Advances in Neurodevelopmental Disorders最新文献

{"title":"Launching! to Adulthood: an Updated Group Therapy Program for Young Adults with Neurodevelopmental Differences Transitioning to Adulthood","authors":"Antonio F. Pagán,&nbsp;Katherine A. Loveland","doi":"10.1007/s41252-024-00402-4","DOIUrl":"10.1007/s41252-024-00402-4","url":null,"abstract":"<div><h3>Objectives</h3><p>The transition to adulthood is a formative period of development for young adults, as they work towards independence and managing adult responsibilities. This time can be especially difficult for young adults with neurodevelopmental disorders (NDDs; such as autism spectrum disorder [ASD] or attention-deficit/hyperactivity disorder [ADHD]), who may experience executive functioning and social communication difficulties. Parents also may experience an increased burden during this transition. However, evidence-based interventions for young adults with NDDs rarely integrate parents. The present study provided initial feasibility and acceptability data for a therapy program for young adults with NDDs transitioning to adulthood and their parents.</p><h3>Methods</h3><p>The updated intervention, called <i>Launching!</i> to Adulthood, is a 10-week therapy program based on evidence-based interventions, designed to reduce distress and support the transition to independence for young adults with NDDs and their parents. The updated <i>Launching!</i> to Adulthood therapy program now includes weekly Motivational Interviewing (MI) coaching sessions for young adults. Measures of feasibility, acceptability, and well-being were collected pre- and post-intervention from participants (<i>n</i> = 28).</p><h3>Results</h3><p>The updated <i>Launching!</i> to Adulthood therapy program was acceptable and feasible for the 28 participants, with high ratings of satisfaction. Young adults (<i>n</i> = 12) experienced a significant reduction in depression symptoms and a significant increase in quality of life, while parents (<i>n</i> = 16) experienced significant reductions in caregiver burden.</p><h3>Conclusions</h3><p>By integrating individualized MI coaching sessions for young adults with separate group therapy sessions for parents and young adults, the updated <i>Launching!</i> to Adulthood therapy program has the potential to support young adults with NDDs and their families during the transition to adulthood.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"115 - 129"},"PeriodicalIF":1.3,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423274","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":"People with Neuro-motor Impairment, Lack of Speech, and General Passivity Can Engage in Basic Forms of Activity and Communication with Technology Support","authors":"Giulio E. Lancioni,&nbsp;Jorge Navarro,&nbsp;Nirbhay N. Singh,&nbsp;Mark F. O’Reilly,&nbsp;Jeff Sigafoos,&nbsp;Antonella Mellino,&nbsp;Pietro Arcuri,&nbsp;Gloria Alberti,&nbsp;Valeria Chiariello","doi":"10.1007/s41252-024-00401-5","DOIUrl":"10.1007/s41252-024-00401-5","url":null,"abstract":"<div><h3>Objectives</h3><p>People with neuro-motor impairment, lack of speech and general passivity live in a marginalized and isolating condition. This study used a technology-aided program to help three of these people achieve basic activity (i.e., accessing music videos and listening to stories and/or answering questions) and communication (i.e., video calling or sending messages to preferred partners).</p><h3>Methods</h3><p>The study was carried out according to a non-concurrent multiple baseline design across participants. During the intervention, the participants were provided with the technology system that entailed a tablet and two touch or two optic sensors. Within each session, the tablet presented the participants with choice periods (i.e., periods in which they could choose between music videos and communication with distant partners) interspersed with stories plus questions or questions periods.</p><h3>Results</h3><p>During the baseline (without the technology system), the participants were not able to make choices (failing to access music videos or communication events) or to answer questions. During the intervention sessions, all participants used the technology successfully to access music videos and communication events and to answer questions independently.</p><h3>Conclusions</h3><p>The results suggest that simple technology can be adapted to help people like the participants of this study achieve basic forms of functional activity and communication.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"105 - 114"},"PeriodicalIF":1.3,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-024-00401-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698576","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":"The Influence of Social Support on Maternal Parenting Stress in the Context of Child ASD and ADHD Symptomology","authors":"Cari E. Slayen,&nbsp;Brenna Morton,&nbsp;Dana Ronaghan,&nbsp;Karis Cochrane,&nbsp;Alyssa Romaniuk,&nbsp;Emily Hogan,&nbsp;Lara Penner-Goeke,&nbsp;Jennifer Theule","doi":"10.1007/s41252-024-00400-6","DOIUrl":"10.1007/s41252-024-00400-6","url":null,"abstract":"<div><h3>Objectives</h3><p>Previous research has examined levels of parenting stress and social support among parents of children with autism spectrum disorder (ASD), children with attention-deficit/hyperactivity disorder (ADHD), and typically developing (TD) children. Research has yet to examine the extent to which social support may impact levels of parenting stress above and beyond child ASD and ADHD symptomology. The potential mediating role that social support may play in relation to parenting stress also has yet to be investigated. Given these gaps, the aim of the current study was to examine the role of social support as it relates to maternal parenting stress in the context of diverse child ASD and ADHD symptomology.