Transitioning into adulthood with mild intellectual disability and mental health problems: experiences of young people and parents
Bibliographic record
Abstract
Objectives Transitioning into adulthood (including adult healthcare) is challenging for adolescents with mild intellectual disability (MID) and mental health problems. This qualitative study investigates the transition experiences of these youths and their parents’, in order to optimize support.Methods Nine youths (aged 16–28) and four parents were interviewed. Questions concerned expectations of, or experiences with, the transition and associated problems or positive aspects. Inductive thematic analysis was used.Results Youths and parents described many changes across various life domains, which caused high levels of stress. Timely preparations, information, and practical support facilitated a successful transition. Participants emphasized the need for continuity of care and autonomy.Conclusions Preparations for the transition are recommended to be initiated at the age of 16. These should include: providing practical information, discussing changes in responsibilities, and engagement of the support network. Youths with MID and mental health problems prefer to be involved in decision making after being properly informed by professionals.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".