Res Dev Disabil [JOURNAL]
Sun
200 papers
Investigating the effectiveness of PEERS©-campus: The impact of a social skills group for young adults with autism adapted for a college campus.
Robeson M, Chassin V, Albright J … +3 more , Lewis C, Baxter A, Zlomke K
Res Dev Disabil · 2026 Feb · PMID 41506015 · Publisher ↗
BACKGROUND: The Program for the Education and Enrichment of Relationship Skills (PEERS©) for Young Adults (PEERS-YA) is an evidence-based, group intervention for fostering social skills in young adults, though it may con...
BACKGROUND: The Program for the Education and Enrichment of Relationship Skills (PEERS©) for Young Adults (PEERS-YA) is an evidence-based, group intervention for fostering social skills in young adults, though it may consist of elements that are not as suitable for autistic individuals in post-secondary educational settings. This study examined preliminary outcomes of an adapted PEERS-YA intervention for autistic college students. METHOD: A quasi-experimental design was utilized in which autistic college students (n = 6) and non-autistic social partners (n = 5) participated in the adapted PEERS-YA intervention. Wilcoxon Signed Rank Tests were used to assess statistically significant changes in social responsiveness, empathic and social self-efficacy, social skills knowledge, college belongingness, quality of life, loneliness, quality of socialization, and social anxiety at three time points. Reliable change indices (RCIs) were calculated to examine clinically significant effects. RESULTS: There were significant changes found in autistic participants' self-rated social reciprocity. Further, social skills knowledge increased for both autistic participants and social partners. RCIs demonstrated that two autistic participants experienced meaningful improvements in social skills knowledge, social responsiveness, and/or quality of socialization, and one showed meaningful improvement in empathic/social self-efficacy, social anxiety, and/or quality of life. Changes were relatively stable from post-intervention to follow up. CONCLUSIONS: Findings demonstrate promising results toward the adapted PEERS-YA intervention as a feasible option for teaching social skills, improving empathic self-efficacy, and increasing social responsiveness amongst autistic undergraduates, with mixed findings regarding benefits to social partners.
Adapting the Specific Language System First approach for special education schools in Singapore: A pilot evaluation.
Young DPCY, Alawoodeen NS, Tan SH
Res Dev Disabil · 2026 Feb · PMID 41506014 · Publisher ↗
The Specific Language System First (SLSF) approach has been proposed as a resource-efficient strategy for strengthening Augmentative and Alternative Communication (AAC) service delivery in school settings (Maholtz & Olso...
The Specific Language System First (SLSF) approach has been proposed as a resource-efficient strategy for strengthening Augmentative and Alternative Communication (AAC) service delivery in school settings (Maholtz & Olson, 2025; Peterson, 2023). This project examined the implementation of an adapted SLSF approach across three special education schools in Singapore, which involved the implementation of a standardised AAC system, dynamic assessment of AAC needs using trial kits, and provision of specialist support for AAC implementation to teachers. Class teachers of 71 Year 1 students, reported gains in students' communication skills and improved confidence in AAC implementation, by the end of the school year. Findings that Year 1 students with standardised AAC systems, showed similar gains in communication skills and similar levels of engagement with AAC, as 17 Year 2 peers with customised AAC systems and similar cognitive profiles, indicate that standardised AAC systems do not hinder the development of communication skills for students with complex communication needs. Compared to previous years where provision of personal AAC systems took a longer time, Year 1 students in the SLSF approach received their own personalised AAC system after 10 weeks of school, suggesting that the SLSF approach is useful for supporting communication and AAC implementation.
Demographic and environmental predictors of self-determination in Turkish students with and without disabilities: A classical and machine learning-based analysis.
Söğüt DA
Res Dev Disabil · 2026 Feb · PMID 41500190 · Publisher ↗
BACKGROUND: The substantial variability in educational opportunities across individual and environmental conditions in Türkiye provides a meaningful context for examining associations between self-determination and conte...
BACKGROUND: The substantial variability in educational opportunities across individual and environmental conditions in Türkiye provides a meaningful context for examining associations between self-determination and contextual factors. However, the absence of culturally adapted student-report measures continues to constrain empirical analyses of these relationships. AIM: This study (1) adapted and validated the Turkish version of the AIR Self-Determination Scale-Student Form and (2) identified contextual predictors of self-determination using both classical statistical analyses and machine learning modeling. Guided by Causal Agency Theory, the study explored the interaction between students' self-determination capacities and perceived opportunities across diverse educational settings in Türkiye. RESULTS: Psychometric analyses (n = 342) confirmed the four-factor capacity-opportunity structure and showed strong internal consistency. In a second sample (n = 501), self-determination scores varied by disability status, age, school type, residential area, and rehabilitation support. Capacity and opportunity were moderately correlated. ML models explained substantial variance in total scores and identified school type and disability status as the strongest predictors. CONCLUSION: Findings suggest that self-determination is linked to both individual characteristics and contextual opportunity structures. Enhancing autonomy-supportive practices and using data-informed approaches to identify students with limited opportunities may support stronger self-determination outcomes in Türkiye.
