Research in Developmental Disabilities最新文献

{"title":"Disclosure of disability and workplace accommodations for employees with disabilities in Saudi Arabia","authors":"Khalid N. Alasim","doi":"10.1016/j.ridd.2025.105103","DOIUrl":"10.1016/j.ridd.2025.105103","url":null,"abstract":"<div><div>Whether employees with disabilities disclose their disability in the workplace significantly influences their success, job continuity, and ability to access the benefits provided by their employers significantly. This study explores the challenges and procedures associated with disability disclosure and providing workplace accommodations for employees with disabilities in Saudi Arabia. A qualitative research design was employed to achieve the study’s objective, using interviews with 20 employees with disabilities working in the governmental, semi-governmental, and private sectors. Three central themes emerged from the interviewees’ responses: (1) procedures for disclosing a disability in the workplace, (2) the challenges that employees with disabilities face in disclosing disability, and (3) workplace accommodations available to employees with disabilities. The study concludes that ongoing efforts are needed to improve disability disclosure procedures and raise awareness among employees with disabilities and their employers of the importance of disclosure.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105103"},"PeriodicalIF":2.6,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145026943","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":"Diagnosis identity perception of adolescents with ADHD and its relationship to social participation and quality of life","authors":"Noor Abu Raya-Ghanayem ,&nbsp;Adi Stern ,&nbsp;Liron Lamash","doi":"10.1016/j.ridd.2025.105102","DOIUrl":"10.1016/j.ridd.2025.105102","url":null,"abstract":"<div><h3>Purpose</h3><div>This study aimed to examine how adolescents with attention deficit hyperactivity disorder (ADHD) perceive their diagnosis identity and assess its relationships with ADHD symptom severity, social participation, and quality of life (QoL).</div></div><div><h3>Method</h3><div>This cross-sectional study included 75 adolescents aged 11–18 years (<em>M</em> = 15.24 years, <em>SD</em> = 1.83) diagnosed with ADHD. Participants completed an online survey, including the ADHD Self-Report Scale, an ADHD-adapted Illness Identity Questionnaire, Child and Adolescent Scale of Participation, Youth Engagement and Satisfaction in Social Life, and Pediatric Quality of Life Inventory. Data analysis included descriptive statistics, reliability analysis, ANOVA, and correlations.</div></div><div><h3>Results</h3><div>A repeated measures analysis of variance revealed that the adolescents reported significantly higher positive feelings than negative feelings regarding their ADHD, <em>F</em>(3, 222) =19.66, <em>p</em> &lt; 0.001, η² = 0.07. Pearson correlation analysis showed that a more positive ADHD identity perception was significantly correlated with lower ADHD symptom severity (<em>r</em> = -0.39, <em>p</em> &lt; 0.001) and higher social participation (<em>r</em> = 0.47<em>, p</em> &lt; 0.01), engagement (<em>r</em> = 0.48<em>, p</em> &lt; 0.001), and QoL (<em>r</em> = 0.56<em>, p</em> &lt; 0.01).</div></div><div><h3>Conclusion</h3><div>These findings highlight the associations between ADHD identity perceptions, social participation and engagement, and QoL in adolescents. Adolescents who report more positive ADHD identity perceptions also tend to report greater social involvement and QoL, and vice versa. Understanding these perceptions can help clinicians and educators support adolescents in developing a healthier and more positive self-identity.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105102"},"PeriodicalIF":2.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932908","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":"Evaluating the effectiveness of intelligent interaction technology in autism interventions: A meta-analysis based on trial assessment.","authors":"Quan Zhou, Dandan Li, Yanan Zhang, Qingqing Zhang, Yongyi Li, Chunyan Zhu, Kai Wang","doi":"10.1016/j.ridd.2025.105087","DOIUrl":"10.1016/j.ridd.2025.105087","url":null,"abstract":"<p><strong>Purpose: </strong>This research aims to conduct a systematic review of the literature on the utilization of intelligent interaction technologies, including Extended Reality (XR) and robotic systems, within the context of autism interventions.</p><p><strong>Method: </strong>This study commenced on June 16, 2022, and conducted a systematic search of publications from 2017 to 2024 using Boolean terms such as \"Virtual Reality\" AND \"autism\" AND \"RCT\" in PubMed, Web of Science, Cochrane Library, SpringerLink, and Embase. Two reviewers independently conducted research selection, data extraction, and quality assessment (using Cochrane Risk of Bias tool, RoB 2), and resolved differences through discussion. Statistical analysis was conducted in STATA using a random-effects model to calculate Standardized Mean Difference (SMD), supplemented by sensitivity analysis, funnel plot, and Egger's test to ensure robustness.