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Results for “Developmental Disabilities”

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PubMedDate not supplied

Social interactions of persons with developmental disabilities living independently in the community.

Fifty-four adults with developmental disabilities living independently in three different communities were interviewed about their social interactions during seven consecutive days. Results indicated that most interactions were with other persons with disabilities, and almost half of those interviewed reported no interactions with persons without disabilities. Those living in an outer suburban setting had fewer interactions with persons without disabilities. Those who had lived previously in supervised group residences had more interactions than those lacking this experience, but these were mostly accounted for by interactions with other persons with disabilities. The main conclusion of the study was that integration of persons with developmental disabilities was not occurring at a satisfactory level, when judged by their interactions with persons without disabilities.

Activities of Daily Living↗

PubMed2001

Presentations of physical illness in people with developmental disability: the example of gastro-oesophageal reflux.

People with developmental disabilities are becoming an important part of the general practice population. Although they have a similar range of medical conditions to the general population, there are some important differences in prevalence, risk factors, presentation and management of particular conditions. We use gastro-oesophageal reflux to illustrate how developmental disability may affect the presentation, assessment and management of a common condition.

Adult↗

PubMed1994

Diagnostic assessment of developmental disability: the parents' view.

A self-report questionnaire was used to survey parental recollections and opinions concerning: detection and diagnosis of their child's developmental disabilities; the accessibility, usefulness and the efficacy of generic and specialist services which were offered and utilized by the family during the child's first 5 years from birth; the necessity, utilization and adequacy of current generic and specialist services for the parents and their child. Ninety parents of children who were clients of two New South Wales developmental disability community services at the time of this study were contacted by mail and asked to complete the questionnaire. Eighty parents correctly completed the questionnaire. Parents of children using these two services were selected on the socioeconomic and resettlement differences between these regions (Australian Bureau of Statistics, 1989); descriptive analysis using cross-tabulation tables indicated a significant group difference with regard to the fathers' occupational status and the families' private health-care insurance membership. Group variation was also found with the responses to the availability and adequacy of services. Otherwise parents' experiences in the recognition and diagnostic assessment of their children's developmental disabilities were homogeneous.

Adolescent↗

PubMed1997

Gastrointestinal tolerance of a pediatric fiber formula in developmentally disabled children.

OBJECTIVE: We performed a masked, randomized, 2-month crossover study with developmentally disabled children to study the tolerance of a pediatric adapted enteral formula with added soy fiber. METHODS: Twenty children and adolescents aged 1 to 17 years, requiring liquid nutrition, were fed Pediasure (PS) and Pediasure with approximately 10 g total dietary fiber/l, (PSF10) as their major source of energy and nutrient intake for 1 month each. During the two 4-week periods of the crossover study, intake, tolerance of the formula, and stool characteristics were monitored daily with diaries. Criteria for gastrointestinal tolerance were symptoms of emesis, gas, irritability or fussiness. Stool characteristics included frequency, consistency, and the need to use elimination aids to induce defecation. Following completion of the crossover study, the patients were fed PSF10 for an additional 2 months. Anthropometrics were obtained at study initiation and at each biweekly visit during the crossover phase and monthly during the follow-up phase. Bowel scintigraphy studies were conducted in patients with oral or nasogastric intake during the crossover periods. Biochemical assessments were conducted at entry, at the end of each crossover period, and at exit. RESULTS: There were no differences in any of the tolerance, stooling, growth, or biochemical measurements between the feeding regimens, in 11 children completing this phase of the study. However, there was a trend towards using less elimination aids to induce a bowel movement during the fiber supplemented formula phase. CONCLUSIONS: Pediasure with fiber is well tolerated in children with developmental disabilities.

Adolescent↗

PubMed1999

Psychiatric aspects of sexual abuse involving persons with developmental disabilities.

