David Armas Hoff

• 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.

• Hoff, David Armas; Amland, Tonje; Melby-Lervåg, Monica; Lervåg, Arne & Protopapas, Athanassios (2023). Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency. Journal of Experimental Child Psychology. ISSN 0022-0965. 231. doi: 10.1016/j.jecp.2023.105656. Full text in Research Archive Show summary

  A number of cognitive factors have been suggested to underlie development in reading and arithmetic skills. Although the two domains are strongly linked, only a few studies have investigated the processes that are shared between them during the early school years. Rapid automatized naming (RAN) has been identified as a strong predictor of a common fluency factor in reading and arithmetic. In the current study with 232 Norwegian children, we examined how RAN in preschool and Grade 1 relates to the shared and nonshared variance in arithmetic fluency and reading fluency in Grade 3. Furthermore, we examined whether related processing skills (phoneme awareness, working memory, speed of processing, and symbol knowledge) can account for the relationship between RAN and shared fluency—or if they predict variance that is unique to each domain. Our results show that RAN in both preschool and Grade 1 is a strong predictor of shared variance between reading fluency and arithmetic fluency measured several years later, whereas other predictors mainly relate to the nonshared parts of variance in the fluency outcomes. That is, control variables with the theoretical potential to explain some of RAN’s relation to the overlap between reading and arithmetic fluency do not in fact account for this relationship. Our findings provide a starting point for future investigations of the mechanisms of rapid naming.

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• Hoff, David Armas; Knoph, Rebecca; Lawrence, Joshua & Hagen, Åste Mjelve (2024). Relevance of Early Language Comprehension for School-Age Listening Comprehension. Full text in Research Archive

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