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Support Group Value and Design for Parents of Children with Severe or Profound Intellectual and Developmental Disabilities

Overview of attention for article published in Journal of Autism and Developmental Disorders, July 2018
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2 X users

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114 Mendeley
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Article details
Title
Support Group Value and Design for Parents of Children with Severe or Profound Intellectual and Developmental Disabilities
Published in
Journal of Autism and Developmental Disorders, July 2018
DOI 10.1007/s10803-018-3665-z
Pubmed ID
Authors
Abstract

The purpose of this study was to interview parents of children with severe or profound intellectual and developmental disabilities to determine the perceived value of support groups and identify recommendations for support group design based on their experiences and feedback. Despite varied experiences with support groups, most parents indicated the value of support groups is in providing a place where parents can feel understood and both share and gather information. Parents recommended support groups be targeted for parents of children with similar disabilities and needs, have flexible structures and qualified leaders, and offer a wide variety of content in various formats. Given parental recommendations for support group design varied, summary recommendations addressing a wide range of preferences are provided.

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X Demographics

X Demographics

The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley demographics

Mendeley demographics

The data shown below were compiled from readership statistics for 114 Mendeley readers of this research output. Click here to see the associated Mendeley record.
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Geographical breakdown

Geographical breakdown
Country Count As %
Unknown 114 100%

Demographic breakdown

Readers by professional status
Readers by professional status Count As %
Student > Master 15 13%
Student > Ph. D. Student 12 11%
Student > Bachelor 8 7%
Researcher 7 6%
Student > Doctoral Student 6 5%
Other 11 10%
Unknown 55 48%
Readers by discipline
Readers by discipline Count As %
Psychology 17 15%
Social Sciences 16 14%
Nursing and Health Professions 11 10%
Medicine and Dentistry 5 4%
Business, Management and Accounting 2 2%
Other 2 2%
Unknown 61 54%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 05 November 2018.
All research outputs
#16,188,009
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#4,003
of 5,240 outputs
Outputs of similar age
#213,080
of 330,793 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#67
of 83 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 21st percentile – i.e., 21% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 18th percentile – i.e., 18% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 330,793 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 26th percentile – i.e., 26% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 83 others from the same source and published within six weeks on either side of this one. This one is in the 18th percentile – i.e., 18% of its contemporaries scored the same or lower than it.