Journal of Intellectual Disability - Diagnosis and Treatment

Effectiveness of Art-Therapy-Based Intervention Programmes for Improving Social Communication in Children with Rett Syndrome

Olena Chebotariova, Oksana Kysla — Sat, 22 Mar 2025 00:00:00 +0000

The research into effective art-therapy-based interventions for improving the social communication skills of children with Rett syndrome is important for the adaptation of this group of children. This study aims to evaluate the effect of a 6-month art-therapy-based intervention program based on art therapy on improving social communication in children with Rett syndrome. The research employed a quasi-experimental method, direct (unstructured) observation, a standardized Social Responsiveness Scale, and mathematical and statistical data processing methods (Levene test, paired sample t-test). The results showed a significant improvement in social communication in the experimental group (EG) after the intervention, as evidenced by paired and independent sample t-tests. This indicates statistically significant differences between pre-and post-test scores in the EG (mean difference 14.525 with a standard deviation of 22.592). The standard error for this group was 3.572, and the 95% confidence interval for the mean difference ranged from 7.300 to 21.750. The Student's t-test reached 4.066 with 39 degrees of freedom, resulting in a two-tailed p-value of less than 0.001. It has been found that art therapy can significantly improve social communication and emotional regulation subscales in children with Rett syndrome. The obtained data indicate the need to include therapeutic strategies based on art therapy in intervention programs for children with Rett syndrome. Prospects for further research are based on studying the impact of art therapy and other interventions not only on social communication but also on the cognitive development of children with Rett syndrome.

Psychological Variables as Correlate of Special Olympic Sports Participation among Persons with Intellectual Disability in Lagos State, Nigeria

Sat, 22 Mar 2025 00:00:00 +0000

Introduction: The enthusiasm to participate in Special Olympic sports activities by persons with Intellectual Disability (ID) in Lagos, Nigeria, has been reduced. This research work, therefore, focused on psychological factors and Special Olympic sports participation among persons with mild Intellectual Disability (ID) in Lagos state, Nigeria.

Method: Three research hypotheses were formulated to guide the study. A descriptive survey design was adopted; The study participants included 290 parents of persons with mild ID in Lagos state, Nigeria. Purposive and census sampling techniques were used to select the sample. A self-designed research instrument titled Psychological Factors and Sport Participation among Persons with Mild Intellectual Disability Questionnaire (PFSPPMIDQ) was used for data collection in this study. Simple linear regression was used as a tool for data analysis.

Result: It was discovered that motivation, anxiety, and stress significantly influence sports participation among persons with mild ID in Lagos state, Nigeria.

Conclusion: The study highlights the substantial effect of psychological factors like motivation, anxiety, and stress on Special Olympic sports participation in persons with mild intellectual disabilities in Nigeria. The findings stress the need for focused interventions to enhance motivation and alleviate anxiety and stress to improve participation levels. Special Olympics organizers and sports managers should implement strategies to create a more supportive and encouraging environment, ensuring increased engagement and participants' overall well-being.

Children Comorbidities Associated with High Parental Self-Efficacy: A Study on Parents of Children with Down Syndrome

Fitriyani Mutiara Candra, Agustini Utari, Tri Indah Winarni — Sat, 22 Mar 2025 00:00:00 +0000

Background: Parental self-efficacy (PSE) in parents of children with Down syndrome (DS) refers to parents’ efficacy in their capability as parents nurturing their children with DS. Therefore, this study aimed to determine factors that may influence PSE in parents of children with DS.

Methods: This cross-sectional study was carried out on 87 parents of children with DS. Self-Efficacy Parenting Task Index (SEPTI) was administered to measure PSE levels. Spearman’s rank correlation and independent t-test were applied to determine factors that may influence PSE. These include gender, children’s age, duration of being diagnosed with DS, comorbidities, number of children in the family, parents’ age, educational level, monthly household income, place of residence, genetic counseling, and support group.

