Advances in Neurodevelopmental Disorders最新文献

{"title":"Trauma-Informed Care Training: a Systemwide Process to Transform the Act of Caring","authors":"John M. Keesler,&nbsp;Beverly Samways,&nbsp;Paddy McNally","doi":"10.1007/s41252-025-00449-x","DOIUrl":"10.1007/s41252-025-00449-x","url":null,"abstract":"<div><h3>Objectives</h3><p>As momentum for trauma-informed care (TIC) in intellectual and developmental disability (IDD) services increases, guidance for staff training in TIC is needed.</p><h3>Methods</h3><p>Through a synthesis of clinical knowledge, applied experience, and research-based evidence, integral considerations and training components to advance TIC within IDD services are identified and discussed.</p><h3>Results</h3><p>Careful planning regarding organizational context, staff development, and measurement is necessary to ensure the success of TIC staff training. Training components include the stress continuum, defining trauma, the prevalence and indicators of trauma, the principles of TIC, relational work and compassion-focused leadership, the impact of caregiving, and self-care and staff care.</p><h3>Conclusions</h3><p>TIC staff training requires an investment and a shift in approach, from behavioral to relational approaches. Despite a lag, the future is promising for enhancing the overall wellbeing of people with IDD and those that support them.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 3","pages":"494 - 506"},"PeriodicalIF":1.5,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-025-00449-x.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145316019","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":"Stress in Parents of Preschool Aged Autistic Children Who Underwent Community Based Early Intensive Behavioral Intervention","authors":"Marita Andreassen,&nbsp;Ricardo G. Lugo,&nbsp;Sigmund Eldevik,&nbsp;Svein Eikeseth","doi":"10.1007/s41252-025-00446-0","DOIUrl":"10.1007/s41252-025-00446-0","url":null,"abstract":"<div><h3>Objectives</h3><p>This study investigated parental stress in 270 parents of 167 autistic children before and after 18 months of community based Early Intensive Behavioral Intervention (EIBI).</p><h3>Methods</h3><p>Parental stress was measured by Swedish Parental Stress Questionnaire (SPSQ). The study examined associations between parental stress and child behaviors, as well as the influence of parental roles on stress levels.</p><h3>Results</h3><p>Compared to parents of typically developing children, both mothers and fathers reported elevated stress with mothers consistently experiencing higher levels. Mothers’ stress at intake was associated with child externalizing behaviors and fathers’ level of stress. Fathers’ stress at intake was solely predicted by mothers’ level of stress. During the intervention mothers’ stress related to role restriction and health problems reduced, while fathers’ stress remained relatively stable, except for increased feelings of incompetence in parenting, which increased.</p><h3>Conclusions</h3><p>The study underscores the need for tailored support strategies for mothers and fathers and emphasizes the intricate dynamics of parental stress, suggesting interventions that will consider factors like parent training, parental involvement, coping styles, and social support to enhance overall family well-being.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 1","pages":"47 - 58"},"PeriodicalIF":1.5,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-025-00446-0.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147558963","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":"Social Connectedness and Neurodevelopmental Functioning in Youth: Insights from the ABCD Study®","authors":"Kelly T. Cosgrove,&nbsp;Jamie L. Rhudy,&nbsp;Amanda Sheffield Morris,&nbsp;Wesley K. Thompson,&nbsp;Matthew Mosconi,&nbsp;Martin P. Paulus,&nbsp;Robin L. Aupperle","doi":"10.1007/s41252-025-00448-y","DOIUrl":"10.1007/s41252-025-00448-y","url":null,"abstract":"<div><h3>Objectives</h3><p>Neurodevelopmental disorders have significant public health impacts, and novel approaches to understanding these disorders are greatly needed. Social connectedness, including relationships with parents and peers as well as family and school environments, may serve as a protective factor for neurodivergent youth. Neural networks that support social processing could also influence outcomes for these individuals.</p><h3>Methods</h3><p>The current study used data from the large Adolescent Brain Cognitive Development^SM (ABCD) Study (<i>N</i> = 11,878) to explore associations between social connectedness, brain functional connectivity, and subjective and objective measures of neurodevelopmental functioning in youth. Linear mixed effects models assessed links between social connectedness and neurodevelopmental functioning. Mediation models evaluated whether connectivity of the salience network mediated these associations.