Research in Developmental Disabilities最新文献

{"title":"Individual variation in bilingual vocabulary in preschoolers with developmental language disorder","authors":"Lisa Verbeek ,&nbsp;Tijs Kleemans ,&nbsp;Constance T.W.M. Vissers ,&nbsp;Eliane Segers ,&nbsp;Ludo Verhoeven","doi":"10.1016/j.ridd.2024.104695","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104695","url":null,"abstract":"<div><h3>Background</h3><p>It is unclear how speech production, selective attention, and phonological working memory are related to first- (L1) and second-language (L2) vocabularies in bilingual preschoolers with Developmental Language Disorder (DLD).</p></div><div><h3>Aims</h3><p>To study individual variation in vocabularies in DLD bilingual preschoolers by (1) comparing them to typically developing (TD) bilingual, and TD and DLD monolingual peers; (2) differentially predicting L2 vocabulary; and (3) identifying and characterizing bilinguals’ L1/L2 vocabulary profiles.</p></div><div><h3>Methods</h3><p>We measured the selective attention, working memory, and L1 Turkish/Polish (where applicable) and L1/L2 Dutch speech and vocabulary abilities of 31 DLD bilingual, 37 TD bilingual, and 61 DLD and 54 TD Dutch monolingual three-to-five year-olds.</p></div><div><h3>Results</h3><p>DLD bilinguals scored lower than TD bilinguals and TD/DLD monolinguals on all measures, except L2 vocabulary, where all bilinguals underperformed all monolinguals. Selective attention predicted Dutch vocabulary across groups. Three bilingual vocabulary profiles emerged: DLD bilinguals were less likely to be <em>L1 dominant,</em> TD/DLD bilinguals with better attention more often had a <em>Balanced high L1/L2 profile</em>, while those with poorer selective attention and L1 speech tended to be <em>L2 dominant</em>.</p></div><div><h3>Conclusions</h3><p>These findings highlight the roles of L1 speech and selective attention, rather than L2 speech and working memory, in understanding bilingual vocabulary variation among DLD preschoolers.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000271/pdfft?md5=b0e049b14ac8cdfae90ab72c0300701d&pid=1-s2.0-S0891422224000271-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139935980","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 a highly intensive balance therapy camp in children with developmental coordination disorder – An intervention protocol","authors":"Silke Velghe ,&nbsp;Eugene Rameckers ,&nbsp;Pieter Meyns ,&nbsp;Charlotte Johnson ,&nbsp;Ann Hallemans ,&nbsp;Evi Verbecque ,&nbsp;Katrijn Klingels","doi":"10.1016/j.ridd.2024.104694","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104694","url":null,"abstract":"<div><h3>Background</h3><p>Children with Developmental Coordination Disorder (DCD) often (&lt;87 %) experience postural control problems, impacting all levels of the International Classification of Functioning, Disability and Health (ICF) including their daily participation, self-esteem and mental health. Due to the multisystemic nature of postural control, comprehensive therapy should target all systems which is currently not the case. Highly intensive therapy is effective and commonly used in pediatric populations, but has not been explored yet to train postural control in children with DCD.</p></div><div><h3>Aims</h3><p>To investigate the effects of a highly intensive functional balance therapy camp at all ICF levels in children with DCD.</p></div><div><h3>Methods and procedures</h3><p>The effects on postural control, muscle activity, brain alterations, self-perceived competence, self-identified goals, gross motor activities and participation are evaluated. Participants are assessed pre- and post-intervention, including a 3 months follow-up. Forty-eight children with DCD, aged 6–12 years old, receive 40 h of comprehensive balance training. This intervention is fun, individually tailored, targets all postural control systems, implements different motor learning strategies and includes both individual and group activities.</p></div><div><h3>Conclusion</h3><p>Novel insights into the effects of a highly intensive comprehensive balance therapy camp designed for children with DCD will be gained at all levels of the ICF.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139914776","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":"“It makes me a better person”: The unique experiences of parenting multiple children who experience neurodevelopmental disability","authors":"Sandy Thompson-Hodgetts ,&nbsp;Marcela Barahona Ortega ,&nbsp;Claire Anthony ,&nbsp;Hayley McComish ,&nbsp;Emily Sharp","doi":"10.1016/j.ridd.2024.104697","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104697","url":null,"abstract":"<div><h3>Background</h3><p>Much research has explored how raising a child with a neurodevelopmental disability influences parents’ well-being. However, little research has focused on the unique experiences of parenting multiple children with neurodevelopmental disabilities. We explored the unique experiences of parenting multiple children with neurodevelopmental disabilities with a focus on mothers’ well-being and social participation.</p></div><div><h3>Methods</h3><p>Ten mothers who parent multiple children with neurodevelopmental disabilities participated in semi-structured interviews. Interviews were analyzed using a reflexive thematic approach.