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This article comprehensively reviews motor impairments in children with autism spectrum disorder (ASD) to: (1) determine the prevalence of motor problems in children with ASD; (2) understand the nature of motor difficulties in ASD and whether they are consistent with developmental coordination disorder (DCD); and (3) determine if the term DCD was used as a co-occurring diagnosis in children with ASD after publication of the DSM-5 in 2013. The following databases were systematically searched: MEDLINE, EMBASE, CINAHL, and PsycINFO from 2010 to December 2021. Articles were included if they: (1) were peer-reviewed and published in a scientific journal; (2) included children with ASD who were between 5 and 12 years; (3) used motor or function measures to assess motor abilities in children with ASD. Studies that included children with intellectual disabilities were excluded. Two independent reviewers reviewed titles, abstracts, and full-text articles for inclusion. Twenty-seven studies met the inclusion criteria and were assessed for quality by two independent reviewers using the Appraisal tool for Cross-Sectional Studies. The majority of articles (92.5%) indicated that 50–88% of children with ASD had significant motor impairments on standardized motor assessments and/or functional questionnaires. The nature of motor and function problems in ASD were consistent with DCD; however, only three out of 20 papers (15%) that were published from 2014 described the motor problems as DCD. One study reported that 15.1% of children with ASD with motor impairments had a co-occurring diagnosis of DCD, suggesting that DCD is under-recognized in this clinical population. [ABSTRACT FROM AUTHOR]

The prevalence of autism spectrum disorder (ASD) in many genetic disorders is well documented but not as yet in Mucopolysaccharidosis type III (MPS III). MPS III is a recessively inherited metabolic disorder and evidence suggests that symptoms of ASD present in MPS III. This systematic review examined the extant literature on the symptoms of ASD in MPS III and quality assessed a total of 16 studies. Results indicated that difficulties within speech, language and communication consistent with ASD were present in MPS III, whilst repetitive and restricted behaviours and interests were less widely reported. The presence of ASD-like symptoms can result in late diagnosis or misdiagnosis of MPS III and prevent opportunities for genetic counselling and the provision of treatments. [ABSTRACT FROM AUTHOR]

The lives of caregivers can be deeply impacted by having a child with a developmental disability (DD). To offset those impacts, caregivers may engage in accommodations, or strategies to bolster everyday functioning. The nature and extent of these accommodations can provide insight into how the family is doing and what supports are needed from a family-centered perspective. This paper presents the development and preliminary validation of the Accommodations & Impact Scale for Developmental Disabilities (AISDD). The AISDD is a rating scale that measures day-to-day accommodations and impacts of raising a child with a DD. A sample of 407 caregivers of youth with DDs (Mage = 11.7 years; 63% males) completed the AISDD, along with measures of caregiver strain, daily challenges, child adaptive behavior, and behavior and emotional regulation. The AISDD is a unidimensional, 19-item scale with excellent internal consistency (ordinal alpha =.93) and test–retest (ICC =.95) reliability. Scores were normally distributed and sensitive to age (r = −.19), diagnosis (ASD + ID > ASD > ID), adaptive functioning (r = −.35), and challenging behaviors (r =.57). Finally, the AISDD showed excellent convergent validity with similar measures of accommodations and impacts. These findings support the use of the AISDD as a valid and reliable tool for measuring accommodations among caregivers of individuals with DDs. This measure shows promise in its ability to identify which families may need additional support for their children. [ABSTRACT FROM AUTHOR]

This study investigated the use of the iPod Touch® and the application Letter School in the acquisition of letter writing in three preschool aged children diagnosed with a developmental disability, using a multiple baseline across letters design. Additionally, the generalization of the acquisition of letter writing from the iPod Touch® and stylus pen to paper and pencil was evaluated. Finally, participant preference for instruction using the iPod Touch ® with a stylus pen or paper and pencil was assessed. The results indicated that all three participants acquired the ability to write letters using a pencil and paper, following instruction using the iPod Touch® and application Letter School. For two of the three participants instruction incorporating the iPod Touch® and application Letter School was preferred, while one participant demonstrated a slight preference for paper and pencil instruction. [ABSTRACT FROM AUTHOR]

Background: Phosphatase and tensin homologue (PTEN) is a cancer suppressor gene. Constitutional mutations affecting this gene are associated with several conditions, collectively termed PTEN hamartoma tumour syndromes (PHTS). In addition to hamartomas, PTEN aberrations have been associated with a range of non-tumoural phenotypes such as macrocephaly, and research indicates possibly increased rates of developmental delay and autism spectrum disorder (ASD) for people with germline mutations affecting PTEN. Method: A systematic review of literature reporting behavioural and psychological variables for people with constitutional PTEN mutations/PHTS was conducted using four databases. Following in-depth screening, 25 articles met the inclusion criteria and were used in the review. Fourteen papers reported the proportion of people with PTEN mutations/PTHS meeting criteria for or having characteristics of ASD and were thus used in a pooled prevalence meta-analysis. Results: Meta-analysis using a random effects model estimated pooled prevalence of ASD characteristics at 25% (95% CI 16–33%), although this should be interpreted cautiously due to possible biases in existing literature. Intellectual disability and developmental delay (global, motor and speech and language) were also reported frequently. Emotional difficulties and impaired cognitive functioning in specific domains were noted but assessed/reported less frequently. Methods of assessment of psychological/behavioural factors varied widely (with retrospective examination of medical records common). Conclusions: Existing research suggests approximately 25% of people with constitutional PTEN mutations may meet criteria for or have characteristics of ASD. Studies have also begun to establish a range of possible cognitive impairments in affected individuals, especially when ASD is also reported. However, further large-scale studies are needed to elucidate psychological/behavioural corollaries of this mutation, and how they may relate to physiological/physical characteristics. [ABSTRACT FROM AUTHOR]

The vast majority of individuals with Rett syndrome do not utilize natural speech and therefore require alternative and augmentative communication (AAC). The purpose of the current study was to investigate the use of high- and low-tech AAC modalities by three individuals with Rett syndrome given similar instruction for using both modalities. For all participants, the number of sessions to criterion and cumulative number of trials with independent requests during simultaneous or alternating instruction in the use of a high- and low-tech AAC modality were investigated. Parents conducted all sessions with remote coaching from a research assistant via telecommunication. Each participant exhibited idiosyncratic response patterns in terms of use of their high- and low-tech AAC modalities during instruction but ultimately demonstrated the ability to use both modalities to make requests. Implications for future research and practice pertaining to AAC of individuals with complex communication needs are discussed. This paper is a companion to Girtler et al. (2023). [ABSTRACT FROM AUTHOR]

At present, there are no brief, freely-available, informant-report measures that evaluate key challenging behaviors relevant to youth with autism spectrum disorder (ASD) or other developmental disabilities (DD). This paper describes the development, refinement, and initial psychometric evaluation of a new 18-item measure, the Open-Source Challenging Behavior Scale (OS-CBS). In a large sample (n = 2004, 169 with ASD, ages 2–17), results of psychometric analyses indicated a clear factor structure (property destruction, aggression, elopement, conduct problems, and self-injury and a general factor with high loadings from all items) based on exploratory structural equation modeling, good scale reliability (α =.66–.83 for subscales, α =.91 total scale), measurement invariance across demographics, and good construct validity. The OS-CBS is a psychometrically-sound instrument for screening and monitoring intervention progress. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various articles within in the issue on topics including augmentative and alternative communication (ACC) intervention, developing physical disabilities, and use of speech-generating software to develop ACC intervention.

