Pub Date : 2025-09-22DOI: 10.1016/j.ridd.2025.105105
Vivian Darlene Grillo , Paola Venuti
<div><h3>Scope</h3><div>This qualitative exploratory study examines if and how autistic individuals navigate social virtual environments, with a focus on VRChat, a leading platform. The research aims to understand VRChat's impact on autistic users' well-being, social connectedness, and overall quality of life. Given the ongoing reconceptualization of autism, this study explores the intersection of digital and virtual technology and autistic socialization.</div></div><div><h3>Methods</h3><div>Reflexive Thematic Analysis was employed to analyze self-generated content from autistic individuals on YouTube and Reddit. A PRISMA-adapted data selection framework was utilized to systematically identify and collect publicly available content. The final dataset consisted of 30 user-generated pieces, including videos, comments, and discussions, totaling over 450 min of audiovisual material and 1500 textual messages. Data were anonymized and thematically analyzed by multiple researchers through an iterative, inductive process, ensuring the inclusion of diverse autistic perspectives. In addition, a top-down perspective to the initial inductive analysis, thanks to theoretical triangulation, ensured a comprehensive interpretation of the data.</div></div><div><h3>Results</h3><div>This paper primarily focuses on three themes (Scope of Use – Diverse Applications of VRChat; Autistic Life Experience; Overall Perceptions of VRChat) and their corresponding subthemes related to autistic users’ experiences. Findings indicate that VRChat functions as a "virtual third place," offering autistic individuals a unique space for social engagement, self-expression, awareness-raising, and community building.</div><div>The platform provides a safer environment where autistic users can share personal experiences, navigate social challenges, and explore their identities in ways that may be less or not accessible in offline settings.</div></div><div><h3>Discussion</h3><div>VRChat appears to facilitate 'Autistic Socialization' by accommodating diverse communication styles and fostering a sense of belonging. Its affordances and features enable autistic users to interact in ways that support their social, sensory, and emotional well-being. Additionally, the findings suggest that VRChat serves as a platform for voicing and addressing 'Autistic Suffering,' including the socio-cultural challenges associated with neurodivergence. These insights contribute to discussions on the Double Empathy Problem and highlight the potential of virtual spaces in promoting neurodivergent social inclusion both online and offline.</div></div><div><h3>Conclusions</h3><div>Digital and virtual environments play a crucial role in supporting autistic self-narration, social connectedness, and well-being. Given the context-dependent nature of human interactions, further research is needed to explore how technology mediated communication can inform inclusive social practices in real-life settings. Future studies sho
{"title":"An exploratory study on autistic socialization in VRChat’s social virtual environments","authors":"Vivian Darlene Grillo , Paola Venuti","doi":"10.1016/j.ridd.2025.105105","DOIUrl":"10.1016/j.ridd.2025.105105","url":null,"abstract":"<div><h3>Scope</h3><div>This qualitative exploratory study examines if and how autistic individuals navigate social virtual environments, with a focus on VRChat, a leading platform. The research aims to understand VRChat's impact on autistic users' well-being, social connectedness, and overall quality of life. Given the ongoing reconceptualization of autism, this study explores the intersection of digital and virtual technology and autistic socialization.</div></div><div><h3>Methods</h3><div>Reflexive Thematic Analysis was employed to analyze self-generated content from autistic individuals on YouTube and Reddit. A PRISMA-adapted data selection framework was utilized to systematically identify and collect publicly available content. The final dataset consisted of 30 user-generated pieces, including videos, comments, and discussions, totaling over 450 min of audiovisual material and 1500 textual messages. Data were anonymized and thematically analyzed by multiple researchers through an iterative, inductive process, ensuring the inclusion of diverse autistic perspectives. In addition, a top-down perspective to the initial inductive analysis, thanks to theoretical triangulation, ensured a comprehensive interpretation of the data.</div></div><div><h3>Results</h3><div>This paper primarily focuses on three themes (Scope of Use – Diverse Applications of VRChat; Autistic Life Experience; Overall Perceptions of VRChat) and their corresponding subthemes related to autistic users’ experiences. Findings indicate that VRChat functions as a \"virtual third place,\" offering autistic individuals a unique space for social engagement, self-expression, awareness-raising, and community building.</div><div>The platform provides a safer environment where autistic users can share personal experiences, navigate social challenges, and explore their identities in ways that may be less or not accessible in offline settings.