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Department of Special Education & Multiple Abilities

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Browsing Department of Special Education & Multiple Abilities by Subject "ADOLESCENTS"

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    Confirmatory factor analysis of the BRIEF2 in a sample of youth with Down syndrome
    (Wiley, 2023) Soltani, A.; Schworer, E. K.; Jacobson, L. A.; Channell, M. M.; Lee, N. R.; Faught, G. G.; Grzadzinski, R.; Fidler, D.; Esbensen, A. J.; Islamic Azad University; Cincinnati Children's Hospital Medical Center; University of Wisconsin Madison; Kennedy Krieger Institute; Johns Hopkins University; University of Illinois Urbana-Champaign; Drexel University; University of Alabama Tuscaloosa; University of North Carolina; Colorado State University
    BackgroundThe factor structure of the Behavior Rating Inventory of Executive Function, second edition (BRIEF2) has been widely examined in both typically developing children and specific clinical samples. Despite the frequent use of the BRIEF2 for measuring executive functioning in individuals with Down syndrome, no study has investigated the factorial validity or dimensionality of the BRIEF2 in this population. This study aimed to address this notable gap in the literature. MethodsParents of 407 children and youth with Down syndrome aged 6-18 years completed the BRIEF2 as part of different studies led by six sites. Three competing models proposed by previous studies were analysed using Confirmatory Factor Analysis: the theoretical structure of the BRIEF2 where the scales were constrained to load on three factors labelled as Cognitive, Behavioral, and Emotional Regulation, a two-factor correlated model with the merged Behavioral and Emotional regulation, and a single-factor model. ResultsThe three-factor model provided a better fit than the one- and two-factor models, yet a large correlation was observed between Behavioural and Emotional regulation factors. The results provide meaningful explanatory value for the theoretical structure of the BRIEF2. However, the Behavioral and Emotional regulation factors might be less differentiated and the two-factor structure of the BRIEF2 may also make theoretical and empirical sense. ConclusionsAlthough more studies are needed to further examine the factor structure of the BRIEF2 in youth with Down syndrome, this investigation provides preliminary support for the interpretation of the three executive function index scores provided by the BRIEF2: Cognitive, Behavioral, and Emotional Regulation.
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    Rule-Based Category Learning in Down Syndrome
    (American Association on Intellectual Developmental Disabilities, 2014) Phillips, B. Allyson; Conners, Frances A.; Merrill, Edward; Klinger, Mark R.; University of Alabama Tuscaloosa; University of North Carolina; University of North Carolina Chapel Hill
    Rule-based category learning was examined in youths with Down syndrome (DS), youths with intellectual disability (ID), and typically developing (TD) youths. Two tasks measured category learning: the Modified Card Sort task (MCST) and the Concept Formation test of the Woodcock-Johnson-III (Woodock, McGrew, & Mather, 2001). In regression-based analyses, DS and ID groups performed below the level expected for their nonverbal ability. In cross-sectional developmental trajectory analyses, results depended on the task. On the MCST, the DS and ID groups were similar to the TD group. On the Concept Formation test, the DS group had slower cross-sectional change than the other 2 groups. Category learning may be an area of difficulty for those with ID, but task-related factors may affect trajectories for youths with DS.
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    A systematic review of obesity interventions targeting anthropometric changes in youth with intellectual disabilities
    (Sage, 2020) Conrad, Eric; Knowlden, Adam P.; University of Alabama Tuscaloosa
    Due to the increased prevalence of obesity and disparity experienced by youth with intellectual disabilities, efforts to synthesize existing knowledge of interventions to attenuate obesity within this marginalized population is imperative. The purpose of this investigation is to systematically analyze interventions targeting anthropometric changes in youth with intellectual disabilities. A search of Cumulative Index of Nursing and Allied Health Literature, Educational Resources Information Center, Medical Literature Analysis and Retrieval System Online, and Psychological Information Database was conducted for the time frame of January 2006 to October 2016. Data extraction resulted in a total of 10 interventions that met inclusion criteria. Included studies mainly comprised participants having mild-to-moderate intellectual disability with diverse comorbidities. Five studies indicated significant positive outcomes in at least one anthropometric measure. The majority of programs utilized physical activity targeting individual-level change as the primary intervention modality. Weaknesses of the reviewed studies and inconclusive evidence indicate the need for additional research to gauge the effectiveness of interventions to treat obesity among youth with intellectual disabilities.