Developmental Support Research Articles

Analysis of specific risk factors of neurodevelopmental disorder in hearing-impaired infants under ten months of age: "EnTNDre" an opening research stemming from a transdisciplinary partnership.

Approximately 20% of children born with severe to profound hearing loss (HL) have an associated disorder that poses a neurodevelopmental risk [1]. The objective of this study is to identify the criteria and profiles of deaf infants at risk of neurodevelopmental disorders (NDD) to provide early intervention. Twenty-two infants aged three to ten months with bilateral congenital deafness were included. Each child attended a consultation with a psychiatrist specializing in the development of hearing-impaired infants as part of their ENT follow-up. The quality of their early development was analyzed using the Olliac grid and well-known postural and sensorimotor criteria. The children were then classified into three groups: normal examination (Group 1), evident NDD (Group 2), and intermediate examination (Group 3). Early medical history, the etiology of deafness, cerebral imaging, and vestibular test results were collected and compared in the different groups. The average age of the children at the time of observation was seven months (3-10 months). All had sensorineural HL, with identified causes in 13 out of 22 cases: five cases of connexin 26 gene mutation, three cases of CHARGE syndrome, two CMV infections, one Usher syndrome, one GATA3 mutation, and one LHPL5 mutation. The average score on the Olliac grid was nine (0-15), and abnormal postural and sensorimotor behaviors were found in 15 cases out of 22 (68%). 27% of the children were classified in Group 1, 45% in Group 2, and 27% in Group 3. Children with non-isolated HL, abnormal brain MRI (8/22), malformations outside the auditory system (10/22), vestibular impairments (9/22), and/or CMV infections (2/22) were distributed as follows: 2/6 in Group 1, 9/10 in Group 2, and 3/6 in Group 3. 8/22 children had suffered perinatal complications (0/6 in Group 1, 6/10 in Group 2, and 2/5 in Group 3). Only one child had a first-degree relative with NDD. He belonged to Group 2. To our knowledge, this paper is the first to describe the development of infants with congenital deafness. It is based on an observation time that had been included in the procedure of multidisciplinary evaluations prior to cochlear implantation (CI), thanks to the partnership between a psychiatric center for deaf children and an ENT-pediatric implantology service. This consultation was aimed at assessing the quality of neurodevelopment and identifying NDD without a specific referral, with good acceptability for families. Using the Olliac grid and postural and sensorimotor criteria developed to be assessed in the routine care consultation, we identified evident early signs of NDD in 45% of infants. This group (Group 2) requires early, targeted, developmental support. Some children in an intermediate zone (Group 3) require further observation and support. The very early identification of NDD seems to be relevant in the care of hearing-impaired infants. The use of the Olliac grid and developmental scales seems relevant to identifying infants at risk for NDD.

Basal Stimulation as Developmental Support in At-Risk Newborns: A Literature Review

The aim of this review of the literature was to find and summarize relevant research evidence available within the scientific sources and gray literature in accordance with the JBI recommendations. Search question: What effect does Basal Stimulation have on the cognitive-behavioral functions or temperament of a preterm or disabled infant? The following sources were searched: PSYCINFO, MEDLINE, PsycArticles, ERIC, Wiley Online Library, ProQuest Scopus, WOS, JSTOR, Google Scholar, and MedNar. The study contains an analysis of texts that have been published in the English, Czech, and German languages. The search time span was set at 15 years. A total of 15 sources were found for the specified topic. In all cases, there was confirmation about the positive influence of the concept of "Basal Stimulation" on the cognitive-behavioral functions and temperament of premature and disabled children.

Educational challenges for 22q11.2 deletion syndrome in Japan: Findings from a mixed methods survey.

