Research in Developmental Disabilities最新文献

{"title":"Validation of a screening test based on symbols visual search to detect visuo-attentionnal reading difficulties","authors":"Audrey Vialatte ,&nbsp;Eric Chabanat ,&nbsp;Agnes Witko ,&nbsp;Laure Pisella","doi":"10.1016/j.ridd.2024.104897","DOIUrl":"10.1016/j.ridd.2024.104897","url":null,"abstract":"<div><h3>Objective</h3><div>Visuo-attentional dyslexia has been associated with impaired simultaneous visual processing of multiple items made of separable features (i.e. symbols). We designed a visual search screening test, consisting to find the (unique) black circle among circles of various colours versus among circles combined with a bar of various length and location. We evaluated its reliability and its validity to detect visuo-attentional deficit prone to affect reading.</div></div><div><h3>Results of study 1</h3><div>Assessment of 2015 children between 3 and 11 years old established that the screening test was feasible from kindergarten, and that our index contrasting visual search performance for symbols relative to colours (the Temporal Gap) decreased with age. Satisfactory test–retest reliability of the standardised index (independent from age) was found on a sample of 69 individuals.</div></div><div><h3>Results of study 2</h3><div>Reading speed and inaccuracy assessed for 769 4th and 5th grades children were significantly correlated to the Temporal Gap. A Temporal Gap above 75th centile predicted reading efficiency deficit above 95th percentile with 63 % sensitivity and 71 % specificity.</div></div><div><h3>Perspectives</h3><div>Our screening test can be used in clinic to detect whether a child with developmental dyslexia presents visuo-attentional fragility prone to contribute to the reading difficulties. Its validity as early predictor of a risk to develop visuo-attentional dyslexia needs further investigation.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"156 ","pages":"Article 104897"},"PeriodicalIF":2.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142872619","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":"Collaborative working with Parents of Children with DLD in Speech and Language Therapy: Identifying Dutch Speech and Language Therapists’ barriers to enhancing practice","authors":"Inge Klatte ,&nbsp;Stefan Elbers ,&nbsp;Manon Bloemen ,&nbsp;Anita van Essen ,&nbsp;Annemieke de Groot ,&nbsp;Marjolijn Ketelaar ,&nbsp;Rosa de Vries ,&nbsp;Rob Zwitserlood ,&nbsp;Ellen Gerrits","doi":"10.1016/j.ridd.2024.104882","DOIUrl":"10.1016/j.ridd.2024.104882","url":null,"abstract":"<div><h3>Background</h3><div>Collaboration between Speech and Language Therapists (SLTs) and parents is considered best practice for children with developmental disorders. However, such collaborative approach is not yet implemented in therapy for children with developmental language disorders (DLD) in the Netherlands. Improving Dutch SLTs’ collaboration with parents requires insight in factors that influence the way SLTs work with parents.</div></div><div><h3>Aims</h3><div>To explore the specific beliefs of Dutch SLTs that influence how they collaborate with parents of children with DLD.</div></div><div><h3>Methods and procedures</h3><div>We conducted three online focus groups with 17 SLTs using a reflection tool and fictional examples of parents to prompt their thoughts, feelings and actions on specific scenarios. Data were organised using the Theoretical Domains Framework (TDF).</div></div><div><h3>Outcomes and results</h3><div>We identified 34 specific beliefs across nine TDF domains on how SLTs collaborate with parents of children with DLD. The results indicate that SLTs hold beliefs on how to support SLTs in collaborating with parents but also conflicting specific beliefs regarding collaborative work with parents. The latter relate to SLTs’ perspectives on their professional role and identity, their approach towards parents, and their confidence and competence in working collaboratively with parents.</div></div><div><h3>Conclusions and implications</h3><div>SLTs hold specific beliefs that potentially hinder them from working collaboratively with parents. Appropriate interventions should be developed by combining implementation science and behaviour change science.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"156 ","pages":"Article 104882"},"PeriodicalIF":2.9,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142744102","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 sensory alterations and repetitive behaviors in children with autism spectrum disorder from the perspective of artificial neural networks","authors":"Elisa Carati ,&nbsp;Marida Angotti ,&nbsp;Veronica Pignataro ,&nbsp;Enzo Grossi ,&nbsp;Antonia Parmeggiani","doi":"10.1016/j.ridd.2024.104881","DOIUrl":"10.1016/j.ridd.2024.104881","url":null,"abstract":"<div><h3>Background</h3><div>Restrictive repetitive behaviors (RRBs) and sensory processing disorders are core symptoms of autism spectrum disorder (ASD). Their relationship is reported, but existing data are conflicting as to whether they are related but distinct, or different aspects of the same phenomenon.