Research in Developmental Disabilities最新文献

{"title":"Superior motor competence in children with ADHD is associated with optimized neurocognitive development of inhibitory control processing: An ERP study","authors":"Ting-Yu Chueh ,&nbsp;Yu-Jung Tsai ,&nbsp;Jia-Hao Wu ,&nbsp;Chiung-Ling Chu ,&nbsp;Chien-Ting Wu ,&nbsp;Tsung-Min Hung","doi":"10.1016/j.ridd.2025.104993","DOIUrl":"10.1016/j.ridd.2025.104993","url":null,"abstract":"<div><h3>Background</h3><div>Neurocognitive deficits, especially inhibitory control processing, are common developmental challenges in children with attention-deficit/hyperactivity disorder (ADHD). Although previous studies have suggested that greater motor competence (MC) is associated with better inhibitory control on both behavioral and neuroelectric levels in children with ADHD, some limitations exist.</div></div><div><h3>Aims</h3><div>To examine whether higher MC is associated with improved neurocognitive development in children with ADHD, as indexed by behavioral and neuroelectric indices of inhibitory control in a well-designed study.</div></div><div><h3>Methods</h3><div>Sixty children with ADHD were divided into high MC (<em>n</em> = 30) and low MC (<em>n</em> = 30) groups, based on the median total composite scores from the Bruininks-Oseretsky Test of Motor Proficiency. Forty-four typically developing (TD) children were recruited as the healthy control. The Stroop task was administered to assess inhibitory control while electroencephalography was recorded to derive P3 component.</div></div><div><h3>Results</h3><div>The TD children group demonstrated higher accuracy rate (AR), shorter reaction time (RT), and greater P3 amplitude relative to the Low MC ADHD group (<em>p</em>s = .02). However, the TD children group had higher AR compared to the High MC ADHD group, with no significant differences in RT (<em>p</em> = .927) and P3 amplitude (<em>p</em> = .796). Further, the High MC ADHD group demonstrated shorter RT (<em>p</em> = .019) and greater P3 amplitude (<em>p</em> = .041) regardless of congruency compared to the Low MC ADHD group while accounting for intelligence quotient and aerobic fitness.</div></div><div><h3>Conclusions</h3><div>Superior MC in children with ADHD is associated with favorable neurocognitive development, as evidenced not only by the association of MC with enhanced inhibitory control performance and increased P3 amplitude but also by that such neurocognitive performance is comparable to those of TD children. These findings suggest that enhanced MC plays a role in mitigating typical neurocognitive deficits associated with inhibitory control processing in children with ADHD.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"162 ","pages":"Article 104993"},"PeriodicalIF":2.9,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143833425","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":"Translation and validation of the multidimensional scale of perceived discrimination (MSPD) among Chinese caregivers of children with congenital disorders","authors":"Yi Zhou ,&nbsp;Long Yang ,&nbsp;Junqun Fang ,&nbsp;Xue Lei ,&nbsp;Dan Luo","doi":"10.1016/j.ridd.2025.105006","DOIUrl":"10.1016/j.ridd.2025.105006","url":null,"abstract":"<div><h3>Aims</h3><div>The original English version of the Multidimensional Scale of Perceived Discrimination (MSPD) was translated and cross-culturally adapted into a Chinese version (MSPD-C).</div></div><div><h3>Methods</h3><div>Psychometric testing was conducted among 194 caregivers of children with congenital disorders. Internal consistency was tested by calculating Cronbach's α. Test-retest reliability was calculated among 30 participants selected randomly to complete the questionnaire again in 2 weeks. Factor structure was tested with Confirmatory Factor Analysis (CFA), and concurrent validity was examined by investigating the correlations of the MSPD-C with caregiver burden and anxiety.</div></div><div><h3>Results</h3><div>The Cronbach's α coefficient for MSPD-C is 0.979, and the test-retest reliability values is 0.905. CFA supported the four-factor model with the best goodness-of-fit indices (χ²/df = 2.022, RMSEA = 0.073, SRMR = 0.035, CFI = 0.938, TLI = 0.928). The concurrent validity of the MSPD-C was further supported by its significant positive correlations with caregiver burden (<em>r</em> = 0.384, <em>P</em> &lt; 0.01) and anxiety (<em>r</em> = 0.296, <em>P</em> &lt; 0.01). The average MSPD score of the total sample was 2.21 ± 0.90, which was higher in caregivers of children with structural malformations than those with nonstructural malformations. The group discrimination scores were higher than the individual discrimination scores, and the subtle discrimination scores were higher than the blatant discrimination scores.</div></div><div><h3>Conclusions</h3><div>The MSPD-C demonstrates robust reliability and validity and could be used as an effective tool to measure perceived discrimination among caregivers of children with congenital disorders. Further application and validation with other populations and in other countries are recommended.