Research in Developmental Disabilities最新文献

{"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}

{"title":"Pattern of psychotropic prescribing in adults with intellectual disabilities in the community settings in the UK: A cross-sectional view","authors":"S. Deb ,&nbsp;B. Limbu ,&nbsp;V. Allgar","doi":"10.1016/j.ridd.2025.104968","DOIUrl":"10.1016/j.ridd.2025.104968","url":null,"abstract":"<div><h3>Background</h3><div>A high proportion of adults with intellectual disabilities receive psychotropic medicines, often in the absence of a mental illness but primarily off-licence for behaviours that challenge.</div></div><div><h3>Aim</h3><div>To provide a cross-sectional view of the pattern of psychotropic medicine prescriptions with the reasons for their use among adults with intellectual disabilities in community settings in the UK.</div></div><div><h3>Method</h3><div>We collected psychotropic prescription data on 112 adults with intellectual disabilities who lived in community homes or supported accommodations in the UK. This was done in the context of a feasibility RCT involving a staff training programme, SPECTROM, designed to help reduce the overmedication of adults with intellectual disabilities.</div></div><div><h3>Results</h3><div>The most commonly prescribed psychotropics were antipsychotics (47 %) followed by antidepressants (23 %), anti-epileptics (13 %) and benzodiazepines (7 %). In 45 % of cases, there was a polypharmacy of more than one psychotropic class of medicines, and in 20 %, a combination of antipsychotics and antidepressants. Antipsychotics were used for severe mental illness only in 19 % but for behaviours that challenge in 40 %, and 17 % of the time for anxiety. Antidepressants were prescribed 47.7 % of the time for depression, 11.4 % for anxiety, and 9 % for behaviours that challenge. Antiepileptics were prescribed more often for behaviours that challenge (40 %) than epilepsy (32 %). In the SPECTROM training group, the antipsychotic dose was reduced in 18.6 % of prescriptions compared with 6.5 % in the non-training group at six months follow-up.</div></div><div><h3>Conclusion</h3><div>Psychotropic medicines are still prescribed in a high proportion of cases off-licence for behaviours that challenge than mental illness.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"160 ","pages":"Article 104968"},"PeriodicalIF":2.9,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143620257","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":"Exploring the impact and acceptability of gamified tools to address educational needs in decoding and writing skills: A pilot study","authors":"Francesca Anderle ,&nbsp;Angela Cattoni ,&nbsp;Paola Venuti ,&nbsp;Angela Pasqualotto","doi":"10.1016/j.ridd.2025.104967","DOIUrl":"10.1016/j.ridd.2025.104967","url":null,"abstract":"<div><div>The use of assistive technology in the field of inclusive education has expanded significantly. This exploratory study examines the impact and acceptability of two gamified digital tools in enhancing motivation and engagement, as well as supporting the acquisition of decoding and writing skills over a 12-hour intervention period. The project involves children aged 8–10 years old with special educational needs (SEN) in school and clinical settings. After confirming no significant differences in learning outcomes between the two gamified tools in a cohort of 67 neurotypical children, the study proceeds to analyse performance across various groups. Firstly, a comparison is made between neurotypical students and those with SEN in schools. Secondly, performance is compared between groups of children with SEN who underwent training either collectively (14 students in a school setting) or individually (15 students in a children’s centre). Preliminary results indicate improvements in decoding fluency, accuracy, and writing skills across groups, with a high level of acceptance reported by participants. However, the lack of statistical significance in some measures, particularly among SEN groups, highlights the need for personalised approaches and further investigation. These findings emphasise the potential of gamified interventions as complementary tools to traditional methods, promoting inclusivity and motivation in diverse learning environments. Future research should validate these outcomes through larger samples and randomised controlled trials to better understand the impact of gamification on learning processes.