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PubMed1989

Social acknowledegments for children with disabilities: effects of service dogs.

While service dogs are known to perform important tasks for people using wheelchairs, such as retrieving dropped items or pulling a wheelchair, they may also serve as an antidote for social ostracism. Adults in wheelchairs have been found to receive many more social acknowledgements when a service dog is present than when not. This study examined whether disabled children in wheelchairs with service dogs receive more frequent social acknowledgment than when no dog is present. Behaviors of passersby in response to children in wheelchairs were recorded in shopping malls and on school playgrounds. In both settings, social acknowledegments (e.g., friendly glances, smiles, and conversations) were substantially more frequent when a service dog was present. Social effects of the dog were more pronounced in shopping malls, typical of unfamiliar settings where the child would be likely to experience being ignored or overlooked. Service dogs may assist in normalizing the social interactions for children with disabilities producing social isolation.

Adolescent↗

PubMedDate not supplied

[Coping strategies and psychological well-being in mothers of children with disabilities].

The purpose of the study was to determine relationships between coping with stress and well-being in mothers of developmentally disabled children. Marital, parenthood and global life satisfaction were analyzed. Two interesting relationships between coping strategies and well-being (marital and global life satisfaction) were found. The results are discussed in terms of parental stress experienced by mothers of children with disabilities.

Adaptation, Psychological↗

PubMed1994

Effect of adult continuing wh-questions on conversational participation in children with developmental disabilities.

Children with developmental disabilities often converse less frequently than their developmentally matched peers. This low conversational participation can cause problems for the children's future language and discourse development. The purpose of this experimental study was to test the hypothesis that adult topic-continuing wh-questions would elicit topic continuations in children with relatively low language ability, but not in children with relatively high language ability. Twenty-three children with developmental delays interacted with an adult who conducted two play sessions. In each session, the adult used a different interaction style. The two styles differed in the adult's use of topic-continuing wh-questions. Results indicate that adult use of topic-continuing wh-questions supported the use of child continuations in children at all language levels. The type of continuations (single word versus multiword) that were elicited depended on the language level of the children. Clinical implications are discussed.

Adult↗

PubMed1994

Behavioral characteristics of children with Turner syndrome and children with learning disabilities.

Children with Turner syndrome (TS) are at increased risk for cognitive deficits and behavioural problems. Although cognitive skills are similar to those found in children with nonverbal learning disabilities (NLD), comparisons of behavioral patterns in children with TS to those in children with NLD have not been reported. The purpose of this research was to describe behavioral patterns in school-aged females with TS and to determine if these patterns differed from those exhibited by females with NLD as measured on the Pediatric Behavior Scale, a parental report of childhood behaviors. Behavioral characteristics were identified in 10 children with TS, 10 with NLD, and 10 healthy children. Those with TS and with NLD were found to have increased levels of social isolation. In addition, children with TS had behavioral problems in the areas of impulsivity and medical noncompliance. Identification of behavioral characteristics of specific conditions is essential to guide counseling and interventions provided by nurses and other health professionals.

Analysis of Variance↗

PubMedDate not supplied

The effects of direct feedback and practice on metaphor performance in children with learning disabilities.

Children with learning disabilities may have a problem in interpreting metaphor and need specific guidance and practice. This study found that direct feedback and practice could significantly increase metaphor performance of these children. Further descriptive analyses indicated that grade and reading levels of the subjects correlated with their metaphor performance.

Adolescent↗

PubMed2000

Safe orthodontic bonding for children with disabilities during general anaesthesia.

General anaesthesia (GA) may be employed to overcome management difficulties in the orthodontic treatment of disabled children. This report introduces the application of a rubber dam as a useful aid for a high quality bonding and as an effective safeguard in bonding of brackets in general anaesthesia, in the handicapped in particular. GA was used in 12 patients, of a cohort of 49 disabled patients, to facilitate the placing of the fixed appliance. The first seven were bonded solely with the use of an oropharyngeal pack and a high velocity suction to prevent aspiration, and the last five additionally underwent placement of a rubber dam. The use of a rubber dam to facilitate the safe and reliable bonding of orthodontic brackets in handicapped children under general anaesthesia is highly recommended.

Adolescent↗

PubMed1975

A special neurological examination of children with learning disabilities.

Children with "minimal brain dysfunction" and learning disabilities were found to have significantly more minor neurological signs than control children. Many of these signs become less obvious or disappear by the age of 11 years; therefore older cases are more similar to controls, whereas younger cases show lags or deficits at the highest levels of central nervous system functioning-language, fine motor co-ordination and cross-modality integrations.

Age Factors↗

PubMed2001

[The orthodontic treatment of children with disabilities].