Objective: This study aimed to examine the long-term influence of having a child at risk of different developmental delays (communication, mobility, self-care, relating, learning, coping, or behaving) on parental labor force participation as the child grows. Method: A retrospective cohort was conducted using data from the Longitudinal Study of Australian Children survey, Waves 1–8 covering birth to 15 years of age of children. Multivariable logistic regressions were used to explore the odds ratio of mothers being out of the labor force at different children's ages. Cox proportional hazards models were utilized to identify the 'risk' of mothers returning to the workforce after leaving. All models were adjusted for the mother's age, education attainment, and employment status at time of birth, as well as marital status at the current wave. Results: There were 5,107 records of children, and 266 of them were at risk of any developmental delays at age 4–5 years. This sample represents 243, 026 children born in Australia in 2003/04. After adjusting for potential confounders, mothers of children at risk of each type of developmental delay (except mobility and self-care) had greater odds of being out of, and not returning to the labor force from children aged 2–3 to 14–15 years, when compared to mothers of children who are not at risk of developmental delays. Similar differences were found for fathers but were distinctly small and with narrower fluctuations, compared to mothers. Conclusion: Policies and programs funded by the government are greatly needed to support the mothers of children at risk of developmental delays. Significance: What is already known: Maternal labour force participation has been negatively affected by having a child with chronic health conditions, whereas paternal labour force participation is not significantly influenced. What this paper adds: Having a child at risk of developmental delays negatively influenced maternal and paternal labour force participation, where the influence on fathers was distinctly small and with narrower fluctuations during the 14 to 15 years of follow-up. [ABSTRACT FROM AUTHOR]

Early puberty (EP) has been defined as the onset of puberty in the low-normal range; it may be a cause for concern regarding a possible impairment of adult height (AH). This paper meta-analysed data on AH after spontaneous growth or after gonadotropin-releasing hormone (GnRH) analog treatment in girls with EP. A computerized literature search was conducted from 1980 to June 30, 2016. Only published studies in English were considered. Eight papers were selected (483 cases). In untreated girls ( n = 300), predicted adult height (PAH) at start of follow-up (−0.559 SDS (95%CI −1.110 to 0.001); P = 0.050) was close to mid-parental height (MPH) (−0.557 SDS (95%CI −0.736 to −0.419); P < 0.0001) and AH (−0.663 SDS (95%CI −0.803 to −0.524); P < 0.0001). In GnRH analog treated girls ( n = 183), PAH before the start of treatment was slightly reduced (−0.939 SDS (95%CI −1.401 to −0.477; P < 0.0001) vs MPH (−0.678 SDS (95%CI −0.942 to −0.414); P < 0.0000), but AH (−0.604 SDS (95%CI −0.877 to −0.338); P < 0.0000) was close to MPH. Conclusion: Present meta-analysis indicates that girls with EP spontaneously reach their MPH and that GnRH analog treatment does not widely change growth outcome. Differences among the selected studies for definition of EP, inclusion criteria, treatment duration, age at discontinuation of therapy, definition of AH may affect results. [ABSTRACT FROM AUTHOR]

Many scientific papers reported that an unbalanced gut microbiota could lead to or worsen neurodevelopmental disorders (NDD). A dysbiosis may then be observed in the course of development and mark a dysfunction within what is called the gut-brain axis. The aim of this systematic review is to investigate potential evidence of dysbiosis in children and young adults with NDD compared to controls. Using the PRISMA guidelines we systematically reviewed studies that compared the gut microbiota in NDD participants (with an age inferior to thirty) to the gut microbiota of controls, regardless of the data analysis methods used. The MEDLINE, Scopus and PsycINFO databases were searched up to September 2018. 31 studies with a total sample size of 3002 ASD (Autism Spectrum Disorder) and 84 ADHD (Attention Deficit Hyperactivity Disorder) participants were included in this systematic review. Independent data extraction and quality assessment were conducted. The quality of the studies was rated from low to high. Population characterization and experimental methods were highly heterogeneous in terms of the data available, selection of criteria, and dysbiosis measurement. A dysbiosis was reported in 28 studies in terms of either diversity, bacterial composition or metabolome dysfunction. Due to heterogeneity, a quantitative synthesis was not applicable. In this paper, we discuss the different biases to understand the complexity of microbiota and neurodevelopmental disorders to provide leads for future cohort studies looking to answer the questions raised by the trillions of microorganisms that inhabit key body niches. [ABSTRACT FROM AUTHOR]

Introduction: The purpose of this paper is to describe the curriculum and self-reported outcomes on measures of interdisciplinary leadership skills for work within the field of developmental disabilities from trainees in one interprofessional training program. Methods: The paper highlights one program's curriculum and strategy for capturing self-report survey measures from trainees in cohorts from 2014–2018 (n = 86) on two surveys (Interdisciplinary Attitudes and Skills and Leadership Self-Evaluation Form) and three time points across the training year: before training (T1), mid-year (T2), and after training (T3). Results: Data from 86 trainees are reported including demographics (nearly 80% white, 92% female), non-descriptive statistics due to non-normative samples, and tertiles demonstrating changes between time points. Significant differences between medians are reported between T1-T3 specifically related to utilizing interdisciplinary skills and gains in leadership competencies. Specific utilization of skills was reported to be 'Greatly' attributable to the LEND program related to sharing ideas and asking for help across disciplines. Discussion: Trainees' self-report from before training to after training indicates an increase in competence and utilization of interdisciplinary skills to be expected from participation in the curriculum. Self-report measures are [ABSTRACT FROM AUTHOR]