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"160 ","pages":"Article 104967"},"PeriodicalIF":2.9,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143610596","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":"Associations between sleep habits and different impulsivity facets in adolescence","authors":"Sareh Panjeh ,&nbsp;Sabine Pompeia ,&nbsp;Hugo Cogo-Moreira","doi":"10.1016/j.ridd.2025.104962","DOIUrl":"10.1016/j.ridd.2025.104962","url":null,"abstract":"<div><h3>Background</h3><div>Sleep patterns change during adolescence due to physiological maturation and psychosocial factors, leading to progressively higher eveningness, sleep deprivation and social jetlag (SJL). These sleep changes are associated with impulsivity, a common behavioral trait in adolescence which can make those with developmental disabilities more vulnerable to behavioral, cognitive and clinical difficulties. However, it is unclear which aspects of sleep and what types of impulsivity are involved.</div></div><div><h3>Aims</h3><div>To investigate the relationships between sleep/circadian variables and self-reported impulsivity.</div></div><div><h3>Methods and procedures</h3><div>Three sleep/circadian variables (time in bed on weekdays, eveningness and SJL) and five dissociable facets of self-reported impulsivity (UPPS-P scale) were answered by 389 healthy 9–17-year-olds (225 girls).</div></div><div><h3>Outcomes and results</h3><div>A significant (but small) association between eveningness and a multivariate composed of the five facets of impulsivity (5 % of variance explained) was found and negative urgency was the main driver (4 %) of this relationship.</div></div><div><h3>Conclusion and implications</h3><div>Typically developing adolescents with high eveningness traits display slight difficulty controlling their behavior when in a state of negative affect. This finding deserves an in-depth investigation in youth with neurodevelopmental disabilities, who are more prone to presenting sleep/circadian changes, externalizing problems like impulsiveness and internalizing one such as mood alterations.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"159 ","pages":"Article 104962"},"PeriodicalIF":2.9,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143601480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of clarity on hearing-impaired children's face processing: A eye-tracking study","authors":"Xilian Long ,&nbsp;Yingfang Meng ,&nbsp;Shunsen Chen ,&nbsp;Haixia Chen ,&nbsp;Qionghua Huang ,&nbsp;Yi Chen ,&nbsp;Bo Huang","doi":"10.1016/j.ridd.2025.104957","DOIUrl":"10.1016/j.ridd.2025.104957","url":null,"abstract":"<div><div>Faces contain a wealth of information, and facial processing plays a significant role in individuals' social development. Facial processing typically includes two methods: holistic processing and local processing. Normal hearing individuals primarily engage in holistic processing when dealing with faces of varying clarity, while hearing-impaired individuals show a local processing advantage for clear faces compared to normal hearing individuals. However, for hearing-impaired individuals, it is still inconclusive which processing method is dominant, and it is unclear whether there is a local processing advantage under low clarity, blurred conditions. Therefore, this study selected 30 hearing-impaired children aged 8–14 years as participants and used normal hearing children as the control group. By employing eye-tracking technology and manipulating the clarity of face images, the study explored the impact of different levels of clarity on the holistic and local processing of faces by hearing-impaired children. The results showed that as facial clarity decreased, the overall judgment accuracy (ACC) of both groups declined, and their reaction times (RT), first fixation duration (FFD), and fixation duration (FD) on the whole face increased. Both groups spent significantly more FD and fixation counts (FC) on the eyes and mouths of clear faces than on blurred faces. Hearing-impaired children's overall judgment ACC and FD for both holistic and local processing were inferior to those of normal hearing children. These results indicated that clarity affected the processing methods of both groups' faces, with a greater reliance on holistic processing and less on local processing as clarity decreased. Under low clarity, blurred conditions, hearing-impaired children primarily engaged in holistic processing just as normal hearing children, but their holistic and local processing of faces of varying clarity were not as good as that of normal hearing children. This indicated that hearing-impaired children not only lacked an advantage in local processing, but also exhibited certain deficiencies.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"159 ","pages":"Article 104957"},"PeriodicalIF":2.9,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551629","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":"Concurrent validity in language and motor domains on the Vineland-3 and Mullen Scales of Early Learning in young children with Down syndrome","authors":"Chelsea La Valle ,&nbsp;Sophie Hurewitz ,&nbsp;McKena Geiger ,&nbsp;Katherine Pawlowski ,&nbsp;Nicole Baumer ,&nbsp;Carol L. Wilkinson","doi":"10.1016/j.ridd.2025.104966","DOIUrl":"10.1016/j.ridd.2025.104966","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Obtaining information about individual’s abilities in specific areas of development can be used to monitor early developmental progress in young children with Down syndrome (DS). Two commonly used measures which assess specific areas of development are the Mullen Scales of Early Learning (MSEL) and the Vineland Adaptive Behavior Scales-3rd Edition (VABS-3 parent interview). In DS, previous work found a positive association and moderate agreement between overall composite scores of these two measures. No study has explored the comparability of overlapping domains between the MSEL and VABS-3 parent interview in young children with DS.