Pub Date : 2025-11-01DOI: 10.1016/j.ridd.2025.105140
Ghaleb Alnahdi , Elsayed Elshabrawi Ahmed Hassanein , Taha R. Adawi
Background
This study investigates Family Quality of Life (FQoL) among mothers of children with intellectual disabilities across three Arab countries: Saudi Arabia, Egypt, and Qatar.
Method
Data were collected from 373 mothers using the Beach Center Family Quality of Life Scale. Repeated measures ANOVA and multiple regression analyses were conducted to assess differences across FQoL domains and identify associated demographic predictors.
Results
Results reveal varying levels of satisfaction across FQoL domains, with Family Interaction scoring the highest and Emotional Wellbeing the lowest. Factors such as the mother's age, the child's disability severity, and country of residence significantly influence satisfaction levels in some domains.
Conclusion
The findings highlight the importance of culturally responsive supports, particularly in the emotional domain, and suggest that tailored interventions addressing demographic and contextual factors may enhance the well-being of mothers of children with intellectual disabilities in the Arab region.
{"title":"Perspectives on family wellbeing among mothers of children with intellectual disabilities in the Arab World","authors":"Ghaleb Alnahdi , Elsayed Elshabrawi Ahmed Hassanein , Taha R. Adawi","doi":"10.1016/j.ridd.2025.105140","DOIUrl":"10.1016/j.ridd.2025.105140","url":null,"abstract":"<div><h3>Background</h3><div>This study investigates Family Quality of Life (FQoL) among mothers of children with intellectual disabilities across three Arab countries: Saudi Arabia, Egypt, and Qatar.</div></div><div><h3>Method</h3><div>Data were collected from 373 mothers using the Beach Center Family Quality of Life Scale. Repeated measures ANOVA and multiple regression analyses were conducted to assess differences across FQoL domains and identify associated demographic predictors.</div></div><div><h3>Results</h3><div>Results reveal varying levels of satisfaction across FQoL domains, with Family Interaction scoring the highest and Emotional Wellbeing the lowest. Factors such as the mother's age, the child's disability severity, and country of residence significantly influence satisfaction levels in some domains.</div></div><div><h3>Conclusion</h3><div>The findings highlight the importance of culturally responsive supports, particularly in the emotional domain, and suggest that tailored interventions addressing demographic and contextual factors may enhance the well-being of mothers of children with intellectual disabilities in the Arab region.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"166 ","pages":"Article 105140"},"PeriodicalIF":2.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145402703","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}
Pub Date : 2025-11-01DOI: 10.1016/j.ridd.2025.105133
Fiorella Guerrero , Jessica Kramer , Milagros Alvarado , Christine T. Myers , Victor Harris , Stella Hartinger , Daniel Maeusezahl
Introduction
Measuring Family Quality of Life (FQoL) is recognized as key to understanding needs and supporting families of children with disabilities (CwD). This study performs initial steps to developing a culturally relevant FQoL instrument for low-resource communities in developing nations by examining the content validity (comprehension, relevance, and comprehensiveness) of a battery of items from existing FQoL instruments with families of CwD in the highlands of Peru.
Methods
Cognitive interviews were conducted using a battery of 59 items with twenty caregivers with at least one child with a disability (M=40.4 years, 85 % female, 90 % lived in poverty, 70 % had elementary education or lower). For comprehension, researchers coded the caregivers’ responses to determine if they were understood as intended. For relevance, caregivers rated the importance of each item, and reasons for unanswered items were documented. For comprehensiveness, caregivers identified any missing concepts.
Results
Twenty-seven of 59 items met the comprehension criterion. Reasons for misinterpretation included item complexity, vague language, use of paradigms unknown to families, and differences in health and disability service systems. All items but one met criteria for relevance, and 16 items could not be administered to some caregivers because of family and child characteristics. Caregivers identified six concepts missing from the item set.
Discussion
To ensure a content-valid assessment of FQoL for families of CwD, items must be revised to ensure comprehension and comprehensiveness. Administrative and item development recommendations are provided for the validity of using a FQoL instrument in low-resource settings in developing nations.
