Anxiety and depression among epilepsy patients in low-risk areas for COVID-19 in the northern part of Guizhou Province, China, during the COVID-19 pandemic

BackgroundThis study was aimed to investigate whether patients with epilepsy (PWE) have higher depression and anxiety levels than the normal population in low-risk areas for coronavirus disease 2019 (COVID-19) in the northern part of Guizhou Province, China, during the COVID-19 epidemic, to evaluate their knowledge on COVID-19, and to analyze related factors for the psychological distress of PWE at this special time.MethodsThe survey was conducted online from February 28, 2020 to March 7, 2020 via a questionnaire. PWE from the outpatient clinic of epilepsy of the Affiliated Hospital of Zunyi Medical University, and healthy people matched for age and sex, participated in this study. Mental health was assessed via a generalized anxiety self-rating scale (GAD-7) and the self-rating depression scale (PHQ-9). The knowledge of COVID-19 in both groups was investigated.ResultsThere were no significant differences in the general demographics between the PWE and healthy control groups. The scores of PHQ-9 (P < 0.01) and GAD-7 (P < 0.001) were higher in the PWE group than in the healthy group. There was a significant difference in the proportions of respondents with different severities of depression and anxiety, between the two groups, which revealed significantly higher degree of depression and anxiety in PWE than in healthy people (P = 0, P = 0). Overwhelming awareness and stressful concerns for the pandemic and female patients with epilepsy were key factors that affect the level of anxiety and depression in PWE. Further, the PWE had less accurate knowledge of COVID-19 than healthy people (P < 0.001). There was no statistically significant difference between the two groups in the knowledge of virus transmission route, incubation period, susceptible population, transmission speed, clinical characteristics, and isolation measures on COVID-19 (P > 0.05). PWE knew less about some of the prevention and control measures of COVID-19 than healthy people.ConclusionsDuring the COVID-19 epidemic, excessive attention to the epidemic and the female sex are factors associated with anxiety and depression in PWE, even in low-risk areas.

Evaluating the use of videoconferencing for handover and MDT meetings within an intensive support team

Purpose: This study aims to evaluate the use of videoconferencing when conducting multi-disciplinary team (MDT) and handover meetings within an NHS Adult Learning Disabilities Intensive Support Team (IST). The IST have been conducting MDT and handover meetings "virtually” since the start of the COVID-19 pandemic in March 2020, in line with government guidance. It is pertinent to evaluate the effectiveness of using videoconferencing, as the move to flexible, remote working is detailed within the NHS Long Term Plan. Design/methodology/approach: Participants were members of the IST. A mixed methods approach using an online questionnaire collected participant's views relating to the use of videoconferencing when conducting MDT and handover meetings, in comparison to previous face-to-face meetings. The questionnaire considered five key areas: accessibility, environment and communication, organisation, continuation of care and data protection and confidentiality. Results were collated and analysed. Findings: Improvements were reported relating to accessibility, as the virtual format allowed for easier attendance, provided greater flexibility in attending and inviting key stakeholders. A reduced sense of team connectedness was reported, related to the virtual environment. The majority of participants reported that they wish to continue to have the option to attend meetings virtually in future. Originality/value: There are no previous papers evaluating the use of videoconferencing within ISTs during the COVID-19 pandemic. This study suggests that the use of videoconferencing to conduct MDT and handover meetings is effective within the IST and highlights points for consideration moving forward. © 2023, Emerald Publishing Limited.

Online activities for individuals with intellectual disabilities at a day centre in the wake of COVID-19.

Background: The lockdown of a day centre for individuals with intellectual disabilities led to digital activities instead of traditional physical presence. Method: This study is based on 17 interviews with staff of a day centre, directors of day centres and support persons. Findings: The purpose of the digital activities was to overcome physical distance and to create "social connectedness" with service users at a day centre. Emphasis was placed on recognisability to meet the needs of the service users. When the lockdown was lifted, service users were included in the production of digital artefacts. There were also obstacles to digitalisation: some service users had no access to Internet or tablets at home, some lawyers forbid the use of common digital programmes and service users were denied being visible on social media, support persons lacked digital competence and were reluctant to digital activities. Conclusions: The experiences of digital activities including coproduction of films made individuals with intellectual disabilities active and visible on social media. This might facilitate the possibilities for future digital inclusion in society. The support from staff at the sheltered accommodations was vital and when it succeeded it promoted a more holistic approach to the service users' everyday lives.

