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Results for “DISABLED CHILDREN”

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PubMed2001

Dental caries experience of disabled children and young adults in Kuwait.

OBJECTIVE: The aim of the study was to assess the caries experience of disabled children and young adults in Kuwait, to set baseline data, and to determine their treatment need. METHOD: Dental caries was scored by surface in accordance with WHO criteria. The study population comprised 832 disabled children and young adults (3-29 years; mean age 12.1 years) who were visually impaired, hearing impaired, had physical handicaps or developmental disorders, attending special needs schools. RESULTS: The proportion of caries free subjects in the primary dentition (3-12-year-old children) was 11.2%. The mean dmft was 5.4, and dmfs 15.2, being highest in the Down's syndrome and lowest in the blind. The proportion of caries-free subjects in permanent dentition, over 5 years of age was 24.2%. The smallest percentage of caries-free subjects was found in the hearing impaired (16.4%) and highest percentage in the blind (35.5%). The mean DMFT was 4.5 and the DMFS 8.7, being highest in the Down's syndrome and lowest in the blind. Prevalence of untreated decay was highest in hearing impaired (86%). The caries experience of first permanent molars represented the largest proportion of the DMFT score (53.6%). In the permanent dentition increasing age, impaired hearing, and poor oral hygiene were significantly associated with caries risk. CONCLUSIONS: Caries experience among this disabled population was clearly higher than among the respective age groups in a previous national population survey. The study confirmed the need for strengthening organised preventive and restorative care for this population in Kuwait.

Adolescent↗

PubMedDate not supplied

Informal support for the carers of disabled children.

This article draws on data from a nationally representative sample of disabled children to investigate the support which careers receive from spouses, relatives, friends, neighbours and voluntary organizations. The results confirm the findings of previous studies that, within families, mothers bear the major burden both of child care and housework. However, the results indicate that families with disabled children generally do not receive as much support from relatives, friends and neighbours as some previous studies of children with particular disorders have suggested, and that membership of voluntary organizations is very low.

Child↗

PubMed1983

Care of disabled children and women's time use.

Previous research has estimated the effect of children's health care needs on women's market and nonmarket roles. This article reports the results of a study on the impact of health care for disabled children on women's nonmarket work. (Effects on women's market work are reported elsewhere.) Data from 369 families of disabled children and 456 randomly selected families were analyzed. Disabled children increase the time spent in household work by married mothers. Single mothers do not show significant effects. Estimates are also presented of parents' time spent in administering therapy to the disabled child and in escorting the child to the site of medical care.

Adolescent↗

PubMed2005

Multi-agency working in services for disabled children: what impact does it have on professionals?

Whilst agencies in many sectors have been encouraged to work together to better meet the needs of service users, multi-agency working is now a central feature of government policy. In relation to children's services, the National Service Framework, the English green paper, 'Every Child Matters' (DfES, 2003) and the Children Bill (DfES 2004) give a high priority to an integrated approach to service provision. This paper focuses on multi-agency working for disabled children with complex health-care needs, a group of children who, perhaps even more than most, require the many professionals who support them and their families, to work more closely together. Drawing on the findings from a 3-year qualitative research study, this paper examines the impact of working in a multi-agency service on professionals. Interviews with 115 professionals concluded that staff were overwhelmingly positive about working as part of a multi-agency service. They reported improvements to their working lives in areas such as professional development, communication, collaboration with colleagues, and relationships with families with disabled children. However, whilst professionals felt that they were able to offer families a more efficient service, there was concern that the overall impact of multi-agency working on disabled children and their families would be limited.

Adolescent↗

PubMed1997

Naming difficulties in language-disabled children: preliminary findings with the application of the tip-of-the-tongue paradigm.

The "tip of the tongue" (TOT) paradigm in a picture-naming task was presented to 14 children with language disabilities (LD) and 14 children without language disabilities (ND). Although the two groups did not differ in the semantic information they had on words they could not fully retrieve, the LD children had less valid and more invalid phonological information. They also had fewer correct responses and spontaneous recalls, more "Don't Know" s (DK) and TOTs, and less accurate "feeling of knowing" (FOK) judgments. These results, demonstrating dissociation between the semantic and phonological levels of word representation, support a two-stage model of word retrieval. These findings are evidence in favor of a phonological treatment approach for naming problems in LD children.

Child↗

PubMed1991

The prevalence and correlates of behaviour problems in learning disabled children.

