Pub Date : 2024-06-10DOI: 10.1016/j.ridd.2024.104767
Marinke J. Hokken , Niklas Stein , Rob Rodrigues Pereira , Ingrid G.I.J.G. Rours , Maarten A. Frens , Johannes van der Steen , Johan J.M. Pel , Marlou J.G. Kooiker
Visual search problems are often reported in children with Cerebral Visual Impairment (CVI). To tackle the clinical challenge of objectively differentiating CVI from other neurodevelopmental disorders, we developed a novel test battery. Visual search tasks were coupled with verbal and gaze-based measurements. Two search tasks were performed by children with CVI (n: 22; mean age (SD): 9.63 (.46) years) ADHD (n: 32; mean age (SD): 10.51 (.25) years), dyslexia (n: 28; mean age (SD): 10.29 (.20) years) and neurotypical development (n: 44; mean age (SD): 9.30 (.30) years). Children with CVI had more impaired search performance compared to all other groups, especially in crowded and unstructured displays and even when they had normal visual acuity. In-depth gaze-based analyses revealed that this group searched in overall larger areas and needed more time to recognize a target, particularly after their initial fixation on the target. Our gaze-based approach to visual search offers new insights into the distinct search patterns and behaviours of children with CVI. Their tendency to overlook targets whilst fixating on it, point towards higher-order visual function (HOVF) deficits. The novel method is feasible, valid, and promising for clinical differential-diagnostic evaluation between CVI, ADHD and dyslexia, and for informing individualized training.
{"title":"Eyes on CVI: Eye movements unveil distinct visual search patterns in Cerebral Visual Impairment compared to ADHD, dyslexia, and neurotypical children","authors":"Marinke J. Hokken , Niklas Stein , Rob Rodrigues Pereira , Ingrid G.I.J.G. Rours , Maarten A. Frens , Johannes van der Steen , Johan J.M. Pel , Marlou J.G. Kooiker","doi":"10.1016/j.ridd.2024.104767","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104767","url":null,"abstract":"<div><p>Visual search problems are often reported in children with Cerebral Visual Impairment (CVI). To tackle the clinical challenge of objectively differentiating CVI from other neurodevelopmental disorders, we developed a novel test battery. Visual search tasks were coupled with verbal and gaze-based measurements. Two search tasks were performed by children with CVI (n: 22; mean age (SD): 9.63 (.46) years) ADHD (n: 32; mean age (SD): 10.51 (.25) years), dyslexia (n: 28; mean age (SD): 10.29 (.20) years) and neurotypical development (n: 44; mean age (SD): 9.30 (.30) years). Children with CVI had more impaired search performance compared to all other groups, especially in crowded and unstructured displays and even when they had normal visual acuity. In-depth gaze-based analyses revealed that this group searched in overall larger areas and needed more time to recognize a target, particularly after their initial fixation on the target. Our gaze-based approach to visual search offers new insights into the distinct search patterns and behaviours of children with CVI. Their tendency to overlook targets whilst fixating on it, point towards higher-order visual function (HOVF) deficits. The novel method is feasible, valid, and promising for clinical differential-diagnostic evaluation between CVI, ADHD and dyslexia, and for informing individualized training.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000994/pdfft?md5=bdbef4a7ad081dd8181306a588842363&pid=1-s2.0-S0891422224000994-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141303108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-08DOI: 10.1016/j.ridd.2024.104764
Abdullah Madhesh
There are few studies that have explored the Quality of Life (QoL) for deaf adolescents in high school (13–18 years). Following the PRISMA guidelines, this systematic literature review examined peer-reviewed research that has explored QoL for deaf adolescents in high school by using databases such as Science Citation Index, Scopus and Social Science Citation Index in addition to some related journals such as American Annals of the Deaf, the Journal of Deaf Studies and Deaf Education, Ear and Hearing, and Deafness and Education International spanning 14 years (2010–2024). By analysing the titles, abstracts, and keywords and reading full manuscripts, only seven were deemed appropriate for inclusion in this systematic review. All seven studies used quantitative research. This systematic review found that there is a discrepancy between the studies included in the use of measures. The results of the studies are different and some are contradictory. The QoL concept also differed amongst the studies. This study concluded that there is a great need to conduct more research into the QoL of deaf adolescents in high school with diverse research methods and the use of qualitative or mixed research, as well as expanding the scope of studies to include more dimensions in the concept of QoL.
