Research in Developmental Disabilities最新文献

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Adapting the Specific Language System First approach for special education schools in Singapore: A pilot evaluation “特殊语言系统优先”方法在新加坡特殊教育学校的应用：试点评估

IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2026-01-07 DOI: 10.1016/j.ridd.2026.105207

Young Dawn Patricia Chuan Yu, Najmunnisa Shaik Alawoodeen, Tan Seok Hui

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 & 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.

特定语言系统优先（SLSF）方法已被提出作为一种资源效率策略，用于加强学校环境中的辅助和替代沟通（AAC）服务提供（Maholtz & Olson, 2025; Peterson, 2023）。本项目考察了在新加坡三所特殊教育学校实施一种经过调整的教学辅助教学方法，包括实施标准化的辅助教学系统、使用试验工具包对辅助教学需求进行动态评估，以及为教师提供辅助教学实施方面的专家支持。71名一年级学生的班主任报告说，到学年结束时，学生的沟通技巧有所提高，对实施AAC的信心也有所提高。研究发现，采用标准化AAC系统的一年级学生与采用定制AAC系统和类似认知特征的17名二年级学生在沟通技巧和参与程度上取得了相似的进步，这表明标准化AAC系统不会阻碍有复杂沟通需求的学生沟通技巧的发展。与往年提供个人AAC系统所需的时间较长相比，采用SLSF方法的一年级学生在入学10周后就获得了自己的个性化AAC系统，这表明SLSF方法有助于支持沟通和AAC的实施。

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引用次数: 0

Demographic and environmental predictors of self-determination in Turkish students with and without disabilities: A classical and machine learning-based analysis 土耳其残疾和非残疾学生自决的人口统计学和环境预测因素：经典和基于机器学习的分析。

IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2026-01-06 DOI: 10.1016/j.ridd.2025.105198

Deniz Ayşegül Söğüt

Background

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.

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.

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.

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.

背景：在 rkiye，个人和环境条件下教育机会的巨大差异为研究自决和环境因素之间的关系提供了一个有意义的背景。然而，缺乏与文化相适应的学生报告措施继续限制对这些关系的实证分析。目的：本研究(1)改编并验证了土耳其版本的AIR自决量表-学生表格；(2)使用经典统计分析和机器学习建模确定了自决的上下文预测因子。在因果代理理论的指导下，本研究探讨了 rkiye不同教育环境下学生自我决定能力与感知机会之间的相互作用。结果：心理测量分析（n = 342）证实了四因素的能力-机会结构，并显示出较强的内部一致性。在第二个样本中（n = 501），自决得分因残疾状况、年龄、学校类型、居住区域和康复支持而异。能力与机会呈中等相关。ML模型解释了总分的实质性差异，并确定学校类型和残疾状况是最强的预测因子。结论：研究结果表明，自我决定与个人特征和环境机会结构都有关。加强自主支持实践和使用数据知情的方法来识别机会有限的学生，可能会在 rkiye中支持更强的自决结果。

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引用次数: 0

Unraveling nonliteral meaning: Figurative competence in autism spectrum disorder and dyslexia 揭示非字面意义：自闭症谱系障碍和阅读障碍中的比喻能力

IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2026-01-05 DOI: 10.1016/j.ridd.2025.105187

George Kritsotakis, Eleni Morfidi

The aim of the current study was to examine figurative competence among upper-elementary Greek-speaking children with Autism Spectrum Disorder (ASD) and dyslexia compared to typically developing (TD) peers, with a specific focus on how structural language skills (i.e., receptive vocabulary and morphosyntax), nonlinguistic factors (i.e., chronological age and nonverbal reasoning ability), and reading comprehension (RC) contribute to figurative language understanding. A total of 105 children (35 per group; M = 10.5 years, SD = 1), matched for age, gender, and nonverbal reasoning ability had participated. Results indicated that both clinical samples performed significantly lower than TD controls on the figurative language comprehension task, regardless of figurative type, with no statistically significant differences observed between the ASD and Dyslexia groups. Proverbs were consistently more challenging than idioms across all participants, a disparity especially marked in those with neurodevelopmental conditions. In addition, both groups demonstrated reduced performance in reading comprehension relative to their TD peers. While structural language deficits were evident among participants with ASD and dyslexia, the ASD group displayed a more heterogeneous profile, showing comparatively milder impairments. Regression analyses showed distinct predictive patterns: in the TD group, figurative competence was positively associated with age and RC, whereas in both target groups, morphosyntactic ability emerged as the primary predictor. These findings underscore the persistent difficulties figurative language poses for children with ASD and dyslexia and highlight the role of structural language skills, particularly morphosyntactic ability, in supporting nonliteral understanding. Implications for educational assessment and intervention practices are also discussed.

