Research in Developmental Disabilities最新文献

{"title":"Transcranial direct current stimulation combined with an intensive training program for upper limb rehabilitation in children with unilateral cerebral palsy. A randomized controlled pilot study","authors":"Javier Merino-Andrés ,&nbsp;Rocío Palomo-Carrión ,&nbsp;Julio Gómez-Soriano ,&nbsp;Juan José Fernández-Pérez ,&nbsp;Diego Serrano-Muñoz ,&nbsp;Elena Muñoz-Marrón ,&nbsp;Purificación López-Muñoz","doi":"10.1016/j.ridd.2025.105001","DOIUrl":"10.1016/j.ridd.2025.105001","url":null,"abstract":"<div><h3>Background</h3><div>Unilateral cerebral palsy (UCP) presents a greater functional alteration of the upper limb. Among the recommended interventions are certain therapeutic tools, such as transcranial direct current stimulation (tDCS) that could increase the therapeutic window and enhance the effect of interventions.</div></div><div><h3>Aims</h3><div>To determine the effectiveness of a 3-weeks intervention of cathodal tDCS applied over the motor cortex of the less affected hemisphere combined with a manual function intensive training program in the upper limbs on quality of movement and the spontaneous use of upper limb in children with UCP. Secondarily, quality of life and user´s experience was also assessed.</div></div><div><h3>Methods and procedures</h3><div>A pilot randomized triple-blind clinical trial was conducted. 18 children with UCP between 4 and 8 years were recruited and randomly allocated to one of the two experimental groups: 1) Active group: cathodal tDCS + intensive motor training; 2) Control group: Sham tDCS + intensive motor training. Assessments were performed before and after the intervention, and at three months follow-up.</div></div><div><h3>Outcomes and results</h3><div>Outcome measures: Shriners Hospital Upper Extremity Evaluation children's manual experience questionnaire, Paediatric Quality of Life Questionnaire and the Children's Manual Experience Questionnaire (miniCHEQ). Both groups improved in all variables but in the inter-group analysis only quality of life obtained significant results (p = 0.043).</div></div><div><h3>Conclusions and implications</h3><div>Adding cathodal tDCS to a program of intensive manual function therapy training did not produce a greater improvement on the spontaneous use, nor improving the experience of use in children with UCP. However, this technique has a short-term beneficial effect on quality of life.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 105001"},"PeriodicalIF":2.9,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143767947","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 systematic review of language and motor skills in children with developmental coordination disorder (DCD) and developmental language disorder (DLD)","authors":"Jelle Kisjes ,&nbsp;Anna L. van der Schaaf ,&nbsp;Johannes J. Noordstar ,&nbsp;Remo Mombarg ,&nbsp;Ellen Gerrits ,&nbsp;Frank Wijnen ,&nbsp;Margreet R. Luinge","doi":"10.1016/j.ridd.2025.104994","DOIUrl":"10.1016/j.ridd.2025.104994","url":null,"abstract":"<div><h3>Aim</h3><div>To investigate: (a) language difficulties in children with developmental coordination disorder (DCD), and (b) motor difficulties in children with developmental language disorder (DLD).</div></div><div><h3>Method</h3><div>In this systematic review, PubMed, CINAHL, PsycINFO, and Embase were searched to identify peer-reviewed studies. Two researchers independently identified, screened and evaluated the methodological quality of the included studies following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). For objective (a), we combined the terms: “developmental coordination disorder” AND “language skills” AND “children”. For objective (b) we combined the terms: “developmental language disorder” AND “motor skills” AND “children”.</div></div><div><h3>Results</h3><div>Ten studies on language skills in children with DCD and 34 studies on motor skills in children with DLD are included, most with relatively good methodological quality. The results for language comprehension and production in children with DCD are contradictory, but there is evidence that children with DCD have communication and phonological problems. Evidence for general motor problems in children with DLD is consistent. Studies report problems in balance, locomotor, and fine motor skills in children with DLD. Evidence for aiming and catching skills is inconsistent.</div></div><div><h3>Interpretation</h3><div>The findings of this systematic review highlight the co-occurrence of language impairments in children with DCD and motor impairments in children with DLD. Healthcare professionals involved in the assessment and diagnosis of children with DCD or DLD should be attentive to this co-occurrence. In doing so, children with DCD and DLD can receive optimal interventions to minimize problems in their daily life.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 104994"},"PeriodicalIF":2.