Parental stress and support perception in southern Italy's households with intellectual disabilities and/or autistic spectrum disorder before and during the COVID-19 pandemic.

The stress experienced by parents of persons with Intellectual Disability (ID) and Autism Spectrum Disorder (ASD) is higher than that of parents of neurotypical children (TD). An important protective factor is the perception of the support received within the family and the social network. The emergency of the COVID-19 pandemic had a negative impact on the health of people with ASD/ID and their families. The aim of the study was to describe the levels of parental stress and anxiety before and during the lockdown in southern Italy's families with ASD/ID persons and analyze how the levels of support perceived by these families. 106 parents, the ages of 23 and 74 years (M = 45; SD = 9), from southern Italy responded to an online battery of questionnaires measuring parental stress, anxiety, perception of support and attendance at school activities and rehabilitation centers, before and during lockdown. In addition, descriptive, Chi-Square, MANOVA, ANOVAs, and correlational analyses were conducted. The results showed that during the lockdown, attendance at therapies and extra-moenia activities and participation in school activities drastically dropped. During lockdown, parents felt inadequate. The parental stress and anxiety were moderate, but the perception of support dropped significantly.

'Internet is easy if you know how to use it': Doing online research with people with learning disabilities during the COVID-19 pandemic.

Background: The coronavirus disease 2019 pandemic changed the way we live, work, interact and do research. Many activities moved online, and digital inclusion became an urgent issue for researchers working with people with learning disabilities and other groups at risk of exclusion. This has generated new questions about how we conduct research and what it means to go into 'the field'. Methods: We discuss our experience working across four qualitative research projects involving 867 participants with learning disabilities, conducted during the coronavirus disease 2019 pandemic. Findings: Moving research online resulted in often-swift adaptations to research designs and practice, bringing new insights and benefits to our studies. The changing circumstances fostered innovation and greater flexibility and contributed to research becoming more accessible to many. However, doing research online also posed new challenges as well as amplified existing ones. Conclusions: The pandemic has made it easier for some people with learning disabilities to participate in research, but more needs to be done to improve the reach and quality of that participation. Researchers should make the process of participation as accessible as possible. It is also their job to question and challenge the conditions that create barriers to participation in research and to look for ways to change these. We make some recommendations on how this can be achieved.

Virtual care during the pandemic: Multi-family group sessions for Hong Kong Chinese families of adolescents with intellectual disabilities.

The suspension of social services in Hong Kong during the COVID-19 pandemic increased the caregiver strain for families of adolescent children with intellectual disabilities, possibly aggravating their family relationships. This article reports on an online Multi-Family Group (MFG) conducted during the pandemic for Hong Kong Chinese families of adolescents affected by mild-to-moderate intellectual disabilities. A thematic analysis of the experiences of the participating service users revealed three positive effects of the intervention model: improved family relationships, mutual helpful influences occurring among families, and a new understanding of family members with intellectual disabilities. The therapeutic group process used to promote family development is illustrated by a group vignette. The challenges and the practical considerations for conducting an MFG online are discussed.

One School's Management of Students With Intellectual Disabilities During the COVID-19 Outbreak in Japan: A Study Based on Interviews With Teachers.

This study aimed to elucidate how school employees caring for students with intellectual disabilities managed emergencies caused by the COVID-19 pandemic. It attended to decision-making by school managers as well as the engagement of local teachers in the outcome resolution process. A total of 10 teachers employed in different positions were purposefully selected from a school for students with intellectual disabilities in Osaka, Japan, and interviews were conducted with them via Zoom. The thematic analysis identified six significant premises: sensemaking, emergency responsive organization, high morale, planning through prioritization, risk management, and recovery from adverse incidents. The findings suggest distributed leadership functions to successfully sustain security in educational practices. Additionally, the empirical study consisting of interviews with staff in multiple positions reveals that all of the staff's proactive participation in decision-making and the communication process enabled the school to cope with the pandemic crisis as a united organization.

