Abstract Objectives As momentum for trauma-informed care (TIC) in intellectual and developmental disability (IDD) services increases, guidance for staff training in TIC is needed. Methods Through a synthesis of clinical knowledge, applied experience, and research-based evidence, integral considerations and training components to advance TIC within IDD services are identified and discussed. Results Careful planning regarding organizational context, staff development, and measurement is necessary to ensure the success of TIC staff training. Training components include the stress continuum, defining trauma, the prevalence and indicators of trauma, the principles of TIC, relational work and compassion-focused leadership, the impact of caregiving, and self-care and staff care. Conclusions TIC staff training requires an investment and a shift in approach, from behavioral to relational approaches. Despite a lag, the future is promising for enhancing the overall wellbeing of people with IDD and those that support them.

Abstract Objectives This study investigated parental stress in 270 parents of 167 autistic children before and after 18 months of community based Early Intensive Behavioral Intervention (EIBI). Methods Parental stress was measured by Swedish Parental Stress Questionnaire (SPSQ). The study examined associations between parental stress and child behaviors, as well as the influence of parental roles on stress levels. Results Compared to parents of typically developing children, both mothers and fathers reported elevated stress with mothers consistently experiencing higher levels. Mothers’ stress at intake was associated with child externalizing behaviors and fathers’ level of stress. Fathers’ stress at intake was solely predicted by mothers’ level of stress. During the intervention mothers’ stress related to role restriction and health problems reduced, while fathers’ stress remained relatively stable, except for increased feelings of incompetence in parenting, which increased. Conclusions The study underscores the need for tailored support strategies for mothers and fathers and emphasizes the intricate dynamics of parental stress, suggesting interventions that will consider factors like parent training, parental involvement, coping styles, and social support to enhance overall family well-being.

Abstract Objectives Posttraumatic stress disorder (PTSD) in individuals with intellectual disabilities (ID) or borderline intellectual functioning (BIF) often remains underdiagnosed. This review updates Daveney et al.’s (2019) review of studies on screening and assessment instruments for PTSD in these individuals. Methods A scoping review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology for scoping reviews. Results This review covers eight studies in which a total of five PTSD instruments are investigated. Three studies focused on individuals with mild ID and/or BIF (Impact of Event Scale-Intellectual Disabilities and Diagnostic Interview Trauma and Stressors-Intellectual Disability), two on mild to moderate ID (Lancaster and Northgate Trauma Scales), and two on severe to moderate ID (Diagnostic Interview Trauma and Stressors—Severe Intellectual Disability). One study did not specify the severity of ID (International Trauma Questionnaire-Intellectual Disabilities). Most instruments focus primarily on identifying PTSD symptoms, while some also integrate the assessment of traumatic and/or stressful events. Conclusions There is growing attention on PTSD assessment in individuals with ID or BIF. While most PTSD instruments have been developed for adults with mild to moderate ID or BIF, further research is needed to validate PTSD instruments in these populations. Additionally, research is needed on PTSD assessment in individuals with more severe levels of ID and in children with ID. Cross-cultural validation studies and larger sample sizes are required. Development of guidelines for PTSD screening and assessment in individuals with ID or BIF is recommended.