有关高中（13-18 岁）失聪青少年生活质量（QoL）的研究很少。本系统性文献综述遵循 PRISMA 准则，利用科学引文索引、Scopus 和社会科学引文索引等数据库，以及《美国聋人年鉴》、《聋人研究和聋人教育期刊》、《耳与听》和《国际聋人与教育》等相关期刊，对同行评审的、探讨高中聋人青少年生活质量的研究进行了审查，时间跨度长达 14 年（2010-2024 年）。通过分析标题、摘要和关键词并阅读完整稿件，只有七篇被认为适合纳入本系统综述。所有七项研究都采用了定量研究。本系统综述发现，所纳入的研究在使用措施方面存在差异。研究结果各不相同，有些甚至相互矛盾。各项研究的 QoL 概念也不尽相同。本研究的结论是，亟需对高中失聪青少年的 QoL 进行更多的研究，采用多样化的研究方法，使用定性或混合研究，并扩大研究范围，纳入 QoL 概念的更多维度。
{"title":"Quality of Life of deaf adolescents in high school: A systematic literature review","authors":"Abdullah Madhesh","doi":"10.1016/j.ridd.2024.104764","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104764","url":null,"abstract":"<div><p>There are few studies that have explored the Quality of Life (QoL) for deaf adolescents in high school (13–18 years). Following the PRISMA guidelines, this systematic literature review examined peer-reviewed research that has explored QoL for deaf adolescents in high school by using databases such as Science Citation Index, Scopus and Social Science Citation Index in addition to some related journals such as American Annals of the Deaf, the Journal of Deaf Studies and Deaf Education, Ear and Hearing, and Deafness and Education International spanning 14 years (2010–2024). By analysing the titles, abstracts, and keywords and reading full manuscripts, only seven were deemed appropriate for inclusion in this systematic review. All seven studies used quantitative research. This systematic review found that there is a discrepancy between the studies included in the use of measures. The results of the studies are different and some are contradictory. The QoL concept also differed amongst the studies. This study concluded that there is a great need to conduct more research into the QoL of deaf adolescents in high school with diverse research methods and the use of qualitative or mixed research, as well as expanding the scope of studies to include more dimensions in the concept of QoL.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291114","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 : 2024-06-04DOI: 10.1016/j.ridd.2024.104773
C. Kautz-Turnbull , E. Kaminsky , M. Kuhn , R. Wittlin , C.L.M. Petrenko , H.C. Olson
Background
Fetal alcohol spectrum disorders (FASD) are associated with neurodevelopmental challenges leading to difficulties with everyday life tasks. The Families Moving Forward (FMF) Program teaches caregivers to use positive behavior support (PBS), integrated with other techniques. However, it is unknown how caregivers retain and use these PBS strategies after the intervention.
Methods
About 4.5 months after completing the FMF Program, twenty-three caregivers of children with FASD aged 4–12 were interviewed about problem behaviors targeted during the FMF Program and their continued use of PBS strategies. Interviews were recorded and coded thematically by a five-coder team. Higher-level pattern codes were developed to facilitate themes across descriptive codes.
Results
Caregivers commonly targeted task incompletion and rule breaking, and problem behaviors were often complex or combined. Caregivers identified environmental and interpersonal triggers for problem behavior. They used many accommodations to prevent problem behaviors, most often related to task or environment simplification. Caregivers also used consequence-based strategies.
Conclusions
This study is the first to characterize caregivers’ use of PBS strategies for children with FASD using mixed methods. Problem behaviors such as rule breaking were more difficult to target. Caregivers found most success when using a combination of multiple different accommodations per problem behavior.
