus care-as-usual (CAU), and to examine effects on substance use, satisfaction of basic psychological needs, treatment engagement, and acceptability. Methods Open-label, multicenter superiority randomized controlled trial in the Netherlands. We will recruit 138 adults (≥ 18 years) with MID or borderline intellectual functioning (intelligence quotient (IQ) 50–85 with adaptive limitations) and hazardous substance use (Alcohol Use Disorders Identification Test (AUDIT) ≤ 19 or Drug Use Disorders Identification Test (DUDIT) ≤ 24; ≥ 12 months) from six intellectual-disability care organizations. Recruitment will be conducted jointly by researchers from Tilburg University and care professionals at the participating organizations. In a Zelen pre-randomization design, eligible clients will be randomized 1:1 to Beat the Kick or CAU using a centralized computer-generated sequence with variable block sizes, stratified by addiction type (alcohol vs cannabis/other drugs). Tilburg researchers will obtain informed consent after allocation (intervention: consent for intervention + assessments; CAU: consent for assessments only). As an open-label trial, only the statistical analyst will remain blinded to allocation via A/B-coded datasets; the allocation key is held by an independent coordinator until primary analyses are complete. Assessments occur at T1 (pre), T2 (post), T3 (1 month), and T4 (6 months). Safety is monitored at T2–T4 through systematic adverse event (AE) and serious adverse event (SAE) recording, and serious events are reported to the Ethics Review Board within 24 h.Primary outcome: autonomous motivation (Treatment Self-Regulation Questionnaire; 15 items; 1–5 scale). Secondary outcomes: substance use ( Substance Use and Misuse in Intellectual Disability Questionnaire (SumID-Q) with AUDIT (0–40; ≥ 8 hazardous; ≥ 20 probable dependence) and DUDIT (0–44; ≥ 6 men/ ≥ 2 women hazardous; ≥ 25 probable dependence)), satisfaction and frustration of psychological needs (Basic Psychological Need Satisfaction and Frustration Scale – Intellectual Disability Version (BPNSFS-ID); 24 items; 1–5), treatment engagement (yes/no), and participant satisfaction. Primary analyses will use intention-to-treat linear mixed-effects models with fixed effects for group, time, and group × time, adjusting for the stratification variable. Discussion This study evaluates a motivation-focused, MID-adapted program under routine conditions. Anticipated challenges (open-label bias, retention) are addressed through exclusive trainer allocation per arm, supportive scheduling, and caregiver involvement. If effective, Beat the Kick could be integrated into standard practice to improve readiness for treatment, substance-use outcomes, and overall well-being in adults with MID. Trial registration ISRCTN Registry, ISRCTN12571979. Registered on 11 June 2025. This trial was prospectively registered.

BackgroundAnxiety related to uncertainty is common in autism. Coping with Uncertainty in Everyday Situations (CUES©) is a parent-mediated group intervention aiming to increase autistic children’s tolerance to uncertain situations. A pilot study was conducted to test its feasibility and acceptability.MethodsParents of 50 autistic children were randomised to receive CUES© or enhanced services as usual.ResultsAll children met the clinical threshold for at least one anxiety disorder. Of the 26 participants randomised to CUES©, 72% attended 4–8 sessions. Parents and therapists reported they found CUES© useful and acceptable.ConclusionsFamilies were willing to be recruited and randomised, the format/content was feasible to deliver, and the outcome measures were acceptable. CUES© should be evaluated in a clinical and cost effectiveness randomised controlled trial.

The goal of this study was to examine the effects of Cognitive Bias Modification training for Interpretation (CBM-I) in socially anxious adolescents with Mild Intellectual Disabilities (MID). A total of 69 socially anxious adolescents with MID were randomly assigned to either a positive or a neutral control-CMB-I-training. Training included five sessions in a 3-week period, and each session consisted of 40 training items. Adolescents in the positive training group showed a significant reduction in negative interpretation bias on the two interpretation bias tasks after training compared to adolescents in the control-training group. Furthermore, in contrast to the control-training group, adolescents in the positive training reported a significant reduction of their social anxiety symptoms 10 weeks post-training.

Adult siblings are potentially important sources of care, support, advocacy, and friendship for their brothers and sisters with intellectual and developmental disabilities (IDD). Drawing on data about 851 adult siblings who completed an online national survey, we examined predictors and potential key moderators of siblings’ mental distress, wellbeing, quality of life, and health outcomes. Moderated regression analyses indicated that siblings experiencing higher levels of subjective poverty; siblings with brothers and sisters with lower levels of independence; and siblings who are carers and also experiencing low levels of subjective poverty, had worse outcomes and may be in need of specific supports. Compared to normative samples, adult siblings of people with IDD had worse outcomes across the measures.