Research in Developmental Disabilities最新文献

{"title":"Depression in mothers with intellectual disabilities and borderline intellectual functioning: A longitudinal study","authors":"Miriam Heyman ,&nbsp;Weiwen Zeng ,&nbsp;Luci Duffy","doi":"10.1016/j.ridd.2026.105211","DOIUrl":"10.1016/j.ridd.2026.105211","url":null,"abstract":"<div><h3>Background</h3><div>Parents with intellectual disabilities (ID) experience economic and social marginalization that increase their vulnerability for adverse mental health outcomes. Longitudinal research is necessary to understand the development of such outcomes in relation to raising a child for parents with ID.</div></div><div><h3>Method</h3><div>This study uses longitudinal data from the Future of Families and Child Wellbeing Study (FFCWS). Multilevel mixed-effects logistic regression was employed to examine rates and risk factors of depression among a total sample of N = 435 mothers with ID and borderline intellectual functioning (IF) across Years 1–15.</div></div><div><h3>Results</h3><div>For mothers with ID and borderline IF, rates of depression were consistently elevated, and the highest risk was observed when their child was 3 years old, even when adjusting for multiple sociodemographic and contextual variables. Being married/partnered and having higher levels of social support were associated with lower odds, whereas having higher levels of parenting stress and material hardship were associated with higher odds of depression.</div></div><div><h3>Conclusions</h3><div>Given the consistently high rates of maternal depression, interventions are needed across the span of parenthood and child development for mothers with ID and borderline IF. Developmentally appropriate supports are especially needed during early childhood.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"169 ","pages":"Article 105211"},"PeriodicalIF":2.6,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928667","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":"Latent profiles of emotional and behavioral risks in children with intellectual disabilities: characteristics and associations with parenting styles","authors":"Xiaohuan Tan ,&nbsp;Lei Zhang ,&nbsp;Feiyue Du ,&nbsp;Peisha Fan ,&nbsp;Dandan Wang ,&nbsp;Xueping Wu","doi":"10.1016/j.ridd.2026.105208","DOIUrl":"10.1016/j.ridd.2026.105208","url":null,"abstract":"<div><h3>Purpose</h3><div>We aimed to identify heterogeneous emotional and behavioral patterns in children and adolescents with intellectual developmental disorder (intellectual disability) (ID) and to determine how these profiles are associated with different parenting styles.</div></div><div><h3>Methods</h3><div>Latent profile analysis was used to identify children’s emotional and behavioral risk trajectories. One-way ANOVA assessed differences in parenting styles across the resulting behavioral risk profiles. Multinomial logistic regression investigated the associations of parenting styles with child profile membership.</div></div><div><h3>Results</h3><div>Analyses of 204 children and adolescents with ID (mean age 13.08 ± 3.17 years) identified three behavioral risk trajectories: (1) low externalizing, high prosocial group /low risk (14.21 %), showing minimal externalizing issues and strong prosocial behaviors; (2) hyperactivity-prominent/moderate risk (64.22 %), indicating pronounced hyperactivity and moderate externalizing problems; and (3) high externalizing/high risk (21.57 %), demonstrating elevated emotional and conduct problems with low prosocial behavior. One-way ANOVA showed significant between-group effects for indulgent (F _{(2, 201)} = 13.46, η_p² = 0.117, p &lt; 0.01), democratic (F _{(2, 201)} = 30.76, η_p² = 0.234, p &lt; 0.01), permissive (F _{(2, 201)} = 4.42, η_p² = 0.042, p = 0.013), and inconsistent parenting styles (F _{(2, 201)} = 12.90, η_p² = 0.115, p &lt; 0.01). Multinomial logistic regression indicated that the democratic parenting style was positively associated with higher likelihood of child membership in the low externalizing, high prosocial group (OR = 1.317 [95 % CI, 1.186–1.463], p &lt; 0.001) or the hyperactivity-prominent group (OR = 1.208 [95 % CI, 1.121–1.302], p &lt; 0.001). The indulgent parenting style was negatively associated with the low externalizing group (OR = 0.829 [95 % CI, 0.703–0.978], p = 0.026).</div></div><div><h3>Conclusion</h3><div>Findings suggest that democratic parenting style may be the most effective approach to support positive emotional and behavioral adjustment in children and adolescents with ID.