Research in Developmental Disabilities最新文献

{"title":"Mothers and fathers of children and adolescents with Down syndrome experience parenting stress differently: Analysis on associated factors","authors":"Elisa Fucà ,&nbsp;Floriana Costanzo ,&nbsp;Luciana Ursumando ,&nbsp;Stefano Vicari","doi":"10.1016/j.ridd.2025.104979","DOIUrl":"10.1016/j.ridd.2025.104979","url":null,"abstract":"<div><h3>Background</h3><div>Caregivers of children and adolescents with intellectual disability, including Down syndrome (DS), experience higher levels of parental stress in comparison with caregivers of typically developing youths. However, existing research primarily focuses on maternal stress, with limited exploration of potential differences between mothers and fathers and the factors associated with their parental stress experience.</div></div><div><h3>Aims</h3><div>The current study had two aims: (i) to explore whether there are differences in parental stress levels between fathers and mothers of school-aged children with DS; (ii) to explore possible differences between mothers and fathers in the patterns of association between parenting stress reports and the child's clinical features.</div></div><div><h3>Methods and procedures</h3><div>This retrospective chart review involved a group of 79 couple of parents of children and adolescents with DS that underwent a neuropsychological evaluation, whereas parents completed parent-report measures. The clinical examination included the evaluation of child’s cognitive and linguistic abilities and parent-report measures to investigate parenting stress by the Parenting Stress Index - Short Form (PSI), and child’s behavioural and adaptive functioning.</div></div><div><h3>Outcomes and results</h3><div>Mothers exhibited higher levels of parenting stress, particularly for the Parenting Distress and Difficult Child subscales of the PSI. Moreover, only paternal, but not maternal parenting stress, was associated with child’s IQ. Conversely, the levels of maternal, but not paternal parenting stress were associated with child’s adaptive functioning. Differential patterns of association between parenting stress also emerged for child’s emotional and behavioural issues. Finally, we found that only maternal stress was associated with linguistic abilities. The regression model revealed that maternal parenting stress levels were significantly predicted by child’s adaptive skills, whereas paternal parenting stress levels were significantly predicted by child’s maladaptive behaviours.</div></div><div><h3>Conclusions and implications</h3><div>Mothers and fathers of children with DS experience parenting stress differently. Recognizing these differences between parents, treatment providers, especially those who provide parent-training or parent-mediated interventions, can tailor their approach as needed.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"160 ","pages":"Article 104979"},"PeriodicalIF":2.9,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143644399","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":"Family well-being in families with children and young people with Wolf-Hirschhorn Syndrome","authors":"Cristina Bel-Fenellós ,&nbsp;Chantal Biencinto-López ,&nbsp;Cristina Orio-Aparicio ,&nbsp;Xana da Silva-Mori ,&nbsp;Jair Antonio Tenorio-Castaño ,&nbsp;Pablo Lapunzina ,&nbsp;Julián Nevado","doi":"10.1016/j.ridd.2025.104974","DOIUrl":"10.1016/j.ridd.2025.104974","url":null,"abstract":"<div><h3>Background</h3><div>Wolf-Hirschhorn Syndrome (WHS) is a rare genetic disorder characterized by intellectual and physical disabilities. Families with a child affected by WHS face unique challenges that impact their quality of life. Understanding Family Quality of Life (FQoL) is crucial to developing effective support strategies.</div></div><div><h3>Aim</h3><div>The aim of this study was to evaluate FQoL in Spanish families with children diagnosed with WHS and to explore its relationship with sociodemographic factors and clinical characteristics, such as the size of genetic deletion.</div></div><div><h3>Methods</h3><div>A descriptive, exploratory study was conducted with 34 parents of children with WHS, representing 50 % of the registered WHS families in Spain. The Family Quality of Life Survey (BCFQOL, 2003) was used to evaluate both satisfaction as importance regarding the five key dimensions of FQoL: emotional well-being, support and resources, family interaction, parental role, and physical/material well-being.</div></div><div><h3>Results</h3><div>Families reported a higher importance than satisfaction in all dimensions of the FQoL. Family interaction received the highest satisfaction score (<em>M</em> = 4.09), while emotional well-being was the most affected (<em>M</em> = 3.02). No significant correlations were found between FQoL and genetic or sociodemographic variables. Only 27 % of the families expressed overall satisfaction with their FQoL, with stress relief and time availability being major concerns.