Journal of Developmental and Physical Disabilities最新文献_第2页

Social and language regression: characteristics of children with autism spectrum disorder in a community-based sample. 社会和语言回归：社区样本中自闭症谱系障碍儿童的特征

IF 1.5 4区医学

Journal of Developmental and Physical Disabilities Pub Date : 2024-08-01 DOI: 10.1007/s10882-023-09929-1

Nuri Reyes, Gnakub Norbert Soke, Lisa Wiggins, Brian Barger, Eric Moody, Cordelia Rosenberg, Laura Schieve, Judith Reaven, Ann M Reynolds, Susan Hepburn

{"title":"Social and language regression: characteristics of children with autism spectrum disorder in a community-based sample.","authors":"Nuri Reyes, Gnakub Norbert Soke, Lisa Wiggins, Brian Barger, Eric Moody, Cordelia Rosenberg, Laura Schieve, Judith Reaven, Ann M Reynolds, Susan Hepburn","doi":"10.1007/s10882-023-09929-1","DOIUrl":"10.1007/s10882-023-09929-1","url":null,"abstract":"This study investigated the prevalence, and the developmental, behavior and emotional outcomes of 675 preschoolers with ASD with or without a history of regression, who participated in the Study to Explore Early Development (SEED). The SEED project is a cross-sectional case-control study that collected data between 2007 and 2011. Children's history of regression, adaptive skills, and behavior problems were assessed using the Autism Diagnostic Interview-Revised (ADI-R), the Vineland Adaptive Behavior Scales-Second Edition (Vineland-2), and the Child Behavior Checklist (CBCL), respectively; and children's developmental levels were assessed using the Mullen Scales of Learning (MSEL). Findings from this study indicated that 26% of children experienced social and language regression, and of those with regression, 76% had regained lost skills upon completion of the study. Compared to children without a history of regression, children with social regression demonstrated increased internalizing problems and decreased fine motor skills, and children with language regression demonstrated poorer language skills. Also, children with language and social regression displayed poorer adaptive communication skills than children without regression. Children who experienced regression in one area of development demonstrated better outcomes than those who experience regression in multiple areas. To conclude, children with regression are at risk for poorer outcomes during their preschool years.","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":" ","pages":"713-728"},"PeriodicalIF":1.5,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11578110/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42332214","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

Perspectives of Transition-Aged Youth with Intellectual and/or Developmental Disabilities about Self-Advocacy and Civic Engagement 智力和/或发育障碍的过渡年龄青少年对自我倡导和公民参与的看法

IF 1.8 4区医学

Journal of Developmental and Physical Disabilities Pub Date : 2024-07-31 DOI: 10.1007/s10882-024-09985-1

Megan Best, Meghan Burke, Zach Rossetti, Sarah Demissie, Oscar Hughes, Manual Ramirez, Tim Kunzier

引用次数: 0

The Use of Multisensory Environments with Individuals with Developmental Disabilities: A Systematic Review 对发育障碍人士使用多感官环境：系统回顾

IF 1.8 4区医学

Journal of Developmental and Physical Disabilities Pub Date : 2024-07-30 DOI: 10.1007/s10882-024-09982-4

Jennifer Stephenson, Mark Carter

引用次数: 0

Association Between Physical Activity, Sedentary Time, and Technology Use in Autistic Adults 自闭症成人的体育活动、久坐时间和技术使用之间的关系

IF 1.8 4区医学

Journal of Developmental and Physical Disabilities Pub Date : 2024-07-13 DOI: 10.1007/s10882-024-09983-3

Daehyoung Lee, Donetta J. Cothran, John M. Kennedy, Patrick C. Shih, Lilian Golzarri-Arroyo, Stephanie Dickinson, Georgia C. Frey

