Res Dev Disabil [JOURNAL]
Sun
200 papers
Exploring the interplay between adaptive behavior, support needs, quality of life, and self-determination with persons with intellectual and developmental disabilities.
Moreira C, Simões C, Oliveira A … +7 more , Shogren K, Haiwara M, Pereira A, Rosário P, Gomes R, Gomes F, Santos S
Res Dev Disabil · 2025 Nov · PMID 41106049 · Publisher ↗
This study examined the correlations between adaptive behavior, support needs, quality of life (QOL), and self-determination in adults with intellectual and developmental disabilities (IDD). The sample comprised 80 adult...
This study examined the correlations between adaptive behavior, support needs, quality of life (QOL), and self-determination in adults with intellectual and developmental disabilities (IDD). The sample comprised 80 adults (>18 y, 27 ± 13.8), 40 women and 40 men, with mild and moderate IDD, all institutionalized. Portuguese versions of four instruments were administered: Adaptive Behavior Scale, Supports Intensity Scale, Personal Outcomes Scale, and Self-Determination Inventory. These were administered to better understand how these constructs interact with and influence one another in real-life contexts. The correlations between self-determination and adaptive behavior were weak to moderate, highlighting a more complex and possibly indirect relationship between these two constructs. Self-determination showed negative correlations with support needs, indicating that individuals with more supports need may face more barriers to acting autonomously or making meaningful choices. The findings revealed significant and positive correlations between the core components and essential characteristics of self-determination and various QOL domains. This suggests that individuals who report a higher QOL also tend to demonstrate greater self-determined behavior and are more likely to engage in volitional behavior. Notably, both QOL and support needs emerged as significant and robust predictors of self-determination, underscoring the central role played by contextual and environmental factors in shaping one's capacity to act with agency. These findings underscore the importance of fostering environments that not only reduce unnecessary support dependence, but also actively promote QOL, autonomy, and meaningful participation. Thus, services and policies can more effectively support the realization of self-determination for people with IDD.
Diagnostic sensitivity and specificity of the teach CVI screening tool for identifying cerebral visual impairment in children.
Bush E, Schwartz T, Rice M … +3 more , Lin L, Donofe R, Harpster K
Res Dev Disabil · 2025 Nov · PMID 41092809 · Publisher ↗
Cerebral Visual Impairment (CVI) is a brain-based visual disorder caused by damage to the visual processing areas of the brain, resulting in distinctive visual behaviors. Due to its unique presentation, medical professio...
Cerebral Visual Impairment (CVI) is a brain-based visual disorder caused by damage to the visual processing areas of the brain, resulting in distinctive visual behaviors. Due to its unique presentation, medical professionals report challenges identifying CVI. This retrospective study explores the accuracy of the Teach CVI screening tool for detecting children with CVI. The Teach CVI has three versions targeting different motor abilities and age ranges. Through a retrospective review, 257 children were identified as having a Teach CVI screening tool completed during outpatient ophthalmology or occupational therapy visits. Data were analyzed for sensitivity, specificity, and Area Under the receiver operating characteristic Curve (AUC) for all three Teach versions. Logistic regression was used to explore the association between Teach CVI results and the diagnosis of CVI. The sensitivity and specificity of the Teach CVI varied across versions. Teach 1 demonstrated acceptable sensitivity and poor specificity (80 %; 29 %), Teach 2 and 3 both offered balanced levels of sensitivity and specificity (Teach 2: 64 %; 68 %; Teach 3: 72 %, 67 %, respectively). Both Teach 2 and 3 exhibited a significant association between screening results and CVI diagnosis (p < 0.05). Across all versions, AUC analyses indicated poor to marginally acceptable discriminative ability for identifying CVI. The Teach CVI screening tools demonstrated unique performance metrics for identifying CVI. Our sensitivity data demonstrated that Teach CVI, particularly versions 1 and 3, could add value when used with clinical observations and medical history to support clinicians in deciding when to refer a child for further CVI diagnostic evaluation. WHAT THIS PAPER ADDS: This is the first study to explore the performance and accuracy of the Teach CVI for screening children for traits and characteristics of Cerebral Visual Impairment (CVI). Teach CVI demonstrates varied levels of sensitivity and specificity for accurately identifying CVI in children; therefore, it would add value if utilized within a medical setting in conjunction with clinical observation and assessments to assist with identifying the presence of CVI. This paper highlights areas in which the Teach CVI demonstrates strengths and weaknesses, and potential considerations for implementing the Teach CVI in clinical care to screen for CVI.
