Pub Date : 2026-01-01Epub Date: 2025-12-22DOI: 10.1016/j.ridd.2025.105191
Larbi Benallal , Margaux Bouillard , Yiran Lin , Andrea De Bartolo , Tasmia Hai
Purpose
Fetal Alcohol Spectrum Disorder (FASD) is a neurodevelopmental condition caused by prenatal alcohol exposure, associated with academic difficulties, motor impairments, language deficits, and executive function challenges. These difficulties extend beyond the individual child, placing stress on caregivers and creating unique needs within the family system. A scoping review was conducted to synthesize empirical evidence on family-focused interventions designed to support both children with FASD and their caregivers.
Methods
A comprehensive search of Google Scholar, CINAHL, PsycINFO, Medline, and PubMed identified 521 peer-reviewed articles published between 2003 and 2025. Twenty-two studies met inclusion criteria, including quantitative (n = 18) and mixed-methods (n = 4) designs.
Results
Core interventions identified included Children’s Friendship Training, GoFAR, the Alert Program, and the MILE intervention. Most studies reported positive outcomes, with approximately two-thirds demonstrating reductions in children’s internalizing and externalizing behaviours and over one-third reporting improvements in social skills and decreases in caregiver stress. However, variability in study design, measures, and reporting limited cross-study comparisons and generalisability.
Conclusion
Findings support the potential of family-focused interventions to reduce child behavioural difficulties and caregiver stress while improving family functioning. Future research should seek to prioritize randomized controlled trials, standardized outcome measures, and greater attention to cultural adaptability and long-term follow-up.
{"title":"An overview of family-focused interventions for supporting children with fetal alcohol spectrum disorder: A scoping review","authors":"Larbi Benallal , Margaux Bouillard , Yiran Lin , Andrea De Bartolo , Tasmia Hai","doi":"10.1016/j.ridd.2025.105191","DOIUrl":"10.1016/j.ridd.2025.105191","url":null,"abstract":"<div><h3>Purpose</h3><div>Fetal Alcohol Spectrum Disorder (FASD) is a neurodevelopmental condition caused by prenatal alcohol exposure, associated with academic difficulties, motor impairments, language deficits, and executive function challenges. These difficulties extend beyond the individual child, placing stress on caregivers and creating unique needs within the family system. A scoping review was conducted to synthesize empirical evidence on family-focused interventions designed to support both children with FASD and their caregivers.</div></div><div><h3>Methods</h3><div>A comprehensive search of Google Scholar, CINAHL, PsycINFO, Medline, and PubMed identified 521 peer-reviewed articles published between 2003 and 2025. Twenty-two studies met inclusion criteria, including quantitative (<em>n</em> = 18) and mixed-methods (<em>n</em> = 4) designs.</div></div><div><h3>Results</h3><div>Core interventions identified included Children’s Friendship Training, GoFAR, the Alert Program, and the MILE intervention. Most studies reported positive outcomes, with approximately two-thirds demonstrating reductions in children’s internalizing and externalizing behaviours and over one-third reporting improvements in social skills and decreases in caregiver stress. However, variability in study design, measures, and reporting limited cross-study comparisons and generalisability.</div></div><div><h3>Conclusion</h3><div>Findings support the potential of family-focused interventions to reduce child behavioural difficulties and caregiver stress while improving family functioning. Future research should seek to prioritize randomized controlled trials, standardized outcome measures, and greater attention to cultural adaptability and long-term follow-up.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"168 ","pages":"Article 105191"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145822048","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 : 2026-01-01Epub Date: 2025-12-22DOI: 10.1016/j.ridd.2025.105194
Yael Enav , Lee Barel Refaeli , Ifah Levinger
Parental Reflective Functioning (PRF) refers to parents' ability to understand and respond to their child’s mental states. Prior research found that parents show heightened PRF toward their autistic children compared to their typically developing (TD) siblings. However, little is known about how such patterns vary across families with and without an autistic child. This study aimed to replicate previous findings and examine how families with and without autistic children differ in PRF. Thirty parents with autistic and TD child, and 30 parents with only TD children completed for each of their children the Parental Reflective Functioning Questionnaire (PRFQ) and the Five-Minute Speech Sample (FMSS-RF) resulting in 120 individual PRF assessments. Data were analyzed using one-way ANOVAs and χ² tests to compare PRF across siblings and family types.
