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Children with Developmental Language Disorder (DLD) experience difficulties with learning and understanding new vocabulary. There is evidence that morphological awareness training can help support word learning by acting as a ‘gateway’ to language (Bratlie et al., 2022), encouraging children to break down the smallest units of meaning (e.g. bases, prefixes and suffixes) and helping them make connections between related words (e.g. reunite, reorder, retell). One way of highlighting this aspect of morphology is to use a multimodal approach, incorporating signing alongside speech when introducing new affixes. The rationale for this is to support children’s comprehension by ‘conveying English on the hands’ (Neilson et al., 2010), whilst strengthening new memories and facilitating word-finding by simultaneously providing both spoken and signed stimuli (Emmorey, Petrich, & Gollan, 2012; Paivio, 2010). There are limited empirical studies investigating the effects of signing on vocabulary instruction for children with DLD. Evidence suggests that iconic signs, e.g. those with a visible resemblance to their referent, can aid learning of novel nouns for this clinical group (van Berkel-van Hoof et al., 2019). However, existing research has not yet focused on derivational morphology to establish whether augmentative signing of prefixes can support students’ knowledge and understanding of words over and above a programme of morphological awareness training alone.

The purpose of this project is to advance the knowledge of how to reduce gender bias in children by proposing coeducational intervention strategies based on theoretical and empirical knowledge of the social psychology of gender and intergroup relations (see also osf.io/jskgp and osf.io/yjhdw). Specifically, we evaluate the impact of an intervention based on counter-stereotypic narratives in which the main character is male or female for the reduction of gender stereotypes in primary school students. Furthermore, through in-depth debates, we seek to promote the notion of social justice to reduce gender stereotypes in primary school students.

The purpose of this project is to advance the knowledge of how to reduce gender bias in children by proposing coeducational intervention strategies based on theoretical and empirical knowledge of the social psychology of gender and intergroup relations (see also osf.io/jskgp and osf.io/yjhdw). Specifically, we evaluate the impact of an intervention based on counter-stereotypic narratives in which the main character is male or female for the reduction of gender stereotypes in primary school students. Furthermore, through in-depth debates, we seek to promote the notion of social justice to reduce gender stereotypes in primary school students.

The primary purpose of this study was to demonstrate the efficacy of the blending portion of the Promoting Awareness of Sounds in Speech (PASS) program, a comprehensive and explicit phonological awareness intervention curriculum designed for preschool children with speech and language impairments. A secondary purpose was to examine the effects of stimulus characteristics on responsiveness to the phonological awareness intervention via post-hoc analysis. A single-subject design was used to examine treatment effects among children with varying levels of communicative abilities. The PASS blending module was implemented with 11 children with speech and/or language impairments, following the establishment of a stable pretreatment baseline on a series of phonological awareness probes. After instruction, the children demonstrated substantial improvement in their blending ability, which appeared to be attributable to the intervention rather than environmental or maturational factors. These findings suggest that PASS blending training was an effective approach to phonological awareness instruction for the preschoolers with disabilities in our sample. Additionally, word frequency and neighborhood density were found to influence performance on some phonological awareness tasks. Specifically, children correctly blended high-frequency words more than low-frequency words, but they correctly blended words from lower-density neighborhoods more than words from higher-density neighborhoods. Findings are discussed with respect to predictions of the lexical restructuring hypothesis. (Contains 2 tables and 8 figures.)

The primary purpose of this study was to demonstrate the efficacy of the blending portion of the Promoting Awareness of Sounds in Speech (PASS) program, a comprehensive and explicit phonological awareness intervention curriculum designed for preschool children with speech and language impairments. A secondary purpose was to examine the effects of stimulus characteristics on responsiveness to the phonological awareness intervention via post-hoc analysis. A single-subject design was used to examine treatment effects among children with varying levels of communicative abilities. The PASS blending module was implemented with 11 children with speech and/or language impairments, following the establishment of a stable pretreatment baseline on a series of phonological awareness probes. After instruction, the children demonstrated substantial improvement in their blending ability, which appeared to be attributable to the intervention rather than environmental or maturational factors. These findings suggest that PASS blending training was an effective approach to phonological awareness instruction for the preschoolers with disabilities in our sample. Additionally, word frequency and neighborhood density were found to influence performance on some phonological awareness tasks. Specifically, children correctly blended high-frequency words more than low-frequency words, but they correctly blended words from lower-density neighborhoods more than words from higher-density neighborhoods. Findings are discussed with respect to predictions of the lexical restructuring hypothesis. (Contains 2 tables and 8 figures.)

The primary purpose of this study was to demonstrate the efficacy of the blending portion of the Promoting Awareness of Sounds in Speech (PASS) program, a comprehensive and explicit phonological awareness intervention curriculum designed for preschool children with speech and language impairments. A secondary purpose was to examine the effects of stimulus characteristics on responsiveness to the phonological awareness intervention via post-hoc analysis. A single-subject design was used to examine treatment effects among children with varying levels of communicative abilities. The PASS blending module was implemented with 11 children with speech and/or language impairments, following the establishment of a stable pretreatment baseline on a series of phonological awareness probes. After instruction, the children demonstrated substantial improvement in their blending ability, which appeared to be attributable to the intervention rather than environmental or maturational factors. These findings suggest that PASS blending training was an effective approach to phonological awareness instruction for the preschoolers with disabilities in our sample. Additionally, word frequency and neighborhood density were found to influence performance on some phonological awareness tasks. Specifically, children correctly blended high-frequency words more than low-frequency words, but they correctly blended words from lower-density neighborhoods more than words from higher-density neighborhoods. Findings are discussed with respect to predictions of the lexical restructuring hypothesis. (Contains 2 tables and 8 figures.)