What this paper adds
This is the first study to use mixed methods to characterize how caregivers of children with fetal alcohol spectrum disorders (FASD) use positive behavior support (PBS) strategies to target problem behavior after completion of the empirically validated Families Moving Forward (FMF) Program. Among other techniques involved in the FMF Program, PBS strategies are taught to caregivers and are used to target two distinct, caregiver-identified problem behaviors. This data provides essential information about behaviors responsive to PBS supports, for children with FASD, to inform clinical intervention and research. Notably, multiple problem behaviors often occurred together, emphasizing complexity of behavior challenges in this population and the resulting need for individualized supports. This study is the first to describe commonly observed triggers (antecedents) and commonly used supports (accommodations) from the perspective of caregivers of children with FASD. Importantly, results indicate that use of a wide variety of accommodations, or antecedent-based strategies, are effective in supporting behavior in children with FASD. However, success was most common when caregivers used multiple accommodations for any given concerning behavior. Findings represent ‘real-world’ strategies caregivers use to support adaptive behavior in their children several months after completion o
{"title":"Positive behavior support (PBS) with children with fetal alcohol spectrum disorders: Characterizing caregivers’ use of PBS using follow-up clinical trial data","authors":"C. Kautz-Turnbull , E. Kaminsky , M. Kuhn , R. Wittlin , C.L.M. Petrenko , H.C. Olson","doi":"10.1016/j.ridd.2024.104773","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104773","url":null,"abstract":"<div><h3>Background</h3><p>Fetal alcohol spectrum disorders (FASD) are associated with neurodevelopmental challenges leading to difficulties with everyday life tasks. The Families Moving Forward (FMF) Program teaches caregivers to use positive behavior support (PBS), integrated with other techniques. However, it is unknown how caregivers retain and use these PBS strategies after the intervention.</p></div><div><h3>Methods</h3><p>About 4.5 months after completing the FMF Program, twenty-three caregivers of children with FASD aged 4–12 were interviewed about problem behaviors targeted during the FMF Program and their continued use of PBS strategies. Interviews were recorded and coded thematically by a five-coder team. Higher-level pattern codes were developed to facilitate themes across descriptive codes.</p></div><div><h3>Results</h3><p>Caregivers commonly targeted task incompletion and rule breaking, and problem behaviors were often complex or combined. Caregivers identified environmental and interpersonal triggers for problem behavior. They used many accommodations to prevent problem behaviors, most often related to task or environment simplification. Caregivers also used consequence-based strategies.</p></div><div><h3>Conclusions</h3><p>This study is the first to characterize caregivers’ use of PBS strategies for children with FASD using mixed methods. Problem behaviors such as rule breaking were more difficult to target. Caregivers found most success when using a combination of multiple different accommodations per problem behavior.</p></div><div><h3>What this paper adds</h3><p>This is the first study to use mixed methods to characterize how caregivers of children with fetal alcohol spectrum disorders (FASD) use positive behavior support (PBS) strategies to target problem behavior after completion of the empirically validated Families Moving Forward (FMF) Program. Among other techniques involved in the FMF Program, PBS strategies are taught to caregivers and are used to target two distinct, caregiver-identified problem behaviors. This data provides essential information about behaviors responsive to PBS supports, for children with FASD, to inform clinical intervention and research. Notably, multiple problem behaviors often occurred together, emphasizing complexity of behavior challenges in this population and the resulting need for individualized supports. This study is the first to describe commonly observed triggers (antecedents) and commonly used supports (accommodations) from the perspective of caregivers of children with FASD. Importantly, results indicate that use of a wide variety of accommodations, or antecedent-based strategies, are effective in supporting behavior in children with FASD. However, success was most common when caregivers used multiple accommodations for any given concerning behavior. Findings represent ‘real-world’ strategies caregivers use to support adaptive behavior in their children several months after completion o","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141251048","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}
A disability service organization piloted a parent capacity-building intervention for parents of children with developmental disabilities in rural South India.
Aims
To examine the impact of this parent capacity-building group intervention on parent empowerment, peer support, social inclusion, advocacy skills, and the factors influencing these outcomes.
Methods and Procedures
A qualitative study recruited 37 participants from 17 parent groups through convenience sampling. Six focus groups occurred six months post the start of this intervention and explored these parents’ experiences with the groups and their perceived impacts.
Outcomes and Results
Qualitative analysis yielded four main themes and corresponding sub-themes: peer support (feeling peaceful and supported, building self-efficacy), social inclusion (space to share, acceptance and identity), knowledge sharing (increasing awareness, accepting advice), and advocacy (building confidence, making requests). Participation in parent groups provided participants with opportunities to find peer support, utilize knowledge sharing, feel socially included, and build advocacy skills.
Conclusions and Implications
This study provides a greater understanding of the impact and benefits of parent capacity-building interventions in low-resource settings. Results will improve this intervention and guide other organizations in creating similar programs.
What this paper adds
This paper adds perspectives of parents who are caregivers of children with developmental disabilities in rural South India. More specifically, this paper highlights the impact of a parent-focused intervention in group settings in both rural and urban areas. Parent support group interventions are not common in India and low- and middle-income countries and there is a paucity of literature describing these interventions and their impact. In this study, parents described a need for multifaceted interventions to support their child in the community. These parent groups provided space for caregivers of children with developmental disabilities to make connections, feel validated, and grow confidence to utilize new knowledge or advice shared by other parents to further enhance their lives. Further, parent-group settings provide opportunities to build advocacy skills through timely discussions. Parents reported an increase in feelings of acceptance within the group itself but not within the wider community. This highlights the need for involving the wider community in interventions to promote integration for families with children with disabilities.
