Health Outcomes of Midlife and Older Latina and Black American Mothers of Children with Developmental Disabilities

ERIC Educational Resources Information Center

Magana, Sandra; Smith, Matthew J.

2006-01-01

The impact of caring for a child with a developmental disability on the physical and mental health of Latina and Black American women was examined. We used the National Health Interview Survey to compare the health of older mothers who were co-residing with a child who had a developmental disability to the health of same age mothers without…

Psychometrics and utility of Psycho-Educational Profile-Revised as a developmental quotient measure among children with the dual disability of intellectual disability and autism.

PubMed

Alwinesh, Merlin Thanka Jemi; Joseph, Rachel Beulah Jansirani; Daniel, Anna; Abel, Julie Sandra; Shankar, Satya Raj; Mammen, Priya; Russell, Sushila; Russell, Paul Swamidhas Sudhakar

2012-09-01

There is no agreement about the measure to quantify the intellectual/developmental level in children with the dual disability of intellectual disability and autism. Therefore, we studied the psychometric properties and utility of Psycho-Educational Profile-Revised (PEP-R) as a developmental test in this population. We identified 116 children with dual disability from the day care and inpatient database of a specialised Autism Clinic. Scale and domain level scores of PEP-R were collected and analyzed. We examined the internal consistency, domain-total correlation of PEP-R and concurrent validity of PEP-R against Gesell's Developmental Schedule, inter-rater and test-retest reliability and utility of PEP-R among children with dual disability in different ages, functional level and severity of autism. Besides the adequate face and content validity, PEP-R demonstrates a good internal consistency (Cronbach's α ranging from 0.91 to 0.93) and domain-total correlation (ranging from 0.75 to 0.90). The inter-rater reliability (intraclass correlation coefficient, ICC = 0.96) and test-retest reliability (ICC = 0.87) for PEP-R is good. There is moderate-to-high concurrent validity with GDS (r ranging from 0.61 to 0.82; all Ps = 0.001). The utility of PEP-R as a developmental measure was good with infants, toddlers, pre-school and primary school children. The ability of PEP-R to measure the developmental age was good, irrespective of the severity of autism but was better with high-functioning children. The PEP-R as an intellectual/developmental test has strong psychometric properties in children with dual disability. It could be used in children with different age groups and severity of autism. PEP-R should be used with caution as a developmental test in children with dual disability who are low functioning.

Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

PubMed

Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam

2016-01-01

Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Validating Functional Measures of Physical Ability for Aging People with Intellectual Developmental Disability

ERIC Educational Resources Information Center

Maring, Joyce R.; Costello, Ellen; Birkmeier, Marisa C.; Richards, Maggie; Alexander, Lisa M.

2013-01-01

Unlike the aging population without intellectual and developmental disabilities (IDD), few standardized performance measures exist to assess physical function and risk for adverse outcomes such as nonfatal, unintentional injuries. We modified 3 selected standardized performance tools in the areas of general fitness (2-Minute Walk Test), balance…

Overweight and Obesity among Children with Developmental Disabilities

ERIC Educational Resources Information Center

De, Sukanya; Small, Jacqueline; Baur, Louise A.

2008-01-01

Background: The aim of this study was to determine the prevalence of overweight and obesity in children with developmental disabilities attending a metropolitan Diagnosis and Assessment Service. Method: A retrospective chart review was carried out for 98 children (67 male) aged 2-18 years. Data on age, sex, weight, height, and severity of…

Monoamine oxidase a promoter gene associated with problem behavior in adults with intellectual/developmental disabilities.

PubMed

May, Michael E; Srour, Ali; Hedges, Lora K; Lightfoot, David A; Phillips, John A; Blakely, Randy D; Kennedy, Craig H

2009-07-01

A functional polymorphism in the promoter of the gene encoding monoamine oxidase A has been associated with problem behavior in various populations. We examined the association of MAOA alleles in adult males with intellectual/developmental disabilities with and without established histories of problem behavior. These data were compared with a gender, ethnicity, and age-matched contrast sample. About 43% (15/35) of adults with intellectual/developmental disabilities and problem behavior possessed the low-efficiency version of the MAOA gene. In comparison, 20% (7/35) of adults with intellectual/developmental disabilities and no problem behavior and 20% (7/35) of the contrast group had the short-allele MAOA polymorphism. Therefore, a common variant in the MAOA gene may be associated with problem behavior in adults with intellectual/developmental disabilities.

Daily Work Stress and Awakening Cortisol in Mothers of Individuals with Autism Spectrum Disorders or Fragile X Syndrome

PubMed Central

Wong, Jen D.; Mailick, Marsha R.; Greenberg, Jan S.; Hong, Jinkuk; Coe, Christopher L.

2014-01-01

The effect of daily work stress on the next morning’s awakening cortisol level was determined in a sample of 124 mothers (M age = 49.89, SD= 6.33) of adolescents and adults with developmental disabilities and compared to 115 mothers (M age = 46.19, SD = 7.08) of individuals without disabilities. Mothers participated in 8 days of diary telephone interviews and provided saliva samples. Multilevel models revealed that mothers of individuals with developmental disabilities had lower awakening cortisol levels than comparison mothers. Work stress interacted with parental status to predict the awakening cortisol level on the following morning. When mothers of individuals with developmental disabilities experienced a work stressor, their awakening cortisol level was significantly higher on the subsequent morning, but for comparison mothers, work stressors were not significantly associated with cortisol level. Findings extend understanding of the differential impacts of specific types of stressors on physiological functioning of mothers of individuals with and without developmental disabilities. PMID:25313265

Later Life Impacts of Social Participation on Parents of Adult Offspring with and without Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Olsen, Darren L.

2018-01-01

Social participation is an important resource for parents in old age, and may be particularly important for parents living with adult offspring with intellectual and developmental disabilities. To evaluate whether socializing with friends and family and participating in social organizations protects against depression in old age, this study…

Evaluating the Social Validity of Project "TEAM": A Problem-Solving Intervention to Teach Transition Age Youth with Developmental Disabilities to Resolve Environmental Barriers

ERIC Educational Resources Information Center

Kramer, Jessica M.; Hwang, I-Ting; Helfrich, Christine A.; Samuel, Preethy S.; Carrellas, Ann

2018-01-01

Project "TEAM" teaches transition-age youth with developmental disabilities (DD) to identify physical and social environmental barriers and supports, generate solutions to barriers, and request modifications to increase participation. Establishing the social validity of this environment focused intervention with youth and their parents…

Reducing Problem Behavior during Care-Giving in Families of Preschool-Aged Children with Developmental Disabilities

ERIC Educational Resources Information Center

Plant, Karen M.; Sanders, Matthew R.

2007-01-01

This study evaluated two variants of a behavioral parent training program known as Stepping Stones Triple P (SSTP) using 74 preschool-aged children with developmental disabilities. Families were randomly allocated to an enhanced parent training intervention that combined parenting skills and care-giving coping skills (SSTP-E), standard parent…

Effects of Video Self-Modeling on Eliminating Public Undressing by Elementary-Aged Students with Developmental Disabilities during Urination

ERIC Educational Resources Information Center

Ohtake, Yoshihisa; Takeuchi, Ai; Watanabe, Kentaro

2014-01-01

This study investigated the effectiveness of video self-modeling (VSM) for eliminating the public undressing of two elementary-aged students with developmental disabilities during urination. A multiple-probe design across participants revealed that the degree of exposed body parts decreased immediately after introduction of VSM. However, exposure…

Using 21st Century Video Prompting Technology to Facilitate the Independence of Individuals with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Cullen, Jennifer M.; Simmons-Reed, Evette A.; Weaver, Lindy

2017-01-01

Barriers in acquiring, maintaining, and generalizing daily living skills are factors that contribute to discrepancies in independent living outcomes among transition age youth and young adults with intellectual and developmental disabilities (IDD). Acquisition and generalization of daily living skills empowers transition age youth and young adults…

Factors Related to the Expression of Typical and Atypical Repetitive Movements of Young Children with Intellectual Disability.

ERIC Educational Resources Information Center

Wehmeyer, Michael L.

1994-01-01

This paper reviews research describing developmentally typical and atypical repetitive motor movements of children with and without disabilities. It then reports findings of a study of nine preschool-aged children with developmental delay and atypical stereotypies. Predictors of repetitive movements included level of functioning, age, ambulation,…

Developmentally Disabled Persons in Family Settings: Report No. 2.

ERIC Educational Resources Information Center

Cox, Wendy M.; Wilson, Wendell L.

The second in a series of three reports, this document presents findings of clients of Washington's Division of Developmental Disabilities (DDD), ages 22-29, who were living with their families at age 18 but now live elsewhere (group B). Findings are based on telephone interviews with families of 224 DDD clients and analysis of DDD records. The…

Fostering Friendships: Supporting Relationships among Youth with and without Developmental Disabilities

ERIC Educational Resources Information Center

Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.

2013-01-01

Friendships are important not only to youth development but also to the growth and expansion of social networks. Although there has long been acknowledgment of this importance for youth, such relationships can be especially elusive for transition-age students with autism, intellectual disability, and other developmental disabilities. This article…

Neurobehavioral assessment of children and adolescents attending a developmental disabilities clinic.

PubMed

Brasić, James Robert; Barnett, Jacqueline Y; Kowalik, S; Tsaltas, Margaret Owen; Ahmad, Raheela

2004-12-01

Although the risk of the eventual development of tardive dyskinesia and other persistent adverse effects of neuroleptics is high, among adults with mental retardation and other developmental disabilities, neuroleptics may ameliorate dyskinesias, aggression, and inattention. The effects of traditional neuroleptics on a comparable population of children and adolescents with mental retardation and other developmental disabilities are unknown. The objective of this study was to develop an assessment battery to describe the effects of traditional neuroleptics on the behavior and movements of a small sample of children and adolescents with mental retardation and other developmental disabilities. 13 children and adolescents aged 6 to 16 years attending a developmental disabilities clinic were evaluated utilizing a Movement Assessment Battery to measure behavior and motions. Five subjects took traditional neuroleptic medications. Trained raters can reliably assess the movements and behaviors of children and adolescents with multiple handicaps. Children and adolescents with developmental disabilities may be vulnerable to experience functional impairment and akathisia, tics, and other dyskinesias when administered traditional neuroleptic medications.

Motor proficiency differences among students with intellectual disabilities, autism, and developmental disability

PubMed Central

Jeoung, Bogja

2018-01-01

There is considerable overlap in the manifestations of intellectual disability, autism, and developmental disability. We aimed to determine whether students with such disabilities have differences in their motor proficiency. We compared the motor proficiency of 82 students (age, 11 to 20 years) with different severities of intellectual disability (borderline, 11 students; mild, 27 students; moderate, 19 students), developmental disability (15 students), or autism (10 students). The Bruininks-Oseretsky Test of Motor Proficiency, Second edition was used to assess motor skills. The data were analyzed using descriptive statistics, independent t-tests, and analysis of variance. Compared to students with borderline intellectual disabilities, mild intellectual disabilities, or autism, those with moderate intellectual disabilities scored significantly lower on al-most all items regarding motor skill on the Bruininks-Oseretsky Test of Motor Proficiency. The results of this study provide key information for developing exercise programs to improve the motor proficiency and quality of life of children with various developmental disorders. PMID:29740563

Motor proficiency differences among students with intellectual disabilities, autism, and developmental disability.

PubMed

Jeoung, Bogja

2018-04-01

There is considerable overlap in the manifestations of intellectual disability, autism, and developmental disability. We aimed to determine whether students with such disabilities have differences in their motor proficiency. We compared the motor proficiency of 82 students (age, 11 to 20 years) with different severities of intellectual disability (borderline, 11 students; mild, 27 students; moderate, 19 students), developmental disability (15 students), or autism (10 students). The Bruininks-Oseretsky Test of Motor Proficiency, Second edition was used to assess motor skills. The data were analyzed using descriptive statistics, independent t -tests, and analysis of variance. Compared to students with borderline intellectual disabilities, mild intellectual disabilities, or autism, those with moderate intellectual disabilities scored significantly lower on al-most all items regarding motor skill on the Bruininks-Oseretsky Test of Motor Proficiency. The results of this study provide key information for developing exercise programs to improve the motor proficiency and quality of life of children with various developmental disorders.

[Comparison of attachment-related social behaviors in autistic disorder and developmental disability].

PubMed

Akdemir, Devrim; Pehlivantürk, Berna; Unal, Fatih; Ozusta, Seniz

2009-01-01

This study examined social behaviors related to attachment in children with autistic disorder and the differences in these behaviors from those observed in developmentally disabled children. Additionally, we aimed to investigate the relationship between attachment behaviors and clinical variables, such as age, cognitive development, severity of autism, language development, and mothers' attachment styles. The study group consisted of 19 children with autistic disorder (mean age: 37.9 +/- 6.8 months) and the control group consisted of 18 developmentally disabled children without autistic disorder that were matched with respect to age, gender, and cognitive development. The Childhood Autism Rating Scale (CARS) was administered to all the children by two child psychiatrists. Mothers completed the Relationships Scale Questionnaire (RSQ). Cognitive development of the children was assessed with the Stanford-Binet intelligence scale. Attachment behaviors of the children were evaluated with a modified Strange Situation Procedure (SSP). Attachment behaviors in the children with autistic disorder and in the children with developmental disabilities were similar. In contrast to the developmentally disabled group, the children with autistic disorder stayed closer toward their mothers compared with their responses to strangers. In the autistic disorder group, attachment behaviors were not associated with age, intelligence quotient, or mothers' attachment styles; however, a significant relationship between the severity of autism and the presence of speech was observed. Parents' understanding of the attachment needs and the attachment behaviors of their autistic children in the early stages of the disorder may lead to more secure attachment relationships and improved social development.

Diagnosis of severe developmental disorders in children under three years of age.

PubMed

Markiewicz, Katarzyna; Pachalska, Maria

2007-02-01

Autism, intellectual disability, and specific language impairment (SLI) constitute three important forms of developmental disability that are often mistaken for each other, especially in very young children (under age 4). Diagnostic problems are caused by the fact that a fundamental problem in cognition, language, or behavior has secondary effects on the remaining areas, which makes it difficult to separate cause from effect. A wrong or absent diagnosis can be a major hindrance in providing properly targeted therapy for developmentally disabled children. From a population of 667 children referred to a specialized outpatient clinic for developmentally disabled children, we identified 35 children in whom the fundamental diagnosis of autism, intellectual disability, or SLI was unambiguous, and then analyzed these children's scores on 7 subtests from the Munich Functional Developmental Diagnosis, in order to identify specific features of each of the three syndromes. The most reliable differentiating factor in our research group proved to be the MFDD subtest for self-reliance. A model was constructed to assist in analyzing the complex interactions of symptoms, which frequently overlap. Cognitive and communicative limitations resulting from underlying perceptual dysfunctions can lead to inappropriate adaptive behavior in children with developmental disorders, such as autism, intellectual disability, and specific language impairment. Each of these syndromes has a specific profile in respect to measures of cognitive function, social skills, and verbal communication.

The Effectiveness of Activity-Based Intervention Program on the Transition Skills of Children with Developmental Disabilities Aged between 3 and 6 Years

ERIC Educational Resources Information Center

Bakkaloglu, Hatice

2008-01-01

Seven children aging between 3 and 6 years with developmental disabilities were participated in this study, which examined the effects of the Activity-Based Intervention Program (ABIP) on the transition skills. The study used time series design and the implementation process was composed of "before instruction phase", "instruction…

Effect of Supported Employment on Vocational Rehabilitation Outcomes of Transition-Age Youth with Intellectual and Developmental Disabilities: A Case Control Study

ERIC Educational Resources Information Center

Wehman, Paul; Chan, Fong; Ditchman, Nicole; Kang, Hyun-Ju

2014-01-01

The purpose of this study was to examine the effect of supported employment intervention on the employment outcomes of transition-age youth with intellectual and developmental disabilities served by the public vocational rehabilitation system using a case-control study design. Data for this study were extracted from the Rehabilitation Services…

Solving Developmental Tasks in Adolescents with a Chronic Physical Illness or Physical/Sensory Disability: A Meta-Analysis

ERIC Educational Resources Information Center

Pinquart, Martin; Pfeiffer, Jens P.

2015-01-01

Chronic illnesses and disabilities may impair the attainment of age-typical developmental tasks, such as forming relationships with peers and gaining autonomy. Based on a systematic search in electronic databases and cross-referencing, 447 quantitative empirical studies were included which compared the attainment of developmental tasks of…

Patterns of Time Processing Ability in Children with and without Developmental Disabilities

ERIC Educational Resources Information Center

Janeslatt, Gunnel; Granlund, Mats; Kottorp, Anders; Almqvist, Lena

2010-01-01

Background: Children with developmental disabilities, e.g. intellectual disability or autism, are reported to have problems in time perception, time orientation or time management, i.e. in time-processing ability (TPA). The aim was to investigate whether the problems described are diagnosis specific or reflect differences in age or in level of…

Timing of first dental checkup for newly Medicaid-enrolled children with an intellectual or developmental disability.

PubMed

Chi, Donald L; Momany, Elizabeth T; Jones, Michael P; Kuthy, Raymond; Damiano, Peter C

2012-02-01

We compared the extent to which having an intellectual or developmental disability was associated with rates at which Iowa Medicaid-enrolled children ages 3 to 8 had first dental checkups after an initial dental examination. We hypothesized that these children would have later first dental checkups than would children without an intellectual or developmental disability. Findings suggest no significant difference in the time to first dental checkup for children by intellectual or developmental disability status. Those who took over 12 months to see a dentist for their initial dental examination were 1.68 times as likely to have an earlier first dental checkup as children whose initial dental examination occurred within 4 months of being enrolled. Results suggest that having an intellectual or developmental disability is not associated with later first dental checkups for this population.

Predicting Mental Health among Mothers of School-Aged Children with Developmental Disabilities: The Relative Contribution of Child, Maternal and Environmental Factors

ERIC Educational Resources Information Center

Bourke-Taylor, Helen; Pallant, Julie F.; Law, Mary; Howie, Linsey

2012-01-01

Aim: Many mothers of children with developmental disabilities are known to experience high levels of stress, and compromised mental health. Research is crucial to better understand and assist mothers with compromised mental health, and ultimately better service families raising and supporting a child with a disability. Method: Data were collected…

Developmental Right-Hemisphere Syndrome: Clinical Spectrum of the Nonverbal Learning Disability.

ERIC Educational Resources Information Center

Gross-Tsur, Varda; And Others

1995-01-01

This study reports clinical characteristics of developmental right-hemisphere syndrome, a nonverbal learning disability, in 20 children (mean age 9.5 years) who also manifested attention-deficit/hyperactivity disorder, graphomotor problems, and slow performance. Diagnostic criteria included emotional and interpersonal difficulties, paralinguistic…

Pediatric HIV Infection and Developmental Disabilities.

ERIC Educational Resources Information Center

Seidel, John F.

This paper presents an overview of the developmental disabilities associated with pediatric Human Immunodeficiency Virus (HIV) infection, and examines efficacious practices for assessment and intervention programming. The focus population is early childhood into school age. The paper describes the complex array of challenges presented by these…

Community Inclusion for Children and Youth with Developmental Disabilities.

ERIC Educational Resources Information Center

Fennick, Ellen; Royle, James

2003-01-01

Activity coaches from university teacher education and health education programs were trained to use individualized accommodations to help six children (ages 6-13) with developmental disabilities participate in community recreation activities. Children participated in swim classes or gymnastics at individualized levels, expressed enjoyment, and…

Teaching the Special Needs Learner: When Words Are Not Enough

ERIC Educational Resources Information Center

Brill, Michelle F.

2011-01-01

Extension educators and volunteers provide programs to people of all ages and abilities. This includes individuals with developmental disabilities. Individuals with autism and other developmental disabilities often have difficulty communicating verbally but have strong visual learning skills. This article describes the importance of using visual…

Later Life Impacts of Social Participation on Parents of Adult Offspring With and Without Intellectual and Developmental Disabilities.

PubMed

Olsen, Darren L

2018-01-01

Social participation is an important resource for parents in old age, and may be particularly important for parents living with adult offspring with intellectual and developmental disabilities. To evaluate whether socializing with friends and family and participating in social organizations protects against depression in old age, this study examined parents of adult offspring with disabilities ( n = 164) and without disabilities ( n = 820). As expected, more socializing with friends and more participating in organizations were associated with fewer depressive symptoms for all parents. However, socializing with family members predicted fewer depressive symptoms only for parents co-residing with their adult offspring with disabilities, suggesting that socializing with family is particularly important for parents providing direct care to adults with disabilities.

Developmental Trajectories of Structural and Pragmatic Language Skills in School-Aged Children with Williams Syndrome

ERIC Educational Resources Information Center

Van Den Heuvel, E.; Manders, E.; Swillen, A.; Zink, I.

2016-01-01

Background: This study aimed to compare developmental courses of structural and pragmatic language skills in school-aged children with Williams syndrome (WS) and children with idiopathic intellectual disability (IID). Comparison of these language trajectories could highlight syndrome-specific developmental features. Method: Twelve monolingual…

Groups for Parents with Developmental Disabilities.

ERIC Educational Resources Information Center

Johnson, Paul L.

The Parent Group Development Program was established to provide information and support for parents with developmental disabilities. Parent group activities focused on offering information about child development (through a guessing game in which behavior was matched to one of four age groups) and meal planning and budgeting (with a task that…

The Down Syndrome Advantage: Fact or Fiction?

ERIC Educational Resources Information Center

Corrice, April M.; Glidden, Laraine Masters

2009-01-01

The "Down syndrome advantage" is the popular conception that children with Down syndrome are easier to rear than children with other developmental disabilities. We assessed whether mothers of children with developmental disabilities would demonstrate a consistent Down syndrome advantage as their children aged from 12 to 18 years. Results did not…

Comparing the functional performance of children and youths with autism, developmental disabilities, and no disability using the revised pediatric evaluation of disability inventory item banks.

PubMed

Kao, Ying-Chia; Kramer, Jessica M; Liljenquist, Kendra; Tian, Feng; Coster, Wendy J

2012-01-01

OBJECTIVE. We compared the functional performance of children with autism spectrum disorders (ASD), intellectual and developmental disabilities (IDD), and without disabilities using the revised Pediatric Evaluation of Disability Inventory-Computer Adaptive Test (PEDI-CAT) Social/Cognitive, Daily Activities, and Responsibility domains. METHOD. A nationally representative sample of parents of children ages 0-21 without disabilities (n = 2,205), with ASD (n = 108), or with IDD (n = 150) completed an online survey. We obtained predicted PEDI-CAT scaled scores for three reference ages (5, 10, 15) from a modified analysis of covariance model and compared each group's scores using contrasts of the regression parameters. RESULTS. We found no significant differences between the ASD and IDD groups. The group with ASD demonstrated significantly lower performance than the group without disabilities across the three domains at ages 10 and 15. CONCLUSION. Scores on the PEDI-CAT differentiated the group with ASD from the group without disabilities. Children with ASD and IDD did not demonstrate different performance profiles. Copyright © 2012 by the American Occupational Therapy Association, Inc.

Aging and Lifelong Disabilities: Partnership for the Twenty-First Century.

ERIC Educational Resources Information Center

Ansello, Edward F.; Rose, Thomas

This document contains presentations from the Wingspread Conference, a conference held in June 1987 to examine issues posed by the increasing longevity of older Americans with mental retardation and developmental disabilities. An executive summary and the following papers are included: (1) "Aging and Lifelong Disabilities: Problems and Prospects"…

Inclusion Understood from the Perspectives of Children with Disability

ERIC Educational Resources Information Center

Spencer-Cavaliere, Nancy; Watkinson, E. Jane

2010-01-01

This study explored the perspectives of children with disabilities regarding the concept of inclusion in physical activity. Participants were children (two girls, nine boys, M[subscript age] = 10 years, five months, age range: 8-12 years) with disabilities, including cerebral palsy, fine and gross motor delays, developmental coordination disorder,…

Active aging for individuals with intellectual disability: meaningful community participation through employment, retirement, service, and volunteerism.

PubMed

Fesko, Sheila Lynch; Hall, Allison Cohen; Quinlan, Jerrilyn; Jockell, Catherine

2012-11-01

As individuals with intellectual and developmental disabilities become more engaged in community employment, it will be critical to consider how their employment experience changes as they age. Similar to other seniors, individuals will need to consider whether they want to maintain their employment, reduce their work commitment, or retire completely. If they do choose to retire, what activities will they choose to engage in, and what service or supports might be necessary? This article considers the issues faced by all aging workers in regard to retirement planning and active aging as well as specific strategies for individuals with intellectual and developmental disabilities to remain active and engaged. Recommendations for service options, policy consideration, and future research are also discussed.

Evaluation of the Battelle Developmental Inventory, 2nd Edition, Screening Test for Use in States' Child Outcomes Measurement Systems under the Individuals with Disabilities Education Act

ERIC Educational Resources Information Center

Elbaum, Batya; Gattamorta, Karina A.; Penfield, Randall D.

2010-01-01

This study evaluated the Battelle Developmental Inventory, 2nd Edition, Screening Test (BDI-2 ST) for use in states' child outcomes accountability systems under the Individuals with Disabilities Education Act. Complete Battelle Developmental Inventory, 2nd Edition (BDI-2), assessment data were obtained for 142 children, ages 2 to 62 months, who…

Parental Stress in Families of Children With Autism and Other Developmental Disabilities.

PubMed

Valicenti-McDermott, Maria; Lawson, Katharine; Hottinger, Kathryn; Seijo, Rosa; Schechtman, Merryl; Shulman, Lisa; Shinnar, Shlomo

2015-11-01

The level of parental stress in families of children with autism and other developmental disabilities and its association with child comorbid symptoms was studied in an ethnically diverse population, in a cross-sectional study with structured interview. The sample included 50 families of children with autism and 50 families of children with other developmental disabilities, matched by age/gender. Interview included Parenting Stress Index-Short Form, Gastrointestinal Questionnaire, Child Sleep Habits Questionnaire, and Aberrant Behavior Checklist. In this ethnically diverse sample, parental stress was significantly higher for the autism group and for non-Hispanic and US-born mothers. In both study groups, parental stress was related to child irritability. Parental stress was also related to gastrointestinal problems in the autism group and to sleep difficulties in the developmental disabilities group. Targeting child irritability may be particularly important in reducing parental stress for families of children with autism and other developmental disabilities. © The Author(s) 2015.

A Methodology for Assessing the Functions of Emerging Speech in Children with Developmental Disabilities

PubMed Central

2005-01-01

An approach based on Skinner's (1957) theory of verbal behavior has been developed to understand and teach elementary communication skills to children with autism and developmental disabilities (Sundberg & Partington, 1998). However, few studies have directly examined the characteristics of emerging language in children with developmental disabilities. The purpose of this study was to develop and evaluate an assessment for identifying the elementary functions of vocal speech in children. Participants were 4 children with developmental disabilities, aged 6 years to 12 years, who exhibited at least one distinguishable vocal response (word or phrase) frequently in the natural environment. The assessment focused on three verbal operants delineated by Skinner (mand, tact, and intraverbal). One or more functions were identified for at least one vocal response of each child. Results suggested that this assessment would be useful for (a) evaluating Skinner's theory, (b) guiding decisions about language training for individual children, and (c) studying the nature of expressive language development in children with developmental disabilities. PMID:16270841

A methodology for assessing the functions of emerging speech in children with developmental disabilities.

PubMed

Lerman, Dorothea C; Parten, Mandy; Addison, Laura R; Vorndran, Christina M; Volkert, Valerie M; Kodak, Tiffany

2005-01-01

An approach based on Skinner's (1957) theory of verbal behavior has been developed to understand and teach elementary communication skills to children with autism and developmental disabilities (Sundberg & Partington, 1998). However, few studies have directly examined the characteristics of emerging language in children with developmental disabilities. The purpose of this study was to develop and evaluate an assessment for identifying the elementary functions of vocal speech in children. Participants were 4 children with developmental disabilities, aged 6 years to 12 years, who exhibited at least one distinguishable vocal response (word or phrase) frequently in the natural environment. The assessment focused on three verbal operants delineated by Skinner (mand, tact, and intraverbal). One or more functions were identified for at least one vocal response of each child. Results suggested that this assessment would be useful for (a) evaluating Skinner's theory, (b) guiding decisions about language training for individual children, and (c) studying the nature of expressive language development in children with developmental disabilities.

Accuracy and speed of orthographic processing in persons with developmental dyslexia.

PubMed

King, Wayne M; Lombardino, Linda L; Ahmed, Sarah

2005-08-01

A group of 39 persons (20 male and 19 female, 11.0 to 32.5 yr.) with developmental dyslexia and 42 controls (21 male and 21 female, 11.2 to 32.3 years) were compared on computerized tests of sight word reading, nonword decoding, and spelling recognition. The subjects with developmental dyslexia performed significantly slower and less accurately than controls on all tasks. Further, the effect size of the group differences was larger for the older group. Within-group analyses showed a significant difference by age group on accuracy. Only the control group showed a significant age difference between groups on response time. Mean accuracy and response times for the reading-disabled subjects resembled shifted versions of the control group means. These results agree with previous reports that phonological deficits persist for reading-disabled adults and suggest a test of whether the discrepancy between reading-disabled and typically achieving readers may actually increase across age groups.

Factor analysis of Wechsler Adult Intelligence Scale-Revised in developmentally disabled persons.

PubMed

Di Nuovo, Santo F; Buono, Serafino

2006-12-01

The results of previous studies on the factorial structure of Wechsler Intelligence Scales are somewhat inconsistent across normal and pathological samples. To study specific clinical groups, such as developmentally disabled persons, it is useful to examine the factor structure in appropriate samples. A factor analysis was carried out using the principal component method and the Varimax orthogonal rotation on the Wechsler Adult Intelligence Scale (WAIS-R) in a sample of 203 developmentally disabled persons, with a mean age of 25 years 4 months. Developmental disability ranged from mild to moderate. Partially contrasting with previous studies on normal samples, results found a two-factor solution. Wechsler's traditional Verbal and Performance scales seems to be more appropriate for this sample than the alternative three-factor solution.

Outcome at 3 years of age in a population-based cohort of extremely preterm infants.

PubMed

De Groote, Isabel; Vanhaesebrouck, Piet; Bruneel, Els; Dom, Lina; Durein, Isabelle; Hasaerts, Danielle; Laroche, Sabine; Oostra, Ann; Ortibus, Els; Roeyers, Herbert; van Mol, Christine

2007-10-01

To assess health and neurodevelopmental outcome at 3 years of age in neonatal intensive care unit (NICU)-surviving children who were born at 26 or fewer weeks of gestation in a geographically defined region of Belgium from 1999 through 2000. The study included a clinical examination and a standardized neurologic and developmental assessment. Disabilities were defined by international criteria. In 97% (92 of 95) of the children, accurate information on the presence of overall disability could be collected. Thirty-six percent (95% confidence interval [CI] 25-47%) of the formally assessed children (28 of 77) had deficient neuromotor development, with 5% of them showing severe sensory-communicative impairment. Mean (+/-standard deviation) scores on the Mental Developmental Index and Psychomotor Developmental Index were 81.2 (18.8) and 73.2 (17.8), respectively. Seventy percent (95% CI 60-80%) had a mental (Mental Developmental Index) or psychomotor (Psychomotor Developmental Index) impairment or both, assessed to be more than 1 standard deviation below the population mean. Mental and psychomotor outcome did not differ significantly when compared according to either gestational age, gender, or multiple birth (all P>.05). When either minor central dysfunction or cerebral palsy was not taken into account, normal mental development was recorded in 62% of the subjects. The cumulative of poor outcome (ie, disability- or prematurity-related death) among the 95 infants discharged alive was estimated to be 58% (95% CI 48-68%), representing 25 (26%) mildly-to-moderately disabled and 28 (29%) severely disabled toddlers, including two infants whose postdischarge deaths were directly related to prematurity. The average developmental outcome is poor in children born as extremely preterm infants. Finding early predictors of adverse outcome is a major challenge.

