Research in Developmental Disabilities最新文献

{"title":"Role of child demographic, executive functions, and behavioral challenges on feelings about parenting among parents of youth with Down syndrome","authors":"Amanallah Soltani ,&nbsp;Anna J. Esbensen","doi":"10.1016/j.ridd.2024.104717","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104717","url":null,"abstract":"<div><h3>Background</h3><p>Living with a child with Down syndrome (DS) influences the entire family, including caregivers.</p></div><div><h3>Aims</h3><p>This study examined positive and negative caregiver feelings about parenting youth with DS and to what extent children's demographic, cognitive, behavioral characteristics, and co-occurring medical conditions are associated with those parental feelings. Specifically, the mediatory role of child behavioral challenges on the relationship between child executive functioning (EF) and parent feelings about parenting a child with DS was examined in a mediation analysis model.</p></div><div><h3>Methods and procedures</h3><p>Parents of 113 youth with DS aged 6 to 17 year rated their positive and negative feelings about parenting, and their child's behavioral challenges and EF.</p></div><div><h3>Outcomes and results</h3><p>Externalizing and Internalizing behavioral challenges and emotional and behavioral regulations of EF were significantly associated with positive and negative parent feelings. Child behavioral challenges fully mediated the relationship between child EF and caregiver feelings about parenting, after controlling for identified covariates of child demographics.</p></div><div><h3>Conclusions and implications</h3><p>Findings have implications for understanding the role of EF, through its impact on behavioral challenges, on the feelings of caregivers about parenting a child with DS. These findings play a role in understanding outcomes of interventions targeted at EF and behavioral challenges, in the context of other child variables.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140113767","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":"Factors affecting the attitudes of principals of saudi general education public schools toward the inclusion of students with disabilities","authors":"Mubarak S. Aldosari","doi":"10.1016/j.ridd.2024.104720","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104720","url":null,"abstract":"<div><h3>Background</h3><p>Research has indicated that the attitudes of principals toward students with disabilities may affect the success of the implementation of inclusive programs in schools. This study was designed to address a gap in the research regarding Saudi principals’ attitudes toward inclusion. Relationships between attitudes and a number of variables were analyzed (i.e., gender, years of experience, level of school, type of student disability, personal relationships with individuals with disabilities).</p></div><div><h3>Methods and procedure</h3><p>The study sample was drawn from the 600 public general education elementary, middle, and high schools with special education programs in Riyadh (<em>n</em> = 366 schools) and Jeddah (<em>n</em> = 234 schools) in Saudi Arabia. Each of the principals of these schools for AY2022/2023 was sent an email invitation to participate. A total of 403 respondents (67.17% response rate) successfully completed <span>Bailey’s (2004)</span> Principals’ Attitudes Toward Inclusive Education (PATIE) scale via electronic survey link.</p></div><div><h3>Results and outcomes</h3><p>Overall, the research found that Saudi principals of public general education schools have positive attitudes toward inclusion. The factors of training in special education, personal experience with individuals with disabilities, and years of experience as principal were found to be significant in regard to more positive attitudes. Conversely, the variables of gender, level of school, and type of student disability were not found to correlate with more or less positive attitudes.</p></div><div><h3>Conclusions and implications</h3><p>While the findings of the study bode well for the implementation of inclusion in Saudi public schools, certain limitations exist, including that the study sample was entirely drawn from the two largest cities in the country. In addition, the Saudi Ministry of Education has created an incentive plan that provides financial bonuses to principals at public schools who implement inclusive and special education programming in their schools. This indicates that the target population of this study might be more inclined to be positive toward inclusion than their colleagues at private schools. The findings have implications for expanding special education training in university teacher education programs and the creation of public awareness programs designed to improve understanding of disabilities and how inclusion positively impacts society as a whole.