The primary purpose of this study was to demonstrate the efficacy of the blending portion of the Promoting Awareness of Sounds in Speech (PASS) program, a comprehensive and explicit phonological awareness intervention curriculum designed for preschool children with speech and language impairments. A secondary purpose was to examine the effects of stimulus characteristics on responsiveness to the phonological awareness intervention via post-hoc analysis. A single-subject design was used to examine treatment effects among children with varying levels of communicative abilities. The PASS blending module was implemented with 11 children with speech and/or language impairments, following the establishment of a stable pretreatment baseline on a series of phonological awareness probes. After instruction, the children demonstrated substantial improvement in their blending ability, which appeared to be attributable to the intervention rather than environmental or maturational factors. These findings suggest that PASS blending training was an effective approach to phonological awareness instruction for the preschoolers with disabilities in our sample. Additionally, word frequency and neighborhood density were found to influence performance on some phonological awareness tasks. Specifically, children correctly blended high-frequency words more than low-frequency words, but they correctly blended words from lower-density neighborhoods more than words from higher-density neighborhoods. Findings are discussed with respect to predictions of the lexical restructuring hypothesis. (Contains 2 tables and 8 figures.)

The primary purpose of this study was to demonstrate the efficacy of the blending portion of the Promoting Awareness of Sounds in Speech (PASS) program, a comprehensive and explicit phonological awareness intervention curriculum designed for preschool children with speech and language impairments. A secondary purpose was to examine the effects of stimulus characteristics on responsiveness to the phonological awareness intervention via post-hoc analysis. A single-subject design was used to examine treatment effects among children with varying levels of communicative abilities. The PASS blending module was implemented with 11 children with speech and/or language impairments, following the establishment of a stable pretreatment baseline on a series of phonological awareness probes. After instruction, the children demonstrated substantial improvement in their blending ability, which appeared to be attributable to the intervention rather than environmental or maturational factors. These findings suggest that PASS blending training was an effective approach to phonological awareness instruction for the preschoolers with disabilities in our sample. Additionally, word frequency and neighborhood density were found to influence performance on some phonological awareness tasks. Specifically, children correctly blended high-frequency words more than low-frequency words, but they correctly blended words from lower-density neighborhoods more than words from higher-density neighborhoods. Findings are discussed with respect to predictions of the lexical restructuring hypothesis. (Contains 2 tables and 8 figures.)

Restricted repetitive behaviors (RRBs), as one of the three core features of autism spectrum disorder (ASD), significantly impact autistic children’s knowledge acquisition, skill development, and quality of life. In recent years, physical activity interventions—characterized primarily by exercise-based approaches—have garnered widespread attention for their effects on RRBs in children with ASD, with accumulating evidence supporting their efficacy. Following the PRISMA guidelines, this study conducted a systematic review based on predefined inclusion and exclusion criteria, analyzing relevant literature on physical activity interventions targeting RRBs in autistic children retrieved from the Web of Science, EBSCO, PubMed, ProQuest, and China National Knowledge Infrastructure (CNKI) databases. The search period spanned from January 2005 to July 2025. The Mixed Methods Appraisal Tool (MMAT) was employed to assess the quality of included studies. The analysis focused on seven dimensions: study population, research design, intervention setting, duration, intensity, methods, and outcomes. This comprehensive overview aims to elucidate the current research status and characteristics, thereby providing insights and guidance for future practice and investigation in this field.

Restricted repetitive behaviors (RRBs), as one of the three core features of autism spectrum disorder (ASD), significantly impact autistic children’s knowledge acquisition, skill development, and quality of life. In recent years, physical activity interventions—characterized primarily by exercise-based approaches—have garnered widespread attention for their effects on RRBs in children with ASD, with accumulating evidence supporting their efficacy. Following the PRISMA guidelines, this study conducted a systematic review based on predefined inclusion and exclusion criteria, analyzing relevant literature on physical activity interventions targeting RRBs in autistic children retrieved from the Web of Science, EBSCO, PubMed, ProQuest, and China National Knowledge Infrastructure (CNKI) databases. The search period spanned from January 2005 to July 2025. The Mixed Methods Appraisal Tool (MMAT) was employed to assess the quality of included studies. The analysis focused on seven dimensions: study population, research design, intervention setting, duration, intensity, methods, and outcomes. This comprehensive overview aims to elucidate the current research status and characteristics, thereby providing insights and guidance for future practice and investigation in this field.