</div></div><div><h3>Aims</h3><div>This study investigates this relationship using artificial neural networks (ANN) analysis and an innovative data mining analysis known as Auto Contractive Map (Auto-CM), which allows to discover hidden trends and associations among complex networks of variables (e.g. biological systems).</div></div><div><h3>Methods and procedures</h3><div>The Short Sensory Profile and the Repetitive Behavior Scale-Revised were administered to 45 ASD children’s caregivers (M 78 %; F 22 %; mean age 6 years). Questionnaires’ scores, clinical and demographic data were collected and analyzed applying Auto-CM, and a connectivity map was drawn.</div></div><div><h3>Outcomes and results</h3><div>The main associations shown by the resulting maps confirm the known relationship between RBBs and sensory abnormalities, and support the existence of sensory phenotypes, and important links between RRBs and sleep disturbance in ASD.</div></div><div><h3>Conclusions and implications</h3><div>Our study demonstrates the usefulness of ANNs application and its easy handling to research RBBs and sensory abnormalities in ASD, with the aim to achieve better individualized rehabilitation technique and improve early diagnosis.</div></div><div><h3>Paper’s contribution</h3><div>Restricted, repetitive patterns of behaviors and interests and alteration of sensory elaboration are core symptoms of ASD; their impact on patients’ quality of life is known. This study introduces two main novelties: 1) the simultaneous and comparative use of two parent questionnaires (SSP and RBS-R) utilized for RRBs and alteration of sensory profile; 2) the application of ANNs to this kind of research. ANNs are adaptive models particularly suited for solving non-linear problems. While they have been widely used in the medical field, they have not been applied yet to the analysis of RRBs and sensory abnormalities in general, much less in children with ASD. The application of Auto Contractive Map (Auto-CM), a fourth generation ANNs analysis, to a dataset previously explored using classical statistical models, confirmed and expanded the associations emerged between SSP and RBS-R subscales and demographic-clinical variables. In particular, the Low Energy subscale has proven to be the central hub of the system; interesting links have emerged between the subscale Self-Injurious Behaviors and the variable intellectual disability and between sleep disturbance and various RRBs. Expanding research in this area aims to guide and modulate an emerging targeted and personalized rehabilitation therapy.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"155 ","pages":"Article 104881"},"PeriodicalIF":2.9,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142693772","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":"Child and family characteristics associated with verbal communication difficulties in adolescents with autism and other developmental disabilities","authors":"Patrick S. Powell ,&nbsp;Maria G. Gonzalez ,&nbsp;Karen Pazol ,&nbsp;Nuri Reyes ,&nbsp;Cy Nadler ,&nbsp;Lisa Wiggins","doi":"10.1016/j.ridd.2024.104879","DOIUrl":"10.1016/j.ridd.2024.104879","url":null,"abstract":"<div><h3>Background</h3><div>Verbal communication difficulties are associated with a range of adolescent and adult outcomes in individuals with autism spectrum disorder (ASD). Yet there is limited information about contextual factors associated with verbal communication difficulties beyond early childhood, and how youth with ASD compare to youth with other developmental disabilities (DD).</div></div><div><h3>Aims</h3><div>The current study examined verbal communication difficulties among adolescents with ASD and other DD, and child and family characteristics associated with these difficulties in later in life.</div></div><div><h3>Methods and procedures</h3><div>Children were classified as ASD or other DD between 2 and 5 years old. Caregivers of these same children reported verbal communication difficulties between 12 and 16 years old. Chi square tests examined group differences in adolescent verbal communication difficulties; Poisson regression examined child and family characteristics associated with adolescent verbal communication difficulties.</div></div><div><h3>Outcomes and results</h3><div>Adolescents with ASD had significantly more verbal communication difficulties (47.4 %) than adolescents with other DD (14.6 %). Factors that predicted verbal communication difficulties in adolescents with ASD and other DD were expressive language abilities and internalizing symptoms in early childhood, having a mother of non-Hispanic Black compared to White race, and having a mother with some college compared to an advanced degree.