</div></div><div><h3>Discussion</h3><div>VRChat appears to facilitate 'Autistic Socialization' by accommodating diverse communication styles and fostering a sense of belonging. Its affordances and features enable autistic users to interact in ways that support their social, sensory, and emotional well-being. Additionally, the findings suggest that VRChat serves as a platform for voicing and addressing 'Autistic Suffering,' including the socio-cultural challenges associated with neurodivergence. These insights contribute to discussions on the Double Empathy Problem and highlight the potential of virtual spaces in promoting neurodivergent social inclusion both online and offline.</div></div><div><h3>Conclusions</h3><div>Digital and virtual environments play a crucial role in supporting autistic self-narration, social connectedness, and well-being. Given the context-dependent nature of human interactions, further research is needed to explore how technology mediated communication can inform inclusive social practices in real-life settings. Future studies sho","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105105"},"PeriodicalIF":2.6,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145118437","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 : 2025-09-20DOI: 10.1016/j.ridd.2025.105110
Romana Snozzi , Christoph M. Müller , Carmen L.A. Zurbriggen
Background and objectives
Students with intellectual disabilities (ID) often require extensive support. They are more frequently placed in separate settings, such as special schools, than students with other special educational needs (SEN). Although school placements are intended to meet individual needs, they may also contribute to educational disparities. This study examines the placement trajectories of students with ID.
Methods
We analysed longitudinal data from 3227 students who received intensive SEN support in at least one school year by tracking their placements over 11 years. 18 % had an administrative ID label reflecting the student’s primary educational support need. Using multinomial logistic regressions, we compared school placements and the number of placement transfers between students with and without the ID label. Sex and first language were included to assess for additional disparities.
Results
Students with the ID label were more likely to attend separate settings than those with other types of SEN, a trend that increased with age. Male students and those for whom German was their first language were more often schooled in separate settings. Male students also had higher odds of placement transfers.
Conclusions
This study highlights differences in school placement trajectories between students with the ID label and those with other types of SEN. Future research should explore the factors that influence placement decisions, including environmental and student characteristics.
{"title":"Disparities in the school placement trajectories of students with intellectual disabilities","authors":"Romana Snozzi , Christoph M. Müller , Carmen L.A. Zurbriggen","doi":"10.1016/j.ridd.2025.105110","DOIUrl":"10.1016/j.ridd.2025.105110","url":null,"abstract":"<div><h3>Background and objectives</h3><div>Students with intellectual disabilities (ID) often require extensive support. They are more frequently placed in separate settings, such as special schools, than students with other special educational needs (SEN). Although school placements are intended to meet individual needs, they may also contribute to educational disparities. This study examines the placement trajectories of students with ID.</div></div><div><h3>Methods</h3><div>We analysed longitudinal data from 3227 students who received intensive SEN support in at least one school year by tracking their placements over 11 years. 18 % had an administrative ID label reflecting the student’s primary educational support need. Using multinomial logistic regressions, we compared school placements and the number of placement transfers between students with and without the ID label. Sex and first language were included to assess for additional disparities.</div></div><div><h3>Results</h3><div>Students with the ID label were more likely to attend separate settings than those with other types of SEN, a trend that increased with age. Male students and those for whom German was their first language were more often schooled in separate settings. Male students also had higher odds of placement transfers.</div></div><div><h3>Conclusions</h3><div>This study highlights differences in school placement trajectories between students with the ID label and those with other types of SEN. Future research should explore the factors that influence placement decisions, including environmental and student characteristics.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105110"},"PeriodicalIF":2.6,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105470","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 : 2025-09-18DOI: 10.1016/j.ridd.2025.105107
Paulina S. Arango , Camila Sabat , Fernanda Gatica
Background
Parenting styles and attitudes are a relevant factor of a child’s developmental environment. When parents raise both a child with an intellectual disability and a typically developing (TD) sibling, their approaches may differ due to factors related to the child, family, and social context. This study explored whether parenting styles and attitudes are consistent across children and examined whether sociodemographic and child-related factors explain variations in parenting behaviors.
