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PubMed1996

Mastery motivation in toddlers with developmental disabilities.

Prior research on school-age children with mental retardation indicates that they are less motivated on tasks than mental-age-matched peers. In this study, mastery motivation on two tasks was compared for 1- and 2-year-old children with motor impairment (n = 25), developmental delay (n = 25), and typical development (n = 25), matched for mental age. The groups did not differ significantly on any measure of mastery motivation. The relative contribution of premature birth, a history of seizure disorders, severity of cognitive delay, and maternal didactic interaction in predicting mastery motivation was examined for toddlers with developmental delay or motor impairment. Maternal didactic interaction added a significant proportion of variance above and beyond other variables in predicting several aspects of mastery motivation in toddlers with developmental disabilities.

Child, Preschool↗
PubMed1996

Child care needs, arrangements, and satisfaction of mothers of children with developmental disabilities.

Child care arrangements used by mothers of 5-year-old children with developmental disabilities were described as were the difficulties they experienced in locating that care and their satisfaction with it. Care provided by relatives was the most common arrangement; center-based care was the least common. Mothers of children who had the most severe developmental delays and who exhibited behavior problems experienced greater difficulty in locating care. The findings suggest that child care options should be increased by training providers who work in out-of-home settings and by expanding respite services to include the provision of in-home child care.

Attitude↗
PubMed1979

Primary care approaches to developmental disabilities.

Ninety-seven board certified pediatricians who spend at least 75% of their professional working hours involved in the delivery of primary care in New England were interviewed to explore their attitudes and current clinical approaches to developmental disabilities. The majority of the pediatricians relied exclusively on clinical judgment and general observations for assessing developmental problems in their offices. Responsibility for preschool screening for potential learning problems and the assessment of school failure were considered appropriate pediatric concerns. Reported customary approaches to a variety of developmental problems were not affected by the size of the practice nor by the socio-economic status of the patient population. Patterns of referral for consultation appeared to be more dependent on the nature of the suspected disorder than on the characteristics of the physicians or their practices. The need for more rigorous training in the developmental aspects of child health has been emphasized. In order to meet this challenge, more precise techniques for pediatric developmental assessment and more conclusive evaluations of specific interventions will have to be produced.

Attitude of Health Personnel↗
PubMed2001

Living circumstances of children and adults with mental retardation or developmental disabilities in the United States, Canada, England and Wales, and Australia.

The purpose of this article was to collate evidence to describe where people with mental retardation or developmental disabilities live in five developed countries: United States, Canada, England, Wales, and Australia. Family homes are important dwelling places for people with mental retardation. They are the home of the great majority of children with mental retardation and a considerable proportion of adults with mental retardation. The likelihood of placement outside the family home increases with adulthood and progressively as people age. Adults with mental retardation live in a wide variety of settings, with formal residential provision frequently dependent on the arrangements that the authorities responsible for providing service support have chosen to make. There has been a considerable move away from accommodating people in large segregated and geographically isolated institutions in the countries considered. However, the current range of accommodation includes much with a distinctively different character to the homes where other citizens live. Many people still live in larger groups than would be ordinarily found in typical homes and this may necessitate departure from the architectural norm. In all of the countries considered, there has been a recent trend towards small community settings, compatible with typical housing architecture. This appears furthest advanced in the U.S. but is discernible elsewhere. Availability of residential services at a national level varies between 100 and 155 places per 100,000 total population. Regional variation within countries is even greater. In no case is the national availability considered adequate to meet the demand arising from changing need or expectations. MRDD Research Reviews 7:115-121, 2001. (c) 2001 Wiley-Liss, Inc.

Adult↗
PubMed1994

The National Institute of Art and Disabilities: an art center for adults with developmental disabilities.

The National Institute of Art and Disabilities (NIAD) is an innovative art center for people with disabilities. It encompasses an art studio, exhibitions by artists with disabilities, research, and professional training. Artist-teachers are practicing artists. The center was founded and implemented by an artist and a psychologist. At least 21 similar centers have used this approach in providing community-based creative art experiences for individuals with disabilities.

Art↗
PubMed2004

Controlled evaluation of support groups for grandparent caregivers of children with developmental disabilities and delays.