Results showed significantly higher PRF for autistic children compared to their TD siblings. This pattern emerged across both positive (e.g., interest and curiosity) and negative (e.g., pre-mentalizing modes, which capture distorted or absent mentalization) dimensions, suggesting a complex and potentially ambivalent parental stance. When comparing between families, those including an autistic child showed similarly elevated levels of pre-mentalizing towards both children, whereas families of only TD children exhibited greater differentiation in pre-mentalizing across siblings — indicating a distinct within-family pattern in autism contexts. These findings underscore the unique demands on parents raising autistic children and highlight a potential disparity in PRF that may impact TD siblings. The study calls for further research and family support strategies.
{"title":"Parental reflective functioning: A study of siblings in families with autistic versus typically developing children","authors":"Yael Enav , Lee Barel Refaeli , Ifah Levinger","doi":"10.1016/j.ridd.2025.105194","DOIUrl":"10.1016/j.ridd.2025.105194","url":null,"abstract":"<div><div>Parental Reflective Functioning (PRF) refers to parents' ability to understand and respond to their child’s mental states. Prior research found that parents show heightened PRF toward their autistic children compared to their typically developing (TD) siblings. However, little is known about how such patterns vary across families with and without an autistic child. This study aimed to replicate previous findings and examine how families with and without autistic children differ in PRF. Thirty parents with autistic and TD child, and 30 parents with only TD children completed for each of their children the Parental Reflective Functioning Questionnaire (PRFQ) and the Five-Minute Speech Sample (FMSS-RF) resulting in 120 individual PRF assessments. Data were analyzed using one-way ANOVAs and <em>χ²</em> tests to compare PRF across siblings and family types.</div><div>Results showed significantly higher PRF for autistic children compared to their TD siblings. This pattern emerged across both positive (e.g., interest and curiosity) and negative (e.g., pre-mentalizing modes, which capture distorted or absent mentalization) dimensions, suggesting a complex and potentially ambivalent parental stance. When comparing between families, those including an autistic child showed similarly elevated levels of pre-mentalizing towards both children, whereas families of only TD children exhibited greater differentiation in pre-mentalizing across siblings — indicating a distinct within-family pattern in autism contexts. These findings underscore the unique demands on parents raising autistic children and highlight a potential disparity in PRF that may impact TD siblings. The study calls for further research and family support strategies.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"168 ","pages":"Article 105194"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145822014","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 : 2026-01-01Epub Date: 2025-12-30DOI: 10.1016/j.ridd.2025.105197
Fenyan Zhou , Liuxin Qi , Wei Sun, Jiangna Wang
Background
This study aimed to explore the lower limb coordination and brain activation in adolescents with cerebral palsy (CP) during walking, and to investigate their relationship.
Methods
8 adolescents with spastic CP were recruited as the CP group and 8 typically developing (TD) adolescents as the control group. Functional near-infrared spectroscopy (fNIRS) and the Vicon motion capture system were used to collect hemodynamic signals and kinematic data during walking, respectively.
Results
The mean absolute value of the continuous relative phase (MACRP) values of hip-knee joint was lower but deviation phase (DP) values of hip-knee and knee-ankle joints was higher. The activation levels of the supplementary motor area (SMA), the pre-central gyrus (PRG), the post-central gyrus (POG), and the superior parietal lobe (SPL) were higher. The DP of hip-knee joint was positively correlated with the SPL (channels 9,18) and right POG (channel 17), whereas the DP of the knee-ankle joint was positively correlated with the right POG (channel 17). In the control group, the MACRP of knee-ankle joint was positively correlated with the right PRG and POG (channel 15). The DP of hip-knee joint was positively correlated with the right SMA (channel 12) but negatively correlated with the left SPL (channel 9).
Conclusion
Adolescents with CP exhibit a higher variability in hip-knee and knee-ankle joints in the coordination patterns and greater demand for activation of the sensorimotor cortex during walking. The over-activation of the parietal cortex may lead to increased variability in the coordination patterns of individuals with CP.
