PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “DISABLED CHILDREN”

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 703 records · Page 39Linked to original sources
PubMed2000

Oral hygiene in 12-year-old disabled children in Flanders, Belgium, related to manual dexterity.

As part of a larger epidemiological survey of a stratified sample of 12-year-old handicapped children in Flanders, Belgium, the present study describes gingival health, gingival hypertrophy, oral cleanliness and the presence of calculus. Statistical analysis was performed with motor skills, brushing help, the use of chemical agents, the use of anti-epileptic drugs, the knowledge of parents and educators (or caregivers) and their opinion of the oral hygiene of their children/ pupils as response variables. From this study, it became clear that mildly mentally retarded and learning-impaired children had significantly better manual dexterity skills than moderately and severely mentally retarded and physically impaired children. However, this was not reflected in improved oral hygiene. The use of chemical plaque controlling agents was found to be extremely low and, with the exception of children with gingival hyperplasia, the users of these agents did not have better oral hygiene. No difference was found between subtypes in the opinion of parents and educators on oral status. There was, however, a difference between their assessment and the clinical picture. It was concluded that there was a need for in-service training programmes in oral health care for educators as well as for parents.

Analysis of Variance↗
PubMed1981

Perceived first contact care for disabled children.

In a mail-back questionnaire survey, 169 mothers of myelodysplastic children were asked whom they would contact first for each of 24 health-related problems. These problems ranged from earaches to shunt obstruction to sexual counseling. All children were being followed in a comprehensive care clinic at a regional center; however, nearly half of these families lived in rural areas distant from the clinic. Eighty percent of children were said to have local physicians. Mothers tended to perceive clinic staff and specialists for first contact care according to severity of the child's motor paralysis, the greater the child's hospitalization experience, and the shorter the travel time from home to clinic. However, when travel time was controlled, there was no difference in overall perceptions for those mothers living more than 90 miles away from the clinic. In a second survey to 91 physicians designated as the "child's local doctor" and a third survey to the 27 clinic staff members, respondents were asked whom should mother contact first for each of the 24 health-related problems. The clinic staff tended to prefer itself, despite the general policy of the clinic to encourage families to utilize community resources, including their physicians. Local physicians tended to prefer themselves over clinic staff, a position consistent with the philosophy of primary care to the chronically disabled child.

Adult↗
PubMed1983

A longitudinal analysis of torque and its relationship to achievement and educational classification among normal, disturbed, and learning-disabled children.

Torque (clockwise circlings with either hand on a visual-motor task) has been shown to be related to a variety of academic, personal, and adjustment difficulties (Blau, 1977b). A longitudinal analysis was conducted for 948 third-grade students, selected randomly from various special and nonspecial education programs from a large, urban/suburban school system. Current measures of achievement, grade retention, and special education categorization were related to torque data obtained 4 years previously. Only grade retention was found to differ significantly between the torque and no torque groups. While the overall findings indicate no clear relationship between torque and various academic variables, some significant findings and trends in the data warrant further investigation.

Achievement↗
PubMedDate not supplied

Rehabilitation service evaluation: a follow-up of the extent of use of technical aids for disabled children.

The increased awareness of the benefits of rehabilitation technology will lead to an increased demand for services and may lead to discrepancies between needs and resources available. The present study was a regional follow-up of the use of 1278 technical aids. In this study the satisfaction with aids was high and quite near the optimum, but unsatisfactory areas were also identified. A better follow-up of the use of technical aids should be part of rehabilitation practice. Careful assessment of functional and psychosocial needs, goal attainment and environmental factors, and a good system of selection with available alternatives and proper instructions are the basic considerations for satisfactory technical aids.

Activities of Daily Living↗
PubMed2005

Functional characteristics of disruptive behavior in developmentally disabled children with and without autism.

Expanding on Reese et al. [2003], functional behavioral assessment interviews [O'Neill et al., 1997] concerning disruptive behavior were conducted with parents of 23 children with autism (6 females, 17 males, chronological ages [CA] 24-60 months) and 23 controls without autism pair-matched for CA, developmental age and sex. All children exhibited frequent disruptive behavior. The interviews suggested that matched control children's disruptive behavior typically functioned to gain attention or items, or to escape demands in general. This was also true for girls with autism. For boys with autism, disruptive behavior more often functioned to (a) escape demands that interfere with repetitive behavior, (b) retain access to an item used in repetitive routines, or (c) avoid idiosyncratically aversive sensory stimuli (e.g., ordinary household noises). These results emphasize the importance of considering behavioral characteristics that are associated with sex and specific disorders or syndromes when conducting functional behavioral assessments.

Attention Deficit and Disruptive Behavior Disorder↗
PubMed1996

Measurement of oxygen consumption in disabled children by the Cosmed K2 portable telemetry system.

Measurement of the energy cost of walking in children with cerebral palsy or spina bifida is difficult due to the cumbersome nature of equipment used to assess oxygen consumption. Such information collected with a lightweight telemetric system, the Cosmed K2, correlated well with that from a non-portable breath-by-breath system associated with a treadmill. The K2 did not significantly affect regular gait pattern as measured by gait analysis, and repeatability was satisfactory. Measurement of the energy cost of walking in the individual is unreliable in detecting differences of less than 10%; comparison between groups is more useful.

Adolescent↗
PubMed1995

A comparison of the performance of cognitively disabled children on the WISC-R and WISC-III.