</p><p><strong>Result: </strong>The meta-analysis included 13 studies involving 459 individuals with ASD from different regions (age range: 2-15 years, diagnosed using standardized instruments), including Europe, the Americas, Asia, and the Middle East, but without representatives from Africa. The results showed that intelligent interactive intervention demonstrated significant efficacy (SMD=0.66, 95 % CI: 0.27-1.05, p < 0.001). Subgroup analyses indicated that age and intervention targets influenced the effect size, with particularly pronounced positive impacts observed in preschool-aged children and cognitive interventions. Subgroup analysis of intervention measures showed that the XR group exhibited a more positive effect. In contrast, the robotic group, due to high heterogeneity and wide confidence intervals, did not lead to a conclusion that this intervention was effective overall. Additionally, sensitivity analysis, funnel plots, and Egger's test were conducted, demonstrating that the results are stable and no significant publication bias.</p><p><strong>Conclusion: </strong>In conclusion, the overall efficacy of intelligent interaction as an intervention is positive, showing benefits in social, cognitive, and behavioral aspects of ASD, particularly with XR (SMD=0.80, 95 % CI: 0.47-1.13). However, further research is required to ascertain the effects of robots. Furthermore, this study suggests intelligent interaction demonstrated larger effects for preschool-aged children(2-6 years; SMD=1.00, p = 0.007).</p>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"164 ","pages":"105087"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144818155","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":"Teachers’ evaluation of vocational curriculum for secondary students with intellectual disabilities: An exploratory analysis from Saudi Arabia","authors":"Hussain A. Almalky ,&nbsp;Shaykhah M. Alqahtani","doi":"10.1016/j.ridd.2025.105100","DOIUrl":"10.1016/j.ridd.2025.105100","url":null,"abstract":"<div><h3>Background</h3><div>Students with intellectual disabilities (ID) continue to face significant challenges in transitioning from school to employment. Vocational education plays a critical role in developing workforce skills and promoting independent living. Despite its importance, the effectiveness of vocational education for students with ID in Saudi Arabia has received limited empirical investigation. This study addresses this gap by evaluating the vocational curriculum through Tyler’s Curriculum Evaluation Theory and the Universal Design for Transition framework, aligning with Saudi Arabia’s Vision 2030.</div></div><div><h3>Aims</h3><div>This study examined special education teachers’ perceptions of the vocational curriculum’s appropriateness for secondary students with ID in Saudi Arabia. It also explored whether these perceptions differed based on teachers’ qualifications, area of specialization, years of experience, or institutional setting.</div></div><div><h3>Methods</h3><div>A structured quantitative survey measured four curriculum domains: presentation style, content relevance, learning activities, and assessment methods. Data from 84 special education teachers in Riyadh were analyzed using descriptive statistics and independent samples t-tests, with effect sizes (Cohen’s d) reported. Reliability was confirmed via Cronbach’s alpha, and content validity was established through expert review.</div></div><div><h3>Results</h3><div>Teachers generally rated the curriculum favorably, particularly regarding presentation style. In contrast, the learning activities domain received lower ratings, indicating limited use of experiential and individualized pedagogical methods. No statistically significant differences emerged across demographic variables, suggesting strong consensus among respondents.</div></div><div><h3>Conclusion</h3><div>These findings underscore the need to strengthen the learning activities domain to better support students’ development of functional skills and transition to employment. Curricular improvements should integrate practical, differentiated instructional strategies aligned with international standards. Such enhancements align with Vision 2030’s goals for inclusive, outcome-focused vocational education.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105100"},"PeriodicalIF":2.6,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892919","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":"Predicting literacy intervention responsiveness using semi-supervised machine learning","authors":"Amanda Swee-Ching Tan ,&nbsp;Farhan Ali ,&nbsp;Chiew Lim Lee ,&nbsp;Kenneth K. Poon","doi":"10.1016/j.ridd.2025.105090","DOIUrl":"10.1016/j.ridd.2025.105090","url":null,"abstract":"<div><h3>Background</h3><div>There is pervasive non-responsiveness to systematic phonics interventions which have furthermore tended to focus on near-transfer outcomes related to phonology. There is a need to predict intervention responsiveness related to far transfer outcomes such as literacy-relevant word reading and spelling. Furthermore, there is potential for the use of advanced machine learning to maximize predictive power.</div></div><div><h3>Aims</h3><div>This study aims to longitudinally predict systematic phonics intervention using machine learning models.</div></div><div><h3>Method</h3><div>The sample included children with special educational needs (M = 98.08 months, N = 838) who either received long-term intervention (average duration of 33.62 months) (labeled data) or only had baseline data without intervention (unlabeled data). We applied 12 semi-supervised learning models learned from the mix of labeled and unlabeled data to predict intervention responsiveness outcomes of word reading and spelling. Predictors were background information, domain-general cognitive abilities, and language-related achievement scores, with expanded predictors consisting of differences among these predictors.