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PubMedDate not supplied

Housing circumstances and standards of families with disabled children.

Research on the impact of a disabled child on family resources suggests that housing standards are likely to be lower for these families than for other families. This article attempts to assess the extent to which this is actually the case. The article employs data from a nationally representative sample of disabled children and compares their housing standards according to five criteria with those of a control sample. Families with disabled children were found to be significantly more likely than control families to be living in local authority housing, more likely to be living in overcrowded accommodation and less likely to have central heating and certain consumer durables in the household.

Child↗

PubMed1982

Do learning-disabled children exhibit peripheral deficits in selective attention? An analysis of eye movements during reading.

It has been suggested that deficits in selective attention play a functional role in the learning and behavior problems of children diagnosed as learning-disabled. In the present study, peripheral and central aspects of selective attention were distinguished and peripheral aspects were examined. The attending eye movements during reading of 12 fifth-grade learning-disabled children who read at the third-grade level were compared with 12 fifth-grade children who read at the fifth-grade level (grade placement controls) and 12 third-grade children who read at the third-grade level (reading level controls). The learning-disabled children did not differ from their reading level controls on any of 10 measures but showed a pattern of eye movements that was generally slower and less smooth than their grade placement controls. While these patterns might be considered to be "immature" relative to normal readers of the same age, they are not indicative of peripheral deficits in selective attention. Males, however, did exhibit more variability in duration of fixations and made more regressive eye movements than did females.

Achievement↗

PubMed1977

A comparison of the Stanford-Binet abbreviated and complete forms for developmentally disabled children.

Three abbreviated versions of the Stanford-Binet were reviewed and compared for 50 children with developmental disabilities. The children ranged in age from 6 years - 0 months to 15 years - 11 months. While the IQs obtained from the abbreviated forms correlated highly with the complete Binet IQ, it was felt that the 2-item test yielded too many "misses" both in terms of IQ and classification to be of significant value for use with developmentally disabled children. Although the Terman and Merrill 4-item and Wright versions both yielded considerable "misses" in classification, they were believed to be of definite value to the time-harried examiner. Caution was advised, however, in the use of abbreviated-form IQs as a basis for important diagnostic decisions.

Adolescent↗

PubMed1979

Developmental recall lag in learning-disabled children: perceptual deficit or verbal mediation deficiency?

To investigate the development of mediational deficiencies in verbal and nonverbal visual short-term memory of learning-disabled children, the recall task of Atkinson, Hansen, and Bernback was administered to learning-disabled children in two experimental conditions. In Experiment 1 no significant differences on nonverbal short-term memory recall between normal and learning-disabled children were found. Similar recall responses (e.g., middle response bias, primacy effects, and recency effects) were found for both groups. Nonverbal recall was comparable for disabled and normal children as suggested by stimulus content and association scores. Experiment 2 found that while the effects of overt rehearsal on pretrained labels on learning-disabled children's recall was negligible, labels provided superior recall for normal children. Results suggested that learning-disabled children suffer from a verbal mediational deficiency consistent with Flavell's (1970) mediation deficiency hypothesis.

Child↗

PubMed2004

Care co-ordination and key worker schemes for disabled children: results of a UK-wide survey.

AIM: To investigate the prevalence and nature of care co-ordination and key worker services for disabled children and their families. METHODS: Postal survey of 225 Children with Disabilities Teams across the UK. RESULTS: Out of 159 questionnaires returned (70%), 35 (22%) reported having a care co-ordination scheme, with 30 (19%) of these providing key workers for families. The majority had multiagency and parent involvement in setting up and overseeing the schemes. However, multiagency funding was less common and funding for many schemes was short term. Different models of key working were apparent. Five schemes employed full-time key workers. In 21 schemes, professionals key worked with a few families as part of a larger case load, and in three schemes, both types of key workers were employed. Most schemes provided initial or ongoing training for key workers, but a few provided neither of these. DISCUSSION: The proportion of areas having care co-ordination or key worker services is consistent with findings on research with parents of disabled children, which reports that less than one-third of families have a key worker. The extent of multiagency involvement in planning and overseeing the operation of the service was positive but joint funding was more problematic. There was considerable variation in service models and as yet, little is known about whether or how such variations relate to outcomes for children and families. Further research will investigate these issues.

