Claude L. Normand

The evolution of problem and social competence behaviors during toddlerhood: A prospective population-based cohort survey

Research in developmental psychopathology has long been preoccupied with rather broad categories of behavior, but we know little about the specific behaviors that comprise these categories. The objective of this study was to: (a) estimate the prevalence of problem and social competence behaviors in the general population of children at 17 months of age, and (b) describe the continuity and discontinuity in the degree to which children exhibit these behaviors between 17 and 29 months of age. The results show that frequent problem behaviors are not typical of children under two years of age. Further, the results suggest that it is possible to distinguish between different types of problem behaviors before two years of age. In addition, the results show that gender differences in some problem behaviors are already present before two years of age, and increase in magnitude during toddlerhood. Finally, the results show that interindividual differences in problem behaviors observed before two years of age are stable. The predictive accuracy of frequent problem behaviors in children at 17 months of age was limited, however, with often a majority of toddlers not behaving this way a year later. Overall, our results suggest that toddlerhood represents a critical period when behavioral and emotional problems of potentially clinical significance emerge. Pediatricians should routinely ask parents to report the frequency of their young childrens problem behaviors during child health supervision visits so that children whose frequent problem behaviors persist over time can be identified and possibly referred for treatment.

Lifestyle interventions targeting changes in body weight and composition among youth with an intellectual disability: A systematic review

Over the past three decades, the potential effects of lifestyle interventions targeting changes in body weight and composition (weight, body mass index, fat mass, waist circumference) among adults with an intellectual disability (ID) have been examined in various systematic reviews. Nevertheless, since the middle of the 1980s, the potential effects of these interventions for youth with an ID remain an open question. The purpose of this article is to review the effects of lifestyle interventions targeting changes in body weight and composition among youth with an ID. This review will focus on changes in body weight and composition, healthy lifestyle, and secondary health conditions. A systematic review of English- and French-language studies, published between 1981 and 2013, was performed on Academic Search Complete, PsycARTICLES, Medline and Scopus. The nine studies included in this review focused mainly on: a sample with a wide age range (e.g., 7-22 years); males; overweight-obese youth having a mild-to-moderate ID with Down or Prader-Willi syndrome; physical activity interventions; cohort pre- and post-test designs with/without a control group; and changes in body weight and composition. Taken together, results from these studies suggest successful changes in weight, body mass index and fat mass. However, intervention effects on healthy lifestyle and secondary health conditions are scarce and inconclusive. Given the weaknesses of the reviewed studies, the present findings should be considered preliminary and indicative of the need for future research.

Cybervictimization of Young People With an Intellectual or Developmental Disability: Risks Specific to Sexual Solicitation.

BACKGROUND Studies demonstrate that youth are vulnerable to online sexual solicitation. However, no study has estimated this risk for youth diagnosed with an intellectual or developmental disability (IDD). METHODS A literature review of the risk factors associated with online sexual solicitation in youths was done using electronic databases, such as PsychInFO, ERIC, MEDLINE and Scopus. RESULTS Fifty-seven published papers were found relevant. However, only two pertained to the population with IDD. Sexual and physical abuse, social isolation, loneliness, depression, and chatting were found to increase the risk of being prey to sexual solicitation on the Internet. Many of these risk factors are even more prevalent in youth with IDD than in the general population. CONCLUSION Recommendations are made for future research to help understand and prevent sexual cybersolicitation.

The Development of Prosocial Behaviors in Young Children: A Prospective Population-Based Cohort Study

ABSTRACT Researchers know relatively little about the normative development of childrens behaviors aimed at alleviating distress or discomfort in others. In this article, the authors aim to describe the continuity and discontinuity in the degree to which young children in the general population are reported to exhibit specific prosocial behaviors. Data came from the Québec Longitudinal Study of Child Development. Consistent with Hays model of prosocial development, the results show that there were about as many children who stopped exhibiting prosocial behaviors between 29 and 41 months of age as there were children who started doing so during this period. Further, gender differences (girls > boys) in prosocial behaviors are either emerging or at least increasing in magnitude, with girls being more likely to start and boys being more likely to stop exhibiting these behaviors between 29 and 41 months of age. Consistent with the early-onset hypothesis, children who exhibit prosocial behaviors at 17 months of age are less likely to stop exhibiting the same behaviors between 29 and 41 months of age. Otherwise, if they did not exhibit prosocial behaviors at 29 months of age, they are also more likely to start doing so in the following year.

Prevalence and correlates of bullying perpetration and victimization among school-aged youth with intellectual disabilities: A systematic review.

