Research in Developmental Disabilities最新文献_第6页

Adaptive behavior in primary agenesis of the corpus callosum 原发性胼胝体发育不全的适应行为。

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2024-10-25 DOI: 10.1016/j.ridd.2024.104862

Justin S. Miller , Warren S. Brown , Ryan W. Mangum , Anne A.T. Nolty , Lynn K. Paul

Background and aims

Primary agenesis of the corpus callosum (ACC) is a congenital neurological disorder characterized by the absence, either partial or complete, of the corpus callosum in individuals who do not have intellectual disability and are otherwise neurologically asymptomatic. While mild to moderate neurocognitive deficits have been observed in individuals with primary ACC using neuropsychological assessments, the impact of this syndrome on adaptive behavior remains insufficiently understood.

Methods

This study used self- and informant-ratings on the Adaptive Behavior Assessment System, Second Edition (ABAS-II) to evaluate adaptive behavior in 35 adults diagnosed with primary ACC.

Results

While adults with primary ACC reported adaptive functioning comparable to an age-adjusted normative sample, family informants rated their adaptive ability below norms in several skill domains, particularly social skills.

Conclusions

This pattern of lower ratings by informants than self-ratings suggests adults with ACC may have poor understanding of their own behavior and its consequences. This study demonstrates that informants observe significant deficiencies in the conceptual, social, and practical aspects of adaptive behavior in persons with primary ACC, and that these deficiencies are not seen as clearly by the persons themselves.

背景和目的：原发性胼胝体发育不全（ACC）是一种先天性神经系统疾病，其特征是胼胝体部分或完全缺失，但患者没有智力障碍，也没有其他神经系统症状。虽然通过神经心理学评估已观察到原发性 ACC 患者存在轻度至中度的神经认知障碍，但人们对这种综合征对适应行为的影响仍缺乏足够的了解：本研究使用适应行为评估系统第二版（ABAS-II）的自我评分和信息评分来评估35名被诊断患有原发性ACC的成年人的适应行为：尽管原发性 ACC 成人报告的适应功能与年龄调整后的常模样本相当，但家庭线人对其适应能力的评分却低于几个技能领域的常模，尤其是社交技能：这种信息提供者评分低于自我评分的模式表明，患有自闭症的成年人可能对自己的行为及其后果缺乏了解。这项研究表明，信息提供者观察到原发性自闭症患者在适应行为的概念、社交和实践方面存在明显缺陷，而患者本人并没有清楚地看到这些缺陷。

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引用次数: 0

An evaluation of health-related quality of life and its relation with functional vision in children with cerebral visual impairment 评估脑性视力障碍儿童的健康相关生活质量及其与功能性视力的关系。

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2024-10-25 DOI: 10.1016/j.ridd.2024.104861

L. Collart , E. Ortibus , N. Ben Itzhak

Background

Health-related Quality of Life (HRQOL) and its relation with functional vision is understudied in cerebral visual impairment (CVI).

Aims

Characterising HRQOL, comparing child self- and parent proxy-reports, and exploring relations with functional vision.

Methods and procedures

Seventy-three children with CVI (n females = 33; n males = 40; Mean performance age = 7y2m) were included. HRQOL was measured with Pediatric Quality of Life Inventory (PedsQL) child self- and parent proxy-reports and compared using Wilcoxon signed-rank tests. Risk for impaired HRQOL was evaluated using cut-off scores. Parents scored functional vision using the Insight Questions Inventory and the Flemish CVI Questionnaire.

Outcomes and results

61 % (self-reported) or 66 % of children (proxy-reported) were at-risk for impaired total HRQOL. Ratings were correlated (r_s = 0.305; p = 0.013); however, children rated higher total HRQOL compared to parent-proxy (r = 0.382; p = 0.002). The Insight Questions Inventory and the PedsQL proxy-report were correlated (r_p = −0.454; p < 0.001), the Flemish CVI Questionnaire was negligibly correlated (r_p = −0.244; _p = 0.041).