Method
Ninety-five parents with one child diagnosed with intellectual disability (according to DSM-5 criteria) and a TD sibling, participated. Data analyses included t-tests, ANOVAs, and mixed-design ANOVAs to compare parenting styles and attitudes across siblings while controlling for sociodemographic factors.
Results
Parents reported more authoritative and less permissive parenting, and greater satisfaction and autonomy promotion with their TD child compared to their child with intellectual disability. More positive parenting attitudes and less permissiveness were observed when the etiology of intellectual disability was Down syndrome, which extended to their sibling. Attending regular schools (vs. special education) was associated with less permissive parenting. Higher SES was related to greater promotion of autonomy and, for the TD child, to more parenting satisfaction and less permissiveness.
Conclusions
The study provides evidence of both consistency and variation in parenting practices within families. Differences in parental attitudes and behaviors appear to be shaped not only by individual child characteristics but also by environmental factors such as school context and SES. These results suggest that parents adapt their parenting styles and attitudes between siblings, which is influenced by sociodemographic and child-related factors.
{"title":"Parental attitudes and practices in families with siblings with and without intellectual disability: Influences of sociodemographic and child-related factors","authors":"Paulina S. Arango , Camila Sabat , Fernanda Gatica","doi":"10.1016/j.ridd.2025.105107","DOIUrl":"10.1016/j.ridd.2025.105107","url":null,"abstract":"<div><h3>Background</h3><div>Parenting styles and attitudes are a relevant factor of a child’s developmental environment. When parents raise both a child with an intellectual disability and a typically developing (TD) sibling, their approaches may differ due to factors related to the child, family, and social context. This study explored whether parenting styles and attitudes are consistent across children and examined whether sociodemographic and child-related factors explain variations in parenting behaviors.</div></div><div><h3>Method</h3><div>Ninety-five parents with one child diagnosed with intellectual disability (according to DSM-5 criteria) and a TD sibling, participated. Data analyses included t-tests, ANOVAs, and mixed-design ANOVAs to compare parenting styles and attitudes across siblings while controlling for sociodemographic factors.</div></div><div><h3>Results</h3><div>Parents reported more authoritative and less permissive parenting, and greater satisfaction and autonomy promotion with their TD child compared to their child with intellectual disability. More positive parenting attitudes and less permissiveness were observed when the etiology of intellectual disability was Down syndrome, which extended to their sibling. Attending regular schools (vs. special education) was associated with less permissive parenting. Higher SES was related to greater promotion of autonomy and, for the TD child, to more parenting satisfaction and less permissiveness.</div></div><div><h3>Conclusions</h3><div>The study provides evidence of both consistency and variation in parenting practices within families. Differences in parental attitudes and behaviors appear to be shaped not only by individual child characteristics but also by environmental factors such as school context and SES. These results suggest that parents adapt their parenting styles and attitudes between siblings, which is influenced by sociodemographic and child-related factors.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105107"},"PeriodicalIF":2.6,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145093001","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}
An accurate diagnosis of autism spectrum disorder (ASD) can be complex due to the high degree of phenotypical variation and the necessity to integrate information from multiple assessments by various professionals. This paper examines the implementation and effectiveness of a specialized Autism ASD Assessment Clinic within the Child and Adolescent Mental Health Service (CAMHS). The clinic addresses a critical service gap in the Middle East and North Africa (MENA) region by offering structured, comprehensive evaluations for ASD using a multidisciplinary team (MDT) model, aiming to provide comprehensive and standardized assessments for children and adolescents aged 6–17 years suspected of having ASD. The methodology involved obtaining feedback from parents/caregivers through a Likert-scale questionnaire following the completion of the assessment for children and adolescents referred to the clinic between January 2022 and December 2024. Out of 48 families who attended the appointments and completed the assessment, 27 parents/caregivers completed the feedback. High satisfaction rates with the assessment's thoroughness, professionalism of the MDT, and clarity of feedback were observed. A statistically significant inverse correlation was found between a child's age and parental satisfaction with assessment thoroughness and clarity of feedback, suggesting higher satisfaction among parents of younger children. The findings highlight the clinic's effectiveness in delivering quality care, improving early support for diagnosed individuals, and providing enhanced experience to families.
