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Biomedical subjects

R J Simeonsson

Publications and source records attributed to R J Simeonsson.

36 records · Page 2Linked to original sources
PubMed1982

A review and analysis of the effectiveness of early intervention programs.

A review was made of 27 studies describing early intervention for biologically impaired infants and young children. Although every study provided some type of documentation of outcome, most studies failed to meet common criteria for scientific research, such as specification of inclusion criteria, documentation of reliability, random assignment, and/or the use of control/contrast groups. Studies were grouped into four classifications on the basis of experimental design as follows: retrospective, prospective-no control group, prospective-control/contrast group, and prospective-random group assignment. A comparative analysis was made of the effectiveness of findings on the basis of statistical evidence and clinical support. Statistical procedures were used in 59% of the studies and statistical support for the effectiveness of early intervention was reported in 48% of the studies. Effectiveness on the basis of subjective, clinical conclusions was reported in 93% of the studies. Implications of the discrepancy between effectiveness based on statistical evidence and clinical conclusions are discussed.

Child↗
PubMed1981

Perspective-taking by mentally retarded children: a one-year follow-up.

The value of repeated measurement in the area of social understanding was demonstrated. In a one-year follow-up, a role-taking task was readministered to 27 of 31 mentally retarded children in order to determine the effects of time on perspective-taking task performance and examine the relationship between perspective-taking task performance and verbal justification for the performance. Performance from one year to the next was, in general, consistent with developmental expectations. Significant associations were found between performance (response scores) and justification (explanation scores), but the nature of the relationship did not indicate a one-to-one correspondence between the two. Implications of these findings for assessment of retarded persons were discussed.

Cognition↗
PubMed1980

The social and symbolic quality of autistic children's communication.

The developmental status of the communicatory behavior of 11 autistic children was assessed. Children were observed during free play sessions under two conditions: when teachers were present to direct the children's behavior and when teachers were absent and the children played among themselves. Mean changes in the children's communicatory behavior were measured over time (8 months) using the behavior scale designed for this study. The relationship between the developmental status of the children's communicatory behavior and standardized measures of their social and cognitive functioning (e.g., IQ, Vineland Social Age) was also assessed. The results revealed that the quantity and social quality of autistic children's communicatory behavior were greater in the teachers' presence than in their absence and that the symbolic and social quality of the children's communicatory behavior increased over 8 months. Also, positive correlations were found between social and symbolic levels of communication and standardized tests of social and cognitive functioning. The implications of these findings for the assessment of autistic children are discussed.

Autistic Disorder↗
PubMed1980

Effects of interaction on nonhandicapped children's attitudes toward autistic children.

Second and third graders (N = 28) were interviewed concerning their attitudes and understanding of children exhibiting childhood autism confounded by mental retardation. The interviews took place before and after the children had participated in a week of daily, half-hour play sessions with a class of six autistic children. Comparisons of the children's attitudes at each time indicated that they were overwhelmingly positive on both occasions. Contrary to earlier findings, children did not express more negative attitudes as a result of contact with autistic children; however, they did display an increase in their understanding of autistic children after contact. The children's understanding of autism was positively related to the frequency of their communication with the autistic children on the first day of interaction, and their positive attitudes and frequency of solitary play were negatively correlated. Implications of the results for the design and implementation of mainstreaming programs were discussed.

Attitude to Health↗
PubMed1979

Correlates of social competence in retarded children.

The relationship of role-taking and referential-communication skills with social competence was assessed in 32 retarded children (mean IQ = 56.4; mean CA = 13 years, 7 months). Significant associations were found between two types of teacher measures of children's social competence, between measures made by teachers and children themselves, and among scores of social competence and the skills of role-taking and referential communication. The findings suggest ways of assessing social adaptation more directly, which may be extended into specific interventions.

Adolescent↗
PubMed1976

Child development and disability: competency-based clerkship.