Social Skill Instruction for the Developmentally Disabled: A Generalizability Problem.

ERIC Educational Resources Information Center

Monroe, Don; And Others

A social curriculum package was developed for use in adjustment training centers that serve developmentally disabled clients over the age of 16 years. The curriculum features two different instructional styles (verbal instruction and role play) for nine task areas: (1) seeking attention, (2) complying, (3) telling the truth, (4) expressing…

Relationship between Intellectual Status and Reading Skills for Developmentally Disabled Children.

ERIC Educational Resources Information Center

Bloom, Allan; And Others

1981-01-01

For 80 developmentally disabled children (ages 6-10), scores on the Woodcock Reading Mastery Tests correlated moderately and significantly with IQ. Abstract reading skills correlated more fully with WISC-R Full Scale IQ than did concrete skills. The emotional importance of concrete learning patterns to these children is noted. (Author/SJL)

Personal Care Services Utilization by Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Harrington, Charlene; Kang, Taewoon

2010-01-01

This study examined factors associated with the use of personal care services (PCS) and the amount of authorized hours in California in 2004-2005. Of those Medicaid-eligible individuals with developmental disabilities living at home, 31% received PCS. When we controlled for client need, gender, and age, individuals who were Asian/Pacific…

The Effect of Lighting on the Behavior of Children Who Are Developmentally Disabled.

ERIC Educational Resources Information Center

Shapiro, Michele; Roth, Dana; Marcus, Angela

2001-01-01

A study examined the behavior of 8 Israeli children (ages 2-4) with developmental disabilities and maladaptive behavior who were exposed to direct lighting with unshielded standard fluorescent lamps vs. indirect diffuse full spectrum fluorescent lamps. The duration of adaptive behaviors was significantly higher under the indirect lighting.…

Speech-Generating Devices versus Manual Signing for Children with Developmental Disabilities

ERIC Educational Resources Information Center

van der Meer, Larah; Kagohara, Debora; Achmadi, Donna; O'Reilly, Mark F.; Lancioni, Giulio E.; Sutherland, Dean; Sigafoos, Jeff

2012-01-01

We compared speed of acquisition and preference for using a speech-generating device (SGD) versus manual signing (MS) as augmentative and alternative communication (AAC) options. Four children with developmental disabilities (DD), aged 5-10 years, were taught to request preferred objects using an iPod[R]-based SGD and MS. Intervention was…

Visual Attention and Academic Performance in Children with Developmental Disabilities and Behavioural Attention Deficits

ERIC Educational Resources Information Center

Kirk, Hannah E.; Gray, Kylie; Riby, Deborah M.; Taffe, John; Cornish, Kim M.

2017-01-01

Despite well-documented attention deficits in children with intellectual and developmental disabilities (IDD), distinctions across types of attention problems and their association with academic attainment has not been fully explored. This study examines visual attention capacities and inattentive/hyperactive behaviours in 77 children aged 4 to…

Theory of Mind "Emotion", Developmental Characteristics and Social Understanding in Children and Adolescents with Intellectual Disabilities

ERIC Educational Resources Information Center

Thirion-Marissiaux, Anne-Francoise; Nader-Grosbois, Nathalie

2008-01-01

Patterns of development of ToM-emotion abilities in intellectually disabled (ID) children and typically developing (TD) children matched on their developmental age were investigated. The links between cognition, language, social understanding and ToM-emotion abilities were examined. EDEI-R (Perron-Borelli, M. (1996). "Echelles Differentielles…

Theory of Mind "Beliefs", Developmental Characteristics and Social Understanding in Children and Adolescents with Intellectual Disabilities

ERIC Educational Resources Information Center

Thirion-Marissiaux, Anne-Francoise; Nader-Grosbois, Nathalie

2008-01-01

Patterns of development of ToM belief abilities in intellectually disabled (ID) children and typically developing (TD) children matched on their developmental age were investigated. The links between cognition, language, social understanding and ToM belief abilities were examined. EDEI-R [Perron-Borelli M. (1996). "Echelles Differentielles…

The Effects of Psychopathology on the Pain Expression of Children and Youth with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Breau, Lynn M.; Camfield, Carol S.

2011-01-01

Behavioral pain assessment is possible for children and youth with intellectual and developmental disabilities (IDD). However, pain behavior is often misinterpreted as reflecting psychopathology. We examined whether psychopathology alters pain behavior. Caregivers of 123 children (56 girls ages 40 to 258 months) completed the Non-Communicating…

Associations between Fracture Incidence and Use of Depot Medroxyprogesterone Acetate and Anti-Epileptic Drugs in Women with Developmental Disabilities

PubMed Central

Lentz, Martha J.; Cain, Kevin C.

2007-01-01

Purpose To evaluate any association between incidence of osteoporotic fractures and use of depot medroxyprogesterone acetate (DMPA) and/or anti-epileptic drugs (AEDs) among women and girls with developmental disabilities. Methods Cross-sectional population–based observational study of all non-institutionalized females with developmental disabilities age thirteen and older who received fee-for-service Medicaid in Washington State during 2002 (N=6773), using administrative data. Main Findings In a sample of 6,773 females, 140 women (2%) had an osteoporotic fracture during 2002. Among 340 users of DMPA, 13 (3.8%) had an osteoporotic fracture with an odds ratio of 2.4 (CI 95%, 1.3–4.4) for fracture compared to non-users. Among 1909 users of AEDs, 60 (3.1%) had an osteoporotic fracture with an odds ratio of 1.9 (CI 95%, 1.3–2.6) for fracture compared to non-users. We controlled for age and race (as Caucasian or non-Caucasian). Conclusions Use of either AEDs or DMPA by women with developmental disabilities is associated with significantly increased incidence of fracture. Women and girls who have developmental disabilities may be poor candidates for DMPA use due to increased risk of fractures. Further research is indicated (1) to determine the specific risks profile of DMPA for this population, (2) to explore alternative means of managing significant menstrual problems and contraceptive needs in this population and (3) to screen current and previous users of DMPA and chronic users of AEDs for osteoporosis risk, regardless of age. PMID:17188217

The Nature of Interactions between Students with Severe Disabilities and Their Friends and Acquaintances without Disabilities.

ERIC Educational Resources Information Center

Grenot-Scheyer, Marquita

1994-01-01

This study of 20 elementary-school children with severe disabilities examined differences in their interactions with friends without disabilities compared with interactions with acquaintances without disabilities. Friends and acquaintances did not differ in developmental level, language age, functional movement, or social competence. Group…

Descriptors of Friendship between Secondary Students with and without Autism or Intellectual and Developmental Disability

ERIC Educational Resources Information Center

Rossetti, Zachary

2015-01-01

This article reports findings from an interpretevist, qualitative study exploring the connections and dynamics of friendship among three groups of secondary school-aged young adults. Each group included an individual with autism or intellectual and developmental disabilities who had extensive or pervasive support needs, and at least one high…

U.S. Emergency Department Admissions for Nontraumatic Dental Conditions for Individuals with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Chi, Donald L.; Masterson, Erin E.; Wong, Jacqueline J.

2014-01-01

The authors hypothesized that individuals with intellectual and developmental disabilities (IDDs) are more likely to have an emergency department (ED) admission for nontraumatic dental conditions (NTDCs). The authors analyzed 2009 U.S. National Emergency Department Sample data and ran logistic regression models for children ages 3-17 years and…

Correspondence between Video CD-ROM and Community-Based Job Preferences for Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Ellerd, David A.; Morgan, Robert L.; Salzberg, Charles L.

2006-01-01

This study examined correspondence in selections of job preference across a video CD-ROM assessment program, community jobs observed during employment site visits, and photographs of employment sites. For 20 participants ages 18 - 22 with developmental disabilities, the video CD-ROM program was initially administered to identify preferred jobs,…

Health Profile of Aging Family Caregivers Supporting Adults with Intellectual and Developmental Disabilities at Home

ERIC Educational Resources Information Center

Yamaki, Kiyoshi; Hsieh, Kelly; Heller, Tamar

2009-01-01

The health status of 206 female caregivers supporting adults with intellectual and developmental disabilities at home was investigated using objective (i.e., presence of chronic health conditions and activity limitations) and subjective (i.e., self-perceived health status) health measures compared with those of women in the general population in 2…

Assessing Emotional and Behavioral Problems in Children with Intellectual Disability: Revisiting the Factor Structure of the Developmental Behaviour Checklist.

ERIC Educational Resources Information Center

Dekker, Marielle C.; Nunn, Russell J.; Einfeld, Stewart E.; Tonge, Bruce J.; Koot, Hans M.

2002-01-01

Analysis of parent and teacher Developmental Behavior Checklist (DBC) ratings on a combined sample of 1,536 Dutch and Australian children (ages 3-22) with mild to profound intellectual disabilities produced five subscales: Disruptive/Antisocial, Self-Absorbed, Communication Disturbance, Anxiety, and Social Relating. Internal consistency of the…

The Relationship Between Speech, Language, and Phonological Awareness in Preschool-Age Children With Developmental Disabilities.

PubMed

Barton-Hulsey, Andrea; Sevcik, Rose A; Romski, MaryAnn

2018-05-03

A number of intrinsic factors, including expressive speech skills, have been suggested to place children with developmental disabilities at risk for limited development of reading skills. This study examines the relationship between these factors, speech ability, and children's phonological awareness skills. A nonexperimental study design was used to examine the relationship between intrinsic skills of speech, language, print, and letter-sound knowledge to phonological awareness in 42 children with developmental disabilities between the ages of 48 and 69 months. Hierarchical multiple regression was done to determine if speech ability accounted for a unique amount of variance in phonological awareness skill beyond what would be expected by developmental skills inclusive of receptive language and print and letter-sound knowledge. A range of skill in all areas of direct assessment was found. Children with limited speech were found to have emerging skills in print knowledge, letter-sound knowledge, and phonological awareness. Speech ability did not predict a significant amount of variance in phonological awareness beyond what would be expected by developmental skills of receptive language and print and letter-sound knowledge. Children with limited speech ability were found to have receptive language and letter-sound knowledge that supported the development of phonological awareness skills. This study provides implications for practitioners and researchers concerning the factors related to early reading development in children with limited speech ability and developmental disabilities.

Known for My Strengths: Positive Traits of Transition-Age Youth With Intellectual Disability and/or Autism

ERIC Educational Resources Information Center

Carter, Erik W.; Boehm, Thomas L.; Biggs, Elizabeth E.; Annandale, Naomi H.; Taylor, Courtney E.; Loock, Aimee K.; Liu, Rosemary Y.

2015-01-01

Can young people with intellectual and developmental disabilities be known for their strengths? This mixed-method study explored the strengths of 427 youth and young adults with intellectual disability and/or autism (ages 13-21) from the vantage point of their parents. Using the Assessment Scale for Positive Character Traits-Developmental…

Exploring the meaning of parental involvement in physical education for students with developmental disabilities.

PubMed

An, Jihoun; Hodge, Samuel R

2013-04-01

The purpose of this phenomenological inquiry was to explore the experiences and meaning of parental involvement in physical education from the perspectives of the parents of students with developmental disabilities. The stories of four mothers of elementary aged children (3 boys, 1 girl), two mothers and one couple (mother and father) of secondary-aged youth (1 girl, 2 boys) with developmental disabilities, were gathered by using interviews, photographs, school documents, and the researcher's journal. Bronfenbrenner's (2005) ecological system theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from thematic analysis: being an advocate for my child, understanding the big picture, and collaborative partnerships undeveloped in GPE. The findings lend additional support to the need for establishing collaborative partnerships in physical education between home and school environments (An & Goodwin, 2007; Tekin, 2011).

The use of the Bayley Scales of Infant and Toddler Development III with clinical populations: a preliminary exploration.

PubMed

Milne, Susan; McDonald, Jenny; Comino, Elizabeth J

2012-02-01

In response to concerns that the Bayley Scales of Infant and Toddler Development III (BSIDIII) underestimate delay in clinical populations, this study explores developmental quotient scores as an alternative to composite scores for these children. One hundred and twenty-two children aged ≤42 months, referred for diagnosis of developmental disability from January 2007 to May 2010, were assessed, and their composite and developmental quotient scores on each scale were compared. Composite scores identified only 22% (cognitive), 27% (motor), and 47.5% (language) of children as having a developmental disability. Developmental quotient scores were significantly lower than composite scores, giving rates of developmental disability of 56.6% (cognitive), 48.4% (motor), and 74.6% (language) and more closely matching both clinical impressions of delay and the proportions of those children who were also delayed on standardized tests of adaptive function.

Developmental Defects of Enamel in Children with Intellectual Disability.

PubMed

Erika, Vesna; Modrić; Verzak, Željko; Karlović, Zoran

2016-03-01

To investigate the frequency of developmental defects of enamel (DDE) in children with intellectual disability. Children aged 5-18 years (72 children with intellectual disabilities and 72 controls) were included in the study. All the teeth were screened for developmental defects of enamel using the modified Developmental defects of enamel (mDDE) index. Out of the 72 children with intellectual disabilities in this study, 20 (27.78%) presented dental defects of enamel, compared with 8 (11.11%) of those in the control group, which was considered statistically significant (p = 0.021). The majority of children in both groups had white demarcated opacities. Children in both groups were more likely to have maxillary teeth affected than the mandibular teeth and the asymmetrical demarcated enamel defects were more common than the symmetric ones. Majority of opacities in children in both groups were on the maxillary incisors. Children with intellectual disabilities have more developmental defects of enamel than children in the control group. Enamel defects increase caries risk and cause reduction in enamel mechanical properties leading to restoration failures.

CDC Kerala 5: Developmental therapy clinic experience--use of Child Development Centre grading for motor milestones.

PubMed

Nair, M K C; Resmi, V R; Krishnan, Rajee; Harikumaran Nair, G S; Leena, M L; Bhaskaran, Deepa; George, Babu; Russell, Paul Swamidhas Sudhakar

2014-12-01

To document the experiences of the intervention given to children who attended the developmental therapy clinic of Child Development Centre (CDC) Kerala, a specialized clinic for providing developmental intervention/therapy for babies less than two years with developmental delay/disability. All the babies referred to this speciality clinic from developmental screening/evaluation clinics of CDC were registered in the clinic and re-evaluation was done using CDC grading for head holding, sitting, standing, Amiel Tison passive angles, and Trivandrum Developmental Screening Chart (TDSC) 0-2 y. Out of a total of 600 consecutive babies below 2 y with developmental delay/disability referred to developmental therapy clinic, on comparing the test results at enrollment and after 6 mo of intervention, a statistically significant reduction was observed (i) in the 2-4 mo age group with regard to abnormal TDSC (25.5%), (ii) in the 4-8 mo age group with regard to abnormal head holding grade (87.1%) and abnormal TDSC (19.4%), (iii) in the 8-12 mo age group, with regard to abnormal sitting grade (71.7%) and (iv) in the above 12 mo age group with regard to abnormal sitting grade (35.3%) and abnormal standing grade (78.8%). The experience of organizing the developmental intervention/therapy clinic at CDC Kerala has shown that therapy services by developmental therapists in a centre and supportive therapy by mother at home is useful in improving the developmental status of children with developmental delay.

Clinical utility of an array comparative genomic hybridization analysis for Williams syndrome.

PubMed

Yagihashi, Tatsuhiko; Torii, Chiharu; Takahashi, Reiko; Omori, Mikimasa; Kosaki, Rika; Yoshihashi, Hiroshi; Ihara, Masahiro; Minagawa-Kawai, Yasuyo; Yamamoto, Junichi; Takahashi, Takao; Kosaki, Kenjiro

2014-11-01

To reveal the relation between intellectual disability and the deleted intervals in Williams syndrome, we performed an array comparative genomic hybridization analysis and standardized developmental testing for 11 patients diagnosed as having Williams syndrome based on fluorescent in situ hybridization testing. One patient had a large 4.2-Mb deletion spanning distally beyond the common 1.5-Mb intervals observed in 10/11 patients. We formulated a linear equation describing the developmental age of the 10 patients with the common deletion; the developmental age of the patient with the 4.2-Mb deletion was significantly below the expectation (developmental age = 0.51 × chronological age). The large deletion may account for the severe intellectual disability; therefore, the use of array comparative genomic hybridization may provide practical information regarding individuals with Williams syndrome. © 2014 Japanese Teratology Society.

"I just had to be flexible and show good patience": management of interactional approaches to enact mentoring roles by peer mentors with developmental disabilities.

PubMed

Schwartz, Ariel E; Kramer, Jessica M

2017-06-08

Peer mentoring may be an effective approach for fostering skill development for mentors and mentees with developmental disabilities. However, little is known about how mentors with developmental disabilities perceive and enact their roles. (1) How do young adults with developmental disabilities describe their role as a peer mentor in the context of instrumental peer mentoring? (2) How do they enact their perceived roles? Thematic analysis of semi-structured reflections completed by six mentors with developmental disabilities (ages 17-35) with multiple mentoring experiences. Mentors perceived themselves as professionals with a primary role of teaching, and for some mentoring relationships, a secondary role of developing an interpersonal relationship. To enact these roles, mentors used a supportive interactional approach characterized by actions such as encouragement and sharing examples and dispositions, such as flexibility and patience. Mentors monitored mentee learning and engagement within the mentoring session and, as needed, adjusted their approach to optimize mentee learning and engagement. To successfully manage their interactional approach, mentors used supports such as peer mentoring scripts, tip sheets, and supervisors. While mentors reported several actions for teaching, they may benefit from training to learn approaches to facilitate more consistent development of interpersonal relationships. Implications for Rehabilitation Peer mentoring may be an effective approach for fostering skill development for young adult mentors and mentees with developmental disabilities. In this study, young adult peer mentors with developmental disabilities perceived themselves as professionals with a primary role of teaching and a secondary role of developing an interpersonal relationship. Peer mentors used actions and dispositions that matched their perceived roles and supported mentees with developmental disabilities to engage in instrumental mentoring. With supports and training, young adults with developmental disabilities can successfully execute the complex relational and teaching tasks required of peer mentoring.

Post-Partum Depression Effect on Child Health and Development.

PubMed

Abdollahi, Fatemeh; Rezai Abhari, Farideh; Zarghami, Mehran

2017-02-01

While studies have shown the disastrous effects of post-partum depression (PPD) on children's behaviors, there is relatively lack of reliable data in Asian countries. This study examined the relative significance of maternal PPD in children's developmental disabilities at age four. In a longitudinal study design (2009), 1801 pregnant women attending in primary health centers of Mazandaran province in the north of Iran provided self-reports of depression from two to twelve postpartum weeks using Edinburgh Postnatal Depression Scale (EPDS). Approximately four years later, the women experiencing PPD and twice as the ones who did not experience this disorder were considered as case (N=204) and control (N=467) groups. The association between maternal depression at different times and childhood developmental disabilities based on Ages and Stages Questionnaire (ASQ) and other health problems reported by the child were analyzed using two-sample t-test, chi-square test, and logistic regression models. The presence of PPD only was not a predictor of child's developmental disabilities at age four. Childhood developmental disabilities in communication, gross motor and personal-social domains of ASQ were associated with the current and concurrent maternal depressive symptoms (OR=2.59, 95% CI=1.16-5.78; OR=4.34, 95% CI=2.10-8.96; OR=5.66, 95% CI=1.94-16.54 and OR=3.35, 95% CI=1.31-8.58; OR=4.15, 95% CI=2.72-13.87; OR=6.17, 95% CI=1.95-19.53 respectively). PPD, the current depressive symptoms, and depression at both occasions were associated with more health problems in children. Childhood developmental disabilities in some domains of ASQ were significantly related to the maternal depression chronicity or recurrence. Also, child's difficulties were more prevalent in association with maternal depression regardless of onset time.

Family support and intergenerational caregiving: report from the State of the Science in Aging with Developmental Disabilities Conference.

PubMed

Heller, Tamar; Factor, Alan

2008-07-01

This article summarizes the proceedings of the Family Support and Intergenerational Caregiving work group that was part of the "State of the Science in Aging with Developmental Disabilities: Charting Lifespan Trajectories and Supportive Environments for Healthy Living" symposium. The aim was to provide a research and policy agenda that would result in a better social, health, and economic well being for adults with intellectual and developmental disabilities and family caregivers. Key issues addressed were (1) demographic challenges; (2) long-term outcomes, poverty and cultural minority status; (3) interdependent roles of family members; and (4) family support policies and practices. The group identified the following major gaps in knowledge that need to be included in a future research agenda: data on the demography of families, including information on cultural minorities and families living in poverty; research on the interdependent roles of various family members in providing support to each other, including siblings, grandparents, and the person with disabilities; and development and assessment of models for providing supports to families and that bridge the aging and disability networks. The outcomes of this recommended research agenda will result in progressive policies and culturally sensitive supports that will improve the health, social, and economic well-being of adults with I/DD and their families.

Social Inclusion--the Next Step: User-Friendly Strategies to Promote Social Interaction and Peer Acceptance of Children with Disabilities

ERIC Educational Resources Information Center

Batchelor, Denise; Taylor, Heather

2005-01-01

Research tells us that children with developmental disabilities and delays have reduced social interaction and reduced social acceptance by other children in comparison with their same-aged peers within early childhood settings. The consequence of this is that these children have limited access to the possible developmental opportunities within…

Rhythm and Motor Ability in Developmentally Disabled Children.

ERIC Educational Resources Information Center

Liemohn, Wendell

The purpose of this study was to investigate the relationship between a developmentally disabled child's ability to perform (a) a simple rhythmic task, and (b) a series of gross and fine motor tasks. The subjects of this study were 77 boys aged 65 months (5.416 years) to 174 months (14.5 years). All were classified as educable mentally retarded,…

Timing of First Dental Checkup for Newly Medicaid-Enrolled Children with an Intellectual or Developmental Disability

ERIC Educational Resources Information Center

Chi, Donald L.; Momany, Elizabeth T.; Jones, Michael P.; Kuthy, Raymond; Damiano, Peter C.

2012-01-01

We compared the extent to which having an intellectual or developmental disability was associated with rates at which Iowa Medicaid-enrolled children ages 3 to 8 had first dental checkups after an initial dental examination. We hypothesized that these children would have later first dental checkups than would children without an intellectual or…

Global Perspective on Early Diagnosis and Intervention for Children with Developmental Delays and Disabilities

ERIC Educational Resources Information Center

Scherzer, Alfred L.; Chhagan, Meera; Kauchali, Shuaib; Susser, Ezra

2012-01-01

Low- and middle-income countries are experiencing a significant reduction in mortality of children under 5 years of age. This reduction is bringing in its wake large numbers of surviving children with developmental delays and disabilities. Very little attention has been paid to these children, most of whom receive minimal or no support. Thus,…

Financial Well-Being of US Parents Caring for Coresident Children and Adults with Developmental Disabilities: An Age Cohort Analysis

ERIC Educational Resources Information Center

Parish, Susan L.; Rose, Roderick A.; Swaine, Jamie G.

2010-01-01

Background: Understanding how financial well-being changes through the life course of caregiving parents of children with developmental disabilities is critically important. Methods: We analyse SIPP (U.S. Census Bureau) data to describe income poverty, asset poverty, income, net worth, and liquid assets of US parents (N = 753) of children with…

Carer Reports of Health Status among Adults with Intellectual/Developmental Disabilities in Taiwan Living at Home and in Institutions

ERIC Educational Resources Information Center

Wang, K.-Y.; Hsieh, K.; Heller, T.; Davidson, P. W.; Janicki, M. P.

2007-01-01

Background: The aim of the present study was to assess the health status of a cohort of adults with intellectual/developmental disabilities (I/DD) residing in family homes or institutions in Taiwan and to examine whether morbidity varied with age, sex, existing diagnosis [Down syndrome (DS), seizures, cerebral palsy (CP), intellectual disability…

Using nursing intervention classification in an advance practice registered nurse-led preventive model for adults aging with developmental disabilities.

PubMed

Hahn, Joan Earle

2014-09-01

To describe the most frequently reported and the most central nursing interventions in an advance practice registered nurse (APRN)-led in-home preventive intervention model for adults aging with developmental disabilities using the Nursing Intervention Classification (NIC) system. A descriptive data analysis and a market basket analysis were conducted on de-identified nominal nursing intervention data from two home visits conducted by nurse practitioners (NPs) from October 2010 to June 2012 for 80 community-dwelling adults with developmental disabilities, ages 29 to 68 years. The mean number of NIC interventions was 4.7 in the first visit and 6.0 in the second visit and last visit. NPs reported 45 different intervention types as classified using a standardized language, with 376 in Visit One and 470 in Visit Two. Approximately 85% of the sample received the Health education intervention. The market basket analysis revealed common pairs, triples, and quadruple sets of interventions in this preventive model. The NIC nursing interventions that occurred together repeatedly were: Health education, Weight management, Nutrition management, Health screening, and Behavior management. Five NIC interventions form the basis of an APRN-led preventive intervention model for individuals aging with lifelong disability, with health education as the most common intervention, combined with interventions to manage weight and nutrition, promote healthy behaviors, and encourage routine health screening. Less frequently reported NIC interventions suggest the need to tailor prevention to individual needs, whether acute or chronic. APRNs employing prevention among adults aging with developmental disabilities must anticipate the need to focus on health education strategies for health promotion and prevention as well as tailor and target a patient-centered approach to support self-management of health to promote healthy aging in place. These NIC interventions serve not only as a guide for planning preventive interventions, but for designing nursing curricula to reduce health disparities among people with varying learning needs. © 2014 Sigma Theta Tau International.

Aging among Persons with Intellectual Disability in Israel in Relation to Type of Residence, Age, and Etiology

ERIC Educational Resources Information Center

Lifshitz, Hefziba; Merrick, Joav

2004-01-01

This study was conducted to compare aging phenomena of persons with intellectual and developmental disability (ID) aged 40 years and older living in community residence (N=65) with those living with their families (N=43) in Jerusalem, Israel. All 108 persons and care givers were interviewed to ascertain health problems, sensory impairment,…

Access to services, quality of care, and family impact for children with autism, other developmental disabilities, and other mental health conditions.

PubMed

Vohra, Rini; Madhavan, Suresh; Sambamoorthi, Usha; St Peter, Claire

2014-10-01

This cross-sectional study examined perceived access to services, quality of care, and family impact reported by caregivers of children aged 3-17 years with autism spectrum disorders, as compared to caregivers of children with other developmental disabilities and other mental health conditions. The 2009-2010 National Survey of Children with Special Health Care Needs was utilized to examine the association between child's special needs condition and three outcomes (N = 18,136): access to services (difficulty using services, difficulty getting referrals, lack of source of care, and inadequate insurance coverage), quality of care (lack of care coordination, lack of shared decision making, and no routine screening), and family impact (financial, employment, and time-related burden). Multivariate logistic regressions were performed to compare caregivers of children with autism spectrum disorders to caregivers of children with developmental disabilities (cerebral palsy, Down syndrome, developmental delay, or intellectual disability), mental health conditions (attention deficit hyperactivity disorder, anxiety, behavioral/conduct problems, or depression), or both developmental disabilities and mental health conditions. Caregivers of children with autism spectrum disorders were significantly more likely to report difficulty using services, lack of source of care, inadequate insurance coverage, lack of shared decision making and care coordination, and adverse family impact as compared to caregivers of children with developmental disabilities, mental health conditions, or both. © The Author(s) 2013.

Diagnostic Utility of the Pervasive Developmental Disorder Behavior Inventory

ERIC Educational Resources Information Center

Reel, Kristy H.; Lecavalier, Luc; Butter, Eric; Mulick, James A.

2012-01-01

This study assessed the diagnostic utility of the Pervasive Developmental Disorder Behavior Inventory (PDDBI) in a sample of 84 children aged 3-12 years of age. Forty-two children with ASD were individually matched on age and non-verbal IQ to 42 children with other disabilities and groups were compared on PDDBI subscales and total score. Results…

Neurologic and developmental disability after extremely preterm birth. EPICure Study Group.

PubMed

Wood, N S; Marlow, N; Costeloe, K; Gibson, A T; Wilkinson, A R

2000-08-10

Small studies show that many children born as extremely preterm infants have neurologic and developmental disabilities. We evaluated all children who were born at 25 or fewer completed weeks of gestation in the United Kingdom and Ireland from March through December 1995 at the time when they reached a median age of 30 months. Each child underwent a formal assessment by an independent examiner. Development was evaluated with use of the Bayley Scales of Infant Development, and neurologic function was assessed by a standardized examination. Disability and severe disability were defined by predetermined criteria. At a median age of 30 months, corrected for gestational age, 283 (92 percent) of the 308 surviving children were formally assessed. The mean (+/-SD) scores on the Bayley Mental and Psychomotor Developmental Indexes, referenced to a population mean of 100, were 84+/-12 and 87+/-13, respectively. Fifty-three children (19 percent) had severely delayed development (with scores more than 3 SD below the mean), and a further 32 children (11 percent) had scores from 2 SD to 3 SD below the mean. Twenty-eight children (10 percent) had severe neuromotor disability, 7 (2 percent) were blind or perceived light only, and 8 (3 percent) had hearing loss that was uncorrectable or required aids. Overall, 138 children had disability (49 percent; 95 percent confidence interval, 43 to 55 percent), including 64 who met the criteria for severe disability (23 percent; 95 percent confidence interval, 18 to 28 percent). When data from 17 assessments by local pediatricians were included, 155 of the 314 infants discharged (49 percent) had no disability. Severe disability is common among children born as extremely preterm infants.

Initial evaluation of the effects of an environmental-focused problem-solving intervention for transition-age young people with developmental disabilities: Project TEAM.

PubMed

Kramer, Jessica M; Helfrich, Christine; Levin, Melissa; Hwang, I-Ting; Samuel, Preethy S; Carrellas, Ann; Schwartz, Ariel E; Goeva, Aleksandrina; Kolaczyk, Eric D

2018-03-12

Project TEAM (Teens making Environment and Activity Modifications) teaches transition-age young people with developmental disabilities, including those with co-occurring intellectual or cognitive disabilities, to identify and resolve environmental barriers to participation. We examined its effects on young people's attainment of participation goals, knowledge, problem-solving, self-determination, and self-efficacy. We used a quasi-experimental, repeated measures design (initial, outcome, 6-week follow-up) with two groups: (1) Project TEAM (28 males, 19 females; mean age 17y 6mo); and (2) goal-setting comparison (21 males, 14 females; mean age 17y 6mo). A matched convenience sample was recruited in two US states. Attainment of participation goals and goal attainment scaling (GAS) T scores were compared at outcome. Differences between groups for all other outcomes were analyzed using linear mixed effects models. At outcome, Project TEAM participants demonstrated greater knowledge (estimated mean difference: 1.82; confidence interval [CI]: 0.90, 2.74) and ability to apply knowledge during participation (GAS: t[75]=4.21; CI: 5.21, 14.57) compared to goal-setting. While both groups achieved significant improvements in knowledge, problem-solving, and self-determination, increases in parent reported self-determination remained at 6-week follow-up only for Project TEAM (estimated mean difference: 4.65; CI: 1.32, 7.98). Significantly more Project TEAM participants attained their participation goals by follow-up (Project TEAM=97.6%, goal-setting=77.1%, p=0.009). Both approaches support attainment of participation goals. Although inconclusive, Project TEAM may uniquely support young people with developmental disabilities to act in a self-determined manner and apply an environmental problem-solving approach over time. Individualized goal-setting, alone or during Project TEAM (Teens making Environment and Activity Modifications) appears to support attainment of participation goals. Project TEAM appears to support young people with developmental disabilities to apply an environmental problem-solving approach to participation barriers. Parents of young people with developmental disabilities report sustained changes in self-determination 6 weeks after Project TEAM. © 2018 Mac Keith Press.

Improving Physical Fitness of Individuals with Intellectual and Developmental Disability through a Virtual Reality Intervention Program

ERIC Educational Resources Information Center

Lotan, Meir; Yalon-Chamovitz, Shira; Weiss, Patrice L.