{"title":"The lower limb coordination, brain activation during walking and their correlation in adolescents with spastic cerebral palsy: A pilot cross-sectional fNIRS study","authors":"Fenyan Zhou , Liuxin Qi , Wei Sun, Jiangna Wang","doi":"10.1016/j.ridd.2025.105197","DOIUrl":"10.1016/j.ridd.2025.105197","url":null,"abstract":"<div><h3>Background</h3><div>This study aimed to explore the lower limb coordination and brain activation in adolescents with cerebral palsy (CP) during walking, and to investigate their relationship.</div></div><div><h3>Methods</h3><div>8 adolescents with spastic CP were recruited as the CP group and 8 typically developing (TD) adolescents as the control group. Functional near-infrared spectroscopy (fNIRS) and the Vicon motion capture system were used to collect hemodynamic signals and kinematic data during walking, respectively.</div></div><div><h3>Results</h3><div>The mean absolute value of the continuous relative phase (MACRP) values of hip-knee joint was lower but deviation phase (DP) values of hip-knee and knee-ankle joints was higher. The activation levels of the supplementary motor area (SMA), the pre-central gyrus (PRG), the post-central gyrus (POG), and the superior parietal lobe (SPL) were higher. The DP of hip-knee joint was positively correlated with the SPL (channels 9,18) and right POG (channel 17), whereas the DP of the knee-ankle joint was positively correlated with the right POG (channel 17). In the control group, the MACRP of knee-ankle joint was positively correlated with the right PRG and POG (channel 15). The DP of hip-knee joint was positively correlated with the right SMA (channel 12) but negatively correlated with the left SPL (channel 9).</div></div><div><h3>Conclusion</h3><div>Adolescents with CP exhibit a higher variability in hip-knee and knee-ankle joints in the coordination patterns and greater demand for activation of the sensorimotor cortex during walking. The over-activation of the parietal cortex may lead to increased variability in the coordination patterns of individuals with CP.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"168 ","pages":"Article 105197"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145879177","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}
Adult siblings often assume vital, long-term roles in supporting individuals with Severe and Multiple Disabilities in areas such as education, healthcare, and daily care. These responsibilities, while significant, are accompanied by emotional challenges, including anxiety and stress, which necessitate a deeper understanding to develop effective support systems.
Objectives
This study aimed to explore the emotional experiences, future expectations, and caregiving responsibilities of adult siblings of individuals with Severe and Multiple Disabilities, specifically investigating their anxieties, expectations, and the roles they assume.
Methods
A qualitative study using Interpretative Phenomenological Analysis was conducted. Twelve adult siblings of individuals with Severe and Multiple Disabilities participated in semi-structured interviews. Data were analysed to capture in-depth the lived experiences and personal meanings participants attribute to their roles.
Results
The analysis revealed three main themes: (1) Anxieties, with sub-themes of concerns related to education, independent living, care and health, and employment/leisure; (2) Expectations, with sub-themes of desires for systemic support in education, healthcare, independent living, and employment/leisure; and (3) Responsibilities, with sub-themes encompassing developmental support (e.g., educational help, care tasks) and the personal impact of these duties (e.g., internal conflict, social isolation, life choices). Participants reported that their involvement was essential but often led to emotional strain as they navigated balancing their own lives with their caregiving roles.
Conclusion
The findings underscore that adult siblings are central yet vulnerable figures in the long-term care network for individuals with Severe and Multiple Disabilities. The study highlights a critical need for proactive, systemic support, including sibling-focused training, mental health resources, and inclusive policies, to mitigate anxieties, meet expectations, and sustainably empower siblings in their crucial roles. This contributes to a more nuanced understanding necessary for informing family-centered practices and policies.
What this paper adds
The findings underscore that adult siblings are central figures in the long-term care and support of individuals with severe disabilities. While their contributions are indispensable, insufficient institutional and emotional support can increase their stress and anxiety. Strengthening community and policy-based support mechanisms is critical to enhancing both sibling well-being and the quality of care provided to individuals with disabilities.
