Research in Developmental Disabilities最新文献

{"title":"Better at home or in residential care? Victimization of people with intellectual disabilities at the hands of caregivers","authors":"Marta Codina ,&nbsp;Diego A. Díaz-Faes ,&nbsp;Noemí Pereda","doi":"10.1016/j.ridd.2024.104689","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104689","url":null,"abstract":"<div><h3>Background</h3><p>People with intellectual disabilities often need assistance of some kind in their everyday life. Support needs can increase the risk of their victimization at the hands of professional and family caregivers. This paper explores the differences in caregiver victimization between participants living in residential care settings and those who are not.</p></div><div><h3>Method</h3><p>A sample of 260 adults (59.2 % men) with an intellectual disability diagnosis were assessed using an adaptation of the Juvenile Victimization Questionnaire comparing prevalence, sum and variety scores.</p></div><div><h3>Results</h3><p>More than half of the sample (59.2 %) experienced some form of caregiver victimization throughout their lifetime, with physical abuse, verbal abuse, and neglect being the most frequently reported forms. Participants in residential care settings experienced significantly more caregiver victimization incidents and a broader range of victimization forms than their counterparts outside residential care. Significant differences were found based on the individuals' place of residence and gender. Details are provided on the last victimization incident, the perpetrator, the psychological and physical consequences of the victimization, and the reporting rates.</p></div><div><h3>Conclusions</h3><p>This study outlines high rates of lifetime caregiver victimization, with those who live in residential care settings at particular risk. Further research is needed to gain a deeper understanding of the nuances of caregiver victimization and to prevent abuse in caregiving contexts.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000210/pdfft?md5=747241f1001602b5ed97c2bbc13d3693&pid=1-s2.0-S0891422224000210-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139675750","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":"Atypical sensory processing in adolescents with Attention Deficit Hyperactivity Disorder: A comparative study","authors":"Rosa Angela Fabio ,&nbsp;Caterina Orsino ,&nbsp;Flavia Lecciso ,&nbsp;Annalisa Levante ,&nbsp;Rossella Suriano","doi":"10.1016/j.ridd.2024.104674","DOIUrl":"10.1016/j.ridd.2024.104674","url":null,"abstract":"<div><p>Atypical sensory processing is common in Attention Deficit Hyperactivity Disorder (ADHD). Despite growing evidence that ADHD symptoms persist into adolescence, the sensory processing of individuals with ADHD in this age group is limited. The aim of this study was to assess differences in self-reported sensory experiences between adolescents with and without ADHD. One hundred thirty-eight Italian adolescents aged between 14 and 18 years (M=16.20; SD= ± 1.90) participated in the study. Sixty-nine participants with ADHD were matched by gender, age, and IQ to 69 typically developing individuals. The sensory processing of all participants was assessed using the Adolescent Sensory Profile (ASP) on the components: low registration, sensation seeking, sensory sensitivity, and sensation avoiding. Moreover, the modalities of ASP were measured: movement, vision, touch, activity level, hearing, and taste/smell. Results show that the ADHD group consistently displayed higher scores across all four components of the sensory profile compared to the control group. The subjects with ADHD also reported higher scores than the control group in all the modalities of ASP. These results confirming the presence of atypical sensory processing in adolescents with ADHD were discussed considering the Cumulative and Emergent Automatic Deficit model (CEAD).</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000064/pdfft?md5=17242336bb1f9910de30feb074c45be2&pid=1-s2.0-S0891422224000064-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139666309","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":"“It’s a learning curve throughout your entire life”: Experiences and impact of FASD in adolescence explored in online photovoice research","authors":"Miranda Eodanable ,&nbsp;Sinead Rhodes ,&nbsp;Katie Cebula","doi":"10.1016/j.ridd.2024.104676","DOIUrl":"10.1016/j.ridd.2024.104676","url":null,"abstract":"<div><h3>Background</h3><p>Research into the lived experience and disability of Fetal Alcohol Spectrum Disorder (FASD) is sparse in adolescence, despite its relevance to supports and life outcomes.