{"title":"A capacity-building intervention for parents of children with disabilities in rural South India","authors":"Katie Proctor , Meera Patel , Dinesh Krishna , Navamani Venkatachalapathy , Marie Brien , Sylvia Langlois","doi":"10.1016/j.ridd.2024.104766","DOIUrl":"10.1016/j.ridd.2024.104766","url":null,"abstract":"<div><h3>Background</h3><p>A disability service organization piloted a parent capacity-building intervention for parents of children with developmental disabilities in rural South India.</p></div><div><h3>Aims</h3><p>To examine the impact of this parent capacity-building group intervention on parent empowerment, peer support, social inclusion, advocacy skills, and the factors influencing these outcomes.</p></div><div><h3>Methods and Procedures</h3><p>A qualitative study recruited 37 participants from 17 parent groups through convenience sampling. Six focus groups occurred six months post the start of this intervention and explored these parents’ experiences with the groups and their perceived impacts.</p></div><div><h3>Outcomes and Results</h3><p>Qualitative analysis yielded four main themes and corresponding sub-themes: peer support (feeling peaceful and supported, building self-efficacy), social inclusion (space to share, acceptance and identity), knowledge sharing (increasing awareness, accepting advice), and advocacy (building confidence, making requests). Participation in parent groups provided participants with opportunities to find peer support, utilize knowledge sharing, feel socially included, and build advocacy skills.</p></div><div><h3>Conclusions and Implications</h3><p>This study provides a greater understanding of the impact and benefits of parent capacity-building interventions in low-resource settings. Results will improve this intervention and guide other organizations in creating similar programs.</p></div><div><h3>What this paper adds</h3><p>This paper adds perspectives of parents who are caregivers of children with developmental disabilities in rural South India. More specifically, this paper highlights the impact of a parent-focused intervention in group settings in both rural and urban areas. Parent support group interventions are not common in India and low- and middle-income countries and there is a paucity of literature describing these interventions and their impact. In this study, parents described a need for multifaceted interventions to support their child in the community. These parent groups provided space for caregivers of children with developmental disabilities to make connections, feel validated, and grow confidence to utilize new knowledge or advice shared by other parents to further enhance their lives. Further, parent-group settings provide opportunities to build advocacy skills through timely discussions. Parents reported an increase in feelings of acceptance within the group itself but not within the wider community. This highlights the need for involving the wider community in interventions to promote integration for families with children with disabilities.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000982/pdfft?md5=5382c7d51890e8ffebfaaf3fcf94f4b4&pid=1-s2.0-S0891422224000982-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141184864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-29DOI: 10.1016/j.ridd.2024.104763
Miguel Ángel Verdugo , Robert L. Schalock
This article describes the evolution of the quality of life concept through the lens of six distinct eras. Each era reflects a shared process in which multiple stakeholders, including persons with intellectual and developmental disabilities and researchers, have played a significant role. Across these six eras, research on quality of life has evolved from operationalizing a concept to developing a theory. As described in the article, the first three eras resulted in formulating conceptualization, measurement, and application principles; developing quality of life conceptual and operational models; and constructing reliable and valid instruments to assess quality of life domains or domain-referenced indicators. The application era has focused on applying the concept of quality of life and its measurement, supports provision, conceptualization and theory, and systemic change. The final two eras have involved theory development and theory confirmation.
{"title":"From a concept to a theory: The six eras of quality of life research and application","authors":"Miguel Ángel Verdugo , Robert L. Schalock","doi":"10.1016/j.ridd.2024.104763","DOIUrl":"10.1016/j.ridd.2024.104763","url":null,"abstract":"<div><p>This article describes the evolution of the quality of life concept through the lens of six distinct eras. Each era reflects a shared process in which multiple stakeholders, including persons with intellectual and developmental disabilities and researchers, have played a significant role. Across these six eras, research on quality of life has evolved from operationalizing a concept to developing a theory. As described in the article, the first three eras resulted in formulating conceptualization, measurement, and application principles; developing quality of life conceptual and operational models; and constructing reliable and valid instruments to assess quality of life domains or domain-referenced indicators. The application era has focused on applying the concept of quality of life and its measurement, supports provision, conceptualization and theory, and systemic change. The final two eras have involved theory development and theory confirmation.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000957/pdfft?md5=c5b043b0359c85a7c093da2c2fdf1a9d&pid=1-s2.0-S0891422224000957-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141179997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-25DOI: 10.1016/j.ridd.2024.104752
J. Wotherspoon , K. Whittingham , J. Sheffield , R.N. Boyd
Background
Children with cerebral palsy (CP) experience deficits in nonverbal reasoning. The SMART online cognitive intervention has been associated with gains in IQ and nonverbal IQ in previous studies in typically developing school-aged children and children experiencing learning difficulties.