Persons with profound intellectual and multiple disabilities (PIMD) cannot speak about their Quality of Life (QoL), which makes it necessary to involve others. In current approaches, these 'others' are seen as assessors trying to describe QoL as objectively as possible, which involves a reduction of their experiences, through which they develop knowledge on the QoL of the person with PIMD. The objective of this paper is to give caregivers' knowledge on the QoL of a person with PIMD a theoretical basis that values these experiences. We will argue that caregivers should be seen as witnesses, not assessors, and their statements on QoL as testimonies, not assessments. Audiences judge the trustworthiness of these witnesses intersubjectively, which implies a relationship characterized by trust and suspicion. Trust supports the witness to tell in her own words about the QoL of the person with PIMD; it demands receptivity, indicating that both the witness and the audience are willing to reconsider their perspective on QoL. Suspicion is necessary too, which helps the witness to critically approach her own interpretations and supports her to create more trustworthy testimonies. We conclude that the concept of witnessing helps to acknowledge caregivers' experiential knowledge of QoL of a person with PIMD, which may also apply to other persons who cannot speak about their own QoL. We hope that our study will empower caregivers to give testimonies on QoL of a person with PIMD, which is crucial when complex decisions about the life of this person have to be made. [ABSTRACT FROM AUTHOR]

The article discusses the complex genetic architecture of intellectual and developmental disabilities (IDDs) and neuropsychiatric disorders (NPDs). It highlights that both rare and common genetic variants interact to influence behavioral and clinical phenotypes in IDDs. The article presents several study paradigms and conceptual frameworks that emphasize a genetics-first approach to understanding IDDs. It also explores the importance of studying phenotypes at multiple levels of analysis and the role of sensory and motor behaviors in elucidating neurodevelopmental pathways. The article concludes by suggesting that a better understanding of the biological mechanisms underlying IDDs can inform targeted treatments based on biological subtypes. [Extracted from the article]

Purpose: Prader-Willi syndrome (PWS) suffers from brain functional reorganization and developmental delays during childhood, but the underlying neurodevelopmental mechanism is unclear. This paper aims to investigate the intra- and internetwork functional connectivity (FC) changes, and their relationships with developmental delays in PWS children. Methods: Resting-state functional magnetic resonance imaging datasets of PWS children and healthy controls (HCs) were acquired. Independent component analysis was used to acquire core resting-state networks (RSNs). The intra- and internetwork FC patterns were then investigated. Results: In terms of intranetwork FC, children with PWS had lower FC in the dorsal attention network, the auditory network, the medial visual network (VN) and the sensorimotor network (SMN) than HCs (FWE-corrected, p < 0.05). In terms of internetwork FC, PWS children had decreased FC between the following pairs of regions: posterior default mode network (DMN) and anterior DMN; posterior DMN and SMN; SMN and posterior VN and salience network and medial VN (FDR-corrected, p < 0.05). Partial correlation analyses revealed that the intranetwork FC patterns were positively correlated with developmental quotients in PWS children, while the internetwork FC patterns were completely opposite (p < 0.05). Intranetwork FC patterns showed an area under the receiver operating characteristic curve of 0.947, with a sensitivity of 96.15% and a specificity of 81.25% for differentiating between PWS and HCs. Conclusion: Impaired intra- and internetwork FC patterns in PWS children are associated with developmental delays, which may result from neural pathway dysfunctions. Intranetwork FC reorganization patterns can discriminate PWS children from HCs. Registration number on the Chinese Clinical Trail Registry: ChiCTR2100046551. [ABSTRACT FROM AUTHOR]

The articles in this issue introduce recent computational and statistical studies in IDDs; present emerging data types, such as next-generation sequencing data; and highlight the great potential of advanced computational methods such as machine learning to facilitate IDD research. Advanced technologies such as gene sequencing and brain imaging have generated a variety of complex datasets for research on neurodevelopmental disorders. [Extracted from the article]

Purpose: There is a paucity in research supporting procedures to teach skills needed during an individual’s menstrual cycle. The purpose of this study was two-fold. First, a literature review was conducted to find publications on the topic of menstrual care. Second, the studies found were evaluated against What Works Clearinghouse™ (WWC) standards and analyzed to determine the presence of clinical components relevant to teaching these skills.A literature review was conducted according to PRISMA guidelines. The review identified publications that taught menstrual care skills to individuals diagnosed with autism spectrum disorder (ASD) or other disabilities. The review focused specifically on studies that employed single-subject research methodology. Studies found were analyzed against the WWC’s criteria to assess the rigor of each studies’ methodology. Finally, studies were categorized across indicators that are clinically relevant to teaching menstrual care skills.The results highlighted a lack of empirical support for teaching menstrual care skills. 7 single-subject design studies were identified in the previous 40 years of research. One study met all criteria required to receive the WWC’s highest rating.The complexity and private nature of menstrual care skills can make intervention development daunting. This paper was intended to provide menstrual care researchers with guidance in implementing high-quality studies. Additionally, scientist-practitioners can find guidance regarding important considerations to support programming that is both effective and respectful.Methods: There is a paucity in research supporting procedures to teach skills needed during an individual’s menstrual cycle. The purpose of this study was two-fold. First, a literature review was conducted to find publications on the topic of menstrual care. Second, the studies found were evaluated against What Works Clearinghouse™ (WWC) standards and analyzed to determine the presence of clinical components relevant to teaching these skills.A literature review was conducted according to PRISMA guidelines. The review identified publications that taught menstrual care skills to individuals diagnosed with autism spectrum disorder (ASD) or other disabilities. The review focused specifically on studies that employed single-subject research methodology. Studies found were analyzed against the WWC’s criteria to assess the rigor of each studies’ methodology. Finally, studies were categorized across indicators that are clinically relevant to teaching menstrual care skills.The results highlighted a lack of empirical support for teaching menstrual care skills. 7 single-subject design studies were identified in the previous 40 years of research. One study met all criteria required to receive the WWC’s highest rating.The complexity and private nature of menstrual care skills can make intervention development daunting. This paper was intended to provide menstrual care researchers with guidance in implementing high-quality studies. Additionally, scientist-practitioners can find guidance regarding important considerations to support programming that is both effective and respectful.Results: There is a paucity in research supporting procedures to teach skills needed during an individual’s menstrual cycle. The purpose of this study was two-fold. First, a literature review was conducted to find publications on the topic of menstrual care. Second, the studies found were evaluated against What Works Clearinghouse™ (WWC) standards and analyzed to determine the presence of clinical components relevant to teaching these skills.A literature review was conducted according to PRISMA guidelines. The review identified publications that taught menstrual care skills to individuals diagnosed with autism spectrum disorder (ASD) or other disabilities. The review focused specifically on studies that employed single-subject research methodology. Studies found were analyzed against the WWC’s criteria to assess the rigor of each studies’ methodology. Finally, studies were categorized across indicators that are clinically relevant to teaching menstrual care skills.The results highlighted a lack of empirical support for teaching menstrual care skills. 7 single-subject design studies were identified in the previous 40 years of research. One study met all criteria required to receive the WWC’s highest rating.The complexity and private nature of menstrual care skills can make intervention development daunting. This paper was intended to provide menstrual care researchers with guidance in implementing high-quality studies. Additionally, scientist-practitioners can find guidance regarding important considerations to support programming that is both effective and respectful.Conclusion: There is a paucity in research supporting procedures to teach skills needed during an individual’s menstrual cycle. The purpose of this study was two-fold. First, a literature review was conducted to find publications on the topic of menstrual care. Second, the studies found were evaluated against What Works Clearinghouse™ (WWC) standards and analyzed to determine the presence of clinical components relevant to teaching these skills.A literature review was conducted according to PRISMA guidelines. The review identified publications that taught menstrual care skills to individuals diagnosed with autism spectrum disorder (ASD) or other disabilities. The review focused specifically on studies that employed single-subject research methodology. Studies found were analyzed against the WWC’s criteria to assess the rigor of each studies’ methodology. Finally, studies were categorized across indicators that are clinically relevant to teaching menstrual care skills.The results highlighted a lack of empirical support for teaching menstrual care skills. 7 single-subject design studies were identified in the previous 40 years of research. One study met all criteria required to receive the WWC’s highest rating.The complexity and private nature of menstrual care skills can make intervention development daunting. This paper was intended to provide menstrual care researchers with guidance in implementing high-quality studies. Additionally, scientist-practitioners can find guidance regarding important considerations to support programming that is both effective and respectful. [ABSTRACT FROM AUTHOR]

