Background Assessing muscular strength in people with intellectual disabilities requires simple and reliable field tests. This study analysed the reliability and validity of the vertical jump (VJ) across disability levels.Method Sixty-three participants with intellectual disabilities completed the VJ, standing long jump (SLJ), and countermovement jump (CMJ) twice in separate sessions. Relative and absolute reliability were assessed using the ICC and SEM/MDC, respectively. Validity was examined using Pearson's correlations.Results The VJ showed good relative reliability (ICC = 0.89) but poor absolute reliability (%SEM = 16.4). The SLJ (ICC = 0.92) and CMJ (ICC = 0.94) showed excellent reliability. Correlations were fair between the VJ and CMJ (r = 0.44) and fair to moderate between the VJ and SLJ (r = 0.56-0.69).Conclusion The VJ demonstrated good reliability but limited validity, whereas the SLJ was more reliable and valid for assessing lower-body strength in people with intellectual disabilities.
BACKGROUND After offspring with intellectual disabilities move to residential care, parents often remain involved in their support. However, little is known about why parents assume certain roles and what influences these roles. METHOD An exploratory, qualitative study was conducted using two separate focus groups with fathers (n = 5) and mothers (n = 6). A reflexive thematic analysis was used to analyse the data. RESULTS Two themes were identified: (i) my role is shaped by the interplay of needs, wishes, contextual factors, and my sense of parental responsibilities, and (ii) supporting factors for collaboration and parental involvement in care. CONCLUSION Parental involvement is dynamic, shaped by personal motivations, experiences in collaboration, and the care context. The findings highlight the ongoing negotiation of parental roles and the need to explore how parental involvement can be supported, while ensuring that this involvement recognises and respects the needs and wishes of both parents and their offspring.
Background Effective interventions often fail to achieve lasting impact due to implementation barriers. This study examined how Support Staff in the Spotlight - an intervention that enhances emotional intelligence and interactional awareness among support staff working with service users with intellectual disabilities and challenging behaviour - can be embedded in daily routines within intellectual disability care.Method Using a hybrid effectiveness-implementation-design guided by the ItFits-framework, two Dutch care organisations completed a two-part-process: a needs assessment to identify barriers and facilitators, followed by communities of practice where key stakeholders co-created and refined tailored strategies. Data from focus-groups, structured logs, and interviews were analysed thematically.Results The process helped to translate identified needs into concrete actions, such as adapting video-feedback procedures and embedding reflection in team routines. Organisational capacity, managerial continuity, and psychological safety were decisive for sustainability.Conclusion Leadership engagement and routinised reflection moments were crucial for sustaining staff-focused interventions in practice.
