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PubMed1985

The naming of disoriented letters by normal and reading-disabled children.

Normal and reading-disabled children, 11-13 years old, named the letters F, G and R, presented in normal and backward versions, in varying angular orientations, in left and right visual fields. Both groups were faster at naming the normal than the backward letters, even though mental rotation was evidently not required. The results also offered no support for Orton's theory concerning the interrelations between mirror-image equivalence, hemispheric differences and reading disability. The only measures unrelated to reading itself that discriminated the groups were digit span and a special difficulty among the disabled readers in naming the letter G.

Adolescent↗

PubMed1987

Visual feature integration in learning disabled children.

This study examined the ability of 7 learning disabled children to detect and integrate visual features in a complex display. While the learning disabled children performed more poorly over-all than 6 control children, differences between the two groups were most pronounced when subjects were required to conjoin or integrate visual features to make a decision about the presence of a target item. This finding is discussed with reference to automatic and attention-demanding components of visual perception.

Attention↗

PubMed2005

Using the Internet? The experiences of parents of disabled children.

BACKGROUND: Research has offered consistent evidence that the provision of crucial information to parents of disabled children, at a time when they need it and in a form that they can use, is an intractable problem. This makes it important to develop new and effective approaches to information presentation, distribution and delivery. The Internet has been put forward as a medium through which families' needs for information and services can be met. This paper looks at parents of disabled children's experience of using it. METHODS: A cross-sectional survey of 3014 adult carers, of which 788 were carers of disabled children aged 0-17. Data were collected using a postal questionnaire. RESULTS: A high proportion (75%) had previously used the Internet. Of these, 63% were frequent users and 91% were using it at home. Popular uses were emailing, obtaining information about caring, ordering equipment and shopping online. Despite positive benefits, users experienced problems relating to technical issues and equipment and system design. Lack of time owing to caring and other circumstances was an issue for over half of all users. Never users were more likely to be living in rented accommodation, be unemployed and not have a PC at home. Reasons for not using the Internet included lack of access to equipment, cost and lack of skill. CONCLUSIONS: For some parents the Internet is a viable and flexible medium for accessing useful information and services. However, caution about the extent to which it becomes the primary means for delivering information is needed. Technical problems and lack of time can make it difficult to search for complex information. The 'digital divide' between users and non-users makes it crucial that issues of cost, lack of equipment and skill be addressed. Information needs to be made available in other forms to ensure that those who cannot or do not wish to use the Internet are not socially excluded.

Adolescent↗

PubMed1978

Use of the Jordan Left-Right Reversal Test with learning disabled children.

This investigation established the reliability of the Jordan Left-Right Reversal Test for learning disabled children. Test-retest reliability coefficients ranged from .89 to .92 for a sample of 91 children, 5 through 12 yr., attending private schools for children with learning disabilities. Reversal errors decreased with age for boys and girls, although girls 9 through 12 made significantly fewer errors than did boys in the same age range. Learning disabled children made more errors at all ages than normal children. This test instrument was determined to be a measure of the global tendency to make visual reversal errors and was viewed as an appropriate part of the learning disabilities diagnostic procedure.

Age Factors↗

PubMed1987

Effects of viewing aggressive cartoons on the behavior of learning disabled children.

Forty-six learning disabled children (M = 7.6 years) were exposed to six aggressive and six control cartoons in school. Treatment effects were assessed using direct observations of five categories of social behavior. There were no main effects for condition, and neither initial aggressiveness nor gender interacted significantly with condition for any of the behaviors. There was a significant interaction of condition with IQ: the low IQ group became significantly more physically aggressive following control compared with aggressive cartoons. The results from the present study are compared with the findings from other field experiments, and their clinical relevance is discussed.

Aggression↗

PubMed1978

A musical profile for sample of learning-disabled children and adolescents: a pilot study.

31 learning-disabled children and adolescents completed the Pitch, Loudness, Rhythm, Time, and Tonal Memory subtests of the Seashore Measures of Musical Talents. Results indicated that the Seashore test did not discriminate between subgroups of these learning-disabled children. However, differences were found in percentile equivalents between these learning-disabled and normal individuals. These data should be interpreted with caution due to the small size of this sample and the spread of percentiles presented by Seashore.