The 22q11.2 deletion syndrome (22q11DS) is characterised by a changing pattern of overlapping intellectual, physical, and mental disabilities along the course of one's life. However, the impact of overlapping disorders (multimorbidity) on educational challenges remains unclear. A survey was conducted with 88 caregivers of individuals with 22q11DS. A quantitative analysis of educational challenges and support needs divided into age groups (7-12, 13-15, 16-18, and 19 years and over) and a qualitative analysis of the free-text items in the questionnaire was conducted. Caregivers were more interested in comprehensive developmental support when their children were younger, and the emphasis shifted to concerns regarding environments that matched individual characteristics at older ages. Furthermore, when there are multiple disabilities or disorders, support is concentrated on the more obvious disabilities, and the lack of support for the less superficially obvious disabilities associated with multiple difficulties, including mental health problems, can be a challenge for people with 22q11DS and their families. This study suggests a need for increased focus on multimorbidity and associated disabilities in school education that are difficult to observe because of their mildness or borderline levels if present alone.

The transformation of identity of secondary school teachers: Professional development and English language education strategies in Hong Kong during the COVID-19 pandemic

The disruptive effects of this pandemic are predicted to redefine the priorities of continuing professional development (CPD) in the educational sector and reconstruct the identity and role of educators in future educational systems. Accordingly, the primary aim of the proposed research is to critically assess the factors shaping post-Covid-19 identity formation amongst secondary school teachers in Hong Kong to determine the influence of CPD and systemic needs on teacher role perceptions and goal-setting. This study will apply a mixed-methods approach to the collection of quantitative (survey) and qualitative (interview) data from a sample of Hong Kong educators. Through a critical, comparative analysis of these findings and triangulation of the evidence with prior academic theories, a model of educator development and identity formation will be proposed to improve and target developmental support throughout normalisation and post-Covid-19 recovery.

Qualitative study on the effects of judo therapy with a focus on developmental support: interview-based survey of instructors

Qualitative study on the effects of judo therapy with a focus on developmental support: interview-based survey of instructors

Pediatric Nursing in Primary Care: Strategies for Holistic Child and Family Support Article Sidebar DOI: https://doi.org/10.53555/sfs.v10i5.2305 Keywords: Cultural Competence Developmental Considerations Emotional Support Family-Centered Care Health Promotion Main Article Content Norah Ahmed AL Saif

The essence of nursing in primary care revolves around a thorough and patient-focused approach that aims to ensure the overall well-being of children and their families. Family centered care highlights the importance of working to make decisions promoting responsibility and personalized care plans. Health promotion efforts empower families with knowledge of healthcare to foster a culture of well-being. Developmental considerations involve assessments and early interventions to support growth and development. Cultural competence ensures that pediatric nurses can navigate through sociocultural backgrounds to provide individualized care. Emotional support and counseling help address the complexities related to a child's health issues, ultimately improving well-being. The integration of technology aids in streamlining communication, enabling consultations, and offering health resources. In conclusion, pediatric nursing in care is characterized by empathy, teamwork, and innovation. This examination underscores the importance of care by integrating strategies to support children and families comprehensively. Given the changing landscape of this field, continuous exploration and implementation of approaches are necessary to enhance health outcomes for our youngest community members.

Effectiveness of Nicu nurses’ competence enhancement program for developmentally supportive care for preterm infants: A quasi-experimental study

BackgroundDevelopmental support care for preterm infants contributes toward their health and shortens their hospital stay. In many countries, programs for preterm infant development such as Newborn Individualized Developmental Care and Assessment Program and Philips Wee Care have not yet been disseminated. ObjectivesTo evaluate the effectiveness of neonatal intensive care unit nurses’ competence enhancement program for developmental support care of preterm infants. MethodsA quasi-experimental study using pretest and posttest designs with a nonequivalent control group was conducted in five neonatal intensive care units of university hospitals in South Korea. A total of 39 nurses (20 in the experimental group and 19 in the control group) participated. The program was composed of family support, healing environmental support, stress and pain management, sleep support, position support, nutrition optimization, skin protection, and sensory stimulation. In addition, four sessions were provided using Zoom, Padlet, online quizzes, and performance diaries. ResultsFor nursing knowledge, no significant interaction effect was observed between groups and time (F = 1.38, p = .258). However, the main effect on the group (F = 10.81, p < .001), and the main effect of time were significant (F = 12.97, p < .001). For nursing attitude, the interaction effect between group and time (F = 2.06, p = .142), and the main effect on the group were not significant (F = 0.23, p = .635). Finally, for nursing competence, the interaction effect between group and time was significant (F = 4.46, p = .019). ConclusionsThe educational program was effective in improving nursing knowledge and competence in developmentally supportive care for preterm infants. This program is expected to contribute toward the growth and development of premature infants.