</p></div><div><h3>Results</h3><p>Three themes were identified: ‘<em>Knowledge is power</em>’ described positive influences of enhanced disability knowledge and advocacy with each child who experienced disability. ‘<em>Shifts in wellbeing’</em> acknowledged these mothers’ exhaustion, decreased time for self-care, and invisible work, yet also increased feelings of empowerment, purpose and empathy for others. ‘<em>(Dis)Connection and engagement with others’</em> reflected struggles of balancing responsibilities, social and community participation, and experiences with isolation. Yet, mothers’ also experienced enhanced disability community and family connections, and a sense of meaning and purpose.</p></div><div><h3>Conclusions and Implications</h3><p>Findings highlighted challenges, and many rewarding and unique experiences of parenting multiple children with neurodevelopmental disabilities. Health, education and social service practitioners are encouraged to acknowledge parent’s challenges, but also celebrate and draw on families’ strengths and knowledge.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139901536","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":"Autism traits, social withdrawal, and behavioral and emotional problems in a Norwegian cohort of adolescents with rare genetic disorders","authors":"Johannes Boettcher ,&nbsp;Stian Orm ,&nbsp;Krister Westlye Fjermestad","doi":"10.1016/j.ridd.2024.104699","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104699","url":null,"abstract":"<div><h3>Background</h3><p>Adolescents with rare genetic disorders represent a population that can be at risk in psychosocial terms. Despite its importance, the association of autism traits and social withdrawal in behavioral and emotional problems in adolescents with rare genetic disorders remains understudied.</p></div><div><h3>Aim</h3><p>The study aimed to empirically examine the clinical characteristics of adolescents with rare genetic disorders with a behavior theory-driven approach.</p></div><div><h3>Method</h3><p>We investigated the behavioral and emotional problems and current and lifetime autistic traits in a sample of 93 Norwegian adolescents (<em>M</em>_age = 13.2 years, SD_age = 2.4, range_age 10–17, 62.4% females, 37.6% males) with various rare genetic disorders. The adolescents were investigated cross-sectionally utilizing standardized psychometric questionnaires rated by their parents.</p></div><div><h3>Results</h3><p>More current and lifetime autistic traits and social withdrawal were all associated with more internalizing problems. Further analyses demonstrated that social withdrawal partially mediated the positive association between current autistic traits and internalizing problems. In contrast, social withdrawal fully mediated the positive association between lifetime autistic traits and internalizing problems.</p></div><div><h3>Conclusion and implications</h3><p>Our results demonstrate important characteristics of adolescents with rare genetic disorders that may guide clinicians and future interventions. Social withdrawal may be prodromal to internalizing problems such as anxiety and depression. Thus, clinically addressing social withdrawal can represent a means to prevent internalizing problems in adolescents with rare genetic disorders and autistic traits.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000313/pdfft?md5=37aa672a60cdce910355527aeffbc81a&pid=1-s2.0-S0891422224000313-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139748583","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":"Sleep problems in a population-based cohort of primary school age children with Cerebral Palsy","authors":"Koa Whittingham ,&nbsp;Kath Benfer ,&nbsp;Leanne Sakzewski ,&nbsp;Jane Wotherspoon ,&nbsp;Andrea Burgess ,&nbsp;Tracy Comans ,&nbsp;Syed Afoz Keramat ,&nbsp;Robert S. Ware ,&nbsp;Roslyn N. Boyd","doi":"10.1016/j.ridd.2024.104690","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104690","url":null,"abstract":"<div><h3>Aims</h3><p>To examine sleep problems in a population-based sample of school-aged children (8–12yo) with Cerebral Palsy (CP)</p></div><div><h3>Method</h3><p>Eighty-six children (mean 9 years, 5 months, SD = 1 year, 6 months; male = 60) with CP (Gross Motor Function Classification System; GMFCS I=46; II=21; III=9; IV=6; V=6) participated. Classifications/assessments included: Sleep Disturbance Scale for Children (SDSC), Gross Motor Function Measure (GMFM-66), Manual Ability Classification System (MACS), Communication Function Classification System (CFCS), Strengths and Difficulties Questionnaire (SDQ) and the Cerebral Palsy- Quality of Life (CP-QOL) Pain Impact subscale. Analysis included linear and logistic regression.</p></div><div><h3>Results</h3><p>38 (44 %) children were within the clinical range for sleep problems. Sleep problems were significantly associated with epilepsy, (95 % CI) = 14.48 (7.95 to 21.01), gross motor function, –0.13 (–0.26 to –0.01), manual ability, 7.26 (0.82 to 13.69), communication, 10.01 (2.21 to 17.80), child behaviour, 1.134 (0.74 to 1.53), and pain related QOL, 0.33 (0.12 to 0.53). For the multivariable model, sleep problems remained significantly associated with epilepsy, b (95 % CI) = 11.72 (4.88 to 18.57), child behaviour, 1.03 (0.65 to 1.41) and pain-related QOL, 0.21 (0.29 to 0.38).