{"title":"Association Between Physical Activity, Sedentary Time, and Technology Use in Autistic Adults","authors":"Daehyoung Lee, Donetta J. Cothran, John M. Kennedy, Patrick C. Shih, Lilian Golzarri-Arroyo, Stephanie Dickinson, Georgia C. Frey","doi":"10.1007/s10882-024-09983-3","DOIUrl":"https://doi.org/10.1007/s10882-024-09983-3","url":null,"abstract":"There is little understanding of physical activity (PA) and sedentary behavior as preventive health behaviors in autistic adults. Technology has been used as an educational and social intervention tool for autistic individuals, yet it is also associated with low PA and high sedentary time (ST) in the neurotypical population. This study aimed to examine the prevalence of self-reported PA and ST and their relationships with various technology uses in autistic adults. We employed a Qualtrics online survey that consisted of the International Physical Activity Questionnaire-Short Form, Sedentary Behavior Questionnaire, and National Alliance for Mental Illness’s digital technology use survey. 229 responses (74.6% under 35 years of age; 64.1% males) satisfied the response validity criteria and were included in the analyses. The majority of participants (78%) met the recommended PA amount of ≥ 600 metabolic equivalent of task (MET)-minutes/week (median, 1,812 total MET-minutes/week), but they were also overly sedentary on both weekdays (median, 8 h/day) and weekends (median, 7 h/day). Stepwise multiple regression analyses revealed that variance of ST in weekday (45%) and weekend (43%) was largely explained by quality of life (β = -0.31; β = -0.33) and technology use time (β = 0.31; β = 0.26) (all p < .01). While technology can be an effective tool to support social and academic abilities in autistic adults, the use of technology devices needs to be monitored with care as it may put these individuals at risk for sedentary lifestyles and associated chronic diseases.","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"79 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141609324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Social Support and Optimism in deaf and hard-of-hearing College Students: A Moderated Mediation Model of Belief about Adversity 聋人和重听大学生的社会支持与乐观主义：逆境信念的调节中介模型

IF 1.8 4区医学

Journal of Developmental and Physical Disabilities Pub Date : 2024-07-12 DOI: 10.1007/s10882-024-09984-2

Ye Luo, Tian Xu, Yuanfei Liu, Guofeng Yu, Guanjun Bao

{"title":"Social Support and Optimism in deaf and hard-of-hearing College Students: A Moderated Mediation Model of Belief about Adversity","authors":"Ye Luo, Tian Xu, Yuanfei Liu, Guofeng Yu, Guanjun Bao","doi":"10.1007/s10882-024-09984-2","DOIUrl":"https://doi.org/10.1007/s10882-024-09984-2","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Purposes</h3>Few studies focus on the mental health of deaf population. This study aims to explore the association between social support and optimism and advance knowledge of why and for whom increased social support was effective. 771 deaf and hard-of-hearing (D/HH) students from two special education colleges in China were investigated. Questionnaires regarding social support, belief about adversity and optimism were distributed online. Multivariate linear regression and structural equation model were performed to examine mediating and moderating effects. This study found that perceived social support was positively associated with optimism in 771 Chinese college students who were D/HH. The study also found that having a belief in being able to face adversity successfully was associated with great social support. The relationship between a positive perspective regarding dealing with adversity and optimism was moderated by gender. For females, a positive belief regarding dealing with adversity was related to optimism. For males there was no relationship between belief about adversity and optimism. Additional consideration needs to be given to those D/HH students who report little social support and to females who do not believe they can successfully overcome adversity. Our study identified the risk population for intervention to improve mental health and well-being in D/HHcommunities.","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"31 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141614363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Instrumental Support: Accounts from Adults with Intellectual and Developmental Disabilities 工具性支持：来自智力和发育障碍成人的叙述

IF 1.8 4区医学

Journal of Developmental and Physical Disabilities Pub Date : 2024-07-06 DOI: 10.1007/s10882-024-09981-5

Catherine Keiling Arnold, Sarah Parker Harris

{"title":"Instrumental Support: Accounts from Adults with Intellectual and Developmental Disabilities","authors":"Catherine Keiling Arnold, Sarah Parker Harris","doi":"10.1007/s10882-024-09981-5","DOIUrl":"https://doi.org/10.1007/s10882-024-09981-5","url":null,"abstract":"This qualitative study used an inclusive and participatory research approach to examine the perspectives of people with intellectual and developmental disabilities (IDD) on instrumental supports. Instrumental supports include concrete and direct ways people assist others in solving a problem or accomplishing a task, including helping to access and navigate formal supports and services. Natural supporters play essential roles in setting up and maintaining formal supports for individuals with IDD. Family members that provide instrumental support are responsible for integrating the formal and informal supports for the best mix of supports based on the person with IDD’s needs and preferences. This study examined the instrumental support people with IDD received from and gave to their families related to physical support, healthy living, financial support, and navigating formal services. Thirty virtual interviews were conducted using the dyadic interview method with 10 adults with IDD and 10 family members who they chose. Findings showed that people with IDD received natural supports from their family in numerous areas including physical help, support to be healthy, and financial support. Also, families helped with formal supports by navigating the system of services for people with IDD. In addition to receiving support from their families, people with IDD also provided some reciprocal support to their families, specifically in the areas of physical help and healthy living. Implications for practice and policy are shared along with directions for future research.","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"37 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141572881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