Application of e-health on neonatal intensive care unit discharged preterm infants and their parents: Protocol for systematic review and meta-analysis.

After preterm birth, parents often conformed with difficulties such as negative emotions, lack of care knowledge and skills, and insufficient professional support. As a remote health guidance method, e-health can provide a series of support for premature infants and their parents during the transition period from neonatal intensive care unit (NICU) to home care. To determine the efficacy of e-health interventions in discharged preterm infants as well as their parents, and to describe the process outcomes and elements of these e-health interventions to inform the effective design of future interventions. The systematic review of the randomized and non-randomized controlled trials on the follow-up effect of e-health on preterm infants and their parents discharged from NICU between the inception to May 2023 will be electronically searched in the following nine databases: Web of Science, CINAHL Complete (EBSCO), PubMed, Embase, the Cochrane Library, Ovid MEDLINE, China National Knowledge Infrastructure, WANFANG DATA, and SinoMed. Quality will be appraised, respectively, via the revised tool to assess risk of bias (RoB 2) and the tool for risk of bias in non-randomized studies of interventions (ROBINS-I). The main outcome indicators of preterm infants are breastfeeding rate, readmission rate, neurobehavioral development, and premature infant's body mass. The outcome indicators for parents of premature infants are anxiety, depression scale, and parenting competency scale. The RevMan 5.4 software provided by the Cochrane Collaboration will be used for statistical analysis of the data. The results of this study may provide future development opportunities for e-health follow-up prevention in preterm infants and may support evidence-based decision-making for e-health interventions of post-discharge developmental support in preterm infants. CRD42023410334.

Trends among a population of neonatal abstinence syndrome patients in Huntington, West Virginia

Neonatal abstinence syndrome (NAS) represents a serious emotional toll for the families of affected children and represents a significant financial burden for healthcare providers. Historically, patients living in rural regions, such as Appalachia, have limited access to healthcare facilities. The goal of this study was to increase understanding of the population served by a medical treatment center for NAS patients in Huntington, West Virginia in the hopes of better meeting the needs of these patients and their families. A clinical records review was conducted using the charts from 122 NAS patients that returned for followup clinic appointments at Lily’s Place, a non-profit NAS center in Huntington, between the years of 2015 and 2019. Factors examined in this study included number of visits to the clinic, drugs used by patient mothers, developmental milestones reached, medical issues observed during clinic visits, medical issues common among patient mothers, insurance status, and plans for care developed during each visit. The mean number of visits to the clinic per patient was 1.92. Opioids were found to be the most commonly misused class of drugs among the mothers of patients. Over one third of patient mothers were positive for hepatitis C. Medicaid was the most common insurance for patients and their parents/guardians. Many patients demonstrated a delay in reaching developmental milestones for their age group. Common patient symptoms included muscle and/or joint tightness, torticollis, and tremors. Many patient visits required a demonstration of stretches/exercises for the patient’s guardian to perform on the patient and most patient visits resulted in referrals to additional developmental support services. The results of this study indicate important trends among NAS patients and their families in West Virginia and, potentially, in the wider United States.

Nr6a1 controls Hox expression dynamics and is a master regulator of vertebrate trunk development

The vertebrate main-body axis is laid down during embryonic stages in an anterior-to-posterior (head-to-tail) direction, driven and supplied by posteriorly located progenitors. Whilst posterior expansion and segmentation appears broadly uniform along the axis, there is developmental and evolutionary support for at least two discrete modules controlling processes within different axial regions: a trunk and a tail module. Here, we identify Nuclear receptor subfamily 6 group A member 1 (Nr6a1) as a master regulator of trunk development in the mouse. Specifically, Nr6a1 was found to control vertebral number and segmentation of the trunk region, autonomously from other axial regions. Moreover, Nr6a1 was essential for the timely progression of Hox signatures, and neural versus mesodermal cell fate choice, within axial progenitors. Collectively, Nr6a1 has an axially-restricted role in all major cellular and tissue-level events required for vertebral column formation, supporting the view that changes in Nr6a1 levels may underlie evolutionary changes in axial formulae.

