Adults with Intellectual Disabilities and Their Carers as Researchers and Participants in a RCT

Autor/inn/en	Turk, Vicky; Leer, Geoffrey; Burchell, Sarah; Khattram, Sukhjinder; Corney, Roslyn; Rowlands, Gill
Titel	Adults with Intellectual Disabilities and Their Carers as Researchers and Participants in a RCT
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 25 (2012) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/j.1468-3148.2011.00643.x
Schlagwörter	Intervention; Mental Retardation; Researchers; Caregivers; Interviews; Feedback (Response); Outcomes of Treatment; Research Methodology; Science Experiments; Research Design; Scientific Methodology; Experimental Groups; Control Groups + Suchen Sie Ihr Suchwort? Geistige Behinderung; Researcher; Forscher; Caregiver; Carer; Betreuungsperson; Pfleger; Interviewing; Interviewtechnik; Research method; Forschungsmethode; Forschungsdesign
Abstract	Background: This article describes the process of including people with intellectual disabilities (ID) and carers of people with ID as researchers and participants in randomised controlled trial (RCT) research. People with ID are rarely involved in research about their health, either as researchers or participants. Carers are often included as research informants, but family carers are rarely involved as researchers. Method: Four teams of researchers each comprising a researcher with ID, a supporting professional and a carer researcher, were recruited to complete a health intervention RCT. Accessible measures were selected and/or devised. Baseline interviews were completed by researchers with ID and/or carers of people with ID by asking participants with ID and/or carers of the participant about the health of the person with ID. Follow-up health interviews were administered after the intervention had been in place for a year. Results: The researchers completed 331 interviews with carers and 196 with participants with ID. Over 50% of participants with ID completed baseline assessments. Positive feedback on the process and outcomes was given by the researchers involved. Conclusion: The inclusion of people with ID both as researchers and as participants was achieved through an appropriate design, strong research partnerships, adequate and flexible resources, promotion of teamwork and a strong task focus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10