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Research in Developmental Disabilities

Susana Castro, Catarina Grande, Olympia Palikara
Recently, the Children and Families Act 2014 was introduced in England to regulate provision for children with disabilities. According to this policy, statements of special educational needs were replaced with education, health and care plans, which should include high-quality, holistic and participation-focused outcomes to regulate provision; this change aligns with international recommendations regarding provision for children with disabilities. This study aimed to evaluate the outcomes defined for children with education, health and care plans in England...
January 15, 2019: Research in Developmental Disabilities
Laura Delgado-Lobete, Sergio Santos-Del-Riego, Sonia Pértega-Díaz, Rebeca Montes-Montes
BACKGROUND: Developmental Coordination Disorder (DCD) is a multifactorial, neurodevelopmental motor disorder that severely affects the activities of a child's daily life and classroom performance. The aim of this study was to determine the prevalence of suspected DCD in a sample of Spanish schoolchildren and its association with socio-demographic factors. METHODS: We conducted a cross-sectional study including a random sample of 460 children attending mainstream schools in northwest Spain in 2017...
January 14, 2019: Research in Developmental Disabilities
Miriam Heyman, Penny Hauser-Cram
BACKGROUND: No study has examined trajectories of school-based adaptive functioning (AF) for children with developmental disabilities (DD). This is a critical gap in the literature, since AF is context dependent, and high levels of AF at school facilitate meaningful participation at school. AIMS: This study examined trajectories of school-based AF for 170 children with DD from age 3 to 15 years, and indicators of the early childhood home and family environment as predictors of these trajectories...
January 10, 2019: Research in Developmental Disabilities
Dawn Adams, Libby MacDonald, Deb Keen
BACKGROUND: At least 50% of students on the autism spectrum experience clinical or subclinical levels of anxiety but there is scant research on how teachers respond to anxiety in children on the spectrum. AIMS: To compare teacher responses to anxiety-related behaviour in students who do and do not have a diagnosis on the spectrum using the Teacher Responses to Anxiety in Children (TRAC). METHODS AND PROCEDURES: Teachers (N = 64), predominantly from mainstream primary schools, completed an online survey comprised of a demographic questionnaire and two versions of the TRAC, one for students without autism and one for students with autism...
January 7, 2019: Research in Developmental Disabilities
Dale Metcalfe, Karen McKenzie, Kristofor McCarty, Thomas V Pollet
BACKGROUND: Research shows people with Autism Spectrum Disorder (ASD) have poorer emotion recognition (ER) compared to their typically developing (TD) peers. However, it is not known whether this is the case when stimuli are limited to gesture and posture, and lack facial expressions. METHOD: Fifty-four children with (n = 27) and without (n = 27) ASD, matched on age and gender, completed an ER task, that used dynamic stimuli. Processing style bias, Autistic-like-traits and empathy were also measured...
January 6, 2019: Research in Developmental Disabilities
J Chevalère, J Jauregi, P Copet, V Laurier, D Thuilleaux, V Postal
BACKGROUND: Recent work suggests that maladaptive behaviors in genetic developmental disorders may emerge from autonomic dysfunctions impacting higher order executive functions. In Prader-Willi syndrome (PWS), executive functions are not well understood and investigations of possible underlying causes at the autonomic level are lacking. AIMS: This study aimed at clarifying the status of inhibition and working memory updating functions in PWS and searched for sympathetic signatures as well as to examine their links with executive performance...
December 24, 2018: Research in Developmental Disabilities
Marianne Halvorsen, Børge Mathiassen, Even Myrbakk, Per Håkan Brøndbo, Ane Sætrum, Oddmar Ole Steinsvik, Monica Martinussen
Most research does not address the overlap between neurodevelopmental disorders when investigating concomitant mental health problems. The purpose of the present study was to examine the association of intellectual disability (ID), autism spectrum disorder (ASD), and attention-deficit/hyperactivity disorder (ADHD) with the presence of behavioural and emotional problems after controlling for other well-known correlates and risk factors. The sample included 4- to 18-year-old children who attended neuropaediatric clinics (N = 331)...
