Provision of related services for children with chronic disabilities. Committee on Children with Disabilities.
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Child↗
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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.
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Optimizing therapy of seizures in children and adolescents with developmental disabilities.
Children and adolescents with intellectual and developmental disabilities and epilepsy are a unique patient population that offers significant challenges. They are more likely to suffer lifelong intractable epilepsy with multiple seizure types than other patients with epilepsy. In addition, these patients often cannot clearly express their complaints about antiepileptic drug (AED) side effects, and the caregiver's role becomes all-important as an advocate for the patient. Finally, behavioral and psychiatric comorbidities are common and need to be considered when choosing an AED in this patient population. Our society will be judged by how we care for the most unfortunate among us.
Adolescent↗
Adoption of children with developmental disabilities.
United Methodist Family Services of Virginia placed 41 developmentally disabled children in adoptive homes between August 1985 and June 1988, representing a range of chronic emotional, intellectual, and physical disabilities. This article describes the need for specialized adoption programs for children with developmental disabilities and the methods used in placing these children. The obstacles to adoption of children with developmental disabilities are also discussed.
Adoption↗
Increasing students' sensitivity to families of children with disabilities.
Families of children with disabilities pose a particular challenge to nurses as each child and family is a unique combination of intellectual, emotional, and medical concerns. The authors describe a project in which families of children with disabilities serve as teachers to baccalaureate nursing students. The goal of the project is to facilitate sensitivity and an understanding of the needs of a child with a developmental disability.
Adult↗
Preventing mental health problems in children with chronic illness or disability.
Children with special health needs have an added risk for mental health problems. These problems may be preventable in many cases by focusing on the development of competence in children and their family members in adapting to the chronic condition demands. Five strategies for developing competence are discussed: (a) encourage normal life experience, (b)increase coping skills, (c) increase use of social support, (d) coordinate the delivery of care, and (e) empower families. Examples of programs employing these strategies that have been evaluated are presented.
Adaptation, Psychological↗
Maternal stress and repeated hospitalizations of children who are physically disabled.
A quasi-experimental study (N = 60) found that the degree and nature of the parental stress experienced with repeated hospitalizations of physically disabled children was different from that experienced by a comparison group with nondisabled children. There was more community nurse support among those with lower versus higher stress over repeated hospitalizations. Next, using qualitative methods, parent and nurse groups validated and extended the findings to the issues involved in the chronic and complex source of stress. Thus, implications from research on single, brief hospitalizations of essentially healthy children may not apply to repeatedly hospitalized, disabled children and their parents.
Adult↗
Dramatic favorable responses of children with learning disabilities or dyslexia and attention deficit disorder to antimotion sickness medications: four case reports.
Responses of four learning disabled children who showed dramatic improvements to one or more antimotion-sickness-antihistamines and -stimulants are described qualitatively. These cases were selected from a prior quantitative study in which three antihistamines (meclizine, cyclizine, dimenhydrinate) and three stimulants (pemoline, methylphenidate, dextroamphetamine) were tested in variable combinations (using a specific clinical method) for favorable responses by 100 children characterized by diagnostic evidence of learning disabilities and cerebellar-vestibular dysfunctioning. Pending validation in double-blind controlled studies, these qualitative results suggest that the "cerebellar-vestibular (CV) stabilizing" antimotion-sickness medications, Piracetam included, and their combinations may be shown to be therapeutically useful in treating children with learning disabilities or dyslexia and attention deficit disorder.
Attention Deficit Disorder with Hyperactivity↗
A multiple-source method for studying the prevalence of developmental disabilities in children: the Metropolitan Atlanta Developmental Disabilities Study.
The Metropolitan Atlanta Developmental Disabilities Study is the first US, population-based epidemiologic study of the prevalence of mental retardation, cerebral palsy, hearing impairment, and visual impairment among school-age children. The study population consisted of children who were 10 years of age between 1985 and 1987 and whose mothers were residents of the five Georgia counties of Clayton, Cobb, DeKalb, Fulton, and Gwinnett at the time of the child's birth. Since children with developmental disabilities are identified by and receive services from various health, social service, and education systems, a multiple-source case identification method was used. This study is unique in that individual school records were used to identify children with the four disabilities. Use of a multiple-source method made it possible to confirm specific conditions and to classify subtypes of disabilities. About 95% of the children with one or more of these four disabilities were initially identified through the school systems. This approach is much less costly than conducting medical and psychologic assessments on populations of children. In addition, this method made it possible to estimate accurately the "administrative prevalence" of these disabilities (ie, the number of children previously identified with these disabilities for the purpose of providing services). The prevalence rates found in this study, per 1000 10-year-old children, were as follows: mental retardation, 10.3; cerebral palsy, 2.0; hearing impairment, 1.0; and visual impairment, 0.6.(ABSTRACT TRUNCATED AT 250 WORDS)
Cerebral Palsy↗
"I'm not the only one!" group therapy with older children and adolescents who have learning disabilities.