Unraveling nonliteral meaning: Figurative competence in autism spectrum disorder and dyslexia.
Kritsotakis G, Morfidi E
Res Dev Disabil · 2026 Feb · PMID 41494279 · Publisher ↗
The aim of the current study was to examine figurative competence among upper-elementary Greek-speaking children with Autism Spectrum Disorder (ASD) and dyslexia compared to typically developing (TD) peers, with a specif...
The aim of the current study was to examine figurative competence among upper-elementary Greek-speaking children with Autism Spectrum Disorder (ASD) and dyslexia compared to typically developing (TD) peers, with a specific focus on how structural language skills (i.e., receptive vocabulary and morphosyntax), nonlinguistic factors (i.e., chronological age and nonverbal reasoning ability), and reading comprehension (RC) contribute to figurative language understanding. A total of 105 children (35 per group; M = 10.5 years, SD = 1), matched for age, gender, and nonverbal reasoning ability had participated. Results indicated that both clinical samples performed significantly lower than TD controls on the figurative language comprehension task, regardless of figurative type, with no statistically significant differences observed between the ASD and Dyslexia groups. Proverbs were consistently more challenging than idioms across all participants, a disparity especially marked in those with neurodevelopmental conditions. In addition, both groups demonstrated reduced performance in reading comprehension relative to their TD peers. While structural language deficits were evident among participants with ASD and dyslexia, the ASD group displayed a more heterogeneous profile, showing comparatively milder impairments. Regression analyses showed distinct predictive patterns: in the TD group, figurative competence was positively associated with age and RC, whereas in both target groups, morphosyntactic ability emerged as the primary predictor. These findings underscore the persistent difficulties figurative language poses for children with ASD and dyslexia and highlight the role of structural language skills, particularly morphosyntactic ability, in supporting nonliteral understanding. Implications for educational assessment and intervention practices are also discussed.
Updated psychometric assessment of the original Little Developmental Coordination Disorder Questionnaire (LDCDQ).
Rihtman T, Tal-Saban M
Res Dev Disabil · 2026 Feb · PMID 41494278 · Publisher ↗
AIM: The Little Developmental Coordination Disorder Questionnaire (LDCDQ) is a screening tool for identifying preschool children who may have Developmental Coordination Disorder (DCD), originally developed in the Hebrew...
AIM: The Little Developmental Coordination Disorder Questionnaire (LDCDQ) is a screening tool for identifying preschool children who may have Developmental Coordination Disorder (DCD), originally developed in the Hebrew language. This study updated the original LDCDQ's psychometric properties with an expanded sample size, and ascertained sensitivity, specificity and cutoff scores. METHOD: An observational cross-sectional study design with convenience and snowball sampling was employed. Israeli preschool children aged 36-59 months (n = 399; 48.48 + 6.73) were recruited to two groups (typically developing [TD] n = 269; 47.65 + 6.78; referred n = 130; 50.09 + 6.35). The LDCDQ and a demographic questionnaire were completed for all children. The Movement Assessment Battery for Children, Second Edition (MABC2) was administered to n = 77 children (n = 24 TD). Receiver operating curves (ROCs) were used to investigate sensitivity and specificity, and propose cutoff scores. RESULTS: Internal consistency was confirmed (total score: ɑ = 0.922). Study groups differed significantly (p < 0.001) on LDCDQ total and subscores. The MABC2 and LDCDQ total scores were moderately correlated (r = 0.51; p < 0.001) suggesting concurrent validity. Binary logistic regressions revealed that the LDCDQ total and all subscores significantly predicted study group placement. Sensitivity (95-100 %), specificity (65-69 %), and proposed cutoff scores were established using ROC. CONCLUSION: The LDCDQ is a valid, reliable and free-of-charge screening tool that can be used to identify preschool children showing early motor coordination difficulties, who may benefit from early motor development support, and who may ultimately need referral for DCD assessment.
Sleep pattern consistency and autism spectrum disorder in U.S. children: Associations and identification of high-risk subgroups.
