1
|
Mize M, Park Y, Martin M. Technology-assisted reading fluency interventions for students with reading difficulties: evidence from a meta-analytic approach of single case design studies. Disabil Rehabil Assist Technol 2023; 18:1544-1554. [PMID: 35584263 DOI: 10.1080/17483107.2022.2060351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Accepted: 03/26/2022] [Indexed: 10/18/2022]
Abstract
PURPOSE The purpose of this article was to provide a quantitative review of technology-assisted reading fluency interventions for students with disabilities and select moderator variables that may modify the effects of the interventions. MATERIALS AND METHODS All reviewed 13 studies employed a single-case research design, targeting technology-assisted reading fluency interventions for students with learning disabilities (LDs) or learning difficulties. Studies were descriptively analysed and evaluated for methodological quality. Additionally, to examine the level and trend of reading fluency outcomes, Tau-U was calculated across the studies by measuring the impact of various moderator variables on the intervention effects. RESULTS AND CONCLUSIONS Overall, studies showed a moderate to strong effect on reading fluency and there was a significant difference in moderator variables such as student status, type of technology, and features of technology. While the current study found positive outcomes from technology-based fluency interventions for struggling readers suggesting the effectiveness of using technology for the improvement of reading fluency, educators should consider using a rubric when utilising tablets because of the limited instructional components. Possible explanations about intervention effects, moderator effects, and study qualities along with limitations and future research were discussed. Implications for rehabilitationThis article examined a quantitative review of technology-assisted reading fluency interventions for students with disabilities and those considered at-risk. From this examination, we suggest the following implications:More research is needed to explore the effectiveness of technology-assisted reading fluency interventions. Some studies exist exploring the effect of overall reading interventions, but more specific analyses are needed related specifically to fluency and technology-assisted fluency interventions.Due to continuous advancements in technology, more research is also needed related to the integration of tablets and applications (or apps) on reading fluency.The use of technology to teach fluency has a general positive outcome for at-risk students. However, these types of interventions are more effective if they also provide vocabulary support.
Collapse
Affiliation(s)
- Min Mize
- Department of Education Core, Winthrop University, SC, USA
| | - Yujeong Park
- Department of Education, Gongju National University of Education, Gongju, South Korea
| | - Melissa Martin
- Department of Special Education, University of South Carolina Aiken, Aiken, SC, USA
| |
Collapse
|
2
|
de Alvarenga KAF, de Alcântara WL, de Miranda DM. What has been done to improve learning for intellectual disability? An umbrella review of published meta-analyses and systematic reviews. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2023; 36:413-428. [PMID: 36760221 DOI: 10.1111/jar.13072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 01/02/2023] [Accepted: 01/04/2023] [Indexed: 02/11/2023]
Abstract
BACKGROUND Intellectual disability (ID) affects 1%-3% of the paediatric population. Currently, there is no consensus as to the most effective strategies for improving the learning skills of children and adolescents with ID. This review aims to systematically gather information regarding interventions to promote and improve learning skills in children/adolescents with ID from previously published systematic reviews and meta-analyses. METHODS Systematic search strategies, including appropriate descriptors, were employed on Medline, Cochrane, Scopus, Web of Science, Lilacs, SciELO, ERIC, and PsycINFO databases. Quality assessment was conducted via the AMSTAR-2. RESULTS Fifty-nine studies were selected, subdivided by outcome domains and by the type of intervention. Interventions were related to caregiving, education, pharmaco-dietary, physical, and technology approaches. The overall low quality of the studies limited our recommendations.