A systematic review of the efficacy of circle of security for parents of children with a developmental delay or intellectual disability.
McBride C, McHugh L, Flanagan L … +1 more , Farrelly M
Res Dev Disabil · 2025 Nov · PMID 41086615 · Publisher ↗
Abstract loading — click title to view on PubMed.
Current approaches for training postural control in children with developmental coordination disorder: A systematic review and meta-analysis.
Velghe S, Verbecque E, Rameckers E … +2 more , Klingels K, Meyns P
Res Dev Disabil · 2025 Nov · PMID 41075355 · Publisher ↗
AIM: This study primarily evaluated the effectiveness of postural control training in children with Developmental Coordination Disorder (DCD) and secondarily mapped targeted postural systems and adherence to DCD guidelin...
AIM: This study primarily evaluated the effectiveness of postural control training in children with Developmental Coordination Disorder (DCD) and secondarily mapped targeted postural systems and adherence to DCD guidelines. METHODS: A systematic search (PubMed, Web of Science, Scopus) was conducted. Data on participants, training, postural systems (Anticipatory Postural Adjustments (APA), Reactive Postural Adjustments, Orientation in Space, Control of Dynamics, Sensory Orientation, Biomechanical Factors, Cognitive Functioning), outcome measures, and adherence to DCD guidelines (task-/goal-/context-oriented) were extracted. Effect sizes (ES; Hedges' g) and 95 % confidence intervals (CI) were calculated using a random-effects model. RESULTS: Sixteen studies (818 children with DCD; 527 in training) were included, covering twenty training programs: exergaming (n = 7), task-specific (n = 5), sport-specific (n = 4), strength (n = 2), reactive (n = 1), and generic balance (n = 1) training. Compared to no training, postural control training showed large benefits (ES= -1.79, 95 % CI=[-2.37;- 1.14], p < 0.001), however, effects were non-significant when compared between training types (ES: 0.17; CI=[-0.34;0.67]). Most programs targeted up to three postural systems, focusing on APA, Orientation in Space, and Control of Dynamics. Few were goal- or context-specific, limiting adherence to DCD guidelines. CONCLUSION: Large effect sizes indicate beneficial effects for children with DCD after postural control training compared to no training but does not indicate a preference for any type of training. Current training programs lack a multi-systemic approach, potentially limiting effectiveness, and often fail to incorporate goal-oriented and contextspecific elements. These gaps in literature emphasize the need for therapists to consider all postural control systems and DCD guidelines when designing training programs.
Defining and measuring emotional well-being in intellectual and developmental disabilities: A scoping review.
Mercier A, Koslouski J, Chafouleas S … +2 more , Hall S, Richter CG
Res Dev Disabil · 2025 Nov · PMID 41045608 · Full text
OBJECTIVE: This review aimed to compile and report on existing emotional well-being (EWB) subjective report measures that have been developed, adapted, or validated on individuals with intellectual and developmental disa...
OBJECTIVE: This review aimed to compile and report on existing emotional well-being (EWB) subjective report measures that have been developed, adapted, or validated on individuals with intellectual and developmental disabilities (IDD). METHOD: Following PRISMA guidelines, this review searched three databases using search terms related to EWB, IDD, and measurement. Two independent reviewers screened titles and abstracts, then reviewed the full texts to include articles that used an EWB-related measure, had an IDD sample, and reported psychometric evidence (% agreement = 97.41, k = 91.92). For each included article, two coders extracted data, and an item analysis was performed to identify EWB and non-EWB items included in each located measure. RESULTS: This review identified 33 articles and 20 subjective report measures that were developed, adapted, or validated for individuals with IDD. Most existing measures focus on quality of life rather than treating EWB as a distinct, stand-alone construct, and include only a few EWB items. The included measures were mostly validated on adults and older adults with mild to moderate ID and show varying psychometric evidence across and within measures. CONCLUSIONS: This review clarifies the current state of EWB measurement in individuals with IDD and provides an organized summary of existing EWB measures. These findings can guide the continued development of EWB research in the IDD population by identifying knowledge gaps and pointing to future directions. Findings also help inform the selection of subjective report measures for assessing EWB in individuals with IDD.
