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PubMed2001

The development of a stress survey schedule for persons with autism and other developmental disabilities.

The Stress Survey Schedule is an instrument for measuring stress in the lives of persons with autism and other developmental disabilities. Development of the survey and analysis of the underlying measurement structure of the instrument is reported in three studies. Through the use of exploratory and confirmatory analysis procedures, eight dimensions of stress were identified: Anticipation/Uncertainty, Changes and Threats, Unpleasant Events, Pleasant Events, Sensory/Personal Contact, Food Related Activity, Social/Environmental Interactions, and Ritual Related Stress. These stress dimensions are highly relevant to the problems of autism and have not been addressed by other stress surveys. The information obtained from the Stress Survey can be used to plan for strategies to reduce the stress before it occurs or results in maladaptive behavior.

Adolescent↗
PubMed2006

Support for family carers of children and young people with developmental disabilities and challenging behaviour.

BACKGROUND: This study gathered information about perceptions of family carers of children and young people with developmental disabilities and challenging behaviour of the help, support and treatment received from services and professionals. METHODS: A total of 66 family carers completed postal questionnaires on the nature of, and their satisfaction with, services, professional help and advice received in respect of their family member's challenging behaviour. RESULTS: Most carers were dissatisfied with support and services received. Almost half reported receiving no professional input or none that was helpful. Over two-thirds reported receiving respite care but, in a third of these, the child had been excluded because of challenging behaviour. CONCLUSIONS: Families of children with challenging behaviour often do not receive services and supports that they find helpful. Treatments provided are not always evidence based. The 'rationing' of services creates a danger of inequality of access. We need a more proactive approach to identifying and meeting the need for family support.

Adolescent↗
PubMed2003

Nursing care resources for individuals with intellectual and developmental disabilities across the life span.

This article provides resources that can be used by nurses working with individuals with intellectual and developmental disabilities (I/DD) across the life span and in a variety of settings. Resources include books, articles, videos, disability-related organizations, professional organizations, and agencies providing disability-related services. Additionally, resources are provided on a range of topics, including advocacy, issues across the lifespan for individuals with I/DD, health promotion, and legislation.

Adult↗
PubMed1997

Interrater agreement and stability of the Functional Independence Measure for Children (WeeFIM): use in children with developmental disabilities.

OBJECTIVE: Examination of the interrater agreement and stability of ratings obtained using the Functional Independence Measure for Children (WeeFIM) in a sample of children with developmental disabilities. DESIGN: A relational design was used in which two sets of WeeFIM scores were collected under four conditions: same rater-short interval; same rater-long interval; different rater-short interval; and different rater-long interval. SETTING: WeeFIM scores were collected in outpatient developmental rehabilitation centers, school programs, and the children's homes. PARTICIPANTS: Data were collected for 205 children ranging in age from 11 to 87 months. All children had a medical diagnosis of disability and were receiving habilitative-educational intervention or follow-along services including neurodevelopmental surveillance. INSTRUMENT: The WeeFIM instrument examines basic daily living and functional skills in children from birth to 7 years of age. The WeeFIM is modeled after the Functional Independence Measure (FIM) for adults and includes 18 items in the following subscales: self-care, sphincter control, transfers, locomotion, communication, and social cognition. RESULTS: Kappa values for items ranged from .44 to .82. Intraclass correlation coefficients (ICC) for the six subscales ranged from .73 to .98. Total WeeFIM ICC values were greater than .95 for all analyses. CONCLUSIONS: The WeeFIM ratings for the 205 children with developmental disabilities participating in this investigation were consistent across raters and time.

Activities of Daily Living↗
PubMed2003

Beyond the disability: recognizing mental health issues among persons with intellectual and developmental disabilities.

Current societal changes mean increased possibilities for individuals with I/DD to participate in work, family, and community life. However, as individuals with I/DD have at least the same prevalence of mental health disorders as the general population and possibly an increased susceptibility to some mental health disorders, their ability to participate in work, housing, and social opportunities is hampered. It is important to improve nursing education about the specific issues of mental health care of individuals with I/DD. An important area for nursing research and education are improved clinical and practice guidelines. Research on medications and other therapies in mental health care of individuals with I/DD is limited and has methodological limitations. Nursing education and training are holistic, and nursing has the potential of positive impact on practice, education, and research that will improve the mental health care of individuals with I/DD.

Adolescent↗
PubMed1998

Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: effects on teacher praise and academic productivity.