This study compared differences in performance on the WISC-III and on the WISC-R. Sixty-one students with learning impairments, due for reevaluation of their special education placement, were administered the WISC-III as part of a psychological assessment battery. Results indicate a mean difference between WISC-R and WISC-III FSIQ of 7.95 points, which is similar to WISC/WISC-R comparisons. Substantial differences that averaged 9.21 points were found between WISC-R and WISC-III PIQ means. These findings suggest that for a special education sample an average decrease of at least 8 points can be expected on the WISC-III Full Scale IQ. Caution should be exercised when one is considering changes in educational classification or interpreting qualitative differences in performance on WISC-III scores compared with WISC-R scores.

Adolescent↗
PubMed1999

Effects of lengthened formant transition duration on discrimination and neural representation of synthetic CV syllables by normal and learning-disabled children.

In order to investigate the precise acoustic features of stop consonants that pose perceptual difficulties for some children with learning problems, discrimination thresholds along two separate synthetic /da-ga/ continua were compared in a group of children with learning problems (LP) and a group of normal children. The continua differed only in the duration of the formant transitions. Results showed that simply lengthening the formant transition duration from 40 to 80 ms did not result in improved discrimination thresholds for the LP group relative to the normal group. Consistent with previous findings, an electrophysiologic response that is known to reflect the brain's representation of a change from one auditory stimulus to another--the mismatch negativity (MMN)--indicated diminished responses in the LP group relative to the normal group to /da/ versus /ga/ when the transition duration was 40 ms. In the lengthened transition duration condition the MMN responses from the LP group were more similar to those from the normal group, and were enhanced relative to the short transition duration condition. These data suggest that extending the duration of the critical portion of the acoustic stimulus can result in enhanced encoding at a preattentive neural level; however, this stimulus manipulation on its own is not a sufficient acoustic enhancement to facilitate increased perceptual discrimination of this place-of-articulation contrast.

Child↗
PubMed1978

Response cost and impulsive word recognition errors in reading-disabled children.

Subjects were 30 fourth grade children with average intellectual ability but reading achievement at least 1.5 years below grade level. Each child was given two word-recognition lists, the first one as a pretest and the second list under one of three different experimental conditions: control, positive reinforcement (1 nickel for each word read correctly), and response cost (1 of 40 nickels taken back for each word read incorrectly). Relative to the control condition, positive reinforcement led to a significant increase in response latency but no change in errors, while response cost led to both a significant increase in latency and a significant decrease in reading errors. The entire group was found to be impulsive on the Matching Familiar Figures test. The successful reduction in impulsive reading errors was interpreted as support for Kagan's hypothesis that the impulsive child evidences low concern about errors on such academic tasks.

Achievement↗
PubMed1988

Prosodic aspects of motherese: effects on gaze and responsiveness in developmentally disabled children.

This study was conducted to examine the effectiveness of using voice tones (prosody) typical of "motherese" (O. K. Garnica, 1977, in C. E. Snow & C. A. Ferguson (Eds.), Talking to Children: Language Input and Acquisition, pp. 63-88, Cambridge: Cambridge Univ. Press) on responsiveness and eye gaze in children with severe handicaps. Specifically, two conditions, "motherese" and "conversational" voice tones, were compared. The current study presents data from naturalistic observations of six children, and controlled experimental manipulations with four children. The results of the naturalistic observations in Study 1 suggested a positive relationship between the use of voice tones typical of "motherese" and responsiveness and eye gaze. Further analysis using an alternating treatments design in Study 2 revealed similar results. Specifically, the use of prosody associated with "motherese" showed increased levels of eye gaze when compared to the use of "conversational tones." The results suggest the importance of considering normal development in analyzing social and teaching interactions between teachers and severely handicapped children.

Adolescent↗
PubMed1990

Directed attention dichotic listening in reading disabled children: a test of four models of maladaptive lateralization.

In two experiments, critical a priori tests compared four competing LD theories of maladaptive language lateralization (Poor Structural Lateralization; Excessive RH Activation; Excessive LH Activation; Excessive LH or RH Activation). In Experiment 1, 32 auditory-linguistic LD children from public schools were compared to 32 high-achieving, age-matched controls. Experiment 2 replicated the main findings of Experiment 1 by comparing 14 LD children to 14 controls attending a private school. The effect of priming or ear order was analyzed in a directed attention, dichotic paradigm with strings of quadruple digit names as stimuli. The order in which the ears were monitored (LE first or RE first) determined (1) in both experiments whether the LD children compared to controls were more weakly or strongly lateralized and (2) in Experiment 2 whether the REA correlated negatively of positively with reading and spelling achievement. The results indicate that the hemispheric processes involved in disengaging and shifting response strategies between dichotic channels may share common neuronal mechanisms with cognitive processes that are important to school achievement. Rather than LD children suffering from a fixed laterality deficit, the results are consistent with the view that a task-dependent attentional dysfunction may interfere with left hemisphere language processes by overengaging either hemisphere. However, pronounced asymmetry in the relative magnitude of the effects at each channel also suggests greater interference in LD children between the systems controlling auditory-linguistic attention and lateral orienting.

Achievement↗
PubMed1988

Longitudinal study of hearing-disabled children. A follow-up investigation.

A group of 138 hearing-impaired children, 76 boys and 62 girls, at a median age of 13 years, range 7-17 years, born during the period 1970-80, were examined in order to ascertain the incidence of progressive hearing loss, and if presence of progressive hearing loss relates it to specific causes of hearing impairment. After a 5-year interval from the median age of 8-13 years, progression of the hearing loss was demonstrated in 2-6% of the children (depending on the criterion used). No relationship could be established between progressive hearing loss and specific causes of hearing impairment.

Adolescent↗