Pub Date : 2023-11-15DOI: 10.1007/s10882-023-09937-1
Brenna Griffen, Elizabeth R. Lorah, Nicolette Caldwell, Donald A. Hantula, John Nosek, Matt Tincani, Shea Lemley
Abstract Handwashing is a vital skill for maintaining health and hygiene. For individuals with intellectual and developmental disabilities (IDD), such as autism spectrum disorder, evidence-based strategies, such as prompting and task analysis, may be effective in teaching these skills. Due to the shortage of experts who teach individuals with IDD skills such as handwashing, staff working with children need a means of ensuring these instructional strategies are implemented with fidelity. This study examined the effects of a tablet-based application that used artificial intelligence (GAINS®) on four behavior technicians’ implementation of least-to-most prompting, total task chaining, and time delay during an acquisition of handwashing program with young children with autism. All four technicians increased fidelity immediately upon using GAINS and all four technicians reached mastery criteria within the shortest number of sessions possible. One child participant met mastery criteria, two showed some gains, and one demonstrated a high degree of variability across sessions. Limitations of the least-to-most prompting procedure, user design, considerations and directions for future research and practice are discussed.
{"title":"The Effects of Artificial Intelligence on Implementors’ Fidelity of Instructional Strategies During Handwashing Acquisition in Children with Autism","authors":"Brenna Griffen, Elizabeth R. Lorah, Nicolette Caldwell, Donald A. Hantula, John Nosek, Matt Tincani, Shea Lemley","doi":"10.1007/s10882-023-09937-1","DOIUrl":"https://doi.org/10.1007/s10882-023-09937-1","url":null,"abstract":"Abstract Handwashing is a vital skill for maintaining health and hygiene. For individuals with intellectual and developmental disabilities (IDD), such as autism spectrum disorder, evidence-based strategies, such as prompting and task analysis, may be effective in teaching these skills. Due to the shortage of experts who teach individuals with IDD skills such as handwashing, staff working with children need a means of ensuring these instructional strategies are implemented with fidelity. This study examined the effects of a tablet-based application that used artificial intelligence (GAINS®) on four behavior technicians’ implementation of least-to-most prompting, total task chaining, and time delay during an acquisition of handwashing program with young children with autism. All four technicians increased fidelity immediately upon using GAINS and all four technicians reached mastery criteria within the shortest number of sessions possible. One child participant met mastery criteria, two showed some gains, and one demonstrated a high degree of variability across sessions. Limitations of the least-to-most prompting procedure, user design, considerations and directions for future research and practice are discussed.","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"9 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136228778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-11DOI: 10.1007/s10882-023-09941-5
Michelle C. Reynolds, Mirian E. Ofonedu, Angelina Alpert
{"title":"A Conceptual View of Expanding Person-Centered Thinking Approaches for Developing Personalized Integrated Supports for People with Disabilities and Their Families","authors":"Michelle C. Reynolds, Mirian E. Ofonedu, Angelina Alpert","doi":"10.1007/s10882-023-09941-5","DOIUrl":"https://doi.org/10.1007/s10882-023-09941-5","url":null,"abstract":"","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"49 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135042958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-10DOI: 10.1007/s10882-023-09935-3
Michelle P. Kelly, Ingy Alireza, Shariffah Azzaam, Lamis M. Baowaidan, Ahlam A. Gabr, Roqayyah Taqi, Sharifa N. Yateem
{"title":"Correction: Applied Behavior Analysis and Autism Spectrum Disorder in the Gulf Region in the Middle East","authors":"Michelle P. Kelly, Ingy Alireza, Shariffah Azzaam, Lamis M. Baowaidan, Ahlam A. Gabr, Roqayyah Taqi, Sharifa N. Yateem","doi":"10.1007/s10882-023-09935-3","DOIUrl":"https://doi.org/10.1007/s10882-023-09935-3","url":null,"abstract":"","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"19 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135092541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-07DOI: 10.1007/s10882-023-09936-2
Sarah A. Sobotka
{"title":"Magic Mothers: How Parents of Children with Invasive Mechanical Ventilation Can Make Health System Crises Disappear","authors":"Sarah A. Sobotka","doi":"10.1007/s10882-023-09936-2","DOIUrl":"https://doi.org/10.1007/s10882-023-09936-2","url":null,"abstract":"","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"50 36","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135432866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-07DOI: 10.1007/s10882-023-09933-5
Ban Haidar, Hedda Meadan
{"title":"The COVID-19 Pandemic Experience for Families of Young Children with Autism","authors":"Ban Haidar, Hedda Meadan","doi":"10.1007/s10882-023-09933-5","DOIUrl":"https://doi.org/10.1007/s10882-023-09933-5","url":null,"abstract":"","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"52 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135432083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1007/s10882-023-09938-0