Children and adolescents with learning disabilities (LD) are vulnerable to psychosocial difficulties. Both the detrimental impact of LD on social adjustment and the significance of peer relations for developmental needs make group therapy a natural intervention. Despite modifications that are required due to their cognitive deficits, many students with LD fit the criteria and can benefit from group psychotherapy. In this paper, a model of group therapy for older children and adolescents with LD is presented. The approach is informed by a combination of self psychology, mutual aid, and interpersonal group therapy. The leaders use special techniques to accommodate the LD and to foster the group process. Examples are presented to illustrate the approach.
Adolescent↗
Computer play centres for children with disabilities.
For all children play is the leading and dominating activity in childhood and essential in child development. Many children with severe disabilities have limited opportunities to play and need support. Computer play can be a good support in habilitation/rehabilitation of children who have not earlier been able to play independently. Eight pilot computer play centres were started in Sweden in 1992 and since then the number of centres has increased. The target group was children with disabilities on the level before reading and writing. This brief report is a description of the computer play centres and the first three activity years.
Adolescent↗
A regional survey of the housing circumstances of families with children experiencing intellectual and motor disabilities.
Housing is an important aspect in promoting the home care of disabled children, but also one which is too often forgotten by professionals. The purpose of this study was to evaluate the housing conditions and the need for modifications, of 204 families with disabled children using technical aids. The housing condition of the families was good compared to average Finnish families with children. One hundred and sixty families had made no housing modifications, but 48 families had need for them, most often to bathrooms and toilets. The need increased with the severity of the children's motor and intellectual disabilities and the need to provide care in line with the number of technical aids in use. It is concluded that families with disabled children need more information on the possibilities for carrying out housing modifications, and that home visits by a case manager are important to evaluate environmental factors affecting the care.
Adolescent↗
[Comparing students in inclusive education to those in special schools: the view of parents of children with learning disabilities].
The paper presents the results of a survey of 755 parents of learning disabled children with certified special needs who either attended classes within regular education or special schools. All parents were involved in the decision on the school placement of their children. The experiences of 547 parents of learning disabled students in inclusive classes were contrasted with those of 207 parents of children in special schools. Besides a rather high satisfaction with previous school experiences of their children a number of differences between the two groups of parents could be observed. Parents of students in special schools viewed their children as rather little challenged by their educational requirements whereas those in inclusive education found their children to be overtaxed. The social development of the students in inclusive education was judged as more positive and, generally, a higher rate of parents of learning disabled students in inclusive classes were satisfied with their choice of the educational setting. Although the requirements for parental support concerning studying were higher in inclusive classes this cannot solely explain the differences of experiences with school. In a second step, satisfied parents were compared to dissatisfied parents. It could be found that the group of dissatisfied parents had to make their choice on the educational setting of their children under less favourable conditions and many could not accept that their child had been classified as having special needs. This applied to parents of students in inclusive education as well as to parents of children in special schools. Additionally, parents of students with German as a second language reported to be discontented more frequently. No significant discrepancies could be found between different grades or federal states with different quotas of inclusive education.
Attitude↗
Assessing the fears of children with disability using the Revised Fear Survey Schedule for Children: a comparative study.
This study compared the self-reported fears of children with disability using the Fear Survey Schedule for Children-Revised (FSSC-R). Children with intellectual disability reported a significantly greater number of fears than children with no disability, children with hearing impairment and children with visual impairment. Also the children with intellectual disability reported more idiosyncratic fears related to the unknown, injury and small animals. Consistent with normative findings (King et al., 1989b; Ollendick, King & Frary, 1989), girls reported significantly more fears than boys. Methodological issues are discussed including the reliability and validity of self-reported fears for children with disability.
Adolescent↗
American Academy of Pediatrics Committee on Children With Disabilities: Provision of related services for children with chronic disabilities.