This paper examines age of autism spectrum disorder (ASD) identification and related factors in a diverse urban sample, focusing on ASD identification in the East African Somali community. The overall average age of initial ASD identification was 4.8 years. Somali children received an initial clinical diagnosis of Autistic Disorder later than White children, and Somali children diagnosed with ASD born outside of Minnesota (MN) received their first comprehensive evaluation later than Somali children diagnosed with ASD born in MN. Most children had noted developmental concerns before age 3, with no significant racial or ethnic differences in those concerns. The current study contributes to a limited number of studies on early ASD identification in culturally and linguistically diverse populations. [ABSTRACT FROM AUTHOR]

This qualitative study examined Chinese immigrant mothers of children with developmental disabilities (DDs) about their experiences of stressors, social support, and traditional cultural beliefs in Canada. Fifteen mothers were recruited from Toronto through one community organization. One-on-one semi-structured in-depth interviews on mothers in Mandarin were used in private settings. A descriptive qualitative approach was applied (Sandelowski, Research in Nursing & Health, 23, 334–340, 2000, Research Nursing Health, 33(1), 77–84, 2010). Analyses were guided by House's (1981) classification of social support (structural, instrumental, emotional, and perceptive). Mothers expressed challenges in accessing services for their children, such as limited financial resources, occupational unemployment, excessive paper work, long waiting times, language barriers, limited knowledge of social services, emotional strain, transportation difficulties, dispersed services, and feelings of "loss of face." All mothers actively seek treatments for their children without traditional "reciprocity thought." The findings provide a better understanding of Chinese immigrant mothers' experiences raising children with DDs in Canada. Implications of the study are also discussed. [ABSTRACT FROM AUTHOR]

Human preverbal development refers to the period of steadily increasing vocal capacities until the emergence of a child's first meaningful words. Over the last decades, research has intensively focused on preverbal behavior in typical development. Preverbal vocal patterns have been phonetically classified and acoustically characterized. More recently, specific preverbal phenomena were discussed to play a role as early indicators of atypical development. Recent advancements in audio signal processing and machine learning have allowed for novel approaches in preverbal behavior analysis including automatic vocalization-based differentiation of typically and atypically developing individuals. In this paper, we give a methodological overview of current strategies for collecting and acoustically representing preverbal data for intelligent audio analysis paradigms. Efficiency in the context of data collection and data representation is discussed. Following current research trends, we set a special focus on challenges that arise when dealing with preverbal data of individuals with late detected developmental disorders, such as autism spectrum disorder or Rett syndrome. [ABSTRACT FROM AUTHOR]

School psychologists pay a critical role in the assessment and intervention of students in special education. Within this role, they are highly likely to interact with students with intellectual and developmental disabilities (IDD), particularly in the context of school-based assessment associated with special education. Although students with IDD frequently interface with school psychologists during the evaluation process, they continue to face significantly poorer post-school outcomes and family school partnerships than their peers within and outside of special education. Following a content analysis and review of assessment-specific issues, population-specific needs, and previously proposed assessment models, the Collaborative-Adaptive Student-Centered (CASC) framework is proposed. This theoretical framework utilizes a content analysis of practice-oriented approaches that target assessment in order to improve the outcomes experienced by students with IDD and facilitate role expansion for school psychologists. Following a discussion of the CASC framework and associated practice tools, this paper reviews implications of a shift in assessment practices for students with IDD, their families, and school-based practitioners. Barriers to implementation of the CASC framework are also discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate critical independent living skills for adults with intellectual and developmental disabilities who live in the community and common reasons individuals lose their residential placement. Participants included residential specialists from 26 states who worked at small group homes and supported apartments. A paper-based survey was mailed to 1000 randomly selected residential specialists using a proportional stratified sampling procedure; 280 completed surveys were used for data analysis. Descriptive statistics, chi square analyses, and a content analysis procedure were used to analyze the findings. The majority of residential specialists rated 13 skills as critical. Significant differences in perceptions of critical skills emerged based on type of residence (i.e., group home, supported apartment). The most common reasons reported for losing a residential placement were behavior concerns and medical issues. [ABSTRACT FROM AUTHOR]

Recent reports suggest an increase in the number of individuals with cognitive and developmental disabilities. To ensure equal opportunities for these learners, special education practices must be appropriately improved and scaled. Educational and assistive technologies are a possible avenue for meeting this need. To provide insight into recent technology practices in special education contexts, this study reviews recent literature (2014—2018) on the use of technology to support learners with cognitive and developmental disabilities. This review included 126 publications, which were a combination of journal articles and conference papers, found through the ACM, IEEE, ScienceDirect, and SSCI databases. The publications were analyzed to determine their general characteristics (e.g., number and age of participants and lengths of interventions), the contexts of technology use, specific learner characteristics, the subjects or skills the intervention(s) aimed to improve, the characteristics of the technologies, and the outcomes associated with their use. The results revealed that the most examined technology was games and the most studied outcome was improvements to learners' cognitive skills. Additionally, participants in the majority of the publications were pre-college students with learning disabilities. The most studied topics belonged to the natural sciences while job skills were one of the least studied. Interventions were primarily conducted in formal educational environments and were implemented over 5–10 weeks in most cases. Based on the review, more detail in reporting and more attention to promoting life, job, and social skills are recommended. [ABSTRACT FROM AUTHOR]

