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PubMed1986

Community professionals' compliance with consultants' recommendations for developmentally disabled children.

Much of the responsibility for managing children with developmental disabilities lies with professionals working in community services. In many instances advice and consultation for these frontline professionals is available from a regional consultation facility. The purpose of this study was to prospectively examine the relationship between community professional clients' perceptions of the quality of the consultations received and their subsequent compliance with the recommendations made to them for the management of children in their care. Two hundred and ninety-nine consultation recommendations were followed: 2 weeks after the advice had been provided, clients completed a general satisfaction questionnaire and a client perceptions questionnaire. Two months later, compliance with the recommendation was determined by a validated self-report questionnaire. Overall, compliance was good for 73% of the recommendations. Negative client perceptions regarding several aspects of the consultants' skills in conducting the consultation were strongly associated with subsequent noncompliance. The findings suggest that community professional compliance may be enhanced by attention to improving the process of consultation.

Child↗

PubMed1978

Evaluation of behavioral group counseling for parents of learning-disabled children.

The present study evaluated the effectiveness of a behavioral group counseling program for parent members of the Association for Children with Learning Disabilities. Twenty-two mothers were assigned to two treatment groups (N = 5 and N = 6) and a control group (N = 11). Treatment-group mothers received a series of eight weekly 1 1/2-hour sessions in which they were taught basic principles and procedures of behavior modification which they could apply to specific child-rearing problems. Multiple-success criteria (maternal reports, direct observation, frequency counts, and attitudinal measures) were employed to provide a broad-based measurement of outcome. Results indicated that treatment ratings of childrens' conduct and disruption and parental postbehavioral observations of mother-child interactions showed improvement for the behavioral-counseling groups while control-group ratings and behavior observations remained the same. All treatment-group changes were maintained at 3-month follow-up. Consistency of treatment-group data across measures and over time suggests the effectiveness of this approach as a training method. Implications for future research were discussed.

Adult↗

PubMed2005

[Public support systems for disabled children and adults].

Many patients in child neurology over 15 years old are carried by their cares to clinics for treatments. Child neurologists have to give to their patients and their families a lot of information about public support systems in their clinics. This paper investigates the public support systems in Japan that are presently available for disabled children and adults.

Adolescent↗

PubMed1980

Prevalence and characteristics of disabled children: findings from the 1974 General Household Survey.

In the absence of nationally representative data on the prevalence of disability among children, a special analysis of relevant data in the General Household Survey (GHS) was carried out. A long-standing illness, disability or infirmity was present in 7.6% of the children under 16 in the 1974 sample of the GHS. An assessment of the extent to which the children were disabled resulted in 10% of the children being classified as severe, 29% as moderate, and 61% as mild. About half of the children classified as severe had a congenital anomaly or suffered from a mental disorder. Prevalence rates for specific conditions were compared with those obtained in other studies. Compared with all children in the survey, significantly more of the severely and moderately disabled children were boys than girls, and significantly more came from the skilled manual socioeconomic groups. The proportion of lone parent families was not significantly different from that in the overall sample.

Adolescent↗

PubMed1983

Response bias on a locus of control measure by learning-disabled children.

Four experiments were conducted to clarify the relationship between internal locus of control and achievement in learning-disabled and normal boys. The initial study yielded only a weak relationship between achievement and locus of control. Two subsequent experiments found differences on internality, and experiment 3 confirmed a pattern of second response choice bias for low-achieving boys. In Experiment 4 a significant interaction of diagnosis and test form resulted. Overall the tendency of learning-disabled and low-achieving boys to choose second response alternatives may have resulted in the popular but unsubstantiated notion that disabled children are less internally oriented than normal children.

Achievement↗

PubMed1983

The psychological study of chronically ill and disabled children: are healthy siblings appropriate controls?

This study examined the appropriateness of siblings as controls in the psychological assessment of children with chronic illness or disability. Findings from 304 cases and 360 randomly selected controls were compared to findings from a subset of 206 case-sibling pairs. Cases were children 6 to 18 years of age with cystic fibrosis, cerebral palsy, myelodysplasia, and multiple handicaps, selected from specialty clinics in two teaching hospitals in the Cleveland area. Results from both data sets were in agreement on major findings indicating that children with cystic fibrosis are not at increased risk for psychopathology, whereas children in the remaining three diagnostic groups show a substantial excess in Mentation Problems and Isolation. The comparisons with matched siblings underestimated pathology in the disabled children in Regressive-Anxiety and aggressive behavior.

Adaptation, Psychological↗

PubMed1997

Caregivers' perceptions following gastrostomy in severely disabled children with feeding problems.