NHẬN THỨC CỦA GIÁO VIÊN VỀ GIÁO DỤC STEAM CHO TRẺ KHUYẾT TẬT TRONG MÔI TRƯỜNG HÒA NHẬP

STEAM is an interdisciplinary approach including Science, Technology, Engineering, Art, and Mathematics, which is currently interested in the world, and Vietnam. The purpose of this study is to investigate the current perception of educational practice as a special education teacher, STEAM education, and the difficulties or barriers to implementing STEAM education for students with disabilities effectively. There are 202 teachers at 23 developmental support centers of inclusive education across Viet Nam participated in answering an online survey. The results show limitations of contents and teaching methods for students with disabilities. And only 18% teachers have good knowledge of STEAM, and 73% teachers have no in-depth expertise in STEAM but 74% participants have positive thinking about students with disabilities’ abilities and applying STEAM education in inclusive settings.

Abstract 10403: Residual Lesion Severity is Associated With Adverse Neurodevelopmental Outcomes in Young Children With Congenital Heart Disease

Introduction: There are few modifiable risk factors for adverse neurodevelopmental (ND) outcomes in congenital heart disease. We assessed the Residual Lesion Score (RLS), a quality improvement metric that assesses residual lesion severity following congenital heart surgery (CHS), as a predictor of ND delay. Hypothesis: We hypothesized that RLS would be independently associated with ND outcomes. Methods: This was a single center, retrospective review of patients who underwent CHS from 01/2011-12/2019 and received post-discharge ND evaluation between the ages of 12 and 42 months using the Bayley Scales of Infant Development, 3 rd ed. (BSID-3). RLS was assigned at discharge per previously published criteria: Class 1, no residua; Class 2, minor residua; Class 3, major residua or in-hospital unplanned reintervention. Associations between RLS and BSID-3 scores (at the first ND evaluation) were evaluated using linear regression, adjusting for baseline patient risk, the Childhood Opportunity Index, and maternal education level. Linear mixed effects models assessed trends in ND outcomes over time. Results: Of 477 patients with mean age at ND testing of 21.2 ± 6.1 months, 282 (59.1%), 132 (27.7%), and 63 (13.2%) patients had RLS 1, 2, and 3 lesions, respectively. Table 1A shows BSID-3 outcomes by RLS. On multivariable analysis, Class 3 patients had significantly lower cognitive, receptive and expressive communication, and fine and gross motor scaled scores, compared to Class 1 patients, with the largest difference observed in the cognitive domain ( Table 1B ). In a subset of 191 patients with more than one ND evaluation, Class 3 patients made fewer gains in skills from the first to the last evaluation in the cognitive and language domains, compared to Class 1 patients (both p&lt;0.05). Conclusions: Patients with major residua (RLS 3) are at increased risk for ND delay, warranting closer ND follow-up and greater developmental support for cognitive, communication, and motor skills.

Interorganisational collaboration to improve accessibility of diagnostic evaluations for children

Abstract Background Children with a suspected developmental disability need early diagnostic evaluations and support, to maximize developmental opportunities. Accessibility to diagnostic settings in Flanders, Belgium, is poor, with waiting periods up to two years. Interorganisational coordination of activities using a public health and needs of the population perspective is needed to strengthen the system. This study aims to evaluate current practices and opportunities for interorganisational collaboration of organisations active in the field of diagnostics. Methods It concerns a qualitative, policy-support research project. 6 homogeneous focus groups were organised for the 6 types of organisations subsidized by the government to perform diagnostic evaluations of children with a (suspected) developmental disorders. Data were thematically analysed and categorized in a process of researcher and data-triangulation. A member check validation was done. Results 59 persons participated. We classified the hampering and facilitating factors for collaboration Current interorganisational collaboration is mostly limited to referral. Organisational differences in vision and goals, working processes and quality requirements, regulations and financial support criteria, a problem of accessibility and communication problems are hampering factors. Knowledge of mutual expertise and working processes, personal contacts and open communication are facilitating factors. Conclusions A population public health based organisation of the field of multidisciplinary diagnostic evaluations for children with a developmental disorder, with interorganisational collaboration and coordination of activities in mandated networks, sharing experience and knowledge, would increase the accessibility for all children and strenghten the health system. The implementation of interorganisational networks would benefit from a functional and institutional analysis of organisations. Key messages • Coordination of activities and interorganisational collaboration in mandated networks, could potentially improve the accessibility of diagnostic evaluations for children with a developmental disorder. • Implementation of interorganisational networks would benefit from a functional and institutional analysis of organisations.

