Children with intellectual and developmental disabilities and extensive support needs (ESN) face a high risk of experiencing traumatic events, which may lead to a myriad of negative mental and physical health and educational outcomes. Identifying symptoms and treating trauma, however, are challenging due to communication difficulties, vague or…

Background: Children and young people (CYP) with severe or profound and multiple learning disabilities are more likely to experience difficulties engaging for long periods. Finding ways to facilitate their engagement is crucial in promoting their social and emotional development and their mental well-being, particularly as they are more vulnerable…

Background: Families of parents with intellectual disabilities still face discrimination, stigma and inadequate support, placing them in vulnerable positions. Social assistive robotics offers promising support. This study investigates the possible impact of social assistive robotics on family quality of life (FQoL). Method: An inclusive, iterative…

Background: Motor competence is the ability to perform goal directed human movements in a co-ordinated, accurate and error free manner. The aim of this study was to compare the accuracy of coaches' perceptions of children's motor competence with their actual motor competence. Method: This study examined the motor competence of children with…

Despite a high rate of concurrent mathematical difficulties among children with dyslexia, we still have limited information regarding the prevalence and severity of mathematical deficits in this population. To address this gap, we developed a comprehensive battery of cognitive tests, known as the UCSF Mathematical Cognition Battery (MCB), with the…

Cross-lagged panel designs were used to examine longitudinal and potential (bi)directional relationships between primary caregiver reported sibling relationship quality and the behaviors of children with intellectual disability (n = 297) and their closest in age siblings. The behavioral and emotional problems of the child with intellectual…

Introduction: This paper aims to identify to what extent staff training interventions are successful in enhancing the development of communication skills in people with profound intellectual and multiple disabilities. Methods: A systematic review was undertaken, conforming to PRISMA guidelines. English language, peer reviewed, empirical studies of…

Historically, research exploring the literacy experiences of learners with intellectual and developmental disabilities (IDD) has prioritized systematic, multicomponent instruction that emphasizes the development of traditional reading and writing skills. However, this approach may inadvertently facilitate literacy gatekeeping and limit…

Several studies have demonstrated balance impairments in children with developmental coordination disorder (DCD). However, a recent meta-analysis reports that none of the existing studies investigated the entire construct of balance across the same postural task. It is unclear whether anticipatory postural adjustments before voluntary unperturbed…

Objective: People with intellectual disabilities have historically often been excluded from cognitive based therapies, due to their cognitive deficits. However, adults with intellectual disabilities have been found to have the core cognitive abilities necessary to engage in Cognitive Behaviour Therapy. Despite this emerging evidence, the capacity…

Parenting styles and practices are crucial in promoting the self-determination of children. The purpose of the current study was to investigate the role of parenting styles and practices in enhancing the self-determination of children with/without intellectual and developmental disabilities (IDD). The present study was carried out with a sample of…

The Picture Exchange Communication System (PECS) is a popular augmentative and alternative communication intervention for individuals with developmental disabilities that includes six, sequential phases of instruction. We systematically reviewed published and unpublished single-case PECS studies for details about the percentage of participants…

Labeling of gifted pupils can negatively affect the life path of gifted individuals. The study explores whether and how a teacher can label gifted pupils when applying educational strategies based on internal differentiation. We focused on formally identified intellectually gifted pupils (age 7-12) educated in (mainstream) elementary schools in…

The current study examines the efficacy of an 8-week pretend play intervention targeting social-cognitive abilities in children with Prader-Willi syndrome (PWS), ages 6-9. PWS is a rare disorder associated with various social, emotional, and cognitive challenges linked to pretend play impairments, and for which interventions are sparse. Nineteen…

Procedural learning difficulties are commonly reported in children with developmental coordination disorder (DCD), yet the neural basis of this impairment remains unclear. This study addressed this gap by examining the correlation between cortical oscillatory activity and procedural learning of a sequence of finger movements in children with and…