International Journal of Developmental Disabilities最新文献

Connection between attention, executive function, episodic memory, and adaptive functioning in young adults with Down syndrome. 年轻唐氏综合症患者的注意力、执行功能、情景记忆和适应功能之间的联系。

IF 1.4 4区医学

International Journal of Developmental Disabilities Pub Date : 2026-07-10 DOI: 10.1080/20473869.2026.2679067

Kayla Kristensen, Kumari Anshu, Emily K Schworer, Audra Sterling, Benjamin Handen, Ruth Y Litovsky, Sigan L Hartley

{"title":"Connection between attention, executive function, episodic memory, and adaptive functioning in young adults with Down syndrome.","authors":"Kayla Kristensen, Kumari Anshu, Emily K Schworer, Audra Sterling, Benjamin Handen, Ruth Y Litovsky, Sigan L Hartley","doi":"10.1080/20473869.2026.2679067","DOIUrl":"10.1080/20473869.2026.2679067","url":null,"abstract":"Objectives: This study examined associations between attention, working memory, inhibition, episodic memory, and adaptive functioning in young adults with Down syndrome (DS).Methods: Forty-seven adults with DS (19-30 years) completed measures of attention, working memory, inhibition, and episodic memory within two studies. Study partners completed the Vineland-3, an informant-report of adaptive functioning. Hierarchical regressions were used to examine associations between attention, working memory, inhibition, episodic memory, and Vineland-3 scores.Results: Participants with DS with an IQ in the mildly and moderately below average range had comparable levels of daily living and socialization skills but differed in communication. All adaptive functioning scores were lower for those with an IQ in the severely below average range. Working memory and episodic memory were positively associated with all Vineland-3 scores except socialization. Inhibition was positively associated with communication and overall adaptive skills. Attention was positively associated with overall adaptive skills.Conclusions: Attention, working memory, inhibition, and episodic memory are associated with the adaptive functioning of adults with DS. Important connections exist between memory and communication and daily living skills, as well as inhibition and communication skills. Future research should explore environmental adaptations for supports in these areas (e.g. assistive technology).","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13597151/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149026192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Characterizing service receipt among families of young autistic children from low-resourced communities. 低资源社区自闭症儿童家庭接受服务的特征分析。

IF 1.4 4区医学

International Journal of Developmental Disabilities Pub Date : 2026-04-28 DOI: 10.1080/20473869.2026.2660340

Julianna Kim, Bhabika Joshi, Meghan M Burke

{"title":"Characterizing service receipt among families of young autistic children from low-resourced communities.","authors":"Julianna Kim, Bhabika Joshi, Meghan M Burke","doi":"10.1080/20473869.2026.2660340","DOIUrl":"10.1080/20473869.2026.2660340","url":null,"abstract":"When young autistic children (aged 3-5) receive appropriate services, they experience long-term developmental benefits, along with positive impacts on their families and society. However, families of autistic children from low-resourced communities often face compounded barriers to accessing needed services. It is important to characterize service receipt, including current services and unmet service needs, to identify which unmet service needs should be targeted for intervention among families from low-resourced communities. In this study, 52 parents of 3-5-year-olds with autism from low-resourced communities completed a survey characterizing their service receipt. On average, children received 8.84 services. The most frequently received services were health-related, including pediatric care, health insurance, and dental services. Most participants (66%) reported being satisfied with the services, with the highest satisfaction found in health services. The most frequently unmet services were speech therapy, developmental pediatric care, and recreational services. Barriers to accessing services included participants reporting that they have not looked for relevant services and a lack of knowledge about available services. Implications for research and practice are discussed.","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13233031/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction. 修正。

IF 1.4 4区医学

International Journal of Developmental Disabilities Pub Date : 2026-04-27 eCollection Date: 2026-01-01 DOI: 10.1080/20473869.2026.2662084

引用次数: 0

Educational quality of autism treatment videos on YouTube. YouTube上自闭症治疗视频的教育质量。

IF 1.4 4区医学

International Journal of Developmental Disabilities Pub Date : 2026-02-26 eCollection Date: 2026-01-01 DOI: 10.1080/20473869.2026.2634782

Aysegul Tonyali

{"title":"Educational quality of autism treatment videos on YouTube.","authors":"Aysegul Tonyali","doi":"10.1080/20473869.2026.2634782","DOIUrl":"10.1080/20473869.2026.2634782","url":null,"abstract":"Objectives: This study aimed to evaluate the educational quality and level of misinformation of the 100 most-viewed English-language YouTube videos on autism treatment notion and to compare the popularity of video groups created according to treatment recommendations.Methods: The search terms 'autism treatment', 'autism cure', 'autism therapy' 'treating autism' and 'treatment of autism' were used to select 100 videos. Each video was evaluated using DISCERN and JAMAS scales. The treatment modality mentioned as the main topic in the video was classified in three groups.Results: The total number of thumbs-up (likes) and thumbs-down (dislikes) and comments count for these videos were 1.291.319; 49.750 and 191.462, respectively. 36% of videos were of poor quality (average score of 1.86 points) and contained varying degrees of misinformation compared to the existing body of evidence. The mean 'accuracy level' of the videos was 4.15 and the average balance level was 2.02. As the level of misinformation in videos increased, there was a notable increase in the number of likes and an optimized popularity metric. The three treatment groups differed significantly in terms of the popularity-based metadata (thumbs up, thumbs down, comment count, optimized popularity metrics (MV, LV); p-values respectively; <0.001, 0.004, 0.001, 0.011, <0.001) except views (p = 0.085).Conclusions: Various concerns exist about the accuracy of the information, the presence of misleading content, and the educational quality of YouTube videos on autism. It is crucial to employ a critical approach when utilizing this information, considering the origin of the videos.","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"72 3","pages":"622-630"},"PeriodicalIF":1.4,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13104008/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The IJDD: reflecting on the past and looking to the future. IJDD：反思过去，展望未来。