</div></div><div><h3>Conclusions</h3><div>Emotional well-being is the most affected dimension in families with WHS children. There is a need for tailored support programs focusing on emotional and stress relief interventions. Strengthening family interactions and external support systems is crucial for improving FQoL.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"160 ","pages":"Article 104974"},"PeriodicalIF":2.9,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143644397","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 effect of Smart-Glove exchange-based system vs. PECS® on communication initiation in minimally verbal toddlers with autism spectrum disorder","authors":"Gat Savaldi-Harussi ,&nbsp;Igal Amster ,&nbsp;Orit Stolar ,&nbsp;Esther Ben-Itzchak","doi":"10.1016/j.ridd.2025.104964","DOIUrl":"10.1016/j.ridd.2025.104964","url":null,"abstract":"<div><div>Children with autistic spectrum disorders (ASD) show low engagement and priority of video over other activities. The Smart-Glove system is an augmentative and alternative communication tool combining video visual scene display (VVSD) with a picture exchange-based approach. This study compares the effectiveness of integrating Smart-Glove during PECS® phase 1 instructional strategy to teach independent initiation in minimally verbal toddlers with ASD. Four participants who failed to master PECS® Phase 1 over eight months at a specialized daycare were included. An alternating treatment design evaluated the relative effectiveness of Smart-Glove (VVSD and cards) versus cards only during PECS Phase 1 instruction. Percentages of independent request initiations, reaction times (RT) and social validity inventories were measured. Participants demonstrated improved independent initiations in both intervention sessions, with instances of 90 %-100 % successful independent exchanges. However, during Smart-Glove sessions, significantly higher average independent initiation, a faster learning linear trend and reduced RT reductions over time were achieved. Social validity inventories indicated satisfaction with the Smart-Glove system. Use of the Smart-Glove system improved independent request initiations, accelerated learning and increased reaction speed among minimally verbal toddlers with ASD, suggesting that integrating VVSD into PECS may be a motivational and effective instructional strategy for this subgroup.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"160 ","pages":"Article 104964"},"PeriodicalIF":2.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143644396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigation of the relationship between dual-task performance and functionality and psychosocial features in children with Duchenne Muscular Dystrophy: A controlled study","authors":"Büşra Kayabınar ,&nbsp;Numan Bulut ,&nbsp;İpek Alemdaroğlu-Gürbüz ,&nbsp;Öznur Yılmaz","doi":"10.1016/j.ridd.2025.104973","DOIUrl":"10.1016/j.ridd.2025.104973","url":null,"abstract":"<div><h3>Aims</h3><div>The aim of this study is to investigate the variations in dual-task performance between children with Duchenne Muscular Dystrophy (DMD) and their typically developed peers. Simultaneously, we explored the impact of psychosocial features and functional parameters on dual-task performance in children with DMD.</div></div><div><h3>Methods and procedures</h3><div>A total of 45 children with DMD and 49 typically developed peers were included in the study. After recording the demographic information of the children, the motor-motor and cognitive-motor dual-task performances of all children were assessed by adding motor (carrying a half-filled bottle of water in both hands) and cognitive tasks (mental practice and memory) to the 10 Meter Walk Test (10MWT). Then Brooke Lower Extremity Functional Classification (BLEFC), 6-Minute Walk Test (6MWT), North Star Ambulatory Assessment (NSAA), Gait Assessment Scale for Duchenne Muscular Dystrophy (DMD-GAS), Four Square Step Test (FSST), Modified Mini-Mental State Examination (MMSE), Pediatric Quality of Life Inventory (PedsQL)-Neuromuscular Module, and Pediatric Fear of Falling Questionnaire (Ped-FOF) were assessed for motor performance, ambulation levels, walking abilities, balance, cognitive levels, quality of life, and fear of falling, respectively.</div></div><div><h3>Results</h3><div>In our study, a significant difference was found between the dual-task performances of children with DMD and their typically developed peers, with typically developed children performing better in motor-motor, cognitive motor/mental, and cognitive motor/memory tasks (p &lt; 0.001). Relationships were identified between the dual-task performances of DMD children and the 6MWT (r: −0.715; −0.651; −0.641; respectively), NSAA (r: −0.669; −0.434; −0.451; respectively) DMD-GAS (r: −0.626; −0.409; −0.424; respectively), FSST (r: 0.747; 0.534; 0.503; respectively), PedsQL-Neuromuscular Module (parent report) (r: −0.432; −0.340; −0.357; respectively), and Ped-FOF (r: 0.512; 0.449; 0.436; respectively), (p &lt; 0.05).