Feeding difficulties are common in neurologically impaired children, often leading to great distress and frustration in the child and family. A gastrostomy may be advocated if oral intake is inadequate causing poor weight gain or when there is significant aspiration during feeding, or if feeding is very distressing. To find out if caregivers were happy with the outcome of gastrostomy (with fundoplication, when indicated), a 35-item questionnaire was developed and sent to 38 of them. Twenty-nine replies were received and appeared to be representative of the whole group. Coughing, choking, and vomiting improved in most cases. Weight gain improved in all in whom it had been a problem. In the majority, it became easier to give the children their medications although control of epilepsy was unchanged overall. Time spent feeding the child was reduced and many caregivers had more time to devote to other children and themselves. Only one parent regretted the operation. In children with severe disability and feeding problems, a gastrostomy (with fundoplication if there is significant reflux) can reduce symptoms of vomiting, coughing, and choking, help growth and improve quality of life in the child, when patients are properly selected.

Adolescent↗

PubMed1980

WISC-R Verbal-Performance IQ discrepancies: a comparison of learning disabled children to the normative sample.

Compared the WISC-R Verbal-Performance IQ discrepancies of learning-disabled children (N = 100) and of the normative sample. There were frequent occurrences of statistically significant discrepancies in both groups, as well as similar mean discrepancy scores and distributions of Verbal greater than Performance and Performance greater than Verbal patterns. It was concluded that without clinical evidence to suggest otherwise, it cannot be assumed automatically that child's discrepancy score, unless of extreme magnitude, is related to the learning disability itself. The importance to clinicians of making both normative and statistical interpretations of WISC-R discrepancy scores was stressed.

Adolescent↗

PubMed1979

Variables influencing phonemic discrimination performance in normal and learning-disabled children.

Twenty-five learning-disabled and 25 normal first-grade-age children took a phonemic discrimination test that manipulated word-pairs systematically according to degree of phonetic difference, position of phoneme contrast, and lexical familiarity. Results indicated that (1) the significantly lower performance of the learning-disabled to children as a group was due to the impaired performance by a small subgroup, (2) all three stimulus variables had significant effects on performance, (3) all combinations of stimulus variables interacted significantly, and (4) discrimination performance did not correlate with measures of receptive vocabulary or reading achievement for either group.

Achievement↗

PubMed1991

Left ear dichotic listening performance on consonant-vowel combinations and digits in subtypes of reading-disabled children.

Twenty reading comprehension-disabled (CD) and 20 reading comprehension and word recognition-disabled (CWRD), right-handed male children were matched with 20 normal-achieving age-matched controls and 20 normal-achieving reading level-matched controls and tested for left ear report on dichotic listening tasks using digits and consonant-vowel combinations (CVs). Left ear report for CVs and digits did not correlate for any of the groups. Both reading-disabled groups showed lower left ear report on digits. On CVs the CD group showed a high left ear report but only when there were no priming precursors, such as directions to attend right first and to process digits first. Priming effects interfered with the processing of both digits and CVs. Theoretically, the CWRD group seems to be characterized by a depressed right hemisphere, whereas the CD group may have a more labile right hemisphere, perhaps tending to overengagement for CV tasks but vulnerable to situational precursors in the form of priming effects. Implications extend to (1) subtyping practices in research with the learning-disabled, (2) inferences drawn from studies using different dichotic stimuli, and (3) the neuropsychology of reading disorders.

Attention↗

PubMed1980

[Early education of disabled children seen from the angle of regionalization and inter-disciplinary work (author's transl)].

Early education of disabled children is presented as a specific and indispensable yet integrated part of a complex task which can be mastered solely by inter-disciplinary co-operation and interchange between educational, psychological, medical and clinical services. The author submits a concept - developed and put to the test at federal state level - of a regional and closely knit network of educationally-oriented education services. Statistical data obtained from 103 early education facilities in Bavaria give an insight into the work of such institutions.

Child Development↗

PubMed1986

Equivalence class formation in language-able and language-disabled children.

Stimulus equivalence seems to have relevance to the study of semantics and of language more generally. If so, there may be a relation between language use and the demonstration of stimulus equivalence. This was examined in three groups of children ranging in chronological age and matched on a conventional measure of mental age: normally developing preschoolers, retarded children who used speech or signs spontaneously and appropriately, and retarded children who did not. All children were taught a series of four related discriminations and were then tested to determine if classes of equivalent stimuli had formed. All of the language-able children (retarded and normal) formed equivalence classes, whereas none of the language-disabled children did so. Although the exact nature of the relation between stimulus equivalence and language remains to be clarified, these results support the view that stimulus equivalence is a phenomenon with relevance to language.

Child, Preschool↗

PubMed1984

The Slosson Intelligence Test and young learning-disabled children: a comparative study.

