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At least 757 records · Page 42Linked to original sources
PubMed1977

Verbal rehearsal and short-term memory in reading-disabled children.

The present study investigated the hypothesis that frequently found short-term memory deficits in poor readers may reflect a lack of ability or inclination to use efficient task strategies on some memory tasks. The performance of second-grade good and poor readers was compared on a task which allowed direct observation of the use of verbal rehearsal as a mnemonic strategy. Children in the 2 reading groups differed significantly in both total recall score and amount of verbalization (rehearsal) observed, with the poor readers obtaining lower scores on both measures. On a variation of the task which had been previously demonstrated to facilitate the use of rehearsal, the poor readers improved significantly in both amount of verbalization and total recall scores. On this latter task, the memory and verbalization scores of good and poor readers were not significantly different from one another.

Child↗
PubMed1999

A model for the assessment and management of children with multiple disabilities.

Children with multiple disabilities present complex management problems, both for their families and for the professionals involved in their care. For any one child, the list of functional and medical problems that need to be addressed is frequently reflected in an even longer list of involved professionals, leading to conflicting advice and problems in co-ordination of care. A hierarchical model for assessment and management is proposed, which highlights the interdependency of apparently different areas of functioning. The model aims to assist both parents and professionals in determining priorities, to improve interdisciplinary working, and to underpin staff training. Illustrative case studies indicate the importance of resolving issues in areas such as visual functioning, positioning and nutrition before integrated functions such as communication skills can be addressed successfully.

Child↗
PubMedDate not supplied

Nurses' attitudes toward emotional, sexual, and physical abusers of children with disabilities.

Some studies have linked birth defects, disability, and chronic illness with an increased incidence of child abuse. Nurses who are involved with disabled children face a challenge in preventing child abuse and intervening in cases in which abuse has occurred. Nurse must become aware of the risk factors and signs of abuse, understand the role of their personal attitudes toward abuse and abusers, and develop the skills to intervene effectively and deal with abusers. Thus, the authors of this article undertook a study to ascertain nurses' attitudes about emotional, sexual, and physical abuse of children with disabilities and to determine if nurses' anticipated level of comfort differed when dealing with abusers of children with disabilities in contrast to abusers of children without disabilities.

Adolescent↗
PubMed2002

Osteoporosis in children who have disabilities.

Children who have disabilities are at increased risk for osteoporosis during childhood. This not only puts them at risk for fractures during childhood but also during adulthood. Peak bone mass, which helps predict osteoporosis in adulthood, is never attained in children who have a disability. Care providers of this group of children must be aggressive in the prevention and treatment of osteoporosis. A thorough laboratory evaluation and DXA studies may be undertaken on all disabled children who are at risk for osteoporosis. Although medications have shown promise in the treatment of decreased bone mass, their efficacy in children who have disabilities must be evaluated in larger, controlled studies. Nonpharmocologic treatments also necessitate further exploration.

Bone Density↗
PubMed2004

Tutorial: teaching communicative rejecting to children with severe disabilities.

Children with severe disabilities typically require systematic instruction to develop their communication abilities. Intervention can begin by teaching functional communication skills related to requesting and rejecting. Although a considerable amount of research has focused on teaching requesting, there is an emerging literature on teaching rejecting. The aim of this tutorial is to review the emerging literature on teaching communicative rejecting to children with severe disabilities. This review considers (a) the definition of communicative rejecting, (b) reasons for teaching communicative rejecting, (c) types of communicative rejecting, and (d) empirically validated strategies for teaching communicative rejecting to children with severe disabilities. The authors include a case study to illustrate the major steps in teaching communicative rejecting to children with severe disabilities.

Adolescent↗
PubMedDate not supplied

Acute postoperative pain control for children with chronic disabilities.

Children have historically been undertreated for pain. Children with chronic disabilities may face multiple, complex surgeries that cause severe postoperative pain. In addition, underlying problems with increased muscle tone can cause painful postoperative spasms. Gillette Children's Specialty Healthcare treats children with chronic disabilities. Our orthopaedic surgeons have developed a single surgical approach referred to as "multiple lower extremity procedures" (MLEPs) to correct the patient's primary, underlying orthopaedic deformities all under one anesthesia. Because of the intensity of postoperative pain caused by this approach, Gillette Children's uses epidural analgesia or patient-controlled/nurse-controlled analgesia to manage postoperative pain.

Acute Disease↗
PubMed2007

Setting the stage: early child and family characteristics as predictors of later loneliness in children with developmental disabilities.

Children with developmental disabilities often report having few friends. Researchers have tended to focus on social skill deficits, neglecting other potent predictors of children's feelings of loneliness. In a sample of 82 children with developmental disabilities, we examined characteristics of the child at age 3 (i.e., the conclusion of early intervention services) as well as family income and emotional climate as predictors of children's reported feelings of loneliness at school during middle childhood (age 10). Children with lower levels of externalizing behavior problems at age 3 and from families with a more positive family climate, as indicated by the Family Environment Scale, reported less loneliness at age 10. Implications for children, families, and early intervention services are discussed.

Child↗