Due to the medical progress in the past decades, the life expectancy and quality of the physically and/or mentally disabled children have been much improved. While this has facilitated their entry into society, it has also created greater demands on our profession, from those who care for them. A displeasing dental appearance may have a significant emotional impact on an individual's well being and can bias judgments of social acceptability, ability and personality. Gross misplacement of the teeth occurs more often and with much greater severity in the disabled child than in the general population. The increased concern for facial appearance and oral functions has generated an increased demand for orthodontic treatment, but the difficulties imposed by the handicapping conditions have made many practitioners believe that these patients are not amenable to treatment. At the Center for the Treatment of Craniofacial Anomalies in the Orthodontic Department of the Hadassah School of Dental Medicine, Jerusalem we have been treating children with disabilities for several years. An investigation of the referral patterns of our patients has revealed ignorance of dentists, physicians and social workers of what can and may be done to improve the dental and facial appearance of these children. This finding was the principle reason for this article, in which we will show how successful delivery of treatment is possible for many of the disabled.

Child↗

PubMed1993

Children with disabilities and the Children Act: who will assess their needs?

The Children Act focuses attention on meeting the assessed needs of children with disabilities. General practitioners (GPs) and Community Child Health (CCH) doctors in one health district were asked by postal questionnaire who it was who currently assessed such needs and who would do so in the future. The involvement of GPs (15) varied from none (1) to regular reassessment (3). Nearly all (14) treated acute illnesses but educational assessments were assigned to CCH doctors. Community doctors (9) had a clearer idea of their role including regular reassessment (9), education assessment (9) and interagency liaison (3). Both groups complained of poor communication with each other and with hospital services. To fulfil the requirements of the Children Act, community child health services, family health services authorities and district health authorities will have to specify how and by whom children with disabilities are identified and assessed. Arrangements will vary according to local service development. These arrangements, and the resulting liaison with other agencies, should be specified in National Health Service contracts, thus improving communication and cooperation.

Child↗

PubMedDate not supplied

Multi-adjustable chairs for children with disabilities.

There is a growing demand that severely disabled children should be offered a normal-looking, comfortable alternative to highly supportive wheelchair seating to facilitate relaxation and social integration. An evaluation of five chairs, funded by Medical Devices Agency, an executive agency of the Department of Health, was undertaken with potential and actual users of these chairs to investigate the chairs' function with respect to the child's posture, and what features were effective. Twenty-nine children tried five chairs for up to 30 min in each; and a postal survey received 100 responses. The chairs seem to meet many users' postural needs (78% of postal survey; 31-72% of short-term evaluation depending on chair); the chairs' adjustability and availability of special features are important in meeting the needs of this user group; evidence of poor design and its implications are discussed.

Adolescent↗

PubMedDate not supplied

An undergraduate dental education program providing care for children with disabilities.

In 1981, the School of Dental Medicine at Stony Brook provided treatment for disabled children as part of the regular clinical rotation in the Department of Children's Dentistry. In 1988, 64% of the graduates of this program responded to a questionnaire survey (157 questionnaires sent, 97 returned). Forty-eight percent stated that they regularly treat this population in their current practices. Of those not regularly treating this population, 40% attributed this to specialty practice limitation. The majority of those responding (62%) reported that the experience this training provided was relevant to their current practice of dentistry.

Attitude of Health Personnel↗

PubMed1997

Discourse processes underlying social competence in children with language learning disabilities.

Children with both a language impairment and a learning disability are at risk for poor social competence. Yet the processes that place these children at risk remain unclear. A developmental-organizational perspective was used to explore processes underlying risk for poor social competence among language learning disable children. To this end, the relative influences of language learning disability and social discourse skills on social competence were examined in 50 language learning disabled (LLD) and 50 control (non-LLD) children aged 8-12 years. Findings indicated that social discourse skills mediated the relation between LLD status and children's social competence. Specifically, a domain of social discourse, figurative language, was the strongest mediator of the effect of LLD status on social competence. Additionally, differences were confirmed between the LLD and non-LLD group in two domains of social discourse, recreating sentences and figurative language, as well as social competence. Two other domains of social discourse, understanding ambiguous sentences and making inferences, did not discriminate the groups. The findings emphasize the importance of analyzing interrelations among domains to identify critical factors related to developmental outcomes.

Child↗

PubMed2001

American Academy of Pediatrics: Counseling families who choose complementary and alternative medicine for their child with chronic illness or disability. Committee on Children With Disabilities.

The use of complementary and alternative medicine (CAM) to treat chronic illness or disability is increasing in the United States. This is especially evident among children with autism and related disorders. It may be challenging to the practicing pediatrician to distinguish among accepted biomedical treatments, unproven therapies, and alternative therapies. Moreover, there are no published guidelines regarding the use of CAM in the care of children with chronic illness or disability. To best serve the interests of children, it is important to maintain a scientific perspective, to provide balanced advice about therapeutic options, to guard against bias, and to establish and maintain a trusting relationship with families. This statement provides information and guidance for pediatricians when counseling families about CAM.