</p><h3>Methods</h3><p>Data were obtained using a cross-sectional online survey and were analyzed using a hierarchical linear regression.</p><h3>Results</h3><p>Analysis revealed a significant relationship between social support and parenting stress above and beyond child symptomology. Mediation analyses revealed that social support mediated the relationship between child ASD symptomology and parenting stress suggesting that social support may play a role in these relationships. However, social support was not found to mediate the relationship between child ADHD symptomology and parenting stress.</p><h3>Conclusion</h3><p>Clinical recommendations for practical ways to bolster social support in parents and families, as well as directions for future research avenues are discussed.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 3","pages":"402 - 414"},"PeriodicalIF":1.5,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140700789","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":"Measuring Teacher Talk and the Behavior of Autistic Students in Preschool Through Third-Grade Special Education Mathematics Activities","authors":"Nicole Sparapani,&nbsp;Sandy Birkeneder,&nbsp;Laurel Towers,&nbsp;Johanna Vega Garcia,&nbsp;Cindy Parks,&nbsp;Nancy Tseng,&nbsp;Helen Fann,&nbsp;Jennifer Bullen,&nbsp;Amanda Dimachkie Nunnally","doi":"10.1007/s41252-024-00397-y","DOIUrl":"10.1007/s41252-024-00397-y","url":null,"abstract":"<div><h3>Objectives</h3><p>Teacher talk provides the medium for teaching and learning. However, there has been little emphasis on conceptualizing and measuring teacher talk within specific contexts and populations or the influence that child behavior has on teacher talk. We described and investigated varying models of teacher talk directed individually toward autistic students within 96 special education mathematics activities drawn from larger mathematics lessons. We also examined child behavior within mathematics contexts measured through observation and via teacher report.</p><h3>Methods</h3><p>Our participants included 39 preschool–third-grade teachers across 14 districts in California and their 66 autistic students (<i>M</i>_age = 6.74 years, <i>SD</i> = 2.04). We utilized archival video observations from the start of the school year collected as part of a longitudinal study examining a classroom-based intervention for autistic students.</p><h3>Results</h3><p>Our findings provide support for a five-factor model of teacher talk (instructional talk, questioning techniques, responsive language, directive language, and foundational talk) and shed light upon teachers’ overuse of directive language to direct or redirect autistic students’ behavior relative to the other talk dimensions. We also documented a significant positive association between teachers’ use of non-task-related directives and student emotion dysregulation.</p><h3>Conclusions</h3><p>This detailed evaluation of teacher talk provides a promising means for gauging the quality of instructional talk and the experiences of elementary-aged autistic students within special education mathematics contexts. Tailoring professional development for educators that centers on understanding developmental characteristics associated with autism and highlighting teacher talk as a targeted intervention is an area for further study.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"71 - 86"},"PeriodicalIF":1.3,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-024-00397-y.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140734338","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":"Mitigating Resurgence in Functional Communication Training: Teaching Varied and Complex Responses","authors":"Charlene Agnew,&nbsp;Joshua Jessel","doi":"10.1007/s41252-024-00398-x","DOIUrl":"10.1007/s41252-024-00398-x","url":null,"abstract":"<div><h3>Objectives</h3><p>Functional communication training is an intervention for problem behavior wherein the reinforcers contributing to problem behavior are provided contingent on an alternative communication response. However, following successful teaching of a communication response, resurgence of problem behavior may occur in natural settings when the communication response is exposed to intentional or unintentional extinction conditions. We investigated teaching a second communication response in one of two forms (varied topography or increased complexity) as a method for reducing resurgence in two arrangements (i.e., basic and translational experiments).