Can video prompting be used to teach employment skills to older adults with moderate to moderate-severe intellectual developmental disabilities?
Milhem-Midlej T, Szpiro SFA
Res Dev Disabil · 2025 Nov · PMID 41037829 · Publisher ↗
BACKGROUND: Being employed gives people with intellectual developmental disabilities (IDDs) a daily routine and helps them develop a range of physical, cognitive, and social skills, along with a sense of independence, bu...
BACKGROUND: Being employed gives people with intellectual developmental disabilities (IDDs) a daily routine and helps them develop a range of physical, cognitive, and social skills, along with a sense of independence, but many have difficulty integrating into the work force. Assistive technologies may support employment but research on their efficacy is scarce. The study examined the impact of using video prompting on the ability of older adults with IDD to learn two new employment-related tasks. METHOD: In this single-subject study design, we examined six adult participants (over age 50) with IDD, asking whether viewing video prompts on a tablet could help them learn novel work-related duties. We compared the completion of steps in these work tasks before the intervention, during the intervention (with prompts), and after the intervention (with no prompts). RESULTS: All participants showed the ability to learn. Accuracy in follow-up was better than in the baseline sessions, albeit with some variability: three performed the tasks correctly in follow-up when they were not given prompts, but the accuracy of the remaining three participants dropped, suggesting the utility of longer interventions. CONCLUSIONS: Video prompts may promote active aging and independence in older adults with IDD by teaching new work skills.
Enhancing quality of life for individuals with disabilities in Saudi Arabia: Teachers' perspectives on the role of leadership in inclusive education.
Alkhunini A, Alsawalem IM
Res Dev Disabil · 2025 Nov · PMID 41037828 · Publisher ↗
BACKGROUND: Inclusive education is pivotal to enhancing the quality of life of individuals with disabilities by ensuring equal access to educational opportunities, fostering social inclusion, and providing necessary supp...
BACKGROUND: Inclusive education is pivotal to enhancing the quality of life of individuals with disabilities by ensuring equal access to educational opportunities, fostering social inclusion, and providing necessary support and resources. Successful implementation depends on a range of systemic factors, such as policy, resources, teacher training, and leadership. AIMS: The goals of the study were to obtain insights from elementary school teachers on the role of school leaders in implementing IE and to identify the challenges these teachers identify to successful IE implementation. METHODS AND PROCEDURE: Data were gathered through semi-structured interviews with teachers recruited from three public primary schools. These data were supplemented by field notes and document analysis. RESULTS AND OUTCOMES: Analysis of the data identified several themes: school leaders have limited knowledge and understanding of those with disabilities, administrators lack adequate professional development and training on IE, lack of emphasis on collaboration between special and general education teachers, lack of transparency regarding how teachers are chosen for assignment to inclusive classrooms, and limited or no use of the official materials developed and provided by the Ministry of Education to implement inclusion. CONCLUSIONS AND IMPLICATIONS: Certain steps should be taken to improve the implementation of IE in Saudi Arabia, including professional development on IE for administrators, greater collaboration on IE across school staff, and greater emphasis on the official IE manuals to ensure consistent and effective implementation of inclusion throughout the Saudi educational system.
Beliefs of teachers who are blind related to the use of artificial intelligence (AI) in Jordan.
Al-Zboon E
Res Dev Disabil · 2025 Nov · PMID 41032934 · Publisher ↗
This qualitative study employed Interpretative Phenomenological Analysis (IPA) to explore the beliefs and lived experiences of teachers who are blind (TWB) in Jordan regarding the use of artificial intelligence (AI) in e...
This qualitative study employed Interpretative Phenomenological Analysis (IPA) to explore the beliefs and lived experiences of teachers who are blind (TWB) in Jordan regarding the use of artificial intelligence (AI) in education. Data were collected through semi-structured interviews with 14 TWB and a focus group with 8 additional teachers, recruited via snowball and purposive sampling. Findings reveal that TWB actively use various AI applications, including Siri, ChatGPT, currency and image readers, screen readers, and AI-powered search engines like Google and YouTube. Key domains of AI use include daily life, environmental recognition, education, and communication, while mobility, entertainment, and teaching were less common. The study identifies multiple factors shaping AI use, such as personal characteristics, environmental and technological contexts, and socio-cultural influences. Participants reported significant barriers, including limited training, financial constraints, accessibility challenges, and misconceptions about AI. TWB offered practical suggestions to enhance AI adoption in their professional and personal lives. The study concludes with recommendations for policy, practice, and future research to better support AI integration for TWB.
