Research in Developmental Disabilities最新文献

{"title":"Brazilian version of the DABS: Adaptation process and validity evidence based on the internal structure","authors":"Sílvia Cristina Marceliano Hallberg ,&nbsp;Adriana Schütz ,&nbsp;Euclides José de Mendonça Filho ,&nbsp;Marc J. Tassé ,&nbsp;Denise Ruschel Bandeira","doi":"10.1016/j.ridd.2025.105041","DOIUrl":"10.1016/j.ridd.2025.105041","url":null,"abstract":"<div><div>The Diagnostic Adaptive Behavior Scale (DABS) is an American standardized instrument that provides reliable and valid information to determine whether an individual has significant limitations in adaptive behavior. This study aimed to develop a transculturally adapted version of the DABS for Brazil (DABS-B) and examine the validity evidence based on the internal structure of this adaptation. The adaptation involved translation of the items, consolidation of the translation by a committee, validation of the preliminary translation by a committee, adjustments by the research group, pilot testing, post-test adjustments, and a final version test. The DABS-B was administered to 422 respondents aged between 20 and 73 years (<em>M</em>=40.41; <em>SD</em>=8.12) who provided information about the adaptive behavior of 477 Brazilians aged between 4 and 21 years (<em>M</em>=10.31; <em>SD</em>=4.35). The participants included clinical and non-clinical groups. Data analysis was conducted using Item Response Theory (IRT). Results provided strong evidence of unidimensionality within each DABS-B domain, suggesting that the construct is well-defined and consistent across both domains and age groups. Good adjustments indicated that the adaptation of the measure was well executed.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"163 ","pages":"Article 105041"},"PeriodicalIF":2.9,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144154473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of loneliness on appetite hormone dysregulation and cognitive dysfunction among adolescents with ADHD","authors":"Li-Chi Chen ,&nbsp;Ju-Wei Hsu ,&nbsp;Ya-Mei Bai ,&nbsp;Shih-Jen Tsai ,&nbsp;Mu-Hong Chen","doi":"10.1016/j.ridd.2025.105046","DOIUrl":"10.1016/j.ridd.2025.105046","url":null,"abstract":"<div><h3>Background</h3><div>The prevalence of loneliness is high among adolescents with ADHD. ADHD is associated with deficits in cognitive function and appetite hormone dysregulation. However, the complex association between ADHD, loneliness, cognitive function and appetite hormones remains unknown.</div></div><div><h3>Methods</h3><div>We enrolled 51 adolescents with ADHD and 51 age- and sex-matched neurotypically developing (NTD) adolescents. We completed appetite hormone measurements (e.g., insulin, leptin, and ghrelin) and cognitive function assessments. Loneliness was classified into low (≤ 40) and moderate/high (&gt;40) levels on the basis of total scores on the UCLA Loneliness Scale.</div></div><div><h3>Results</h3><div>Adolescents with ADHD exhibited greater appetite hormone dysregulation, especially increased leptin levels, than the NTD adolescents did, regardless of loneliness level. The adolescents in the ADHD–moderate/high loneliness group had the poorest executive function (<em>p</em> = .018).</div></div><div><h3>Conclusion</h3><div>Our study was the first to clarify the potential role of loneliness in the cognitive dysfunction and appetite hormone dysregulation associated with ADHD. The co-condition of ADHD and loneliness was related to greater impairment in executive function. Increased levels of leptin were more specific to ADHD than loneliness. Further longitudinal follow-up studies are required to clarify the temporal associations between executive dysfunction, appetite hormone dysregulation, and loneliness among patients with ADHD. The treatment program targeted at loneliness may be developed for adolescents with ADHD, especially those who exhibited greater executive dysfunction.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"163 ","pages":"Article 105046"},"PeriodicalIF":2.9,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144154431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mothers and fathers’ perception of social-responsive behaviors of autistic individuals","authors":"Eleonora Paolizzi,&nbsp;Silvia Perzolli,&nbsp;Arianna Bentenuto","doi":"10.1016/j.ridd.2025.105045","DOIUrl":"10.1016/j.ridd.2025.105045","url":null,"abstract":"<div><h3>Background</h3><div>The interplay between behavioral differences presented by autistic males and females, and gender norms might influence caregivers’ behavior perceptions, contributing to the later identification of autistic females.