The impact of COVID-19 on the lives of persons with intellectual disabilities: A participatory research project from Madrid, Spain

This chapter presents the findings of a participatory research project on the impact of COVID-19 and the lockdown on the lives of people with intellectual disabilities in Madrid, Spain. It provides a brief overview of the social policy framework with regards to people with disabilities, and how the government responded to the needs of people with disabilities during the pandemic. The research was conducted by seven co-researchers with intellectual disabilities, who explored how people with intellectual disabilities in Madrid had experienced the lockdown and sanitary restrictions from March 2020 to November 2021. Participants included people living at home with their families, in group homes and in residential care. The findings are contrasted with other studies on the impact of the pandemic in Spain. The pandemic revealed the precariousness of the care system, and the urgent need to shift towards a human rights compliant service provision. Our study shows that people with intellectual disabilities experienced restrictions in different aspects of their lives during a longer period, that people living in residential care were more isolated and that there is a general concern with the future. People living in congregated settings were subject to higher restrictions. Some people had become care providers to their parents, and digital skills had been essential to keep in touch with partners, friends and family. Furthermore, people expressed a desire to regain their freedom, meet new people and a concern with lack of employment. © 2023 Adela Palazuelos Velayos, Adrián Corona de la Iglesia, Ángela Sánchez Castillo, Gema Alises Urda, María Gómez-Carrillo de Castro, Marta Sancho Suils, Paola Cauja Pilataxi and Víctor Sanz Moreno. All rights reserved.

Implementing the classroom password game via telehealth among students with intellectual disabilities

Educational institutions are constantly aiming to better meet the academic needs of individuals with disabilities. As more students with disabilities attend postsecondary education settings researchers need to better understand how to apply both academic and behavioral interventions to better serve this population. Group contingencies are widely popular among educational settings to increase academic engagement and manage classroom behavior. More specifically, the classroom password is an independent group contingency intervention, often utilized in classroom settings to increase academic engagement and decrease disruptive and off‐task behaviors. Utilizing a single case design withdrawal design, researchers sought to evaluate the effectiveness of the classroom password intervention to increase academic engagement and decrease disruptive and off‐task behavior. Due to the COVID‐19 pandemic, researchers utilized the classroom password via telehealth. Overall, the current study's results demonstrate that the intervention was effective at increasing academic engagement and decreasing disruptive and off‐task behavior. Furthermore, the intervention was rated high for social validity among most participants. Future studies should continue to explore the effectiveness, generalizability, and maintenance of these results. Practitioner Points: 1.Classroom password showed increase in academic engagement for college students with intellectual disabilities.2.Classroom password demonstrated high social validity among college students and instructors.3.Group contingences can be a useful behavior intervention tool for comprehensive transition programs. [ FROM AUTHOR] Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Experiences of therapists conducting psychological assessments and video conferencing therapy sessions with people with mild intellectual disabilities during the COVID-19 pandemic.

Background. Due to the restrictive measures introduced to tackle the COVID-19 pandemic, therapists working with people with mild intellectual disabilities have had to use video conferencing to continue to conduct their psychological assessments and therapy sessions. This qualitative study explored therapists' experiences of using video conferencing during the initial lockdown period in the Netherlands. Method. In total, seven therapists working at a service organisation supporting people with intellectual disabilities participated in this qualitative study (M = 34.4 years; SD = 6.0, range: 26-42). The therapists documented their experiences via audio recordings, which were subsequently analysed using thematic analysis. Results. Five themes emerged: 1) An immediate transition to virtual working; 2) Developing virtual ways to support service users in both coping with COVID-19 related stress and with continuing therapy; 3) Lacking the appropriate equipment; 4) Limitations in virtually attuning to people with mild intellectual disabilities; and 5) Unforeseen opportunities for distance-based psychological assessments and therapy. Conclusions. This study provides valuable insights into the experiences of therapists using video conferencing to support people with mild intellectual disabilities during the COVID-19 pandemic. These insights can help inform clinical practice with respect to the use of video conferencing for psychological assessment and therapy with people with mild intellectual disabilities.

Parental home-based pulse oximetry monitoring for adults with intellectual disabilities at risk of serious respiratory problems including COVID-19: a brief report.

BACKGROUND: People with intellectual disabilities (ID) are at high risk of developing respiratory health issues. The COVID-19 pandemic has compounded this, with serious consequences, and for some, death. Despite home-based oxygen saturation monitoring being recommended for people with ID, there is a stark lack of evidence in the literature on its feasibility. METHOD: We conducted 3-day baseline home-based oxygen saturation monitoring, using pulse oximeters, with eight parents of nine adults with ID in Scotland. Two eligible parents also completed a further 2 weeks of monitoring, and returned an evaluation questionnaire on its feasibility. RESULTS: Baseline mean readings for eight adults with ID were within the normal range (%Sp02  ≥ 95), and for another one 94%. Fluctuations over the 3-day assessment period were experienced by six of these individuals. However, these variations were within limits which are not dangerous (lowest reading 92%), implying that parental home-based pulse oximetry monitoring is likely to be safe for adults with ID. The two parents who completed the evaluation found home-based pulse oximetry monitoring to be easy/very easy to do, and effective/very effective. CONCLUSIONS: This is the first research study, albeit with a very small sample, to report on the potential feasibility of parental home-based pulse oximetry monitoring for adults with ID. Home-based pulse oximetry monitoring appears to be safe in adults with ID at risk of developing serious respiratory problems, and not difficult for their parents to do. There is an urgent need to replicate this work, using a larger sample, to promote home-based respiratory health monitoring more widely for people with ID.