Adolescent↗

PubMed2000

Orthodontic treatment for disabled children: motivation, expectation, and satisfaction.

This study was designed to measure motivation for and expectations of proposed orthodontic treatment for disabled children, and to examine the level of satisfaction with the results of this treatment, in the eyes of the parents. A two-part questionnaire was sent to the parents of consecutively treated disabled children. The first part was sent to the parents of all the patients treated, while the second was only sent to those whose child had completed treatment. The response rate was over 90 per cent. The parents expected improvement in the child's appearance with a concomitant improvement in his/her social acceptance. These expectations from the treatment were found to be exaggerated, with only a minority of the parents claiming a marked improvement in their child's everyday functioning (four out of 27), or a significant social improvement (six out of 27). Nevertheless, most of the parents (26 out of 27) were satisfied with the treatment, and reported that 17 of the children themselves, who were aware of a change, considered it an improvement. A majority of the children understood the reasons for treatment, in the most general of terms. Close friends regarded treatment results as positive (20 out of 27). With only one exception, the parents stated that they would repeat the procedure, given the same set of circumstances, and all of them would recommend it for other disabled children. It may be concluded that even though orthodontic treatment in this groups of patients does not yield the desired social influence, the individual benefits from the treatment are worthwhile.

Adolescent↗

PubMed1985

Tactile stimulation and interhemispheric communication by learning disabled children: an exploratory study.

33 right-handed, learning disabled children aged 8-10 yr., 11-13 yr., and 14-16 yr. were presented a tactile discrimination task. Pairs of fabrics of different or the same texture were presented to the same hand (uncrossed condition) or alternating hands (crossed condition). Analysis indicated that the total number of crossed errors was significantly greater for the youngest children. There were no significant differences between the groups for the uncrossed condition. These results suggest that younger learning disabled children may experience greater difficulty on a task which required interhemispheric transfer.

Adolescent↗

PubMed2005

Lateral and central presentation of words with limited exposure duration as remedial training for reading disabled children.

In two studies it is examined whether lateral presentation of words in remedial practice for reading disabled children has additional effects to central presentation. The effect of limited exposure duration (LED) is also studied as a possible factor in inducing higher level decoding processes or increased processing speed of words. Two groups of Dutch reading disabled children (n1 = 25, mean age = 9;8 years and n2 = 36, mean age = 7;1 years) repeatedly practiced reading words presented in the left, right or the central visual field. The results show that all children improved substantially both in reading speed and accuracy, which demonstrates the importance of repetitive practice in reading to attain fluency in reading disabled children. Further analysis demonstrated that neither site of presentation nor limited exposure duration added significantly to the training results. These findings do not corroborate neuropsychological theories suggesting a special role for lateral presentations.

Child↗

PubMed1988

Is the early and periodic screening, diagnosis, and treatment program effective with developmentally disabled children?

The effectiveness of the Early and Periodic Screening, Diagnosis, and Treatment Program (EPSDT) in identifying health and developmental problems and facilitating diagnosis, treatment, and follow-up for a sample of Michigan children with moderate and severe developmental disabilities was studied. Three data sets, derived from parent reports and Medicaid records concerning 281 Medicaid-eligible, young developmentally disabled children from nine representative counties in the state were studied. Approximately 56% of these children had used EPSDT, and 44% had not. Findings from the first data base, a parent questionnaire, indicated no differences between the two groups in terms of age at diagnosis, access to routine or specialized health care, or reasons for inability to obtain needed care. The second database, the screening summaries from the EPSDT sites, contained reports on 108 children. Many of the required procedures were not performed on these children. The final data set, the Medicaid claims records, was used to assess whether appropriate medical follow-up occurred in response to the screening encounter. Only 62% of the screenings with a referral had a Medicaid visit within 1 year of screening and only half of the referrals that resulted in a follow-up visit had a diagnosis that confirmed the reason for referral. Recommendations for improving the health and developmental screening of disabled children are presented and the policy implications of these findings are discussed.

Child↗

PubMed1981

Encoding of logical connective rules in learning-disabled children.

