Current Research
The Education & Research Division conducts research on interventions for people with intellectual disabilities, family needs and characteristics, and effective staff training programs. We welcome partnerships with regional and national organizations and universities with similar research interests, and facilitate the implementation of external research projects at The Baddour Center.
Factors Affecting Residential Service Selection.
This is a mixed methods project that involves interviews with adults who have intellectual disabilities and their families. Many hours of video-taped interviews have been conducted, with data collected on school experiences, parenting practices, community-based services, work experiences, residential placements, and future planning. We are currently analyzing data on the advocacy behaviors of mothers, and we are planning on expanding the subject pool to include residents and families of other private residential facilities. If you have questions, or if you would like to participate in this project, please contact Dr. Shannon Hill. Email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it Phone: 662-562-0100, ext. 295.
Assessment of Grief Experiences and Beliefs of People with Intellectual Disabilities.
Research indicates people with intellectual disabilities are at risk for a variety of serious losses throughout the lifespan, and it is desirable to develop teaching and therapy strategies to assist them in coping with these experiences. This project seeks to identify the types of losses people with intellectual disabilities have experienced, along with information about coping behaviors and useful supports in developing coping skills. We are currently seeking adults with intellectual disabilities and a knowledgeable family member to participate in this project, which involves completion of a 10-question assessment of beliefs about grief and an interview about events that may result in loss and grief over the lifespan. For more information, or to volunteer for this project, please contact Patricia Ofili. Email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it Phone: 662-562-0100, ext. 217.
Effect of a Staff Training Program on Perceived Competence and Job Stress.
Direct Support Professionals (DSPs) are critically important people in the lives of individuals who receive residential services. Previous research has indicated that this diverse and demanding job can be truly rewarding, but also highly stressful. Nationally, the direct support workforce has been subject to high turnover rates. Our project originated with a request by veteran Baddour DSPs for an opportunity to gather, discuss issues they are facing, and learn more skills. Phase One provided instruction in basic behavior intervention concepts within the context of a psychoeducational group. Phase Two will offer communication enhancement techniques. Group participants are tracked for type and level of stress as well as feelings of job competence. For more information, please contact Corinn Johnson. Email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it Phone: 662-562-0100, ext. 278.
The Social Behavior of People with Intellectual Disabilities.
Historically, most clinicians have aimed at teaching discrete social behaviors such as turn-taking, eye contact, and conversation skills for the purpose of developing social relationships. Many have found teaching these skills to be difficult, specifically with respect to using the target skills in novel situations. In addition, few researchers have examined these relationships between individuals with intellectual disabilities despite their being a potentially significant and available source of social support for each other. The current study examines the relationships that do exist between individuals with intellectual disabilities. Participants’ social behavior will be observed in several settings, including at work and home. In addition, participants will be asked to describe their peers’ behavior by nominating them for categories such as “Most Liked”, “Friends”, “Disruptive”, and “Keeps Secrets”. This will allow us to look at what characteristics are associated with social interaction in different environments and, perhaps, determine which behaviors/categories are important for being described as friends by peers. We hope to better understand the social culture of intellectual disability, which may help inform decisions about individuals’ vocational and residential placement, facilitate their development of meaningful relationships, and enhance overall quality of life. For more information, please contact Carly Gardner. Email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it Phone 662-562-0100 ext. 210.
