ObjectivesTwo forces which are in juxtaposition have been impacting upon the achievement of full inclusion and emancipation of people with intellectual and related developmental disabilities into society. The first is the history of the United Nations human rights declarations and conventions. While human rights initiatives have supported grassroots movements such as choice, self-determination, and person-centred supports, the second force, neoliberal philosophy, has commandeered these concepts into a culture of managerialism and individualism. Whether rights are necessary but insufficient for the achievement of the full inclusion of people with intellectual and developmental disabilities needed to be addressed.MethodsThe history of the human rights movement was explored leading up to the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The impact of countervailing forces of neoliberal policies were explored. The ongoing development of models of disability were examined, as were threats to implementation and the realisation of outcomes.ResultsThe impact of neoliberal policies by member nations and the juridical nature of the CRDP were found to be limiting factors for genuine community acceptance and inclusion of people with disabilities, especially those with intellectual disabilities.ConclusionsMember nations conforming to human rights imperatives also need to encourage the building an ethical community in which reciprocal relationships are fostered and celebrated. Individualism and the market-based economies have failed to recognise the important role communality has played in the history of the human species.

ObjectivesCommunity-based early autism intervention programs in Geneva, Switzerland, converted their in-person services to a telehealth format during the COVID-19 home confinement period. The current study was aimed at measuring the engagement and satisfaction of service providers and caregivers as they experienced telehealth services for the first time and at monitoring child progress.MethodsForty-five families from diverse backgrounds and their 45 service providers had daily videoconferencing sessions of primarily parent-mediated intervention. Satisfaction questionnaires were completed at three time points over a 2-month period. Session frequency and program participation were recorded. Caregiver and service provider’s answers were compared. Results were also analyzed by family annual income. Child progress was monitored using the Early Start Denver Model Curriculum Checklist.ResultsCaregivers and service providers maintained high levels of participation and satisfaction throughout the telehealth service period and appreciated how the telehealth format allowed them to meet more frequently. Lower-income families tended to be more unanimously positive about the services when compared with mid- and high-income families. We found significant group differences in service providers’ and caregivers’ perceptions of each other’s comfort level with the remote sessions. Child progress followed a pattern of continued significant improvement across most developmental domains during the telehealth service period.ConclusionsThese findings underscore the potential of telehealth as a promising and appreciated approach for delivering intensive early autism interventions in community settings. Further research is needed to determine optimal session frequency for remote parent-mediated intervention and to determine ways to make telehealth services more accessible for low-income families.

ObjectivesThe purpose of this study was to determine whether children with autism spectrum disorder (ASD) make progress in learning to use action verb symbols on augmentative and alternative communication (AAC) applications across different communicative functions (requesting, labeling) and instructional formats (embedded instruction, discrete trial teaching).MethodsFour preschool-aged children completed graduated prompting dynamic assessment sessions in which they were provided with varying levels of support (e.g., models, gestures) across three instructional conditions: (a) requesting actions embedded in play, (b) labeling actions embedded in play, and (c) labeling actions presented via video during discrete trial teaching. An adapted multielement single-case design was used to compare participants’ abilities to use symbols with different levels of support across the instructional conditions and a control.ResultsDifferences between instructional and control conditions were established for three participants. Three participants also reduced the levels of support they needed to use symbols in at least two instructional conditions. Although participants initially required lower levels of support (i.e., less restrictive prompts) in the requesting condition compared to labeling conditions, these differences only maintained for one participant. Across participants, differences between labeling conditions were minimal.ConclusionsAlthough children with ASD can use verb symbols with low levels of support during DA, additional intervention may be needed to increase independent responding. Individual characteristics may influence success across communicative functions.

ObjectivesAdults with autism often need support to detect their stress and to apply adequate coping strategies for dealing with daily stress. The personalized mobile application Stress Autism Mate (SAM) is developed for and by adults with autism to detect and cope with daily life stress. SAM measures stress four times daily, generates an overview of the patients’ stress level and gives personalized advice to reduce stress.MethodsWith a pre-to post-treatment design, the level of perceived stress, coping self-efficacy and self-rated quality of life (QoL) was assessed at baseline (pre-test), after the four-week intervention (post-test) and after eight-week follow-up. Data was analysed using multilevel analysis taking within subject variance into account.ResultsAt post-test measurement, there was a significant decrease in perceived stress. At post-test as well as follow-up, a significant improvement in coping self-efficacy and improvement in self-rated QoL was seen.ConclusionsThe results of this pilot study suggest that the personalized mHealth tool SAM can support adults with autism in detecting stress, improving their stress coping skills and improving their self-rated quality of life. In practice, SAM can be seen as an external stress monitor that can easily be integrated in the lives of adults with autism, to detect and cope with stress.