</div></div><div><h3>Conclusions and implications</h3><div>Our study indicated that dual-task performance in children with DMD is lower than that of their peers, and it is related to the children's motor skills, ambulation levels, and psychosocial features. These findings suggest that incorporating assessments and approaches for dual-task performance into rehabilitation programs aimed at preserving or improving motor functions, ambulation levels, and quality of life may be important for a holistic approach to managing the disease.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"160 ","pages":"Article 104973"},"PeriodicalIF":2.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143644398","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":"Correlations between maternal disability and child deaths: An application of the Penalized Maximum Likelihood Logistic Estimation","authors":"Nkechi S. Owoo","doi":"10.1016/j.ridd.2025.104972","DOIUrl":"10.1016/j.ridd.2025.104972","url":null,"abstract":"<div><h3>Background</h3><div>Children of disabled mothers can face risks of developmental interruptions. In the extreme, maternal disability may be associated with child deaths, a prospect never before explored in Ghana.</div></div><div><h3>Aims</h3><div>To explore robust correlations between maternal disability and child deaths.</div></div><div><h3>Methods and procedures</h3><div>Using the publicly-available 10 % random sample of the 2021 Ghana Population and Housing Census, a Penalized Maximum Likelihood Logistic Estimation technique is used to estimate correlations between disability conditions of mothers and child deaths. The set of disability conditions includes functional limitations experienced by mothers, at varying degrees of severity. Robustness checks use alternative empirical specifications.</div></div><div><h3>Outcomes and results</h3><div>Findings suggest, consistently, that the presence of maternal disability is associated with greater odds of child deaths. The nature of disability matters, with sight and severe selfcare limitations among mothers associated with higher odds.</div></div><div><h3>Conclusions and implications</h3><div>Findings are advocative of greater parental support for disabled mothers, as well as interventions to ensure the health and safety of children. While speculations of causal pathways are discussed, further research is needed to ascertain these channels.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"160 ","pages":"Article 104972"},"PeriodicalIF":2.9,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143637341","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":"Longitudinal perspective on nonverbal intelligence development in young children with developmental language disorder","authors":"Florence Renaud ,&nbsp;Karine Jauvin ,&nbsp;Marie-Julie Béliveau","doi":"10.1016/j.ridd.2025.104963","DOIUrl":"10.1016/j.ridd.2025.104963","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Nonverbal intelligence has been linked to language impairments and adaptational outcomes in clinical populations. However, the development of nonverbal intelligence in conjunction with language difficulties is still poorly understood.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Aims&lt;/h3&gt;&lt;div&gt;This study aims to characterize the progression of nonverbal intelligence in young children with Developmental Language Disorder (DLD).&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods and Procedures&lt;/h3&gt;&lt;div&gt;This study collected data from medical records of children seen in a child psychiatric clinic. The sample consisted of 71 children diagnosed with DLD who had completed two Wechsler scale assessments. The first assessment took place at the mean age of 4:11 years, and the second at the mean age of 8:2 years.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Outcomes and Results&lt;/h3&gt;&lt;div&gt;Three groups were formed according to the evolution of nonverbal intelligence: decrease (n = 22), increase (n = 21), and stability (n = 28). Multivariate analyses of covariance indicated that initial verbal and nonverbal intellectual skills, multilingualism, and age distinguished these three groups and effects were medium to large. Children in the increasing path are significantly younger and have significantly lower initial verbal and nonverbal intellectual skills.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusions and Implications&lt;/h3&gt;&lt;div&gt;Evolution of nonverbal development in children with DLD seems highly variable. More studies are needed, but very young children with DLD may not be able to demonstrate their full intellectual potential in standardized Weschler assessments. It would be advisable to continue to follow the evolution of their abilities with caution to personalize interventions.