In the Netherlands, a diagnosis of Developmental Language Disorder (DLD) is based on specific criteria, including persistent and severe language problems. Although reading difficulties are highly prevalent within this group, children with DLD often do not receive specialized treatment for additional reading disorders. Previously, children with DLD and dyslexia were excluded from receiving a diagnosis and reimbursed treatment for dyslexia. A new healthcare protocol (Protocol Dyslexie Diagnostiek en Behandeling 3.0) implemented in 2022 allows children with DLD to be referred for dyslexia diagnosis and treatment. This change raises questions regarding the effectiveness of treatment for children with DLD and dyslexia and the challenges of service delivery. This study aims to provide insights into the effectiveness and optimal delivery of treatment for reading disorders in children with DLD and dyslexia, reducing the risk of educational and socio-economic exclusion and improving their quality of life.

Some parents of children living with a visible difference can experience heightened stress due to the associated challenges of this. Parent’s views of the child’s visible difference and their responses to the child are important. Mindful parenting approaches have been found to reduce stress or distress for parents of children with disabilities, physical health problems and skin conditions. This study will be completed with a small number of participants (between 6-12). Participants will be parents or carers of a child living with a visible difference, who are experiencing stress. Parents or carers will complete an online mindful parenting intervention (called Two Hearts) including video content, audio files and a workbook, over six weeks. Over the twelve-week study period participants will also provide the following information which will be compared over time: - Complete four group support sessions during the intervention via videoconferencing - Complete questionnaires at four timepoints - Provide information about their use of the intervention materials and home practice weekly - Answer two questions daily via text message We hope to learn about the initial effects of the mindful parenting programme for parents of children living with a visible difference. We also hope to learn whether parents find completing an online programme possible and practical. Finally, we hope to learn what parents’ views are on online programme and whether this type of intervention in online format would be helpful for other parents.

Some parents of children living with a visible difference can experience heightened stress due to the associated challenges of this. Parent’s views of the child’s visible difference and their responses to the child are important. Mindful parenting approaches have been found to reduce stress or distress for parents of children with disabilities, physical health problems and skin conditions. This study will be completed with a small number of participants (between 6-12). Participants will be parents or carers of a child living with a visible difference, who are experiencing stress. Parents or carers will complete an online mindful parenting intervention (called Two Hearts) including video content, audio files and a workbook, over six weeks. Over the twelve-week study period participants will also provide the following information which will be compared over time: - Complete four group support sessions during the intervention via videoconferencing - Complete questionnaires at four timepoints - Provide information about their use of the intervention materials and home practice weekly - Answer two questions daily via text message We hope to learn about the initial effects of the mindful parenting programme for parents of children living with a visible difference. We also hope to learn whether parents find completing an online programme possible and practical. Finally, we hope to learn what parents’ views are on online programme and whether this type of intervention in online format would be helpful for other parents.

Some parents of children living with a visible difference can experience heightened stress due to the associated challenges of this. Parent’s views of the child’s visible difference and their responses to the child are important. Mindful parenting approaches have been found to reduce stress or distress for parents of children with disabilities, physical health problems and skin conditions. This study will be completed with a small number of participants (between 6-12). Participants will be parents or carers of a child living with a visible difference, who are experiencing stress. Parents or carers will complete an online mindful parenting intervention (called Two Hearts) including video content, audio files and a workbook, over six weeks. Over the twelve-week study period participants will also provide the following information which will be compared over time: - Complete four group support sessions during the intervention via videoconferencing - Complete questionnaires at four timepoints - Provide information about their use of the intervention materials and home practice weekly - Answer two questions daily via text message We hope to learn about the initial effects of the mindful parenting programme for parents of children living with a visible difference. We also hope to learn whether parents find completing an online programme possible and practical. Finally, we hope to learn what parents’ views are on online programme and whether this type of intervention in online format would be helpful for other parents.

Some parents of children living with a visible difference can experience heightened stress due to the associated challenges of this. Parent’s views of the child’s visible difference and their responses to the child are important. Mindful parenting approaches have been found to reduce stress or distress for parents of children with disabilities, physical health problems and skin conditions. This study will be completed with a small number of participants (between 6-12). Participants will be parents or carers of a child living with a visible difference, who are experiencing stress. Parents or carers will complete an online mindful parenting intervention (called Two Hearts) including video content, audio files and a workbook, over six weeks. Over the twelve-week study period participants will also provide the following information which will be compared over time: - Complete four group support sessions during the intervention via videoconferencing - Complete questionnaires at four timepoints - Provide information about their use of the intervention materials and home practice weekly - Answer two questions daily via text message We hope to learn about the initial effects of the mindful parenting programme for parents of children living with a visible difference. We also hope to learn whether parents find completing an online programme possible and practical. Finally, we hope to learn what parents’ views are on online programme and whether this type of intervention in online format would be helpful for other parents.