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"169 ","pages":"Article 105208"},"PeriodicalIF":2.6,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928665","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":"Determining the effectiveness of the QI-disability for assessing quality of life among children with complex needs accessing a specialist play provision","authors":"Nicole McGrath ,&nbsp;Bethan Collins ,&nbsp;Fiona Astill ,&nbsp;Sabine Maguire ,&nbsp;Alison Kemp ,&nbsp;Lisa Hurt","doi":"10.1016/j.ridd.2026.105213","DOIUrl":"10.1016/j.ridd.2026.105213","url":null,"abstract":"<div><h3>Background</h3><div>NICE guidance emphasises improving wellbeing of children with disabilities and complex needs, including the benefits of participation in social activities. Sparkle, a charity in South Wales (UK), delivers specialist play and youth clubs for this group, aimed at providing equitable leisure opportunities and support to develop social skills and independence. Evidence suggests that quality of life for this group can be positively influenced by increasing access to social groups/clubs.</div></div><div><h3>Aims</h3><div>Explore the effectiveness &amp; outcomes of the QI-Disability assessment of quality of life amongst children with complex needs within a larger evaluation of a specialist leisure provision.</div></div><div><h3>Methods and Procedures</h3><div>A quantitative study using the QI-Disability questionnaire to evaluate the impact of a specialist leisure provision. Participants were recruited from the specialist leisure clubs in South Wales (2020–2022). Parents/carers completed the QI-Disability when their child with complex needs first accessed the clubs, then again after 6 and 12 months of participation. A descriptive analysis of the data is provided.</div></div><div><h3>Outcomes and Results</h3><div>Six- and 12-month follow-up questionnaires were completed by 38 and 13 participants respectively. Results show an upwards trend in four domains of quality of life, however only one domain (positive emotions) significantly improved, according to a Wilcoxon signed-rank test.</div></div><div><h3>Conclusions and Implications</h3><div>Findings add to a growing body of evidence on the benefits of specialist leisure provisions to wellbeing for children with complex needs. Challenges such as a significant drop-off in participation and the need for methods that obtain meaningful feedback directly from children with communication difficulties are discussed.</div></div><div><h3>What this paper adds?</h3><div>This paper explored the value of a validated questionnaire used to measure quality of life in children with disabilities amongst a group with varied and complex needs. The paper adds to the evidence surrounding the benefits of specialist leisure provision to the quality of life of children with disabilities. However, it also raises specific challenges of measuring quality of life amongst this group of children, and highlights research needs relating to meaningful feedback collection and evaluation of services.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"169 ","pages":"Article 105213"},"PeriodicalIF":2.6,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145929235","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":"Assistive technology for developmental conditions: A scientometric analysis","authors":"Dorina Shermadhi ,&nbsp;Alessandro Carollo ,&nbsp;Eman Gaad ,&nbsp;Dagmara Dimitriou ,&nbsp;Anders Nordahl-Hansen ,&nbsp;Giuseppe Iandolo ,&nbsp;Gianluca Esposito","doi":"10.1016/j.ridd.2026.105210","DOIUrl":"10.1016/j.ridd.2026.105210","url":null,"abstract":"<div><div>Assistive technology plays a pivotal role in supporting individuals with developmental conditions by fostering independence and addressing needs across physical, cognitive, and communicative domains. Despite its benefits, widespread adoption remains limited due to high costs, usability challenges, and limited real-world applicability. This study offers a comprehensive overview of assistive technology’s role in the context of developmental conditions by outlining key research areas and influential publications. Using a scientometric approach, we examined 1322 documents from Scopus and their 44,699 references. Co-citation analysis revealed three main thematic clusters and identified four particularly impactful publications, with the most influential authored by Lancioni and Singh (2014). A qualitative analysis of the clusters highlighted three recurrent research themes: (1) communication and mobility in individuals with profound developmental conditions; (2) cognitive functions and autonomy in individuals with developmental and intellectual conditions; and (3) communication and social cognition in autism. These areas reflect the increasing integration of assistive technologies into therapeutic, educational, and daily life contexts, enhancing quality of life, autonomy, and social participation. Emerging research also underscores the ethical need to design technologies that respect the preferences and lived experiences of individuals with developmental conditions, avoiding the imposition of neurotypical norms. Co-participation in design is gaining prominence, promoting more personalized, inclusive, and neurodiversity-oriented approaches.