Despite having the same underlying genetic etiology, individuals with the same syndromic form of intellectual developmental disability (IDD) show a large degree of interindividual differences in cognition and IQ. Research indicates that up to 80% of the variation in IQ scores among individuals with syndromic IDDs is attributable to nongenetic effects, including social-environmental factors. In this narrative review, we summarize evidence of the influence that factors related to economic stability (focused on due to its prevalence in existing literature) have on IQ in individuals with syndromic IDDs. We also highlight the pathways through which economic stability is hypothesized to impact cognitive development and drive individual differences in IQ among individuals with syndromic IDDs. We also identify broader social-environmental factors (e.g., social determinants of health) that warrant consideration in future research, but that have not yet been explored in syndromic IDDs. We conclude by making recommendations to address the urgent need for further research into other salient factors associated with heterogeneity in IQ. These recommendations ultimately may shape individual- and community-level interventions and may inform systems-level public policy efforts to promote the cognitive development of and improve the lived experiences of individuals with syndromic IDDs.

An area of interest presently is the lingering symptoms after COVID-19, i.e. post-COVID-19 syndrome (PCS). Specifics of diagnosis and management of PCS are emerging. However, vulnerable populations such as those with intellectual disabilities, who were disproportionately affected by the pandemic, risk being ‘left behind’ from these considerations.

Through the writings of Jean Vanier, this paper encourages Catholic theologians to examine critically their theological sources and their own rhetoric for the context of developmental disabilities. Specifically, this thought experiment is an invitation for the Catholic academy to consider how its theologies of charity can assist the church to reflect on its pastoral ministry to people with developmental disabilities. Some Catholic discourse is built on an assumed one-directional concept of charity that emphasizes the agency and gifts of the giver over the receiver. Such a one-sided model of hospitality tends to emphasize the giver as the person without developmental disabilities, whereas the person with disabilities is described as the receiver of hospitality; their own gifts and agency thereby are either unacknowledged or downplayed. This paper argues, instead, that Catholic theologies of charity, particularly regarding developmental disabilities, should be built on a mutuality that affirms each person's agency to be both a giver and a receiver of charity.

Parents of children with cognitive disabilities and professionals from specialized institutions both face a lack of adapted educative tools for these children. Dealing with this situation, one parent has set up a collaborative project to create digital tools based on the latest advances of the scientific research. Recent studies have shown the appetite of these children for digital supports, with increased motivation and attention with tablet support compared to classic support. Starting from this observation, a team of ABA psychologists, speech therapists, teachers and IT engineers has designed a multidisciplinary tool, which has been tested by parents and professionals from specialized institutions. We will present two projects, one that took place in institutions, the other that took place in schools. These two projects aimed to assess how digital tools can be used for deploying the best practices and promoting inclusive education, in line with scientific research. LearnEnjoy proposed a pilot project between October 2013 and October 2014 in connection with 22 specialized institutions and volunteer families. This experimentation showed that tablets and the LearnEnjoy educational applications create a dynamic in professional teams, between parents and professionals, and between professionals and service users. This device provides additional structuring of work and facilitates the transmission of information. It also helps to spread the culture of evaluation within specialized institutions. LearnEnjoy also worked in collaboration with the French Education Ministry for the project Educare. This project aimed to support the inclusive school and individual monitoring, through regular monitoring of student progress and the establishment of an adapted school report book respectful of the National Education program. This project took place in 13 structures, ordinary and specialized classes. This experimentation showed that LearnEnjoy educational applications are beneficial for both students and teachers and create a positive dynamic in the classroom.

Objectives: Attention-deficit/hyperactivity disorder (ADHD) is a common neurological disorder with symptom onset early in childhood. Growing evidence suggests anomalous brain development across multiple brain regions is evident in school-aged children; however, few studies have examined whether such differences are notable in the preschool years when symptom onset typically occurs. Methods: High resolution anatomical (MPRAGE) images and cognitive and behavioral measures were analyzed in a total of 90 medication-naïve preschoolers, ages 4–5 years (52 with ADHD, 38 controls; 64.4% boys). Results: Results revealed reductions in bilateral frontal, parietal, and temporal lobe gray matter volumes in children with ADHD relative to typically developing children, with largest effect sizes noted for right frontal and left temporal lobe volumes. Examining frontal lobe sub-regions, the largest between group effect sizes were evident for left orbitofrontal cortex, left primary motor cortex (M1), and left supplementary motor complex (SMC). ADHD-related reductions in specific sub-regions (left prefrontal, left premotor, left frontal eye field, left M1, and right SMC) were significantly correlated with symptom severity, such that higher ratings of hyperactive/impulsive symptoms were associated with reduced cortical volumes. Conclusions: These findings represent the first comprehensive examination of cortical volume in preschool children with ADHD, providing evidence that anomalous brain structure in ADHD is evident very early in development. Furthermore, findings set the stage for developing our understanding of the way in which developmental trajectories of anomalous brain development are associated with the unfolding of symptoms in childhood ADHD. (JINS, 2018, 24, 531–539)

Students with developmental disabilities have many challenges with learning and adaptive behaviour, as well as a higher prevalence rate of mental health problems. Although there is a substantial body of evidence for efficacious interventions for enhancing resilience and promoting mental health in typically developing children, very few programs have been modified for use with students with developmental disabilities. In this article we present two interventions (Aussie Optimism and the Resourceful Adolescent Program) that have been rigorously tested with typically developing students and subsequently adapted and evaluated for their effectiveness for students with developmental disabilities. The article highlights the critical importance of using interventions with a robust evidence base, and the important role for school psychologists and counsellors in program selection, implementation, and evaluation.