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"162 ","pages":"Article 105006"},"PeriodicalIF":2.9,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143823743","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":"Emotion socialization practices in non-biological parents of children with FASD","authors":"Carson Kautz-Turnbull,&nbsp;Madeline Rockhold,&nbsp;Emily Speybroeck,&nbsp;Julianne Myers,&nbsp;Zhi Li,&nbsp;Christie L.M. Petrenko","doi":"10.1016/j.ridd.2025.105011","DOIUrl":"10.1016/j.ridd.2025.105011","url":null,"abstract":"<div><h3>Background</h3><div>Fetal alcohol spectrum disorders (FASD) represent highly prevalent neurodevelopmental and physical differences associated with prenatal alcohol exposure. People with FASD have difficulty with emotion regulation and are often living with non-biological parents. Caregiver emotion socialization practices have been robustly associated with child emotion regulation development in other populations. Yet no research to date has examined the impact of caregiver factors such as age, relationship to child, and trauma on emotion socialization practices in children with FASD. This research is especially important in non-biological parents given complex parenting challenges they may face.</div></div><div><h3>Methods</h3><div>Eighty-seven children with FASD aged 4–12 and their primary caregivers (all non-biological parents) completed interview, observation, and caregiver-report measures of emotion socialization, caregiver emotion experience, and child emotion regulation and behavior. Emotion socialization included emotion coaching (approaching and encouraging emotion) and emotion dismissing (minimizing and discouraging emotion). Correlational and path analyses were used to understand relationships among caregiver factors and study variables.</div></div><div><h3>Results</h3><div>Correlations indicated greater emotion coaching was associated with greater emotion dismissing (<em>p</em> = .009). Older caregivers reported less emotion coaching (<em>p</em> &lt; .001), while caregivers with greater adverse childhood experiences reported greater frequency of child disruptive behavior (<em>p</em> = .01).</div></div><div><h3>Conclusion</h3><div>Emotion coaching was associated was positively associated with emotion dismissing, suggesting caregivers use a combination of both. Results suggest age and childhood trauma may be important factors in caregiver emotion socialization practices, while caregiver type was less important in this sample. This emphasizes the challenges faced by non-biological parents of children with FASD.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"162 ","pages":"Article 105011"},"PeriodicalIF":2.9,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143821494","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":"Can the Stroop Test be useful in differentiating specific learning disorder from attention deficit hyperactivity disorder in medication-free children?","authors":"Hasan Ali Güler ,&nbsp;Furkan Uğur Dündar ,&nbsp;Merve Kuz Keleş ,&nbsp;Mustafa Esad Tezcan","doi":"10.1016/j.ridd.2025.105021","DOIUrl":"10.1016/j.ridd.2025.105021","url":null,"abstract":"<div><h3>Introduction</h3><div>Specific learning disorder (SLD) is a significant comorbidity in children with attention deficit hyperactivity disorder (ADHD). Identifying SLD in patients with ADHD is crucial because individualized educational interventions are the primary treatment for SLD. This study aimed to evaluate the utility of the Stroop Test (ST) in differentiating SLD from ADHD.</div></div><div><h3>Methods</h3><div>A total of 79 patients (42 with ADHD and 37 with ADHD and SLD) participated in the study. ST performance metrics (completion time, errors, and corrections) were collected by a child and adolescent psychiatrist. Additionally, parents completed the Turgay Diagnostic and Statistical Manual of Mental Disorders ADHD Rating Scale to assess the severity of ADHD symptoms.</div></div><div><h3>Results</h3><div>The ADHD+SLD group exhibited longer completion times across all sections of the ST. Errors in the third, fourth, and fifth sections were significantly higher in the ADHD+SLD group. After adjusting for age, gender, and ADHD symptom severity, the completion time in the fifth section remained significant. Receiver operating characteristic (ROC) analysis identified cut-off scores for the fifth section’s completion time (42 seconds; sensitivity: 0.62, specificity: 0.66) and errors (1 error; sensitivity: 0.64, specificity: 0.61). Moreover, errors in the fifth section predicted being in the ADHD+SLD group (<em>p</em> = .006, odds ratio <em>[OR]</em> = 1.527).</div></div><div><h3>Conclusion</h3><div>The findings suggest that the ST may be a valuable tool for diagnosing SLD in patients with ADHD. In particular, the completion time and errors in the fifth section of the ST may serve as useful tools in supporting the diagnostic process.