2009-01-01

Individuals with intellectual and developmental disabilities (IDD) are in need of effective physical fitness training programs. The aim was to test the effectiveness of a Virtual Reality (VR)-based exercise program in improving the physical fitness of adults with IDD. A research group (N = 30; mean age = 52.3 plus or minus 5.8 years; moderate IDD…

Access to Services, Quality of Care, and Family Impact for Children with Autism, Other Developmental Disabilities, and Other Mental Health Conditions

ERIC Educational Resources Information Center

Vohra, Rini; Madhavan, Suresh; Sambamoorthi, Usha; St Peter, Claire

2014-01-01

This cross-sectional study examined perceived access to services, quality of care, and family impact reported by caregivers of children aged 3-17 years with autism spectrum disorders, as compared to caregivers of children with other developmental disabilities and other mental health conditions. The 2009-2010 National Survey of Children with…

"Shutting the World Out": An Interpretative Phenomenological Analysis Exploring the Paternal Experience of Parenting a Young Adult with a Developmental Disability

ERIC Educational Resources Information Center

Thackeray, Lisa A.; Eatough, Virginia

2018-01-01

Background: An in-depth exploration of the experience of midlife fathers of developmentally disabled young adults (aged 19-32 years) was motivated by a dearth of research in this area (McKnight, "PsyPAG Quarterly," 94, 2015, 10). Method: Five fathers participated in semi-structured interviews which were subjected to interpretative…

Prevalence of Autism Spectrum Disorders: Autism and Developmental Disabilities Monitoring Network, United States, 2006. Morbidity and Mortality Weekly Report. Surveillance Summaries. Volume 58, Number SS-10

ERIC Educational Resources Information Center

Rice, Catherine

2009-01-01

Problem/Condition: Autism spectrum disorders (ASDs) are a group of developmental disabilities characterized by atypical development in socialization, communication, and behavior. ASDs typically are apparent before age 3 years, with associated impairments affecting multiple areas of a person's life. Because no biologic marker exists for ASDs,…

The Effects of Constant Time Delay Embedded into Teaching Activities for Teaching the Names of Clothes for Preschool Children with Developmental Disabilities

ERIC Educational Resources Information Center

Odluyurt, Serhat

2011-01-01

The general purpose of this study was to examine the effectiveness of constant time delay embedded in activities for teaching clothes name for preschool children with developmental disabilities. This study included four participants having Down syndrome with an age range of 43-46 months. All experimental sessions were conducted in one to one…

Prevalence of Autism Spectrum Disorders: Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States, 2008. Morbidity and Mortality Weekly Report. Surveillance Summaries. Volume 61, Number 3

ERIC Educational Resources Information Center

Baio, Jon

2012-01-01

Problem/Condition: Autism spectrum disorders (ASDs) are a group of developmental disabilities characterized by impairments in social interaction and communication and by restricted, repetitive, and stereotyped patterns of behavior. Symptoms typically are apparent before age 3 years. The complex nature of these disorders, coupled with a lack of…

The Effectiveness of a Group Triple P with Chinese Parents Who Have a Child with Developmental Disabilities: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Leung, Cynthia; Fan, Angel; Sanders, Matthew R.

2013-01-01

The study examined the effectiveness of Group Triple P, a Level 4 variant of the Triple P multilevel system of parenting support, with Chinese parents who had a preschool aged child with a developmental disability, using randomized controlled trial design. Participants (Intervention group: 42; Waitlist Control group: 39) completed measures on…

The Effects of Mnemonic Interventions on Academic Outcomes for Youth with Disabilities: A Systematic Review

ERIC Educational Resources Information Center

Wolgemuth, Jennifer R.; Cobb, R. Brian; Alwell, Morgen

2008-01-01

The relationship between mnemonic instruction and academic performance for secondary-school-age youth with disabilities was explored in this systematic review. A total of 20 studies intervening with 669 youth with learning disabilities, emotional and behavioral disorders, and mild developmental disabilities were reviewed. The findings of this…

Otitis Media in Young Children with Disabilities.

ERIC Educational Resources Information Center

Zeisel, Susan A.; Roberts, Joanne E.

2003-01-01

This study examined the prevalence of otitis media with effusion (OME) in 14 children (ages 8-66 months) with developmental disabilities attending center-based childcare. Although younger children had more OME than older children, children with Down syndrome had the highest incidence of OME regardless of age. Implications of OME for fluctuating…

Effects of Symptoms of Comorbid Psychopathology on Challenging Behaviors among Atypically Developing Infants and Toddlers as Assessed with the Baby and Infant Screen for Children with Autism Traits (BISCUIT)

ERIC Educational Resources Information Center

Matson, Johnny L.; Mahan, Sara; Sipes, Megan; Kozlowski, Alison M.

2010-01-01

Comorbid psychopathology and challenging behaviors often occur among persons with developmental disabilities. However, little attention to this issue has been reported in young children. In this study, individuals 17 through 36 months of age with varying diagnoses, such as intellectual disability, developmental delay, and Down syndrome, among…

Child Adjustment and Parent Efficacy Scale-Developmental Disability (CAPES-DD): First psychometric evaluation of a new child and parenting assessment tool for children with a developmental disability.

PubMed

Emser, Theresa S; Mazzucchelli, Trevor G; Christiansen, Hanna; Sanders, Matthew R

2016-01-01

This study examined the psychometric properties of the Child Adjustment and Parent Efficacy Scale-Developmental Disability (CAPES-DD), a brief inventory for assessing emotional and behavioral problems of children with developmental disabilities aged 2- to 16-years, as well as caregivers' self-efficacy in managing these problems. A sample of 636 parents participated in the study. Children's ages ranged from 2 to 15. Exploratory and confirmatory factor analyses supported a 21-item, three-factor model of CAPES-DD child adjustment with 13 items describing behavioral (10 items) and emotional (3 items) problems and 8 items describing prosocial behavior. Three additional items were included due to their clinical usefulness and contributed to a Total Problem Score. Factor analyses also supported a 16-item, one factor model of CAPES-DD self-efficacy. Psychometric evaluation of the CAPES-DD revealed scales had satisfactory to very good internal consistency, as well as very good convergent and predictive validity. The instrument is to be in the public domain and free for practitioners and researchers to use. Potential uses of the measure and implications for future validation studies are discussed. Copyright © 2015 Elsevier Ltd. All rights reserved.

Differential Associations between Sensory Response Patterns and Language, Social, and Communication Measures in Children with Autism or Other Developmental Disabilities

PubMed Central

Watson, Linda R.; Patten, Elena; Baranek, Grace T.; Poe, Michele; Boyd, Brian A.; Freuler, Ashley; Lorenzi, Jill

2012-01-01

Purpose Examine patterns of sensory responsiveness (i.e., hyperresponsiveness, hyporesponsiveness, and sensory seeking) as factors that may account for variability in social-communicative symptoms of autism and variability in language, social, and communication skill development in children with autism or other developmental disabilities. Method Children with autistic disorder (AD; n = 72, mean age = 52.3 months) and other developmental disabilities (DD; n = 44, mean age = 48.1 months) participated in a protocol measuring sensory response patterns, social-communicative symptoms of autism, and language, social, and communication skills. Results Hyporesponsiveness was positively associated with social-communicative symptom severity, with no significant group difference in the association. Hyperresponsiveness was not significantly associated with social-communicative symptom severity. A group difference emerged for sensory seeking and social-communicative symptom severity, with a positive association for the AD group only. For the two groups of children combined, hyporesponsiveness was negatively associated with language skills and social adaptive skills. Sensory seeking also was negatively associated with language skills. These associations did not differ between the two groups. Conclusions Aberrant sensory processing may play an important role in the pathogenesis of autism and other developmental disabilities, as well as in the rate of acquisition of language, social, and communication skills. PMID:21862675

The Internet as Social Support for Older Carers of Adults with Intellectual Disabilities

ERIC Educational Resources Information Center

Perkins, Elizabeth A.; LaMartin, Kimberly M.

2012-01-01

Social support is a potentially powerful mediator of well-being for family carers. Given that social engagement often decreases with age, the Internet broadens the opportunities for aging carers of individuals with intellectual and developmental disabilities (I/DD) to provide support to one another. This article reviews what constitutes social…

The direct support workforce in community supports to individuals with developmental disabilities: issues, implications, and promising practices.

PubMed

Hewitt, Amy; Larson, Sheryl

2007-01-01

Difficulties in finding, keeping, and ensuring the competence of the direct support workforce in community developmental disability services has long been a challenge for individuals, families, providers, and policy makers. Direct support staff recruitment, retention, and competence are widely reported as one of the most significant barriers to the sustainability, growth, and quality of community services for people with developmental disabilities (ANCOR [2001] State of the states report. Alexandria, VA: ANCOR; Colorado Department of Human Services, [2000] Response to Footnote 106 of the FY 2001 appropriations long bill: Capacity of the community services systems for persons with developmental disabilities in Colorado; Hewitt [2000] Dynamics of the workforce crisis. Presentation at the NASDDDS Fall meeting. Alexandria, VA). While long in existence, these challenges are ones of growing concern because the number of people demanding community services is increasing and the population of people from which to recruit workers is declining (Office of the Assistant Secretary for Planning and Evaluation [2006] The supply of direct support professionals serving individuals with intellectual disabilities and other developmental disabilities: Report to Congress. Washington, DC: Office of Disability, Aging and Long-Term Care Policy, ASPE, U.S. Department of Health and Human Services). As the service system moves towards consumer direction, managed care, and more noncategorical service delivery systems, the difficulties of providing for an adequate and well-prepared workforce to support people with developmental disabilities becomes more complex and multifaceted. The solutions to those challenges are also more complex. This article reviews the literature regarding the complexity of the direct support workforce crisis, the effects of this crisis on various stakeholder groups, promising practices designed to address the challenges, and the related practice and policy implications. (c) 2007 Wiley-Liss, Inc.

Child and adolescent psychiatry leadership in public mental health, child welfare, and developmental disabilities agencies.

PubMed

Zachik, Albert A; Naylor, Michael W; Klaehn, Robert L

2010-01-01

Child and adolescent psychiatrists are in a unique position to provide administrative and clinical leadership to public agencies. In mental health, services for children and adolescents in early childhood, school, child welfare, and juvenile justice settings, transition-aged youth programs, workforce development, family and youth leadership programs, and use of Medicaid waivers for home- and community-based service system development are described. In child welfare, collaboration between an academic child psychiatry department and a state child welfare department is described. In developmental disabilities, the role of the child and adolescent psychiatrist administrator is described providing administrative leadership, clinical consultation, quality review, and oversight of health and behavioral health plans for persons with developmental disabilities.

Coping and Psychological Health of Aging Parents of Adult Children With Developmental Disabilities

PubMed Central

Piazza, Vivian E.; Floyd, Frank J.; Mailick, Marsha R.; Greenberg, Jan S.

2015-01-01

Among aging parents (mean age = 65, N = 139) of adults with developmental disabilities, we examined the effectiveness of multiple forms of coping with caregiver burden. As expected, accommodative strategies of adapting to stress (secondary engagement), used frequently in later life, buffered the impact of caregiver burden, whereas disengagement and distraction strategies exacerbated the effects of burden on depression symptoms. Most effects were similar for mothers and fathers, and all coping strategies, including active strategies to reduce stress (primary engagement), had greater effects for the parents with co-resident children. Vulnerability to caregiver burden was greatest when the aging parents with co-resident children used disengagement and distraction coping, but those who used engagement coping were resilient. PMID:24679353

Epidemiology of fractures in people with severe and profound developmental disabilities

USGS Publications Warehouse

Glick, N.R.; Fischer, M.H.; Heisey, D.M.; Leverson, G.E.; Mann, D.C.

2005-01-01

Fractures are more prevalent among people with severe and profound developmental disabilities than in the general population. In order to characterize the tendency of these people to fracture, and to identify features that may guide the development of preventive strategies, we analyzed fracture epidemiology in people with severe and profound developmental disabilities who lived in a stable environment. Data from a 23-year longitudinal cohort registry of 1434 people with severe and profound developmental disabilities were analyzed to determine the effects of age, gender, mobility, bone fractured, month of fracture, and fracture history upon fracture rates. Eighty-five percent of all fractures involved the extremities. The overall fracture rate increased as mobility increased. In contrast, femoral shaft fracture risk was substantially higher in the least mobile [relative risk (RR), 10.36; 95% confidence interval (CI), 3.29-32.66] compared with the most mobile group. Although the overall fracture rate was not associated with age, the femoral shaft fractures decreased but hand/foot fractures increased with age. Overall fracture risk declined in August and September (RR, 0.70; 95% CI, 0.55-0.89), being especially prominent for tibial/fibular fractures (RR, 0.31; 95% CI, 0.13-0.70). Gender was not a factor in fracture risk. Two primary fracture mechanisms are apparent: one, largely associated with lack of weight-bearing in people with the least mobility, is exemplified by femoral fractures during non-traumatic events as simple as diapering or transfers; the other, probably due to movement- or fall-related trauma, is exemplified by hand/foot fractures in people who ambulate. The fracture experience of people with severe and profound developmental disabilities is unique and, because it differs qualitatively from postmenopausal osteoporosis, may require population-specific methods for assessing risk, for improving bone integrity, and for reduction of falls and accidents. ?? International Osteoporosis Foundation and National Osteoporosis Foundation 2004.

The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities.

PubMed

Houwen, Suzanne; Visser, Linda; van der Putten, Annette; Vlaskamp, Carla

2016-01-01

It is generally agreed that cognitive and language development are dependent on the emergence of motor skills. As the literature on this issue concerning children with developmental disabilities is scarce, we examined the interrelationships between motor, cognitive, and language development in children with intellectual and developmental disabilities (IDD) and compared them to those in children without IDD. In addition, we investigated whether these relationships differ between children with different levels of cognitive delay. Seventy-seven children with IDD (calendar age between 1;0 and 9;10 years; mean developmental age: 1;8 years) and 130 typically developing children (calendar age between 0;3 and 3;6 years; mean developmental age: 1;10 years) were tested with the Dutch Bayley Scales of Infant and Toddler Development, Third Edition, which assesses development across three domains using five subscales: fine motor development, gross motor development (motor), cognition (cognitive), receptive communication, and expressive communication (language). Results showed that correlations between the motor, cognitive, and language domains were strong, namely .61 to .94 in children with IDD and weak to strong, namely .24 to .56 in children without IDD. Furthermore, the correlations showed a tendency to increase with the severity of IDD. It can be concluded that both fine and gross motor development are more strongly associated with cognition, and consequently language, in children with IDD than in children without IDD. The findings of this study emphasize the importance of early interventions that boost both motor and cognitive development, and suggest that such interventions will also enhance language development. Copyright © 2016 Elsevier Ltd. All rights reserved.

The effectiveness of a Group Triple P with Chinese parents who have a child with developmental disabilities: a randomized controlled trial.

PubMed

Leung, Cynthia; Fan, Angel; Sanders, Matthew R

2013-03-01

The study examined the effectiveness of Group Triple P, a Level 4 variant of the Triple P multilevel system of parenting support, with Chinese parents who had a preschool aged child with a developmental disability, using randomized controlled trial design. Participants (Intervention group: 42; Waitlist Control group: 39) completed measures on child behaviour, parental stress, dysfunctional discipline styles and parental conflict before and after program completion by the Intervention group. Intervention group participants also completed these same measures six months after program completion. Compared to the Waitlist Control group, parents receiving Group Triple P reported significantly lower levels of child behaviour problems, parental stress, dysfunctional discipline style and parental conflict scores. The Intervention group participants maintained their gains six months after program completion. The results provided promising evidence for the Level 4 Group Triple P as an effective intervention program for Chinese parents who have preschool aged children with developmental disabilities. Copyright © 2012 Elsevier Ltd. All rights reserved.

Family-Centered Early Intervention for Infants and Toddlers with Disabilities

ERIC Educational Resources Information Center

Tomasello, Nicole M.; Manning, Amy R.; Dulmus, Catherine N.

2010-01-01

Almost 300,000 children in the United States from birth to 3 years of age are affected by a developmental disability. Disabilities have a lasting effect on a child's development and, in turn, may have a psychosocial impact on the child's family. In addition, the limitations of a child with a disability are often related to family members' stress,…

Developmental Dyslexia and Widespread Activation across the Cerebellar Hemispheres

ERIC Educational Resources Information Center

Baillieux, Hanne; Vandervliet, Everhard J. M.; Manto, Mario; Parizel, Paul M.; De Deyn, Peter P.; Marien, Peter

2009-01-01

Developmental dyslexia is the most common learning disability in school-aged children with an estimated incidence of five to ten percent. The cause and pathophysiological substrate of this developmental disorder is unclear. Recently, a possible involvement of the cerebellum in the pathogenesis of dyslexia has been postulated. In this study, 15…

Gross Motor Development of Malaysian Hearing Impaired Male Pre- and Early School Children

ERIC Educational Resources Information Center

Zawi, Khairi; Lian, Denise Koh Choon; Abdullah, Rozlina Tan

2014-01-01

Acquisition of gross motor skill is a natural developmental process for children. This aspect of human development increases with one's chronological age, irrespective of any developmental conditions. The purpose of this study was to assess the level of gross motor skill development among pre- and early school-aged children with motor disability.…

34 CFR 300.8 - Child with a disability.

Code of Federal Regulations, 2010 CFR

2010-07-01

... development, communication development, social or emotional development, or adaptive development; and (2) Who... means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance...

Follow-Up Study of Reading Achievement in Learning Disabled Children.

ERIC Educational Resources Information Center

Gottesman, Ruth L.

Forty-three learning disabled children referred initially between ages 7 and 14 years to a medical outpatient clinic for developmentally disabled children were evaluated and followed for a period of 5 to 7 years after which their level of academic achievement was reassessed. Initial evaluation included pediatric, neurological and developmental…

Active Aging for Individuals with Intellectual Disability: Meaningful Community Participation through Employment, Retirement, Service, and Volunteerism

ERIC Educational Resources Information Center

Fesko, Sheila Lynch; Hall, Allison Cohen; Quinlan, Jerrilyn; Jockell, Catherine

2012-01-01

As individuals with intellectual and developmental disabilities become more engaged in community employment, it will be critical to consider how their employment experience changes as they age. Similar to other seniors, individuals will need to consider whether they want to maintain their employment, reduce their work commitment, or retire…

Aging curve of neuromotor function by pronation and supination of forearms using three-dimensional wireless acceleration and angular velocity sensors.

PubMed

Kaneko, M; Okui, H; Hirakawa, G; Ishinishi, H; Katayama, Y; Iramina, K

2012-01-01

We have developed an evaluation system for pronation and supination of forearms. The motion of pronation and supination of the forearm is used as a diagnosis method of developmental disability, etc. However, this diagnosis method has a demerit in which diagnosis results between doctors are not consistent. It is hoped that a more quantitative and simple evaluation method is established. Moreover it is hoped a diagnostic criteria obtained from healthy subjects can be established to diagnose developmental disorder patients. We developed a simple and portable evaluation system for pronation and supination of forearms. Three-dimensional wireless acceleration and angular velocity sensors are used for this system. In this study, pronation and supination of forearms of 570 subjects (subjects aged 6-12, 21-100) were examined. We could obtain aging curves in the neuromotor function of pronation and supination. These aging curves obtained by our developed system, has the potential to become diagnostic criteria for a developmental disability, etc.

Cutoffs, Norms, and Patterns of Comorbid Difficulties in Children with Developmental Disabilities on the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT-Part 2)

ERIC Educational Resources Information Center

Matson, Johnny L.; Fodstad, Jill C.; Mahan, Sara

2009-01-01

Behavioral symptoms of comorbid psychopathology of 651 children 17-37 months of age who were at risk for developmental disabilities were studied using the BISCUIT-Part 2. In Study 1, norms and cutoff scores were established for this new scale on this sample. In Study 2, frequency of response on the 52 items measured was reported. Problems in…

Unmet Health Services Needs Among US Children with Developmental Disabilities: Associations with Family Impact and Child Functioning.

PubMed

Lindly, Olivia J; Chavez, Alison E; Zuckerman, Katharine E

To determine associations of unmet needs for child or family health services with (1) adverse family financial and employment impacts and (2) child behavioral functioning problems among US children with autism spectrum disorder (ASD), developmental delay (DD), and/or intellectual disability (ID). This was a secondary analysis of parent-reported data from the 2009 to 2010 National Survey of Children with Special Health Care Needs linked to the 2011 Survey of Pathways to Diagnosis and Services. The study sample (n = 3,518) represented an estimated 1,803,112 US children aged 6 to 17 years with current ASD, DD, and/or ID (developmental disabilities). Dependent variables included adverse family financial and employment impacts, as well as child behavioral functioning problems. The independent variables of interest were unmet need for (1) child health services and (2) family health services. Multivariable logistic regression models were fit to examine associations. Unmet need for child and family health services, adverse family financial and employment impacts, and child behavioral functioning problems were prevalent among US children with developmental disabilities. Unmet needs were associated with an increased likelihood of adverse family employment and financial impacts. Unmet needs were associated with an increased likelihood of child behavioral functioning problems the following year; however, this association was not statistically significant. Unmet needs are associated with adverse impacts for children with developmental disabilities and their families. Increased access to and coordination of needed health services following ASD, DD, and/or ID diagnosis may improve outcomes for children with developmental disabilities and their families.

Sibling Caregivers of People With Intellectual and Developmental Disabilities: Sociodemographic Characteristics and Material Hardship Prevalence.

PubMed

Sonik, Rajan A; Parish, Susan L; Rosenthal, Eliana S

2016-10-01

In growing numbers, people with intellectual and developmental disabilities are outliving their parents, or at least their parents' ability to care for them. Consequently, adult siblings without intellectual and developmental disabilities are increasingly taking on primary caregiving responsibilities. However, adult siblings have received little study generally, and sibling caregivers have received even less. We used nationally representative data from the Survey of Income and Program Participation (SIPP) to describe the social characteristics and material hardship levels of sibling caregivers, in comparison to the general working age adult population. This study finds moderate material hardship to be pervasive among sibling caregivers, though extreme levels of hardship are possibly being abated somewhat through public benefit programs. Implications for greater service needs are discussed.

Causes of death of patients in an institution for the developmentally disabled.

PubMed

Blisard, K S; Martin, C; Brown, G W; Smialek, J E; Davis, L E; McFeeley, P J

1988-11-01

The causes of death of 53 severely to profoundly developmentally disabled patients who died in an intermediate care facility were reviewed. Respiratory disease, predominantly pneumonia and aspiration, accounted for 72% of deaths. Seven patients died of nonrespiratory causes, and in 8 patients, no cause of death could be determined, even after a complete autopsy or investigation. The median age at death was 20 years. The weights of these patients' organs at autopsy were lower than those for normal individuals of the same age. The lifespan of these severely impaired individuals continues to be significantly shortened, even with improved methods of care.

Variation by Disability in State Predictors of Medicaid 1915C Waiver Use and Expenditures

ERIC Educational Resources Information Center

Miller, Nancy A.; Kitchener, Martin; Elder, Keith T.; Kang, Yu; Rubin, Andrea; Harrington, Charlene

2005-01-01

Purpose: States are increasingly using the Medicaid 1915c waiver program to provide community-based long-term care. A substantially greater share of long-term-care dollars supports community-based care for individuals with intellectual and developmental disabilities, relative to older and working-age persons with primarily physical disabilities.…

The Enjoyment of Formal and Informal Recreation and Leisure Activities: A Comparison of School-Aged Children with and without Physical Disabilities

ERIC Educational Resources Information Center

King, Gillian; Petrenchik, Theresa; Law, Mary; Hurley, Patricia

2009-01-01

Despite the fairly extensive literature on the developmental benefits of youth's participation in organised, out-of-school activities, little is known about the participation of school-aged children with physical disabilities in formal recreation and leisure activities, both in comparison with their participation in informal activities and with…

The impact of menstruation in adolescents with disabilities related to cerebral palsy.

PubMed

Zacharin, Margaret; Savasi, Ingrid; Grover, Sonia

2010-07-01

Information regarding menstrual difficulties for adolescents with developmental disabilities and their families is limited. To assess the impact of menstruation on adolescents with developmental disabilities and their families, and to compare this to previously reported experiences of age-matched normal girls. Families of girls aged 12-18 years with known disabilities, attending the Royal Children's Hospital, Melbourne, were recruited into a questionnaire based study evaluating issues of menstruation and associated problems, together with the consequent psychological, social and emotional impact on their families and carers. Information was sought regarding menstrual management strategies, outcome satisfaction and specific areas of family concern. 103 questionnaires were completed. The average age of participating girls was 15.11 years, mean menarchal age 12.3 years. 79 girls were postmenarchal. The severity of menstrual problems was similar to a normal population. 59 (76%) were happy with the impact of menses on their social activities. More than 50% sought menstrual advice before menarche. Advice seeking strongly correlated with disability severity (p=0.01) and impact of menses on social activities (p=0.01), which in turn were highly predictive of seeking assistance (p=0.005). Carer satisfaction with current management inversely correlated with treatment seeking behaviour (p=0.034). Menstrual characteristics in this population are similar to those without disabilities. There is a high level of parental anxiety regarding the impact of menses, particularly when disability is severe. Medical therapies may be required but information for families is lacking. Clinicians should play a proactive and educational role with families and adolescents with disabilities.

REPLICATIONS AND EXTENSIONS IN AROUSAL ASSESSMENT FOR SEX OFFENDERS WITH DEVELOPMENTAL DISABILITIES

PubMed Central

Reyes, Jorge R; Vollmer, Timothy R; Hall, Astrid

2011-01-01

Three adult male sex offenders with developmental disabilities participated in phallometric assessments that involved repeated measures of arousal when exposed to various stimuli. Arousal assessment outcomes were similar to those obtained by Reyes et al. (2006). Additional data-analysis methods provided further information about sexual preferences, thus replicating and extending previous research. The results provide preliminary data for establishing a preference gradient by age. Implications for the use of repeated measures and preference gradients in arousal assessments are discussed. PMID:21709795

Chronic Overeating without Obesity in Children with Developmental Disabilities: Description of a New Syndrome.

ERIC Educational Resources Information Center

Ayoob, Keith-Thomas; And Others

1994-01-01

Thirteen children (ages 3.1 to 5.2 years) referred for developmental delay and excessive eating (without obesity) were evaluated. Commonalities included being in foster care, prenatal drug exposure, and abnormally withdrawn and/or aggressive behavior. (Author/DB)

Developmental dyscalculia.

PubMed

Shalev, Ruth S

2004-10-01

Developmental dyscalculia is a specific learning disability affecting the normal acquisition of arithmetic skills. Genetic, neurobiologic, and epidemiologic evidence indicates that dyscalculia, like other learning disabilities, is a brain-based disorder. However, poor teaching and environmental deprivation have also been implicated in its etiology. Because the neural network of both hemispheres comprises the substrate of normal arithmetic skills, dyscalculia can result from dysfunction of either hemisphere, although the left parietotemporal area is of particular significance. The prevalence of developmental dyscalculia is 5 to 6% in the school-aged population and is as common in girls as in boys. Dyscalculia can occur as a consequence of prematurity and low birthweight and is frequently encountered in a variety of neurologic disorders, such as attention-deficit hyperactivity disorder (ADHD), developmental language disorder, epilepsy, and fragile X syndrome. Developmental dyscalculia has proven to be a persisting learning disability, at least for the short term, in about half of affected preteen pupils. Educational interventions for dyscalculia range from rote learning of arithmetic facts to developing strategies for solving arithmetic exercises. The long-term prognosis of dyscalculia and the role of remediation in its outcome are yet to be determined.

Self-Determined Goal Selection and Planning by Students with Disabilities across Grade Bands and Disability Categories

ERIC Educational Resources Information Center

Kleinert, Jane O'Regan; Harrison, Elizabeth; Mills, Karen Rose; Dueppen, Brittney M.; Trailor, Ann Michelle

2014-01-01

The purpose of this study was to analyze a large data base of self-selected/self-determined goals developed by students aged 7-21 that had developmental disabilities. Data included 288 goals developed by 205 students involved in the Kentucky Youth Advocacy Project. Students, teachers, Speech/Language pathologists and families utilized the Self…

The Effects of Relationship Focused Intervention on Korean Parents and Their Young Children with Disabilities

ERIC Educational Resources Information Center

Kim, Jeong Mee; Mahoney, Gerald

2005-01-01

This study was conducted to examine the impact of Relationship Focused Intervention (RFI) on a sample of Korean mothers and their preschool-aged children with disabilities. Subjects were 18 mothers of children with developmental problems (ages 3-8 years). Ten of these mothers were assigned to an RFI Treatment group and eight to a No RFI Control…

Attentional Bias and the Development of Cerebral Dominance in Normal and Learning Disabled Children.

ERIC Educational Resources Information Center

Hynd, George W.; And Others

The magnitude of the dichotic right ear advantage was assessed in 48 normal and 48 learning disabled (LD) children (mean age 8.3 years). Ss were matched according to age, sex, and handedness. An analysis of results indicated a significant right ear advantage in both the normal and LD children, but revealed no developmental trend for either group.…

Impact of Mid-Life Symptoms of Alcoholism on the Health and Wellbeing of Aging Parents of Adults with Disabilities.

PubMed

Ghosh, Subharati; Ha, Jung-Hwa; Pai, Manacy; Essenfeld, Harper; Park, Sang Min

2016-01-01

The study examined the effect of adult children's disability on parents' physical health in later life and the extent to which parents' symptoms of alcoholism in mid-life moderates the link between children's disability and later life parental health. Analyses are based on data from the Wisconsin Longitudinal Study. The analytic sample included parents of children with developmental disabilities (n = 145) or mental health problems (n = 200) and 2,432 parents of unaffected children. The results showed that the negative health consequences in later life of having a child with a developmental disability were greater for those who showed more symptoms of alcoholism in mid-life. However, symptoms of alcoholism in mid-life did not significantly moderate the impact of an adult child's mental health problems on parents' later life physical health. The findings suggest a potential area where gerontological social workers could intervene, given the negative impact of symptoms of alcoholism on the health of aging parents of children with a disability who may be significantly more susceptible to the negative health impacts of alcohol compared to their younger counterparts.

National health surveillance of adults with disabilities, adults with intellectual and developmental disabilities, and adults with no disabilities.

PubMed

Havercamp, Susan M; Scott, Haleigh M

2015-04-01

People with disabilities experience worse health and poorer access to health care compared to people without disability. Large-scale health surveillance efforts have largely excluded adults with intellectual and developmental disability. This study expands knowledge of health status, health risks and preventative health care in a representative US sample comparing the health of adults with no disability to adults with intellectual and developmental disability and to adults with other types of disability. The purposes of this study were (1) to identify disparities between adults with intellectual and developmental disability and adults with no disability and (2) compare this pattern of disparities to the pattern between adults with other types of disability and adults without disability. This study compares health status, health risks and preventative health care in a national sample across three groups of adults: No Disability, Disability, and Intellectual and Developmental Disability. Data sources were the 2010 Behavior Risk Factor Surveillance Survey and the National Core Indicators Consumer Survey. Adults with disability and with intellectual and developmental disability were more likely to report being in poor health compared to adults without disability. Disability and intellectual and developmental disability conferred unique health risks and health care utilization patterns. Significant disparities in health and health care utilization were found for adults with disability and developmental disability relative to adults without disability. Disability training for health care providers and health promotion research that identifies disability as a demographic group is needed. Copyright © 2015 Elsevier Inc. All rights reserved.

From Nonissue to Healthcare Crisis: A Historical Review of Aging and Dying With an Intellectual and Developmental Disability.

