Pubmed du 19/10/25
1. Lee RLT, Ho LLK, Lam SKK, Chan DNS, Fung KHK, Hung TTM, Stubbs M, Tang ACY, Choi KC, Leung AWY. The effects of a group-based laughter yoga intervention on mood, anxiety and loneliness in adolescents with mild intellectual or developmental disabilities: A pilot randomized controlled trial. Res Dev Disabil;2025 (Oct 17);166:105128.
BACKGROUND: Mental wellbeing of children and adolescents continues to be a global concern. Those with intellectual or developmental disabilities are at high risk for anxiety disorders and depression. AIM: While currently there is limited attention on their mental health needs, this study aimed to explore the feasibility of a randomized controlled trial of a laughter yoga (LY) intervention and to assess its preliminary effects on mood, anxiety and loneliness among children and adolescents with intellectual or developmental disabilities. METHODS: This was a pilot randomized controlled trial with pretest and posttest design. We recruited 45 children and adolescents aged 10-19 years with intellectual or developmental disabilities in one special school in Hong Kong. They were randomly assigned to either the 8-session LY intervention group (n = 22) or the control group that received no intervention (n = 23). Outcome assessments for mood, anxiety and loneliness were performed at baseline and immediate post-intervention. Data was analyzed using Independent t-test, Pearson chi-square and Fisher’s exact tests. OUTCOMES AND RESULTS: At post-intervention, the LY intervention group showed significant reductions in trait anxiety (Hedges’g=0.32; 95 %CI: -0.28-0.92) and loneliness (Hedges’g=0.47, 95 %CI: -0.16-1.10) compared with the usual care control group. CONCLUSIONS AND IMPLICATIONS: Our findings support the feasibility and preliminary effects of LY in improving mental wellbeing among adolescents with intellectual or developmental disabilities. A larger-scale trial is warranted to confirm the effects of the LY intervention. Health educators may consider integrating LY intervention into school health programs to enhance the mental wellbeing of this vulnerable population.
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2. Shen Y, Tu X, Wang Y, Mei F, Hao Y, Liu J, Zhou J, Peng D, Zhan H, Yue W. Interventions for children with autism in China: A scoping review of current research. J Psychiatr Res;2025 (Oct 6);191:738-751.
INTRODUCTION: In the past decade, childhood autism intervention in China has been in a stage of vigorous development, but there is still a lack of a comprehensive review of interventions. METHODS: PubMed, Embase, the APA PsycINFO, CNKI, WanFang, VIP, and SinoMed were systematically searched for publications from core Chinese journals and dissertations, as well as English peer-reviewed journal papers from 2014 to 2024. Two researchers extracted information from publications after independent screening. According to the Evidence-Based Practice report by the National Center for Professional Development of Autism Spectrum Disorder in the United States, the interventions used in included studies were divided into three categories: evidence-based interventions, interventions with a certain evidence base, and interventions not included in the manual. RESULTS: The review included 134 articles containing 19 different types of interventions, and the characteristics and assessment tools were summarized. Fourteen evidence-based interventions and 2 interventions with a certain evidence base were extracted. There are also 3 interventions not included in the manual but summarized due to their widespread use. CONCLUSION: This scoping review summarizes the characteristics and trends of autism intervention research in China over the past decade. We summarize 14 common types of interventions, including implementation methods, measurement tools, and efficacy. More evidence-based interventions should be implemented in the future, with a greater focus on female and remote children with autism.
