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PubMed1992

[Maternal hyperthermia during pregnancy in severely multi-disabled children].

In a study of prenatal etiologic factors for 5,901 severely multi-disabled children (jushoji as called in Japan), 159 patients were found to have been exposed to maternal febrile illnesses in utero. Among them, 57 patients did not have any causative factors other than maternal febrile illness. In addition to severe brain dysfunction, nonspecific anomalies were found in 46.2% of 26 children exposed to maternal hyperthermia before 4 months of gestation. The recent findings of other investigators tend to support the concept of unusual hyperthermia being teratogenic in human. Our retrospective study suggested that maternal hyperthermia might induce severe brain damage of embryo, but no definite malformation complex could be determined.

Brain Damage, Chronic↗
PubMed1984

Repetition and comprehension of spoken sentences by reading-disabled children.

The language problems of reading-disabled elementary school children are not confined to written language alone. These children often exhibit problems of ordered recall of verbal materials that are equally severe whether the materials are presented in printed or in spoken form. Sentences that pose problems of pronoun reference might be expected to place a special burden on short-term memory because close grammatical relationships obtain between words that are distant from one another. With this logic in mind, third-grade children with specific reading disability and classmates matched for age and IQ were tested on five sentence types, each of which poses a problem in assigning pronoun reference. On one occasion the children were tested for comprehension of the sentences by a forced-choice picture verification task. On a later occasion they received the same sentences as a repetition test. Good and poor readers differed significantly in immediate recall of the reflexive sentences, but not in comprehension of them as assessed by picture choice. It was suggested that the pictures provided cues which lightened the memory load, a possibility that could explain why the poor readers were not demonstrably inferior in comprehension of the sentences even though they made significantly more errors than the good readers in recalling them.

Child↗
PubMed2003

Relating improvisational music therapy with severely and multiply disabled children to communication development.

The effect of different levels of preintentional and intentional communication development on musical interaction with children with severe and multiple disabilities has not been explored in the music therapy literature. Aside from stage of communication development, what are the particular influences of disability on musical interaction with children who have preintentional and early intentional communication? A qualitative research project explored these issues. Ten school-aged children with severe and multiple disabilities participated in the project. The most common medical diagnosis was cerebral palsy. Analysis of video recordings and other data confirmed that the children's level of communication development was reflected in individual music therapy. Specifically, children at different levels of communication development varied in their abilities to initiate, anticipate, and sustain participation in turn taking, and to maintain attention to and engagement in the interaction. Both turn taking and playing and singing together were found to be important forms of communication during music therapy. Communication problems related to disability included: difficulties in using objects as a focus of joint attention, difficulties in interpreting the interactive environment, being sufficiently motivated to communicate, severely limited means of interaction, attaining and maintaining an appropriate level of arousal, and lack of interest in interaction and the outside environment. Further study of how music therapy can be related to general issues in communication for individuals with severe and multiple disabilities is recommended.

Adolescent↗
PubMed1993

[Prevalence rate of the severely mentally and physically disabled children in Gunma Prefecture].

Children were studied on distribution of the severely mentally and physically disabled aged 6 to 15 years in Gunma Prefecture as of September 1, 1991. They were all bedridden or able to sit, but could not stand or walk, even with support. Today, all the Japanese should attend elementary school as well as junior high school. Even though they are severely disabled, they are all registered by the regional Board of Education, where we could get exact data on the disabled children throughout Gunma Prefecture. We collaborated with the regional Board of Education, the Child Consultation Center of Gunma Prefecture and 6 hospitals for the disabled. A total of 129 cases were found. The population of schoolboys and schoolgirls aged 6 to 15 years of age was 236,000, most of whose guardians were residents of this prefecture, and the prevalence rate was 0.55/1000. Among 129 cases, 53 cases (41.1%) were institutionalized and 76 cases (58.9%) were cared for at home. Fifty-nine cases (45.7%) were males and 70 cases (54.3%) were females. Thirty-four cases were aged 6 to 7 years (26.4%) and older cases declined probably due to premature deaths. Ninety-four of the 129 cases (72.9%) were bedridden and mentally retarded with IQs 20 or less.