Collapse
Affiliation(s)
- Kevin Augusto Farias de Alvarenga
- Laboratório de Neurociências, Faculdade de Medicina-Centro de Tecnologia em Medicina Molecular, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Wagner Lima de Alcântara
- Laboratório de Neurociências, Faculdade de Medicina-Centro de Tecnologia em Medicina Molecular, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Débora Marques de Miranda
- Laboratório de Neurociências, Faculdade de Medicina-Centro de Tecnologia em Medicina Molecular, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Departamento de Pediatria, Faculdade de Medicina, Centro de Tecnologia em Medicina Molecular-Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| |
Collapse
|
3
|
Quantitative Analysis of the Acceptance and Learning Success Instead of Flipped Classroom Teaching in a Caries Diagnosis Course for Undergraduate Students. Int J Dent 2022; 2022:7749638. [DOI: 10.1155/2022/7749638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Revised: 10/25/2022] [Accepted: 10/26/2022] [Indexed: 11/17/2022] Open
Abstract
This pilot study aimed to investigate the effectiveness of a flipped classroom for undergraduate students in dentistry. The main objective was to compare the knowledge level of students before and after lectures and practice. All second-year dental students (n = 44) at Witten/Herdecke University participated in this pilot study. They took four knowledge assessments, i.e., T0: the baseline, T2a: after the online lecture (two weeks after T0), T2b: immediately after the face-to-face session, and T3: after the practical session (three weeks after T2). The students’ satisfaction and self-assessment of their abilities were determined immediately after the practical session in an anonymous online questionnaire using LimeSurvey. To assess the level of knowledge, we used the Friedman and Wilcoxon-signed-rank tests with the Bonferroni correction to analyze the correct answer by comparing the results from different sessions. The students’ satisfaction and self-assessment of their abilities were determined descriptively, presenting the mean and standard deviation. A significance level of
≤ 0.05 was applied. Data from thirty-nine students regarding the level of knowledge were analyzed. There were statistically significant differences in the level of knowledge of the students at different times (
= 0.001). A total of 19.5% of students reported a problem with the flipped classroom method, and 80.5% reported no problem with this educational method. Ninety-four percent of students would like further flipped classrooms in dental education. Within the limitations of this pilot study, the results suggest that dental students benefit from the flipped classroom method and that this mode of education can be effective in introducing caries diagnosis education for undergraduate students.
Collapse
|
4
|
Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings. J Autism Dev Disord 2022; 53:1915-1929. [PMID: 35133547 DOI: 10.1007/s10803-022-05430-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/05/2022] [Indexed: 10/19/2022]
Abstract
d/Deaf or hard of hearing (d/Dhh) students with autism spectrum disorder (ASD) may require specific approaches to promote social inclusion. The purpose of this study was to investigate the effects of reading social stories with American Sign Language vocabulary to students who are d/Dhh with ASD (d/Dhh-ASD) and their peers in inclusive settings, using a non-concurrent multiple baseline design across participants. To examine the effectiveness of the intervention, the frequency of four communicative social behaviors and the duration of social engagement with peers were recorded for each participant during lunchtime and recess. The results did not show an immediate effect across all participants. Implications for promoting social inclusion for students who are d/Dhh-ASD in general education classrooms are discussed.
Collapse
|
5
|
Social Adventure. INTERNATIONAL JOURNAL OF GAMING AND COMPUTER-MEDIATED SIMULATIONS 2022. [DOI: 10.4018/ijgcms.303107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Social environments can be challenging for people with intellectual disability. These challenges impact a person’s social inclusion and participation in their communities. Social skills development requires training and practice, but training is often time-limited, costly, and hard to access. However, games on smart speakers provide interesting opportunities to improve training access, motivate self-directed learning, and focus on speech. The authors developed an interactive narrative-based social skills training game for smart-speakers. The game facilitates exploration of the social consequences of making various choices in different social situations and uses natural language inputs. Having tested the game with ten adults with intellectual disability, the authors offer designers insights into participant engagement and the game’s audio-only, natural language interface usability. The authors also propose four design considerations to help designers design applications that help people with intellectual disability participate in social activities.
Collapse
|
6
|
Deveci Topal A, Kolburan Geçer A, Çoban Budak E. An analysis of the utility of digital materials for high school students with intellectual disability and their effects on academic success. UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2021; 22:95-110. [PMID: 34539303 PMCID: PMC8442646 DOI: 10.1007/s10209-021-00840-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/31/2021] [Indexed: 06/13/2023]
Abstract
This study thoroughly examines the usability of digital materials, to establish a classroom environment in which technology is integrated into teaching practices using tablet computers and interactive smart boards. The study was conducted at a special education vocational school, where students with intellectual disability receive training. The integration of technology was made to the Natural Disasters unit (erosion, landslide, flood, earthquake, and digital story developed on the subject of flood) in the Social Science syllabus. This study also aims to develop multimedia applications and apply these to teaching activities, and additionally to increase the learning competencies of students in the subject of Social Sciences. This study involved eight students who have mild intellectual disability at a vocational high school. A thorough multiple probe design was used among single-subject research models. Comparison of the results revealed that students' post-test scores increased significantly when compared to the pre-test scores, and that the teaching materials had a significantly positive impact on their learning process. Moreover, the effect of the prepared digitalized materials on learning was determined to be high in terms of its application in special education schools. Students indicated that they liked these activities which they engaged on computers, as well as the interactive multiple choices questions, and wished to have such creative applications made available for other subjects such as Turkish, Mathematics, Music, and Art.