PubMed

McGinley, Jacqueline M

2016-04-01

Individuals with intellectual and developmental disabilities are living unprecedentedly longer lives primarily due to the long-term benefits of the deinstitutionalization movement and widespread improvements in health outcomes. However, the consequences of this protracted aging process are significant, complex, and often poor not only for the individuals and their caregivers but for the mainstream healthcare community. This article will explore, utilizing a constructionist perspective, how these challenges evolved from a nonissue to an impending crisis in less than 25 years. Additionally, present-day efforts by researchers, policymakers, and practitioners to address these challenges will be explored and recommendations will be made for future directions.

Age and Gender Differences in the Well-Being of Midlife and Aging Parents with Children with Mental Health or Developmental Problems: Report of a National Study

ERIC Educational Resources Information Center

Ha, Jung-Hwa; Hong, Jinkuk; Seltzer, Marsha Mailick; Greenberg, Jan S.

2008-01-01

Using data from the Study of Midlife in the United States (MIDUS), this article examines: (1) the effect of having children with developmental or mental health problems on parents mental and physical health, (2) the extent to which this effect varies by parental age and gender, and (3) the effects of disability-related factors on the well-being of…

45 CFR 1386.30 - State plan requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... and inclusion into the community of individuals with developmental disabilities. Direct service..., DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS Federal Assistance to State Developmental Disabilities Councils...

Mother-Child Interaction and Resilience in Children with Early Developmental Risk

PubMed Central

Fenning, Rachel M.; Baker, Jason K.

2014-01-01

Although prenatal and genetic factors make strong contributions to the emergence of intellectual disability (ID), children's early environment may have the potential to alter developmental trajectories and to foster resilience in children with early risk. The present study examined mother-child interaction and the promotion of competence in 50 children with early developmental delays. Three related but distinct aspects of mother-child interaction were considered: maternal technical scaffolding, maternal positive-sensitivity, and mother-child dyadic pleasure. Children were classified as exhibiting undifferentiated delays at age three based upon performance on developmental assessments and the absence of known genetic syndromes. Mother-child interaction was assessed at age four through observational ratings of structured laboratory tasks and through naturalistic home observations. ID was identified at age five using the dual criteria of clinically significant delays in cognitive functioning and adaptive behavior. Maternal technical scaffolding and dyadic pleasure each uniquely predicted reduced likelihood of later ID, beyond the contributions of children's early developmental level and behavioral functioning. Follow-up analyses suggested that mother-child interaction was primarily important to resilience in the area of adaptive behavior, with scaffolding and dyadic pleasure differentially associated with particular sub-domains. Implications for theories of intellectual disability and for family-based early intervention and prevention efforts are discussed. PMID:22662771

Participation Patterns of Preschool Children With Intellectual Developmental Disabilities.

PubMed

Gilboa, Yafit; Fuchs, Reut

2018-04-01

We aim to examine the pattern of participation of children with intellectual developmental disabilities (IDD) or global developmental delay (GDD) in comparison with typically developing preschoolers. In addition, to identify environmental and personal factors associated with their participation, 20 children with mild to moderate GDD or IDD, and 24 age- and gender-matched controls, aged 3 to 6 years, were assessed using the Assessment of Preschool Children's Participation and the Environmental Restriction Questionnaire. Significant differences were found between the groups, both for general scales of participation and for each activity area. For the IDD/GDD group, participation was significantly negatively correlated with environmental restrictions at home. For the control group, participation was correlated with demographic variables. Typically developing children participate at a higher frequency and in a more diverse range of activities compared with children with IDD/GDD. Associations between participation and contextual factors varied depending on the child's health condition.

Health disparities among adults with developmental disabilities, adults with other disabilities, and adults not reporting disability in North Carolina.

PubMed

Havercamp, Susan M; Scandlin, Donna; Roth, Marcia

2004-01-01

The purposes of this study were (1) to identify disparities between adults with developmental disabilities and non-disabled adults in health and medical care, and (2) to compare this pattern of disparities to the pattern of disparities between adults with other disabilities and adults without disabilities. The authors compared data on health status, health risk behaviors, chronic health conditions, and utilization of medical care across three groups of adults: No Disability, Disability, and Developmental Disability. Data sources were the 2001 North Carolina Behavioral Risk Factor Surveillance System and the North Carolina National Core Indicators survey. Adults with developmental disabilities were more likely to lead sedentary lifestyles and seven times as likely to report inadequate emotional support, compared with adults without disabilities. Adults with disabilities and developmental disabilities were significantly more likely to report being in fair or poor health than adults without disabilities. Similar rates of tobacco use and overweight/obesity were reported. Adults with developmental disabilities had a similar or greater risk of having four of five chronic health conditions compared with non-disabled adults. Significant medical care utilization disparities were found for breast and cervical cancer screening as well as for oral health care. Adults with developmental disabilities presented a unique risk for inadequate emotional support and low utilization of breast and cervical cancer screenings. Significant disparities in health and medical care utilization were found for adults with developmental disabilities relative to non-disabled adults. The National Core Indicators protocol offers a sound methodology to gather much-needed surveillance information on the health status, health risk behaviors, and medical care utilization of adults with developmental disabilities. Health promotion efforts must be specifically designed for this population.

Upper-Limb Rehabilitation With Adaptive Video Games for Preschool Children With Developmental Disabilities.

PubMed

Hsieh, Hsieh-Chun; Lin, Hung-Yu; Chiu, Wen-Hsin; Meng, Ling Fu; Liu, Chun Kai

2015-01-01

This study used a novel device to make video games accessible to children with developmental disabilities (DD) by modifying the training software and interfaces to enhance motor training. In the pretest-posttest design, 20 children (13 boys, 7 girls; mean age=5.2 yr) with DD received adaptive upper-limb motor rehabilitation consisting of fifteen 30-min individual sessions 3 times per week for 5 wk. Improvement in Beery-Buktenica Developmental Test of Visual Motor Integration and Peabody Developmental Motor Scales, Second Edition, scores for children with DD indicated significant differences between pretest and posttest. The rehabilitation device modified for the needs of children with DD is effective in improving visual-motor performance of children with DD. Copyright © 2015 by the American Occupational Therapy Association, Inc.

Marriage, Separation and Beyond: A Longitudinal Study of Families of Children with Intellectual and Developmental Disabilities in a Norwegian Context.

PubMed

Tøssebro, Jan; Wendelborg, Christian

2017-01-01

This study addresses family structure in families raising a child with disabilities in Norway. The aims are to add to the literature on termination of parental relationships and to explore family research topics that are rarely discussed in disability research, such as cohabitation versus marriage and repartnering. Longitudinal survey data on families of children with intellectual and developmental disabilities who were born 1993-1995 were compared with register data on all families of same-aged children (five waves 1999-2012). Parents of children with disabilities had slightly lower termination rates and formalized their partnerships earlier. Furthermore, the rate of repartnering among divorced/separated mothers of young children with disabilities was similar to that of other mothers but decreases later in the child's life course. Results support the view that findings diverge and are most likely dependent on context. © 2015 The Authors. Journal of Applied Research in Intellectual Disabilities Published by John Wiley & Sons Ltd.

Authentic Assessment for Early Childhood Intervention Best Practices. The Guilford School Practitioner Series

ERIC Educational Resources Information Center

Bagnato, Stephen J.; Elliott Stephen N., Ed.; Witt, Joseph, C., Ed.

2007-01-01

Meeting a crucial need, this book provides clear recommendations for authentic developmental assessment of children from infancy to age 6, including those with developmental delays and disabilities. It describes principles and strategies for collecting information about children's everyday activities in the home, preschool, and community, which…

Life-Span Developmental Psychology: Non-Normative Life Events. A Review of the Seventh West Virginia University Life-Span Developmental Psychology Conference.

ERIC Educational Resources Information Center

Richardson, Gale A.; Kwiatkowski, Bonnie M.

1981-01-01

Topics covered in this conference included parenting, terminal illness, the birth of severely disabled children, rape and family violence, separation and divorce, and hospitalization, and dealt with a wide range of methodologies and age periods. (Author/RH)

Expectations from different perspectives on future work outcome of young adults with intellectual and developmental disabilities.

PubMed

Holwerda, Anja; Brouwer, Sandra; de Boer, Michiel R; Groothoff, Johan W; van der Klink, Jac J L

2015-03-01

Expectations strongly influence future employment outcomes and social networks seem to mediate employment success of young adults with intellectual and developmental disabilities. The aim of this study is to examine the expectations of young adults with intellectual and developmental disabilities from special needs education, their parents and their school teachers regarding future work and the extent to which these expectations predict work outcome. Data on 341 young adults with intellectual or developmental disabilities, coming from special needs education, aged 17-20 years, and with an ability to work according to the Social Security Institute were examined. The school teacher's expectation was the only perspective that significantly predicted entering competitive employment, with a complementary effect of the expectation of parents and a small additional effect of the expectation of the young adult. Expectations of school teachers and parents are valuable in predicting work outcome. Therefore, it is important for professionals working with the young adult in the transition from school to work to incorporate the knowledge of school teachers and parents regarding the abilities of the young adult to enter competitive employment as a valuable source of information.

Estimulacion Precoz para Ninos Minusvalidos (Early Stimulation for Disabled Children).

ERIC Educational Resources Information Center

Lumpkin, Garren

Written as a first step to improve early stimulation services to developmentally disabled and retarded preschool aged children in Costa Rica, the manual, in Spanish, seeks to attain the following objectives: raise consciousness and understanding of health service personnel, primary and special educators, rehabilitation personnel, and parents;…

Influenza Weekly Surveillance Reports - Delaware Health and Social Services

Science.gov Websites

Department of Health and Social Services (DHSS) DHSS Home Divisions Aging and Adults with Physical Disabilities Child Support Services Delaware Health Care Commission Developmental Disabilities Services Health Care Quality Management Services Medicaid & Medical Assistance Public Health Social Services State

DPH Disease Information: Tuberculosis - Delaware Health and Social Services

Science.gov Websites

Department of Health and Social Services (DHSS) DHSS Home Divisions Aging and Adults with Physical Disabilities Child Support Services Delaware Health Care Commission Developmental Disabilities Services Health Care Quality Management Services Medicaid & Medical Assistance Public Health Social Services State

DPH Healthy Living Information: Immunizations - Delaware Health and Social

Science.gov Websites

2018: 103 Department of Health and Social Services (DHSS) DHSS Home Divisions Aging and Adults with Physical Disabilities Child Support Services Delaware Health Care Commission Developmental Disabilities Services Health Care Quality Management Services Medicaid & Medical Assistance Public Health Social

77 FR 37050 - Proposed Data Collections Submitted for Public Comment and Recommendations

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-20

... proficient with diagnosing infants or younger children because children age 5 and younger require a different... Division of Human Development and Disability, located within NCBDDD, promotes the health of babies, children, and adults, with a focus on preventing birth defects and developmental disabilities and...

78 FR 54897 - Agency Information Collection Activities; Proposed Collection; Comment Request; Extension of a...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-06

... (ACL) funds discretionary grants under the Developmental Disabilities Assistance and Bill of Rights Act... DEPARTMENT OF HEALTH AND HUMAN SERVICES Administration for Community Living Agency Information... Disabilities (AIDD) as well as the Older Americans Act, which is administered by the Administration on Aging...

Reciprocity and Social Capital in Sibling Relationships of People with Disabilities

ERIC Educational Resources Information Center

Kramer, John; Hall, Allison; Heller, Tamar

2013-01-01

Sibling relationships are some of the longest-lasting relationships people experience, providing ample opportunities to build connections across the life span. For siblings and people with intellectual and developmental disabilities (IDD), these connections take on an increased significance as their families age and parents can no longer provide…

Language Disorders and Prognosis for Reading Disabilities in Developmental Age.

ERIC Educational Resources Information Center

Levi, Gabriel; And Others

1982-01-01

Reading levels attained by two groups of language-disordered children at the end of the first year of school were compared. Results confirmed the association between reading disability and language disorders, and yielded group differences: reading achievement was associated with semantic and syntactic competencies. (Author/RD)

A descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings.

PubMed

Webster, Amanda A; Carter, Mark

2013-03-01

One of the most commonly cited rationales for inclusive education is to enable the development of quality relationships with typically developing peers. Relatively few researchers have examined the features of the range of relationships that children with developmental disability form in inclusive school settings. Interviews were conducted with 25 children with developmental disability, aged 5 and 12 years, their 3 closest peers, and parents and teachers to examine 6 types of relationships. Behaviours associated with general friendship and acquaintance were the most commonly reported. Few dyads reported high rates of behaviour associated with special treatment, helping, ignoring, or intimate best friend relationships. The relationships of the majority of dyads were characterised by friendship or acceptance, but evidence of more intimate relationships was limited. An important direction for future research is the examination of ways to encourage more intimate relationships.

Dental utilization for adult Medicaid enrollees having intellectual and developmental disabilities (IDD)

PubMed Central

Chalmers, Jane M.; Kuthy, Raymond A.; Momany, Elizabeth T.; Chi, Donald L.; Bacon, Robert A.; Lindgren, Scott D.; Askelson, Natoshia M.; Damiano, Peter C.

2012-01-01

Purpose To determine dental utilization and type of dental services for Medicaid enrolled adults identified as having intellectual and developmental disabilities (IDD). Methods Using Iowa claims data, identified adults who met any of five IDD criteria for inclusion during calendar year 2005. Service utilization rates, including use of preventive dental, routine restorative, and complex restorative services, were determined. Results Approximately 60% of adults with IDD had at least one dental visit in 2005. Of adults with at least one dental visit, 83% received a preventive service, 31% a routine restorative service, and 16% a complex dental service. Those age 65 and older had fewer preventive dental services than other age groups. Conclusion In Iowa, dental utilization for adults 22-64 years of age with IDD was reasonably high (64%) in 2005, but individuals over age 65 had lower utilization (45%). PMID:21235610

The Developmental Trajectory of Self-Injurious Behaviours in Individuals with Prader Willi Syndrome, Autism Spectrum Disorder and Intellectual Disability.

PubMed

Rice, Lauren J; Gray, Kylie M; Howlin, Patricia; Taffe, John; Tonge, Bruce J; Einfeld, Stewart L

2016-02-06

In the present study we examined the nature and developmental trajectory of self-injurious behaviour in Prader Willi syndrome (PWS) and autism spectrum disorder (ASD). The development of interventions is greatly aided by understanding gene to behaviour pathways, and this requires an accurate description of the behaviour phenotype, that is, which types and natural history of self-injurious behaviour are more common in PWS and ASD and which are shared with other forms of developmental disability. Self-injury displayed by individuals with PWS and individuals with ASD was compared with that reported in a group of individuals with intellectual disability due to mixed aetiology (ID group). Three self-injurious behaviours (head banging, skin-picking and hitting and/or biting self) were measured on five occasions over 18 years using the Developmental Behaviour Checklist (DBC) a well-validated caregiver report measure. Rates of skin picking were higher in individuals with PWS and hitting and/or biting self was higher in individuals with ASD compared to the ID group. Rates of head banging were similar across the three groups. Over time, skin-picking and head banging increased with age for individuals with ASD and hitting and/or biting self increased for the PWS group. In the PWS and mixed ID groups head banging decreased with age. These findings suggest that the typology and developmental trajectories of self-injurious behaviours differ between those with PWS and ASD.

The Developmental Trajectory of Self-Injurious Behaviours in Individuals with Prader Willi Syndrome, Autism Spectrum Disorder and Intellectual Disability

PubMed Central

Rice, Lauren J.; Gray, Kylie M.; Howlin, Patricia; Taffe, John; Tonge, Bruce J.; Einfeld, Stewart L.

2016-01-01

In the present study we examined the nature and developmental trajectory of self-injurious behaviour in Prader Willi syndrome (PWS) and autism spectrum disorder (ASD). The development of interventions is greatly aided by understanding gene to behaviour pathways, and this requires an accurate description of the behaviour phenotype, that is, which types and natural history of self-injurious behaviour are more common in PWS and ASD and which are shared with other forms of developmental disability. Self-injury displayed by individuals with PWS and individuals with ASD was compared with that reported in a group of individuals with intellectual disability due to mixed aetiology (ID group). Three self-injurious behaviours (head banging, skin-picking and hitting and/or biting self) were measured on five occasions over 18 years using the Developmental Behaviour Checklist (DBC) a well-validated caregiver report measure. Rates of skin picking were higher in individuals with PWS and hitting and/or biting self was higher in individuals with ASD compared to the ID group. Rates of head banging were similar across the three groups. Over time, skin-picking and head banging increased with age for individuals with ASD and hitting and/or biting self increased for the PWS group. In the PWS and mixed ID groups head banging decreased with age. These findings suggest that the typology and developmental trajectories of self-injurious behaviours differ between those with PWS and ASD. PMID:28933389

Mothers of children with developmental disabilities: stress in early and middle childhood.

PubMed

Azad, Gazi; Blacher, Jan; Marcoulides, George A

2013-10-01

Using a sample of 219 families of children with (n=94) and without (n=125) developmental disabilities, this study examined the longitudinal perspectives of maternal stress in early (ages 3-5) and middle childhood (ages 6-13) and its relationship to mothers' and children's characteristics. Multivariate latent curve models indicated that maternal stress remained high and stable with minimal individual variation in early childhood, but declined with significant individual variation in middle childhood. Maternal stress at the beginning of middle childhood was associated with earlier maternal stress, as well as children's behavioral problems and social skills. The trajectory of maternal stress across middle childhood was related to children's behavioral problems. Implications for interventions are discussed. Copyright © 2013. Published by Elsevier Ltd.

Teaching Play Activities to Preschool Children with Disabilities: The Importance of Developmental Considerations.

ERIC Educational Resources Information Center

Lifter, Karin; And Others

1993-01-01

Three preschool children exhibiting autistic behaviors were taught developmentally appropriate (DA) and age appropriate (AA) pretend play activities. Although DA activities were consistently acquired, activities in the AA category were, in most cases, not acquired and were less likely to be generalized to other activities or toys. (Author/JDD)

Assessing Restrictiveness: A Closer Look at the Foster Care Placements and Perceptions of Youth With and Without Disabilities Aging Out of Care

PubMed Central

Cunningham, Miranda; Dalton, Lawrence D.; Powers, Laurie E.; Geenen, Sarah; Orozco, Claudia Guadalupe

2014-01-01

The aim of the study was to examine the experience of restrictiveness among transition-aged youth with disabilities in foster care. Utilizing a sample of 207 youth, placement types were explored for differences in disability status, race and sex. Further, youth perceptions of restriction around communication, movement around one’s home, and access to the community were examined for youth receiving special education services (SPED), youth receiving developmental disability services (DD), and youth without disabilities. Youth with disabilities were more likely to be placed in more restrictive placement types and had significantly higher levels of perceived restriction around communication, movement, and community when compared to youth without disabilities. Additionally, males with disabilities experienced higher levels of restrictiveness, particularly those who received DD services, while White youth with disabilities also experienced greater community restrictiveness. PMID:24489523

Factors associated with bruxism in children with developmental disabilities.

PubMed

Souza, Valeska Aparecida Fernandes; Abreu, Mauro Henrique Nogueira Guimarães; Resende, Vera Lúcia Silva; Castilho, Lia Silva

2015-01-01

The aim of the present study was to investigate factors associated with bruxism in children aged from 1 to 13 years with developmental disabilities. A total of 389 dental records were examined. The bruxism analyzed was determined based on parental reports. The following variables were also analyzed: gender, age, International Code of Diseases (ICD), mouth breathing, history of gastroesophageal reflux, use of psychotropic drugs, gingival status, reports of xerostomia, hyperkinesis, pacifier use, thumb sucking and involuntary movements. For the purposes of analysis, the individuals were categorized as being with and without bruxism. Variables with a p-value < 0.25 in the bivariate analysis were incorporated into the logistic regression models. Females had a 0.44-fold (95%CI: 0.25 to 0.78) greater chance of exhibiting bruxism than males. Individuals with gastroesophageal reflux had a 2.28-fold (95%CI: 1.03 to 5.02) greater chance of exhibiting bruxism. Individuals with reported involuntary movements had a 2.24-fold (95%CI: 1.19 to 4.24) greater chance of exhibiting bruxism than those without such movements. Exhibiting involuntary movements, the male gender and gastroesophageal reflux are factors associated with bruxism in children with developmental disabilities.

Predicting school readiness from neurodevelopmental assessments at age 2 years after respiratory distress syndrome in infants born preterm.

PubMed

Patrianakos-Hoobler, Athena I; Msall, Michael E; Huo, Dezheng; Marks, Jeremy D; Plesha-Troyke, Susan; Schreiber, Michael D

2010-04-01

To determine whether neurodevelopmental outcomes at the age of 2 years accurately predict school readiness in children who survived respiratory distress syndrome after preterm birth. Our cohort included 121 preterm infants who received surfactant and ventilation and were enrolled in a randomized controlled study of inhaled nitric oxide for respiratory distress syndrome. Abnormal outcomes at the age of 2 years were defined as neurosensory disability (cerebral palsy, blindness, or bilateral hearing loss) or delay (no neurosensory disability but Bayley Scales of Infant Development mental or performance developmental index scores <70). School readiness (assessed at a mean age of 5y 6mo, SD 1y) was determined using neurodevelopmental assessments of motor, sensory, receptive vocabulary, perceptual, conceptual, and adaptive skills. The mean birthweight of the cohort (57 males, 64 females) was 987g (SD 374), and the mean gestational age was 27.3 weeks (SD 2.6). At the age of 2 years, the neurodevelopmental classification was 'disabled' in 11% and 'delayed' in 23%. At the age of 5 years 6 months, intensive special education was required for 11% and some special education for 21%. Disability and delay at the age of 2 years were 92% and 50% predictive of lack of school readiness respectively, whereas only 15% of children who were normal at the age of 2 years were not school ready at the later assessment. Children with delay at 2 years were more likely to need special education if they were socially disadvantaged. Without preschool developmental supports, preterm survivors living in poverty will require more special education services.

Issues in Sexuality for Individuals with Developmental Disabilities: Myths, Misconceptions, and Mistreatment

ERIC Educational Resources Information Center

Irvine, Angela

2005-01-01

The myths and misconceptions surrounding the topic of sexuality and people with developmental disabilities were examined to better understand the detrimental effects they were having on the sexual health of individuals with developmental disabilities. Persons with developmental disabilities are often infantilised and viewed as asexual. This…

Nursing Perspectives on Cancer Screening in Adults with Intellectual and Other Developmental Disabilities

ERIC Educational Resources Information Center

Tyler, Carl V.; Zyzanski, Stephen J.; Panaite, Vanessa; Council, Linda

2010-01-01

Health care disparities have been documented in cancer screenings of adults with intellectual and other developmental disabilities. Developmental disabilities nurses were surveyed to better understand and improve this deficiency. Two thirds of respondents believed that adults with intellectual and developmental disabilities received fewer cancer…

Why Young Children Enter Early Intervention Services. FPG Snapshot. #38

ERIC Educational Resources Information Center

FPG Child Development Institute, 2007

2007-01-01

Part C of the Individuals with Disabilities Education Act (IDEA) provides funding to states to provide services for children from birth to three years of age with developmental delays and disabilities. States have flexibility--and therefore variation--in determining the criteria for eligibility. A study published in the Journal of Policy and…

Emotional and Behavioural Problems in Children with Visual Impairment, Intellectual and Multiple Disabilities

ERIC Educational Resources Information Center

Alimovic, S.

2013-01-01

Background: Children with multiple impairments have more complex developmental problems than children with a single impairment. Method: We compared children, aged 4 to 11 years, with intellectual disability (ID) and visual impairment to children with single ID, single visual impairment and typical development on "Child Behavior Check…

Matching Analysis of Socially Appropriate and Destructive Behavior in Developmental Disabilities

ERIC Educational Resources Information Center

Hoch, John; Symons, Frank J.

2007-01-01

This study examined socially appropriate and destructive behavior in unconstrained natural environments using a matching law analysis (MLA) of real time observational data. The participants were two school-age children and one adult with mild to moderate cognitive disabilities. Event lagged sequential analysis (SQA) provided the obtained rates of…

Perceived Social Acceptance, Theory of Mind and Social Adjustment in Children with Intellectual Disabilities

ERIC Educational Resources Information Center

Fiasse, Catherine; Nader-Grosbois, Nathalie

2012-01-01

Perceived social acceptance, theory of mind (ToM) and social adjustment were investigated in 45 children with intellectual disabilities (ID) compared with 45 typically developing (TD) preschoolers, matched for developmental age assessed by means of the Differential Scales of Intellectual Efficiency-Revised edition (EDEI-R, Perron-Borelli, 1996).…

Predictors of Urgency of Out-of-Home Placement Needs.

ERIC Educational Resources Information Center

Kobe, Frank H.; And Others

1991-01-01

Interviews with 137 primary caregivers with developmentally disabled family members (ages 2-62) on waiting lists for out-of-home placement found that caregiver stress was a significant predictor of the urgency of placement need. Behavior problems of the disabled person were almost as important. Lack of support services was correlated with…

Outcomes for Children Served through IDEA's Early Childhood Programs: 2014-15

ERIC Educational Resources Information Center

Early Childhood Technical Assistance Center, 2016

2016-01-01

In 2014-2015, children with delays or disabilities who received services under the Individuals with Disabilities Act (IDEA) showed greater than expected developmental progress. Many children exited the program functioning within age expectations, and most made progress. States' Part C and Part B Preschool programs report data annually on three…

Authoritative parenting and parental stress in parents of pre-school and older children with developmental disabilities.

PubMed

Woolfson, L; Grant, E

2006-03-01

Rearing a child with a developmental disability is associated with increased parental stress. Theories of stress and adjustment and bi-directional theories of child development suggest that parenting could influence these negative outcomes. Relationships between parenting approaches and stress in parents of children with developmental disabilities (DD) (N = 53) were examined across two age groups, 3-5 years and 9-11 years and compared with a contrast group of typically developing children (TD) (N = 60). Measures used were the Parenting Stress Index-Short Form and Rickel and Biasatti's modification of Block's Child Rearing Practices Report, classified into Baumrind's parenting styles using Reitman and Gross's method. Parents in the older DD group used Authoritative parenting less than parents in the younger DD group, while the opposite developmental pattern was seen in the TD group. Multivariate analysis of variance showed a significant group x parenting style interaction for Parental Distress, Parent-Child Dysfunctional Interaction and Difficult Child. Stress measures were higher for the DD group and seemed to be associated with Authoritative parenting approaches, an effect that was not observed in the TD group. Findings suggest that the well-established effect of group on stress may be moderated by parenting style. Authoritative parenting may be highly stressful for parents of children with DD to implement, resulting in a decrease in its use across the two age groups.

Learning Disabilities in Extremely Low Birth Weight Children and Neurodevelopmental Profiles at Preschool Age.

PubMed

Squarza, Chiara; Picciolini, Odoardo; Gardon, Laura; Giannì, Maria L; Murru, Alessandra; Gangi, Silvana; Cortinovis, Ivan; Milani, Silvano; Mosca, Fabio

2016-01-01

At school age extremely low birth weight (ELBW) and extremely low gestational age (ELGAN) children are more likely to show Learning Disabilities (LDs) and difficulties in emotional regulation. The aim of this study was to investigate the incidence of LDs at school age and to detect neurodevelopmental indicators of risk for LDs at preschool ages in a cohort of ELBW/ELGAN children with broadly average intelligence. All consecutively newborns 2001-2006 admitted to the same Institution entered the study. Inclusion criteria were BW < 1000 g and/or GA < 28 weeks. Exclusion criteria were severe cerebral injuries, neurosensory disabilities, genetic abnormalities, and/or a Developmental Quotient below normal limits (< 1 SD) at 6 years. The presence of learning disabilities at school age was investigated through a parent-report questionnaire at children's age range 9-10 years. Neurodevelopmental profiles were assessed through the Griffiths Mental Development Scales at 1 and 2 years of corrected age and at 3, 4, 5, and 6 years of chronological age and were analyzed comparing two groups of children: those with LDs and those without. At school age 24 on 102 (23.5%) of our ELBW/ELGAN children met criteria for LDs in one or more areas, with 70.8% comorbidity with emotional/attention difficulties. Children with LDs scored significantly lower in the Griffiths Locomotor and Language subscales at 2 years of corrected age and in the Personal-social, Performance and Practical Reasoning subscales at 5 years of chronological age. Our findings suggest that, among the early developmental indicators of adverse school outcome, there is a poor motor experimentation, language delay, and personal-social immaturity. Cognitive rigidity and poor ability to manage practical situations also affect academic attainment. Timely detection of these early indicators of risk is crucial to assist the transition to school.

The History of Legislation and Regulations Related to Children with Developmental Disabilities: Implications for School Nursing Practice Today

ERIC Educational Resources Information Center

Dang, Michelle T.

2010-01-01

A significant number of children in the United States have developmental disabilities. Historically, many children with developmental disabilities were institutionalized and rarely seen in public. Currently, children with developmental disabilities are entitled to education and health-related support services that permit them access to public…

The influence of early intervention, informal support and the family environment on trajectories of competence for fathers raising children with developmental disabilities.

PubMed

Crossman, Morgan K; Parish, Susan L; Hauser-Cram, Penny; Garcia, Dolores Acevedo; Warfield, Marji Erickson

2018-05-21

Scant research disentangles the relationship between parenting competence, early intervention (EI) services, the family environment and informal support among fathers of children with developmental disabilities. (1) To determine the trajectory of parental competence for fathers of children with DD from age 3 to age 15. (2) Controlling for child and family characteristics, determine the main effects of the family environment, informal support, and EI services on paternal competence when their child with a developmental disability was age 3. (3) To determine whether there were lasting effects of the family environment, informal support, and the EI service system on differences in paternal competence over time. This study used multilevel modeling to analyze longitudinal data from 93 American fathers from the Early Intervention Collaborative Study. There was no significant change over time in paternal competence after controlling for various covariates. Fathers who initially reported low levels of competence when their child was three reported continuously lower competence over time. Family relationships, positive supports, and perceived helpfulness of home visits were significant predictors of paternal competence at age three. Implications for programs and policy include developing and adopting rigorous ways to measure and carefully monitor service provision, including assessments of paternal competence, family relationships and informal supports at the start of early intervention, and fostering continuous collaborations between providers, researchers and clinicians to address challenges in data collection. Copyright © 2018 Elsevier Ltd. All rights reserved.

Clozapine for Drug-Refractory Irritability in Individuals with Developmental Disability.

PubMed

Wink, Logan K; Badran, Ismail; Pedapati, Ernest V; Sorensen, Rena; Benton, Stacy C; Johnson, Mark C; Wissel, Gregory; Erickson, Craig A

2016-11-01

In this case series, we describe the acute clinical impact and tolerability of rapid titration of clozapine for treatment of refractory irritability in five hospitalized youth with developmental disability. We offer this descriptive report in an effort to expand the evidence base guiding treatment of refractory aggression in this population. Five youth with developmental disability and severe irritability were admitted to a 10-bed psychiatric crisis stabilization unit where they received thorough psychiatric and medical evaluation. Informed consent was obtained in each case, and each patient underwent rapid titration onto clozapine. Clozapine monitoring guidelines were followed for all patients throughout treatment, and clinical severity at baseline and improvement with treatment was measured by use of the Clinical Global Impressions-Severity scale (CGI-S) and the Clinical Global Impressions-Improvement scale (CGI-I). One female and four males diagnosed with developmental disability and at least one other psychiatric diagnosis, mean age of 13.1 ± 2.1 years, and mean CGI-S at baseline of 5.8, each received clozapine treatment by rapid titration. The mean therapeutic total daily dose of clozapine was 380 ± 200 mg. All patients demonstrated acute clinical improvement with the mean final CGI-I of 2.0, or "much improved." These initial results support the potential utility of clozapine rapid titration for treatment of severe refractory irritability in youth with developmental disability. These patients tolerated clozapine treatment in the short term. Future studies are needed to thoroughly evaluate the long-term safety of clozapine treatment in this population.

Patterns of Adult-Child Linguistic Interaction in Integrated Day Care Groups.