Adolescent↗
PubMedDate not supplied

[Feeding neurologically disabled children with dysphagia: the role for gastrostomy].

INTRODUCTION: Undernutrition and growth retardation are often observed in children with severe neurological disabilities. Our experience of feeding gastrostomy in children and adolescents with central nervous system (CNS) disease and dysphagia is reported. PATIENTS AND METHODS: A gastrostomy feeding tube was placed in 11 children who had severe impairment of swallowing and clinically evident food aspiration. Percutaneous endoscopic technique was preferred, unless operative placement was suggested by unfavourable anatomical conditions or concomitant abdominal surgery. Commercial formulas or natural food were used at home and the children were regularly followed-up at the outpatient clinic. RESULTS: Median age at the gastrostomy placement and median follow-up lenght were 5.9 years (range 1.8-16.7 years) and 15 months (3-66 months) respectively. Four of 11 patients had moderate (weight/height (W/H) ratio = 80%) and 3 severe (W/H ratio < 70%) malnutrition. Ten of 11 subject were exclusively gastrostomy fed. After 3 months of enteral nutrition a weight gain was observed in all patients as well as a significant increase of mean W/H ratio (81.2% vs. 87.2%, p = .002). Nutritional improvement was confirmed at follow-up, despite caloric intakes lower (< 50%) than recommended for age and weight. Micronutrients and vitamins were supplemented on the basis of calculated intakes. CONCLUSIONS: In children with severe CNS disease and dysphagia, long-term gastrostomy feeding is a safe and useful method that allows adequate nutritional and micronutrient intakes and prevents the risk of dystrophy.

Adolescent↗
PubMed1990

Psychosocial functioning of learning-disabled children: relations between WISC Verbal IQ-Performance IQ discrepancies and personality subtypes.

A total of 132 children with learning disabilities (LD) between the ages of 6 and 12 years were divided equally into 3 groups on the basis of the difference between WISC VIQ-PIQ scores (viz., VIQ greater than PIQ, VIQ = PIQ, and VIQ less than PIQ). The mean Personality Inventory for Children (PIC) profiles for the VIQ = PIQ and VIQ less than PIQ groups were normal; however, the VIQ greater than PIQ group showed pathological elevations on some PIC scales. Group average linkage cluster analysis using 10 PIC scales revealed 6 psychosocial subtypes. Within these subtypes, children with VIQ greater than PIQ were found at lower than expected frequencies in normal and mildly disturbed subtypes, but at higher than expected frequencies in seriously disturbed subtypes. These results support the notion that patterns of cognitive performance are related to patterns of psychosocial functioning in children with LD.

Adaptation, Psychological↗
PubMed1992

Interferences in psychosocial development of seriously health-impaired and physically disabled children. Educational implications.

Improvements in neonatal care and medical intervention have dramatically increased the number of seriously health-impaired and physically disabled children who now survive to enroll in elementary and secondary schools. Investigation into the post-secondary status of those populations reveals that few of them are employed or living independently. Some researchers have recently found that the disappointing status of these individuals correlates more significantly with psychosocial factors than with intelligence or severity of the disability. This paper describes the circumstances which typically surround children with serious chronic illness or physical disability in the context of Erikson's stages of psychosocial development and suggests strategies for educators regarding the social development of such individuals during the elementary and secondary school years.

Adolescent↗
PubMed2006

Evidence for a double dissociation between spatial-simultaneous and spatial-sequential working memory in visuospatial (nonverbal) learning disabled children.

