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Results for “Developmental Disabilities”

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PubMed2004

Visual-visual nonidentity matching assessment: a worthwhile addition to the assessment of basic learning abilities test.

The Assessment of Basic Learning Abilities test (ABLA) is a useful tool for choosing appropriate training tasks for persons with developmental disabilities. This test assesses the ease or difficulty with which persons are able to learn six hierarchically positioned discrimination tasks. A visual-visual nonidentity matching prototype task was examined to assess its (a). relation to the ABLA hierarchy, (b). predictive validity, and (c). test-retest reliability. Results from 23 participants with developmental disabilities suggest that visual-visual nonidentity matching is a worthwhile addition to the ABLA test and is positioned in the ABLA hierarchy above Level 4 (visual-visual identity matching) and below Level 6 (auditory-visual discrimination). The prototype visual-visual nonidentity matching task also demonstrated high predictive validity and test-retest reliability.

Adult↗

PubMed2006

Minority status, consumer outcomes, and service inputs in four States.

Data from the Center for Outcome Analysis were subjected to independent secondary analysis involving comparisons by ethnic group of eight indicators of service quality for users of adult developmental disability services in four states. Ethnic group membership had very limited or no association with the consumer outcomes and service inputs evaluated. Where significant ethnic group differences were found, they were small, and there was no consistent pattern of a particular ethnic group doing better. These findings may relate to the substantial influence of developmental disability services in the lives of service recipients and to the effect of disability itself, in that adaptive behavior was strongly related to most consumer outcomes.

Cross-Sectional Studies↗

PubMed1992

Transfer of staff training from workshops to group homes: a failure to generalize across settings.

Two experiments were conducted to assess acquisition and generalization of skills acquired in a workshop by trainees who were primary caregivers on the staffs of group homes for developmentally disabled clients. In Study 1, 31 staff trainees received an intensive, 1-week workshop in behavioral theory and treatment techniques. When assessed at the workshop site, these staff trainees showed increased treatment skills, relative to 18 staff trainees who did not participate in the workshop. In Study 2, pre- and postworkshop observations were taken on 53 developmentally disabled clients in group homes where the staff trainees worked. These observations provided no evidence that the workshop had any effect on group home client functioning. Future training programs for caregivers may be more successful if they occur in the group home, involve clients in the home, and enlist the support of supervisory staff, rather than focusing only on primary caregivers.

Activities of Daily Living↗

PubMed1998

Children with both developmental and behavioral needs: profile of two clinic populations.

Little has been written about evaluation and intervention services for children with a combination of behavioral and developmental needs. Two multidisciplinary clinic populations were compared, a traditional Developmental Disabilities (DD) clinic and a Behavioral-Developmental Problems (BDP) Clinic that had the additional services of a child psychiatrist. The BDP clinic children had lower IQ's and more severe overall behavioral problems than children in the traditional DD clinic, but differences were not statistically significant. Children with Attention Deficit Hyperactivity Disorder (ADHD) and other psychiatric diagnoses were referred to both clinics at comparable rates. The effort to involve qualified mental health professionals in all aspects of professional training and clinical service for the DD population should be accelerated.

Adolescent↗

PubMed2005

Developmental stages of developmental screening: steps to implementation of a successful program.

Through the use of 2-stage screening strategies, research studies have shown that autism spectrum disorders and other developmental disabilities can now be detected reliably and with greater validity and in children as young as 18 months of age. Screening and diagnostic practices in the medical and educational arena lag far behind clinical research, however, with the average patient age at time of diagnosis being 3 to 6 years.We discuss the challenges of instituting universal developmental screening as part of pediatric care and present 2 models of existing or planned programs of early screening for autism spectrum disorder and developmental disability (1 in a community-based setting and 1 in a pediatric setting), and discuss the pros and cons of the different strategies.

Autistic Disorder↗

PubMed2002

Multimodal evaluation of risperidone for destructive behavior: functional analysis, direct observations, rating scales, and psychiatric impressions.

Risperidone, an atypical neuroleptic, has become a popular option for treating destructive behaviors of persons with developmental disabilities. A few studies have been conducted that evaluate the effects of risperidone on destructive behavior; however, none of these studies have combined objective measures with rating scales to evaluate the effects of risperidone on destructive behavior across home and clinical settings. This study evaluated the wide range of effects of risperidone on destructive behavior of 2 persons with developmental disabilities using weekly functional analysis sessions, daily observations, hourly home data, weekly rating scales, and monthly psychiatric impressions. Results indicate that risperidone does decrease destructive behavior and that, for the most part, all of the various measures yielded similar results.

Adult↗

PubMed2004

Report from the CDC. Physician and allied health professionals' training and fetal alcohol syndrome.

