Advances in Neurodevelopmental Disorders最新文献

{"title":"Correction to: an Examination of US School Mass Shootings, 2017–2022: Findings and Implications","authors":"Antonis Katsiyannis, Luke J. Rapa, Denise K. Whitford, Samantha N. Scott","doi":"10.1007/s41252-023-00383-w","DOIUrl":"10.1007/s41252-023-00383-w","url":null,"abstract":"","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 4","pages":"662 - 662"},"PeriodicalIF":1.3,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feasibility of the Eat and Exercise to Win Program for Adults with Intellectual and Developmental Disabilities","authors":"Laura Nabors,&nbsp;Amy Glubzinski,&nbsp;Olutosin Sanyaolu,&nbsp;Kara Ayers,&nbsp;Ben Kelcey,&nbsp;Linda Bandini","doi":"10.1007/s41252-023-00379-6","DOIUrl":"10.1007/s41252-023-00379-6","url":null,"abstract":"<div><h3>Objectives</h3><p>Difficulties with healthy eating and lack of exercise are ubiquitous in adults with intellectual and developmental disabilities (IDD) and are risk factors to a healthy lifestyle.</p><p>The objective of this study is to assess the feasibility of the Eat and Exercise to Win Program in a community sample of adults with IDD.</p><h3>Methods</h3><p>Participants were 17 adults with intellectual and developmental disabilities and five direct care staff. Health coaches delivered weekly sessions to the adults for a year — staff observed sessions, receiving materials before sessions. Adults with IDD completed surveys and a group interview assessing perceptions of the program; weights were assessed. Staff completed interviews assessing adults’ engagement and understanding of the material, their perceptions of implementation of the program, and a program validity and impact scale.</p><h3>Results</h3><p>Implementation fidelity was high. Both adults with IDD and staff reported that drinking more water and understanding the importance of eating more fruits and vegetables were positive results of the program. Adults with IDD were exercising more, especially walking. Findings indicated that adults who attended over 75% of the sessions lost an average of about four pounds at the end of the program and those who attended less than 75% of the lessons gained about four pounds.</p><h3>Conclusions</h3><p>Adults with IDD indicated knowledge change, and staff provided high ratings of implementation fidelity. Future research with an active control group and further investigation of behavior change will advance knowledge about program impact.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 4","pages":"600 - 613"},"PeriodicalIF":1.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139000522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Moment an Autistic Child Adapts to a Task: Analysis of Multiple Time Scales as an Index of Movement Variability","authors":"Yusuke Murakami,&nbsp;Yukinori Sawae","doi":"10.1007/s41252-023-00382-x","DOIUrl":"10.1007/s41252-023-00382-x","url":null,"abstract":"<div><h3>Objectives</h3><p>This study observes the trajectory of the motor development of a child with autism spectrum disorder (ASD) from the perspective of multiple time scales and elucidates how the movement of the child changed through interaction with tasks and the environment.</p><h3>Methods</h3><p>To analyze the trajectory of motor development in more detail, the present study focused on the case of one child with ASD in a motor development clinic, specifically examining the variability of the ball-throwing motion throughout 11 months and analyzing the interaction between the trajectory of the motion variability and the task.</p><h3>Results</h3><p>Throughout the observation period, two different tasks were performed, and a total of 135 ball-throwing motions were observed. These motions repeatedly varied between large and small, indicating that the constraints of the tasks strongly impacted him. In the phase of rapid movement variation, his psychological situation when faced with the task influenced how he directed his attention during the performance, which affected the final expression of ball-throwing motions. This indicates that one’s psychological situation of adapting to changes in the task influences the fluctuation of large and small movements.</p><h3>Conclusions</h3><p>This trajectory of motor development was considered to be a process of “adaptive variation,” in which the subject searches for a strategy adapted to them in response to the task encountered, which is an important factor in motor development.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 4","pages":"638 - 648"},"PeriodicalIF":1.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139002966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship Between ADHD-Like Traits and Emotion Dysregulation in the Adult General Population","authors":"Siham Albesisi,&nbsp;Paul G. Overton","doi":"10.1007/s41252-023-00381-y","DOIUrl":"10.1007/s41252-023-00381-y","url":null,"abstract":"<div><h3>Objectives</h3><p>Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder classically characterised by inattention and/or hyperactivity/impulsivity. However, emotion-related problems are also common in people with ADHD, although there is disagreement about their relationship with the classical symptoms of ADHD. Here, we investigated the relationship between emotion dysregulation and ADHD-like traits in a non-clinical group of adults.