The paper describes the performance of three children with specific visuospatial working memory (VSWM) impairments (Study 1) and three children with visuospatial (nonverbal) learning disabilities (Study 2) assessed with a battery of working memory (WM) tests and with a number of school achievement tasks. Overall, performance on WM tests provides evidence of a double dissociation between spatial-simultaneous processes, underpinning the memorization item positioning in a spatial configuration, and spatial-sequential processes, which allow memorization of the presentation order. In both groups of children of the two studies, a selective impairment either on spatial-sequential or on spatial-simultaneous working memory tasks was observed. These data support the existence of -simultaneous and -sequential modality-dependent processes in visuospatial working memory and confirm the importance of distinguishing between different subtypes of visuospatial (nonverbal) learning-disabled children.

Child↗
PubMed2005

Negotiating mothering against the odds: gastrostomy tube feeding, stigma, governmentality and disabled children.

Using the findings of a small-scale qualitative investigation based on in-depth interviews with mothers attending a tertiary paediatric referral centre in London, this paper explores professional and parental discourses in relation to gastrostomy tube feeding and disabled children. Detailed accounts are given of women's struggles to negotiate their identities, and those of their children, within dominant discourses of mothering and child-centredness. Constructions of feeding practices as coercive conflict with normative expectations of 'good mothering' and the 'idealised autonomous' child. Although notions of 'stigmatised identities' featured in women's accounts of feeding children, both orally and by tube, stigma fails to explain why mothers are rendered culpable within expert discourses. Prevailing theories of stigma and coping are interrogated and judged to be more descriptive than explanatory. Felt stigma is posited as an aspect of governmentality.

Adult↗
PubMed1992

Gender ratios among reading-disabled children and their siblings as a function of parental impairment.

Gender ratios are reported for 374 reading-disabled probands and their 530 siblings included in five independent studies of reading disability. Ratios were tabulated for each study as a function of parental impairment (neither parent affected, mother only affected, father only affected, and both parents affected). Results reveal a small excess of male probands in referred and clinic samples of reading-disabled children, but not in research-identified samples. Gender ratios among siblings of reading-disabled probands are approximately 1:1. In addition, combined results indicate that gender ratios of neither probands nor their siblings vary substantially as a function of parental impairment.

Adult↗
PubMedDate not supplied

Motor control alteration in posturography in learning-disabled children.

BACKGROUND: Some authors have mentioned that intersensory integration is damaged in children with learning disabilities (LDs), and other investigators point to motor control alterations in the same patients. Thus, we decided to study these hypotheses by means of posturographic recordings. METHODS: A highly selected group of 27 children with LDs was compared with 27 children of control group without LDs. Patients and controls were placed on the Equitest equipment platform. Sensory organization tests evaluated different test conditions that systematically vary visual, vestibular, and foot somatosensory cues available to subjects while they attempt to maintain a stable, quiet stance. Movement coordination test involved sudden posterior and anterior translations of the patient support surface. RESULTS: No significant correlations between scholastics and posturographic performance were observed. No difference in the six conditions and in sensory organization ratios or in visual preference between both groups was disclosed. Motor control test on children with LDs showed significant higher values in latencies in averages of large translations. CONCLUSIONS: Our data suggest that vestibular-visual-somatosensory organization for posture control are not abnormal in children with LDs; instead, motor controls show higher latencies with large translation movements, which suggest abnormal rate and timing precision motor coordination.

Child↗
PubMed1995

Correlations between clinical and neuropathological diagnosis of cortical anomalies in developmentally disabled children.

The capabilities and limitations of clinical diagnoses, particularly brain imaging of cortical anomalies, in developmentally disabled children are reviewed. Some aspects of diagnostic problems in generalized cortical dysgeneses, like lissencephaly type I and II, subcortical heterotopias, generalized polymicrogyria, or focal cortical anomalies and primary micrencephalies, are discussed.

Brain Diseases↗
PubMed2003

[Women like us do bear children: disabled mothers on experiencing healthcare services].