</div></div><div><h3>Results</h3><div>Amongst 12 models developed, Random Forest and Gaussian Naïve Bayes models achieved the highest F1 score of 0.7 in the test set, supported by the incorporation of unlabeled data and expanded predictors. The top predictors were related to verbal comprehension, visual memory, and verbal working memory.</div></div><div><h3>Conclusions</h3><div>We identified important predictors of intervention responsiveness and showed the promise of machine learning models with implications on the allocation of resources, mitigation of risk of failure, and tailoring of interventions.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105090"},"PeriodicalIF":2.6,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144880276","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":"Association between physical activity levels and physical fitness in people with intellectual disabilities: Controlling for sex, age, and disability level","authors":"Carmen Gutiérrez-Cruz ,&nbsp;Andrés Román-Espinaco ,&nbsp;Indya del-Cuerpo ,&nbsp;Amador García-Ramos","doi":"10.1016/j.ridd.2025.105089","DOIUrl":"10.1016/j.ridd.2025.105089","url":null,"abstract":"<div><h3>Background</h3><div>To evaluate associations between physical activity levels and specific components of physical fitness in adults with intellectual disabilities (ID).</div></div><div><h3>Method</h3><div>Sixty-two adults with mild to moderate ID (29 females) participated. Physical activity was measured using accelerometers, body composition with InBody-230, postural control through center of pressure displacement, and strength through a Functional Electromechanical Dynamometer.</div></div><div><h3>Results</h3><div>Moderate-to-vigorous physical activity (MVPA) was positively associated with maximal static strength (r = 0.425–0.550), dynamic strength-endurance (r = 0.310–0.421), and negatively with postural sway (r = -0.361 to −0.368). Light activity was also positively associated with lower-body dynamic strength-endurance (r = 0.292–0.429) and swing length (r = -0.277), while sedentary time was negatively associated with maximal static strength (r = -0.319 to −0.323), dynamic strength-endurance (r = -0.322 to −0.486), and positively with swing length (r = 0.283).</div></div><div><h3>Conclusions</h3><div>Promoting MVPA and reducing sedentary time may help support key components of physical fitness in people with ID.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105089"},"PeriodicalIF":2.6,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852426","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":"Barriers and facilitators of assistive technology use among adolescent students with learning disabilities: A mixed methods comparison of daily and less frequent users","authors":"Paige Vaccarella,&nbsp;Ella Goodman-Vincent,&nbsp;Hannah Cheng,&nbsp;Todd Cunningham","doi":"10.1016/j.ridd.2025.105088","DOIUrl":"10.1016/j.ridd.2025.105088","url":null,"abstract":"<div><div>This mixed methods study examined factors influencing assistive technology (AT) use among students with Learning Disabilities (LDs) in grades 7–10 (<em>N=</em>79) by comparing the perspectives of students who used AT daily (<em>n=</em>48) and less frequent users (<em>n=</em>31). Student perceptions were obtained using an online survey measuring potential individual characteristics that would influence AT use (AT and LD stigma, academic self-concept, perceived impact of AT) and environmental facilitators or barriers (AT teacher support). Chi-square tests revealed significant associations between AT use frequency and AT teacher support and the perceived impact of AT. Thematic analysis suggested that while both groups view AT as valuable, more frequent users reported higher academic self-concept and fewer barriers than less frequent users. Implications include implementing comprehensive AT educator training, establishing in-school AT support teams, and conducting annual student AT check-ins to ensure that AT effectively meets the student’s needs while identifying and rectifying barriers to AT use.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"165 ","pages":"Article 105088"},"PeriodicalIF":2.6,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852428","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":"Teachers’ obstacles and supports in distance learning education for students who are deaf and hard of hearing in the Kingdom of Saudi Arabia","authors":"Abdulaziz Abdullah Alqahtani","doi":"10.1016/j.ridd.2025.105086","DOIUrl":"10.1016/j.ridd.2025.105086","url":null,"abstract":"<div><h3>Background</h3><div>This study investigated teachers’ perceptions of the obstacles facing students who are deaf or hard of hearing (DHH) and the support they believe is needed to overcome these obstacles in the Kingdom of Saudi Arabia (KSA).</div></div><div><h3>Methods</h3><div>A cross-sectional survey design was employed, and sixty-eight teachers from all educational stages were surveyed. The survey focused on four areas: platforms, communication, teaching, training, and collaboration. Data were collected using the Saudi Arabian Teachers in Deaf Education (SSAT) questionnaire and analyzed using a combination of descriptive and inferential statistical methods, including factor analysis, an independent sample test, and a one-way ANOVA test.