PubMed

Girolametto, Luigi; Hoaken, Lisa; Weitzman, Elaine; Lieshout, Riet van

2000-04-01

This study investigated the language input of eight childcare providers to children with developmental disabilities, including language delay, who were integrated into community day care centers. Structural and discourse features of the adults' language input was compared across two groups (integrated, typical) and two naturalistic day care contexts (book reading, play dough activity). The eight children with developmental disabilities and language delay were between 33-50 months of age; 32 normally developing peers ranged in age from 32-53 months of age. Adult-child interactions were transcribed and coded to yield estimates of structural indices (number of utterances, rate, mean length of utterances, ratio of different words to total words used (TTR) and discourse features (directive, interactive, language-modelling) of their language input. The language input addressed to the children with developmental disabilities was directive and not finely tuned to their expressive language levels. In turn, these children interacted infrequently with the adult or with the other children. Contextual comparisons indicated that the play dough activity promoted adult-child interaction that was less directive and more interaction-promoting than book reading, and that children interacted more frequently in the play-dough activity. Implications for speech-language pathologists include the need for collaborative consultation in integrated settings, modification of adult-child play contexts to promote interaction, and training childcare providers to use language input that promotes communication development.

The Work on Aging/DD in New York State.

ERIC Educational Resources Information Center

Parkinson, Charlotte

This conference presentation describes New York State programs serving elderly mentally retarded (MR) and developmentally disabled (DD) persons. These service providers offer programming that is sensitive to the impact of the aging process, or provide the opportunity to access community aging programs, or a combination. Linkages are being…

Best Practices for Practitioners in Autism, Intellectual Disability, and Developmental Disabilities

ERIC Educational Resources Information Center

Zucker, Stanley H.; Perras, Cindy; Perner, Darlene E.; Murdick, Nikki

2013-01-01

On January 23-25, 2013, the Council for Exceptional Children Division on Autism and Developmental Disabilities (DADD) sponsored its Fourteenth International Conference: Research to Practice in Autism, Intellectual Disability and Developmental Disabilities. The conference was held at the Sheraton Kona Resort at Keauhou Bay, Hawaii. The DADD Board…

Resources: A Guide to Services for People with Developmental Disabilities and Their Families.

ERIC Educational Resources Information Center

Mizanin, Gregory, Ed.

This volume provides a quick reference to services available in New Jersey for people with developmental disabilities and their families. The guide begins with a brief overview of New Jersey's definition of developmental disabilities, a description of the work of the New Jersey Developmental Disabilities Council, and an outline of civil rights…

Knowledge and Perceptions of Newly Graduated Medical Practitioners in Malaysia of Their Role in Medical Care of People with Developmental Disabilities

ERIC Educational Resources Information Center

Moyle, Judith L.; Iacono, Teresa; Liddell, Merilyn

2010-01-01

Improving content and consistency on developmental disabilities in undergraduate medical curricula has been recommended as a means of improving health outcomes for people with developmental disabilities. Although often the subject of studies in Western countries, little is known about content on developmental disabilities in undergraduate…

Neural Correlates of Symbolic Number Comparison in Developmental Dyscalculia

ERIC Educational Resources Information Center

Mussolin, Christophe; De Volder, Anne; Grandin, Cecile; Schlogel, Xavier; Nassogne, Marie-Cecile; Noel, Marie-Pascale

2010-01-01

Developmental dyscalculia (DD) is a deficit in number processing and arithmetic that affects 3-6% of schoolchildren. The goal of the present study was to analyze cerebral bases of DD related to symbolic number processing. Children with DD aged 9-11 years and matched children with no learning disability history were investigated using fMRI. The two…

The State of the Science of Employment and Economic Self-Sufficiency for People with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Nord, Derek; Luecking, Richard; Mank, David; Kiernan, William; Wray, Christina

2013-01-01

Employment, career advancement, and financial independence are highly valued in the United States. As expectations, they are often instilled at a young age and incentivized throughout adulthood. Despite their importance, employment and economic sufficiency continue to be out of reach for most people with intellectual and developmental disabilities…

Model Curriculum Emphasizing Transition: A Curriculum Planning Guide for Students with Mild Disabilities.

ERIC Educational Resources Information Center

Andersen, Lee; And Others

This curriculum emphasizes successful transition from school to work and to a quality adult life for students with mild disabilities. The curriculum includes a scope and sequence outlining 11 subject matter content areas, covering tasks appropriate for learners from a developmental age of 1 month to 21 years. The 11 content areas include…

Effects of Structured Teaching on the Behavior of Young Children with Disabilities

ERIC Educational Resources Information Center

Bennett, Katherine; Reichow, Brian; Wolery, Mark

2011-01-01

The effects of structured work systems based on the principles of structured teaching were evaluated with 3 preschool-aged children with developmental disabilities (2 children had autism). A withdrawal design was used with 2 participants, and a multiple baseline across stimuli was used with the other. During baseline, children were given 3 tasks…

Working Memory Development in Children with Mild to Borderline Intellectual Disabilities

ERIC Educational Resources Information Center

Van der Molen, M. J.; Henry, L. A.; Van Luit, J. E. H.

2014-01-01

Background: The purpose of the current cross-sectional study was to examine the developmental progression in working memory (WM) between the ages of 9 and 16 years in a large sample of children with mild to borderline intellectual disabilities (MBID). Baddeley's influential WM model was used as a theoretical framework. Furthermore, the…

Exploring the Facilitation of Young Children with Disabilities in Research about Their Early Intervention Service

ERIC Educational Resources Information Center

Carroll, Clare; Sixsmith, Jane

2016-01-01

While participatory research approaches are being developed and applied within speech and language therapy practice it is not clear that all children are afforded the opportunity to participate in such activities. This study aimed to explore the involvement of young children, aged between two and four years, with developmental disabilities in the…

A Manual on the Primary Prevention of Developmental Disabilities.

ERIC Educational Resources Information Center

Whitley, Elizabeth B.; Skiles, Laura Lopater

This manual presents information about major causes of developmental disabilities, discusses strategies to prevent development disabilities, and identifies relevant resources and reference material. Introductory information defines developmental disabilities and prevention (under Virginia statutes). The first section considers causes prior to and…

Factors associated with mouth breathing in children with -developmental -disabilities.

PubMed

de Castilho, Lia Silva; Abreu, Mauro Henrique Nogueira Guimarães; de Oliveira, Renata Batista; Souza E Silva, Maria Elisa; Resende, Vera Lúcia Silva

2016-01-01

To investigate the prevalence and factors associated with mouth breathing among patients with developmental disabilities of a dental service. We analyzed 408 dental records. Mouth breathing was reported by the patients' parents and from direct observation. Other variables were as -follows: history of asthma, bronchitis, palate shape, pacifier use, thumb -sucking, nail biting, use of medications, gastroesophageal reflux, bruxism, gender, age, and diagnosis of the patient. Statistical analysis included descriptive analysis with ratio calculation and multiple logistic regression. Variables with p < 0.25 were included in the model to estimate the adjusted OR (95% CI), calculated by the forward stepwise method. Variables with p ​​< 0.05 were kept in the model. Being male (p = 0.016) and use of centrally acting drugs (p = 0.001) were the variables that remained in the model. Among patients with -developmental disabilities, boys and psychotropic drug users had a greater chance of being mouth breathers. © 2016 Special Care Dentistry Association and Wiley Periodicals, Inc.

Use of complementary and alternative medicine in children with autism and other developmental disabilities: associations with ethnicity, child comorbid symptoms, and parental stress.

PubMed

Valicenti-McDermott, Maria; Burrows, Bethany; Bernstein, Leora; Hottinger, Kathryn; Lawson, Katharine; Seijo, Rosa; Schechtman, Merryl; Shulman, Lisa; Shinnar, Shlomo

2014-03-01

The use of complementary and alternative medicine by children with autism and the association of its use with child comorbid symptoms and parental stress was studied in an ethnically diverse population, in a cross-sectional study with structured interviews. The sample included 50 families of children with autism and 50 families of children with other developmental disabilities, matched by age/gender. Interview included the Complementary and Alternative Medicine Questionnaire, Gastrointestinal Questionnaire, Children's Sleep Habits Questionnaire, Aberrant Behavior Checklist, and Parenting Stress Index. In this ethnically diverse sample, the use of complementary and alternative medicine was significantly higher for the autism group. In the autism group, use was significantly related to child's irritability, hyperactivity, food allergies, and parental stress; in the developmental disabilities group, there was no association with child comorbid symptoms or parental stress. The results contribute information to health care providers about families of children with autism who are more likely to use complementary and alternative medicine.

Developmental screening tools: feasibility of use at primary healthcare level in low- and middle-income settings.

PubMed

Fischer, Vinicius Jobim; Morris, Jodi; Martines, José

2014-06-01

An estimated 150 million children have a disability. Early identification of developmental disabilities is a high priority for the World Health Organization to allow action to reduce impairments through Gap Action Program on mental health. The study identified the feasibility of using the developmental screening and monitoring tools for children aged 0-3 year(s) by non-specialist primary healthcare providers in low-resource settings. A systematic review of the literature was conducted to identify the tools, assess their psychometric properties, and feasibility of use in low- and middle-income countries (LMICs). Key indicators to examine feasibility in LMICs were derived from a consultation with 23 international experts. We identified 426 studies from which 14 tools used in LMICs were extracted for further examination. Three tools reported adequate psychometric properties and met most of the feasibility criteria. Three tools appear promising for use in identifying and monitoring young children with disabilities at primary healthcare level in LMICs. Further research and development are needed to optimize these tools.

The early development of stereotypy and self-injury: a review of research methods.

PubMed

Symons, F J; Sperry, L A; Dropik, P L; Bodfish, J W

2005-02-01

The origin and developmental course of stereotypic and self-injurious behaviour among individuals with developmental disabilities such as intellectual disability (ID) or pervasive development disorders such as autism is not well understood. Twelve studies designed to document the prevalence, nature, or development of stereotypic and/or self-injurious behaviour in children under 5 years of age and identified as at risk for developmental delay or disability were reviewed. Comparisons were made with similar studies with typically developing children. It appears that the onset of naturally occurring rhythmic motor stereotypies is delayed in young at-risk children, but that the sequencing may be similar. A very small database, differences in samples, measures, and designs limited the degree to which comparisons could be made across studies. Future work is needed based on appropriately designed prospective comparison studies and uniform quantitative measures to provide an empirical basis for new knowledge about the early development of one of the most serious behaviour disorders afflicting children with ID and related problems of development.

45 CFR 1306.31 - Choosing a Head Start program option.

Code of Federal Regulations, 2010 CFR

2010-10-01

... option must consider such factors as the child's age, developmental level, disabilities, health or learning problems, previous preschool experiences and family situation. Grantees must also consider parents...

45 CFR 1306.31 - Choosing a Head Start program option.

Code of Federal Regulations, 2011 CFR

2011-10-01

... option must consider such factors as the child's age, developmental level, disabilities, health or learning problems, previous preschool experiences and family situation. Grantees must also consider parents...

Addressing sexual and reproductive health in adolescents and young adults with intellectual and developmental disabilities.

PubMed

Walters, Frinny Polanco; Gray, Susan Hayden

2018-05-24

This review provides support for promoting the sexual health of adolescents and young adults with developmental disabilities, and particularly those with intellectual disabilities. It offers guidance for pediatricians on incorporating counseling on sexuality and reproductive healthcare, socially appropriate behavior, and sexual abuse prevention for adolescents and young adults with developmental disabilities into healthcare visits. Additionally, it provides resources for developmentally appropriate sexuality education in the home and community to allow access to the comprehensive sexual and reproductive healthcare patients deserve. Adolescents and young adults with developmental disabilities often do not receive developmentally appropriate sexual health education, and this is associated with poor sexual health outcomes and increased rates of sexual abuse in this population. Pediatricians should discuss sexual health with all patients, including adolescents and young adults with developmental disabilities. They are well suited to provide sexual health education and inform families about appropriate sexual health resources.

Central nervous system medication use in older adults with intellectual disability: Results from the successful ageing in intellectual disability study.

PubMed

Chitty, Kate M; Evans, Elizabeth; Torr, Jennifer J; Iacono, Teresa; Brodaty, Henry; Sachdev, Perminder; Trollor, Julian N

2016-04-01

Information on the rates and predictors of polypharmacy of central nervous system medication in older people with intellectual disability is limited, despite the increased life expectancy of this group. This study examined central nervous system medication use in an older sample of people with intellectual disability. Data regarding demographics, psychiatric diagnoses and current medications were collected as part of a larger survey completed by carers of people with intellectual disability over the age of 40 years. Recruitment occurred predominantly via disability services across different urban and rural locations in New South Wales and Victoria. Medications were coded according to the Monthly Index of Medical Specialties central nervous system medication categories, including sedatives/hypnotics, anti-anxiety agents, antipsychotics, antidepressants, central nervous system stimulants, movement disorder medications and anticonvulsants. The Developmental Behaviour Checklist for Adults was used to assess behaviour. Data were available for 114 people with intellectual disability. In all, 62.3% of the sample was prescribed a central nervous system medication, with 47.4% taking more than one. Of those who were medicated, 46.5% had a neurological diagnosis (a seizure disorder or Parkinson's disease) and 45.1% had a psychiatric diagnosis (an affective or psychotic disorder). Linear regression revealed that polypharmacy was predicted by the presence of neurological and psychiatric diagnosis, higher Developmental Behaviour Checklist for Adults scores and male gender. This study is the first to focus on central nervous system medication in an older sample with intellectual disability. The findings are in line with the wider literature in younger people, showing a high degree of prescription and polypharmacy. Within the sample, there seems to be adequate rationale for central nervous system medication prescription. Although these data do not indicate non-adherence to guidelines for prescribing in intellectual disability, the high rate of polypharmacy and its relationship to Developmental Behaviour Checklist for Adults scores reiterate the importance of continued medication review in older people with intellectual disability. © The Royal Australian and New Zealand College of Psychiatrists 2015.

Predictors of Language Acquisition in Preschool Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Thurm, Audrey; Lord, Catherine; Lee, Li-Ching; Newschaffer, Craig

2007-01-01

In 118 children followed from age 2 to 5 (59 with autism, 24 with PDD-NOS and 35 with non-spectrum developmental disabilities), age 2 and age 3 scores of non-verbal ability, receptive communication, expressive communication and socialization were compared as predictors of receptive and expressive language at age 5. Non-verbal cognitive ability at…

Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities.

PubMed

Ryan, Cathryn T; Kramer, Jessica M; Cohn, Ellen S

2016-08-01

The purpose of this study was to examine the role of the self-disclosure process in regard to connection development and relationship quality in peer mentoring relationships between transition-age youth (ages 15-20) and young adults (ages 18-36) with intellectual and/or developmental disabilities. Self-disclosure is defined as "the disclosure of inner feelings and experiences to another person" that "fosters liking, caring, and trust, thereby facilitating the deepening of close relationships" ( Reis & Shaver, 1988 , p. 372). Nine peer mentoring dyads with varied interpersonal connections were purposefully selected from a larger intervention study. Recorded mentoring conversations were analyzed for self-disclosure content and peer mentor response. The findings demonstrated trends related to connection development and differences across degree of connection. In relationships with stronger connections, there was a higher quantity of self-disclosure and more frequent disclosure of emotions, and peer mentors responded more frequently with advice and reciprocated self-disclosure. Implications of findings for promoting higher-quality peer mentoring relationships are discussed.

Paddling with Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Todd, Teri; Medina, Jacquie

2013-01-01

Although there is a variety of literature that offers adaptations and teaching suggestions for paddling with individuals who have physical disabilities, only a few address the needs of individuals with developmental disabilities (Gullion, 2009; Zeller, 2009). Developmental disabilities refer to a diverse group of severe chronic conditions that are…

Risk Factors for Low Bone Mineral Density in Institutionalized Individuals with Developmental Disabilities

PubMed Central

Vice, Michael A.; Nahar, Vinayak K.; Ford, M. Allison; Bass, Martha A.; Johnson, Andrea K.; Davis, Ashton B.; Biviji-Sharma, Rizwana

2015-01-01

Background: Persons with intellectual/developmental disabilities (IDD) are exposed to several factors, which have been determined as risks for osteoporosis. Many of these individuals are non-ambulatory, resulting in lack of weight bearing activity, which is well established as a major contributor to bone loss. The purpose of this study was to investigate risk factors for low bone mineral density (BMD) in persons with IDD residing in residential facilities. Methods: This cross-sectional study was conducted at an Intermediate Care Facility for individuals with Intellectual and Developmental Disabilities (ICF/IDD). Medical records data were used from 69 individuals, including heal scan T-scores, nutritional, pharmacologic and other risk factors. Chi-Square analysis was used to determine relationships between the variables. Results: BMD measures were not significantly associated with age, gender, height, weight, or BMI for this population (P > 0.05). The association between BMD diagnoses and DSM-IV classification of mental retardation approached significance (P = 0.063). A significant association was found with anti-seizure medication (P = 0.009). Conclusion: Follow-up studies should focus on how supplementation and medication changes may or may not alter BMD. Persons with IDD are experiencing longer life expectancies, and therefore, studies ascertaining information on diseases associated with this aging population are warranted. PMID:26290830

Risk Factors for Low Bone Mineral Density in Institutionalized Individuals with Developmental Disabilities.

PubMed

Vice, Michael A; Nahar, Vinayak K; Ford, M Allison; Bass, Martha A; Johnson, Andrea K; Davis, Ashton B; Biviji-Sharma, Rizwana

2015-01-01

Persons with intellectual/developmental disabilities (IDD) are exposed to several factors, which have been determined as risks for osteoporosis. Many of these individuals are non-ambulatory, resulting in lack of weight bearing activity, which is well established as a major contributor to bone loss. The purpose of this study was to investigate risk factors for low bone mineral density (BMD) in persons with IDD residing in residential facilities. This cross-sectional study was conducted at an Intermediate Care Facility for individuals with Intellectual and Developmental Disabilities (ICF/IDD). Medical records data were used from 69 individuals, including heal scan T-scores, nutritional, pharmacologic and other risk factors. Chi-Square analysis was used to determine relationships between the variables. BMD measures were not significantly associated with age, gender, height, weight, or BMI for this population (P > 0.05). The association between BMD diagnoses and DSM-IV classification of mental retardation approached significance (P = 0.063). A significant association was found with anti-seizure medication (P = 0.009). Follow-up studies should focus on how supplementation and medication changes may or may not alter BMD. Persons with IDD are experiencing longer life expectancies, and therefore, studies ascertaining information on diseases associated with this aging population are warranted.

Gastrointestinal and nutritional problems in severe developmental disability.

PubMed

Somerville, Helen; Tzannes, Gloria; Wood, Jennifer; Shun, Albert; Hill, Christine; Arrowsmith, Fiona; Slater, Anne; O'Loughlin, Edward V

2008-09-01

The aim of this study was to describe the experience of 452 children and adults with a severe developmental disability who presented to a multidisciplinary clinic with swallowing, nutritional, and gastrointestinal problems. Data were obtained by chart review. Two hundred and ninety-four children (age range 7 mo-19 y, 173 males, 121 females) and 158 adults (age range 18-53 y; 90 males, 68 females) were assessed over 5 years. One hundred and eighty-two children and 86 adults had cerebral palsy. Approximately 90% were wheelchair dependent and totally dependent on caregivers for feeding; 60% had epilepsy. Pulmonary aspiration was identified by oesophageal videofluoroscopy in 41% of 174 children and 47% of 34 adults. Chronic oesophagitis and Helicobacter pylori were found in 57% of 182 children and 76% of 66 adults undergoing endoscopy. Chronic suppurative lung disease was identified by computerized axial tomography in 94% of 62 children and all six adults studied. Most patients improved with simple interventions. However, gastrostomy was recommended in 140 children and performed in 91, and in 10 adults but performed in seven, whereas fundoplication was recommended in 111 children and performed in 74, and in six adults but performed in two. In conclusion, chronic oesophagitis, pulmonary aspiration, and chronic lung disease were identified in many patients with a severe developmental disability.

Development and characteristics of children with Usher syndrome and CHARGE syndrome.

PubMed

Dammeyer, Jesper

2012-09-01

Individuals with Usher syndrome or CHARGE syndrome are faced with a number of difficulties concerning hearing, vision, balance, and language development. The aim of the study is to describe the developmental characteristics of children with Usher syndrome and CHARGE syndrome, respectively. Data about the developmental characteristics of 26 children with Usher syndrome and 17 children with CHARGE syndrome was obtained. Associations between deafblindness (dual sensory loss), motor development (age of walking), language abilities, and intellectual outcome of these children were explored for each group independently. Both groups of children face a number of difficulties associated with vision, hearing, language, balance and intellectual outcome. Intellectual disability and/or language delay was found among 42% of the children with Usher syndrome and among 82% of the children with CHARGE syndrome. Intellectual disability was associated with language delay and age of walking for both groups. Even though Usher and CHARGE are two different genetic syndromes, both groups are challenged with a number of similar developmental delays. Clinicians need to be aware of several developmental issues in order to offer adequate support to children with Usher or CHARGE syndrome. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Children's moral judgments and moral emotions following exclusion of children with disabilities: relations with inclusive education, age, and contact intensity.

PubMed

Gasser, Luciano; Malti, Tina; Buholzer, Alois

2013-03-01

We investigated relations between children's moral judgments and moral emotions following disability-based exclusion and inclusive education, age, and contact intensity. Nine- and 12-year-old Swiss children (N=351) from inclusive and noninclusive classrooms provided moral judgments and moral emotion attributions following six vignettes about social exclusion of children with disabilities. Children also reported on their level of sympathy towards children with disabilities and their contact intensity with children with disabilities. Overall, children condemned disability-based exclusion, attributed few positive emotions to excluder targets, and expressed high sympathy for children with disabilities, independent of age and educational setting. However, younger children from inclusive classrooms exhibited more moral judgments and moral emotions than younger children from noninclusive classrooms. Moreover, children who expressed high sympathy towards children with disabilities were more likely to report frequent contact with children with disabilities. The findings extend existing research on social exclusion by examining disability-based exclusion and are discussed with respect to developmental research on social and moral judgments and emotions following children's inclusion and exclusion decisions. Copyright © 2012 Elsevier Ltd. All rights reserved.

Federal Funding for Students with Disabilities: The Evolution of Federal Special Education Finance in the United States. New America Education Policy Brief

ERIC Educational Resources Information Center

McCann, Clare

2014-01-01

Nearly 6.5 million students in the United States ages 3 through 21 are currently classified as requiring special education. Those students have physical, developmental, and emotional disabilities that make educational endeavors more challenging for teachers, administrators, and the students themselves. Yet historically, the needs of special…

Feeding Children with Disabilities: An Overview of Strategies and Specialized Interventions

ERIC Educational Resources Information Center

Bruns, Deborah A.; Thompson, Stacy D.

2011-01-01

During the first years of life, children progress through a number of developmental stages related to feeding. By the age of five, a child typically has the skills, behaviors and habits that will be used throughout their lives. However, data indicates that 60 to 70% of children with disabilities have one or more feeding difficulties. Importantly,…

Theory of Mind, Socio-Emotional Problem-Solving, Socio-Emotional Regulation in Children with Intellectual Disability and in Typically Developing Children

ERIC Educational Resources Information Center

Baurain, Celine; Nader-Grosbois, Nathalie

2013-01-01

This study has examined the link between social information processing (SIP) and socio-emotional regulation (SER) in 45 children with intellectual disability (ID) and 45 typically developing (TD) children, matched on their developmental age. A Coding Grid of SER, focusing on Emotional Expression, Social Behaviour and Behaviours towards Social…

77 FR 57091 - Administration on Intellectual and Developmental Disabilities (AIDD); Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-17

... Intellectual and Developmental Disabilities (AIDD); Notice of Meeting AGENCY: President's Committee for People with Intellectual Disabilities (PCPID), HHS. ACTION: Notice of Meeting. DATES: Tuesday, October 16... Intellectual and Developmental Disabilities. [FR Doc. 2012-22830 Filed 9-14-12; 8:45 am] BILLING CODE 4154-01-P ...

Handicaps and Developmental Disabilities. Matrix No. 10.

ERIC Educational Resources Information Center

Prensky, Arthur L.

This paper summarizes the recent advances achieved by research in the area of developmental disabilities, and discusses directions for future research in this area. Approximately 8 to 10 per cent of the pediatric population suffers from one or more developmental disabilities. The most common of these are learning disabilities, which include some…

Predictors of employment for young adults with developmental motor disabilities.

PubMed

Magill-Evans, Joyce; Galambos, Nancy; Darrah, Johanna; Nickerson, Christy

2008-01-01

To identify the personal, family, and community factors that facilitate or hinder employment for young adults with developmental motor disabilities. Quantitative methods with an embedded qualitative component were used. Seventy-six persons between the ages of 20 and 30 years of age (Mean = 25, SD = 3.1) with a diagnosis of either cerebral palsy or spina bifida completed questionnaires addressing factors such as depression, and participated in a semi-structured interview that allowed participants to describe their experiences with education, employment, transportation, and other services. Almost half of the participants (n = 35) were not currently employed. Hierarchical regression analyses indicated that gender (females were less likely to be employed), IQ (lower IQ associated with unemployment), and transportation dependence accounted for 42% of the variance in employment. Themes emerging from content analysis of the interviews supported the findings related to transportation barriers. Social reactions to disability limited employment opportunities, and participants often felt stuck in terms of employment options with limited opportunities for advancement. Transportation is a significant barrier to employment and innovative solutions are needed. Issues related to gender need to be considered when addressing employment inequities for persons with primarily motor disabilities.

The effect of adding a home program to weekly institutional-based therapy for children with undefined developmental delay: a pilot randomized clinical trial.

PubMed

Tang, Mei-Hua; Lin, Chin-Kai; Lin, Wen-Hsien; Chen, Chao-Huei; Tsai, Sen-Wei; Chang, Yin-Yi

2011-06-01

Early rehabilitation for children with developmental delay without a defined etiology have included home and clinic programs, but no comparisons have been made and efficacy is uncertain. We compared a weekly visit for institutional-based therapy (IT) to IT plus a structured home activity program (HAP). Seventy children who were diagnosed with motor or global developmental delay (ages 6-48 months and mean developmental age 12.5 months) without defined etiology were recruited (including 45 males and 23 females). The outcomes included the comprehensive developmental inventory for infants and toddlers test and the pediatric evaluation of disability inventory. Children who received only IT improved in developmental level by 2.11 months compared with 3.11 months for those who received a combination of IT and HAP (p = 0.000). On all domains of the comprehensive developmental inventory for infants and toddlers test, except for self-help, children who participated in HAP showed greater improvements, including in cognition (p = 0.015), language (p = 0.010), motor (p = 0.000), and social (p = 0.038) domains. Except on the subdomain of self-care with caregiver assistance, the HAP group showed greater improvement in all the pediatric evaluation of disability inventory subdomains (p < 0.05). Early intervention programs are helpful for these children, and the addition of structured home activity programs may augment the effects on developmental progression. Copyright © 2011. Published by Elsevier B.V.

45 CFR 1385.1 - General.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Regulations Relating to Public Welfare (Continued) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES... the Rights of Individuals with Developmental Disabilities; (c)Projects of National Significance;and (d...

Hearing-Impaired/Developmentally Disabled Persons in the United States: Definitions, Causes, Effects, and Prevalence Estimates

ERIC Educational Resources Information Center

Stewart, Larry G.

1978-01-01

Information is presented on the definition, causes, effects and population estimates for developmental disabilities; and a tentative hypothesis regarding the hearing impaired/developmentally disabled is set forth. (CL)

The Diagnostic Yield of Array Comparative Genomic Hybridization Is High Regardless of Severity of Intellectual Disability/Developmental Delay in Children.

PubMed

D'Arrigo, Stefano; Gavazzi, Francesco; Alfei, Enrico; Zuffardi, Orsetta; Montomoli, Cristina; Corso, Barbara; Buzzi, Erika; Sciacca, Francesca L; Bulgheroni, Sara; Riva, Daria; Pantaleoni, Chiara

2016-05-01

Microarray-based comparative genomic hybridization is a method of molecular analysis that identifies chromosomal anomalies (or copy number variants) that correlate with clinical phenotypes. The aim of the present study was to apply a clinical score previously designated by de Vries to 329 patients with intellectual disability/developmental disorder (intellectual disability/developmental delay) referred to our tertiary center and to see whether the clinical factors are associated with a positive outcome of aCGH analyses. Another goal was to test the association between a positive microarray-based comparative genomic hybridization result and the severity of intellectual disability/developmental delay. Microarray-based comparative genomic hybridization identified structural chromosomal alterations responsible for the intellectual disability/developmental delay phenotype in 16% of our sample. Our study showed that causative copy number variants are frequently found even in cases of mild intellectual disability (30.77%). We want to emphasize the need to conduct microarray-based comparative genomic hybridization on all individuals with intellectual disability/developmental delay, regardless of the severity, because the degree of intellectual disability/developmental delay does not predict the diagnostic yield of microarray-based comparative genomic hybridization. © The Author(s) 2015.

Parenting Stress and Child Behavior Problems within Families of Children with Developmental Disabilities: Transactional Relations across 15 Years

PubMed Central

Woodman, Ashley C.; Mawdsley, Helena P.; Hauser-Cram, Penny

2014-01-01

Parents of children with developmental disabilities (DD) are at increased risk of experiencing psychological stress compared to other parents. Children’s high levels of internalizing and externalizing problems have been found to contribute to this elevated level of stress. Few studies have considered the reverse direction of effects, however, in families where a child has a DD. The present study investigated transactional relations between child behavior problems and maternal stress within 176 families raising a child with early diagnosed DD. There was evidence of both child-driven and parent-driven effects over the 15-year study period, spanning from early childhood (age 3) to adolescence (age 18), consistent with transactional models of development. Parent-child transactions were found to vary across different life phases and with different domains of behavior problems. PMID:25462487

45 CFR 1388.7 - Program criteria-dissemination.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., productivity, integration and inclusion of individuals with developmental disabilities and their families. (b... SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM THE UNIVERSITY AFFILIATED PROGRAMS § 1388.7 Program criteria—dissemination...

Physical Punishment, Mental Health and Sense of Coherence Among Parents of Children with Intellectual Disability in Japan.

PubMed

Kimura, Miyako; Yamazaki, Yoshihiko

2016-09-01

Although sense of coherence (SOC) moderates parental stress, the relationship between SOC, parental mental health and physical punishment of children with intellectual disabilities remains uncertain. The present authors describe parental physical punishment towards children with intellectual disabilities and investigate its related demographic characteristics, SOC and parental mental health. With the cooperation of Tokyo's 10 special needs schools, the present authors obtained 648 questionnaire responses from parents of children with intellectual disabilities. Of the parents, 69.7% reported having physically punished their children with intellectual disabilities. This was positively associated with parents' younger age, poorer mental health, lower SOC, children's younger age, birth order (firstborns) and disability type (autism/pervasive developmental disorder). This is the first study supporting the relationship between SOC, mental health and physical punishment use among parents of children with intellectual disabilities. It may assist the development of strategies to prevent physical abuse of children with disabilities. © 2015 John Wiley & Sons Ltd.

Development of the False-Memory Illusion

ERIC Educational Resources Information Center

Brainerd, C. J.; Forrest, T. J.; Karibian, D.; Reyna, V. F.

2006-01-01

The counterintuitive developmental trend in the Deese-Roediger-McDermott (DRM) illusion (that false-memory responses increase with age) was investigated in learning-disabled and nondisabled children from the 6- to 14-year-old age range. Fuzzy-trace theory predicts that because there are qualitative differences in how younger versus older children…

METROPOLITAN ATLANTA DEVELOPMENTAL DISABILITIES PROGRAM (MADDSP)

EPA Science Inventory

To address the problem of developmental disabilities among children, CDC, the former Division of Birth Defects and Developmental Disabilities, which was funded by the Agency for Toxic Substances and Disease Registry (ATSDR), and the Georgia Department of Human Resources, initiate...

