Research in Developmental Disabilities最新文献

{"title":"Acoustic features of vocalizations in typically developing and autistic infants in the first year","authors":"","doi":"10.1016/j.ridd.2024.104849","DOIUrl":"10.1016/j.ridd.2024.104849","url":null,"abstract":"<div><h3>Background</h3><div>We describe acoustic patterns across the five most prominent vocal types in typically developing infants (TD) and compare them with patterns in infants who develop autism (ASD) or a developmental disability (DD) not related to autism. Infant-directed speech (IDS) is a potentially important influence on such vocal acoustic patterns. Both acoustic patterns and effects of IDS are important for understanding the earliest origins of communication disorders.</div></div><div><h3>Aims</h3><div>To compare duration, pitch and loudness of infant vocalizations for three groups of infants (TD, ASD, DD) in circumstances with high or low amounts of IDS.</div></div><div><h3>Methods and Procedures</h3><div>Two five-minute segments from each of 1259 all-day recordings across the first year were coded and acoustically analyzed for three groups of infants (130 TD, 44 ASD, 21 DD). Duration, mean fundamental frequency, and root mean square amplitude were determined for &gt;162,000 infant utterances.</div></div><div><h3>Outcomes and Results</h3><div>Cries were longest and loudest, and vowel-like sounds were shortest of the five vocal types in all groups. TD infants showed significant alterations in vocal acoustics during periods of high IDS.</div></div><div><h3>Conclusions and Implications</h3><div>Strong similarities in acoustic patterns occurred across the three groups, but only the TD group showed significant acoustic effects of IDS.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142441606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Temporal-sampling theory and language in Down syndrome: An empirical study","authors":"","doi":"10.1016/j.ridd.2024.104856","DOIUrl":"10.1016/j.ridd.2024.104856","url":null,"abstract":"<div><h3>Background</h3><div>Temporal-sampling theory argues that difficulties in the processing of syllable stress auditory markers and in lexical stress discrimination contribute to explaining the language problems of children with developmental language disorder and of those with dyslexia. The theory has not been tested in other developmental disabilities.</div></div><div><h3>Aims</h3><div>This research sought to assess the potential of temporal-sampling theory as a framework to accounting for language difficulties in Down syndrome (DS).</div></div><div><h3>Methods and procedures</h3><div>Thresholds for auditory markers of lexical stress, lexical stress discrimination, and receptive vocabulary were studied in teenagers and young adults with DS and in peers with other intellectual disability (ID) of unknown origin matched on chronological age and non-verbal cognition.</div></div><div><h3>Outcomes and results</h3><div>Frequency and intensity thresholds were higher in participants with DS, and their lexical stress discrimination and receptive vocabulary skills were lower than those of the group with other ID. Lexical stress discrimination was predicted by intensity thresholds and group, while receptive vocabulary was only predicted by lexical stress discrimination.</div></div><div><h3>Conclusions and implications</h3><div>The results suggest that temporal-sampling theory is useful to explain language difficulties in individuals with DS or with other ID. This opens up new window opportunities for the design of language intervention programs in such populations.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142434127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the impact of an AI-based play activities intervention on the quality of life of school-aged children with ADHD","authors":"","doi":"10.1016/j.ridd.2024.104858","DOIUrl":"10.1016/j.ridd.2024.104858","url":null,"abstract":"<div><h3>Background</h3><div>Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder that not only impacts children's behavior, learning, and social interactions but also their quality of life. Advances in artificial intelligence (AI) may provide new opportunities to improve the ADHD symptoms and quality of life of children with ADHD, especially through customized play activities that address their specific needs.</div></div><div><h3>Aims</h3><div>This study examined the impact of AI-based play activities on the quality of life of 61 Saudi children aged between 8 and 12 years who had an ADHD diagnosis.</div></div><div><h3>Methods</h3><div>AI-based play activities intervention consisted of twelve 45-minute sessions, delivered to the experimental group over four weeks (three sessions per week). The control group did not receive any intervention. Children and parents completed the Pediatric Quality of Life Inventory (PedsQL) at pre-test, post-test and follow-up.</div></div><div><h3>Results and outcomes</h3><div>The experimental group exhibited significant improvements in all dimensions and total scores of PedsQL, with moderate to large effect sizes. These improvements were not observed in the control group. The beneficial effects of the AI-based play activities were maintained at the 7-weeks follow-up.