Aim
To assess the efficacy of an online cognitive intervention in school-aged children with CP.
Methods and Procedures
21 children with CP (male n = 17; 76.2%), mean age 9 y 8 m, SD 1 y 1 month (range 8 y 3 m to 12 y 6 m) were randomised into the intervention group (n = 9) or a waitlist control group. A mixed-methods approach with an explanatory sequential design was used, with a randomised controlled trial followed by qualitative interviews. Participants were assessed on measures of intelligence, academic ability, attention and executive functioning, and social-emotional functioning at baseline, then after completing the training, or the waitlist period. Analyses included ANCOVAs and paired samples t tests. Semi-structured interviews explored participants’ experiences with the training.
Results and Outcomes
Training completion was low with a mean of 16.9 modules completed out of 55 available. No significant effect of training was found for the primary outcome of intelligence, or for any secondary outcomes. Participants reported barriers and facilitators for accessing the program.
Implications
Cognitive training programs addressing relational framing ability may require significant modifications before they can be effectively tested with children with CP.
{"title":"Randomised controlled trial of an online cognitive training program in school-aged children with cerebral palsy","authors":"J. Wotherspoon , K. Whittingham , J. Sheffield , R.N. Boyd","doi":"10.1016/j.ridd.2024.104752","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104752","url":null,"abstract":"<div><h3>Background</h3><p>Children with cerebral palsy (CP) experience deficits in nonverbal reasoning. The SMART online cognitive intervention has been associated with gains in IQ and nonverbal IQ in previous studies in typically developing school-aged children and children experiencing learning difficulties.</p></div><div><h3>Aim</h3><p>To assess the efficacy of an online cognitive intervention in school-aged children with CP.</p></div><div><h3>Methods and Procedures</h3><p>21 children with CP (male n = 17; 76.2%), mean age 9 y 8 m, SD 1 y 1 month (range 8 y 3 m to 12 y 6 m) were randomised into the intervention group (n = 9) or a waitlist control group. A mixed-methods approach with an explanatory sequential design was used, with a randomised controlled trial followed by qualitative interviews. Participants were assessed on measures of intelligence, academic ability, attention and executive functioning, and social-emotional functioning at baseline, then after completing the training, or the waitlist period. Analyses included ANCOVAs and paired samples <em>t</em> tests. Semi-structured interviews explored participants’ experiences with the training.</p></div><div><h3>Results and Outcomes</h3><p>Training completion was low with a mean of 16.9 modules completed out of 55 available. No significant effect of training was found for the primary outcome of intelligence, or for any secondary outcomes. Participants reported barriers and facilitators for accessing the program.</p></div><div><h3>Implications</h3><p>Cognitive training programs addressing relational framing ability may require significant modifications before they can be effectively tested with children with CP.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000842/pdfft?md5=11f2f65a6f2b00fae10e1696bdf34ade&pid=1-s2.0-S0891422224000842-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141095594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-24DOI: 10.1016/j.ridd.2024.104760
Álvaro Sabater-Gárriz , Pedro Montoya , Inmaculada Riquelme
Background
Pain perception mechanisms in cerebral palsy remain largely unclear.
Aims
This study investigates brain activity in adults with cerebral palsy during painful and non-painful stretching to elucidate their pain processing characteristics.
Methods and procedures
Twenty adults with cerebral palsy and 20 controls underwent EEG in three conditions: rest, non-painful stretching, and painful stretching. Time-frequency power density of theta, alpha, and beta waves in somatosensory and frontal cortices was analyzed, alongside baseline pressure pain thresholds.