</p><h3>Results</h3><p>Authoritative parenting practices and involvement in extracurricular activities were linked to better neurodevelopmental functioning (<i>p</i>s ≤ 0.002), while family conflict was associated with worse functioning (<i>p</i>s ≤ 0.003). Salience network connectivity showed no significant associations with either social connectedness or neurodevelopmental functioning (<i>p</i>s &gt; 0.01).</p><h3>Conclusions</h3><p>Although the sizes of the observed effects were small, our findings imply that fostering positive family relationships and encouraging extracurricular involvement may relate to improved outcomes for neurodivergent youth. Future work is needed to identify additional factors that influence neurodevelopmental functioning over time and to determine the neural mechanisms underlying these relationships.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 1","pages":"59 - 71"},"PeriodicalIF":1.5,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972416","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":"Trauma-Informed Care of Persons with Intellectual and Neurodevelopmental Disabilities: Introduction to the Special Section","authors":"James K. Luiselli","doi":"10.1007/s41252-025-00447-z","DOIUrl":"10.1007/s41252-025-00447-z","url":null,"abstract":"","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 3","pages":"463 - 464"},"PeriodicalIF":1.5,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145316607","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":"Similarities and Differences in Pragmatic Skills Between Greek Speaking School-Aged Children with Autism Spectrum Disorder and Developmental Language Disorder","authors":"Georgia Andreou,&nbsp;Vasiliki Lymperopoulou,&nbsp;Despina Papoudi","doi":"10.1007/s41252-025-00438-0","DOIUrl":"10.1007/s41252-025-00438-0","url":null,"abstract":"<div><h3>Objectives</h3><p>Children with autism spectrum disorder (ASD) and children with developmental language disorder (DLD) show some similarities in their language skills and difficulties. The aim of the present study is to investigate the similarities and differences in pragmatic skills between Greek-speaking school-aged children with autism spectrum disorder (ASD) and children with developmental language disorder (DLD).</p><h3>Methods</h3><p>Seventy-five children recruited to participate in this study were equally divided into three groups; an ASD group, a DLD group, and a group of children with typical development (TD group), matched for chronological age and gender. Each group consisted of 25 children aged 6–8 years. Participants were assessed on linguistic-pragmatics, social-pragmatics, and in their ability to use social context to make inferences, in General Communication and in Social Interaction.</p><h3>Results</h3><p>Children with ASD showed difficulties in all aspects of pragmatic language and significant difficulties were found in social-pragmatics. In contrast, children with DLD exhibited difficulties in linguistic-pragmatics, while social-pragmatics did not seem to be significantly affected.</p><h3>Conclusion</h3><p>Both children with ASD and children with DLD exhibit deficits in pragmatic language, but not in the same aspects and to the same extent. The pragmatic deficits of children with ASD appear to be more severe than the pragmatic deficits of children with DLD.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 4","pages":"665 - 678"},"PeriodicalIF":1.5,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145500665","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":"Practice Makes Possible: Preliminary Feasibility of an Air Travel Accessibility Program for Children and Young Adults with Autism Spectrum Disorder and Their Families","authors":"Jennifer D. Smith,&nbsp;Frank Wamsley,&nbsp;Arin Contra Gile,&nbsp;Stephanie Weber,&nbsp;Ryan Adams,&nbsp;Anna J. Esbensen,&nbsp;Rebecca C. Shaffer,&nbsp;Kara Ayers","doi":"10.1007/s41252-025-00445-1","DOIUrl":"10.1007/s41252-025-00445-1","url":null,"abstract":"<div><h3>Objectives</h3><p>Air travel presents challenges for children and young adults with autism spectrum disorder (ASD) and their families. Despite notable contributions, systematic evaluation of programs to improve accessibility of air travel for children and young adults with ASD is limited. The present study adds to emerging literature on air travel accessibility interventions by describing the acceptability and satisfaction of the Leading Individuals Forward Together (LIFT) program, an in vivo air travel rehearsal program for families of children and young adults with ASD that incorporates several evidence-based practices.</p><h3>Methods</h3><p>Caregivers of children and young adults with ASD who participated in the LIFT program were surveyed after completing the program to provide feedback about whether they found the program to be beneficial and whether they found components of the program helpful.