Developmental Disabilities Research Articles

Early Childhood Intervention in North Macedonia – Parents’ Perspective

Early childhood intervention (ECI) should focus on building strong relationships with families, as this family-centered approach leads to improved developmental outcomes for children. This study examines ECI and support systems in the Republic of North Macedonia from the perspective of families of children with developmental delays or disabilities. A descriptive method was used, suitable for describing individuals, processes or situations as they unfold in nature, with no manipulation of variables. The research included a sample of 78 parents of children with developmental delays or disabilities. The findings indicate that when at-risk factors or disabilities are identified shortly after birth, ECI tends to be quick and efficient. Most services (71.4%) are provided in ECI centers, while 28.6% of families receive services at home. Some 53.8% of families reported covering the costs of all ECI services. By the age of three, 43.7% of children had been detected, diagnosed, and received some form of stimulation services or early rehabilitation treatment. The insights gained from this study may also be applicable in other countries with similar ECI systems.

Family-Centered Early Childhood Intervention in Kosovo: Perceptions of Parents

This study investigates the Early Childhood Intervention (ECI) support system in Kosovo, emphasizing the perspectives of families with children experiencing developmental delays and disabilities. Drawing upon the evolution of ECI frameworks since the 1970s, the research highlights the significance of family-centered practices as a primary approach in ECI, as endorsed by the Division for Early Childhood (DEC). Utilizing a descriptive methodology, the study surveyed 89 parents of children aged 0 to 6 who accessed ECI services, focusing on their experiences, barriers encountered, and the effectiveness of current support systems. Results reveal that pediatricians are the most commonly recommended sources for ECI services, with a substantial percentage of families facing waiting lists. The findings underscore the necessity of enhancing advocacy efforts, developing comprehensive national policies, and improving access and coordination of ECI services.

Clinical Factors That Preclude Genetic Testing in Children With Neurodevelopmental Delays

Clinical Factors That Preclude Genetic Testing in Children With Neurodevelopmental Delays

Prevalence and Characteristics of Developmental Disabilities Among Children Who Receive Hearing Health Care.

We aim to determine the prevalence and characteristics of developmental disabilities among the clinical population of children who receive hearing health care in the United States. Using electronic health records of 131,709 children (0-18 years), we identified those with a diagnosis of attention deficit/hyperactivity disorder, autism spectrum disorder, vision differences, cerebral palsy, chromosomal abnormalities, delayed milestones, Down syndrome, or intellectual disability. We determined prevalence, age of first audiology encounter, age of diagnosis for the developmental disability, and hearing status based on the specific disability and the number of diagnoses. Binomial and multinomial logistic regressions were performed. One in four children had a diagnosed developmental disability. The most common disabilities were delayed milestones (11.3%), vision differences (7.4%), attention-deficit/hyperactivity disorder (6.6%), and autism spectrum disorder (6.2%). Half of the children with developmental disabilities had at least one diagnosis before their first audiology encounter. Children with developmental disabilities were more likely to have a reduced hearing or an unknown hearing status than children without developmental diagnoses. For children with reduced hearing, those with developmental disabilities had higher rates of bilateral configurations and poorer hearing severity levels. Developmental disabilities are common among children who seek hearing health care. Moreover, developmental disabilities often co-occur with reduced hearing. Further research and advocacy efforts are critical for creating clinical practices that are inclusive of, and equitable for, children with complex and diverse developmental profiles. https://doi.org/10.23641/asha.27857847.

Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective.

In inclusive preschools, children with autism spectrum disorder (ASD) and other developmental disabilities (DD) are less socially engaged with peers than are typically developing (TD) children. However, there is limited objective information describing how children with ASD engage with teachers, or how teacher engagement compares to engagement with peers. We tracked over 750 hours' worth of children's (N = 77; NASD = 24, NDD = 23, NTD = 30; Mage = 43.98 months) and teachers' (N = 12) locations and orientations across eight inclusion preschool classrooms to quantify child-teacher and child-peer social preference. Social approach velocity and time in social contact were computed for each child and compared across social partners to index children's preference for teachers over peers. Children with ASD approached teachers--but not peers-more quickly than children with TD, and children with ASD were approached more quickly by teachers and more slowly by peers than children with TD. Children with ASD spent less time in social contact with peers and did not differ from children with TD in their time in social contact with teachers. Overall, children with ASD showed a greater preference for approaching, being approached by, and being in social contact with teachers (relative to peers) than children with TD. No significant differences emerged between children with DD and children with TD. In conclusion, children with ASD exhibited a stronger preference for engaging with teachers over peers, re-emphasizing the need for classroom-based interventions that support the peer interactions of children with ASD.

How youth of color with mental disabilities are excluded from school: A DisCrit and logistic regression analysis.