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;What this paper adds&lt;/h3&gt;&lt;div&gt;Developmental Language Disorder (DLD) is a diagnosis directly related to expressive and receptive language difficulties. Therefore, assessment and intervention are focused on verbal and language ability. Children with DLD also seem to have nonverbal cognitive weaknesses, but the understanding of nonverbal development in this population is limited. Among school-aged children, a great deal of variation in nonverbal abilities according to age is observed, possibly linked to the type of assessment used. Nonverbal intelligence has been related to functional outcomes in children, adolescents, and adults with DLD, thus warranting further investigation. This paper explores different nonverbal intelligence developmental evolutions of children from diverse ethnic groups, ensuring representation from large urban areas, and the clinical factors related to those trajectories. Three developmental profiles were differentiated: increase (29.6 %), stability (39.4 %), and decrease (31 %), which were distinguished by initial verbal and nonverbal intelligence as well as age. Having weaker verbal and nonverbal intelligence and being younger were associated with increasing nonverbal intelligence between the two time poi","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"160 ","pages":"Article 104963"},"PeriodicalIF":2.9,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143637340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Dice Trails Test: A modified Trail Making Test for children and adults with Down Syndrome","authors":"Katja Sandkühler ,&nbsp;Elisabeth Wlasich ,&nbsp;Hannah Stadler ,&nbsp;Armelle Müller ,&nbsp;Lena Heiß ,&nbsp;Olivia Wagemann ,&nbsp;Georg Nübling ,&nbsp;Thomas Schenk ,&nbsp;Adrian Danek ,&nbsp;Johannes Levin ,&nbsp;Sandra V. Loosli","doi":"10.1016/j.ridd.2025.104965","DOIUrl":"10.1016/j.ridd.2025.104965","url":null,"abstract":"<div><h3>Background</h3><div>Psychometrically sound instruments to assess cognitive flexibility in people with Down Syndrome (DS) are lacking. The Trail Making Test (TMT) is well-established but requires reading letters and numerals, limiting its applicability for people with DS.</div></div><div><h3>Aims</h3><div>To evaluate the psychometric properties and developmental sensitivity of a newly developed TMT adaptation without letters and numerals – the Dice Trails Test (DTT).</div></div><div><h3>Methods</h3><div>The DTT was administered to 39 children (8–14 years, 46 % female) and 57 adults (18–57 years, 47 % female) with DS. We evaluated feasibility (proportion of participants completing the task), distributional properties, construct validity, developmental sensitivity, and split-half reliability. Nineteen individuals were reassessed for test-retest reliability. Individuals with DS were compared to typically developing (TD) groups matched on chronological and mental age.</div></div><div><h3>Results</h3><div>The DTT showed adequate feasibility (≥ 80 %) for individuals with DS and mild intellectual disability (ID), no relevant floor effects, acceptable construct validity, developmental sensitivity, good split-half reliability, and preliminary evidence for good test-retest reliability in DS. DTT performance differed between DS and TD individuals matched on chronological age, but not when matched on mental age.</div></div><div><h3>Conclusions</h3><div>Although limited in applicability for individuals with DS and moderate ID, the DTT shows potential as a direct measure of cognitive flexibility in DS across a broad age range.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"160 ","pages":"Article 104965"},"PeriodicalIF":2.9,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143637342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive healthcare for people with intellectual disabilities: The impact of labelling and biomedical causal beliefs","authors":"Laurie LUCASSEN,&nbsp;Romina RINALDI,&nbsp;Elise BATSELE","doi":"10.1016/j.ridd.2025.104969","DOIUrl":"10.1016/j.ridd.2025.104969","url":null,"abstract":"<div><h3>Background</h3><div>People with intellectual disabilities often face inequalities in healthcare, including a lack of sensitivity on the part of healthcare professionals who are less able to identify and recognise these people’s health needs despite the desire to make healthcare accessible.</div></div><div><h3>Aims</h3><div>This study examined the links between variables related to intellectual disability literacy and variables related to stigma which may be related to healthcare professionals’ sensitivity to the health needs of people with intellectual disabilities.</div></div><div><h3>Method and procedure</h3><div>An online cross-sectional survey was conducted with 163 healthcare professionals. Participants were randomly assigned to one of the following vignettes, with two presentation conditions (labelled or unlabelled) and two gender conditions (male or female), and the participants were asked to complete an intellectual disability literacy scale (IDLS, <span><span>Scior &amp; Furnham, 2011</span></span>).</div></div><div><h3>Results</h3><div>Only 31 % of healthcare professionals in the unlabelled condition recognise a neurodevelopmental disorder. Furthermore, the label predicts an attribution of biomedical causal beliefs and fewer environmental causal beliefs than the unlabelled condition. Moreover, the belief in a biomedical cause predicts a reduction in social distance. Finally, gender and label seem to affect social distance.