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Child↗
Time costs of caring for children with severe disabilities compared with caring for children without disabilities.
To assess time costs of caring for children with severe disabilities in the community compared to caring for children without disabilities, a diary- and questionnaire-based study was carried out. Sixteen complete data sets were obtained from families with children who have disabilities (mean age 8.7 years) and 31 complete data sets from families with normally developing children (mean age 4.9 years). Diagnoses in the study group included cerebral palsy, autism, Sanfillipo syndrome, lissencephaly, and osteogenesis imperfecta. Items of personal care per waking hour were significantly greater in children with disabilities than non-disabled children (p<0.001). In the study group, there was no correlation (r=-0.12) between age and frequency of care whereas a significant correlation was observed between degree of disability as measured by the Functional Independence Measure for children (WeeFIM) and frequency of care items (r=0.89). Twelve of the 16 mothers in the study group were not in paid employment. Twelve had little or no extended family support. Benefits awarded did not correlate with the degree of disability as measured by the WeeFIM (r=-0.11). Care needs of children with severe disabilities are significantly greater than those of non-disabled children and do not decrease with advancing age. Mothers of children with disabilities are unable to work outside the home because of these care needs. This brings the family income, even when benefits are included, to a level that is less than peer families with non-disabled children. A Functional Disability Score may help to achieve more appropriate allocation of state resources.
Child↗
Positive expiratory pressure (PEP) treatment in children with multiple severe disabilities.
BACKGROUND: Children with multiple severe disabilities cannot be spontaneously physically active and therefore lack the ventilatory stimulation of physical activity. They often produce large quantities of airway mucus, which they have difficulty to evacuate on their own. The accumulation of mucus may lead to respiratory insufficiency. AIM: To investigate whether chest physiotherapy with positive expiratory pressure (PEP) could improve the blood oxygen tension (PO(2)) and/or decrease carbon dioxide tension (PCO(2)) in severely disabled children with airway mucus accumulation. METHODS: Eighteen disabled children (mean age 7.5 y, SD 4.3, range 1.7-17.8 y) participated in the study. Transcutaneous (tc) PO(2), tcPCO(2) and respiratory rate (RR) were recorded before and after PEP treatment. The reproducibility of the effect of the treatment was tested by repeating the recordings. RESULTS: The mean tcPO(2) increased 1.0 kPa (range -0.2 to 3.4 kPa) immediately after PEP treatment (p=0.0001). No significant changes in tcPCO(2) or RR were noted. The reproducibility of the effect of PEP treatment was good, with a significant increase in tcPO(2) at all retests. All children accepted the treatment well. CONCLUSION: PEP increases blood oxygen tension immediately after treatment in severely disabled children with airway mucus accumulation. Long-term effects remain to be proven.
Adolescent↗
The perception of four basic emotions in human and nonhuman faces by children with autism and other developmental disabilities.
Children who experienced autism, mental retardation, and language disorders; and, children in a clinical control group were shown photographs of human female, orangutan, and canine (boxer) faces expressing happiness, sadness, anger, surprise and a neutral expression. For each species of faces, children were asked to identify the happy, sad, angry, or surprised expressions. In Experiment 1, error patterns suggested that children who experienced autism were attending to features of the lower face when making judgements about emotional expressions. Experiment 2 supported this impression. When recognizing facial emotion, children without autism performed better when viewing the full face, compared to the upper and lower face alone. Children with autism performed no better when viewing the full face than they did when viewing partial faces; and, performed no better than chance when viewing the upper face alone. The results are discussed with respect to differences in the manner that children with and without autism process social information communicated by the face.
Affect↗
Quality of life for children with disabilities.
Studies on children with special needs mainly concentrate on disease-oriented health problems and neglect the positive aspects of quality of life. In this study the quality of life of children with Cystic Fibrosis and Myelomeningocele, 951 children in all, in the five Nordic countries is compared to that of a random sample of 10,290 children. The aim of the study was to see how the issue of equity, a main objective of the WHO health for all policy, has been met in the Nordic countries. Quality of life is defined as one of the essential resources of a population in terms of external, inter-personal and personal conditions. The study shows that children with disabilities have, and perceive that they live in good material and socio-economic conditions. However, the personal psychological conditions are less favourable, which indicates that this is a priority area for future health policies.
Activities of Daily Living↗