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PubMed1981

The uses of hypnotherapy with learning disabled children.

Explored the impact of group hypnotic and self-hypnotic training on the academic performance and self-esteem of learning disabled (LD) children. Three hypnotic training sessions and instructions for 6 weeks of daily self-hypnotic practice that contained suggestions for imagery related to improvement in these areas were given to 15 children (12 males and 3 females, ages from 7 to 13), their reading teacher, and both their parents, and their responses were compared to a similar but untreated control group of 18. No overall differences were observed between groups. A multiple regression analysis revealed important predictors of self-esteem improvement for the experimental group. The child's hypnotic susceptibility score and self-hypnotic practice by children and parents were the most relevant. These LD children were at least as hypnotically susceptible as a normative sample. Hypnotherapy is seen as feasible in group administration by persons only moderately trained in hypnosis and of potential benefit to self-esteem improvement in LD children, depending on individual difference factors.

Adolescent↗
PubMed2003

EEG and behavioral changes following neurofeedback treatment in learning disabled children.

Neurofeedback (NFB) is an operant conditioning procedure, by which the subject learns to control his/her EEG activity. On one hand, Learning Disabled (LD) children have higher values of theta EEG absolute and relative power than normal children, and on the other hand, it has been shown that minimum alpha absolute power is necessary for adequate performance. Ten LD children were selected with higher than normal ratios of theta to alpha absolute power (theta/alpha). The Test Of Variables of Attention (TOVA) was applied. Children were divided into two groups in order to maintain similar IQ values, TOVA values, socioeconomical status, and gender for each group. In the experimental group, NFB was applied in the region with highest ratio, triggering a sound each time the ratio fell below a threshold value. Noncontingent reinforcement was given to the other group. Twenty half-hour sessions were applied, at a rate of 2 per week. At the end of the 20 sessions, TOVA, WISC and EEG were obtained. There was significant improvement in WISC performance in the experimental group that was not observed in the control group. EEG absolute power decreased in delta, theta, alpha and beta bands in the experimental group. Control children only showed a decrease in relative power in the delta band. All changes observed in the experimental group and not observed in the control group indicate better cognitive performance and the presence of greater EEG maturation in the experimental group, which suggests that changes were due not only to development but also to NFB treatment.

Behavior↗
PubMed1996

Nutrition: an issue of concern for children with disabilities.

Children with special health care needs should be identified as early as possible. Nutritionists, educators, therapists, parents, primary care clinicians, should serve as interdisciplinary advocates for these children by planning through conversations, meetings, and individualized educational plan objectives to secure any needed services. Intervention services also can involve specialized techniques such as food preparation, stimulation of the eating process, and monitoring of specialized feedings (e.g., gastrostomy tubes). Intervention with children exhibiting special health needs should be interdisciplinary in nature, family centered, community based, and cognizant of cultural differences. Some of the intervention strategies for this population include screening and assessment, genetic counseling, support groups for families, financial counseling, transportation, legal services, day care, respite care, and assistance with special equipment [1].

Child↗
PubMed1992

Counting knowledge and skill in cognitive addition: a comparison of normal and mathematically disabled children.

The relationship between counting knowledge and computational skills (i.e., skill at counting to solve addition problems) was assessed for groups of first-grade normal and mathematically disabled (MD) children. Twenty-four normal and 13 MD children were administered a series of counting tasks and solved 40 computer-administered addition problems. For the addition task, problem-solving strategies were recorded on a trial-by-trial basis. Performance on the counting tasks suggested that the MD children were developmentally delayed in the understanding of essential and unessential features of counting and were relatively unskilled in the detection of certain forms of counting error. On the addition task, the MD children committed many more computational errors and tended to use developmentally immature counting procedures. The immature counting knowledge of the MD children, combined with their relatively poor skills at detecting counting errors, appeared to underlie their poor computational skills on the addition task. Suggestions for future research are presented.

Child↗
PubMed1993

The speech-language pathologist's role in an interdisciplinary approach to learning-disabled children.

