Levels of Support for People with Intellectual and Developmental Disabilities in Light of the Gender, Age, and Degree of Disability
Keywords:
Intellectual and developmental disability, Supports Intensity Scale™ (SIS), age, disability degreeAbstract
The current study aims at identifying support levels for an individual with intellectual and developmental disabilities in the light of their age and degree of disability variables. The sample of the study encompassed (40) individuals with intellectual and developmental disabilities aged (5-16 years) who are enrolled in special education centers. The participants in the sample were chosen randomly and divided into age groups (5-8, 9-12, 13-16) and their degrees of disabilities whose cases were classified into (simple, moderate, severe). To achieve the objectives of the study, the researcher used Supports Intensity Scale™ (SIS) for intellectual and developmental disability to measure the diagnosis of support needs developed (Al-A'tawi, 2012). The results indicated that the support levels were within the pervasive support levels. Results indicated that there are statistically significant differences at the significance level (α ≥0.05) of the support levels according to the gender variable on the activities: daily life activities, community activities, vocational activities, health and safety activities, and the presence of statistically significant differences at (α ≥0.05) of support levels depending on the age group variable on activities: daily life activities, community, social, academic and professional activities. Additionally, the results of the study stated that there are statistically significant differences at (α ≥0.05) of support levels according to the degree of disability variable in all activities: daily life activities, community, social, academic, and vocational as well as health and safety activities and elf-protection activities).
Downloads
References
Al-Rossan, F. (2017). Introduction in Mental Retardation. (2nd ed.). Dar Al-Fiker for Printing, Publishing & Distribution.
Al-Zuodi, M. (2008). Selected Reading in Special Education. (1st ed.). Dar Al-Shrouk for Publication & Distribution.
Diagnostic and Statistical manual of mental Disorders (DSM-5). (2015). Definition of Intellectual Disability.
Al-A'twi, R. (2012). The effectiveness of building a scale to diagnoses support level of intellectual disability cases in a Jordanian sample, unpublished doctoral thesis, Jordan University.
Al-Rihani, S., Al-Zraikat, I., & Tanous, A. (2018). Guidance of special needs individuals & their families. (4th ed.). Dar Al-Fiker for Printing, Publishing & Distribution.
American Association on Intellectual and Developmental Disabilities (AAIDD). (2010). Definition of Intellectual Disability, Washington.
American Association on Mental Deficiency. (2009). Classification in Mental Retardation, American Association on Mental Deficiency 1719 Kalorama Road, NW Washington, DC.
American Association on Intellectual and developmental Disabilities (AAIDD). (2002). Definition of Intellectual Disability. https://aaidd.org/.
Australian Association of Special Education (AASE). (2013). Position papers.
Guillén, V., Verdugo, M., & Arias, B. & Vicente, E. (2015). Development of a support needs assessment scale for children and adolescents with intellectual disabilities. Anales de psicología, 31(1), 137- 144.
Kawafha, T., & Abdulaziz, O. (2005). Introduction in Special Education. Amman: Dar Al-Maisara.
Shogren., Seo, H., Wehmeyer, M., Hughes, C., Thompson, J., Little, T., & Palmer, S. (2015). Support needs of children with intellectual and developmental disabilities: Age-related implications for assessment. Psychology in the Schools, 52, 874-891.
Thompson, J., Hughes, C., Schalock, R., Silverman, W., Tassé, M., Bryant, B., & Campbell E. (2002). Integrating supports in assessment and planning. Mental Retardation, 40(5), 390-405.
Thompson J., Wehmeyer, M., Little, T., Patton, J., Polloway, E., Realon, A., & Tassé, M. (2008). Supports Intensity Scale for Children. Field Test. Washington, DC: American Association on Intellectual and Developmental Disabilities.
Thompson, J. R., Bryant, B., Campbell, E. M., Craig, E. M., Hughes, C., Rotholz, D. A., & Wehmeyer, M. L. (2004). Supports Intensity Scale user’s manual. Washington, DC: American Association on Mental Retardation.
Verdugo, N., Arias, V., & Guillén, M. (2017). Are Type, Frequency, and Daily Time Equally Valid Estimators of Support Needs in Children With Intellectual Disability? A Multitrait–Multimethod Analysis of the Supports Intensity Scale for Children (SIS-C). Saga journal.
Verdugo, A., Arias, B., Guillén, M., Seo, M., Shogren, A., Shaw, A., & Thompson, R. (2016) Examining age-related differences in support needs on the Supports Intensity Scale-Children’s Version Spanish translation. International Journal of Clinical and Health Psychology, 16, 306-314.
Wehmeyer, M. (2009). Efficacy of the Supports Intensity Scale (SIS) to predict extraordinary support needs. Am J Intellect Development Disabilities, 114(1), 3-14.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