OBJECTIVE: To consider psychiatric issues that relate to the prevention and management of sexual abuse involving persons with developmental disabilities as either abusers or victims. METHOD: Seven case descriptions illustrate the clinical challenges raised by allegations of sexual abuse. RESULTS: Mental disorders and communication problems often coexist with the cognitive impairment that is primary in developmental disabilities. Pedophilic behaviour prompts allegations of abuse, and posttraumatic stress disorder often follows abuse. Difficulties communicating with others may preclude the detection of abuse or normal legal proceedings once an allegation is made. CONCLUSIONS: Psychiatric expertise applied both directly and indirectly through others is relevant in the prevention of sexual abuse and the management of those with developmental disabilities who are abusers or abused.

Adult↗

PubMedDate not supplied

The effects of aerobic exercise on psychological and behavioral variables of individuals with developmental disabilities: a critical review.

Physical fitness of persons who are developmentally disabled has received relatively little attention in the special education literature when compared to intellectual functioning (e.g., learning, memory, and language) and to acquisition of functional skills (e.g., self-care, community, and vocational). Despite an increased interest in recreational programming stimulated by the concept of functional curricula, teachers may still be reluctant to include physical fitness activities in their students' schedules. Perhaps physical fitness programming for those with developmental disabilities would have wider appeal and application if it were embedded in the broader context of psychological and behavioral change (i.e., engagement in exercise produces generalized changes beyond direct improvement in physical well-being). This article is a review and critique of literature that focuses on the effects of participation in aerobic exercise on three classes of psychological/behavioral variables for persons with mental retardation and associated disabilities. The methodology that characterizes this literature is analyzed, and recommendations for future research are proposed.

Persons with Disabilities↗

PubMed2003

Supporting persons with developmental disability--a new model.

The way we think about and care for people with developmental disability has changed. Twenty-five years ago, society believed that caregivers always knew what was best for their individual and that he or she must be shielded, even shut away from, the harms that could occur in society. Now, people with disability participate in all aspects of community life. They are educated in local schools, live at home or in their own home, and compete with others in the job market. Caregiving for people with developmental disability is no longer modeled on medicine or stigmatizing labels. Instead, caregivers have become support persons who focus on identifying community resources and making the environment friendlier and safer for persons with disability.

Adolescent↗

PubMed1999

The Missouri Developmental Disability Resource Center: a Web site responding to the critical need for information of parents with a child with a disability.

One of the greatest problems for parents who have a child with a developmental disability is a lack of access to information. Parents have a critical need to learn the specifics of their child's disability, the best treatment practices, and how the broader service delivery system works (Bradley, 1992; Rinck, Calkins, Green, & Stadler, 1986). The Missouri Developmental Disabilities Resource Center Web site [http:/(/)www.moddrc.com] was created as an innovative method of meeting the information needs of this underserved population. Challenges to the adoption of this innovative model are highlighted, and some options for addressing these issues are discussed.

Child, Preschool↗

PubMed2003

Appendicular fractures: a significant problem among institutionalized adults with developmental disabilities.

A high incidence of nontraumatic fracture in adults with developmental disabilities living in a state-run facility was described. Risk factors for fracture, including bone mineral density (BMD), were investigated to determine whether people at highest risk for fracture could be prospectively identified. There was a 7.3% incidence of fracture among 391 adults. Risk factors were examined for 23 residents with fracture and 23 age-, race-, and gender-matched controls. There was a trend for antiepileptic medication usage to be associated with fractures. Estimated BMD by heel ultrasound did not predict fracture; however, values were much lower than those for the general population. Fractures and low BMD are significant problems among institutionalized adults with severe developmental disabilities. Further studies to identify therapies to prevent fractures are warranted.

Adolescent↗

PubMed1990

The family physician's role with parents of young children with developmental disabilities.

Technological advances, coupled with recent federal legislation targeting young children who have developmental disabilities, will increasingly necessitate an expanded role of the family physician in the lives of these children and their families. Of particular importance is Public Law 99-457, the Education of the Handicapped Act Amendments of 1986, which recognizes the importance of the family unit in any intervention methodology that may be provided. This legislation also notes that the active involvement of the family's physician is desirable when designing services appropriate for children with developmental disabilities and their families. Providing support and optimizing positive family interactions are crucial to these children. Recommendations to enable the family physician to address more effectively the unique needs of this patient population include (1) an informal screening protocol, and (2) communication skills that include talking with both parents at the same time, using accurate, nonstigmatizing language when presenting a diagnosis, showing acceptance of and optimism regarding the child, encouraging parents to explain their child's problems to others, helping parents to learn about their children's unique needs, and helping parents to understand how their attitudes affect their child.