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;div&gt;This study examined the concurrent validity between overlapping language and motor domains from two sources of information, parent report (VABS-3 interview) and direct assessment (MSEL) in young children with DS.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods and Procedures&lt;/h3&gt;&lt;div&gt;Twenty-three young children with DS (14 males; mean age = 34.52, SD = 10.12, 13–48 months) completed the MSEL, which was administered by a trained examiner. Parents completed the VABS-3 interview remotely. Overlapping areas include language (receptive language; RL and expressive language; EL) and motor skills (fine motor; FM and gross motor; GM).&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Outcomes and Results&lt;/h3&gt;&lt;div&gt;Median age equivalent (AE) scores were similar when comparing overlapping domains. Across all four domains, MSEL and VABS-3 AE scores were strongly to very strongly positively associated (&lt;em&gt;r&lt;/em&gt;&lt;sub&gt;&lt;em&gt;s&lt;/em&gt;&lt;/sub&gt; range: 0.82–0.94; all &lt;em&gt;p&lt;/em&gt; values &lt; 0.0001). The level of agreement between the MSEL and VABS-3 parent interview AE scores by domain ranged from moderate (FM, GM, and RL) to substantial (EL) agreement.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusions and Implications&lt;/h3&gt;&lt;div&gt;At a young age, the MSEL and VABS-3 parent interview provide a coherent portrait of age-level functioning in language and motor domains. Findings can help inform clinicians and researchers in selecting assessment tools to monitor developmental progress in growing hybrid in-person and telehealth care models.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;What this paper adds?&lt;/h3&gt;&lt;div&gt;Given the recent growth in hybrid clinical and research models that combine in-person and telemedicine visits, it is essential to better understand how direct in-person measures and remote/indirect parent report measures assessing language and motor skills relate to each other in young children with DS. This study evaluates concurrent validity using two different methods: parent report (Vineland Adaptive Behavior Scales-3rd Edition; VABS-3 interview) and direct assessment (Mullen Scales of Early Learning; MSEL), when measuring child developmental status in four overlapping domains (receptive language, expressive language, gross motor, and fine motor skills) in young children with DS. Findings suggest that for young children with DS, the VABS-3 parent interview provides simi","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"159 ","pages":"Article 104966"},"PeriodicalIF":2.9,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551628","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":"From motion to interaction: How multisensory information shapes motor behaviors in children with visual impairment","authors":"Marta Guarischi ,&nbsp;Eleonora Montagnani ,&nbsp;Guido Catalano ,&nbsp;Elena Saligari ,&nbsp;Sabrina Signorini ,&nbsp;Monica Gori","doi":"10.1016/j.ridd.2025.104956","DOIUrl":"10.1016/j.ridd.2025.104956","url":null,"abstract":"<div><h3>Background</h3><div>The ability to move independently enables children to develop perceptual, cognitive, and social interaction skills. Concerning this, vision holds a key role. As a result, children with visual impairment (VI) might be more challenged in their ability to move within their surroundings and interact with their caregivers.</div></div><div><h3>Aim</h3><div>This study investigated whether the use of multisensory stimuli could influence the motor exploration of children with VI and shape their interaction with the caregivers. For this, the present work examined the variability of children’s motor trajectory and the distance between children and caregivers in a setting with and without multisensory cues.</div></div><div><h3>Methods and procedures</h3><div>A Motion Capture System was used within an ecological playroom environment. The Strange Situation paradigm was simplified and adapted by placing three TechARMs in the corners of the playroom to deliver audio-visual stimuli, used instead of the stranger.</div></div><div><h3>Outcomes and results</h3><div>Children with VI showed larger variability within their motor trajectory and kept a shorter distance from the caregivers when multisensory cues were introduced in the playroom.