PubMed Health⌕ Search

SEARCH · PubMed Health

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.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 955 records · Page 53Linked to original sources
PubMed1996

The role of the pediatrician in prescribing therapy services for children with motor disabilities. American Academy of Pediatrics Committee on Children With Disabilities.

Pediatricians are often called upon to prescribe physical and occupational therapy service for children with motor disabilities. This statement defines the context in which rehabilitation therapies should be prescribed, emphasizing the identification and enhancement of the child's function and abilities. The statement encourages the pediatrician to work with teams including the parents, child, teachers, therapists, and other physicians.

Arthrogryposis↗
PubMed2005

Medical health care professionals' assessments of oral health needs in children with disabilities: a qualitative study.

Good collaboration between medical and dental care is essential to provide not only good oral health care, but also more holistic care for children with disabilities. The aim was to explore and describe medical health care professionals' assessments and considerations of orofacial problems and treatment needs in children with disabilities and in their families. In-depth interviews focusing on orofacial function were carried out with 17 medical health care employees. Interviews were transcribed verbatim and analysed in open and focused (selective) coding processes according to grounded theory. A core category was identified and named focusing on basic needs, showing that oral health care assessment was not on the agenda of medical health care professionals, but was instead viewed as a responsibility of parents or dentists. This study shows that oral health issues are not fully integrated in the medical care of children with disabilities. The omission of oral health issues from the medical agenda implies a risk of oral health problems in children with disabilities. To put the oral cavity and oral health on the medical agenda, dentists need to influence the undergraduate training of medical professionals and to initiate co-operation with the medical care system.

Adult↗
PubMed1988

Reading disability with motor problems may be an inherited subtype.

There is evidence from a number of studies that various forms of reading disability are inherited. The familial patterns of one specific type of reading disability that occurs together with impaired coordination and balance were evaluated. Ten reading-disabled children with these motor problems, ten children with only reading problems, and ten control children without reading disabilities were examined along with their siblings and parents. The control children were matched to the reading-disabled children for age, sex, and family socioeconomic status. A high prevalence of reading and motor problems was found in the relatives of the children with reading disability and motor problems, whereas a high prevalence of only reading problems was found in the relatives of the children with only reading disability. There were no differences among the three groups of children or their siblings on number of pregnancy and birth complications or prevalence of attention deficit disorder. It was concluded that reading disability with motor problems may be an inherited type of reading disability, distinct from reading disability without motor problems, which is also inherited.

Adolescent↗
PubMed2004

Acute respiratory distress syndrome in children with severe motor and intellectual disabilities.

We report 13 severely disabled children with acute respiratory distress syndrome, who were treated at the Department of Pediatrics, Niigata City General Hospital between 1995 and 2002. The children ranged in age from 1 year to 16 years. All were non-ambulant. Chronic aspiration and gastro-esophageal reflux were recognized in 12 patients. Patients had the rapid onset of dyspnea refractory to oxygen therapy. Diffuse bilateral lung infiltrates were present on chest X-ray. Predisposing events included sepsis (3 patients), pneumomia (7 patients), pancreatitis (1 patient) and two children with other infections. All required mechanical ventilation for periods of 3-26 days and received oxygen for 5-64 days. Steroid therapy and surfactant therapy were given to eight and three patients, respectively. Only one patient developed an air leak complication. Despite intensive care, three children died, one underwent tracheostomy and nine recovered completely. Acute respiratory distress syndrome is a commonly recognized cause of acute respiratory failure following a variety of insults. It is characterized by the acute onset of dyspnea refractory to oxygen therapy, and diffuse lung infiltrates. Children with severe motor and intellectual disabilities had various complications. In this study, chronic aspiration and gastro-esophageal reflux are considered to be one of predisposing factors triggering acute respiratory distress syndrome in children with severe motor and intellectual disabilities. Although acute respiratory distress syndrome was considered to be a not infrequent occurrence, its mortality rate might be low despite the severity of the disease in children with severe motor and intellectual disabilities. Acute respiratory distress syndrome can be a complication seen in severely disabled children.

Adolescent↗
PubMed1995

Disabilities among children aged < or = 17 years--United States, 1991-1992.

Disabilities among children result in substantial reductions in quality of life and are associated with increased dependence on the health-care and social-service systems. To assess the prevalence of disabilities and their associated health conditions children, CDC reviewed data from the Survey of Income and Program Participation (SIPP) for 1991-1992, which collected information about chronic conditions, including the functional limitations related to those conditions (1,2). This report summarizes SIPP data for children aged < or = 17 years.

Adolescent↗
PubMed2005

Field testing of the ACCESS materials: a portfolio of materials to assist health workers to identify children with disabilities and offer simple advice to mothers.