Never walk alone on the way: Friendships of emerging adults

AbstractThis study aimed to comprehend how individuals in emerging adulthood characterize friendship. This study adopted a qualitative design to obtain in‐depth information about the elements in emerging adults' definitions of friendships. The study was conducted with university samples and non‐university samples. As a result of the study, the elements in the friendship definitions of the participants were grouped under five themes: behavioral processes; cognitive processes; emotional processes, structural characteristics, and distinctive features. Accordingly, sharing, fun, assistance, boundaries, and altruism sub‐codes were categorized under behavioral processes; while trust, compatibility, commitment‐fidelity, and respect sub‐codes were categorized under cognitive processes. Intimacy, requirement sub‐codes were categorized under affective processes and openness, homogeneity, heterogeneity, and reciprocity sub‐codes were grouped under structural characteristics themes. Apropos of distinctive features they included the sub‐codes of developmental support, unconditional acceptance, isolation‐vigilant, closeness, friend as a life partner, and network. In addition to the codes in the university sample, “Effects of marriage” was the only code that differed in the non‐university sample.

When managers believe technological ability is fixed

AbstractDrawing from mindset theory, we predict that managers' fixed mindset about technological ability (FM‐TA) will negatively influence the developmental support they provide to their employees and, in turn, their employees' engagement in digitalisation initiatives. Further, we predict that managers' FM‐TA will have a disproportionate negative influence on female employees for whom negative stereotypes about technological ability exist. We test our hypotheses with two‐wave field study data collected from 88 managers and 185 employees working in a Nordic banking institution. We find that managers' FM‐TA relates negatively to their employees' experienced developmental support, and, in turn, their employees' efforts to approach new technology. Furthermore, our findings indicate that this negative, indirect relationship is more pronounced for female employees (estimate = −0.116, standard error [SE] = 0.052, p = 0.026) than male employees (estimate = −0.048, SE = 0.027, p = 0.071), although the interaction term (managers' FM‐TA × employee gender) was not significant at the 95 percent confidence level (estimate = −0.266, SE = 0.0141, p = 0.058). Our study provides greater insight into the human resource management issues managers might have fostering employee engagement and inclusion in the digitalised workplace.

Scholarship and teaching-focused roles: An exploratory study of academics’ experiences and perceptions of support

ABSTRACT Teaching-focused career tracks are increasingly prevalent across the Higher Education sector internationally, driven by student number growth and perceived managerialist agendas. Opportunities for advancement are challenged, however, by ambiguous and inconsistent conceptual frameworks regarding the role of scholarship in career progression, structural inequalities relating to available development support, and an absence of role models. The findings of a survey conducted with teaching-focused academics working in the UK identified an urgent need for clarity from the sector and more structured development opportunities for those employed on teaching-focused career paths. It is critical to ensure equity in professional opportunity, to truly embed teaching-focused careers into academic culture, and for institutions to fully benefit from the output of their scholarship activity. Until a more precise and consistent understanding of the concept of scholarship is established and the developmental support infrastructure is more comprehensive, barriers for those pursuing teaching-focused career routes will remain.

A model for fostering community capacity to support adults with intellectual disabilities who engage in challenging behaviour: A scoping review.

Developmental support agencies support many adults with intellectual disabilities in the community. Unfortunately, these adults often exhibit high rates of challenging behaviour, which present significant pressures on these service providers. Agencies need to develop effective means of increasing their capacity to provide quality support. Previous systematic reviews found that training staff in positive behaviour supports can improve outcomes; however, the factors facilitating training's effects, long-term effectiveness, and outcomes for service users have yet to be determined. We conducted a scoping review of 98 journal articles and book chapters to develop a model for fostering capacity development drawing from Organizational Behaviour Management and Knowledge Translation theories. Some relevant factors include features of the inner and outer organizational contexts, training approaches (e.g., behavioural skills training & in-situ coaching), ongoing support and feedback. This model may lead to more effective and enduring treatment programs and improved support for adults with intellectual disabilities.