Ahmmad MR, Khan MTF, Kothiya SH … +2 more , Rashid M, McCrae C
Res Dev Disabil · 2026 Jan · PMID 41475317 · Publisher ↗
BACKGROUND: Sleep behavior is closely linked to autism spectrum disorder (ASD) and may influence behavioral and neurological development. This study examined the association between sleep pattern consistency (SPC) and AS...
BACKGROUND: Sleep behavior is closely linked to autism spectrum disorder (ASD) and may influence behavioral and neurological development. This study examined the association between sleep pattern consistency (SPC) and ASD among children aged 6-17 years. METHODS: This study used data from 63,866 children from the 2022-2023 National Survey of Children's Health (NSCH). ASD status was based on parent-reported provider diagnoses. SPC was constructed from sleep duration and bedtime regularity. Associations between SPC and ASD were examined using relative risks and multivariable logistic regression. Machine learning methods predicted individualized ASD profiles and identified high-risk subgroups. Model performance was evaluated using discrimination and calibration metrics. RESULTS: The cohort showed 4.41 % ASD prevalence, mean age 11.9 years, 51.8 % male, 62.4 % healthy weight, 28.9 % poor sleep routines, 28.8 % lower income, 40.5 % co-occurring disorders, and 42.4 % with medication. Children with poor sleep routines (PSR) demonstrated a significantly higher likelihood of ASD (aOR: 1.92; 95 % CI: 1.64-2.25), whereas long sleep with regularity (LSR) was associated with a lower likelihood (aOR: 0.81; 95 % CI: 0.70-0.94). Other correlated factors included male sex (aOR: 3.83, p < 0.001), underweight (aOR: 1.28, p < 0.001), and overweight (aOR: 1.39, p < 0.001). Among female children from low-income households with co-occurring conditions, PSR patterns were associated with higher predicted ASD probability (∼12 %, p = 0.002), whereas healthy sleep routine (HSR) showed substantially lower predicted probabilities. CONCLUSION: SPC was significantly associated with ASD. These findings highlight the potential relevance of sleep health in relation to developmental outcomes and ASD screening, particularly among higher-risk subgroups.
Unlocking exercise compliance in children with ADHD: A comprehensive analysis of influencing factors.
Zhang P, Zhao G, Li J … +6 more , Tian X, Xiao L, Diao H, Xu X, Jin Y, Wu H
Res Dev Disabil · 2026 Jan · PMID 41475316 · Publisher ↗
BACKGROUND: Despite documented benefits of exercise for children with attention deficit hyperactivity disorder (ADHD), poor adherence to exercise programs limits therapeutic effectiveness. While existing research focuses...
BACKGROUND: Despite documented benefits of exercise for children with attention deficit hyperactivity disorder (ADHD), poor adherence to exercise programs limits therapeutic effectiveness. While existing research focuses on symptom outcomes, the behavioral processes and contextual factors influencing sustained exercise participation remain underexplored. AIMS: This study systematically explored facilitators and barriers to exercise compliance-operationally defined as the degree to which a child's actual exercise behavior (frequency, intensity, duration) aligns with prescribed recommendations-in children with ADHD from parental perspectives, using the Capability-Opportunity-Motivation-Behavior (COM-B) model. METHODS AND PROCEDURES: A qualitative descriptive study was conducted with 16 parents (13 mothers, 3 fathers; child age range: 6-12 years) of children diagnosed with ADHD, purposively sampled from a home-based exercise intervention program at a tertiary hospital in China (June-September 2024). Sampling considered child characteristics (age, ADHD subtype) and family socioeconomic status to ensure diverse perspectives. Semi-structured interviews (20-40 min) explored parents' experiences with their children's exercise participation. Data were analyzed using directed content analysis, whereby transcripts were systematically coded line-by-line within the COM-B framework while remaining open to inductive subtheme emergence. Data saturation was achieved at 16 interviews. OUTCOMES AND RESULTS: Analysis identified 12 distinct subthemes across three COM-B domains. Capability barriers included motor skill deficits, attention difficulties, emotional dysregulation, and limited self-management, collectively undermining children's confidence and willingness to exercise. Opportunity factors functioned bidirectionally: parental knowledge, companionship, peer support, and facility accessibility enhanced adherence; financial constraints, lack of parental time, and excessive academic workload-particularly salient in China's high-pressure educational context-significantly impeded participation. Motivation evolved dynamically, with external rewards initially driving engagement but intrinsic interest and perceived symptom improvement sustaining long-term adherence. CONCLUSIONS AND IMPLICATIONS: This study provides the first theoretically grounded, qualitative examination of exercise adherence processes (rather than solely outcomes) in pediatric ADHD. Findings reveal culture-specific barriers and the dynamic interplay among capability, opportunity, and motivation. Clinicians should conduct individualized capability assessments before prescribing exercise and tailor programs to children's motor abilities. Educators can adjust homework loads and integrate movement breaks. Parents should prioritize exercise companionship and employ structured reinforcement. These exploratory findings from a single-center Chinese sample require validation in diverse populations.