</p><h3>Method</h3><p>In a group of 1074 individuals, average age 30.27 years, 656 females, 402 males and 16 who identified as ‘other’, with 76.8% describing themselves as ‘white’, were administered the Adult ADHD Self-Report Scale (ASRS) and the Difficulties in Emotion Regulation Scale (DERS) to measure ADHD-like traits and emotion dysregulation, respectively.</p><h3>Results</h3><p>The Inattention subscale of the ASRS was significantly correlated with all subscales of the DERS. Similarly, the Hyperactivity/impulsivity subscale was correlated with all subscales of the DERS except for the Lack of emotional awareness. The Lack of emotional clarity and Difficulties engaging in goal-directed behaviour subscales of the DERS were significant independent positive predictors of ASRS inattention scores. Non-acceptance of emotional responses, Difficulties engaging in goal-directed behaviour, Impulse control difficulties and Lack of emotional clarity subscales of the DERS were significant independent positive predictors of ASRS hyperactivity/impulsivity scores. In other words, as inattention and hyperactive/impulsive symptoms increased in severity, there was a concomitant increase in the severity of most aspects of emotion dysregulation.</p><h3>Conclusions</h3><p>The close association between emotion dysregulation and the classical symptoms of ADHD suggests that they may arise from a common dysfunctional substrate and hence treating emotion dysregulation may provide a novel pathway by which to treat the classical symptoms.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 4","pages":"627 - 637"},"PeriodicalIF":1.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00381-y.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142691900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Preliminary Evaluation of the Feasibility and Efficacy of Mantra-Like Phrase Recitation in Improving Mental Health in Autistic Adults","authors":"Rachel C. Corney,&nbsp;Rose E. Nevill,&nbsp;Micah O. Mazurek","doi":"10.1007/s41252-023-00373-y","DOIUrl":"10.1007/s41252-023-00373-y","url":null,"abstract":"<div><h3>Objectives</h3><p>Mantra recitation has been shown to improve emotional well-being in neurotypical individuals with mental health conditions; however, no research has explored its effect on the autistic population. The private, routine nature of mantra and mantra-like recitation may offer unique advantages for autistic individuals struggling with negative emotions and emotion regulation. The purpose of this study was therefore to conduct a preliminary study of the feasibility and efficacy of a self-guided, online program of reciting secular mantra-like phrases in improving negative emotions and cognitive coping mechanisms. </p><h3>Methods</h3><p>This study used a pre-post, quasi-experimental design. Participants (<i>n</i> = 12) recited a mantra-like phrase for 30 min a day over 6 weeks. Each participant chose a secular mantra-like phrase from a predetermined list to practice exclusively throughout the session. Participants also completed two surveys each week to track their progress and practice times.</p><h3>Results</h3><p>Participants overall reported high feasibility, specifically acceptability and practicality of the program, and high satisfaction with study participation. At the conclusion of the program, participants reported significant decreases in negative emotions, specifically anxiety, stress, depression, and rumination, and significant increases in emotion regulation.</p><h3>Conclusions</h3><p>These findings offer promise regarding the feasibility and efficacy of secular mantra-like recitation for promoting emotional wellbeing in autistic adults, based on its improvement of symptoms and use of a low-cost strategy that can be performed across settings. Self-guided programs may offer additional benefits to autistic adults given that they can be completed independently and privately within the privacy of their homes.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 4","pages":"547 - 558"},"PeriodicalIF":1.3,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138602727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Eye gaze During Semi-naturalistic Face-to-Face Interactions in Autism","authors":"Alasdair Iain Ross,&nbsp;Jason Chan,&nbsp;Christian Ryan","doi":"10.1007/s41252-023-00378-7","DOIUrl":"10.1007/s41252-023-00378-7","url":null,"abstract":"<div><h3>Objectives</h3><p>Reduced eye contact is common in autistic people and has frequently been investigated using two-dimensional stimuli with eye-tracking technology. Only a few studies have investigated the use of gaze in autistic individuals during real-world interactions. The current study explored how autistic adults engage in eye contact during real-life interpersonal interactions.</p><h3>Methods</h3><p>Twenty participants (autistic <i>n</i> = 10, neurotypical <i>n</i> = 10) were recruited to participate in a semi-naturalistic, face-to-face, in-person conversation while wearing unobtrusive, lightweight, eye-tracking glasses. Participants also completed measures of emotion recognition, empathy and alexithymia.