How to support peer resistance in adolescents with mild‐to‐borderline intellectual disability? Intervention development and feasibility-Reference-Cited by-同舟云学术

How to support peer resistance in adolescents with mild‐to‐borderline intellectual disability? Intervention development and feasibility

Published:2024-02-25 Issue:3 Volume:37 Page:
ISSN:1360-2322
Container-title:Journal of Applied Research in Intellectual Disabilities
language:en
Short-container-title:Research Intellect Disabil

Author:

Wagemaker Eline¹²^ORCID,Salemink Elske³,Huizenga Hilde M.¹²⁴,Bart Han F.⁵⁶,Dekkers Tycho J.¹⁷⁸⁹¹⁰,Bexkens Anika¹¹¹²

Affiliation:

1. Department of Psychology University of Amsterdam Amsterdam The Netherlands

2. Research Priority Area Yield University of Amsterdam Amsterdam The Netherlands

3. Department of Clinical Psychology Utrecht University Utrecht The Netherlands

4. Amsterdam Brain and Cognition, University of Amsterdam Amsterdam The Netherlands

5. De Viaan, Practical Vocational School Alkmaar The Netherlands

6. SOVON (Public Secondary Education Foundation) Noord‐Holland‐Noord The Netherlands

7. Levvel, Academic Center of Child and Adolescent Psychiatry and Specialized Youthcare Amsterdam The Netherlands

8. Department of Child and Adolescent Psychiatry University Medical Center Groningen Groningen The Netherlands

9. Department of Child and Adolescent Psychiatry Amsterdam University Medical Centers Amsterdam The Netherlands

10. Accare Child Study Center Groningen The Netherlands

11. Department of Psychology, Developmental and Educational Psychology Leiden University Leiden The Netherlands

12. GGZ Delfland Delft The Netherlands

Abstract

AbstractBackgroundAdolescents with mild‐to‐borderline intellectual disability face peer resistance challenges, risking harmful or dangerous situations.MethodWe designed a peer resistance group intervention at school for adolescents with mild‐to‐borderline intellectual disability, tested its feasibility (N = 4, Mage = 14.1, MIQ = 78.8), adapted it, and tested it again (N = 6, Mage = 15.0, MIQ = 72.8).ResultsStudy 1 demonstrated feasibility in recruitment, resources, and potential benefits on the distal outcome risk taking. However, attendance, obtained knowledge, and potential benefits on peer resistance, peer problems, and prosocial behaviour were suboptimal. Consequently, study 2 contained more learning by doing and individual lessons, resulting in higher attendance and greater personalization. While potential benefits on improved peer resistance measures were not observed, risk taking improved.ConclusionsDespite finding no potential benefits on peer resistance, running a peer resistance intervention for adolescents with mild‐to‐borderline intellectual disability at school is considered feasible.

Publisher

Wiley

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/jar.13216

Reference44 articles.

1. Agelink van Rentergem J. A. &Huizenga H. M.(2016).E‐clip N=1 analysis.https://eclip.shinyapps.io/Nis1

2. Peer-Influence on Risk-Taking in Male Adolescents with Mild to Borderline Intellectual Disabilities and/or Behavior Disorders

3. Affective Decision Making and Peer Influence in Youth with Intellectual Disability

4. Risk taking, perceived risks, and perceived benefits across adolescence: A domain-specific risk-return approach

5. Social competence promotion with inner-city and suburban young adolescents: Effects on social adjustment and alcohol use.