December 20, 2018: Research in Developmental Disabilities
Jung-Mei Tsai, Lu Lu, Suh-Fang Jeng, Pou-Leng Cheong, Susan Shur-Fen Gau, Yen-Hsun Huang, Yen-Tzu Wu
BACKGROUND: The Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) is a two-stage screening scale for determining the risk of autism spectrum disorder (ASD) in toddlers. However, the validity of the M-CHAT-R/F for Asian populations has not yet been established. AIMS: This study investigated the psychometric properties of the M-CHAT-R/F, Taiwan version (M-CHAT-R/F-T), among low- and high-risk Taiwanese toddlers aged 16-30 months. The associations among M-CHAT-R/F-T scores, developmental performance at 24 and 30 months, and ASD diagnosis prediction at 36 months were examined...
December 19, 2018: Research in Developmental Disabilities
Anna Remington, Mary Hanley, Susanna O'Brien, Deborah M Riby, John Swettenham
BACKGROUND: Research has demonstrated evidence for increased perceptual capacity in autism: autistic people can process more information at any given time than neurotypical individuals. The implications of this for educating autistic pupils have not been investigated. For example, this ability to process more information at any given time may explain why autistic children sometimes process more peripheral task-irrelevant information than neurotypical individuals (e.g. in background classroom wall-displays)...
December 19, 2018: Research in Developmental Disabilities
Ayse Kilincaslan, Sule Kocas, Sumeyye Bozkurt, Ilyas Kaya, Songül Derin, Resa Aydin
BACKGROUND: Better daily living skills (DLS) are associated with increased independence and positive functional outcomes in Autism Spectrum Disorder (ASD). METHOD: The present study aimed to investigate daily living skills (DLS) and the associated factors in 51 children with ASD and intellectual disability (ASD group) and 51 age- and gender-matched controls with intellectual disability (ID group). The severity of the autistic symptoms was measured with the clinician-rated Childhood Autism Rating Scale and the parent-reported Autism Behavior Checklist (ABC) in all children...
December 18, 2018: Research in Developmental Disabilities
Ines Van Keer, Eva Ceulemans, Nadja Bodner, Sien Vandesande, Karla Van Leeuwen, Bea Maes
BACKGROUND & AIMS: Previous research indicates that young children with a significant cognitive and motor developmental delay show low levels of interactive engagement, their parents are generally responsive towards them and these variables are positively correlated. Adapting a micro-level approach, we aim to go beyond macro-level and correlational analyses by charting the frequency, intra-individual co-occurrence and inter-individual temporal dependency of specific interactive behaviors...
December 17, 2018: Research in Developmental Disabilities
Hilde Krajenbrink, Ali Crichton, Bert Steenbergen, Brian Hoare
Background Previous studies suggest that compromised bimanual performance experienced by children with unilateral cerebral palsy (CP) is not only due to difficulties in action execution but may also be a result of impaired anticipatory action planning. Aims The effect of age and side of hemiplegia were examined and the relationship between anticipatory action planning, unimanual capacity and bimanual performance was explored. Methods and procedures Using a multi-centre, prospective, cross-sectional observational design, anticipatory action planning was analyzed in 104 children with unilateral cerebral palsy, aged 6-12 years, using the sword task...
December 14, 2018: Research in Developmental Disabilities
Joe Bathelt, Michelle de Haan, Naomi J Dale
BACKGROUND: Adaptive behaviours are vital skills that allow individuals to function independently and are potentially amenable to behavioural interventions. Previous research indicated that adaptive behaviours are reduced in children and adolescents with severe to profound VI, but it was unclear if this was also the case for children with mild to moderate VI. AIM: The aim of the study was to assess differences in adaptive behaviour in children with congenital visual disorders and different levels of visual impairment and their influence on quality of life and everyday strengths and difficulties...