In the United States, youth of color, youth with a trauma history, and youth with disabilities are suspended and expelled at higher rates than their white peers without disabilities and trauma. Few researchers examine how this gap intersects to impact exclusionary discipline. DisCrit guides the article because it explains the pathways that lead to the overrepresentation of disabled youth of color in school exclusionary discipline through public policy. The purpose is to analyze the Minnesota Student Survey (2019) to examine how the impact of trauma on exclusionary discipline varies by race and disability. The main goal of this study was to examine the impact of ACEs on exclusionary discipline outcomes for youth of color with mental disabilities (MD). In the Minnesota Student Survey (2019), we use a representative sample (N=104,043) of students' self-reported data from all public school districts in Minnesota. We conducted a logistic regression analysis of students with ACEs on exclusionary discipline. ACEs (odds ratios [OR]=1.91) and youth with MD (OR=1.36) are strongly associated with exclusionary discipline among youth of color. Lastly, the odds of exclusionary discipline are higher for youth with ACEs and a known MD than those youth without an MD but with ACEs among youth of color (OR=0.74) and white youth (OR=0.75). The results confirmed youth of color with MD are at higher risk for exclusionary discipline with undersupported ACEs than their white peers without MD. Implications for social work collaboration are discussed for school mental health services.

Commentary: Transforming Mental Health Care in Pakistan through Telemedicine.

This commentary explores the transformative potential of telemedicine in addressing mental health care challenges in Pakistan, particularly in the context of the COVID-19 pandemic. With approximately 34% of the population suffering from various mental disorders and significant barriers to treatment—such as social stigma, poverty, and limited access to resources—telemedicine offers a critical solution for delivering care, especially in underserved rural areas where traditional services are lacking. The article discusses the benefits of remote consultations, including increased accessibility, flexible scheduling, and reduced stigma, particularly for vulnerable populations like women who face additional societal barriers. However, it also highlights key challenges, such as the digital divide, with approximately 45% of the population lacking reliable internet access, and the urgent need for training among mental health professionals to effectively utilize telehealth platforms. The commentary advocates for a comprehensive approach that includes improving technological infrastructure, enhancing digital literacy, and community education to fully harness telemedicine's potential. Future research is essential to evaluate its long-term efficacy and inform policy decisions. Ultimately, telemedicine could play a vital role in reshaping mental health care delivery in Pakistan, fostering greater access and engagement in a post-pandemic world.

COVID-19 Related Stressors, Cognitive Reappraisal, and Students’ Engagement in Online Learning: A Mediation Model

The effects of COVID-19 remained significant on the social and academic well-being of university students. This raised various mental and psychological challenges for the students, which had the potential to deteriorate their academic engagement and performance in online learning environments. The emotion regulation theory hypothesizes that various cognitive skills may assist people in coping with such types of social and psychological challenges. Cognitive reappraisal is a strategy used at the individual level to regularize thought processes in stressful situations. This study aimed to investigate the influence of cognitive reappraisal “as a mediator” on the relationships between COVID-19 related stressors and university students’ engagement in an online learning environment. Three hundred and one students selected from eight public sector universities in Pakistan participated in a survey. Three instruments, including the COVID-19 Related Stressors, Cognitive Reappraisal Questionnaire, and Student Engagement Dimensions, were used to collect data. Mediation analysis confirmed the application of emotion regulation theory in the context of relationships between COVID-19 related stressors and students’ engagement in online learning environments. The study has significant implications for promoting students’ well-being in online setups during stressful situations.

Multiple developmental disabilities among American children: prevalence and secular trends 2016–2022

ObjectivesWe aimed to estimate the prevalence of multiple developmental disabilities, identify associated characteristics, and examine trends among American children from 2016 to 2022. Study designThis was a cross-sectional study. MethodsUsing the National Survey of Children's Health data from 2016 to 2022, we estimated the prevalence of multiple developmental disabilities among children aged 3–17 years. Multiple developmental disabilities were defined as two or more concurrent disabilities from 12 common disabilities. Trends were investigated using log-linear regression. Multivariate log-binominal regression was used to compare the prevalence prior to the COVID-19 pandemic (2016–2019) with prevalence during the COVID-19 pandemic (2020–2022). ResultsFrom 239,534 eligible children (mean age = 10.1 years; male = 51.7%), we found the overall prevalence of multiple developmental disabilities was 10.6%. The most predominant phenotype was attention-deficit/hyperactivity disorder concurrent with behavioural problems (2.1%). Higher prevalence was found among boys, non-Hispanic black children, those from low-household-income families and from families with lower education levels. Prevalence of multiple developmental disabilities increased from 9.8% in 2016 to 11.5% in 2022 (P = 0.014) with significantly higher prevalence during COVID-19 pandemic than before (11.2% vs 10.1%). These increases were found consistently across most sociodemographic groups. ConclusionsChildren from certain socio-disadvantaged groups were disproportionally affected by multiple developmental disabilities, highlighting the need for targeted strategies to improve health. The increasing prevalence during the pandemic suggests the need for ongoing monitoring of the trend and the impact of these conditions.