Some parents of children living with a visible difference can experience heightened stress due to the associated challenges of this. Parent’s views of the child’s visible difference and their responses to the child are important. Mindful parenting approaches have been found to reduce stress or distress for parents of children with disabilities, physical health problems and skin conditions. This study will be completed with a small number of participants (between 6-12). Participants will be parents or carers of a child living with a visible difference, who are experiencing stress. Parents or carers will complete an online mindful parenting intervention (called Two Hearts) including video content, audio files and a workbook, over six weeks. Over the twelve-week study period participants will also provide the following information which will be compared over time: - Complete four group support sessions during the intervention via videoconferencing - Complete questionnaires at four timepoints - Provide information about their use of the intervention materials and home practice weekly - Answer two questions daily via text message We hope to learn about the initial effects of the mindful parenting programme for parents of children living with a visible difference. We also hope to learn whether parents find completing an online programme possible and practical. Finally, we hope to learn what parents’ views are on online programme and whether this type of intervention in online format would be helpful for other parents.

Aim: The main objective of this study was to examine the effectiveness of Behavioral Intervention with fine motor training on behavioral problems and learning disabilities in children with writing difficulties (dysgraphia). Materials and Methods: Those school going children who were average IQ, low academic performance and scored less than 50 on diagnostic test of learning disability (DTLD) and less than 5 on Eye-hand Coordination (EHC) subtest of DTLD were identified as subjects with writing difficulties. Subjects were also rated by teachers on behavioural problem checklist in pre-post condition. Seventy children with dysgraphia taken for intervention from the age group of 8-11 years (out of these 14 were dropouts). The quasi-experimental design was used. Hence, 28 subjects were part of the experimental group and the rest of the subjects were included in the placebo group. Three-month intervention (behavioural intervention with fine motor training) with 2 sessions per week was given to the experimental group through group and individual sessions. Placebo group were only involved in daily routine activities. After the intervention, all measurements were again administered. SPSS 16 V. was used for statistical analysis. Results: The results in eye-hand coordination (Wilcoxon W=28.000;Z=-4.059;p=.000) and diagnostic test of learning disability total score (F=4.656, p=.035) show a significant increase on post-intervention for the experimental group. The results in behavioural problems show a significant decrease in post-intervention for the experimental group (F=40.179; p=.000). Conclusions: Behavioral intervention with activity-based fine motor training to be useful in the classroom. The research empirically proves that activity had a positive effect in enhancing the EHC and overall psychological health with reducing behavioural problems in Children with writing difficulties. Key Words: Learning disability, Intelligence, Behavioral Problem, Behavioral Intervention, Fine Motor Training

This article is from Trials , volume 15 . Abstract Background: Drooling saliva is a common problem in children with neurodevelopmental disorders. The negative consequences of drooling include skin breakdown, dehydration, and damage to clothing and equipment. Children and families often suffer social embarrassment due to drooling. There is no evidence about the relative effectiveness, side effect profiles or patient acceptability of the two medications most commonly used to reduce drooling - glycopyrronium and hyoscine. Consequently, there is no consensus or guideline to aid clinical decisions about which drug to use, and at what dose. Methods/design: A multi-centre, randomised trial of treatment with glycopyrronium or hyoscine in children with problematic drooling and non-progressive neurodisability. Ninety children aged between 3 and 15 years who have never received medication for drooling will be stratified by severity of drooling and care centre. Randomisation to receive treatment with glycopyrronium or hyoscine will be computer generated from the trial randomisation website. Dose adjustment and side effect monitoring will occur via telephone consultation. Medication arm will be known to participants and clinicians but not the Trial Outcome Assessor.The primary outcome measure is the Drooling Impact Scale score at four weeks, at which time all children will be on the maximum tolerated dose of their medication. Secondary outcome measures include change in Drooling Impact Scale score between baseline, 4, 12 and 52 weeks, change in Drooling Severity and Frequency Scale score and difference between groups in the Treatment Satisfaction Questionnaire for Medication score. A structured interview with children and young people of sufficient age, cognitive and communication ability will explore their perceptions of drooling and the effectiveness and acceptability of the medications. Discussion: The primary objective of the study is to identify whether glycopyrronium or hyoscine is more effective in treating drooling in children with non-progressive neurodisability. The study will also determine which medications at what doses are most acceptable and have fewest side effects. This information will be used to develop evidence based guidance to inform the medical treatment of drooling. DRI trial registration: Current Controlled Trials: ISRCTN75287237.EUDRACT: 2013-000863-94.Medicines and Healthcare products Regulatory Agency (MHRA): 17136/0264/001-0003.

This article is from Trials , volume 15 . Abstract Background: Drooling saliva is a common problem in children with neurodevelopmental disorders. The negative consequences of drooling include skin breakdown, dehydration, and damage to clothing and equipment. Children and families often suffer social embarrassment due to drooling. There is no evidence about the relative effectiveness, side effect profiles or patient acceptability of the two medications most commonly used to reduce drooling - glycopyrronium and hyoscine. Consequently, there is no consensus or guideline to aid clinical decisions about which drug to use, and at what dose. Methods/design: A multi-centre, randomised trial of treatment with glycopyrronium or hyoscine in children with problematic drooling and non-progressive neurodisability. Ninety children aged between 3 and 15 years who have never received medication for drooling will be stratified by severity of drooling and care centre. Randomisation to receive treatment with glycopyrronium or hyoscine will be computer generated from the trial randomisation website. Dose adjustment and side effect monitoring will occur via telephone consultation. Medication arm will be known to participants and clinicians but not the Trial Outcome Assessor.The primary outcome measure is the Drooling Impact Scale score at four weeks, at which time all children will be on the maximum tolerated dose of their medication. Secondary outcome measures include change in Drooling Impact Scale score between baseline, 4, 12 and 52 weeks, change in Drooling Severity and Frequency Scale score and difference between groups in the Treatment Satisfaction Questionnaire for Medication score. A structured interview with children and young people of sufficient age, cognitive and communication ability will explore their perceptions of drooling and the effectiveness and acceptability of the medications. Discussion: The primary objective of the study is to identify whether glycopyrronium or hyoscine is more effective in treating drooling in children with non-progressive neurodisability. The study will also determine which medications at what doses are most acceptable and have fewest side effects. This information will be used to develop evidence based guidance to inform the medical treatment of drooling. DRI trial registration: Current Controlled Trials: ISRCTN75287237.EUDRACT: 2013-000863-94.Medicines and Healthcare products Regulatory Agency (MHRA): 17136/0264/001-0003.