This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning. [ABSTRACT FROM AUTHOR]

The use of telehealth technologies to provide clinical services to families of children with autism and other developmental disabilities is a rapidly growing area of research. In particular, remote training of caregivers via video conferencing appears to be a promising approach for disseminating behavior-analytic interventions (Neely et al. in J Dev Phys Disabil 29:849–874, 2017. 10.1007/s10882-017-9550-4; Tomlinson et al. in J Behav Educ 27:172–222, 2018. 10.1007/s10864-018-9292-0). Although remote training offers a number of advantages, it brings a variety of challenges that are unique to this modality. The field would benefit from information on problems that practitioners may encounter when providing these services and how to train caregivers effectively. In this paper, we report on the experiences of 18 practitioners who provided caregiver training via telehealth from four different sites across a 4-year period. We describe a variety of technical and clinical issues that arose during service delivery, suggest strategies for preventing and remediating problems, and include case descriptions and data to illustrate our experiences. This information may help prepare practitioners to deliver telehealth services and guide further research in this area. [ABSTRACT FROM AUTHOR]

Objective: Therapeutic playgroups provide a unique service for children with developmental delays and disabilities and their families, delivering tailored play-based therapy while facilitating parent support and community connections. Despite the prevalence of playgroups within the disability sector there is a paucity of research defining the key principles of therapeutic playgroups and their perceived benefits. Taking the perspectives of early intervention professionals this study sought to provide a definition of therapeutic playgroups and identify the "active ingredients" of therapeutic playgroups for children with developmental delays and disabilities. Method: Focus group methodology was used to gather perspectives of 40 professionals with experience facilitating playgroups for children with developmental delays and/or disabilities and their families. Results: Findings highlighted the complex nature of therapeutic playgroups which require an interplay of five "active ingredients" to be perceived as beneficial: facilitator and participant characteristics; playgroup structural characteristics, information provision, administration and logistical considerations. Conclusion: Therapeutic playgroups have distinct practice principles that distinguish them from other playgroups and therapeutic models for children with delays and disabilities and their families. This paper provides a definition of therapeutic playgroups, outlining the core practice principles for therapeutic playgroups, an essential step in developing and evaluating the effectiveness of therapeutic playgroups. [ABSTRACT FROM AUTHOR]

Frontline staff are a valuable asset within an intellectual and developmental disability service. Their work dictates the overall standard of care delivered by the organization. However, there is evidence that the research relating to effective practice is having little impact on the competencies displayed by staff in the real-world setting. Therefore, a scoping review of published literature was conducted to investigate potential explanations for the inadequate dissemination of evidence-based practice in this sector. Systematic searches of relevant databases identified 156 papers for inclusion in the review. Practices in which staff were trained were categorized as either behavioral interventions or "other" interventions. The behavioral category was sub-divided into: a) assessment; b) antecedent; c) consequence and, d) "mixed" practices. Although the studies reviewed provided staff training across a range of practices, many empirically supported interventions were not utilized. Despite rigorous scientific support for strategies such as functional communication training and noncontingent reinforcement, the literature did not robustly evaluate effective protocols to disseminate these practices to frontline staff. The review also highlighted a continued reliance on individualized training packages, rather than the implementation of empirically supported training models. Finally, results showed that a relatively small number of included studies examined the impact of staff training on service user outcomes and adult service users were underrepresented across all intervention categories. Findings provide a potential explanation for the apparent disconnect between theoretical advancements and practice in the applied setting and are discussed in relation to approaches to staff training. [ABSTRACT FROM AUTHOR]

As the prevalence of autism spectrum disorder continues to rise, there is a growing demand for well-trained service providers to provide behavior analytic interventions. With this increased service need comes the necessity to develop new and efficient training methods as an alternative to traditional face-to-face training. This paper provides a review of research focusing on the use of asynchronous training methods to train service providers to implement interventions and strategies based on the principles of behavior analysis with individuals with developmental disabilities. Twenty-two studies were included and divided into five asynchronous training modalities: self-instructional manuals, self-instructional manual packages, video modeling, video modeling with voiceover instructions, and computer-based instructions. Clinical implications and future directions for research are proposed. [ABSTRACT FROM AUTHOR]

This paper offers an ethnographic account of the context of autonomy for participants at Moving Toward Independence in the Community (MTIC), an independent living program for adults with intellectual and developmental disabilities. In the case at hand, staff interventions are planned around goals, frame that increases temporal distance between the staff and participants by locating the object of action in the future. Similarly, suggestions establish social distance between staff intervention and participant action by placing the responsibility to act on participants. Together, goals and suggestions make up a larger interpretive frame that I call lifework, a method of explaining action that recasts dependence as work toward future autonomy. Lifework is a neoliberal frame that recognizes obligation as a legitimate part of adult life, normalizes the force society exerts on individuals, and interprets this force in daily life as "work." Other analyses of this neoliberal project highlight the work of institutions to remove people from dependency by changing their habits, practices, and frames of mind. This research often frames neoliberal projects of social control as a coercive force that subverts autonomy. This is not the case at MTIC, where I find that lifework is also an important symbolic mechanism for constructing autonomy. I show that autonomy is best understood as an ongoing and collaborative project to construct social and temporal distance around the individual. This project is both practical, preparing participants for action when they are alone, and ethical, a frame that is necessary for understanding autonomy amidst dependence. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has strained the resources of the world's healthcare systems. Most individuals with neurodevelopmental disabilities (NDDs) experience significant mental health issues and face substantial barriers in accessing appropriate supports which have been exacerbated during the pandemic. It is unknown the extent to which COVID-19 impacted the demand for and effectiveness of inpatient care for those with NDDs. The impact of COVID-19 on the number of admissions of youth with NDDs to pediatric inpatient psychiatry units, as well as their functioning and length of stay during the first two years of the pandemic was analyzed using Bayesian structural time series models. Admission data of youth with NDDs from four pediatric inpatient units in Alberta, Canada (n = 2144) was examined. Inpatient admissions of youth with NDDs significantly increased following the onset of the pandemic. Compared to the period prior to the pandemic, patients with NDDs had significantly worse overall functioning and received fewer days of treatment. These findings highlight the need for increased resources to support the mental health needs of this vulnerable population and are consistent with other studies in the general population examining the utilization of inpatient psychiatric units during the pandemic. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this research was to investigate the impact of dietary factors on developmental trajectories in young autistic children. Methods: A gluten-free and casein-free diets, as well as six types of food (meat and eggs, vegetables, uncooked vegetables, sweets, bread, and "white soft bread that never molds") were investigated observationally for up to three years in 5,553 children 2 to 5 years of age via parent-report measures completed within a mobile application. Children had a parent-reported diagnosis of Autism Spectrum Disorder (ASD); 78% were males; the majority of participants resided in the USA. Outcome was monitored on five orthogonal subscales: Language Comprehension, Expressive Language, Sociability, Sensory Awareness, and Health, assessed by the Autism Treatment Evaluation Checklist (ATEC) (Rimland & Edelson, 1999) and Mental Synthesis Evaluation Checklist (MSEC) (Arnold & Vyshedskiy, 2022; Braverman et al., 2018). Results: Consumption of fast-acting carbohydrates – sweets, bread, and "white soft bread that never molds" – was associated with a significant and a consistent Health subscale score decline. On the contrary, a gluten-free diet, as well as consumption of meat, eggs, and vegetables were associated with a significant and consistent improvement in the Language Comprehension score. Consumption of meat and eggs was also associated with a significant and consistent improvement in the Sensory Awareness score. Conclusion: The results of this study demonstrate a strong correlation between a diet and developmental trajectories and suggest possible dietary interventions for young autistic children. [ABSTRACT FROM AUTHOR]

