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At least 199 records · Page 11Linked to original sources
PubMed1977

Dichotic listening performance in learning-disabled children.

A dichotic listening test was administered to 114 learning-disabled children aged 6 to 10 years and the ratio of correct right ear responses to correct left ear responses was computed. Three subgroups were formed: those with a low right-left ear ratio, those with an average ratio, and those with a high ratio. The groups were given a battery of sensory integrative, postural-ocular, auditory-language, and academic tests. Mean scores were computed for each group. All three groups were considerably lower in their overall accuracy of response to the dichotic listening test than was a normative sample. The groups with low right-left ear ratios were less likely to have a somatosensory disorder than the other two groups, but they were more apt to have a language problem. There was a much larger percentage of children with very high right-left ratios (right ear very "superior" to left ear) than would be expected in a random population.

Child↗
PubMed1981

Development of reciprocal hemispheric inhibition in normal and learning-disabled children.

Matched populations (N = 90) of learning-disabled and normal children representing an age range of approximately five years were administered a dichotic listening task to examine the hypothesized development of reciprocal control by the left cerebral hemisphere over the right. An analysis of the free-recall raw scores for each ear by the two groups of children at three developmental levels supported the notion that age-related changes occur in the right cerebral hemisphere and not in the left. Consequently, the notion that the left hemisphere becomes more lateralized during development was not supported. Rather, a differential model of cerebral inattention and suppression of stimuli perceived transcallosally by the left hemisphere was adopted as more appropriate in conceptualizing neuropsychological accomodation and functioning in learning-disabled children.

Child↗
PubMedDate not supplied

The use of preventive health services by disabled children.

As a measure of the use of general pediatric health services we assessed disabled children's receipt of preventive health care in relation to a control group of nondisabled children, matched by age, family size, and region of residence. The study and control subjects were identified in a household survey conducted in Minnesota in 1976 and ranged in age from 1 to 18 years. The proportion who made a preventive health visit was nearly identical in both groups. Binary variable multiple regression showed that 9 percent of the variation in outcome was explained by the independent variables, which included demographic and socioeconomic characteristics and access to health care. Disability did not contribute significantly to the explained variation, but family structure, mother's education, and mother's use of preventive health services reached the 95 percent level of significance. The results suggest that children in a community who are identified as disabled are not at a disadvantage, in comparison with the nondisabled, in gaining access to preventive health services. The use of such services by all children appears to be low when information on using school health services is not available.

Adolescent↗
PubMed2001

Voiding disorders in severely mentally and motor disabled children.

PURPOSE: We evaluated the voiding and continence patterns in severely mentally and motor disabled children. MATERIALS AND METHODS: The hetero-anamnestic, uroflometer and morning urine concentration profile results of 17 girls and 21 boys with severe mental and motor disability were evaluated in a prospective study. RESULTS: Of the children 20 (52.7%) suffered daytime and/or nighttime wetting and 18 (47.4%) were continent. Daytime and nighttime wetting occurred in 85.7% of children with tetraparesis and in 66.6% of those with an IQ between 46 and 55, representing the highest incidence rates. Bladder capacity was too small for age (mean deficit 145 ml.) in 92% of the children. Uroflowmetry demonstrated a dysfunctional pattern in 60.7% of patients. Dysfunctional voiding occurred in 100% of children with coordination disorders and in 87.5% of those with an IQ between 46 and 55, representing the highest incidence rates. The morning urine concentration profiles showed an osmolality of at least 1,021 mOsm./kg. in all cases. CONCLUSIONS: Although we found a remarkably high incidence of dysfunctional voiding, no correlation between the uroflow and continence patterns could be found. Restricted fluid intake, due to swallowing problems and insufficient hydration, causes an important bladder capacity deficit in most patients. Becoming continent is determined by motor disability, especially the degree of mobility, rather than by mental development.

Adolescent↗
PubMedDate not supplied

Take-up of benefits by families with disabled children.