This article is from Journal of Medical Internet Research , volume 16 . Abstract Background: Childhood eczema, or childhood atopic dermatitis, causes significant distress to children and their families through sleep disturbance and itch. The main cause of treatment failure is nonuse of prescribed treatments. Objective: The objective of this study was to develop and test a Web-based intervention to support families of children with eczema, and to explore whether support from a health care professional (HCP) is necessary to engage participants with the intervention. Methods: We followed the PRECEDE-PROCEED model: regular emollient use was the target behavior we were seeking to promote and we identified potential techniques to influence this. LifeGuide software was used to write the intervention website. Carers of children with eczema were invited through primary care mail-out and randomized to 3 groups: (1) website only, (2) website plus HCP support, or (3) usual care. Patient-Oriented Eczema Measure (POEM) scores were measured online by carer report at baseline and at 12 weeks. Qualitative interviews were carried out with 13 HCPs (primarily practice nurses) and 26 participants to explore their experiences of taking part in the study. Results: A total of 143 carers were recruited through 31 practices. We found a decrease of ≥2 in follow-up compared with baseline POEM score in 23 of 42 (55%) participants in the website only group, 16 of 49 (33%) in the usual care group, and 18 of 47 (38%) in the website plus HCP group. Website use data showed that 75 of 93 (81%) participants allocated to the website groups completed the core modules, but less than half used other key components (videos: 35%; regular text reminders: 39%). There were no consistent differences in website use between the website only or the website plus HCP groups. Qualitative feedback showed that most HCPs had initial concerns about providing support for eczema self-care because this was not a condition that they felt expert in. However, HCPs reported productive consultations and that they found it helpful to use the website in consultations, while observing that some participants seemed to need more support than others. Qualitative interviews with participants suggested that HCP support was valued highly only by a minority, generally those who were less confident in their management of eczema or less confident using the Internet. Conclusions: Our pilot trial demonstrated the potential for greater improvements in POEM scores in both website intervention groups and that a full-scale trial is feasible. Such a trial would quantify the effectiveness and cost-effectiveness of this intervention to determine whether it should be widely promoted to families of children with newly diagnosed eczema. In this study population, HCP support was not strongly valued by participants and did not lead to better outcomes or website use than use of the Web-based intervention alone. Trial Registration: International Standard Randomized Controlled Trial Number (ISRCTN): 98560867; http://www.controlled-trials.com/ISRCTN98560867 (Archived by WebCite at http://www.webcitation.org/6NcxvMtgN).

A qualitative case study design was used to investigate the ways in which two early interventionists supported emergent literacy development for infants and toddlers with visual impairment. Three themes are addressed: (1) the importance of a family-centered approach in addressing emergent literacy in early intervention; (2) the role of the early interventionist in language and concept development; and (3) the need to focus on the senses as they relate to literacy. The findings provide practical insights into the role of the early interventionist in supporting early literacy development.

Includes index

Includes index

Includes index

Designed to increase awareness and understanding about interveners and their role in the field of deafblindness, this paper describes the work of interveners in early intervention and educational settings provided under the Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP) for children and youth who are deafblind, birth through 21 years of age. It begins by explaining the process of intervention. The needs of children and youth who are deafblind are then discussed in the areas of access to environmental information, communication, and social and emotional well-being. The primary role of the intervener is explained as facilitating the access of environmental information usually gained through vision and hearing, facilitating the development and/or use of receptive and expressive communication skills by the individual who is deafblind, and developing and maintaining a trusting, interactive relationship that can promote social and emotional well-being. Specific strategies are listed for accomplishing each of these goals, and recommendations for IFSP and IEP program planning tips are provided. Intervener training, supervision and support are also addressed. The paper closes with answers to frequently asked questions concerning the role of the intervener. (CR)

Effects of family-oriented early intervention on the home environment were explored in a 6-month study of 23 handicapped children (ages birth to 5) and their families, who participated as members of an experimental or control group. The Home Observation for Measurement of the Environment (HOME) Inventory was administered to evaluate differences in home environment variables before and after systematic family-oriented intervention. Intervention provided to the experimental group included transdisciplinary assessment and development of an individualized education program (IEP); free-play observation of parent and child; assessment of family needs and development of an individualized family plan; sessions with a family therapist; and optional participation in parent and sibling groups. Families carried out play and learning activities at home between weekly intervention visits. As measured by HOME Inventory, maternal involvement, availability of play materials, and overall home environment ratings significantly increased for the experimental group. Scores for the comparison group did not change over the 6-month period. (Author/JW)