A retrospective cross sectional study of the prevalence of emotional problems among 502 learning disabled children seen in a specialized learning centre was conducted. Learning disabled children, diagnosed by an experienced clinician, were tested for emotional disturbances using the Child Behavior Checklist. The prevalence of behaviour problems among these children was 43%. This was much higher than the ten percent expected when this measure is used in a general population. There was no greater frequency of behaviour problems in children referred by teachers than in those referred by parents. Results of logistic regression analyses reveal that children who were adolescents, from non intact families, or from lower social class backgrounds had an increased odds of having behaviour problems. The implications of these findings are examined, especially in light of possible methodological problems including selection bias, which may account for the association between emotional problems and learning disabilities found in other studies.

Child↗

PubMed2003

Functional posterior rhizotomy for severely disabled children with mixed type cerebral palsy.

The authors evaluated the impact of functional posterior rhizotomy (FPR) for children with severely disabled mixed type cerebral palsy (CP). Three quadriplegic children at the age of 3, 4, and 10 years underwent FPR. They were classified as mixed type CP based on the clinical presentation of marked spasticity with dystonic posture. Preoperative Ashworth score of the lower extremity was 3.5, 4.5, 4.8 respectively. Two children showed prominent opisthotonus and all showed severe subluxation of the hip joint. Advanced scoliosis was associated in two children. FPR was performed from L2 to S1 in one child, L2 to S2 in one and L2 to S1/S2 in one based on the result of pudendal mapping. Rootlet cutting rate ranged from 66 to 75%. Postoperatively, Ashworth score dropped to 1.4, 1.2, 1.3, respectively. Functional improvement of the upper extremity and urination were confirmed in two children. Hip subluxation was reduced in one child and remained stable in two. A one-year follow-up review confirmed no relapse of spasticity among them. FPR achieved highly satisfactory surgical effects in children with severe mixed type CP. Although long-term follow-up is mandatory since there was a report of relapsed spasticity after FPR in this particular population of CP, FPR could be a choice of surgery in severely disabled children with mixed type CP.

Cerebral Palsy↗

PubMed2001

[Maternal stress among mothers of children with Williams-Beuren syndrome, Down's syndrome and mental retardation of non-syndromal etiology in comparison to mothers of non-disabled children].

OBJECTIVES: This study assesses the quantity of stress in mothers of children with mental retardation of different etiologies (Williams Syndrome--WS, Down Syndrome--DS, mental retardation of different etiologies--MR) and in mothers of non-disabled children (MA). METHODS: 85 mothers were asked to complete the Parenting Stress Index (PSI) and the Child Behavior Checklist (CBCL). The groups were matched according to the children's age, sex, and verbal comprehension as assessed by the WISC-R. Data on the child's mental age (WISC-R) and the family's socio-economic level were collected. RESULTS: Significant differences were found in the Child Domain, but not in the Parent Domain of the PSI. According to the Child Domain, mothers of children with WS and DS scored significantly higher on the acceptance and demandingness scales, while mothers of children with MR scored higher on the acceptance scale than did mothers of children with MA. Moreover mothers of children with WS displayed the highest scores on the hyperactivity, mood and adaptability scales. Groups did not differ on the level of experienced reinforcement from their child. No significant differences were found in the Parent Domain according to the subscales attachment and social isolation. Mothers of children with DS scored higher than the other groups on the scales: depression, sense of competence and parent health. Mothers of children with MR scored lower on restriction of their role as a parent and relationship to their spouse. The degree of the children's mental retardation as well as conspicuous behavior correlated positively with maternal stress but not the familial socio-economic level or the age of the children. CONCLUSIONS: Generally, mothers of children with mental retardation, regardless of its etiology, find it more difficult to accept their child than do mothers of non-disabled children. Specific behavior problems associated with the behavioral phenotype of a syndrome also influence the level of maternal stress.

Adolescent↗

PubMed1979

Nystagmus duration changes of learning disabled children during sensory integrative therapy.

Sensory integrative therapy was administered to 43 learning disabled children categorized according to their pretherapeutic duration of postrotary nystagmus. The duration then was recorded after relatively short or long treatments. Children displaying initial subnormal nystagmic functioning responded to therapy with increases in duration while others displayed decreases, and these effects were more apparent after long therapy. These data support the claims that learning disabled children can be meaningfully categorized according to their nystagmic responses and that attention to their interoceptive sensory functioning may be of clinical significance.

Child↗

PubMed1983

Reliability of the Southern California Postrotary Nystagmus Test with learning-disabled children.

