The picture exchange communication system (PECS) is an evidence-based communication intervention designed to improve communication skills in people with limited to no functional speech. Because of this, professionals frequently look for opportunities to receive training in how to implement PECS. Though most training methodologies have included robust, and time intensive, training methodologies, one recent study used video modeling (VM) with voice-over instructions and text descriptions to train three future professionals in the implementation of PECS. Thus, to find even more efficient and effective training methodologies, this study aimed to train future professionals in the first three phases of PECS using VM alone and, if necessary, verbal feedback. A nonconcurrent multiple baseline design across three participants was used in the study. The results indicated all three participants demonstrated an immediate change in skills following VM alone, with only one participant requiring brief feedback in Phase 1. This was further evidenced by large effect sizes. Thus, results indicate that training future professionals using VM was both more efficient and equally effective when compared to previous training methodologies.

Aim The study aims to study teachers’ own perceptions of their applying Evidence-Based Practice (EBPs) for students with Autism Spectrum Disorder (ASD) to improve social skills and the differences between teachers’ reported knowledge and implementation of EBPs. Methods The study applied a quantitative method using a survey as a research tool. The researcher used a survey as a research instrument given the study approach. A 5-level Likert scale was used in the survey to gather numerical data. The study population encompassed male and female high school educators who work with students with ASD in Riyadh. Considering the small population size, the number of participants that completed the survey was 183 teachers out of a population of 311 in Riyadh province of KSA, 86 females, and 97 males. This implies that 59% of the population participated in the study. All the participants were teachers of students with ASD in high school. Results The research findings substantially contribute to the literature on the topic in multiple ways. Furthermore, the findings of the research indicate that the respondents reported above-average knowledge of EBPs for students with ASD. The data showed that the subjects had adequate levels of conceptual and theoretical foundations of EBPs and their application. Conclusion The findings suggest that teachers of students with ASD in Riyadh implement EBPs to teach social skills among students with ASD. The knowledge of teachers of students with ASD of EBPs is higher than their implementation, implying that teachers need to implement EBP practices more in Saudi Arabia.

Background: People with intellectual and multiple disabilities often fail to achieve constructive occupation independent of external supervision. Technology-aided intervention systems might be used as a way to help them achieve such a goal. Method: A new technology-aided system was assessed with four participants with moderate to severe intellectual disability and blindness or blindness and motor impairment. The system (a) allowed the participants to access music events and telephone calls through simple responses, and (b) provided the participants with timely activity step instructions (i.e. instructions tied to their response performance). The system was based on the use of a smartphone linked to a proximity sensor and was introduced according to a non-concurrent multiple baseline across participants design. Results: During baseline, the participants were not able to independently access music and telephone calls or perform activities. During the intervention sessions, they managed all three forms of occupation independently (i.e. with the technology system), remaining constructively active throughout the sessions. Their mean occupation time per session was 18-28 min and their percentage of correct activity steps was higher than 95. Conclusions: The new technology-aided system might be useful for helping people with intellectual and other disabilities manage basic forms of constructive occupation.