Collapse
Affiliation(s)
- Arzu Deveci Topal
- Informatics Department, Kocaeli University, Umuttepe Campus, 41380 İzmit-Kocaeli, Turkey
| | - Aynur Kolburan Geçer
- Department of Computer and Instructional Technologies Education, Faculty of Education, Kocaeli University, Kocaeli, Turkey
| | - Esra Çoban Budak
- Informatics Department, Kocaeli University, Umuttepe Campus, 41380 İzmit-Kocaeli, Turkey
| |
Collapse
|
7
|
Oudshoorn CEM, Frielink N, Nijs SLP, Embregts PJCM. Psychological eHealth interventions for people with intellectual disabilities: A scoping review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2021; 34:950-972. [PMID: 33704872 PMCID: PMC8359285 DOI: 10.1111/jar.12877] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Revised: 01/19/2021] [Accepted: 01/29/2021] [Indexed: 02/06/2023]
Abstract
BACKGROUND The use of eHealth, which has accelerated in the wake of the COVID-19 pandemic, could contribute to the access to tailor-made psychological interventions for people with intellectual disabilities. METHOD A scoping review was conducted on peer-reviewed studies between 1996-2019. RESULTS Thirty-three studies reported on the use of psychological eHealth interventions focused on mental health problems and/or challenging behaviour. The vast majority of these studies reported on interventions that were delivered at the individual level. The context in which these interventions were delivered varied, primarily ranging from the home setting to residential settings, as well as day or activity centres and schools. The studies described various types of interventions: telehealth interventions, computerized cognitive behavioural therapy, and interventions focused on (social) learning principles targeting challenging behaviour. CONCLUSIONS eHealth provides new opportunities for both therapists and lay-therapists to deliver psychological interventions. Future studies should focus on the effectiveness of psychological eHealth interventions.
Collapse
Affiliation(s)
- Cathelijn E. M. Oudshoorn
- TranzoTilburg School of Social and Behavioral SciencesTilburg UniversityTilburgThe Netherlands
- ASVZSliedrechtThe Netherlands
| | - Noud Frielink
- TranzoTilburg School of Social and Behavioral SciencesTilburg UniversityTilburgThe Netherlands
| | - Sara L. P. Nijs
- TranzoTilburg School of Social and Behavioral SciencesTilburg UniversityTilburgThe Netherlands
| | - Petri J. C. M. Embregts
- TranzoTilburg School of Social and Behavioral SciencesTilburg UniversityTilburgThe Netherlands
| |
Collapse
|
8
|
Torra Moreno M, Canals Sans J, Colomina Fosch MT. Behavioral and Cognitive Interventions With Digital Devices in Subjects With Intellectual Disability: A Systematic Review. Front Psychiatry 2021; 12:647399. [PMID: 33927655 PMCID: PMC8076520 DOI: 10.3389/fpsyt.2021.647399] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/04/2021] [Accepted: 03/17/2021] [Indexed: 01/01/2023] Open
Abstract
In recent years, digital devices have been progressively introduced in rehabilitation programs and have affected skills training methods used with children and adolescents with intellectual disabilities (ID). The objective of this review is to assess the effects of the use of digital devices on the cognitive functions and behavioral skills in this population, and to acknowledge their potential as a therapeutic tool. Electronic databases were analyzed until February 2020 using search formulas with free terms related to ID and the use of digital systems with children or adolescents. The risk of bias in randomized controlled trials was assessed by means of the modified Cochrane Collaboration tool and the quality level of the non-randomized studies was assessed using the Newcastle-Ottawa Scale. Forty-four studies were analyzed, most of which were categorized as low quality. Of the executive function studies analyzed, 60% reported significant improvements, most commonly related to working memory. Within the cognitive skills, 47% of the studies analyzed reported significant improvements, 30% of them in language. Significant improvements in the social (50%) and behavioral domains (30%) were also reported. These results suggest that digital interventions are effective in improving working memory and academic skills, and positively affect both the social and behavioral domains. Little information has been published regarding the duration of the effects, which could be limited in time. Further research is necessary to assess long-term effectiveness, the influence of comorbidities, and the effects on subjects with severe ID. The inclusion of smartphones and special education centers is also necessary.