The effects of mosaicism on biological and clinical markers of Alzheimer's disease in adults with Down syndrome

Individuals with Down syndrome (DS) are at high risk of early-onset Alzheimer's disease (AD); yet, some 20 percent do not develop any signs of dementia until after 65 years or in their lifetime. Mosaicism could contribute to this phenotypic variation, where some disomic cells could lead to lower levels of gene products from chromosome21. We examined longitudinal neuropsychological and biomarker data from two large studies of DS: the Alzheimer Biomarker Consortium-Down syndrome study (ABC-DS) (n=357); and a legacy study (n=468). We assessed mosaicism using karyotyping or GWAS data. Participants had data on plasma AD biomarkers (Aβ40, Aβ42, tau, and NfL) and longitudinal cognitive measures. A subset had cerebrospinal fluid biomarkers (Aβ40, Aβ42, tau, ptau181, and NfL) and amyloid and tau PET data. For both cohorts, the prevalence of mosaicism was <10% (ABC-DS: 7.3%; Legacy: 9.6%), and those with mosaicism had lower plasma Aβ40 and Aβ42 concentrations. For the older legacy cohort, when compared to those with full trisomy, those with mosaicism had significantly smaller decline in total and annualized neurocognitive scores, and lower incidence and prevalence of dementia. Mosaicism in DS was associated with lower concentrations of plasma Aβ peptides, possibly leading to lower AD risk. However, its clinical impact was less clear in the younger ABC-DC cohort, and a follow-up study is warranted. National Institutes of Health (R01AG014673, P01HD035897, R56AG061837), NIA (U01AG051412, U19AG068054), NICHD, ADRC programs, the Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Centers Program, and NCATS (UL1TR001873).

The contribution of yoga to children with mental health disabilities: A scoping review

Background: Children with mental health difficulties often experience challenges in motor and physical skills, stress, anxiety and emotional difficulties. Yoga can help these children in engaging in social environments providing physical and motor improvements, emotional regulation, cognitive and behavioural control. Aim: Yoga is an approach that can help children with any occupational challenges and diagnosis. The aim of this scoping review is to explore the contribution of yoga for children with mental health disabilities, to inspire healthcare professionals to determine whether to promote yoga as a beneficial intervention for children with special needs and highlight a beneficial outcome in implementing yoga that can help the parents, caregivers and the children to fulfill their needs. Methodology: A scoping review of the existing literature was conducted based on databases such as AMED, CINAHL, Academic Search Complete and Google scholar. The studies focusing on the contribution of yoga for children with mental health disabilities were selected by taking into account the inclusion and exclusion criteria, as well as the use of PRISMA guidelines. Results: The review of the literature retrieved 11 studies for a time period from 2005 to 2024. The studies reviewed provide convincing evidence that yoga is an accessible and effective intervention for populations that have physical, emotional and cognitive difficulties. Significant improvements were highlighted in motor skills, emotional regulation, cognitive and behavioural control. It is also underlined that yoga can be an essential part of therapeutic programs for children with intellectual disabilities. However, the variety in physical outcomes, specifically for children with cerebral palsy that have physical challenges, highlights the need for additional supporting interventions. Conclusions: The 11 articles reviewed had generally showed that yoga is an effective intervention for children with mental health difficulties. The combination of physical movements, mindfulness and breathing are perfectly suited for multidimensional challenges for children with mental health disabilities. Yoga’s effectiveness in a diversity of populations for children with autism, ADHD, children with psychiatric issues show that yoga can be acceptable and has a broad potential as therapy for these children.

Revocation of the Voting Rights of Persons with Disabilities who are Mentally Impaired

Disability is developmental or developmental. Disability is characterized by significant limitations in intellectual functioning and adaptability. Children with developmental disabilities are children whose intellectual and cognitive abilities are below average. Such conditions can occur when the baby is in the womb or during childbirth, and can also occur in babies after birth. Many parties have revoked the right to vote for disabled people because the reason is that they are not considered "qualified" enough. make decisions, especially for persons with intellectual disabilities commonly known as "mentally retarded. The purpose of this writing is to find out whether persons with intellectual disabilities deserve their right to vote, and what are the requirements for the participation of persons with intellectual disabilities in elections. This research method uses a normative juridical method based on space the scope of the Government's role in protecting the rights of persons with disabilities, especially persons with intellectual disabilities in the holding of elections.