45 CFR 1388.2 - Program criteria-purpose.

Code of Federal Regulations, 2010 CFR

2010-10-01

... inclusion of individuals with developmental disabilities. Compliance with the program criteria is a..., DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM THE UNIVERSITY AFFILIATED PROGRAMS § 1388.2 Program criteria—purpose. The program criteria...

77 FR 43335 - Administration on Intellectual and Developmental Disabilities; Agency Information Collection...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-24

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Administration for Community Living Administration on Intellectual and Developmental Disabilities; Agency Information Collection Activities; Proposed Collection; Comment Request; Financial Status Reporting Form for State Councils on Developmental Disabilities AGENCY...

45 CFR 1386.33 - Protection of employee's interests.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Section 1386.33 Public Welfare Regulations Relating to Public Welfare (Continued) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS Federal Assistance to State Developmental Disabilities...

Prevalence of mental illness, intellectual disability, and developmental disability among homeless people in Nagoya, Japan: A case series study.

PubMed

Nishio, Akihiro; Yamamoto, Mayumi; Ueki, Hirofumi; Watanabe, Takahiro; Matsuura, Kenshin; Tamura, Osamu; Uehara, Ryosuke; Shioiri, Toshiki

2015-09-01

While it has been reported that the prevalence of mental illness is higher in homeless people than in the national population, few studies have investigated the prevalence of intellectual and developmental disability among the homeless. In this study, we conducted a survey to comprehensively assess these mental problems among homeless people in Nagoya, Japan. The subjects were 18 homeless men. Mental illness was diagnosed with semi-structured interviews conducted by psychiatrists. We used the Wechsler Adult Intelligence Scale III to diagnose intellectual disability. Discrepancies between Wechsler Adult Intelligence Scale III subtest scores were used as criteria for developmental disability. Eleven of the 18 participants were diagnosed with mental illness: six with mood disorder, two with psychotic disorder, and six with alcohol problems. The mean IQ of all subjects was 83.4 ± 27.4. The 95% confidence interval (CI) was 96.2-69.1. Seven participants were found to have intellectual disability. Three men showed discrepancies of more than 10 between subtest scores, and all of them were diagnosed with a mental illness. We divided the participants into four groups: those with mental illness only; those with intellectual disability only; those with both problems; and those without diagnosis. The men with intellectual disability only were significantly younger and had been homeless since a younger age than the other groups. Participants diagnosed with a mental illness had been homeless for longer than those without mental health problems. Although the sample size was limited, this study revealed the high prevalence of mental illness and intellectual disability, 61% (95%CI, 35-83%) and 39% (95%CI, 17-64%), respectively, in homeless people in Nagoya, Japan. © 2014 The Authors. Psychiatry and Clinical Neurosciences © 2014 Japanese Society of Psychiatry and Neurology.

Behaviour and Emotional Problems in Toddlers with Pervasive Developmental Disorders and Developmental Delay: Associations with Parental Mental Health and Family Functioning

ERIC Educational Resources Information Center

Herring, S.; Gray, K.; Taffe, J.; Tonge, B.; Sweeney, D.; Einfeld, S.

2006-01-01

Background: Behavioural and emotional problems occur at a high rate in children and adolescents with intellectual disability, often from a young age. Some studies have indicated that children and adolescents with autism present with even higher rates. Less is known about the presentation, development and family impact of these difficulties in…

Training Adults with an Autism Spectrum Disorder to Conduct Discrete-Trial Training for Young Children with Autism: A Pilot Study

ERIC Educational Resources Information Center

Lerman, Dorothea C.; Hawkins, Lynn; Hoffman, Rachel; Caccavale, Mia

2013-01-01

We evaluated a behavioral skills training program for adults with autism spectrum disorder and mild or no intellectual disabilities who were interested in learning the skills used by behavior therapists to work with young children with autism and other developmental disabilities. Four adults, aged 21 to 30 years, participated. We trained each…

Examining the Impact of Early Intervention, Parent Involvement and Family Characteristics on Preschool Special Education Student Outcomes over Time

ERIC Educational Resources Information Center

Tomasello, Nicole Marie

2012-01-01

Approximately 225,000 children from birth to age three are affected by developmental delays, and additionally, 49,000 are affected by a physical disability (U.S. Census Bureau, 2006). Fortunately there are policies and programs that help young children with disabilities achieve positive outcomes in school and live independent lives in the future.…

77 FR 60123 - Agency Information Collection Activities: Submission for OMB Review; Comment Request...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-02

...: Notice. SUMMARY: The Administration Intellectual and Developmental Disabilities (AIDD), Administration... Intellectual and Developmental Disabilities (AIDD). AIDD will aggregate the information in the SGPs into a... Collection Activities: Submission for OMB Review; Comment Request; Developmental Disabilities Protection...

45 CFR 1386.23 - Periodic reports: Protection and Advocacy System.

Code of Federal Regulations, 2010 CFR

2010-10-01

... HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS State System for Protection and Advocacy of the Rights of Individuals with Developmental Disabilities § 1386.23 Periodic reports...

Twelve tips for teaching child development and disability to medical students.

PubMed

McDonald, Jenny

2018-02-01

Child development is a marker of well-being in childhood and recognition of developmental delay allows timely investigation and intervention for children with developmental disabilities. Despite this, child development and disabilities are not given emphasis in the medical curriculum. This under representation of teaching combined with the stigma associated with disabilities contributes to the sub-optimal health care of people with disabilities. As well as, addressing the stigma of disability a medical undergraduate curriculum should include: the key concepts of child development; the clinical presentation of the most common developmental disabilities; developmental history taking and the infant neurodevelopmental examination. The following twelve tips provide practical advice about how to teach this knowledge and these skills during medical training.

Resilient parenting of preschool children at developmental risk.

PubMed

Ellingsen, R; Baker, B L; Blacher, J; Crnic, K

2014-07-01

Given the great benefits of effective parenting to child development under normal circumstances, and the even greater benefits in the face of risk, it is important to understand why some parents manage to be effective in their interactions with their child despite facing formidable challenges. This study examined factors that promoted effective parenting in the presence of child developmental delay, high child behaviour problems, and low family income. Data were obtained from 232 families at child age 3 and 5 years. Using an adapted ABCX model, we examined three risk domains (child developmental delay, child behaviour problems, and low family income) and three protective factors (mother's education, health, and optimism). The outcome of interest was positive parenting as coded from mother-child interactions. Levels of positive parenting differed across levels of risk. Education and optimism appeared to be protective factors for positive parenting at ages 3 and 5, and health appeared to be an additional protective factor at age 5. There was an interaction between risk and education at age 3; mothers with higher education engaged in more positive parenting at higher levels of risk than did mothers with less education. There was also an interaction between risk and optimism at age 3; mothers with higher optimism engaged in more positive parenting at lower levels of risk than did mothers with less optimism. The risk index did not predict change in positive parenting from age 3-5, but the protective factor of maternal health predicted positive changes. This study examined factors leading to positive parenting in the face of risk, a topic that has received less attention in the literature on disability. Limitations, future directions, and implications for intervention are discussed. © 2013 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Review of gynecologic and reproductive care for women with developmental disabilities.

PubMed

Abells, Dara; Kirkham, Yolanda A; Ornstein, Melanie P

2016-10-01

Care for women with developmental disabilities requires special consideration for unique needs related to their cognitive and physical abilities. These women and their caregivers require more support and guidance during reproductive health care. We review the literature and provide expert opinion surrounding gynecological issues for women with developmental disabilities to support healthcare providers better understand and care for this population. Women with developmental disabilities are more vulnerable to abuse and experience poorer gynecological healthcare outcomes. Many women with developmental disabilities are fertile and participate in sexual activity without adequate knowledge. They are at higher risk of pregnancy and birth complications. They are less likely to receive appropriate preventive screening. The review highlights important issues and practice suggestions related to the reproductive health care of women with developmental disabilities. Topics include clinic visits, menstruation, sexuality, sexual abuse, sexual health education, contraception, sexually transmitted infections, pregnancy, labor and delivery, and cancer screening/prevention. We emphasize the need for an individualized, comprehensive approach for these patients and review perceived and actual barriers to care. More education is needed on the aforementioned topics for women with developmental disabilities, their caregivers, and their providers.

45 CFR 1388.5 - Program criteria-preparation of personnel.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., integration and inclusion of individuals with developmental disabilities and their families. (f) The UAP must... DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM THE UNIVERSITY AFFILIATED PROGRAMS § 1388.5 Program criteria—preparation of...

45 CFR 1388.6 - Program criteria-services and supports.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., integration and inclusion of individuals with developmental disabilities and their families. (b) UAP community... DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM THE UNIVERSITY AFFILIATED PROGRAMS § 1388.6 Program criteria—services and...

45 CFR 1386.20 - Designated State Protection and Advocacy agency.

Code of Federal Regulations, 2010 CFR

2010-10-01

... HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS State System for Protection and Advocacy of the Rights of Individuals with Developmental Disabilities § 1386.20 Designated State Protection...

Refining the Pediatric Evaluation of Disability Inventory-Patient-Reported Outcome (PEDI-PRO) item candidates: interpretation of a self-reported outcome measure of functional performance by young people with neurodevelopmental disabilities.

PubMed

Kramer, Jessica M; Schwartz, Ariel

2017-10-01

This study examined the item interpretability and rating scale use of the Pediatric Evaluation of Disability Inventory-Patient-Reported Outcome (PEDI-PRO) by young people with developmental disabilities. The PEDI-PRO assesses the functional performance of discrete functional tasks in the context of everyday life situations. A two-phase cognitive interview design was implemented with a convenience sample of 37 young people (mean age 19y, SD 2y 5mo; 13 males and 24 females; 68% with intellectual disability) with developmental disabilities. In phase I, 182 item candidates were each reviewed by an average of four young people. In phase II, 103 items were carried forward or revised and each reviewed by an average of seven additional young people. Two raters coded responses for intended item interpretation and performance quality; codes were analysed using descriptive statistics. Qualitative analysis explored young people's self-evaluation process. Items were interpreted as intended by most young people (mean 86%). Young people can use PEDI-PRO response categories appropriately to describe their performance: 94% of positive performance descriptions coincided with a positive response category choice; 73% of negative descriptions coincided with a negative response category choice. Young people interpreted items in a literal manner, and their self-evaluation incorporated the use of supports that facilitate functional performance. The PEDI-PRO's measurement framework appears to support the self-evaluation of functional performance of young people with developmental disabilities. © 2017 Mac Keith Press.

Facts about Developmental Disabilities

MedlinePlus

... Children with kernicterus are more likely to have cerebral palsy, hearing and vision problems, and problems with their ... developmental disabilities, such as: ADHD , autism spectrum disorder , cerebral palsy , hearing loss , intellectual disability , learning disability, vision impairment , ...

A clinical approach to developmental delay and intellectual disability.

PubMed

Vasudevan, Pradeep; Suri, Mohnish

2017-12-01

Global developmental delay and intellectual disability are phenotypically and genetically heterogeneous and a specific diagnosis is not reached in many cases. This paper outlines a systematic approach to global developmental delay and intellectual disability. © Royal College of Physicians 2017. All rights reserved.

Communication Deficits in Infants and Toddlers with Developmental Disabilities

ERIC Educational Resources Information Center

Hattier, Megan A.; Matson, Johnny L.; Sipes, Megan; Turygin, Nicole

2011-01-01

Research that focuses on detecting and assessing the presence of communication impairments in children with developmental disabilities exists. However, more research is needed which compares these deficits across individuals with various developmental disabilities. This information could inform the assessment process and treatment programs.…

45 CFR 1386.36 - Final disapproval of the State plan or plan amendments.

Code of Federal Regulations, 2010 CFR

2010-10-01

... OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS Federal Assistance to State Developmental Disabilities Councils § 1386.36 Final disapproval of the State plan or plan...

76 FR 17421 - Proposed Information Collection Activity; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-29

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Administration for Children and Families [OMB No. 0980... Developmental Disabilities Council 5-Year State Plan. Description A Plan developed by the State Council on Developmental Disabilities is required by Federal statute. Each State Council on Developmental Disabilities must...

Sleep and Developmental Disabilities: Assessment, Treatment, and Outcome Measures

ERIC Educational Resources Information Center

Doran, Scott M.; Harvey, Mark T.; Horner, Robert H.

2006-01-01

People with developmental disabilities sleep less and experience higher incidence of clinical sleep disorders than the general population. Exploring the neurophysiology linking sleep with daytime performance in patients with developmental disabilities is now possible using minimally sufficient sleep and sleep-sensitive behavioral assays. Although…

Disparities in Unmet Service Needs Among Adults with Intellectual and Other Developmental Disabilities.

PubMed

Burke, Meghan M; Heller, Tamar

2017-09-01

Due to long waiting lists for services, many adults with intellectual and developmental disabilities in the United States have unmet service needs. Little research, however, has identified the characteristics of caregivers and individuals with intellectual and developmental disabilities that relate to the unmet service needs among individuals who are waiting for services. The present authors conducted a statewide mail survey of 234 caregivers of individuals with intellectual and developmental disabilities who were waiting for services. The present authors identified which parent and individual with intellectual and developmental disability characteristics were significantly associated with the number of unmet service needs. Individuals with intellectual and developmental disabilities who were in poor health, from minority backgrounds and non-verbal were significantly more likely to have a greater number of unmet service needs. Additionally, individuals with younger caregivers and individuals with caregivers from low-income backgrounds were significantly more likely to report a greater number of unmet service needs. Implications for research and policy are discussed. © 2016 John Wiley & Sons Ltd.

Factors associated with anterior open bite in children with developmental disabilities.

PubMed

de Castilho, Lia Silva; Abreu, Mauro Henrique Nogueira Guimarães; Pires E Souza, Luiz Gustavo de Almeida; Romualdo, Leiliane Teresinha de Almeida; Souza E Silva, Maria Elisa; Resende, Vera Lúcia Silva

2018-01-01

To investigate factors associated with anterior open bite in individuals aged from 2 to 33 years with developmental disabilities. This is a cross-sectional study. A total of 271 dental records were examined. The anterior open bite analyzed was determined based on clinic exam. These variables were also analyzed: gender, age, education level of mother, International Code of Diseases (ICD), mouth breathing, use of anticonvulsant drugs, hyperkinesis, pacifier use, thumb sucking, seizure, and involuntary movements. For the purposes of analysis, the individuals were categorized as being with and without anterior open bite. Variables with a p-value of < 0.25 in the bivariate analysis were incorporated into the logistic regression models. Mouth breathers had a 2.60-fold (95% CI: 1.35-5.01) greater chance of exhibiting anterior open bite than nasal breathers. Pacifier users are more likely to have an anterior open bite (3.32-fold, 95% CI: 1.62-6.77). Individuals with reported involuntary movements had a 2.66-fold (95% CI: 1.26-5.63) greater chance of exhibiting anterior open bite. Users of anticonvulsants drugs had a 3.05 (95% CI: 1.57-5.92) greater chance of showing anterior open bite. Involuntary movements, mouth breathing, using anticonvulsant drugs, and using pacifier are factors associated with anterior open bite in patients with developmental disabilities. © 2017 Special Care Dentistry Association and Wiley Periodicals, Inc.

Project PLANTWORK: A Horticulture Employment Initiative for Workers with Developmental Disabilities.

ERIC Educational Resources Information Center

National Council for Therapy and Rehabilitation through Horticulture, Inc., Gaithersburg, MD.

Intended for persons establishing job development programs for developmentally disabled individuals, this training manual details the structure and procedures of Project PLANTWORK, a 21-month demonstration program which placed approximately 70 workers with developmental disabilities into employment in horticulture industry firms or into…

45 CFR 1386.24 - Non-allowable costs for the Protection and Advocacy System.

Code of Federal Regulations, 2010 CFR

2010-10-01

...) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS State System for Protection and Advocacy of the Rights of Individuals with Developmental Disabilities § 1386.24 Non-allowable...

Social Inclusion of Adults with Developmental Disabilities.

ERIC Educational Resources Information Center

Gaylord, Vicki, Ed.

1997-01-01

This feature issue presents articles on the social inclusion of people with developmental disabilities into the community and also some related news items. This issue provides profiles of organizations, workplaces, and schools that are successfully integrating people with developmental disabilities into community activities. The articles are:…

Guide to Federal Resources for the Developmentally Disabled.

ERIC Educational Resources Information Center

Russem, Wendy, Ed.; And Others

The guide presents information on available federal resources to improve services for developmentally disabled persons. An introductory chapter provides an overview of the creation and evolution of the Developmental Disabilities Program. Chapter two focuses on federal funding and appropriations, including methods of awarding grants and contracts.…

Extremely preterm infants small for gestational age are at risk for motor impairment at 3 years corrected age.

PubMed

Kato, Takeshi; Mandai, Tsurue; Iwatani, Sota; Koda, Tsubasa; Nagasaka, Miwako; Fujita, Kaori; Kurokawa, Daisuke; Yamana, Keiji; Nishida, Kosuke; Taniguchi-Ikeda, Mariko; Tanimura, Kenji; Deguchi, Masashi; Yamada, Hideto; Iijima, Kazumoto; Morioka, Ichiro

2016-02-01

Few studies have targeted psychomotor development and associated perinatal risk factors in Japanese very low birth weight (VLBW) infants who are severely small for gestational age (SGA). A single-center study was conducted in 104 Japanese VLBW infants who were born preterm, due to maternal, umbilical cord, or placental abnormalities, between 2000 and 2007. Psychomotor development as a developmental quotient (DQ) was assessed using the Kyoto Scale of Psychological Development at 3 years corrected age. Severely SGA was defined as birth weight or length below -2 standard deviation values of the mean values at the same gestation. VLBW infants were divided into 2 subgroups based on gestational age at birth: ⩾28 weeks (n=64) and <28 weeks (n=40). DQs of infants with severe SGA were compared with those of infants who were appropriate for gestational age (AGA). Factors associated with developmental disabilities in VLBW infants with severe SGA (n=23) were determined. In the group born at ⩾28 weeks gestation, infants with severe SGA had normal DQ values and did not significantly differ from those with AGA. However, in the group born at <28 weeks gestation, severe SGA infants had significantly lower postural-motor DQ values than AGA infants. Gestational age <28 weeks was an independent factor for low postural-motor DQ, regardless of the cause of severe SGA or pregnancy termination. Extremely preterm newborns with severe SGA are at risk of motor developmental disability at age 3 years. Copyright © 2015 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Family Functioning, Social Opportunities and Health as Predictors of Stress in Families of Children with Developmental Disability in the United Arab Emirates

ERIC Educational Resources Information Center

Dukmak, Samir J.; Aburezeq, Ibtehal M.

2012-01-01

A significant number of individuals all over the world experience various types of developmental disabilities. Families of these individuals are likely to be impacted by these disabilities in different ways. This research examines the UAE parents' adaptation and stress to the developmental disabilities that their children have as well as examines…

Doing nothing: adults with disabilities with no daily activities and their siblings.

PubMed

Taylor, Julie Lounds; Hodapp, Robert M

2012-01-01

A significant concern of parents and professionals is that adults with intellectual and developmental disabilities will go without regular educational-vocational activities. The authors examined predictors of such inactivity in individuals with intellectual and developmental disabilities, as well as how inactivity related to their sibling's well-being and the sibling relationship. Participants included 796 siblings of adults with intellectual and developmental disabilities who responded to a web-based survey. Nearly 13% of adults with intellectual and developmental disabilities were without daytime activities; these adults had more emotional-behavioral and health problems, were more underserved by the formal service system, and had parents who were less able to provide care. Although siblings of adults without activities reported more depressive symptoms, worse health, and less close sibling relationships, inactivity no longer predicted these problems after controlling for characteristics that predisposed adults with intellectual and developmental disabilities to have no activities.

Cross-sectional comparisons of the mathematical performance of children with learning disabilities: are we on the right track toward comprehensive programming?

PubMed

Cawley, J F; Miller, J H

1989-04-01

This study examines the mathematical performance of 220 children from 8 years through 17 years of age diagnosed as having learning disabilities. Student records were searched for data indicating performance on standardized test instruments relating to mathematics. Data for the Woodcock-Johnson Psycho-Educational Achievement Battery math subtests and for the IQ scores from the Wechsler Intelligence Scale for Children-Revised were obtained. Comparisons were made among children at different ages and among specific age clusters. Primary attention was directed toward calculations and applications of math concepts and principles. Developmental patterns across the ages studied were discovered. Implications for long-term comprehensive programming are presented.

A rare de novo interstitial duplication of 15q15.3q21.2 in a boy with severe short stature, hypogonadism, global developmental delay and intellectual disability.

PubMed

Yuan, Haiming; Meng, Zhe; Zhang, Lina; Luo, Xiangyang; Liu, Liping; Chen, Mengfan; Li, Xinwei; Zhao, Weiwei; Liang, Liyang

2016-01-01

Interstitial duplications distal to 15q13 are very rare. Here, we reported a 14-year-old boy with severe short stature, delayed bone age, hypogonadism, global developmental delay and intellectual disability. His had distinctive facial features including macrocephaly, broad forehead, deep-set and widely spaced eyes, broad nose bridge, shallow philtrum and thick lips. A de novo 6.4 Mb interstitial duplication of 15q15.3q21.2 was detected by chromosomal microarray analysis. We compared our patient's clinical phenotypes with those of several individuals with overlapping duplications and several candidate genes responsible for the phenotypes were identified as well. The results suggest a novel contiguous gene duplication syndrome characterized with shared features including short stature, hypogonadism, global developmental delay and other congenital anomalies.

Teaching Pedestrian Skills to Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Batu, Sema; Ergenekon, Yasemin; Erbas, Dilek; Akmanoglu, Nurgul

2004-01-01

The purpose of the present study was to examine the effectiveness of most to least prompting on teaching pedestrian skills to individuals with developmental disabilities. Five individuals with developmental disabilities were taught three different pedestrian skills, all related to crossing the streets, using simulation activities on a road model…

Developing Inclusive College Opportunities for Students with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Papay, Clare; Griffin, Megan

2013-01-01

Over the past decade, inclusive postsecondary opportunities have become more available to students with intellectual and developmental disabilities than ever before. With greater demand for such opportunities as well as greater awareness of the possibilities for youth with intellectual and developmental disabilities, developing new programs on…

Understanding Information about Mortality among People with Intellectual and Developmental Disabilities in Canada

ERIC Educational Resources Information Center

Ouellette-Kuntz, Hélène; Shooshtari, Shahin; Balogh, Robert; Martens, Patricia

2015-01-01

Background: This paper reviews what is currently known about mortality among Canadians with intellectual and developmental disabilities and describes opportunities for ongoing monitoring. Methods: In-hospital mortality among adults with intellectual and developmental disabilities in Ontario was examined using hospital data. Mortality was compared…

Transitioning Youth with Intellectual and Other Developmental Disabilities: Predicting Community Employment Outcomes

ERIC Educational Resources Information Center

Simonsen, Monica L.; Neubert, Debra A.

2013-01-01

Community employment outcomes were examined for 338 transitioning youth with intellectual and other developmental disabilities in one state 18 months after exiting public school. All transitioning youth received ongoing Developmental Disability agency funding. The majority of transitioning youth (57.1%) were engaged in sheltered or nonwork…

A Predoctoral Program in Dental Care for the Developmentally Disabled.

ERIC Educational Resources Information Center

Ferguson, Fred S.; And Others

1990-01-01

In 1980, the State University of New York at Stony Brook began a program, integrated into the program of children's dentistry, to train students in care for the developmentally disabled. Management of developmentally disabled patients is provided over three years, and represents an extension of pediatric behavior management. (MSE)

76 FR 67194 - Announcing the Award of a Single-Source Expansion Supplement Grant to the National Association of...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-31

... Number: 93.631. Statutory Authority: The Developmental Disabilities Assistance and Bill of Rights Act of... DEPARTMENT OF HEALTH AND HUMAN SERVICES Administration for Children and Families Announcing the... Developmental Disabilities in Washington, DC AGENCY: Administration on Developmental Disabilities, ACF, HHS...

76 FR 41800 - Estimated Federal Allotments to State Developmental Disabilities Councils and Protection and...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-15

..., pursuant to section 122 and section 142 of the Developmental Disabilities Assistance and Bill of Rights Act... DEPARTMENT OF HEALTH AND HUMAN SERVICES Administration for Children and Families Estimated Federal Allotments to State Developmental Disabilities Councils and Protection and Advocacy Systems Formula Grant...

Sexuality and Developmental Disability: Obstacles to Healthy Sexuality throughout the Lifespan

ERIC Educational Resources Information Center

Richards, Deborah; Miodrag, Nancy; Watson, Shelley L.

2006-01-01

This paper presents a lifespan perspective of sexuality issues for individuals with developmental disabilities. Individuals with developmental disabilities are human beings who have historically been denied the right to express their sexuality or engage in sexual relationships due to misconceptions or negative attitudes. Using a hypothetical case…

45 CFR 88.5 - Written certification of compliance.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Developmental Disabilities Assistance and Bill of Rights Act of 2000, require such individual to perform or... Health Centers Act, or the Developmental Disabilities Assistance and Bill of Rights Act of 2000 that is... Act, or the Developmental Disabilities Assistance and Bill of Rights Act of 2000, require such...

Let's Talk about Sex: Recommendations for Educating Adolescents with Developmental Disabilities

ERIC Educational Resources Information Center

Minch, Laura M.

2011-01-01

Individuals with developmental disabilities are vulnerable to sexual abuse, and are often denied access to sexuality education. Public schools have vague curricula regarding sexuality education for general education students, curricula to which adolescents with developmental disabilities do not have access. The current study sought to determine…

Nutrition and Fitness Curriculum: Designing Instructional Interventions for Children with Developmental Disabilities

ERIC Educational Resources Information Center

Simpson, Cynthia G.; Swicegood, Philip R.; Gaus, Mark D.

2006-01-01

With the recent rise of childhood obesity, teaching children with developmental disabilities about healthful lifestyle choices has important implications for special educators. Designing instructional interventions for children with developmental disabilities in the areas of nutrition and weight management poses challenges to educators, who must…

The State of the States in Developmental Disabilities. Fifth Edition.

ERIC Educational Resources Information Center

Braddock, David; Hemp, Richard; Parish, Susan; Westrich, James

This volume reports on the fifth nationwide survey of trends in mental retardation (MR) and developmental disabilities (DD). It begins with four chapters summarizing trends in the nation as a whole. The first chapter is "Mental Retardation and Developmental Disabilities: Historical and Contemporary Perspectives" (David Braddock). This…

Mutations in HIVEP2 are associated with developmental delay, intellectual disability, and dysmorphic features.

PubMed

Steinfeld, Hallie; Cho, Megan T; Retterer, Kyle; Person, Rick; Schaefer, G Bradley; Danylchuk, Noelle; Malik, Saleem; Wechsler, Stephanie Burns; Wheeler, Patricia G; van Gassen, Koen L I; Terhal, P A; Verhoeven, Virginie J M; van Slegtenhorst, Marjon A; Monaghan, Kristin G; Henderson, Lindsay B; Chung, Wendy K

2016-07-01

Human immunodeficiency virus type I enhancer binding protein 2 (HIVEP2) has been previously associated with intellectual disability and developmental delay in three patients. Here, we describe six patients with developmental delay, intellectual disability, and dysmorphic features with de novo likely gene-damaging variants in HIVEP2 identified by whole-exome sequencing (WES). HIVEP2 encodes a large transcription factor that regulates various neurodevelopmental pathways. Our findings provide further evidence that pathogenic variants in HIVEP2 lead to intellectual disabilities and developmental delay.

Use of a UDL Literacy Environment by Middle School Students With Intellectual and Developmental Disabilities.

PubMed

Coyne, Peggy; Evans, Miriam; Karger, Joanne

2017-02-01

Universal Design for Learning (UDL) has been shown to have benefits for students with disabilities. However, little is known about its potential to support literacy for students with intellectual and developmental disabilities (IDD). This qualitative study explored (a) to what extent students with IDD are able to use Udio, an online UDL literacy environment; and (b) how students with IDD experienced and perceived Udio. A grounded theory approach was used to analyze classroom observations, as well as teacher and student interviews. Electronic usage logs and student-produced discussions and projects were analyzed descriptively. Students independently navigated the environment and used embedded supports, including audio-assisted reading and sentence starters. In addition, findings indicate that age-relevant content, choice, and opportunities to socialize in online discussions were especially engaging for students. Further research is warranted to determine how UDL environments affect the literacy development of students with IDD.

Developing culturally responsive approaches with Southeast Asian American families experiencing developmental disabilities.

PubMed

Baker, Dian L; Miller, Elizabeth; Dang, Michelle T; Yaangh, Chiem-Seng; Hansen, Robin L

2010-12-01

Southeast Asian American families are underrepresented among recipients of special education and social services for people with developmental disabilities. Our aims were to use a community-based participatory research approach to examine Hmong and Mien families' perceptions of developmental disabilities and understand barriers to and facilitators of service provision among families experiencing developmental disabilities. We describe here a case study of a successful attempt to engage marginalized and underserved communities to understand their needs to improve access and services for persons with developmental disabilities. We conducted 2 focus groups with 11 key informants and 1 focus group with 10 family members of persons with developmental disabilities, as well as in-depth interviews with 3 shamans. Using a thematic analysis approach, we coded notes and transcripts to assess community members' understanding of developmental disabilities, experiences negotiating educational and health care systems, and barriers to high-quality care. A predominant theme was the perception that reliance on governmental support services is not appropriate. Common barriers identified included lack of accurate information, language difficulties, lack of trust, and limited outreach. These perceptions and barriers, combined with limited access to services, interfere with community acceptance and use of available support services. Despite these barriers, participants indicated that with education, outreach, and culturally responsive support, families would likely accept services. Community-based participatory methods are effective for eliciting root causes of health inequities in marginalized communities. Outreach to community-based organizations and an inclusive research practice identified social and cultural reasons for low service uptake and provided a pathway for the community to improve services for persons with developmental disabilities.

Doing Justice? Criminal Offenders with Developmental Disabilities. Detailed Research Findings.

ERIC Educational Resources Information Center

Petersilia, Joan

People with cognitive, intellectual, or developmental disabilities are a small but increasing portion of offenders in the criminal justice system. People with developmental disabilities are estimated to comprise 2-3% of the general population, but 4-10% of the prison population, and an even higher percentage of those in juvenile facilities and in…

Sexual Abuse Prevention: A Training Program for Developmental Disabilities Service Providers

ERIC Educational Resources Information Center

Bowman, Rachel A.; Scotti, Joseph R.; Morris, Tracy L.

2010-01-01

Persons with developmental disabilities are at an increased risk for becoming victims of sexual abuse. Research has revealed that the largest group of identified perpetrators of sexual abuse is developmental disability service providers. The purpose of the present study was to develop, implement, and evaluate the effectiveness of a sexual abuse…

Relationships between Leisure Participation and Quality of Life of People with Developmental Disabilities

ERIC Educational Resources Information Center

Badia, Marta; Orgaz, María Begoña; Verdugo, Miguel Á.; Ullán, Ana M.; Martínez, Magdalena

2013-01-01

Background: Studies of people with developmental disabilities suggest that participation in leisure activities might be a key factor for good quality of life. This study explores the relationships between objective and subjective quality of life and leisure participation of adults with developmental disabilities. Materials and Methods: A…

Sleep Quality and Psychological Wellbeing in Mothers of Children with Developmental Disabilities

ERIC Educational Resources Information Center

Chu, Judy; Richdale, Amanda L.