Child↗

PubMed1987

Visual-ocular control of normal and learning-disabled children.

Much of the data typically presented to support the vestibular dysfunction hypothesis among learning-disabled children is based on a measure of vestibular function that is confounded by visual input. Thus these data may provide evidence of deficits in visual-ocular function in this population. To explore this possibility the authors investigated the differences in visual-ocular function, in particular optokinetic nystagmus (OKN), between normal and learning-disabled children. Children were tested for refixation saccades, smooth ocular pursuit, spontaneous nystagmus, gaze nystagmus and OKN. The testers were blind to the group to which the children belonged. No significant differences were found between the groups on any of the variables. It is concluded that there is no difference in nystagmic behaviour between normal and learning-disabled children, and that the differences in eye movements reported among learning-disabled children should not be attributed to the visual-ocular control functions investigated here.

Child↗

PubMed1983

Digit repetition in learning-disabled children.

Investigated digit repetition performance in learning-disabled children in an effort to assess its clinical and theoretical significance. Clinically, learning-disabled children were found to demonstrate a higher than expected incidence of large verbal-performance discrepancies, although mean overall digit repetition performance did not differ appreciably from that expected on the basis of intelligence (N = 100). Children with large discrepancies did not differ from those with no such discrepancies when compared on a variety of psychometric and neurobehavioral factors. Theoretically, a hemispheric specialization model and a neuropsychological function model have been proposed to underlie performance on the two somewhat different digit repetition tasks (forward and backward repetition). Some support was found for the neuropsychological function model, with significant correlations obtained between digits forward and a measure of language function and between digits backward and a test of visual constructional ability. Stronger evidence that could have been provided by a double dissociation of correlational findings was limited by a smaller, but significant, correlation between digits forward and Bender Gestalt errors. However, the results are consistent with previous research in suggesting that digit repetition can be an avenue to the study of brain-behavior relationships.

Child↗

PubMedDate not supplied

Developmentally disabled children can be adopted.

People have often thought that developmentally disabled children were hard to place and poor risks in adoption. However, this research shows that a large number of children of all ages and disabilities were placed for adoption with few disruptions. In light of these findings, agencies may well put more effort into identifying developmentally disabled children as suitable candidates for adoption services.

Adolescent↗

PubMed1996

Anterior crossbite correction in uncooperative or disabled children. Case reports.

Uncooperative or disabled children who present with an anterior crossbite provide the clinician with a challenge to use innovative strategies to attempt crossbite correction. The following case reports provide possible treatment strategies as well as showing some pitfalls in both diagnosis and treatment of anterior crossbites in this difficult to treat group of patients.

Attention Deficit Disorder with Hyperactivity↗

PubMed1980

Conceptual rule learning in normal and learning disabled children.

Conceptual-rule learning performance of 36 normal and learning-disabled children, matched on CA, MA, and sex was compared with the use of a modified reception paradigm. Four types of rules (affirmation, conjunction, disjunction, conditional) and familiar and nonfamiliar shape attributes were used to test Bourne's stimulus-encoding hypothesis. Main findings indicated that when tested, learning-disabled children were deficient in all conceptual-rule tasks on an experimental paced, continuous-reinforcement schedule. Expected differences in rule complexity were found; however, disabled children's conceptual-rule response difficulties did not compare with normals. Manipulation of the attribute of shape familiarity produced only discernible saliency advantages in normal children. It was hypothesized that learning-diabled children were poor in problem solving because of a deficit in the comprehension of negative instances.

Child↗

PubMed2003

Injuries among disabled children: a study from Greece.

