Background: Developmental coordination disorder is a neurodevelopmental disorder characterised by motor difficulties that significantly and persistently impact activities of daily living and participation. It has been suggested that children with (probable) developmental coordination disorder (pDCD) experience challenges in the domain of language,…

Background: The review aimed to investigate the effectiveness of parent-child relationship interventions for families of children with intellectual disability up to 12 years old. Methods: Quasi-experimental or randomised controlled trials (RCTs) of interventions targeting the parent-child relationship where =50% of children had an intellectual…

Background: Mucopolysaccharidosis type III (MPS III) is a rare lysosomal storage disease with systemic complications. This scoping review aimed to synthesise evidence regarding methods to diagnose and monitor MPS III. Methods: We searched 10 databases for English and Spanish citations published from 2017 to 2022. Our study focused on human-based…

Background: The development of communication, speech and language follows three stages (development of the parent--child relationship, interactions and actual speech and language acquisition). Children born with cleft lip and/or palate are at increased risk of communicative problems while parents may be going through an emotionally difficult time.…

Resilience remains under-researched in childhood disability. This review synthesized the available literature on resilience in children with autism and/or intellectual disability (ID), with a focus on the measurement of resilience across the eight studies that met inclusion criteria. Questionnaires were commonly used to assess resilience, with a…

Unstructured play on playgrounds is beneficial to children's development, but children with disabilities are often unable to use playgrounds in the same ways as their peers without disabilities. No research to date has focused exclusively on the playground experiences of children who use augmentative and alternative communication (AAC). Therefore,…

The aim of this scoping review was to systematically map and summarise recent peer-reviewed research on children with dysgraphia between 2015 and May 2021. The research included the perspectives of children, carers, and educators. Dysgraphia is a largely unrecognised specific learning disorder (SLD) in writing that manifests as a disability in…

Parent-mediated interventions complement professional services and empower parents. In music therapy, this treatment modality is emerging. A systematic review was conducted to assess the existence of parent-mediated music interventions with children with ASD, identify the characteristics of parent coaching used, and summarize results. Thirteen…

Family routines provide young children with predictable, repeatable, and functional contexts for learning about the world. Participating in family routines is a critical pathway by which all children learn. While the use of family routines in caregiver-implemented interventions (CIIs) is supported by theories, research, and recommended practices,…

This paper draws on the breadth of Forest School research literature spanning the past ten years in order to categorise theorisations across the papers. As Forest Schools in the UK are still a fairly recent development research is still limited in quantity and can lack theorisation at a broader level of abstraction. The systematic literature…

The high prevalence of Autism Spectrum Disorder (ASD) necessitates acquiring early detection tools that can lead to appropriate interventions for children and assist children in performing as many life functions as possible. In addition, early detection tools for ASD can realize quality early childhood development. This study aims to review…

Purpose: Identifying risk factors associated with neurodevelopmental disorders is an important line of research, as it will lead to earlier identification of children who could benefit from interventions that support optimal developmental outcomes. The primary goal of this review was to summarize research on risk factors associated with autism…

Background: Evidence and awareness of the importance of culturally adapting psychosocial interventions is growing. The aim of this paper is to systematically review studies on cultural adaptations of psychosocial interventions for parents and their children with intellectual disabilities, in low- and middle-income countries. Methods: Studies were…

Background: In typical development, primarily contextual factors at the family level are clearly associated with child developmental outcomes. In contrast, knowledge about the contextual factors influencing the developmental characteristics of children (0-12 years) with severe to profound intellectual disability is scarce. Method: Through…

This 'best available evidence' review was commissioned by the Education Endowment Foundation (EEF) in 2019 to inform the Special Educational Needs and Disability (SEND) Guidance document (EEF, 2020). This review was commissioned explicitly as a broad overview of evidence across a range of topics, with the intention that the EEF might then…