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140113766","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":"Investigating the impact of developmental coordination difficulties across home, school, and community settings: Findings from the Australian Impact for DCD survey","authors":"Jess E. Reynolds ,&nbsp;Gail A. Alvares ,&nbsp;Jacqueline Williams ,&nbsp;Elspeth Froude ,&nbsp;Catherine Elliott ,&nbsp;Sarah McIntyre ,&nbsp;Andrew J.O. Whitehouse ,&nbsp;Kiah L. Evans ,&nbsp;Siobhan L. Reid ,&nbsp;John Cairney ,&nbsp;Melissa K. Licari","doi":"10.1016/j.ridd.2024.104712","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104712","url":null,"abstract":"<div><h3>Aim</h3><p>To evaluate the participation difficulties experienced by children with developmental coordination disorder (DCD) in home, school, and community environments.</p></div><div><h3>Methods</h3><p>The Impact for DCD survey was completed by primary caregivers of 4–18-year-old children with DCD (or synonymous diagnosis) (n = 429).</p></div><div><h3>Outcomes and results</h3><p>The greatest participation difficulties experienced at home included dressing, eating with utensils, self-care tasks and drawing/writing reported by over 70% of families. At school, fine motor difficulties were also frequently reported, with additional difficulties keeping up or completing tasks, and not feeling supported at school. Socialisation challenges and bullying were also commonly reported (34.9%). As a result of participation difficulties at school, 5.4% were home schooled. Many children engaged in community activity, with 72.0% currently engaged in at least one organised sports-based activity.</p></div><div><h3>Conclusions and implications</h3><p>Increased recognition of the widespread impact of DCD in a child’s life is crucial at an individual and societal level. Parents reported their children experiencing significant participation restrictions and difficulties. The findings of this large-scale study have revealed that most children with DCD are not receiving the support they need to thrive, especially at school. This largely reflects a lack of understanding and recognition of the condition and its associated challenges.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140095859","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 development and validation of the “SENSE” − Sensory and Behavioral Modulation Questionnaire for adults","authors":"Batya Engel-Yeger","doi":"10.1016/j.ridd.2024.104715","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104715","url":null,"abstract":"<div><p>Sensory modulation is critical for interacting with the physical and social environment. When sensory input from the environment is not properly perceived and modulated, it may elevate arausability, avoidant behavior, impair function and wellbeing. Sensory modulation difficulties (SMD) are mainly reported during childhood and are related to neurodevelopmental conditions such as Attention-Deficit Hyperactivity Disorder (ADHD). SMD in adulthood further deteriorate function and emotional status, hence should be screened and treated. Nonetheless, relevant measures of SMD for adults are limited. This study aims to establish the psychometric properties of the “SENSE” - Sensory and Behavioral Modulation Questionnaire for adults. Based on theoretical/clinical knowledge the SENSE measures sensitivity/arousability, habituation and avoidance. After establishing content and face validity, 663 participants aged 18–65 completed a sociodemographic and health questionnaire, the Adult ADHD Scale-5 (ASRS-5), the SENSE and the Highly Sensitive Person Scale (HSPS). Factor analysis approved the determination of SENSE scales. Medium- high internal consistency was found. SENSE discriminated between adults with/without ADHD and correlated with HSPS scores, confirming concurrent validity.</p></div><div><h3>Conclusions</h3><p>SENSE has good psychometric properties and may be feasible for screening sensory-behavioral modulation difficulties in adults. Studies should further examine SENSE applicability to clinical populations.