Catriona Windsor

Windsor, C., Bottegård Næss, K.-A., Kirmess, M., Deckers, S., Ballentine, N., Yoon, S., Speyer, R. (2025). Reliability and validity or questionnaires to assess communication skills in people with intellectual disabilities: A systematic review. Journal of Intellectual Disability Research, online version. https://doi.org/10.1111/jir.70063 

• Batinović, Lucija; Topor, Marta; Henriksson, Ida; Allgulin, Marcus; Pescador, Xandee & Jonsson, Elin [Show all 10 contributors for this article] (2026). School-based interventions for primary and secondary school students with intellectual disability: A scoping review. International Journal of Educational Research. ISSN 0883-0355. 137. doi: 10.1016/j.ijer.2026.102960. Full text in Research Archive Show summary

  This scoping review mapped school-based interventions for K-12 students with intellectual disability (ID; IQ ≤75 or a diagnosed intellectual disability), focusing on outcomes, theoretical frameworks, study designs, and research transparency. A systematic search across six databases identified 952 studies, published 2000-2023. The most common interventions were assistive or instructional, primarily targeting academic outcomes. Multiple probe designs were the most prevalent study method, with frequent reliance on non-standardized measures. Reporting on theoretical frameworks was limited, and adherence to open science practices, including data sharing and ethics statement reporting, was minimal. The findings highlight the need for improved methods to synthesize prevalent single-case evidence in this field. Furthermore, the limited engagement with open science practices warrants exploration of barriers to and support for their implementation.

• Adzimová, Silvia; Speijer, Renée; Cordier, Reinie; Windsor, Catriona; Korim, Žofia & Tedla, Miroslav (2025). Evaluating Behavioural Interventions for Oropharyngeal Dysphagia in Adults: A Systematic Review and Meta-Analysis of Swallowing Manoeuvres, Exercises, and Postural Techniques †. Journal of Clinical Medicine. 14(20). doi: 10.3390/jcm14207180. Full text in Research Archive Show summary

  Background/Objectives: To assess the effectiveness of the most commonly used swallowing manoeuvres, exercises, and postural strategies as standalone interventions in the behavioural management of oropharyngeal dysphagia in adults. Methods: Systematic searches of two electronic databases, Embase and PubMed, were conducted in accordance with PRISMA guidelines to identify studies with comparison groups, including (pseudo) randomised controlled trials, comparative studies with concurrent controls, and within-subject or crossover study designs. The methodological quality of the included studies was assessed using the standard quality assessment tool (QualSyst). Results: Seventeen studies met the eligibility criteria, evaluating the effects of chin tuck, effortful swallow, the Mendelsohn manoeuvre, the modified jaw opening exercise, the volitional laryngeal vestibule closure manoeuvre, and the Shaker exercise. Most studies reported positive treatment outcomes, supporting the benefits of both compensatory and rehabilitative interventions across diverse populations, mainly derived from mixed groups and individuals post stroke. However, due to the limited number and significant heterogeneity of studies, a meta-analysis was only performed for the chin tuck, which showed a moderate positive effect. Overall, the evidence is preliminary and should be interpreted with caution. Conclusions: While current findings support the benefits of standalone behavioural interventions in oropharyngeal dysphagia, future research should focus on high-quality study designs with larger populations. Such studies need to consider variability in patient characteristics, intervention protocols, and outcome measures, with the use of advanced statistical methods enabling more definitive conclusions about the effectiveness of these interventions.