OBJECTIVE: To compare the differential implications of sociodemographic and situational factors on the risk of injury among disabled and non-disabled children. DESIGN: Data from the Emergency Department Injury Surveillance System (EDISS) were used to compare, in a quasi case-control approach, injured children with or without disability with respect to sociodemographic, event and injury variables, and to estimate adjusted odds ratios for the injury in a disabled rather than a non-disabled child. SETTING: Two teaching hospitals in Athens and two district hospitals in the countryside that participate in the EDISS. PATIENTS: In the five year period 1996-2000, 110 066 children were recorded with injuries; 251 among them were identified as having a motor/psychomotor or sensory disability before the injury event. INTERVENTIONS: None. MAIN OUTCOME MEASURES: Mechanism of injury, type of injury, risk-predisposing socioeconomic and environmental variables, odds ratio for injury occurrence. RESULTS: Falls and brain concussion are proportionally more common among disabled children, whereas upper limb and overexertion injuries are less common among them. Urban environment, migrant status, and cold months are also associated with increased odds for injuries to occur among disabled rather than non-disabled children. The odds ratio for the occurrence of an injury among disabled children increases with increasing age. CONCLUSIONS: The results of the study provide the information for the targeting of trials of preventive measure in disabled children at increased risk of severe injuries.

Accidental Falls↗

PubMed1979

Nystagmus and ocular fixation difficulties in learning-disabled children.

The visual fixation ability of learning-disabled children was evaluated after sensory integrative therapy had been administered for short or long periods of time. Children with hyporesponsive postrotary nystagmus displayed reduced oculomotor control skills, but the deficit was apparent only in those who had been in therapy for a shorter interval. These results present further support for the hypothesis that the learning disabled can be differentiated according to their nystagmus characteristics. In addition, very tentative evidence suggested that sensory integrative therapy may have been successful in ameliorating the fixation deficiency; however, further research into this possibility is needed. The data also indicate that oculomotor control dysfunction may be a mediating mechanism for at least part of the learning disabilities experienced by some learning-disabled children.

Child↗

PubMed1986

Syntactic decoding times of learning disabled children.

Syntactic decoding reaction times of 20 learning disabled children comprising two groups of subjects (mean age of 8 and 13 yr., respectively) were compared to the responses of normal controls matched for age and sex. An analysis of variance procedure showed that the learning disabled children and their normal peers did not differ significantly in responses to the experimental stimuli. This held true regardless of linguistic complexity, suggesting that delays in processing elementary syntactic constructions are not a concomitant of learning disabilities.

Adolescent↗

PubMedDate not supplied

Vitamin D status of chronically ill or disabled children in Victoria.

OBJECTIVE: To establish the percentage prevalence of hypovitaminosis D in chronically ill or disabled children in Melbourne, Australia. METHODOLOGY: A group of inpatients at the Royal Children's Hospital, Melbourne, Victoria, as identified by the primary unit, were sampled to measure serum vitamin D and parameters of bone turnover. A second group of disabled children (outpatients) were also measured to establish vitamin D status. RESULTS: Of the total population, 54.9% were found to have low serum 25 hydroxy (25OH) vitamin D levels. Of the inpatient group, 25.4% were vitamin D deficient (<30 nM/L), and 27.1% were vitamin D insufficient (30-50 nM/L). The mean 25OH vitamin D was 52.1 nM/L. Of the outpatient group, 15.4% were vitamin D deficient, whilst 42.3% were found to be insufficient. The mean vitamin D level was 41.2 nM/L. No difference attributable to intellectual versus physical disability was found. Anticonvulsant use and ambulatory status was not predictive of vitamin D status in the children examined. Of the total population, 0.05% were found to have secondary hyperparathyroidism. The mean 25OH vitamin D level of this subgroup was 30.6 nM/L. Dark skin tone was found to be significantly associated with hypovitaminosis D (P = 0.001), where all five children with dark skin tone were found to have serum 25OH vitamin D levels <50 nM/L. Of the seven disabled children (outpatients) found to be iron deficient, four had coexistent hypovitaminosis D. CONCLUSION: The percentage prevalence of hypovitaminosis D is high in both chronically ill, and physically/intellectually disabled children in Melbourne, Australia. Increased vigilance and recognition of this deficiency state is needed as an important health prevention strategy.