{"title":"Closing measurement gaps in FQoL – A content validity study of a FQoL instrument for families of children with disabilities living in the rural highlands of Peru","authors":"Fiorella Guerrero , Jessica Kramer , Milagros Alvarado , Christine T. Myers , Victor Harris , Stella Hartinger , Daniel Maeusezahl","doi":"10.1016/j.ridd.2025.105133","DOIUrl":"10.1016/j.ridd.2025.105133","url":null,"abstract":"<div><h3>Introduction</h3><div>Measuring Family Quality of Life (FQoL) is recognized as key to understanding needs and supporting families of children with disabilities (CwD). This study performs initial steps to developing a culturally relevant FQoL instrument for low-resource communities in developing nations by examining the content validity (comprehension, relevance, and comprehensiveness) of a battery of items from existing FQoL instruments with families of CwD in the highlands of Peru.</div></div><div><h3>Methods</h3><div>Cognitive interviews were conducted using a battery of 59 items with twenty caregivers with at least one child with a disability (M=40.4 years, 85 % female, 90 % lived in poverty, 70 % had elementary education or lower). For comprehension, researchers coded the caregivers’ responses to determine if they were understood as intended. For relevance, caregivers rated the importance of each item, and reasons for unanswered items were documented. For comprehensiveness, caregivers identified any missing concepts.</div></div><div><h3>Results</h3><div>Twenty-seven of 59 items met the comprehension criterion. Reasons for misinterpretation included item complexity, vague language, use of paradigms unknown to families, and differences in health and disability service systems. All items but one met criteria for relevance, and 16 items could not be administered to some caregivers because of family and child characteristics. Caregivers identified six concepts missing from the item set.</div></div><div><h3>Discussion</h3><div>To ensure a content-valid assessment of FQoL for families of CwD, items must be revised to ensure comprehension and comprehensiveness. Administrative and item development recommendations are provided for the validity of using a FQoL instrument in low-resource settings in developing nations.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"166 ","pages":"Article 105133"},"PeriodicalIF":2.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145402693","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}
Pub Date : 2025-11-01DOI: 10.1016/j.ridd.2025.105135
Saskia Koene , Marieke Rothuizen-Lindenschot , Fabienne G. Ropers , Gijs W.E. Santen , Ruth Braden , Angela Morgan , Jannelien Wieland , Helma B.M. van Gameren-Oosterom
Parents perceive a lack of prognostic information among the most challenging consequences of having a child with a rare disease. Although the medical phenotype of FOXP1 syndrome, including neurodevelopmental delay, speech impairment, psychiatric problems and congenital malformations is becoming clearer, there is little detailed information about the acquisition of activities of daily living. This study aimed to provide a detailed picture of practical and daily social skills development in individuals with FOXP1 syndrome. In this cross-sectional study, parents were invited to complete an online questionnaire about the medical issues, milestones and practical abilities of their child with FOXP1 syndrome (n = 52, age 2–54 years). We found that individuals with FOXP1 syndrome have great difficulties with both basic and instrumental activities of daily living, but continue to develop their skills into adulthood. Although most individuals learn to perform some basic daily living tasks independently, the majority heavily rely on their parents, many needing 24–7 supervision to support many aspects of daily life up to adulthood. The results of this study can be used to counsel parents after a diagnosis of FOXP1. We include a visual representation of the results for parents in the Supplementary file.