Collapse
Affiliation(s)
- Marta Torra Moreno
- Jeroni de Moragas Private Fundation, Tarragona, Spain
- Jeroni de Moragas Association, Tarragona, Spain
| | - Josefa Canals Sans
- Department of Psychology, Research Center for Behavioral Assessment (CRAMC), Rovira i Virgili University, Tarragona, Spain
| | - Maria Teresa Colomina Fosch
- Department of Psychology, Research Center for Behavioral Assessment (CRAMC), Rovira i Virgili University, Tarragona, Spain
- Research Group in Neurobehavior and Health (NEUROLAB), Tarragona, Spain
| |
Collapse
|
9
|
A Pilot Randomised Control Trial of Digitally-Mediated Social Stories for Children on the Autism Spectrum. J Autism Dev Disord 2021; 50:4243-4257. [PMID: 32266683 PMCID: PMC7677143 DOI: 10.1007/s10803-020-04490-8] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Social stories is a widely used intervention for children on the autism spectrum, particularly within an educational context. To date, systematic reviews and meta analyses of the research evaluating social stories has produced mixed results, often due to a lack of methodological rigour and variability in the development and delivery of the social stories. To address the gap in methodological rigour, a pilot Randomised Control Trial (RCT) was conducted, incorporating a social stories intervention group (n = 9 children on the autism spectrum) and an attentional control group who received a poem (n = 6 children on the autism spectrum) using a digital platform to address variability. Digitally-mediated social stories were found to be effective in producing beneficial changes in behaviour outcomes, which were sustained at a six-week follow up.
Collapse
|
10
|
Koller D, Stoddart K. Approaches that Address Social Inclusion for Children with Disabilities: A Critical Review. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-020-09589-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
11
|
A Quality Review of School-Based Challenging Behavior Interventions for Adolescents with Developmental Disabilities. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2020. [DOI: 10.1007/s40489-020-00207-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
12
|
Goo M, Myers D, Maurer AL, Serwetz R. Effects of Using an iPad to Teach Early Literacy Skills to Elementary Students With Intellectual Disability. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2020; 58:34-48. [PMID: 32011226 DOI: 10.1352/1934-9556-58.1.34] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The purpose of this study was to investigate the effects of using an iPad to teach early literacy skills to students with intellectual disability (ID). Three elementary students with mild to moderate levels of ID participated in the study. We used a multiple-probe design across students to examine a functional relationship between using an iPad providing visual supports and the acquisition of phonemic segmentation skills. Results indicated that using visual supports via an iPad was an effective method to teach phonemic segmentation fluency to these three students with ID. We also discussed implications and suggestions for future research.
Collapse
Affiliation(s)
- Minkowan Goo
- Minkowan Goo, Diane Myers, and Adela L. Maurer, Texas Woman's University; and Robert Serwetz, Northwest Independent School District
| | - Diane Myers
- Minkowan Goo, Diane Myers, and Adela L. Maurer, Texas Woman's University; and Robert Serwetz, Northwest Independent School District
| | - Adela L Maurer
- Minkowan Goo, Diane Myers, and Adela L. Maurer, Texas Woman's University; and Robert Serwetz, Northwest Independent School District
| | - Robert Serwetz
- Minkowan Goo, Diane Myers, and Adela L. Maurer, Texas Woman's University; and Robert Serwetz, Northwest Independent School District
| |
Collapse
|
13
|
Kurt O, Kutlu M. Effectiveness of Social Stories in Teaching Abduction-Prevention Skills to Children with Autism. J Autism Dev Disord 2019; 49:3807-3818. [PMID: 31175503 DOI: 10.1007/s10803-019-04096-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
The purpose of the present study was to examine the effectiveness of social stories in teaching abduction-prevention skills to children with autism spectrum disorder (ASD). Three male participants with ASD, aged 4-12 years, participated in the study, which was conducted using a multiple-probe-across-participants design. Thirty-nine voluntary adults participated in the study as strangers who presented lures to the participants. The findings of the study showed that social stories were effective on promoting acquisition for all students with ASD. All the participants were able to learn the target skill and maintain their learning. Social validity data were also collected from participants and their parents. Social validity findings revealed that the opinions of the participants and their parents were positive overall.