Although caregiving responsibilities and need for support persist and evolve across the life course in families with autistic youth or youth with other developmental disabilities (DDs), little is known about support during their child's adulthood years. Therefore, the present study used a mixed-methods approach to examine change and stability in formal and informal family support across the transition to adulthood. Caregivers of 126 individuals with autism or DDs completed a modified version of the Family Support Scale, including open-ended questions, at five time points from adolescence (age 16) into young adulthood (age 22). Caregivers reported that informal support from family members was the most frequently used, helpful, and valued source of support with relative stability across time. In contrast, the reported helpfulness, use, and value of formal support (e.g., professionals, schools) for caregivers declined over time. Qualitative content analyses revealed characteristics of highly valued support included support type (e.g., instrumental or emotional) and features of the support source (e.g., their understanding). There was a shift to valuing emotional support more than instrumental support over time, especially for caregivers of less able adults. Partnership and dependability emerged as highly valued features of the support source. These findings fit within a social convoy perspective and likely reflect the "service cliff" experienced by autistic individuals or people with DDs and their families. As social networks shrink over time and formal services are less readily available in adulthood, remaining sources of support, particularly from family members, become increasingly important. [ABSTRACT FROM AUTHOR]

Problem gambling (PG) is associated with significant personal and societal loss. These losses may be exacerbated when a person with intellectual and developmental disabilities (IDD), who may not fully appreciate the inherent risks, engages in such behavior. Literature on this particular population is scarce, leaving the scientific community and treatment providers at a loss as to best practices. The present paper reviews three cases that illustrate common challenges faced by people with IDD and PG. Suggestions for effective prevention and treatment efforts are offered. Future directions include development of measures and instruments, with the eventual goal of effective prevention and treatment for this unique population. [ABSTRACT FROM AUTHOR]

The article offers information on the expansion of the periodical's editorial board and welcomes several new associate editors including Patricia Prelock, Gerrit Van Schalkwyk, and Hanna Steven. It mentions the theme issue of the periodical focusing on College Experiences for Students with autism spectrum disorder (ASD) as well as Parenting Children with ASD. It also lists contributors to the periodical such as Harriet Allen, Alvi Azad, and Samy Azer.

This paper reports the results of an exploratory analysis of data from the Oklahoma National Core Indicators (NCI) project, examining the degree to which items related to opportunities for choice and control in the lives of adults with intellectual and developmental disabilities from the NCI Adult Consumer Survey predicted self-reported self-determination outcomes assessed with the Short Form of The Arc’s Self-Determination Scale: Adult Version. Findings suggest that several environmental factors related to choice and control opportunities impact self-determination and its essential characteristics. Being able to lock one’s door and having voting experience were both significant predictors. Interestingly, having a behavior plan was negatively associated with overall self-determination, self-regulation, and self-realization. However, limited numbers of participants were aware of their behavior plan or involved in developing it. Implications for the assessment of choice opportunities and the design and delivery of supports and services across the lifespan are discussed. [ABSTRACT FROM AUTHOR]

Protection of privacy of information for young adults with developmental disabilities and their families is essential to promote quality of life, well-being, empowerment, and inclusion. Despite this, the young adults’ information privacy rights are increasingly at risk. This paper provides a scoping review, applying Arksey and O’Malley’s (2005) approach, of all published peer-reviewed journal articles and gray literature to examine the barriers and facilitators in utilization of legislation that protects the collection, use, disclosure, and access of personal information in Canada. The scoping review process was further expanded with a rigorous reliability method and applied a socio-ecological framework to the final 47 studies. National and international policy and legislation (macro level), organization-based factors (meso), young adults and community interactions (exo), and individual disability related factors (micro) are examined. The review identifies the barriers and highlights the importance of facilitators for acting on personal privacy rights. [ABSTRACT FROM AUTHOR]

Individuals with Williams syndrome (WS) may experience a variety of medical, behavioral, and educational concerns. The primary objective of this study was to assess barriers to health care for patients with WS, primarily using the Barriers to Care Questionnaire (BCQ), and to assess whether various demographic factors are correlated with these barriers. A REDCap survey was distributed using the Williams Syndrome Association Research Registry. 319 caregivers of individuals with WS in the United States completed the BCQ. On the BCQ, lower scores indicate more barriers to care. Younger age was associated with lower scores for both the pragmatics and the skills subscales while lower income levels and increased distances to providers knowledgeable about WS were consistently associated with lower total BCQ scores. [ABSTRACT FROM AUTHOR]