Child, Preschool↗

PubMed1983

Pediatric diagnosis and management of children with developmental disabilities.

Mail surveys were conducted in 1976 and 1980 with Oregon primary care pediatricians to determine patterns of in-depth evaluations, followup, and availability of diagnostic and treatment services for children with developmental disabilities. It was assumed that changes might reflect the impact of recent federal legislation. Patterns of referral were related more to the type and disorder than to the location of the physician's practice. The majority of pediatricians referred children for evaluation for mental retardation, cerebral palsy, learning disabilities, autism, and multihandicapping conditions. Over half reported doing their own evaluations for convulsive disorders. Referrals were most often to multidiscipline teams except for learning disabilities and convulsive disorders. The present study emphasizes the pediatricians' utilization of specialized interdisciplinary centers for diagnosis of children with major developmental disabilities. There was little change in practice patterns during the study period, but some significant shifts in perceived service needs were observed. The most significant change seems to be a heightened awareness of these children's needs for services. Pediatricians continue to express a need for more training in diagnosis and care of developmental disabilities.

Autistic Disorder↗

PubMed1998

Lead exposure in a developmentally disabled workforce.

Over-exposure to lead was identified among developmentally disabled workers engage in furniture refinishing at two separate sites. The index case was identified at the first site by a public health nurse assigned to provide care to some of the workers. Referral to a regional occupational health clinic initiated an exposure assessment and medical consultation at both work sites. Blood lead levels (BLLs) among sanders and helpers at site A averaged 60 micrograms per deciliter of blood (mcg/dl). At site B, BLLs were lower, but 6 individuals had BLLs greater than mcg/dl. Hand sanding of chemically stripped wood previously coated with lead-based paint was determined to be the exposure source. These incidents document potential lead overexposure in an underecognized setting. They also emphasize the importance of incorporating a workplace health risk assessment in the process of placing and protecting the developmentally disabled on the job.

Persons with Disabilities↗

PubMedDate not supplied

Effects of respite care for children with developmental disabilities: evaluation of an intervention for at risk families.

Respite child care programs that provide temporary child care, support, and referral services to families of children with developmental disabilities are thought to be a critical component of formal social support interventions deemed necessary to promote healthy family functioning and prevent child maltreatment. This study describes sociodemographic characteristics, parenting stress levels, foster care placement, and founded child maltreatment rates in families of children with developmental disabilities who were using respite care services in a rural Midwestern state. Comparison of matched pre- and post-test Parenting Stress Index scores indicated significant decreases in Total Stress scores (t=3.27, df=86, p=0.0016), Parent Domain scores (t=3.55, df=86, p=0.0006), and Child Domain scores (t=2.2, df=86, p=0.02) following provision of respite care. Through logistic regression, it was determined that life stress, social support, and service level were significantly related to the occurrence of child maltreatment during enrollment ( p < 0.05). The investigator suggests that public health nurses can enhance their case management strategies when working with the parents of children with developmental disabilities by monitoring for caregiver burnout in addition to ensuring that the child is receiving care appropriate for his or her level of need.

Adult↗

PubMedDate not supplied

Quality of life and supported employment: a case study of three women with developmental disabilities.

This paper presents the findings of a qualitative case study of the quality of life of three women with developmental disabilities. In-depth interview data were collected from the women who had previously worked in a sheltered workshop environment and were, at the time of study, working in supported employment in the community. Interviews were also conducted with each woman's job coach and a family member or close friend. On-site observations of the women in their supported employment environments were also undertaken. Results show that the women's own perceptions about their quality of life were not always as family members and job coaches expected, and that the purported benefits of supported employment for the three women with developmental disabilities were not always realized. Occupational therapists have an opportunity to facilitate the occupational performance of adults with developmental disabilities but they must be willing to engage in wider health and social policy change if they are to make significant gains.

