ERIC Number: EJ1481350
Record Type: Journal
Publication Date: 2025-Jul
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2322
EISSN: EISSN-1468-3148
Available Date: 2025-07-16
An Ongoing Process: The Implementation of an Intervention for People with Profound Intellectual and Multiple Disabilities over Time
Josien Schaafsma1; Annet ten Brug1; Annette van der Putten1
Journal of Applied Research in Intellectual Disabilities, v38 n4 e70098 2025
Introduction: The "Programma Perspectief" intervention aims to provide optimal support to people with profound intellectual and multiple disabilities. Knowledge concerning intervention fidelity is outdated and scarce as is typical for the support of persons with special needs. Methods: An survey amongst care professionals (n = 62) yielded data on the application of core elements of the intervention (vision, methodical approach, and collaboration) in practise, as well as on implementation barriers and facilitators. Results: Vision and methodical approach are reflected in practise. A positive association was found between the number of perceived barriers and time since implementation. Over time, more barriers emerged at organisational level. Conclusions: The results reveal the importance of attending to implementation, even after years. Further research should focus on developing focused implementation strategies to enhance the sustainability of the analysed intervention, thereby guaranteeing the quality of support provided to people with profound intellectual and multiple disabilities.
Descriptors: Program Implementation, Intervention, Severe Intellectual Disability, Multiple Disabilities, Fidelity, Barriers, Time, Sustainability
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1Faculty of Behavioural and Social Sciences, Department of Pedagogy and Educational Sciences, Basic Unit of Inclusive and Special Needs Education, University of Groningen, Groningen, the Netherlands

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