</p><h3>Results</h3><p>Regarding acceptability, all participants surveyed reported the overall LIFT program to be beneficial for their family. Participants found the components of the rehearsal day and the visual supports used in the program helpful. Caregivers of children and young adults with ASD reported increased confidence and decreased stress levels after participation in LIFT, as well as feeling more prepared and more likely to fly with their child/young adult with ASD. This study also explores factors that might affect the decisions of parents of children and young adults with ASD for choosing air travel.</p><h3>Conclusions</h3><p>The current study provides the initial proof of concept and rationale for conducting a more methodologically rigorous and resource-intensive study to further test the impact of the LIFT program.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 1","pages":"36 - 46"},"PeriodicalIF":1.5,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147559030","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":"Comparative Analysis of Sources of Parenting Stress Between Mothers of Children with Autism Spectrum Disorder in the U.S. and Japan","authors":"Noriko Porter,&nbsp;Katherine A. Loveland,&nbsp;Sepideh Saroukhani,&nbsp;Yana S. Posey,&nbsp;Mohammad H. Rahbar","doi":"10.1007/s41252-025-00444-2","DOIUrl":"10.1007/s41252-025-00444-2","url":null,"abstract":"<div><h3>Objectives</h3><p>This study explored cultural differences in the sources of parenting stress experienced by mothers of children with Autism Spectrum Disorder (ASD) in the U.S. and Japan. The research had two primary objectives: (1) to compare the levels of maternal parenting stress between mothers in the U.S. and Japan across seven dimensions and (2) to investigate relationships between child behavior problems and maternal parenting stress in the U.S. and Japan.</p><h3>Methods</h3><p>A total of 52 U.S. mothers and 51 Japanese mothers, all with children aged 2–12 diagnosed with ASD, completed questionnaires, including the Parenting Stress Index (PSI) and the Child Behavior Checklist (CBCL).</p><h3>Results</h3><p>U.S. and Japanese mothers both reported high levels of parenting stress. However, differences emerged in specific PSI subscales between the two countries. Japanese mothers reported significantly higher stress levels than their U.S. counterparts in Attachment, Depression, and Competence subscales. Furthermore, behavioral problems in children with ASD were significantly associated with maternal parenting stress in both the U.S. and Japan. When considering child age, and maternal physical and emotional health as covariates, we found that maternal emotional health was a confounding factor in the relationship between child behavior problems and maternal parenting stress only for the Japanese sample. We also identified significant group differences in child externalizing behaviors, which have been under-explored in previous studies.</p><h3>Conclusions</h3><p>Cultural distinctions that may influence the experiences of parenting stress among mothers of children with ASD are discussed while also highlighting the presence of high stress levels in both countries.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 2","pages":"213 - 228"},"PeriodicalIF":1.5,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145144709","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":"Screening and Assessment of Posttraumatic Stress Disorder in Individuals with Intellectual Disabilities: A Scoping Review","authors":"Annemieke Hoogstad,&nbsp;Nienke Peters-Scheffer,&nbsp;Marielle Rouleaux,&nbsp;Liesbeth Mevissen,&nbsp;Anne Versluis,&nbsp;Robert Didden","doi":"10.1007/s41252-025-00441-5","DOIUrl":"10.1007/s41252-025-00441-5","url":null,"abstract":"<div><h3>Objectives</h3><p>Posttraumatic stress disorder (PTSD) in individuals with intellectual disabilities (ID) or borderline intellectual functioning (BIF) often remains underdiagnosed. This review updates Daveney et al.’s (2019) review of studies on screening and assessment instruments for PTSD in these individuals.</p><h3>Methods</h3><p>A scoping review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology for scoping reviews.</p><h3>Results</h3><p>This review covers eight studies in which a total of five PTSD instruments are investigated. Three studies focused on individuals with mild ID and/or BIF (Impact of Event Scale-Intellectual Disabilities and Diagnostic Interview Trauma and Stressors-Intellectual Disability), two on mild to moderate ID (Lancaster and Northgate Trauma Scales), and two on severe to moderate ID (Diagnostic Interview Trauma and Stressors—Severe Intellectual Disability). One study did not specify the severity of ID (International Trauma Questionnaire-Intellectual Disabilities). Most instruments focus primarily on identifying PTSD symptoms, while some also integrate the assessment of traumatic and/or stressful events.</p><h3>Conclusions</h3><p>There is growing attention on PTSD assessment in individuals with ID or BIF. While most PTSD instruments have been developed for adults with mild to moderate ID or BIF, further research is needed to validate PTSD instruments in these populations. Additionally, research is needed on PTSD assessment in individuals with more severe levels of ID and in children with ID. Cross-cultural validation studies and larger sample sizes are required. Development of guidelines for PTSD screening and assessment in individuals with ID or BIF is recommended.