</p><h3>Methods</h3><p>In Experiment I, three male Silver King pigeons were trained to peck multiple key lights in three phases to represent the establishment of problem behavior (Phase 1), the strengthening of simple communication to replace problem behavior (Phase 2), and the sequential teaching of more complex communication (Phase 3). The pigeons were then exposed to extinction (i.e., the test for resurgence). In Experiment 2, we used pre-existing mands exhibited by four children with autism as analogues to problem behavior in a translational arrangement. We tested the resurgence of the analogue to problem behavior in a similar extinction condition following the teaching of a single, simple communication response in comparison to varied and more complex communication responses.</p><h3>Results</h3><p>During the test for resurgence, low levels of analogue problem behavior reemerged among the pigeons after sequentially teaching more complex responses. In addition, teaching multiple communication responses of various topography and complexity, in comparison to a simple response, was more effective at mitigating resurgence of the analogue problem behavior among the children diagnosed with autism.</p><h3>Conclusions</h3><p>Results from the basic and translational experiments suggest that clinicians may consider teaching multiple communication responses during functional communication training to reduce resurgence of problem behavior and increase variability of untaught mands.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"87 - 104"},"PeriodicalIF":1.3,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423066","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":"Underrepresented Caregivers in Research on Prenatal Alcohol Exposure: A Meta-Analysis and Scoping Review","authors":"Samantha Rennie,&nbsp;Caelan Budhoo,&nbsp;Jennifer Theule,&nbsp;Ana Hanlon-Dearman,&nbsp;Michelle Ward,&nbsp;Kristene Cheung","doi":"10.1007/s41252-024-00394-1","DOIUrl":"10.1007/s41252-024-00394-1","url":null,"abstract":"<div><h3>Objectives</h3><p>Families of children with prenatal alcohol exposure (PAE) are diverse, raising children through birth, adoption, or fostering, including kinship care. Research has shown that caregivers of children with PAE often experience unique difficulties with parenting, which may differ across types of caregivers. Understanding the range of needs of these families is critical for program development; therefore, it is important to know which caregivers are represented in this research and how.</p><h3>Methods</h3><p>The current meta-analysis and scoping review examined the demographic characteristics of caregivers and children included in quantitative PAE caregiver-related research. Systematic database searches using key terms led to the inclusion of 15 relevant studies involving 593 participants in total.</p><h3>Results</h3><p>Most caregivers in the studies were adoptive parents, female, middled-aged, White, partnered, had obtained a high school education or higher, and resided in the United States. Most studies included caregivers of school-aged children diagnosed with FASD. Most studies recruited participants through pre-established lists and databases, collected data in person and for research purposes, and studied parenting stress. Attempts to study differences in representation based on research methods were unsuccessful due to a lack of differences within the literature.</p><h3>Conclusions</h3><p>The results of this study suggest that (a) non-adoptive parents, (b) caregivers who were male, non-White, non-partnered, less educated, and living outside of the United States, and (c) caregivers of adolescents, and caregivers raising children with PAE who have not received an FASD diagnosis are currently underrepresented in the research; however, this literature is limited and requires further research.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 2","pages":"338 - 354"},"PeriodicalIF":1.5,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-024-00394-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079581","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":"Health Condition Co-Morbidities in Children with Autism and Their Association with Challenging Behavior","authors":"Craig H. Kennedy,&nbsp;Tania B. Huedo-Medina,&nbsp;Jennifer Twachtman-Bassett,&nbsp;Louisa Kalsner,&nbsp;Remei Areny-Joval,&nbsp;Inge-Marie Eigsti","doi":"10.1007/s41252-024-00395-0","DOIUrl":"10.1007/s41252-024-00395-0","url":null,"abstract":"<div><h3>Objectives</h3><p>In this cohort study, we assessed the occurrence of health conditions in children with autism, assessed whether clusters of health conditions were present, and whether somatic conditions were associated with challenging behaviors.</p><h3>Method</h3><p>Medical histories and adaptive/maladaptive behavior reports of 246 children with autism were extracted from an electronic database and subjected to cluster analyses. Two-thirds of the participants had one or more serious health conditions and one-third had two or more health co-morbidities.</p><h3>Results</h3><p>Analyses revealed three significant clusters of health conditions: (a) allergies/sinus infections and respiratory illness/not asthma; (b) gastroesophageal reflux disease (GERD), constipation, and epilepsy/seizures; and (c) headache/migraine and sleep dysregulation. Group comparisons and effect sizes of individual health conditions showed associations among (i) GERD and aggression and self-injury and (ii) sleep dysregulation and aggression and self-injury.