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Background  Down syndrome (DS) has been the focus of much cognitive and developmental research; however, there is a gap in knowledge regarding sustained attention, particularly across different sensory domains. This research examined the hypothesis that children with DS would demonstrate superior visual rather than auditory performance on a sustained attention task and that this modality difference would not be seen in children with non‐specific intellectual disability (NSID).Materials and Methods  Eleven children with DS and 16 children with NSID were compared on two versions of the sustained attention to response test (SART), varying only in presentation modality (visual or auditory). Errors of commission (failure to withhold response to target) and errors of omission (failure to respond to non‐target distractors) were recorded.Results  Significant group differences were found in the visual modality and mental age was also found to effect error rates in the visual condition. No effect of group or mental age was observed in the auditory SART.Conclusions  Results suggest that, for individuals with DS, presentation of education material in a visual medium may facilitate sustained attention and thus learning. Further research using tools such as the SART to explore modality differences in sustained attention and additional cognitive domains is recommended.

AbstractGroup Stepping Stones Triple P (GSSTP), is an evidence‐based intervention for parents of children with intellectual disability that aims to improve child behavioural difficulties. GSSTP was designed to be delivered face‐to‐face, but during the COVID‐19 pandemic some services started delivering it remotely. The evidence base for remote intervention is growing, but few studies have focused on the experiences of practitioners delivering the interventions and the consequences of their service provision. We aimed to explore UK practitioners' experiences of delivering remotely GSSTP. The objectives were to identify the advantages and disadvantages of remote GSSTP, to determine whether adjustments were made to enable delivery, and to assess perceived acceptability. Participants were identified using consecutive sampling from the Triple P UK practitioner network. Eleven practitioners, who had experience of delivering GSSTP remotely and face‐to‐face, reported their experiences in an online survey. Ten participants also took part in semi‐structured interviews. Interviews were transcribed verbatim and analysed using thematic analysis. According to 55% of practitioners, parent attendance had increased with remote delivery, and 73% of practitioners found remote GSSTP equally or more effective than face‐to‐face. Survey findings about managing parent engagement remotely were mixed and building rapport with patients was considered equally or more difficult remotely. The key themes from the thematic analysis were the practitioners' 'sincere enthusiasm' over the advantages of the remote GSSTP provision, the 'person‐centered strategies' that characterised their practice, the emergence of 'remote delivery as the way forward' for parenting services and finally, the 'challenges of remote delivery'. Remote GSSTP was perceived to be acceptable to participants and practitioners; the advantages of remote delivery appeared to outweigh the disadvantages. Practitioners reported strategies to prompt engagement and recreate group interactions in the remote setting that could be integrated in the practice of other group parenting providers.

AbstractBackgroundThis systematic review aimed to explore how adults with autism participate in the community, the impact of community participation on quality of life and mental health, and factors that support and hinder participation.MethodA systematic review was conducted including studies published from inception to 17 January 2021.ResultsSixty‐three reports were included, reporting on 58 studies. Solitary activities, organised group activities, community activities, religious groups and online social participation were identified. The relationship between community participation and quality of life was examined. Barriers and facilitators to increased community participation were identified. Most studies had a moderate to high risk of bias.ConclusionAdults with autism participate in a range of independent and community activities. The impact of community participation on quality of life and mental health warrants further exploration. Future studies should find effective ways of supporting adults with autism to participate in the community.

AbstractBackgroundThis systematic review aimed to explore the effects of sport and physical activity on behaviour and emotional problems, mental health and psychosocial well‐being of children and adolescents with intellectual disability.MethodFive databases were searched systematically (ERIC, MEDLINE, PsycINFO, SportDISCUS and SCOPUS), up to 28 February 2021. Thirty‐two studies met criteria for inclusion.ResultsStudies in this review included case studies (n = 15), treatment trials (n = 14), cross sectional studies (n = 2) and a cohort study (n = 1). Evidence was positive, though high risk of bias in treatment trials (7 of 14 rated high) meant generalisability of results was limited.ConclusionsThe available evidence suggests a positive relationship between physical activity and improved behaviour and emotional problems, mental health and psychosocial well‐being; however, more robust randomised controlled trials are required to confirm this.

AbstractBackgroundBehaviour and emotional problems are highly prevalent in children with autism spectrum disorder (ASD). In typically developing children, attachment quality acts as a risk/protective factor for behavioural outcomes and adjustment, warranting investigation in children with ASD.MethodWe investigated the relationship between attachment and child behaviour and emotional problems in children with ASD and comorbid intellectual disability. Data were collected from parent–child dyads where children were diagnosed with ASD and ID (n = 28) or other developmental disabilities (n = 20).ResultsChildren with ASD had higher levels of behaviour and emotional problems and more attachment difficulties than children with other developmental disabilities. Poorer attachment quality contributed uniquely to the variance in child behaviour and emotional problems.ConclusionsInterventions targeting behaviour and emotional problems in children with ASD may benefit from an attachment model which addresses the child's difficulty in using caregivers as a coregulatory agent of emotions.

Background  In low‐ and middle‐income (LAMI) countries, there is a lack of well‐trained therapists to provide specialist interventions for children with intellectual disabilities and their families. We sought to identify strategies deliverable by families or non‐specialist workers.Materials and Methods  After searches of appropriate scientific databases, we applied GRADE methodology to rate the quality of evidence for these interventions.Results  We identified small‐scale interventions trialled in LAMI countries with limited evidence of effectiveness in supporting development, adaptive behaviour and/or community participation. In high‐income countries, the Stepping Stones Triple P program for adaptive behaviour and the Portage program for child development have the most extensive evidence base and may be applicable in LAMI countries.Conclusions  There is reason to hope that, when combined with community development strategies, the welfare of children with intellectual disabilities in LAMI countries can be advanced within those countries' economic means.

Objectives: Parenting is central to children's optimal development and accounts for a substantial proportion of the variance in child outcomes, including up to 40% of child mental health. Parenting is also one of the most modifiable, proximal, and direct factors for preventing and treating a range of children's problems and enhancing wellbeing. To determine the effectiveness of new approaches to parenting intervention, and to evaluate how to optimise reach and uptake, sufficient funding must be allocated for high quality research. Method: We reviewed funding awarded by the National Health and Medical Research Council (NHMRC) and Australian Research Council (ARC) for parenting intervention research during 2011-2020. Results: Parenting intervention research received 0.25% of the NHMRC and ARC research budgets. Conclusions: There is a substantial mismatch between the funding of parenting intervention research and the impact of improved parenting on short- and long-term child outcomes. To rectify this, it is critical that Australian Government funding schemes include parenting interventions as priority areas for funding. Implications for public health: Changes in allocation of funding to parenting research will support the establishment of evidence for the effective development, implementation and dissemination of parenting interventions to maximise health outcomes for children and their families.