</div></div><div><h3>Conclusions and implications</h3><div>Almost half of adolescents with ASD had verbal communication difficulties, which was significantly higher than those with other DD. Early childhood and socio-demographic factors like race, education, and insurance were associated with verbal language outcomes. These factors may be useful in identifying and supporting those most likely to benefit from targeted communication services.</div></div><div><h3>What this paper adds?</h3><div>Verbal communication difficulties are common among adolescents with autism. Early childhood and socio-demographic characteristics like race and education are associated with these difficulties. These findings could help better identify and support adolescents with communication difficulties.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"155 ","pages":"Article 104879"},"PeriodicalIF":2.9,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683549","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":"Cognitively combined/engaged physical activity for the executive function, symptomology, and motor competence of children and adolescents with attention-deficit/hyperactivity disorder: A systematic review and meta-analysis","authors":"Yuan Fang ,&nbsp;Fenghua Sun ,&nbsp;Zixin Wang ,&nbsp;Yaxi Yang ,&nbsp;Man Lau ,&nbsp;Kunyi Huang ,&nbsp;Michael Kin-Chung Yeung ,&nbsp;Georg S. Kranz ,&nbsp;Chetwyn C.H. Chan","doi":"10.1016/j.ridd.2024.104880","DOIUrl":"10.1016/j.ridd.2024.104880","url":null,"abstract":"<div><h3>Background</h3><div>Cognitively combined/engaged physical activity (CC/CE-PA) has been used as an intervention for children/adolescents with attention-deficit/hyperactivity disorder (ADHD).</div></div><div><h3>Method</h3><div>This review aimed to quantify the effects of CC/CE-PAs on enhancing executive and physical function and alleviating ADHD symptoms in children/adolescents with ADHD. An extensive literature search of online databases identified 32 studies (75 % high-quality studies), of which 22 (pooled n=968) were included in the meta-analysis.</div></div><div><h3>Results</h3><div>The included studies covered five PA types with varying intervention periods, frequencies, and exercise durations. The CC/CE-PAs showed an overall significant effect on improving executive function (standardized mean difference [SMD]: 1.10) and motor competence (SMD: 0.52) and alleviating ADHD symptoms (SMD: -0.75). Program design and participants’ medication status were found to significantly moderate the effect of CC/CE-PA.</div></div><div><h3>Conclusion</h3><div>More evidence is needed to support the effect of CC/CE-PA by comparing it with other interventions and using a rigorous experimental design.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"155 ","pages":"Article 104880"},"PeriodicalIF":2.9,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649328","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":"Early visual word processing in children with ADHD: An ERP study","authors":"Wenfang Zhang ,&nbsp;Xin Liu ,&nbsp;Aiping Ni ,&nbsp;Xiangfei Li ,&nbsp;Urs Maurer ,&nbsp;Fei Li ,&nbsp;Su Li","doi":"10.1016/j.ridd.2024.104866","DOIUrl":"10.1016/j.ridd.2024.104866","url":null,"abstract":"<div><h3>Background</h3><div>Attention-deficit/hyperactivity disorder (ADHD) and reading disability (RD) co-occur frequently. Although reading comprehension difficulties in children with ADHD have been well documented, early visual word processing remains unclear.</div></div><div><h3>Aims</h3><div>This study investigated event-related potential (ERP) responses to visual stimuli in children with ADHD (6–12 years) by focusing on the N170 component, which signifies rapid, automatic, and specialized processing of visual words.</div></div><div><h3>Procedures</h3><div>Twenty children with ADHD and twenty typically developing (TD) children matched for sex and age performed an EEG task and underwent several word reading and reading-related cognitive skills tests.</div></div><div><h3>Results</h3><div>The results revealed deficits in early neural specialization for Chinese characters among children with ADHD. The coarse-tuning effect in the right hemisphere was less pronounced in children with ADHD compared to TD children, and a fine-tuning effect was absent among the ADHD group. Moreover, the early neural specialization for Chinese characters in children with ADHD correlated with orthographic processing ability and rapid naming speed.</div></div><div><h3>Conclusions and implications</h3><div>The N170 findings indicate deviant early processing of visual words in children with ADHD, suggesting their reading difficulties may stem from these impairments. Furthermore, orthographic processing and rapid naming may play a vital role in the early specialization for Chinese characters among children with ADHD.