Child↗

PubMed1992

Concrete operational thought in children with learning disabilities and children with normal achievement.

This study compared Piagetian cognitive development in normal achieving children and two groups of children with learning disabilities designated as either auditory-linguistic or visual-spatial on the basis of Verbal-Performance IQ differences on the Wechsler Intelligence Scale for Children-Revised (WISC-R; 1974). The two groups with learning disabilities were matched with normal achieving controls on intelligence, socioeconomic status, sex, race, and age. Piagetian tasks measuring conservation, seriation, and classification were administered to each child to determine level of operative thought. The auditory-linguistic group scored significantly below normal controls in operativity, and significantly fewer were at a concrete operational level on a conservation of length task than were normal achieving children. The visual-spatial group did not differ significantly from normal controls. These results suggest that auditory-linguistic disabilities may be more detrimental than visual-spatial disabilities to development of operativity.

Achievement↗

PubMed2006

Patterns of participation in recreational and leisure activities among children with complex physical disabilities.

Children with physical disabilities are at increased risk of limitations to participation in everyday activities. This study describes research examining the participation of children in day-to-day formal and informal activities (excluding mandated academic schooling). Using the Children's Assessment of Participation and Enjoyment (CAPE) measure, data on participation patterns were collected from 427 children (229 males, 198 females; mean age 10 y [SD 2 y 4 mo]; range 6-14 y) with physical limitations and from their families. The primary types of physical disability in the sample included cerebral palsy, spina bifida, acquired brain injury, and musculoskeletal limitations. Findings indicate a broad range of diversity and intensity of participation, with proportionately greater involvement in informal rather than formal activities. Significant differences in participation and enjoyment were found between males and females, and for children more than 12 years of age. Children's participation was less diverse in families reporting lower income, single-parent status, and lower respondent parent education. These findings provide a foundation for an improved understanding of the participation of children with physical disabilities, which can assist families and service providers in planning activities that fit with their child's preferences and ensure active participation.

Adolescent↗

PubMed2000

Counterfactual syllogistic reasoning in normal 4-year-olds, children with learning disabilities, and children with autism.

Instruction encouraging imagery improves logical reasoning with counterfactual premises by normal preschool children. In contrast, children with autism have been reported to reason accurately with counterfactual premises in the absence of such instruction (F. J. Scott, S. Baron-Cohen, & A. M. Leslie, 1999). To investigate this pattern of findings, we compared the performance of children with autism, children with learning disabilities, and normally developing 4-year-olds, who were given reasoning problems both with and without instruction in two separate testing sessions 2 to 3 weeks apart. Overall, instruction to use imagery led to persistent logical performance. However, children with autism displayed a distinctive pattern of responding, performing around chance levels, showing a simple response bias, and rarely justifying their responses by elaborating on the premises. We propose that instruction boosts logical performance by clarifying the experimenter's intention that a false proposition be accepted as a basis for reasoning and that children with autism have difficulty grasping this intention.

Adolescent↗

PubMed2002

Psychiatric disorders in children with intellectual disability.

We investigated psychiatric disorders in intellectually disabled children; the prevalence rate and types of psychiatric disorders, and the association of psychiatric disorders with sex, residence type, level of disability, and epilepsy were examined. The population comprised 155 intellectually disabled children. Medical information was obtained from case files, which indicated that a psychiatric disorder had previously been diagnosed for 11% of patients. A careful re-examination of the case files revealed a psychiatric disorder for 33%. The criteria of a psychiatric ICD-10 diagnosis were fulfilled by 23%, and a further 10% had an unspecified mental disorder. The most common diagnoses were pervasive developmental disorders and hyperkinetic disorders. The former were less common among children with mild intellectual disability. In conclusion, about one-third of children with intellectual disability have a psychiatric disorder which needs to be taken into account in treatment.

Adolescent↗

PubMed1989

Neuropsychological profiles of children with learning disabilities and children with documented brain damage.

This study sought to identify clusters or subtypes of children with learning disabilities (LD) and documented brain damage (BD) on the basis of a comprehensive neuropsychological battery. Sixty subjects, 24 with LD and 36 with BD, participated in the study. The standard scores for several measures from the Intermediate Battery of the Halstead-Reitan Neuropsychological Battery and other select measures were submitted to Q-Technique factor analysis for the entire sample. Five clusters were determined. No one cluster was composed exclusively of LD or BD subjects, with the proportions of LD and BD varying considerably from one cluster to the next. There were some qualitative differences between the clusters, while quantitative differences also figured prominently.

Brain Damage, Chronic↗