2009-01-01

Sleep and behavioural difficulties are common in children with developmental disabilities. Mothers often wake and tend to their child when their child is having sleep difficulties. Therefore, mothers of children with developmental disabilities can have poor sleep quality due to these disruptions. The present study investigated the impact of sleep…

A Systematic Review of Mindfulness Intervention for Individuals with Developmental Disabilities: Long-Term Practice and Long Lasting Effects

ERIC Educational Resources Information Center

Hwang, Yoon-Suk; Kearney, Patrick

2013-01-01

Can individuals with developmental disabilities learn mindfulness? If so, with what result? A systematic literature review identified 12 studies that taught mindfulness practice to individuals with mild to severe developmental disabilities, demonstrating that mindfulness intervention could significantly reduce the behavioural and/or psychological…

Predictors of Future Caregiving by Adult Siblings of Individuals with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Burke, Meghan M.; Taylor, Julie Lounds; Urbano, Richard; Hodapp, Robert M.

2012-01-01

With the growing life expectancy for individuals with intellectual and developmental disabilities, siblings will increasingly assume responsibility for the care of their brother or sister with intellectual and developmental disabilities. Using a 163-item survey completed by 757 siblings, the authors identified factors related to future caregiving…

"Say Cheese": Teaching Photography Skills to Adults with Developmental Disabilities

ERIC Educational Resources Information Center

Edrisinha, Chaturi; O'Reilly, Mark F.; Choi, Ha Young; Sigafoos, Jeff; Lancioni, Giulio E.

2011-01-01

We evaluated a video prompting procedure to teach adults with developmental disabilities to take a digital photograph and print it using a laptop computer and a printer. Participants were four men with developmental disabilities. Training was conducted at the participants' residential facility. During baseline, participants were told to take a…

Toilet Training Individuals with Autism and Other Developmental Disabilities: A Critical Review

ERIC Educational Resources Information Center

Kroeger, K. A.; Sorensen-Burnworth, Rena

2009-01-01

The following article reviews the current literature addressing toilet training individuals with autism and other developmental disabilities. The review addresses programs typical to toilet training the developmental disability population, most of which are modeled after the original Foxx and Azrin [Azrin, N. H., & Foxx, R. M. (1971). A rapid…

Disparities in Unmet Service Needs among Adults with Intellectual and Other Developmental Disabilities

ERIC Educational Resources Information Center

Burke, Meghan M.; Heller, Tamar

2017-01-01

Background: Due to long waiting lists for services, many adults with intellectual and developmental disabilities in the United States have unmet service needs. Little research, however, has identified the characteristics of caregivers and individuals with intellectual and developmental disabilities that relate to the unmet service needs among…

Guidelines for the Use of Clozapine in Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Sabaawi, Mohamed; Singh, Nirbhay N.; de Leon, Jose

2006-01-01

Clozapine is the most effective antipsychotic medication currently in use, but there has been a paucity of well-controlled research on its efficacy with people with developmental disabilities. We present a set of guidelines to ensure proper utilization of clozapine in individuals with developmental disabilities, because it can offer them…

Description of Communication Breakdown Repair Strategies Produced by Nonverbal Students with Developmental Disabilities

ERIC Educational Resources Information Center

Dincer, Baris; Erbas, Dilek

2010-01-01

This study describes the communication repair behaviors used by nonverbal students with developmental disabilities in the interactions they were involved in with their teachers during free play activities. All children were students at centers serving student with developmental disabilities at Anadolu University in Turkey. Data were collected by…

Network Analysis of a Demonstration Program for the Developmentally Disabled

ERIC Educational Resources Information Center

Fredericks, Kimberly A.

2005-01-01

This chapter presents the findings from a network analysis of a demonstration program for the developmentally disabled to show the application of graphical network analysis in program evaluation. The developmentally disabled demonstration (DDD) program was a five-year pilot project to provide person-centered service environments to people with …

Developmentally Disabled Persons in Family Settings: Report No. 1.

ERIC Educational Resources Information Center

Cox, Wendy M.; Wilson, Wendell L.

The first of three reports from a study of developmentally disabled persons living with their families, this document presents findings on the first group (group A) studied: Washington's Division of Developmental Disabilities (DDD) clients 16 and older who currently live with their families. The closest relatives or guardians were interviewed and…

Project READDY: Real Employment Alternatives for Developmentally Disabled Youth. Job Training Manual.

ERIC Educational Resources Information Center

Berkell, Dianne E.; And Others

The manual is intended to provide special educators, adult service providers, and parents with strategies for providing community based job training to youth with autism and other developmental disabilities. Section I deals with a variety of work sites appropriate for training young people with severe developmental disabilities. Information…

A Handbook on Legal Rights of Developmentally Disabled People in Massachusetts.

ERIC Educational Resources Information Center

Ambrogi, Robert; And Others

The handbook provides information in question-and-answer format on the legal rights of developmentally disabled persons, focusing on those in the state of Massachusetts. An introductory section discusses developmental disabilities and advocacy. The main section, on legal rights, covers such areas as discrimination (including Section 504 of the…

Colorado State Plan for the Developmentally Disabled: Master Planning Guide for Instructional Objectives. Second Edition.

ERIC Educational Resources Information Center

Shibata, Paul

A product of joint effort between the Colorado Department of Institutions and the Division of Developmental Disabilities, the guide presents hierarchically arranged instructional objectives to determine goals for developmentally disabled persons. The most advanced skills are listed first with basic skills following for four major categories:…

Master Planning Guide for Instructional Objectives. Colorado State Plan for the Developmentally Disabled.

ERIC Educational Resources Information Center

Myers, Marvin L.; And Others

Presented by the Master Planning Committee of the Colorado Department of Institutions and the Division of Developmental Disabilities is a behavior inventory of sequential skills in four areas basic to the normalization of developmentally disabled persons. Instructional objectives are listed in the following areas: physical, including perceptual…

Antipsychotic Medication Prescription Patterns in Adults with Developmental Disabilities Who Have Experienced Psychiatric Crisis

ERIC Educational Resources Information Center

Lunsky, Yona; Elserafi, Jonny

2012-01-01

Antipsychotic medication rates are high in adults with developmental disability. This study considered rates of antipsychotic use in 743 adults with developmental disability who had experienced a psychiatric crisis. Nearly half (49%) of these adults were prescribed antipsychotics. Polypharmacy was common with 22% of those prescribed antipsychotics…

Microenterprise Options for People with Intellectual and Developmental Disabilities: An Outcome Evaluation

ERIC Educational Resources Information Center

Conroy, James W.; Ferris, Charles S.; Irvine, Ron

2010-01-01

Opportunities for community employment of people with intellectual and developmental disabilities are limited, and have not improved over the past quarter century of interest and effort. This report provides the findings from an outcome study of this issue. Twenty-seven people with intellectual and developmental disability, residents in Kent…

What Legislators Need To Know about Mental Retardation and Developmental Disabilities.

ERIC Educational Resources Information Center

Wright, Barbara

This publication provides background information on financing and programming for persons with developmental disabilities to assist state legislators in making public policy and funding decisions. The booklet is in a question-and-answer format and covers the following topics: (1) definition of developmental disabilities and factors of concern to…

Family Decision Making: Benefits to Persons with Developmental Disabilities and Their Family Members

ERIC Educational Resources Information Center

Neely-Barnes, Susan; Graff, J. Carolyn; Marcenko, Maureen; Weber, Lisa

2008-01-01

Family involvement in planning and choosing services has become a key intervention concept in developmental disability services. This study (N = 547) modeled patterns of family decision making and assessed benefits to persons with developmental disabilities (DDs) and their family members. A latent profile analysis identified 4 classes that were…

45 CFR 1386.32 - Periodic reports: Federal assistance to State Developmental Disabilities Councils.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 4 2012-10-01 2012-10-01 false Periodic reports: Federal assistance to State Developmental Disabilities Councils. 1386.32 Section 1386.32 Public Welfare Regulations Relating to Public Welfare (Continued) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES...

Social Support Is Associated with Blood Pressure Responses in Parents Caring for Children with Developmental Disabilities

ERIC Educational Resources Information Center

Gallagher, Stephen; Whiteley, Jenny

2012-01-01

The present study tested whether parents caring for children with developmental disabilities would have higher blood pressure compared to parents of typically developing children (controls). It also examined the psychosocial factors underlying this observation. Thirty-five parents of children with developmental disability and thirty controls…

Predictors of Self-Determination in Postsecondary Education for Students with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Shogren, Karrie A.; Wehmeyer, Michael L.; Shaw, Leslie A.; Grigal, Meg; Hart, Debra; Smith, Frank A.; Khamsi, Sheida

2018-01-01

Given the increasing enrollment of students with intellectual and developmental disabilities in postsecondary education and the potential impact of self-determination on postsecondary outcomes, this study analyzed data on the self-determination status of students with intellectual and developmental disabilities completing their first year of a…

Prevention Strategies for Developmental Disabilities: An Annotated Resource Listing.

ERIC Educational Resources Information Center

Hedrick, Bonnie M.; And Others

This listing of print and non-print resources related to the prevention of developmental disabilities is intended for use by health professionals and the general public. An introductory section defines developmental disabilities, offers a statement of the problem in Ohio, and describes Ohio's system for prevention/early intervention and the Ohio…

A Functional Analysis of Gestural Behaviors Emitted by Young Children with Severe Developmental Disabilities

ERIC Educational Resources Information Center

Ferreri, Summer J.; Plavnick, Joshua B.

2011-01-01

Many children with severe developmental disabilities emit idiosyncratic gestures that may function as verbal operants (Sigafoos et al., 2000). This study examined the effectiveness of a functional analysis methodology to identify the variables responsible for gestures emitted by 2 young children with severe developmental disabilities. Potential…

Global-Local Precedence in the Perception of Facial Age and Emotional Expression by Children with Autism and Other Developmental Disabilities

ERIC Educational Resources Information Center

Gross, Thomas F.

2005-01-01

Global information processing and perception of facial age and emotional expression was studied in children with autism, language disorders, mental retardation, and a clinical control group. Children were given a global-local task and asked to recognize age and emotion in human and canine faces. Children with autism made fewer global responses and…

Effects of ordinary and adaptive toys on pre-school children with developmental disabilities.

PubMed

Hsieh, Hsieh-Chun

2008-01-01

Toys help children in mastering developmental tasks. This study investigated toy effect on children with developmental disabilities as they engage in using ordinary and adaptive toys. A single-subject design was used to identify the effects on their toy play abilities. Differences in toy effects between playing ordinary and adaptive toys were examined. Three special education teachers chose ordinary toys and modified ordinary toys. Modified ordinary toys, i.e., adaptive toys, were designed according to the individual disabilities of participating children, treatment goals, and the toy types. Three children with developmental disabilities from pre-schools in Taiwan were enrolled. Appropriate participation of three pre-schoolers increased dramatically in playing adaptive toys during intervention phase. The toy effects demonstrate that when using adaptive toys, children with developmental disabilities may response better during toy play sessions.

Aging and Developmental Disabilities: Perspectives from Nine Countries. Monograph #52.

ERIC Educational Resources Information Center

Moss, Steve, Ed.

This monograph presents nine author-contributed papers which look at issues of aging and mental retardation from the perspectives of nine nations: Australia (by Trevor R. Parmenter), Great Britain (by Steve Moss), Canada (by Gerrit Groeneweg), Germany (by Gottfried Adam), Hong Kong (by John W. L. Tse), Indonesia (by D. Lianta), Japan (by Takeo…

Supporting Diversity.

ERIC Educational Resources Information Center

Horton, Betty, Ed.; And Others

1996-01-01

This newsletter feature issue focuses on services for persons with developmental disabilities that support the whole person by acknowledging, respecting, and incorporating aspects of identity such as race, ethnicity, religion, sexual orientation, gender, age, and class. Articles include: (1) "Serving the Whole Person: The Journey to Embracing…

Confirmatory Factor Analysis of a Family Quality of Life Scale for Taiwanese Families of Children With Intellectual Disability/Developmental Delay.

PubMed

Chiu, Chun-Yu; Seo, Hyojeong; Turnbull, Ann P; Summers, Jean Ann

2017-04-01

The Beach Center Family Quality of Life Scale is an internationally validated instrument for measuring family outcomes. To revise the scale for better alignment with the Family Quality of Life theory, the authors excluded non-outcome items in this revision. In this study, we examined reliability and validity of the revised scale (i.e., the FQoL Scale-21) and its scores for Taiwanese families of children and youth with intellectual disability and developmental delay (age 0-18). Results from 400 Taiwanese respondents suggested that the FQoL Scale-21 has the potential to be used as an indicator of positive outcomes in intervention evaluation, policy making, and service delivery.

Consumer Involvement in Evaluation and Quality Assurance Efforts: Review of Current Efforts in the Field of Developmental Disabilities.

ERIC Educational Resources Information Center

Ashline, Melissa

This review of the professional and programmatic literature in the field of developmental disabilities focuses on ways in which individuals with developmental disabilities and their families are becoming increasingly involved in program evaluation and quality assurance efforts. Three major movements are having an impact on this activity: state and…

Annotation: Early Intervention and Prevention of Self-Injurious Behaviour Exhibited by Young Children with Developmental Disabilities

ERIC Educational Resources Information Center

Richman, D. M.

2008-01-01

The ontogeny of self-injurious behaviour exhibited by young children with developmental delays or disabilities is due to a complex interaction between neurobiological and environmental variables. In this manuscript, the literature on emerging self-injury in the developmental disability population is reviewed with a focus on an operant conceptual…

The World of the Developmentally Disabled Child: A Parents' Handbook with Directory of Services for Families in Lake County, Illinois.

ERIC Educational Resources Information Center

Suelzle, Marijean; Keenan, Vincent

Intended for parents of developmentally disabled children, the handbook provides information on service needs and services available in Lake County, Illinois. Section I focuses on life course planning with sections of diagnosis and assessment, professionals involved with special education, education for the developmentally disabled, vocational…

An Exploratory Study of the Knowledge of Personal Safety Skills among Children with Developmental Disabilities and Their Parents

ERIC Educational Resources Information Center

Miller, Hannah L.; Pavlik, Kathryn M.; Kim, Min Ah; Rogers, Karen C.

2017-01-01

Background: This study assessed the knowledge of personal safety skills among children with developmental disabilities and their parents' perceptions of children's knowledge. Method: This exploratory study examined the mental health records of 37 children with developmental disabilities referred for an abuse risk reduction group in a community…

Weight Management in Adults with Intellectual and Developmental Disabilities: A Randomized Controlled Trial of Two Dietary Approaches

ERIC Educational Resources Information Center

Ptomey, Lauren T.; Saunders, Richard R.; Saunders, Muriel; Washburn, Richard A.; Mayo, Matthew S.; Sullivan, Debra K.; Gibson, Cheryl A.; Goetz, Jeannine R.; Honas, Jeff J.; Willis, Erik A.; Danon, Jessica C.; Krebill, Ron; Donnelly, Joseph E.

2018-01-01

Background: The prevalence of obesity among individuals with intellectual and developmental disabilities (IDD) is equal to or greater than the general population. Methods: Overweight/obese adults (BMI =25 kg/m2) with mild-to-moderate intellectual and developmental disabilities were randomized to an enhanced stop light diet…

Family Care for Persons with Developmental Disabilities: A Growing Commitment.

ERIC Educational Resources Information Center

Agosta, J. M., Ed.; Bradley, V. J., Ed.

The report presents findings from a study of family-based care for persons with developmental disabilities. The first of four parts introduces the problems of family-based care and presents perspectives of parents and of persons with developmental disabilities. Part 2, on responding to the needs of families, includes a review of historical and…

Psychometric Properties of the ASPeCT-DD: Measuring Positive Traits in Persons with Developmental Disabilities

ERIC Educational Resources Information Center

Woodard, Cooper

2009-01-01

Background: The Assessment Scale for Positive Character Traits-Developmental Disabilities (ASPeCT-DD) was designed to measure the presence and strength of selected positive or strength-based traits in persons with developmental disabilities. These traits may help to determine level of happiness or value associated with the more commonly measured…

Intellectual and Developmental Disabilities in Kinshasa, Democratic Republic of the Congo: Causality and Implications for Resilience and Support

ERIC Educational Resources Information Center

Aldersey, Heather M.; Turnbull, H. Rutherford, III; Turnbull, Ann P.

2014-01-01

This article reports results of a 7-month qualitative study on intellectual and related developmental disabilities in Kinshasa, Democratic Republic of the Congo, particularly as they relate to the causes and meaning of intellectual and developmental disabilities (IDD). This study raises important questions related to the understanding of…

The Transition to School of Children with Developmental Disabilities: Views of Parents and Teachers

ERIC Educational Resources Information Center

Walker, Sue; Dunbar, Stephanie; Meldrum, Katrina; Whiteford, Chrystal; Carrington, Suzanne; Berthelsen, Donna; Hand, Kirstine; Nicholson, Jan

2012-01-01

The transition from early intervention programs to inclusive school settings presents a range of social challenges for children with developmental disabilities. In Queensland, in the year of transition to school, many children with developmental disabilities attend an Early Childhood Development Program for two to three days each week and also…

78 FR 2997 - Administration on Intellectual and Developmental Disabilities (AIDD); Notice of Meeting via...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-15

... Intellectual and Developmental Disabilities (AIDD); Notice of Meeting via Conference Call AGENCY: President's Committee for People with Intellectual Disabilities (PCPID), HHS. ACTION: Notice of Meeting via Conference... Analyst, President's Committee for People with Intellectual Disabilities, 200 Independence Avenue, SW...

The developmental trajectory of disruptive behavior in Down syndrome, fragile X syndrome, Prader-Willi syndrome and Williams syndrome.

PubMed

Rice, Lauren J; Gray, Kylie M; Howlin, Patricia; Taffe, John; Tonge, Bruce J; Einfeld, Stewart L

2015-06-01

The aim of this study was to investigate the developmental trajectories of verbal aggression, physical aggression, and temper tantrums in four genetic syndrome groups. Participants were part of the Australian Child to Adult Development Study (ACAD), which collected information from a cohort of individuals with an intellectual disability at five time points over 18 years. Data were examined from a total of 248 people with one of the four following syndromes: Down syndrome, Fragile X syndrome, Prader-Willi syndrome, or Williams syndrome. Changes in behaviors were measured using validated items from the Developmental Behavior Checklist (DBC). The results indicate that, while verbal aggression shows no evidence of diminishing with age, physical aggression, and temper tantrums decline with age before 19 years for people with Down syndrome, Fragile X syndrome, and William syndrome; and after 19 years for people with Prader-Willi syndrome. These findings offer a somewhat more optimistic outlook for people with an intellectual disability than has previously been suggested. Research is needed to investigate the mechanisms predisposing people with PWS to persistence of temper tantrums and physical aggression into adulthood. © 2015 Wiley Periodicals, Inc.

Formative evaluation on a physical activity health promotion program for the group home setting.

PubMed

Dixon-Ibarra, Alicia; Driver, Simon; VanVolkenburg, Haley; Humphries, Kathleen

2017-02-01

Physical inactivity and high rates of chronic conditions is a public health concern for adults with intellectual disability. Few health promotion programs target the group home setting which is the pre-dominant form of residential accommodation for persons with intellectual disability. A process evaluation of a physical activity health promotion program, Menu-Choice, was conducted with five group home sites for adults with intellectual and developmental disabilities. Menu-Choice assists group home staff in including physical activity goals within resident schedules. The physical activity program was designed based on theoretical frameworks, community-based participatory approaches, and established health promotion guidelines for adults with disabilities. Fourteen program coordinators (age M 39; 77% females), 22 staff (age M 39; 82% females), and 18 residents (age M 59; 72% females; 56% ambulatory) participated. Results from the fidelity survey and program completion highlight potential challenges with implementation. Findings will assist with the refinement of the program for continued implementation trials in the group home community. Published by Elsevier Ltd.

Melatonin Treatment in Children with Developmental Disabilities

PubMed Central

Schwichtenberg, A.J.; Malow, Beth A.

2015-01-01

Melatonin is commonly recommended to treat sleep problems in children with developmental disabilities. However, relatively few studies document the efficacy and safety of melatonin in pediatric populations with developmental diagnoses. This chapter reviews recent studies of melatonin efficacy across a wide breadth of developmental disabilities. Overall, short treatment trials (1 week to 3 months) of melatonin were associated with a significant decrease in sleep onset latency time for each of the disorders reviewed, with one notable exception, tuberous sclerosis. In general, reported side effects were uncommon and mild in nature. Across disorders, additional research is needed to draw disability-specific conclusions. However, studies to date provide positive support for future trials that include larger groups of children with specific disabilities/syndromes. PMID:26055866

Child health and parental stress in school-age children with a preschool diagnosis of developmental delay.

PubMed

Webster, Richard I; Majnemer, Annette; Platt, Robert W; Shevell, Michael I

2008-01-01

Chronic disorders are known to have a wide-ranging impact on overall health and family dynamics. The objective of this study was to assess child health and well-being and parental stress in a cohort of school-age children diagnosed before school entry with either global developmental delay or developmental language impairment. In total, 65 children with preschool developmental delay were assessed at school age (mean +/- SD age: 7.3 +/- 0.7 years) with the Child Health Questionnaire and Parenting Stress Index, with a mean interval between assessment of 3.9 years. Almost all children who completed testing (60/62) continued to show developmental impairments across domains. On the Child Health Questionnaire, children showed the greatest impairment on the mental health scale (median z score: -0.9). The median Child Health Questionnaire psychosocial health score (40.7) was almost 1 SD below established normative values ( P < .001). More than 40% of parents had a Parenting Stress Index above the 85th percentile (clinically significant parenting stress). Using multiple linear regression analysis, high levels of parenting stress were best predicted by a child's Child Health Questionnaire psychosocial health score (r2 = 0.49, P < .001). Thus, 4 years after a preschool-age diagnosis of developmental delay, poor psychosocial health was a common comorbidity. Almost half the parents showed clinically significant levels of parenting stress. There is a need to both recognize and provide ongoing social and emotional support for young children diagnosed with developmental disability and their families.

Preserving the Past: An Early Interview Improves Delayed Event Memory in Children With Intellectual Disabilities

PubMed Central

Brown, Deirdre A; Lewis, Charlie N; Lamb, Michael E

2015-01-01

The influence of an early interview on children's (N = 194) later recall of an experienced event was examined in children with mild and moderate intellectual disabilities (CWID; 7–12 years) and typically developing (TD) children matched for chronological (7–12 years) or mental (4–9 years) age. Children previously interviewed were more informative, more accurate, and less suggestible. CWID (mild) recalled as much information as TD mental age matches, and were as accurate as TD chronological age matches. CWID (moderate) recalled less than TD mental age matches but were as accurate. Interviewers should elicit CWID's recall as early as possible and consider developmental level and severity of impairments when evaluating eyewitness testimony. PMID:25876042

Brain magnetic resonance imaging and motor and intellectual functioning in 86 patients born at term with spastic diplegia.

PubMed

Numata, Yurika; Onuma, Akira; Kobayashi, Yasuko; Sato-Shirai, Ikuko; Tanaka, Soichiro; Kobayashi, Satoru; Wakusawa, Keisuke; Inui, Takehiko; Kure, Shigeo; Haginoya, Kazuhiro

2013-02-01

To investigate the association between magnetic resonance imaging (MRI) patterns and motor function, epileptic episodes, and IQ or developmental quotient in patients born at term with spastic diplegia. Eighty-six patients born at term with cerebral palsy (CP) and spastic diplegia (54 males, 32 females; median age 20 y, range 7-42 y) among 829 patients with CP underwent brain MRI between 1990 and 2008. The MRI and clinical findings were analysed retrospectively. Intellectual disability was classified according to the Enjoji developmental test or the Wechsler Intelligence Scale for Children (3rd edition). The median ages at diagnosis of CP, assignment of Gross Motor Function Classification System (GMFCS) level, cognitive assessment, and MRI were 2 years (range 5 mo-8 y), 6 years (2 y 8 mo-19 y), 6 years (1 y 4 mo-19 y), and 7 years (10 mo-30 y) respectively. MRI included normal findings (41.9%), periventricular leukomalacia, hypomyelination, and porencephaly/periventricular venous infarction. The frequency of patients in GMFCS levels III to V and intellectual disability did not differ between those with normal and abnormal MRI findings. Patients with normal MRI findings had significantly fewer epileptic episodes than those with abnormal ones (p=0.001). Varied MRI findings, as well as the presence of severe motor dysfunction and intellectual disability (despite normal MRI), suggest that patients born at term with spastic diplegia had heterogeneous and unidentified pathophysiology. © The Authors. Developmental Medicine & Child Neurology © 2012 Mac Keith Press.

Psychiatric diagnostic screening of social maladaptive behaviour in children with mild intellectual disability: differentiating disordered attachment and pervasive developmental disorder behaviour.

PubMed

Giltaij, H P; Sterkenburg, P S; Schuengel, C

2015-02-01

Children with intellectual disability (ID) are at risk for maladaptive development of social relatedness. Controversy exists whether Pervasive Developmental Disorder (PDD) takes precedence over disordered attachment for describing maladaptive social behaviour. The aim of this study was to assess the prevalence of disordered attachment symptoms in children with ID referred for mental health diagnosis, and to study the potential diagnostic overlap between symptoms of disordered attachment and PDD symptoms. Children (n = 102) in the age of 5-11 with IDs (borderline or mild; IQ 50-85) referred for psychiatric consultation were recruited. Parents were administered a screening interview for disturbances of attachment and teachers were administered a screening questionnaire for PDD. Behavioural symptoms of disordered attachment were reported for 42%* of the children, with 16%* showing symptoms of inhibited and 37%* showing symptoms of disinhibited attachment disorder. In 11% both types of symptoms were noted. Attachment disorder symptoms were not significantly associated with gender, ethnic background or age. Positive screening for PDD occurred for 27%. Positive screening for PDD was not significantly associated with symptoms of attachment disorder. Among children with ID referred for psychiatric consultation, Reactive Attachment Disorder (RAD) and PDD symptoms were both highly prevalent. RAD and PDD symptoms appear as distinct, but sometimes comorbid, forms of aberrant social relatedness. MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Fourth Grade Outcomes of Children with a Preschool History of Developmental Disability

ERIC Educational Resources Information Center

Delgado, Christine E. F.

2009-01-01

Special education outcomes were evaluated for 3,608 children (2,513 males) with a preschool history of developmental disability. Sixty-six percent of the children had an identified disability in fourth grade. The percentage of children with a disability at outcome varied across preschool disability categories from 54% to 96%. The consistency of…

Becoming a Coach in Developmental Adaptive Sailing: A Lifelong Learning Perspective.

PubMed

Duarte, Tiago; Culver, Diane M

2014-10-02

Life-story methodology and innovative methods were used to explore the process of becoming a developmental adaptive sailing coach. Jarvis's (2009) lifelong learning theory framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed from a young age to collaborative environments. Social interactions with others such as mentors, colleagues, and athletes made major contributions to her coaching knowledge. As Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational para-swimming instructor to developmental adaptive sailing coach. The conclusions inform future research in disability sport coaching, coach education, and applied sport psychology.

Risk factors for self-injury, aggression, and stereotyped behavior among young children at risk for intellectual and developmental disabilities.

PubMed

Schroeder, Stephen R; Marquis, Janet G; Reese, R Matthew; Richman, David M; Mayo-Ortega, Liliana; Oyama-Ganiko, Rosa; LeBlanc, Judith; Brady, Nancy; Butler, Merlin G; Johnson, Tiffany; Lawrence, Linda

2014-07-01

Before the 1990s, research on the early identification and prevention of severe behavior disorders (SBDs), such as aggression, self-injury, and stereotyped behavior, among young children with intellectual and developmental disabilities (IDD), was mostly done with children 3 years or older. More recent work suggests that signs of SBDs may occur as early as 6 months in some infants. The present study combined a cross-sectional and longitudinal approach to examine SBDs in 180 young children aged 4-48 months recruited through mass screening, then receiving an interdisciplinary evaluation and six-month follow-ups for one year. Twelve potential risk factors related to SBDs were examined. Eight of these risk factors, including age, gender, diagnosis, intellectual and communication levels, visual impairment, parent education, family income, were differentially related to scores for Aggression, SIB, and Stereotyped Behavior subscales on the Behavior Problems Inventory (BPI-01) at initial interdisciplinary evaluation. BPI-01 scores decreased over the year for 57% of the children and increased for 43%. The amount of decrease on each BPI-01 subscale varied with age, gender, and diagnosis.

Feasibility of electronic peer mentoring for transition-age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications.

PubMed

Kramer, Jessica M; Ryan, Cathryn T; Moore, Rachel; Schwartz, Ariel

2018-01-01

There is a need for mentoring interventions in which transition-age youth and young adults with intellectual and/or developmental disabilities (I/DD) participate as both mentors and mentees. Project TEAM (Teens making Environment and Activity Modifications) is a problem-solving intervention that includes an electronic peer-mentoring component. Forty-two mentees and nine mentors with I/DD participated. The present authors analysed recorded peer-mentoring calls and field notes for mentee engagement, mentor achievement of objectives and supports needed to implement peer mentoring. Overall, mentees attended 87% of scheduled calls and actively engaged during 94% of call objectives. Across all mentoring dyads, mentors achieved 87% of objectives and there was a significant relationship between the use of supports (mentoring script, direct supervision) and fidelity. Transition-age mentees with I/DD can engage in electronic peer mentoring to further practice problem-solving skills. Mentors with I/DD can implement electronic peer mentoring when trained personnel provide supports and individualized job accommodations. © 2017 John Wiley & Sons Ltd.

Describing heterogeneity of unmet needs among adults with a developmental disability: An examination of the 2012 Canadian Survey on Disability.

PubMed

Zwicker, Jennifer; Zaresani, Arezou; Emery, J C Herb

2017-06-01

As a signatory to the UN Convention on the Rights of Persons with Disabilities, Canada has committed to protect the rights and dignity of persons with developmental disabilities (DD), which means that labour markets, education, and training opportunities should be inclusive and accessible. Describe the unmet employment, education and daily needs of adults with DD, with a sub analysis of persons with autism spectrum disorder (ASD) and cerebral palsy (CP) in Canada, to inform efficient and equitable policy development. Secondary analysis of 2012 Canadian Survey on Disability was used to study a sample including working age (15-64 years old) individuals with self-reported DD, CP and ASD. Persons with DD reported on their met and unmet needs in term of activities of daily living, education and employment. Labour force participation is the lowest for those with DD compared to any other disability. Individuals with CP and ASD report a high level of unmet needs that differ in terms of educational, vocational and daily living supports. Improving labour force participation to be inclusive and accessible requires policy that considers the range of unmet needs that exist for persons with DD. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Diabetes in people with an intellectual disability: a systematic review of prevalence, incidence and impact.

PubMed

McVilly, K; McGillivray, J; Curtis, A; Lehmann, J; Morrish, L; Speight, J

2014-08-01

To establish the prevalence and incidence of type 1 and type 2 diabetes in people with an intellectual and developmental disability and determine their impact on health and well-being and to appraise the evidence available to inform good practice in diabetes management for people with intellectual and developmental disabilities. We conducted separate searches of multiple databases (EMBASE, CINAHL, MEDLINE, PsycINFO, SCOPUS, Web of Science, PUBMED and Cochrane Library) to find relevant articles. A total of 13 studies were identified: 13 addressed the prevalence of diabetes in people with intellectual and developmental disability, three addressed the impact of diabetes on their health and well-being and three addressed the management of diabetes. The prevalence of diabetes in people with intellectual and developmental disability remains uncertain, and the incidence of diabetes in this group of people is unknown. There is some evidence to support the assertion that people with intellectual and developmental disability might be at greater risk of diabetes than the general population. Overall, the quality of the evidence on which to base prevention and management strategies is variable. There is a paucity of research focusing on the prevalence, incidence and impact of diabetes among people with intellectual and developmental disability. Further research is needed to inform policy and practice in this area and, in particular, work is needed to develop methodologies, evaluation tools, educational resources and diabetes care support services appropriate to the needs of people with intellectual and developmental disability. © 2014 The Authors. Diabetic Medicine © 2014 Diabetes UK.

