Research in Developmental Disabilities最新文献

{"title":"Eyes on CVI: Eye movements unveil distinct visual search patterns in Cerebral Visual Impairment compared to ADHD, dyslexia, and neurotypical children","authors":"Marinke J. Hokken ,&nbsp;Niklas Stein ,&nbsp;Rob Rodrigues Pereira ,&nbsp;Ingrid G.I.J.G. Rours ,&nbsp;Maarten A. Frens ,&nbsp;Johannes van der Steen ,&nbsp;Johan J.M. Pel ,&nbsp;Marlou J.G. Kooiker","doi":"10.1016/j.ridd.2024.104767","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104767","url":null,"abstract":"<div><p>Visual search problems are often reported in children with Cerebral Visual Impairment (CVI). To tackle the clinical challenge of objectively differentiating CVI from other neurodevelopmental disorders, we developed a novel test battery. Visual search tasks were coupled with verbal and gaze-based measurements. Two search tasks were performed by children with CVI (n: 22; mean age (SD): 9.63 (.46) years) ADHD (n: 32; mean age (SD): 10.51 (.25) years), dyslexia (n: 28; mean age (SD): 10.29 (.20) years) and neurotypical development (n: 44; mean age (SD): 9.30 (.30) years). Children with CVI had more impaired search performance compared to all other groups, especially in crowded and unstructured displays and even when they had normal visual acuity. In-depth gaze-based analyses revealed that this group searched in overall larger areas and needed more time to recognize a target, particularly after their initial fixation on the target. Our gaze-based approach to visual search offers new insights into the distinct search patterns and behaviours of children with CVI. Their tendency to overlook targets whilst fixating on it, point towards higher-order visual function (HOVF) deficits. The novel method is feasible, valid, and promising for clinical differential-diagnostic evaluation between CVI, ADHD and dyslexia, and for informing individualized training.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000994/pdfft?md5=bdbef4a7ad081dd8181306a588842363&pid=1-s2.0-S0891422224000994-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141303108","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":"Quality of Life of deaf adolescents in high school: A systematic literature review","authors":"Abdullah Madhesh","doi":"10.1016/j.ridd.2024.104764","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104764","url":null,"abstract":"<div><p>There are few studies that have explored the Quality of Life (QoL) for deaf adolescents in high school (13–18 years). Following the PRISMA guidelines, this systematic literature review examined peer-reviewed research that has explored QoL for deaf adolescents in high school by using databases such as Science Citation Index, Scopus and Social Science Citation Index in addition to some related journals such as American Annals of the Deaf, the Journal of Deaf Studies and Deaf Education, Ear and Hearing, and Deafness and Education International spanning 14 years (2010–2024). By analysing the titles, abstracts, and keywords and reading full manuscripts, only seven were deemed appropriate for inclusion in this systematic review. All seven studies used quantitative research. This systematic review found that there is a discrepancy between the studies included in the use of measures. The results of the studies are different and some are contradictory. The QoL concept also differed amongst the studies. This study concluded that there is a great need to conduct more research into the QoL of deaf adolescents in high school with diverse research methods and the use of qualitative or mixed research, as well as expanding the scope of studies to include more dimensions in the concept of QoL.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291114","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":"Positive behavior support (PBS) with children with fetal alcohol spectrum disorders: Characterizing caregivers’ use of PBS using follow-up clinical trial data","authors":"C. Kautz-Turnbull ,&nbsp;E. Kaminsky ,&nbsp;M. Kuhn ,&nbsp;R. Wittlin ,&nbsp;C.L.M. Petrenko ,&nbsp;H.C. Olson","doi":"10.1016/j.ridd.2024.104773","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104773","url":null,"abstract":"<div><h3>Background</h3><p>Fetal alcohol spectrum disorders (FASD) are associated with neurodevelopmental challenges leading to difficulties with everyday life tasks. The Families Moving Forward (FMF) Program teaches caregivers to use positive behavior support (PBS), integrated with other techniques. However, it is unknown how caregivers retain and use these PBS strategies after the intervention.