PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Developmental Disabilities”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 487 records · Page 27Linked to original sources
PubMed1984

Characteristics of New York's community residences for developmentally disabled persons.

A statewide survey of New York's community residences for developmentally disabled persons was conducted in which program auspice, history and affiliation, physical structure, community relations, residence staff, and occupant characteristics were examined. The results revealed a diverse system, with certain characteristics similar to those reported in previous national community residence surveys. Principal differences between the statewide data and the national surveys related to residence auspice, size, and staff demographics. These differences are explained as a function of both survey sampling strategies and program differences. Implications of the data are discussed.

Adolescent↗
PubMed1998

Mortality in persons with developmental disabilities after transfer into community care.

More than 2,000 persons with developmental disabilities have been transferred from California state institutions into community care in recent years. We investigated whether this has been accompanied by a change in mortality rates, using data on 1,878 clients moved since April 1993. Mortality rates were compared to those expected for comparable persons in institutions. Risk-adjusted mortality rates for movers exceeded institutional rates by 51%, p < .05. After removal of cancer deaths in both groups, this increased to 67%. The effect was largest shortly after the move and in the subjects who had moved most recently. The deinstitutionalization process in California appears to have resulted in a substantial increase in mortality, indicating the need to ensure continuous, consistent, and competent medical care and supervision in the community.

Activities of Daily Living↗
PubMed1984

Establishing generative yes/no responses in developmentally disabled children.

We evaluated the effects of two procedures for teaching four developmentally disabled children to respond yes/no appropriately. During baseline, tutoring was conducted in which five known items were individually presented with the question, "Is this a ----?", followed either by access to requested items or by remedial prompting contingent on responding. When tutoring did not improve performance, instruction was embedded in the regular classroom activities. In this condition, items requested by students were either presented or withheld on the basis of their response to the question, "Do you want ----?". Increases in correct responding were confirmed by a multiple-baseline design across all four students and were maintained with the introduction of new items. However, generalization to "Is this a ----?" questions did not occur in the tutoring setting until specifically programmed. Subsequently, students also demonstrated appropriate yes/no responding to questions involving actions, possession, and spatial relations.

Child↗
PubMed1990

Caring for the developmentally disabled in the community.

As deinstitutionalisation programmes take effect, more and more developmentally disabled people are living in the community. They are becoming patients of general practitioners who need to be aware of some of their special health problems. Primary care of disabled people presents particular challenges and rewards for the interested family doctor.

Adult↗
PubMed1987

The Mini Mental State in those with developmental disabilities.

The Mini Mental State Examination is a useful screen for the detection of cognitive disorders among psychiatric patients. In the absence of a developmental disability, the inability to perform satisfactorily on the Mini Mental State (MMS) (score less than 24) is likely to be related to delirium, dementia, or affective disorders. The mildly retarded or learning disabled should perform satisfactorily (greater than 24) on the MMS but may show impairment with delirium, dementia, or affective disorders. In the absence of a psychiatric disorder, it takes moderate mental retardation (IQ less than 55) or severe reading disability with IQ less than 70 to produce an MMS score of less than 24. The MMS should not be considered a screen for mental retardation, because retarded individuals can function adequately (greater than 24) on the MMS.

Adolescent↗
PubMed1995

Gender differences in the psychological adjustment of parents of young, developmentally disabled children.

Psychological distress, as expressed through symptoms of depression, was studied in a cross-sectional sample of parents providing homecare to developmentally disabled children. Mothers and fathers were interviewed separately in 73 households. The intent of the study was to explore predictors of symptoms of depression to better understand what child, family and life circumstances might be differentially related to psychological stress in the cohorts of men and women. Hierarchical regression analyses showed similar levels of variance explained in depression of mothers (42%) and fathers (40%). Mothers with younger children, and fathers with male children, appeared to be at higher risk for depression. Personal or intra-psychic coping resources (self-esteem), and strong-tie social support resources (spousal relationship) were found to be significant predictors of depression in both mothers and fathers. Informal respite resources were related to mothers' well-being.

Adaptation, Psychological↗
PubMed2002

The effect of cognitive education on the performance of students with neurological developmental disabilities.

