Jan de Moor

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The Effects of Extinction in the Treatment of Sleep Problems with a Child with a Physical Disability

Http Dx Doi Org 10 1080 103491299100650, Jul 21, 2010

Kouijzer et al., 2013 (APB)

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The Effects of Extinction in the Treatment of Sleep Problems with a Child with a Physical Disability

International Journal of Disability, Development and Education, 1999

Ernstige eetproblemen bij (chirurgisch gecorrigeerde) anatomische afwijkingen: Effecten van gedragstherapie bij drie kinderen in de basisschoolleeftijd. / Serious problems with (surgically corrected) anatomical deviations: Impact of behaviour therapy in three children of primary school age

In the present study, the behavioral treatment is described of three school-aged children with se... more In the present study, the behavioral treatment is described of three school-aged children with severe feeding problems caused by (surgically corrected) anatomical anomalies of the digestive system. Two children showed food refusal and were tube-fed whereas the third child showed extreme food selectivity. During treatment, implementation of shaping, (non)verbal encouragement, intermittent contingent attention, and a token economy were effective in eliminating feeding problems in the children. During a mean of 50 sessions of treatment, conducted during a period of 7 months, each child had learned to orally consume food items within a normal speed range. Also, they learned to accept food items varying in both taste arid texture. Each child's caloric needs were met as a result of total amount of food consumed. In the discussion section: (a) the results of treatment are explained, (b) consequences of participant's age for treatment choice is underscored, (c) necessity of recordin...

TEI'07-Hengeveld et al S

by Riny Voort and Jan de Moor

Neurofeedback Treatment for Autism Spectrum Disorders – Scientific Foundations and Clinical Practice

Autism Spectrum Disorders - From Genes to Environment, 2011

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The effect of cerebral palsy on arithmetic accuracy is mediated by working memory, intelligence, early numeracy, and instruction time

Developmental neuropsychology, 2007

The development of addition and subtraction accuracy was assessed in first graders with cerebral ... more The development of addition and subtraction accuracy was assessed in first graders with cerebral palsy (CP) in both mainstream (16) and special education (41) and a control group of first graders in mainstream education (16). The control group out-performed the CP groups in addition and subtraction accuracy and this difference could not be fully explained by differences in intelligence. Both CP groups showed evidence of working memory deficits. The three groups exhibited different developmental patterns in the area of early numeracy skills. Children with CP in special education were found to receive less arithmetic instruction and instruction time was positively related to arithmetic accuracy. Structural equation modeling revealed that the effect of CP on arithmetic accuracy is mediated by intelligence, working memory, early numeracy, and instruction time.

Perceived changes in well-being of parents with a child in a therapeutic toddler class

Research in developmental disabilities

A 15-item questionnaire was developed to measure the perceived changes in well-being of parents w... more A 15-item questionnaire was developed to measure the perceived changes in well-being of parents with a motor disabled child during treatment in a Dutch therapeutic toddler class. Eighty-one mothers and 67 fathers completed the questionnaire. Factor analyses showed that two dimensions had to be distinguished in the questionnaire data. Parents perceived a positive change in well-being 10 months after their child started visiting the therapeutic toddler class. Mothers as well as fathers said to have gained more insight in their child's abilities and to feel less that they are all on their own. The impact of the toddler class program on well-being was greater for mothers than for fathers, especially with respect to feeling fit, planning social activities, and having time for their own relaxation. Fathers, however, gained more insight in the abilities of the child than mothers did after ten months. Regression analyses showed some family, parent, and child characteristics to be predic...

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Neurofeedback treatment in autism. Preliminary findings in behavioral, cognitive, and neurophysiological functioning

Research in Autism Spectrum Disorders, 2010

Autism spectrum disorders (ASD) have been defined as developmental disorders characterized by abn... more Autism spectrum disorders (ASD) have been defined as developmental disorders characterized by abnormalities in social interaction, communication skills, and behavioral flexibility (American Psychiatric Association, 1994). Although no evidence-based cure exists for ASD, psychosocial and pharmacologic interventions can improve the quality of life of children with ASD and their families. Psychosocial interventions in ASD include behavioral therapy, social skills training, and parental interventions. In general, psychosocial interventions appear to have limited effect sizes and maintenance of results over time. Recent research suggests that of all psychosocial interventions, intensive one-to-one behavioral therapy of at least 20 h per week at an early age is most effective . Pharmacologic interventions such as atypical antipsychotics, serotonin reuptake inhibitors, and stimulants do no affect the core symptoms of ASD, but may be components of a comprehensive treatment program in temporarily reducing additional problem behavior. Both psychosocial and pharmacologic interventions provide no curative solution for the treatment of ASD, but might offer benefits for relieving ASD symptoms.