A pilot qualitative study of narrative medicine: Adapting parallel chart into neurodevelopmental disorders, a tool attempting to enhance engagement.
Pradelli L, Summer E, Ciardi G … +4 more , Parisi RA, Suter N, Rossetti M, Bellini G
Res Dev Disabil · 2026 Jan · PMID 41475315 · Publisher ↗
AIM: The study aims to introduce a Parallel Chart, a tool of Narrative Medicine, for patients with Neurodevelopmental Disorder (NDD) by evaluating its clinical application in improving engagement. METHODS: A two-steps qu...
AIM: The study aims to introduce a Parallel Chart, a tool of Narrative Medicine, for patients with Neurodevelopmental Disorder (NDD) by evaluating its clinical application in improving engagement. METHODS: A two-steps qualitative study was conducted. In Phase-A, healthcare professionals' opinions about a semi-structured Parallel Chart adapted to NDD settings were collected through a focus group and written interviews, in order to guide a tool's reworking. In Phase-B, participants (n = 33) with at least one year' work experience in paediatric rehabilitation, applied the Parallel Chart to NDDs within 6-12 months, evaluating the usability of the tool and providing experiences in a second focus group. Cases described were complex NDDs with disabilities assessed by institutions, attending rehabilitation at least once a week, in two different kinds of treatments. Data were analysed using Braun & Clarke's (2006) interpretative thematic approach. RESULTS: Parallel Charts were written by professionals. The macro-themes emerged in Phase-A were: Parallel Charts (I) and healthcare professionals and (II) work context. The macro-themes emerged in Phase-B were: (I) assumptions and (II) effects of the writing process. DISCUSSION: Parallel Chart, improves professionals' ability to process emotions, reorganize cognitive thoughts, support engagement in care pathway, despite the need for a longer writing time.
The lower limb coordination, brain activation during walking and their correlation in adolescents with spastic cerebral palsy: A pilot cross-sectional fNIRS study.
Zhou F, Qi L, Sun W … +1 more , Wang J
Res Dev Disabil · 2026 Jan · PMID 41475314 · Publisher ↗
BACKGROUND: This study aimed to explore the lower limb coordination and brain activation in adolescents with cerebral palsy (CP) during walking, and to investigate their relationship. METHODS: 8 adolescents with spastic...
BACKGROUND: This study aimed to explore the lower limb coordination and brain activation in adolescents with cerebral palsy (CP) during walking, and to investigate their relationship. METHODS: 8 adolescents with spastic CP were recruited as the CP group and 8 typically developing (TD) adolescents as the control group. Functional near-infrared spectroscopy (fNIRS) and the Vicon motion capture system were used to collect hemodynamic signals and kinematic data during walking, respectively. RESULTS: The mean absolute value of the continuous relative phase (MACRP) values of hip-knee joint was lower but deviation phase (DP) values of hip-knee and knee-ankle joints was higher. The activation levels of the supplementary motor area (SMA), the pre-central gyrus (PRG), the post-central gyrus (POG), and the superior parietal lobe (SPL) were higher. The DP of hip-knee joint was positively correlated with the SPL (channels 9,18) and right POG (channel 17), whereas the DP of the knee-ankle joint was positively correlated with the right POG (channel 17). In the control group, the MACRP of knee-ankle joint was positively correlated with the right PRG and POG (channel 15). The DP of hip-knee joint was positively correlated with the right SMA (channel 12) but negatively correlated with the left SPL (channel 9). CONCLUSION: Adolescents with CP exhibit a higher variability in hip-knee and knee-ankle joints in the coordination patterns and greater demand for activation of the sensorimotor cortex during walking. The over-activation of the parietal cortex may lead to increased variability in the coordination patterns of individuals with CP.
Effectiveness of a culturally responsive early intervention model for children with autism and family outcomes.
Li Q, Zeng S, Xie H … +3 more , Zhang T, Zhao H, Wu W
Res Dev Disabil · 2026 Jan · PMID 41468856 · Publisher ↗
The purpose of this study was to evaluate the effects of an early intervention model based on the principles of Naturalistic Developmental Behavioral Intervention (NDBI) on young children with autism spectrum disorder (A...