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"155 ","pages":"Article 104866"},"PeriodicalIF":2.9,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632362","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 goal-oriented collaborative approach with postural management strategies intervention via telehealth for children with non-ambulant cerebral palsy: Feasibility randomized clinical trial protocol","authors":"Isabella Saraiva Christovão ,&nbsp;Paula Silva de Carvalho Chagas ,&nbsp;Lorena Costa Ferreira ,&nbsp;Ginny Paleg ,&nbsp;Hércules Ribeiro Leite ,&nbsp;Ana Cristina Resende Camargos","doi":"10.1016/j.ridd.2024.104869","DOIUrl":"10.1016/j.ridd.2024.104869","url":null,"abstract":"<div><h3>Introduction</h3><div>Children with non-ambulant Cerebral Palsy (CP), have limitations in terms of self-mobility and require the use of assistive technology with extensive adaptations. However, purchasing assistive technology equipment is expensive and difficult to access in low- and middle-income countries, like Brazil. Guidelines recommend a postural management program to children with CP and emphasize the need for high doses of practice to achieve functional goals. Furthermore, collaborative practices are recommended, with active parental participation in the intervention.</div></div><div><h3>Aims</h3><div>This study describes a protocol for assessing the feasibility of a future randomized clinical trial using a goal-oriented collaborative approach with postural management strategies via telehealth for non-ambulant children with CP.</div></div><div><h3>Methods</h3><div>Eighteen children (1–5 years) with CP and their families will be randomized into two groups for 12 weeks: (A) goal-oriented collaborative approach with postural management strategies intervention via telehealth associated with conventional physical therapy or (B) conventional physical therapy. Feasibility measures will be verified, and outcomes will include parents' perceptions of performance and satisfaction, gross motor function, postural control, goal achievement and participation at home, preschool, and community.</div></div><div><h3>Implications</h3><div>The findings will inform the planning and preparation of a future randomized clinical trial of interventions for non-ambulant CP children via telehealth.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"155 ","pages":"Article 104869"},"PeriodicalIF":2.9,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632363","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":"SPAN-ASD: Pilot implementation to promote functional goals of autistic adolescents and young adults","authors":"Einat Yaar ,&nbsp;Eynat Gal ,&nbsp;Gary Bedell ,&nbsp;Liron Lamash","doi":"10.1016/j.ridd.2024.104864","DOIUrl":"10.1016/j.ridd.2024.104864","url":null,"abstract":"<div><h3>Purpose</h3><div>This concurrent embedded-design study evaluated the initial efficacy of the Social Participation and Navigation (SPAN-ASD) remote intervention for autistic adolescents and young adults (AYA) in achieving personal goals and enhancing self-efficacy. The study also explored participants' experiences through follow-up interviews.</div></div><div><h3>Methods</h3><div>Twelve autistic AYA (9 male; 12–20 years, M = 16.2, SD = 3.3) completed baseline data using demographic, Daily Routine and Autonomy (DRA), and Child and Adolescent Scale of Participation (CASP) questionnaires, and set two goals. The Canadian Occupational Performance Measure (COPM) and SPAN Self-Efficacy Scale (SPAN-SES) assessed Goal 1 at baseline, preintervention, and postintervention, and Goal 2 at postintervention and follow-up. We applied Friedman’s and Wilcoxon’s tests to evaluate time differences and calculated effect sizes. Semi-structured interviews explored participants' perceptions, with thematic analysis identifying key themes.</div></div><div><h3>Results</h3><div>Postintervention, Goal 1 performance and satisfaction improved significantly (p &lt;.01) with large effect sizes (respectively, Z = −2.92, r = −.59; Z = −2.86, r = −.58). Goal 2 also showed significant improvement (p &lt;.05) in performance (Z = −2.5, r = −.51) and satisfaction (Z = −2.08, r = −.43). SPAN-SES scores showed no significant differences; medium effect sizes (&gt;.30) suggested increased self-efficacy in setting and planning goals and decreased ability to review plans. Thematic analysis revealed three themes: facilitating personal change, using metacognitive strategies, and perspectives on the SPAN-ASD intervention.</div></div><div><h3>Conclusion</h3><div>SPAN-ASD improves functional goal achievement and self-efficacy in goal-setting and planning for autistic AYA. Future research should explore its potential for promoting autonomy.