Increased utilization of healthcare services in children with craniosynostosis.

Craniosynostosis is characterized by the premature fusion of at least one cranial suture. Although evidence suggests that patients with both syndromic and nonsyndromic craniosynostosis may benefit from developmental, behavioral, and mental health support, data on utilization of healthcare services are lacking. In this study the authors compared utilization of mental health care, rehabilitation therapies, and other specialty medical services among children with craniosynostosis, children with plagiocephaly, and healthy controls. The Optum Clinformatics Data Mart database was queried to identify 1340 patients with craniosynostosis, of whom 200 had syndromic craniosynostosis. Long-term utilization of mental health care, rehabilitation therapies, and other medical services up to the age of 6 years was calculated. Rates of utilization were compared to healthy controls (n = 1577) and children with plagiocephaly (n = 1249). Patients with syndromic and nonsyndromic craniosynostosis used mental health care, occupational therapy, speech-language pathology, and other medical services at similar rates (p = 0.1198, p > 0.9999, p = 0.1097, and p = 0.8119, respectively). Mental health services were used more frequently by patients with craniosynostosis (11.0% in patients with syndromic craniosynostosis and 7.5% in those with nonsyndromic craniosynostosis) compared to patients in the plagiocephaly (5.0%, p = 0.0020) and healthy control (2.9%, p < 0.0001) cohorts. Rehabilitation therapies were more frequently used by patients with syndromic craniosynostosis and plagiocephaly (16.0% and 14.1%, respectively), which was significantly higher than use by healthy controls (p < 0.0001). Other medical subspecialty services (developmental pediatrics, ophthalmology, optometry, and audiology) were used by 37.0% of patients with craniosynostosis, compared with 20.9% (p < 0.0001) and 15.1% (p < 0.0001) of patients with plagiocephaly and healthy controls, respectively. Among patients with craniosynostosis, utilization did not differ by race or household income, but it was not uniform by age. Whereas ophthalmology utilization did not differ by age (p = 0.1003), mental health care was most commonly used among older children (p = 0.0107). In this study, the authors demonstrate that rates of utilization of mental health care, rehabilitation therapies, and other medical subspecialty services are similar between patients with syndromic and those with nonsyndromic craniosynostosis, but higher than in healthy controls. Although surgical correction may be considered an isolated event, providers and parents need to monitor all children with craniosynostosis-syndromic and nonsyndromic-for developmental and mental health support longitudinally. Future work should explore risk factors driving utilization, including suture involvement, repair type, and comorbidities.

Associations between executive functions, intelligence and adaptive behaviour in children and adolescents with mild intellectual disability.

Background: The purpose of this study was to explore the role of everyday executive functions in relation to intelligence and adaptive behaviour in children and adolescents with mild intellectual disability. Method: A group of children and adolescents, previously diagnosed with mild intellectual disability were assessed according to intelligence, everyday executive functions and adaptive behaviour. The association between everyday executive functions and intelligence was examined, and it was explored whether intelligence or everyday executive functions would best predict adaptive behaviour. Results: Adaptive behaviour was significantly predicted by executive functions, but not by intelligence. Nor was intelligence significantly related to everyday executive functions in this group. Conclusions: Although fundamental in diagnosing intellectual disability, intelligence cannot predict adaptive behaviour. Assessing everyday executive functions and adaptive behaviour, as well as acknowledging the strong association between them, provides valuable information in the process of optimizing developmental support for children and adolescents with mild intellectual disability.

Reimagining American Education: Possible Futures

Linda Darling-Hammond concludes the Kappan series on the future of education with a review of why the education system is fraught with inequities. She then recommends a series of policies that could bring about lasting change. These include creating organizational structures in which all communities can thrive, ensuring that every school provides a healthy setting to learn and develop, and preparing and enabling educators to provide both academic and developmental support.