Pub Date : 2024-02-01Epub Date: 2023-04-10DOI: 10.1007/s10882-023-09903-x
Shawn N Girtler, Emily K Unholz-Bowden, Alefyah Shipchandler, Rebecca L Kolb, Jennifer J McComas
Although the last decade has welcomed evidence that individuals with Rett syndrome (RTT) can communicate using alternative and augmentative communication (AAC), less is known about effective procedures for teaching various component skills required for expressive communication of individuals with complex communication needs. The purpose of the current study was to evaluate the effects of systematic individualized instruction procedures on the page-linking skills of individuals with RTT. A nonconcurrent multiple baseline design across participants was used to evaluate independent and accurate responding utilizing both a high-tech and low-tech AAC device for three participants. All sessions were conducted in the participants' homes by their parents with remote coaching from a researcher via telehealth. Results indicated that for all three participants, individualized procedures that included behavior chaining, differential reinforcement, and delayed prompting were effective for teaching page-linking in both a high-tech and a low-tech AAC device. Directions for future research and practice are discussed.
{"title":"Use of Augmentative and Alternative Communication by Individuals with Rett Syndrome Part 1: Page-Linking.","authors":"Shawn N Girtler, Emily K Unholz-Bowden, Alefyah Shipchandler, Rebecca L Kolb, Jennifer J McComas","doi":"10.1007/s10882-023-09903-x","DOIUrl":"10.1007/s10882-023-09903-x","url":null,"abstract":"<p><p>Although the last decade has welcomed evidence that individuals with Rett syndrome (RTT) can communicate using alternative and augmentative communication (AAC), less is known about effective procedures for teaching various component skills required for expressive communication of individuals with complex communication needs. The purpose of the current study was to evaluate the effects of systematic individualized instruction procedures on the page-linking skills of individuals with RTT. A nonconcurrent multiple baseline design across participants was used to evaluate independent and accurate responding utilizing both a high-tech and low-tech AAC device for three participants. All sessions were conducted in the participants' homes by their parents with remote coaching from a researcher via telehealth. Results indicated that for all three participants, individualized procedures that included behavior chaining, differential reinforcement, and delayed prompting were effective for teaching page-linking in both a high-tech and a low-tech AAC device. Directions for future research and practice are discussed.</p>","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10917134/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42857019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-02DOI: 10.1007/s10882-023-09944-2
Abstract
Evidence suggests that integrated support, combining both natural and formal supports, is often essential for individuals with developmental disabilities to achieve their preferred quality of life. However, studies are limited on how to organize supports so that people with developmental disabilities and their families find a balance between formal and natural supports. Often, there are systemic and personal boundaries around the nature and extent of support that can be offered to persons with developmental disabilities through formal mechanisms, yet the value of natural supports in the lives of persons with developmental disabilities is often undervalued in society. Therefore, the objectives of this study were to explore formal support providers’ perspectives on (a) the unique skillsets and attributes of natural support providers and formal support providers; and (b) how we might best enable both natural and formal supports for persons with developmental disabilities and their families. Following a qualitative approach, we interviewed 16 formal support providers working with adults with developmental disabilities and their families via Zoom. We analyzed data using thematic analysis. We organized results into three themes: the role of natural supports, the role of formal supports, and strategies to best configure a system of supports. Results imply that there is a need for investment of funding to incentivize both support structures for adults with developmental disabilities and their families. Future studies should explore the perspectives from people with developmental disabilities and their natural support providers.
