Relevant bibliographies by topics / Parents of people with severe and profound intellectual disabilities

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Parents of people with severe and profound intellectual disabilities'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Parents of people with severe and profound intellectual disabilities"

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Peeters, Wilfried. "Hoe ondersteun ik een matig, ernstig of diep verstandelijk beperkt kind met autisme: een praktische leidraad." Wetenschappelijk Tijdschrift Autisme 23, no. 4 (2024): 2–17. https://doi.org/10.36254/wta.2024.4.01.

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Children with autism and moderate, severe or profound intellectual disabilities are in need of high levels of care. The quality of their lives relies heavily on the goodness of fit between the provided care and their unique mode of experiencing the world, other people and themselves. This article offers a practical guide for parents, teachers and professional caretakers on how to give these children the support they need.
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Novak, Metka, and Majda Končar. "Role of gender and age in the cooperation between parents of people with intellectual disabilities and professional staff in care centres." Journal of Health and Rehabilitation Sciences 1, no. 1 (2023): 22–35. https://doi.org/10.33700/jhrs.1.1.39.

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<strong>Introduction:</strong>&nbsp;understanding factors that influence the cooperative relationship between parents of people with intellectual disabilities and professional staff comes from understanding how parents and staff function and, on this basis, from understanding their abilities and skills reflected in their interactions and cooperation. This paper presents some results of a broader study which examined: The<strong>&nbsp;aim&nbsp;</strong>or research question is how the level of the cooperative relationship between the parents of persons with moderate, severe and profound learning
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Novak, Metka, and Majda Končar. "Role of gender and age in the cooperation between parents of people with intellectual disabilities and professional staff in care centres." Journal of Health and Rehabilitation Sciences 1, no. 1 (2022): 1–14. http://dx.doi.org/10.33700/jhrs.1.1.39.

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Introduction: understanding factors that influence the cooperative relationship between parents of people with intellectual disabilities and professional staff comes from understanding how parents and staff function and, on this basis, from understanding their abilities and skills reflected in their interactions and cooperation. This paper presents some results of a broader study which examined: The aim or research question is how the level of the cooperative relationship between the parents of persons with moderate, severe and profound learning disabilities and the professional staff of Train
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Heister, Noemi, Peter Zentel, and Stefanie Köb. "Participation in Everyday Leisure and Its Influencing Factors for People with Intellectual Disabilities: A Scoping Review of the Empirical Findings." Disabilities 3, no. 2 (2023): 269–94. http://dx.doi.org/10.3390/disabilities3020018.

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Background: Participation is often defined as taking part and being included in different areas of life. Leisure represents an important area of life for all people. People with disabilities have the right to experience leisure time in a self-determined manner. They have the right to participate in leisure activities on an equal basis with others. Due to various influencing factors, people with intellectual disabilities, especially those with severe to profound intellectual disabilities, are at risk of decreased participation. This is alarming because participation in leisure activities reflec
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Wissing, Maureen B. G., Aurora M. Ulgiati, Johannes S. M. Hobbelen, Deyn Peter P. De, Aly Waninge, and Alain D. Dekker. "The neglected puzzle of dementia in people with severe/profound intellectual disabilities: a systematic literature review of observable symptoms." Journal of Applied Research in Intellectual Disabilities 35, no. 1 (2021): 24–45. https://doi.org/10.1111/jar.12920.

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<strong>Abstract</strong><i>Background: </i>Dementia is increasingly prevalent in people with severe/profound intellectual disabilities. However, early detection and diagnosis of dementia is complex in this population. This study aimed to identify observable dementia symptoms in adults with severe/profound intellectual disabilities in available literature.<i>Method:</i> A systematic literature search was conducted in PubMed, PsycINFO and Web of Science with an exhaustive search string using a combination of search terms for severe/profound intellectual disabilities and dementia/ageing.<i>Resul
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Dantata, Prof Yau Musa, and Dr Shamsuddeen Idris Rimingado. "Safety Measures for Children with Severe and Profound Intellectual Disabilities: A Guide for Parents and Caregivers." Journal of Nursing Research,Patient Safety and Practise, no. 36 (November 20, 2023): 42–47. http://dx.doi.org/10.55529/jnrpsp.36.42.47.

