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Review Journal of Autism and... Aug 2022This systematic review evaluated interventions and relevant outcomes for health promotion and obesity prevention among children and adolescents with developmental... (Review)
Review
UNLABELLED
This systematic review evaluated interventions and relevant outcomes for health promotion and obesity prevention among children and adolescents with developmental disabilities (DD). Twenty-one studies including randomized control trials (= 9) and quasi-experimental studies (=12) published between 2010 and 2021 met inclusion criteria related to participant characteristics, intervention type, and child obesity-related outcomes. Five types of intervention programs were identified: aerobic and strength training, sport-based physical activity, aquatic exercise, active video gaming, and diet and lifestyle. Whereas analysis of intervention outcomes, efficacy, and study rigor showed mixed results and weak evidence of effective interventions, this review identified gaps in the literature, promising strategies for addressing obesity in children with DD, and implications for practice and future research.
SUPPLEMENTARY INFORMATION
The online version contains supplementary material available at 10.1007/s40489-022-00335-5.
PubMed: 36032995
DOI: 10.1007/s40489-022-00335-5 -
Children (Basel, Switzerland) Oct 2023This study examines the last 10 years of medical literature on the benefits of cochlear implantation in children who are deaf or hard of hearing (DHH) with additional... (Review)
Review
This study examines the last 10 years of medical literature on the benefits of cochlear implantation in children who are deaf or hard of hearing (DHH) with additional disabilities. The most recent literature concerning cochlear implants (CIs) in DHH children with additional disabilities was systematically explored through PubMed, Embase, Scopus, PsycINFO, and Web of Science from January 2012 to July 2023. Our two-stage search strategy selected a total of 61 articles concerning CI implantation in children with several forms of additional disabilities: autism spectrum disorder, cerebral palsy, visual impairment, motor disorders, developmental delay, genetic syndromes, and intellectual disability. Overall, many children with additional disabilities benefit from CIs by acquiring greater environmental sound awareness. This, in turn, improves non-verbal communication and adaptive skills, with greater possibilities to relate to others and to be connected with the environment. Instead, despite some improvement, expressive language tends to develop more slowly and to a lesser extent compared to children affected by hearing loss only. Further studies are needed to better appreciate the specificities of each single disability and to personalize interventions, not restricting the analysis to auditory and language skills, but rather applying or developing cross-culturally validated instruments able to reliably assess the developmental trajectory and the quality of life of DHH children with additional disabilities before and after CI.
PubMed: 37892316
DOI: 10.3390/children10101653 -
Research in Developmental Disabilities Mar 2021Parents play a critical role in the early intervention/early childhood special education (EI/ECSE) services provided to young children (birth-6 years) with developmental...
BACKGROUND
Parents play a critical role in the early intervention/early childhood special education (EI/ECSE) services provided to young children (birth-6 years) with developmental disabilities.
AIM
The aim of this systematic review was to explore parental involvement in developmental disabilities across three cultures: Mainland China, Taiwan, and Turkey.
METHOD
According to PRISMA guidelines, we searched for articles indexed in EBSCOhost, PsycINFO, and PubMed published within the last decade for one culture (i.e., Mainland China, Taiwan, and Turkey), using the following keywords: family/parent involvement/engagement, developmental disability/disabilities, young child/children, EI/ECSE, and culture.
RESULTS
Twenty-four empirical studies were identified as relevant to our research. A majority of articles reported maternal involvement in EI/ECSE, and only a few studies included parents as intervention agents.
CONCLUSIONS
This review highlights the need for future research to investigate effects of culture on parental involvement and develop culturally responsive methodical approaches to underpin meaningful parental involvement in EI/ECSE.
Topics: Child; Child, Preschool; China; Developmental Disabilities; Humans; Parents; Taiwan; Turkey
PubMed: 33482560
DOI: 10.1016/j.ridd.2021.103861 -
Clinical Psychology Review Jun 2022Self-injurious behavior (SIB) by individuals with intellectual and developmental disabilities including autism (I/DD) is among the most clinically disturbing, socially... (Review)
Review
Self-injurious behavior (SIB) by individuals with intellectual and developmental disabilities including autism (I/DD) is among the most clinically disturbing, socially costly, and scientifically challenging behavior disorders. Forty years of clinical research has produced a knowledge base supporting idiographic behavioral assessment and treatment approaches. Despite the treatment progress, from a public health and population perspective, we argue it is less clear that we have reduced the disorder's burden. The developmental course of the disorder is mostly unknown and empirically informed population-level models of risk are absent. In this review, we systematically examined the published scientific literature specific to risk for SIB in the I/DD population. We reviewed study methodology in detail intentionally informed by an epidemiological perspective with a set of questions intended to test the quality of the inferences about risk. Results are discussed in terms of conceptual, methodological, and translational issues with respect to what needs to be done to create credible and useful clinical models for SIB risk in the I/DD population.