</p></div><div><h3>Methods</h3><p>About 4.5 months after completing the FMF Program, twenty-three caregivers of children with FASD aged 4–12 were interviewed about problem behaviors targeted during the FMF Program and their continued use of PBS strategies. Interviews were recorded and coded thematically by a five-coder team. Higher-level pattern codes were developed to facilitate themes across descriptive codes.</p></div><div><h3>Results</h3><p>Caregivers commonly targeted task incompletion and rule breaking, and problem behaviors were often complex or combined. Caregivers identified environmental and interpersonal triggers for problem behavior. They used many accommodations to prevent problem behaviors, most often related to task or environment simplification. Caregivers also used consequence-based strategies.</p></div><div><h3>Conclusions</h3><p>This study is the first to characterize caregivers’ use of PBS strategies for children with FASD using mixed methods. Problem behaviors such as rule breaking were more difficult to target. Caregivers found most success when using a combination of multiple different accommodations per problem behavior.</p></div><div><h3>What this paper adds</h3><p>This is the first study to use mixed methods to characterize how caregivers of children with fetal alcohol spectrum disorders (FASD) use positive behavior support (PBS) strategies to target problem behavior after completion of the empirically validated Families Moving Forward (FMF) Program. Among other techniques involved in the FMF Program, PBS strategies are taught to caregivers and are used to target two distinct, caregiver-identified problem behaviors. This data provides essential information about behaviors responsive to PBS supports, for children with FASD, to inform clinical intervention and research. Notably, multiple problem behaviors often occurred together, emphasizing complexity of behavior challenges in this population and the resulting need for individualized supports. This study is the first to describe commonly observed triggers (antecedents) and commonly used supports (accommodations) from the perspective of caregivers of children with FASD. Importantly, results indicate that use of a wide variety of accommodations, or antecedent-based strategies, are effective in supporting behavior in children with FASD. However, success was most common when caregivers used multiple accommodations for any given concerning behavior. Findings represent ‘real-world’ strategies caregivers use to support adaptive behavior in their children several months after completion o","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141251048","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 capacity-building intervention for parents of children with disabilities in rural South India","authors":"Katie Proctor ,&nbsp;Meera Patel ,&nbsp;Dinesh Krishna ,&nbsp;Navamani Venkatachalapathy ,&nbsp;Marie Brien ,&nbsp;Sylvia Langlois","doi":"10.1016/j.ridd.2024.104766","DOIUrl":"10.1016/j.ridd.2024.104766","url":null,"abstract":"<div><h3>Background</h3><p>A disability service organization piloted a parent capacity-building intervention for parents of children with developmental disabilities in rural South India.</p></div><div><h3>Aims</h3><p>To examine the impact of this parent capacity-building group intervention on parent empowerment, peer support, social inclusion, advocacy skills, and the factors influencing these outcomes.</p></div><div><h3>Methods and Procedures</h3><p>A qualitative study recruited 37 participants from 17 parent groups through convenience sampling. Six focus groups occurred six months post the start of this intervention and explored these parents’ experiences with the groups and their perceived impacts.</p></div><div><h3>Outcomes and Results</h3><p>Qualitative analysis yielded four main themes and corresponding sub-themes: peer support (feeling peaceful and supported, building self-efficacy), social inclusion (space to share, acceptance and identity), knowledge sharing (increasing awareness, accepting advice), and advocacy (building confidence, making requests). Participation in parent groups provided participants with opportunities to find peer support, utilize knowledge sharing, feel socially included, and build advocacy skills.</p></div><div><h3>Conclusions and Implications</h3><p>This study provides a greater understanding of the impact and benefits of parent capacity-building interventions in low-resource settings. Results will improve this intervention and guide other organizations in creating similar programs.