Exploring the Experiences of Physical Education Teachers in Implementing Individualized Education Programs in Special Schools for Students with Developmental Disabilities

Exploring the Experiences of Physical Education Teachers in Implementing Individualized Education Programs in Special Schools for Students with Developmental Disabilities

Impact of Inclusive Schooling in the Management of the Children with Downs Syndrome

Abstract: Education is Human right. Every children irrespective of their caste,culture,society and intellectual ability have equal right to education .The same is for children with mental disabilities like Down’s syndrome .Inclusive schooling can reduce discrimination and provide them normal learning environment.

A Preliminary Study to Dismantle the Social Isolation of Minorities With Mental Disabilities

A Preliminary Study to Dismantle the Social Isolation of Minorities With Mental Disabilities

Implementing the Ages and Stages Questionnaires in a Montessori Setting

Montessori educators face increasing demands to support growing numbers of students who have developmental delays or disabilities, and early detection and support are essential. Yet, detecting developmental delays is a complex task, and early childhood educators do not typically receive specialized training. The Ages and Stages Questionnaires (ASQ) is a set of valid and reliable developmental screening tools widely used in education and health settings, but ASQ use has not been assessed in Montessori settings. In a pre/post, multimethod design, this study examined the perceptions and impact of an ASQ training—adapted for Montessori settings—for guides and administrators. The results suggest the ASQ training and implementation of its tools were perceived as beneficial and valuable. The training positively influenced participants’ attitudes and beliefs, skills and knowledge, confidence and self-efficacy, and access to resources. Alumni of the training had similar attitudes and beliefs, as well as confidence and self-efficacy, compared to recent trainees, although alumni’s skills and knowledge, as well as access to resources, were more advanced than the recent trainees. Qualitative findings also point to the benefits of the training while highlighting the realities, needs, and challenges Montessori educators face. This study provides evidence that Montessori educators benefit from ASQ developmental screening training. Through ASQ training and implementation, Montessori educators can gain a better understanding of students’ developmental milestones, more effectively observe their students’ behaviors, and more confidently advocate for students’ support needs.

Measures: The New Face of Criminal Punishment in the New Indonesian Criminal Code

The criminal punishment system in the WvS Criminal Code has shifted from only imposing punishments (single track system) to punishment and/or measures (double track system) in the National Criminal Code. This study aims to determine the conditions under which measures can be imposed and the form and application of measures in the new Criminal Code. The method used in this study is the doctrinal research method. The conditions for criminal law subjects to be subject to measures are as follows: if the criminal law subject is an individual, including people with mental and intellectual disabilities, children under 14 (fourteen) years of age, and corporations. The imposition of Measures must be based on the objectives and guidelines for punishment as in Articles 51 to 54 of the New Criminal Code.

A Mobile Application for Collaborative Communication among Caregivers, Families, and Professionals Supporting Children with Developmental Disabilities: A Qualitative Study on User Experience

A Mobile Application for Collaborative Communication among Caregivers, Families, and Professionals Supporting Children with Developmental Disabilities: A Qualitative Study on User Experience

Variants of TSC1 are associated with developmental and epileptic encephalopathy and focal epilepsy without tuberous sclerosis

BackgroundThe TSC1 gene encodes a growth inhibitory protein hamartin, which plays a crucial role in negative regulation of the activity of mTORC1 (mechanistic target of rapamycin complex 1). TSC1 has been associated with tuberous sclerosis complex (TSC). This study aims to investigate the association between TSC1 variants and common epilepsy.MethodsTrio-based whole-exome sequencing was performed in epilepsy patients without acquired etiologies from the China Epilepsy Gene 1.0 Project platform. The pathogenicity of the variants was evaluated according to the American College of Medical Genetics and Genomic (ACMG) guidelines.ResultsTwo TSC1 de novo variants, including c.1498 C > T/p.Arg500* and c.2356 C > T/p.Arg786*, were identified in two patients with developmental and epileptic encephalopathy (DEE). The patients exhibited frequent seizures and neurodevelopmental delay. Additionally, we identified two heterozygous TSC1 variants that affected four individuals with focal epilepsy from two unrelated families. The four probands did not present any typical symptom of TSC and had normal brain MRI findings. The four variants were absent in the Genome Aggregation Database (gnomAD) and were predicted to be damaging with a in silico prediction tool. Based on the ACMG guidelines, the four variants were evaluated to be “pathogenic” or “likely pathogenic”. Of the patients in the China Epilepsy Gene 1.0 Project, 22 patients carried TSC1 variants and were diagnosed with TSC. The ratio of patients carrying TSC1 variants with or without TSC is about 5:1.ConclusionsTSC1 is potentially associated with common epilepsy without tuberous sclerosis.

Examining the Social Support Networks of Parents of Adults with Intellectual and Developmental Disabilities

Examining the Social Support Networks of Parents of Adults with Intellectual and Developmental Disabilities