{"title":"The Limits and Contributions of Formal Support: Service Providers’ Perspectives on Balancing Formal and Natural Support for People with Disabilities and their Families in Canada","authors":"","doi":"10.1007/s10882-023-09944-2","DOIUrl":"https://doi.org/10.1007/s10882-023-09944-2","url":null,"abstract":"<h3>Abstract</h3> <p>Evidence suggests that integrated support, combining both natural and formal supports, is often essential for individuals with developmental disabilities to achieve their preferred quality of life. However, studies are limited on how to organize supports so that people with developmental disabilities and their families find a balance between formal and natural supports. Often, there are systemic and personal boundaries around the nature and extent of support that can be offered to persons with developmental disabilities through formal mechanisms, yet the value of natural supports in the lives of persons with developmental disabilities is often undervalued in society. Therefore, the objectives of this study were to explore formal support providers’ perspectives on (a) the unique skillsets and attributes of natural support providers and formal support providers; and (b) how we might best enable both natural and formal supports for persons with developmental disabilities and their families. Following a qualitative approach, we interviewed 16 formal support providers working with adults with developmental disabilities and their families via Zoom. We analyzed data using thematic analysis. We organized results into three themes: the role of natural supports, the role of formal supports, and strategies to best configure a system of supports. Results imply that there is a need for investment of funding to incentivize both support structures for adults with developmental disabilities and their families. Future studies should explore the perspectives from people with developmental disabilities and their natural support providers.</p>","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139078241","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 : 2024-01-02DOI: 10.1007/s10882-023-09945-1
Chengan Yuan, Lanqi Wang, Zuxuan Huo, Qiuyu Min
The present study aimed to examine the effectiveness of a multi-component intervention on cooperative behaviors in children with autism spectrum disorder (ASD). In this study, three dyads comprising six boys aged between 4.5 and 7 years with ASD participated, following a randomized multiple baseline design. The participants were asked to construct models together using toy sets. The visual analysis and randomization test (p < .01) showed that the intervention increased cooperative behaviors for all six participants, and improvements were maintained after the intervention components were terminated. Four participants in two dyads demonstrated generalization to three new toy sets. For the remaining two participants, the interdependent group contingency was reintroduced in order for them to demonstrate cooperative behaviors.
{"title":"Teaching Cooperation to Children with Autism during Play","authors":"Chengan Yuan, Lanqi Wang, Zuxuan Huo, Qiuyu Min","doi":"10.1007/s10882-023-09945-1","DOIUrl":"https://doi.org/10.1007/s10882-023-09945-1","url":null,"abstract":"<p>The present study aimed to examine the effectiveness of a multi-component intervention on cooperative behaviors in children with autism spectrum disorder (ASD). In this study, three dyads comprising six boys aged between 4.5 and 7 years with ASD participated, following a randomized multiple baseline design. The participants were asked to construct models together using toy sets. The visual analysis and randomization test (<i>p</i> < .01) showed that the intervention increased cooperative behaviors for all six participants, and improvements were maintained after the intervention components were terminated. Four participants in two dyads demonstrated generalization to three new toy sets. For the remaining two participants, the interdependent group contingency was reintroduced in order for them to demonstrate cooperative behaviors.</p>","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139078176","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 : 2023-12-01Epub Date: 2023-03-21DOI: 10.1007/s10882-023-09894-9
Rebecca L Kolb, Jennifer J McComas, Shawn N Girtler, Jessica Simacek, Adele F Dimian, Emily K Unholz-Bowden, Alefyah H Shipchandler
Rett syndrome is a severe neurodevelopmental disorder that results in both motor and language skill regression with a wide range of severity in symptom presentation. Communication intervention may be particularly challenging for this population due to the decline in speech, motor skills, and motor planning difficulties that characterize the disorder (Townend et al., 2020), often resulting in the need for augmentative and alternative communication (AAC) technology. Very limited research has evaluated communication interventions for individuals with Rett syndrome and even fewer have targeted expressive communication, an important skill required for improved autonomy and quality of life (Sigafoos et al., 2009; Townend et al., 2020). The current study sought to systematically replicate the Simacek et al. (2017) mand training procedures to teach three girls with Rett Syndrome to use AAC to make requests through caregiver coaching by researchers via telehealth. Results suggest that mand training was successful in increasing AAC use for all three participants. Barriers to intervention for this population and implications of results for future research and clinical practice are discussed.