</p></div><div><h3>What this paper adds</h3><p>This paper adds perspectives of parents who are caregivers of children with developmental disabilities in rural South India. More specifically, this paper highlights the impact of a parent-focused intervention in group settings in both rural and urban areas. Parent support group interventions are not common in India and low- and middle-income countries and there is a paucity of literature describing these interventions and their impact. In this study, parents described a need for multifaceted interventions to support their child in the community. These parent groups provided space for caregivers of children with developmental disabilities to make connections, feel validated, and grow confidence to utilize new knowledge or advice shared by other parents to further enhance their lives. Further, parent-group settings provide opportunities to build advocacy skills through timely discussions. Parents reported an increase in feelings of acceptance within the group itself but not within the wider community. This highlights the need for involving the wider community in interventions to promote integration for families with children with disabilities.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000982/pdfft?md5=5382c7d51890e8ffebfaaf3fcf94f4b4&pid=1-s2.0-S0891422224000982-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141184864","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":"From a concept to a theory: The six eras of quality of life research and application","authors":"Miguel Ángel Verdugo ,&nbsp;Robert L. Schalock","doi":"10.1016/j.ridd.2024.104763","DOIUrl":"10.1016/j.ridd.2024.104763","url":null,"abstract":"<div><p>This article describes the evolution of the quality of life concept through the lens of six distinct eras. Each era reflects a shared process in which multiple stakeholders, including persons with intellectual and developmental disabilities and researchers, have played a significant role. Across these six eras, research on quality of life has evolved from operationalizing a concept to developing a theory. As described in the article, the first three eras resulted in formulating conceptualization, measurement, and application principles; developing quality of life conceptual and operational models; and constructing reliable and valid instruments to assess quality of life domains or domain-referenced indicators. The application era has focused on applying the concept of quality of life and its measurement, supports provision, conceptualization and theory, and systemic change. The final two eras have involved theory development and theory confirmation.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000957/pdfft?md5=c5b043b0359c85a7c093da2c2fdf1a9d&pid=1-s2.0-S0891422224000957-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141179997","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":"Randomised controlled trial of an online cognitive training program in school-aged children with cerebral palsy","authors":"J. Wotherspoon ,&nbsp;K. Whittingham ,&nbsp;J. Sheffield ,&nbsp;R.N. Boyd","doi":"10.1016/j.ridd.2024.104752","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104752","url":null,"abstract":"<div><h3>Background</h3><p>Children with cerebral palsy (CP) experience deficits in nonverbal reasoning. The SMART online cognitive intervention has been associated with gains in IQ and nonverbal IQ in previous studies in typically developing school-aged children and children experiencing learning difficulties.</p></div><div><h3>Aim</h3><p>To assess the efficacy of an online cognitive intervention in school-aged children with CP.</p></div><div><h3>Methods and Procedures</h3><p>21 children with CP (male n = 17; 76.2%), mean age 9 y 8 m, SD 1 y 1 month (range 8 y 3 m to 12 y 6 m) were randomised into the intervention group (n = 9) or a waitlist control group. A mixed-methods approach with an explanatory sequential design was used, with a randomised controlled trial followed by qualitative interviews. Participants were assessed on measures of intelligence, academic ability, attention and executive functioning, and social-emotional functioning at baseline, then after completing the training, or the waitlist period. Analyses included ANCOVAs and paired samples <em>t</em> tests. Semi-structured interviews explored participants’ experiences with the training.</p></div><div><h3>Results and Outcomes</h3><p>Training completion was low with a mean of 16.9 modules completed out of 55 available. No significant effect of training was found for the primary outcome of intelligence, or for any secondary outcomes. Participants reported barriers and facilitators for accessing the program.