A cognitive education program was developed to facilitate acquisition of cognitive skills and address the learning deficits of adolescent students with neurological, developmental disabilities, and autism. This study examined the outcomes of incorporating mediated cognitive education into special education classrooms. Cognitive education provided cognitive training utilizing REHABIT materials through mediated teaching. Following a matched pair model, forty-six students were assigned to either a treatment or a control group. All students received weekly instruction in Individual Educational Program (IEP) goals. Curriculum areas included IEP objectives in reading, math, social skills, health, science and social studies. Students in the control group received regular classroom instruction. Students in the treatment group participated in cognitive educated one hour per week replacing thirty minutes of reading and thirty minutes of math. Pre and posttest comparisons on measures of intelligence, achievement and adaptive behavior showed those students in the treatment group attained higher scores across measures.

Adolescent↗
PubMed1999

Challenges for nurse practitioners: realistic health outcomes for developmentally disabled individuals.

Developing, measuring, and reporting clinical outcomes is challenging for all health care providers. Nurse practitioners are qualified and suited to work with developmentally disabled clients and their special needs. A review of current literature shows that several isolated studies on clinically relevant topics have been published. Strategies are explained here to assist nurse practitioners in developing systems for tracking individual client data and for creating outcome-based networks to increase the generalizability of findings.

Benchmarking↗
PubMed2006

Behavioral family intervention for children with developmental disabilities and behavioral problems.

The outcomes of a randomized clinical trial of a new behavioral family intervention, Stepping Stones Triple P, for preschoolers with developmental and behavior problems are presented. Forty-eight children with developmental disabilities participated, 27 randomly allocated to an intervention group and 20 to a wait-list control group. Parents completed measures of parenting style and stress, and independent observers assessed parent-child interactions. The intervention was associated with fewer child behavior problems reported by mothers and independent observers, improved maternal and paternal parenting style, and decreased maternal stress. All effects were maintained at 6-month follow-up.

Australia↗
PubMed2000

The WeeFIM instrument: its utility in detecting change in children with developmental disabilities.

OBJECTIVE: To examine the utility of the WeeFIM instrument ("WeeFIM") in detecting changes in the functional status of children with disability. DESIGN: Prospective longitudinal design with correlation and responsiveness analysis. SETTING: Three facilities providing services to children with developmental disabilities in western New York State. PARTICIPANTS: Two hundred five children (72 girls, 133 boys) with identified medical disabilities receiving special services were administered the WeeFIM. Subjects ranged in age from 11 to 87 months and came from diverse socioeconomic and ethnic backgrounds. Scores for 174 children were available for 3 administrations performed over a 1-year period. MAIN OUTCOME MEASURES: The responsiveness of the WeeFIM instrument was examined using 5 statistical procedures: Reliability Change Index, Proportional Change Index, effect size, standardized response means, and paired t tests. RESULTS: All 5 indexes of responsiveness indicated statistically significant (p < .05) or reliable changes over time. The transfer subscale of the WeeFIM showed a skewed distribution that affected the results for some responsiveness indexes. The advantage, limitations, and assumptions of the responsiveness indexes are described and graphic examples of change over time are presented to validate the responsiveness of the WeeFIM instrument. CONCLUSION: The WeeFIM instrument showed the ability to document change in functional abilities over a 1-year period in children with chronic disabilities.

Activities of Daily Living↗
PubMedDate not supplied

The nurse whose specialty is developmental disabilities.

Specialization in pediatric nursing continues to expand as nurses meet the needs of children with special health care needs. The nurse whose specialty is developmental disabilities works with a unique population to assist them in both obtaining their maximal level of functioning and health, and obtaining the resources necessary to lead a quality life. This article describes the roles of this nurse.

Child↗
PubMedDate not supplied

Computer-based sorting-to-matching in identity matching for young children with developmental disabilities.

We evaluated a computer-based sorting-to-matching procedure to teach matching-to-sample skills to seven young children with developmental disabilities who had failed to demonstrate identity matching-to-sample under the typical training procedure (such as observing a sample then selecting a comparison stimulus). In the sorting-to-matching procedure, rather than clicking on a comparison stimulus, the children moved the sample stimulus under the identical comparison stimulus. For all the children, identity matching-to-sample accuracy rapidly increased when the sorting-to-matching procedure was introduced, while it remained at chance levels in the typical training procedure. One of seven children showed collateral gains in accuracy with the typical training procedure after the exposure to the sorting-to-matching procedure.