</p><h3>Results</h3><p>The results of this study were consistent with the autobiographical accounts of autistic adults, who report reduced eye contact in social situations. The autistic group had a lower overall gaze duration and made fewer fixations towards the eyes and face than the control group. Both autistic and control groups adjusted their mean gaze duration on the eyes and face, depending on whether they were speaking or listening during the interaction.</p><h3>Conclusions</h3><p>Importantly, some measures of eye fixation are significant predictors of both autistic symptoms and emotion recognition ability. The study highlights the subtlety of eye gaze differences in autistic people and the importance of accounting for the conversational phase in this area of research. It also highlights the potential relationship between eye gaze and emotion recognition ability</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 4","pages":"587 - 599"},"PeriodicalIF":1.3,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138603455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the Views of Teachers and Parents About Autism Awareness in a Rural Inclusive Elementary School","authors":"Mahmut Serkan Yazıcı","doi":"10.1007/s41252-023-00376-9","DOIUrl":"10.1007/s41252-023-00376-9","url":null,"abstract":"<div><h3>Objectives</h3><p>Autism awareness is the foundation of understanding, accepting, and appreciating individuals with ASD and it plays a critical role in the provision of education for children with ASD. In Turkey, many children with ASD are enrolled in traditional general education public schools. Therefore, all teachers and typically developing children in these schools, along with all children’s parents, should have a good understanding of ASD. It is difficult to address autism awareness in countries like Turkey, where there is a gap in services and knowledge between rural and urban areas.</p><h3>Methods</h3><p>The study focused on autism awareness in a rural Turkish elementary school. This case study included semi-structured interviews with 10 teachers and a questionnaire administered to 114 parents.</p><h3>Results</h3><p>The findings suggest that both teachers and parents have a lack of autism awareness, which has the potential to adversely impact the education of students with ASD attending rural Turkish schools. Furthermore, these findings suggest that cultural factors may also have an impact on awareness in rural areas. Implications for practice and suggestions for future research are also discussed.</p><h3>Conclusions</h3><p>Cultural factors can affect autism awareness. Turkish rural culture is more interdependent than Turkish urban culture, so Turkish rural areas might have more cultural risk for children with ASD.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 4","pages":"574 - 586"},"PeriodicalIF":1.3,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138616300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Human Rights, Disability, and Mindfulness","authors":"Yoon-Suk Hwang,&nbsp;Jeffrey Chan,&nbsp;Nirbhay N. Singh","doi":"10.1007/s41252-023-00375-w","DOIUrl":"10.1007/s41252-023-00375-w","url":null,"abstract":"<div><h3>Objective</h3><p>The Convention on the Rights of Persons with Disabilities (CRPD) has identified and articulated the rights of people with disabilities, mandating how these rights should be upheld and protected by countries. The objective of this article is to explore how these rights can be translated into action for people with intellectual and developmental disabilities (IDD).</p><h3>Method</h3><p>We conceptualize what human rights mean in the context of people with IDD, examine models of disability that have been utilized to provide services, and explore how mindfulness research and practices could be better aligned with the CRPD.</p><h3>Results</h3><p>We present five core principles of interdependent human rights of people with IDD and highlight five key challenges that hinder the realization of their fundamental rights and freedoms, which are intrinsic to the dignity of all human beings and are an essential component of a just and equitable society. We delve into the key Articles of the CRPD that underpin these rights and freedoms. Various models of services for people with IDD have been developed and implemented. We underscore the strengths and limitations of the medical, social, and biopsychosocial models, and provide an overview of the emergent human rights model that is based on the CRPD. Mindfulness is discussed in the context of other interventions as an adjunctive treatment and a potential intervention that could address some concerns expressed in the CRPD.</p><h3>Conclusions</h3><p>Human rights, disability, and mindfulness are inextricably linked and could be strengthened to advance equity and full inclusion of people with IDD in our society. Impairment cannot be used as a basis for denying or restricting their rights. We need to promote the understanding that disability is an essential part of human diversity, and people with disabilities contribute unique and crucial perspectives in a just and enlightened society.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 1","pages":"7 - 16"},"PeriodicalIF":1.