Children in less-developed countries with mild to moderate disabilities often remain unidentified until school age. Delayed identification leads to less successful interventions for most children and risks secondary disabilities. The disability group at the Centre for International Child Health was funded to address this issue by developing a screening portfolio. The field testing of this portfolio is reported here. The results collected through quantitative analysis of the children brought for screening, and the fact that the field workers identified disabilities in children over the age of 2 years with over 82% accuracy when compared with professionals, suggests that health workers can be taught to use the portfolio effectively. Among younger children the accuracy is poorer. Field workers can additionally be trained to give advice to mothers and/or refer where appropriate. Equally important, results from focus group discussions with both health workers and parents, and questionnaires to health workers, demonstrate that both groups found the process clear and useful. Parents liked the process and found the advice materials helpful. Several health workers made comments about how the portfolio's use helped to develop positive attitudes towards disability and improved their own self-confidence.

Child, Preschool↗
PubMed2005

A fitness program for children with disabilities.

BACKGROUND AND PURPOSE: This case report describes a fitness program for children with disabilities and provides preliminary information about the safety and feasibility of the program. CASE DESCRIPTION: Nine children, 5 to 9 years of age with physical or other developmental disabilities, participated in a 14-week group exercise program held 2 times per week followed by a 12-week home exercise program. Energy expenditure index, leg strength (force-generating capacity of muscle), functional skills, fitness, self-perception, and safety were measured before intervention, after the group exercise program, and again after the home exercise program. OUTCOMES: No injuries occurred, and improvements in many of the outcome measures were observed. More improvements were observed after the group exercise program than after the home program, and adherence was better during the group exercise program. DISCUSSION: This case report demonstrates that a group exercise program of strength and endurance training may be a safe and feasible option for children with disabilities. Further research is needed to evaluate the effectiveness of a group fitness program and optimal training parameters.

Activities of Daily Living↗
PubMed1992

Training supervisors in a collaborative team approach to promote peer interaction of children with disabilities in integrated preschools.

Three supervisors of integrated preschools were trained in a collaborative team approach to encourage resource and classroom teachers to develop strategies that promote peer interaction of all children, including children with disabilities. The focus of classroom teachers' behaviors and the interactive play of children with disabilities were measured daily in both a training (indoor play period) and a generalization (outdoor play period) setting. In a multiple baseline design, supervisors were individually trained in a collaborative team approach using a manual, modeling, and role playing; then they implemented the approach with classroom and resource teachers. We found that after supervisor training, classroom teachers increased their behaviors directed towards children with disabilities and decreased their behaviors directed towards nondisabled children. Moreover, we found a doubling of the interactive play of children with disabilities and, for two of the three classes, an increase in the interactive play of comparison children, randomly selected by the classroom teachers. Changes in both teachers' and children's behaviors were also found in the generalization setting. The implications of the results for interventions in community settings are discussed.

Child Behavior Disorders↗
PubMed2003

(Dis)abling children in primary school micro-spaces: geographies of inclusion and exclusion.

The geography of disabled children's schooling in the United Kingdom (UK) is changing, and this is underpinned by a growing international consensus that disabled children should be educated within mainstream school settings (UNESCO, The Salamanca statement and framework for action on special educational needs. World Conference on Special Needs Equality and Quality, Salamanca, Spain, 1994). As a result, new geographies of desegregation in disabled children's education are emerging, with disabled children being increasingly educated within mainstream rather than 'special' schools. This paper explores this issue, focusing on the (re)production of discourses of 'inclusion' and 'disability' in two mainstream primary schools in England. Empirical findings demonstrate that school actors reproduce meanings of inclusion and disability in different ways within and between school settings. It is shown that discourses of inclusion are frequently based on educational-medical models of disability, and can serve to exclude some children from mainstream schools. With this in mind, the paper highlights the value of a spatially sensitive evaluation of inclusion, that emphasises the importance of schools as unique moments in space and time to everyday practices of inclusion and disability.

Architectural Accessibility↗
PubMed2004

Is information and communication technology an opportunity for parents of children with disabilities?

The main themes of this article are parents' expectations, experiences and influence of information and communication technology and children with disabilities. This article will focus on how parents of children with disabilities experience 7 months of computer activities together with their children. The results indicated that expectations comprise several aspects. The central theme is the parents' sincere hope that their children will be able to participate actively in society and have the same opportunities as other children.

Adolescent↗
PubMed1992

Promoting social interaction of children with disabilities in integrated preschools: a failure to generalize.

In this study, the Classwide Social Skills Program (CSSP) was introduced for all children in four integrated preschool classes, and generalization of effects was measured across settings and over time for 14 children with disabilities between the ages of 3 and 5 years. Results indicated that the CSSP increased the positive play of children with disabilities to levels comparable to classmates without disabilities. Levels of teacher reinforcement toward the children with disabilities increased as well. These increases in teacher and child behaviors, however, did not generalize to 3- or 6-month follow-up periods nor to another play session in the day. Implications for promoting social interaction in integrated preschool settings are discussed.

Behavior Therapy↗
PubMedDate not supplied

Federal early childhood special education policy: a model for the improvement of services for children with disabilities.