T. S. van der Woude, R. M. Schüller-Korevaar, A.M. Ulgiati, G.J. Pavlis-Maldonado, J.H.M. Hovenkamp-Hermelink, A.D. Dekker
Abstract Background and Aim Timely diagnosis of dysphagia is important for people with an intellectual disability. Periodic screening of each individual by speech-language therapists is barely feasible with respect to limited resources. Therefore, preselection of individuals with an increased dysphagia risk through screening by caregivers is crucial. Objective This study aimed to develop the novel Screening instrument for Dysphagia for people with an Intellectual Disability (SD-ID). Methods The SD-ID was developed, validated and optimised in two rounds. Version 3, consisting of nine risk factors and 20 items concerning eating/drinking behaviour, was thoroughly studied for feasibility, concurrent validity and reliability, and then optimised. Outcomes and Results The SD-ID (version 3) was filled out in an average of four minutes (feasibility). A strong positive association was found between scores on SD-ID and Dysphagia Disorder Survey (concurrent validity). Test-retest and interrater reliability were very good. Two additional risk factors were added and two items removed to yield the final version 4. The most optimal cut-off score appeared to be either 4 or 5. Conclusions and Implications The SD-ID is a reliable instrument to screen for an increased risk of dysphagia in people with an intellectual disability. Ideally it is part of a cyclic work process: Screening with SD-ID (step 1), diagnostic work-up if necessary (step 2), recommendations (step 3), and evaluation (step 4).
{"title":"Screening Instrument for Dysphagia in People with an Intellectual Disability (SD-ID): Quick and Reliable Screening by Caregivers","authors":"T. S. van der Woude, R. M. Schüller-Korevaar, A.M. Ulgiati, G.J. Pavlis-Maldonado, J.H.M. Hovenkamp-Hermelink, A.D. Dekker","doi":"10.1007/s10882-023-09938-0","DOIUrl":"https://doi.org/10.1007/s10882-023-09938-0","url":null,"abstract":"Abstract Background and Aim Timely diagnosis of dysphagia is important for people with an intellectual disability. Periodic screening of each individual by speech-language therapists is barely feasible with respect to limited resources. Therefore, preselection of individuals with an increased dysphagia risk through screening by caregivers is crucial. Objective This study aimed to develop the novel Screening instrument for Dysphagia for people with an Intellectual Disability (SD-ID). Methods The SD-ID was developed, validated and optimised in two rounds. Version 3, consisting of nine risk factors and 20 items concerning eating/drinking behaviour, was thoroughly studied for feasibility, concurrent validity and reliability, and then optimised. Outcomes and Results The SD-ID (version 3) was filled out in an average of four minutes (feasibility). A strong positive association was found between scores on SD-ID and Dysphagia Disorder Survey (concurrent validity). Test-retest and interrater reliability were very good. Two additional risk factors were added and two items removed to yield the final version 4. The most optimal cut-off score appeared to be either 4 or 5. Conclusions and Implications The SD-ID is a reliable instrument to screen for an increased risk of dysphagia in people with an intellectual disability. Ideally it is part of a cyclic work process: Screening with SD-ID (step 1), diagnostic work-up if necessary (step 2), recommendations (step 3), and evaluation (step 4).","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"196 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135321617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.1007/s10882-023-09940-6
Steffie van der Steen, Yannick Hill, Ralf F. A. Cox
Abstract Purpose: Dyadic synchrony is positively associated with social competence. Although children diagnosed with Autism Spectrum Disorder (ASD) and children diagnosed with Down Syndrome (DS) both have trouble with dyadic synchrony, the origin of their difficulties is fundamentally different. In this mixed method study, we investigated differences in dyadic synchrony and social behavior between children diagnosed with ASD and DS. Methods: Twenty-seven children diagnosed with ASD (10 cisgender females; M age = 10.98 years; SD = 2.21) and twenty-five children diagnosed with DS (11 cisgender females; M age = 11.91 years; SD = 2.27) performed a collaborative drawing task with a parent in which they had to synchronize their drawing movements. We continuously tracked their dominant hand movements using wearable accelerometers, and performed Cross-Recurrence Quantification Analysis to extract synchrony measures. Additionally, we compared the social behaviors (interpersonal synchrony, emotion regulation, and social cognition, motivation, and confidence) of these children using quantitative parental questionnaires. Results: Parent-child synchrony measures were significantly higher for children diagnosed with ASD. Yet, parents were significantly more positive about the social behaviors of children diagnosed with DS. No significant correlation between the synchrony and questionnaire measures was found. Conclusion: While children diagnosed with ASD synchronize better during a collaborative task, the social behavior of the children diagnosed with DS (including social synchrony) is more positively evaluated by their parents. Possible reasons for this discrepancy are discussed.