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Providing appropriate safety measures by parents and caregivers are integral part of nurturing children with severe and profound intellectual disabilities. In line of this, the present article highlighted the concept of intellectual disabilities, its classification and safety measures needed to be taken for proper nurturing.
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Nicholson, Clare, W. Mick L. Finlay, and Steven Stagg. "Forms of resistance in people with severe and profound intellectual disabilities." Sociology of Health & Illness 43, no. 3 (2021): 642–59. http://dx.doi.org/10.1111/1467-9566.13246.

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Thompson, Christina L., and Andrew Reid. "Behavioural symptoms among people with severe and profound intellectual disabilities: A 26-year follow-up study." British Journal of Psychiatry 181, no. 1 (2002): 67–71. http://dx.doi.org/10.1192/bjp.181.1.67.

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BackgroundVery little is known about the natural history of challenging behaviour and psychiatric disorder in people with severe and profound degrees of intellectual disability.AimsTo clarify the natural history of challenging behaviour and psychiatric disorder in this population through a long-term prospective cohort study over a 26-year period.MethodOne hundred individuals with severe or profound intellectual disability were randomly selected in 1975. Their behaviour was recorded through carer and psychiatrist ratings using the Modified Manifest Abnormality Scale of the Clinical Interview Sc
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Watson, Anna Freeman, José Blanco, Patricia Hunt-Hurst, and Katalin Medvedev. "Caregivers' Perceptions of Clothing for People with Severe and Profound Intellectual Disabilities." Perceptual and Motor Skills 110, no. 3 (2010): 961–64. http://dx.doi.org/10.2466/pms.110.3.961-964.

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Delgado-Casas, C., J. I. Navarro, R. Garcia-Gonzalez-Gordon, and E. Marchena. "Functional Analysis of Challenging Behavior in People with Severe Intellectual Disabilities." Psychological Reports 115, no. 3 (2014): 655–69. http://dx.doi.org/10.2466/15.pr0.115c26z4.

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Challenging behaviors exhibited by individuals with developmental disabilities often hinder the acquisition of academic, social, and life skills. Functional analysis has been useful for assessing challenging behavior in various settings. The purpose of this study was to implement an operant methodology for recognizing the functional properties of challenging behavior in people with intellectual disabilities. Four adults diagnosed with profound intellectual disability received assessment under several experimental conditions using a functional analysis methodology: social attention as positive
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Dissertations / Theses on the topic "Parents of people with severe and profound intellectual disabilities"

1

Page, Edward Justin. "Increasing Physical Activity for People With Severe to Profound Intellectual Disabilities." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468515464.

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Clark, Julie. "Intimate Care in the Lives of People with Severe and Profound Intellectual Disabilities : An ethnographic study using grounded theory within the theoretical framework of symbolic interactionism." Thesis, University of West London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508723.

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Freeman, Anna Katherine. "Caregiver's perceptions of clothing for people with severe and profound intellectual disabilities." 2007. http://purl.galileo.usg.edu/uga%5Fetd/freeman%5Fanna%5Fk%5F200712%5Fms.

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Book chapters on the topic "Parents of people with severe and profound intellectual disabilities"

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Lancioni, Giulio E., Nirbhay N. Singh, Mark F. O’Reilly, Jeff Sigafoos, and Doretta Oliva. "Assistive Technology for People with Severe/Profound Intellectual and Multiple Disabilities." In Autism and Child Psychopathology Series. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4899-8029-8_10.

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Kyrkou, Margaret R. "Care of People with Severe and Profound Intellectual and Developmental Disabilities." In Health Care for People with Intellectual and Developmental Disabilities across the Lifespan. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-18096-0_112.

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Jackson, Aaron J., and Christine Bigby. "Building Strong Foundations: Listening to and Learning from People with Intellectual Disabilities and Their Families." In Disability Practice. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6143-6_3.