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 105021"},"PeriodicalIF":2.9,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820632","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":"Artificial intelligence-supported occupational therapy program on handwriting skills in children at risk for developmental coordination disorder: Randomized controlled trial","authors":"Ozan Demirci ,&nbsp;Guleser Guney Yilmaz ,&nbsp;Barkın Köse","doi":"10.1016/j.ridd.2025.105009","DOIUrl":"10.1016/j.ridd.2025.105009","url":null,"abstract":"<div><h3>Aim</h3><div>This study investigates the impact of an AI-supported occupational therapy program, developed using the Model of Human Occupation (MOHO), on handwriting skills in children at risk for Developmental Coordination Disorder (DCD).</div></div><div><h3>Method</h3><div>A randomized controlled trial was conducted with 42 children aged 8–12 years, identified as being at risk for DCD using the Developmental Coordination Disorder Questionnaire (DCDQ). Participants were randomized into an intervention group (n = 21) and a control group (n = 21). The intervention group received an AI-supported occupational therapy program twice weekly for 8 weeks. Handwriting performance was assessed pre- and post-intervention using the Minnesota Handwriting Assessment (MHA).</div></div><div><h3>Results</h3><div>Significant improvements were observed in the intervention group across all MHA subdomains, including writing speed, alignment, size, spacing, shape, and legibility (p &lt; 0.001). The most pronounced improvements were in shape (d=2.279), alignment (d=1.893), and the total score (d=2.291). In contrast, the control group showed minimal changes, with significant improvement observed only in alignment (p = 0.006; d=0.311). Between-group comparisons demonstrated superior performance in the intervention group across all subdomains (p &lt; 0.05).</div></div><div><h3>Conclusion</h3><div>This study highlights the transformative potential of AI-supported occupational therapy programs in addressing the multifaceted challenges of handwriting rehabilitation in children at risk for DCD.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 105009"},"PeriodicalIF":2.9,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143817779","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":"Quality of life of children with cochlear implants in Saudi Arabia","authors":"Faisl M. Alqraini","doi":"10.1016/j.ridd.2025.105007","DOIUrl":"10.1016/j.ridd.2025.105007","url":null,"abstract":"<div><h3>Background</h3><div>This study evaluated cochlear implants’ (CI) influence on various dimensions of children’s quality of life (QoL) in Saudi Arabia, with a particular focus on communication abilities, general functioning, social integration, independence, and educational outcomes.</div></div><div><h3>Methods</h3><div>A cross-sectional survey design was employed, and 155 parents of children aged 1–5 years who had undergone cochlear implantation were recruited. Data were collected using the validated Children with Cochlear Implants: Parental Perspectives (CCIPP) questionnaire and analyzed using a combination of descriptive and inferential statistical methods, including multiple regression and correlation analyses.</div></div><div><h3>Results</h3><div>The findings revealed a substantial enhancement in communication skills, environmental awareness, and emotional well-being in children with CIs. However, despite these improvements, challenges remain in areas such as broader social integration, educational support, and promotion of independence. While some parents perceived the implantation process to be financially and emotionally burdensome, the long-term benefits were deemed to outweigh these initial difficulties.</div></div><div><h3>Implications</h3><div>This study underscores CIs’ pivotal role of CIs in improving the QoL of Saudi deaf or hard-hearing children. The findings highlight the necessity of developing integrated support systems that encompass the medical, educational, and social domains. These insights have substantial potential to inform policy decisions and enhance the provision of multidisciplinary services for children with CIs. From a practical perspective, these findings highlight the need for coordinated efforts among health care professionals, educators, and policymakers to establish robust and accessible support frameworks, thereby facilitating improved developmental, educational, and social outcomes for children with CIs and their families.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 105007"},"PeriodicalIF":2.9,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143817718","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":"Quality of higher education and self-determination for Deaf and hard-of-hearing students in Saudi Arabia","authors":"Aseel S. Alsuhaibani,&nbsp;Sarah M. Albuzaid","doi":"10.1016/j.ridd.2025.105008","DOIUrl":"10.1016/j.ridd.2025.105008","url":null,"abstract":"<div><h3>Background</h3><div>The United Nations Convention on the Rights of Persons with Disabilities and Saudi Arabia's Persons with Disabilities Rights Law guarantee the rights of individuals with disabilities to receive high-quality education. Therefore, Saudi Arabian higher education institutions have implemented programs specifically designed for Deaf and Hard-of-Hearing (DHH) students. According to the Quality Assurance Agency for Higher Education (2023), quality in higher education supports students in achieving positive learning and career outcomes. One form of support is the enhancement of self-determination skills, despite evidence of self-determination's role in facilitating success in higher education, research on deaf education has not explored this construct extensively.