BACKGROUND: Although a number of physically disabled women bear children, little is known about how perinatal health care services are adapted to the needs of this group. In this article we address the issue from a social relational perspective on disability. MATERIAL AND METHODS: This article is based on lengthy interviews with 21 physically disabled women who gave birth over the 1991-2000 period. The results are part of an exploratory and qualitative research project covering a broader range of topics related to disability and motherhood carried out by NOVA, a Norwegian institute for social research. RESULTS AND INTERPRETATION: Environmental barriers, attitudes as well as limited knowledge and experience among health care professional may prevent disabled women from receiving the perinatal care they are entitled to. Despite reported limitations in these services, quite a few of our respondents told us about professionals who did provide help and treatment adapted to their special needs. Important factors were accessible environment, respectful attitude and the professionals' ability to take the required precautions without making the women feel they were a source of problems.

Adult↗
PubMed2005

[What can be done to prevent violence and abuse of children with disabilities?].

Children with physical, psychological and sensorial disabilities are known to be more vulnerable to violence and maltreatment, or to be at a greater risk of these forms of abuse. Violence and maltreatment of children with disabilities is part of the general problem of child maltreatment, which is still under-researched and little known as a whole; prevention, in particular, has received little attention. Preventing violence and maltreatment against children with disabilities means preventing physical pain, emotional suffering, difficulties in integration and sequelae additional to those already experienced by children due to their disability, in addition to avoiding great expense to the community. This article presents a review of the literature published in the last 10 years on the various primary and secondary prevention strategies that have taken place in developed countries, with the aim of bringing the subject to public attention, especially that of health professionals, and of serving as a basis for the planning of future research lines and prevention strategies.

Child↗
PubMed1999

Risk of cytomegalovirus infection among educators and health care personnel serving mentally disabled children.

AIM: To determine the risk of cytomegalovirus (CMV) infection for personnel providing services to young disabled children. METHODS: The prevalence and incidence of CMV in a group of educators were compared with a group of nurses working in homes for the elderly. RESULTS: The prevalence was measured in 283 educators and 294 nurses. Both groups were comparable for well-established risk factors for CMV infection. The prevalence of seropositivity was 15.9% in the educators and 18.4% in the nurses. After a 1-year period 182 of the educators and 157 of the nurses who were initially seronegative for CMV were retested for serologic evidence of CMV infection. The annual conversion rate was 1.03% in educators and 1.42% in nurses. CONCLUSION: The prevalence of CMV antibodies among both educators and nurses did not differ and was lower to that observed in American studies of comparable populations. Annual seroconversion rates were not different between these groups.

Adult↗
PubMed1980

The intervention of a modulator with learning disabled children.

Tested the role of a child modulator, an investigator, and coordinator of services for learning disabled children. Ninety regular third- and fourth- grade children with average intelligence were selected from a population of 1,030 children on the basis of low scores on the Pupil Rating Scale and at least one of four Metropolitan Achievement subtests and were assigned randomly to one of three groups. The first group received the services of the modulator for a 6-month period, while the respective schools were informed of the teachers' ratings and achievement test scores for the second group, and the third group was an untreated control. In addition to the selection procedures, school grades, the Piers-Harris Self-Concept Scale and the Connors Parents Questionnaire were completed before and after treatment. The results showed teacher ratings and achievement score changes for all groups with the modulation group superior only in teacher ratings of Personal-Social behavior. Follow-up testing 18 months later between the modulated and school informed group within the Piers-Harris Scale and ratings by unbiased teachers reflected numerous differences, which suggests a growing self-confidence in the modulated Ss. The positive usefulness of this form of intervention in meeting the general needs of the child and in treating the concomitants of school failure are discussed.

Canada↗
PubMed1987

Treatment assessment of learning disabled children: is there a role for frequently repeated neuropsychological testing?

Test/retest practice effects among learning disabled (LD) and non-learning disabled (NLD) children were examined using the Halstead Category Test. Two experimental paradigms were performed. The first compared subjects on successive trials. The second paradigm used a control group to compare second trial performance of the experimental group with first trial performance of the controls. Both paradigms provide evidence of the relative inability of LD children to profit from practice. It is suggested that neuropsychological data can be used for short term test/retest as one indication of the efficacy of treatment intervention for learning disabled children without the practice effect being a significantly confounding variable.

Journal Article↗