Recent literature reviews show that bullying perpetration and victimization are major public health concerns for typically developing (TD) youth. Nevertheless, the magnitude of this phenomenon among youth with intellectual disabilities (ID) remains unclear. Therefore, the purpose of this review is to provide a synthesis of the empirical studies examining the prevalence and correlates of bullying perpetration and victimization among youth with ID. A systematic literature search was performed and 11 studies met the inclusion criteria. The findings from these studies showed weighted mean prevalence rates of general bullying perpetration, bullying victimization and both of 15.1%, 36.3%, and 25.2%, respectively. Weighted mean prevalence rates of bullying perpetration and victimization differed according to the characteristics of the studies (e.g., assessment context, school setting, information source, type of measures, time frame). Additionally, high weighted mean prevalence rates of physical (33.3%), verbal (50.2%), relational (37.4%), and cyber (38.3%) victimization were found among youth with ID. When youth with ID were compared to youth with other disabilities or TD peers, no clear differences were found. Finally, the present review shows that correlates of bullying perpetration and victimization in this population remain understudied.

DEVELOPMENT OF DISRUPTIVE BEHAVIORS IN YOUNG CHILDREN: A PROSPECTIVE POPULATION-BASED COHORT STUDY

We know relatively little about the development of disruptive behaviors (DBs), and gender differences therein. The objective of this study was to describe the continuity and discontinuity in the degree to which young children in the general population are reported to exhibit specific DBs over time. Data came from the Québec Longitudinal Study of Child Development. First, the results show that relatively few children exhibit DBs on a frequent basis at 41 months of age. Second, the results show that a majority of children who exhibit a particular DB on a frequent basis at 41 months of age did not do so 1 year earlier. In addition, a majority of children who exhibited a particular DB on a frequent basis at 29 months of age no longer do so 1 year later. Third, gender differences in DBs (boys > girls) are either emerging or at least increasing in magnitude between 29 and 41 months of age. Consistent with the canalization of the behavioral development principle, children who exhibited DBs on a frequent basis at 29 months of age are less likely to stop doing so in the following year if they had exhibited the same behaviors at 17 months of age.

Bridging the digital divide for people with intellectual disability

Recent data from several studies and surveys confirm that our society has entered the digital and information age. Some authors mention that information and communication technologies (ICT) have the potential to enhance people’s power to act and promote equal citizen participation. These elements are particularly important for people living with intellectual disability (ID). However, it seems that the use of ICT is challenging for these people and that a digital divide has gradually formed between them and the connected citizen. The general objective of this theoretical article is to identify and illustrate the dimensions that must be taken into account to promote the digital participation of people with ID. The model is based on a qualitative analysis of scientific publications using a conceptual-style matrix (Miles & Huberman, 2003). The coding categories were derived from two main sources: the accessibility pyramid and the Human Development Model - Disability Creation Process. Five challenges or conditions associated with digital inclusion were identified: access to digital devices, sensorimotor, cognitive and technical requierements and the comprehension of codes and conventions. For each one, the obstacles and facilitators identified in the literature are described. These reflections and principles led us to propose a model in the shape of a gear. The proper operation of the gear system depends on the fit between individual resources and environmental support. The model is a first step to understand the digital inclusion of people with ID.

From solitude to solicitation: How people with intellectual disability or autism spectrum disorder use the internet

Very little is known about how people with intellectual disability (ID) or autism spectrum disorder (ASD) use the Internet. However, we do know that many of them have limited social circles. Electronic social media could facilitate the development of relationships, increase social participation and reduce social isolation for these people. However it may also expose users to unwanted encounters. Our exploratory study attempts to get a glimpse of Internet experiences of young adults with ID or ASD. Eight participants (five with ID and three with ASD) whose mean age was 25 years participated in this preliminary study. A sociodemographic and Internet use questionnaire was administered with the help of the participants’ support worker. Seven participants agreed to be interviewed by one of the researchers in a separate meeting, in the presence of their support worker. Results show that all participants enjoyed using the Internet for communicating (e.g. Facebook, e‑mail, chatrooms, dating sites) or entertainment (e.g. watching videos, listening to music). Three male subjects played games online, and only participants with ASD (without ID) created content (e.g. website or blog). All interviewees with ID and two of the three with ASD had distressing experiences including: being insulted online, having false rumors spread, receiving threats or being targets of sexual cyber-solicitation. Users with ID have had to rely on friends, parents or social workers to avoid or rectify cyber-victimization episodes. Internet access has opened a wide window of opportunity for people with ID and ASD, but more education and support is needed to ensure safe and positive Internet use by this population.

Digital Inclusion Trajectory of People with Down Syndrome: A Pilot Study

In Quebec (Canada), digital inclusion of people with intellectual disability is a matter of concern. It appears that certain obstacles are jeopardizing most of these people’s access to information and communication technology in their daily lives. The resulting digital divide is impairing recent efforts to promote social inclusion. In 2016, the Montreal, Quebec, Group for trisomy 21 (RT21) (Regroupement pour la Trisomie 21) created a Technology in Support of Autonomy program to promote the digital inclusion of people with intellectual disability. TASA consists of daily activities using iPads. Each activity is adapted to the participants’ own life goals and helps develop their self-determination and autonomy. The study associated with this program has two main objectives: (1) make a project implementation assessment and (2) draw a portrait of participants’ digital inclusion trajectory over nine months. The results suggest that the program improves the participants’ ability to use technology and thus supports certain dimensions of digital inclusion.