</p></div><div><h3>Aims</h3><p>The study explored adolescents’ lived experiences of FASD and access to support across home, school, and community.</p></div><div><h3>Methods and Procedures</h3><p>An online photovoice study was undertaken with eight young people (age 12–19, in education), integrating an Interpretative Phenomenological Analysis (IPA) approach. The research process comprised two individual interviews, group training, individual photo-taking, and group sessions for photo analysis/ dissemination.</p></div><div><h3>Outcomes and Results</h3><p>Participant-led analysis of their photos identified how activities at home and in the community had functions of relaxation, sensory gratification, and enabled concentration. Researcher-led analysis found that young people identified with the disability of FASD through experiences at home and school. While they acknowledged the value of support and relationships, education was not always an inclusive experience.</p></div><div><h3>Conclusions and Implications</h3><p>Participatory online research allowed insight into the impact of FASD as a disability and underlines a consistent need for support in adolescence and the transition into adulthood. Young people with FASD require explicit support to develop their advocacy skills to improve educational outcomes.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000088/pdfft?md5=77b2014c7b355bb6aefa8644b5976d51&pid=1-s2.0-S0891422224000088-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139647863","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":"Parental quality of life, child adjustment and adult attachment in parents of children and adolescents with Autism Spectrum Disorder","authors":"Alessandro Musetti ,&nbsp;Andrea Zagaria ,&nbsp;Mattia Pezzi ,&nbsp;Chiara Fante ,&nbsp;Barbara Dioni ,&nbsp;Cinzia Raffin ,&nbsp;Tommaso Manari ,&nbsp;Vittorio Lenzo ,&nbsp;Raffaele De Luca Picione","doi":"10.1016/j.ridd.2024.104684","DOIUrl":"10.1016/j.ridd.2024.104684","url":null,"abstract":"<div><h3>Background</h3><p><span>Parents of children and adolescents with Autism Spectrum Disorder<span> (ASD) may experience a lower quality of life (QoL) than parents of </span></span>offspring with typical development. However, factors associated with parental QoL are not yet fully understood.</p></div><div><h3>Aims</h3><p>This study aimed to investigate the relationships between parental QoL, child adjustment and adult attachment among parents of children and adolescents with ASD.</p></div><div><h3>Methods and procedures</h3><p>One hundred and eighty-eight parents of children and adolescents diagnosed with ASD completed a group of self-report questionnaires on sociodemographic variables, QoL (i.e., overall QoL and ASD symptoms-related parental QoL), child adjustment (i.e., offspring’s total problems and prosocial behaviors) and adult attachment.</p></div><div><h3>Outcomes and results</h3><p>Structural equation modeling<span> revealed that the overall parental QoL was negatively related to children's total problems and positively associated with prosocial behaviors, as well as with higher levels of secure attachment and lower levels of fearful attachment styles. Additionally, ASD symptoms-related parental QoL was negatively associated with the offspring’s total problems.</span></p></div><div><h3>Conclusions and implications</h3><p>This suggests that child characteristics may interact with parental characteristics to either enhance or compromise the QoL of parents of children and adolescents with ASD. Implications of these findings for promoting parental QoL are discussed.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139571934","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":"Rules generalization in children with dyslexia","authors":"Roberta Bettoni ,&nbsp;Valentina Riva ,&nbsp;Massimo Molteni ,&nbsp;Viola Macchi Cassia ,&nbsp;Hermann Bulf ,&nbsp;Chiara Cantiani","doi":"10.1016/j.ridd.2024.104673","DOIUrl":"10.1016/j.ridd.2024.104673","url":null,"abstract":"<div><h3>Background</h3><p>Rule learning (RL) is the ability to extract and generalize higher-order repetition-based structures. Children with Developmental Dyslexia (DD) often report difficulties in learning complex regularities in sequential stimuli, which might be due to the complexity of the rule to be learned. Learning high-order repetition-based rules represents a building block for the development of language skills.