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140103627","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 experience of parenting a child with dyslexia – A UK perspective with single parents","authors":"Nicole Stephenson ,&nbsp;Michael Falk Hvidberg ,&nbsp;Miles Rogish","doi":"10.1016/j.ridd.2024.104713","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104713","url":null,"abstract":"<div><p>Dyslexia is a specific learning difficulty that affects the development of literacy and language-related skills, unrelated to intellectual ability. While the impact of parenting an individual with dyslexia (IWD) for married parents has been widely studied, little is known about the impact on single parents. This study explored the lived experiences of single parents of an IWD. Six female participants completed semi-structured interviews discussing their experience of the diagnostic process, support received and general parenting perspectives. Interview transcripts were analysed using Interpretative Phenomenological Analysis. Three main themes were identified: Navigating the diagnosis; Various levels of support; Battling Misconceptions and Lack of Knowledge. Findings suggested that single parents had a mixed experience, both after receiving the diagnosis and in terms of the support they received from family and schools. Differences in the quality of statutory support were highlighted, implicating the need for improved dyslexia support in schools. Unique challenges of parenting an IWD as a single parent were also identified, highlighting important implications. Future research should explore differences in single fathers' experiences and the impact of dyslexia comorbidities on single parents.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000453/pdfft?md5=e8f119ed63d0c7835e7efeed9805983c&pid=1-s2.0-S0891422224000453-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140061815","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":"Promoting emotional and behavioral interventions in ASD treatment: Evidence from EPIGRAM, A naturalistic, prospective and longitudinal study","authors":"Carlotta Bettencourt ,&nbsp;Nicole Garret-Gloanec ,&nbsp;Hugues Pellerin ,&nbsp;PereMorgane Péré ,&nbsp;Giulio Bertamini ,&nbsp;Maria Squillante ,&nbsp;Fabienne Roos-Weil ,&nbsp;Léa Ferrand ,&nbsp;Anne-Sophie Pernel ,&nbsp;Gisèle Apter ,&nbsp;Mohamed Chetouani ,&nbsp;Samuele Cortese ,&nbsp;David Cohen","doi":"10.1016/j.ridd.2024.104688","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104688","url":null,"abstract":"<div><h3>Background</h3><p>Prognostic factors from naturalistic treatment studies of children with Autism Spectrum Disorder (ASD) remain largely unknown. We aimed to identify baseline and treatment-related prognostic predictors at 1-year follow-up after Integrative Care Practices (ICPs).</p></div><div><h3>Methods</h3><p>Eighty-nine preschool children with severe ASD were given ICP combining nine therapeutic workshops based on children’s needs. Participants were assessed at baseline and during 12 months follow-up with the Psycho-educational Profile-3-R, Children Autism Rating Scale, Parental Global Impression, and the Autistic Behaviors Scale. We assessed prognostic predictors using multivariable regression models and explored treatment ingredients influencing outcome using Classification and Regression Trees (CART).</p></div><div><h3>Results</h3><p>Multivariable models showed that being a child from first generation immigrant parents predicted increased maladaptive behaviors, whereas play activities had an opposite effect; severity of ASD symptoms and impaired cognitive functions predicted worse autism severity at follow-up; and lower play activities predicted worse parent impression. Regarding treatment effects, more emotion/behavioral interventions predicted better outcomes, and more communication interventions predicted lower autism severity, whereas more education and cognitive interventions had an opposite effect. CART confirmed that more hours of intervention in the emotion/behavioral domain helped classifying cases with better outcomes. More parental support was associated with decreased maladaptive behaviors. Sensorimotor and education interventions also significantly contributed to classifying cases according to outcomes but defined subgroups with opposite prognosis.</p></div><div><h3>Conclusion</h3><p>Children who exhibited the best prognosis following ICPs had less autism severity, better cognition, and non-immigrant parents at baseline. Emotion/behavior interventions appeared key across all outcomes and should be promoted.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000209/pdfft?md5=d39593de4cc3bf2c166e287d728d7ef7&pid=1-s2.0-S0891422224000209-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140014250","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":"Implementing ‘Transforming Care’ – The first two years of a pilot service for autistic adults experiencing mental health crisis warranting psychiatric admission","authors":"Mahdieh Allahdad ,&nbsp;Emma Gluyas ,&nbsp;Debbie Spain ,&nbsp;Sarah Blainey ,&nbsp;Sophie Doswell ,&nbsp;Adanna Onyejiaka","doi":"10.1016/j.ridd.2024.104700","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104700","url":null,"abstract":"<div><h3>Background</h3><p>Autistic adults are at increased risk of mental health difficulties; however Adult Mental Health Services (AMHS) often struggle to offer appropriate support to this group. Within England, Government initiatives, such as the ‘Transforming Care’ programme which included ‘Building the Right Support’ (NHS England, 2015) have promoted the need for AMHS to consider how they can better provide autism-informed support to autistic adults.