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139231491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Our Lives, Our Voices: Impact of Self-Advocacy Program on Persons with Intellectual Developmental Disability","authors":"Karmun Chong,&nbsp;Kimberly J. Cheah,&nbsp;Vimallan Manokara","doi":"10.1007/s41252-023-00372-z","DOIUrl":"10.1007/s41252-023-00372-z","url":null,"abstract":"<div><h3>Objectives</h3><p>The impact of self-advocacy for persons with intellectual and developmental disabilities (PwIDDs) in improving their quality of life has been well-documented internationally but how the unique characteristics of Singapore could moderate the beneficial effects of self-advocacy remained unexplored. An evaluation of Our Lives, Our Voices (OLOV), a self-advocacy program for PwIDDs in Singapore, was undertaken with the aim of (1) measuring the effectiveness of the program in promoting self-advocacy within PwIDDs, (2) identifying the contributing factors to one’s growth in autonomy and confidence, and (3) factors that facilitate and hinder self-advocacy.</p><h3>Methods</h3><p>Using the mixed-methods approach, Phase 1 sought to measure the change in outcomes among the 10-week intakes, while Phase 2 identified key enabling and disabling factors contributing to the efficacy of the OLOV program. Before focus group discussions, caregivers and staff completed questionnaires to collect demographic information, and observations were conducted on self-advocates to facilitate discussions. Discussions were held with caregivers, staff, and self-advocates, with 91 and 96 participants in Phase 1 and Phase 2 evaluations, respectively.</p><h3>Results</h3><p>The OLOV program was successful in supporting self-advocates to attain improved outcomes in four domains: (1) Awareness of Rights, (2) Communication Skills, (3) Confidence to Speak Up, and (4) Ability to Practice Skills. The paper also highlighted factors that were found to facilitate one’s willingness to advocate for the self as well as those that discouraged the practice of self-advocacy.</p><h3>Conclusions</h3><p>The study underscored the importance of fostering self-confidence and a sense of autonomy among persons with intellectual and developmental disabilities as a means of encouraging them to advocate for themselves. In line with previous research, the potential of self-advocacy programs not only empowered PwIDDs but also promoted social inclusion by facilitating more positive interactions between PwIDDs and the general public. Additionally, the research identifies key factors that should be considered in the development of such programs.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 1","pages":"42 - 63"},"PeriodicalIF":1.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139229655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Organisation-Wide Interventions to Reduce Behaviours of Concern as well as Restrictive Practices with Children or Adults with a Neurodevelopmental Disorder: a Systematic Review","authors":"Michelle A. Iffland,&nbsp;Donna M. Gillies,&nbsp;Audrey Aghaji","doi":"10.1007/s41252-023-00370-1","DOIUrl":"10.1007/s41252-023-00370-1","url":null,"abstract":"<div><h3>Objectives</h3><p>Reducing and eliminating the use of Restrictive Practices (RPs) is consistent with the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). This systematic review examines the effectiveness of organisation-wide interventions in reducing behaviours of concern (BoC) and the use of RPs in people with a neurodevelopmental disorder (NDD).</p><h3>Methods</h3><p>19 electronic databases were searched up to February 2021 for literature, with no language restrictions applied. This systematic review of interventions included any publication aimed at reducing the use of RPs and/or BoC in organisations providing services to people with any NDD.</p><h3>Results</h3><p>A total of 15 studies were included in the review. Seven were randomised controlled trials (RCTs) and eight non-RCTs. Most studies focussed on workplace education and training. There was evidence that staff training in Positive Behaviour Support (PBS) and mindfulness-based PBS (MBPBS) reduced aggression, the use of chemical and physical restraints, and peer and staff injuries (MBPBS) in the medium term. A multi-component intervention also showed evidence of a reduction in behaviours of concern in the medium and long term.</p><h3>Conclusions</h3><p>A number of studies showed that organisation-wide PBS training, particularly MBPBS training, can reduce BoC and the use of RPs. One multi-component study also substantially reduced BoC. Organisational strategies such as these can improve the rights of people with disability by reducing the use of RPs. However, the generalisability of these findings may be limited as all comparisons were single studies which had potential biases. We are also not able to say whether these findings can be generalised to children, and adults with other neurodevelopmental disabilities, as all but one study focused on adults with intellectual disabilities.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 1","pages":"108 - 121"},"PeriodicalIF":1.3,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139253749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}