Outcomes and results
Cerebral palsy individuals exhibited higher theta, alpha, and beta power density in both cortices during painful stretching compared to rest, and lower during non-painful stretching. Controls showed higher power density during non-painful stretching but lower during painful stretching. Cerebral palsy individuals had higher pain sensitivity, with those more sensitive experiencing greater alpha power density.
Conclusions and implications
These findings confirm alterations in the cerebral processing of pain in individuals with cerebral palsy. This knowledge could enhance future approaches to the diagnosis and treatment of pain in this vulnerable population.
{"title":"Enhanced EEG power density during painful stretching in individuals with cerebral palsy","authors":"Álvaro Sabater-Gárriz , Pedro Montoya , Inmaculada Riquelme","doi":"10.1016/j.ridd.2024.104760","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104760","url":null,"abstract":"<div><h3>Background</h3><p>Pain perception mechanisms in cerebral palsy remain largely unclear.</p></div><div><h3>Aims</h3><p>This study investigates brain activity in adults with cerebral palsy during painful and non-painful stretching to elucidate their pain processing characteristics.</p></div><div><h3>Methods and procedures</h3><p>Twenty adults with cerebral palsy and 20 controls underwent EEG in three conditions: rest, non-painful stretching, and painful stretching. Time-frequency power density of theta, alpha, and beta waves in somatosensory and frontal cortices was analyzed, alongside baseline pressure pain thresholds.</p></div><div><h3>Outcomes and results</h3><p>Cerebral palsy individuals exhibited higher theta, alpha, and beta power density in both cortices during painful stretching compared to rest, and lower during non-painful stretching. Controls showed higher power density during non-painful stretching but lower during painful stretching. Cerebral palsy individuals had higher pain sensitivity, with those more sensitive experiencing greater alpha power density.</p></div><div><h3>Conclusions and implications</h3><p>These findings confirm alterations in the cerebral processing of pain in individuals with cerebral palsy. This knowledge could enhance future approaches to the diagnosis and treatment of pain in this vulnerable population.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000921/pdfft?md5=816e98785099227cfa076568c4b91dd9&pid=1-s2.0-S0891422224000921-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141090294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-24DOI: 10.1016/j.ridd.2024.104751
Ana Tost , Sergio Romero , Joan F. Alonso , Alejandro Bachiller , Leidy-Yanet Serna , Inés Medina-Rivera , Ángeles García-Cazorla , Miguel Ángel Mañanas
Background
Functional connectivity is scarcely studied in Rett syndrome (RTT). Explorations revealed associations between RTT's clinical, genetic profiles, and coherence measures, highlighting an unexplored frontier in understanding RTT's neural mechanisms and cognitive processes.
Aims
To evaluate the effects of diverse cognitive stimulations—learning-focused versus gaming-oriented—on electroencephalography brain connectivity in RTT. The comparison with resting states aimed to uncover potential biomarkers and insights into the neural processes associated with RTT.
Methods and procedures
The study included 15 girls diagnosed with RTT. Throughout sessions lasting about 25 min, participants alternated between active and passive tasks, using an eyetracker device while their brain activity was recorded with a 20-channel EEG. Results revealed significant alterations during cognitive tasks, notably in delta, alpha and beta bands. Both tasks induced spectral pattern changes and connectivity shifts, hinting at enhanced neural processing. Hemispheric asymmetry decreased during tasks, suggesting more balanced neural processing. Linear and nonlinear connectivity alterations were observed in active tasks compared to resting state, while passive tasks showed no significant changes.
Conclusions and implications
Results underscores the potential of cognitive stimulation for heightened cognitive abilities, promoting enhanced brain connectivity and information flow in Rett syndrome. These findings offer valuable markers for evaluating cognitive interventions and suggest gaming-related activities as effective tools for improving learning outcomes.