Conclusions and implications

HRQOL is reduced in CVI, and both child and parent perspectives are crucial. HRQOL and functional vision are intricately related, and impairment in one negatively affects the other.

背景：目的：描述健康相关生活质量（HRQOL），比较儿童自我报告和家长代理报告，并探讨其与功能性视力的关系：方法：纳入73名CVI儿童（女性33名，男性40名，平均表现年龄为7岁2米）。HRQOL 采用儿科生活质量量表（PedsQL）的儿童自我报告和家长代理报告进行测量，并使用 Wilcoxon 符号秩检验进行比较。采用截断分数评估 HRQOL 受损的风险。家长使用洞察问题量表和弗拉芒 CVI 问卷对功能性视力进行评分：61%的儿童（自我报告）或 66%的儿童（代理报告）存在总的 HRQOL 受损风险。评分具有相关性（rs = 0.305；p = 0.013）；然而，与父母代理相比，儿童对总体 HRQOL 的评分更高（r = 0.382；p = 0.002）。洞察问题量表和 PedsQL 代理报告存在相关性（rp = -0.454；p < 0.001），弗拉芒 CVI 问卷的相关性微乎其微（rp = -0.244；p = 0.041）：结论与启示：CVI 患者的 HRQOL 会降低，儿童和家长的观点都至关重要。HRQOL 与功能性视力密切相关，其中一个方面的损伤会对另一个方面产生负面影响。

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引用次数: 0

Differences and similarities between children and adolescent exposed to interpersonal traumas with and without Intellectual Disability: An explorative study 遭受人际创伤的智障儿童和非智障儿童与青少年之间的异同：一项探索性研究。

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2024-10-21 DOI: 10.1016/j.ridd.2024.104860

Veronica Sperandini , Federica Alice Maria Montanaro , Paola De Rose , Paolo Alfieri , Stefano Vicari

Background

Individuals with intellectual disability (ID) are more vulnerable to traumatic and stressful events, increasing their risk of developing post-traumatic stress disorder (PTSD).

Aims

This study aimed to investigate differences in psychopathology, post-traumatic symptoms, and adaptive functioning in a sample of Italian children and adolescents with and without ID. It also sought to determine whether the type of interpersonal trauma was associated with distinct psychopathological outcomes.

Methods and procedures

Sixty-six children and adolescents exposed to interpersonal trauma (physical/sexual abuse, domestic violence, and neglect), were selected and divided into two groups based on the presence or absence of ID. Assessment consisted of structured parent interviews and parent-reported questionnaires. For each scale, comparisons between subtests were performed.

Outcomes and results

Children and adolescents with ID were more likely to exhibit more severe post-traumatic symptoms, anxiety issues, social problems, and poorer adaptive functioning, with the exception of the practical domain, which appeared to be equally impaired in both groups. In terms of interpersonal trauma typology, exposure to physical/sexual abuse and domestic violence led to greater post-traumatic symptoms compared to neglect.

Conclusion and implications

Interpersonal trauma significantly affects children and adolescents, with or without ID, highlighting the need for tailored treatments for both groups.

背景：目的：本研究旨在调查意大利智障儿童和青少年样本在心理病理学、创伤后症状和适应功能方面的差异。研究还试图确定人际创伤的类型是否与不同的心理病理结果有关：选取了66名遭受人际创伤（身体虐待/性虐待、家庭暴力和忽视）的儿童和青少年，并根据是否患有ID将其分为两组。评估包括结构化家长访谈和家长报告问卷。对每个量表都进行了分测验之间的比较：患有智障的儿童和青少年更有可能表现出更严重的创伤后症状、焦虑问题、社交问题和较差的适应功能，但实践领域除外，两组儿童和青少年的实践领域似乎同样受损。就人际创伤类型而言，与被忽视相比，遭受身体虐待/性虐待和家庭暴力会导致更严重的创伤后症状：人际创伤对患有或不患有智障的儿童和青少年都有很大影响，因此有必要为这两个群体提供有针对性的治疗。