Active control enhances memory less in children with learning disabilities compared to their typically developing peers.
Ding Z, Chen C, Wang H … +3 more , Wang Y, Zhang S, Zhang M
Res Dev Disabil · 2025 Oct · PMID 41005061 · Publisher ↗
BACKGROUND: Active control over study, which helps to optimize memory performance, has been widely observed in adults. Recently, it has been revealed that this effect develops with age in typically developing (TD) childr...
BACKGROUND: Active control over study, which helps to optimize memory performance, has been widely observed in adults. Recently, it has been revealed that this effect develops with age in typically developing (TD) children. However, no prior studies have directly compared active control effects between children with learning disabilities (LD) and their TD peers. This study is the first to examine how these effects manifest in both groups using the rigorous experimental paradigm. METHODS: In this study, an active learning paradigm was adopted in which TD (N = 51, 28 female/ 23 male, 8-11 years, M = 116.52 months, SD = 9.60 months) and LD children (N = 48, 27 female/ 21 male, 8-11 years, M = 116.52 months, SD = 10.68 months) studied objects under two conditions: an active condition, where children decided the order and pacing of study, and a passive condition, where they followed a predetermined study sequence. RESULTS: It was found that active control effect increased with age in both groups. However, children with LD showed a smaller and later enhancement effect compared to their TD peers. CONCLUSION: Children with LD experienced a smaller overall enhancement from active control, and the effect emerged later compared to their TD peers. These findings provide the first developmental evidence of differences in the benefits of active control between LD and TD children. Corresponding educational practices should be tailored to children with LD.
An exploratory study on autistic socialization in VRChat's social virtual environments.
Grillo VD, Venuti P
Res Dev Disabil · 2025 Oct · PMID 40987005 · Publisher ↗
SCOPE: This qualitative exploratory study examines if and how autistic individuals navigate social virtual environments, with a focus on VRChat, a leading platform. The research aims to understand VRChat's impact on auti...
SCOPE: This qualitative exploratory study examines if and how autistic individuals navigate social virtual environments, with a focus on VRChat, a leading platform. The research aims to understand VRChat's impact on autistic users' well-being, social connectedness, and overall quality of life. Given the ongoing reconceptualization of autism, this study explores the intersection of digital and virtual technology and autistic socialization. METHODS: Reflexive Thematic Analysis was employed to analyze self-generated content from autistic individuals on YouTube and Reddit. A PRISMA-adapted data selection framework was utilized to systematically identify and collect publicly available content. The final dataset consisted of 30 user-generated pieces, including videos, comments, and discussions, totaling over 450 min of audiovisual material and 1500 textual messages. Data were anonymized and thematically analyzed by multiple researchers through an iterative, inductive process, ensuring the inclusion of diverse autistic perspectives. In addition, a top-down perspective to the initial inductive analysis, thanks to theoretical triangulation, ensured a comprehensive interpretation of the data. RESULTS: This paper primarily focuses on three themes (Scope of Use - Diverse Applications of VRChat; Autistic Life Experience; Overall Perceptions of VRChat) and their corresponding subthemes related to autistic users' experiences. Findings indicate that VRChat functions as a "virtual third place," offering autistic individuals a unique space for social engagement, self-expression, awareness-raising, and community building. The platform provides a safer environment where autistic users can share personal experiences, navigate social challenges, and explore their identities in ways that may be less or not accessible in offline settings. DISCUSSION: VRChat appears to facilitate 'Autistic Socialization' by accommodating diverse communication styles and fostering a sense of belonging. Its affordances and features enable autistic users to interact in ways that support their social, sensory, and emotional well-being. Additionally, the findings suggest that VRChat serves as a platform for voicing and addressing 'Autistic Suffering,' including the socio-cultural challenges associated with neurodivergence. These insights contribute to discussions on the Double Empathy Problem and highlight the potential of virtual spaces in promoting neurodivergent social inclusion both online and offline. CONCLUSIONS: Digital and virtual environments play a crucial role in supporting autistic self-narration, social connectedness, and well-being. Given the context-dependent nature of human interactions, further research is needed to explore how technology mediated communication can inform inclusive social practices in real-life settings. Future studies should develop and test interventions aimed at solving the Double Empathy Problem to improve quality of life.
