Learning to read new words in individuals with Down syndrome: Testing the role of phonological knowledge

AbstractThis study examined the effect of word level phonological knowledge on learning to read new words in Down syndrome compared to typical development. Children were taught to read 12 nonwords, 6 of which were pre-trained on their phonology. The 16 individuals with Down syndrome aged 8–17 years were compared first to a group of 30 typically developing children aged 5–7 years matched for word reading and then to a subgroup of these children matched for decoding. There was a marginally significant effect for individuals with Down syndrome to benefit more from phonological pre-training than typically developing children matched for word reading but when compared to the decoding-matched subgroup, the two groups benefitted equally. We explain these findings in terms of partial decoding attempts being resolved by word level phonological knowledge and conclude that being familiar with the spoken form of a new word may help children when they attempt to read it. This may be particularly important for children with Down syndrome and other groups of children with weak decoding skills

The use of social robots with children and young people on the autism spectrum: A systematic review and meta-analysis

© 2022 Kouroupa et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, https://creativecommons.org/licenses/by/4.0/Background: Robot-mediated interventions show promise in supporting the development of children on the autism spectrum. Objectives: In this systematic review and meta-analysis, we summarize key features of available evidence on robot-interventions for children and young people on the autism spectrum aged up to 18 years old, as well as consider their efficacy for specific domains of learning. Data sources: PubMed, Scopus, EBSCOhost, Google Scholar, Cochrane Library, ACM Digital Library, and IEEE Xplore. Grey literature was also searched using PsycExtra, OpenGrey, British Library EThOS, and the British Library Catalogue. Databases were searched from inception until April (6th) 2021. Synthesis methods: Searches undertaken across seven databases yielded 2145 articles. Forty studies met our review inclusion criteria of which 17 were randomized control trials. The methodological quality of studies was conducted with the Quality Assessment Tool for Quantitative Studies. A narrative synthesis summarised the findings. A meta-analysis was conducted with 12 RCTs. Results: Most interventions used humanoid (67%) robotic platforms, were predominantly based in clinics (37%) followed home, schools and laboratory (17% respectively) environments and targeted at improving social and communication skills (77%). Focusing on the most common outcomes, a random effects meta-analysis of RCTs showed that robot-mediated interventions significantly improved social functioning (g = 0.35 [95%CI 0.09 to 0.61; k = 7). By contrast, robots did not improve emotional (g = 0.63 [95%CI -1.43 to 2.69]; k = 2) or motor outcomes (g = -0.10 [95%CI -1.08 to 0.89]; k = 3), but the numbers of trials were very small. Meta-regression revealed that age accounted for almost one-third of the variance in effect sizes, with greater benefits being found in younger children. Conclusions: Overall, our findings support the use of robot-mediated interventions for autistic children and youth, and we propose several recommendations for future research to aid learning and enhance implementation in everyday settings. PROSPERO registration: Our methods were preregistered in the PROSPERO database (CRD42019148981).Peer reviewe

Using a picture-based book to support epilepsy care in clinical consultations for people with intellectual disabilities

Background and aims People with intellectual disabilities are more likely to have epilepsy than the general population. A picture-based book, Getting on with Epilepsy, may help to improve their epilepsy management and quality of life. The present study aimed to explore how the book could be best used in routine clinical care. Methods Twenty people with epilepsy and intellectual disabilities were video-recorded using the Getting on with Epilepsy book with a nurse or doctor. This was analysed using conversation analytic methods. Eighteen patients and five clinicians took part in interviews to explore their views on book use, which were thematically analysed. All data were then synthesised to form themes. Results Three themes were identified which demonstrated the importance of (1) understanding the book depicted seizures (2) relating the book to the participants’ experiences (3) using the book as an education and information tool. The themes highlighted the techniques and approaches that clinicians used to facilitate understanding. Some tensions and differences were noted between training and implementation in routine practice, particularly around prompts in themes 1 and 3 intended to correct or change participants’ interpretation of the book. Conclusions The Getting on with Epilepsy book can be used in routine clinical practice to support people with intellectual disabilities and epilepsy. There was a balance between exploring patients’ narratives and understanding with the need to convey clinical information, and this may also apply to the use of other accessible resources

Wordless intervention for people with epilepsy and learning disabilities (WIELD): a randomised controlled feasibility trial.

