Infant-directed speech (IDS) is characterized by a range of register-typical characteristics. Many of those can be objectively measured, such as acoustic-prosodic and structural-linguistic modifications. Perceived vocal affect, however, is a socio-emotional IDS characteristic and is subjectively assessed. Vocal affect goes beyond acoustic-prosodic…

To date, cross-cultural studies on Theory of Mind (ToM) have predominantly focused on preschoolers. This study focuses on middle childhood, comparing two samples of mainland Chinese (n = 126) and Australian (n = 83) children aged between 5.5 and 12 years. Strange Stories, the most commonly used measure of ToM, was employed. The study aimed to…

Using the Short Form 12 Health Survey this cross-sectional study examined parental well-being in caregivers of children with one of three genetic disorders associated with intellectual disability; Down syndrome, Rett syndrome and the CDKL5 disorder. Data were sourced from the Western Australian Down Syndrome (n = 291), Australian Rett Syndrome (n…

This article reports on findings from longitudinal research that explored perceptions of family life for three- to five-year-old children whose families were participating in an intensive, therapeutic family support programme (N = 5) in a disadvantaged community in Sydney, Australia. There were two early childhood comparison groups, one comprising…

Australian, Iranian and Portuguese university students ("n"?=?967) completed the University Students Depression Inventory (USDI) in English, Persian and Portuguese languages, respectively. A series of MANOVA analyses were used to examine differences in depression symptoms as an effect of the country and demographic variables.…

Students' motivation is known to be influenced by both internally referenced and externally referenced factors. Internally referenced factors include self-processes (sense of competence and affect), whereas externally referenced factors include significant others (parents, peers and teachers). Using the Facilitating Conditions Questionnaire, the…

Intensive Interaction was introduced to a special developmental school in Melbourne, Australia. The school had previously used behavioural and skills-based teaching approaches to underpin the teaching of students with severe/profound intellectual disabilities and autistic spectrum disorders. Video baselines of students involved in classroom…

Background: A school-wide program known as Positive Behaviour for Learning (PBL) that systematically reinforces positive behaviours in schools based on the USA model of Positive Behavioral Interventions and Supports (PBIS) but also emphasizes learning processes and outcomes was implemented in the Western Sydney Region (WSR) of Australia. Aim: The…