The purpose of this study was to evaluate the effects of an early intervention model based on the principles of Naturalistic Developmental Behavioral Intervention (NDBI) on young children with autism spectrum disorder (ASD) and family outcomes in China. We used a quasi-experimental design with participants assigned to either the control or intervention groups. The sample (N = 60) mean age was 4.8 years (SD = 1.1) in this study. Children in the treatment group received the culturally adapted intervention 3 h per day, 15 h per week. Children in the control group received public-funded intervention services for 3 h per day, and 15 h per week for a total of 8 weeks. Findings demonstrated a significant decrease in autism condition and improved level of support needed categorization for children in the intervention group, compared with the control group. Also, there were positive changes in the treatment group's parental stress and anxiety levels. Discussion and implications for culturally responsive early intervention are discussed.
Association of household food insecurity with overweight and obesity in children and adolescent with disabilities.
Atan RM, Arslan S, Tari Selcuk K
Res Dev Disabil · 2026 Jan · PMID 41468855 · Publisher ↗
Household food insecurity is associated with an increased risk of obesity in children and adolescents. Households that include children and adolescents with disabilities may be more vulnerable to food insecurity. This st...
Household food insecurity is associated with an increased risk of obesity in children and adolescents. Households that include children and adolescents with disabilities may be more vulnerable to food insecurity. This study aimed to investigate the relationship between household food insecurity and general and abdominal obesity in children and adolescents with disabilities. In this cross-sectional study, data was collected through face-to-face interviews from 106 parents and children/adolescents. To collect the data, the Descriptive Information Form and the Household Food Insecurity Access Scale were used. Body weight, height and waist circumference (WC) of children/adolescents were measured by the researchers. Body Mass Index Z score (BMIz), WC Z score (WCz) and waist-to-height ratio (WHtR) were calculated. The significance level of statistical tests was accepted as p < 0.05. Approximately 37.0 % of households were at risk of food insecurity. According to BMIz, approximately 19.0 % of the children and adolescents were overweight and 29.0 % were obese. Children and adolescents with WCz> +1 SD and WHtR≥ 0.5 were 46.2 % and 50.0 %, respectively. After adjusting for potential confounders, moderate and severe food insecurity was associated with higher odds of overweight and obesity according to the BMIz (AOR: 6.48, 95 % CI: 1.76;23.90, p:0.005), and WCz (AOR: 9.41, 95 % CI: 2.24;39.47, p:0.002). It was also associated with higher rates of abdominal obesity according to the WHtR (AOR: 7.12, 95 % CI: 1.74;29.20, p:0.006). Moderate/severe household food insecurity was found to be significantly associated with increased odds of general and abdominal obesity in children and adolescents with disabilities.
Developing the Nisonger Child Behavior Rating Form 2: Self report form using a Delphi process.
Kim M, Tassé MJ
Res Dev Disabil · 2026 Jan · PMID 41447920 · Publisher ↗
BACKGROUND: Although there are many rating forms to assess mental health symptoms, only a few are developed for people with intellectual disability or developmental disabilities (ID/DD). In addition, most measures that a...
BACKGROUND: Although there are many rating forms to assess mental health symptoms, only a few are developed for people with intellectual disability or developmental disabilities (ID/DD). In addition, most measures that are available rely exclusively on reports from an informant (e.g., caregiver, teacher), not on the direct input from the individual with ID/DD. The current study aimed to develop a self-report version of the Nisonger Child Behavior Rating Form - 2 (NCBRF-2). The development of the NCBRF-2 self-report scale involved two phases: 1) the expert panel survey using the Delphi process, and 2) the cognitive testing with the youth with intellectual disability. The current paper describes the first phase of the development. METHODS: Using the Delphi process, a total of 21 experts completed four rounds of surveys and provided feedback to adapt the NCBRF-2: Parent Scale into the NCBRF-2: Self-Report Scale. As a result of the Delphi process, all five domains from the NCBRF-2: Parent Scale were retained in the NCBRF-2: Self-Report Scale. FINDINGS: A total of 17 item stems were revised based on the expert panel members' feedback. The implications and limitations of the current Delphi process are discussed.
Time processing skills in individuals with math impairment and Developmental Dyscalculia.
