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Evaluating Sex Differences in Language Abilities Within Down Syndrome and Autism Spectrum Disorder. 评估唐氏综合症和自闭症谱系障碍中语言能力的性别差异。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2025-02-01 DOI: 10.1352/1934-9556-63.1.29
Manisha D Udhnani, Nancy Raitano Lee
{"title":"Evaluating Sex Differences in Language Abilities Within Down Syndrome and Autism Spectrum Disorder.","authors":"Manisha D Udhnani, Nancy Raitano Lee","doi":"10.1352/1934-9556-63.1.29","DOIUrl":"10.1352/1934-9556-63.1.29","url":null,"abstract":"<p><p>Down syndrome (DS) and autism spectrum disorder (ASD) are two neurodevelopmental disorders characterized by impairments in language. Most studies do not consider the possible role sex differences may play in language profiles. Thus, the current study aimed to evaluate whether parent-reported structural and pragmatic language vary as a function of sex in youth with DS (n = 37), ASD (n = 106), and typical development (TD; n = 61). Findings suggest a female advantage in both structural and pragmatic language in DS; in contrast, no sex differences were found for either ASD or TD. Results suggest that males with DS may require more extensive interventions for language. Future research should investigate how age, IQ, and mode of measurement may impact the nature of these observations.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"63 1","pages":"29-41"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143060935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Physical Educators' Training and Confidence in Implementing Evidence-Based Practices for Students With ASD. 体育教育者的培训和对ASD学生实施循证实践的信心。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2025-02-01 DOI: 10.1352/1934-9556-63.1.66
Selena J Layden, Lindsey A Nowland, Justin A Haegele
{"title":"Physical Educators' Training and Confidence in Implementing Evidence-Based Practices for Students With ASD.","authors":"Selena J Layden, Lindsey A Nowland, Justin A Haegele","doi":"10.1352/1934-9556-63.1.66","DOIUrl":"10.1352/1934-9556-63.1.66","url":null,"abstract":"<p><p>Educators working with students with autism spectrum disorder (ASD) should be utilizing evidence-based practices (EBPs) that have been identified for this group of students to promote better outcomes. Physical education (PE) teachers are highly likely to work with students with ASD in educational settings, yet little is known about their level of training and confidence in implementing EBPs for students with ASD. This study used survey methodology to ask PE teachers about their training in EBPs and their perceived confidence in implementing such practices. The results indicate that, although there was little reported training on individual EBPs specific to students with ASD, PE teachers reported feeling relatively confident in supporting students with ASD. Further findings and implications are discussed.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"63 1","pages":"66-81"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Correlates of School-Home Communication From Caregivers of Children With Autism. 自闭症儿童照顾者学校与家庭交流的相关关系
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2025-02-01 DOI: 10.1352/1934-9556-63.1.14
Chak Li, Meghan M Burke
{"title":"Correlates of School-Home Communication From Caregivers of Children With Autism.","authors":"Chak Li, Meghan M Burke","doi":"10.1352/1934-9556-63.1.14","DOIUrl":"10.1352/1934-9556-63.1.14","url":null,"abstract":"<p><p>School-home communication may be especially critical for families of children with autism given their tenuous partnerships with school professionals. In this study, we explored the child, caregiver, and family-professional partnership correlates of school-home communication. Data were collected from 179 caregivers of children with autism (age 3-21) via a national survey. Participants overwhelmingly reported having less than monthly communication with educators (i.e., general and special education teachers) despite wanting at least weekly communication. A preference for email communication negatively correlated with participants who were Black and/or from lower-income households, but this should be met with caution due to limited sample diversity. These findings indicate that it is necessary to attain a nuanced understanding of school-home communication and identify other potential correlates.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"63 1","pages":"14-28"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143060923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring Oral Narrative Abilities of Chilean School-Age Children With Down Syndrome: A Preliminary Study. 智利唐氏综合症学龄儿童口头叙事能力的初步研究。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2025-02-01 DOI: 10.1352/1934-9556-63.1.51
Victoria Sánchez-Gómez, Antonio M Amor González, Laura Zampini, Miguel Ángel Verdugo, María Isabel Calvo
