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Results for “Developmental Disabilities”

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PubMed1991

Friendship among adults who have developmental disabilities.

The difference between people with developmental disabilities who did and did not have peer-group friends was investigated by interviewing 36 adults attending day centers. Those with a friend were significantly more likely to describe themselves positively on all dimensions. Results showed that people without a peer-group friend were similar to lonely people without disabilities on two of the three factors explored. Qualitative analysis of subjects' descriptions of their friends suggested that most of the people interviewed had relatively shallow relationships.

Adult↗

PubMed1995

An evaluation of care coordination in controlling inpatient hospital utilization of people with developmental disabilities.

All admissions of people with developmental disabilities to a community hospital over 3 years were examined to evaluate the impact of a coordinated care model on length of stay and hospital charges. Admissions were divided into two groups, those receiving either coordinated care (program group) or routine care by community physicians (usual care group). The program group had shorter average lengths of stay and lower hospital charges than did the usual care group, especially when charges were adjusted for case mix. Similarity of severity across the groups was measured by number of discharge diagnoses and Medicaid case weights. Over the 3 years, for the 115 admissions in the program group, these differences amounted to more than $200,000 in potentially unnecessary hospital charges. Implications of care coordination services for community-based health care planning were presented.

Adolescent↗

PubMed1979

The effect of developmental disabilities on mental health.

Behavioral abnormalities in the developmentally disabled child are usually ascribed to parental mismanagement of a child perceived as abnormal. (Review of the available data points to the existence of primary behavioral abnormalities due directly to the cerebral dysfunction.) This has important implications for parental counseling and management.

Autistic Disorder↗

PubMed1985

Nutrition intervention in developmental disabilities: an interdisciplinary approach.

The nutritional status of developmentally disabled persons is influenced by variables infrequently encountered in normal nutrition. The multitude of factors requires an approach to care that must incorporate information and assistance from a variety of disciplines. A model for viewing the network of variables is proposed as a tool for identifying voids in nutrition care and for developing appropriate plans that include interdisciplinary interactions for those persons with special needs.

Adolescent↗

PubMed1993

Survey of community adjustment of previously institutionalized developmentally disabled persons.

A survey was conducted of the community adjustment of 108 developmentally disabled (mentally retarded) persons who had spent at least three years in an institution in southeastern Ontario. On average, they had resided 3.5 years in the community, were 40 years of age, with a mental age of five years and a median IQ of 41, and most had one or more moderate to severe physical disabilities. During their most recent year living in the community it was found that their daily living skills remained unchanged compared with their skill level in the year prior to community placement. As well, the community staff rated them as average in level of performance and amount of supervision required compared with others of similar ability. About one third were found to have a moderate to severe behavioural/psychiatric problem with aggressive disruptive behaviour being most frequent. Of the two-thirds capable of being interviewed, over three-quarters expressed satisfaction with their present living, work, education and recreation environment and had no desire to return to the institution. Most had few if any meaningful relationships with non developmentally disabled persons other than caregivers. Support agency staff and psychiatric consultants identified additional service needs for those with behavioural/psychiatric problems who may be placed in the community.

Activities of Daily Living↗

PubMed1992

Hepatitis C virus seroprevalence in the developmentally disabled.

BACKGROUND: Hepatitis C virus (HCV) is the principal cause of nonenteric non-A, non-B hepatitis worldwide. While it has been well documented that people with developmental disabilities are at an increased risk for infections with hepatitis B virus, little is known of the prevalence of HCV infection among this population. METHODS: Serum samples obtained from 113 evaluable outpatients with developmental disabilities at one center in suburban New York City (NY) were tested for antibodies to HCV and hepatitis B core antibody. RESULTS: None of the 113 samples tested positive for HCV antibody by enzyme-linked immunosorbent assay, whereas 24 (21%) showed serologic evidence of past hepatitis B virus infection on the basis of hepatitis B core antibody positivity. Three (2.7%) were also positive for hepatitis B surface antigen. CONCLUSIONS: In contrast to hepatitis B virus, HCV infection is uncommon among outpatients with developmental disabilities in suburban New York City. Further testing for HCV is indicated to determine if these results can be generalized to individuals within institutions, or to individuals in other geographic locations.

Adult↗

PubMed1992

Teaching child-care skills to mothers with developmental disabilities.