Individual and environmental factors or characteristics influence disabled learners, particularly in reference to language disorders. An interaction of various fields is needed to minimize the impact of learning disabilities on a child's education and subsequent ability to communicate successfully. Various components of communication are affected by the inability to decode and encode language. Language areas most greatly influenced by learning disabilities are discussed.

Auditory Perception↗
PubMed1984

Relationships among self-concept and school achievement, maternal self-esteem and sensory integration abilities for learning disabled children, ages 7 to 12 years.

52 learning disabled students were assessed to evaluate the relationships among self-concept and (a) school achievement, (b) maternal self-esteem, and (c) sensory integration abilities. Of these variables, perceptual motor abilities as measured by the Southern California Sensory Integration Tests contributed to reported self-concept of learning disabled students.

Achievement↗
PubMedDate not supplied

Providing access to home care for disabled children: Minnesota's Medicaid model waiver program.

Home care programs for severely disabled, usually technology-dependent, children got a boost in 1981 when the Federal Government gave States permission to use Medicaid to fund home care under the Medicaid model home- and community-based waiver (2176). The model waiver program was unique because it eliminated the bias toward hospitalization by waiving parental income and assets when determining eligibility for children cared for at home and by allowing Medicaid to cover needed home care services. In 1985 Minnesota received Federal approval for the model waiver, and the results are detailed in this report. Although the waiver could provide funding for up to 50 children, after 2 years only 24 children had received approval. Stringent and complex eligibility criteria acted as barriers to accessing the model waiver. In addition, the interaction between the waiver and the State's health care system contributed to inconsistencies in eligibility. This interaction demonstrates the difficulty of administering publicly funded programs in the current health care environment. Recommendations are made for adjusting criteria for eligibility in the waiver program. Unresolved problems facing technology-dependent children on home care programs are discussed.

Child↗
PubMed1995

Myotatic reflex responses of non-disabled children and children with spastic cerebral palsy.

Surface electromyography (EMG) was used to examine lower-extremity myotatic reflex responses following patellar or Achilles tendon taps to normally developing, non-disabled infants and to individuals with cerebral palsy (CP). Reflex irradiation was present in non-disabled infants and infants with CP under two years of age. The only significant differences in myotatic reflex responses between the two groups at this age was the higher amplitude of the directly stimulated muscle of children with CP. After two years the amplitude did not differ between groups. Reflex irradiation, however, was greatly reduced in the non-disabled children but not in the children with cerebral palsy. These findings and those of non-human animal studies indicate the possible neural mechanisms that underlie reflex irradiation of individuals with CP. The potential clinical relevance of these findings is discussed.

Achilles Tendon↗
PubMed1996

The development of spelling procedures in French-speaking, normal and reading-disabled children: effects of frequency and lexicality.

The spelling procedures of normal and reading-disabled French-speaking children matched for reading level were examined. Subjects had to spell frequent and infrequent words containing either inconsistent nondominant graphonemes (e.g., /s/ spelled "c" as in "cigarette," the dominant spelling for /s/ being "s") or consistent context-dependent graphonemes (e.g., /g/ followed by "i"-->"gu") as well as pseudo-words including inconsistent graphonemes presented in different phonological contexts (e.g., /s/ can be spelled "s" or "c" if the following vowel is /i/, but "c" is incorrect if the following vowel is /y/). At the lowest reading level, frequency effects were totally absent in both groups of children. Also, signs of taking the context into account in applying rules were observed only in the normal group. As reading ability progresses, the effects of both word frequency and contextual constraints to rule application increase. Those phenomena were weaker in reading-disabled than in normal readers. It is suggested that disabled readers could use partial cues that allow reading but do not supply complete representations of words to the orthographic lexicon.

Achievement↗
PubMed1992

Perceptions of pediatricians' helpfulness: a national study of mothers of young disabled children.

A national sample of 503 mothers of young children (up to six years of age) with developmental disabilities was surveyed to determine the extent to which their family pediatricians are helpful in providing information and support. The respondents ranged from lower-middle to upper class, with the mean SES reflective of middle socio-economic status. Their children had a variety of disabilities that qualified them to receive early intervention services. The majority of the mothers found their pediatricians helpful about issues related directly to their child's medical condition. However, few found them helpful with issues relating to the effect of the disability on their child's development, or to their own personal or family needs.

