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Learning disabilities, dyslexia, and vision: a subject review. Committee on Children with Disabilities, American Academy of Pediatrics (AAP) and American Academy of Ophthalmology (AAO), American Association for Pediatric Ophthalmology and Strabismus (AAPOS).

Learning disabilities are common conditions in pediatric patients. The etiology of these difficulties is multifactorial, reflecting genetic influences and abnormalities of brain structure and function. Early recognition and referral to qualified educational professionals is critical for the best possible outcome. Visual problems are rarely responsible for learning difficulties. No scientific evidence exists for the efficacy of eye exercises ("vision therapy") or the use of special tinted lenses in the remediation of these complex pediatric developmental and neurologic conditions.

Adolescent↗

Measuring functional status in Thai children with disabilities.

OBJECTIVE: The purpose of this study was to compare normal children with age-appropriate functional abilities and children with identified disabilities in Thailand. SUBJECTS AND METHOD: Data were collected for 157 nondisabled children and 80 children with cerebral palsy. Their ages ranged from 6 to 100 months. The Functional Independence Measure for children (WeeFIM) is an instrument used to assess independence in self-care, sphincter control, transfers, locomotion, communication, and social cognition. RESULTS: The WeeFIM of the disabilities scored consistently lower in all areas than those of the nondisabled children (p<0.05). Total score, motor score, and cognitive subscores increased with age. When data from Thai children was compared with that from American and Japanese children, total WeeFIM mean scores for each age group and Pearson's correlation coefficients between each age group and total WeeFIM scores showed similar trends. CONCLUSION: WeeFIM can be used as a disability-measuring instrument for Thai children.

Activities of Daily Living↗

Assessment of everyday functioning in young children with disabilities: an ICF-based analysis of concepts and content of the Pediatric Evaluation of Disability Inventory (PEDI).

BACKGROUND: Assessment of everyday functioning in children may depend to a considerable extent on the framework used to conceptualise functioning and disability. The Pediatric Evaluation of Disability Inventory (PEDI) has incorporated the mediating role of the environment on disability, using different measurement scales. The construction of the Functional Skills scales, which measure capability, and the Caregiver Assistance scales, which measure performance, was based on the Nagi disablement scheme. The International Classification of Functioning, Disability and Health (ICF) represents a new framework of functioning and disability that could be used to compare the measurement constructs and the content of different outcome measurements. PURPOSE: To examine the conceptual basis and the content of the PEDI using the ICF. METHOD: Phrases that describe the conceptual basis of the PEDI scales and of the ICF classifications were systematically collected and compared. Two researchers classified the item content of the Functional Skills scales independently before consensus was reached. RESULTS: The analyses indicate that the conceptual basis of the PEDI scales to a large extent match the ICF concepts of activity, participation and environmental factors. Both the PEDI and the ICF use the constructs of capacity and performance, but differ in how to operationalise these constructs. The classification of the Functional Skills scales shows that the PEDI primarily is a measure of activities and participation. The frequently use of environmental codes to classify the context of the requested functions demonstrates that the PEDI has incorporated the environment into the assessment. CONCLUSIONS: Our analyses indicate that the ICF could serve as a conceptual framework to clarify the measurement construct of the PEDI scales, and as taxonomy to describe and clarify the item content of the Functional Skills scales. Both as framework and taxonomy the ICF showed limitations in covering functioning in early childhood.

Activities of Daily Living↗

Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool.

We evaluated a program for training 4 support staff to embed instruction within the existing activities of 5 children with disabilities in an inclusive preschool. The program involved classroom-based instruction, role playing, and feedback regarding how to effectively prompt, correct, and reinforce child behavior. Descriptions of naturally occurring teaching opportunities in which to use the teaching skills were also provided. Following classroom training, brief on-the-job training was provided to each staff member, followed by on-the-job feedback. Results indicated that each staff member increased her use of correct teaching procedures when training was implemented. Improvements in child performance accompanied each application of the staff training program. Results are discussed in terms of using effective staff training as one means of increasing the use of recommended intervention procedures in inclusive settings. Areas for future research could focus on training staff to embed other types of recommended practices within typical preschool routines involving children with disabilities.

Child↗

[The testing and validation of the German version of the impact on family scale in families with children with disabilities].

Despite increased interest in the wellbeing of families with children with chronic conditions and disabilities, instruments to assess family impact of health conditions are still lacking in German speaking countries. The Impact on Family Scale has been developed in the Anglo-american literature as a self report instrument to assess the consequences of chronic conditions and disability in childhood and adolescence for the family. The present paper describes the translation and psychometric testing of a German version of the Impact on Family scale (Familien-Belastungs[FaBel]-Questionnaire). The questionnaire contains 33 Likert-scaled items to assess the general negative impact of parents, the description of social relationships, the concern for siblings, the financial impact and problems in coping as well as a total score. The FaBel questionnaire was used and tested for psychometric criteria of reliability and validity in a cross-sectional study of 273 families with children with chronic conditions and disabilities. The results of this psychometric testing of the FaBel-Questionnaire show acceptance by responders, acceptable construct validity, good internal consistency and discriminant validity. The psychometric structure of the questionnaire corresponds with psychometric results with another German population of children with chronic conditions. The results suggest the applicability of the instrument to assess family impact of chronic disease and disability in children and adolescents.