The training of medical students in the subject of mental retardation is important in broadening the physician's role in dealing with chronic disability. A competency-based training model is presented which specifies competencies, achievement methods, and evaluation procedures for a clerkship. The focus for training is on developing practical skills and a positive orientation toward developmental problems. Evaluative measures for 12 students rotating through the clerkship showed positive knowledge and attitude changes. Competency-based training is recommended as a model for preparing physicians to serve as advocates and resources for persons with chronic conditions.

Attitude↗
PubMedDate not supplied

Applying the International Classification of Functioning, Disability and Health (ICF) to measure childhood disability.

The International Classification of Functioning, Disability and Health-ICF addresses the broad need for a common language and classification of functioning and disability. A parallel need is appropriate measures compatible with the content of the ICF to document the nature and impact of limitations of function, activities and participation. The interaction of developmental characteristics and disability among children represent special challenges for classification as well as measurement. Demographic trends emphasize the need for universal measures that encompass the components of the ICF and can be used in surveillance, screening and evaluation. This paper identifies issues related to application of the ICF to measure disability in childhood; reviews approaches and tools to assess childhood disability and identifies priorities for the development of measures of functioning and disability in children based on the ICF. The development of measures should be framed within a framework of children's rights and application of the biopsychosocial model to document profiles of functioning and disability of children.

Activities of Daily Living↗
PubMedDate not supplied

Down's syndrome and toddler temperament.

The temperament profiles of infants and toddlers with Down's syndrome were compared with those of a non-handicapped, age reference group. The comparison revealed that the children with Down's syndrome were generally similar to the non-handicapped group in terms of temperament characteristics. The results provide support for examining the temperament of children with Down's syndrome as a function of chronological rather than developmental age. The significance of documenting the diversity of behavioural styles among toddlers with Down's syndrome in evaluation and intervention is discussed.

Age Factors↗
PubMedDate not supplied

Prevention of childhood disability in the People's Republic of China.

With a dramatic decrease in infant mortality, an emerging challenge facing modern medicine in China is chronic disabling conditions in infants and young children. According to the results of a national sampling survey in 1987, it is estimated that there are over 51 million people of all ages with disabilities, which accounts for 4.9% of the total population. One out every five families in China has a member who is disabled. For children under 14 years of age, the overall prevalence rate of disability is 2.66%. The prevalence rate of mental retardation is 1.8% which accounts for 66% of all disabled children. Mental retardation is the most frequent childhood disability. Research on factors contributing to disability indicates the complexity of the problem. The etiology of 47% of cases is unknown, 21% of cases result from damage prenatally, 3% are due to perinatal factors, 29% are acquired during infancy and early childhood. Efforts to prevent developmental disabilities among children can be classified in terms of primary, secondary and tertiary activities. The most important primary prevention activities consist of genetic counselling, immunization programmes, improved prenatal, perinatal and postnatal health care, and legislation. On the secondary preventive level, focus is primarily on prenatal diagnosis and newborn screening. Tertiary preventive efforts include special education and comprehensive rehabilitation services. While these prevention efforts have been established, they are insufficient to meet the needs of disabled children and their families. In the context of the one child per family policy in China, much more is needed, much more can be done to reduce childhood disability. In addition to strengthening prevention efforts at all 3 levels, special emphasis should be placed on (a) integration of existing primary health care systems with early intervention programmes, (b) public education and information, (c) personnel preparation, and (d) research and evaluation.

Adolescent↗
PubMedDate not supplied

Professional skills, concerns, and perceived importance of work with families in early intervention.

Innovations brought about by Public Law 99-457 require early intervention personnel to expand their work practices to involve and support families in the provision of early intervention services. To support training needs in this area, and to understand possible barriers to change, this study examined the extent to which 142 early interventionists from two states felt competent in working with families, valued family roles, and were concerned about changing to family-centered practices. Relationships among these characteristics and experience, discipline, and job category were explored. In general, nurses and social workers scored higher than did educators and other health-care professionals on several dimensions of family-centered care. Many professionals expressed concerns about collaboration.

Persons with Disabilities↗