Supporting people with intellectual disability at end of life: Moral distress among staff caregivers during COVID-19

COVID-19 is likely to have compromised the management of end-of-life care. Disruptions include the inability to respect advanced care planning, offer support to the person dying, and the failure to celebrate the person's life within local customs. Where people work to deliver high-quality care, such disruption can lead to carers experiencing moral distress, which can have behavioural and physical consequences if unresolved. This chapter describes the leading theories of the causes, experiences, and prevention of moral distress for carers. We then utilise data from eight end-of-life interviews that supply evidence for carers experiencing moral conflict distress, moral constraint distress, moral uncertainty distress, retrospective moral distress, and moral residue to underpin three case stories about the disruptions to end-of-life care in the intellectual disability community. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Participating in the digital world: a consensus statement on digital social contact for people with disabilities living in sheltered care facility homes

Introduction: Digital social contact is increasingly being used, which accelerated during the COVID-19 pandemic. This study aimed to determine the consensus among stakeholders regarding recommendations for the use and facilitation of digital social contact for people with intellectual disabilities living in sheltered care facility homes. Method(s): This consensus statement was developed in three consecutive rounds of questionnaires (rapid online modified Delphi design). The expert-groups included people with disabilities (N = 6) and their families (N = 10), support professionals (N = 9), behavioural consultants (N = 7), managers of sheltered care facility homes (N = 10), scientists and industry experts (N = 15). Finding(s): Four main themes were identified: 1. Reasons for and types of digital social contact;2. Support and training needs;3. Materials and other requirements needed to enable digital social contact;and 4. Best practices and future developments. For each theme, several recommendations were formulated. Discussion and conclusion: This study resulted in a consensus statement aimed mainly at care professionals, families of people with intellectual disabilities and managers of sheltered care facility homes. Findings show that digital social contact can contribute to societal participation of people with disabilities. Additionally, tailored exploration of digital contact is recommended, as well as aiming for inclusive-by-design technology developments with developers and stakeholders working together.Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Digital inclusion in spanish mainstream and special schools: Teachers' perceptions of internet use by students with intellectual disabilities

Background Although there is research-based evidence on the educational potential of information and communication technologies as teaching and learning resources for schools, studies focused on the real benefits and risks associated with online activities of students with intellectual disabilities are still scarce. The purpose of this study was to describe and compare teachers' perspectives on this topic in relation to a school setting (mainstream and special schools), teaching specialty (general and special educators) and teaching level (primary and secondary education). Methods A cross-sectional survey design was conducted in which a sample of 208 general and special education teachers from mainstream and special schools participated. Participants had to respond to a questionnaire that included questions related to the opportunities and risks of the Internet and online safety. Findings Teachers perceive that the Internet is unsafe for students with intellectual disabilities and it entails more risks than benefits for these students. Such perceptions may determine the educational intervention, especially when the Internet has shown to be crucial during the coronavirus disease 2019 pandemic. Differences were found regarding school setting, teaching specialty and teaching level. The data reflect a lack of consensus regarding the potential benefit of digital inclusion for students with intellectual disabilities, based on the perception that the online environment is not safe for this population. Conclusion There is a need to train teachers on how to achieve the maximum educational potential of the Internet for these students, as well as to learn to implement strategies to prevent and manage online risks. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Qualitative exploration of the physical activity engagement among college students with intellectual disabilities

Higher education institutions today have offered a range of postsecondary transition programs for adults with.intellectual disabilities (ID). Applying the social-ecological framework, this study was aimed to analyze qualitative data about the experiences and perceptions of physical activity (PA) among eight college students with ID at a post-secondary transition program in the United States. The phenomenological approach was utilized to describe participants' lifeworld experience of PA. Results indicated that the most PA opportunities on campus merely derived from the availability of adapted programs. Only one participant met the minimum requirement of engaging moderate-intensity exercise weekly. Based on the analysis using the social-ecological framework, the results include twelve themes at the intrapersonal level (self-efficacy, personality, emotion, past experiences, knowledge, and time), interpersonal level (family support and friend support), and institutional level (specifically, university recreation center, available adapted programs, adverse weather, and COVID effect) that influenced their PA participation. The current transition program seemed to promote sedentary behaviors during school hours. Strategies to enhance PA engagement for this population should include increasing students and parents' knowledge of PA and health, providing adequate social support from college mentors and more adapted PA opportunities and alternative options on campus. These recommendations could boost PA self-efficacy and overcome barriers at multiple levels in students with ID.Copyright © The British Society of Developmental Disabilities 2023.