Collapse
Affiliation(s)
- Onur Kurt
- Research Institute for Individuals with Disabilities, Anadolu University, Eskisehir, Turkey
| | - Metehan Kutlu
- Department of Special Education, Faculty of Education, Hakkari University, 30000, Hakkari, Turkey.
| |
Collapse
|
14
|
Talagas M, Misery L. Role of Keratinocytes in Sensitive Skin. Front Med (Lausanne) 2019; 6:108. [PMID: 31165070 PMCID: PMC6536610 DOI: 10.3389/fmed.2019.00108] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2019] [Accepted: 05/02/2019] [Indexed: 01/05/2023] Open
Abstract
Sensitive skin is a clinical syndrome defined by the occurrence of unpleasant sensations such as burning, stinging, tingling, pricking, or itching in response to various normally innocuous physical, chemical, and thermal stimuli. These particular symptoms have led the consideration of a potential dysfunction of the intra-epidermal nerve fibers (IENF) that are responsible for pain, temperature, and itch perception. This neuronal hypothesis has just been reinforced by recent studies suggesting that sensitive skin could become assimilated to small fiber neuropathy. Meanwhile, the involvement of keratinocytes, the pre-dominant epidermal cell type, has so far mainly been considered because of their role in the epidermal barrier. However, keratinocytes also express diverse sensory receptors present on sensory neurons, such as receptors of the transient receptor potential (TRP) family, including Transient Receptor Potential Vallinoid 1 (TRPV1), one of the main transducers of painful heat which is also involved in itch transduction, and Transient Receptor Potential Vallinoid 4 (TRPV4) which is depicted as a heat sensor. While TRPV1 and TRPV4 are expressed both by sensory neurons and keratinocytes, it has recently been demonstrated that the specific and selective activation of TRPV1 on keratinocytes is sufficient to induce pain. Similarly, the targeted activation of keratinocyte-expressed TRPV4 elicits itch and the resulting scratching behavior. So, contrary to classical conception, the IENF are not the exclusive transducers of pain and itch. In light of these recent advances, this review proposes to consider the putative role of epidermal keratinocytes in the generation of the unpleasant sensations characteristic of sensitive skin syndrome.
Collapse
Affiliation(s)
- Matthieu Talagas
- Laboratory on Interactions Neurons Keratinocytes (EA4685), Faculty of Medicine and Health Sciences, University of Western Brittany, Brest, France.,Department of Pathology, Brest University Hospital, Brest, France
| | - Laurent Misery
- Laboratory on Interactions Neurons Keratinocytes (EA4685), Faculty of Medicine and Health Sciences, University of Western Brittany, Brest, France.,Department of Dermatology, Brest University Hospital, Brest, France
| |
Collapse
|
15
|
Rouches A, Lefer G, Dajean-Trutaud S, Lopez-Cazaux S. [Tools and techniques to improve the oral health of children with autism]. Arch Pediatr 2018; 25:145-149. [PMID: 29269185 DOI: 10.1016/j.arcped.2017.11.013] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2017] [Revised: 08/28/2017] [Accepted: 11/05/2017] [Indexed: 11/25/2022]
Abstract
Autism spectrum disorder (ASD) is a life-long heterogeneous psychiatric disorder, characterized by impaired social interaction and communication, and the presence of repetitive and stereotyped behaviors as well as restricted interests. These features have an impact on the oral health of these individuals: high risk of dental caries, poorer periodontal status, and bruxism are often described. Children with ASD often provide limited collaboration with medical procedures, particularly those considered invasive such as dental care. Children with ASD are prone to agitation, self-injury, and emotional dysregulation; they can also present hypersensitivity to sensory input. These features make it difficult for professionals to examine and treat children with ASD; they interfere with dental care and constitute a barrier to it. Most of them are treated under general anesthesia or sedation. Therefore, children with ASD present a challenge for the dental community. Adapted and specific strategies are required to allow individuals with ASD to go beyond the barriers of dental care. Different tools and techniques of evidence-based practice can be considered: visual pedagogy, behavioral approaches, and numeric devices can be used. Pediatricians have a key role in the oral care of children with autism. The aim of this article is to present the oral health associated with ASD, to set out the possible ways to improve oral health, to enable the practitioner to detect problems, to raise awareness, and to help patients and their families in their care pathway.