Results: The results showed that the median scores of SEPTI were 114 (101-143), and 57.5% of parents had moderate PSE levels. Significant factors affecting PSE include children with comorbidities (r = - 0.197, p = 0.033) and the place of residence (r = -0.212, p = 0.024). Parents of children with fewer comorbidities (119 (109-128), p =0.034), those with higher education (118 (110-132), p = 0.031), and those living in urban areas (115 (101-143), p = 0.025) demonstrated higher PSE. Additionally, multiple linear regression analysis showed children’s comorbidity as the most significant predictor in PSE (PR= 0.17, 95% CI = 0.03 - 0.77, p = 0.020).

Conclusions: Children with comorbidities affect self-efficacy in parents of children with DS, besides the level of parent’s education and the place of living identity.

Effect of Online Learning on Mental Health and Academic Outcomes of Students with Intellectual Disabilities in Higher Education

M.K. Shreeharsha, P. Nagesh, Sridevi Kulenur — Sat, 22 Mar 2025 00:00:00 +0000

The COVID-19 pandemic shift to online learning has raised concerns regarding students’ mental health and academic performance, particularly for students with intellectual disabilities.

Objective: This paper examines the effects of online learning on stress, anxiety, and social isolation and those factors on academic performance, Grade Point Average (GPA), and participation in online learning and engagement, particularly for students with intellectual disabilities (IDs).

Methods: The current study employed a quasi-experimental research design and targeted 500 participants, comprising both undergraduate and postgraduate students. Of these, 50 participants were identified as having intellectual disabilities (IDs) through self-reporting and institutional records. The remaining 450 participants were typically developing students selected through stratified random sampling to ensure proportional representation across academic levels and disciplines. The Perceived Stress Scale (PSS), Generalized Anxiety Disorder-7 (GAD-7), and UCLA Loneliness Scale were adopted from validated and widely used psychometric tools in mental health research. These instruments have been previously validated for reliability and applicability across diverse populations. Multiple linear regression and Pearson correlation coefficients (PPMC), which help identify associations and control for confounding factors, were used to examine the relationships and potential predictive effects between mental health variables and learning outcomes.

Pearson correlation coefficients were utilized to analyze the linear relationships between mental health variables (stress, anxiety, and social isolation) and academic performance (GPA). Additionally, multiple linear regression analysis was conducted to predict the impact of these mental health variables on academic performance while controlling for confounding factors such as age, gender, and degree level.

Results: Participants with IDs reported significantly higher levels of stress (PSS, M = 25.8), anxiety (GAD-7, M = 12.5), and social isolation (UCLA, M = 48.6) compared to the control group. Mental health variables had a significant negative relationship with GPA, with stress having a correlation coefficient of -0.51 and anxiety having a correlation coefficient of -0.48. In regression analysis, stress was found to have the largest effect on the outcome of GPA, seconded by anxiety and then social isolation.

Conclusion: A direct impact of mental health on learning is observed, particularly for students with IDs, implying the necessity of developing an individual mental health promotion program and ways of creating more effective online learning for students with IDs that help alleviate stress, anxiety, and isolation.

The Role of Psychological Adaptation in the Process of Self-Realization of Gifted Students

Sat, 22 Mar 2025 00:00:00 +0000

Background: The gifted students' ability for psychological adaptation determines their effectiveness in achieving self-realization and successfully addressing educational and professional challenges.

Objective: The aim of the study was to assess the level of students' psychological adaptation and identify key factors affecting their academic and professional self-realization. The effectiveness of psychological interventions intended to improve adaptation processes was also analyzed.

Methods: The study employed the following methods as the psychodiagnostic tools: Psychological Adaptation Scale, Rosenberg Self-Esteem Scale, Emotional Quotient Inventory, and Student Self-Efficacy Scale. Experimental interventions included psychological training. Correlation analysis, multiple regression, and t-tests for dependent samples were used for data analysis.

Results: The results showed that the level of students' psychological adaptation increased from 3.85 to 4.45 (t = 5.20, p < 0.001) after psychological training. The level of stress resistance increased from 3.70 to 4.30 (t = 4.85, p < 0.001). The level of self-realization also increased from 3.95 to 4.55 (t = 4.95, p < 0.001). Correlation analysis revealed a significant positive relationship between students' emotional regulation, social support, and self-realization (r = 0.57, p < 0.01).