Maternal prenatal alcohol use is one of the leading preventable causes of birth defects and developmental disabilities. On the severe end of the spectrum of conditions related to drinking during pregnancy is fetal alcohol syndrome (FAS). Physicians and other health practitioners play a critical role in diagnosing FAS and in screening women of childbearing age for alcohol use during pregnancy. The Fetal Alcohol Syndrome Prevention Team at CDC's National Center on Birth Defects and Developmental Disabilities awarded funds to four medical school partners (Meharry and Morehouse Medical Colleges, St. Louis University, the University of Medicine and Dentistry of New Jersey, and the University of California at Los Angeles) to develop FAS regional training centers (RTCs). The RTCs are developing, implementing, evaluating, and disseminating educational curricula for medical and allied health students and practitioners that incorporate evidence-based diagnostic guidelines for FAS and other prenatal alcohol-related disorders.

Adult↗

PubMed1995

Effect of response practice variables on learning spelling and sight vocabulary.

Four experiments were conducted to examine variables associated with response practice as an instructional technique for individuals with intellectual disabilities. In Experiment 1, the effect of the cover component in the "cover write" method was evaluated, as were the comparative effects of written versus oral practice of spelling words by rehabilitation clients. The results showed that the cover procedure generally did not enhance performance over and above that produced by practice alone, and written practice generally was not superior to oral practice. Experiment 2 demonstrated that less response practice (i.e., five times) was as effective as more practice (i.e., 10 and 15 times) for teaching spelling to adolescents with developmental disabilities. Experiments 3 and 4 also showed that even less response practice (i.e., one time) was as effective as more practice (five times), and irrelevant practice following errors was as effective as relevant practice for teaching spelling and sight vocabulary to adolescents with behavior disorders and developmental disabilities, respectively. The findings suggest that a parsimonious procedure of limited response practice and positive reinforcement may be effective for the tasks and populations studied.

Journal Article↗

PubMed1998

Why functional assessment is enough: a response to Reiss and Havercamp.

Reiss and Havercamp (1997) recently suggested that sensitivity theory offers a basis from which to assess and treat challenging behavior exhibited by people with developmental disabilities. They contended that this approach would lead to more effective and durable interventions than would reliance on functional assessment. We respond to their claim that functional assessment is "not enough." After briefly reviewing and critiquing sensitivity theory, we outline the basic tenets of behavior analysis and describe literature on the development and use of functional assessment methodologies with individuals with developmental disabilities exhibiting challenging behavior, responding to several of Reiss and Havercamp's comments about the utility of this approach. Finally, we discuss several limitations of behavior analysis and functional assessment, providing examples of how these limitations are being addressed.

Activities of Daily Living↗

PubMed2006

Temperament and behaviour problems in young children with Down syndrome at 12, 30, and 45 months.

Though cross-sectional studies have yielded important information regarding the trajectory of psychopathology in middle childhood and adolescence in Down syndrome, there has been little exploration of maladaptive behaviour in the earliest years of development. In this study, we explore the emergence of maladaptive behaviour in young children with Down syndrome (n=24) and a mental age-matched comparison group (n=33) of young children with developmental disabilities of mixed etiologies. Behavioural data (Bayley Scales of Infant Development, Infant Temperament Questionnaire, Achenbach's Child Behaviour Checklist) were collected for children in each group at 12 months, 30 months, and 45 months. Findings from this study suggest that the onset of internalising behaviour difficulties in young children with Down syndrome may emerge later in early development than in children with developmental disabilities of mixed/nonspecific etiologies. In addition, temperament at Time I appeared to be a much stronger predictor of maladaptive behaviour outcomes at Time 3 in the mixed comparison group than in the Down syndrome group. Implications of this trajectory of the early development of maladaptive behaviour in Down syndrome for intervention for young children with Down syndrome are discussed.

Adaptation, Psychological↗

PubMed1989

HIV infection and developmental services for adults.

The achievement of community living and greater personal independence has placed adults with developmental disabilities in a potentially vulnerable position regarding acquisition of HIV infection. Early surveys have identified a limited number of individuals who have become infected. Few states have undertaken planning for assurance of appropriate services. Program managers must consider the diverse educational and ethical issues involved; advisory committees can be of assistance. Strong antidiscrimination measures will be required for the protection of adults with developmental disabilities and HIV infection.

Acquired Immunodeficiency Syndrome↗

PubMed2007

A new case of de novo 11q duplication in a patient with normal development and intelligence and review of the literature.

A new case of 11q interstitial duplication is reported in a patient with mild dysmorphic features but normal development. Chromosome analysis revealed a de novo 11q dup(11)(q14.1q21) on G banding and FISH studies. Additional molecular genetic studies revealed a similar but more distal duplication at the level of 11q21q23.1. Previous cases of isolated 11q duplication that overlapped with this case were associated with a wide variety of clinical findings and variable developmental disability. These cases all included additional material not duplicated in this patient. The current case represents the first de novo case of 11q duplication with normal development suggesting that the segment between 11q14.1 and 11q21 contains few genes that are dose sensitive. Review of other cases that have used conventional cytogenetic resolution studies suggests that the band 11q13.5 may contain genes contributing to the developmental disabilities in the cases previously reported with proximal 11q duplication. Differences between conventional cytogenetic techniques and newer molecular genetic studies are expected. These newer techniques will help refine prognosis and counseling for families in the future.

