The psychometric properties of the ADHD rating scale-5 for children and adolescents, home version for Sudan.

There is a lack of universal scales for tracking ADHD symptoms in the home for children/adolescents in the Sudanese context. For this reason, this study aimed to validate the ADHD Rating Scale-5 for Children and Adolescents, Home Version for use by parents in Sudan to assess their children for ADHD. This scale is widely used by parents to assess their children aged 5-17 years for ADHD in the home environment.

Factors predicting current and future use of video-modelling in teaching students with autism spectrum disorder (ASD): a Saudi Arabian perspective.

Purpose: Despite the effectiveness of using video-modelling to teach skills for students with autism spectrum disorder (ASD), few studies have addressed video-modelling being adopted in the classrooms. This study measured special educators' current use of video-modelling in teaching students with ASD in Saudi Arabia. It also investigated the factors predicting current and future use of video-modelling based on Diffusion of Innovation Theory.

Psychometric Properties of ADHD Rating Scale-5 for Children and Adolescents in Sudan-School Version.

The ADHD Rating Scale-5 for Children and Adolescents, School Version, has been adopted and validated to be used in assessing ADHD among school children within Western contexts. However, there are few assessment tools in use for identifying ADHD characteristics in children in Sudan. Therefore, this study aimed to investigate the psychometric properties of this rating scale in the context of Sudan.

Challenging behaviors among students with severe developmental disabilities in Saudi Arabia: Impact of socio-demographic differences.

This study aimed to explore the prevalence of challenging behaviors (CBs) associated with students with severe developmental disabilities (SDDs) as rated by their teachers. The study also attempted to examine whether the occurrence and intensity of CBs might depend on certain socio-demographic variables. Data was collected using a questionnaire to rate the prevalence of CBs in 687 students with SDDs.

Naturalistic teaching approach to develop spontaneous vocalizations and augmented communication in children with autism spectrum disorder.

Naturalistic developmental behavioral interventions (NDBI) have been shown to facilitate the development of spontaneous language in individuals with speech and language impairment. Several meta-analyses have reported a small number of studies that utilized naturalistic teaching approaches combined with augmentative and alternative communication (AAC) interventions to develop requesting skills in individuals with autism spectrum disorder (ASD). Therefore, the main purpose of this study was to determine whether a natural language paradigm (NLP) and time delay is effective in expanding vocal and augmented requesting skills in three children with ASD between the ages of 4 and 6 years.