{"title":"Futural anxiety and expectations of siblings of individuals with severe and multiple disabilities","authors":"Müzeyyen Eldeniz-Çetin , Adile Emel Sardohan-Yıldırım , Abdullah Çiftçi , Tuğba Sivrikaya","doi":"10.1016/j.ridd.2025.105183","DOIUrl":"10.1016/j.ridd.2025.105183","url":null,"abstract":"<div><h3>Introduction</h3><div>Adult siblings often assume vital, long-term roles in supporting individuals with Severe and Multiple Disabilities in areas such as education, healthcare, and daily care. These responsibilities, while significant, are accompanied by emotional challenges, including anxiety and stress, which necessitate a deeper understanding to develop effective support systems.</div></div><div><h3>Objectives</h3><div>This study aimed to explore the emotional experiences, future expectations, and caregiving responsibilities of adult siblings of individuals with Severe and Multiple Disabilities, specifically investigating their anxieties, expectations, and the roles they assume.</div></div><div><h3>Methods</h3><div>A qualitative study using Interpretative Phenomenological Analysis was conducted. Twelve adult siblings of individuals with Severe and Multiple Disabilities participated in semi-structured interviews. Data were analysed to capture in-depth the lived experiences and personal meanings participants attribute to their roles.</div></div><div><h3>Results</h3><div>The analysis revealed three main themes: (1) Anxieties, with sub-themes of concerns related to education, independent living, care and health, and employment/leisure; (2) Expectations, with sub-themes of desires for systemic support in education, healthcare, independent living, and employment/leisure; and (3) Responsibilities, with sub-themes encompassing developmental support (e.g., educational help, care tasks) and the personal impact of these duties (e.g., internal conflict, social isolation, life choices). Participants reported that their involvement was essential but often led to emotional strain as they navigated balancing their own lives with their caregiving roles.</div></div><div><h3>Conclusion</h3><div>The findings underscore that adult siblings are central yet vulnerable figures in the long-term care network for individuals with Severe and Multiple Disabilities. The study highlights a critical need for proactive, systemic support, including sibling-focused training, mental health resources, and inclusive policies, to mitigate anxieties, meet expectations, and sustainably empower siblings in their crucial roles. This contributes to a more nuanced understanding necessary for informing family-centered practices and policies.</div><div>What this paper adds</div><div>The findings underscore that adult siblings are central figures in the long-term care and support of individuals with severe disabilities. While their contributions are indispensable, insufficient institutional and emotional support can increase their stress and anxiety. Strengthening community and policy-based support mechanisms is critical to enhancing both sibling well-being and the quality of care provided to individuals with disabilities.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"168 ","pages":"Article 105183"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145745504","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 : 2026-01-01Epub Date: 2025-12-11DOI: 10.1016/j.ridd.2025.105181
Chung Eun Lee , Jaehoon Koo , Chak Li
Promoting desirable employment outcomes for individuals with intellectual and developmental disabilities has been an important task for decades. However, the statistics indicate inequitable employment outcomes still exist; including underrepresentation in the workforce and employment in a part-time, low-wage, and segregated setting. One way to address the gap is to review and promote individual and environmental characteristics that are related to enhanced employment outcomes. For this study, we used machine learning approaches to investigate the predictors of employment status in individuals with intellectual and developmental disabilities based on a national database in South Korea. All machine learning models employed in this study—specifically a Random Forest—accurately and consistently predicted employment outcomes for individuals with intellectual and developmental disabilities. The most important factors contributing to the model’s predictive accuracy include employment capability, family support for employment, age, overall work ability, and daily living skills. Implications for practice and research are also discussed.
{"title":"Application of machine learning to predict employment attainment among individuals with intellectual and developmental disabilities","authors":"Chung Eun Lee , Jaehoon Koo , Chak Li","doi":"10.1016/j.ridd.2025.105181","DOIUrl":"10.1016/j.ridd.2025.105181","url":null,"abstract":"<div><div>Promoting desirable employment outcomes for individuals with intellectual and developmental disabilities has been an important task for decades. However, the statistics indicate inequitable employment outcomes still exist; including underrepresentation in the workforce and employment in a part-time, low-wage, and segregated setting. One way to address the gap is to review and promote individual and environmental characteristics that are related to enhanced employment outcomes. For this study, we used machine learning approaches to investigate the predictors of employment status in individuals with intellectual and developmental disabilities based on a national database in South Korea. All machine learning models employed in this study—specifically a Random Forest—accurately and consistently predicted employment outcomes for individuals with intellectual and developmental disabilities. The most important factors contributing to the model’s predictive accuracy include employment capability, family support for employment, age, overall work ability, and daily living skills. Implications for practice and research are also discussed.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"168 ","pages":"Article 105181"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145745384","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 : 2026-01-01Epub Date: 2025-12-17DOI: 10.1016/j.ridd.2025.105168
Ines Van keer , Evy Meys , Bea Maes , Annette Van der Putten
Background
Parents of children with Profound Intellectual and Multiple Disabilities (PIMD) navigate numerous responsibilities, including practical, medical and administrative challenges. However, little is known about how they perceive and manage their role as their child’s developmental partner. This study aimed to generate a grounded theory explaining how parents fulfill this role.
Method
Using Grounded Theory Method, parents of nine children with PIMD (0–12 years old) were interviewed. Through iterative coding, thematic saturation was reached after three rounds.
Results
The resulting Dynamic DPE model illustrates how parents continually create a Development-Promoting Environment through deliberation (deciding on developmental opportunities) and delivery (implementing them). Their child’s actual development strongly impacts these processes.
Discussion
While parents’ (in)formal network and broader society are crucial secondary developmental partners, they can also introduce challenges or barriers. A more inclusive society and increased shared responsibility could improve families’ quality of life, simultaneously creating more time, energy and mental space to fulfill their role as developmental partner.