{"title":"Improving prognostication for individuals with FOXP1 syndrome: Parent-reported practical and social skills in 52 individuals","authors":"Saskia Koene , Marieke Rothuizen-Lindenschot , Fabienne G. Ropers , Gijs W.E. Santen , Ruth Braden , Angela Morgan , Jannelien Wieland , Helma B.M. van Gameren-Oosterom","doi":"10.1016/j.ridd.2025.105135","DOIUrl":"10.1016/j.ridd.2025.105135","url":null,"abstract":"<div><div>Parents perceive a lack of prognostic information among the most challenging consequences of having a child with a rare disease. Although the medical phenotype of FOXP1 syndrome, including neurodevelopmental delay, speech impairment, psychiatric problems and congenital malformations is becoming clearer, there is little detailed information about the acquisition of activities of daily living. This study aimed to provide a detailed picture of practical and daily social skills development in individuals with FOXP1 syndrome. In this cross-sectional study, parents were invited to complete an online questionnaire about the medical issues, milestones and practical abilities of their child with FOXP1 syndrome (n = 52, age 2–54 years). We found that individuals with FOXP1 syndrome have great difficulties with both basic and instrumental activities of daily living, but continue to develop their skills into adulthood. Although most individuals learn to perform some basic daily living tasks independently, the majority heavily rely on their parents, many needing 24–7 supervision to support many aspects of daily life up to adulthood. The results of this study can be used to counsel parents after a diagnosis of FOXP1. We include a visual representation of the results for parents in the Supplementary file.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"167 ","pages":"Article 105135"},"PeriodicalIF":2.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420542","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}
Autistic children often face cognitive challenges, particularly in executive functions (EFs). Previous research has explored the relationship between EFs and autistic traits, including social abilities and restricted and repetitive behaviours (RRBs). While some consistencies emerge from ecologically valid ratings, results from performance-based measures and studies combining lab tasks with parent reports remain inconsistent. This study investigated associations between EFs and autistic traits, focusing on the mediating role of cognitive abilities. We assessed 110 autistic participants aged 4–17 years (33 with IQ <85; 77 with IQ ≥85) using a comprehensive neuropsychological battery, including the Weschler Intelligence Scale for Children (WISC-IV), performance-based EF tasks (WCST, TOL), clinician ratings (ADOS-2), and parent-reported measures (SRS-2). Results showed significant links between cognitive flexibility and clinician-observed RRBs, and between planning skills and parent-reported autistic traits. Notably, cognitive abilities mediated the relationships of cognitive flexibility and planning with clinician-rated social-communication skills. Lower IQ participants performed worse on most EF measures, except for errors in shifting and planning task timing. Clinicians reported lower social scores only in the lower IQ group. These findings reveal inconsistencies in convergence between performance-based EF measures and autistic traits from parent and clinician reports. Importantly, cognitive abilities play a significant role in clinical assessments of EF and socio-communication, highlighting the need for more sensitive and ecologically valid neuropsychological tools. Conversely, cognitive skills did not influence clinician-rated RRBs or parent reports, suggesting these behaviours may be independent of broader cognitive abilities.
{"title":"Linking cognitive flexibility, planning, and autistic traits: The mediating role of cognitive abilities","authors":"Francesca Anderle , Rebecca Barbieri , Angela Pasqualotto , Arianna Bentenuto , Paola Venuti","doi":"10.1016/j.ridd.2025.105136","DOIUrl":"10.1016/j.ridd.2025.105136","url":null,"abstract":"<div><div>Autistic children often face cognitive challenges, particularly in executive functions (EFs). Previous research has explored the relationship between EFs and autistic traits, including social abilities and restricted and repetitive behaviours (RRBs). While some consistencies emerge from ecologically valid ratings, results from performance-based measures and studies combining lab tasks with parent reports remain inconsistent. This study investigated associations between EFs and autistic traits, focusing on the mediating role of cognitive abilities. We assessed 110 autistic participants aged 4–17 years (33 with IQ <85; 77 with IQ ≥85) using a comprehensive neuropsychological battery, including the Weschler Intelligence Scale for Children (WISC-IV), performance-based EF tasks (WCST, TOL), clinician ratings (ADOS-2), and parent-reported measures (SRS-2). Results showed significant links between cognitive flexibility and clinician-observed RRBs, and between planning skills and parent-reported autistic traits. Notably, cognitive abilities mediated the relationships of cognitive flexibility and planning with clinician-rated social-communication skills. Lower IQ participants performed worse on most EF measures, except for errors in shifting and planning task timing. Clinicians reported lower social scores only in the lower IQ group. These findings reveal inconsistencies in convergence between performance-based EF measures and autistic traits from parent and clinician reports. Importantly, cognitive abilities play a significant role in clinical assessments of EF and socio-communication, highlighting the need for more sensitive and ecologically valid neuropsychological tools. Conversely, cognitive skills did not influence clinician-rated RRBs or parent reports, suggesting these behaviours may be independent of broader cognitive abilities.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"166 ","pages":"Article 105136"},"PeriodicalIF":2.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145402674","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}
Pub Date : 2025-10-31DOI: 10.1016/j.ridd.2025.105137
Nahedh S. Aloudah , Manal S. Alshehri , Anwar R. Alhamad
Background
Artificial intelligence (AI) holds significant potential to enhance the quality of life (QoL) for individuals with disabilities by improving access to healthcare, promoting social participation, and supporting independence. In Saudi Arabia, however, there is a gap in inclusive AI models tailored to local needs, particularly in addressing the challenges faced by people with disabilities in accessing essential services.