Four fourth graders with developmental disabilities were trained to recruit teacher attention while they worked on spelling assignments in a general education classroom. The students were taught to show their work to the teacher two to three times per session and to make statements such as, "How am I doing?" or "Look, I'm all finished!" Training was conducted in the special education classroom and consisted of modeling, role playing, error correction, and praise. A multiple baseline across students design showed that recruitment training increased (a) the frequency of students' recruiting, (b) the frequency of teacher praise received by the students, (c) the percentage of worksheet items completed, and (d) the accuracy with which the students completed the spelling assignments.

Adult↗
PubMed1988

Dyskinesia, antipsychotic-drug exposure and risk factors in a developmentally-disabled population.

The relation between antipsychotic drug (APD) exposure and the prevalence of dyskinesia (DK) was examined in a large, developmentally-disabled (DD) population. Using qualitative data in a cross-sectional, retrospective design, the drug-exposed group was systematically compared with a non-drug-exposed group, controlling for age and gender. When the population was evaluated with no regard to APD-exposure, age and female gender were significant risk factors, as in many prior studies. When APD-exposure was considered, it proved to be a complex variable dependent on the recency of exposure to APD, and the outcome depended on the method of analysis: when APD-exposure was considered as a binomial variable (yes/no), the relationship between APD and DK was not significant; when APD-exposure was controlled for recency of exposure, however, a significant relationship between APD and DK was demonstrated (p less than 0.01) although the relationship accounted for less than 3% of the variance. Analysis of the relation between DK-prevalence and recency-of-APD-exposure revealed a pattern of diminished prevalence during APD use and increased prevalence during early withdrawal.

Adolescent↗
PubMed2006

Sense of coherence and parenting stress in mothers and fathers of preschool children with developmental disability.

BACKGROUND: Few previous studies have examined Antonovsky's (1979, 1987) sense of coherence (SOC) in parents of young children with developmental disability (DD). This study explored relationships between parental stress, SOC, social support, and health in parents of preschool children with and without DD. A secondary aim was to explore the relevance of the SOC construct to parental adjustment. METHOD: Data were analysed from 59 families with preschool children with DD and 45 families of typically developing preschoolers (children without DD) who completed the study questionnaire. RESULTS: Mothers and fathers of children with DD reported high levels of parenting stress, with 84% of mothers' and 67% of fathers' scores falling within the clinical range. Parents of children with DD consistently reported higher levels of parenting stress, weaker SOC, and, for mothers and parents in 2-parent families, poorer health than parents of children without DD. Within families, mothers of children with DD reported poorer health, higher levels of parenting stress, and weaker SOC than their partners. There were no significant differences in reported health, parenting stress, or SOC between parents of children without DD. CONCLUSIONS: The results supported previous findings on high levels of parental stress in parents of preschool children with DD. The weaker SOC of parents of children with DD is likely to be an indication of the pervasive impact on parents of their child's DD. These findings also indicated possible gender differences in parental adjustment to their child's DD. Overall, the findings of this study support the usefulness of SOC theory in understanding adaptation in parents of children with DD.

Adaptation, Psychological↗
PubMed2007

Physical illness, pain, and problem behavior in minimally verbal people with developmental disabilities.

There is growing interest in the role that physical illness and pain might play in exacerbating problem behavior in individuals with developmental disabilities. Assessment of these factors, however, is often difficult since many individuals have minimal verbal communication skills. In response to this difficulty, we developed a sequential method of assessment involving retrospective and prospective measurement strategies. We found that the frequency and intensity of problem behavior was greater on "sick" days than on "well" days. Further, the higher the level of pain, the greater was the frequency and intensity of problem behavior. We discuss the concept of pain as a setting event for problem behavior and the intervention strategies that follow from this conceptualization.

Adolescent↗
PubMed1999

[Mental health of families caring for people with developmental disabilities: the present situation and strategies for improvement].

The authors assessed the status of mental health of families caring for relatives with developmental disabilities and neurological diseases. They were caring for their children in good morale, however, "burnouts" or neurotic conditions were more frequent in these families than in the medical staffs, the latter being studied in our previous researches. Mentally healthy persons consulted their spouse about their children as well as other things, and received his/her assistance in daily care. Families helped by unrelated persons were in better mental state. Families who had utilized inpatient care before entering a school had higher expectations from their surroundings. Therefore, medical services should provide support to such families to help improve their mental health.

Adult↗
PubMedDate not supplied

Skill acquisition in parents of children with developmental disabilities: interaction between skill type and instructional format.