</div></div><div><h3>Conclusions and implications</h3><div>Multisensory signals were considered unusual and influenced the kinematic parameters. Motor control of the environment was achieved by managing attention flexibility.</div></div><div><h3>What does this paper add?</h3><div>This study enriches available evidence about the study of motor and social interaction in children with VI, highlighting how multisensory stimuli could either support or hinder social and motor behaviors. Moreover, enhancing ecological validity could drive progress in the development and application of technological devices to clinical and research setting.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"159 ","pages":"Article 104956"},"PeriodicalIF":2.9,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551520","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":"Assessing childhood impact: Virtual and in-person counseling for children's language development challenges","authors":"Alba Ayuso-Lanchares ,&nbsp;Inés Ruiz-Requies ,&nbsp;Rosa Belén Santiago-Pardo","doi":"10.1016/j.ridd.2025.104945","DOIUrl":"10.1016/j.ridd.2025.104945","url":null,"abstract":"<div><div>In recent years, family counseling programs have grown significantly. Therefore, this study aims to evaluate the effectiveness of a counseling program designed for Late Talkers (LT) or children with Development Language Disorder (DLD) aged 3–6. It also seeks to analyze the differences between its implementation in virtual and in-person settings and to gather the opinions of speech therapists and families about the program. A quasi-experimental pretest-posttest design was employed with two groups, each consisting of 17 children, totaling 34 children: one in an in-person setting and the other in a virtual setting. The results reveal significant differences in both approaches, with no relevant disparities between them. The conclusions highlight the program's effectiveness, with benefits in all dimensions. In the in-person modality, proximity to families is emphasized as a primary advantage. In contrast, the virtual modality offers flexibility in terms of intervention schedules and locations but presents technological challenges. Overall, this study supports the effectiveness of both counseling modalities</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"158 ","pages":"Article 104945"},"PeriodicalIF":2.9,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A preliminary study of a Math digital based intervention in children with intellectual disabilities","authors":"Carmen David,&nbsp;Cristina Costescu,&nbsp;Adrian Roşan","doi":"10.1016/j.ridd.2025.104947","DOIUrl":"10.1016/j.ridd.2025.104947","url":null,"abstract":"<div><div>While many technological applications are available, few studies address Math intervention for children with intellectual disabilities via technology and through treatment packages that comprise several methods and materials. Therefore, we developed a digitally based intervention, addressed to children with intellectual disabilities, that was multicomponent and with multiple instructive methods and resources. In parallel, we developed a classic intervention, also multicomponent and with multiple instructive methods and resources. The current paper investigates the efficacy of a Math intervention program addressing number, computation, problem solving, and engagement in Math in the case of children with intellectual disabilities delivered via digital resources or through classic activities. A total of 33 students with intellectual disabilities, enrolled in special schools participated in the research, of which 27 followed a digital based intervention, while 7 received a classic intervention. Program efficacy delivered through classic activities or through digital technologies was investigated in terms of improved performance in numeracy, calculation, and problem solving, as well as in student’s Math engagement. Results support the efficacy of the digital- based program implemented over 8 weeks in math computation fluency, numeracy, problem solving, and procedural computation. No significant effects were identified in procedural addition without regrouping. The effect of the classic intervention program was supported for addition and subtraction fluency. No effect was obtained for engagement in Math. Results are referenced to previous findings. Designing such interventions is feasible and promising in terms of efficacy on student’s Math performance. This study contributes with evidence to better understand effective digital and teaching methodologies and to pursue a flexible and resourceful approach used in Math interventions for students with intellectual disabilities.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"159 ","pages":"Article 104947"},"PeriodicalIF":2.9,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445763","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}