Aims
This article proposes an AI-supported application tailored to improve key QoL dimensions such as healthcare accessibility, social inclusion, and autonomy for people with disabilities in Saudi Arabia.
Methods
A qualitative design was employed, involving 25 semi-structured interviews: 10 experts from medicine, rehabilitation, sociology, and AI and 15 individuals with visual, motor, or mild cognitive disabilities. Participants were recruited through rehabilitation centers, hospitals, and disability associations in Al-Ahsa using official approvals and direct outreach via email, WhatsApp, and personal meetings. Thematic analysis was conducted using Braun and Clarke’s framework.
Results
The proposed AI application supports three key service areas: (1) social services (personalized chatbots, accessibility tools, and AI-driven job matching); (2) health services (telehealth monitoring and genetic-based treatment planning); (3) collaboration with ministries and AI authorities. Sustainability is addressed through measures such as free access, institutional support, and ongoing government involvement.
Conclusions
This study presents a context-specific, actionable AI framework to inform policy and innovation for disability inclusion in Saudi Arabia. By emphasizing local needs, stakeholder collaboration, and user-centered adaptive design, it contributes to closing the service gap for people with disabilities and offers a scalable model for inclusive digital transformation.
{"title":"A proposed AI application for enhancing the quality of life of people with disabilities in Saudi Arabia","authors":"Nahedh S. Aloudah , Manal S. Alshehri , Anwar R. Alhamad","doi":"10.1016/j.ridd.2025.105137","DOIUrl":"10.1016/j.ridd.2025.105137","url":null,"abstract":"<div><h3>Background</h3><div>Artificial intelligence (AI) holds significant potential to enhance the quality of life (QoL) for individuals with disabilities by improving access to healthcare, promoting social participation, and supporting independence. In Saudi Arabia, however, there is a gap in inclusive AI models tailored to local needs, particularly in addressing the challenges faced by people with disabilities in accessing essential services.</div></div><div><h3>Aims</h3><div>This article proposes an AI-supported application tailored to improve key QoL dimensions such as healthcare accessibility, social inclusion, and autonomy for people with disabilities in Saudi Arabia.</div></div><div><h3>Methods</h3><div>A qualitative design was employed, involving 25 semi-structured interviews: 10 experts from medicine, rehabilitation, sociology, and AI and 15 individuals with visual, motor, or mild cognitive disabilities. Participants were recruited through rehabilitation centers, hospitals, and disability associations in Al-Ahsa using official approvals and direct outreach via email, WhatsApp, and personal meetings. Thematic analysis was conducted using Braun and Clarke’s framework.</div></div><div><h3>Results</h3><div>The proposed AI application supports three key service areas: (1) social services (personalized chatbots, accessibility tools, and AI-driven job matching); (2) health services (telehealth monitoring and genetic-based treatment planning); (3) collaboration with ministries and AI authorities. Sustainability is addressed through measures such as free access, institutional support, and ongoing government involvement.</div></div><div><h3>Conclusions</h3><div>This study presents a context-specific, actionable AI framework to inform policy and innovation for disability inclusion in Saudi Arabia. By emphasizing local needs, stakeholder collaboration, and user-centered adaptive design, it contributes to closing the service gap for people with disabilities and offers a scalable model for inclusive digital transformation.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"167 ","pages":"Article 105137"},"PeriodicalIF":2.6,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145398101","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}
Pub Date : 2025-10-30DOI: 10.1016/j.ridd.2025.105139
Mohammed S. Alshuayl
Over the years, policies supporting the provision of services that facilitate a smooth transition to adult life for students with intellectual disability (ID) have increasingly gained attention in the United States of America. However, the same level of importance placed on postschool outcomes for secondary students with ID has not yet been achieved in Saudi Arabia, despite it being a high-income country. The purpose of this study was to investigate the provision of transition services to adult life for secondary students with moderate ID in Saudi Arabia. Over 4 months, the researcher conducted semi-structured interviews with 12 participants, including six parents of students with moderate ID and six male special education teachers who were teaching their sons. Five themes emerged from the participants’ comments, including (a) knowledge about transition services, (b) familiarity with transition-related evidence-based practices, (c) the provision of transition services, (d) support needed to improve the quality of services, and (e) long-term outcomes expected from transition services. When considered collectively, four issues warrant discussion including (a) special education teachers’ lack of pedagogical knowledge related to the transition to adult life, (b) a systemic lack of services that reflect pedagogical knowledge related to the transition to adult life, (c) insufficient infrastructure to establish and maintain services for transition to adult life, and (d) a societal lack of hope for long-term outcomes. The researcher discusses the findings, shares their implications, delineates the limitations of this study, and outlines recommendations for future research.
