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The article "The Role of Parental Scaffolding in the Language Acquisition of Children with Developmental Delays: A Qualitative Study" was published in error. We removed it when the error was brought to our attention. This study investigates the role of parental scaffolding in supporting language acquisition among children with developmental delays. Qualitative methods were employed to capture in-depth perspectives from 25 caregivers of children aged 3 to 6 years with developmental delays. Semi-structured interviews were conducted to gather data on parental scaffolding practices. Data analysis followed a thematic approach, where transcripts were coded and themes related to responsive interactions, language modeling, and support strategies were identified. The findings underscored the significant impact of parental scaffolding on language acquisition. Responsive interactions, including prompting and encouragement, emerged as crucial in stimulating communication and fostering confidence in children. Caregivers’ effective modeling of language, through descriptive speech and vocabulary expansion, was associated with enhanced linguistic competence. Moreover, structured support strategies such as visual aids and routine establishment facilitated comprehension and communication clarity, mitigating challenges associated with developmental delays. In conclusion, parental scaffolding plays a pivotal role in enhancing language development in children with developmental delays. By adapting support strategies to meet the child’s needs and abilities, caregivers can effectively promote language skills crucial for cognitive, social, and academic growth. These findings underscore the importance of integrating evidence-based scaffolding practices into therapeutic and educational interventions to optimize language outcomes for this vulnerable population.

This study aimed to investigate the relationships between curiosity, social support, and emotion regulation in individuals with specific learning disorders (SLD). The objective was to determine how social support and emotion regulation predict levels of curiosity in this population, providing insights for effective interventions. The study employed a cross-sectional design with a sample size of 252 participants, selected based on the Morgan and Krejcie table. Data were collected using the Curiosity and Exploration Inventory-II (CEI-II) for curiosity, the Multidimensional Scale of Perceived Social Support (MSPSS) for social support, and the Difficulties in Emotion Regulation Scale (DERS) for emotion regulation. Pearson correlation and linear regression analyses were conducted using SPSS-27 to examine the relationships between the variables. Descriptive statistics indicated moderate levels of curiosity, social support, and emotion regulation among participants. Pearson correlation analysis revealed significant positive correlations between curiosity and both social support (r = 0.52, p < 0.001) and emotion regulation (r = 0.46, p < 0.001). Regression analysis showed that social support and emotion regulation collectively accounted for 37% of the variance in curiosity (R² = 0.37, F(2, 249) = 72.19, p < 0.001). Both social support (B = 0.32, p < 0.001) and emotion regulation (B = 0.25, p < 0.001) emerged as significant predictors of curiosity. The findings highlight the significant roles of social support and emotion regulation in fostering curiosity among individuals with SLD. Supportive social environments and effective emotion regulation strategies are critical for promoting curiosity and engagement. These insights can inform the development of targeted interventions aimed at enhancing the well-being and academic success of individuals with SLD.

This study aims to investigate the predictive relationship between empathy, adaptive behavior, and neurodevelopmental functioning in adolescents with Autism Spectrum Disorder (ASD). Understanding how these factors interplay can inform targeted interventions to enhance the quality of life and developmental outcomes for this population. The study employed a cross-sectional design with a sample of 330 adolescents diagnosed with ASD, aged 12 to 18 years. Participants were assessed using the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) for neurodevelopmental functioning, the Interpersonal Reactivity Index (IRI) for empathy, and the Adaptive Behavior Assessment System, Third Edition (ABAS-3) for adaptive behavior. Data analysis included descriptive statistics, Pearson correlation, and linear regression using SPSS-27. Descriptive statistics revealed mean scores of 85.45 (SD = 15.23) for neurodevelopmental functioning, 52.30 (SD = 8.57) for empathy, and 70.12 (SD = 10.34) for adaptive behavior. Pearson correlation analysis showed significant positive correlations between neurodevelopmental functioning and both empathy (r = .56, p < .001) and adaptive behavior (r = .67, p < .001). The regression analysis indicated that empathy (β = .38, p < .001) and adaptive behavior (β = .52, p < .001) significantly predict neurodevelopmental functioning, explaining 55% of the variance (R² = .55, p < .001). The study findings highlight the significant roles of empathy and adaptive behavior in predicting neurodevelopmental functioning in adolescents with ASD. Interventions focusing on enhancing these areas could positively impact the overall development and daily functioning of individuals with ASD. Future research should utilize longitudinal designs to further explore these relationships and examine the effectiveness of targeted interventions.

This study aims to explore the insights of educators on the implementation and impact of peer-mediated instructional strategies within inclusive education settings. A qualitative research design was employed, involving semi-structured interviews with 22 educators currently working in inclusive educational settings. Participants were selected through purposive sampling to ensure a diverse representation of experience with peer-mediated instructional strategies. Data collection continued until theoretical saturation was achieved. The interviews were transcribed verbatim and subjected to thematic analysis to identify key themes and subthemes related to the implementation, benefits, and challenges of peer-mediated instructional strategies. The study identified five key implementation strategies: training and professional development, collaborative planning, resource availability, student pairing, and monitoring and feedback mechanisms. Educators reported numerous benefits, including academic improvement, social skills development, increased inclusion and acceptance, peer leadership, motivation and engagement, and behavioral improvements. However, they also highlighted significant challenges, such as time constraints, lack of resources, diverse student needs, teacher preparedness, peer dynamics, administrative support, and difficulties in evaluation and assessment. Based on these findings, the study recommends policy changes, enhanced teacher training programs, the development of collaborative networks, flexible implementation models, and increased student involvement. Peer-mediated instructional strategies show great potential for enhancing inclusive education by fostering academic and social benefits for all students. However, successful implementation requires addressing challenges related to resource availability, teacher preparedness, and administrative support. By prioritizing comprehensive training, collaborative planning, and adequate resources, educators and policymakers can improve the effectiveness of inclusive education practices.

This study aims to explore the role of neurofeedback in managing behavioral issues in children with exceptional needs. This qualitative research employed a phenomenological approach to gain deep insights into participants' experiences. A purposive sampling strategy was used to select 20 participants, including 8 parents, 5 neurofeedback practitioners, 4 educators, and 3 pediatric psychologists/psychiatrists. Data were collected through semi-structured interviews, which were audio-recorded and transcribed for analysis. Thematic analysis was conducted to identify and develop key themes from the data, ensuring credibility and reliability through member checking and peer debriefing. The study identified significant improvements in children's attention, emotional regulation, social interactions, academic performance, and overall well-being following neurofeedback therapy. Participants reported enhanced focus, reduced tantrums, better peer relationships, improved grades, and increased energy levels. Challenges included accessibility issues, therapy duration, individual differences in response, and technical difficulties. These findings align with previous studies demonstrating the efficacy of neurofeedback in managing behavioral issues in children with ADHD, ASD, and other developmental disorders. Neurofeedback shows promise as an effective intervention for managing behavioral issues in children with exceptional needs. However, challenges such as accessibility, therapy duration, and technical difficulties need to be addressed. Future research should focus on larger, more diverse samples, control groups, and long-term effects. Practical recommendations include increasing accessibility, tailoring treatment plans, and integrating neurofeedback with other therapeutic approaches for holistic child development.