</div></div><div><h3>Conclusions</h3><div>AI-based play interventions may enhance quality of life for children with ADHD, with sustained improvements observed after 7-weeks. Incorporating such interventions into educational and therapeutic settings could improve behavioral, social, and cognitive ADHD symptoms. Future research should explore broader applications and long-term effects of AI-based play activities interventions.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142437814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of long-term transcutaneous auricular vagus nerve stimulation on circadian vagal activity in people with Prader-Willi Syndrome: A case-series","authors":"","doi":"10.1016/j.ridd.2024.104855","DOIUrl":"10.1016/j.ridd.2024.104855","url":null,"abstract":"<div><h3>Background</h3><div>Prader-Willi Syndrome (PWS) is a genetic neurodevelopmental disorder marked by disruptions in circadian rhythms and autonomic nervous system (ANS) activity, hyperphagia, and episodes of emotional outbursts. Previous trials suggest that both invasive and non-invasive vagus nerve stimulation (VNS) can reduce emotional outbursts in PWS, potentially through its effects on vagal activity.</div></div><div><h3>Aim</h3><div>This case series investigated the effects of transcutaneous auricular VNS (taVNS) on cardiac markers of circadian vagal activity, specifically heart rate variability (HRV) and heart rate (HR), and their potential links to improvements in emotional outbursts.</div></div><div><h3>Methods</h3><div>Five individuals with PWS (mean age: 26.9 years; 3 males, 2 females) received four hours of daily taVNS for 12 months, followed by one month of two-hour daily sessions. Outcome measures included daily recording of emotional outbursts and every three months 24-h HRV and HR recordings. Mixed cosinor models were applied to analyze changes in circadian rhythms of HRV and HR. A linear mixed model was used to assess the predictive value of cardiac vagal activity on emotional outbursts.</div></div><div><h3>Results</h3><div>Circadian amplitudes of HRV and HR were significantly higher at the end of the treatment compared to baseline (all p’s &lt; .01). There was a significant increase in the rhythm-adjusted mean of HRV (p &lt; .01), while the rhythm-adjusted HR mean significantly decreased, both indicating increased cardiac vagal activity. Higher rhythm-adjusted mean HRV predicted a lower number of emotional outbursts.</div></div><div><h3>Conclusion</h3><div>The results suggest that taVNS may be effective by targeting ANS activity in individuals with PWS, contributing to improvements in behavioral regulation.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does adapting a self-report instrument to improve its cognitive accessibility for people with intellectual disability result in a better measure? − A cognitive interview study","authors":"","doi":"10.1016/j.ridd.2024.104851","DOIUrl":"10.1016/j.ridd.2024.104851","url":null,"abstract":"<div><h3>Background and aims</h3><div>We investigated whether improving the cognitive accessibility of a widely used self-report measure leads to better understanding and more accurate answers in a sample of adults with mild intellectual disability and borderline intellectual functioning.</div></div><div><h3>Methods and procedures</h3><div>We undertook a series of cognitive interviews before and after adaptation of the instructions and selected items of an existing self-report measure of adaptive functioning. Interview results and participant feedback were supplemented with quantitative comparisons between participant and carer scores.</div></div><div><h3>Outcomes and results</h3><div>Adaptation based on participant experiences and preferences combined with evidence-informed guidelines improved understanding and accuracy. Self-report and carer-report scores showed greater convergence after adaptation; this occurred because people with intellectual disabilities appeared to understand the self-report measure more effectively.</div></div><div><h3>Conclusions and implications</h3><div>The results show that adaptation of the self-report instrument to suit the needs and preferences of people with mild intellectual disability or borderline intellectual functioning leads to a more accessible measure and more reliable and valid results. Results also highlight the importance of complementing proxy reports with a first-person perspective in assessment as clients and informants may differ in their assessment of behavior and skills.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of the Quality of Life Supports Model on the inclusion of students with disabilities in higher education: A scoping review","authors":"","doi":"10.1016/j.ridd.2024.104850","DOIUrl":"10.1016/j.ridd.2024.104850","url":null,"abstract":"<div><h3>Background</h3><div>The Quality of Life Supports Model (QOLSM) is a well-suited framework for enhancing the inclusion of students with disabilities in higher education. No research aimed at assessing its impact has been identified.</div></div><div><h3>Aims</h3><div>This review aims to map the scientific literature to assess the current impact of QOLSM on higher education.