Child↗
PubMed2006

Follow-up study of learning-disabled children treated with neurofeedback or placebo.

This report is a 2-year follow-up to a previous study describing positive behavioral changes and a spurt of EEG maturation with theta/alpha neurofeedback (NFB) training in a group of Learning Disabled (LD) children. In a control paired group, treated with placebo, behavioral changes were not observed and the smaller maturational EEG changes observed were easily explained by increased age. Two years later, the EEG maturational lag in Control Group children increased, reaching abnormally high theta Relative Power values; the absence of positive behavioral changes continued and the neurological diagnosis remained LD. In contrast, after 2 years EEG maturation did continue in children who belonged to the Experimental Group with previous neurofeedback training; this was accompanied by positive behavioral changes, which were reflected in remission of LD symptoms.

Biofeedback, Psychology↗
PubMed2004

Memory for targets in a multi-level simulated-environment: a comparison between able-bodied and physically disabled children.

Two groups of children, one able-bodied and the other with physical disabilities, explored a symmetrical three-tiered virtual building that contained six distinctive target objects, two on each story. In a subsequent test, the target objects were removed and participants were asked to make judgments of the directions to the former target locations from each floor in turn. At each test site, judgments were required for targets that were formerly on the same floor and for those on higher and lower floors. Relative tilt error scores suggested a bias for both groups, in that targets that were higher than the test location were judged as consistently lower than their actual position, whereas targets that were lower than the test location were judged as higher than their actual position. Absolute tilt errors revealed an asymmetry in both groups, with more accurate tilt errors for judgments directed to lower than higher floors. The relevance of these results for the source of the asymmetry is discussed.

Child↗
PubMedDate not supplied

Tongue thrust swallowing in severely physically disabled children.

In five patients with severe physical and mental disabilities, a feeding pattern with tongue thrust was assessed videofluoroscopically. Forward and backward movements of the tongue associated with movements of the mandible propelled the bolus, and the insufficiently formed bolus spilled out anteriorly and laterally in part. The swallowing reflex was accompanied by tongue thrust. After the reflex, a part of the bolus frequently remained on the vallecula and pyriform sinuses. The suckle pattern shown by infants is suggested to remain and develop into this feeding pattern with tongue thrust.

Adolescent↗
PubMedDate not supplied

Implications of a model of stress and coping for services to families of young disabled children.

Much recent research on families bringing up a disabled child has explored their coping strategies to deal with stress. The major findings are reviewed, and possible implications for the structure and content of service delivery suggested. The paper emphasizes the importance of social support networks, including the relationship between the mother and father, and of quality services in enhancing parental adaptation.

Adaptation, Psychological↗
PubMed1977

WISC patterns and other characteristics of reading disabled children.

Theoretical positions and significant factors associated with reading disability are noted. Review of WISC studies indicates that retarded readers as a group generally perform more poorly on Information, Arithmetic, Digit Span, and Coding and more highly on Picture Completion in comparison with nonretarded readers. These results are related to factorial studies of the WISC and methodological suggestions for future research are specified.

Child↗
PubMed1998

Preliminary validation of a parental adjustment measure for use with families of disabled children in rural India.

Parental adjustment is an important outcome in child disability interventions, as well as an important mediating variable for other child and family outcomes. This is just as true in developing countries using models of community-based rehabilitation. Previous experience with Western instruments indicated that an appropriate new measure was required. A questionnaire containing 34 attitude statements rated on a five point scale was administered to the mothers of 46 children with epilepsy in a treatment programme in rural West Bengal, India. Factor analysis was performed on the dataset. Mothers reported feelings of rejection, low self-esteem and guilt. Four domains were derived from the factor analysis. All these attitudes are consistent with previous indian studies on childhood disability. These preliminary findings have implications for social support and counselling intervention. Further research is necessary to validate this instrument for field studies of intervention.

Adaptation, Psychological↗