{"title":"EEG connectivity patterns in response to gaming and learning-based cognitive stimulations in Rett syndrome","authors":"Ana Tost , Sergio Romero , Joan F. Alonso , Alejandro Bachiller , Leidy-Yanet Serna , Inés Medina-Rivera , Ángeles García-Cazorla , Miguel Ángel Mañanas","doi":"10.1016/j.ridd.2024.104751","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104751","url":null,"abstract":"<div><h3>Background</h3><p>Functional connectivity is scarcely studied in Rett syndrome (RTT). Explorations revealed associations between RTT's clinical, genetic profiles, and coherence measures, highlighting an unexplored frontier in understanding RTT's neural mechanisms and cognitive processes.</p></div><div><h3>Aims</h3><p>To evaluate the effects of diverse cognitive stimulations—learning-focused versus gaming-oriented—on electroencephalography brain connectivity in RTT. The comparison with resting states aimed to uncover potential biomarkers and insights into the neural processes associated with RTT.</p></div><div><h3>Methods and procedures</h3><p>The study included 15 girls diagnosed with RTT. Throughout sessions lasting about 25 min, participants alternated between active and passive tasks, using an eyetracker device while their brain activity was recorded with a 20-channel EEG. Results revealed significant alterations during cognitive tasks, notably in delta, alpha and beta bands. Both tasks induced spectral pattern changes and connectivity shifts, hinting at enhanced neural processing. Hemispheric asymmetry decreased during tasks, suggesting more balanced neural processing. Linear and nonlinear connectivity alterations were observed in active tasks compared to resting state, while passive tasks showed no significant changes.</p></div><div><h3>Conclusions and implications</h3><p>Results underscores the potential of cognitive stimulation for heightened cognitive abilities, promoting enhanced brain connectivity and information flow in Rett syndrome. These findings offer valuable markers for evaluating cognitive interventions and suggest gaming-related activities as effective tools for improving learning outcomes.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000830/pdfft?md5=dc76cc151c6265694b50c109043778d0&pid=1-s2.0-S0891422224000830-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141095593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-24DOI: 10.1016/j.ridd.2024.104759
Peiting Zhao, Kai Chen, Gaohui Zhu, Hansen Li, Sha Chen, Jinge Hu, Li Huang, Xin Liu, Liya Guo
Background
Limited knowledge exists regarding the effectiveness of aquatic exercise intervention for improving executive function (EF) in children with autism spectrum disorder (ASD). Additionally, the impact of aquatic exercise on brain-derived neurotrophic factor (BDNF) in children with ASD requires further investigation.
Aims
This study aimed to explore the effects of a 12-week aquatic exercise intervention on core EF and BDNF levels in children with ASD.
Methods and procedures
Thirty children with ASD were assigned to an experimental or control group. The experimental group underwent a 12-week aquatic exercise intervention, while the control group engaged in supervised free activities. Pre- and post-intervention assessments measured EF and BDNF levels.
Outcomes and results
The experimental group showed significant improvements (p < 0.05) in inhibition control, cognitive flexibility, and BDNF levels. However, working memory did not significantly improve. The control group exhibited no significant changes in EF or BDNF levels.
Conclusions and implications
Aquatic exercise appears to be a beneficial intervention for cognitive development in children with ASD, as it enhances inhibition control, cognitive flexibility, and BDNF levels in children with ASD. Furthermore, the observed improvements in EF following aquatic exercise intervention in children with ASD may be associated with increased BDNF levels.
{"title":"Effects of aquatic exercise intervention on executive function and brain-derived neurotrophic factor of children with autism spectrum disorder","authors":"Peiting Zhao, Kai Chen, Gaohui Zhu, Hansen Li, Sha Chen, Jinge Hu, Li Huang, Xin Liu, Liya Guo","doi":"10.1016/j.ridd.2024.104759","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104759","url":null,"abstract":"<div><h3>Background</h3><p>Limited knowledge exists regarding the effectiveness of aquatic exercise intervention for improving executive function (EF) in children with autism spectrum disorder (ASD). Additionally, the impact of aquatic exercise on brain-derived neurotrophic factor (BDNF) in children with ASD requires further investigation.</p></div><div><h3>Aims</h3><p>This study aimed to explore the effects of a 12-week aquatic exercise intervention on core EF and BDNF levels in children with ASD.</p></div><div><h3>Methods and procedures</h3><p>Thirty children with ASD were assigned to an experimental or control group. The experimental group underwent a 12-week aquatic exercise intervention, while the control group engaged in supervised free activities. Pre- and post-intervention assessments measured EF and BDNF levels.</p></div><div><h3>Outcomes and results</h3><p>The experimental group showed significant improvements (<em>p</em> < 0.05) in inhibition control, cognitive flexibility, and BDNF levels. However, working memory did not significantly improve. The control group exhibited no significant changes in EF or BDNF levels.</p></div><div><h3>Conclusions and implications</h3><p>Aquatic exercise appears to be a beneficial intervention for cognitive development in children with ASD, as it enhances inhibition control, cognitive flexibility, and BDNF levels in children with ASD. Furthermore, the observed improvements in EF following aquatic exercise intervention in children with ASD may be associated with increased BDNF levels.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141090293","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 : 2024-05-14DOI: 10.1016/j.ridd.2024.104749
Vivian Meijers , Anneke C. Timmermans , Chiara T.M. Verheij , Joanne Smith , Esther Hartman
Background
Physically active learning (PAL) is a potentially valuable method to stimulate academic performance and physical activity (PA) in children with learning disorders (LD) attending special-needs schools. It is yet unknown whether PAL can be successfully implemented in special-needs schools.