Child↗
PubMedDate not supplied

Impact of a pharmacist-based consult service on nutritional rehabilitation of nonambulatory patients with severe developmental disabilities.

A pharmacist consult service was developed to evaluate the appropriateness of enteral feeding through a permanent ostomy in 24 nonambulatory patients with severe developmental disabilities. Several problems with enteral nutrition were identified. Policies to improve them were instituted, and several educational presentations were made. Pharmacists' actions were implemented, including assessment of energy needs by indirect calorimetry and rearrangement of enteral feeding schedules to achieve optimal nutrition support and pharmacotherapy administration. By the fourth month of the consult service, body weight in these patients increased from 101 +/- 6% of baseline to 109 +/- 7% (p<0.05). Weight continued to increase through the seventh month of the consult service to 116 +/- 12% of baseline (p<0.0001). Measured resting energy expenditure for the group was 889 +/- 170 kcal/day compared with the predicted 1055 +/- 163 kcal/day.

Adolescent↗
PubMedDate not supplied

Choice and preference assessment research with people with severe to profound developmental disabilities: a review of the literature.

Since the last major empirical review on choice interventions and preference assessments among people with severe to profound developmental disabilities (Lancioni, O'Reilly, & Emerson, 1996) the body of research in this area has grown extensively. This paper reviews thirty studies carried out between 1996 and 2002 that have been sorted into four categories. These categories are (a) building choice opportunities into daily contexts; (b) assessing the effects of choice making on various parameters of behavior; (c) assessing preferences; and (d) assessing the effectiveness of various preference assessment formats. The main findings in these studies were that choice interventions led to decreases in inappropriate behavior and increases in appropriate behavior, and that various preference assessments could be used to identify reinforcing stimuli. The findings are discussed in relation to technical and practical rehabilitation questions. Potential issues for future research are also examined.

Activities of Daily Living↗
PubMedDate not supplied

Augmentative and alternative communication interventions for persons with developmental disabilities: narrative review of comparative single-subject experimental studies.

Augmentative and alternative communication (AAC) as an area of clinical and educational practice involves a myriad of decisions related to the symbols, devices, and strategies from which each client must choose. These decision-making points can be productively informed through evidence from comparative intervention studies. The purpose of this review was to synthesize comparative AAC intervention studies using single-subject experimental designs involving participants with developmental disabilities. Following a systematic search, each qualifying study was reviewed in terms of a priori determined appraisal criteria, and summarized in tabular format. Studies were divided into three groups according to their study of aided approaches, unaided approaches, or a combination of both. Results are discussed in terms of methodological adequacy of the studies and their implications for future research and practice.

Child↗
PubMed2004

Speech-language pathologists' roles in the delivery of positive behavior support for individuals with developmental disabilities.

Positive behavior support interventions such as functional communication training (FCT) and visual schedules are increasingly being used with individuals with autism and other severe developmental disabilities who engage in problem behavior and use augmentative and alternative communication (AAC). The increasing use of these communication interventions has implications for speech-language pathologists who provide support to these individuals. The purpose of this tutorial is to summarize the research regarding the use of FCT/AAC interventions and visual schedules, and to provide suggestions for the roles that speech-language pathologists can play with regard to assessment, intervention design, and implementation in school and home settings.

Autistic Disorder↗
PubMed1990

The school-to-community transition of hearing-impaired persons with developmental disabilities. A review of the empirical literature.

This article summarizes empirical studies of the school-to-community transition of hearing-impaired persons with developmental disabilities that have been published since 1975. Forty-three sources were located. In addition to summarizing each source, this article discusses the issues related to data collection and interpretation and makes recommendations for future research, development, and evaluation. Analysis of the sources revealed gaps in both the type and focus of the research. Recommendations include conducting more research on this population and publishing more of the results in deafness-related journals, attending to the different needs of mildly versus severely impaired persons, identifying the adult population in need of services, clarifying the terms used to describe the population, scrutinizing assessment data, and developing curriculum materials on transition specifically for this population.

Adolescent↗