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AbstractThis chapter explores the importance of amplifying the voices and perspectives of people with intellectual disabilities in disability policy, research and service provision. It highlights what support workers and organisations might learn from actively listening to individuals with intellectual disabilities and their families. The chapter emphasises the critical role that family members play in the lives of some service users, particularly those with severe or profound intellectual disabilities. Drawing on both published literature and unpublished data from a longitudinal study of grou
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Coiffait, Fleur-Michelle M., and Alexandra T. Leedham. "Psychological Well-Being of Children and Adults with Severe and Profound Intellectual and Developmental Disabilities." In Health Care for People with Intellectual and Developmental Disabilities across the Lifespan. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-18096-0_113.

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Mužáková, Monika, and Iva Strnadová. "Time of paradoxes: what the twentieth century was like for people with intellectual disabilities living in Czechoslovakia/Czech Republic." In Intellectual Disability in the Twentieth Century. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447344575.003.0004.

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This chapter explores life in Czechoslovakia (later Czech Republic) in the 20<sup>th</sup> Century for people with intellectual disabilities. It opens at the time that the Czech lands were part of the Austrian-Hungarian Empire. This was a period marked by efforts to increase the quality of institutional care for people with intellectual disabilities. The authors then describe the period of communism. They discuss the controversial nature of an Education Act (1948), which contained a well-established network of special schools for students with disabilities as a regular part of the school syste
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Rimmerman, Arie. "Out-of-Home Placement of Children with Intellectual Disabilities: The Need for a Family Support Policy." In The Human Rights Of Persons With Intellectual Disabilities. Oxford University PressOxford, 2003. http://dx.doi.org/10.1093/oso/9780198267799.003.0016.

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Abstract Families of children with severe intellectual disabilities are at highest risk for out-of-home placement. Despite policies discouraging institutional placement of children with severe disabilities and dramatic reductions in the number of children in institutions, admissions to large state facilities is growing faster than discharges from them. Although most of the children with severe intellectual disabilities will spend their childhoods in their own homes, many will not. According to Meyer, up to 40% of children with severe and profound intellectual disabilities in the United States
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Stasolla, Fabrizio, Viviana Perilli, and Adele Boccasini. "Assistive Technology for Supporting Communication, Occupation, and Leisure by Children With Severe to Profound Developmental Disabilities." In Advanced Methodologies and Technologies in Artificial Intelligence, Computer Simulation, and Human-Computer Interaction. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7368-5.ch019.

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This chapter provides a literature overview (i.e., range period 2000-2015) concerning the use assistive technology (AT) for children with severe to profound developmental disabilities. Specifically, the chapter presents a general picture concerning the use of electronic tools such as microswitches enabling individuals with multiple disabilities to access independently to preferred stimuli. The chapter focused on the opportunities of choice, literacy process, communication of their own needs, promoting adaptive responses and reducing challenge behaviors, fostering ambulation and/or locomotion f
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Oliver, Chris, Katherine Ellis, Georgie Agar, et al. "Distress and challenging behavior in people with profound or severe intellectual disability and complex needs: Assessment of causes and evaluation of intervention outcomes." In International Review of Research in Developmental Disabilities. Elsevier, 2022. http://dx.doi.org/10.1016/bs.irrdd.2022.05.004.

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Corsso, Cristiane del, Laenne Ágata Valentim, Edilson Misael Guimarães, et al. "INTELLECTUAL DISABILITY ACROSS THE LIFE COURSE: DEFINITION, CLASSIFICATION, AND INTERVENTION STRATEGIES." In Health in Focus: Multidisciplinary Approaches. Seven Editora, 2024. https://doi.org/10.56238/sevened2024.030-011.

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Intellectual disability is characterized by significant limitations in intellectual and adaptive functioning, affecting a substantial part of the global population, with an estimated prevalence between 1% and 3%, being higher in men and in developing countries. The concept has evolved from a simplistic view to a more comprehensive approach, considering both cognitive deficits and adaptive challenges. The etiology of the condition is multifactorial, with genetic and environmental causes, and diagnosis is based on IQ tests and adaptive behavior assessments. It is classified as mild, moderate, se
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