Page 22 - Social networks of people with mild intellectual disabilities: characteristics and interventions

Chapter 1
with mild ID. We used the Maastricht Social Network Analysis (MSNA) (Baars, 1994) adapted for people with mild ID (van Asselt-Goverts et al., 2012) to map the structural characteristics (e.g. accessibility, length of the relationship, initiation and frequency of contact) and functional characteristics (i.e. affection, connection, preference and practical/informational support) of the social networks of the participants. In this first part of the thesis a mainly quantitative approach was used. In chapter 2 we conduct a comprehensive examination of both the structural and functional characteristics of the social networks of people with mild ID. In chapter 3 we investigate the degree of satisfaction and the wishes of people with mild ID for their networks. We also examine the characteristics of the social networks in relation to network satisfaction and perceived QOL. In chapter 4 we compare the networks of people with mild ID, people with Autism Spectrum Disorders (ASD) and a reference group, to gain insight into the specific network characteristics and perceptions of people with mild ID. Because chapters 2, 3 and 4 can be read as separate articles, some overlap in the description of the studies could not be avoided. The second part of the thesis focuses on network interventions. In this part a mainly qualitative approach is used. In chapter 5 we explore the experiences of professionals in strengthening and expanding the social networks of clients with mild ID using group interviews. In chapter 6 we examine the results of an intervention aimed at strengthening or expanding the social networks of people with mild ID, from different perspectives (i.e. participants with ID, their support staff and trainers), using mixed methods (i.e. questionnaires and interviews) in a multiple case analysis. Finally, the general discussion in chapter 7 summarizes the main findings of the thesis, reflects on the strengths and limitations, and describes implications for future research, policy, practice and education.
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