This study aims to validate a parent rating questionnaire of Home Numeracy Experiences (HNE) for the assessment of the frequency of the literacy and numeracy activities that parents use with their children with disabilities. Additionally, this study aims to provide evidence for reliability and validity of the parental attitudes toward mathematics and reading scale (PATM) (LeFevre et al. 2009). The sample of Study 1 comprised 60 couples, while the sample of Study 2 comprised 127 couples. All of them had a child with disabilities aged between 4 to 7 years old we performed six exploratory factor analyses. In Study 2, we performed CFA to confirm the proposed factor structures for the above measures (benchmarks: 1-factor model: χ2=49.423, p = 0.313 > 0.05, x2/df = 1.24; GFI = 0.92; AGFI = 0.87; SRMR = 0.05; CFI = 0.96; RMSEA = 0.05 – direct literacy activities: 1-factor model: x2= 6.128, p = 0.412 > 0.05, x2/df = 0.34; GFI = 0.91; AGFI = 0.88; SRMR = 0.03; CFI = 0.97; RMSEA = 0.06 – fine motor skills: 2-factor model: x2=88.436, p = 0.117 > 0.05, x2/df =1.47; GFI = 0.92; AGFI = 0.89; SRMR = 0.02; CFI = 0.96; RMSEA = 0.05 – general skills: 2-factor model: x2=76.020, p = 0.432 > 0.05, x2/df = 1.81; GFI = 0.90; AGFI = 0.88; SRMR = 0.03; CFI = 0.97; RMSEA = 0.05 and numeracy-related activities: 4-factor model: x2=186.104, p = 0.516 > 0.05, x2/df = 1.55; GFI = 0.90; AGFI = 0.87; SRMR = 0.05; CFI = 0.98; RMSEA = 0.06 and parent’s/caregiver’s attitudes toward mathematics: 3-factor model: x2=74.250, p = 0.207 > 0.05, x2/df = 1.65; GFI = 0.93; AGFI = 0.89; SRMR = 0.06; CFI = 0.98; RMSEA = 0.03). No floor-ceiling effects were observed. Assessment of measurement invariance provided us with strong evidence that the proposed structure is both meaningful for mothers and fathers. A good fit of the data suggested the assessment of all nested invariance models. Results suggested that the Greek adaptation of the Parents’ Attitudes Toward Mathematics and Home Numeracy Experiences Questionnaire is a reliable and valid measure.

This study surveyed 149 Korean families of a 2-10-year-old child with a developmental disability (DD). Parents were asked about their child’s behavior problems, parenting practices, parenting confidence, parental adjustment, family relationships, and their parenting program preferences. The majority of parents had low levels of parenting and family relationships problems, however one third of children had behavioral and emotional problems in the clinical range. Parents of a child with high levels of problems used more dysfunctional parenting practices, and had higher levels of parental maladjustment, family relationship and parental teamwork problems. Sixty-four percent of parents had never participated in a parenting program, due to reasons such as a lack of childcare, time constraints, or lack of awareness. Parents reported that they were likely to participate in a parenting program in the future, and showed strong preferences for individually tailored programs, home visits and group programs. Having trained practitioners, an evidence-based program and a convenient location were important factors in a decision to attend a program. Findings suggest that Korean parents of a child with a DD may benefit from participating in a targeted parenting program aimed at reducing child behavioral and emotional problems.

Background A family systems perspective hypothesises that the well-being of all family members is interconnected. However, limited research has examined the association between inter-parental conflict and sibling relationship quality in the context of intellectual disabilities. The aim of this study was to build on existing literature using longitudinal data, exploring potential (bi)directional associations between sibling relationship quality and inter-parental relationship satisfaction in families of children with intellectual disabilities. Methods and procedures Primary caregivers (n = 223) of children with intellectual disabilities (M age at Wave 1 = 8.36 years, SD = 2.33) with at least one sibling (M age at Wave 1 = 8.45 years, SD = 2.47) completed the same online survey, 2 years 9 months apart. The survey measured inter-parental relationship quality and sibling relationship quality. A cross-lagged panel design was used to determine the directional associations between both subsystems. Outcomes and results The final autoregressive and cross-lagged models had good model fit. However, we found no evidence of any directional associations between sibling relationship quality and inter-parental relationship satisfaction. Conclusions and implications The results from the current study contrast with previous literature, exhibiting the need for further research exploring factors associated with subsystem relationships in families of children with intellectual disabilities.

Several studies have focused on the impact of autism spectrum disorders (ASD) on parents, with very few exploring the experiences of siblings in the Accra Metropolis of Ghana. The purpose of this study was to explore the experiences of siblings of individuals with ASD. Using a qualitative approach, semi-structured interviews were conducted with eight (8) siblings of individuals with ASD who were purposively selected through parents in some support groups. Findings indicate that siblings largely have concerns about understanding the nature of ASD in addition to challenges with communication with their sibling with ASD. However, they used adaptive coping strategies to effectively deal with their challenges and had plans for the future of their sibling with ASD. These findings offer insights into the experiences of siblings and the appropriate support to be given to them by parents and professionals.