{"title":"Evaluating a specialized autism spectrum disorder clinic in Qatar: A multidisciplinary model for comprehensive assessment and diagnosis","authors":"Yasser Saeed Khan , Yahia Albobali , Abdullah Amro , Prerana Saini , Lina Nour , Prem Chandra , May Jasim Almeraisi , Majid Alabdulla","doi":"10.1016/j.ridd.2025.105109","DOIUrl":"10.1016/j.ridd.2025.105109","url":null,"abstract":"<div><div>An accurate diagnosis of autism spectrum disorder (ASD) can be complex due to the high degree of phenotypical variation and the necessity to integrate information from multiple assessments by various professionals. This paper examines the implementation and effectiveness of a specialized Autism ASD Assessment Clinic within the Child and Adolescent Mental Health Service (CAMHS). The clinic addresses a critical service gap in the Middle East and North Africa (MENA) region by offering structured, comprehensive evaluations for ASD using a multidisciplinary team (MDT) model, aiming to provide comprehensive and standardized assessments for children and adolescents aged 6–17 years suspected of having ASD. The methodology involved obtaining feedback from parents/caregivers through a Likert-scale questionnaire following the completion of the assessment for children and adolescents referred to the clinic between January 2022 and December 2024. Out of 48 families who attended the appointments and completed the assessment, 27 parents/caregivers completed the feedback. High satisfaction rates with the assessment's thoroughness, professionalism of the MDT, and clarity of feedback were observed. A statistically significant inverse correlation was found between a child's age and parental satisfaction with assessment thoroughness and clarity of feedback, suggesting higher satisfaction among parents of younger children. The findings highlight the clinic's effectiveness in delivering quality care, improving early support for diagnosed individuals, and providing enhanced experience to families.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105109"},"PeriodicalIF":2.6,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145092945","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 : 2025-09-17DOI: 10.1016/j.ridd.2025.105108
Jacinta Molini Pennacchia , Greg Bonyhady , Shirley Wong , Chris Pacheco , Dave Coghill , Mats Granlund , Christine Imms
People with communication disability are often excluded from participating directly in research. This systematic exclusion from relevant research has a significant impact on the field’s knowledge and limits the development of effective evidence-based practices. The purpose of this descriptive methods paper is to equip researchers with knowledge required to address the needs of people with communication disability, increasing the likelihood of their rights-based inclusion in research. In this paper, we combine what has been learned from the literature with content derived from a study that is currently underway. Using images and transcript excerpts as examples, we will describe practical methods to action recommendations. Three pillars of communication accessible research are proposed—participatory attitudes, flexibility and responsivity, and consumer involvement—which will empower researchers to make their own projects more inclusive to people with communication disability.