Teleassistance and telerehabilitation: COVID-19, other epidemic situations and future prospects

Persons with intellectual disability (PwID) and/or and autism spectrum disorder with high support needs (ASD-HSN) have resulted to be among the most vulnerable populations to COVID-19 and distress factors associated to the measures for containing its spread. Telemedicine, particularly teleassistance (TA) and telerehabilitation (TR), was used to manage several health, rehabilitation, and assistance needs, in respect to both the prevention and treatment of the epidemic illness and the continuity of care necessary for the condition of developmental disability and co-occurrent physical or mental disorders. TA and TR can be operated through direct or indirect interaction with the PwID/ASD, in the latter way, intermediation on the local side is provided by a family member, a habitual caregiver or a technician. The present chapter reviews the most frequent TA and TR activities, their prerequisites, ways of use, and objectives, which must be aligned with the more general aim of every individualized therapeutic and rehabilitation plan, which is to promote and favor PwID/ASD's quality of life. Studies on TA and TR efficacy for PwID/ASD are limited, especially concerning adulthood. The few available findings show effectiveness in maintenance or slight improvement of cognitive, adaptive, and occupational skills. Family members and other caregivers reported empowerment of their educational and relational skills with the PwID/ASD, including the management of ordinary and extraordinary activities and critical episodes. In comparison with traditional face-to-face services, main advantages have been identified in higher availability and accessibility, and shorter physical and psychological distance. Main limits are represented by the lack of all aspects of the therapeutic relationship related to physical interaction, possible poor ability to use technology, availability of the technology itself, privacy issue, and distracting factors associated to the home environment. Although feasibility and effectiveness are shown so far, it is unlikely that telemedicine will be able to replace traditional practices, at least in the near future. However, it could represent a valid supplement, integration, or temporary alternative. Future research should provide insights on indications, efficacy assessment, contextual implementation, and operational stability over time of specific TA and TR activities as well as on the use of artificial intelligence, machine learning, and interactive avatars. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Discapacitat intel·lectual i quarantena: els efectes del confinament en el benestar subjectiu d'infants i joves

La COVID-19 ha generat una crisi sanitària sense precedents que ha tingut un impacte en el benestar i la salut mental, especialment per a infants i joves, que han experimentat les condicions més estrictes de confinament a la llar. Utilitzant dues onades d'una enquesta a Catalunya, analitzem, des de la perspectiva de famílies i representants legals, els efectes del confinament en el benestar subjectiu d'infants i joves amb diferents graus de discapacitat intel.lectual durant la pandèmia. Fem una anàlisi de variància amb mesures repetides i correlacions bivariables. Els resultats indiquen que els components afectius del benestar subjectiu van seguir patrons similars en infants i joves amb graus lleus o moderats i greus o profunds de discapacitat intel.lectual durant el període de confinament. La reducció de les mesures de confinament va augmentar els afectes positius. Un element clau en el benestar dels participants va ser la capacitat d'entendre els motius del tancament, així com el nivell de suport social rebut i l'autoeficàcia dels seus familiars o tutors. En una situació de tancament, els infants i joves amb diferents graus de discapacitat intel.lectual desenvolupen mecanismes de protecció del benestar subjectiu mitjançant un procés d'homeòstasi basat en l'experiència d'afectes positius enfront de la crisi.Alternate :Resumen: La COVID-19 ha generado una crisis sanitaria sin precedentes que ha tenido un impacto en el bienestar y la salud mental, especialmente por los niños y jóvenes que han experimentado las condiciones más estrictas de confinamiento al hogar. Utilizando dos oleadas de una encuesta en Cataluña (n = 549 TI;n = 114T2), analizamos, desde la perspectiva de familias y representantes legales, los efectos del confinamiento en el bienestar subjetivo de niños y jóvenes con diferentes grados de discapacidad intelectual durante la pandemia. Realizamos un análisis de varianza con medidas repetidas y correlaciones bivariadas utilizando SPSSv.25. Los resultados indican que los componentes afectivos del bienestar subjetivo siguieron patrones similares en los niños y jóvenes con grados bajos/moderados y severos/profundos de discapacidad intelectual durante el periodo de confinamiento. La reducción de las medidas de confinamiento aumentó los afectos positivos. Un elemento clave en el bienestar de los participantes fue la capacidad de entender los motivos del cierre, así como el nivel de apoyo social recibido y la autoeficacia de sus familiares o tutores. En una situación de cierre, los niños y jóvenes con diferentes grados de discapacidad intelectual desarrollan mecanismos de protección del bienestar subjetivo mediante un proceso de homeostasis basado en la experiencia de afectos positivos enfrente la crisis.Alternate :COVID-19 created an unprecedented health crisis that had an impact on well-being and mental health, particularly in the case of children and youths who experienced the most stringent conditions of home confinement. Using two waves of a survey in Catalonia (n = 549 W1;n = 114 W2), we analysed, from the perspective of parents and legal representatives, the effects of confinement on the subjective wellbeing of children and youths with varying degrees of intellectual disability during the COVID-19 pandemic. We conducted a mixed repeated measures analysis and bivariate correlations using SPSS v.25. The results indicate that the affective components of subjective well-being followed similar patterns in children and youths with low/moderate and severe/profound degrees of intellectual disability during the confinement period. The reduction in confinement measures primarily increased positive effects. A key element in the well-being of our participants was the ability to understand the reasons for the lockdown, the level of social support received and the self-efficacy of their relatives or guardians. In a lockdown situation, children and youths with varying degrees of intellectual disability develop mechanisms to protect their subjective wellbeing by means o a process of homeostasis based on the experience of positive feelings in the face of the crisis.