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"155 ","pages":"Article 104864"},"PeriodicalIF":2.9,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579094","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":"Being the other child - A systematic review on the quality of life and mental health of siblings of children with rare diseases","authors":"Johannes Boettcher ,&nbsp;Fabian Kröger ,&nbsp;Nele Reinsberg ,&nbsp;Silke Wiegand-Grefe ,&nbsp;Holger Zapf","doi":"10.1016/j.ridd.2024.104868","DOIUrl":"10.1016/j.ridd.2024.104868","url":null,"abstract":"<div><h3>Background</h3><div>Siblings of children with rare diseases play a crucial yet often overlooked role in the family dynamic and their sibling's illness experience. This systematic review aims to synthesize and evaluate existing research on the Quality of Life (QoL) and mental health outcomes of siblings in this unique context.</div></div><div><h3>Methods</h3><div>We performed a systematic literature search in six databases, including quantitative studies on siblings of children with rare diseases. A total of 37 reports (34 studies) met the inclusion criteria. Siblings' QoL and mental health were compared to normative samples and their siblings with a rare disease. Risk factors for siblings' QoL and mental health were systematically investigated. Moreover, methodological quality and risk of bias were analyzed.</div></div><div><h3>Results</h3><div>The findings revealed that siblings of children with rare diseases experience reduced QoL and mental health compared to norm data, although results have been mixed. Psychosocial risk factors like parental family stress factors, compared to disease-specific risk factors, play a particular role in the QoL and mental health of siblings of children with rare diseases.</div></div><div><h3>Conclusion</h3><div>Healthcare providers should consider and address the potential psychosocial impact on QoL and mental health in siblings of children with rare diseases. Additionally, opportunities to bridge existing research gaps and suggestions for advancing theory-driven research in this area will be discussed.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"155 ","pages":"Article 104868"},"PeriodicalIF":2.9,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of educational interventions to enhance cancer awareness and screening in individuals with intellectual disabilities: A mixed-methods approach","authors":"Mohammed Elmadani ,&nbsp;Simon Klara,&nbsp;Evans Kasmai Kiptulon,&nbsp;Diego Andrade,&nbsp;Mate Orsolya","doi":"10.1016/j.ridd.2024.104867","DOIUrl":"10.1016/j.ridd.2024.104867","url":null,"abstract":"<div><h3>Background</h3><div>Cancer awareness and screening among individuals with intellectual disabilities face unique challenges. To bridge this gap, educational interventions have been developed.</div></div><div><h3>Aims</h3><div>This review comprehensively analyzes educational interventions aimed at enhancing cancer awareness among individuals with intellectual disabilities (IDs). It addresses key questions regarding intervention types and effectiveness, influencing factors, and recommendations for impactful programs.</div></div><div><h3>Methods and procedures</h3><div>A robust search strategy was deployed across reputable databases yielding 2512 articles. After meticulous screening and eligibility assessments, eight studies met the inclusion criteria, encompassing qualitative research, a feasibility study, and randomized control trials.</div></div><div><h3>Outcomes and results</h3><div>The studies employed diverse interventions and assessment methods, leading to varying outcomes. Interventions included educational materials, communication packs, health education DVDs, and healthcare professional support, typically delivered over a short period with limited follow-up. Assessment methods comprised surveys, interviews, and knowledge surveys. However, a comprehensive evaluation of knowledge gains and screening uptake was often absent. While some studies reported modest increases in knowledge, none measured actual screening uptake and long-term effects. The strengths and limitations of these studies underscore the need for more comprehensive research in this area, considering factors such as sample size, study design, and long-term impact.</div></div><div><h3>Conclusion and implications</h3><div>In conclusion, this review provides valuable insights into educational interventions for cancer awareness among individuals with intellectual disabilities. Its comprehensive methodology and findings underscore the significance of tailoring interventions, extending their duration, and involving caregivers to optimize outcomes for this vulnerable population.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"155 ","pages":"Article 104867"},"PeriodicalIF":2.9,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142569215","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}