Is EEG-biofeedback an effective treatment in autism spectrum disorders? A randomized controlled trial.

EEG-biofeedback has been reported to reduce symptoms of autism spectrum disorders (ASD) in several studies. However, these studies did not control for nonspecific effects of EEG-biofeedback and did not distinguish between participants who succeeded in influencing their own EEG activity and participants who did not. To overcome these methodological shortcomings, this study evaluated the effects of EEG-biofeedback in ASD in a randomized pretest-posttest control group design with blinded active comparator and six months follow-up.

Cognitive correlates of mathematical achievement in children with cerebral palsy and typically developing children.

Background: Remarkably few studies have investigated the nature and origin of learning difficulties in children with cerebral palsy (CP).

Aims: To investigate math achievement in terms of word-problem solving ability in children with CP and controls. Because of the potential importance of reading for word-problem solving, we investigated reading as well.

Food preferences in young Dutch children and recommendations for feeding intervention in developmental disabilities.

Total and chronic food refusal (i.e., the refusal of all types of food during a prolonged period) in young children with developmental disabilities can be treated effectively using a combination of environmental interventions.

Sleepiness, on-task behavior and attention in children with epilepsy who visited a school for special education: a comparative study.

Children with epilepsy are at risk for problems in daytime functioning. We assessed daytime sleepiness, on-task behavior and attention in 17 children (aged between 7 and 11 years) with epilepsy who visited a school for special education and compared these to 17 children from a control group who visited a regular school. Within the group of children with epilepsy, we explored whether behavioral and cognitive functioning varied across days of the week and times of the day.

Cyberbullying among students with intellectual and developmental disability in special education settings.

Objective: To explore the types, prevalence and associated variables of cyberbullying among students with intellectual and developmental disability attending special education settings.

Methods: Students (n = 114) with intellectual and developmental disability who were between 12-19 years of age completed a questionnaire containing questions related to bullying and victimization via the internet and cellphones. Other questions concerned sociodemographic characteristics (IQ, age, gender, diagnosis), self-esteem and depressive feelings.

Sleep problems in children and young adults with developmental disabilities: home-based functional assessment and treatment.

Sleep problems such as settling problems, frequent night waking, and early waking are prevalent as well as persistent with children and young adults with developmental disabilities who live at home. In this study, results of pretreatment functional assessment suggested that parental attention may have shaped and maintained the sleep problems with four participants. Effectiveness of extinction of parental attention, that is planned ignoring, was assessed on number of minutes of nighttime disruptive behaviors.