{"title":"Parents as developmental partners: Building a Development-Promoting Environment for children with Profound Intellectual and Multiple Disabilities","authors":"Ines Van keer , Evy Meys , Bea Maes , Annette Van der Putten","doi":"10.1016/j.ridd.2025.105168","DOIUrl":"10.1016/j.ridd.2025.105168","url":null,"abstract":"<div><h3>Background</h3><div>Parents of children with Profound Intellectual and Multiple Disabilities (PIMD) navigate numerous responsibilities, including practical, medical and administrative challenges. However, little is known about how they perceive and manage their role as their child’s developmental partner. This study aimed to generate a grounded theory explaining how parents fulfill this role.</div></div><div><h3>Method</h3><div>Using Grounded Theory Method, parents of nine children with PIMD (0–12 years old) were interviewed. Through iterative coding, thematic saturation was reached after three rounds.</div></div><div><h3>Results</h3><div>The resulting Dynamic DPE model illustrates how parents continually create a Development-Promoting Environment through deliberation (deciding on developmental opportunities) and delivery (implementing them). Their child’s actual development strongly impacts these processes.</div></div><div><h3>Discussion</h3><div>While parents’ (in)formal network and broader society are crucial secondary developmental partners, they can also introduce challenges or barriers. A more inclusive society and increased shared responsibility could improve families’ quality of life, simultaneously creating more time, energy and mental space to fulfill their role as developmental partner.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"168 ","pages":"Article 105168"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145783594","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}
This study examined how basic numeracy skills relevant for identifying developmental dyscalculia (DD) differ between heritage bilingual (HB) children and monolingual peers, given the well-established links between language experience and numerical cognition. We compared sociolinguistic background, cognitive abilities, and mathematical performance in 311 primary school children, divided into four groups: HBs with a Specific Learning Disorder in mathematics (SLD-DD; n = 72), HBs with typical development (TD; n = 86), monolinguals with SLD-DD (n = 56), and monolinguals with TD (n = 97). Parents provided detailed language-history information, and children completed standardized assessments of nonverbal IQ, working memory, processing speed, and mathematical skills across numerical knowledge, calculation, and number sense. Controlling for socioeconomic status (SES) and listening comprehension as a proxy for L2 proficiency, results showed that HB children with SLD-DD exhibited numeracy difficulties comparable to monolinguals with SLD-DD but performed better in number-sense tasks, particularly in the triplets task, suggesting a possible bilingual advantage in this domain. HB children with SLD-DD also displayed greater dominance in Italian than typically developing HBs, who showed a more balanced bilingual profile. Among typically developing children, HBs underperformed monolingual peers on linguistically demanding tasks but performed similarly on tasks with limited verbal load. SES was related only to nonverbal cognitive functioning, whereas listening comprehension significantly covaried with all verbally mediated tasks. Overall, the findings underscore the importance of considering both SES and L2 language skills when assessing mathematical performance in bilingual learners and highlight the need for targeted support in language-heavy mathematical contexts.
本研究考察了传统双语儿童和单语儿童在识别发展性计算障碍（DD）方面的基本计算技能的差异，因为语言经验和数字认知之间存在着明确的联系。我们比较了311名小学生的社会语言学背景、认知能力和数学表现，他们被分为四组：患有数学特殊学习障碍（SLD-DD, n = 72）、典型发展（TD, n = 86）、患有SLD-DD的单语儿童（n = 56）和患有TD的单语儿童（n = 97）。父母提供了详细的语言历史信息，孩子们完成了非语言智商、工作记忆、处理速度和数字知识、计算和数字感觉方面的数学技能的标准化评估。控制社会经济地位（SES）和听力理解作为第二语言熟练程度的代理，结果显示患有特殊语言障碍的HB儿童表现出与单语儿童相当的计算困难，但在数字感任务中表现更好，特别是在三联体任务中，这表明在这一领域可能具有双语优势。与正常发育的HB相比，患有SLD-DD的HB儿童在意大利语方面也表现出更大的优势，后者表现出更平衡的双语特征。在发育正常的儿童中，哈佛商学院学生在语言要求较高的任务上表现不如单语儿童，但在语言负荷有限的任务上表现相似。SES仅与非语言认知功能相关，而听力理解与所有言语介导的任务显著共变。总的来说，研究结果强调了在评估双语学习者的数学表现时同时考虑SES和L2语言技能的重要性，并强调了在语言繁重的数学环境中需要有针对性的支持。