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Food preferences in young Dutch children and recommendations for feeding intervention in developmental disabilities

by Stijn Deckers, Jan de Moor, and Jan van der Burg

Research in Developmental Disabilities, 2011

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Access to and use of Internet by adolescents who have a physical disability: A comparative study

Research in Developmental Disabilities, 2009

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De weg naar passende arbeid voor jongeren met autismespectrumstoornissen

Begeleiding van kinderen en jongeren met autisme, 2008

... voor jobcoaches kun-nen in aanmerking komen voor de uitvoering van re-integratie en arbeidsbe... more

Wrapping up LinguaBytes, for now

by Riny Voort and Jan de Moor

Proceedings of the 7th International Conference on Tangible, Embedded and Embodied Interaction - TEI '13, 2013

ABSTRACT In this paper we present the final research prototype of LinguaBytes, a tangible interfa... more ABSTRACT In this paper we present the final research prototype of LinguaBytes, a tangible interface aimed at stimulating the language development of non- or hardly speaking children between 1 and 4 years old. LinguaBytes was developed in a three-year Research through Design process in which five incremental prototypes were designed, built and evaluated in real-life settings. In this paper we present the original starting points of the project, describe our method and illustrate the resulting end-design using example scenarios of use. We give an overview of the most significant findings at the ten-month evaluation moment, after which we reflect on the original starting points and assess whether they hold up.

LinguaBytes

by Riny Voort and Jan de Moor

Proceedings of the 7th international conference on Interaction design and children - IDC '08, 2008

Tangibles for toddlers learning language

by Riny Voort and Jan de Moor

Proceedings of the 3rd International Conference on Tangible and Embedded Interaction - TEI '09, 2009

Here we present LinguaBytes, a modular, tangible playand-learning system developed to stimulate t... more Here we present LinguaBytes, a modular, tangible playand-learning system developed to stimulate the language and communication skills of toddlers (with a developmental age between 1 and 4 years) with multiple disabilities. The typical characteristics of these children and their common learning environment call for intelligent systems that are quickly and easily adaptable, or, even better, adjust themselves proactively. Over the last two and a half years we have designed and tested such a system within LinguaBytes. In this paper we will outline starting points, indicate the opportunities of Tangible Interaction and finally give an overview of the current LinguaBytes prototype.

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Let me actuate you

Proceedings of the 2nd international conference on Tangible and embedded interaction - TEI '08, 2008

ABSTRACT In this paper we focus on two aspects of Tangible Interaction that have our particular i... more

Designing for diversity

by Riny Voort and Jan de Moor

Proceedings of the 1st international conference on Tangible and embedded interaction - TEI '07, 2007

Interactive products can help very young multihandicapped children (1-4 years) develop their lang... more Interactive products can help very young multihandicapped children (1-4 years) develop their language and communication skills, under the condition that they are optimally tuned to the individual child. This has great consequences for design, since this kind of interactive products need to be adaptive to the child's development, possibilities, interests and needs. There are currently hardly any guidelines for designing adaptive interactive tangible products for such a heterogeneous user group. Through LinguaBytes, a three-year research project aimed at the development of an adaptive interactive toy for stimulating language and communication skills of multihandicapped toddlers, we want to establish a theoretical framework, including guidelines and tools, for designing complex interactive products. Figure 4. Word combining module with, from left to right, spaces for subjects, verb-cards and objects.

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Importance of speech production for phonological awareness and word decoding: The case of children with cerebral palsy

Research in Developmental Disabilities, 2009

The goal of this longitudinal study was to investigate the precursors of early reading developmen... more The goal of this longitudinal study was to investigate the precursors of early reading development in 52 children with cerebral palsy at kindergarten level in comparison to 65 children without disabilities. Word Decoding was measured to investigate early reading skills, while Phonological Awareness, Phonological Short-term Memory (STM), Speech Perception, Speech Production and Nonverbal Reasoning were considered reading precursors. Children with cerebral palsy lag behind on all reading precursors at the beginning of the second year of kindergarten. For the children without disabilities, early reading skills in Grade 1 were best predicted by Phonological Awareness and Phonological STM while Speech Production was the most important predictor of early reading success for the children with cerebral palsy, followed by Phonological Awareness and Speech Perception. Furthermore, for children with cerebral palsy, Speech Production appears to dominate reading development, as Speech Production measured at the beginning of the second year of kindergarten was strongly predictive of all other reading precursors measured at the end of the second year of kindergarten. The results of this study reveal that children with cerebral palsy with additional speech impairments are at risk for limited literacy development. Clinical implications are discussed.

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Emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy in special education

Research in Developmental Disabilities, 2011

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Home literacy predictors of early reading development in children with cerebral palsy

Research in Developmental Disabilities, 2009

The reading development of children does not start once children enter school. Before children le... more

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Jan de Moor

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