The take-up of four cash benefits by families with disabled children is assessed using a national sample drawn from the 1970 birth cohort. The four benefits are invalid care allowance, attendance allowance, mobility allowance and the Family Fund. None of the few families in the sample who were eligible for the invalid care allowance knew about it or had claimed it, but none would have been better off if they had done so. Take-up of the attendance allowance was lower than previous studies have suggested; between a half and two-thirds of those who appeared to be eligible were receiving the attendance allowance. About 80% of those children who were eligible for the mobility allowance were receiving it. About 65% of those families who met the eligibility criteria of the Family Fund had received help.

Adolescent↗
PubMed1976

Relationship between cognitive tempo and selective attention in learning disabled children.

The relationship between cognitive tempo and selective attention in 29 learning disabled children was investigated. The performance of the 9 reflective and the 9 impulsive children on selective-attention tasks was compared. An examination of t tests and correlations between variables for each task showed a relationship between cognitive tempo and selective attention. This relationship was stronger for central than for incidental recall.

Attention↗
PubMedDate not supplied

Financial and time costs to parents of severely disabled children.

This paper considers the financial burden of parents caring for severely disabled children. A model to predict parents' out-of-pocket expenses and caregiving time demands is described. Discriminant analysis correctly classified high and low group membership for out-of-pocket expenses and caregiving time at 72 percent and 77 percent, respectively. Expected rates were 50 percent. Time spent caregiving was the best predictor for out-of-pocket expenses, and out-of-pocket expenses was the best predictor of caregiving time. A need-based approach for the distribution of resources that recognizes and adjusts for caregiving time and out-of-pocket costs is recommended.

Adolescent↗
PubMed1984

Recategorized WISC-R scores of learning-disabled children from Mexican-American culture.

Examined the generalizability of the Bannatyne WISC-R profile of learning-disabled children to a sample of children from Mexican-American culture. A sample of 64 Mexican-Americans diagnosed as learning disabled were used in the study. Recategorized scores were subjected to 1 X 3 repeated measures ANOVAs and the differences between mean categorized scores were analyzed by Newman-Keuls tests for simple effects. Analysis of the obtained data suggested that learning-disabled Mexican-American children were not characterized by Spatial greater than Conceptual greater than Sequential patterns as predicted by Bannatyne. The WISC-R performance of these children was found to be similar on Sequential and Conceptual categories. In spite of the lack of generalizability of the Bannatyne profile to the Mexican-American group, some interesting similarities and differences in performance patterns of the two groups of Ss were observed.

Child↗
PubMed1984

Establishing generative yes/no responses in developmentally disabled children.

We evaluated the effects of two procedures for teaching four developmentally disabled children to respond yes/no appropriately. During baseline, tutoring was conducted in which five known items were individually presented with the question, "Is this a ----?", followed either by access to requested items or by remedial prompting contingent on responding. When tutoring did not improve performance, instruction was embedded in the regular classroom activities. In this condition, items requested by students were either presented or withheld on the basis of their response to the question, "Do you want ----?". Increases in correct responding were confirmed by a multiple-baseline design across all four students and were maintained with the introduction of new items. However, generalization to "Is this a ----?" questions did not occur in the tutoring setting until specifically programmed. Subsequently, students also demonstrated appropriate yes/no responding to questions involving actions, possession, and spatial relations.

Child↗
PubMed1980

A comparison of intellectually delayed and primary reading disabled children on measures of intelligence and achievement.

Compared intellectually delayed and primary reading disabled children (N = 64) in respect to WISC-R Verbal-Performance IQ differences and subtest scores on the Woodcock Reading Mastery Tests. First, it was found that the two groups did not differ in respect to overall mean Verbal-Performance IQ differences or in the percentage of children who showed particular directional patterns. Second, the two groups demonstrated more similarities than differences on Woodcock subtest scores. The importance of these findings for the assessment of children's reading problems was discussed.

Achievement↗
PubMed2000

A controlled study of psychiatric morbidity among developmentally disabled children in the United Arab Emirates.

A cross-sectional study of the prevalence of psychiatric problems among 26 children each with a learning disability (mental retardation) and specific speech disorder was conducted in an Arab population using the Rutter Behavioural Scale, and compared with a community sample of 100 control children matched for age. The prevalence of psychiatric problems, as identified by both the parents and the teachers was 35, 19 and 4 per cent respectively, in the learning disabled, speech impaired and control groups. Children with global disability or mental retardation showed significantly higher rates of psychiatric morbidity than those with specific speech disorder, both of which were significantly higher than that in the control group. Higher rates of psychiatric problems noted in the developmentally disabled children may be the result of specific socio-demographic and cultural factors in addition to neurodevelopmental factors and low IQ.