{"title":"Mathematical skills in heritage bilingual children with and without developmental dyscalculia: A comparative study","authors":"Paola Bonifacci , Marina Porrelli , Alessia Rapino , Anna Gallani , Carlotta Facini , Chiara Gelmini , Chiara Nanni , Michela Muccinelli , Valentina Tobia , Simona Chiodo","doi":"10.1016/j.ridd.2025.105189","DOIUrl":"10.1016/j.ridd.2025.105189","url":null,"abstract":"<div><div>This study examined how basic numeracy skills relevant for identifying developmental dyscalculia (DD) differ between heritage bilingual (HB) children and monolingual peers, given the well-established links between language experience and numerical cognition. We compared sociolinguistic background, cognitive abilities, and mathematical performance in 311 primary school children, divided into four groups: HBs with a Specific Learning Disorder in mathematics (SLD-DD; n = 72), HBs with typical development (TD; n = 86), monolinguals with SLD-DD (n = 56), and monolinguals with TD (n = 97). Parents provided detailed language-history information, and children completed standardized assessments of nonverbal IQ, working memory, processing speed, and mathematical skills across numerical knowledge, calculation, and number sense. Controlling for socioeconomic status (SES) and listening comprehension as a proxy for L2 proficiency, results showed that HB children with SLD-DD exhibited numeracy difficulties comparable to monolinguals with SLD-DD but performed better in number-sense tasks, particularly in the triplets task, suggesting a possible bilingual advantage in this domain. HB children with SLD-DD also displayed greater dominance in Italian than typically developing HBs, who showed a more balanced bilingual profile. Among typically developing children, HBs underperformed monolingual peers on linguistically demanding tasks but performed similarly on tasks with limited verbal load. SES was related only to nonverbal cognitive functioning, whereas listening comprehension significantly covaried with all verbally mediated tasks. Overall, the findings underscore the importance of considering both SES and L2 language skills when assessing mathematical performance in bilingual learners and highlight the need for targeted support in language-heavy mathematical contexts.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"168 ","pages":"Article 105189"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145822088","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 : 2026-01-01Epub Date: 2025-12-24DOI: 10.1016/j.ridd.2025.105192
Minje Kim, Marc J. Tassé
Background
Although there are many rating forms to assess mental health symptoms, only a few are developed for people with intellectual disability or developmental disabilities (ID/DD). In addition, most measures that are available rely exclusively on reports from an informant (e.g., caregiver, teacher), not on the direct input from the individual with ID/DD. The current study aimed to develop a self-report version of the Nisonger Child Behavior Rating Form - 2 (NCBRF-2). The development of the NCBRF-2 self-report scale involved two phases: 1) the expert panel survey using the Delphi process, and 2) the cognitive testing with the youth with intellectual disability. The current paper describes the first phase of the development.
Methods
Using the Delphi process, a total of 21 experts completed four rounds of surveys and provided feedback to adapt the NCBRF-2: Parent Scale into the NCBRF-2: Self-Report Scale. As a result of the Delphi process, all five domains from the NCBRF-2: Parent Scale were retained in the NCBRF-2: Self-Report Scale.
Findings
A total of 17 item stems were revised based on the expert panel members’ feedback. The implications and limitations of the current Delphi process are discussed.
{"title":"Developing the Nisonger Child Behavior Rating Form 2: Self report form using a Delphi process","authors":"Minje Kim, Marc J. Tassé","doi":"10.1016/j.ridd.2025.105192","DOIUrl":"10.1016/j.ridd.2025.105192","url":null,"abstract":"<div><h3>Background</h3><div>Although there are many rating forms to assess mental health symptoms, only a few are developed for people with intellectual disability or developmental disabilities (ID/DD). In addition, most measures that are available rely exclusively on reports from an informant (e.g., caregiver, teacher), not on the direct input from the individual with ID/DD. The current study aimed to develop a self-report version of the Nisonger Child Behavior Rating Form - 2 (NCBRF-2). The development of the NCBRF-2 self-report scale involved two phases: 1) the expert panel survey using the Delphi process, and 2) the cognitive testing with the youth with intellectual disability. The current paper describes the first phase of the development.</div></div><div><h3>Methods</h3><div>Using the Delphi process, a total of 21 experts completed four rounds of surveys and provided feedback to adapt the NCBRF-2: Parent Scale into the NCBRF-2: Self-Report Scale. As a result of the Delphi process, all five domains from the NCBRF-2: Parent Scale were retained in the NCBRF-2: Self-Report Scale.</div></div><div><h3>Findings</h3><div>A total of 17 item stems were revised based on the expert panel members’ feedback. The implications and limitations of the current Delphi process are discussed.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"168 ","pages":"Article 105192"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145834178","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}
The study aims to introduce a Parallel Chart, a tool of Narrative Medicine, for patients with Neurodevelopmental Disorder (NDD) by evaluating its clinical application in improving engagement.