Cortesi F, Polenghi I, Gambarini A … +5 more , Marzocchi GM, Mioni G, Ogliari A, Toffalini E, Tobia V
Res Dev Disabil · 2026 Jan · PMID 41442836 · Publisher ↗
In recent years the literature has investigated the relationships between time processing (TP) abilities and mathematical/numerical skills, considering a possible overlap in cognitive systems aimed at processing differen...
In recent years the literature has investigated the relationships between time processing (TP) abilities and mathematical/numerical skills, considering a possible overlap in cognitive systems aimed at processing different types of magnitudes. In this framework, the description of TP deficits in individuals with Developmental Dyscalculia (DD), that is the aim of the present work, could offer both theoretical contribution and practical implications. Specifically, this review addresses three complementary aspects: 1) theoretical accounts of the potential association between time and number processing, 2) methodological approaches to assess TP, and 3) empirical findings from the existing literature on TP and DD. The present systematic review was conducted across five databases and through citation searching. A total of 12 cross-sectional studies were included in this review. The evidence shows a general trend of underestimating temporal durations in populations with DD, but findings are inconsistent for sub-second time intervals, particularly regarding specific time tasks. Future research should standardize methodologies and clarify terminologies in TP research to improve the reliability and comparability of results. Furthermore, the individual variability in TP skills within the DD population suggests that personalized assessment approaches could be beneficial.
Efficacy of the Picture Exchange Communication System for children with autism in Mainland China: A systematic review and meta-analysis of randomized controlled trials.
Huang H, Zhu H, Tang H … +5 more , Jin S, Zhao Y, Zou Y, Peng X, Xu S
Res Dev Disabil · 2026 Jan · PMID 41442835 · Publisher ↗
OBJECTIVE: This systematic review and meta-analysis aimed to investigate the efficacy of the Picture Exchange Communication System (PECS) in improving communication skills and related collateral outcomes among children w...
OBJECTIVE: This systematic review and meta-analysis aimed to investigate the efficacy of the Picture Exchange Communication System (PECS) in improving communication skills and related collateral outcomes among children with autism in Mainland China, and to identify potential moderators. METHODS: Following PRISMA 2020 guidelines, seven databases were searched from inception to July 31, 2025 for randomized controlled trials (RCTs) on PECS for children with autism in Mainland China. Pooled standardized mean differences (SMD) with 95 % confidence intervals (CI) were calculated using random-effects models. Sensitivity and subgroup analyses assessed heterogeneity and robustness. RESULTS: Thirty-seven RCTs were included (34 in meta-analysis; n = 2343). PECS demonstrated a large, significant overall effect (SMD = 0.95, 95 % CI: 0.76, 1.13), with substantial improvement in communication skills (SMD = 0.94, 95 % CI: 0.67, 1.21) and notable collateral benefits for cognitive function (SMD = 2.46), core autistic symptoms (SMD = 1.62), health-related quality of life (SMD = 0.91), social skills (SMD = 0.88), maladaptive behaviors (SMD = 0.83), mental health (SMD = 0.73), and motor skills (SMD = 0.55). No significant effect was found for language development (SMD = 0.44, 95 % CI: - 0.53, 1.41). Interventions delivered by medical professionals in clinical settings demonstrated a significant and large effect (SMD = 0.92, 95 % CI: 0.74, 1.11), whereas the limited number of studies conducted in educational settings by educational professionals produced a larger point estimate but non-significant effects. No statistically significant moderation was detected for study population, economic region, intervention frequency, PECS phase, or study quality (all interaction tests non-significant). CONCLUSION: PECS demonstrates a large and significant effect on communication skills and several collateral outcomes for children with autism in Mainland China, supporting its a promising, effective intervention.
Parental reflective functioning: A study of siblings in families with autistic versus typically developing children.
Enav Y, Barel Refaeli L, Levinger I
Res Dev Disabil · 2026 Jan · PMID 41435485 · Publisher ↗
Parental Reflective Functioning (PRF) refers to parents' ability to understand and respond to their child's mental states. Prior research found that parents show heightened PRF toward their autistic children compared to...