• Windsor, Catriona; Næss, Kari‐Anne Bottegård; Kirmess, Melanie; Deckers, Stijn; Ballentine, Natalie & Yoon, Sangwon [Show all 7 contributors for this article] (2025). Reliability and Validity of Questionnaires to Assess Communication Skills in People With Intellectual Disabilities: A Systematic Review. Journal of Intellectual Disability Research. ISSN 0964-2633. doi: 10.1111/jir.70063. Full text in Research Archive Show summary

  Background Assessing communication in individuals with intellectual disabilities is essential yet challenging because of the complexity of the construct and limited availability of psychometrically robust tools. This review aimed to evaluate the validity and reliability of communication questionnaires used with this population. Method A systematic review was conducted following PRISMA 2020 guidelines and COSMIN definitions for validity and reliability. Five databases (Cinahl, Embase, Eric, PsycINFO and PubMed) were searched for studies published from 2000 to 2024. Inclusion criteria required questionnaires to assess communication in individuals with intellectual disabilities and report on validity or reliability. Methodological quality was appraised using the QualSyst tool. Results Six questionnaires described in five studies and three manuals met the inclusion criteria. Validity evidence was more frequently reported than reliability, though both were inconsistently documented. No questionnaire demonstrated a comprehensive evaluation of validity or reliability. Content validity was often limited by a lack of stakeholder involvement. Conclusions Current questionnaires show promise but require further validation. Future research should prioritise stakeholder engagement, content and structural validity to ensure an inclusive, reliable communication assessment.

• Windsor, Catriona; Yoon, Sangwon; Zhang, Tingwei; Lee, Chung Eun; Hagen, Åste Marie Mjelve & Hoff, David Armas [Show all 8 contributors for this article] (2024). Parent and caregiver report questionnaires for children and adolescents with intellectual disabilities: a systematic review. International Journal of Developmental Disabilities (IJDD). ISSN 2047-3869. doi: 10.1080/20473869.2024.2387395. Full text in Research Archive Show summary

  Objectives Parent and caregiver questionnaires are important outcome measures in education, clinical and research practice with children with intellectual disabilities. Methods Following PRISMA guidelines, this systematic review aimed to provide an overview of freely available caregiver report questionnaires, identified from five databases (Cinahl, Embase, Eric, PsycINFO and PubMed). Questionnaires were categorised following inductive analyses, and subscales were conceptually mapped using constructs and definitions from the International Classification of Functioning, Disability and Health-Children and Youth version (ICF-CY). Results 3406 records were identified leading to the inclusion of 34 caregiver report questionnaires on the impact of having, or caring for a child with, intellectual disabilities. Freely available questionnaires published in English after 2000 were eligible; screening tools, interviews and surveys were excluded. Questionnaire outcome goals were categorised to: ‘behaviour’, ‘impact of the child with intellectual disabilities on others/impact of others on the child with intellectual disabilities’, ‘cognitive and adaptive functioning’ and ‘quality of life’. From the questionnaires, 152 subscales were identified and conceptually mapped using constructs from the ICF-CY. Conclusions Most questionnaires focused on individual child behaviours, with gaps identified in consideration of environmental factors. Future studies should analyse the psychometric properties of available questionnaires to promote evidence-based practices.

• Speijer, Renée; Hakkarainen, Airi; Yoon, Sang Won; Kim, Jae-Hyun; Windsor, Catriona & Gillan, Sarah Wilkes [Show all 8 contributors for this article] (2024). Content validity of measures in early numeracy in children up to eight years: A COSMIN systematic review. PLOS ONE. 19(9), p. e0308874–e0308874. doi: 10.1371/journal.pone.0308874. Full text in Research Archive Show summary

  Early numeracy skills are considered essential predictors for later mathematical and educational achievement. Therefore, there is a need for early numeracy measures with psychometrically sound properties. This systematic review aimed to determine the content validity of all current early numeracy measures in accordance with the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) framework and methodological guidelines, and was conducted and reported by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 statement and checklist. Systematic literature searches were conducted in January 2024 in five electronic databases: CINAHL, Embase, Eric, PsycINFO, and PubMed. Eligible measures assessed numeracy, targeted children up to eight years of age, were published in English in 1995 or later, and had psychometric data on measure dimensionality. Eligible psychometric reports that were published in English described instrument development and/or content validity of included measures. The measures’ methodological quality was assessed using the COSMIN Risk of Bias checklist, after which all three aspects of content validity (i.e., relevance, comprehensiveness and comprehensibility) were evaluated. Six early numeracy measures and eleven psychometric reports were included. None of the measures could be recommended for use in clinical practice, education, or research due to a lack of high-quality evidence on content validity. However, no high-quality evidence was found to indicate insufficient content validity, therefore, all measures still have the potential to be used. Limited access to measures in the domain of early numeracy, despite having contacted both publishers and instrument developers, may have negatively impacted the completeness of the current overview of content validity of early numeracy measures. In line with the COSMIN guidelines, after the initial evaluation of content validity, future studies should evaluate the remaining psychometric properties of the included measures to identify the most robust measures in terms of validity, reliability, and responsiveness.