{"title":"Transition services for secondary students with moderate intellectual disability in Saudi Arabia: What parents and special education teachers say","authors":"Mohammed S. Alshuayl","doi":"10.1016/j.ridd.2025.105139","DOIUrl":"10.1016/j.ridd.2025.105139","url":null,"abstract":"<div><div>Over the years, policies supporting the provision of services that facilitate a smooth transition to adult life for students with intellectual disability (ID) have increasingly gained attention in the United States of America. However, the same level of importance placed on postschool outcomes for secondary students with ID has not yet been achieved in Saudi Arabia, despite it being a high-income country. The purpose of this study was to investigate the provision of transition services to adult life for secondary students with moderate ID in Saudi Arabia. Over 4 months, the researcher conducted semi-structured interviews with 12 participants, including six parents of students with moderate ID and six male special education teachers who were teaching their sons. Five themes emerged from the participants’ comments, including (a) knowledge about transition services, (b) familiarity with transition-related evidence-based practices, (c) the provision of transition services, (d) support needed to improve the quality of services, and (e) long-term outcomes expected from transition services. When considered collectively, four issues warrant discussion including (a) special education teachers’ lack of pedagogical knowledge related to the transition to adult life, (b) a systemic lack of services that reflect pedagogical knowledge related to the transition to adult life, (c) insufficient infrastructure to establish and maintain services for transition to adult life, and (d) a societal lack of hope for long-term outcomes. The researcher discusses the findings, shares their implications, delineates the limitations of this study, and outlines recommendations for future research.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"167 ","pages":"Article 105139"},"PeriodicalIF":2.6,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145398100","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}
Pub Date : 2025-10-30DOI: 10.1016/j.ridd.2025.105141
Hesna Gül , Ahmet Gül , Burçin Özlem Ateş , Özlem Hekim , Yasemin Taş Torun
Objective
Sluggish Cognitive Tempo (SCT) is characterized by excessive daydreaming, lethargy, slowed thinking, and mental confusion. This study aimed to examine the factorial structure, reliability, and validity of the Turkish version of the Barkley SCT Scale in a clinically referred adolescent sample, and to explore its distinctiveness from Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms.
Methods
The sample included 252 adolescents (aged 11–18, 71 % female) who completed the Turkish-adapted Barkley SCT Scale and the Conners-Wells Adolescent Self-Report Scale (CASS-S). A subsample of 20 adolescents completed the SCT scale again after one week for test–retest analysis. Data were analyzed using Exploratory Structural Equation Modeling (ESEM), Cronbach’s alpha, and Intraclass Correlation Coefficients (ICCs). Convergent validity and gender differences were also assessed.
Results
ESEM supported a two-factor structure, comprising Daydreaming (items 1–5) and Sluggishness (items 6–9), with excellent model fit (RMSEA =.044; CFI =.974; TLI =.964). Internal consistency was good for the total scale (α =.82) and acceptable for both subscales. Test–retest analyses showed moderate stability for single administrations (ICC =.454) and excellent reliability when repeated scores were aggregated (ICC =.937). Daydreaming was strongly associated with cognitive problems/inattention (r = .652), while Sluggishness showed weaker or nonsignificant correlations with hyperactivity/impulsivity, supporting SCT’s distinction from externalizing ADHD features. Females scored significantly higher than males on both SCT subscales.
Conclusion
The Turkish version of the Barkley SCT Scale demonstrates sound psychometric properties for assessing SCT in adolescents. ESEM findings underscore the multidimensionality of SCT and its partial dissociation from ADHD constructs. While these results support the scale’s clinical utility within the Turkish context, further cross-cultural research is needed to determine whether similar findings would emerge in other populations. This study provides an initial foundation for future diagnostic and intervention research.