Adolescent↗

Nonfatal farm injury incidence and disability to children: a systematic review.

OBJECTIVE: To summarize the literature on farm child nonfatal injury incidence and the subsequent disability to children. SEARCH STRATEGY: We used a systematic process to search the following databases: MEDLINE, EMBASE, ERIC, NTIS and NIOSHTIC. The reference lists from each potentially eligible study were checked and experts in the field contacted for additional reports. SELECTION CRITERIA: Studies for selection had to meet the following criteria: published in the last 20 years (1979-1998); located in North America; and include nonfatal farm injury cases for children under age 20. DATA COLLECTION AND ANALYSIS: Thirty-two studies met the inclusion criteria and were examined for study design, location, sample size, injury rate, injury sources, and functional outcomes. RESULTS: Among the 32 studies, there were 9 case series, 11 secondary analyses of administrative databases, 2 case-control studies, 6 cross-sectional surveys, one mixed-method study, 2 prospective case series reports, and 1 cohort study. Twenty-two of the studies confined the sample to agriculture, but nine of these combined children within a larger sample, creating considerable difficulty in examining only agricultural injuries to children. Only one study focused on outcome measurement. Although nearly all the reports provided some discussion about injury severity, these comments were generally limited to injury severity scores or injury type. CONCLUSIONS: Despite increasing attention on farm-related child injury, the literature continues to report primarily descriptive studies that rely on small samples focusing on the nature of the injury event and immediate consequences. Analysis of larger databases, such as worker compensation claims, trauma registries, and agricultural injury surveillance, still lacks valid denominators; thus, incidence rates cannot be calculated. Very little was found regarding disability among children who experienced agricultural injury, even though the literature clearly proclaims the severity and seriousness of child injury on farms. To complete the portrait of the burden of this continuing problem, research must include functional outcome measures.

Adolescent↗

Social skills and behavior problems in children with disabilities with and without siblings.

This study examined social skills and behavior of children with disabilities (CWD) and the impact of siblings on these behaviors. Eighty-five CWD diagnosed with Attention-Deficit Hyperactivity Disorder only (ADHD-o), Learning Disability or Learning Problems (LD/LP), ADHD and LD combined (ADHD/LD) or Spina Bifida (SB) and their siblings were evaluated using standardized social skills and behavior rating scales. The ADHD-o group had significantly lower social skills and more behavior problems than the other groups. There was no recognized effect of the sibling relationship on the social skills and behavioral problems of either the CWD or their siblings. Birth order of the sibling dyads and diagnos(es) of siblings did not have significant influence on the social skills or behavior of CWD. ADHD is a significant risk factor for poor social skills and behavior problems, even when compared with other diagnoses that carry an increased risk of these same problems.

Adolescent↗

Computers in medicine: enhancing medical care for children with developmental disabilities.

Caring for children with developmental disabilities and their families requires the close monitoring and management of a multitude of complex medical and psychosocial issues. The need for an interdisciplinary team approach to address these concerns presents special logistical problems on how to organize and present the information obtained during a clinic visit, and how to expedite the dissemination of this information to the team members. I am currently utilizing a computerized medical record database in the Developmental Disabilities Clinic at Children's Hospital-Columbus, Ohio and at The Nisonger Center a university affiliated program (UAP). The hardware required for the operation of this system includes a Macintosh PowerBook 170 and FilemakerPro software by Claris. The flexibility of use and the potential future applications of this program provides a practical clinical approach to caring for children with developmental disabilities.

Child, Preschool↗

Self-reported physical disabilities in children in the Netherlands.

PURPOSE: To assess the prevalence of self-reported physical disabilities in school children, through the Child Health Monitoring System. METHODS: In 1992/1993. data were obtained in mainstream education (n = 5484), and in 1994/1995 in special education (n = 2622). The data were weighted to calculate estimates representative of the Dutch population. RESULTS: Physical disabilities were reported in 21% [20.9%; 99% confidence interval 20.0-21.8], and 5% [4.7%; 99% confidence interval 4.3-5.2] had a severe disability. Severe physical disabilities were more frequent in the youngest age group, and certain of these disabilities may be related to normal development. In older children, accidents are an important cause of disabilities. Boys had disabilities more often than girls, especially speech disabilities. Disabilities were more common among children whose parents had a low level of education. Only a minority (14%) of the children with a severe disability, reported to be restricted in the daily pursuits. CONCLUSIONS: Physical disabilities are a common health problem in school children, but they do not usually cause a handicap.