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引用次数: 0

Promoting social-inclusion: Adapting and refining a school participation and connectedness intervention for neurodiverse children in UK primary schools 促进社会包容：调整和完善针对英国小学神经多样化儿童的学校参与和联系干预措施

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2024-10-17 DOI: 10.1016/j.ridd.2024.104857

David Littlefair , Matthew McCloskey-Martinez , Pamela Graham , Fiona Nicholls , Amy Hodges , Reinie Cordier

Background

Education systems on an international basis have experienced an increase of neurodiverse students in mainstream schools. Such students can experience a deficit in school connectedness which restricts inclusive participation. In My Shoes is an intervention programme developed in Australia to support the inclusion of pupils with autism in primary school settings. This study aimed to adapt this programme for delivery in UK primary schools and widen it to encompass all neurodiverse pupils.

Methods

Focus groups of key stakeholders (Pupils, Parents, Teachers and Senior Leaders) explored and shared perspectives on the In My Shoes programme with regard to adapting and refining it for delivery in UK primary schools. Focus group data were analysed using a thematic approach.

Results

Five themes emerged from the data focusing upon materials, curriculum, context, duration, and whole-school approach. Linking the intervention to the PSHE curriculum for delivery was a key finding.

Conclusions

All key stakeholder groups found the programme beneficial to school connectedness and participation. They contributed to adaptations necessary to widen intervention to encompass all neurodiverse children and for deployment in UK primary schools. The biggest endorsement came from the pupil groups that were most enthusiastic about the intervention, who demonstrated an understanding and a relation to the concepts of the programme. Following revisions to the materials and adaptations suggested by stakeholders, a small feasibility study will be conducted with neurodiverse pupils and their typically developing peers across mainstream year 4 and year 5 classrooms (age 8-10 year olds) in the UK.

背景国际教育体系中，主流学校中的神经多样性学生越来越多。这些学生在与学校的联系方面可能会出现缺陷，从而限制了他们的全纳参与。In My Shoes "是澳大利亚开发的一项干预计划，旨在帮助小学环境中的自闭症学生融入学校。本研究旨在调整该计划，使其适用于英国小学，并扩大其范围，以涵盖所有神经多样性学生。方法由主要利益相关者（学生、家长、教师和高级领导）组成的焦点小组探讨并分享了有关 "我的鞋子 "计划的观点，以便对其进行调整和改进，使其适用于英国小学。结果从数据中得出了五个主题，分别是材料、课程、背景、持续时间和全校方法。结论所有主要利益相关群体都认为该计划有利于学校的联系和参与。他们为扩大干预范围以涵盖所有神经多样性儿童以及在英国小学实施所需的调整做出了贡献。最大的认可来自于对干预最热衷的学生群体，他们表现出对计划概念的理解和关系。在根据利益相关者的建议对教材进行修改和调整后，我们将在英国的主流四年级和五年级教室（8-10 岁）对神经多样性学生及其发育正常的同龄人进行一项小型可行性研究。

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引用次数: 0

Acoustic features of vocalizations in typically developing and autistic infants in the first year 发育正常婴儿和患有自闭症婴儿第一年发声的声学特征

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2024-10-16 DOI: 10.1016/j.ridd.2024.104849

D. Kimbrough Oller , Edina R. Bene , Hyunjoo Yoo , Pumpki Lei Su , Helen Long , Cheryl Klaiman , Stormi L. Pulver , Shana Richardson , Moira L. Pileggi , Natalie Brane , Gordon Ramsay

Background

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.

Aims

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.

Methods and Procedures

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 >162,000 infant utterances.

Outcomes and Results

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.

Conclusions and Implications

Strong similarities in acoustic patterns occurred across the three groups, but only the TD group showed significant acoustic effects of IDS.