</div></div><div><h3>Aim</h3><div>This study explored the role of self-determination in enhancing the quality of higher education for DHH students according to the program’s staff’ perspectives. Furthermore, this study examines the opportunities provided to practice self-determination skills.</div></div><div><h3>Methods</h3><div>A qualitative approach was employed, involving semi-structured interviews with seven staff from six higher education institutes in Saudi Arabia.</div></div><div><h3>Results</h3><div>Inductive thematic analysis of the interview data revealed three key themes. First, interpreter scarcity hinders Deaf students' major selection, affecting their academic quality. Second, Deaf Role Models influence Deaf students' self-determination, thus affecting their academic quality. Finally, self-regulation was the least supported component of self-determination due to higher education institutes policies and support services.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 105008"},"PeriodicalIF":2.9,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143817780","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":"Misophonia in autism: A systematic review of prevalence, clinical features, and comorbidities","authors":"Ali Fahad Aldakhil ,&nbsp;Riyaz Ahamed Shaik","doi":"10.1016/j.ridd.2025.105005","DOIUrl":"10.1016/j.ridd.2025.105005","url":null,"abstract":"<div><h3>Background</h3><div>Misophonia, characterized by intense emotional reactions to specific sounds, is increasingly studied in autism spectrum disorder (ASD) and related mental health conditions such as obsessive-compulsive disorder (OCD), anxiety, and depression. Autistic individuals often have sensory sensitivities, which may predispose them to misophonia. However, the relationship between misophonia, sensory sensitivities, and psychiatric comorbidities in autism remains underexplored.</div></div><div><h3>Aims</h3><div>This systematic review examines the prevalence, clinical characteristics, comorbidities, and treatment outcomes of misophonia in autistic individuals and related conditions. It also explores the neurobiological links between misophonia and sensory sensitivities and their impact on quality of life, aiming to inform diagnostic and intervention strategies.</div></div><div><h3>Methods</h3><div>A systematic search was conducted across seven databases following PRISMA guidelines. Studies assessing misophonia in autism, using established diagnostic criteria, were included. The risk of bias was evaluated using ROBINS-I, AXIS, Venice criteria, and JBI tools.</div></div><div><h3>Results</h3><div>Fourteen studies (<em>n</em> = 89,889 participants) met inclusion criteria. Misophonia prevalence in autism ranged from 12.8 % to 35.5 %, with 79 % of autistic individuals with misophonia also experiencing psychiatric comorbidities such as anxiety, OCD, and depression. Clinical characteristics included intense emotional reactions to specific sound triggers (e.g., eating, breathing) and significant disruptions in daily functioning. Sensory sensitivities were reported in 21.4 % of cases, highlighting the overlap between misophonia and broader sensory processing challenges in autism. There were only two intervention studies: one demonstrating the efficacy of risperidone in reducing misophonia severity, and another suggesting cognitive-behavioral therapy (CBT) and tinnitus retraining therapy (TRT) as potential management strategies. Quality assessment revealed varying levels of bias, particularly in observational studies, which often lacked robust randomization and blinding.</div></div><div><h3>Conclusion</h3><div>Misophonia is prevalent in autism and frequently co-occurs with psychiatric conditions and sensory hypersensitivities. Standardized diagnostic tools and tailored interventions are needed to improve clinical outcomes. Future research should explore longitudinal trajectories, genetic and environmental influences, and effective management strategies to address the complex interplay between misophonia, sensory sensitivities, and autism.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 105005"},"PeriodicalIF":2.9,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143799410","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":"Parental stress, quality of life, and behavioral alterations in children with dyslexia","authors":"Miguel López-Zamora ,&nbsp;Nadia Porcar-Gozalbo ,&nbsp;Isabel López-Chicheri ,&nbsp;Alejandro Cano-Villagrasa","doi":"10.1016/j.ridd.2025.105002","DOIUrl":"10.1016/j.ridd.2025.105002","url":null,"abstract":"<div><h3>Introduction</h3><div>Dyslexia is a learning disorder that, in addition to affecting reading skills, has a significant impact on emotional, social, and family well-being. Despite advances in understanding the disorder, its influence on parental stress and children's quality of life remains an underexplored area.