</p></div><div><h3>Aims</h3><p>This study investigates the ability to extract and generalize simple, repetition-based visual rules (e.g., ABA) in 8–11-year-old children without (TD) and with a diagnosis of Development Dyslexia (DD) and its relationship with language and reading skills.</p></div><div><h3>Method</h3><p>Using a forced-choice paradigm, children were first exposed to a visual sequence containing a repetition-based rule (e.g., ABA) and were then asked to recognize familiar and novel rules generated by new visual elements. Standardized language and reading tests were also administered to both groups.</p></div><div><h3>Results</h3><p>The accuracy in recognizing rules was above chance for both groups, even though DD children were less accurate than TD children, suggesting a less efficient RL mechanism in the DD group. Moreover, visual RL was positively correlated with both language and reading skills.</p></div><div><h3>Conclusion</h3><p>These results further confirm the crucial role of RL in the acquisition of linguistic skills and mastering reading abilities.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139571993","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":"Navigation abilities and spatial anxiety in individuals with and without Developmental Coordination Disorder (DCD/Dyspraxia)","authors":"Judith Gentle ,&nbsp;Afreen Shakur ,&nbsp;Mirela Ivanova ,&nbsp;Katie Gilligan-Lee","doi":"10.1016/j.ridd.2024.104672","DOIUrl":"10.1016/j.ridd.2024.104672","url":null,"abstract":"<div><h3>Background</h3><p>Navigation skills are essential for independent living as they allow us to explore our environment; find our way to new locations, refine pathways to familiar locations and retrace our route home. Alongside motor coordination difficulties, there is evidence that individuals with Developmental Coordination Disorder (DCD/Dyspraxia) experience spatial processing difficulties, which are known to negatively affect navigation abilities. However, although self-reports indicate that adults with DCD have difficulties with sense of direction and navigation, no known studies have measured navigation abilities and strategies in adults with DCD. Furthermore, given evidence that individuals with DCD report higher levels of anxiety, we will additionally investigate associations between anxiety and navigation in this group.</p></div><div><h3>Aims</h3><p>This study compares navigation abilities, navigation strategies and spatial anxiety in adults with and without DCD.</p></div><div><h3>Methods</h3><p>Participants include 226 Adults aged 18–55 years, across two groups 1) DCD (N = 138, 111 F:25 M; 2:Other) 2); Typically Developing (N = 88, 77 F: 11 M). In this cross-sectional study, participants completed a series of tasks on the online Qualtrics platform. This included the Adult Developmental Coordination Disorder Checklist, the State-Trait Anxiety Inventory, the Wayfinding Anxiety Measure, the Wayfinding Questionnaire, the Wayfinding Strategy Questionnaire, and a navigation task.</p></div><div><h3>Results</h3><p>Our analysis shows that 1) compared to those with typical development, individuals with DCD have similar navigation performance but lower navigation and orientation scores, and distance estimation scores. 2) Movement co-ordination difficulties were only a significant predictor of landmark recognition and egocentric path route knowledge, and played no role for other aspects of navigation performance. 3) For wayfinding strategy use the DCD group used orientation strategies significantly less often than those with typical development, however there was no group difference in the use of route strategies. 4) The DCD group had significantly higher spatial anxiety scores across navigation, manipulation and imagery spatial sub-domains, even after controlling for general anxiety. 5) Spatial navigation anxiety was a significant predictor of navigational skill for all three wayfinding measures (navigation &amp; orientation, distance estimation and spatial anxiety).</p></div><div><h3>Conclusions</h3><p>The findings establish benchmarks of navigational skills in DCD and highlight spatial anxiety and route strategies as factors that may inhibit navigation success and could help specify suitable intervention targets.