{"title":"Making qualitative research accessible to people who have communication disability","authors":"Jacinta Molini Pennacchia , Greg Bonyhady , Shirley Wong , Chris Pacheco , Dave Coghill , Mats Granlund , Christine Imms","doi":"10.1016/j.ridd.2025.105108","DOIUrl":"10.1016/j.ridd.2025.105108","url":null,"abstract":"<div><div>People with communication disability are often excluded from participating directly in research. This systematic exclusion from relevant research has a significant impact on the field’s knowledge and limits the development of effective evidence-based practices. The purpose of this descriptive methods paper is to equip researchers with knowledge required to address the needs of people with communication disability, increasing the likelihood of their rights-based inclusion in research. In this paper, we combine what has been learned from the literature with content derived from a study that is currently underway. Using images and transcript excerpts as examples, we will describe practical methods to action recommendations. Three pillars of communication accessible research are proposed—participatory attitudes, flexibility and responsivity, and consumer involvement—which will empower researchers to make their own projects more inclusive to people with communication disability.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105108"},"PeriodicalIF":2.6,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145087816","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}
Clinical observations have long suggested that infants with visual impairment (VI) may experience delays in the development of socio-cognitive skills compared to their fully-sighted (FS) counterparts. Nonetheless, evidence supporting anecdotical observations remains limited. In this study, we assessed socio-cognitive behaviours in a cohort of infants with VI and compared them to a group of FS infants between 9 and 12 months of age.
Methods
Our analysis focused on key early markers of social and cognitive engagement, including gaze orienting, communicative signalling, and interaction patterns with the environment and caregivers.
Results
Gaze orienting and the production of basic communication signals, such as vocalizations and gestures aimed at initiating social interaction, were largely comparable between the VI and FS groups. However, important differences emerged in more complex socio-cognitive behaviours: infants with VI exhibited significantly less triangulation and produced fewer pointing gestures compared to FS infants.
Conclusions
These findings highlight specific socio-cognitive vulnerabilities in early development associated with visual impairment and underscore the need for targeted early interventions.
What this paper adds
This study explores the early emergence of socio-cognitive developmental precursors in a sample of 9- to 12-month-old infants with visual impairments, compared to their fully sighted counterparts. The results indicate that specific socio-cognitive vulnerabilities may be observable as early as the end of the first year of life in infants with visual impairments, who demonstrated less triangulation abilities and produced fewer pointing gestures than full-sighted peers. We suggest that these findings could help refine early intervention strategies for this population.
{"title":"Auditory social cognition precursors in 12-month-old infants with visual impairment: A preliminary study","authors":"Elena Capelli , Elena Guida , Giorgia Mulé , Aysel Bilgesu Sancar , Elise Lucie Mylene Torterolo , Sabrina Signorini , Laura Carraro , Chiara Ghiberti , Chiara Turati , Livio Provenzi","doi":"10.1016/j.ridd.2025.105106","DOIUrl":"10.1016/j.ridd.2025.105106","url":null,"abstract":"<div><h3>Background and aim</h3><div>Clinical observations have long suggested that infants with visual impairment (VI) may experience delays in the development of socio-cognitive skills compared to their fully-sighted (FS) counterparts. Nonetheless, evidence supporting anecdotical observations remains limited. In this study, we assessed socio-cognitive behaviours in a cohort of infants with VI and compared them to a group of FS infants between 9 and 12 months of age.</div></div><div><h3>Methods</h3><div>Our analysis focused on key early markers of social and cognitive engagement, including gaze orienting, communicative signalling, and interaction patterns with the environment and caregivers.</div></div><div><h3>Results</h3><div>Gaze orienting and the production of basic communication signals, such as vocalizations and gestures aimed at initiating social interaction, were largely comparable between the VI and FS groups. However, important differences emerged in more complex socio-cognitive behaviours: infants with VI exhibited significantly less triangulation and produced fewer pointing gestures compared to FS infants.</div></div><div><h3>Conclusions</h3><div>These findings highlight specific socio-cognitive vulnerabilities in early development associated with visual impairment and underscore the need for targeted early interventions.</div></div><div><h3>What this paper adds</h3><div>This study explores the early emergence of socio-cognitive developmental precursors in a sample of 9- to 12-month-old infants with visual impairments, compared to their fully sighted counterparts. The results indicate that specific socio-cognitive vulnerabilities may be observable as early as the end of the first year of life in infants with visual impairments, who demonstrated less triangulation abilities and produced fewer pointing gestures than full-sighted peers. We suggest that these findings could help refine early intervention strategies for this population.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105106"},"PeriodicalIF":2.6,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082408","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 : 2025-09-16DOI: 10.1016/j.ridd.2025.105104
Agnieszka Maryniak, Małgorzata Foryś – Basiejko
Background
Understanding the difference between the motion of animate and inanimate objects and biological motion perception and interpretation are some of animals’ most essential survival abilities. These abilities have significant implications for everyday functioning, adaptive social behavior, and nonverbal communication.