本研究的目的是比较具有自闭症谱系障碍（ASD）和阅读障碍（TD）的上小学希腊语儿童的比喻能力，并特别关注结构语言技能（即接受性词汇和形态句法）、非语言因素（即实际年龄和非语言推理能力）和阅读理解（RC）对比喻语言理解的影响。共有105名儿童（每组35名；M = 10.5岁，SD = 1），年龄、性别和非语言推理能力相匹配。结果表明，两组临床样本在比喻性语言理解任务上的表现均显著低于TD对照组，无论比喻类型如何，但在ASD组和阅读障碍组之间没有统计学差异。在所有的参与者中，谚语始终比习语更具挑战性，这种差异在那些有神经发育问题的人身上尤为明显。此外，两组学生在阅读理解方面的表现都低于他们的TD同龄人。虽然结构性语言缺陷在ASD和阅读障碍的参与者中很明显，但ASD组表现出更多的异质性，表现出相对较轻的损伤。回归分析显示了不同的预测模式：在TD组中，形象能力与年龄和RC呈正相关，而在两个目标组中，形态句法能力成为主要预测因素。这些发现强调了比喻性语言对ASD和阅读障碍儿童造成的持续困难，并强调了结构语言技能，特别是形态句法能力在支持非字面理解方面的作用。本文还讨论了教育评估和干预实践的意义。

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引用次数: 0

Updated psychometric assessment of the original Little Developmental Coordination Disorder Questionnaire (LDCDQ) 小发育协调障碍问卷（LDCDQ）的更新心理测量评估

IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2026-01-05 DOI: 10.1016/j.ridd.2026.105206

Tanya Rihtman , Miri Tal-Saban

Aim

The Little Developmental Coordination Disorder Questionnaire (LDCDQ) is a screening tool for identifying preschool children who may have Developmental Coordination Disorder (DCD), originally developed in the Hebrew language. This study updated the original LDCDQ’s psychometric properties with an expanded sample size, and ascertained sensitivity, specificity and cutoff scores.

Method

An observational cross-sectional study design with convenience and snowball sampling was employed. Israeli preschool children aged 36–59 months (n = 399; 48.48 + 6.73) were recruited to two groups (typically developing [TD] n = 269; 47.65 + 6.78; referred n = 130; 50.09 + 6.35). The LDCDQ and a demographic questionnaire were completed for all children. The Movement Assessment Battery for Children, Second Edition (MABC2) was administered to n = 77 children (n = 24 TD). Receiver operating curves (ROCs) were used to investigate sensitivity and specificity, and propose cutoff scores.

Results

Internal consistency was confirmed (total score: ɑ = 0.922). Study groups differed significantly (p < 0.001) on LDCDQ total and subscores. The MABC2 and LDCDQ total scores were moderately correlated (r = 0.51; p < 0.001) suggesting concurrent validity. Binary logistic regressions revealed that the LDCDQ total and all subscores significantly predicted study group placement. Sensitivity (95–100 %), specificity (65–69 %), and proposed cutoff scores were established using ROC.

Conclusion

The LDCDQ is a valid, reliable and free-of-charge screening tool that can be used to identify preschool children showing early motor coordination difficulties, who may benefit from early motor development support, and who may ultimately need referral for DCD assessment.