Topics: Child; Developmental Disabilities; Humans; Self-Injurious Behavior
PubMed: 35580423
DOI: 10.1016/j.cpr.2022.102158 -
Behavioral Sciences (Basel, Switzerland) May 2023Sport for people with disabilities appears to play a positive role in the well-being, resilience and social support of athletes with disabilities. Thus, this systematic... (Review)
Review
Sport for people with disabilities appears to play a positive role in the well-being, resilience and social support of athletes with disabilities. Thus, this systematic review aims to evaluate the effect of adapted sport on the well-being, resilience and social support in a population with disabilities. The Pubmed, Web of Science, Scopus and SportDiscus databases were used, with several descriptors and Boolean operators. A total of 287 studies were identified through searching the databases. After the data extraction process, twenty-seven studies were included for analysis. In general, these studies show that adapted sport has a positive impact on the levels of well-being, resilience and social support resources for people with disabilities, contributing to their personal development, quality of life and integration into society. Considering the impact on the variables studied, these results are important to support and encourage the development of adapted sport.
PubMed: 37232625
DOI: 10.3390/bs13050389 -
BMC Medicine Feb 2024There are over 53million children worldwide under five with developmental disabilities who require effective interventions to support their health and well-being....
BACKGROUND
There are over 53million children worldwide under five with developmental disabilities who require effective interventions to support their health and well-being. However, challenges in delivering interventions persist due to various barriers, particularly in low-income and middle-income countries.
METHODS
We conducted a global systematic umbrella review to assess the evidence on prevention, early detection and rehabilitation interventions for child functioning outcomes related to developmental disabilities in children under 5 years. We focused on prevalent disabilities worldwide and identified evidence-based interventions. We searched Medline, Embase, PsychINFO, and Cochrane Library for relevant literature from 1st January 2013 to 14th April 2023. A narrative synthesis approach was used to summarise the findings of the included meta-analyses. The results were presented descriptively, including study characteristics, interventions assessed, and outcomes reported. Further, as part of a secondary analysis, we presented the global prevalence of each disability in 2019 from the Global Burden of Disease study, identified the regions with the highest burden and the top ten affected countries. This study is registered with PROSPERO, number CRD42023420099.
RESULTS
We included 18 reviews from 883 citations, which included 1,273,444 children under five with or at risk of developmental disabilities from 251 studies across 30 countries. The conditions with adequate data were cerebral palsy, hearing loss, cognitive impairment, autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder. ASD was the most prevalent target disability (n = 8 reviews, 44%). Most reviews (n = 12, 67%) evaluated early interventions to support behavioural functioning and motor impairment. Only 33% (n = 10/30) of studies in the reviews were from middle-income countries, with no studies from low-income countries. Regarding quality, half of reviews were scored as high confidence (n = 9/18, 50%), seven as moderate (39%) and two (11%) as low.
CONCLUSIONS
We identified geographical and disability-related inequities. There is a lack of evidence from outside high-income settings. The study underscores gaps in evidence concerning prevention, identification and intervention, revealing a stark mismatch between the available evidence base and the regions experiencing the highest prevalence rates of developmental disabilities.
Topics: Child; Child, Preschool; Humans; Attention Deficit Disorder with Hyperactivity; Autism Spectrum Disorder; Developmental Disabilities; Family; Meta-Analysis as Topic
PubMed: 38302917
DOI: 10.1186/s12916-024-03265-7 -
Journal of Developmental and Physical... Mar 2023As interest in derived relational responding has increased, so have the number of investigations evaluating interventions to promote the emergence of derived responding... (Review)
Review
As interest in derived relational responding has increased, so have the number of investigations evaluating interventions to promote the emergence of derived responding for individuals with autism, as well as other intellectual and developmental disabilities. However, much of the literature has focused on the relation of sameness, and less is known about interventions to facilitate derived responding in other relations. Systematic searches identified 38 studies contained in 30 articles that met inclusion criteria. These studies were analyzed according to their participants, assessment methods, experimental design, content taught, setting, teaching procedures, derived responses, outcomes, and reliability measures. The quality of the studies was measured using the Single Case Analysis and Research Framework (SCARF). The results of the current review indicate that many learners with autism spectrum disorder and other intellectual and developmental disabilities demonstrate derived relational responding beyond the relation of coordination across varied instructional content and teaching methodologies, but the quality and rigor of the published literature requires the results be interpreted with caution, leading to recommendations for future research.