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143739014","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":"Symbolated texts as an assistive technology: Exploring the impact on reading comprehension","authors":"Sofia Benson-Goldberg","doi":"10.1016/j.ridd.2025.104998","DOIUrl":"10.1016/j.ridd.2025.104998","url":null,"abstract":"<div><h3>Background</h3><div>It is widely assumed that pairing graphic symbols with text supports individuals with intellectual and developmental disabilities (IDD) in accessing written content. As a result, these symbolated texts are often used as an assistive technology to increase text accessibility. Unfortunately, there is little empirical evidence that symbolated texts improve reading comprehension. Research with beginning and struggling readers suggests that pairing text with any type of image makes understanding text more difficult and impedes reading growth by distracting individuals’ visual attention away from the text on the page. Despite this, there continues to be widespread use of symbolated texts.</div></div><div><h3>Aims</h3><div>The purpose of this study was to investigate the impact of symbolated text on the reading comprehension of individuals with IDD.</div></div><div><h3>Method and procedures</h3><div>Objective measures of reading comprehension and reading-level matched texts with and without graphic symbols were used to: (a) compare comprehension scores across text-type; (b) investigate the impact of symbols on reading rate; and (c) look for relationships between reading rate and reading comprehension scores.</div></div><div><h3>Outcomes and results</h3><div>Results suggest that reading comprehension scores are significantly lower for symbolated texts than traditional texts. Additionally, pairing graphic symbols with text resulted in significantly slower reading times.</div></div><div><h3>Conclusions and implications</h3><div>The findings suggest that symbolated texts may not make texts more accessible for individuals with IDD. Rather, they may actually make content less accessible. Anyone producing texts for this population should be cautious about pairing graphic symbols with text.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 104998"},"PeriodicalIF":2.9,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143739015","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":"Development of the Difficulties in Communicating with Teachers Scale Among Parents of Children with ADHD","authors":"Chung-Ying Lin ,&nbsp;Wen-Jiun Chou ,&nbsp;Ching-Shu Tsai ,&nbsp;Tai-Ling Liu ,&nbsp;Ray C. Hsiao ,&nbsp;Yu-Min Chen ,&nbsp;Cheng-Fang Yen","doi":"10.1016/j.ridd.2025.104990","DOIUrl":"10.1016/j.ridd.2025.104990","url":null,"abstract":"<div><h3>Background</h3><div>Parents of children with attention-deficit/hyperactivity disorder (ADHD) experience difficulties in communicating with teachers about the challenges their children face with respect to learning, interpersonal relationships, behaviors, and emotions. The current study developed the Difficulties in Communicating with Teachers Scale Among Parents of Children with ADHD (DCT-P-CADHD) and analyzed its psychometric properties.</div></div><div><h3>Methods</h3><div>The DCT-P-CADHD was developed on the basis of data from focus group interviews. An exploratory factor analysis using principal axis factoring and polychoric correlation was conducted to examine the factor structure of the DCT-P-CADHD in 230 parents of children with ADHD. Internal consistency was assessed using Cronbach’s α and McDonald’s ω on polychoric correlations. The 1-month test–retest reliability and item–rest correlation were assessed using Pearson correlation. Concurrent validity was determined by examining the correlations of DCT-P-CADHD scores with Center for Epidemiologic Studies Depression Scale (CESD) and Swanson, Nolan, and Pelham Rating Scale-IV (SNAP-IV)-Parent Form scores.</div></div><div><h3>Results</h3><div>One factor was extracted for the DCT-P-CADHD. The DCT-P-CADHD had high internal consistency (α = 0.973 and ω = 0.981), strong item–rest correlations (range of Pearson correlation: 0.602–0.899), and acceptable test–retest reliability (Pearson correlation: 0.809). The scale score was significantly correlated with CES-D scores (r = 0.385) and SNAP subset scores (r = 0.294–0.322).</div></div><div><h3>Conclusion</h3><div>Our findings provide support for the psychometric properties of the DCT-P-CADHD. Thus, the DCT-P-CADHD can be used to evaluate parental difficulties in communicating with teachers about the issues faced by their children with ADHD.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 104990"},"PeriodicalIF":2.9,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143734521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the link between sleep and cognitive disengagement syndrome (CDS) in young adults: Integrating the role of ADHD","authors":"Hesna Gul ,&nbsp;Ahmet Gul ,&nbsp;Naci Murat","doi":"10.1016/j.ridd.2025.105000","DOIUrl":"10.1016/j.ridd.2025.105000","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Objective&lt;/h3&gt;&lt;div&gt;This study aimed to: (1) compare sleep quality and sleep-related parameters in a Turkish adult population with and without CDS and ADHD symptoms; and (2) re-examine the relationship between CDS and sleep by exploring potential associations between sleep problems and CDS symptoms, while also examining the separate roles of sluggishness and daydreaming, as well as possible gender differences.