The present study identified and remediated child-care skill deficits in parents with developmental disabilities to reduce their risk of child neglect. Eleven mothers with developmental disabilities who were considered by social service and child welfare agencies to be providing neglectful child care were found in baseline to have several important child-care skill deficits (e.g., bathing, diaper rash treatment, cleaning baby bottles) compared to nonhandicapped mothers. Parent training (consisting of verbal instructions, pictorial manuals, modeling, feedback, and reinforcement) resulted in rapid acquisition and maintenance of child-care skills in all mothers. Mean percentage correct scores increased from 58% in baseline to 90% in training and 91% in follow-up (M = 31 weeks). The latter two scores compare favorably to the mean score (87%) of 20 nonhandicapped mothers on the same skills. Where observable, parent training was associated with corresponding benefits to the children (e.g., elimination of diaper rash and cradle cap, increased weight gain, successful toilet training). These results indicate that parent training may be a viable option to the removal of the child from the home when parenting skill deficits place the child's well-being in jeopardy.

Adult↗

PubMed1982

Integration of the plantar grasp reflex as an indicator of ambulation potential in developmentally disabled infants.

The integration or lack of integration of the plantar grasp reflex, as tested in supported standing, was investigated in 26 developmentally disabled infants and was related to the attainment of independent ambulation without assistive devices. All infants who displayed integration of the plantar grasp reflex later developed independent ambulation. Thirteen infants did not display integration of the reflex during three to five years of follow-up. Of those 13 infants, only 1 achieved independent ambulation. This preliminary clinical investigation provides evidence of the prognostic value of the presence or absence of the plantar grasp reflex as an indicator of ambulation potential in developmentally disabled infants.

Developmental Disabilities↗

PubMed1994

Toward a functional analysis of drug treatment for behavior problems of people with developmental disabilities.

A brief review of the use of psychotropic medications for people with developmental disabilities was presented. Although in some cases therapeutic effects were obtained, in many cases no positive effects, or negative ones, were observed. We suggest that prescribing drugs based on topographical features of the problem behavior (e.g., self-hitting), without considering the function the behavior serves for an individual, contributes to the variability in clinical response. Functional analyses of behavior disorders, with appropriate consideration of the neurochemical and developmental variables involved, may provide the basis for a more rational approach to pharmacotherapy for people with developmental disabilities.

Adult↗

PubMedDate not supplied

Residual developmental disabilities in children with transient hypertonicity in infancy.

Developmental disabilities occurred in children who manifested transient neurologic abnormalities in early infancy. In an attempt to identify associated problems at an earlier age, the neuromotor and developmental progress of 33 children who had transient hypertonicity during early infancy was analyzed. At 2-3 years of age, various developmental abnormalities were identified in more than two-thirds of these children. Delays in speech and language development and also in fine motor/adaptive and behavioral difficulties were most frequently present. Over time, these problems persisted and other disorders also became apparent. At 5 years of age or older, learning disabilities were frequent and associated with language and perceptual problems. None of the patients had epilepsy; mental retardation was present in only 2 children. Our study demonstrates that children with transient hypertonicity in early infancy are at risk for various developmental problems which can be identified as early as 2 years of age. It also indicates that although their severity lessens over time, these developmental abnormalities tend to persist.

Adolescent↗

PubMed1980

Objectively defined linguistic parameters in children with autism and other developmental disabilities.

The language of children with autism and other developmental disabilities was examined systematically according to a set of objectively defined linguistic parameters. These criteria were drawn from clinical observations reported in the literature and from developmental norms of language acquisition. Data analysis identified sets of parameters that were correlated with psychiatrists' clinical diagnoses but failed to isolate individual parameters (such as echolalia or noncommunicativeness) that have been suggested to be pathonomic.

Autistic Disorder↗

PubMed1986

Occupational therapy treatment goals for adults with developmental disabilities.

This study examined whether occupational therapists were using treatment time to prepare adults with developmental disabilities for independent living opportunities. Eighty-eight occupational therapy evaluations for 54 adults with developmental disabilities in 18 different community agencies in the Boston area were reviewed to ascertain the focus of treatment goals that reflect treatment approaches. Results indicate that remedial goals significantly outnumbered adaptive ones. Within the adaptive goals, self-care and community living skills were equally represented, but some important community skill areas like advocacy, money management, personal care attendant management, sexuality, and transportation received little or no attention. Implications of these findings for therapists, clients, and third-party payers are discussed.

Activities of Daily Living↗

PubMed1995

Adaptive behavior of young urban children with developmental disabilities.