ObjectivesResearch on typically developing (TD) children and those with neurodevelopmental disorders and genetic syndromes was targeted. Specifically, studies on autism spectrum disorder, Down syndrome, Rett syndrome, fragile X syndrome, cerebral palsy, Angelman syndrome, tuberous sclerosis complex, Williams-Beuren syndrome, Cri-du-chat syndrome, Prader-Willi syndrome, and West syndrome were searched. The objectives are to review observational and computational studies on the emergence of (pre-)babbling vocalisations and outline findings on acoustic characteristics of early verbal functions.MethodsA comprehensive review of the literature was performed including observational and computational studies focusing on spontaneous infant vocalisations at the pre-babbling age of TD children, individuals with genetic or neurodevelopmental disorders.ResultsWhile there is substantial knowledge about early vocal development in TD infants, the pre-babbling phase in infants with neurodevelopmental and genetic syndromes is scarcely scrutinised. Related approaches, paradigms, and definitions vary substantially and insights into the onset and characteristics of early verbal functions in most above-mentioned disorders are missing. Most studies focused on acoustic low-level descriptors (e.g. fundamental frequency) which bore limited clinical relevance. This calls for computational approaches to analyse features of infant typical and atypical verbal development.ConclusionsPre-babbling vocalisations as precursor for future speech-language functions may reveal valuable signs for identifying infants at risk for atypical development. Observational studies should be complemented by computational approaches to enable in-depth understanding of the developing speech-language functions. By disentangling features of typical and atypical early verbal development, computational approaches may support clinical screening and evaluation.

ObjectivesBrain imaging techniques have broadened our understanding of structural and functional properties of neuronal networks in children with developmental disabilities. The present work examines current models of neuronal response properties implicated in dyslexia and reading difficulties.MethodsThis review analyzes the use of functional techniques (fMRI and EEG) employed in the assessment of neuronal markers associated with reading ability.ResultsNeuro-imaging studies have provided evidence of neuronal networks involved in the emergence of reading fluency. Using this information, it is now possible to employ physiological assessments in the screening of reading ability before behavioral evaluations can be conducted.ConclusionsAnalyses of neuro-imaging studies show that abnormal neuronal activation in specific brain areas can be used to help identify reading impairments in children. These neuronal assessments permit earlier identification of dyslexia than those requiring behavioral assessments.

ObjectivesVirtual reality technology is able to simulate real life environments and has been used to facilitate behavioral interventions for people with autism. This systematic review aims to evaluate the role of virtual reality (VR) technology in the context of behavioral interventions designed to increase behaviors that support more independent functioning (e.g., teach vocational skills, adaptive behavior) or decrease challenging behaviors that interfere with daily functioning for individuals with autism.MethodsWe conducted a systematic search in four databases followed by a reference search for those articles identified by the systematic database search. We also conducted a quality review using the evaluative method for evaluating and determining evidence-based practices in autism.ResultsWe identified 23 studies with a majority of the studies (n = 18; 75%) utilizing group experimental or quasi-experiment research design and the remaining (n = 5; 21.74%) utilizing single-case research design. Of those studies, targeted behavior includes vocational skills (n = 10), safety skills (n = 4), functional behaviors (n = 2), and challenging behavior (n = 7). Of the 23 studies, 11 met the quality criteria to be classified as “strong” or “adequate” and can offer evidence on the integration of VR technology into behavioral interventions.ConclusionsThe use of VR to provide behavioral interventions to teach driving skills and to teach interview skills can be considered an evidence-based practice.

ObjectivesAngelman syndrome (AS) is a rare genetic disorder that affects the expression of the UBE3A gene within the central nervous system that profoundly impacts neurodevelopment. Individuals with AS experience significant challenges across multiple adaptive behaviour domains including communication, motor skills, and the ability to independently perform daily functions such as feeding, and toileting. Furthermore, persons with AS can demonstrate specific behaviours that limit their ability to participate within their social environment that vary with age. The aim of this paper is to explore the adaptive behaviour profile through parent report from the Global Angelman Syndrome Registry.MethodsSpecific parent report data from the Global Angelman Syndrome Registry were analysed to explore the adaptive profile of 204 young children, under the age of 6 years old, with formal diagnoses of AS. Analysis of data focused on communication skills, gross and fine motor skills, daily self-care skills (feeding, toileting, and dressing), and behavioural characteristics. Several relationships were explored: (a) the age at which certain skills were first performed based on genotype; (b) abilities in motor and adaptive behaviours, according to age and genotype, and (c) the frequency at which children performed specific communication skills and the presence and frequency of challenging behaviours, across age and genotype.ResultsWe visually present the ages at which frequent speech, walking, and independent dressing and toileting were first mastered by children. Additionally, we provide in-depth descriptives of expressive and receptive communication skills (including the use of alternative communication forms), fine and gross motor skills, eating, dressing, toileting, anxiety, aggression, and other behavioural characteristics.ConclusionsThis cross-sectional profile of adaptive skills in 204 young children with AS showcases that although many communication, motor and adaptive skills were determined by age, children with a non-deletion aetiology exhibited advantages in communication skills, which may have impacted upon subsequent adaptive skills. The use of parent report in the present study provides valuable insight into the adaptive behaviour profile of young children with AS.