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Dhondt A, Van Keer I, van der Putten A, Maes B. Changes in the early communicative behaviors of young children with significant cognitive and motor developmental delays in a two-year span. JOURNAL OF COMMUNICATION DISORDERS 2023; 104:106337. [PMID: 37253298 DOI: 10.1016/j.jcomdis.2023.106337] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Revised: 05/09/2023] [Accepted: 05/09/2023] [Indexed: 06/01/2023]
Abstract
INTRODUCTION This study examines longitudinal changes in communicative behavior of young children with significant cognitive and motor developmental delays (SDD) and determines their individual communicative trajectories. A second focus of this study is the relation of changes in communicative behavior with motor skills. METHODS Data consists of codes resulting from a self-developed coding scheme used on observations of 23 children in three different settings and responses on a questionnaire. First, group trends were determined to find out whether communication-related variables tend to significantly change over the course of two years. Furthermore, these findings were contrasted with the individual trajectories of the children. Next, the association of initial communicative skills and (the acquisition of) specific motor skills with the change in their communicative functioning was studied. Wilcoxon Signed Ranks and correlational analyses were used to answer the research questions. RESULTS Out of sixteen different variables related to communicative behavior, ten changed significantly over the course of two years. Children with more focus on prompt on the first datapoint showed a significantly larger increase of signs of functionality. Still, all children showed highly individual trajectories. Children with better motor skills on the first datapoint showed a significantly larger increase in communication rate. CONCLUSIONS Results show that if a myriad of detailed variables are taken into account children with significant cognitive and motor developmental disabilities do change regarding their communicative functioning, but that they tend to all show unique developmental trajectories. Children with stronger skills in some aspects of communication and motor functioning, can be considered advantaged regarding their communicative development.
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Affiliation(s)
- Ann Dhondt
- Faculty of Psychological and Educational Sciences, Parenting and Special Education Research Unit, Catholic University of Leuven, Belgium.
| | - Ines Van Keer
- Faculty of Psychological and Educational Sciences, Parenting and Special Education Research Unit, Catholic University of Leuven, Belgium
| | | | - Bea Maes
- Faculty of Psychological and Educational Sciences, Parenting and Special Education Research Unit, Catholic University of Leuven, Belgium
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Mattson JT, Thorne JC, Kover ST. [Formula: see text]Parental interaction style, child engagement, and emerging executive function in fetal alcohol spectrum disorders (FASD). Child Neuropsychol 2022; 28:853-877. [PMID: 34978272 PMCID: PMC10686097 DOI: 10.1080/09297049.2021.2023122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Accepted: 12/19/2021] [Indexed: 10/19/2022]
Abstract
Children with fetal alcohol spectrum disorders (FASD) are known to experience cognitive and neurobehavioral difficulties, including in areas of executive function and social skills development. Interventions for these challenges have focused on a number of areas, including parent-based training. Despite the general consensus that specific parenting styles consistent with an "authoritative" - warm but firm - parenting approach may influence behavioral self-regulation, it is not known what specific parental interaction styles are associated with child engagement and emerging executive function in this population. The current study used an observation-based behavioral coding scheme during parent-child play interactions and associated parent report-based executive function measures in children with FASD. Here, we demonstrate that parental interaction styles with increased responsive/child-oriented behavior and parental affect are associated with higher levels of child play engagement, while parental interaction that has increased achievement-orientation is associated with higher levels of emerging executive function in children with FASD. These findings help inform future studies on behavioral targets in parent-based training programs and highlight the importance of considering certain parental interaction styles during parent-child play.
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Affiliation(s)
- Julia T. Mattson
- Department of Pediatrics, University of Washington, Seattle, Washington
| | - John C. Thorne
- Department of Speech & Hearing Sciences, University of Washington, Seattle, Washington
| | - Sara T. Kover
- Department of Speech & Hearing Sciences, University of Washington, Seattle, Washington
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Wandin H, Lindberg P, Sonnander K. A trained communication partner’s use of responsive strategies in aided communication with three adults with Rett syndrome: A case report. Front Psychol 2022; 13:989319. [PMID: 36248576 PMCID: PMC9559184 DOI: 10.3389/fpsyg.2022.989319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Accepted: 09/09/2022] [Indexed: 11/13/2022] Open
Abstract
PurposeTo explore and describe a trained communication partner’s use of responsive strategies in dyadic interaction with adults with Rett syndrome.IntroductionResponsive partner strategies facilitate social, communicative, and linguistic development. The common feature is that the communication partner responds contingently to the other’s focus of attention and interprets their acts as communicative. Research on responsive partner strategies that involves individuals with significant communication and motor disabilities remains sparse. The same applies to if, and how, the use of communication aids impacts on the partner’s use of responsive strategies.Materials and methodsA therapist, trained in responsive partner strategies and aided communication interacted during 14 sessions with each of three participants. The participants were adults with Rett syndrome. A gaze-controlled device and responsive strategies were used during all sessions. The Responsive Augmentative and Alternative Communication Style scale (RAACS) was used to assess the partner’s responsiveness. RAACS consists of 11 items including ratings of to what extent the partner is being attentive to, confirms, and expands the individual’s communication. During eight of the 14 sessions, aided AAC Modelling was also used, i.e., the communication partner pointed at symbols on the gaze-controlled device while interacting. In addition to RAACS, each time the communication partner confirmed or expanded on communication when (a) the participants used the gaze-controlled device and (b) the participants did not use the gaze-controlled device was counted. Descriptive statistics were used to present the results. Non-parametric tests were used to compare means between the two conditions and between participants.ResultsInter-rater agreement for the different RAACS items ranged from 0.73 to 0.96 and was thus found to be fair to excellent. The communication partner’s use of responsive strategies varied when communicating with different participants and the scores were higher when aided AAC modeling was used. The communication partner’s number of responses and use of responsive strategies were higher when the participants communicated through a gaze-controlled device.ConclusionThe communication partner’s use of responsive and scaffolding strategies is not a fixed construct but varies in interactions with different non-speaking persons. The same is true whether the non-speaking person uses a gaze-controlled device with digitized speech or not.