Methods
A two-steps qualitative study was conducted. In Phase-A, healthcare professionals’ opinions about a semi-structured Parallel Chart adapted to NDD settings were collected through a focus group and written interviews, in order to guide a tool’s reworking. In Phase-B, participants (n = 33) with at least one year’ work experience in paediatric rehabilitation, applied the Parallel Chart to NDDs within 6–12 months, evaluating the usability of the tool and providing experiences in a second focus group. Cases described were complex NDDs with disabilities assessed by institutions, attending rehabilitation at least once a week, in two different kinds of treatments. Data were analysed using Braun & Clarke’s (2006) interpretative thematic approach.
Results
Parallel Charts were written by professionals. The macro-themes emerged in Phase-A were: Parallel Charts (I) and healthcare professionals and (II) work context. The macro-themes emerged in Phase-B were: (I) assumptions and (II) effects of the writing process.
Discussion
Parallel Chart, improves professionals’ ability to process emotions, reorganize cognitive thoughts, support engagement in care pathway, despite the need for a longer writing time.
{"title":"A pilot qualitative study of narrative medicine: Adapting parallel chart into neurodevelopmental disorders, a tool attempting to enhance engagement","authors":"Lucia Pradelli , Elena Summer , Gianluca Ciardi , Roberto Alfio Parisi , Nicoletta Suter , Massimo Rossetti , Giulia Bellini","doi":"10.1016/j.ridd.2025.105195","DOIUrl":"10.1016/j.ridd.2025.105195","url":null,"abstract":"<div><h3>Aim</h3><div>The study aims to introduce a Parallel Chart, a tool of Narrative Medicine, for patients with Neurodevelopmental Disorder (NDD) by evaluating its clinical application in improving engagement.</div></div><div><h3>Methods</h3><div>A two-steps qualitative study was conducted. In Phase-A, healthcare professionals’ opinions about a semi-structured Parallel Chart adapted to NDD settings were collected through a focus group and written interviews, in order to guide a tool’s reworking. In Phase-B, participants (n = 33) with at least one year’ work experience in paediatric rehabilitation, applied the Parallel Chart to NDDs within 6–12 months, evaluating the usability of the tool and providing experiences in a second focus group. Cases described were complex NDDs with disabilities assessed by institutions, attending rehabilitation at least once a week, in two different kinds of treatments. Data were analysed using Braun & Clarke’s (2006) interpretative thematic approach.</div></div><div><h3>Results</h3><div>Parallel Charts were written by professionals. The macro-themes emerged in Phase-A were: Parallel Charts (I) and healthcare professionals and (II) work context. The macro-themes emerged in Phase-B were: (I) assumptions and (II) effects of the writing process.</div></div><div><h3>Discussion</h3><div>Parallel Chart, improves professionals’ ability to process emotions, reorganize cognitive thoughts, support engagement in care pathway, despite the need for a longer writing time.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"168 ","pages":"Article 105195"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145878973","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 : 2026-01-01Epub Date: 2025-12-11DOI: 10.1016/j.ridd.2025.105184
Changhui Peng , Jinrong He , Kai Xu , Xueping Wu , Dandan Wang , Lei Zhang
Background
Exercise interventions are recognized as an established therapeutic approach for children with DCD. This review aims to quantify the effectiveness of exercise interventions and examine the influence of potential moderating factors on outcomes.
Methods
We systematically searched PubMed, Web of Science, Embase, the Cochrane Library, and EBSCO from inception to November 1, 2025. All studies were rigorously screened based on predefined eligibility criteria. Risk of bias was assessed using ROB 2 and ROBINS-I. Effect sizes were calculated as Hedges’ g (g) and pooled under a random-effects model, and potential moderators were examined through subgroup and regression analyses.
Results
A total of 40 studies involving 1655 participants were included, of which 24 were eligible for meta-analysis. The meta-analysis showed that exercise interventions significantly enhanced motor coordination (g = 1.06, 95 % CI [0.57, 1.55], I² = 86.7 %), fine motor skills (g = 0.50, 95 % CI [0.24, 0.76], I² = 32.4 %), hand–eye coordination (g = 1.12, 95 % CI [0.70, 1.54], I² = 71.6 %), and balance (g = 0.54, 95 % CI [0.20, 0.88], I² = 77.3 %) in children with DCD. Subgroup analyses identified intervention setting, intervention approach, and study design as key moderating factors influencing the outcomes. Meta-regression analysis revealed a significant negative association between improvements in fine motor skills and both intervention duration (β = –0.0728, I² = 0 %) and the total number of sessions (β = –0.0129, I² = 0 %).