A variety of instructional formats have been used to teach parents of children with developmental disabilities how to implement treatments for problem behavior. Although several authors have suggested that the efficacy of various instructional methods might depend on the type of skill taught to parents, no studies have been designed to systematically explore this potential interaction. In this preliminary study, three parents who requested outpatient services for treatment of their children's problem behavior were taught to implement multiple treatment components. Therapists employed the most cost-efficient method first (i.e., written and verbal instructions) to teach prescribed behavior management strategies (e.g., differential reinforcement). If the parent's behavior failed to meet a performance criterion, feedback was included in training sessions. The efficacy of verbal and written instructions varied across different components of the child's treatment program.

Adult↗
PubMed2005

Brief report: family-based group intervention for young siblings of children with chronic illness and developmental disability.

OBJECTIVE: To evaluate the impact of a family-based group intervention for young siblings of children with chronic illness and developmental disability (CI/DD). METHODS: Forty-three healthy siblings (ages 4-7 years) of children with CI/DD and their parents participated in an intervention designed to address sibling challenges that cut across types of diagnostic conditions. The intervention consisted of six sessions of collateral and integrated sibling-parent groups. Measures of sibling knowledge, sibling sense of connectedness with other children in similar family circumstances, and sibling global functioning were collected before and after intervention. A subsample of 17 families completed a 3-month follow-up. RESULTS: Siblings' knowledge of the child's disorder and sibling connectedness increased significantly from pre- to posttreatment for both boys and girls, regardless of the nature of the brother or sister's condition. Sibling perceptions of self-competence increased from pre- to posttreatment, whereas parent reports of sibling behavioral functioning remained within the normal range. Improvements in sibling knowledge and connectedness maintained at follow-up. Parent satisfaction with the program was high. CONCLUSIONS: Results support more controlled evaluations of family-based intervention to improve young sibling adaptation to CI/DD.

Adaptation, Psychological↗
PubMed2002

Positive perceptions in families of children with developmental disabilities.

There has been increasing recognition of the importance of asking more positive questions about the perceptions and experiences of families of children with developmental disabilities. However, this recognition has not yet had an observable impact on publication trends. Our aims in this paper were to review existing published research on the positive perceptions and experiences of family members and propose a working model for further study of families' positive perceptions. This model is based on the hypothesis that positive perceptions function as strategies that help families adapt to or cope with the experiences of raising a child with disabilities. Throughout the discussion, we identify some questions for future research and address some implications for practice.

Adaptation, Psychological↗
PubMed1981

Relationship between intellectual status and reading skills for developmentally disabled children.

The relationship between WISC-R Full Scale IQ and scores on the Woodcock Reading Mastery Tests were explored for 80 developmentally disabled children. While the children's reading skills correlated moderately and significantly with intellectual status, abstract reading skills, e.g., word comprehension, correlated more highly with Full Scale IQ than did concrete ones, e.g., word identification. The development of concrete learning patterns by such children was discussed, with an emphasis on the emotional importance of these learning styles to the children and their families.

Child↗
PubMed2003

Enmeshed lives: adult children with developmental disabilities and their aging mothers.

This article uses equity theory to examine the ways in which aging mothers and their adult children with developmental disabilities support each other and the effects that this exchange has on the caregiving satisfaction and burden of the mothers. Data from 305 mothers revealed that exchange flows both from mother to child and from child to mother. Results indicate that caregiving satisfaction increased when affection from child to mother was greater. Caregiving burden was not affected by either functional support or affection from child to mother.

Adult↗
PubMed1984

Development of an administrative externship in an institution for developmentally disabled.

The development of an administrative externship at an institution for the developmentally disabled is presented. The program utilizes extern rotations through the various departments and units of the institution to provide the students with valuable "hands on" experience in mental health administration. It is suggested that the externship program will serve to increase the number of clinical psychologists with administrative experience and training.

Health Facility Administrators↗
PubMed1989

Developing mand and tact repertoires in persons with severe developmental disabilities using graphic symbols.

An important educational objective for many persons with developmental disabilities is the acquisition of verbal operants such as the mand (e.g., requesting) and tact (e.g., labeling). Mands and tacts have been described as separate response classes and several studies support this description. Consequently, an important applied issue involves implementing procedures to develop both tact and mand repertoires. The present study investigated procedures for developing mands and tacts in three learners with severe disabilities. Learners were first taught to tact, then mand food/beverage items and the utensils required to access those items by pointing to line drawings depicting the items. The results suggest that responses acquired as tacts do not readily occur as mands. "Spontaneous" manding was developed through a transfer of stimulus control procedure which brought mands under the control of conditioned establishing operations. Substantial transfer to untrained objects and transfer across response classes were frequently noted after both tact and mand interventions had occurred for some items. Variables facilitating these generalized effects are discussed.

Adult↗