Using a modified reception paradigm, normal and learning-disabled children were required to solve unidimensional, disjunctive, or conditional connectives under standard attending or enforced attending instructions. The major result was that enforced attending procedures facilitated solution of disjunctive and conditional concepts for normal children, while having minimal effects on rule attainment for the disabled. Within Sternberg's (1979) model, a number of subcomponent analyses were made on attribute combinations (e.g., TT, TF...), but only in the FF instance was there a difference between instructional conditions. Disabled were deficient in TT, TF, FF instances regardless of attending instructions. Results support a "reductive coding deficiency" in that learning-disabled children were unable to effectively utilize attentional instructions to encode certain attribute combinations.

Attention↗

PubMed1995

Psychiatric morbidity and family burden among parents of disabled children.

Twenty parents of mentally retarded children and 20 parents of children with neurological impairments were interviewed to determine their levels of psychiatric symptoms and of subjective and objective burden associated with care for their disabled child. The parents of disabled children had significantly higher levels of psychiatric symptoms and were more likely to meet criteria for depressive disorders, compared with a matched control group of parents of children without disabilities. The two groups of parents of disabled children reported considerable subjective and objective burden, although there were no differences between those groups in the level of burden.

Adult↗

PubMed2002

Coping of parents with physically and/or intellectually disabled children.

OBJECTIVE: The aim was to clarify how families with physically and/or intellectually disabled children cope, what kind of coping strategies they use and how the families with good and poor coping capacities differ. METHODS: The parents of eight children (aged 8-10 years) with physical and/or intellectual disability were interviewed twice, and the data elicited in these interviews were analysed qualitatively using the grounded theory method. RESULTS: Information and acceptance, good family co-operation and social support were related to the coping strategies most frequently used. Half of the families seemed to have found successful ways of coping, whereas another half had major problems. There were five main domains in which the high- and low-coping families differed most from each other: (1) parents' initial experiences; (2) personal characteristics; (3) effects of the child's disability on family life; (4) acting in everyday life; and (5) social support. CONCLUSION: The findings can be utilized in developing supportive activities for families with disabled children. By recognizing the coping strategies used by the family, professionals and service providers can find the right ways to support their adaptation. As the role of physicians, nursing staff and other professionals in this process is very important, more attention should be attached to the collaboration between these groups, to enable them to view the situation from the perspective of the whole family.

Adaptation, Psychological↗

PubMed1990

Psychosocial problems in families of disabled children.

Psychosocial problems faced by parents and other family members were studied in 50 families with a physically disabled child (PD group), 50 with a mentally retarded child (MR group) and 50 with a healthy child (control group). A semi-structured questionnaire assisted interview and standardized scales were used to measure social burden, marital adjustment and maternal neuroticism. Families with disabled children perceived greater financial stress, frequent disruption of family routine and leisure, poor social interaction, and ill effects on their physical and mental health as compared to families of control children. The overall social burden scores were significantly higher in both the groups with disabled children as compared to controls (mean scores PD 17.8, MR 14.6, C 0.72, p less than .001), and showed a significant inverse correlation with the socio-economic and educational status of parents. The neuroticism scores were also significantly higher (PD 23.7, MR 19.0, C 9.6, p less than .01), and the marital adjustment scores lower (PD 75, MR 79, C 86, p less than .01) in families with disabled children. Appropriate management of these problems should be part of rehabilitation programmes.

Adolescent↗

PubMed1988

The effects of hemispatial and asymmetrically focused attention on dichotic listening with normal and learning-disabled children.

