Purpose: To examine (a) living context, employment, education, and leisure for autistic young adults, and (b) factors that contribute to challenges and successes during the transition to adulthood for autistic young adults. Methodology: Eighty-two parents or caregivers of autistic young adults (age 18-26) completed a survey about the current living situation and the perceived impact of factors on the transition to adulthood. Findings: Autistic young adults have significant challenges during the transition to adulthood, as reported by parents or caregivers. 82% of autistic young adults live at home with family. 42% are employed an average of 15 hours/week. 70% have pursued post-secondary education averaging 1.5 classes per semester. The most common leisure pursuits were listening to music and playing video games, identified in over 85% symptoms, and social skills as high-impact barriers, and therapeutic supports as low-impact facilitators during the transition to adulthood. Originality: These results corroborate studies that describe poor outcomes for autistic adults. A multitude of factors plays significant roles in the transition to adulthood for autistic young adults. High-impact factors should guide the focus of therapeutic interventions. More research is needed to explore the impact of these cognitive and psychosocial factors for autistic young adults.
Background: disability is more than a medical condition; it encompasses challenges in social interaction and mobility. Individuals with disabilities often face marginalization and barriers due to limitations in participation. Objectives: to assess the Quality of Life (QoL) of individuals with locomotor disabilities and the impact of physical disability on their sociodemographic characteristics. Materials and methods: this cross-sectional study was conducted among 50 locomotor-disabled individuals selected through snowball sampling. The WHOQOL-100 scale was used for QoL assessment, and sociodemographic data were collected via self-designed questionnaires. Data analysis was performed using SPSS version 20, with categorical variables expressed as frequencies and percentages. QoL domain scores
People with Neurodevelopmental Disorders (NDD), namely Specific Learning Disorder (SLD), Attention-Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Intellectual Disability (ID), experience significant learning difficulties due to deficits in cognitive processes. Given the high incidence of NDD, neuropsychologists consider the development of effective rehabilitative treatments a top priority. In this context, the Hawkeye project emerges, offering a distinctly innovative approach aimed at developing and testing a demonstrator of novel cognitive and attentional training programs, the TOR system. The study sample consisted of 82 participants (38 males and 44 females) aged 5 to 50 years, diagnosed with NDD (ID, ASD, ADHD, SLD) according to the DSM-5-TR criteria. The results show a high rate of exercise execution and completion, discrimination of performance across diagnostic groups, improvements in selective and sustained attention after 8 training sessions, and a high rate of satisfaction related to the use of the TOR system and the cognitive exercises. This work, therefore, demonstrates the efficacy and usability of a new set of cognitive exercises, providing a solid foundation for their clinical implementation in the rehabilitation of attentional deficits in populations with NDD.
Objective: Spinal Cord Injury (SCI) significantly impacts an individual's physical and emotional well-being. This study explores the lived experiences of individuals with SCI, focusing on the influence of family interactions. It aims to shed light on the complex emotions they experience during the patient's period of dependence and until they reach independence. Method: A qualitative study was conducted in Iran with 14 individuals diagnosed with SCI between March 2022 and January 2023. Semi-structured, face-to-face, and in-depth interviews were conducted until data saturation was reached. The data were analyzed using reflexive thematic analysis with the assistance of MAXQDA 2020 software. Results: This analysis revealed one central theme, "Burden of Loss and Power of Compassion" which encompassed three overarching categories with 14 distinct subcategories. These three categories are: shattered dignity, collapsing hope and expectations, and lightening the family's load with compassionate care. Conclusion: These findings not only provide profound insights into the experiences of individuals navigating the challenging terrain of SCI but they also reveal the moral foundations that guide their interactions with family and caregivers. They inspire critical thinking that guides interactions, emphasizing the importance of preserving the individual's dignity amidst significant physical challenges. By fostering an environment of respect, empathy, and open communication, we can empower both individuals and their caregivers to navigate this journey with grace and dignity.
Digital games have become valuable educational tools for individuals with disabilities, including Rett Syndrome (RTT). This study explores the potential of interactive eye-gaze fairy tales, implemented as Serious Games, to enhance motivation, attention, and memory in girls with RTT. The research was conducted in two phases. Study 1 focused on calibrating the fairy tale elements - such as colors, shapes, and attention-grabbing features - with 22 girls diagnosed with RTT, aiming to determine which aspects most effectively captured their attention. Study 2 involved 28 participants, aged 5 to 33 years, who were divided into experimental and control groups. In the experimental group, participants actively made choices that influenced the story's progression, while the control group passively observed the narrative. The findings from Study 2 indicate that the experimental group demonstrated consistent performance in recognition tasks, suggesting that interactive engagement positively impacts memory recognition. Additionally, the experimental group exhibited higher happiness levels than the control group, with the difference becoming more pronounced after the initial story presentation. Both groups reported low discomfort levels, indicating that the viewing process was well tolerated. These results suggest that interactive fairy tales can be a beneficial tool for improving motivation and attention in individuals with RTT. The findings support the potential of Serious Games as a promising educational intervention for this population, emphasizing the importance of interactive engagement in enhancing learning outcomes.