</div></div><div><h3>Objective</h3><div>The aim of this study was to analyze differences in parental stress, quality of life, and behavioral profiles between children with dyslexia and those with typical development, as well as to assess possible relationships between these factors.</div></div><div><h3>Method</h3><div>A total of 100 children (50 diagnosed with dyslexia and 50 with typical development), aged between 8 and 10 years, participated in the study along with their caregivers. Variables were measured using the PSI-SF (parental stress), Kiddo-KINDL (quality of life), and BASC-3 (behavior) instruments, complemented by descriptive statistical analyses, t-tests, and a mediation model.</div></div><div><h3>Results</h3><div>Caregivers of children with dyslexia exhibited significantly higher levels of stress (<em>p</em> &lt; .001) across all evaluated dimensions, with pronounced effects in the subscales of emotional distress and perceived difficulties in the child. Children with dyslexia showed reduced quality of life, particularly in areas such as self-esteem and social relationships, with statistically significant differences (<em>p</em> &lt; .001). Additionally, they exhibited more behavioral problems, especially in aggression and anxiety. However, mediation analyses did not identify problematic behaviors as direct mediators between dyslexia diagnosis and parental stress.</div></div><div><h3>Conclusions</h3><div>The findings highlight how dyslexia affects both children and their families, exerting a multidimensional impact. This study underscores the importance of continued research into the interactions between emotional, social, and family factors to optimize support for this population.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 105002"},"PeriodicalIF":2.9,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792230","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":"Gut microbiome differences in children with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder and effects of probiotic supplementation: A randomized controlled trial","authors":"Nil Novau-Ferré ,&nbsp;Christopher Papandreou ,&nbsp;Meritxell Rojo-Marticella ,&nbsp;Josefa Canals-Sans ,&nbsp;Mònica Bulló","doi":"10.1016/j.ridd.2025.105003","DOIUrl":"10.1016/j.ridd.2025.105003","url":null,"abstract":"<div><h3>Background</h3><div>Emerging evidence suggests a significant role of gut microbiota on neurodevelopmental disorders, including Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).</div></div><div><h3>Aims</h3><div>Our study aimed to compare gut microbiota composition between these disorders and evaluate the effect of probiotic supplementation.</div></div><div><h3>Methods</h3><div>We conducted a 12-week randomized, double-blind, placebo-controlled trial with 80 children aged 5–14 years (39 with ADHD, 41 with ASD). Baseline and post-intervention fecal samples were analyzed using 16S rRNA gene sequencing to identify changes in gut microbiota composition.</div></div><div><h3>Results</h3><div>We identified 22 taxa differentiating ADHD and ASD (AUC = 0.939), characterised by increased presence of Clostridia, Ruminococcaceae, and Lachnospiraceae in ADHD, and Bacteroides, Bacilli and Actinobacteria in ASD. These differences remained after accounting for potential confounders. ASD children receiving probiotics had significant increases in Chao 1, Fisher's alpha, and Shannon indices whereas no significant differences in α and β-diversity were found in ADHD. In ADHD, bacteria with potential adverse effects were under-represented. In ASD, the abundance of Eggerthellaceae, and other taxa associated with gastrointestinal problems and anxiety was decreased.</div></div><div><h3>Conclusion</h3><div>Variations in gut microbiota may influence responses in ADHD and ASD. Probiotic supplementation favorably altered gut microbiota composition, offering insights for future therapeutic strategies targeting the microbiome in neurodevelopmental disorders.</div></div><div><h3>What this paper adds</h3><div>Recent research underscores the role of gut microbiota in ADHD and ASD, indicating that diet can significantly influence microbiota composition and potentially manage these neurodevelopmental disorders. This study reveals distinct differences in gut microbiota composition between children with ADHD and ASD and demonstrates that probiotic supplementation can modulate specific microbial genera in each disorder. These findings pave the way for the development of innovative microbiome-targeted therapies, offering a new avenue for the treatment of neurodevelopmental disorders. Understanding this relationship is crucial for designing future interventions.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 105003"},"PeriodicalIF":2.9,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143767948","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}