The topic of early intervention for autism is widely researched and discussed within the literature. The application of applied behavioral analysis (ABA) continues to be an important topic. Due to the extensive amount of research on behavioral treatments for autism, and its widespread practice, the focus of this paper will be based upon treatment of autism using learning theory and behavioral principles. Specifically, the work of Lovaas will be reviewed followed by a brief examination of replication and follow-up studies. The efficacy of ABA style treatment programs will be reviewed along with methodological concerns that impact on the validity of treatment results.

Autism spectrum disorders (ASD; autism) are a group of early-onset pervasive developmental disorders characterized by impairments in social interaction and communication and a restricted repertoire of activity and interests . In recent years, the incidence of autism has been on the rise. According to the latest report released by the US Centers for Disease Control and Prevention (CDC) in 2023, the incidence of autism spectrum disorders in 8-year-old children in the United States is 1 in 36, which is higher than the 1 in 44 reported by the same institution in 2021. The results of an epidemiological survey in China show that the national prevalence of autism spectrum disorders is 0.70% . At present, there are more than 13 million people with autism in China. Autism has become a neurodevelopmental disorder that cannot be ignored worldwide. In October 2014, the National Center for Professional Development in ASD in the United States published the “Report on Scientifically Based Intervention Methods for Children, Adolescents and Young Adults with Autism,” which proposed methods such as Exercise (movement method) and pointed out that strengthening physical education can help some children reduce problem behaviors or increase appropriate behaviors, alleviate the symptoms of children with ASD, and ultimately achieve the goal of enhancing the motor ability of children with ASD and improving the brain development of children with ASD . Although exercise intervention has not been used as a routine intervention for children with ASD in the field of psychological research, over the years, a large number of studies from kinesiology, physiology and neuroscience have confirmed that exercise intervention is an easily controlled, easy to implement, low-cost and effective intervention method.

1. Research Purpose The primary purpose of this meta - analysis is to systematically evaluate the impact of game - based interventions on alleviating anxiety in children diagnosed with cancer. Cancer diagnosis and treatment in childhood are accompanied by significant physical and psychological stress, with anxiety being a prevalent and distressing symptom. Game - based interventions, which can range from physical play activities to virtual gaming experiences, have been proposed as a non - pharmacological approach to reduce anxiety. However, the existing evidence from individual studies is fragmented and inconsistent. By conducting this meta - analysis, we aim to: Synthesize the results of relevant randomized controlled trials (RCTs) and quasi - RCTs to determine the overall effectiveness of game - based interventions in reducing anxiety levels in children with cancer. Explore potential moderating factors that may influence the effectiveness of these interventions, such as the type of cancer (e.g., leukemia, lymphoma, solid tumors), the age and gender of the children, the specific nature of the game - based intervention (e.g., interactive games, role - playing games), and the duration and frequency of the intervention. Provide evidence - based recommendations for healthcare providers, parents, and policymakers regarding the implementation of game - based interventions as a supportive care strategy for pediatric cancer patients. 2. Expected Outcomes 2.1 Overall Effectiveness We expect to find that game - based interventions have a significant and clinically meaningful effect on reducing anxiety in children with cancer. By pooling data from multiple studies, we anticipate that the meta - analysis will show a reduction in anxiety scores, as measured by validated psychological scales such as the Revised Children's Manifest Anxiety Scale (RCMAS), State - Trait Anxiety Inventory for Children (STAIC), or Hospital Anxiety and Depression Scale (HADS) - Anxiety Subscale. This would suggest that game - based interventions can be a valuable addition to the existing supportive care measures for pediatric cancer patients. 2.2 Identification of Moderating Factors We also expect to identify specific moderating factors that influence the effectiveness of game - based interventions. For example, younger children may respond more favorably to certain types of games, such as simple, interactive physical games, compared to older children who might benefit more from complex, virtual reality - based games. Additionally, different cancer types may be associated with varying levels of anxiety, and game - based interventions may have differential effects depending on the cancer type. Understanding these moderating factors will help in tailoring game - based interventions to the specific needs of different subgroups of children with cancer. 2.3 Implications for Practice Based on the findings of this meta - analysis, we expect to provide evidence - based guidelines for healthcare providers. These guidelines could include recommendations on the most appropriate types of game - based interventions, the optimal duration and frequency of these interventions, and how to integrate them into the existing treatment plans for pediatric cancer patients. For parents, the results could offer practical suggestions on how to use games to support their children's emotional well - being during cancer treatment. At the policy level, the meta - analysis may contribute to the development of more comprehensive supportive care policies for children with cancer, emphasizing the importance of non - pharmacological interventions like game - based approaches.