Rett综合征是一种严重的神经发育障碍,导致运动和语言技能退化,症状表现的严重程度不一。由于言语、运动技能和运动规划困难的下降(Townend et al., 2020),沟通干预对这一人群来说可能特别具有挑战性,这往往导致需要辅助和替代沟通(AAC)技术。非常有限的研究评估了Rett综合征患者的沟通干预措施,针对表达性沟通的研究就更少了,表达性沟通是提高自主性和生活质量所需的重要技能(Sigafoos等人,2009;Townend et al., 2020)。目前的研究试图系统地复制Simacek等人(2017)的培训程序,教三名患有Rett综合征的女孩通过研究人员通过远程医疗指导护理人员使用AAC提出请求。结果表明,mand培训成功地增加了所有三名参与者的AAC使用。对这一人群的干预障碍和结果对未来研究和临床实践的影响进行了讨论。
{"title":"Teaching Requesting to Individuals with Rett Syndrome Using Alternative Augmentative Communication (AAC) Through Caregiver Coaching via Telehealth.","authors":"Rebecca L Kolb, Jennifer J McComas, Shawn N Girtler, Jessica Simacek, Adele F Dimian, Emily K Unholz-Bowden, Alefyah H Shipchandler","doi":"10.1007/s10882-023-09894-9","DOIUrl":"10.1007/s10882-023-09894-9","url":null,"abstract":"<p><p>Rett syndrome is a severe neurodevelopmental disorder that results in both motor and language skill regression with a wide range of severity in symptom presentation. Communication intervention may be particularly challenging for this population due to the decline in speech, motor skills, and motor planning difficulties that characterize the disorder (Townend et al., 2020), often resulting in the need for augmentative and alternative communication (AAC) technology. Very limited research has evaluated communication interventions for individuals with Rett syndrome and even fewer have targeted expressive communication, an important skill required for improved autonomy and quality of life (Sigafoos et al., 2009; Townend et al., 2020). The current study sought to systematically replicate the Simacek et al. (2017) mand training procedures to teach three girls with Rett Syndrome to use AAC to make requests through caregiver coaching by researchers via telehealth. Results suggest that mand training was successful in increasing AAC use for all three participants. Barriers to intervention for this population and implications of results for future research and clinical practice are discussed.</p>","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10697698/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45493113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1007/s10882-023-09942-4
Carli Friedman
Unpaid (informal) family caregivers provide vitally important supports to people with intellectual and developmental disabilities (IDD), but receive little support or training. This study’s aim was to examine how states across the nation supported informal family caregivers in their Medicaid Home- and Community-Based Services (HCBS) programs for people with IDD. To do so, I examined fiscal year (FY) 2021 Medicaid HCBS 1915(c) IDD waivers to determine trends in how they allocated respite, family support services, and family training and counseling, and how they permitted paying family caregivers to provide services. HCBS waivers provided respite services to relieve unpaid caregivers, family support services to relieve caregivers and enhance family functioning, and family training and counseling services to strengthen caregiver abilities and self-efficacy. In FY2021, states projected spending $947.4 million on respite services for 174,406 people with IDD, $433.3 million on family support services for 14,159 people with IDD, and $9.3 million for family training and counseling services for 8,744 people with IDD. In addition, states also supported family caregivers by allowing them to be paid to provide certain HCBS services to their family members with IDD; 1,843 HCBS services, or approximately half of HCBS services in FY2021, allowed family members to be paid to provide services to people with IDD. Through integrated supports, states can maximize the quality of life of both people with IDD and their families.
