UCL Division of Psychology and Language Sciences, University College London, London, UK.
J Appl Res Intellect Disabil. 2018 Jan;31(1):106-113. doi: 10.1111/jar.12366. Epub 2017 May 15.
Evidence on the effects of contact and education based interventions on attitudes is limited in the intellectual disability field. This study compared the effects of brief interventions with different education, indirect and imagined contact components on lay people's attitudes.
401 adult participants were randomised to six digital brief interventions consisting of different combinations of education, indirect and imagined contact. Their attitudes, intergroup anxiety and social distance were assessed post-intervention and at four to six-week follow-up.
An intervention combining film-based education about intellectual disability and indirect contact had small positive effects on all three outcomes. Social distance was further reduced with the addition of a positively toned imagined contact task. These effects were maintained at follow-up.
A brief film-based digital intervention can have small positive effects on attitudes to people with intellectual disabilities. These may be enhanced by adding positive imagined contact.
接触和基于教育的干预措施对态度影响的证据在智力障碍领域有限。本研究比较了具有不同教育、间接和想象接触成分的简短干预措施对一般人群态度的影响。
401 名成年参与者被随机分配到六个数字简短干预措施中，这些干预措施由不同的教育、间接和想象接触组合组成。他们的态度、群际焦虑和社会距离在干预后和四到六周的随访中进行了评估。
结合关于智力障碍的基于电影的教育和间接接触的干预措施对所有三个结果都有较小的积极影响。通过增加积极的想象接触任务，社会距离进一步缩小。这些效果在随访中得到了维持。
简短的基于电影的数字干预措施可以对智力障碍患者的态度产生较小的积极影响。通过增加积极的想象接触，这些效果可能会增强。