Child↗

PubMed2000

[The effect of family living conditions on the health of disabled children].

This work is concerned with the influence of the family on some parameters of health in disabled children. Children and adolescents aged 10 to 18 years (160 disabled and 165 controls) enrolled. Physical and mental health was assessed and correlated with living conditions of the family and degree of irritability. The results show that disabled children live in much worse conditions than their healthy counterparts, thereby suffering from constitutional delay (short stature, underweight) and psychomotoric irritability. Poor dwelling conditions are an additional cause of health problems in disabled children.

Adolescent↗

PubMedDate not supplied

Working with families of learning disabled children.

The lives of learning disabled children and their parents are beset by bewildering paradoxes and misunderstandings, especially as they try to cope with educational systems. Social work professionals, as counselors and advocates, are shown to have the skills needed for early remedial intervention for the learning disabled.

Adaptation, Psychological↗

PubMed1988

Hearing disabled children--epidemiology and identification.

An investigation of hearing disabled children was performed in the Copenhagen City and County in order to: evaluate the prevalence and incidence of congenital/early acquired hearing disability and delineate any change in these parameters compared to the 1970'ies; evaluate the time of identification of the hearing impaired child; indicate who first suspects the child's hearing disability. It was demonstrated that the prevalence of hearing aid treated children had been reduced with 40-42%, however, the incidence was unchanged 0.13%. An annual variance of 0.06-0.20% was present. No significant difference in the incidence was found between the two geografical areas. The median age at identification was 15-18 months, and only 32-48% of the hearing disabled children had been identified at the age of 1 year, showing an improvement in comparison to the 15-16% identified at the same age in the 1970'ies. Children, who could be registered as auditory at-risk were not identified earlier than the non-at-risk children. In 57-67% of the children the parents were the first to suspect the hearing disability. On the basis of the investigation it is concluded that the incidence of congenital/early acquired hearing disability in children is unchanged over a 10 year period, and that a delayed identification of these children is present although an improvement in the early identification has taken place.

Child, Preschool↗

PubMed1998

Omeprazole: therapy of choice in intellectually disabled children.

OBJECTIVE: To study extensively the therapeutic approach of gastroesophageal reflux disease in intellectually disabled children. DESIGN: We studied the effect of omeprazole sodium on healing and symptom relief in 52 institutionalized intellectually disabled children (male-female, 21:31; mean age, 15.4 years; range, 4-19 years). INTERVENTION: Endoscopically proven esophagitis (grades I-IV, Savary-Miller classification) was treated with omeprazole sodium, 40 mg/d (20 mg/d for children weighing <20 kg) as healing dose for 3 months, and 20 mg/d (10 mg/d for children weighing <20 kg) as maintenance dose for another 3 months. After 3 and 6 months, results of treatment were evaluated using symptom scoring and/or endoscopy. For patients with relapse, the dose was increased. RESULTS: At first endoscopy, 19 patients (36%) of 52 showed grade I esophagitis; 20 (38%), grade II; 6 (12%), grade III; and 7 (13%), grade IV. In 44 (86%) of 51 patients, treatment was effective in healing esophagitis and keeping patients in remission, independent of the severity of esophagitis. In 7 patients (14%), a symptomatic relapse was observed after decreasing the dose. However, these patients became symptom free again after increasing the dose and showed healing on endoscopy at the end of the study. One child did not finish the study for reasons not related to therapy. Marked improvement of persistent vomiting, regurgitation, food refusal, iron deficiency anemia, and signs of depression was seen at the end. CONCLUSIONS: Omeprazole is highly effective for all grades of esophagitis in intellectually disabled children, without adverse effects. The dose needed to maintain the remission can be titrated according to the reflux symptoms. One disadvantage of medical therapy is that it is open ended, in contrast to operation, but surgery in this population has high mortality and complication rates.

Adolescent↗