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PubMedDate not supplied

A position paper from the Academy of Dentistry for Persons with Disabilities. Preservation of quality oral health care services for people with developmental disabilities.

As administrators, health care planners, and community-based non-dental professionals plan for care and placement of disabled clients into community settings, the Academy of Dentistry for Persons with Disabilities encourages the inclusion of dentistry as part of the process and urges that experienced institutional dental personnel be utilized, recognizing their vast experience and special skills related to providing for the oral health care of persons with disabilities.

Deinstitutionalization↗
PubMedDate not supplied

Parenting stress and depression in children with mental retardation and developmental disabilities.

Although many types of behavioral and emotional disorders are prevalent in children with developmental delays, the phenomenology of childhood depression in this population remains poorly understood. This study examined the relationships among symptoms of depression, child problem behaviors, and parenting stress in a sample of 29 children with developmental delays. Results supported the usefulness of the Children's Depression Inventory (CDI) in assessing depression in these children initially reported by Matson, Barrett, and Helsel (1988). Parent ratings from the CDI were significantly associated with maternal depression, an index of DSM-III-R depression criteria, and negative self-image, anxiety, and conduct problems in children. A matched subsample of children (n = 12) with high versus low depression ratings revealed significant differences in total scores from the Parenting Stress Index (Abidin, 1986) and the index of DSM-III-R depression criteria. Together, these data suggest that children with developmental delays exhibit a similar pattern of symptoms and associated characteristics to those found in normal children with diagnoses of depression.

Child↗
PubMed1989

Williams syndrome: serotonin's association with developmental disabilities.

Reiss et al. (1985) described two autistic children with the Williams syndrome, a dysmorphic developmental syndrome of unknown cause. Both children also showed elevated blood serotonin levels. The present report describes two prepubescent females with the characteristic features of Williams syndrome, who are not autistic and who have blood serotonin levels within the normal range. These findings suggest that further study of developmental disorders that coexist with autism may help clarify the relationship between autism and putative biological markers such as hyperserotonemia.

Autistic Disorder↗
PubMed1996

Lead exposure of people with developmental disabilities: success of control measures.

In a developmental center, blood lead level was determined by atomic absorption for individuals who were admitted, discharged, or had pica. In 1977, blood lead level was 0 to 29 ug/dL in 298 (92%), 30 to 49 ug/dL in 20 (6%), and 50 to 79 ug/dL in 5 (2%) of the 323 individuals screened. In contrast, in 1994, blood lead level was 0 to 4 ug/dL in 58 (88%) and 5 to 9 ug/dL in 8 (12%) of 66 individuals screened. The observed marked decline in blood lead levels in this population has been the result of effective pica management, several local lead abatement measures, and reduced environmental lead contamination. Medical Practice Guidelines are suggested for prevention of lead poisoning in developmental centers.

Adolescent↗
PubMed2001

Theoretical perspectives on language and communication problems in mental retardation and developmental disabilities.

We argue that researchers interested in language and communication problems in mental retardation or any other developmental disorder should view such problems as emerging within the broader context of the behavioral profile, or phenotype, associated with a particular genetic condition. This will require understanding the direct and indirect effects of genes on the development of language and communication and thereby an understanding of the complex relations that exist between language and other dimensions of psychological and behavioral functioning as well as an understanding of the environments in which the developing person acts and is acted upon. We believe that the dominant model for understanding language and communication problems--the nativist approach, which emphasizes the child's innate capacity for acquiring language and characterizes language as consisting of a set of context-free deterministic rules that operate on abstract representations--is inconsistent with an emphasis on indirect genetic effects. We review recent evidence that undermines the nativist approach--evidence concerning the initial state of the language-learning child, the role of environmental input, the competence-performance distinction, and modularity. In place of nativism, we argue for Emergentism, which is a model in which language is seen to emerge from the interaction between the child's biological abilities to map statistical properties of the language input into a distributed representation and the characteristics of the language learning environment and for the purpose of engaging in real-time, meaningful language use.

Child↗