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"169 ","pages":"Article 105210"},"PeriodicalIF":2.6,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928676","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":"Improving facial emotion recognition in children with developmental language disorder: Intentional or incidental training?","authors":"J.H.R. Maes ,&nbsp;A.R. Scheper ,&nbsp;D. Hermans ,&nbsp;C.T.W.M. Vissers","doi":"10.1016/j.ridd.2026.105221","DOIUrl":"10.1016/j.ridd.2026.105221","url":null,"abstract":"<div><h3>Background</h3><div>Children with Developmental language disorder (DLD) have difficulties in developing age-appropriate expressive and receptive language skills. Reflecting the role of language in cognition, many children with DLD also experience difficulties in social cognition and learning. Specifically, challenges in facial emotion recognition, which is believed to be largely learned incidentally and even implicitly, are often reported. However, it remains unclear whether interventions aimed at improving this ability should be based on incidental, intentional, or a combination of both learning approaches.</div></div><div><h3>Aims</h3><div>This study compared the effectiveness of a single-session training focused on intentional learning (IntL), incidental learning (IncL), or a combination of both (COMB).</div></div><div><h3>Method</h3><div>Children with DLD (<em>N</em> = 49; aged 9 −12 years) initially completed a facial emotion recognition task (ERT). Each child was then assigned to one of the three training conditions, which involved faces of different individuals displaying the two emotions most frequently confused during the ERT. The training required participants to match either the identity or emotional expression of faces showing the target emotions at 50 % intensity with those expressing the emotions at 100 % intensity. The conditions varied in the instructions provided, promoting either incidental or intentional learning.</div></div><div><h3>Outcomes</h3><div>The post-training ERT revealed a significant reduction in incorrect recognition of the two most confused emotions in the COMB condition and particularly in the IncL condition. No significant reduction was observed in the IntL condition.</div></div><div><h3>Implications</h3><div>These results support the potential −and perhaps even superiority− of training methods based on incidental associative learning for enhancing facial emotion recognition in children with DLD.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"169 ","pages":"Article 105221"},"PeriodicalIF":2.6,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928673","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":"Sensory profiles and a teacher-mediated classroom intervention for preschool skin-picking behaviours","authors":"Naglaa Fathy Sayed Ahmed Abou-Eid","doi":"10.1016/j.ridd.2025.105204","DOIUrl":"10.1016/j.ridd.2025.105204","url":null,"abstract":"<div><h3>Background</h3><div>Preschool skin-picking is an understudied behaviour that can disrupt self-regulation and participation. Its proposed links to atypical sensory processing highlight the need for classroom-based, sensory-informed support.</div></div><div><h3>Objective</h3><div>To compare sensory profiles of preschoolers with skin-picking versus typically developing (TD) peers, pilot a brief teacher-mediated, classroom-embedded sensory programme (feasibility, fidelity, preliminary effectiveness), and explore teacher/parent acceptability in Saudi preschools.</div></div><div><h3>Methods</h3><div>In a sequential explanatory mixed-methods study, 52 Saudi preschool children (3–6 years) were recruited from six classrooms in Saudi Arabia (45 with skin-picking; 7 typically developing). Measures included the Sensory Profile 2, Preschool Skin-Picking Severity Scale (PSP-SS), and structured observations. A subgroup of 15 children received a 4-week teacher-mediated sensory programme.</div></div><div><h3>Results</h3><div>Children with skin-picking exhibited higher levels of Sensory Seeking and Sensory Sensitivity than TD peers. Within the intervention subgroup, the programme resulted in a large reduction in PSP-SS scores (<em>η²p</em> = .64), with marked decreases during transitions (78 %) and sedentary activities (65 %). Severity correlated with Sensory Seeking (<em>r</em> = .52, 95 % CI [.26–.71]) and Sensory Sensitivity (<em>r</em> = .41, 95 % CI [.12–.64]). Qualitative findings indicated limited prior awareness of the behaviour and strong acceptance of the structured sensory routines.