Conclusion: The practical significance of the study is that psychological training effectively develops adaptive skills. This increases the level of students' self-realization, which can be used for the development of university support programs. The prospects for further research include expanding the sample and examining the long-term effects of the interventions.

A Systematic Review of the Needs Assessment for Individuals with Physically and Intellectual Disabilities in Saudi Arabia: Challenges, Services, and Gaps

Mohammad Zaino — Sat, 22 Mar 2025 00:00:00 +0000

Background: Individuals with disabilities frequently face challenges in accessing healthcare services. Despite growing attention to disability inclusion worldwide, there remains a significant lack of comprehensive needs assessments for individuals with physical and intellectual disabilities in Saudi Arabia. Moreover, there is limited research integrating both quantitative and qualitative findings to provide an evidence-based roadmap for policy and intervention improvements.

Objective: to systematically review the needs assessment for physically and intellectually disabled individuals in Saudi Arabia, focusing on the challenges they face, the services available to them, and the existing gaps in support.

Methods: This study employed a qualitative approach to explore the barriers faced by individuals with physical and intellectual disabilities in Saudi Arabia. Semi-structured interviews were conducted with educators and caregivers who met specific selection criteria, including relevant experience in special education or caregiving roles. The interviews included open-ended questions to gather in-depth perspectives on educational, societal, familial, curricular, and behavioral challenges. Data collected from these interviews were transcribed and analyzed using thematic analysis with NVivo software. The analysis process involved coding the data, categorizing emerging themes, and ensuring credibility through strategies such as member checks and expert validation.

Results: The study identified several critical barriers experienced by disabled individuals in Saudi Arabia. Educational challenges included a lack of specialized teacher training and inadequacies in addressing diverse learning needs. Societal obstacles, such as stigma and rejection, hindered social inclusion and acceptance. Familial constraints were noted, with limited parental engagement often caused by time pressures and a lack of knowledge. Curricular shortcomings highlighted the rigidity and inflexibility of current educational programs, which failed to cater to individual needs. Lastly, behavioral and emotional challenges, including self-injurious behavior and communication difficulties, were prevalent among disabled individuals. These findings underscore the urgent need for systemic reforms and collaborative efforts to improve support systems.

Conclusion: This systematic review underscores the significant barriers faced by physically and intellectually disabled individuals in Saudi Arabia, ranging from limited accessibility in healthcare and public spaces to systemic challenges in education and parental involvement. It underscores the prevalence of physical disabilities (67.3%) among the studied population and identifies that 56.7% of individuals face notable barriers, such as inadequate infrastructure and insufficient specialized healthcare services. Quality-of-life assessments reveal a need for interventions to enhance physical and social inclusion.

Utilization of Social Media Networks for Teaching Effectiveness in Tertiary Institutions of Cross River State, Nigeria: Implications for Learning and Practice in an Environment of Students with Intellectual Disabilities

Sat, 22 Mar 2025 00:00:00 +0000

Aim: This study examines the use of social media networks for teaching effectiveness in public tertiary institutions of Cross River State, Nigeria: Implications for learning and practice in an environment of students with intellectual disabilities. Four study objectives were stated to guide the research. Four research questions were formulated, and one hypothesis statement was made. A literature review was carried out based on the variables under study, as research gaps were also stated.

Method: The study utilize7d the descriptive survey research design. The study population comprised 2,800 academic staff of public tertiary institutions of Cross River State. The sampling techniques adopted for this study were the stratified random sampling technique and the accidental random sampling technique. A total sample of 560 respondents was selected from 2,800 academic staff of public tertiary institutions in Cross River State using 20% of the entire population. A validated 25-item four-point modified Likert scale questionnaire was the instrument used for data collection. The face and content validity of the instrument was established by experts in Test and Measurement from the University of Calabar, Calabar-Nigeria. The reliability estimates of 0.89 for the instruments were established using the Cronbach Alpha method. A descriptive analysis of frequency count, percentages, mean, and standard deviation was used to test the research questions.

Results: The results obtained from the data analysis revealed that there was a statistically significant joint relationship between the predictor variables (Twitter, Facebook, WhatsApp) and teachers' teaching effectiveness in tertiary institutions in Cross River State, Nigeria.