</p></div><div><h3>Aims/Methods</h3><p>Here, we describe the first two years of work of the Transforming Care in Autism (TCA) Team; a specialist service that supports autistic adults, without a moderate or severe intellectual disability or presenting significant risk to others, experiencing a mental health crisis. The service model is described, and descriptive data is presented over the two years of the service operation. <em>Results: Between February 2019 and February 2021, 110 referrals were received; 52 (47%) were accepted. Support offered to autistic adults included psychoeducation, psychological interventions, family-focused interventions, and consultation with professionals about specific individuals. Seventy autism training sessions were delivered to professionals working in medical health settings, AMHS, social care and residential services.</em></p></div><div><h3>Conclusions/Implications</h3><p>Developing more autism-informed community and inpatient AMHS is vital for improving care. Further research about the experiences and needs of autistic adults using AMHS is needed, along with improved awareness of autism and provision of tailored intervention within these settings.</p></div><div><h3>Lay abstract</h3><p>Autistic people have mental health problems more often than people who are not autistic. When autistic people need help from mental health services, often these services do not know how to help autistic people. The Government says mental health services must do more to help autistic people. In this paper we write about a new team, called the Transforming Care in Autism team. In its first two years the team was asked to help 110 people and worked with 52 of them. Help included talking to autistic people about how autism affects them and offering therapy. We also worked with families and professionals supporting autistic adults and offered 70 training sessions. More work is needed to make sure mental health services work well with autistic people. We also need to ask autistic people about their experiences of getting help from mental health services.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139999345","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":"Factors associated with mathematical capacity in children with Developmental Coordination Disorder","authors":"Eliane Dionne ,&nbsp;Annette Majnemer ,&nbsp;Miriam H. Beauchamp ,&nbsp;Marie Brossard-Racine","doi":"10.1016/j.ridd.2024.104710","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104710","url":null,"abstract":"<div><h3>Background</h3><p>Developmental Coordination Disorder (DCD) is a condition characterized by difficulties in motor planning and coordination and affects 5 to 6% of all school-aged children. Children with DCD frequently present with difficulties with academic activities such as handwriting. However, no study to date has comprehensively described mathematical capacity and its potential associated factors in this high-risk group.</p></div><div><h3>Aims</h3><p>We aimed to describe the frequency and nature of mathematical difficulties of school-aged children with DCD and to evaluate potential factors associated with mathematical performance.</p></div><div><h3>Methods</h3><p>A total of 55 elementary school-aged children with DCD underwent comprehensive standardized assessments of mathematical, visuoperceptual (VP), attentional, visual-motor integration (VMI), and motor skills. The contribution of each factor to mathematical capacity was established using hierarchical multivariate linear regression models.</p></div><div><h3>Results</h3><p>Children with DCD (9.1 ± 1.5 years, 44 males) had lower overall mathematical capacity compared to normative data (−0.59 SD) on the KeyMath 3rd edition, with poorer performance in basic concepts and problem-solving. Thirty-eight percent of the sample performed below the 15th percentile in overall mathematical skills. VP skills were the most important factors associated with most mathematical domains. Thirty-four percent of the variance of overall mathematical capacity was explained by VP skills, inattention, VMI and motor impairments while controlling for household income (F [5,49]=5.029, p &lt; .0001).</p></div><div><h3>Conclusion</h3><p>Children with DCD present with mathematical difficulties in basic concepts and problem-solving, which are partially explained by VP skills. Our findings stress the important of systematically assessing mathematical difficulties children with DCD to ensure they receive the necessary support that leads to academic success.