</p></div><div><h3>Implications</h3><p>Cognitive training programs addressing relational framing ability may require significant modifications before they can be effectively tested with children with CP.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000842/pdfft?md5=11f2f65a6f2b00fae10e1696bdf34ade&pid=1-s2.0-S0891422224000842-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141095594","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":"Enhanced EEG power density during painful stretching in individuals with cerebral palsy","authors":"Álvaro Sabater-Gárriz ,&nbsp;Pedro Montoya ,&nbsp;Inmaculada Riquelme","doi":"10.1016/j.ridd.2024.104760","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104760","url":null,"abstract":"<div><h3>Background</h3><p>Pain perception mechanisms in cerebral palsy remain largely unclear.</p></div><div><h3>Aims</h3><p>This study investigates brain activity in adults with cerebral palsy during painful and non-painful stretching to elucidate their pain processing characteristics.</p></div><div><h3>Methods and procedures</h3><p>Twenty adults with cerebral palsy and 20 controls underwent EEG in three conditions: rest, non-painful stretching, and painful stretching. Time-frequency power density of theta, alpha, and beta waves in somatosensory and frontal cortices was analyzed, alongside baseline pressure pain thresholds.</p></div><div><h3>Outcomes and results</h3><p>Cerebral palsy individuals exhibited higher theta, alpha, and beta power density in both cortices during painful stretching compared to rest, and lower during non-painful stretching. Controls showed higher power density during non-painful stretching but lower during painful stretching. Cerebral palsy individuals had higher pain sensitivity, with those more sensitive experiencing greater alpha power density.</p></div><div><h3>Conclusions and implications</h3><p>These findings confirm alterations in the cerebral processing of pain in individuals with cerebral palsy. This knowledge could enhance future approaches to the diagnosis and treatment of pain in this vulnerable population.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000921/pdfft?md5=816e98785099227cfa076568c4b91dd9&pid=1-s2.0-S0891422224000921-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141090294","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":"EEG connectivity patterns in response to gaming and learning-based cognitive stimulations in Rett syndrome","authors":"Ana Tost ,&nbsp;Sergio Romero ,&nbsp;Joan F. Alonso ,&nbsp;Alejandro Bachiller ,&nbsp;Leidy-Yanet Serna ,&nbsp;Inés Medina-Rivera ,&nbsp;Ángeles García-Cazorla ,&nbsp;Miguel Ángel Mañanas","doi":"10.1016/j.ridd.2024.104751","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104751","url":null,"abstract":"<div><h3>Background</h3><p>Functional connectivity is scarcely studied in Rett syndrome (RTT). Explorations revealed associations between RTT's clinical, genetic profiles, and coherence measures, highlighting an unexplored frontier in understanding RTT's neural mechanisms and cognitive processes.</p></div><div><h3>Aims</h3><p>To evaluate the effects of diverse cognitive stimulations—learning-focused versus gaming-oriented—on electroencephalography brain connectivity in RTT. The comparison with resting states aimed to uncover potential biomarkers and insights into the neural processes associated with RTT.</p></div><div><h3>Methods and procedures</h3><p>The study included 15 girls diagnosed with RTT. Throughout sessions lasting about 25 min, participants alternated between active and passive tasks, using an eyetracker device while their brain activity was recorded with a 20-channel EEG. Results revealed significant alterations during cognitive tasks, notably in delta, alpha and beta bands. Both tasks induced spectral pattern changes and connectivity shifts, hinting at enhanced neural processing. Hemispheric asymmetry decreased during tasks, suggesting more balanced neural processing. Linear and nonlinear connectivity alterations were observed in active tasks compared to resting state, while passive tasks showed no significant changes.</p></div><div><h3>Conclusions and implications</h3><p>Results underscores the potential of cognitive stimulation for heightened cognitive abilities, promoting enhanced brain connectivity and information flow in Rett syndrome. These findings offer valuable markers for evaluating cognitive interventions and suggest gaming-related activities as effective tools for improving learning outcomes.