A survey of service providers was undertaken to identify issues regarding the provision of service to aging adults with developmental disabilities (DD). Seventy-five questionnaires were sent to 38 agencies involved in the support of older adults with and without disabilities. Forty-four or 59 per cent of surveys were returned. Results suggested that service providers did not feel adequately trained to address many of the needs of aging adults with DD. Respondents requested additional training in dealing with such issues as the health and medical concerns of older adults with DD, and recreational and retirement planning for aging clients with DD. Service providers also required assistance from professionals such as psychologists and medical personnel who were knowledgeable about aging and/or DD. Results were consistent with previous surveys in finding that training for service providers and medical/health care support were key issues. The information reported here updates and extends our knowledge of the needs of those involved in the support of aging adults with DD in the Canadian service sector and details the specific types of information and support required. Preliminary recommendations for modifications to service delivery, policy, and educational programs, are offered.

The purpose of this study was to determine whether an interview protocol, based on the Friendship Quality Questionnaire, could be adapted to examine the close relationships of children with developmental disabilities in an inclusive school setting. Twenty-five children with developmental disabilities aged between approximately 5 and 12 years participated and their relationships with 74 peers were examined. Several adaptations to the procedures and interview instrument were evaluated, including gathering interview data from multiple sources and the development of a short form of the interview questionnaire. Overall, the adaptations to procedures used in the current study appeared successful in catering for the wide range of abilities and ages among respondents. This was reflected in the reliability of children's responses, high response rates on the short interview form, and good correspondence between the short and full interview forms. The described adaptations were successful in eliciting information on aspects of children's relationships that might not have been obtained using a traditional interview instrument. This opens the way for further detailed quantitative evaluation of relationships between children with developmental disabilities and peers in inclusive settings.

Inclusive education has become more common in schools, and children with developmental disabilities have had greater opportunities to interact, and hopefully establish relationships with their typically developing peers. While the quality of friendships between typically developing children has been examined in detail, relatively little comparable data is available on children with developmental disabilities. The current study provided an examination of the characteristics of the closest relationships between children with developmental disabilities and peers in inclusive school settings. Twenty-five children with developmental disabilities aged between approximately 5 and 12 years participated. Using an interview instrument, the relationships of these children with 74 peers were examined across six dimensions. Overall, dyads were found to be high in Validation and Caring as well as Help and Guidance, followed by slightly lower levels of Companionship. Intimate Exchange was reported to be lower. Conflict among dyads was also low, and Conflict Resolution was reported to be high when problems did occur. There was a clear differentiation between the highest- and lowest-ranked dyads for children with a disability. Overall, the features of the relationships between children with disabilities and their highest-ranked peer appeared similar in nature to those previously reported between typically developing peers.

The way people come to report private stimulation (e.g., feeling states) arising within their own bodies is not well understood. Although the Darwinian assumption of biological continuity has been the basis of extensive animal modeling for many human biological and behavioral phenomena, few have attempted to model human communication based on private stimulation. This target article discusses such an animal model using concepts and methods derived from the study of discriminative stimulus effects of drugs and recent research on interanimal communication. We discuss how humans acquire the capacity to identify and report private stimulation and we analyze intra- and interspecies differences in neurochemical mechanisms for transducing interoceptive stimuli, enzymatic and other metabolic factors, learning ability, and discrimination learning histories and their relation to psychiatric and developmental disabilities.

As currently defined, it is not clear whether Nonverbal Learning Disabilities (NLD) should be considered a matter of kind or magnitude (Meehl, 1995). The taxonicity of NLD, or the degree to which it is best construed as discrete versus continuous, has not been investigated using methods devised for this purpose. Latent Class Analysis (LCA) is a method for finding subtypes of latent classes from multivariate categorical data. This study represents an application of LCA on a sample of children and adolescents with spina bifida myelomeningocele (SBM) (N = 44), those presenting with features of NLD (N = 28) but no medical condition, and control volunteers (N = 44). The two-class solution provided evidence for the presence of a taxon with an estimated base-rate in the SBM group of .57. Indicator validities (the conditional probabilities of indicator endorsement in each latent class) suggest a somewhat different priority for defining NLD than is typically used by researchers investigating this disorder. A high degree of correspondence between LCA classifications and those based on a more conventional algorithm provided evidence for the validity of this approach. (JINS, 2007, 13, 50–58.)

We assessed the use of a microswitch cluster (i.e. a combination of two micro-switches) plus contingent stimulation for promoting adaptive responding and reducing aberrant behaviour in a woman with profound developmental disabilities. The woman was initially taught an adaptive hand response that activated a pressure microswitch and produced preferred stimuli. Subsequently, her hand response led to preferred stimuli only if it occurred free from face hiding (i.e. aberrant behaviour detected through a mercury microswitch). The study also included a 3-month post-intervention and generalization check, and a social validation assessment. Data showed that the woman increased her adaptive responding, learned to perform this responding largely free from aberrant behaviour, and maintained and generalized the new performance across settings. Forty-five psychology students provided positive social validation of the woman's new performance and the use of microswitch-cluster technology.