目的小发育协调障碍问卷（LDCDQ）是一种用于识别可能患有发育协调障碍（DCD）的学龄前儿童的筛查工具，最初是在希伯来语中开发的。本研究通过扩大样本量更新了原始LDCDQ的心理测量特性，并确定了敏感性、特异性和截止分数。方法采用方便滚雪球抽样的观察性横断面研究设计。将36-59个月的以色列学龄前儿童（n = 399;48.48 + 6.73）分为两组（典型发育[TD] n = 269;47.65 + 6.78；参考n = 130;50.09 + 6.35）。所有儿童都完成了LDCDQ和人口调查表。对n = 77名儿童（n = 24 TD）进行第二版儿童运动评估量表（MABC2）。采用受试者工作曲线（roc）研究敏感性和特异性，并提出截止评分。结果内部一致性得到证实（总分：j = 0.922）。研究组在LDCDQ总分和分值上存在显著差异（p <； 0.001）。MABC2与LDCDQ总分呈中度相关（r = 0.51;p <； 0.001），提示并发效度。二元逻辑回归显示，LDCDQ总分和所有分值显著预测了研究组的位置。灵敏度（95-100 %）、特异性（65-69 %）和建议的截止评分采用ROC建立。结论LDCDQ是一种有效、可靠和免费的筛查工具，可用于识别早期运动协调困难的学龄前儿童，这些儿童可能受益于早期运动发展支持，并可能最终需要转诊进行DCD评估。

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引用次数: 0

Association of household food insecurity with overweight and obesity in children and adolescent with disabilities 家庭粮食不安全与残疾儿童和青少年超重和肥胖的关系。

IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2026-01-01 DOI: 10.1016/j.ridd.2025.105199

Ramazan Mert Atan , Sedat Arslan , Kevser Tari Selcuk

Household food insecurity is associated with an increased risk of obesity in children and adolescents. Households that include children and adolescents with disabilities may be more vulnerable to food insecurity. This study aimed to investigate the relationship between household food insecurity and general and abdominal obesity in children and adolescents with disabilities. In this cross-sectional study, data was collected through face-to-face interviews from 106 parents and children/adolescents. To collect the data, the Descriptive Information Form and the Household Food Insecurity Access Scale were used. Body weight, height and waist circumference (WC) of children/adolescents were measured by the researchers. Body Mass Index Z score (BMIz), WC Z score (WCz) and waist-to-height ratio (WHtR) were calculated. The significance level of statistical tests was accepted as p < 0.05. Approximately 37.0 % of households were at risk of food insecurity. According to BMIz, approximately 19.0 % of the children and adolescents were overweight and 29.0 % were obese. Children and adolescents with WCz> +1 SD and WHtR≥ 0.5 were 46.2 % and 50.0 %, respectively. After adjusting for potential confounders, moderate and severe food insecurity was associated with higher odds of overweight and obesity according to the BMIz (AOR: 6.48, 95 % CI: 1.76;23.90, p:0.005), and WCz (AOR: 9.41, 95 % CI: 2.24;39.47, p:0.002). It was also associated with higher rates of abdominal obesity according to the WHtR (AOR: 7.12, 95 % CI: 1.74;29.20, p:0.006). Moderate/severe household food insecurity was found to be significantly associated with increased odds of general and abdominal obesity in children and adolescents with disabilities.

家庭粮食不安全与儿童和青少年肥胖风险增加有关。有残疾儿童和青少年的家庭可能更容易受到粮食不安全的影响。本研究旨在探讨家庭粮食不安全与残疾儿童和青少年一般肥胖和腹部肥胖之间的关系。在本横断面研究中，通过对106名家长和儿童/青少年的面对面访谈收集数据。为了收集数据，使用了描述性信息表和家庭粮食不安全获取量表。研究人员测量了儿童/青少年的体重、身高和腰围。计算体重指数Z评分（BMIz）、腰围Z评分（WCz）和腰高比（WHtR）。统计学检验的显著性水平为p  +1 SD为46.2% %,WHtR≥ 0.5为50.0% %。在调整了潜在的混杂因素后，根据BMIz （AOR: 6.48, 95 % CI: 1.76;23.90, p:0.005）和WCz (AOR: 9.41, 95 % CI: 2.24;39.47, p:0.002)，中度和重度食品不安全与超重和肥胖的较高几率相关。根据WHtR，它还与较高的腹部肥胖发生率相关（AOR: 7.12, 95 % CI: 1.74;29.20, p:0.006）。研究发现，中度/重度家庭粮食不安全与残疾儿童和青少年普遍肥胖和腹部肥胖的几率增加显著相关。

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IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2026-01-01

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IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2026-01-01

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IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2026-01-01

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IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2026-01-01

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IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2026-01-01

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