Services in early childhood special education for children with disabilities, birth through 5 years, and their families have expanded and improved substantially in the past 25 years. The federal government, through legislation, regulation, and a variety of incentives, has played an integral role in this progress. The authors review the evolution of federal education policy in early childhood and the accomplishments achieved, including the development of the Handicapped Children's Early Education Program, the Early Childhood Research Institutes, and Public Law 99-457, the Handicapped Infant and Toddler Program (Part H). This history can serve as a model for federal involvement in the improvement of services for other groups of individuals with special needs.

Child, Preschool↗
PubMed2001

The perceived effects of parent-led support groups for parents of children with disabilities.

Parent-led support groups for parents who have children with disabilities are voluntary organizations with goals to provide social support and information and to foster advocacy. The purpose of this study was to explore parents' perceptions of the effect of parent-led support groups in providing parents with support and knowledge and in improving parents' ability to deal with childhood disability issues. Qualitative methods were used to examine the experiences of members of nine parent-run support groups. From these groups, 20 parents were interviewed about the benefits and limitations of participation in support group. Information was also collected by observing support group meetings and reviewing group documents. Interview, observation, and document data were analysed to identify emerging themes. Results of the study indicated that the effects of belonging to a parent-led parent support group were substantial. Through these groups, parents gain increased skills, an increased sense of power and a sense of belonging. Participants are able to connect with each other and provide support and skills to deal with the day-to-day issues of raising a child with disabilities.

Adolescent↗
PubMed1993

A harder thing than triumph: roles of fathers of children with disabilities.

Researchers have recently begun to address the role of fathers of children with disabilities, which often casts the father as peripheral to the child's development. However, my review of the relevant literature indicates that these fathers express more interest in the needs of their children than customarily thought. Many fathers apparently want more involvement than they currently have but are constrained by "gate-keeping" roles of mothers and the structure of their children's programs. Further, research and popular literature show that although fathers have recognized roles to play, it is difficult for them to receive credit for their efforts, which may be due to the lack of routines to foster father/male involvement in programs for children with disabilities.

Adaptation, Psychological↗
PubMedDate not supplied

Outcomes of an occupational therapy program for mothers of children with disabilities: impact on satisfaction with time use and occupational performance.

OBJECTIVE: This experimental research study evaluated the impact of an 8-week psychosocial occupational therapy intervention program for mothers who have children with disabilities. METHOD: Thirty-eight mothers of children with disabilities were randomly assigned to participate either in the treatment or the control group (19 in each). The occupational therapy intervention was designed to facilitate increased perceptions of satisfaction with time use and occupational performance, thereby positively affecting maternal and family well-being. The Canadian Occupational Performance Measure (COPM) was administered to measure self-perceptions of occupational performance and satisfaction over time. RESULTS: No significant differences were found between the two groups on time use perceptions. Although no significant differences were found between the two groups on the COPM Performance subscale, the treatment group demonstrated significantly greater score increases (p < .05) on the COPM Satisfaction subscale. CONCLUSION: This preliminary study suggests that attending to the time use and occupational concerns of mothers of children with disabilities can have a positive impact on their satisfaction with occupational performance.

Adult↗
PubMed2006

Evaluation of a community-based group fitness program for children with disabilities.

PURPOSE: This study examined the feasibility, safety, and effectiveness of a community-based group fitness program for children with disabilities. METHODS: Twenty-eight children with neuromuscular and developmental disabilities, 6 to 14 years of age, participated. The 16-week community-based program, held twice weekly, consisted of strengthening, aerobic conditioning, and flexibility exercises. A pretest-posttest design was used, and the following outcomes were measured: isometric muscle strength of the knee extensors, hip abductors, and ankle plantarflexors, walking energy expenditure, functional mobility, and fitness. Falls and injury data also were collected. RESULTS: Mean program attendance was 75.3%, and no injuries were reported. Improvements in all clinical outcomes were observed. The most clinically meaningful improvement was in functional mobility with a large effect size (0.87). CONCLUSIONS: Physical therapists partnering with community centers may feasibly and safely shift group fitness programs for school-aged children with disabilities from the medical setting to the community.

Activities of Daily Living↗
PubMedDate not supplied

Occupational goals of mothers of children with disabilities: influence of temporal, social, and emotional contexts.

OBJECTIVE: The purpose of this study was to describe the occupational concerns and goals of mothers who care for children with disabilities. METHOD: Retrospective data collected from 38 mothers of children with disabilities using the Canadian Occupational Performance Measure (COPM) were analyzed qualitatively. RESULTS: Six themes emerged: (I) doing and being alone: taking care of my own health and well-being; (II) doing and being with others: expanding my social life; (III) improving my child's quality of life; (IV) household management: organizing time and resources; (V) balancing work, home, and community responsibilities; and (VI) sharing the workload. CONCLUSION: Overarching patterns in the data suggested that the occupational performance of mothers of children with disabilities is constrained by time, overlaid by difficult emotions, and involves a desire for increased social contact. Qualitative analysis of data from the COPM may provide insight into contextual factors that affect occupational performance as well as signaling point of entry for therapists to facilitate client-centered occupational goals.

Adult↗