</div></div><div><h3>Aim</h3><div>Our study aims to investigate differences in mothers' and fathers’ perceptions of children's behaviors typically associated with autism. Further, we aim to analyze parental perception of children's behaviors in relation to their offspring's sex.</div><div>Second, our objective is to examine differences in the perception of behaviors of males and females to better understand females’ phenotypes and potential reasons for their underdiagnosis</div></div><div><h3>Methods</h3><div>The sample consisted of 40 children and adolescents (<em>M</em> chronological age = 8.75 years, SD = 1.10, Range = 4–16.75), 20 males and 20 females, with their mothers and fathers. Parental perceptions are studied through the <em>Social Responsiveness Scale</em>, a quantitative report instrument that assesses autistic characteristics.</div></div><div><h3>Results</h3><div>Mothers and fathers reported similar profiles of their children. However, females presented better abilities in relation to Social Communication and fewer Mannerisms than males. However, clinicians’ observations scores related to the ADOS-2 did not show evidence of differences in behavioural characteristics typically associated with autism.</div></div><div><h3>Conclusions</h3><div>These mechanisms should be further explored as they might partly determine females’ later diagnosis. Children's age plays a significant role, as older individuals present more severe behaviors associated with autism in the dimensions previously mentioned and Social Motivation. Hence, a late diagnosis can exacerbate behavioral presentation of autism.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"163 ","pages":"Article 105045"},"PeriodicalIF":2.9,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Risk of divorce and likelihood of having additional children among families with children with spina bifida: A Swedish population-based longitudinal register study","authors":"R. Samu Mtutu ,&nbsp;Ann I. Alriksson-Schmidt ,&nbsp;Vibeke Müller ,&nbsp;Johan Jarl","doi":"10.1016/j.ridd.2025.105043","DOIUrl":"10.1016/j.ridd.2025.105043","url":null,"abstract":"<div><h3>Background</h3><div>To raise a child with disability might present challenges and affect the functioning of the family unit. In this study, the risk of divorce for parents of children with spina bifida and the probability of having additional children were analysed.</div></div><div><h3>Methods</h3><div>Longitudinal, matched case-control, data between 2004 and 2014 from multiple linked Swedish Population Registers were analysed using Cox proportional hazard models with interval censoring.</div></div><div><h3>Results</h3><div>The results showed a reduced risk of divorce among parents of children with spina bifida compared to parents of children who did not have spina bifida. Some indications of heterogeneous effects were noted; a stronger protective association was noted among parents who are married compared to cohabiting, have higher education, and where the mother is older at the birth of the child with spina bifida (34 + years). No association was found on having additional children after the birth of a child with spina bifida.</div></div><div><h3>Conclusion</h3><div>The results should be understood in the Swedish context, which is known for its comprehensive welfare system. Future research should investigate the mechanisms behind these results.</div></div><div><h3>What this paper adds?</h3><div>This study contributes to the field by utilizing population-based register data, which is rare for spina bifida research. Comparison to prior studies indicates that there is substantial heterogeneity across disabilities indicating that while some research can be conducted at the broad disability level, in certain contexts it might be inappropriate to study disability as a group or generalising the results from one disability to the next.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"163 ","pages":"Article 105043"},"PeriodicalIF":2.9,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Profiling clinical heterogeneity in Autism Spectrum Disorder at time of children’s diagnosis: A cluster analysis from the ELENA cohort","authors":"Harmony Némorin ,&nbsp;Cécile Michelon ,&nbsp;Hugo Peyre ,&nbsp;Maëva Monnier ,&nbsp;Marianne Périés ,&nbsp;Amaria Baghdadli","doi":"10.1016/j.ridd.2025.105040","DOIUrl":"10.1016/j.ridd.2025.105040","url":null,"abstract":"<div><h3>Background</h3><div>Autism Spectrum Disorder (ASD) encompass a heterogeneous group of neurodevelopmental conditions characterized by deficits in social communication and repetitive behaviors. The rising prevalence of ASD highlights the urgent need for effective diagnostic and intervention strategies. However, the significant clinical, cognitive and etiological heterogeneity within ASD populations poses substantial challenges to these efforts.