{"title":"Exploring Oral Narrative Abilities of Chilean School-Age Children With Down Syndrome: A Preliminary Study.","authors":"Victoria Sánchez-Gómez, Antonio M Amor González, Laura Zampini, Miguel Ángel Verdugo, María Isabel Calvo","doi":"10.1352/1934-9556-63.1.51","DOIUrl":"10.1352/1934-9556-63.1.51","url":null,"abstract":"<p><p>Narrative abilities are essential for school achievement and quality of life, yet children with Down syndrome (DS) often struggle with these skills. This work explores the oral narrative abilities of school-age Chilean children with DS. The participants were 11 children with DS aged between 7;2 and 12;1 (years; months). All participated in a retelling task using a wordless picture book. Microstructural and macrostructural performance were analyzed and compared with data from a reference database of typically developing Spanish-speaking children, matched by chronological age or linguistic abilities. Children with DS showed proficiency in identifying introductory story elements but faced difficulties with cohesion. Restricted microstructural performance and task completion time were observed. Ethical-methodological challenges and recommendations for practice and research are discussed.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"63 1","pages":"51-65"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143060970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Work Participation of Autistic Adolescents. 自闭症青少年的工作参与。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2025-02-01 DOI: 10.1352/1934-9556-63.1.42
Michelle Menezes, Jessica Pappagianopoulos, Micah O Mazurek
{"title":"Work Participation of Autistic Adolescents.","authors":"Michelle Menezes, Jessica Pappagianopoulos, Micah O Mazurek","doi":"10.1352/1934-9556-63.1.42","DOIUrl":"10.1352/1934-9556-63.1.42","url":null,"abstract":"<p><p>This study sought to compare frequency of paid work by autistic adolescents to paid work by adolescents with other neurodevelopmental disorders and typically developing adolescents, and to examine whether demographic and clinical characteristics were associated with autistic adolescent employment with data from 2016-2019 National Survey of Children's Health. Rate of paid work was significantly lower in the autistic group (22.01%) than typically developing (49.38%) and other neurodevelopmental disorders (44.27%) groups. Younger age, lower household income, co-occurring intellectual disability, and more severe autism were associated with lower odds of an autistic adolescent having worked. This study indicates that work disparities impacting autistic individuals begin in youth and highlights the need for improved vocational support to address employment barriers for autistic youth.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"63 1","pages":"42-50"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Preliminary Reliability and Validity of the Self-Determination Inventory: Student Report French Translation. 自我决定量表的初步可靠性和有效性：学生报告法文译本。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-10-01 DOI: 10.1352/1934-9556-62.5.339
Karrie A Shogren, Daria Gerasimova, Yves Lachapelle, Dany Lussier-Desrochers, Mayumi Hagiwara, Geneviève Petitpierre, Barbara Fontana-Lana, Filippo Piazza, Yannick Courbois, Agnès Desbiens, Marie-Claire Haelewyck, Hélène Geurts, Jesse R Pace, Tyler Hicks
{"title":"Preliminary Reliability and Validity of the Self-Determination Inventory: Student Report French Translation.","authors":"Karrie A Shogren, Daria Gerasimova, Yves Lachapelle, Dany Lussier-Desrochers, Mayumi Hagiwara, Geneviève Petitpierre, Barbara Fontana-Lana, Filippo Piazza, Yannick Courbois, Agnès Desbiens, Marie-Claire Haelewyck, Hélène Geurts, Jesse R Pace, Tyler Hicks","doi":"10.1352/1934-9556-62.5.339","DOIUrl":"https://doi.org/10.1352/1934-9556-62.5.339","url":null,"abstract":"<p><p>There is a strong and growing focus on self-determination in French-speaking countries, and this pilot study reports the technical adequacy of the Self-Determination Inventory: Student Report (SDI:SR) French Translation. Data were collected with 471 French-speaking youth with and without disabilities in Canada (Quebec), Switzerland, France, and Belgium. Key findings showed it was feasible to use 20 (of 21) items to represent the self-determination construct in the French-speaking sample. The same set of items function in the same way across students with and without disabilities, and students with disabilities descriptively scored lower. Overall, this study provides promising evidence for reliability and validity of the SDI:SR French Translation and suggests ongoing development and larger-scale testing of the SDI:SR French Translation is warranted.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 5","pages":"339-353"},"PeriodicalIF":1.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effect of a Nurses' Training Program on Early Detection of Egyptian Children With Developmental Disabilities in Assiut Governorate. 护士培训计划对早期发现阿苏特省埃及发育障碍儿童的影响。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-10-01 DOI: 10.1352/1934-9556-62.5.354
Zienab M Mady, Tayseer S Abdeldayem, Seham M Elmwafie, Amr S Ramadan
{"title":"Effect of a Nurses' Training Program on Early Detection of Egyptian Children With Developmental Disabilities in Assiut Governorate.","authors":"Zienab M Mady, Tayseer S Abdeldayem, Seham M Elmwafie, Amr S Ramadan","doi":"10.1352/1934-9556-62.5.354","DOIUrl":"https://doi.org/10.1352/1934-9556-62.5.354","url":null,"abstract":"<p><p>This study aimed to determine the effectiveness of a designed training program for nurses toward early detection of developmental disabilities among children aged 0-3 years. A group of 21 licensed nurses with professional experience ranging from 5-11 years participated in the study. The participants completed the measurements to evaluate their current knowledge, practice, and perception pre- and post-training program, as well as during a follow-up, in relation to early detection of disabilities. The results showed highly statistically significant difference between the studied nurses' total knowledge, perception, and practice in pre- and post-program application (p = 0.01). However, there was no statistically significant difference between the post-program and follow-up application (p = 0.180).</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 5","pages":"354-362"},"PeriodicalIF":1.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Empowering Healthcare Professionals: Exploring Experiences Leading a Violence Prevention Course for Adults With Intellectual Disability. 增强医疗保健专业人员的能力：探索为智障成人开设预防暴力课程的经验。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-10-01 DOI: 10.1352/1934-9556-62.5.363