A Preliminary Assessment to Determine the Starting Point for Treatment of Pediatric Feeding Disorders 确定小儿喂养障碍治疗起点的初步评估

IF 1.8 4区医学

Journal of Developmental and Physical Disabilities Pub Date : 2024-07-04 DOI: 10.1007/s10882-024-09980-6

Meeta R. Patel, Ashley S. Andersen, Vipul Y. Patel

{"title":"A Preliminary Assessment to Determine the Starting Point for Treatment of Pediatric Feeding Disorders","authors":"Meeta R. Patel, Ashley S. Andersen, Vipul Y. Patel","doi":"10.1007/s10882-024-09980-6","DOIUrl":"https://doi.org/10.1007/s10882-024-09980-6","url":null,"abstract":"Escape extinction has been identified as an effective treatment for feeding problems. However, negative side effects, such as extinction bursts and emotional responding, may occur with escape extinction. In some cases, treatment without escape extinction may be unsuccessful. Therefore, the purpose of this study was to evaluate modifications that may optimize the effects of escape extinction while keeping inappropriate mealtime behavior low. First, an assessment was conducted to determine the starting point for treatment, which was different for each participant. The condition that produced higher levels of acceptance and lower levels of inappropriate mealtime behavior (low response effort) was identified as the starting point for the stimulus (bolus) fading plus escape extinction treatment. Acceptance increased for all three participants with a variety of foods using an antecedent-based intervention in combination with escape extinction. Although escape extinction was part of the final treatment, inappropriate mealtime behavior was relatively low at the onset of treatment. These data are discussed in relation to motivating operations and negative reinforcement.","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Evaluating Artificial Intelligence on the Efficacy of Preference Assessments for Preservice Speech-Language Pathologists 评估人工智能对职前言语治疗师偏好评估的功效

IF 1.8 4区医学

Journal of Developmental and Physical Disabilities Pub Date : 2024-07-02 DOI: 10.1007/s10882-024-09976-2

Brenna Griffen, Elizabeth R. Lorah, Christine Holyfield, Nicolette Caldwell, John Nosek

{"title":"Evaluating Artificial Intelligence on the Efficacy of Preference Assessments for Preservice Speech-Language Pathologists","authors":"Brenna Griffen, Elizabeth R. Lorah, Christine Holyfield, Nicolette Caldwell, John Nosek","doi":"10.1007/s10882-024-09976-2","DOIUrl":"https://doi.org/10.1007/s10882-024-09976-2","url":null,"abstract":"Individuals with intellectual and developmental disabilities (IDD) face many barriers to meaningful inclusion, including limited language and communication skills. Professionals, such as speech-language pathologists (SLPs), can provide personalized instruction to promote skill development and inclusion. Providing opportunities for individuals to express preferences and choice, such as the multiple stimulus without replacement preference assessment (MSWO; DeLeon & Iwata 1996), within these programs, further increases skill acquisition and social interaction. However, limitations in professionals’ knowledge and skills in performing assessments can be another barrier to meaningful inclusion for individuals with IDD and traditional training methods can be challenging and time consuming. The purpose of the current study was to compare the use of artificial intelligence with traditional pen and paper self-instructional MSWO training methods for five preservice SLPs. Fidelity of implementation and duration of assessment were measured. Results demonstrated a large increase in implementation fidelity for two participants, a moderate increase for two participants and a slight increase for the remaining participant while using artificial intelligence. All participants demonstrated a decrease in scoring errors using artificial intelligence. Regarding duration of implementation, artificial intelligence resulted in a significant reduction for four participants and a moderate reduction for the remaining participant. Results of the follow-up survey suggest that all adult participants and both child participants found that artificial intelligence had a higher treatment acceptability and was more effective at producing socially significant outcomes than traditional methods. Recommendations for clinicians and future research are discussed.","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"67 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141508620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Connecting, Serving, and Adapting: Perspectives on the Transition to Adulthood from Latino Young Adults with ASD, Parents, and Providers 连接、服务和适应：患有自闭症的拉丁裔青少年、家长和服务提供者对成年过渡期的看法