</div></div><div><h3>Aims</h3><div>This study aimed to identify distinct ASD subtypes at time of diagnosis within the ELENA cohort by incorporating not only DSM-5 criteria but also measures of adaptive functioning and behavioral problems.</div></div><div><h3>Material and methods</h3><div>Data from 458 children and adolescents with ASD were analyzed using hierarchical agglomerative clustering. Variables included autistic symptoms, intellectual quotient, adaptive behavior and behavioral problems. Clusters were identified based on these parameters, and post-hoc analyses were conducted to assess statistically significant differences in sex and age among the four clusters using Chi-square test and Student's t-tests.</div></div><div><h3>Results</h3><div>Four distinct clusters were identified from the analysis: (1) High Autistic Symptom Severity with Lowest Behavioral Problems, (2) High Autistic Symptom Severity with High Behavioral Problems, (3) Low Autistic Symptom Severity with Highest Behavioral Problems and (4) Low Autistic Symptom Severity with low behavioral problems, while significant age differences were observed across clusters, no significant sex differences were found.</div></div><div><h3>Discussion</h3><div>These clusters exhibited significant variability in adaptive functioning and behavioral problems, suggesting that DSM-5 criteria alone do not fully capture the complexity of ASD. The findings underscore the importance of incorporating measures of adaptive functioning and behavioral problems into ASD assessments and interventions. Future research should aim to validate these clusters in larger and more diverse populations and explore the integration of genetic and neuroimaging data to further refine the characterization of ASD subtypes. Additionally, longitudinal studies are needed to assess the stability and clinical relevance of these subtypes over time.</div></div><div><h3>Trial registration number</h3><div>NCT02625116.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"163 ","pages":"Article 105040"},"PeriodicalIF":2.9,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144105245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and validation of a short form of the German Developmental Behaviour Checklist for Teachers (DBC-T)","authors":"Carmen L.A. Zurbriggen ,&nbsp;Friederike T. Hell ,&nbsp;Hans-Christoph Steinhausen ,&nbsp;Christoph M. Müller","doi":"10.1016/j.ridd.2025.105042","DOIUrl":"10.1016/j.ridd.2025.105042","url":null,"abstract":"<div><h3>Background</h3><div>Children and adolescents with an intellectual disability (ID) show increased rates of emotional and behavioural problems, presenting significant challenges for the afflicted individuals, their families, and their teachers. The teacher version of the Developmental Behaviour Checklist (DBC-T) is a reliable and valid questionnaire comprising 94 items that assess emotional and behavioural problems in children and adolescents with ID<em>.</em></div></div><div><h3>Aims</h3><div>The present study aimed to develop and validate a short form of the German DBC-T that retains the structure and the good psychometric properties of the full version, thereby allowing for the interpretation of the subscale scores.</div></div><div><h3>Methods and procedures</h3><div>Data were obtained from a longitudinal study involving 397 teacher staff members who reported on 1177 children and adolescents with ID at two time points during one school year (T1, T2). The full version of the DBC-T was shortened in a two-stage process based on data from T1. The reliability of the subscales of the short form and various aspects of construct validity were evaluated using data from T1 and T2.</div></div><div><h3>Results</h3><div>A short form of 35 items was developed. The factor structure was confirmed at both T1 and T2. The five subscales demonstrated good internal consistency. The findings indicated both discriminant and convergent validity in relation to adaptive behaviour, as well as known-group validity concerning gender and age.</div></div><div><h3>Conclusions</h3><div>The proposed short form complements the full version of the DBC-T and offers a time-efficient means of assessing multiple students simultaneously, as often required in school and research contexts.</div></div><div><h3>What this paper adds?