Activities of Daily Living↗

PubMed1998

Gynecologic and reproductive services for women with developmental disabilities.

A two-phase study using mail-out questionnaires examined the availability and accessibility of gynecologic and reproductive services for women with developmental disabilities. First, 127 women with developmental disabilities responded to queries about the accessibility and type of available services, the providers of necessary care, and satisfaction with the services. The age range of the women was 18-80 years, with a mean age of 40 years. Of the women queried, 40% indicated that they had not received health education regarding gynecologic and reproductive needs, and 27% indicated that they disliked health education about such matters. In the second phase of the study, agencies that provide services to these women were queried about patterns of the providers, available services, and identified barriers, including financial problems, difficulty in finding a provider, family perceptions, and fear of and distaste for examinations. A surprising finding was that more than one-third of the reporting agencies indicated that questions about the identification and treatment of sexual abuse were not applicable to their agencies. The findings are discussed with an emphasis on identified barriers to care, available services, and the implications for nurse practitioner practice.

Adult↗

PubMedDate not supplied

Recidivism among offenders with developmental disabilities participating in a case management program.

This study examined recidivism, defined as arrests, among 252 clients who were accepted into a case management program for offenders with developmental disabilities. Overall, 40% of clients were arrested while participating in the program, and 34% were arrested within 6 months after case closure. The crimes for which clients were arrested tended to be minor: 21% were for probation or parole violations not associated with new criminal acts, 39% were for misdemeanors, 27% were nonviolent felonies, and 12% were for felonies against persons. Clients who completed the program (N=115) were less likely to be arrested after case closure than those who dropped out of the program (N=112), 25 and 43%, respectively. Other factors associated with arrests after case closure included having a developmental disability other than mental retardation, living in an urban area, being referred to the program by a criminal justice agency or through a private referral rather than a social service agency, and being arrested while in the program. Implications are discussed for service provision and evaluation of programs that work with offenders with developmental disabilities.

Adolescent↗

PubMed2005

Sight word reading in children with developmental disabilities: a comparison of paired associate and picture-to-text matching instruction.

Numerous instructional techniques have been used to teach sight word reading skills to individuals with developmental disabilities. The results of research incorporating paired associate instruction, in which familiar pictures are paired with unknown print stimuli, suggest that pictures "block" (i.e., interfere with) learners' ability to recognize novel text. On the other hand, there is some evidence that both stimulus fading and picture-to-text matching techniques can be used successfully to teach sight word recognition. The present study used an adapted alternating treatments design (Sindelar, P. T., Rosenberg, M. S., & Wilson, R. J. (1985). An adapted alternating treatments design for instructional research. Education and Treatment of Children, 8, 67-76) to compare paired associate and picture-to-text matching techniques for teaching a small corpus of unknown words to two children with developmental disabilities. Results indicated that the picture-to-text matching condition was more effective than the paired associate condition for developing a small sight word vocabulary. Follow-up data for one participant showed that skills developed using the picture-to-text matching strategy were maintained 4 months after intervention. Further research is necessary to extend these findings, particularly in terms of the development of larger sight word vocabularies and the transition from sight word reading to more conventional reading skills.

Autistic Disorder↗

PubMed2001

Between joy and sorrow: being a parent of a child with developmental disability.

AIM: This study explored the experiences of parents who have children with significant developmental disability. BACKGROUND: Prevailing societal and professional assumptions of parental crisis and maladjustment in response to the 'tragedy' of having a disabled child did not accord with the authors' practice experience. Whilst parents confronted numerous difficulties, most of them appeared to manage with optimism and remarkable resourcefulness. RESEARCH DESIGN: The study, using an interpretive methodology informed by phenomenology, intensively explored the experiences of six parents of children with significant developmental disability. FINDINGS: Although they experienced much anguish and sorrow, the parents also spoke of hope, love, strength and joy. Interpretation of the parents' experiences revealed the themes of 'joy and sorrow', 'hope and no hope' and 'defiance and despair', mediated by 'the tensions'. CONCLUSIONS: This phenomenological interpretation provides insight and understanding into the parents' experiences and has implications for practice, education and research in nursing.

Adaptation, Psychological↗