IF 1.8 4区医学

Journal of Developmental and Physical Disabilities Pub Date : 2024-06-24 DOI: 10.1007/s10882-024-09974-4

Antonio F. Pagán, Juliana L. Vanderburg, Katherine A. Loveland, Ron E. Acierno, Thomas D. Meyer

{"title":"Connecting, Serving, and Adapting: Perspectives on the Transition to Adulthood from Latino Young Adults with ASD, Parents, and Providers","authors":"Antonio F. Pagán, Juliana L. Vanderburg, Katherine A. Loveland, Ron E. Acierno, Thomas D. Meyer","doi":"10.1007/s10882-024-09974-4","DOIUrl":"https://doi.org/10.1007/s10882-024-09974-4","url":null,"abstract":"Advancing interventions and supports for individuals with autism spectrum disorder (ASD) requires understanding that ASD is a lifelong developmental difference. However, little is known about the unique experiences of autistic young adults, parents, and community providers in the Latino community. The purpose of this study was to improve access to inclusive community based setting by identifying and learning about barriers and needs experienced by young adults, parents, and community providers of autistic individuals across the lifespan, but particularly during the transition to adulthood. Ten community providers, eighteen parents of autistic children, and five young adult self-advocates participated in focus groups. Parents discussed difficulties in accessing services throughout their child’s life that made the transition to adulthood difficult. Themes highlighted important cultural values that can influence the transition to adulthood for Latinos and the difficulty in accessing bilingual service providers and services. Parents displayed significant advocacy skills and resourcefulness. We present recommendations shared by young adults, parents, and providers on ways to improve access to services and develop interventions for autistic young adults and parents. The present study has important implications regarding advancing interventions and supports for autistic young adults and their parents in the Latino community by developing culturally adapted services.","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"194 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141508621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Peer-Mediated Interventions to Enhance Conversation Skills of Young Adults with Intellectual and Developmental Disabilities on a University Campus 以同伴为媒介的干预措施，提高大学校园中智障和发育障碍青少年的对话技能

IF 1.8 4区医学

Journal of Developmental and Physical Disabilities Pub Date : 2024-06-19 DOI: 10.1007/s10882-024-09979-z

Leslie Ann Bross, Emily Wall, Monique Pinczynski, Ashley Anderson, Thai Williams, Charles L. Wood, Fred Spooner

{"title":"Peer-Mediated Interventions to Enhance Conversation Skills of Young Adults with Intellectual and Developmental Disabilities on a University Campus","authors":"Leslie Ann Bross, Emily Wall, Monique Pinczynski, Ashley Anderson, Thai Williams, Charles L. Wood, Fred Spooner","doi":"10.1007/s10882-024-09979-z","DOIUrl":"https://doi.org/10.1007/s10882-024-09979-z","url":null,"abstract":"Young adults with intellectual and developmental disabilities (IDD) on college campuses are vulnerable to exclusion and a lack of social participation. However, peers can provide meaningful supports to young adults with IDD in the area of social/communication skills. The purpose of this study was to enhance the conversation skills of four young adults with IDD (ages 22–23) during their regular lunch breaks on a university campus. The dependent variable was percent of conversational engagement during 10-min audio recorded sessions as measured using partial interval recording procedures. Typically developing peers served as peer coaches and provided structured or natural supports. Experiment 1 used an alternating treatments design to compare the effects of peer coaching alone vs. peer coaching + goal setting with two adjacent baseline conditions and a final student-choice condition. Results for Experiment 1 indicated peer coaching alone and the additive effects of goal setting was more effective than natural supports only. Experiment 2 used a withdrawal design to compare the effects of young adults with IDD speaking with fellow classmates with disabilities vs. peers without disabilities. Participants in Experiment 2 demonstrated higher levels of conversational engagement when speaking with peers without disabilities in a natural manner. Social validity of the different peer-mediated interventions was overall high for all participant types as reported on questionnaires and exit interviews. We provide implications for practice and suggestions for future research related to peer-mediated interventions for young adults with IDD on college and university campuses.\u0000","PeriodicalId":47565,"journal":{"name":"Journal of Developmental and Physical Disabilities","volume":"72 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141508662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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