Disparities in the school placement trajectories of students with intellectual disabilities.
Snozzi R, Müller CM, Zurbriggen CLA
Res Dev Disabil · 2025 Oct · PMID 40975945 · Publisher ↗
BACKGROUND AND OBJECTIVES: Students with intellectual disabilities (ID) often require extensive support. They are more frequently placed in separate settings, such as special schools, than students with other special edu...
BACKGROUND AND OBJECTIVES: Students with intellectual disabilities (ID) often require extensive support. They are more frequently placed in separate settings, such as special schools, than students with other special educational needs (SEN). Although school placements are intended to meet individual needs, they may also contribute to educational disparities. This study examines the placement trajectories of students with ID. METHODS: We analysed longitudinal data from 3227 students who received intensive SEN support in at least one school year by tracking their placements over 11 years. 18 % had an administrative ID label reflecting the student's primary educational support need. Using multinomial logistic regressions, we compared school placements and the number of placement transfers between students with and without the ID label. Sex and first language were included to assess for additional disparities. RESULTS: Students with the ID label were more likely to attend separate settings than those with other types of SEN, a trend that increased with age. Male students and those for whom German was their first language were more often schooled in separate settings. Male students also had higher odds of placement transfers. CONCLUSIONS: This study highlights differences in school placement trajectories between students with the ID label and those with other types of SEN. Future research should explore the factors that influence placement decisions, including environmental and student characteristics.
Evaluating a specialized autism spectrum disorder clinic in Qatar: A multidisciplinary model for comprehensive assessment and diagnosis.
Khan YS, Albobali Y, Amro A … +5 more , Saini P, Nour L, Chandra P, Almeraisi MJ, Alabdulla M
Res Dev Disabil · 2025 Oct · PMID 40972052 · Publisher ↗
An accurate diagnosis of autism spectrum disorder (ASD) can be complex due to the high degree of phenotypical variation and the necessity to integrate information from multiple assessments by various professionals. This...
An accurate diagnosis of autism spectrum disorder (ASD) can be complex due to the high degree of phenotypical variation and the necessity to integrate information from multiple assessments by various professionals. This paper examines the implementation and effectiveness of a specialized Autism ASD Assessment Clinic within the Child and Adolescent Mental Health Service (CAMHS). The clinic addresses a critical service gap in the Middle East and North Africa (MENA) region by offering structured, comprehensive evaluations for ASD using a multidisciplinary team (MDT) model, aiming to provide comprehensive and standardized assessments for children and adolescents aged 6-17 years suspected of having ASD. The methodology involved obtaining feedback from parents/caregivers through a Likert-scale questionnaire following the completion of the assessment for children and adolescents referred to the clinic between January 2022 and December 2024. Out of 48 families who attended the appointments and completed the assessment, 27 parents/caregivers completed the feedback. High satisfaction rates with the assessment's thoroughness, professionalism of the MDT, and clarity of feedback were observed. A statistically significant inverse correlation was found between a child's age and parental satisfaction with assessment thoroughness and clarity of feedback, suggesting higher satisfaction among parents of younger children. The findings highlight the clinic's effectiveness in delivering quality care, improving early support for diagnosed individuals, and providing enhanced experience to families.
Parental attitudes and practices in families with siblings with and without intellectual disability: Influences of sociodemographic and child-related factors.
Arango PS, Sabat C, Gatica F
Res Dev Disabil · 2025 Oct · PMID 40972051 · Publisher ↗
BACKGROUND: Parenting styles and attitudes are a relevant factor of a child's developmental environment. When parents raise both a child with an intellectual disability and a typically developing (TD) sibling, their appr...