There have been growing reports of older women and men caring for their grandchildren and great grandchildren. Many of these grandparents are caring for children with developmental disabilities. To systematically examine the effectiveness of a support group intervention for such grandparents, we recruited 97 grandparents through three agencies in New York City and assigned them to treatment and wait list control conditions. Significant reductions in symptoms of depression and increases in sense of empowerment and caregiving mastery were found for the treatment group. Similar effects were found for the control subjects when they later received the intervention.

Caregivers↗
PubMed1982

Dental hygiene students and the developmentally disabled.

Dental hygiene students from Hudson Valley Community College were introduced to the subject of developmental disabilities during their senior year. Each student received three hours of lecture and spent one afternoon in the dental clinic of the O. D. Heck Developmental Center. The Personal Attribute Inventory was administered to the students before and after the program to determine attitudes about mental retardation. A determination was made as to whether the timing of the visit to the center, relative to the presentation of the lectures, made a difference in students' attitudes. No statistically significant difference in attitudes was found between the beginning and the end of the year, and there were no changes in attitudes attributable to the placement of the lectures vis-à-vis the site visit.

Adult↗
PubMed1989

Toe walking. A marker for language disorders in the developmentally disabled.

Toe walking unassociated with an autistic disorder or cerebral palsy generally has been considered a normal infant gait. The incidence of toe walking in various diagnostic subgroups of 799 developmentally disabled children presenting to a tertiary-level multidisciplinary assessment clinic was reviewed to investigate the authors' clinical impression that toe walking may be a marker for language dysfunction. Toe walking was found to be more frequent in those diagnostic subgroups with more severe language disorders. Toe walking also correlated with lower IQ scores (p less than 0.0001). The sensitivities, specificities, predictive validities and odds ratios all supported the hypothesized association between toe walking and language disorders. Further prospective studies of the neurodevelopmental outcome of children with toe walking are needed to determine whether this behavior can identify children at risk for language disorders.

Autistic Disorder↗
PubMed1996

Advocate development in the field of developmental disabilities: a data-based conceptual model.

We proposed a taxonomy of advocate development in the field of developmental disabilities derived from the systematic evaluation of a Partners in Policymaking program. Three developmental stages evolved: beginner, involved, and activist. Self-reports of advocacy actions and outcomes were collected from 3 participants with disabilities and 21 parents before and during training. A follow-up, semi-structured telephone interview was conducted 5 months after training ended. Results indicate significant improvements in the number of actions and outcomes reported by all participants. The activist group had the largest gains in actions and outcomes; they reported twice as many outcomes as did the other participants. The implications of the proposed taxonomy for participants' recruitment in advocacy training programs were discussed.

Adolescent↗
PubMed2003

ADDUp.org: Administration on Developmental Disabilities Updates Project.

The Oregon Institute on Disability and Development (OIDD), the has developed an integrated Web site and searchable database to serve as a portal to information on the programs of the Administration of Developmental Disabilities (ADD) to enable them to collaborate more efficiently and also to showcase their work to a broad and diverse audience. The site has been designed to exceed current standards in Web accessibility and meet the interface needs of a diverse group of people with disabilities.

Child↗
PubMed1996

Planned Activities Training for mothers of children with developmental disabilities. Community generalization and follow-up.

Planned Activities Training (PAT) teaches mothers to plan and structure activities to prevent challenging child behaviors. PAT was evaluated with four mothers of children with developmental disabilities, including autism, Down Syndrome, and ADHD. PAT was used independent of any other behavior management techniques to examine its impact on mother and child behaviors, which were examined in addition to "fidelity" data on the mothers' implementation of PAT techniques. A multiple probe experimental design across two families with a replication across two more families demonstrated that PAT produced marked improvements in mother and child behavior in three generalization settings. In most cases, mothers' use of PAT procedures more than doubled. Three mothers' appropriate behavior increased from 25% to 40%. Improvements in child behavior ranged from 20% to more than 50%. Intervention gains were maintained at 1, 3, and 6 months. These results suggest that PAT is a useful technique for promoting durable generalization of mother child skills.

Behavior Therapy↗
PubMed2002

Sleep problems in children and young adults with developmental disabilities: home-based functional assessment and treatment.