{"title":"Psychometric validation of the Barkley SCT (sluggish cognitive tempo) scale in Turkish adolescents: Assessing SCT in a clinically referred, culturally distinct population","authors":"Hesna Gül , Ahmet Gül , Burçin Özlem Ateş , Özlem Hekim , Yasemin Taş Torun","doi":"10.1016/j.ridd.2025.105141","DOIUrl":"10.1016/j.ridd.2025.105141","url":null,"abstract":"<div><h3>Objective</h3><div>Sluggish Cognitive Tempo (SCT) is characterized by excessive daydreaming, lethargy, slowed thinking, and mental confusion. This study aimed to examine the factorial structure, reliability, and validity of the Turkish version of the Barkley SCT Scale in a clinically referred adolescent sample, and to explore its distinctiveness from Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms.</div></div><div><h3>Methods</h3><div>The sample included 252 adolescents (aged 11–18, 71 % female) who completed the Turkish-adapted Barkley SCT Scale and the Conners-Wells Adolescent Self-Report Scale (CASS-S). A subsample of 20 adolescents completed the SCT scale again after one week for test–retest analysis. Data were analyzed using Exploratory Structural Equation Modeling (ESEM), Cronbach’s alpha, and Intraclass Correlation Coefficients (ICCs). Convergent validity and gender differences were also assessed.</div></div><div><h3>Results</h3><div>ESEM supported a two-factor structure, comprising Daydreaming (items 1–5) and Sluggishness (items 6–9), with excellent model fit (RMSEA =.044; CFI =.974; TLI =.964). Internal consistency was good for the total scale (α =.82) and acceptable for both subscales. Test–retest analyses showed moderate stability for single administrations (ICC =.454) and excellent reliability when repeated scores were aggregated (ICC =.937). Daydreaming was strongly associated with cognitive problems/inattention (r = .652), while Sluggishness showed weaker or nonsignificant correlations with hyperactivity/impulsivity, supporting SCT’s distinction from externalizing ADHD features. Females scored significantly higher than males on both SCT subscales.</div></div><div><h3>Conclusion</h3><div>The Turkish version of the Barkley SCT Scale demonstrates sound psychometric properties for assessing SCT in adolescents. ESEM findings underscore the multidimensionality of SCT and its partial dissociation from ADHD constructs. While these results support the scale’s clinical utility within the Turkish context, further cross-cultural research is needed to determine whether similar findings would emerge in other populations. This study provides an initial foundation for future diagnostic and intervention research.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"167 ","pages":"Article 105141"},"PeriodicalIF":2.6,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145398099","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}
Pub Date : 2025-10-24DOI: 10.1016/j.ridd.2025.105129
Katie Cebula, Sarah McGeown
Purpose
Home literacy practices play an important role in shaping the reading development of children with Down syndrome. However, the majority of research to date has been quantitative in nature, and very little has included children’s own perspectives and experiences. This study aimed to provide new research insights into the home literacy practices and reading experiences of children with Down syndrome, from the perspective of the children and their parents.
Methods
There were 19 participants from ten families: ten mothers participated in semi-structured interviews, exploring their views of their child’s reading experiences and how they supported their child’s reading development; nine children with Down syndrome (aged 5–13 years) participated in a ‘book tour’ and conversation about reading. Reflexive thematic analysis was used to develop themes from the mothers’ data, and children’s data were categorised.
Results
Mothers and children both described a diversity of reading experiences within the home. Mothers also highlighted: reading as a source of comfort and connection; the need for flexible and child-led reading routines and strategies which respond to the individual child and their developmental stage; and the complexities of navigating book choice and format. Children also shared clear and positive views about particular books and about being read to by family members.
Conclusion
While some home-based reading practices and experiences share parallels with neurotypical children, many related more specifically to Down syndrome, and highlight the importance of syndrome-specific explorations of reading which focus on understanding both socio-affective and cognitive aspects of reading development and experience.