Coronavirus: how to spot suspected cases of COVID-19

Essential informationCoronaviruses are a family of viruses that cause illnesses ranging from colds to more severe diseases such as Middle East respiratory syndrome, or MERS, and severe acute respiratory syndrome, known as SARS.

Immunogenicity of SARS-CoV-2 mRNA intramuscular vaccination in patients with muscular disorders.

Backgrounds: Little clinical data is available on severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) in patients with muscular disorders (MDs). The immunogenicity of SARS-CoV-2 vaccines against MDs, in particular, remains unknown. Thus, this study aimed to confirm the immunogenicity and safety of the SARS-CoV-2 vaccine against MDs. Methods: All participants were vaccinated with two doses of mRNA vaccines (BNT162b2, Pfizer-BioNTech). The serum samples were collected from each patient on the day of second dose of vaccination, and then, consecutively, after one month, three months, and six months. Anti-SARS-CoV-2 IgG levels were determined using the Abbott SARS-CoV-2 IgG II Quant assay. Results: We evaluated 75 individuals, including 42 patients with MDs and 33 patients with non-muscular disorders (non-MDs). Non-MD patients primarily include those with severe motor and intellectual disabilities. The median age of the patients was 32 years (range 12-64 years). After one and three months following the second immunization, patients with MDs had lower antibody responses. Furthermore, three months following the second immunization, the proportion of high responders among patients with MDs decreased significantly compared to that among patients without MDs (p-value of less than 0.01). No serious adverse events were observed in patients with or without MDs. Conclusion: Intensity and latency of antibody response were suppressed in patients with MDs. Although MDs may be a key contributor in predicting the antibody response to SARS-CoV-2 vaccination, SARS-CoV-2 immunization in MDs needs extensive research.

The social, psychological, and physical impact of COVID-19 restrictions for institutionalized adults with intellectual and developmental disabilities.

During the COVID-19 pandemic, drastic measures to interrupt SARS-CoV-2 infection chains were implemented. In our study we investigated the consequences of pandemic related restrictions on the social, psychological, and physical well-being of institutionalized adults with intellectual and developmental disabilities. Methods: Online survey among professional caregivers in 71 residential groups, caring for 848 residents. Findings: (i.) A lack of participation concerning infection protection measures of the residents, their relatives, and their caregivers; (ii.) A 20% increase in doctor contacts during the pandemic; (iii.) A considerable deterioration in at least one item of the subdomains mood (49%), everyday skills (51%), social interaction (29%), exercise and coordination skills (12%), behavior (11%) and cognition and communication (7%); (iv.) A deterioration of the overall condition in 41%; Summery: Intensive attempts should be made to find individual and less categorical contra-infectious measures without questioning the basic everyday needs of people with intellectual and developmental disabilities.