</div></div><div><h3>Methods and procedures</h3><div>A Scoping Review of educational practices, policies, and cultures aimed at enhancing the quality of life for students with disabilities was conducted. Databases from EBSCOHost, ProQuest, and Scielo were employed to identify studies written in English or Spanish from 1978 to 2023. Four independent reviewers screened results for inclusion.</div></div><div><h3>Outcomes and results</h3><div>Out of 5361 records, 21 met the inclusion criteria. Students with developmental disabilities are the primary recipients of Quality-of-life support strategies. The reported educational practices were poorly aligned with the disability rights framework, the social-ecological model of disability, and the multidimensional Quality-of-Life construct. Specialized supports and mainstream settings were more common than generic supports and segregated settings.</div></div><div><h3>Conclusions and implications</h3><div>This review highlights the currently limited impact of the QOLSM in fostering the inclusion of students with disabilities in higher education. Conducting a systematic review or meta-analysis is not recommended at this stage.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142407131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Future care planning of adults with childhood-onset neurodevelopmental disabilities: A scoping review","authors":"","doi":"10.1016/j.ridd.2024.104843","DOIUrl":"10.1016/j.ridd.2024.104843","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Advances in medicine have increased the life expectancy of adults with neurodevelopmental disabilities (ND). These individuals often reside with aging family caregivers, who also experience age-related health issues. However, many caregivers lack future care plans for their adult children. Thus, there is a pressing need for practical solutions for family-centered future care planning (FCP).&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Aims&lt;/h3&gt;&lt;div&gt;To summarize the literature on the key components of FCP for adults with ND and their familial caregivers.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods and procedures&lt;/h3&gt;&lt;div&gt;This scoping review adhered to the Joanna Briggs Institute guidelines. It utilized search terms related to ND and FCP and conducted searches in four databases. Data were analyzed thematically.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Outcomes and results&lt;/h3&gt;&lt;div&gt;The initial search generated over unique 9000 articles. The review identified facilitators, such as preferences, family-centered approaches, advocacy, and formal support, which promote effective FCP. Barriers to FCP included caregiver hesitancy, limited resources, the emotional nature of future care planning. Recommendations for addressing these challenges included policy and practice support, healthcare professional education and training, and the active involvement of clients and caregivers in FCP discussions.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusions and implications&lt;/h3&gt;&lt;div&gt;This review contributes to the understanding of FCP for adults with ND and offers insights for improving family-centered care planning processes.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;What this paper adds?&lt;/h3&gt;&lt;div&gt;This paper contributes to the literature by highlighting the pressing need for comprehensive future care planning (FCP) for adults with neurodevelopmental disabilities (ND) and their aging caregivers. With increasing life expectancy for adults with ND, there is a growing population of aging caregivers who often lack proactive FCP. The review identifies common FCP facilitators, barriers, and recommendations, emphasizing the emotional and financial challenges caregivers face. On the macro level, distrust of the public sector, a crisis-driven healthcare system, and a lack of funding and information present significant challenges. On the micro level, emotional attachment to adult children with ND can lead to family instabilities, uncertainties about the \"right decision,\" and feelings of helplessness and guilt among caregivers. It underscores the importance of taking a family-centered approach, involving the adult with ND, and providing healthcare professionals with the necessary education and support to guide caregivers through the FCP process. The paper also highlights the limited existing interventions and calls for further research to address this critical issue. By reviewing a broad range of studies, the paper sets the stage for future research and practice in this area. It offers valuable insights into the components of FCP that can inform recom","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142401851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding sex/gender differences in intelligence profiles of children with Autism: A comprehensive WISC meta-analysis","authors":"","doi":"10.1016/j.ridd.2024.104854","DOIUrl":"10.1016/j.ridd.2024.104854","url":null,"abstract":"<div><h3>Background</h3><div>Intelligence assessment in children with autism spectrum disorders (ASD) often sparks debates about sex/gender differences. Specifically, the question arises whether girls exhibit lower performance on intelligence scales compared to boys. This meta-analysis examines nine studies (N=1105; 809 boys and 296 girls) to quantify sex/gender differences on the Wechsler Intelligence Scale for Children (WISC) in children with ASD, comparing their results to typically developing children.