Purpose: One of the challenges for mental health research is the lack of an agreed set of outcome measures that are used routinely and consistently between disciplines and across studies in order to build a more robust evidence base for how to better understand young people's mental health and effectively address diverse needs. Methods: This study involved a scoping review of reviews on consensus of the use of mental health and wellbeing measures with children and young people. We were particularly interested to identify if there are differences in measures that are recommended for children and young people with care experience including those with developmental disabilities. Findings: We identified 41 reviews, of which two had a focus on child welfare settings, three on childhood trauma and 14 focused on children and young people with developmental disabilities. Overall, our review highlights a lack of consensus and a diversity of measures within the field. We identified 60 recommended measures, of which only nine were recommended by more than one review. Conclusions: Our review highlights the need for greater agreement in the use of mental health outcome measures. While our review highlights that there is value in identifying measures that can be used with any child or young person, researchers need to take into account additional considerations when working with children and young people with care experience and those with developmental disabilities, to ensure measures are accessible and sensitive to their life experiences. [ABSTRACT FROM AUTHOR]

Adults with Intellectual and Developmental Disabilities (IDD) are aging with chronic health issues. However, little is known about the racial disparities in chronic health conditions among adults with IDD. Do racial and ethnic minority adults with IDD experience elevated risk of chronic health conditions like in the general population? How do factors such as health risk behavior, health status, and residential status impact their risk of chronic health conditions? To answer these questions, the current study examines the racial differences in the prevalence of three chronic conditions: diabetes, hypertension, and asthma, using baseline data from the Longitudinal Health and Intellectual Disability Study. Our sample includes 2,173 adults with IDD. We conducted a multivariable logistic regression to examine racial disparity in prevalence controlling for factors such as demographics, IDD diagnosis, health status, and health risk behaviors. Consistent with established evidence of racial disparities in the general population, being Black was significantly associated with an elevated risk of all three chronic conditions than Whites, even after controlling for a host of demographic, health risk and environmental factors that typically influence health. Our findings contribute to the sparse literature on the intersection of race, ethnicity and disability among racial and ethnic minority adults with IDD and how it relates to health. It also provides important policy and practice implications regarding the urgency of developing culturally appropriate health promotion interventions for racial minority adults with IDD. [ABSTRACT FROM AUTHOR]

Purpose: In low-income settings, dietary diversity scores (DDSs) often predict the micronutrient adequacy of diets, but little is known about whether they predict levels of biochemical indicators of micronutrient status. Methods: In 2010, we studied two samples of non-pregnant 14- to 19-year-old girls in central Mozambique, the first in January-February ('hunger season'; n = 227) and the second in May-June (harvest season; n = 223). In this paper, we examined whether a low Women's Dietary Diversity Score (WDDS) predicts a low concentration of haemoglobin, serum ferritin, zinc, and folate, and plasma retinol in adolescent Mozambican girls. We constructed three scores: WDDS based on 24-h recalls, WDDS15g based on 24-h recall and employing a 15 g limit, and 7dWDDS based on 7-day food frequency questionnaires. Logistic regression models, stratified by season, were used to estimate the odds of having a low concentration of a status indicator (≤25th percentile of the season-specific distribution or cut-off from the literature) in those with a low score compared to those with a higher score. Results: In January-February, after adjusting for confounders, a low (≤3) WDDS and a low (≤5) 7dWDDS were each associated with higher odds of having low serum zinc compared to having a higher score, regardless of which of the two types of cut-offs for serum zinc was used. These associations were not present in May-June. Conclusions: Our data from Mozambique suggest that dietary diversity is associated with serum zinc, but this association seems to be limited to the hunger season. [ABSTRACT FROM AUTHOR]

In debates about genetic testing of children, as well as about disclosing unsolicited findings (UFs) of pediatric exome sequencing, respect for future autonomy should be regarded as a prima facie consideration for not taking steps that would entail denying the future adult the opportunity to decide for herself about what to know about her own genome. While the argument can be overridden when other, morally more weighty considerations are at stake, whether this is the case can only be determined in concrete cases. Importantly, when children grow into adolescents, respect for future autonomy will have to give way to respecting their emerging autonomy. When pediatric exome sequencing is done for complex conditions not involving developmental delay, respect for the child's future or emerging autonomy should be a primary consideration for those charged with deciding on behalf of the child. Building on what Emanuel and Emanuel have termed the 'deliberative model' of shared decision making, we argue that if parents fail to give these considerations their due, professionals should actively invite them to do so. Taking a directive stance may be needed in order to make sure that the future or emerging autonomy of the child are duly considered in the decision-making process, but also to help the parents and themselves to shape their respective roles as responsible care-givers. [ABSTRACT FROM AUTHOR]

Patients with neurodevelopmental disabilities generally have less access to necessary medical care compared to those without disabilities. Barriers to adequate care include patient fear and uncooperative behavior during routine medical procedures and inadequate preparation of medical professionals to treat this population. Researchers have identified multiple behavior-analytic procedures for promoting comfort and cooperation during medical treatments. Efficient, cost-effective training programs are needed to widely disseminate behavior-analytic procedures to medical students and professionals. The purpose of this study was to assess the efficacy of a virtual training to prepare medical students to implement behavioral procedures that could be easily incorporated into typical wellness examinations. Seven medical students received behavioral skills training (BST) delivered remotely via the Internet. Results showed that the training successfully increased students' correct implementation of the procedures in roleplay with the experimenter and with patients with neurodevelopmental disabilities. Responding also maintained at high levels 2 weeks after the training. These findings suggest that virtual BST is an efficient, practical approach for training health care professionals to implement general behavior management strategies to increase the comfort and cooperation of patients with NDD. [ABSTRACT FROM AUTHOR]

To review the longitudinal trajectories – and the factors influencing their development – of mental health problems in children with neurodevelopmental disabilities. Systematic review methods were employed. Searches of six databases used keywords and MeSH terms related to children with neurodevelopmental disabilities, mental health problems, and longitudinal research. After the removal of duplicates, reviewers independently screened records for inclusion, extracted data (outcomes and influencing factors), and evaluated the risk of bias. Findings were tabulated and synthesized using graphs and a narrative. Searches identified 94,662 unique records, from which 49 publications were included. The median publication year was 2015. Children with attention deficit hyperactivity disorder were the most commonly included population in retrieved studies. In almost 50% of studies, trajectories of mental health problems changed by < 10% between the first and last time point. Despite multiple studies reporting longitudinal trajectories of mental health problems, greater conceptual clarity and consideration of the measures included in research is needed, along with the inclusion of a more diverse range of populations of children with neurodevelopmental disabilities. [ABSTRACT FROM AUTHOR]