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000040/pdfft?md5=e158e6d12f629f3eb985dfebbabdbacc&pid=1-s2.0-S0891422224000040-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139551687","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":"Print and digital reading habits and comprehension in children with and without special education needs","authors":"Cristina Vargas ,&nbsp;Lidia Altamura ,&nbsp;Mari Carmen Blanco-Gandía ,&nbsp;Laura Gil ,&nbsp;Amelia Mañá ,&nbsp;Sandra Montagud ,&nbsp;Ladislao Salmerón","doi":"10.1016/j.ridd.2024.104675","DOIUrl":"10.1016/j.ridd.2024.104675","url":null,"abstract":"<div><h3>Background</h3><p>Text comprehension is a major obstacle for many Primary school students with special education needs (SEN). Reading episodes bring students opportunities to be exposed to new vocabulary and knowledge, potentially boosting their development of text comprehension skills.</p></div><div><h3>Aims</h3><p>Our study seeks to understand how reading frequency (leisure and academic) and reading medium (print and digital) contribute to the development of text comprehension during Primary school in students with and without SEN.</p></div><div><h3>Methods and procedures</h3><p>We tested 2289 Spanish students from fourth to sixth grade, from which 212 had an official decision of SEN. Students self-reported their reading frequency (as a measure of their reading habits) and completed a standardized text comprehension test. We employed multiple regression models with a robust maximum likelihood estimator to test associations between reading frequency and comprehension.</p></div><div><h3>Outcomes and results</h3><p>Students’ comprehension was positively associated with their leisure print reading habits, and negatively associated with their frequency of academic digital reading. Those associations were independent of SEN status.</p></div><div><h3>Conclusions and implications</h3><p>Results highlight the importance of promoting leisure reading in print to all students, regardless of SEN status. In addition, caution is advised when encouraging Primary school children to use digital texts when the emphasis is on comprehending texts for acquiring knowledge.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000076/pdfft?md5=4989c0a845c41d0c88d022aba7df3bba&pid=1-s2.0-S0891422224000076-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139547347","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":"Developmental, sensory and behavioral outcomes among infants and toddlers with prenatal alcohol exposure","authors":"Misty Pruner ,&nbsp;Tracy Jirikowic ,&nbsp;Carolyn Baylor ,&nbsp;Susan J. Astley Hemingway","doi":"10.1016/j.ridd.2024.104671","DOIUrl":"10.1016/j.ridd.2024.104671","url":null,"abstract":"<div><h3>Background</h3><p>Prenatal alcohol exposure (PAE) can disrupt children’s neurodevelopment and exert lasting influences on overall child well-being and family functioning. A comprehensive exploration of developmental outcomes in infants/toddlers with PAE seen for a diagnosis on the fetal alcohol spectrum can inform early identification and intervention.</p></div><div><h3>Aims</h3><p>To describe the prevalence and patterns of neurodevelopment, sensory processing, and emotional and behavioral functioning in a clinical sample of infants/toddlers with PAE.</p></div><div><h3>Methods</h3><p>In this retrospective analysis, clinical data from 125 infants/toddlers with PAE, aged 2–42 months, assessed at the University of Washington Fetal Alcohol Syndrome Diagnostic and Prevention Network clinic were analyzed.</p></div><div><h3>Results</h3><p>Seventy-four to 87% of infants/toddlers demonstrated delayed development in one or more domains of the Bayley Scales of Infant and Toddler Development (n = 125). Adverse developmental outcomes were significantly correlated with PAE and/or postnatal risk factors. All 93 infants/toddlers with a complete Infant/Toddler Sensory Profile obtained definite difference scores in at least one quadrant/section. Over half of infant/toddlers with a completed Child Behavior Checklist/1½− 5 had total problem scores in the borderline or clinical range.</p></div><div><h3>Conclusions</h3><p>Findings suggest that several domains of child functioning may be vulnerable to the teratogenic impact of PAE, and that these delays are evident in the first years of life. Early screening, ongoing monitoring and comprehensive assessment is needed to facilitate earlier identification and guide clinical intervention.