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Method&lt;/h3&gt;&lt;div&gt;The study included 274 participants (age:18–35, 70.4 % female). The Adult CDS Ratings Scale, the Adult ADHD Self-Report Scale (ASRS), and the Pittsburgh Sleep Quality Index were used. The data were analyzed using SPSS 22 and AMOS 23. Statistical analyses included ANOVA with post-hoc Tamhane's test, Mann-Whitney U test, Spearman Correlation Analysis, and structural equation modeling with path analysis. Linear regression analysis was conducted to identify factors influencing daydreaming.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;The study yielded four key findings:&lt;ul&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;Hyperactivity/Impulsivity and daydreaming were significantly associated with poor sleep quality ( β=.309; t = 4.076, p &lt; 0.001 for hyperactivity/impulsivity and β=.223; t = 2.505, p = 0.013 for daydreaming)&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ul&gt;&lt;/div&gt;&lt;div&gt;&lt;ul&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;Poor sleep quality was negatively associated with daydreaming and sluggishness ( β=.147 for daydreaming, β=.166 for sluggishness, p &lt; 0.05), though this association was weaker compared to ADHD symptoms.&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ul&gt;&lt;ul&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;Sleep latency and sleep disturbances showed a significant association with increased daydreaming ( β=.387 for sleep latency; β=0.898 for sleep disturbances; p &lt; 0.05).&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ul&gt;&lt;/div&gt;&lt;div&gt;&lt;ul&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;Gender differences emerged:&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ul&gt;&lt;ul&gt;&lt;li&gt;&lt;span&gt;1.&lt;/span&gt;&lt;span&gt;&lt;div&gt;Poor sleep quality was significantly associated with increased daydreaming and sluggishness in women (β=0.157 for daydreaming and β=0.167 for sluggishness) but showed no notable association in men.&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ul&gt;&lt;/div&gt;&lt;div&gt;&lt;ul&gt;&lt;li&gt;&lt;span&gt;2.&lt;/span&gt;&lt;span&gt;&lt;div&gt;Hyperactivity/Impulsivity was significantly associated with daydreaming in men but not in women (β=.222) but not in women.&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ul&gt;&lt;ul&gt;&lt;li&gt;&lt;span&gt;3.&lt;/span&gt;&lt;span&gt;&lt;div&gt;CDS symptoms in women showed no significant association with age, whereas sluggishness tended to decrease with age in men (β=-.214).&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ul&gt;&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusions&lt;/h3&gt;&lt;div&gt;This study is among the first to explore the relationship between CDS symptoms and sleep problems in young adults, accounting for ADHD. Our findings highlight the significant association of hyperactivity/impulsivity and daydreaming with sleep quality, as well as the relationship between poor sleep quality and increased daydreaming and sluggishness, though to a lesser extent than ADHD symptoms. Notably, gender differences emerged, with poor sl","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 105000"},"PeriodicalIF":2.9,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143734530","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":"“Hands on iPad” – How do students with intellectual disability participate in media aspects of digital and inclusive teaching?","authors":"Henrik Frisch ,&nbsp;Christoph Ratz ,&nbsp;Julia Warmdt ,&nbsp;Sanna Pohlmann-Rother","doi":"10.1016/j.ridd.2025.104961","DOIUrl":"10.1016/j.ridd.2025.104961","url":null,"abstract":"<div><h3>Background</h3><div>Considering the transformation processes of inclusion and digitality in tandem is gaining importance in both research and teaching. Digital media have the potential to enable students with intellectual disability (ID) to participate in lessons through multimodality, interactivity, and adaptivity.</div></div><div><h3>Aim</h3><div>Using video data from a project week on digital storytelling with iPads, this paper empirically examines how extensively first and second-grade students with ID participate in the use of an iPad in an inclusive setting.</div></div><div><h3>Methods and procedures</h3><div>Using video data from 16 inclusive pairings, the exact timing for when each person had their hands on the iPad was coded, and subcategories were used to determine the type of access to the iPad.</div></div><div><h3>Outcomes and results</h3><div>A key finding is that students with ID have significantly less access to the iPad than their classmates without ID.