背景我们描述了典型发育期婴儿（TD）最突出的五种发声类型的声学模式，并将其与患自闭症（ASD）或与自闭症无关的发育障碍（DD）的婴儿的声学模式进行了比较。婴儿指导言语（IDS）可能会对此类发声模式产生重要影响。方法和程序对三组婴儿（130 名 TD、44 名 ASD 和 21 名 DD）第一年的 1259 份全天录音中每份录音中的两个五分钟片段进行编码和声学分析。结果在所有组别中，哭声最长、最响亮，元音类声音在五种发声类型中最短。结论与启示三组婴儿的声学模式非常相似，但只有 TD 组的婴儿表现出 IDS 对声学的显著影响。

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引用次数: 0

Temporal-sampling theory and language in Down syndrome: An empirical study 时间取样理论与唐氏综合症的语言：实证研究

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2024-10-15 DOI: 10.1016/j.ridd.2024.104856

Pastora Martínez-Castilla , Elena López-Riobóo

Background

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.

Aims

This research sought to assess the potential of temporal-sampling theory as a framework to accounting for language difficulties in Down syndrome (DS).

Methods and procedures

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.

Outcomes and results

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.

Conclusions and implications

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.

背景时间取样理论认为，音节重音听觉标记处理和词汇重音辨别方面的困难有助于解释发育性语言障碍儿童和诵读困难儿童的语言问题。本研究旨在评估时间取样理论作为解释唐氏综合症（DS）语言障碍的框架的潜力。方法和程序研究了患有唐氏综合症的青少年和年轻成人，以及与他们年龄和非语言认知能力相匹配的其他原因不明的智力残疾（ID）的同龄人的词汇压力听觉标记、词汇压力辨别和接受词汇的阈值。结果表明，时间取样理论有助于解释 DS 或其他智障人士的语言障碍。这为设计针对此类人群的语言干预计划提供了新的机会。

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引用次数: 0

Investigating the impact of an AI-based play activities intervention on the quality of life of school-aged children with ADHD 研究基于人工智能的游戏活动干预对多动症学龄儿童生活质量的影响

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2024-10-15 DOI: 10.1016/j.ridd.2024.104858

Ali Fahad Aldakhil

Background

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.

Aims

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.

Methods

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.

Results and outcomes

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.

Conclusions

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.

背景注意缺陷/多动障碍（ADHD）是一种普遍存在的神经发育障碍，不仅影响儿童的行为、学习和社会交往，还影响他们的生活质量。人工智能（AI）的进步可能会为改善多动症症状和多动症儿童的生活质量提供新的机会，特别是通过定制游戏活动来满足他们的特殊需求。这项研究考察了基于人工智能的游戏活动对61名年龄在8至12岁之间、被诊断为多动症的沙特儿童生活质量的影响。对照组不接受任何干预。儿童和家长在测试前、测试后和随访时填写了儿科生活质量量表（Pediatric Quality of Life Inventory，简称 PedsQL）。对照组则没有这些改善。结论基于人工智能的游戏干预可提高多动症儿童的生活质量，7 周后可观察到持续的改善。将此类干预纳入教育和治疗环境可改善多动症的行为、社交和认知症状。未来的研究应探索基于人工智能的游戏活动干预的更广泛应用和长期效果。

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引用次数: 0

Effects of long-term transcutaneous auricular vagus nerve stimulation on circadian vagal activity in people with Prader-Willi Syndrome: A case-series 长期经皮耳迷走神经刺激对普拉德-威利综合征患者昼夜节律迷走神经活动的影响：病例系列

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2024-10-13 DOI: 10.1016/j.ridd.2024.104855

Maximilian Schmausser , Anthony Holland , Jessica Beresford-Webb , Stephen J. Eglen , Katie Manning , Lucie Aman , Dina Kronhaus , Julian Koenig

Background

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.

Aim

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.

Methods

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.

Results

Circadian amplitudes of HRV and HR were significantly higher at the end of the treatment compared to baseline (all p’s < .01). There was a significant increase in the rhythm-adjusted mean of HRV (p < .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.

Conclusion

The results suggest that taVNS may be effective by targeting ANS activity in individuals with PWS, contributing to improvements in behavioral regulation.