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139543514","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":"Motor difficulties from childhood to midlife: A 40-year cohort study","authors":"Ilkka Järvinen ,&nbsp;Jyrki Launes ,&nbsp;Jari Lipsanen ,&nbsp;Eliisa Lehto ,&nbsp;Nella Schiavone ,&nbsp;Maarit Virta ,&nbsp;Ritva Vanninen ,&nbsp;Annamari Tuulio-Henriksson ,&nbsp;Laura Hokkanen","doi":"10.1016/j.ridd.2024.104670","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104670","url":null,"abstract":"<div><h3>Background</h3><p>There are few studies of the persistence of childhood motor difficulties (MD) into adulthood.</p></div><div><h3>Aims</h3><p>To investigate the association of childhood MD with motor skills and body mass index (BMI) in midlife.</p></div><div><h3>Methods and procedures</h3><p>We studied 324 adults aged 40 from a cohort born in 1971–1974. At age 9, they had undergone the Test of Motor Impairment, used to classify them into groups: childhood MD (cMD), borderline cMD (bcMD), or no cMD. At age 40, participants comprised 23 with cMD, 47 with bcMD, and 254 with no cMD. Participants completed motor tests of balance, manual dexterity, and visuomotor speed, followed by recording of their BMI.</p></div><div><h3>Outcomes and results</h3><p>At age 40, the cMD group performed worse than the no-cMD group on all motor tests (<em>p</em> &lt; .001–.008). The bcMD group had slower visuomotor speed than the no-cMD group (<em>p</em> = .025). The groups differed in BMI (<em>p</em> = .002). Having cMD was associated with obesity in midlife (<em>p</em> &lt; .001). After adjusting for sex, childhood socioeconomic status, and BMI at age 9, both cMD and bcMD were associated with obesity in midlife (<em>p</em> = .015).</p></div><div><h3>Conclusions and implications</h3><p>Childhood MD are associated with poor motor skills, overweight, and obesity in midlife. This emphasises the importance of early intervention and follow-up when a child exhibits MD.</p></div><div><h3>What this paper adds</h3><p>This prospective longitudinal study presents novel evidence that individuals with a history of comprehensively and objectively assessed childhood motor difficulties (MD) have worse motor skills and a higher risk of obesity in midlife than do those with no childhood MD. There is a growing literature on adults with developmental coordination disorder or a history of MD. There is, however, a scarcity of longitudinal studies of childhood MD that continue beyond early adulthood, into midlife. In a systematic search, we could identify only one longitudinal study of objectively measured childhood MD with a reassessment of motor skills in those same participants in adulthood, and no study with a reassessment after age 20. Furthermore, longitudinal studies of the association of comprehensively and objectively assessed childhood MD with BMI in midlife have been lacking.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000027/pdfft?md5=ba827c00aba0aaaf75fc129053dcceca&pid=1-s2.0-S0891422224000027-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139487392","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":"A systematic review on the use of technology to enhance the academic achievements of children with attention deficit hyperactivity disorder in language learning","authors":"Georgia Andreou,&nbsp;Ariadni Argatzopoulou","doi":"10.1016/j.ridd.2023.104666","DOIUrl":"https://doi.org/10.1016/j.ridd.2023.104666","url":null,"abstract":"<div><p><span>This review investigates the use of technology for children and adolescents with Attention Deficit Hyperactivity Disorder and their academic achievements in language learning, as well as their attitudes towards technology use. The goal is to integrate this information in order to learn how technology is provided to this population regarding first and second language learning, and also how effective and appropriate its use is and how it is perceived by stakeholders in the learning process. A </span>systematic review was conducted, and after the final screening process, 15 studies were analysed, the majority of which were about first language learning (n = 11). Most studies found that technology use has a positive impact on students’ language skills and that students tend to find it more motivating and engaging. While these technologies seem to be promising tools for improving skills, further studies must be conducted, especially in the field of second language learning.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139488095","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}