</div></div><div><h3>Conclusions and implications</h3><div>We discuss this result critically in light of theoretical assumptions about the importance of digital media for academic participation in inclusive education. Research needs as well as implications for teaching practice are formulated.</div></div><div><h3>What this paper adds?</h3><div>This study provides insights into the academic participation of students with intellectual disabilities (ID) in the context of inclusive education and the role of digital media in this process. As it is assumed, that digital media can foster the participation of students with ID, we focus on both the amount of time spent using an iPad and the way it was used in an inclusive education setting. This paper highlights the potential for a discrepancy in participation in inclusive instruction with digital media, which appears problematic concerning the goal of academic participation for all students. Though the paper cannot provide a definitive answer to how students with ID can achieve equal access to digital media, the results of this study show that this discrepancy must be considered as inclusive and digitally supported instruction progresses.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"160 ","pages":"Article 104961"},"PeriodicalIF":2.9,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725436","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":"Meet Kica: Design, prototyping and user testing of a mobile application based on the WHO Caregiver Skills Training","authors":"Giulia de Leonardis,&nbsp;Monica Vanoncini,&nbsp;Giulia Gatti,&nbsp;Alice Arnoldi,&nbsp;Alessandro Gabbiadini,&nbsp;Mariachiara Fioravanti,&nbsp;Laura Zampini ,&nbsp;Erica Salomone","doi":"10.1016/j.ridd.2025.104978","DOIUrl":"10.1016/j.ridd.2025.104978","url":null,"abstract":"<div><h3>Background</h3><div>Mobile-health approaches to caregiver-mediated interventions for autism hold great potential for implementation scale-up. However, essential phases of an application development cycle are often overlooked. This study reports on the development process of Kica, a novel mobile application based on the WHO Caregiver Skills Training (CST).</div></div><div><h3>Methods and procedures</h3><div>Contents and delivery methods for the initial prototype were designed with a user-centered approach, adapting CST contents and learning activities (Phase 1). In Phase 2, a comprehensive usability test of the prototype was then performed with 19 parents of 2–6-year-old autistic children. Participants rated the overall usability on the System Usability Scale (SUS) and received either the Cognitive Walkthrough (CW) task to assess app’s ease of navigation or the Think-Aloud (TA) task for feedback on design, content, and usability. The prototype was then redesigned considering usability findings.</div></div><div><h3>Outcomes and results</h3><div>We report high usability on the SUS and high task success rates on the CW, except for three tasks more likely to be failed by participants with lower Italian proficiency. Thematic analysis of TA identified appreciation for the focus on caregiver/child interactions, ease of workflows navigation and enjoyability of visual branding. Suggestions included enhancing progress tracking and personalization and reducing text.</div></div><div><h3>Conclusion and implications</h3><div>Usability testing highlighted strengths and areas for improvement that were incorporated into a revised prototype. Overall, the findings indicate good acceptability and support formal testing of feasibility and preliminary clinical efficacy through pilot testing.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 104978"},"PeriodicalIF":2.9,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725642","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 in caregivers of toddlers with autism features","authors":"Sarah R. Edmunds ,&nbsp;Daina M. Tagavi ,&nbsp;Colleen M. Harker ,&nbsp;Trent DesChamps ,&nbsp;Wendy L. Stone","doi":"10.1016/j.ridd.2025.104999","DOIUrl":"10.1016/j.ridd.2025.104999","url":null,"abstract":"<div><div>Understanding factors that contribute to the quality of life (QoL) of primary caregivers of young autistic children can help researchers and clinicians provide high-quality support to caregivers and families. This study examined whether family demographic factors, parenting stress, and caregivers’ perceptions of family-centered healthcare experiences uniquely predict caregivers’ QoL. Participants were caregivers of toddlers with: features of autism (<em>n</em> = 119), other developmental delays (<em>n</em> = 101), and no developmental concerns (n = 264). We hypothesized that higher levels of perceived family-centered care would moderate (ameliorate) the relation between parenting stress and QoL. Higher levels of perceived family-centered care were associated with higher QoL for all groups but did not moderate the negative relation between parenting stress and QoL. Negative effects of parenting stress on QoL were stronger for caregivers of children with autism features compared to other groups. Future research is needed to determine how to provide additional support to caregivers with lower QoL, particularly caregivers who are experiencing income- or parenting-related stress and lower levels of family-centered care. Caregiver QoL is especially important to support across service settings (e.g., primary care, early intervention) during the birth-to-three period, when the process of accessing autism services can be challenging for caregivers.