The Southern California Postrotary Nystagmus Test (SCPNT) provides an objective assessment of nystagmus. Although depressed nystagmus duration as measured by the SCPNT is considered a major sign of vestibular dysfunction in learning-disabled children, the reliability of the SCPNT with this population has not been established. To study reliability of nystagmus duration in this population, 89 learning-disabled children were evaluated with the SCPNT. The results demonstrated that this sample had significantly depressed scores and more variability in scores than normal children. Intrascorer and test-retest reliabilities, although statistically significant, were lower than those established with normal children. A test-retest study of the reliability of placing a child in a deviant duration range over time significantly reduced reliability estimates. Clinicians using nystagmus duration scores in the evaluation of vestibular dysfunction in learning-disabled children should be sensitive to the variation in this measure in this population.

California↗

PubMed1984

Motorized wheelchair driving by disabled children.

Thirteen children with physical disabilities, normal intelligence and stable family situations were studied to learn whether children under age 4 years could learn competent control of a motorized wheelchair. Their mean age was 31.3 months (range 20 to 37 months). There were six girls and seven boys. Each child required adaptive seating to manipulate the control stick in a conventional motorized wheelchair. Without specific training instructions, parents introduced the wheelchairs under pleasant circumstances at home. Daily logs and engine-hour-meters indicate that 12 children learned seven pre-established driving skills within a mean cumulative period of 34.4 hours (range 6.6 to 168 hours) distributed over an average 16.3 days (range 3 to 50 days). Actual cumulative wheelchair movement averaged 8.1 hours (range 1.7 to 26.1 hours). All learned a cluster of four to five skills over a one to five day period. Start-stop and circling were the two initial skills in all but one case. In four children, the first skill appeared after a latent period of 5, 6, 12 and 43 days. Children as young as 24 months can learn to drive motorized wheelchairs. Because of the theoretical importance of approximating normal gross motor milestones, powered mobility should be considered an early rehabilitative intervention for physically disabled children.

Child, Preschool↗

PubMed1996

Needs of disabled children and their families.

In the new NHS those who provide services for disabled children need to measure and demonstrate their effectiveness, but there are no easily available outcome measures for use by child development centres and teams. The development of an alternative approach, using a series of statements of good practice, is described. Parents of children with cerebral palsy were asked to participate in semistructured interviews, to ascertain the value and relevance of these quality statements. Parents were most concerned about the standard of news breaking and early follow up, the sharing of information, and the supply and repair of equipment. The findings were used to modify the quality checklist and it is proposed that this should form the basis of a "charter for disabled children and their families'.

Attitude to Health↗

PubMed1983

The value of WISC-R profile analysis for the differential diagnosis of learning disabled children.

Examined the research on WISC-R profile analysis germane to the differential diagnosis of learning disabled children in relation to several methodological problems that concern score use and interpretation. The evidence based on Bannatyne's (1974) recategorization of the subtests indicates a Spatial greater than Conceptual greater than Sequencing pattern of performance for learning disabled children. The application of this evidence of group characteristics to the individual child is problematic. The trend is not consistent. In addition, the interpretation of the individual profile is complicated by the unreliability of a few of the subtests, the unreliability of subtest difference scores, the unreliability of Bannatyne category difference scores, and the invalidity of the difference scores for discriminating between learning disabled and other children. It was recommended that clinicians not use the WISC-R profile to diagnose specific learning disabilities. Instead, the analysis may have greater utility in the prevention and remediation of learning problems, especially at the preschool level.

Affective Symptoms↗

PubMed1998

[The relationship of a neonatal care center, a pediatric neurology division and a rehabilitation center for disabled children].

We investigated the relationship of the infants admitted to the neonatal intensive care unit (NICU) of Anjo Kosei Hospital, the outpatients of the pediatric neurology division of the same hospital and the patients in Daini-Aoitori Gakuen, Aichi prefectural hospital and Rehabilitation Center for Disabled Children. Eighty-six infants (2.9%) disclosed perinatal brain injury, and seventy infants (2.3%) had cerebral palsy in a total of 2,985 patients who were admitted to the NICU in Anjo Kosei Hospital. Forty seven percent of the outpatients of pediatric neurology division had been admitted to NICU. Eighty-four percent of the in fants with cerebral palsy had been referred to the Rehabilitation Center for Disabled Children. MRI disclosed perinatal brain injury in 72% of patients with cerebral palsy. We stress the importance of an information network among NICUs, pediatric neurology divisions and rehabilitation centers for disabled children.