</div></div><div><h3>Conclusions and implications</h3><div>Healthcare professionals are not sufficiently aware of intellectual disability (i.e., recognition of symptoms, causes of the disorder). These findings seem all the more important given that our results indicate that attributing a biomedical cause to a person’s situation helps reduce social distance, which is an essential element in caring for people. It therefore seems essential to promote practices aimed at improving access to inclusive healthcare.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"160 ","pages":"Article 104969"},"PeriodicalIF":2.9,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143637339","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":"Attributional patterns toward students with and without learning disabilities: Artificial intelligence models vs. trainee teachers","authors":"Inbar Levkovich ,&nbsp;Eyal Rabin ,&nbsp;Rania Hussein Farraj ,&nbsp;Zohar Elyoseph","doi":"10.1016/j.ridd.2025.104970","DOIUrl":"10.1016/j.ridd.2025.104970","url":null,"abstract":"<div><div>This study explored differences in the attributional patterns of four advanced artificial intelligence (AI) Large Language Models (LLMs): ChatGPT3.5, ChatGPT4, Claude, and Gemini) by focusing on feedback, frustration, sympathy, and expectations of future failure among students with and without learning disabilities (LD). These findings were compared with responses from a sample of Australian and Chinese trainee teachers, comprising individuals nearing qualification with varied demographic and educational backgrounds. Eight vignettes depicting students with varying abilities and efforts were evaluated by the LLMs ten times each, resulting in 320 evaluations, with trainee teachers providing comparable ratings. For LD students, the LLMs exhibited lower frustration and higher sympathy than trainee teachers, while for non-LD students, LLMs similarly showed lower frustration, with ChatGPT3.5 aligning closely with Chinese teachers and ChatGPT4 demonstrating more sympathy than both teacher groups. Notably, LLMs expressed lower expectations of future academic failure for both LD and non-LD students compared to trainee teachers. Regarding feedback, the findings reflect ratings of the qualitative nature of feedback LLMs and teachers would provide, rather than actual feedback text. The LLMs, particularly ChatGPT3.5 and Gemini, were rated as providing more negative feedback than trainee teachers, while ChatGPT4 provided more positive ratings for both LD and non-LD students, aligning with Chinese teachers in some cases. These findings suggest that LLMs may promote a positive and inclusive outlook for LD students by exhibiting lower judgmental tendencies and higher optimism. However, their tendency to rate feedback more negatively than trainee teachers highlights the need to recalibrate AI tools to better align with cultural and emotional nuances.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"160 ","pages":"Article 104970"},"PeriodicalIF":2.9,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The robustness of speech-like vocalization in typically developing infants and infants with autism","authors":"D. Kimbrough Oller ,&nbsp;Edina R. Bene ,&nbsp;Hyunjoo Yoo ,&nbsp;Pumpki Lei Su ,&nbsp;Helen Long ,&nbsp;Cheryl Klaiman ,&nbsp;Stormi L. Pulver ,&nbsp;Moira L. Pileggi ,&nbsp;Natalie Brane ,&nbsp;Gordon Ramsay","doi":"10.1016/j.ridd.2025.104949","DOIUrl":"10.1016/j.ridd.2025.104949","url":null,"abstract":"<div><h3>Background</h3><div>Human infants produce speech-like vocalizations (“volubility”) at very high rates, 4-5 per minute during waking hours across the first year, far exceeding rates of our ape relatives.</div></div><div><h3>Aims</h3><div>We document volubility in 127 typically developing (TD) infants, 44 with autism (ASD), and 21 with non-autism developmental delay (DD) through longitudinal recordings and human coding.</div></div><div><h3>Methods and Procedures</h3><div>Families of 302 infants (110 not yet diagnosed or with other diagnoses) supplied 8.6 all-day recordings across the first year. Trained coders analyzed 21 randomly-selected 5-minute segments per recording, counting speech-like vocalizations, cries, and laughter.</div></div><div><h3>Outcomes and Results</h3><div>Infants in all groups (including those with other diagnoses or not yet diagnosed) showed volubility of 4-5 per minute for the first year, but boys showed higher volubility than girls in the TD, ASD, and DD groups. While volubility was relatively stable across the first year for both boy and girl TD infants, volubility fell in both ASD and DD boys, while being more stable for girls.</div></div><div><h3>Conclusions and Implications</h3><div>Strong similarities in volubility were seen across all groups, but male infants diagnosed with ASD or DD showed falling volubility across the first year, a pattern not seen in TD infants.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"159 ","pages":"Article 104949"},"PeriodicalIF":2.9,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143621437","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}