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 104999"},"PeriodicalIF":2.9,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715950","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":"Handwriting deficits in the comorbidity of dyslexia and attention-deficit/hyperactivity disorder and their electrophysiological correlates","authors":"Jiuju Wang ,&nbsp;Wenjuan Liu ,&nbsp;Junjun Li ,&nbsp;Aoxue Zhang ,&nbsp;Mushi Wang ,&nbsp;Jing Zhao ,&nbsp;Yang Yang","doi":"10.1016/j.ridd.2025.104995","DOIUrl":"10.1016/j.ridd.2025.104995","url":null,"abstract":"<div><div>Handwriting is a fundamental skill crucial for effective communication and learning. While previous research has demonstrated handwriting impairments in individuals with attention-deficit/hyperactivity disorder (ADHD) and developmental dyslexia (DD) separately, the impact of their comorbidity on children's handwriting abilities remains largely unexplored. This study employed a written production task and a copying task to measure handwriting speed and legibility in children with DD-only (N = 37), ADHD-only (N = 39), comorbid DD and ADHD (COM, N = 44), and typically developing children (N = 36). The findings revealed that the COM group exhibited significantly diminished handwriting speed and legibility compared to the typically developing group. Furthermore, the COM group demonstrated handwriting speed comparable to the DD-only and ADHD-only groups but reduced legibility compared to the DD-only group, suggesting both similarities and additive effects of handwriting impairments in the COM group. Finally, we examined the association between handwriting performance and intrinsic neural activity using closed-eye electrophysiological (EEG) recordings in the COM group. The results revealed that the handwriting deficit in the COM group was linked to neural activity in the frontal regions, suggesting the involvement of executive functions and/or motor execution in impaired handwriting. Collectively, this study uncovers severe handwriting impairments in individuals with comorbid DD and ADHD, underscoring the importance of assessing handwriting skills for accurate diagnosis and effective treatment of comorbid conditions.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 104995"},"PeriodicalIF":2.9,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705584","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":"Health-related quality of life of children with developmental disabilities in Singapore and associated factors: A broad-based examination","authors":"Dang Dang Delia Kan,&nbsp;Chiew Lim Lee,&nbsp;Kin Loong Kenneth Poon","doi":"10.1016/j.ridd.2025.104997","DOIUrl":"10.1016/j.ridd.2025.104997","url":null,"abstract":"<div><div>The study investigates the health-related quality of life (HRQoL) of elementary-aged children with developmental disabilities in Singapore, focusing on the influences of individual and family factors. Data from 113 students from special education schools was examined, with data collected from parents, teachers, and direct assessments of the children. The Pediatric Quality of Life Inventory (PedsQL) was used to measure HRQoL across four domains: physical, emotional, social, and school functioning. Results showed that children with developmental disabilities generally experience lower HRQoL compared to typically developing peers, with the social functioning domain presenting the greatest challenges. Executive functioning difficulties emerged as the most significant predictor of overall HRQoL, affecting all domains, particularly social and school functioning. Parental psychological well-being was also significantly associated with children's emotional functioning, highlighting the broader influence of family factors on children’s well-being. This study contributes to the literature by examining a broad-based sample in a multicultural Asian context. Results underscores the importance of addressing both child-specific challenges, such as executive functioning, and family-centered interventions to improve parental mental wellbeing. In the pursuit of positive quality of life for children with developmental disabilities across multiple domains, this study’s findings highlight the need for a multi-component approach. Limitations and future directions, including the use of proxy reports and the need for culturally relevant interventions, are discussed.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"161 ","pages":"Article 104997"},"PeriodicalIF":2.9,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143698007","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}