Cerebral Palsy↗

PubMed1999

Family intervention for intellectually disabled children. Randomised controlled trial.

BACKGROUND: Resources to address the needs of parents of intellectually disabled children in developing countries are limited. AIMS: The efficacy of interactive group psychoeducation on measures of parental attitude towards intellectual disability was assessed in southern India. METHOD: Fifty-seven parents randomised to 10 weeks of experimental and control therapy were assessed using the Parental Attitude Scale towards the Management of Intellectual Disability. The pre- and post-intervention measurements were done by a single-blinded rater and compared. RESULTS: The intervention group had a statistically significant increase in the outcome scores and clinical improvement in the total parental attitude score, orientation towards child-rearing knowledge towards intellectual disability and attitude towards management of intellectual disability, but no change in attitude towards the intellectual disability subscale. CONCLUSIONS: Interactive group psychoeducation is effective for changing the attitude of parents with intellectually disabled children, and is a viable option to be developed in situations where resources are limited.

Adult↗

PubMedDate not supplied

Mother-child interaction revisited: communication with non-speaking physically disabled children.

This paper presents an in-depth analysis of the interaction between mothers and their severely physically disabled children who have motor speech disorders. The study was designed to partially replicate previous investigations, most notably those undertaken by Light et al., to examine if the patterns of conversation previously described were observed in interaction involving children of a wide age range. Twenty children who had four-limb cerebral palsy, with no diagnosed learning difficulties or sensory impairments, and who were between 2 and 10 years of age inclusive participated in the research with their mothers. Children's speech was unintelligible to their parents out of context and most had been provided with aided communication systems. Other carers were excluded from the research due to possible differences in interaction style. Conversation between mothers and children was videotaped in a standard play situation. The toys used to stimulate interaction had been shown to elicit the full range of communication skills targeted in the present study from non-disabled children. Videotaped interaction was coded to show the structure of conversation and the functions used. The mode of communication used by the children was also recorded. In addition, communicative functions were elicited from the children in a semi-scripted conversation with a clinician developed from that used by Light et al. Structural moves and communicative functions used by mothers and children were examined using mean proportions. Sequential analysis of mother-child interaction was also undertaken at both levels to investigate the patterns that recurred in conversation. Results support those obtained in previous studies, showing restricted conversation patterns and high levels of maternal directiveness. Mothers initiated most communicative exchanges, asking many questions and issuing many requests for attention, objects or activities. Children across the age range produced more response moves than any other move type. Their responses contained yes/no answers and acknowledgements, and to a lesser extent provisions of information. When children did produce communicative functions other than simple confirmation, denials and acknowledgements, they were often not fully understood and were followed by requests for clarification by the mothers. Children produced a wider range of communicative functions in the semi-scripted elicitation conversation with the clinician than in conversation with their mothers (z = 3.52, p = 0.0002). The results obtained support those of previous research and suggest that interaction for children with severe motor and speech impairments becomes 'fossilized', changing little throughout childhood. Findings support the two-pronged approach to intervention for children using augmentative communication systems that is now developing. Intervention should focus not only on the children, teaching them how to use their augmentative systems and to produce a full range of conversation skills, but also should focus on their carers. Training for carers aims to increase their interaction skills, teaching them how to facilitate and expand children's communication skills.

Cerebral Palsy↗

PubMed1981

Cognitive ability profiles in families of reading-disabled children.

Evidence for the heterogeneity of reading disability was sought in a family study. Psychometric test data on 125 reading-disabled children (probands) and their siblings and parents were used to identify four subtypes of reading disability, each with a distinctive cognitive ability profile. The validity of this profile analysis was then assessed by applying the same classification system to profiles of affected parents and siblings of the probands. Affected siblings of probands in subtype 3 (severely impaired reading ability but normal spatial/reasoning and coding/speed) were more likely to be of the same subtype than would be expected on the basis of chance. However, no such evidence for familial transmission of specific subtypes was found in the parental data. It is suggested that family studies may provide a strong test of the heterogeneity of reading disability, and that such studies should be used to assess the validity of alternative typologies.

Adolescent↗

PubMed1985

A critical look at vestibular dysfunction in learning-disabled children.

The purpose of this study was to investigate the vestibular dysfunction hypothesis in learning disabilities. The data indicated that there was no significant difference in vestibular function between normal and learning-disabled children; that there was no significant correlation between vestibular function and academic achievement; and that there was no significant educational relevance in categorizing learning-disabled children according to vestibular dimensions.

Achievement↗