This is a randomized controlled study with the aim to investigate how reading ability in Swedish children is affected by an 8 week morphological training intervention in grade 2 Research questions 1) How does morphological training, administered with an app on tablets, affect reading fluency (words and nonwords) for children in grade 2 learning to read in Swedish, compared to reading fiction on tablets for the same amount of time? 2) Do subgroups of children in grade 2 (children with typical reading development, and children with reading difficulties) benefit differently from morphological training compared to reading fiction? 3) How does morphological training affect reading comprehension in: a) children with reading difficulties learning to read in Swedish b) children with typical reading development learning to read in Swedish?

scoping review

Existing research has found that parents and carers of children with a wide range of appearance-affecting conditions and injuries (otherwise known as visible differences) can experience similar psychosocial challenges (e.g., Heath et al., 2018; Stock et al 2020; Thornton et al., 2021). To address a gap in evidence-base cross-condition psychosocial support for parents and carers of children with a visible difference, a self-guided psychosocial intervention was developed entitled ‘The Parenting Toolkit’. This evidence-based intervention, aimed at promoting psychosocial adjustment in parents of children with a visible difference, is informed by the doctoral work of the lead author (Thornton et al., 2022). ‘The Parenting Toolkit’ is a self-guided e-workbook based on the therapeutic model of Acceptance and Commitment Therapy (ACT). The intervention materials contain two sections of content. Section one is focussed on communicating several of the core concepts of ACT: 1) cognitive defusion, 2) experiential acceptance, 3) contact with the present moment, 4) values, and 5) committed action. Section one provides educational content about these concepts and introduces parents to skills which can help them to manage difficult thoughts and feelings. Section two provides practical advice and guidance about topics found to be important in parental adjustment in the existing research (e.g., Hlongwa & Rispel, 2018; Stock et al., 2020; Thornton et al., 2021; Zelihic et al., 2021). This includes content relating to parent-child communication, other people’s reactions, teasing and bullying, attending health professional appointments, and accessing social support. ‘The Parenting Toolkit’ has undergone a rigorous iterative development process, consistent with a Participatory Action Research (PAR) approach (Baum et al., 2006). Clinical advisors and parent user representatives worked alongside the lead author to develop and refine the content and format of the intervention materials. ‘The Parenting Toolkit’ has also undergone acceptability and feasibility testing based on the Theoretical Framework of Acceptability (Sekhon et al., 2017). Twenty-two parents of children with a range of appearance-affecting conditions and injuries reviewed ‘The Parenting Toolkit’ and responded to an online survey (Thornton et al., in prep). In their responses, parents indicated that the content of the intervention materials was relevant to them and that they identified with the topics. They also highlighted that the presentation and layout of the materials was clear and accessible. Many parents reported that their overall experience with ‘The Parenting Toolkit’ was “Very good” (64%), and others rated their experiences as “Good” (32%). Additionally, 78% parents stated that they would be “Very likely” to recommend ‘The Parenting Toolkit’ to other parents of children with an appearance-affecting condition or injury. Professionals from the Appearance Collective charities who support children with visible differences and their families (e.g., Children’s Burns Trust) provided positive feedback on the content and format of ‘The Parenting Toolkit’. To assess the effectiveness of ‘The Parenting Toolkit’ a mixed-methods evaluation will be conducted with parents and carers of children with a visible difference of any sort. This study aims to: • Assess the feasibility of an ACT-based e-book intervention for parents and carers of children with a visible difference • Assess the effectiveness of an ACT-based e-book intervention for parents and carers of children with a visible difference • Explore the experiences of using an ACT-based e-book intervention for parents and carers of children with a visible difference.

The humor intervention is the key concept under study. It is intended to map the scientific evidence published in the pediatric context, highlighting the various techniques developed and the way in which they have been approached by the scientific community over time. Several studies will be analyzed, with a special focus on essays in the field of Nursing.

The humor intervention is the key concept under study. It is intended to map the scientific evidence published in the pediatric context, highlighting the various techniques developed and the way in which they have been approached by the scientific community over time. Several studies will be analyzed, with a special focus on essays in the field of Nursing.

The humor intervention is the key concept under study. It is intended to map the scientific evidence published in the pediatric context, highlighting the various techniques developed and the way in which they have been approached by the scientific community over time. Several studies will be analyzed, with a special focus on essays in the field of Nursing.

A study tested the long-term (end of Grade 1) effects of phonological skills treatment in kindergarten for children across a range of abilities. In Grade 1, 80 children from treatment and control classes participated in the study, along with 16 children in self-contained special education classes. In an earlier study with these same children, 6 kindergarten teachers in regular and special education classes were taught to conduct activities designed to stimulate their students' phonological manipulation skills such as blending and segmenting. Compared to controls, children with and without disabilities ended the year with significant treatment effects that transferred to measures of reading and writing. In the present study, for children without disabilities the early effects were no longer evident. Children from treated and control kindergartens gained in phonological, reading, and writing skills during Grade 1. For children with disabilities, the treatment continued to show significant effects on standardized measures of reading and writing, and on oral reading fluency and spelling. These long-term effects were found regardless of the setting (general or special education) in which children received kindergarten instruction. (Contains 3 tables of data and 38 references.) (Author/NKA)