Adult↗

PubMed1983

Developmental learning disabilities of the right hemisphere. Emotional, interpersonal, and cognitive components.

In 14 patients, we encountered a behavioral syndrome that begins in early life and is characterized by emotional and interpersonal difficulties, shyness, visuospatial disturbances, and inadequate paralinguistic communicative abilities. All 14 patients had at least average intellectual capacity, but each had demonstrated some academic failure, particularly in arithmetic. Examination revealed neurologic and neuropsychological signs consistent with right-hemisphere dysfunction. Most of the patients avoided eye contact and lacked the gestures and prosody that normally accompany and accentuate speech. Although many of them could not convey their feelings, there was no evidence that they were unable to experience affect. Eight of them reported a family history of similar symptoms. Just as developmental involvement of the left hemisphere may produce dyslexia, damage to the right hemisphere suffered early in life, or inherited, may lead to chronic emotional difficulties, a disturbance of interpersonal skills, and poor visuospatial ability.

Achievement↗

PubMed1991

Social skills training in adult psychiatric populations: a meta-analysis.

A meta-analysis was conducted on 73 studies of social skills training in four adult psychiatric populations: developmentally disabled, psychotic, nonpsychotic, and legal offenders. Findings from this analysis showed that patients participating in social skills training programs broadened their repertoire of skills, continued to demonstrate these skills several months after treatment, and showed diminished psychiatric symptoms related to social dysfunctions. Although results from an ANCOVA comparing effect sizes across the four populations (with design quality as a covariate) were nonsignificant, consistent trends suggested that social skills training had the greatest effect on developmentally disabled groups and the least effect on offender groups. In addition, social skills training was found to be relatively more effective in outpatient than inpatient settings.

Adaptation, Psychological↗

PubMed2005

Predicting the relative efficacy of verbal, pictorial, and tangible stimuli for assessing preferences of leisure activities.

We measured the relationships between choice stimulus modalities and three basic discriminations (visual, visual matching-to-sample, and auditory-visual) using the Assessment of Basic Learning Abilities test. Participants were 9 adults who had moderate to profound developmental disabilities. Their most and least preferred leisure activities, identified by prior preference assessments, were presented using choice stimuli in three modalities (tangibles, pictures, and verbal descriptions) in an alternating-treatments design. For 8 of the 9 participants, discrimination skills predicted the selections of choice stimuli associated with their preferred activities. The results suggest that choice stimulus modalities in preference assessment of leisure activities need to be matched to the discrimination skills of persons with developmental disabilities.

Adult↗

PubMed2005

The overt aggression scale for rating aggression in outpatient youth with autistic disorder: preliminary findings.

Aggression is a common and costly problem in youth with developmental disabilities. Rating scales that accurately capture and measure subtypes of aggression phenomenology, frequency and severity are urgently needed, in both clinical practice and research. The authors studied the Overt Aggression Scale (OAS) in a preliminary sample of eight outpatients who participated in an ongoing placebo-controlled study of valproate for aggression in autism. Subjects' OAS aggression scores showed significant correlation with the already validated retrospectively rated Aberrant Behavior Checklist Community Scale irritability subscale. Further study of the OAS in outpatients with aggression and developmental disabilities is warranted.

Adolescent↗

PubMedDate not supplied

Cultural differences and parental responses to the preterm infant at risk: strategies for supporting families.

Parenting a preterm infant at risk for developmental disabilities can be a profoundly stressful experience. For parents from minority cultures, language barriers and cultural differences can increase feelings of uncertainty and inability to cope. Research suggests that cultural differences influence not only parents' emotional responses to and perceptions of disability, but also their utilization of services and their interaction with health professionals. The Neonatal Intensive Care Unit of Mount Sinai Hospital (MSH), Toronto, provides care to a culturally diverse community, and approximately 45 percent of patients receiving care represent minority ethnic groups. Although efforts to provide culturally sensitive care have been made, they have tended to be isolated initiatives lacking consistency and coordination. This article describes the initiation and development of a multicultural program at MSH to support families of infants at risk for developmental disabilities. This article provides valuable guidance to other neonatal units that are attempting to support parents from diverse cultural groups.

Adult↗

PubMed1983

Self-preservation ability and residential fire emergencies.

Perske's concept of risk from the perspective of fire safety was examined for approximately 46,000 developmentally disabled persons. The National Bureau of Standards measurement of self-preservation ability was used to define individual risk, resulting in the Evacuation Assistance Score. Environmental risk was measured by grouping residences according to fire safety standards described in the National Fire Protection Association's Life Safety Code. Results indicated that: (a) the Evacuation Assistance Score is best thought of as a single variable that measures any risk that might impede a resident's safe evacuation in a fire emergency, (b) the majority of the developmentally disabled individuals receiving services in New York were totally capable of self-preservation, (c) resident demographic characteristics were not strong predictors of Evacuation Assistance Scores, and (d) the match between individual and physical environment risk vulnerability was not strong.

Adolescent↗