BACKGROUND: Parenting styles and attitudes are a relevant factor of a child's developmental environment. When parents raise both a child with an intellectual disability and a typically developing (TD) sibling, their approaches may differ due to factors related to the child, family, and social context. This study explored whether parenting styles and attitudes are consistent across children and examined whether sociodemographic and child-related factors explain variations in parenting behaviors. METHOD: Ninety-five parents with one child diagnosed with intellectual disability (according to DSM-5 criteria) and a TD sibling, participated. Data analyses included t-tests, ANOVAs, and mixed-design ANOVAs to compare parenting styles and attitudes across siblings while controlling for sociodemographic factors. RESULTS: Parents reported more authoritative and less permissive parenting, and greater satisfaction and autonomy promotion with their TD child compared to their child with intellectual disability. More positive parenting attitudes and less permissiveness were observed when the etiology of intellectual disability was Down syndrome, which extended to their sibling. Attending regular schools (vs. special education) was associated with less permissive parenting. Higher SES was related to greater promotion of autonomy and, for the TD child, to more parenting satisfaction and less permissiveness. CONCLUSIONS: The study provides evidence of both consistency and variation in parenting practices within families. Differences in parental attitudes and behaviors appear to be shaped not only by individual child characteristics but also by environmental factors such as school context and SES. These results suggest that parents adapt their parenting styles and attitudes between siblings, which is influenced by sociodemographic and child-related factors.
Making qualitative research accessible to people who have communication disability.
Pennacchia JM, Bonyhady G, Wong S … +4 more , Pacheco C, Coghill D, Granlund M, Imms C
Res Dev Disabil · 2025 Oct · PMID 40966988 · Publisher ↗
People with communication disability are often excluded from participating directly in research. This systematic exclusion from relevant research has a significant impact on the field's knowledge and limits the developme...
People with communication disability are often excluded from participating directly in research. This systematic exclusion from relevant research has a significant impact on the field's knowledge and limits the development of effective evidence-based practices. The purpose of this descriptive methods paper is to equip researchers with knowledge required to address the needs of people with communication disability, increasing the likelihood of their rights-based inclusion in research. In this paper, we combine what has been learned from the literature with content derived from a study that is currently underway. Using images and transcript excerpts as examples, we will describe practical methods to action recommendations. Three pillars of communication accessible research are proposed-participatory attitudes, flexibility and responsivity, and consumer involvement-which will empower researchers to make their own projects more inclusive to people with communication disability.
Interpretation of biological motion with young with cerebral palsy.
Maryniak A, Foryś-Basiejko M
Res Dev Disabil · 2025 Oct · PMID 40961868 · Publisher ↗
BACKGROUND: Understanding the difference between the motion of animate and inanimate objects and biological motion perception and interpretation are some of animals' most essential survival abilities. These abilities hav...
BACKGROUND: Understanding the difference between the motion of animate and inanimate objects and biological motion perception and interpretation are some of animals' most essential survival abilities. These abilities have significant implications for everyday functioning, adaptive social behavior, and nonverbal communication. AIM: Our study was designed to answer the following question: Do individuals with significant motor disabilities since birth perceive and interpret the movements of others in the same way as those with typical movement experiences? This question prompts a follow-up inquiry: whether one's own movement experiences influence biological motion perception. METHODS AND PROCEDURE: We tested a clinical group of 30 adolescents and young adults aged 14-26 with cerebral palsy and a control group of 30 healthy individuals of the same age. The qualification criteria were normal intellectual development, implementation of a typical educational program, and no significant sensory or speech impairments. We used 11 films from the Communicative Interaction Database, employing the point-light method conventionally used for studying biological motion perception. The recognition of the movement character of the presented non-communicative (NC) figures and the interpretations of the communicative gestures (CG) were assessed. RESULTS: Participants with cerebral palsy achieved significantly worse results in the biological movement interpretation task. Particular difficulties in the clinical group concerned the interpretation of communicative gestures. CONCLUSIONS: Our findings suggest that individuals' own movement experiences may play a crucial role in the development of biological movement perception. Individuals with motor disabilities may struggle with interpreting observed movements and nonverbal messages, potentially affecting their social functioning.
Auditory social cognition precursors in 12-month-old infants with visual impairment: A preliminary study.