Tone Hee Åker, Karianne Moen, Kristina Areskoug Josefsson, Patsie Frawley
{"title":"Empowering Healthcare Professionals: Exploring Experiences Leading a Violence Prevention Course for Adults With Intellectual Disability.","authors":"Tone Hee Åker, Karianne Moen, Kristina Areskoug Josefsson, Patsie Frawley","doi":"10.1352/1934-9556-62.5.363","DOIUrl":"https://doi.org/10.1352/1934-9556-62.5.363","url":null,"abstract":"<p><p>Violence prevention approaches using social-ecological models inform interventions for people with intellectual disability, who often face barriers to accessing generalist courses. This study explores the experiences of healthcare professionals leading a prevention course specifically designed for adults with intellectual disability. Through semistructured interviews, 12 Norwegian course leaders highlighted the importance of raising awareness and comprehension about rights, and the social and individual factors influencing experiences of violence and its prevention. Challenges were encountered in tailoring the course to the diverse lived experiences of participants with disabilities and addressing ongoing support needs for their safety. The study suggests that adopting a pedagogical or didactic model could serve as a foundation to enhance the planning and delivery of the course.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 5","pages":"363-375"},"PeriodicalIF":1.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
"I Know How to Get Around Your 'No'": A Follow-Up of the FACES Psychoeducational Intervention. 我知道如何绕过你的 "不"：FACES 心理教育干预的后续研究。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-10-01 DOI: 10.1352/1934-9556-62.5.406
Jamie N Pearson, Janet K Outlaw, Jared H Stewart-Ginsburg, DeVoshia L Mason Martin
{"title":"\"I Know How to Get Around Your 'No'\": A Follow-Up of the FACES Psychoeducational Intervention.","authors":"Jamie N Pearson, Janet K Outlaw, Jared H Stewart-Ginsburg, DeVoshia L Mason Martin","doi":"10.1352/1934-9556-62.5.406","DOIUrl":"https://doi.org/10.1352/1934-9556-62.5.406","url":null,"abstract":"<p><p>Black children and their families encounter systemic disadvantages in their journey to and through an autism diagnosis. Black families often experience social and systemic barriers to service use. Providing family-centered, psychoeducational interventions can reduce barriers to service access and utilization for Black families raising autistic children. Fostering Advocacy, Communication, Empowerment, and Support (FACES) has demonstrated preliminary efficacy in strengthening outcomes among Black families, yet little is known about the long-term impact of the intervention. The purpose of this qualitative interview study was to understand the experiences of FACES graduates 16 months after the intervention. Four major themes emerged: (a) strengthened advocacy, (b) strengthened empowerment, (c) systemic barriers, and (d) home and community barriers. We provide implications for research and practice.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 5","pages":"406-419"},"PeriodicalIF":1.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Self-Advocate and Family Member Experiences With Supported Decision Making. 自我辩护人和家庭成员在辅助决策方面的经验。
IF 1.7 3区 医学
Intellectual and Developmental Disabilities Pub Date : 2024-10-01 DOI: 10.1352/1934-9556-62.5.392
Evan E Dean, Mayumi Hagiwara, Lashanna Brunson, Brad Linnenkamp, Sean Swindler, Karrie A Shogren
{"title":"Self-Advocate and Family Member Experiences With Supported Decision Making.","authors":"Evan E Dean, Mayumi Hagiwara, Lashanna Brunson, Brad Linnenkamp, Sean Swindler, Karrie A Shogren","doi":"10.1352/1934-9556-62.5.392","DOIUrl":"https://doi.org/10.1352/1934-9556-62.5.392","url":null,"abstract":"<p><p>Supported decision making (SDM) is a needed focus of policy and practice to enhance opportunities for people with disabilities to exercise self-determination as they are supported to make decisions about their life. This study used content analysis to analyze five focus groups comprised of 27 adults with intellectual and developmental disabilities (IDD) and 16 family members to understand how people with IDD use supports for decision making and how families support decision making. People with IDD and family members described a range of strategies and supports they used for decision making, including engaging trusted supporters, accessing technology, and using early experiences to build decision-making skills. Findings from this research can inform development of practices and policy to enhance use of SDM in research, policy, and practice.</p>","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"62 5","pages":"392-405"},"PeriodicalIF":1.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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