</p><h3>Conclusions</h3><p>Our findings suggest that children with autism may have higher rates of common health conditions than found in the general pediatric population, that health conditions may cluster among individuals, and that some health conditions (GERD and disordered sleep) were associated with increased levels of self-injury and aggression. These data call for more attention to the mechanisms contributing to health conditions, and their cooccurrence with challenging behaviors, in children with autism.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 1","pages":"64 - 70"},"PeriodicalIF":1.3,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139835255","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":"Advances in Neurodevelopmental Disorders: Continuity and Innovation","authors":"Russell Lang","doi":"10.1007/s41252-024-00396-z","DOIUrl":"10.1007/s41252-024-00396-z","url":null,"abstract":"","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 1","pages":"1 - 2"},"PeriodicalIF":1.3,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139834214","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":"Caregiver-Implemented Behavior Analytic Treatment Package for Skin Picking in PWS: A Pilot Study","authors":"Kasey E. Bedard,&nbsp;Annette K. Griffith,&nbsp;Kelly Krukowski","doi":"10.1007/s41252-024-00393-2","DOIUrl":"10.1007/s41252-024-00393-2","url":null,"abstract":"<div><h3>Objectives</h3><p>Prader-Willi syndrome (PWS) is a neurogenetic condition characterized by a variety of physical and behavioral symptoms that impact health and quality of life. Skin picking, a form of self-injurious behavior, is highly prevalent in the PWS population and can result in serious and long-lasting health concerns. Despite this, few effective interventions for skin picking exist. </p><h3>Methods</h3><p>This study aims to fill the gaps in the literature by evaluating a caregiver-implemented behavior analytic intervention for skin picking delivered using remote, video technology. Thirteen caregiver child dyads participated in the virtual behavior analytic caregiver training program. The training lasted between 8 and 12 weeks. Caregivers met one-on-one with a Board-Certified Behavior Analyst who took them through a structured program where they learned a series of strategies to prevent and reduce skin picking.</p><h3>Results</h3><p>Results of the study indicate significant improvements in picking for eight participants across caregiver rating scales, wound photographs, and quantitative analyses. Questionable effects were found for three participants, and no impact was seen for the final participant.</p><h3>Conclusions</h3><p>While replication is needed, this study demonstrates a promising step towards developing a diagnosis-specific intervention for a highly prevalent behavior with widespread impacts on social functioning and health.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 2","pages":"241 - 264"},"PeriodicalIF":1.5,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782096","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":"Housing, Homelessness and Disability: the Commodification of a Core Human Right and Breach of This Right for People with Disability","authors":"Mary-Ann O’Donovan,&nbsp;Erin Louise Whittle","doi":"10.1007/s41252-023-00385-8","DOIUrl":"10.1007/s41252-023-00385-8","url":null,"abstract":"<div><h3>Objectives</h3><p>Access to housing is a recognised human right across international conventions. Yet this right is rarely legislated for within individual countries. In parallel, housing has increasingly become a much sought-after commodity, one in which the accumulation of multiple properties or “homes” is a way of future-proofing for retirement. Large inequities exist across society in terms of who has a home, those who have multiple homes and those who are at risk of homelessness or are homeless. People with disability are particularly more likely to be (over-)represented in the latter group.</p><h3>Methods</h3><p>An environmental scan of contemporary policy, practise and developments on homelessness and disability in Australia sought to examine the current government response to structural and systematic issues which lead to homelessness and neglect for people with disability. A comparison between international practise and policy is made, with a particular focus on examples of effective rights-based interventions, where they exist.</p><h3>Results</h3><p>Ninety-six documents of varying types were included in the environmental scan.</p><h3>Conclusions</h3><p>People with disability are frequently excluded from current disability and homelessness policy. Policies can and should be amended to instigate structural change which incorporates them. Embedding the human right to housing within national legislation is one way to enforce structural change.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"8 1","pages":"141 - 150"},"PeriodicalIF":1.3,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00385-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139600376","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}