Adaptive behavior was investigated for 497 urban preschool children with developmental disabilities (autism, pervasive developmental disorder, language impairment, mental retardation, attention-deficit hyperactivity disorder, cognitive deficit), ranging in age from 15 to 71 months, 38% of whom were in foster care. Disabilities were identified through comprehensive multidisciplinary evaluation. Adaptive behavior was assessed with the Vineland Adaptive Behavior Scales. Results indicate a strong positive relation between adaptive behavior and intelligence if measured globally. When Vineland domains were assessed separately, this relation varied across domains and disability groups. With intelligence controlled, adaptive behavior patterns differed for disability groups in communication and socialization.

Activities of Daily Living↗

PubMed1987

Prevention of developmental disabilities: a model for organizing clinical activities.

Prevention of developmental disabilities receives widespread support, however, a comprehensive approach involving federal and local governments, major professional groups, and the general public has yet to be defined and implemented. Three major issues appear to impede a coordinated approach: (a) prevention's image problem; (b) the complexity surrounding prevention efforts; and (c) the absence of consistent evaluation methods. The University of California, Irvine-University Affiliated Program has developed a model for prevention activities in response to these issues. This model is interdisciplinary, promotes reasoned cooperative efforts, and provides a basis for evaluation and research. This paradigm can be helpful to policy makers in prioritizing prevention activities. The model is composed of five major and functional approaches to prevention with a central core devoted to ethical considerations. The model emphasizes the variety, scope and interdisciplinary nature of prevention/intervention activities, as well as the necessity for a longitudinal approach.

Attitude↗

PubMed1989

Comprehensive employment preparation for adolescents with developmental disabilities: an empirical paradigm.

This paper presents a comprehensive employment preparation intervention for adolescents with developmental disabilities. Vocational preparation is viewed in terms of the development of job and related psychosocial skills. The Comprehensive Employment Preparation program is designed to help youth and young adults with developmental disabilities acquire the skills necessary to prepare them for effective functioning as self-sustaining, working members of society. Substantial research indicates that social, problem-solving and employment-seeking skills are significant factors in attaining and maintaining employment. At this time, relevant literature clearly reveals that progress is being made in assessing individual deficiencies and programs for development of improved social competency. Future policy and research issues are reviewed.

Adolescent↗

PubMed1992

Academic and environmental effects of small group arrangements in classrooms for students with autism and other developmental disabilities.

The use of small group instructional formats with children who have autism and developmental disabilities has received mixed results in the research literature (Reid & Favell, 1984). The purpose of the two studies reported herein was to address this controversy by comparing the performance of students in one-to-one instruction to those transitioned to small groups for a variety of teachers, students, settings, and under different training circumstances. In the first study, 41 students, ranging in age from 5 to 21 years old, from six classrooms, participated; and 25 students from six classrooms participated in the second study. Measures of environmental effects included academic gains via pre- and posttests, on-task and self-stimulatory behavior levels, correct responding, and frequencies of teacher behaviors during both one-to-one and small group formats. Results of both experiments indicated that students were able to successfully transition to small group formats across several curriculum areas including language, math, readiness, and shopping. Further, experienced teachers and administrators were able to train a second group of staff to use the small group procedures effectively. The successful application for this number of students and teachers within natural learning environments is unprecedented and provides important documentation for both the utility and practicality of small group instruction with students who have developmental disabilities.

Achievement↗

PubMed1985

Nutrient intake of institutionalized developmentally disabled individuals: impact of the nutrition knowledge of paraprofessionals.

The role of the caretaker in enhancing nutrient intake of developmentally disabled individuals living in an institutional setting was examined. Eighty developmentally disabled residents living at the Western Carolina Center, Morganton, NC, were assessed for anthropometric measurements and for dietary intake, with a 3-day plate waste study. Seventy paraprofessionals/feeders working at the same center were assessed for knowledge of nutrition and food practices and participated in a series of inservice programs on nutrition. Pretest and post-test scores for knowledge of nutrition and food practices were determined. For the paraprofessionals/feeders, inservice programs on nutrition resulted in increased knowledge of nutrition but did not increase the nutritional quality of their own diets. However, statistically significant differences were noted in residents' diets for calories (p less than .05), iron (p less than .05), and niacin (p less than .05) attributable to the inservice programs on nutrition.

Adolescent↗

PubMed1991

Sexual counseling with a developmentally disabled couple: a case study.

This article describes the process of sexual counseling with a developmentally disabled couple, illustrating principles and techniques that were unique to this couple's concern. The author asserts that this aspect of a marital relationship should not be denied a couple simply because they are handicapped. Her intent is to help nurses understand some of the issues involved in sexual counseling with developmentally disabled persons, and to motivate nurses to help those who may express concerns.

Female↗