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139999346","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":"Parent–child interaction related to brain functional alterations and development outcomes in autism spectrum disorder: A study based on resting state-fMRI","authors":"Yang Xue ,&nbsp;Han-yu Dong ,&nbsp;Jun-yan Feng ,&nbsp;Miao-shui Bai ,&nbsp;Dan Li ,&nbsp;Hong Yang ,&nbsp;Fei-yong Jia","doi":"10.1016/j.ridd.2024.104701","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104701","url":null,"abstract":"<div><h3>Background</h3><p>Limited study has investigated the influence of parent–child interaction on brain functional alterations and development outcomes of autism spectrum disorder (ASD) children. This pilot study aimed to explore the relationship between parent–child interaction, brain functional activities and development outcomes of ASD children.</p></div><div><h3>Methods</h3><p>and Procedures: 653 ASD with an average age of 41.06 ± 10.88 months and 102 typically developmental (TD) children with an average age of 44.35 ± 18.39 months were enrolled in this study, of whom 155 ASD completed brain rs-fMRI scans. The amplitude of low-frequency fluctuations (ALFF) and regional homogeneity (ReHo) measured using resting-state functional magnetic resonance imaging (rs-fMRI) data reflect local brain function. The parent-child interaction was assessed by the Chinese Parent–child Interaction Scale (CPCIS). Childhood Autism Rating Scale (CARS) and developmental quotient (DQ) indicated development outcomes.</p></div><div><h3>Outcomes and Results</h3><p>Total CPCIS score was negatively correlated with CARS total score, and positively correlated with DQ. The frequency of parent–child interaction was negatively correlated with ALFF values in the left median cingulate and paracingulate gyri (DCG.L) and ReHo values in the right superior frontal gyrus, medial (SFGmed.R)(<em>P</em> &lt; 0.05, FDR correction). ALFF values in the DCG.L and ReHo values in the SFGmed.R play complete mediating roles in the relationship between parent–child interaction and performance DQ.</p></div><div><h3>Conclusion and implications</h3><p>This study suggest that parent–child interaction has an impact on autistic characteristics and DQ of ASD children. Local brain regions with functional abnormalities in the DCG.L and SFGmed.R may be a crucial factors affecting the performance development of ASD children with reduced parent-child interaction.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945019","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":"Enhancing social outcomes in autistic youth: Assessing the impact of PEERS® booster sessions","authors":"Laura Maria Fatta ,&nbsp;Dora Bianchi ,&nbsp;Elizabeth A. Laugeson ,&nbsp;Elina Veytsman ,&nbsp;Giovanna Romano ,&nbsp;Fiorenzo Laghi ,&nbsp;Maria Luisa Scattoni","doi":"10.1016/j.ridd.2024.104698","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104698","url":null,"abstract":"<div><h3>Background</h3><p>The Program for the Education and Enrichment of Relational Skills (PEERS®) is a social skills training program for autistic adolescents and those facing social challenges. Its efficacy has been established worldwide, including in Italy. Although booster interventions are a potentially valuable strategy to maintain improvements over time, there is currently no research on the efficacy of providing booster sessions of PEERS® following the traditional treatment.</p></div><div><h3>Aims</h3><p>This study aims to evaluate the efficacy of PEERS® Booster sessions in a sample who had previously participated in a traditional PEERS® Adolescent program.</p></div><div><h3>Methods and procedures</h3><p>A longitudinal non-randomized study was conducted involving 21 autistic adolescents, divided into the treatment group undergoing PEERS® Booster sessions and the control group without it.</p></div><div><h3>Outcomes and results</h3><p>The study evaluated the primary outcomes (social abilities) and secondary outcomes (co-occurrences, executive functions) at two-time points (pre- and post-treatment). No significant differences were found between groups on baseline measures and primary outcomes. However, there were significant group differences between pre- and post-treatment on primary outcomes (social awareness and social communication) and secondary outcomes (externalizing problems).</p></div><div><h3>Conclusions and implications</h3><p>The efficacy of the PEERS® Booster Sessions shows promise and clinical implications were also discussed.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000301/pdfft?md5=7735325a8a10fbc712230bd6366388a4&pid=1-s2.0-S0891422224000301-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139935981","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}