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Affiliation(s)
- Helena Wandin
- Disability and Habilitation, Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
- National Center for Rett Syndrome and Related Disorders, Frösön, Sweden
- *Correspondence: Helena Wandin,
| | - Per Lindberg
- Clinical Psychology, Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Karin Sonnander
- Disability and Habilitation, Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
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Arrais NMR, Maia CRS, de Amorim Rodrigues NA, Moreira RS, de Almeida VA, Pereira SA, de Moraes Pinto MI. Factors Associated with Behavioral Disorders in Children with Congenital Zika Syndrome and Their Families—A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159554. [PMID: 35954904 PMCID: PMC9368289 DOI: 10.3390/ijerph19159554] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 07/25/2022] [Accepted: 07/26/2022] [Indexed: 11/29/2022]
Abstract
The Zika virus was responsible for an outbreak between 2015 and 2016 in Brazil: an alarming public health problem of international relevance. The Congenital Zika Syndrome (CZS) is often associated with manifestations that are responsible for cognitive and motor development delays and behavioral disorders. Thus, we aimed to characterize the clinical-epidemiological and familial context of those children and to identify factors associated with the risk of behavioral disorders using the Survey of Well-Being of Young Children questionnaire (SWYC). In total, 52 children diagnosed with CZS were evaluated. Logistic regressions were employed to assess predictive variables for behavioral alteration. Eighteen (35%) of the children presented a risk of behavioral alteration. Children born normocephalic were 36-fold more likely to present behavioral alteration (95% CI: 3.82 to 337.92, p = 0.002). Children with hearing and visual impairments showed reduced risks. In total, 35% percent of families reported food insecurity and 21% were at risk for maternal depression. Our findings suggest better social interactions and conditions to externalize reactions for children with CZS born normocephalic. The continuous assessment of these children and families may identify conditions associated with behavioral alteration and psychosocial vulnerabilities that help in decision-making, therefore optimizing patient–family interactions.
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Affiliation(s)
- Nívia Maria Rodrigues Arrais
- Pediatrics Department, Universidade Federal do Rio Grande do Norte, Natal 59077-010, Brazil;
- Pediatrics Department, Universidade Federal de São Paulo—UNIFESP, Sao Paulo 04021-001, Brazil;
- Correspondence: (N.M.R.A.); (S.A.P.)
| | | | | | - Rafaela Silva Moreira
- Department of Health Sciences, Universidade Federal de Santa Catarina, Ararangua 88905-120, Brazil;
| | - Valeria Azevedo de Almeida
- Physical Therapy Department, Universidade Federal do Rio Grande do Norte, Natal 59077-010, Brazil; (N.A.d.A.R.); (V.A.d.A.)
| | - Silvana Alves Pereira
- Pediatrics Department, Universidade Federal do Rio Grande do Norte, Natal 59077-010, Brazil;
- Correspondence: (N.M.R.A.); (S.A.P.)
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Sonnenschein S, Stites ML, Grossman JA, Galczyk SH. "This will likely affect his entire life": Parents' views of special education services during COVID-19. INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH 2022; 112:101941. [PMID: 35136282 PMCID: PMC8813595 DOI: 10.1016/j.ijer.2022.101941] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Revised: 02/01/2022] [Accepted: 02/02/2022] [Indexed: 06/14/2023]
Abstract
Research continues to emerge about the impact of COVID-19 on education; however, reports about the impact on students receiving special education services are more limited. This study examined parental views of distance learning for students with disabilities during the COVID-19 crisis. Using a survey disseminated via social media, we examined parents' views (N = 153) of PK-12 education for students receiving special education services during COVID-19. Results indicated three main themes: (1) special education and related service hours were decreased during virtual learning; (2) parents reported that their children were unable to participate in virtual learning without significant adult support; (3) parents often were unable to provide their children with assistance due to other commitments including work and childcare.