December 14, 2018: Research in Developmental Disabilities
Bernadette A M Vermeij, Carin H Wiefferink, Harry Knoors, Ron Scholte
BACKGROUND: Several studies show that language problems, child behavior problems, and parental stress can co-occur in children. Still, little is known about how these domains are related in toddlers with a language disorder (LD). AIMS: This study examined relations between language problems, child behaviour problems, and parental stress in toddlers with LD and if these relations differ for children with different types of LD. METHOD: Data of 185 children with LD (mean age 38 months) were collected using Routine Outcome Monitoring...
December 12, 2018: Research in Developmental Disabilities
Valerie Critten, David Messer, Kieron Sheehy
BACKGROUND: This investigation addresses the question of whether there exists a significant discrepancy in the cognitive abilities of children with cerebral palsy (CP) who, despite the presence of age appropriate communication and language, have reading and spelling delays. AIMS: We wanted to discover whether there was a relationship between the phonological and visual perceptual abilities of children with CP and their progress in reading and spelling. METHODS AND PROCEDURES: Fifteen children with CP (aged between 6:9 years and 11:6 years) were assessed on reading and spelling; communication and language; non-verbal reasoning; phonological processing; and visual perception...
December 12, 2018: Research in Developmental Disabilities
Andrew D Wormald, Philip McCallion, Mary McCarron
INTRODUCTION: The cognitive discrepancy approach to loneliness is often used to describe loneliness in ageing populations, but to date, it has never been used to explore loneliness in older people with an intellectual disability. An analysis is needed utilising a refined list of causes of loneliness in this population. METHOD: Using data from a nationally representative dataset of people aged over 40 with an intellectual disability (N = 708), this analysis runs repeated regressions of variables grouped into conceptual blocks, organised from sociodemographic to network quality...
December 11, 2018: Research in Developmental Disabilities
Joanne Arciuli, Benjamin Bailey
BACKGROUND: There is evidence indicating that instruction using ABRACADABRA (ABRA) - a free web application designed to promote literacy development - may benefit children with autism spectrum disorders (ASD) when administered on an individualized basis in children's homes. AIMS: Here, we investigated the efficacy of ABRA instruction administered in small groups of children with ASD within a school setting. METHODS AND PROCEDURES: Children were aged 5...
December 6, 2018: Research in Developmental Disabilities
Ted Brown
BACKGROUND: Practitioners often assess the motor skills of children presented with suspected developmental delays. It is essential that the tests used to assess children have strong measurement properties including validity. AIM: The structural validity of the Bruininks-Oseretsky Test of Motor Proficiency - second edition Brief Form (BOT-2-BF) was investigated. METHOD: 123 healthy children (67 males & 56 females; M = 10 years, 2 months; SD = 1 year, 4 months) completed the BOT-2-BF...
November 28, 2018: Research in Developmental Disabilities
Susan J Loveall, Marie Moore Channell, Leonard Abbeduto, Frances A Conners
BACKGROUND: Despite research identifying verb knowledge as a strong predictor of later syntactic skills in typical development, virtually no research has examined verb development in Down syndrome. AIMS: The purpose of this study was to examine verb production (density, diversity, and type-token ratios) by individuals with Down syndrome in the context of story generation relative to two comparison groups - nonverbal cognitive ability level matches with typical development and chronological age matches with mixed-etiology intellectual disability...
November 27, 2018: Research in Developmental Disabilities
Suzanne H Verver, Mathijs P J Vervloed, Bert Steenbergen
BACKGROUND: Children with visual impairments (VIs) face challenges in social play activities, which limits their opportunities to practice social skills. AIMS: We investigated whether augmented toys were effective to facilitate play in 52 children with VIs who attended special schools for students with visual impairments and blindness. METHODS AND PROCEDURES: 52 children with VIs (mean age: 9.22 years, SD = 2.07) played three times with both an augmented and a non-augmented toy...
November 24, 2018: Research in Developmental Disabilities
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