Capelli E, Guida E, Mulé G … +7 more , Sancar AB, Torterolo ELM, Signorini S, Carraro L, Ghiberti C, Turati C, Provenzi L
Res Dev Disabil · 2025 Oct · PMID 40961867 · Publisher ↗
BACKGROUND AND AIM: Clinical observations have long suggested that infants with visual impairment (VI) may experience delays in the development of socio-cognitive skills compared to their fully-sighted (FS) counterparts....
BACKGROUND AND AIM: Clinical observations have long suggested that infants with visual impairment (VI) may experience delays in the development of socio-cognitive skills compared to their fully-sighted (FS) counterparts. Nonetheless, evidence supporting anecdotical observations remains limited. In this study, we assessed socio-cognitive behaviours in a cohort of infants with VI and compared them to a group of FS infants between 9 and 12 months of age. METHODS: Our analysis focused on key early markers of social and cognitive engagement, including gaze orienting, communicative signalling, and interaction patterns with the environment and caregivers. RESULTS: Gaze orienting and the production of basic communication signals, such as vocalizations and gestures aimed at initiating social interaction, were largely comparable between the VI and FS groups. However, important differences emerged in more complex socio-cognitive behaviours: infants with VI exhibited significantly less triangulation and produced fewer pointing gestures compared to FS infants. CONCLUSIONS: These findings highlight specific socio-cognitive vulnerabilities in early development associated with visual impairment and underscore the need for targeted early interventions. WHAT THIS PAPER ADDS: This study explores the early emergence of socio-cognitive developmental precursors in a sample of 9- to 12-month-old infants with visual impairments, compared to their fully sighted counterparts. The results indicate that specific socio-cognitive vulnerabilities may be observable as early as the end of the first year of life in infants with visual impairments, who demonstrated less triangulation abilities and produced fewer pointing gestures than full-sighted peers. We suggest that these findings could help refine early intervention strategies for this population.
Parent and sibling perspectives on ADHD: A cross-cultural study in Kenya and the UK.
Oluoch D, Wilson B, Rogish M … +1 more , Hayiou-Thomas ME
Res Dev Disabil · 2025 Oct · PMID 40939571 · Publisher ↗
This qualitative study explored parent and sibling perspectives on ADHD in two different cultural contexts: Kenya and the UK. Although the prevalence and characteristics of ADHD appear to be similar across cultures, the...
This qualitative study explored parent and sibling perspectives on ADHD in two different cultural contexts: Kenya and the UK. Although the prevalence and characteristics of ADHD appear to be similar across cultures, the lived experience may vary as a result of different social attitudes, and approaches to diagnosis and treatment. However, most research has focused on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) samples, and it is important to broaden the evidence base to different cultural settings. We carried out semi-structured interviews with parents and adult siblings of individuals diagnosed with ADHD. Using Interpretive Phenomenological Analysis (IPA), we identified five superordinate themes: 1) Lack of accurate information, 2) Family Experience, 3) Access to support, 4) Healthcare System and 5) Education System, reflecting 12 subthemes. There were striking similarities in the descriptions of personal experiences across cultures, both in terms of family dynamics, and in relation to a lack of support outside the family. Differences in experience across countries reflected structural differences in the educational and health systems of the UK and Kenya. While in Kenya the challenge faced by families was in the lack of formal support structures, families in the UK reported that despite formal recognition and support for ADHD, there was a frustrating failure of effective implementation. These findings highlight the interface between the lived experience at the personal level and the social and national structures that help to shape that experience, and underscore the importance of considering this in a broader range of cultural contexts.
Disclosure of disability and workplace accommodations for employees with disabilities in Saudi Arabia.
Alasim KN
Res Dev Disabil · 2025 Oct · PMID 40934798 · Publisher ↗
Whether employees with disabilities disclose their disability in the workplace significantly influences their success, job continuity, and ability to access the benefits provided by their employers significantly. This st...
Whether employees with disabilities disclose their disability in the workplace significantly influences their success, job continuity, and ability to access the benefits provided by their employers significantly. This study explores the challenges and procedures associated with disability disclosure and providing workplace accommodations for employees with disabilities in Saudi Arabia. A qualitative research design was employed to achieve the study's objective, using interviews with 20 employees with disabilities working in the governmental, semi-governmental, and private sectors. Three central themes emerged from the interviewees' responses: (1) procedures for disclosing a disability in the workplace, (2) the challenges that employees with disabilities face in disclosing disability, and (3) workplace accommodations available to employees with disabilities. The study concludes that ongoing efforts are needed to improve disability disclosure procedures and raise awareness among employees with disabilities and their employers of the importance of disclosure.