The effects of hemispatial and focused attention were examined with 50 normal and learning-disabled children to determine the extent of these two attentional strategies influenced perceptual laterality as reflected by the dichotic listening right-ear advantage (REA). Twenty-five normal children (8 females, 17 males, mean age 9.10 yr) matched with 25 learning-disabled children (8 females, 17 males, mean age 10.1 yr) were administered a dichotic consonant-vowel (CV) and consonant-vowel-consonant (CVC) syllable task. The two types of stimuli were compared across focused attention (free report, focused left, focused right) and hemispatial (central, left hemispace, right hemispace) conditions implemented independently and in systematic combinations. A four-factorial analysis of variance (groups x stimuli x conditions x ears) resulted in a significant REA for normal children across all attentional conditions whereas learning-disabled did not produce a consistent REA across all attentional conditions, and in several instances, produced equivalent left and right hemisphere processing. Right hemispatial orientation increased the magnitude of the REA (i.e., left hemisphere processing) for both groups, whereas left hemispatial orientation increased the magnitude of the left ear report (i.e., right hemisphere processing) only in learning-disabled subjects. Focused attention to the right ear also increased left hemisphere efficiency for both groups of children; however, focused attention to the left ear produced symmetrical functioning by learning-disabled subjects. Congruent combinations of focused attention and hemispatial orientation were not found to enhance the REA beyond its magnitude when each strategy was assessed independently. When focused attention and hemispatial conditions were employed in opposing directions, normal children were more susceptible to the "rightward" direction regardless of the strategy whereas learning-disabled subjects were more susceptible to the "verbal" nature of the strategy. Higher overall processing performance was exhibited for CVC stimuli when compared to CV stimuli. These findings lend support to the hypothesis that hemispatial and asymmetrically focused attention strategies interact with structural mechanisms in producing the observed REA in dichotic listening and do so differentially for normal and learning-disabled children.

Adolescent↗

PubMed1988

The assessment of mood and affect in developmentally disabled children and adolescents: the Emotional Disorders Rating Scale.

There is an unmet need for a reliable method of evaluating disorders of mood and affect in developmentally disabled children and adolescents. Such a measure is required for both accurate diagnosis and treatment monitoring in this population. An extensive review of existing assessment techniques confirms that: (a) current techniques for the evaluation of emotional disorders in cognitively normal individuals are inappropriate for most children with developmental disabilities; and (b) current instruments designed for the assessment of developmentally disabled children pay inadequate attention to affective symptoms. In this paper, the preliminary version of a new instrument, the "Emotional Disorders Rating Scale for Developmental Disabilities" (EDRS-DD), designed to evaluate mood and affect in children and adolescents with developmental disabilities, is presented. A pilot study indicates that interrater agreement is good.

Affective Symptoms↗

PubMed1980

Visual discrimination deficits of reading-disabled children: sex artifact?

Several theorists have suggested that deficits in visual discrimination play an etiological role in the development of reading deficits in children who are diagnosed as learning-disabled. Supporting this theory, a number of studies have shown that disabled readers make more errors on visual discrimination tasks than do good readers. The present study, however, suggests that those findings may have been due to a sex-difference artifact. Thirty-six 8- and 9-year-old good readers and reading-disabled children of both sexes responded to 40 matching items under untimed conditions. Males made more errors than females, but overall, reading-disabled children made no more errors than good readers. These findings, along with a reanalysis of previous studies, suggest that because reading disabilities are more common in males, evidence construed as supporting a visual discrimination hypothesis may have been an artifact of a sex difference in studies in which sex was not controlled.

Child↗

PubMed2005

How do carers of disabled children cope? The Ugandan perspective.

BACKGROUND: Community-based rehabilitation (CBR) was recommended by the World Health Organization in 1989 as the strategy for improving the quality of life of disabled people and their families, which should be built on local knowledge and practices. In Uganda, there is no documentation on how services relate to local knowledge. There is a need for increased knowledge and understanding of how family members cope with their disabled children to provide the basis for future service development. METHODS: A qualitative phenomenological design was used to develop an in-depth understanding of how Ugandan families cope with their disabled children in their own communities. Data were collected from 52 families with children with disabilities from five impairment groups, through interviews and observations in three districts of Uganda, one urban, two rural. RESULTS: There are many children with disabilities who are included, loved and cared for by their families. A lot of time and money is spent on seeking a cure. The extended family systems are breaking down and the main burden of caring for a disabled family member generally falls on one, sometimes two, female carers. Male members act as gatekeepers, controlling the key decisions concerning the child and the associated resources. CONCLUSIONS: CBR should move the focus of their services away from the disabled individual towards the whole family. It is important to provide accurate information about causes and prevention of impairments, the realities of a cure, support and respite for the female carers, and opportunities for the involvement of fathers. This methodology is a practical mechanism for collecting data that have the potential to positively influence and guide the development of CBR practice in the locality. At a conceptual level the data support the philosophy of inclusion, social integration, the importance of trust and respect, and utilizing a holistic approach. These are eminently transferable to other settings.

Adaptation, Psychological↗