</h3><div>This study develops and validates a short form of the German Developmental Behaviour Checklist (DBC-T) that assess emotional and behavioural problems in children and adolescents with intellectual disability. The proposed short form retains the subscale format of the DBC-T, allowing for interpretation of the subscale scores. The short form demonstrated good psychometric properties. As a reliable, valid and time-efficient instrument, the short version may supplement the full version.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"163 ","pages":"Article 105042"},"PeriodicalIF":2.9,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144099224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of studies on the association between physiological parameters and self-harm","authors":"Marlieke van Swieten ,&nbsp;Inge Nijman ,&nbsp;Peter de Looff ,&nbsp;Joanneke VanDerNagel ,&nbsp;Robert Didden","doi":"10.1016/j.ridd.2025.105010","DOIUrl":"10.1016/j.ridd.2025.105010","url":null,"abstract":"<div><h3>Background</h3><div>Self-harm is common in people with intellectual disabilities and is associated with multiple adverse consequences for the client engaging in self-harm, other clients and caregivers. Self-harm is related to emotional dysregulation according to both observational and self-report data. Measures of the autonomic nervous system might provide additional insight in this relationship.</div></div><div><h3>Methods</h3><div>The current systematic review systematically summarized a broad spectrum of studies on the association between self-harm and physiological parameters. The search identified 2400 articles, 46 were included.</div></div><div><h3>Results</h3><div>In most studies, which compared electrodermal activity and heart rate in people with and without self-harm, no clear indications for a relation between physiology and self-harm was found. Studies on heart rate variability showed indications for lower heart rate variability during recovery, which could imply emotion dysregulation, findings which were supported by results from imagery studies (heart rate and skin conductance). No consistent findings were found when self-harm was studied before, during or after actual occurrences of self-harm, although this was examined by very few studies.</div></div><div><h3>Conclusions</h3><div>Although wearable technology has improved, the majority of studies to date are lab-studies. Future research should focus on measuring physiology in daily life before, during and after self-harm, in people with intellectual disabilities, study different types and functions of self-harm separately, and test multimodal prediction models. This knowledge could improve the understanding, prevention and assessment of this debilitating behaviour.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"162 ","pages":"Article 105010"},"PeriodicalIF":2.9,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parents' experience with the management of sleep disorders in children with autism: A qualitative study","authors":"Feifei Shi ,&nbsp;Mei He ,&nbsp;Juan Li ,&nbsp;Xiaoping Wang ,&nbsp;Dongqing Zhang","doi":"10.1016/j.ridd.2025.105027","DOIUrl":"10.1016/j.ridd.2025.105027","url":null,"abstract":"<div><h3>Purpose</h3><div>Sleep disorders are a common co-occurring problem in children with autism, and parents are the main implementers in the process of their management. However, there is a paucity of research on parents' experiences of managing sleep disorders in children with autism, especially in Asian countries. The aim of this study is to explore the experiences of managing sleep disorders in children with autism in China from a parental perspective.</div></div><div><h3>Materials and methods</h3><div>We used a descriptive qualitative research method to conduct semi-structured interviews with 14 parents of children with both autism and sleep disorders. Data were analysed according to the Colaizzi descriptive analysis framework.</div></div><div><h3>Results</h3><div>Data analysis identified three macrothemes and eight subthemes: (1) sleep management dilemmas: lack of knowledge and skills in sleep disorder management, health professionals do not pay attention to sleep problems; (2) physical and psychological burdens: physical exhaustion, guilt, anxiety, helplessness; (3) different coping styles: positive coping, negative coping.</div></div><div><h3>Conclusions</h3><div>Parents encounter challenges in the management of sleep disorders in their children with autism and respond in different ways. Healthcare professionals should enhance their own professional training and take appropriate improvement measures in order to provide help and support to parents.