IF 1.4 4区医学

International Journal of Developmental Disabilities Pub Date : 2026-01-28 eCollection Date: 2026-01-01 DOI: 10.1080/20473869.2025.2602118

Brian Salmons

引用次数: 0

Measuring parents' knowledge and skills in supporting language and communication in naturalistic context: a test (DOBB-Y) development study. 测量父母在自然语境下支持语言和交流的知识和技能：一项测试（DOBB-Y）发展研究。

IF 1.4 4区医学

International Journal of Developmental Disabilities Pub Date : 2025-10-22 eCollection Date: 2026-01-01 DOI: 10.1080/20473869.2025.2574962

Ceyhun Servi, Derya Akbaş

{"title":"Measuring parents' knowledge and skills in supporting language and communication in naturalistic context: a test (DOBB-Y) development study.","authors":"Ceyhun Servi, Derya Akbaş","doi":"10.1080/20473869.2025.2574962","DOIUrl":"https://doi.org/10.1080/20473869.2025.2574962","url":null,"abstract":"This study aimed to develop a scenario-based assessment tool to evaluate parents' knowledge and skills in supporting the language and communication abilities of children with Autism Spectrum Disorder (ASD) within naturalistic contexts. Parental support plays a key role in enhancing children's verbal language outcomes over time. The test, named the Knowledge and Skills Test in Supporting Language and Communication in Naturalistic Context (derived from Turkish initials DOBB-Y), comprises 20 items in Turkish and is structured under five domains: general knowledge, pre-interaction strategies, communicative temptations, language support strategies, and behaviour management. Each item presents a scenario to assess the appropriateness of parental responses. For the exploratory factor analysis, data were collected from 112 parents of children with ASD aged 23 to 63. The confirmatory factor analysis involved 171 parents aged 25 to 69. Following CFA, the final test demonstrated high reliability with a KR-20 coefficient of 0.743. The DOBB-Y offers a practical, reliable tool for assessing parents' competencies in naturally supporting the communicative development of their children with ASD. It may also guide the design of parent training programmes aiming to enhance interactional quality in early developmental contexts.","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"72 1","pages":"176-186"},"PeriodicalIF":1.4,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12857686/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Global movements need global leadership: expanding neurodiversity-inclusive education beyond Western-centric perspectives in Southeast Asia. 全球运动需要全球领导：在东南亚扩展神经多样性包容性教育，超越以西方为中心的视角。

IF 1.4 4区医学

International Journal of Developmental Disabilities Pub Date : 2025-09-12 eCollection Date: 2025-01-01 DOI: 10.1080/20473869.2025.2527252

Matthew Harrison, Jo Mosen

{"title":"Global movements need global leadership: expanding neurodiversity-inclusive education beyond Western-centric perspectives in Southeast Asia.","authors":"Matthew Harrison, Jo Mosen","doi":"10.1080/20473869.2025.2527252","DOIUrl":"10.1080/20473869.2025.2527252","url":null,"abstract":"This point of view article draws upon the lived experiences and professional collaborations of the authors to explore the opportunities and gaps in advancing neurodiversity-inclusive education across Southeast Asia. While the neurodiversity paradigm has gained momentum globally, much of the academic discourse remains centred on Western perspectives, often marginalising locally grounded approaches and innovations emerging from the region. Through our partnerships with researchers, advocates, and neurodivergent peers in countries such as Taiwan and the Philippines, we observe powerful examples of community-driven inclusion that remain largely invisible in the international literature. We argue that Southeast Asia offers rich, culturally grounded frameworks for understanding and enacting neurodiversity, shaped by collectivist values, relational care, and lived experience. However, these contributions are underrepresented in scholarly forums, limiting their impact on global policy and practice. By platforming regional voices and challenging Western-dominated narratives, we call for a more inclusive and pluralistic vision of neurodiversity that reflects the diversity of human experience across cultural contexts. This article highlights the urgent need to amplify Southeast Asian leadership in neurodiversity research and practice, and reflects on the ethical responsibilities of researchers to support, rather than overshadow, these emerging movements.","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"71 6","pages":"807-813"},"PeriodicalIF":1.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12434841/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cultural understandings of inclusion in Southeast Asia. 东南亚对包容性的文化理解。