{"title":"“I love it…I love that story”: The perspectives of children with Down syndrome and their mothers on reading experiences at home","authors":"Katie Cebula, Sarah McGeown","doi":"10.1016/j.ridd.2025.105129","DOIUrl":"10.1016/j.ridd.2025.105129","url":null,"abstract":"<div><h3>Purpose</h3><div>Home literacy practices play an important role in shaping the reading development of children with Down syndrome. However, the majority of research to date has been quantitative in nature, and very little has included children’s own perspectives and experiences. This study aimed to provide new research insights into the home literacy practices and reading experiences of children with Down syndrome, from the perspective of the children and their parents.</div></div><div><h3>Methods</h3><div>There were 19 participants from ten families: ten mothers participated in semi-structured interviews, exploring their views of their child’s reading experiences and how they supported their child’s reading development; nine children with Down syndrome (aged 5–13 years) participated in a ‘book tour’ and conversation about reading. Reflexive thematic analysis was used to develop themes from the mothers’ data, and children’s data were categorised.</div></div><div><h3>Results</h3><div>Mothers and children both described a diversity of reading experiences within the home. Mothers also highlighted: reading as a source of comfort and connection; the need for flexible and child-led reading routines and strategies which respond to the individual child and their developmental stage; and the complexities of navigating book choice and format. Children also shared clear and positive views about particular books and about being read to by family members.</div></div><div><h3>Conclusion</h3><div>While some home-based reading practices and experiences share parallels with neurotypical children, many related more specifically to Down syndrome, and highlight the importance of syndrome-specific explorations of reading which focus on understanding both socio-affective and cognitive aspects of reading development and experience.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"166 ","pages":"Article 105129"},"PeriodicalIF":2.6,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364240","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}
Pub Date : 2025-10-24DOI: 10.1016/j.ridd.2025.105132
Hussain A. Almalky
Community-Based Vocational Instruction (CBVI) offers students with intellectual disabilities (ID) authentic, work-site learning experiences that support meaningful employment and social inclusion. This national survey examined the attitudes of Saudi secondary special-education teachers toward CBVI and the demographic, institutional, and regional factors influencing their perspectives. Data were collected from 139 teachers (response rate = 38.6 %). Teachers expressed strongly positive attitudes overall (M = 4.44, SD = 0.38), with female teachers reporting significantly higher scores than males (t(137) = –2.01, p = .047, d = 0.38). No other demographic or contextual variables produced statistically significant differences. The findings suggest that Saudi teachers are ready and willing to implement CBVI. The study discusses implications for teacher training, policy alignment with Vision 2030, and multi-agency collaboration to enhance employment pathways for youth with ID.
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Pub Date : 2025-10-22DOI: 10.1016/j.ridd.2025.105131
Julie Enkebølle Hansen , Carlo Schuengel , Agnes Willemen , Anne Stuart , Mette Skovgaard Væver , Katrine Røhder
Aim
To examine group differences and longitudinal trajectories in mother-infant interactions following an interim clinical diagnosis of high risk of CP up to 15 months corrected age.
Method
This prospective observational study followed infants born in Denmark with (n = 23) or without (n = 36) identified high risk of cerebral palsy and their parents over time. Mother-infant interactions were assessed at 15 weeks, 9 months, and 15 months using the Coding Interactive Behavior manual. Group differences and trajectories in mother-infant interactions were analyzed using Generalized Estimating Equations (GEE) with bootstrapping to obtain robust estimates
Results
At 15 weeks (T1), the high-risk CP group differed significantly from the comparison group on all observed interactional dimensions, showing lower levels of maternal acknowledging (b = −0.93, p < .001), infant social initiation (b = −0.54, p = .007), and dyadic reciprocity (b = −0.58, p = .041), and higher levels of maternal intrusiveness (b = 1.04, p < .001) and dyadic constriction (b = 0.73, p = .018). While differences in maternal acknowledging and dyadic reciprocity were only present at 15 weeks, maternal intrusiveness and infant social initiation differences were present at 15 weeks and 15 months. Dyadic constriction differences were present across all time points.
Conclusion
Early differences in mother-infant interaction between dyads with and without infant CP risk underscore the importance of tailoring interventions to read and respond to subtle infant cues. Supporting the parent–infant relationship from early infancy might enhance the effectiveness of early intervention and promote more optimal socio-emotional development.
目的：研究15个月矫正年龄的CP高风险中期临床诊断后母婴互动的组间差异和纵向轨迹。方法：这项前瞻性观察性研究随访了在丹麦出生的（n = 23）或未（n = 36）确定脑瘫高风险的婴儿及其父母。在15周、9个月和15个月时使用编码互动行为手册评估母婴互动。结果：在15周（T1）时，高危CP组在所有观察到的互动维度上都与对照组有显著差异，显示出较低的母亲认知水平（b = -0.93, p ）。在有和没有婴儿CP风险的两对母子之间的早期互动差异强调了定制干预的重要性，以阅读和回应婴儿的微妙线索。从婴儿早期开始支持亲子关系可以提高早期干预的有效性，促进更理想的社会情感发展。
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