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COVID-19 outcomes among people with intellectual and developmental disability living in residential group homes in New York State

LANDES, Scott D.
TURK, Margaret A.
FORMICA, Margaret K.
McDONALD, Katherine E.
STEVENS, J. Dalton
June 2020

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In order to investigate whether people with intellectual and developmental disabilities (IDD) are at higher risk of severe outcomes from COVID-19, the COVID-19 outcomes among people with IDD living in residential groups homes in the state of New York and the general population of New York State were compared. Data for people with IDD are from a coalition of organizations providing over half of the residential services for the state of New York, and from the New York State Department of Health. Analysis describes COVID-19 case rates, case-fatality, and mortality among people with IDD living inresidential group homes and New York State through May 28, 2020

 

Disability and Health Journal, https://doi.org/10.1016/j.dhjo.2020.100969

 

2030 Agenda for sustainable development: Selected SDG indicators disaggregated by disability status

WASHINGTON GROUP ON DISABILITY STATISTICS
October 2018

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In light of the importance of disability data collection and the disaggregation of Sustainable Development Goal (SDG) outcome indicators by disability status, the Washington Group on Disability Statistics (WG) undertook an exercise to review, among WG member countries, the extent to which data on SDG indicators currently available can be disaggregated by disability status. Requests for disaggregated SDG data for 13 selected indicators were sent to 146 member countries. 48 countries responded and 39 provided data. Response data is tabulated and discussed.

Association between social factors and performance during Functional Capacity Evaluations: a systematic review

ANSUATEGUI ECHEITA, Jone
VAN HOLLAND, Berry J
GROSS, Douglas P
KOOL, Jan
OESCH, Peter
TRIPPOLINI, Maurizio
RENEMAN, Michiel F
March 2018

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Purpose: Determine the association of different social factors with Functional Capacity Evaluation (FCE) performance in adults.

 

Materials and methods: A systematic literature search was performed in MEDLINE, CINAHL, and PsycINFO electronic databases. Studies were eligible if they studied social factor’s association with the performance of adults undergoing FCE. Studies were assessed on methodological quality and quality of evidence. The review was performed using best-evidence synthesis methods.

 

Results: Thirteen studies were eligible and 11 social factors were studied. Considerable heterogeneity regarding measurements, populations, and methods existed among the studies. High quality of evidence was found for the association of FCE performance with the country of FCE and examiner’s fear behavior; moderate quality of evidence with previous job salary; and low or very low quality of evidence with compensation status, litigation status, type of instruction, time of day (workday), primary or mother language, and ethnicity. Other social factors were not studied.

 

Conclusions: Evidence for associations of various social factors with FCE performance was found, but robust conclusions about the strength of the associations cannot be made. Quality of evidence ranged from high to very low. Further research on social factors, also within a biopsychosocial context, is necessary to provide a better understanding of FCE performance.

Annual disability statistics compendium : 2011

HOUTENVILLE, Andrew
RUIZ, Tony
November 2011

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This report presents "statistics on people with disabilities and government programs that serve the population with disabilities and is modeled after the Statistical Abstracts of the United States, published yearly by the U.S. Department of Commerce. The Compendium is designed to serve as a reference guide to government publications. At the bottom of each table, the source of data appearing in each table is presented. These referenced sources contain additional statistical and information about the way the data were collected and the statistics were generated"

Getting ready : findings from the National School Readiness Indicators Initiative. A 17 State partnership

RHODE ISLAND KIDS COUNT
Ed
February 2005

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This is a comprehensive report on school readiness indicators. The report explores why school readiness is important, and identifies core indicators in relation to children's development, families, communities and services. It also looks at indicators in relation to policy making and provides a sampling of policy options. The focus is on the US experience but findings and indicators can be adapted and applied to other contexts

Getting ready

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This is the website of the School Readiness Indicators Initiative. This is a US multi-state initiative that uses child well-being indicators to build a change agenda in states and local communities in order to improve school readiness and ensure early school success. The initiative objectives are: to create a set of measurable indicators related to and defining school readiness that can be tracked regularly over time at the state an local levels; to have states and local governments adopt this indicators-based definition of school readiness, fill in gaps in data availability, track data over time and report findings to their citizens; to stimulate policy, programme and other actions to improve the ability of all children to read at grade level by the end of the third grade. This resource contains key news, updates and critical information materials. Although the focus is on the US, research on indicators and lessons learned can be adapted for other contexts

Annual disability statistics compendium

INSTITUTE ON DISABILITY, UNIVERSITY OF NEW HAMPSHIRE

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This is a web-based tool of statistics on people with disabilities and related government programs modeled after the Statistical Abstract of the United States. The Stats RRTC annually examines large quantities of survey data and administrative records from various sources related to people with disabilities. These are compiled into a Compendium which serves as reference guide for the government, policymakers, researchers, administrators, advocates, and other relevant stakeholders; and provides accessible, valid statistics to support policy improvements, program administration, service delivery, protection of civil rights, and major life activities. Statistics are provided according to topic, year, as well as links to related events, glossary, research on disability

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