</p></div><div><h3>Conclusions</h3><p>Sleep problems are common and associated with epilepsy, child behaviour and pain related QOL.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139738138","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":"Relationship between executive function and autism symptoms in preschoolers with autism spectrum disorder","authors":"Chun-Ling Ko ,&nbsp;Chin-Kai Lin ,&nbsp;Chien-Lin Lin","doi":"10.1016/j.ridd.2024.104692","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104692","url":null,"abstract":"<div><p>Executive dysfunction and other symptomatology could have links in preschoolers with autism spectrum disorder (ASD). This study contains three objectives: to explore the difference in executive function between preschoolers with ASD and typically developing individuals (TD), to investigate correlations between executive function and multiple domains of autism symptoms in preschoolers with ASD, and to examine the impact of executive function on symptoms of autism. Participants of this study included preschoolers (4–6 years) with ASD (24 boys, 20 girls) according to DSM-5-TR criteria and TD (24 boys, 20 girls). BRIEF-P (Behavior Rating Inventory of Executive Function-Preschool Version) and CASD-C (Checklist for Autism Spectrum Disorder-Chinese Version) were used as measurement tools. Data were analyzed using MANOVA, ANOVA, Pearson correlations, and simple regression. For the results, the study found results of executive function were significantly lower in preschoolers with ASD than in preschoolers without ASD; the greater the executive dysfunction, the greater the autistic symptomatology, and executive dysfunction predicted 57 % of the variability of autism symptoms. In conclusion, preschoolers with ASD had more executive dysfunction than those without ASD. Based on our findings, the study recommends incorporating executive function into clinical assessment programs to understand how executive function is related to autism symptoms.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139733003","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 coaching to enhance community participation in young children with developmental disabilities: A pilot randomized controlled trial","authors":"Chi-Wen Chien ,&nbsp;Chung-Ying Lin ,&nbsp;Cynthia Yuen Yi Lai ,&nbsp;Fiona Graham","doi":"10.1016/j.ridd.2024.104696","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104696","url":null,"abstract":"<div><h3>Background</h3><p>Parent coaching emerges as a preferred approach for enhancing performance and participation of children with developmental disabilities (DD), but limited clinical trials examine its effects on community participation.</p></div><div><h3>Aim</h3><p>To evaluate whether parent coaching, specifically using Occupational Performance Coaching (OPC), enhances community participation among young children with DD.</p></div><div><h3>Method and procedures</h3><p>A pilot double-blind randomized controlled trial was conducted. Parents of 50 children with DD (31 male, 19 female, mean age 4 years 10 months) were randomly assigned to the OPC group (n = 25) or parent consultation group (n = 25). Each parent received a maximum of eight coaching sessions or consultations. The primary outcome was children’s community participation as assessed through parent-report measures at baseline, pre-intervention, post-intervention, and an 8-week follow-up.</p></div><div><h3>Outcomes and results</h3><p>Both groups showed significant improvements in parent-identified, goal-specific community participation after the intervention (mean difference [MD]=2.26–2.56), and these improvements were sustained during the follow-up. Despite a trend favoring parent coaching, the group difference in the improvements was not evident (MD=0.18–0.28). Both groups displayed positive improvements in children’s overall community involvement post-intervention (MD=0.32); however, the time effects were not statistically significant.</p></div><div><h3>Conclusions and implications</h3><p>OPC, by coaching parents, could enhance goal-specific community participation in children with DD, producing effects similar to those achieved through parent consultation.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139732958","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 role of stimulant washout status in functional connectivity of default mode and fronto-parietal networks in children with neurodevelopmental conditions","authors":"Kelsey Harkness ,&nbsp;Signe Bray ,&nbsp;Kara Murias","doi":"10.1016/j.ridd.2024.104691","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104691","url":null,"abstract":"<div><h3>Background</h3><p>Stimulant medication is the primary pharmacological treatment for attention dysregulation and is commonly prescribed for children with Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism. Neuroimaging studies of these groups commonly use a 24–48-hour washout period to mediate the effects of stimulant medication on functional connectivity (FC) metrics. However, the impact of washout on functional connectivity has received limited study.