</div></div><div><h3>Conclusions and recommendations</h3><div>Atypical sensory processing—particularly elevated sensory seeking—appears central to preschool skin-picking. A brief, teacher-mediated, classroom-embedded sensory programme showed preliminary feasibility, acceptability, and effectiveness; these findings support integrating sensory-informed screening and routine-based classroom supports during high-risk contexts (e.g., transitions and seated tasks), with referral pathways for non-responders.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"169 ","pages":"Article 105204"},"PeriodicalIF":2.6,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928668","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":"Investigating the effectiveness of PEERS©-campus: The impact of a social skills group for young adults with autism adapted for a college campus","authors":"Mackenzie Robeson,&nbsp;Victoria Chassin,&nbsp;Jordan Albright,&nbsp;Courtney Lewis,&nbsp;Abigail Baxter,&nbsp;Kimberly Zlomke","doi":"10.1016/j.ridd.2025.105203","DOIUrl":"10.1016/j.ridd.2025.105203","url":null,"abstract":"<div><h3>Background</h3><div>The Program for the Education and Enrichment of Relationship Skills (PEERS©) for Young Adults (PEERS-YA) is an evidence-based, group intervention for fostering social skills in young adults, though it may consist of elements that are not as suitable for autistic individuals in post-secondary educational settings. This study examined preliminary outcomes of an adapted PEERS-YA intervention for autistic college students.</div></div><div><h3>Method</h3><div>A quasi-experimental design was utilized in which autistic college students (<em>n</em> = 6) and non-autistic social partners (<em>n</em> = 5) participated in the adapted PEERS-YA intervention. Wilcoxon Signed Rank Tests were used to assess statistically significant changes in social responsiveness, empathic and social self-efficacy, social skills knowledge, college belongingness, quality of life, loneliness, quality of socialization, and social anxiety at three time points. Reliable change indices (RCIs) were calculated to examine clinically significant effects.</div></div><div><h3>Results</h3><div>There were significant changes found in autistic participants’ self-rated social reciprocity. Further, social skills knowledge increased for both autistic participants and social partners. RCIs demonstrated that two autistic participants experienced meaningful improvements in social skills knowledge, social responsiveness, and/or quality of socialization, and one showed meaningful improvement in empathic/social self-efficacy, social anxiety, and/or quality of life. Changes were relatively stable from post-intervention to follow up.</div></div><div><h3>Conclusions</h3><div>Findings demonstrate promising results toward the adapted PEERS-YA intervention as a feasible option for teaching social skills, improving empathic self-efficacy, and increasing social responsiveness amongst autistic undergraduates, with mixed findings regarding benefits to social partners.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"169 ","pages":"Article 105203"},"PeriodicalIF":2.6,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928666","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":"Validation of the Arabic version of the attitudes toward intellectual disability questionnaire (ATTID-AR)","authors":"GH Alnahdi ,&nbsp;D. Morin","doi":"10.1016/j.ridd.2025.105200","DOIUrl":"10.1016/j.ridd.2025.105200","url":null,"abstract":"<div><h3>Background</h3><div>The ability to examine people's attitudes about individuals with an intellectual disability is an important step toward their inclusion in society, as negative attitudes are one of the challenges to an inclusive society. The aim of this study is to investigate the psychometric properties of an Arabic translation of the short version of the Attitudes Toward Intellectual Disability (ATTID) questionnaire.</div></div><div><h3>Methods</h3><div>Participants were 903 who completed the Arabic version of the ATTID. Internal consistency was assessed using Cronbach’s alpha and McDonald’s omega. Confirmatory factor analysis (CFA) was conducted to evaluate the structural validity. Content validity was examined using expert ratings, and both concurrent and convergent validity were assessed via correlation analyses with existing instruments and demographic variables.</div></div><div><h3>Results</h3><div>The findings provided evidence of internal consistency based on Cronbach’s alpha and McDonald’s omega. Evidence related to internal structure, content, and relations to other variables was examined, yielding generally positive indications for the psychometric properties of the scores. In addition, confirmatory factor analysis indicated a five-domain structure consistent with the proposed model.