{"title":"Supporting Families: Formal HCBS Supports for Informal Family Caregivers of People with IDD","authors":"Carli Friedman","doi":"10.1007/s10882-023-09942-4","DOIUrl":"https://doi.org/10.1007/s10882-023-09942-4","url":null,"abstract":"<p>Unpaid (informal) family caregivers provide vitally important supports to people with intellectual and developmental disabilities (IDD), but receive little support or training. This study’s aim was to examine how states across the nation supported informal family caregivers in their Medicaid Home- and Community-Based Services (HCBS) programs for people with IDD. To do so, I examined fiscal year (FY) 2021 Medicaid HCBS 1915(c) IDD waivers to determine trends in how they allocated respite, family support services, and family training and counseling, and how they permitted paying family caregivers to provide services. HCBS waivers provided respite services to relieve unpaid caregivers, family support services to relieve caregivers and enhance family functioning, and family training and counseling services to strengthen caregiver abilities and self-efficacy. In FY2021, states projected spending $947.4 million on respite services for 174,406 people with IDD, $433.3 million on family support services for 14,159 people with IDD, and $9.3 million for family training and counseling services for 8,744 people with IDD. In addition, states also supported family caregivers by allowing them to be paid to provide certain HCBS services to their family members with IDD; 1,843 HCBS services, or approximately half of HCBS services in FY2021, allowed family members to be paid to provide services to people with IDD. Through integrated supports, states can maximize the quality of life of both people with IDD and their families.</p>","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138513908","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 : 2023-11-23DOI: 10.1007/s10882-023-09939-z
Melissa N. Savage, Tina A. Clark, Edward Baffoe, Alexandra E. Candelaria, Lola Aneke, Renee Gonzalez, Ali Al Enizi, Marisol Anguita-Otero, Keita Edwards-Adams, Lilliesha Grandberry, Stella Reed
Physical health habits including physical activity and nutrition are essential for numerous health benefits. However, beginning in childhood, individuals with intellectual disability engage in lower levels of physical activity and healthy nutrition habits compared to individuals without intellectual disability, a trend that carries on into adulthood. Researchers continue to examine the effectiveness of interventions to increase engagement in physical health habits and improve health outcomes for individuals with intellectual disability, with an increased focus on technology-based interventions. This scoping review aimed to describe how technology was being utilized within interventions to improve health-related outcomes for adults with intellectual disability. We described the technology being used, who used the technology, and the feasibility of the interventions. Forty-one studies met criteria, with a total of 698 adult participants with an intellectual disability. While no studies on nutrition were located, technology was used in various physical activity interventions, with the most common being preferred stimulus access, exergaming, and video-based instruction. Most studies took place at day or rehabilitation centers, were implemented by research teams, and either did not discuss cost or were vague in their description related to cost. Implications, limitations, and future research directions are discussed.
{"title":"Technology-Based Physical Health Interventions for Adults with Intellectual Disability: A Scoping Review","authors":"Melissa N. Savage, Tina A. Clark, Edward Baffoe, Alexandra E. Candelaria, Lola Aneke, Renee Gonzalez, Ali Al Enizi, Marisol Anguita-Otero, Keita Edwards-Adams, Lilliesha Grandberry, Stella Reed","doi":"10.1007/s10882-023-09939-z","DOIUrl":"https://doi.org/10.1007/s10882-023-09939-z","url":null,"abstract":"<p>Physical health habits including physical activity and nutrition are essential for numerous health benefits. However, beginning in childhood, individuals with intellectual disability engage in lower levels of physical activity and healthy nutrition habits compared to individuals without intellectual disability, a trend that carries on into adulthood. Researchers continue to examine the effectiveness of interventions to increase engagement in physical health habits and improve health outcomes for individuals with intellectual disability, with an increased focus on technology-based interventions. This scoping review aimed to describe how technology was being utilized within interventions to improve health-related outcomes for adults with intellectual disability. We described the technology being used, who used the technology, and the feasibility of the interventions. Forty-one studies met criteria, with a total of 698 adult participants with an intellectual disability. While no studies on nutrition were located, technology was used in various physical activity interventions, with the most common being preferred stimulus access, exergaming, and video-based instruction. Most studies took place at day or rehabilitation centers, were implemented by research teams, and either did not discuss cost or were vague in their description related to cost. Implications, limitations, and future research directions are discussed.</p>","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138513909","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 : 2023-11-15DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}