PubMed: 37361456
DOI: 10.1007/s10882-023-09901-z -
Journal of Intellectual Disabilities :... Dec 2022People with intellectual and developmental disabilities sometimes engage in challenging behaviours. When behaviours escalate to the point where they pose imminent risk... (Review)
Review
People with intellectual and developmental disabilities sometimes engage in challenging behaviours. When behaviours escalate to the point where they pose imminent risk to the safety of people and environments, a crisis occurs that jeopardises community living and participation. In these situations, timely access to crisis stabilisation services is required. We conducted a systematic review of the literature to synthesise evidence on effective crisis stabilisation service models for challenging behaviours. A total of 46 publications met the inclusion criteria. The literature describes a spectrum of crisis stabilisation services of varying intensities including: outreach, outpatient, inpatient, respite, and capacity building through education and training. However, there is limited guidance on how to best structure service models. This review highlights the need for comprehensive and person-centred programme evaluations.
Topics: Humans; Intellectual Disability
PubMed: 34844460
DOI: 10.1177/17446295211033564 -
Maternal & Child Nutrition Jul 2020Household food insecurity (HFI) is a powerful stressor negatively associated with early childhood development (ECD). However, no comprehensive review has examined the... (Meta-Analysis)
Meta-Analysis
Household food insecurity (HFI) is a powerful stressor negatively associated with early childhood development (ECD). However, no comprehensive review has examined the association of HFI and ECD. Therefore, this systematic review and meta-analysis investigated the association between HFI and ECD domains and subdomains in children under 5 years old. Peer-reviewed and grey literature were systematically searched in electronic databases with no year or language restrictions. Studies were eligible if they assessed the association between HFI and one or more ECD domains. Data were extracted using a standard predefined protocol. Meta-analysis was performed, and the heterogeneity across studies was explored. Nineteen studies were included in the systematic review and 14 in the meta-analysis. Of the studies, 15 were from high income countries (HICs) and four from low-middle income countries (LMICs). For developmental risk and the cognitive/math and cognitive/school readiness and reading subdomains, the only studies available were conducted in HICs. The meta-analysis showed that HFI was associated with developmental risk (OR 1.28; 95% CI [1.14, 1.45]), cognitive/vocabulary (OR 0.94; 95% CI [0.90, 0.98]), and cognitive/math (OR 0.84; 95% CI [0.73, 0.96]). HFI was marginally associated with cognitive/school readiness and reading (OR 0.91; 95% CI [0.82, 1.00]) and motor development (OR; 0.91, 95% CI [0.80, 1.04]). HFI was associated with poor ECD in children under 5 years old. Specifically, HFI was associated with developmental risk and poor math skills in studies conducted in HICs and with poor vocabulary skills in studies conducted in both HICs and LMICs. Prospective studies examining HFI and ECD are needed in LMICs.
Topics: Child, Preschool; Developing Countries; Developmental Disabilities; Female; Food Insecurity; Humans; Infant; Male; Socioeconomic Factors
PubMed: 32052571
DOI: 10.1111/mcn.12967 -
Acta Psychologica Jun 2024In recent decades, the connections between academic skills, such as reading, writing, and calculation, and motor skills/capacities have received increasing attention.... (Meta-Analysis)
Meta-Analysis Review
In recent decades, the connections between academic skills, such as reading, writing, and calculation, and motor skills/capacities have received increasing attention. Many studies provided evidence for motor difficulties in children and adolescents with dyslexia, prompting the need for a meta-analysis to combine these multiple findings. Therefore, we conducted a meta-analysis using PsycINFO, Pubmed, and SportDiscus as scientific databases. A total of 572 studies were analyzed following several stringent inclusion criteria, resulting in the inclusion of 23 peer-reviewed studies in the final analysis. Our results showed that children and adolescents with dyslexia displayed significant different performances in multiple motor tasks and these differences persisted also when the type of motor task was considered as moderator in the analysis. The present findings are in accordance with the literature that supports a close connection between reading disabilities and difficulties in motor skills/capacities.
Topics: Humans; Dyslexia; Motor Skills; Child; Adolescent; Reading
PubMed: 38642452
DOI: 10.1016/j.actpsy.2024.104269