</div></div><div><h3>Conclusions</h3><div>Overall, the findings provide evidence supporting the psychometric properties of the scores obtained from the Arabic short version of the ATTID for assessing multidimensional attitudes toward individuals with intellectual disabilities in Arabic-speaking populations.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"169 ","pages":"Article 105200"},"PeriodicalIF":2.6,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928814","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":"Adapting the Specific Language System First approach for special education schools in Singapore: A pilot evaluation","authors":"Young Dawn Patricia Chuan Yu,&nbsp;Najmunnisa Shaik Alawoodeen,&nbsp;Tan Seok Hui","doi":"10.1016/j.ridd.2026.105207","DOIUrl":"10.1016/j.ridd.2026.105207","url":null,"abstract":"<div><div>The Specific Language System First (SLSF) approach has been proposed as a resource-efficient strategy for strengthening Augmentative and Alternative Communication (AAC) service delivery in school settings (Maholtz &amp; Olson, 2025; Peterson, 2023). This project examined the implementation of an adapted SLSF approach across three special education schools in Singapore, which involved the implementation of a standardised AAC system, dynamic assessment of AAC needs using trial kits, and provision of specialist support for AAC implementation to teachers. Class teachers of 71 Year 1 students, reported gains in students’ communication skills and improved confidence in AAC implementation, by the end of the school year. Findings that Year 1 students with standardised AAC systems, showed similar gains in communication skills and similar levels of engagement with AAC, as 17 Year 2 peers with customised AAC systems and similar cognitive profiles, indicate that standardised AAC systems do not hinder the development of communication skills for students with complex communication needs. Compared to previous years where provision of personal AAC systems took a longer time, Year 1 students in the SLSF approach received their own personalised AAC system after 10 weeks of school, suggesting that the SLSF approach is useful for supporting communication and AAC implementation.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"169 ","pages":"Article 105207"},"PeriodicalIF":2.6,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928675","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":"Demographic and environmental predictors of self-determination in Turkish students with and without disabilities: A classical and machine learning-based analysis","authors":"Deniz Ayşegül Söğüt","doi":"10.1016/j.ridd.2025.105198","DOIUrl":"10.1016/j.ridd.2025.105198","url":null,"abstract":"<div><h3>Background</h3><div>The substantial variability in educational opportunities across individual and environmental conditions in Türkiye provides a meaningful context for examining associations between self-determination and contextual factors. However, the absence of culturally adapted student-report measures continues to constrain empirical analyses of these relationships.</div><div>Aim: This study (1) adapted and validated the Turkish version of the AIR Self-Determination Scale–Student Form and (2) identified contextual predictors of self-determination using both classical statistical analyses and machine learning modeling. Guided by Causal Agency Theory, the study explored the interaction between students’ self-determination capacities and perceived opportunities across diverse educational settings in Türkiye.</div><div>Results: Psychometric analyses (n = 342) confirmed the four-factor capacity–opportunity structure and showed strong internal consistency. In a second sample (n = 501), self-determination scores varied by disability status, age, school type, residential area, and rehabilitation support. Capacity and opportunity were moderately correlated. ML models explained substantial variance in total scores and identified school type and disability status as the strongest predictors.</div><div>Conclusion: Findings suggest that self-determination is linked to both individual characteristics and contextual opportunity structures. Enhancing autonomy-supportive practices and using data-informed approaches to identify students with limited opportunities may support stronger self-determination outcomes in Türkiye.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"169 ","pages":"Article 105198"},"PeriodicalIF":2.6,"publicationDate":"2026-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145919200","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}