Robot-mediated therapy to reduce worrying in persons with visual and intellectual disabilities.

Background: The study explored the use of a robot-mediated therapeutic intervention in persons with visual and intellectual disabilities.

Method: Three robot-mediated intervention sessions were developed to teach three coping skills for worrying. Effectiveness was examined using a multiple-baseline case study design (N = 7).

Improving empathy and self-efficacy in caregivers of persons with intellectual disabilities, using m-learning (HiSense APP-ID): study protocol for a randomized controlled trial.

Background: A secure attachment with one or more caregivers is one of the most important predictors of cognitive development and emotional wellbeing. Persons with intellectual disabilities (ID) have extra need for secure relationships with primary caregivers but can find making connections difficult. This study aims to explore the effect of a non-invasive m-learning intervention on the empathy and self-efficacy of caregivers, in view of improving attachment relationships with persons with ID.

Foundations of reading comprehension in children with intellectual disabilities.

Background: Knowledge about predictors for reading comprehension in children with intellectual disabilities (ID) is still fragmented.

Aims: This study compared reading comprehension, word decoding, listening comprehension, and reading related linguistic and cognitive precursor measures in children with mild ID and typically developing controls. Moreover, it was explored how the precursors related to reading achievement.

Cognitive and linguistic predictors of reading comprehension in children with intellectual disabilities.

A considerable number of children with intellectual disabilities (ID) are able to acquire basic word reading skills. However, not much is known about their achievements in more advanced reading comprehension skills. In the present study, a group of 49 children with ID and a control group of 21 typically developing children with word decoding skills in the normal ranges of first grade were compared in lower level (explicit meaning) and higher level (implicit meaning) reading comprehension abilities.