</p></div><div><h3>Methods</h3><p>We used fMRI data from participants with diagnosis of Autism and ADHD (and an off stimulant control) from the Adolescent Brain and Cognitive Development (ABCD) and Autism Brain Imaging Data Exchange (ABIDE) databases to explore the effect of simulant washout on FC. Connectivity within and between the default mode (DMN) and fronto-parietal networks (FPN) was examined, as these networks have previously been implicated in attention dysregulation and associated with stimulant medication usage. For each diagnostic group, we assessed effects in interconnectivity between DMN and FPN, intraconnectivity within DMN, and intraconnectivity within FPN.</p></div><div><h3>Results</h3><p>We found no significant effect of medication status in intra- and inter-connectivity of the DMN and the FPN in either diagnostic group.</p></div><div><h3>Implications</h3><p>Our findings suggest that more information is needed about the effect of stimulant medication, and washout, on the FC of attention networks in clinical populations.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000234/pdfft?md5=24b2d19ff1355064e14798c4fcebf2a5&pid=1-s2.0-S0891422224000234-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139714847","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":"Enhancing inclusive education in the UAE: Integrating AI for diverse learning needs","authors":"Alia El Naggar ,&nbsp;Eman Gaad ,&nbsp;Shannaiah Aubrey Mae Inocencio","doi":"10.1016/j.ridd.2024.104685","DOIUrl":"10.1016/j.ridd.2024.104685","url":null,"abstract":"<div><h3>Introduction</h3><p>Artificial Intelligence (AI) mediated systems have become important in educational set-ups, and it is still debatable whether or not they can be useful in special needs education. This qualitative research scrutinizes the experiences and perceptions of exceptional learners, as an example of special needs education, engaged in AI-mediated discussions versus traditional classroom dialogues. The study aims to reveal how these learners process and construct knowledge differently when AI is incorporated into their discussions and how it compares to conventional learning environments.</p></div><div><h3>Methods</h3><p>The methodology entailed a detailed qualitative analysis, drawing upon cognitive psychology to assess how exceptional learners process information and engage in higher-order thinking. Data were collected through interviews, observation, and content analysis of AI-mediated discussions.</p></div><div><h3>Results:Findings</h3><p>from the study highlighted the capacity of AI technologies to offer personalized and intellectually stimulating educational experiences that resonate with constructivist approaches, promoting active learning and tailored instruction for exceptional learners. However, the research also brought to light certain challenges, including the tendency for confirmation bias and the risk of information overload within AI-mediated environments, which can complicate the learning trajectory within the zone of proximal development.</p></div><div><h3>Discussions</h3><p>The study underscores the dynamic interplay between AI technologies and educational processes for exceptional learners. It suggests that while AI can enhance personalized learning, it also introduces unique challenges that must be navigated carefully. Ultimately, this research lays a theoretical and empirical groundwork for the thoughtful integration of AI in supporting inclusive education, emphasizing the importance of continuous evaluation and adaptation.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708476","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":"Mobile sleep EEG suggests delayed brain maturation in adolescents with ADHD: A focus on oscillatory spindle frequency","authors":"Blanka Vojnits ,&nbsp;Tárek Zoltán Magyar ,&nbsp;Orsolya Szalárdy ,&nbsp;Vivien Reicher ,&nbsp;Mária Takács ,&nbsp;Nóra Bunford ,&nbsp;Róbert Bódizs","doi":"10.1016/j.ridd.2024.104693","DOIUrl":"https://doi.org/10.1016/j.ridd.2024.104693","url":null,"abstract":"<div><h3>Background</h3><p>Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder. Although data show ADHD is associated with sleep problems, approaches to analyze the association between ADHD and sleep electrophysiology are limited to a few methods with circumscribed foci.</p></div><div><h3>Aims</h3><p>Sleep EEG was analyzed by a mixed-radix FFT routine and power spectrum parametrization in adolescents with ADHD and adolescents not at-risk for ADHD. Spectral components of sleep EEG were analyzed employing a novel, model-based approach of EEG power spectra.</p></div><div><h3>Methods and procedures</h3><p>The DREEM mobile polysomnography headband was used to record home sleep EEG from 19 medication-free adolescents with ADHD and 29 adolescents not at-risk for ADHD (overall: <em>N</em> = 56, age range 14–19 years) and groups were compared on characteristics of NREM sleep.</p></div><div><h3>Outcomes and results</h3><p>Adolescents with ADHD exhibited lower frequency of spectral peaks indicating sleep spindle oscillations whereas adolescents not at-risk for ADHD showed lower spectral power in the slow sleep spindle and beta frequency ranges.</p></div><div><h3>Conclusions and implications</h3><p>The observed between-groups difference might indicate delayed brain maturity unraveled during sleep in ADHD.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000258/pdfft?md5=8891485e45bdddde7cd4df9828907abe&pid=1-s2.0-S0891422224000258-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139700013","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}