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000830/pdfft?md5=dc76cc151c6265694b50c109043778d0&pid=1-s2.0-S0891422224000830-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141095593","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":"Effects of aquatic exercise intervention on executive function and brain-derived neurotrophic factor of children with autism spectrum disorder","authors":"Peiting Zhao,&nbsp;Kai Chen,&nbsp;Gaohui Zhu,&nbsp;Hansen Li,&nbsp;Sha Chen,&nbsp;Jinge Hu,&nbsp;Li Huang,&nbsp;Xin Liu,&nbsp;Liya Guo","doi":"10.1016/j.ridd.2024.104759","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104759","url":null,"abstract":"<div><h3>Background</h3><p>Limited knowledge exists regarding the effectiveness of aquatic exercise intervention for improving executive function (EF) in children with autism spectrum disorder (ASD). Additionally, the impact of aquatic exercise on brain-derived neurotrophic factor (BDNF) in children with ASD requires further investigation.</p></div><div><h3>Aims</h3><p>This study aimed to explore the effects of a 12-week aquatic exercise intervention on core EF and BDNF levels in children with ASD.</p></div><div><h3>Methods and procedures</h3><p>Thirty children with ASD were assigned to an experimental or control group. The experimental group underwent a 12-week aquatic exercise intervention, while the control group engaged in supervised free activities. Pre- and post-intervention assessments measured EF and BDNF levels.</p></div><div><h3>Outcomes and results</h3><p>The experimental group showed significant improvements (<em>p</em> &lt; 0.05) in inhibition control, cognitive flexibility, and BDNF levels. However, working memory did not significantly improve. The control group exhibited no significant changes in EF or BDNF levels.</p></div><div><h3>Conclusions and implications</h3><p>Aquatic exercise appears to be a beneficial intervention for cognitive development in children with ASD, as it enhances inhibition control, cognitive flexibility, and BDNF levels in children with ASD. Furthermore, the observed improvements in EF following aquatic exercise intervention in children with ASD may be associated with increased BDNF levels.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141090293","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":"Physically active learning for children with learning disorders attending special-needs schools: A program evaluation","authors":"Vivian Meijers ,&nbsp;Anneke C. Timmermans ,&nbsp;Chiara T.M. Verheij ,&nbsp;Joanne Smith ,&nbsp;Esther Hartman","doi":"10.1016/j.ridd.2024.104749","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104749","url":null,"abstract":"<div><h3>Background</h3><p>Physically active learning (PAL) is a potentially valuable method to stimulate academic performance and physical activity (PA) in children with learning disorders (LD) attending special-needs schools. It is yet unknown whether PAL can be successfully implemented in special-needs schools.</p></div><div><h3>Aims</h3><p>This study aimed to evaluate a PAL-program in special-needs schools by examining teacher’s dose delivered, children’s dose received, and associations of children’s characteristics with dose received.</p></div><div><h3>Methods</h3><p>Children (<em>N</em> = 37) from two special-needs schools participated in a six-week PAL-program. Dose delivered was evaluated based on PAL-lessons’ implementation rate and duration. Dose received was assessed through time-on-task observations (<em>n</em> = 23) and PA (<em>n</em> = 37). To assess the association between dose received and children’s characteristics (sex, behavioral disorders, motor skills, and physical fitness), Mann-Whitney U tests and Spearman’s rho correlations were used.</p></div><div><h3>Results</h3><p>For teacher’s dose delivered, the implementation rate exceeded 95%, and the PAL-lessons lasted the intended 12 minutes. For dose received, children’s on-task behavior was above 79%, and children spent 43% of the time in moderate-to-vigorous PA during PAL. Motor skills were positively related to on-task behavior related to the movements, and physical fitness was positively related to moderate-to-vigorous PA.</p></div><div><h3>Conclusions</h3><p>PAL was successfully implemented in terms of dose delivered and dose received for children with LD attending special-needs schools.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000817/pdfft?md5=e17cc4f4e402efee9210db0bca1f4c35&pid=1-s2.0-S0891422224000817-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140918902","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}