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"162 ","pages":"Article 105027"},"PeriodicalIF":2.9,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of teachers’ iPad use on supporting functional abilities in children with special needs","authors":"Sigal Eden,&nbsp;Adina Shamir","doi":"10.1016/j.ridd.2025.105028","DOIUrl":"10.1016/j.ridd.2025.105028","url":null,"abstract":"<div><div>The integration of technology in education has progressed significantly, with iPads becoming a popular tool, particularly in classrooms for children with special needs. This study explores the impact of teachers' pedagogical iPad use on the functional abilities of children with mild-to-severe special needs, focusing on language, cognition, motor, emotional development, and life skills, as well as overall functioning. The study included 1137 participants: 139 teachers (<em>M age</em> = 41.77, <em>SD</em> = 9.78) and 998 children (<em>M age</em> = 9.28, <em>SD</em> = 4.46) with mild-to-severe disabilities. Participants were divided into two groups: (1) an experimental group where teachers used iPads in class (57 teachers; 465 children), and (2) a control group without iPads use (82 teachers; 533 children). Teachers completed six questionnaires at the beginning of the school year, before the experimental group received iPads (T1), and again after an iPad training course and six months of use (T2). Results showed that functional abilities improved significantly across all areas at T2, with greater gains in the experimental group, particularly in language, cognition, emotional, life skills, and general functioning. Multilevel modeling analyses indicated that the time-by-group interactions remained robust even after controlling for teachers' and children's background characteristics. Specific background factors—teachers' years of experience, teachers' iPad use, children's gender, and disability level—also contributed to variations in children's functional levels. The study highlights digital tools' role in bridging educational gaps and fostering equal opportunities for children with special needs.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"162 ","pages":"Article 105028"},"PeriodicalIF":2.9,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143904166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of self-directed learning based on video prompting in improving 27 daily living skills for adolescents with mild intellectual disability in China","authors":"Huan Li ,&nbsp;Shijie Yao ,&nbsp;Yueling Luo ,&nbsp;Congyun Guo ,&nbsp;Huimin Bian ,&nbsp;Jie Peng ,&nbsp;Yuke Wu ,&nbsp;Wenchai Chen","doi":"10.1016/j.ridd.2025.105030","DOIUrl":"10.1016/j.ridd.2025.105030","url":null,"abstract":"<div><h3>Background/aims</h3><div>Students with intellectual disability often face challenges in mastering daily living skills. Existing intervention strategies for these skills typically require support from instructors, which limits the autonomy and independence of these students. Consequently, this study aims to develop a self-directed learning approach based on video prompting to enhance the daily living skills of students with mild intellectual disability.</div></div><div><h3>Method</h3><div>The research employed a multiple probe across behaviors design to evaluate the effectiveness of this approach among three adolescents with mild intellectual disability in China, focusing on 27 daily living skills across three categories: cooking, cleaning, and household appliance usage. Additionally, six skills were randomly selected to assess the generalization effects of acquired skills to real-life scenarios.</div></div><div><h3>Results</h3><div>All three participants acquired 27 skills within 27 intervention sessions, achieving average task completion accuracy of 98 %, 94 %, and 96 % across three categories of skills. Participants also demonstrated improved self-correction accuracy during the self-directed learning process. Furthermore, they successfully generalized all selected skills to real-life family scenarios. These results support the high efficiency and effectiveness of the self-directed learning approach.</div></div><div><h3>Conclusions/implications</h3><div>These preliminary findings underscore the potential of self-directed learning in empowering individuals with mild intellectual disability toward greater independence and lifelong skill acquisition. Future research should explore the broader applicability of this learning approach.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"162 ","pages":"Article 105030"},"PeriodicalIF":2.9,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143898802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}