Parental Reflective Functioning (PRF) refers to parents' ability to understand and respond to their child's mental states. Prior research found that parents show heightened PRF toward their autistic children compared to their typically developing (TD) siblings. However, little is known about how such patterns vary across families with and without an autistic child. This study aimed to replicate previous findings and examine how families with and without autistic children differ in PRF. Thirty parents with autistic and TD child, and 30 parents with only TD children completed for each of their children the Parental Reflective Functioning Questionnaire (PRFQ) and the Five-Minute Speech Sample (FMSS-RF) resulting in 120 individual PRF assessments. Data were analyzed using one-way ANOVAs and χ² tests to compare PRF across siblings and family types. Results showed significantly higher PRF for autistic children compared to their TD siblings. This pattern emerged across both positive (e.g., interest and curiosity) and negative (e.g., pre-mentalizing modes, which capture distorted or absent mentalization) dimensions, suggesting a complex and potentially ambivalent parental stance. When comparing between families, those including an autistic child showed similarly elevated levels of pre-mentalizing towards both children, whereas families of only TD children exhibited greater differentiation in pre-mentalizing across siblings - indicating a distinct within-family pattern in autism contexts. These findings underscore the unique demands on parents raising autistic children and highlight a potential disparity in PRF that may impact TD siblings. The study calls for further research and family support strategies.
An overview of family-focused interventions for supporting children with fetal alcohol spectrum disorder: A scoping review.
Benallal L, Bouillard M, Lin Y … +2 more , De Bartolo A, Hai T
Res Dev Disabil · 2026 Jan · PMID 41435484 · Publisher ↗
PURPOSE: Fetal Alcohol Spectrum Disorder (FASD) is a neurodevelopmental condition caused by prenatal alcohol exposure, associated with academic difficulties, motor impairments, language deficits, and executive function c...
PURPOSE: Fetal Alcohol Spectrum Disorder (FASD) is a neurodevelopmental condition caused by prenatal alcohol exposure, associated with academic difficulties, motor impairments, language deficits, and executive function challenges. These difficulties extend beyond the individual child, placing stress on caregivers and creating unique needs within the family system. A scoping review was conducted to synthesize empirical evidence on family-focused interventions designed to support both children with FASD and their caregivers. METHODS: A comprehensive search of Google Scholar, CINAHL, PsycINFO, Medline, and PubMed identified 521 peer-reviewed articles published between 2003 and 2025. Twenty-two studies met inclusion criteria, including quantitative (n = 18) and mixed-methods (n = 4) designs. RESULTS: Core interventions identified included Children's Friendship Training, GoFAR, the Alert Program, and the MILE intervention. Most studies reported positive outcomes, with approximately two-thirds demonstrating reductions in children's internalizing and externalizing behaviours and over one-third reporting improvements in social skills and decreases in caregiver stress. However, variability in study design, measures, and reporting limited cross-study comparisons and generalisability. CONCLUSION: Findings support the potential of family-focused interventions to reduce child behavioural difficulties and caregiver stress while improving family functioning. Future research should seek to prioritize randomized controlled trials, standardized outcome measures, and greater attention to cultural adaptability and long-term follow-up.
Mathematical skills in heritage bilingual children with and without developmental dyscalculia: A comparative study.
Bonifacci P, Porrelli M, Rapino A … +7 more , Gallani A, Facini C, Gelmini C, Nanni C, Muccinelli M, Tobia V, Chiodo S
Res Dev Disabil · 2026 Jan · PMID 41435483 · Publisher ↗
This study examined how basic numeracy skills relevant for identifying developmental dyscalculia (DD) differ between heritage bilingual (HB) children and monolingual peers, given the well-established links between langua...
This study examined how basic numeracy skills relevant for identifying developmental dyscalculia (DD) differ between heritage bilingual (HB) children and monolingual peers, given the well-established links between language experience and numerical cognition. We compared sociolinguistic background, cognitive abilities, and mathematical performance in 311 primary school children, divided into four groups: HBs with a Specific Learning Disorder in mathematics (SLD-DD; n = 72), HBs with typical development (TD; n = 86), monolinguals with SLD-DD (n = 56), and monolinguals with TD (n = 97). Parents provided detailed language-history information, and children completed standardized assessments of nonverbal IQ, working memory, processing speed, and mathematical skills across numerical knowledge, calculation, and number sense. Controlling for socioeconomic status (SES) and listening comprehension as a proxy for L2 proficiency, results showed that HB children with SLD-DD exhibited numeracy difficulties comparable to monolinguals with SLD-DD but performed better in number-sense tasks, particularly in the triplets task, suggesting a possible bilingual advantage in this domain. HB children with SLD-DD also displayed greater dominance in Italian than typically developing HBs, who showed a more balanced bilingual profile. Among typically developing children, HBs underperformed monolingual peers on linguistically demanding tasks but performed similarly on tasks with limited verbal load. SES was related only to nonverbal cognitive functioning, whereas listening comprehension significantly covaried with all verbally mediated tasks. Overall, the findings underscore the importance of considering both SES and L2 language skills when assessing mathematical performance in bilingual learners and highlight the need for targeted support in language-heavy mathematical contexts.