Activities of Daily Living↗

Managed (not to) care: Medicaid and children with disabilities.

The emphasis that managed care programs place on cost containment complicates further the already complex setting for Medicaid health services for children with disabilities by adding an additional barrier to access care to those that already exist. A review considers the attitudes toward and working of Medicaid managed care arrangements for children in general and children with disabilities in particular.

Aid to Families with Dependent Children↗

Chinese cultural influences on parental caregiving obligations toward children with disabilities.

The author draws on the personal and public dilemmas that result when Chinese families care for children with disabilities. She employed an ethnographic approach to interview 15 Hong Kong Chinese families caring for children aged 5 to 16 with disabilities. Twelve of these families included sons with disabilities. The following themes emerged: disruptions to natural order, public opinions on what constitutes personhood and ordered bodies, and the establishment of moral reputations linked to shame and blame and the gendered division of parenting. The author highlights the centrality of parenthood in Chinese society as the acceptance of responsibility and its cyclic enactment, and emphasizes how the care of children with handicaps strains and violates the Chinese culturally expected order of parental obligations.

Adolescent↗

[Mortality and functional disabilities among children with birth weight lower than 1500 g. Changes during 1983-88 at the neonatal unit of the Trondheim regional hospital].

The aim of the present study was to evaluate whether increased resources led to a higher rate of survival among infants with a birth weight less than or equal to 1,500 g, admitted to our department during the period 1983-88. During this period both personnel and equipment were upgraded. The number of patients more than doubled from 1983-84 to 1987-88 (37 versus 89). In spite of a significant decrease in gestational age from the first to the last period (29.6 weeks versus 28.2 weeks), the total mortality rate was halved, from 40.5% in 1983-84 to 22.5% in 1987-88. There was no significant increase in disability rate among survivors. The larger increasing number of disabled children was accounted for mainly by mild spastic diplegias.

Congenital Abnormalities↗

Preventing and treating sexual abuse in children with disabilities: use of a team model of intervention.

The general effects of poverty, unemployment, alcohol and drug abuse, or other social problems are likely to be entangled with the specific effects of sexual abuse. The team is the most appropriate model for the prevention and treatment of the complex issue of sexual abuse in children with disabilities. Advanced practice pediatric nurses can play a key role as team leaders, providing much-needed expertise on this issue of sexual abuse. The purposes of this article are to address the needs of children with disabilities who are in the public school system and to describe how a team model, with an advanced practice pediatric nurse as team leader, could be used to identify and treat children with disabilities who have been sexually abused.

Child↗

A look at mainstreaming in light of children's attitudes toward the handicapped.

Mainstreaming is a legislative reality, yet there is still a question as to whether non-handicapped students are prepared for it. In the present study 131 grade school students were each asked to select from the Personal Attribute Inventory for Children 15 adjectives which best fit three groups of handicapped children as well as normal children. The groups were described in a hierarchical fashion: "normal children" were rated most favorably, then "physically handicapped children," "learning disabled children," and "emotionally disturbed children.".

Adolescent↗

Abstract reasoning in a specific group of perceptually impaired children: namely, the learning-disabled.

The present study was designed to investigate whether learning-disabled children differ from normal achievers in terms of logical thought and wheter they exhibit décalages intheir acquisition of Piagetian concepts. The Ss comprised 35 learning-disabled boys attending full-time remedial schools and 35 matched normal achievers. The group mean was 9 years 1 month and the mean IQ was 109. S s were tested on a measure of visual perception and on 11 Piagetian tasks measuring conservation of quantitiy and number, seriation, and classification. Results indicated a significant difference between the groups in terms of perception but not in terms of logical thought. The rank order of the 11 Piagetain tasks was significantly correlated for the two groups (r = .89). It was concluded that the perceptual problems of the learning-disabled reside at a functional rather than at an organizational level, thus effecting only specific congnitive activities.

Child↗

Parent- and self-ratings of anxiety in children with mental retardation: agreement levels and test-retest reliability.

This study examined fears in children with and without developmental disabilities. Children assigned to classes designed as developmentally handicapped (D), integrated (or mainstreamed) (I), and regular (R) were assessed. In all, 82 children were tested and retested over a 2-week interval. Self ratings and parent ratings were obtained. Three instruments were used to assess specific fears, social anxiety, social competence, and behavior problems: the Fear Survey Schedule for Children--Revised, the Social Anxiety Scale for Children, and the Child Behavior Rating Form. Correlations between parent and child ratings were fair to good. Child-parent agreement was nonsignificantly higher for children without disabilities and for children with mild handicaps integrated into regular education programs than for children in classes designated as Developmentally Handicapped. Children's test-retest reliabilities were generally higher than those of parents. Children without disabilities showed significantly higher consistency over time than children with disabilities.

Adolescent↗