• Windsor, Catriona; Zhang, Tingwei; Wilson, Nathan J.; Blyth, Katrina; Ballantine, Natalie & Speyer, Renée (2023). Psychosocial-behavioural interventions for school-aged children with intellectual disabilities: A systematic review of randomised control trials. JARID: Journal of applied research in intellectual disabilities. ISSN 1360-2322. 36(3), p. 458–485. doi: 10.1111/jar.13086. Full text in Research Archive Show summary

  Abstract Background Evidence‐based interventions are essential for school‐aged children with intellectual disabilities to facilitate development and promote future independence. Methods Using a PRISMA approach, systematic screening of five databases was undertaken. Original randomised controlled studies with psychosocial‐behavioural interventions were included where participants were school aged (5‐18 yrs) with documented intellectual disability. Study methodology was assessed using the Cochrane RoB 2 tool. Results Two thousand three hundred and three records were screened with 27 studies included. Studies mainly included primary school participants with mild intellectual disabilities. Most interventions focused on intellectual skills (e.g., memory, attention, literacy and mathematics) followed by adaptive skills (e.g., daily living, communication, social and education/vocation) and some focused on a combination of these. Conclusion This review highlights the gap in evidence‐base for social, communication and education/vocation interventions with school‐aged children with moderate and severe intellectual disability. Future RCTs that bridge this knowledge gap across ages and ability are required for best practice.

• Remijn, Lianne; Sanchez, Fabiola; Heijnen, Bas J.; Windsor, Catriona & Speyer, Renée (2022). Effects of Oral Health Interventions in People with Oropharyngeal Dysphagia: A Systematic Review. Journal of Clinical Medicine. 11(12), p. 1–19. doi: 10.3390/jcm11123521. Full text in Research Archive Show summary

  People with oropharyngeal dysphagia (OD) are at risk of developing aspiration pneumonia. However, there is no “best practice” for oral health interventions to improve swallowing-related outcomes, the incidence of aspiration pneumonia, and oral health in people with OD. Systematic literature searches were conducted for oral health interventions in OD in PubMed, Embase, CINAHL, and PsycINFO until July 2021. Original articles published in English and reporting pre- and post-intervention measurements were included. The methodology and reporting were guided by the PRISMA checklist. The methodological quality of the eight included studies was rated using the QualSyst critical appraisal tool. The oral health interventions in people with OD were diverse. This study shows little evidence that regular oral care and the free water protocol or oral disinfection reduced the incidence of aspiration pneumonia in people with OD. Oral cleaning, twice a day with an antibacterial toothpaste in combination with intraoral cleaning or the free water protocol, proved to be the most promising intervention to improve oral health. The effect of improved oral health status on swallowing-related outcomes could not be established. Increasing awareness of the importance of oral health and implementing practical oral care guidelines for people involved in the daily care of people with OD are recommended.

• Speyer, Renée; Cordier, Reinie; Denman, Deborah; Windsor, Catriona; Krisciunas, Gintas P. & Smithard, David [Show all 7 contributors for this article] (2022). Development of Two Patient Self-Reported Measures on Functional Health Status (FOD) and Health-Related Quality of Life (QOD) in Adults with Oropharyngeal Dysphagia Using the Delphi Technique. Journal of Clinical Medicine. 11(19). doi: 10.3390/jcm11195920. Full text in Research Archive

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