Patterns of AAC use and communicative functions in minimally verbal autistic children following introduction of AAC tools and caregiver training: A corpus-based analysis.
Jiang Y, Wang T
Res Dev Disabil · 2026 Jan · PMID 41422612 · Publisher ↗
BACKGROUND: Research on Augmentative and Alternative Communication (AAC) for autistic children often focuses primarily on request-based skills. However, growing evidence highlights the importance of broader functional ap...
BACKGROUND: Research on Augmentative and Alternative Communication (AAC) for autistic children often focuses primarily on request-based skills. However, growing evidence highlights the importance of broader functional applications. METHODS: This study employed a corpus-based design to describe patterns of change following the introduction of caregiver-mediated, low-tech aided AAC tools and training aimed at increasing spontaneous communication and functional diversity in preschool and school-aged autistic children. The AAC training was integrated into home routines, where caregivers systematically prompted and reinforced AAC use. Caregiver-child interactions were recorded during three phases: the first, second, and final time points. RESULTS: Results showed that all participants moved from limitations at the first time point (AAC use was minimal or prompt-dependent) to varying levels of spontaneous AAC engagement. Their communication diversified beyond instrumental functions (basic requesting) to include interactional functions (joint attention initiation) and informative functions (environmental commentary). CONCLUSIONS: While increases were observed in communicative autonomy in natural settings, persistent gaps in regulatory and emotional functions suggested limitations in current AAC approaches, indicating a need for personalized strategies targeting higher-level communication skills.
Prevalence, trends in, and factors associated with neurodevelopmental disorders (NDDs) in low- and low-middle income countries (LLMICs): A systematic review and meta-analysis.
Mehari A, Zeleke S
Res Dev Disabil · 2026 Jan · PMID 41422611 · Publisher ↗
This review study aims to systematically examine the prevalence, trend, and associated factors of NDDs in LLMICs. A comprehensive search in nine databases and two search engines was performed. The pooled estimate of NDDs...
This review study aims to systematically examine the prevalence, trend, and associated factors of NDDs in LLMICs. A comprehensive search in nine databases and two search engines was performed. The pooled estimate of NDDs prevalence was 10 %. Subgroup analysis ranked 6 ID (6A00, 12 %), ADHD (6A05, 11 %), and ASD (6A02, 10 %) as the most prevalent NDDs. Prevalence was higher in Africa (14 %) and low-income countries (13 %) compared to Asia (7 %) and lower-middle-income countries (9 %). Key factors significantly associated with an increased likelihood of NDDs include diagnostic timing, child's and family's history of mental health problems, lack of breastfeeding, low maternal education, and low birth weight. Additionally, lower socioeconomic status (SES), male sex, advanced maternal age at childbirth, pregnancy complications, and preterm birth were significantly associated with increasing NDDs. In the multivariate meta-regression, only study quality scores showed a significant inverse association with NDDs. The finding implies the burden of NDDs in LLMICs, particularly in Africa, and underscore the need for interferences addressing at least modifiable factors (e.g., socioeconomic issues, maternal education, and perinatal care) to mitigate risk factors as well as prevalence rates).
Parents as developmental partners: Building a Development-Promoting Environment for children with Profound Intellectual and Multiple Disabilities.
Van Keer I, Meys E, Maes B … +1 more , Van der Putten A
Res Dev Disabil · 2026 Jan · PMID 41412090 · Publisher ↗
BACKGROUND: Parents of children with Profound Intellectual and Multiple Disabilities (PIMD) navigate numerous responsibilities, including practical, medical and administrative challenges. However, little is known about h...
BACKGROUND: Parents of children with Profound Intellectual and Multiple Disabilities (PIMD) navigate numerous responsibilities, including practical, medical and administrative challenges. However, little is known about how they perceive and manage their role as their child's developmental partner. This study aimed to generate a grounded theory explaining how parents fulfill this role. METHOD: Using Grounded Theory Method, parents of nine children with PIMD (0-12 years old) were interviewed. Through iterative coding, thematic saturation was reached after three rounds. RESULTS: The resulting Dynamic DPE model illustrates how parents continually create a Development-Promoting Environment through deliberation (deciding on developmental opportunities) and delivery (implementing them). Their child's actual development strongly impacts these processes. DISCUSSION: While parents' (in)formal network and broader society are crucial secondary developmental partners, they can also introduce challenges or barriers. A more inclusive society and increased shared responsibility could improve families' quality of life, simultaneously creating more time, energy and mental space to fulfill their role as developmental partner.
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