{"title":"The Relationship Between Parent-Child Movement Synchrony and Social Behavior of Children Diagnosed with Autism Spectrum Disorder and Children Diagnosed with Down Syndrome","authors":"Steffie van der Steen, Yannick Hill, Ralf F. A. Cox","doi":"10.1007/s10882-023-09940-6","DOIUrl":"https://doi.org/10.1007/s10882-023-09940-6","url":null,"abstract":"Abstract Purpose: Dyadic synchrony is positively associated with social competence. Although children diagnosed with Autism Spectrum Disorder (ASD) and children diagnosed with Down Syndrome (DS) both have trouble with dyadic synchrony, the origin of their difficulties is fundamentally different. In this mixed method study, we investigated differences in dyadic synchrony and social behavior between children diagnosed with ASD and DS. Methods: Twenty-seven children diagnosed with ASD (10 cisgender females; M age = 10.98 years; SD = 2.21) and twenty-five children diagnosed with DS (11 cisgender females; M age = 11.91 years; SD = 2.27) performed a collaborative drawing task with a parent in which they had to synchronize their drawing movements. We continuously tracked their dominant hand movements using wearable accelerometers, and performed Cross-Recurrence Quantification Analysis to extract synchrony measures. Additionally, we compared the social behaviors (interpersonal synchrony, emotion regulation, and social cognition, motivation, and confidence) of these children using quantitative parental questionnaires. Results: Parent-child synchrony measures were significantly higher for children diagnosed with ASD. Yet, parents were significantly more positive about the social behaviors of children diagnosed with DS. No significant correlation between the synchrony and questionnaire measures was found. Conclusion: While children diagnosed with ASD synchronize better during a collaborative task, the social behavior of the children diagnosed with DS (including social synchrony) is more positively evaluated by their parents. Possible reasons for this discrepancy are discussed.","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"2 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1007/s10882-023-09934-4
Sara C. Collins, Andrea Barton-Hulsey, Christy Timm-Fulkerson, Michelle C. S. Therrien
{"title":"AAC & Literacy: A Scoping Review of Print Knowledge Measures for Students who use Aided Augmentative and Alternative Communication","authors":"Sara C. Collins, Andrea Barton-Hulsey, Christy Timm-Fulkerson, Michelle C. S. Therrien","doi":"10.1007/s10882-023-09934-4","DOIUrl":"https://doi.org/10.1007/s10882-023-09934-4","url":null,"abstract":"","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135667469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1007/s10882-023-09930-8
Tomomi McAuliffe, Brittany Apps, Jenny Setchell
{"title":"Correction: Using Relationship Development Intervention with Autistic Children and Their Families: The Experiences of RDI Consultants in Australia","authors":"Tomomi McAuliffe, Brittany Apps, Jenny Setchell","doi":"10.1007/s10882-023-09930-8","DOIUrl":"https://doi.org/10.1007/s10882-023-09930-8","url":null,"abstract":"","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-12DOI: 10.1007/s10882-023-09932-6
Salih Rakap, Serife Balikci, Burak Aydin, Sinan Kalkan
{"title":"Promoting Inclusion Through Embedded Instruction: Enhancing Preschool Teachers’ Implementation of Learning Opportunities for Children with Disabilities","authors":"Salih Rakap, Serife Balikci, Burak Aydin, Sinan Kalkan","doi":"10.1007/s10882-023-09932-6","DOIUrl":"https://doi.org/10.1007/s10882-023-09932-6","url":null,"abstract":"","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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