Aims
This study aimed to evaluate a PAL-program in special-needs schools by examining teacher’s dose delivered, children’s dose received, and associations of children’s characteristics with dose received.
Methods
Children (N = 37) from two special-needs schools participated in a six-week PAL-program. Dose delivered was evaluated based on PAL-lessons’ implementation rate and duration. Dose received was assessed through time-on-task observations (n = 23) and PA (n = 37). To assess the association between dose received and children’s characteristics (sex, behavioral disorders, motor skills, and physical fitness), Mann-Whitney U tests and Spearman’s rho correlations were used.
Results
For teacher’s dose delivered, the implementation rate exceeded 95%, and the PAL-lessons lasted the intended 12 minutes. For dose received, children’s on-task behavior was above 79%, and children spent 43% of the time in moderate-to-vigorous PA during PAL. Motor skills were positively related to on-task behavior related to the movements, and physical fitness was positively related to moderate-to-vigorous PA.
Conclusions
PAL was successfully implemented in terms of dose delivered and dose received for children with LD attending special-needs schools.
背景体能主动学习（PAL）是一种潜在的有价值的方法，可以激发特殊教育学校学习障碍儿童的学习成绩和体能活动（PA）。本研究旨在通过考察教师的授课剂量、儿童的接受剂量以及儿童特征与接受剂量之间的关联，对特殊学校中的 PAL 项目进行评估。方法来自两所特殊学校的儿童（N = 37）参加了为期六周的 PAL 项目。根据 PAL 课程的实施率和持续时间评估所提供的剂量。接受的剂量通过任务时间观察（23 人）和 PA（37 人）进行评估。为了评估接受的剂量与儿童特征（性别、行为障碍、运动技能和体能）之间的关系，采用了曼-惠特尼 U 检验和斯皮尔曼 rho 相关性检验。就接受的剂量而言，儿童在任务中的表现超过了 79%，儿童在 PAL 期间有 43% 的时间用于中度至剧烈的 PA。运动技能与与动作相关的任务行为呈正相关，体能与中度至剧烈运动呈正相关。
{"title":"Physically active learning for children with learning disorders attending special-needs schools: A program evaluation","authors":"Vivian Meijers , Anneke C. Timmermans , Chiara T.M. Verheij , Joanne Smith , Esther Hartman","doi":"10.1016/j.ridd.2024.104749","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104749","url":null,"abstract":"<div><h3>Background</h3><p>Physically active learning (PAL) is a potentially valuable method to stimulate academic performance and physical activity (PA) in children with learning disorders (LD) attending special-needs schools. It is yet unknown whether PAL can be successfully implemented in special-needs schools.</p></div><div><h3>Aims</h3><p>This study aimed to evaluate a PAL-program in special-needs schools by examining teacher’s dose delivered, children’s dose received, and associations of children’s characteristics with dose received.</p></div><div><h3>Methods</h3><p>Children (<em>N</em> = 37) from two special-needs schools participated in a six-week PAL-program. Dose delivered was evaluated based on PAL-lessons’ implementation rate and duration. Dose received was assessed through time-on-task observations (<em>n</em> = 23) and PA (<em>n</em> = 37). To assess the association between dose received and children’s characteristics (sex, behavioral disorders, motor skills, and physical fitness), Mann-Whitney U tests and Spearman’s rho correlations were used.</p></div><div><h3>Results</h3><p>For teacher’s dose delivered, the implementation rate exceeded 95%, and the PAL-lessons lasted the intended 12 minutes. For dose received, children’s on-task behavior was above 79%, and children spent 43% of the time in moderate-to-vigorous PA during PAL. Motor skills were positively related to on-task behavior related to the movements, and physical fitness was positively related to moderate-to-vigorous PA.</p></div><div><h3>Conclusions</h3><p>PAL was successfully implemented in terms of dose delivered and dose received for children with LD attending special-needs schools.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000817/pdfft?md5=e17cc4f4e402efee9210db0bca1f4c35&pid=1-s2.0-S0891422224000817-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140918902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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