Conclusion
This study confirms the efficacy of exercise interventions in enhancing motor coordination, fine motor skills, hand–eye coordination and balance in children with DCD. More rigorous experimental designs are needed to compare the effects of different intervention approaches and protocols, and to determine the optimal intervention dosage.
背景：运动干预被认为是治疗儿童DCD的有效方法。本综述旨在量化运动干预的有效性，并检查潜在的调节因素对结果的影响。方法：系统检索PubMed、Web of Science、Embase、Cochrane Library和EBSCO自成立至2025年11月1日的数据库。所有的研究都是根据预先确定的资格标准严格筛选的。使用rob2和ROBINS-I评估偏倚风险。效应大小以Hedges' g (g)计算，并在随机效应模型下汇总，并通过亚组和回归分析检查潜在的调节因子。结果：共纳入40项研究，涉及1655名受试者，其中24项符合meta分析的条件。meta分析显示，运动干预显著提高DCD患儿的运动协调能力（g = 1.06, 95 % CI [0.57, 1.55], I²= 86.7 %）、精细运动技能（g = 0.50, 95 % CI [0.24, 0.76], I²= 32.4 %）、手眼协调能力（g = 1.12, 95 % CI [0.70, 1.54], I²= 71.6 %）和平衡能力（g = 0.54, 95 % CI [0.20, 0.88], I²= 77.3 %）。亚组分析确定干预设置、干预方法和研究设计是影响结果的关键调节因素。元回归分析显示，精细运动技能的改善与干预时间（β = -0.0728, I²= 0 %）和总干预次数（β = -0.0129, I²= 0 %）呈显著负相关。结论：本研究证实了运动干预对DCD患儿运动协调、精细运动技能、手眼协调和平衡的改善作用。需要更严格的实验设计来比较不同干预方法和方案的效果，并确定最佳干预剂量。
{"title":"Effects of exercise interventions on motor coordination in children with developmental coordination disorder (DCD): A systematic review and meta-analysis","authors":"Changhui Peng , Jinrong He , Kai Xu , Xueping Wu , Dandan Wang , Lei Zhang","doi":"10.1016/j.ridd.2025.105184","DOIUrl":"10.1016/j.ridd.2025.105184","url":null,"abstract":"<div><h3>Background</h3><div>Exercise interventions are recognized as an established therapeutic approach for children with DCD. This review aims to quantify the effectiveness of exercise interventions and examine the influence of potential moderating factors on outcomes.</div></div><div><h3>Methods</h3><div>We systematically searched PubMed, Web of Science, Embase, the Cochrane Library, and EBSCO from inception to November 1, 2025. All studies were rigorously screened based on predefined eligibility criteria. Risk of bias was assessed using ROB 2 and ROBINS-I. Effect sizes were calculated as Hedges’ g (g) and pooled under a random-effects model, and potential moderators were examined through subgroup and regression analyses.</div></div><div><h3>Results</h3><div>A total of 40 studies involving 1655 participants were included, of which 24 were eligible for meta-analysis. The meta-analysis showed that exercise interventions significantly enhanced motor coordination (g = 1.06, 95 % CI [0.57, 1.55], <em>I²</em> = 86.7 %), fine motor skills (g = 0.50, 95 % CI [0.24, 0.76], <em>I²</em> = 32.4 %), hand–eye coordination (g = 1.12, 95 % CI [0.70, 1.54], <em>I²</em> = 71.6 %), and balance (g = 0.54, 95 % CI [0.20, 0.88], <em>I²</em> = 77.3 %) in children with DCD. Subgroup analyses identified intervention setting, intervention approach, and study design as key moderating factors influencing the outcomes. Meta-regression analysis revealed a significant negative association between improvements in fine motor skills and both intervention duration (β = –0.0728, <em>I²</em> = 0 %) and the total number of sessions (β = –0.0129, <em>I²</em> = 0 %).</div></div><div><h3>Conclusion</h3><div>This study confirms the efficacy of exercise interventions in enhancing motor coordination, fine motor skills, hand–eye coordination and balance in children with DCD. More rigorous experimental designs are needed to compare the effects of different intervention approaches and protocols, and to determine the optimal intervention dosage.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"168 ","pages":"Article 105184"},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145745506","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}
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