Age Distribution↗
PubMed1984

Child behavior toward the parent: a factor analysis of mothers' reports of disabled children.

The current study evaluated the generalizability of a parent-child rearing inventory designed for normal children and parents to a group of parents of disabled children. A total of 101 mothers of multihandicapped children completed a questionnaire (Parent Report of Child Behavior) reporting their child's behavior toward them in five areas: Positive Relationship, Detachment, Obedience, Independence, and Control Problems. Factor analysis of these mothers' responses revealed a qualitatively different set of underlying factors as contrasted to the original normative group. For mothers in this study, a positive relationship with their disabled child was contingent upon a combination of compliant behaviors (obeying rules, doing things independently, actively trying to please), all of which are likely associated with general child competence. The disabled child's age, intellectual level, degree of physical impairment, and number of nonhandicapped sibs influenced maternal report of child behavior.

Adolescent↗
PubMed2000

Perception of emotions in anxious and learning disabled children.

This study examined differences in the ability to perceive others' emotions in anxious and learning disabled children, as these differences may contribute to these children's unique socio-emotional difficulties and therapeutic needs. Forty-six children ages 8 to 12 with either anxiety disorders (ANX), language-based learning disabilities (LD), both conditions, or neither condition (clinical controls) were compared on the DANVA, a standardized measure of auditory and visual perception of emotion. Group results were then compared to normative data. Using multivariate analyses, significant group differences were found on the auditory portion of the DANVA but not on the visual portion. LD and comorbid children scored lower on several auditory stimuli, especially when presented at low emotional intensity, while ANX and comorbid children showed high accuracy for auditory sadness. Comorbid children also had lower auditory DANVA scores than the normative sample. No interactive effects between ANX and LD were found. ANX and LD each appear to have distinct effects on the auditory perception of others' emotions. Children with both conditions show both effects and differ from normal children in this domain. Replication using larger samples is required.

Anxiety Disorders↗
PubMed1999

Models of service support for parents of disabled children. What do we know? What do we need to know?

Research carried out over a number of years provides a consistent picture of the experiences and needs of parents of disabled children. Recent studies, based on models of stress and coping, have identified factors which relate to high or low levels of parental distress. Whilst this research can provide useful information for service development, there appears to have been little change over the years in parents' reports of unmet need. It is clear that parental need covers a wide range of aspects of family life and holistic models of service support are required. Although evaluation studies which identify models of services that can change this situation are few, there are positive examples of models of support. The paper reviews the findings of such evaluation and identifies a number of important characteristics of effective service models.

Adaptation, Psychological↗
PubMed1984

Children with recurrent hospitalizations: a problem of disabled children, parents, and physicians.

Twelve infants are reported with more than 10 hospitalizations usually less than five days in duration; occurring for life threatening symptoms predominantly of respiratory nature. The physical examination, growth, and development were normal. Symptoms rarely occurred during the period of hospitalization. Multiple diagnoses and a variety of hospitals and physicians were involved with each patient. The parents had extremely high levels of anxiety and the professional staffs were exceedingly frustrated. Past events in the family, pregnancy, or perinatal history appeared to contribute to the parental perception of their child's vulnerability. Management involved lengthening the hospitalization time to (1) explore the possible diagnosis and (2) carefully review all questions of the parents. This process fostered the emergence of a sense of safety in the parent around their child. No further hospitalizations occurred after the intervention process. The picture may result from a disturbance in a parent's perception of a particular child leading to a heightened level of fear coupled with difficulty in physicians to allay the fear.

Anxiety↗
PubMed1985

75,000 severely disabled children.

This article explores the epidemiological potential of the computerised record of applications to the Family Fund, which contains details of 75,000 children with severe disabilities in the UK. It illustrates the strengths and weaknesses of the record, with an analysis of variation in the characteristics of the children and their families by principal handicapping conditions.

Child↗