IF 1.4 4区医学

International Journal of Developmental Disabilities Pub Date : 2025-09-12 eCollection Date: 2025-01-01 DOI: 10.1080/20473869.2025.2521676

Deborah Rhodes, Ernest Antoine, Adi Abidin

{"title":"Cultural understandings of inclusion in Southeast Asia.","authors":"Deborah Rhodes, Ernest Antoine, Adi Abidin","doi":"10.1080/20473869.2025.2521676","DOIUrl":"10.1080/20473869.2025.2521676","url":null,"abstract":"This conceptual position article explores cultural values' influence on disability inclusion in Southeast Asia. This is relevant to progress on the United Nations Convention on the Rights of Persons with Disabilities and Sustainable Development Goal 10 on reduced inequalities and SDG 17 on partnerships. Progress and pathways towards increased disability inclusion and 'leaving no-one behind' reflect factors related to attitudes, accessibility, participation, and service delivery, as well as power, politics, and economics, all of which are influenced by cultural values. Values influence how disability and inclusion are understood in society, in policies and services. Values affect motivation and 'how change happens' in different contexts. This article applies a framework for understanding cultural value differences to disability and inclusion, and prospects for changes in policy in Southeast Asia. A case study about Indonesia illustrates the application of the framework on understanding of disability, inclusion and change in one country. The article encourages more nuanced, strengths-based, and culturally informed approaches, to enable change-makers to navigate complexities associated with achieving disability inclusive societies.","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"71 6","pages":"796-806"},"PeriodicalIF":1.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12434842/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bridging theory and practice: competency development for special education graduates in Vietnam. 衔接理论与实践：越南特殊教育毕业生的能力培养。

IF 1.4 4区医学

International Journal of Developmental Disabilities Pub Date : 2025-09-12 eCollection Date: 2025-01-01 DOI: 10.1080/20473869.2025.2521674

Nguyen Trang Thu Dinh, Ngan Nguyen, Phuong Mai Nguyen, Thu Ha Lai

{"title":"Bridging theory and practice: competency development for special education graduates in Vietnam.","authors":"Nguyen Trang Thu Dinh, Ngan Nguyen, Phuong Mai Nguyen, Thu Ha Lai","doi":"10.1080/20473869.2025.2521674","DOIUrl":"10.1080/20473869.2025.2521674","url":null,"abstract":"Inclusion in education remains a critical priority, particularly in developing Asian countries such as Vietnam. Challenges persist in equipping special education graduates with the competencies required to meet diverse learner needs. Therefore, this review conceptualizes the competencies necessary for special education graduates in Vietnam. A document content analysis was conducted to provide insights into the topic. The final set of reviewed documents totaled 49. The findings synthesize key competencies in five domains: professional ethics and core values, general competencies, pedagogical competencies, specialized competencies in special education, and professional practice and community engagement. Findings indicate that while Vietnam aligns with global expectations in terms of pedagogical knowledge, adaptability, and collaboration, the national framework emphasizes professional ethics, political awareness, and lifelong dedication to education. Challenges such as limited resources, gaps between theory and practice, and resistance to inclusive education persist, requiring institutional support and policy reform. The study emphasizes the importance of enhancing experiential learning, interdisciplinary collaboration, and competency-based training to improve the preparedness of Vietnamese special education graduates. These insights contribute to improving curriculum design and inclusive teacher education programs.","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"71 6","pages":"837-851"},"PeriodicalIF":1.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12498356/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A national study on teacher beliefs and practices in inclusive preschool education in Taiwan. 台湾全纳学前教育教师信念与实践的全国性研究。

IF 1.4 4区医学

International Journal of Developmental Disabilities Pub Date : 2025-09-12 eCollection Date: 2025-01-01 DOI: 10.1080/20473869.2025.2545954

Pei-Fang Rachel Wu

{"title":"A national study on teacher beliefs and practices in inclusive preschool education in Taiwan.","authors":"Pei-Fang Rachel Wu","doi":"10.1080/20473869.2025.2545954","DOIUrl":"10.1080/20473869.2025.2545954","url":null,"abstract":"This study investigates Taiwanese preschool educators' beliefs and teaching practices regarding inclusive education. Emphasizing the integration of children with disabilities into mainstream classrooms, inclusive education is crucial for fostering equitable and accessible learning environments for all children. A questionnaire survey was administered to 4,585 preschool teachers across various regions, exploring their attitudes toward inclusion, instructional strategies, and the challenges they face in implementing inclusive practices. The findings reveal a discernible gap between teachers' positive views on inclusive education and their actual teaching practices. While educators generally endorse inclusive principles, implementation is hindered by challenges such as inadequate specialized training, insufficient resources, and inconsistent administrative support. The study underscores the necessity of enhanced professional development programs that equip teachers with the pedagogical skills and strategies, including principles of Universal Design for Learning, to effectively support the diverse needs of all students in inclusive settings. These insights contribute to the ongoing discourse on improving inclusive education policies and practices in Taiwan, advocating for a comprehensive approach that bridges theoretical understanding with practical application.","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"71 6","pages":"852-866"},"PeriodicalIF":1.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12434862/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0