Aim
Our study was designed to answer the following question: Do individuals with significant motor disabilities since birth perceive and interpret the movements of others in the same way as those with typical movement experiences? This question prompts a follow-up inquiry: whether one’s own movement experiences influence biological motion perception.
Methods and procedure
We tested a clinical group of 30 adolescents and young adults aged 14–26 with cerebral palsy and a control group of 30 healthy individuals of the same age. The qualification criteria were normal intellectual development, implementation of a typical educational program, and no significant sensory or speech impairments. We used 11 films from the Communicative Interaction Database, employing the point-light method conventionally used for studying biological motion perception. The recognition of the movement character of the presented non-communicative (NC) figures and the interpretations of the communicative gestures (CG) were assessed.
Results
Participants with cerebral palsy achieved significantly worse results in the biological movement interpretation task. Particular difficulties in the clinical group concerned the interpretation of communicative gestures.
Conclusions
Our findings suggest that individuals’ own movement experiences may play a crucial role in the development of biological movement perception. Individuals with motor disabilities may struggle with interpreting observed movements and nonverbal messages, potentially affecting their social functioning.
{"title":"Interpretation of biological motion with young with cerebral palsy","authors":"Agnieszka Maryniak, Małgorzata Foryś – Basiejko","doi":"10.1016/j.ridd.2025.105104","DOIUrl":"10.1016/j.ridd.2025.105104","url":null,"abstract":"<div><h3>Background</h3><div>Understanding the difference between the motion of animate and inanimate objects and biological motion perception and interpretation are some of animals’ most essential survival abilities. These abilities have significant implications for everyday functioning, adaptive social behavior, and nonverbal communication.</div></div><div><h3>Aim</h3><div>Our study was designed to answer the following question: Do individuals with significant motor disabilities since birth perceive and interpret the movements of others in the same way as those with typical movement experiences? This question prompts a follow-up inquiry: whether one’s own movement experiences influence biological motion perception.</div></div><div><h3>Methods and procedure</h3><div>We tested a clinical group of 30 adolescents and young adults aged 14–26 with cerebral palsy and a control group of 30 healthy individuals of the same age. The qualification criteria were normal intellectual development, implementation of a typical educational program, and no significant sensory or speech impairments. We used 11 films from the Communicative Interaction Database, employing the point-light method conventionally used for studying biological motion perception. The recognition of the movement character of the presented non-communicative (NC) figures and the interpretations of the communicative gestures (CG) were assessed.</div></div><div><h3>Results</h3><div>Participants with cerebral palsy achieved significantly worse results in the biological movement interpretation task. Particular difficulties in the clinical group concerned the interpretation of communicative gestures.</div></div><div><h3>Conclusions</h3><div>Our findings suggest that individuals’ own movement experiences may play a crucial role in the development of biological movement perception. Individuals with motor disabilities may struggle with interpreting observed movements and nonverbal messages, potentially affecting their social functioning.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105104"},"PeriodicalIF":2.6,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082440","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 : 2025-09-11DOI: 10.1016/j.ridd.2025.105101
Daniella Oluoch, Bethany Wilson, Miles Rogish, Marianna E. Hayiou-Thomas
