Learn More
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(More)
Here we present <i>LinguaBytes</i>, a modular, tangible play-and-learning system developed to stimulate the language and communication skills of toddlers (with a developmental age between 1 and 4 years) with multiple disabilities. The typical characteristics of these children and their common learning environment call for intelligent systems that are(More)
In this paper we focus on two aspects of Tangible Interaction that have our particular interest: 1) the added value of tangibility when designing interfaces for toddlers and 2) the value of actuators. Especially the latter is something that in our opinion has been under-investigated within the field of Tangible and Embedded Interaction. In this paper we(More)
BACKGROUND Although it is believed that children with cerebral palsy are at high risk for learning difficulties and arithmetic difficulties in particular, few studies have investigated this issue. METHODS Arithmetic ability was longitudinally assessed in children with cerebral palsy in special (n = 41) and mainstream education (n = 16) and controls in(More)
Sleeping problems are common among developmentally disabled children of young age and they may have adverse effects on the well-being of both child and parents. In the present study, results from functional assessment with four children suggested that sleeping problems were reinforced by parental attention whilst an undiagnosed seizure disorder was(More)
Several authors have reported enlarged lateral brain ventricles in major depressive patients as compared to healthy controls. Also, the enlargement of brain lateral ventricles has been related to delusions, psychomotor retardation and some biochemical data such as cortisol secretion and L-tryptophan serum levels. The present study was undertaken to(More)
Interactive products can help very young multi-handicapped children (1-4 years) develop their language and communication skills, under the condition that they are optimally tuned to the individual child. This has great consequences for design, since this kind of interactive products need to be adaptive to the child's development, possibilities, interests(More)
The goal of this longitudinal study was to investigate the precursors of early reading development in 52 children with cerebral palsy at kindergarten level in comparison to 65 children without disabilities. Word Decoding was measured to investigate early reading skills, while Phonological Awareness, Phonological Short-term Memory (STM), Speech Perception,(More)
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(More)
Arithmetic ability was tested in children with cerebral palsy without severe intellectual impairment (verbal IQ >or= 70) attending special (n = 41) or mainstream education (n = 16) as well as control children in mainstream education (n = 16) throughout first and second grade. Children with cerebral palsy in special education did not appear to have fully(More)