Diagnosis identity perception of adolescents with ADHD and its relationship to social participation and quality of life.
Abu Raya-Ghanayem N, Stern A, Lamash L
Res Dev Disabil · 2025 Oct · PMID 40907158 · Publisher ↗
PURPOSE: This study aimed to examine how adolescents with attention deficit hyperactivity disorder (ADHD) perceive their diagnosis identity and assess its relationships with ADHD symptom severity, social participation, a...
PURPOSE: This study aimed to examine how adolescents with attention deficit hyperactivity disorder (ADHD) perceive their diagnosis identity and assess its relationships with ADHD symptom severity, social participation, and quality of life (QoL). METHOD: This cross-sectional study included 75 adolescents aged 11-18 years (M = 15.24 years, SD = 1.83) diagnosed with ADHD. Participants completed an online survey, including the ADHD Self-Report Scale, an ADHD-adapted Illness Identity Questionnaire, Child and Adolescent Scale of Participation, Youth Engagement and Satisfaction in Social Life, and Pediatric Quality of Life Inventory. Data analysis included descriptive statistics, reliability analysis, ANOVA, and correlations. RESULTS: A repeated measures analysis of variance revealed that the adolescents reported significantly higher positive feelings than negative feelings regarding their ADHD, F(3, 222) =19.66, p < 0.001, η = 0.07. Pearson correlation analysis showed that a more positive ADHD identity perception was significantly correlated with lower ADHD symptom severity (r = -0.39, p < 0.001) and higher social participation (r = 0.47, p < 0.01), engagement (r = 0.48, p < 0.001), and QoL (r = 0.56, p < 0.01). CONCLUSION: These findings highlight the associations between ADHD identity perceptions, social participation and engagement, and QoL in adolescents. Adolescents who report more positive ADHD identity perceptions also tend to report greater social involvement and QoL, and vice versa. Understanding these perceptions can help clinicians and educators support adolescents in developing a healthier and more positive self-identity.
Teachers' evaluation of vocational curriculum for secondary students with intellectual disabilities: An exploratory analysis from Saudi Arabia.
Almalky HA, Alqahtani SM
Res Dev Disabil · 2025 Oct · PMID 40858087 · Publisher ↗
BACKGROUND: Students with intellectual disabilities (ID) continue to face significant challenges in transitioning from school to employment. Vocational education plays a critical role in developing workforce skills and p...
BACKGROUND: Students with intellectual disabilities (ID) continue to face significant challenges in transitioning from school to employment. Vocational education plays a critical role in developing workforce skills and promoting independent living. Despite its importance, the effectiveness of vocational education for students with ID in Saudi Arabia has received limited empirical investigation. This study addresses this gap by evaluating the vocational curriculum through Tyler's Curriculum Evaluation Theory and the Universal Design for Transition framework, aligning with Saudi Arabia's Vision 2030. AIMS: This study examined special education teachers' perceptions of the vocational curriculum's appropriateness for secondary students with ID in Saudi Arabia. It also explored whether these perceptions differed based on teachers' qualifications, area of specialization, years of experience, or institutional setting. METHODS: A structured quantitative survey measured four curriculum domains: presentation style, content relevance, learning activities, and assessment methods. Data from 84 special education teachers in Riyadh were analyzed using descriptive statistics and independent samples t-tests, with effect sizes (Cohen's d) reported. Reliability was confirmed via Cronbach's alpha, and content validity was established through expert review. RESULTS: Teachers generally rated the curriculum favorably, particularly regarding presentation style. In contrast, the learning activities domain received lower ratings, indicating limited use of experiential and individualized pedagogical methods. No statistically significant differences emerged across demographic variables, suggesting strong consensus among respondents. CONCLUSION: These findings underscore the need to strengthen the learning activities domain to better support students' development of functional skills and transition to employment. Curricular improvements should integrate practical, differentiated instructional strategies aligned with international standards. Such enhancements align with Vision 2030's goals for inclusive, outcome-focused vocational education.
About
- Frequency
- Sun
- Papers found
- 200
- RSS feed
- Subscribe