Journal of Intellectual Disability - Diagnosis and Treatment

Knowledge and Awareness of the Diagnostic Process and Access to Services for Children with Autism Spectrum Disorders among Professionals and Community Members in Two Countries

Margarita Stankova — 2026-04-06

The study examines autism awareness in two countries, focusing on knowledge of the diagnostic process and support for children and their families. 1,618 participants /1,052 - Bulgaria and 566 - Greece/ were provided with an online survey that contained statements about the most important reasons why parents seek professional help, the prognosis of the disorders, and the inclusion process.

The results show that participants from both countries report stereotyped and other ritualistic behaviors, social dysfunctions, and speech and language dysfunctions as significant reasons for parents to consult professionals about their children. Participants from Bulgaria placed greater importance on the first two characteristics.

The participants also responded relatively positively to the statement that children with autism can grow up to live independent lives, have jobs, income, and families, and even more supported the statement that “Early interventions and therapies can lead to significant improvements in the social and communication skills of children with autism”, with participants from Bulgaria showing more support for both statements.

Mapping the Knowledge Structure of Students with Intellectual Disabilities Through SOLO Taxonomy-Based Automated Assessment

Rendy Wikrama Wardana — 2026-04-06

Background: Mapping students with intellectual disabilities' (ID) knowledge structures is a critical challenge in inclusive education. Traditional assessments often fail to capture the nuanced cognitive development of this population. This limits teachers’ ability to design differentiated interventions. This study aimed to develop and test a SOLO Taxonomy-based Automated Assessment (SOLO-AA) system tailored for students with mild to moderate intellectual disabilities. It also examines its effectiveness in mapping hierarchical knowledge structures.

Method: An exploratory sequential mixed-methods design was used. In the qualitative phase, in-depth interviews with six special education teachers and analysis of lesson plans revealed linguistic limitations, fragmented knowledge, and a reliance on visual and contextual learning. These findings informed the design of a visual-interactive assessment system. In the quantitative phase, SOLO-AA was piloted with 30 students aged 11-15 years. Content validity was evaluated using Aiken’s V. Reliability was assessed with KR-20 and Rasch modeling.

Result: Content validity reached a score of 0.89 (highly valid), and KR-20 reliability was 0.82 (highly reliable). Most students were at the unistructural (36%) and multi-structural (30%) levels. Fewer reached the relational level (15%), and only 3% reached the extended abstract level. Rasch analysis showed person reliability of 0.79 and item reliability of 0.91. This indicates instrument stability and appropriate item difficulty for this population. Visual-based items were significantly easier. Tasks requiring concept integration were more challenging.

Conclusion: SOLO-AA provides a fine-grained mapping of students’ knowledge structures, moving beyond binary judgments. It helps teachers design differentiated instruction, improves diagnostic precision, and offers a scalable AI-assisted solution for inclusive education. This study links SOLO-AA with adaptive automated assessments and shows its utility in special education. Future research should include diverse ID populations, employ longitudinal designs, and integrate culturally relevant content to deepen contextual meaning.

Effectiveness of University-Based Educational Interventions on Adaptive Functioning and Employment Readiness of Students with Mild Intellectual Disability

Godwin Beshibeshebe Ushie — 2026-04-06

Background: Inclusive higher education is increasingly recognized as a pathway for enhancing functional independence and employment outcomes among students with mild intellectual disability. University-based educational interventions aim to support adaptive functioning (AF) and employment readiness (ER); however, empirical evidence regarding their effectiveness in Nigerian universities remains limited.

Objective: This study examined the perceived impact of university-based educational interventions on AF and ER among students with mild intellectual disability and explored whether these domains jointly predict overall intervention effectiveness.

Methods: A quantitative descriptive research design was employed. Structured questionnaires were administered to 92 students; 84 were completed and returned, yielding a response rate of 91.3%. Among respondents, 46 were male, and 38 were female; all were included in the analyses. Descriptive statistics summarized perceived outcomes of interventions, while multiple regression analysis examined the predictive relationship between AF, ER, and overall intervention effectiveness.

Results: The findings indicated that university-based interventions were associated with perceived improvements in communication, problem-solving, social interaction, self-care, task completion, and engagement with career support services. The independent t-test analyses showed no significant differences in overall AF by gender or ER by age, though minor item-level variations were observed. While AF and ER individually reflected positive outcomes, their combined effect did not significantly predict overall intervention effectiveness, suggesting that additional contextual and programmatic factors influence perceptions of success.

Conclusion: University-based educational interventions contribute meaningfully to the development of adaptive and employment-related skills among students with mild intellectual disability. The findings highlight the importance of a holistic approach that integrates academic instruction, vocational preparation, social support, and institutional resources to enhance overall program effectiveness. Overall, students perceive these interventions as beneficial in promoting independence, practical skills, and workforce preparedness.

