A new study from the UConn Neag School of Education has found significant gaps in how emotional well-being is measured in children and adolescents with intellectual disabilities.

The authors explored which areas of emotional well-being are assessed in individuals with intellectual disabilities. They found that most items assessing emotional well-being only focused on the quality of everyday experiences or life satisfaction and few items focused on the ability to pursue goals, which is a well-being component linked to better long-term outcomes.

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