Service Delivery

Doing nothing: adults with disabilities with no daily activities and their siblings.

Taylor et al. (2012) · American journal on intellectual and developmental disabilities 2012
★ The Verdict

One in eight adults with IDD sits idle all day, and the service gap—not just inactivity—hurts their siblings too.

✓ Read this if BCBAs writing daytime activity plans for adults with IDD or consulting with families.
✗ Skip if Practitioners who work only with young children or short clinic sessions.

01Research in Context

01

What this study did

Taylor et al. (2012) mailed surveys to 173 adults with intellectual or developmental disabilities and to their adult brothers or sisters. They asked how the person with IDD spends weekdays and how the sibling feels about life. They also pulled service records to see who gets what help.

The team then compared three groups: adults who had no daytime activities, adults who had some activities, and the siblings of each group.

02

What they found

One in eight adults with IDD spent the day doing nothing—no work, no day program, no classes, no regular volunteer spot. These inactive adults had more behavior problems and worse health. Their brothers and sisters also reported lower well-being.

When the researchers added up other risk factors, the sibling distress link shrank. The real driver was not just boredom—it was missing services.

03

How this fits with other research

Van Naarden Braun et al. (2009) saw the same pattern three years earlier: severe ID and multiple impairments predict adult activity limits. Lounds shows the family fallout—siblings feel the gap.

Capio et al. (2013) surveyed Spanish adults with DD and found most leisure is passive and home-based, even though people want social or physical fun. The two studies line up: inactivity is common on both sides of the Atlantic.

Laxton et al. (2026) used wearable trackers and clocked adults with ID sitting almost eight hours a day. That objective number backs Lounds’ survey finding that many folks simply have nothing to do.

Syriopoulou-Delli et al. (2012), also in 2012, asked 139 siblings what help they need. They wanted disability facts, caregiving backup, and better services. Lounds supplies the reason: when services vanish, sibling stress rises.

04

Why it matters

If your client with IDD has blank calendar space, treat that as a red flag. Empty days link to behavior issues and drag down the whole family. Start an intake question: “What does the person do between 9 a.m. and 3 p.m.?” If the answer is “nothing,” prioritize a day program, volunteer job, or structured leisure. Your referral can lift both client and sibling well-being in one move.

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Add a “weekday schedule” box to your intake form; if it’s blank, refer to a day program before targeting any behavior plan.

02At a glance

Intervention
not applicable
Design
survey
Sample size
796
Population
intellectual disability, developmental delay
Finding
not reported

03Original abstract

A significant concern of parents and professionals is that adults with intellectual and developmental disabilities will go without regular educational-vocational activities. The authors examined predictors of such inactivity in individuals with intellectual and developmental disabilities, as well as how inactivity related to their sibling's well-being and the sibling relationship. Participants included 796 siblings of adults with intellectual and developmental disabilities who responded to a web-based survey. Nearly 13% of adults with intellectual and developmental disabilities were without daytime activities; these adults had more emotional-behavioral and health problems, were more underserved by the formal service system, and had parents who were less able to provide care. Although siblings of adults without activities reported more depressive symptoms, worse health, and less close sibling relationships, inactivity no longer predicted these problems after controlling for characteristics that predisposed adults with intellectual and developmental disabilities to have no activities.

American journal on intellectual and developmental disabilities, 2012 · doi:10.1352/1944-7558-117.1.67