Evaluated 26 children independently diagnosed as learning disabled in a counterbalanced design with the deviation IQ form of the Slosson Intelligence Test and the Wechsler Intelligence Scale for Children-Revised (WISC-R). Moderate to good correlations were obtained between the Slosson and the WISC-R Full Scale (r = .91), Verbal (r = .94) and Performance (r = .60) IQ scores. The Slosson correctly predicted functioning level to within 10 IQ points of WISC-R Full Scale scores for 88% of the Ss. These data suggest that the recent revision of the Slosson has corrected the tendency of earlier versions of this instrument to inflate the estimated IQs of young learning-disabled children.

Child↗

PubMed1980

Survey of disabled children under SSI program.

The Office of Research and Statistics, under a contract with Urban Systems Research and Engineering, Inc., performed a national personal survey of blind and disabled children receiving supplemental security income (SSI) benefits. The purpose of the survey was to provide descriptive characteristics of the children and their families as well as assess SSI's effect on them. The survey has provided the research community with some interesting results. Not all children in the program live in families. Almost 15 percent of the children surveyed were not living with their parents; many of them were in foster care families or group homes. SSI children live in low-income families. Almost two-thirds of them live in families with annual income (including the child's benefit) of less than $7,000. Not only are the children handicapped, but a sizable number of children are in households where another person is also disabled and/or receiving SSI payments. Three-fourths of the families have had exposure to the welfare systems. Many of them have received or are receiving benefits from one or more of the following programs-- AFDC, Medicaid, and food stamps. Many families report that they are satisfied with SSI because in many instances the amount of the benefit meets the needs of the child and the program is administered with few forms and by staff who treat them courteously. A summary of the survey report is presented in the article that follows.

Child↗

PubMed1983

Communication through physical activity for learning disabled children.

To measure the extent to which an integrated program of motor and cognitive tasks might enhance the learning disabled children's motor and basic cognitive skills, a treated group of 8 had three 1/2-hr. sessions per week for 6 mo. 8 control subjects continued regular physical education and reading programs with their classroom teacher. All subjects were tested before and after 6 mo. Over-all the treated group showed greater improvement on tests of both motor and cognitive skills than the control group. This study suggests a physical activity program can influence basic cognitive skills as well as motor skills.

Child↗

PubMed1985

Ocular pursuit in mentally retarded, cerebral-palsied, and learning-disabled children.

We tested the following groups for visual pursuit abilities: 54 mentally retarded, 46 cerebral-palsied, and 131 learning-disabled children, 3 to 10 years of age. The resulting five behavioral scores, six directions, and total scores were analyzed for age trends. Comparisons were made between the handicapped groups and between the handicapped and normative samples. The scores were also correlated with other visual and postural abilities. All three handicapped groups scored lower than the normative group and also showed patterns different from the normative group and different from each other. The learning-disabled group most closely approximated the normative group's development patterns. Educational data were not able to be used, and we suggest that future research examine the correlations (both in handicapped and nonhandicapped children) of ocular pursuits and educational achievement, and also obtain more complete data on cerebral-palsied children. Therapists may find the visual pursuits test useful particularly when they want to evaluate a number of aspects of ocular pursuit functioning or when they desire more precision than what is usually available by simple observation.

Cerebral Palsy↗

PubMed1987

A community survey of self-injurious behavior among developmentally disabled children and adolescents.

The extent, nature, and treatment of self-injurious behavior was surveyed among 2,663 developmentally disabled children and adolescents in a large metropolitan school district during the 1984-85 school year. Sixty-nine, or 2.6 percent, of the students exhibited at least one type of self-injurious behavior during the preceding 12 months; 59 percent of these students were males and 41 percent were females. Most of the self-injurious students were either severely or profoundly retarded, and their mean age was 10.2 years. Although almost three-quarters of the students exhibited self-injurious behavior at least daily, only a third were engaged in formal treatment programs for the problem. More than half (53.6 percent) had been restrained during the preceding 12 months for such behavior, and 8.7 percent had received psychotropic medications. The authors believe that the development of effective treatment strategies for self-injurious individuals living in the community may help them avoid institutionalization.

Adolescent↗

PubMed1999

[Use of visual aids for vision of disabled children].

OBJECTIVE: To discuss the effect of using distance and near optical low vision devices for children in low vision clinic. METHOD: 139 subjects from age 6 to 14 years were provided with 2.5 X telescopes and + 8.00D to + 40.00D glasses for improving far and near sight respectively. RESULT: 22.3% subjects' distance visual acuity was >or= 0.5 and 53.2% subjects' near visual acuity was >or= 0.5 after using distance and near low vision aids. CONCLUSIONS: Low vision aid is essential and effective in low vision clinic. It not only improves the visual acuity of visual disabled children, but also helps the development of special education through visual rehabilitation.

Adolescent↗