This qualitative study explored parent and sibling perspectives on ADHD in two different cultural contexts: Kenya and the UK. Although the prevalence and characteristics of ADHD appear to be similar across cultures, the lived experience may vary as a result of different social attitudes, and approaches to diagnosis and treatment. However, most research has focused on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) samples, and it is important to broaden the evidence base to different cultural settings. We carried out semi-structured interviews with parents and adult siblings of individuals diagnosed with ADHD. Using Interpretive Phenomenological Analysis (IPA), we identified five superordinate themes: 1) Lack of accurate information, 2) Family Experience, 3) Access to support, 4) Healthcare System and 5) Education System, reflecting 12 subthemes. There were striking similarities in the descriptions of personal experiences across cultures, both in terms of family dynamics, and in relation to a lack of support outside the family. Differences in experience across countries reflected structural differences in the educational and health systems of the UK and Kenya. While in Kenya the challenge faced by families was in the lack of formal support structures, families in the UK reported that despite formal recognition and support for ADHD, there was a frustrating failure of effective implementation. These findings highlight the interface between the lived experience at the personal level and the social and national structures that help to shape that experience, and underscore the importance of considering this in a broader range of cultural contexts.
{"title":"Parent and sibling perspectives on ADHD: A cross-cultural study in Kenya and the UK","authors":"Daniella Oluoch, Bethany Wilson, Miles Rogish, Marianna E. Hayiou-Thomas","doi":"10.1016/j.ridd.2025.105101","DOIUrl":"10.1016/j.ridd.2025.105101","url":null,"abstract":"<div><div>This qualitative study explored parent and sibling perspectives on ADHD in two different cultural contexts: Kenya and the UK. Although the prevalence and characteristics of ADHD appear to be similar across cultures, the lived experience may vary as a result of different social attitudes, and approaches to diagnosis and treatment. However, most research has focused on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) samples, and it is important to broaden the evidence base to different cultural settings. We carried out semi-structured interviews with parents and adult siblings of individuals diagnosed with ADHD. Using Interpretive Phenomenological Analysis (IPA), we identified five superordinate themes: 1) Lack of accurate information, 2) Family Experience, 3) Access to support, 4) Healthcare System and 5) Education System, reflecting 12 subthemes. There were striking similarities in the descriptions of personal experiences across cultures, both in terms of family dynamics, and in relation to a lack of support outside the family. Differences in experience across countries reflected structural differences in the educational and health systems of the UK and Kenya. While in Kenya the challenge faced by families was in the lack of formal support structures, families in the UK reported that despite formal recognition and support for ADHD, there was a frustrating failure of effective implementation. These findings highlight the interface between the lived experience at the personal level and the social and national structures that help to shape that experience, and underscore the importance of considering this in a broader range of cultural contexts.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105101"},"PeriodicalIF":2.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049000","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 : 2025-09-10DOI: 10.1016/j.ridd.2025.105103
Khalid N. Alasim
Whether employees with disabilities disclose their disability in the workplace significantly influences their success, job continuity, and ability to access the benefits provided by their employers significantly. This study explores the challenges and procedures associated with disability disclosure and providing workplace accommodations for employees with disabilities in Saudi Arabia. A qualitative research design was employed to achieve the study’s objective, using interviews with 20 employees with disabilities working in the governmental, semi-governmental, and private sectors. Three central themes emerged from the interviewees’ responses: (1) procedures for disclosing a disability in the workplace, (2) the challenges that employees with disabilities face in disclosing disability, and (3) workplace accommodations available to employees with disabilities. The study concludes that ongoing efforts are needed to improve disability disclosure procedures and raise awareness among employees with disabilities and their employers of the importance of disclosure.
