| 1. |
- Bartl-Pokorny, KD, et al.
(författare)
-
Vocalisation Repertoire at the End of the First Year of Life: An Exploratory Comparison of Rett Syndrome and Typical Development
- 2022
-
Ingår i: Journal of developmental and physical disabilities. - : Springer Science and Business Media LLC. - 1056-263X .- 1573-3580. ; 3534:16, s. 1053-1069
-
Tidskriftsartikel (refereegranskat)abstract
- Rett syndrome (RTT) is a rare, late detected developmental disorder associated with severe deficits in the speech-language domain. Despite a few reports about atypicalities in the speech-language development of infants and toddlers with RTT, a detailed analysis of the pre-linguistic vocalisation repertoire of infants with RTT is yet missing. Based on home video recordings, we analysed the vocalisations between 9 and 11 months of age of three female infants with typical RTT and compared them to three age-matched typically developing (TD) female controls. The video material of the infants had a total duration of 424 min with 1655 infant vocalisations. For each month, we (1) calculated the infants’ canonical babbling ratios with CBRUTTER, i.e., the ratio of number of utterances containing canonical syllables to total number of utterances, and (2) classified their pre-linguistic vocalisations in three non-canonical and four canonical vocalisation subtypes. All infants achieved the milestone of canonical babbling at 9 months of age according to their canonical babbling ratios, i.e. CBRUTTER ≥ 0.15. We revealed overall lower CBRsUTTER and a lower proportion of canonical pre-linguistic vocalisations consisting of well-formed sounds that could serve as parts of target-language words for the RTT group compared to the TD group. Further studies with more data from individuals with RTT are needed to study the atypicalities in the pre-linguistic vocalisation repertoire which may portend the later deficits in spoken language that are characteristic features of RTT.
|
|
| 2. |
- Danielsson, Henrik, et al.
(författare)
-
A Systematic Review of Longitudinal Trajectories of Mental Health Problems in Children with Neurodevelopmental Disabilities
- 2024
-
Ingår i: Journal of Developmental and Physical Disabilities. - : Springer. - 1056-263X .- 1573-3580. ; 36, s. 203-242
-
Forskningsöversikt (refereegranskat)abstract
- To review the longitudinal trajectories - and the factors influencing their development - of mental health problems in children with neurodevelopmental disabilities. Systematic review methods were employed. Searches of six databases used keywords and MeSH terms related to children with neurodevelopmental disabilities, mental health problems, and longitudinal research. After the removal of duplicates, reviewers independently screened records for inclusion, extracted data (outcomes and influencing factors), and evaluated the risk of bias. Findings were tabulated and synthesized using graphs and a narrative. Searches identified 94,662 unique records, from which 49 publications were included. The median publication year was 2015. Children with attention deficit hyperactivity disorder were the most commonly included population in retrieved studies. In almost 50% of studies, trajectories of mental health problems changed by < 10% between the first and last time point. Despite multiple studies reporting longitudinal trajectories of mental health problems, greater conceptual clarity and consideration of the measures included in research is needed, along with the inclusion of a more diverse range of populations of children with neurodevelopmental disabilities.
|
|
| 3. |
- Eriksson, Lilly, et al.
(författare)
-
Conceptions of Participation in Students with Disabilities and Persons in Their Close Environment
- 2004
-
Ingår i: Journal of Developmental and Physical Disabilities. - 1056-263X .- 1573-3580. ; 16:3, s. 229-246
-
Tidskriftsartikel (refereegranskat)abstract
- Participation can be viewed as engagement in life situations and is often mentioned as a goal in relation to providing service to children with disabilities. Age-related differences in children's, parents', teachers', and consultants' conceptions of participation were investigated. Information on conceptions of participation was collected in conjunction with a larger survey of participation in school environments. The sample consisted of students with disabilities in all ages, their parents, teachers, and special education consultants. Respondents' definition of participation were inductively analyzed; in a second step a log-linear analysis was made on the basis of the themes from the qualitative analysis and related to students' chronological age and type of disability. Results indicated that students' conceptions of participation to a certain degree depended on age but not on type of disability. Respondents, other then students, tended to have a wider conception of participation suggesting that parents', teachers', and consultants' role and responsibility in relation to the student affects their conceptions of participation.
|
|
| 4. |
- Eriksson, Lilly, et al.
(författare)
-
Participation in everyday school activities for children with and without disabilities
- 2007
-
Ingår i: Journal of Developmental and Physical Disabilities. - : Springer Science and Business Media LLC. - 1056-263X .- 1573-3580. ; 19:5, s. 485-502
-
Tidskriftsartikel (refereegranskat)abstract
- Children with disabilities attending regular school often need more support than other children in order to participate in different school activities. Are children with disabilities included and do they participate in the same activities as their peers? During one school day, 66 children, 33 children with disabilities, were observed at school. After school the children were interviewed about participation in school activities and their social networks and they self-rated their autonomy. The results showed that children with disabilities have lower participation both in structured and unstructured activities. In structured activities differences existed primarily in math, practical subjects, and science. Children with disabilities had fewer friends and rated their autonomy lower. The difference in participation for children with and without disabilities is context specific; it indicates that professionals need to consider context specificity in developing interventions to increase participation.
|
|
| 5. |
|
|
| 6. |
- Soloveichick, M, et al.
(författare)
-
Movement Imitation Therapy for Preterm Babies (MIT-PB): a Novel Approach to Improve the Neurodevelopmental Outcome of Infants at High-Risk for Cerebral Palsy
- 2020
-
Ingår i: Journal of developmental and physical disabilities. - : Springer Science and Business Media LLC. - 1056-263X .- 1573-3580. ; 32:4, s. 587-598
-
Tidskriftsartikel (refereegranskat)abstract
- To improve the neurodevelopmental outcome in infants with high grade intraventricular haemorrhage and cramped-synchronised (CS) general movements (GMs). Four very preterm infants with intraventricular haemorrhage grade III (n = 3) or intraventricular haemorrhage with apparent periventricular haemorrhagic infarction (n = 1) were diagnosed with CS GMs at 33 to 35 weeks postmenstrual age. A few days later MIT-PB [Movement Imitation Therapy for Preterm Babies], an early intervention programme, was commenced: the instant an infant showed CS movements, the therapist intervened by gently guiding the infant’s limbs so as to manoeuvre and smoothen the movements, thereby imitating normal GM sequences as closely as possible (at least for 10 min, 5 times a day, with increasing frequency over a period of 10 to 12 weeks). After a period of consistent CS GMs, the movements improved. At 14 weeks postterm age, the age specific GM pattern, fidgety movements, were normal in three infants, one infant had abnormal fidgety movements. At preschool age, all participants had a normal neurodevelopmental outcome. This report on four cases demonstrates that mimicking normal and variable GM sequences might have a positive cascading effect on neurodevelopment. The results need to be interpreted with caution and replication studies on larger samples are warranted. Nonetheless, this innovative approach may represent a first step into a new intervention strategy.
|
|
| 7. |
|
|
| 8. |
|
|