Prior to the COVID-19 pandemic, some autistic children exhibited maladaptive eating behaviours, yet the pandemic presented additional challenges for families beyond the general disruption COVID-19. The present study investigated parental perspectives of their autistic child’s eating behaviours in the United Kingdom during the COVID-19 pandemic. Using reflexive thematic analysis, semi-structured interviews of 15 caregivers of children diagnosed with autism spectrum disorder were analysed. Three main themes were constructed: importance of control; exposure to food and family mealtimes; and an increase in snack and ‘junk’ food. Eating behaviours in autistic children were both positively and negatively affected by the COVID-19 lockdown. Whilst all parents felt under pressure with extra care responsibilities, some described less concern over food intake during the first lockdown because they were able to support their child’s mealtimes and have new food experiences. By the end of the lockdowns, many parents reported worsening of eating behaviours, with children more likely to have a restricted diet, and eating more snack foods. Food shortages also triggered additional stress with parents unable to access their child’s preferred food. The findings suggested reducing anxiety triggers and increasing food exposure in safe contexts may aid autistic children in trying new varieties of food. However, to minimise long-term eating difficulties during times of uncertainty when food access may be difficult, parents of autistic children would benefit from wider understanding, acceptance and support managing their child’s selective eating.

Background Children with neurodevelopmental disorders (NDD) have a lower level of independence and major need of assistance to perform daily living skills is one the main concerns of caregivers and therapists of children, adolescents and adults with these disabilities. Aim To identify factors associated with capability and performance in self-care, mobility and social activities in children with NDD. Method A cross-sectional study was performed with 96 children with NDD, most were male (69.8%), with a mean age of 8.53 (± 1.83) years. The Pediatric Evaluation of Disability Inventory was used to evaluate capability and performance outcomes. The explanatory variables were intellectual function, motor skills, economic level, and maternal education. Stepwise multiple linear regression models were used. Results The motor skills were the main factor that explained self-care, mobility and social function capability outcomes and, self-care and mobility performance outcomes (p < 0.05). The intellectual function explained only the social function performance outcome (p < 0.05). Moreover, highest economic extracts increased the explanation of outcomes. Conclusion The findings are relevant to understanding the factors associated with performance and capability and performance in self-care, mobility and social activities to help clinicians to make an informed decision based on the best practice evidence for these children. An expanded assessment of functioning and of the environmental factors is necessary to help the planning interventions to improve capability and performance of the children with NDD.

Background Students with low intellectual functioning (LIF) often experience barriers to participating in social research due to the literacy demands of the survey’s typical self-administered format. Although evidence for the validity of the read-aloud format for educational testing abounds, few studies have analyzed the impact of application formats on attitudes or opinion questionnaires for LIF students. Aim To analyze the effect of self-administered vs read-aloud formats on LIF and typical development (TD) students using four psychological questionnaires for school contexts (Student Engagement Instrument, Multidimensional School Engagement Scale [MSES], Brief Multidimensional Student Life Satisfaction Scale, and School Participation Scale). Method A mixed factorial (2x2) design was used. Thirty-two students participated (14 to 19 years old; M = 15.39; SD = 1.27): 17 with LIF and 15 with TD. Results Reliability indices between formats for LIF students in most questionnaire subscales were found to be adequate and equivalent. All instrument subscales had appropriate intra-subject correlations between formats, indicating that LIF students had similar scores in both. Only the MSES showed a format effect, where LIF students reported fewer disengagement behaviors in the read-aloud format. Frequentist and Bayesian statistics were conducted looking for convergences due to the small sample size. Conclusion We discuss the case-related appropriateness of each application format and propose a new criterion to choose between them to guarantee the inclusion of LIF students in psychological research.