The paper describes the rationale behind the Charlotte Circle Project, a program which is developing and implementing a social reciprocity curriculum for very young severely handicapped children and their parents. The normalization principle suggests that interventions be age appropriate and functional. For children younger than 3 years an age appropriate and functional intervention program would emphasize social reciprocity recognizing the fact that parent-child interactions are often interrupted and distorted because of such child characteristics as nonresponsiveness, inability to "take in," to feel comfort, atypical motor responses, and atypical daily living needs. The curriculum stresses the need of parents to feel competent about handling the young child, to feel effective in meeting the child's needs, to observe positive changes in return for their caregiving; and the need of the child to sustain the caregiver's attention, to communicate needs, and to develop satisfying relationships. The project's implementation strategies include an early intervention model that is both home-based and center-based and the establishment of individualized social reciprocity goals for both parent and child. (DB)

The purpose of this study is to investigate the use of visual stimuli as a part of language intervention with children with ASD. Specifically, this study aims to outline the indications for and patterns of use for each stimuli type as well as map the evidence as it relates to language level and ASD symptomatology.

The purpose of this review is to examine attrition reporting practices used in early interventions for children with autism spectrum disorders.

This project based on the ASD individual characteristics and information processing mechanism of empathy, to develop a set of social - emotional information processing process as the clue and the local social situation includes stories for the script, to social role playing of empathy training as the carrier, by the simulation to the incremental comprehensive intervention in reality training plan and training effectiveness evaluation, for patients with ASD provide systemic support into the society, return to the mainstream.

This project based on the ASD individual characteristics and information processing mechanism of empathy, to develop a set of social - emotional information processing process as the clue and the local social situation includes stories for the script, to social role playing of empathy training as the carrier, by the simulation to the incremental comprehensive intervention in reality training plan and training effectiveness evaluation, for patients with ASD provide systemic support into the society, return to the mainstream.

Realist review of behavioural interventions for Autistic children.

224 p. ; 25 cm

The aim of this scoping review is to explore and describe the breadth of practice of early intervention groups addressing multiple developmental domains to map all types of groups, including the intervention of interest, the two-part, parent and child and parent only group; to summarise these findings, identify common characteristics of intervention and identify and analyse knowledge gaps.

A school-based intervention study among rural-to-urban migrant youth

A school-based intervention study among rural-to-urban migrant youth

This article is from Frontiers in Pediatrics , volume 2 . Abstract Objective: This study aimed to evaluate circulating natriuretic peptides (NP) concentration in obese and non-obese children and adolescents with and without obstructive sleep apnea (OSA), and their levels following OSA treatment.Methods: Subjects with habitual snoring and symptoms suggestive of OSA were recruited. They underwent physical examination and overnight polysomnography (PSG). OSA was diagnosed if obstructive apnea–hypopnea index (OAHI) was ≥1/h. Fasting serum atrial natriuretic peptide (ANP) and brain natriuretic peptide (BNP) were taken after overnight PSG. The subjects were divided into obese, non-obese, with and without OSA groups for comparisons.Results: One hundred fourteen children (77 were boys) with a median [interquartile range (IQR)] age of 10.8 (8.3–12.7) years (range: 2.4–11.8 years) were recruited. Sixty-eight subjects were found to have OSA. NP levels did not differ between subjects with and without OSA in both obese and non-obese groups. Stepwise multiple linear regressions revealed that body mass index (BMI) z-score was the only independent factor associated with NP concentrations. Fifteen children with moderate-to-severe OSA (OAHI >5/h) underwent treatment and there were no significant changes in both ANP and BNP levels after intervention.Conclusion: Body mass index rather than OSA was the main determinant of NP levels in school-aged children and adolescents.

Children with Autism Spectrum Disorder (ASD) often have chronic insomnia. Based on the idea that a subset of children with ASD are in a hyper-aroused state, we developed a Tailored Behavioral Intervention (TAB) for insomnia that includes positive routines, a calming module (developed to decrease arousal levels) and faded bedtime protocol that would supplement the Standard Care (SC) established by the ATN: Sleep Tool Kit. The TAB developed for this study is novel and includes a detailed Calming Module with12 soothing and relaxing activities to choose from and Performance feedback procedures (PFP). Based on a child's arousal profile, 4-5 activities were tailored and incorporated into an evening routine, to decrease their arousal level and help them fall asleep. The purpose of this pilot study is to determine the feasibility of implementing a TAB and SC n=20 or SC only n=20 protocol for children with ASD and insomnia. We plan to evaluate the recruitment, randomization, retention, and implementation of these interventions by a multi-disciplinary team with parents of a child with ASD (2) complete a comparative cost analysis of the interventions, in terms of training and parent resources needed to teach the interventions, measure fidelity and collect data on the primary outcome, sleep, as measured by actigraphy.

The present study is a systematic review of studies on intervention programs designed to improve the socioemotional skills of children and adolescents with Prader-Willi Syndrome (PWS). The search was conducted in the Web of Science and Pubmed databases following the PRISMA guidelines.

The present study is a systematic review of studies on intervention programs designed to improve the socioemotional skills of children and adolescents with Prader-Willi Syndrome (PWS). The search was conducted in the Web of Science and Pubmed databases following the PRISMA guidelines.