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 3","pages":"465 - 478"},"PeriodicalIF":1.5,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-025-00441-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145316609","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":"Emotion Awareness and Perceptions of Parental Response to Emotion in Children with Fetal Alcohol Spectrum Disorders: Development and Preliminary Testing of the Qualitative Emotion Interview","authors":"Janna Looney,&nbsp;Carson Kautz-Turnbull,&nbsp;Madeline N. Rockhold,&nbsp;Emily Speybroeck,&nbsp;Julianne Myers,&nbsp;Christie L. M. Petrenko","doi":"10.1007/s41252-025-00443-3","DOIUrl":"10.1007/s41252-025-00443-3","url":null,"abstract":"<div><h3>Background</h3><p>Fetal alcohol spectrum disorders (FASD) are a set of neurodevelopmental differences associated with prenatal exposure to alcohol. Emotion regulation is a core challenge often seen in FASD. The ability to recognize and label emotional experiences, as well as parent response to emotion, is important in the development of emotion regulation, yet little is known about these constructs in young children with FASD.</p><h3>Aims</h3><p>To develop and pilot the Qualitative Emotion Interview (QEI), a novel interview-based measure assessing children’s experiences and understanding of their own emotions and their caregivers’ responses to their emotions, in young children with FASD.</p><h3>Methods</h3><p>Participants were 53 children with FASD aged 4–12 and their caregivers. Data came from the baseline timepoint of a larger intervention trial. Children completed a QEI; caregivers completed interview, self-report, and observation-based measures of parent emotion socialization. Preliminary qualitative themes emerged during coding. Correlational analyses examined relationships between parent-report measures and coded QEIs.</p><h3>Results</h3><p>The QEI coding manual was successfully developed and piloted, resulting in two subscales: emotion awareness and parent response. Qualitative results indicated children with FASD had difficulty recognizing and expressing their emotional experiences and their caregivers’ responses. Quantitative analyses indicated older children had greater awareness of their emotions. Additionally, greater emotion awareness and higher satisfaction with caregiver response to emotion were generally associated with more positive caregiver emotion socialization behaviors.</p><h3>Conclusions</h3><p>The QEI is a promising method of understanding the emotional experiences of young children with FASD, and may be useful for other populations.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 2","pages":"229 - 240"},"PeriodicalIF":1.5,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972381","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":"Theory of Change Logic Modeling to Support Trauma-Informed Program Design and Implementation","authors":"Amanda J. Rich,&nbsp;Nikki DiGregorio","doi":"10.1007/s41252-025-00442-4","DOIUrl":"10.1007/s41252-025-00442-4","url":null,"abstract":"<div><h3>Objectives</h3><p>To explore the role of intentional, trauma-informed program planning and evaluation in intellectual and developmental disabilities (IDD) services and to propose that the theory of change logic modeling can serve as an effective tool to enhance trauma-informed care (TIC) implementation, sustainability, and evidence-based.</p><h3>Methods</h3><p>TIC has emerged as a transformative framework within social service sectors, including disability services, to address the widespread impact of trauma and adversity. This review provides an overview of the state of TIC, identifying key areas for improvement and recommendations for implementing the theory of change logic modeling as a means of integrating the foundations of TIC from conception and planning to implementation and practice.</p><h3>Results</h3><p>Despite its potential to foster system-wide reflection and improve service outcomes, TIC implementation faces significant challenges, including insufficient evidence, an overreliance on individual practitioners, and inadequate programmatic and policy support. The disability service system, particularly for individuals with IDD, has been slower to integrate TIC despite the heightened risk of trauma among this population.</p><h3>Conclusions</h3><p>By embedding TIC principles within structured programmatic frameworks such as the theory of change logic modeling, service systems can move beyond isolated training efforts toward comprehensive, systemic change.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 3","pages":"479 - 493"},"PeriodicalIF":1.5,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-025-00442-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145316270","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}