Educational Management of Inclusive Support Systems for Adolescents with Intellectual Disabilities: Implication for Early Diagnosis and Intervention Fidelity

Asenath Ebaye — 2026-04-06

This research investigated how educational management influences early identification and the consistent implementation of inclusive interventions for adolescents with intellectual disabilities (IDs) in Nigerian secondary schools. Employing a descriptive research design, the study sampled 377 participants, including school administrators, special educators, and classroom teachers from both public and private schools in Cross River State, using a stratified sampling approach. Data were gathered via a structured questionnaire and analyzed through descriptive statistical methods. The results indicated that educational management effectively facilitates early diagnosis by providing timely screening, allocating necessary resources, organizing staff training, promoting collaborative practices, communicating policies clearly, and systematically monitoring identification data. In contrast, the study revealed that the fidelity of intervention implementation was generally low. Key inclusive strategies, such as individualized education plans, differentiated instruction, functional life-skills training, assistive technology utilization, and classroom modifications, were applied inconsistently. Moreover, managerial practices were found to have limited impact on intervention fidelity, reflecting insufficient supervision, guidance, resource allocation, and feedback processes. These findings highlight a gap between inclusive education policy and its execution at the classroom level. The study emphasizes the need for strengthened professional development, enhanced monitoring, systematic supervision, and collaborative structures to improve the consistency of interventions and promote positive developmental outcomes for adolescents with intellectual disabilities.

Effectiveness of Interventions in Enhancing the Mental Health of Persons with Intellectual Disability: A Systematic Literature Review

Udeme Samuel Jacob — 2026-04-06

Introduction: Mental health conditions are significantly more prevalent among individuals with intellectual disability (ID) compared to the general population, yet tailored interventions remain limited. This review synthesises recent evidence on the effectiveness of interventions designed to enhance mental health outcomes in this group, focusing on approaches adapted to their cognitive and social needs.

Methods: A systematic literature review was conducted following PRISMA guidelines. PubMed, PsycINFO, Web of Science, Scopus, and the Cochrane Library were searched for studies published between 2020 and 2025. A total of 901 records were screened, with 12 empirical studies meeting the inclusion criteria. Eligible studies evaluated interventions targeting mental health outcomes among individuals with ID using quantitative research designs.

Findings: Interventions identified included cognitive-behavioural therapy, mindfulness-based practices, physical and cognitive training, integrative healthcare, peer mentoring, psychoeducation, and technology-assisted approaches. Adapted cognitive-behavioural and mindfulness interventions improved emotional regulation, coping, and quality of life. Physical activity programmes and peer mentoring fostered resilience and social inclusion, while technology-assisted therapies showed feasibility and acceptability. However, outcomes varied according to participant characteristics, delivery methods, and contextual factors. Notably, gaps remain in standardising outcome measures and assessing long-term sustainability.

Conclusion: Evidence suggests that multidisciplinary, individualised, and community-based interventions hold promise for enhancing mental health outcomes in people with ID. Collaborative approaches involving healthcare providers, families, and individuals are essential. Future research should prioritise scalable interventions, professional training, and policy integration to ensure equitable, evidence-based support for this underserved population.

Caregivers' Compliance with COVID-19 Guidelines: A Study of Caregivers of Children with Intellectual Disability in Clinical Support and Therapeutic Management Home/School, Lagos, Nigeria

Michael Okaba Ataben — 2026-04-06

The COVID-19 pandemic presented serious challenges to special education systems, particularly for caregivers responsible for persons with Intellectual Disabilities (ID). Because of the low intellectual functioning, most individuals with ID lack the capacity to follow basic rules that can enhance their well-being; hence, they depend on caregivers for their everyday living. This study examined how caregivers' attitudes and hazard incentives influenced their adherence to COVID-19 safety protocols in Childcare and Treatment Home/School Home/School, Akoka, Lagos, Nigeria. 159 caregivers participated in the study, employing a correlational survey approach. Data were collected using a researcher-designed instrument titled “Caregivers' Attitude, Hazard Incentive, and COVID-19 Precautionary Compliance Questionnaire” (CAHICPCQ). The collected data were analysed using simple linear regression and multiple linear regression with dummy-coded hazard incentive variables. Results revealed that caregivers’ attitude significantly predict compliance with COVID-19 precautionary measures, F(1,157) = 48.99, R = .48, R² = .24, β = .49, p < .001. Hazard incentives also significantly influenced compliance at the model level, F(7,151) = 2.84, R² = .116, adjusted R² = .075, p = .008; however, among the individual incentive variables, only personal sanitiser availability was a significant positive predictor (B = 6.60, β = .177, p = .027). These findings emphasize the necessity of attitudinal training and institutional incentives to improve caregivers' compliance, especially during public health emergencies. The study suggests that special education stakeholders should prioritize behavioural support programs and structured hazard incentive systems to protect caregivers and children with ID.