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Affiliation(s)
- Susan Sonnenschein
- Department of Psychology, University of Maryland Baltimore County, United States
| | - Michele L Stites
- Department of Education, University of Maryland Baltimore County, 414 Sherman Hall, A Wing, 1000 Hilltop Circle, Baltimore, MD 21250, United States
| | | | - Samantha H Galczyk
- Department of Psychology, University of Maryland Baltimore County, United States
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Van Keer I, Dhondt A, Van der Putten A, Maes B. Lessons learned: A critical reflection on child- and contextual variables related to the development of children with a significant cognitive and motor developmental delay. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 120:104142. [PMID: 34875547 DOI: 10.1016/j.ridd.2021.104142] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 11/26/2021] [Accepted: 11/30/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The scientific study of young children with a significant cognitive and motor developmental delay is challenging due to the children's complex disabilities and high demands on family life and professional support. We aim to critically reflect on the measurement and analysis of child- and contextual variables within an ongoing research project on these children's developmental trajectories. METHOD The OJKO-project tracked the development of a sample of children (n = 45) between the age of 6 months and 4 years with a significant cognitive and motor developmental delay, in Belgium and the Netherlands. RESULTS The complexity of the children's disabilities and daily life context, and subsequent challenges in measurement and analysis of variables, were confirmed and reflected upon. CONCLUSIONS Due to the uniqueness and complexity of this target group, research should be characterized by creativity, perseverance and substantial modesty in the immediate generalization of results.
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Affiliation(s)
- Ines Van Keer
- University of Leuven, Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Leopold Vanderkelenstraat 32, box 3765, 3000 Leuven, Belgium.
| | - Ann Dhondt
- University of Leuven, Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Leopold Vanderkelenstraat 32, box 3765, 3000 Leuven, Belgium
| | - Annette Van der Putten
- University of Groningen, Faculty of Behavioural and Social Sciences, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands
| | - Bea Maes
- University of Leuven, Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Leopold Vanderkelenstraat 32, box 3765, 3000 Leuven, Belgium
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Giraldo-Huertas J, Schafer G. Agreement and Reliability of Parental Reports and Direct Screening of Developmental Outcomes in Toddlers at Risk. Front Psychol 2021; 12:725146. [PMID: 34650483 PMCID: PMC8505716 DOI: 10.3389/fpsyg.2021.725146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Accepted: 09/03/2021] [Indexed: 11/13/2022] Open
Abstract
Developmental screening is a practice that directly benefits vulnerable and low-income families and children when it is regular and frequently applied. A developmental screening tool administered by parents called CARE is tested. CARE contains a compilation of activities to report and enhance development at home. Hundred and fifty-seven families in Bogotá (Colombia) initially responded to a call to participate in developmental screening tools' validation and reliability study. All children (Average: 42.7 months old; SD: 9.4; Min: 24, Max: 58) were screened directly by trained applicants using a Spanish version of the Denver Developmental Screening test [i.e., the Haizea-Llevant (HLL) screening table]. After a first screening, 61 dyads were positive for follow-up and received a second HLL screening. Fifty-two out of 61 dyads use and returned CARE booklet after 1-month screening at home. The comparative analysis for parent reports using CARE and direct screening observation included (a) the effects of demographic variables on overall and agreement, (b) agreement and congruence between the CARE report classification and direct screening classification ("At risk" or "Not at risk"), (c) receiver operating characteristic analysis, (d) item-Level agreement for specific developmental domains, and (e) acceptability and feasibility analysis. Results and conclusions show the parental report using the CARE booklet as a reliable screening tool that has the potential to activate alerts for an early cognitive delay that reassure clinicians and families to further specialized and controlled developmental evaluations and act as a screen for the presence of such delay in four developmental dimensions.
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Affiliation(s)
- Juan Giraldo-Huertas
- Department of Psychology of Development and Education, Universidad de la Sabana, Chía, Colombia
| | - Graham Schafer
- The School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom
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Van keer I, Vandesande S, Dhondt A, Maes B. Changes in the social-emotional functioning of young children with a significant cognitive and motor developmental delay across a two-year period. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2021; 68:867-879. [PMID: 36568628 PMCID: PMC9788725 DOI: 10.1080/20473869.2021.1904772] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Revised: 02/25/2021] [Accepted: 03/12/2021] [Indexed: 06/17/2023]
Abstract
Children with a significant cognitive and motor developmental delay (SDD) are vulnerable for the development of (future) behavioral and mental health problems. To support children within this target group, knowledge on their social-emotional development is necessary. Therefore, in this paper, an explorative assessment of the changes in the social-emotional functioning of children with SDD over a two-year period was done. Yearly semi-structured interviews with one or more primary caregiver(s) of 25 children were conducted and analyzed on 13 domains of social-emotional functioning, according to an adapted version of the Scale for Emotional Development - Revised (SED-R). This study showed a lot of variation in individual and group patterns of change across the two-year period. Charting the social-emotional development in this target group is challenging and requires further in-depth analysis of individual trajectories as well as more fine-grained and long-term data collection.
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Affiliation(s)
- Ines Van keer
- Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, University of Leuven, Leuven, Belgium
| | - Sien Vandesande
- Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, University of Leuven, Leuven, Belgium
| | - Ann Dhondt
- Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, University of Leuven, Leuven, Belgium
| | - Bea Maes
- Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, University of Leuven, Leuven, Belgium
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