Sleep problems such as settling problems, frequent night waking, and early waking are prevalent as well as persistent with children and young adults with developmental disabilities who live at home. In this study, results of pretreatment functional assessment suggested that parental attention may have shaped and maintained the sleep problems with four participants. Effectiveness of extinction of parental attention, that is planned ignoring, was assessed on number of minutes of nighttime disruptive behaviors. Treatment resulted in a normalized sleep pattern in all cases and effects were maintained across time.

Adolescent↗
PubMed2005

Play and social interactions between children with developmental disabilities and their siblings: a systematic literature review.

A systematic literature review identified fourteen studies published between 1980 and 2002 that addressed the reciprocal nature of sibling interaction when one sibling presents with a developmental disability. Variables of birth order, chronological age, age gap, sex composition, gender, and type and/or degree of disability were studied as possible contributing factors to difference in interactional patterns among siblings. This research found that the primary difference between siblings, frequency of role symmetry and social reciprocity, is influenced primarily by the presence of a sibling with a disability rather than any other variable studied. Suggested methods of increasing the frequency of sibling role symmetry and social reciprocity as a family-centered intervention are given.

Birth Order↗
PubMed1995

Psychiatric and behavioral disorders in hospitalized preschoolers with developmental disabilities.

Describes the types of psychiatric and behavioral disturbance present in 169 preschoolers with developmental disabilities admitted to a specialized psychiatric inpatient unit. Differences in the proportion of some diagnoses and behavior problems across cognitive functioning level and across age were found. Seventy-two percent of the sample had one or more medical diagnosis. Similarities and differences with earlier reports in the literature are discussed.

Attention Deficit Disorder with Hyperactivity↗
PubMedDate not supplied

Training quality job interviews with adults with developmental disabilities.

Supported work models of vocational integration have increased the employability of individuals with developmental disabilities. Interview questions most frequently used and corresponding responses considered most beneficial to job applicants were derived from an empirical analysis of the "hiring community" and served as a basis for the development of the verbal job interview skills training package evaluated in this research. Dependent measures were objective, behavioral indices of the quality of job interview responses. One-to-one training by a direct training staff, job coach, and a trained behavior analyst resulted in improved responding by all subjects as indicated in a multiple baseline design across interview questions. Improved quality in responding to questions generalized to variations in interview questions, to a novel interviewer, and in an in vivo interview situation. Finally, global measures of social validity support the value of the quality-of-response training.

Adult↗
PubMed1993

Building choice opportunities within occupational programmes for persons with profound developmental disabilities.

Choice opportunities were arranged within the occupational programmes of two subjects with profound developmental disabilities. The subject participating in Experiment 1 was already familiar with a computer-aided programme aimed at promoting independent occupation. That programme was now extended to allow him to choose activities and reinforcers. He was also exposed to a control programme involving the use of folders with drawings. The subject participating in Experiment 2 had no previous experience with special programmes. For this subject, two versions of a computer-aided programme were used: one to teach occupational engagement without choice; and the other occupational engagement with choice. The results have shown that the first subject was very successful in combining choice behaviour and constructive activity with the computer-aided programme, but not with the control programme. The second subject learned very rapidly independent activity engagement, but required relatively long time to develop 'meaningful' choice behaviour. General implications of the findings are discussed.

Adult↗
PubMedDate not supplied

A dental school's role in developing a rural, community-based, dental care delivery system for individuals with developmental disabilities.

The long-standing problem of access to dental care for persons with developmental disabilities in rural Northern California has been addressed in several communities by a unique community-based program. The goal was to create a coalition to coordinate dental school resources with those of a consortium of agencies to address problems in the local communities. This program established a community-based model demonstrating the provision of quality preventive and therapeutic dental services to these individuals. Through this program, dental care delivery systems were formed in three rural communities involving local community dentists and agency personnel. The role of the dental school was: (1) to establish and then work with a consortium of hospitals, agencies, dentists, and other dental personnel; (2) to train local dental personnel; (3) to establish and equip hospital dental facilities; (4) to conduct dental screening and triage clinics; (5) to consult with local agencies and dentists; (6) to act as a referral center for patients with complex medical situations; and (7) to develop and disseminate preventive dentistry training materials.

California↗