</div></div><div><h3>Results</h3><div>The findings indicated that most teachers of DHH students reported all four areas as barriers in distance learning. Also indicated that teachers have a great need for support, assistance and training in all areas related to distance learning education, namely technical support, professional development and collaboration. Additionally, a higher level of obstacles in distance learning education was reported among teachers who use a single method of communication with students (sign language or spoken language) compared to those who use multiple methods (total communication). There was also a higher level of obstacles among those teachers with lower training levels in all the aforementioned areas except for teaching, while no differences in obstacles were found among teachers based on the degree of disability of their students (from deaf to hard of hearing). It is thus recommended further support and training for teachers to ensure high-quality education for DHH students.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"164 ","pages":"Article 105086"},"PeriodicalIF":2.6,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144826498","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":"Examining the effects of menstrual cycle tracking training on girls with intellectual disability","authors":"Mine Kizir","doi":"10.1016/j.ridd.2025.105085","DOIUrl":"10.1016/j.ridd.2025.105085","url":null,"abstract":"<div><div>The aim of this study was to examine the effects of menstrual cycle tracking training on young girls with intellectual disabilities. In order to achieve this aim, I used the multiple baseline between participants model, one of the single-subject research methods. The participants of the study were three young girls with intellectual disability. The research was conducted at the school where the participants received training and at their homes. The trainings were conducted with the Behavioural Skill Training (BST) method. The training included the topics of puberty, menstrual cycle and follow-up. Data were collected during the sessions through data recording forms developed. The data were plotted and visually analyzed. As a result, all participants met the criteria. Initially, their performance was 0 %, but after BST sessions, their average performance increased to 72 %, 73 %, and 84 %, respectively. According to the findings obtained as a result, I determined that the participants acquired the targeted skill through sample cases, generalised it to their own menstrual cycle follow-up, and were able to maintain it after the end of the training. In addition, the findings regarding social validity showed that the participants were satisfied with the training. Although it is not possible to generalise the results, I can say that the results are promising based on the strong effect size of the training programme.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"164 ","pages":"Article 105085"},"PeriodicalIF":2.6,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779616","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":"Coping strategies as mediators of internalizing symptoms on quality of life in school-aged children with autism spectrum disorder and typical development","authors":"Agnieszka Siedler,&nbsp;Ewa Zasępa,&nbsp;Edyta Idczak-Paceś,&nbsp;Dominika Saad,&nbsp;Izabela Zębrowska","doi":"10.1016/j.ridd.2025.105083","DOIUrl":"10.1016/j.ridd.2025.105083","url":null,"abstract":"<div><h3>Background</h3><div>Children with autism spectrum disorder (ASD) often report lower quality of life (QoL) than their typically developing peers, yet the coping processes that underlie these differences remain unclear.</div></div><div><h3>Aims</h3><div>This study investigated which coping styles mediate the impact of internalizing symptoms (depression, anxiety, anger control difficulties) on children’s self-reported QoL and whether these pathways differ between ASD and typically developing groups.</div></div><div><h3>Methods</h3><div>A total of 172 school-aged children (80 ASD and 92 typically developing) completed standardized measures of QoL, internalizing symptoms, and four coping styles. Moderated mediation analyses tested coping as parallel mediators and diagnostic group as a moderator.</div></div><div><h3>Results</h3><div>Across both groups, higher internalizing symptoms were linked to poorer QoL. Problem-solving coping emerged as a protective mediator in typically developing children only, while other coping styles did not mediate symptom–QoL links in either group.</div></div><div><h3>Conclusions</h3><div>Problem-focused coping supports QoL in typically developing youth but appears less effective in ASD. Children with ASD derived immediate relief from palliative strategies (e.g., structured calming techniques), yet these strategies did not attenuate the negative impact of internal distress on their broader day-to-day well-being. Interventions that adapt problem-solving strategies to the needs of children with ASD may enhance their well-being.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"164 ","pages":"Article 105083"},"PeriodicalIF":2.6,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779617","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}