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Pub Date : 2025-09-03DOI: 10.1016/j.ridd.2025.105102
Noor Abu Raya-Ghanayem , Adi Stern , Liron Lamash
Purpose
This study aimed to examine how adolescents with attention deficit hyperactivity disorder (ADHD) perceive their diagnosis identity and assess its relationships with ADHD symptom severity, social participation, and quality of life (QoL).
Method
This cross-sectional study included 75 adolescents aged 11–18 years (M = 15.24 years, SD = 1.83) diagnosed with ADHD. Participants completed an online survey, including the ADHD Self-Report Scale, an ADHD-adapted Illness Identity Questionnaire, Child and Adolescent Scale of Participation, Youth Engagement and Satisfaction in Social Life, and Pediatric Quality of Life Inventory. Data analysis included descriptive statistics, reliability analysis, ANOVA, and correlations.
Results
A repeated measures analysis of variance revealed that the adolescents reported significantly higher positive feelings than negative feelings regarding their ADHD, F(3, 222) =19.66, p < 0.001, η2 = 0.07. Pearson correlation analysis showed that a more positive ADHD identity perception was significantly correlated with lower ADHD symptom severity (r = -0.39, p < 0.001) and higher social participation (r = 0.47, p < 0.01), engagement (r = 0.48, p < 0.001), and QoL (r = 0.56, p < 0.01).
Conclusion
These findings highlight the associations between ADHD identity perceptions, social participation and engagement, and QoL in adolescents. Adolescents who report more positive ADHD identity perceptions also tend to report greater social involvement and QoL, and vice versa. Understanding these perceptions can help clinicians and educators support adolescents in developing a healthier and more positive self-identity.
{"title":"Diagnosis identity perception of adolescents with ADHD and its relationship to social participation and quality of life","authors":"Noor Abu Raya-Ghanayem , Adi Stern , Liron Lamash","doi":"10.1016/j.ridd.2025.105102","DOIUrl":"10.1016/j.ridd.2025.105102","url":null,"abstract":"<div><h3>Purpose</h3><div>This study aimed to examine how adolescents with attention deficit hyperactivity disorder (ADHD) perceive their diagnosis identity and assess its relationships with ADHD symptom severity, social participation, and quality of life (QoL).</div></div><div><h3>Method</h3><div>This cross-sectional study included 75 adolescents aged 11–18 years (<em>M</em> = 15.24 years, <em>SD</em> = 1.83) diagnosed with ADHD. Participants completed an online survey, including the ADHD Self-Report Scale, an ADHD-adapted Illness Identity Questionnaire, Child and Adolescent Scale of Participation, Youth Engagement and Satisfaction in Social Life, and Pediatric Quality of Life Inventory. Data analysis included descriptive statistics, reliability analysis, ANOVA, and correlations.</div></div><div><h3>Results</h3><div>A repeated measures analysis of variance revealed that the adolescents reported significantly higher positive feelings than negative feelings regarding their ADHD, <em>F</em>(3, 222) =19.66, <em>p</em> < 0.001, η<sup>2</sup> = 0.07. Pearson correlation analysis showed that a more positive ADHD identity perception was significantly correlated with lower ADHD symptom severity (<em>r</em> = -0.39, <em>p</em> < 0.001) and higher social participation (<em>r</em> = 0.47<em>, p</em> < 0.01), engagement (<em>r</em> = 0.48<em>, p</em> < 0.001), and QoL (<em>r</em> = 0.56<em>, p</em> < 0.01).</div></div><div><h3>Conclusion</h3><div>These findings highlight the associations between ADHD identity perceptions, social participation and engagement, and QoL in adolescents. Adolescents who report more positive ADHD identity perceptions also tend to report greater social involvement and QoL, and vice versa. Understanding these perceptions can help clinicians and educators support adolescents in developing a healthier and more positive self-identity.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105102"},"PeriodicalIF":2.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932908","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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