Collapse
Affiliation(s)
- A Rouches
- Département de pédodontie, UFR odontologie, université de Nantes, 1, place Alexis-Ricordeau, 44042 Nantes cedex 1, France
| | - G Lefer
- Centre de recherche en éducation de Nantes (CREN) EA, UFR lettres et langage, université de Nantes, chemin de la Censive-du-Tertre, BP 81227, 44312 Nantes cedex 3, France
| | - S Dajean-Trutaud
- Département de pédodontie, UFR odontologie, université de Nantes, 1, place Alexis-Ricordeau, 44042 Nantes cedex 1, France; Service d'odontologie conservatrice et pédiatrique, CHU de Nantes, 1, place Alexis-Ricordeau, 44000 Nantes, France
| | - S Lopez-Cazaux
- Département de pédodontie, UFR odontologie, université de Nantes, 1, place Alexis-Ricordeau, 44042 Nantes cedex 1, France; Centre de recherche en éducation de Nantes (CREN) EA, UFR lettres et langage, université de Nantes, chemin de la Censive-du-Tertre, BP 81227, 44312 Nantes cedex 3, France; Service d'odontologie conservatrice et pédiatrique, CHU de Nantes, 1, place Alexis-Ricordeau, 44000 Nantes, France.
| |
Collapse
|
16
|
Adeniyi YC, Omigbodun OO. Effect of a classroom-based intervention on the social skills of pupils with intellectual disability in Southwest Nigeria. Child Adolesc Psychiatry Ment Health 2016; 10:29. [PMID: 27594901 PMCID: PMC5010731 DOI: 10.1186/s13034-016-0118-3] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/11/2016] [Accepted: 08/18/2016] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Studies have demonstrated that social skill interventions and classroom supports are effective for pupils with intellectual disability. Such interventions have been demonstrated to reduce the risk of developing mental disorders, majority of which have their onset during the period of youth. Most young people with intellectual disability in low-resource settings do not have access to interventions that would enable or enhance their participation in society. The aim of this study was to investigate the effect of a social skills training for pupils with intellectual disability attending a special school in Southwest Nigeria. METHODS Thirty pupils with mild to moderate intellectual disability participated in the study. Utilising the Explore social skills curriculum, teachers were trained to give lessons to the participants 3-4 times a week for 8 weeks in their classrooms. Social skills level of participants was assessed with the Matson evaluation of social skills for individuals with severe retardation (MESSIER) at baseline and immediately after the intervention. Paired t tests, Wilcoxon signed-rank test, Mann-Whitney U test and the Kruskal-Wallis Test were used to assess for pre and post intervention changes in social skills scores and analysis of changes in social skills across socio-demographic variables at p < 0.05. RESULTS The mean age of the participants was 15.70 ± 1.89 years. At baseline, 18 of the participants (63.3 %) had moderate social skills impairment, 2 (6.7 %) had none or minimal impairments and 10 (30 %) had severe impairments. At the end of the intervention, there was a 20 % reduction in the number of participants in the severe social skills impairment category and 13.3 % increase in the number of participants in the 'none or minimal' social skills category. The mean pre and post- intervention total social skills scores were 126.63 ± 17.91 and 135.97 ± 20.81 respectively with a mean difference of 9.34 (t = 3.71; p = 0.001). CONCLUSION The social skills of pupils with intellectual disability who participated in this study improved significantly during the 8 weeks the Explore social skills curriculum was administered. Advocacy should be made for the development and incorporation of social skills curricula into routine teaching of pupils with developmental disabilities.
Collapse
Affiliation(s)
- Yetunde C. Adeniyi
- Centre for Child and Adolescent Mental Health (CCAMH), University of Ibadan, Ibadan, Nigeria
- Department of Child & Adolescent Psychiatry, University College Hospital, Ibadan, Nigeria
| | - Olayinka O. Omigbodun
- Centre for Child and Adolescent Mental Health (CCAMH), University of Ibadan, Ibadan, Nigeria
- Department of Child & Adolescent Psychiatry, University College Hospital, Ibadan, Nigeria
- Department of Psychiatry, College of Medicine, University of Ibadan, Ibadan, Nigeria
| |
Collapse
|