Conclusion: From the findings of this study, one can conclude that there was a statistically significant joint relationship between the predictor variables (Twitter, Facebook, WhatsApp) and teachers teaching effectiveness in tertiary institutions in Cross River State, Nigeria. Key statistical measures, including mean scores, standard deviation, and inferential tests such as Multiple Linear regression, indicate a positive correlation between social media utilization and improved instructional delivery. The findings suggest the need for inclusive digital strategies to maximize learning outcomes, emphasizing the importance of accessible and adaptive teaching approaches. These insights have critical implications for policy formulation, curriculum design, and pedagogical practices in higher education.

Recommendation: Based on the result of the study, it was recommended that since the utilization of social sites by teachers improves teaching effectiveness, learning institutions should enact regulations that will govern the proper and positive use of the various types of social media sites among teachers in institutions to promote teachers' teaching effectiveness.

The Effectiveness of Cognitive Remediation Programs among Children with Neuro-Developmental Disorder (Dyslexia)

Sipra Khuntia, Prangya Paramita Priyadarshini Das, Naresh Behera — Sat, 22 Mar 2025 00:00:00 +0000

Background: Recent studies highlight that children with reading and learning disabilities experience greater difficulties in cognitive processes than normal children. Meanwhile, previous research provides evidence that psychological interventions can enhance reading and learning skills. However, the application of cognitive interventions for this population is still lacking.

Objective: The study attempted to improve reading skills in dyslexic children by using cognitive remediation programs and to explore the efficacy of Cognition Enhancement Training (COGENT) and PASS Reading Enhancement Program (PREP).

Methods: One group pre-test and post-test research design has been used in this study. Initially, 147 children in class V of 10-11 years were purposively selected from three schools in the Cuttack district of Odisha. In the screening process, the Test of Word Reading Efficiency (TOWRE) test was applied among children, and 14 children were identified as dyslexic. The Word Reading Mastery Test-Revised (WRMT-R) was used to evaluate the effectiveness of intervention programs. A correlated sample t-test was used to examine the significant increase in scores after interventions.

Results: The t-test value for word identification was 13.88 (p <0.01), and for passage comprehension was 14.38 (p <0.01) of WRMT-R. The intervention of COGENT & PREP significantly enhanced reading skills such as phonetic decoding efficiency, phonological awareness, phonological memory, rapid naming, reading mastery, and planning ability after receiving these programs.

Conclusion: The COGENT and PREP remediation programs have been statistically proven to enhance the reading skills of dyslexic children.

Communication Development in Children with Intellectual Disabilities: Implications for Education and Psychology

Wed, 23 Apr 2025 00:00:00 +0000

This article discusses communication disorders in children and adolescents with mild intellectual disability and the relationship between communication, social interaction, and development. A theoretical and methodological framework is developed, including a structural-functional communication model, and the psychological models associated with communication disorders are presented. This study demonstrates that communication disorders are influenced by three main factors: emotional needs, regulative, and cognitive, which are suggested to reflect predominant communication styles. Data were collected using clinical observations, standardized diagnostic tools, and formal psychological measures. For example, standardized tests included the Peabody Picture Vocabulary Test, CELF, Wechsler Intelligence Scale for Children, and Vineland Adaptive Behavior Scales, aiming better to understand the child's communication and adaptive behavior. The findings suggest that it is important to consider family dynamics and composition when looking at the development of communication disorders. In addition, age-related differences and dominant communication styles were presented in what educating children/adolescents with disabilities looks like in inclusive education. Some practical interventions discussed included differentiated instructional approaches, speech and language therapy, peer-mediated interventions, and evidence-based social skills intervention programs. The goal of the intervention is to improve speech and language skills, improve the child's social interaction, and improve children's academic performance in school settings where they support the need for inclusion while meeting the needs of the child.

In conclusion, the study validates the hypothesis regarding the significant role of social emotions in preschool children's communication process. The methodology developed for developing social emotions in preschool children effectively enhances emotional spheres and normalizes peer relationships. The article underscores the need for understanding the psychodynamic and poly-structural continuum of communication disorders, providing a theoretical basis for optimal conditions in the socialization of children with mild intellectual disability.