We describe a multidisciplinary teamwork approach known as "Operation IDD Gene Team" developed by the Rose F. Kennedy Intellectual and Developmental Disabilities Research Center (RFK IDDRC) at the Albert Einstein College of Medicine. This initiative brings families affected by rare genetic diseases that cause intellectual and developmental disability together with physicians, basic scientists, and their trainees. At team meetings, family members share their child's medical and personal history, physicians describe the broader clinical consequences of the condition, and scientists provide accessible tutorials focused on the fundamental biology of relevant genes. When appropriate, possible treatment approaches are also discussed. The outcomes of team meetings have been overwhelmingly positive, with families not only expressing deep gratitude, but also becoming empowered to establish foundations dedicated to their child's specific condition. Physicians, and in particular the scientists and their trainees, have gained a deeper understanding of challenges faced by affected families, broadening their perspective on how their research can extend beyond the laboratory. Remarkably, research by the scientists following the Gene Team meetings have often included focus on the actual gene variants exhibited by the participating children. As these investigations progress and newly created foundations expand their efforts, national as well as international collaborations are forged. These developments emphasize the importance of rare diseases as windows into previously unexplored molecular and cellular processes, which can offer fresh insights into both normal function as well as more common diseases. Elucidating the mechanisms of and treatments for rare and ultra-rare diseases thus has benefits for all involved—families, physicians, and scientists and their trainees, as well as the broader medical community. While the RFK IDDRC's Operation IDD Gene Team program has focused on intellectual disabilities affecting children, we believe it has the potential to be applied to rare genetic diseases impacting individuals of any age and encompassing a wide variety of developmental disorders affecting multiple organ systems. [ABSTRACT FROM AUTHOR]

This narrative review examines research on the experiences of immigrant fathers raising children with developmental disabilities, and considers the findings within the Canadian context. Applying Green, Johnson & Adams' ( Journal of Chiropractic Medicine, 5(3), 101-117, ) methodology, a step-by-step process was followed to conduct the review. Four databases (PsychINFO, PubMed, CINAHL and Sociological Abstracts) were used for the search. A total of 39 articles were found to be relevant after applying the inclusion/exclusion criteria. Also 20 articles from published reference lists and peer-reviewed journal articles, located through Google Scholar, complimented the initial search. Along with House's () four dimensions of social support, an intersectional approach underpinned the analysis of findings. Four themes were identified which included: economic challenges, social influences, cultural influences, and the changing gender roles of fathers. Stressors and barriers to accessing health services in the post-migration setting were examined. Based on the review's findings, the paper recommends 1) addressing income inequality, 2) improving access to health care, social and developmental services, 3) improving cultural-sensitivity of health care, social and developmental services, and 4) increasing participation of fathers. Overall, a more systemic understanding of immigrant fathers' experiences is called for, taking into account their multiple social locations. [ABSTRACT FROM AUTHOR]

It is well recognized that parenting children with intellectual and other developmental disabilities (IDD) is associated with stress, fatigue, anxiety, and depression. Given the unique challenges that parents of adults with IDD face, it is important to explore interventions that are helpful for this population. This paper describes the development of a mindfulness-based coping with stress group intervention targeted toward such parents and presents some preliminary outcomes. Following a 4-week pilot group of ten parents, we held three consecutive 6-week groups for parents. Of the 30 parents initially registered to participate in the 6-week groups, 22 (73.3 %) attended over half of the weekly 2-h sessions and completed pre and post measures. Over half (63.3 %) of the parents who completed the intervention reported a significant reduction in stress, and the overall mean stress level was significantly lower following the intervention, t(21) = 5.15, p < 0.01. Parents did not report significant change in mindfulness or mindful parenting scores, however. This is the first study to describe a mindfulness-based group targeted specifically toward parents of adolescents and adults with IDD. Results suggest that it proved feasible and was associated with reduced feelings of stress. [ABSTRACT FROM AUTHOR]

The purpose of this letter to the editor is to comment on several review papers recently published in the current Journal of Autism and Developmental Disorders, Special Issue on Technology: Software, Robotics, and Translational Science. These reviews address a variety of aspects relating to technology-aided intervention and instruction for individuals with Autism Spectrum Disorders (ASDs). Here, I comment on and evaluate the overall status of research and development in this area, including reflection on current challenges in this area in the context of previous challenges and resolutions in behavioral intervention research. From these reviews and the current evaluation, I further discuss important next steps for the field which may be critical for guiding progress toward meaningful impacts upon individuals with ASD. [ABSTRACT FROM AUTHOR]

This article presents a review of the research on the use of mobile touch-screen devices such as PDAs, iPod Touches, iPads and smart phones by people with developmental disabilities. Most of the research has been on very basic use of the devices as speech generating devices, as a means of providing video, pictorial and/or audio self-prompting and for leisure activities such as listening to music and watching videos. Most research studies were small-n designs that provided a preponderant level of research evidence. There is a clear need for more research with younger participants and with a much wider range of apps, including educational apps. [ABSTRACT FROM AUTHOR]

Background: The therapeutic alliance between multidisciplinary teams and parents within youth (semi) residential psychiatry is essential for the treatment process and forms a promising process variable for Routine Outcome Monitoring (ROM). No short evaluative instrument, however, is currently available to assess parent-team alliance. Objective: In this study, the Working Alliance Inventory-Short Version (WAV-12), a widely used alliance questionnaire, was adjusted to assess parent-team alliance from both a parent and team perspective within a youth residential setting. Psychometric properties, including factor structure and validity of the subscales, were explored. Methods: A sample of youth with mainly complex developmental disorders admitted to 11 inpatient and day patient units of a child and adolescent psychiatric institute participated in this study. The case manager involved with the youth and the primary caregiver of 87 youth completed the revised WAV-12 (WAV-12R). Results: The team version of the WAV-12R showed a good fit to the original conceptualized model, and distinguished Bond, Task and Goal scales. For the parents' version an adjusted model with Insight, Bond and combined Task/Goal scales had the best fit. The reliability and validity of the scales were shown to be good. Conclusions: This paper presents preliminary evidence that the parent and treatment team versions of the WAV-12R are psychometrically sound for assessing parent-team alliance within youth (semi) residential psychiatry in the Netherlands. The team and parents' versions of the WAV-12R are recommended instruments to complement outcome measures in ROM. [ABSTRACT FROM AUTHOR]

Mathematics education is important for students with developmental disabilities. Additional research is needed that examines interventions to teach grade-level mathematics content to these students. In this single-case multiple probe across participants study, researchers explored the functional relation for four middle school students with intellectual disability and autism between the intervention package of a virtual number line and corrective feedback and solving addition of integer problems. Students solved more problems correctly with access to the virtual number line in comparison to baseline. They also maintained higher levels of accuracy during the maintenance probes when corrective feedback was withdrawn. Implications from this research include the option of a virtual number line as a potential intervention to teach secondary students with developmental disabilities grade-level mathematics content. [ABSTRACT FROM AUTHOR]