</div></div><div><h3>Method and procedures</h3><div>Random-effects meta-analyses on WISC indices and subtests were conducted to address the heterogeneity across effect sizes. Results for children with ASD were compared to those of typically developing children.</div></div><div><h3>Outcomes and results</h3><div>Findings revealed no significant differences in general intellectual functioning (full-scale IQ), verbal comprehension, working memory, or processing speed between boys and girls in children with ASD. Boys showed an advantage only in the perceptual reasoning index. At the subtest level, boys outperformed on certain tasks, while girls excelled in others.</div></div><div><h3>Conclusions and implications</h3><div>The observed pattern of differences in the ASD population aligns quantitatively with those in typically developing populations. Differences, if present, are specific to certain indices rather than general intelligence. These insights contribute to a nuanced understanding of gender-related cognitive variations in the context of ASD.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Vulnerability to depression and resolution in mothers of children with cerebral palsy","authors":"","doi":"10.1016/j.ridd.2024.104852","DOIUrl":"10.1016/j.ridd.2024.104852","url":null,"abstract":"<div><h3>Background</h3><div>This study investigated associations between Self-Criticism and Dependency as factors of vulnerability to depression and maternal resolution. Resolution entails parental cognitive and emotional acceptance of the child's developmental disability.</div></div><div><h3>Methods</h3><div>Our sample included 100 mothers whose children had a diagnosis of cerebral palsy. The Reaction to Diagnosis Interview, the Depressive Experiences Questionnaire and the Depression Scale were administered.</div></div><div><h3>Results</h3><div>The results showed that unresolved mothers scored higher on the dimensions of Self-Criticism and Dependency compared to their resolved counterparts. The hierarchical cluster analysis yielded three maternal profiles based on the scores obtained on the dimensions of vulnerability to depression, regardless of maternal resolution status. The first profile was labeled Low Vulnerability and was characterized by low scores on Self-Criticism and Dependency. The second profile was labeled Dependent and it included mothers with higher scores on Dependency and lower scores on Self-Criticism. The third profile comprised mothers with higher scores on both Self-Criticism and Dependency. The smallest proportion of unresolved mothers belonged to the third, most vulnerable profile labeled Double Vulnerability.</div></div><div><h3>Discussion</h3><div>We discussed the implications of the obtained results in light of a need for psychotherapeutic interventions that would focus on individual differences when providing support to parental resolution.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Obstacle negotiation while dual-tasking in children with Developmental Coordination Disorder (DCD): An augmented-reality approach","authors":"","doi":"10.1016/j.ridd.2024.104853","DOIUrl":"10.1016/j.ridd.2024.104853","url":null,"abstract":"<div><h3>Background</h3><div>Children with Developmental Coordination Disorder (DCD) exhibit deficits in predictive motor control, balance, and aspects of cognitive control, which are important for safely negotiating obstacles while walking. As concurrent performance of cognitive and motor tasks (dual-tasking) may exacerbate these deficits, we examined motor and cognitive dual-tasking differences between children with DCD and their typically developing (TD) peers during obstacle negotiation.</div></div><div><h3>Methods</h3><div>34 children aged 6–12 years (16 TD, 18 DCD) walked along a 12 m path, stepping over an obstacle (30 % or 50 % of leg length) at its mid-point. On dual-task trials, participants completed a simple or complex (cognitive) visual discrimination task presented via an augmented reality headset. Proportional dual-task costs (pDTCs) were measured on cognitive and gait outcomes over three phases: pre-obstacle, obstacle step-over, and post-obstacle.</div></div><div><h3>Results</h3><div>During the obstacle step-over phase, both groups increased their leading leg clearance when dual-tasking, while the DCD group had larger pDTC than TD for the high obstacle under simple stimulus conditions (viz simple-high combination). The complex cognitive task produced larger pDTCs than the simple one on leading leg clearance and post-obstacle gait variability.</div></div><div><h3>Conclusions</h3><div>In general, both DCD and TD groups showed similar pDTCs under complex conditions, while the specific deficit in DCD under the simple-high combination suggests a (default) compensatory strategy during step-over when attention is diverted to a secondary task. Competing cognitive and motor demands during obstacle negotiation present a potential safety risk for children.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142378603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}