背景普拉德-威利综合征（Prader-Willi Syndrome，PWS）是一种遗传性神经发育障碍疾病，主要表现为昼夜节律和自主神经系统（ANS）活动紊乱、食欲亢进和情绪失控。以前的试验表明，有创和无创迷走神经刺激（VNS）可减少 PWS 患者的情绪爆发，这可能是通过其对迷走神经活动的影响实现的。本病例系列研究了经皮耳廓迷走神经刺激（taVNS）对昼夜节律迷走神经活动的心脏标记物（尤其是心率变异性和心率）的影响，以及它们与情绪失控改善之间的潜在联系。结果测量包括每天的情绪爆发记录以及每三个月一次的 24 小时心率变异和心率记录。应用混合余弦模型分析心率变异和心率的昼夜节律变化。结果与基线相比，治疗结束时心率变异和心率的昼夜节律振幅明显增加（所有 p's < .01）。心率变异的节律调整平均值明显增加（p <.01），而心率的节律调整平均值明显下降，这都表明心脏迷走神经活动增加。结果表明，taVNS 可有效针对 PWS 患者的自律神经系统活动，有助于改善行为调节。

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引用次数: 0

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 对自我报告工具进行改编，以提高其在认知上对智障人士的可及性，是否会带来更好的测量结果？- 认知访谈研究

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2024-10-12 DOI: 10.1016/j.ridd.2024.104851

Roel Kooijmans , Myrte van Langen , Hille Voss , Enid Reichrath , Jarymke Maljaars , Ruth Dalemans , Peter E. Langdon , Xavier Moonen

Background and aims

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.

Methods and procedures

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.

Outcomes and results

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.

Conclusions and implications

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.

背景和目的我们调查了在轻度智障和边缘智力功能的成人样本中，改善一种广泛使用的自我报告测量方法的认知可及性是否会导致更好的理解和更准确的答案。方法和程序我们在对现有的适应功能自我报告测量方法的说明和选定项目进行调整前后，进行了一系列认知访谈。访谈结果和受试者的反馈通过受试者和照护者得分之间的定量比较得到了补充。结果根据受试者的经验和偏好进行调整，并结合循证指南，提高了理解力和准确性。结果表明，根据轻度智障者或边缘智障者的需求和偏好对自我报告工具进行调整，可使测量结果更易于使用，并且更加可靠有效。结果还强调了在评估中以第一人称视角补充代理报告的重要性，因为客户和信息提供者对行为和技能的评估可能会有所不同。

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引用次数: 0

Impact of the Quality of Life Supports Model on the inclusion of students with disabilities in higher education: A scoping review 生活质量支持模式对残疾学生融入高等教育的影响：范围综述。

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities

Pub Date : 2024-10-10 DOI: 10.1016/j.ridd.2024.104850

Óscar Gonzalo , Inés Heras , José Luis Castillo , Cuauhtémoc Meza , Miguel Ángel Verdugo

Background

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.

Aims

This review aims to map the scientific literature to assess the current impact of QOLSM on higher education.

Methods and procedures

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.

Outcomes and results

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.

Conclusions and implications

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.

背景：生活质量支持模式（QOLSM）是一个非常适合加强残疾学生融入高等教育的框架。目的：本综述旨在对科学文献进行梳理，以评估 QOLSM 目前对高等教育的影响：对旨在提高残疾学生生活质量的教育实践、政策和文化进行了范围界定。我们使用了 EBSCOHost、ProQuest 和 Scielo 数据库，以确定 1978 年至 2023 年期间用英语或西班牙语撰写的研究。四位独立审稿人对结果进行了筛选，以纳入研究：在 5361 条记录中，有 21 条符合纳入标准。发育障碍学生是生活质量支持策略的主要接受者。所报告的教育实践与残疾人权利框架、残疾的社会生态模式以及多维生活质量构建不甚一致。特殊支持和主流环境比一般支持和隔离环境更为常见：本综述强调了 "QOLSM "目前在促进残疾学生融入高等教育方面的有限影响。现阶段不建议进行系统回顾或荟萃分析。

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引用次数: 0