OBJECTIVE: To investigate the feasibility of a full-scale randomised controlled trial of a picture booklet to improve quality of life for people with epilepsy and learning disabilities. TRIAL DESIGN: A randomised controlled feasibility trial. Randomisation was not blinded and was conducted using a centralised secure database and a blocked 1:1 allocation ratio. SETTING: Epilepsy clinics in 1 English National Health Service (NHS) Trust. PARTICIPANTS: Patients with learning disabilities and epilepsy who had: a seizure within the past 12 months, meaningful communication and a carer with sufficient proficiency in English. INTERVENTION: Participants in the intervention group used a picture booklet with a trained researcher, and a carer present. These participants kept the booklet, and were asked to use it at least twice more over 20 weeks. The control group received treatment as usual, and were provided with a booklet at the end of the study. OUTCOME MEASURES: 7 feasibility criteria were used relating to recruitment, data collection, attrition, potential effect on epilepsy-related quality of life (Epilepsy and Learning Disabilities Quality of Life Scale, ELDQOL) at 4-week, 12-week and 20-week follow-ups, feasibility of methodology, acceptability of the intervention and potential to calculate cost-effectiveness. OUTCOME: The recruitment rate of eligible patients was 34% and the target of 40 participants was reached. There was minimal missing data and attrition. An intention-to-treat analysis was performed; data from the outcome measures suggest a benefit from the intervention on the ELDQOL behaviour and mood subscales at 4 and 20 weeks follow-up. The booklet and study methods were positively received, and no adverse events were reported. There was a positive indication of the potential for a cost-effectiveness analysis. CONCLUSIONS: All feasibility criteria were fully or partially met, therefore confirming feasibility of a definitive trial. TRIAL REGISTRATION NUMBER: ISRCTN80067039.NIHR Research for Patient Benefit Programme (PB-PG-0213-30042).This is the final version of the article. It first appeared from BMJ Publishing Group via https://doi.org/ 10.1136/bmjopen-2016-01299

The benefit of orthographic support for oral vocabulary learning in children with Down syndrome

Children with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven to sixteen years and twenty-seven typically developing children aged five to seven years matched for reading ability. Ten spoken nonwords were paired with novel pictures; for half the nonwords the written form was also present. The spoken word learning of both groups did not differ and benefited to the same extent from the presence of the written word. This suggests that compared to reading-matched typically developing children, children with Down syndrome are not specifically impaired in phonological learning and benefit equally from orthographic support

Energy matching of a high-intensity exercise protocol with a low-intensity exercise protocol in young people

© 2021 Springer Nature Switzerland AG. This is the accepted manuscript version of an article which has been published in final form at https://doi.org/10.1007/s11332-021-00774-3Peer reviewe

Energetic activity for depression in young people aged 13-17 years: the READY feasibility RCT

Background: Prevalence of depression is increasing in young people (YP). Behaviour change interventions providing benefits equal to or greater than talking therapies or pharmacological alternatives are needed. Exercise could be beneficial for YP with depression, but we lack robust, trials of effectiveness.   Objective(s): Test whether an exercise intervention targeting YP with depression is feasible, including recruitment and retention of YP, recruitment and training of exercise professionals and intervention delivery.   Design: Three-arm cluster feasibility Randomised Controlled Trial (RCT) with embedded process evaluation and health economic data collection.   Setting: Local community venues in Hertfordshire, Bedfordshire, and Norfolk.   Participants: Young people aged 13-17 years experiencing mild to moderate low mood or depression (indicated by scoring 17-36 on the Child Depression Inventory version 2 (CDI 2)) identified by mental health services, schools or by self-referral. Interventions: Participants were randomised to one of three groups: high intensity exercise, low intensity exercise, or a social activity control. Group sessions ran twice weekly for 12 weeks delivered by registered exercise professionals (REP), supported by mental health support workers (MHSW).   Main outcome measures: Referral, recruitment, and retention rates; attendance at group sessions; adherence to and ability to reach intensity during exercise sessions, proportions of missing data, and adverse events measured at baseline, 3, and 6 months; resource use; reach and representativeness.   Results: Of 321 referrals to the study, 173 were assessed for eligibility and of the target sample size of 81, 15 were recruited and 14 randomised (1 withdrawal). Retention rate was 71.4% and attendance at intervention sessions was >67%; data completeness was >80% for baseline assessments. Follow up completion rate at 14 weeks was >80% for most outcomes, with 50% for accelerometer data in the low intensity group. Trial processes and the intervention were acceptable to YP. Barriers and facilitators to intervention delivery were identified.   Limitations: Findings highlighted challenges around recruitment, delivery of exercise interventions and informed ways of addressing barriers to recruitment for future studies. The study was conducted between October 2020 and August 2022 and consequently COVID-19 had a disruptive impact on implementation.   Conclusions: A large, randomised trial of the effectiveness of the intervention is not feasible using the current study design, but issues relating to recruitment could be addressed with further work. Future work: Developing appropriate recruitment strategies via triage services, GP practices, schools and social media and early engagement with local CRN (Clinical Research Network) to support the recruitment into the study would address significant shortfalls identified. YP who are deemed unsuitable for mental health services should be followed up to offer participation in such interventions. Collaborations between the NHS services and sports delivery partners should consider in-person contact with YP rather than remote consultations. Recruiting through GP practices is effective and relatively inexpensive. The role of community engagement (social-media, public health agencies, community groups) needs to be further explored. Strong PPI (Public and Patient Involvement) and engagement via YP Advisory Groups is important to ensure that research is relevant to YP.   Study Registration: ISRCTN, ISRCTN66452702. Registered 9 April 2020, http://www.isrctn.com/ISRCTN66452702 Funding details: This project was funded by the Health Technology Assessment (Reference Number: 17/78/10) The views expressed are those of the author(s) and not necessarily of the NIHR or the Department of Health and Social Care