The potential impact of literacy intervention on speech sound production in students with intellectual disability and communication difficulties.

A small body of research and reports from educational and clinical practice suggest that teaching literacy skills may facilitate the development of speech sound production in students with intellectual disabilities (ID). However, intervention research is needed to test the potential connection. This study aimed to investigate whether twelve weeks of systematic, digital literacy intervention enhanced speech sound production in students with ID and communication difficulties.

'To have a plan': teachers' perceptions of working with a literacy instruction combining phonics and comprehension applications for students with intellectual disability and communication difficulties.

Purpose: Students with intellectual disabilities (ID) typically have difficulties with literacy learning, often not acquiring basic literacy skills. Research and practical experience indicate that when these students are provided with evidence-based instruction, including comprehension as well as phonemic strategies, literacy may develop.

Methods: In this study, four pairs of teachers were interviewed regarding their perceptions of a 12-week digital literacy intervention that focused on both phonics and comprehension strategies.

Parents act as intermediary users for their children when using assistive technology for cognition in everyday planning: Results from a parental survey.

Assistive Technology for Cognition (ATC) is employed by children with and without disabilities. However, how the ATC is used in everyday life has not been studied. The current study investigated ATC-usage in everyday planning in three groups: 1) children qualifying for Swedish habilitation centers (ID/ASD), 2) children with disability not qualifying for habilitation service (ADHD), and 3) children with typical development (TD).

The effectiveness of working memory training with individuals with intellectual disabilities - a meta-analytic review.

Working memory (WM) training has been increasingly popular in the last years. Previous studies have shown that individuals with intellectual disabilities (ID) have low WM capacity and therefore would benefit by this type of intervention. The aim of this study was to investigate the effect of WM and cognitive training for individuals with ID.

Dispersant adsorption and viscoelasticity of alumina suspensions measured by quartz crystal microbalance with dissipation monitoring and in situ dynamic rheology.

Adsorption behavior and water content of adsorbed layers of four dispersants for aqueous ceramic processing were studied by quartz crystal microbalance with dissipation monitoring (QCM-D) on alumina surfaces. The dispersants were a poly(acrylic acid), a lignosulfonate, and two hydrophilic comb copolymers with nonionic polyoxyethylene chains of different molecular weights. A Voigt model was applied to analyze the viscoelastic behavior of the adsorbed dispersant layers.