The Relationship between Dimensions of Forgiveness with Mental Health in Mothers of Children with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Nemati, Shahrooz; Mirnasab, Mir Mahmoud; Bonab, Bagher Ghobari

2016-01-01

The aim of the current study was to predict mental health of the mothers of children with intellectual and developmental disabilities from the magnitude of their forgiveness. To fulfill the stated goal 88 mothers of children with intellectual and developmental disabilities by means of accessible sampling procedure, and Besharat mental health…

Health Care of Latino Children with Autism and Other Developmental Disabilities: Quality of Provider Interaction Mediates Utilization

ERIC Educational Resources Information Center

Parish, Susan; Magana, Sandra; Rose, Roderick; Timberlake, Maria; Swaine, Jamie G.

2012-01-01

This study examines access to, utilization of, and quality of health care for Latino children with autism and other developmental disabilities. We analyze data from the National Survey of Children with Special Health Care Needs (N = 4,414 children with autism and other developmental disabilities). Compared with White children, Latino children with…

Developmental outcomes of Down syndrome and Dandy-Walker malformation

PubMed Central

Love, Kaitlin; Huddleston, Lillie; Olney, Pat; Wrubel, David; Visootsak, Jeannie

2012-01-01

Dandy-Walker syndrome (DWS), or Dandy-Walker complex, is a congenital brain malformation of the posterior fossa, typically resulting in developmental delay and cognitive disability. The co-occurrence of Down syndrome (DS) and DWS is relatively uncommon; thus, its impact on developmental outcomes has not been fully elucidated. Herein, we report a case of a 37-month-old child with DS and DWS, who is functioning at the following age-equivalent: gross motor at a 9-mo level, fine motor 6 mo, expressive language 14 mo, receptive language 9 mo. As such, it is important to determine how the DWS influences developmental outcomes, and appreciate the importance of early interventional therapy. PMID:22866020

A Longitudinal Study of Employment and Skill Acquisition among Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Stephens, Dawn L.; Collins, Michael D.; Dodder, Richard A.

2005-01-01

Recent legislation, especially the Americans with Disabilities Act in 1990, generated the closure of institutions for people with disabilities and inclusion into community residences and employment. It has been well documented that individuals with developmental disabilities often experience difficulties with employment including both obtaining…

The (Be)Comings and Goings of "Developmental Disabilities": The Cultural Politics of "Impairment"

ERIC Educational Resources Information Center

Goodley, Dan; Roets, Griet

2008-01-01

Disability should be a concern for those interested in analysing and subverting the cultural politics of education. In this paper we address this concern through connecting critical analyses of "developmental disabilities" (formerly "mental retardation"), disability studies and poststructuralism. We target normative constructions of "developmental…

Uncovering Health Care Inequalities among Adults with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Ward, Rolanda L.; Nichols, Amanda D.; Freedman, Ruth I.

2010-01-01

Even as attention is drawn to the increasing number of individuals who experience health inequalities in the United States, little is known about the health inequalities experienced by individuals with intellectual and developmental disabilities. Current disability research mainly focuses on physical disabilities. This article discusses the health…

Specific learning disability in mathematics: a comprehensive review.

PubMed

Soares, Neelkamal; Evans, Teresa; Patel, Dilip R

2018-01-01

Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described.

Specific learning disability in mathematics: a comprehensive review

PubMed Central

Evans, Teresa; Patel, Dilip R.

2018-01-01

Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described. PMID:29441282

Self-reported psychological wellbeing in adolescents: the role of intellectual/developmental disability and gender.

PubMed

Boström, P; Åsberg Johnels, J; Broberg, M

2018-02-01

The Wellbeing in Special Education Questionnaire was developed to assess subjective wellbeing in young persons with intellectual and developmental disabilities (ID/DD) as this perspective is rarely included in research. The present study explored how ID/DD and gender are related to self-reported wellbeing among adolescents. Students with (n = 110) or without (n = 110) ID/DD, aged 12-16 years, completed the Wellbeing in Special Education Questionnaire. Analyses of the effects of gender and disability status on peer relations and conflict, mental health, mental ill-health, school environment and family relations were carried out. The experiences of the school environment and of positive mental health aspects did not differ between students with and without ID/DD, but those with ID/DD reported more mental health problems and less positive experiences of peer relations and family. Generally, boys reported more positive experiences of school and less mental health problems than girls. Including the subjective perspective of young persons with ID/DD through self-reports can provide essential information about wellbeing that cannot be gained from proxy ratings. The results suggest both differences and similarities in self-reported wellbeing between boys and girls with and without ID/DD and potentially also in how they perceived the concepts measured. © 2017 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

The implications of having attention-deficit/hyperactivity disorder in male adolescents with intellectual disability.

PubMed

Carmeli, Eli; Klein, Neomy; Sohn, Mordechai

2007-01-01

Attention-deficit/hyperactivity disorder (ADHD) is currently defined as a cognitive/behavioral developmental disorder where all clinical criteria are behavioral. The purpose of this study was to demonstrate a correlation between social skills and ADHD among adolescents with intellectual disabilities (ID). The study concerns the specific cognitive and adaptive skills of adolescents dually diagnosed with mild intellectual disabilities and comorbid pathology as ADHD. Three age-and IQ-match groups (males, n = 12 in each group) were investigated. Group I--composed of adolescent diagnosed with mild ID, group II--adolescents diagnosed with ADHD, and group III--adolescents diagnosed with ID and ADHD. The instruments used in the study were Wechsler Intelligence Scale for Children (WISC, according to the chronological age of the subjects) and the short version of the Developmental Behavior Checklist (DBC). Results confirm that comorbidity is a factor differentiating. ADHD strongly increased the impairment of social skills, while behavioral disorders were less damaging in ID performance. The WISC and DBC instruments should be used with confidence in clinical and service settings, to allow a better assessment of co-occurrence morbidity in adolescents with ID. The interactions between intellectual disability and psychopathology behavior highlight the need to plan a more accurate diagnosis and appropriate rehabilitative intervention program, essential for improving the quality of life of the ID population.

The Things We Care to See: The Effects of Rotated Protocol Immersion on the Emergence of Early Observing Responses

ERIC Educational Resources Information Center

Keohane, Dolleen-Day; Luke, Nicole; Greer, R. Douglas

2008-01-01

We tested the effect of a Rotated Protocol Immersion package on the emergence of observing responses as prerequisites for more complex verbal developmental capabilities. Three elementary aged students between the ages of 6 and 7 participated. They were diagnosed with autism spectrum disabilities. The treatment condition consisted of total…

Comparing Changes in Late-Life Depressive Symptoms across Aging, Disablement, and Mortality Processes

ERIC Educational Resources Information Center

Fauth, Elizabeth B.; Gerstorf, Denis; Ram, Nilam; Malmberg, Bo

2014-01-01

Developmental processes are inherently time-related, with various time metrics and transition points being used to proxy how change is organized with respect to the theoretically underlying mechanisms. Using data from 4 Swedish studies of individuals aged 70-100+ (N = 453) who were measured every 2 years for up to 5 waves, we tested whether…

45 CFR 1386.80 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Welfare Regulations Relating to Public Welfare (Continued) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL... Developmental Disabilities Assistance and Bill of Rights Act. This term includes Federal funds provided under...

Predicting Impact of Childhood Disability on Families: Results from the 1995 National Health Interview Survey Disability Supplement

ERIC Educational Resources Information Center

Neely-Barnes, Susan; Marcenko, Maureen

2004-01-01

Predictors of impact on families with a child who has developmental disabilities were examined using results from the 1995 National Health Interview Study Disability Supplement (NHIS-D). From this sample, 505 children who met criteria for a developmental disability were selected. Predictors of impact on these families were investigated across and…

"We want respect": adults with intellectual and developmental disabilities address respect in research.

PubMed

McDonald, Katherine Elizabeth

2012-07-01

Respect is central to ethical guidelines for research. The scientific community has long debated, and at times disagreed on, how to demonstrate respect in research with adults with intellectual and developmental disabilities. To illuminate the voices of those most affected, the author studies the views of adults with intellectual and developmental disabilities on respect in research. Findings are consistent with disability rights' ideas and indicate that adults with intellectual and developmental disabilities have much to contribute to the discussion, that they value participating, and that they agree with calls to focus on human rights and dignity. Notably, participants spoke at lengths about the nature of interactions between researchers and participants. Implications are discussed, including how to infuse research standards with community-supported values and preferences.

Behavior profiles of children with autism spectrum disorder in kindergarten: Comparison with other developmental disabilities and typically developing children.

PubMed

Janus, Magdalena; Mauti, Emma; Horner, Matt; Duku, Eric; Siddiqua, Ayesha; Davies, Scott

2018-03-01

Monitoring behavior patterns that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve the allocation of intervention strategies and reduction of the burden of the disease. In Ontario, Canada, developmental data are regularly collected for all kindergarten children with the Early Development Instrument (EDI), a teacher-completed questionnaire that provides information on children's status in five domains: physical, social, emotional, language/cognitive, and communication/general knowledge. Our main research questions are: (a) are there differences in kindergarten EDI domain scores between children who are diagnosed with ASD by Grade 3 and those who develop typically or have other disabilities?; (b) do these differences show a different pattern in relation to an early (by kindergarten) or late (by Grade 3) diagnosis?; and (c) are there specific subdomains on the EDI that demonstrate a consistent pattern of differences? EDI domain and subdomain scores were compared among groups using multivariate analysis of variance controlling for age, gender, EDI year, and EDI year by age interaction. Children with ASD, regardless of timing of identification, had significantly lower scores on all domains of the EDI than typically developing children. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities. These findings support the potential of the EDI to monitor ASD-like behaviors at the population level. Autism Res 2018, 11: 410-420. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Identifying behavior patterns among kindergarten children that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve intervention strategies and thus reduce the burden of the disease. In Ontario, Canada, developmental data are regularly collected with the Early Development Instrument (EDI) for all kindergarten children. The behavior in kindergarten of a sub-population of children diagnosed with developmental disabilities by age 9 is investigated here for patterns that may distinguish children with ASD from those with other disorders. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities, indicating meaningful differences between those groups even before diagnosis. These results support the potential of using the EDI to monitor ASD-like behaviors at the population level. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

Curriculum for the Intellectually Disabled Trainable.

ERIC Educational Resources Information Center

Magnolia Special Education Center, Orlando, FL.

The curriculum guide presents a developmental sequence of learning activities to achieve specific goals for primary, intermediate, and secondary age level trainable mentally retarded students. Six major areas of learning are covered: self care (bathroom, grooming, food, clothing, safety), body usage (gross motor, health, fitness, eye-hand…

Technology Assessment Software Package: Final Report.

ERIC Educational Resources Information Center

Hutinger, Patricia L.

This final report describes the Technology Assessment Software Package (TASP) Project, which produced developmentally appropriate technology assessment software for children from 18 months through 8 years of age who have moderate to severe disabilities that interfere with their interaction with people, objects, tasks, and events in their…

Computer Microtechnology for a Severely Disabled Preschool Child.

ERIC Educational Resources Information Center

Douglas, J.; And Others

1988-01-01

The case study describes microtechnological aids for a quadriplegic preschool aged boy dependent on a ventilator via a tracheostomy. Provision of a computer, a variety of specially designed switches and software, together with a self-driven powered wheelchair maximized expression of his developmental needs. (DB)

School-based sexual violence among female learners with mild intellectual disability in South Africa.

PubMed

Phasha, Tlakale Nareadi; Nyokangi, Doris

2012-03-01

Following qualitative research methodology, this article presents school-based sexual violence experiences of female learners with mild intellectual disability. A total of 16 learners aged 16 to 24 years participated in the study. The findings revealed that learners with intellectual disability are not immune to school-based sexual violence. Modes of behavior that occurred frequently included touching, threats, and intimidation. School practices that reinforced school-based sexual violence are identified. The findings contradict common misconceptions that people with intellectual disability do not understand what is happening to them. The study recommends that school policies for sexual violence be intensified and learners receive developmentally appropriate sex education.

Vestibulo-Ocular Response and Balance Control in Children and Young Adults with Mild-to-Moderate Intellectual and Developmental Disability: A Pilot Study

ERIC Educational Resources Information Center

Zur, Oz; Ronen, Ayelet; Melzer, Itshak; Carmeli, Eli

2013-01-01

The vestibulo-ocular response (VOR) may not be fully developed in children with an intellectual and developmental disability (IDD). This study aimed to identify the presence of VOR deficit in children and young adults with unspecified mild-to-moderate intellectual and developmental disability and its effect on balance control. Twenty-one children…

Patterns and Trends in Services to Persons on the Caseload of the Division of Developmental Disabilities: A 5-Year Analysis (July 1989-August 1994).

ERIC Educational Resources Information Center

Weber, Lisa A.; And Others

This report presents patterns and trends in services provided to persons with developmental disabilities through the Washington State Division of Developmental Disabilities (DDD) and related agencies from 1989 through 1994. Following an executive summary, individual chapters provide extensive detail on: (1) the Division and this project; (2) types…

45 CFR 1385.2 - Purpose of the regulations.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Public Welfare Regulations Relating to Public Welfare (Continued) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL... regulations. These regulations implement the Developmental Disabilities Assistance and Bill of Rights Act as...

Development of a Preschool Developmental Assessment Scale for Assessment of Developmental Disabilities

ERIC Educational Resources Information Center

Leung, Cynthia; Mak, Rose; Lau, Vanessa; Cheung, Jasmine; Lam, Catherine

2010-01-01

The aim of this paper was to describe the development of the cognitive domain of the Preschool Developmental Assessment Scale (PDAS) for assessment of preschool children with developmental disabilities. The initial version of the cognitive domain consisted of 87 items. They were administered to 324 preschool children, including 240 children from…

Socio-emotional regulation in children with intellectual disability and typically developing children, and teachers' perceptions of their social adjustment.

PubMed

Baurain, Céline; Nader-Grosbois, Nathalie; Dionne, Carmen

2013-09-01

This study examined the extent to which socio-emotional regulation displayed in three dyadic interactive play contexts (neutral, competitive or cooperative) by 45 children with intellectual disability compared with 45 typically developing children (matched on developmental age, ranging from 3 to 6 years) is linked with the teachers' perceptions of their social adjustment. A Coding Grid of Socio-Emotional Regulation by Sequences (Baurain & Nader-Grosbois, 2011b, 2011c) focusing on Emotional Expression, Social Behavior and Behavior toward Social Rules in children was applied. The Social Adjustment for Children Scale (EASE, Hugues, Soares-Boucaud, Hochman, & Frith, 1997) and the Assessment, Evaluation and Intervention Program System (AEPS, Bricker, 2002) were completed by teachers. Regression analyses emphasized, in children with intellectual disability only, a positive significant link between their Behavior toward Social Rules in interactive contexts and the teachers' perceptions of their social adjustment. Children with intellectual disabilities who listen to and follow instructions, who are patient in waiting for their turn, and who moderate their externalized behavior are perceived by their teachers as socially adapted in their daily social relationships. The between-groups dissimilarity in the relational patterns between abilities in socio-emotional regulation and social adjustment supports the "structural difference hypothesis" with regard to the group with intellectual disability, compared with the typically developing group. Hierarchical cluster cases analyses identified distinct subgroups showing variable structural patterns between the three specific categories of abilities in socio-emotional regulation and their levels of social adjustment perceived by teachers. In both groups, several abilities in socio-emotional regulation and teachers' perceptions of social adjustment vary depending on children's developmental age. Chronological age in children with intellectual disability had no impact on their socio-emotional regulation and social adjustment. Copyright © 2013 Elsevier Ltd. All rights reserved.

A Friendships and Dating Program for Adults with Intellectual and Developmental Disabilities: A Formative Evaluation

ERIC Educational Resources Information Center

Ward, Karen M.; Atkinson, Julie P.; Smith, Curtis A.; Windsor, Richard

2013-01-01

Meaningful relationships with others are often elusive for people with intellectual and developmental disabilities, but no less desired for their full inclusion and participation in society. It is well documented that people with disabilities are victims of interpersonal violence at higher rates than peers without disabilities. This article…

Acceptance of Disability and Hwa-Byung among Korean Mothers of Children with Developmental Disabilities

ERIC Educational Resources Information Center

Kim, Eunha; Hwang, Jowon; Park, Sukyoung

2018-01-01

This study examined how child problem behaviour could be related to maternal Hwa-Byung (HB; Korean culture syndrome, meaning "anger illness") among Korean mothers of children with developmental disabilities. Acceptance of disabilities and parenting stress were tested as mediators for the relationship between child problem behaviour and…

Psychometric Properties and Utility of the Social Vulnerability Questionnaire for Individuals with Intellectual and Developmental Disabilities.

PubMed

Fisher, Marisa H; Shivers, Carolyn M; Josol, Cynde K

2018-06-05

Although it is well-known that individuals with intellectual and developmental disabilities (IDD) are socially vulnerable, the field lacks valid assessments to identify risk factors for victimization. Parents/caregivers of 428 individuals with IDD (ages 12-53) completed the social vulnerability questionnaire (SVQ), a measure developed to assess specific aspects of social vulnerability among individuals with various forms of IDD. This study examined the psychometric structure of the SVQ (exploratory and confirmatory factor analysis), and the utility of the factors of the SVQ as predictors of diagnostic category (through discriminate function analysis). Results provide psychometric support for use of the SVQ and its factors for further research and as part of a clinical assessment battery to assess social vulnerability and to develop interventions.

A Review of Intervention Programs to Prevent and Treat Behavioral Problems in Young Children with Developmental Disabilities

PubMed Central

Petrenko, Christie L. M.

2013-01-01

Children with developmental disabilities are at higher risk for internalizing and externalizing behavioral problems than children in the general population. Effective prevention and treatment programs are necessary to reduce the burden of behavioral problems in this population. The current review identified 17 controlled trials of nine intervention programs for young children with developmental disabilities, with parent training the most common type of intervention in this population. Nearly all studies demonstrated medium to large intervention effects on child behavior post-intervention. Preliminary evidence suggests interventions developed for the general population can be effective for children with developmental disabilities and their families. A greater emphasis on the prevention of behavior problems in young children with developmental disabilities prior to the onset of significant symptoms or clinical disorders is needed. Multi-component interventions may be more efficacious for child behavior problems and yield greater benefits for parent and family adjustment. Recommendations for future research directions are provided. PMID:24222982

Home literacy experiences and early childhood disability: a descriptive study using the National Household Education Surveys (NHES) program database.

PubMed

Breit-Smith, Allison; Cabell, Sonia Q; Justice, Laura M

2010-01-01

The present article illustrates how the National Household Education Surveys (NHES; U.S. Department of Education, 2009) database might be used to address questions of relevance to researchers who are concerned with literacy development among young children. Following a general description of the NHES database, a study is provided that examines the extent to which parent-reported home literacy activities and child emergent literacy skills differ for children with (a) developmental disabilities versus those who are developing typically, (b) single disability versus multiple disabilities, and (c) speech-language disability only versus other types of disabilities. Four hundred and seventy-eight preschool-age children with disabilities and a typically developing matched sample (based on parent report) were identified in the 2005 administration of the Early Childhood Program Participation (ECPP) Survey in the NHES database. Parent responses to survey items were then compared between groups. After controlling for age and socioeconomic status, no significant differences were found in the frequency of home literacy activities for children with and without disabilities. Parents reported higher levels of emergent literacy skills for typically developing children relative to children with disabilities. These findings suggest the importance of considering the home literacy experiences and emergent literacy skills of young children with disabilities when making clinical recommendations.

The Contribution of Developmental Behavioural Genetics towards a Multifactorial Understanding of Reading Disabilities.

ERIC Educational Resources Information Center

Crawford, Shawn; And Others

1990-01-01

The utility of developmental behavioral genetics in the study of reading disability is considered. Research which has found reading disability to be partly genetically determined is cited, and future research applications are discussed. (Author/JDD)

Do developmental milestones at 4, 8, 12 and 24 months predict IQ at 5-6 years old? Results of the EDEN mother-child cohort.

PubMed

Peyre, Hugo; Charkaluk, Marie-Laure; Forhan, Anne; Heude, Barbara; Ramus, Franck

2017-03-01

The present study aims: (i) to determine how well developmental milestones at 4, 8, 12 and 24 months may predict IQ at 5-6 years old, (ii) to identify cognitive domains during the first two years that best predict later IQ and (iii) to determine whether children with IQ in the normal range at 5-6 years old may differ from disabled (IQ < 70) and gifted children (IQ > 130) with regard to their early cognitive development. The main developmental milestones were collected through self-administered questionnaires rated by parents at 4, 8, 12 and 24 months and through parental questionnaires administered by a trained interviewer and questionnaires completed following a medical examination at 12 months. These questionnaires were derived from the Brunet-Lézine Psychomotor Development Scale and they addressed several cognitive domains (gross and fine motor skills, language and socialization). (i) Developmental milestones predict a substantial part of the later IQ variance from 24 months (R 2  ∼ 20%). (ii) Early language skills more strongly predict later IQ than the other cognitive domains. (iii) Several cognitive domains, but particularly language skills, predict disabled children at 5-6 years old (from the age of 8 months) and gifted children (from the age of 12 months). The present study provides valuable information for early developmental assessment and could contribute to a better understanding of intellectual development. Copyright © 2016 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

Melatonin Treatment in Children with Developmental Disabilities.

PubMed

Schwichtenberg, A J; Malow, Beth A

2015-06-01

Melatonin is commonly recommended to treat sleep problems in children with developmental disabilities. However, few studies document the efficacy and safety of melatonin in these populations. This article reviews recent studies of melatonin efficacy in developmental disabilities. Overall, short treatment trials were associated with a significant decrease in sleep onset latency time for each of the disorders reviewed, with 1 notable exception-tuberous sclerosis. Reported side effects were uncommon and mild. Across disorders, additional research is needed to draw disability-specific conclusions. However, studies to date provide positive support for future trials that include larger groups of children with specific disabilities/syndromes. Copyright © 2015 Elsevier Inc. All rights reserved.

Reading strategies in Spanish developmental dyslexics.

PubMed

Suárez-Coalla, Paz; Cuetos, Fernando

2012-07-01

Cross-linguistic studies suggest that the orthographic system determines the reading performance of dyslexic children. In opaque orthographies, the fundamental feature of developmental dyslexia is difficulty in reading accuracy, whereas slower reading speed is more common in transparent orthographies. The aim of the current study was to examine the extent to which different variables of words affect reaction times and articulation times in developmental dyslexics. A group of 19 developmental dyslexics of different ages and an age-matched group of 19 children without reading disabilities completed a word naming task. The children were asked to read 100 nouns that differed in length, frequency, age of acquisition, imageability, and orthographic neighborhood. The stimuli were presented on a laptop computer, and the responses were recorded using DMDX software. We conducted analyses of mixed-effects models to determine which variables influenced reading times in dyslexic children. We found that word naming skills in dyslexic children are affected predominantly by length, while in non-dyslexics children the principal variable is the age of acquisition, a lexical variable. These findings suggest that Spanish-speaking developmental dyslexics use a sublexical procedure for reading words, which is reflected in slower speed when reading long words. In contrast, normal children use a lexical strategy, which is frequently observed in readers of opaque languages.

Kansas Early Childhood Research Institute on Transitions. Final Report.

ERIC Educational Resources Information Center

Rice, Mabel L.; O'Brien, Marion

This final report describes research projects and other activities of the Kansas Early Childhood Research Institute (KECRI), a multi-investigator, cross-disciplinary Institute focusing on successful transitions for young (birth to age 8) children with disabilities or developmental delays. Interventions were developed, evaluated, and disseminated…

Motor Performance and Rhythmic Perception of Children with Intellectual and Developmental Disability and Developmental Coordination Disorder

ERIC Educational Resources Information Center

Kartasidou, Lefkothea; Varsamis, Panagiotis; Sampsonidou, Anna

2012-01-01

Professionals who work with children presenting intellectual and developmental disability (IDD) and developmental coordination disorder (DCD) are concerned with their motor development and their rhythmic perception. The aim of this study is to investigate the correlation between a motor performance test and a music rhythmic test that measures…

Evaluation of a Group Intervention to Assist Aging Parents with Permanency Planning for an Adult Offspring with Special Needs

ERIC Educational Resources Information Center

Botsford, Anne L.; Rule, David

2004-01-01

More than three-fourths of older adults with developmental disabilities and mental illness live in the community with aging parents, the majority of whom do not complete plans for the residential, financial, and legal future of their offspring. The authors used a true experimental design to evaluate the effectiveness of a six-week…

Becoming a Coach in Developmental Adaptive Sailing: A Lifelong Learning Perspective

PubMed Central

Duarte, Tiago; Culver, Diane M.

2014-01-01

Life-story methodology and innovative methods were used to explore the process of becoming a developmental adaptive sailing coach. Jarvis's (2009) lifelong learning theory framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed from a young age to collaborative environments. Social interactions with others such as mentors, colleagues, and athletes made major contributions to her coaching knowledge. As Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational para-swimming instructor to developmental adaptive sailing coach. The conclusions inform future research in disability sport coaching, coach education, and applied sport psychology. PMID:25210408

Photo-assisted recall increases estimates of energy and macronutrient intake in adults with intellectual and developmental disabilities.

PubMed

Ptomey, Lauren T; Herrmann, Stephen D; Lee, Jaehoon; Sullivan, Debra K; Rondon, Mary F; Donnelly, Joseph E

2013-12-01

Diet assessment of adults with intellectual and developmental disabilities is challenging because of their limited cognitive abilities. The objective of this study was to examine the feasibility and outcomes of combining photos with 24-hour dietary recalls for the assessment of energy and macronutrient intakes in adults with intellectual and developmental disabilities. Participants used an iPad 2 tablet computer (Apple) to take photos of all food and beverages consumed before a standard, multiple-pass, 24-hour dietary recall. After the standard 24-hour diet recall, the photos were reviewed with the participant for clarification details (eg, portion size) and differences were recorded. The standard 24-hour recall and photo-assisted recall were entered separately into the Nutrition Data System for Research for computerized dietary analysis. Sixty-four eating occasions were entered from 23 participants (48% female; mean age 26.4±9.7 years). Participants captured photos for 66.5%±30.4% of all recorded eating occasions. Greater energy intake per eating occasion was reported with the photo-assisted recalls than the standard recalls (625.6±85.7 kcal vs 497.2±86.6 kcal; P=0.002) and a greater intake of grams of fat (P=0.006), protein (P=0.029), and carbohydrates (P=0.003). Photo-assisted 24-hour recalls provided a significant increase in total calories and macronutrient content compared with a standard 24-hour recall and may be a feasible method to enhance dietary assessment in adults with intellectual and developmental disabilities. Copyright © 2013 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Parenting and family adjustment scales (PAFAS): validation of a brief parent-report measure for use with families who have a child with a developmental disability.

PubMed

Mazzucchelli, Trevor G; Hodges, Julie; Kane, Robert T; Sofronoff, Kate; Sanders, Matthew R; Einfeld, Stewart; Tonge, Bruce; Gray, Kylie M

2018-01-01

Children with a developmental disability are three to four times more likely than their typically developing peers of developing significant emotional and behavioural problems. There is strong evidence to suggest that individual biological and psychological factors interact with family functioning to precipitate and perpetuate these problems. This study examined the psychometric properties of a brief measure, the Parent and Family Adjustment Scales (PAFAS) for use with parents of children with a developmental disability. A sample of 914 parents of children (M=6.27years) with a developmental disability participated in the study. Disabilities included Autism Spectrum Disorder and Intellectual Disability RESULTS: A confirmatory factor analysis supported a 16-item, four factor model of PAFAS Parenting, and an 11-item, three factor model of PAFAS Family Adjustment. The Parenting Scale measures parental consistency, coercive practices, use of encouragement and the quality of parent-child relationship. The Family Adjustment Scale measures parental emotional adjustment and partner and family support in parenting. The current study indicated that the PAFAS demonstrates promise as a brief measure of multiple domains of family functioning important for families who have a child with a developmental disability. Copyright © 2017 Elsevier Ltd. All rights reserved.

Intellectual and developmental disabilities in Kinshasa, Democratic Republic of the Congo: causality and implications for resilience and support.

PubMed

Aldersey, Heather M; Turnbull, H Rutherford; Turnbull, Ann P

2014-06-01

This article reports results of a 7-month qualitative study on intellectual and related developmental disabilities in Kinshasa, Democratic Republic of the Congo, particularly as they relate to the causes and meaning of intellectual and developmental disabilities (IDD). This study raises important questions related to the understanding of resilience of persons affected by IDD and the nature and purpose of support they use or desire.

A Consumer Satisfaction Study of Services of Individuals with Developmental Disabilities in Mississippi. The 1990 Report to Congress, Volume II. Prepared in Accordance with: The Developmental Disabilities Act of 1987.

ERIC Educational Resources Information Center

Mann, James; Tan, Moh-Liang

This report was prepared as part of Mississippi's reporting requirements for Public Law 100-146, the Developmental Disabilities Assistance and Bill of Rights Act Amendments of 1987. It contains the results of 300 in-person interviews determine their satisfaction with services. A descriptive analysis of the interviews is presented in six chapters…

Rapid Assessment of Severe Cognitive Impairment in Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Walsh, D. M.; Finwall, J.; Touchette, P. E.; McGregor, M. R.; Fernandez, G. E.; Lott, I. T.; Sandman, C. A.

2007-01-01

Background: Most standardized intelligence tests require more than 1hour for administration, which is problematic when evaluating individuals with intellectual disabilities and developmental disabilities (IDDD), because a significant proportion of these individuals can not tolerate lengthy evaluations. Furthermore, most standardized intelligence…

Adaptive Behavior of Young Urban Children with Developmental Disabilities.

ERIC Educational Resources Information Center

Vig, Susan; Jedrysek, Eleonora

1995-01-01

Assessment of 497 urban preschool children with developmental disabilities using the Vineland Adaptive Behavior Scales indicated a strong positive relationship between adaptive behavior and intelligence if measured globally. When Vineland domains were assessed separately, this relationship varied across domains and disability groups. With…

Medicaid Managed Care and Individuals with Disabilities: Status Report.

ERIC Educational Resources Information Center

Hemp, Richard; Braddock, David

1998-01-01

Summarizes information presented in the American Association on Mental Retardation's 1998 publication, "State of the States in Developmental Disabilities" (Braddock, Hemp, Parish, and Westrich), which reports data on the implementation of managed care for persons with developmental disabilities. A table summarizes information about…

Access to dental care for persons with developmental disabilities in Ontario.

PubMed

Koneru, Anjani; Sigal, Michael J

2009-03-01

This study was undertaken to determine the proportion of persons primarily with developmental disabilities who encounter difficulties accessing dental care in Ontario, to identify perceived barriers to accessing dental care and to determine if persons with disabilities and their caregivers believe that oral health is important. Community organizations providing services mainly to persons with developmental disabilities in Ontario were recruited to circulate a questionnaire to their members by mail or the Internet. Fourteen organizations mailed out a total of 1,755 paper questionnaires in autumn 2006, of which 420 (23.9%) were returned; in addition, 236 Internet questionnaires were returned. Of the 656 paper and Internet responses, 634 were deemed valid. Most of the respondents had developmental disabilities. Almost three-quarters of respondents (464 [73.2%] ) reported being able to access dental services in Ontario. Personal (internal) factors were more likely to represent barriers to dental care than external factors. The majority of persons with disabilities and most caregivers believed that oral health is important for overall health.

Maryland Family Support Services Consortium. Final Report.

ERIC Educational Resources Information Center

Gardner, James F.; Markowitz, Ricka Keeney

The Maryland Family Support Services Consortium is a 3-year demonstration project which developed unique family support models at five sites serving the needs of families with a developmentally disabled child (ages birth to 21). Caseworkers provided direct intensive services to 224 families over the 3-year period, including counseling, liaison and…

Aging Family Caregivers: Policies and Practices

ERIC Educational Resources Information Center

Heller, Tamar; Caldwell, Joe; Factor, Alan

2007-01-01

This review examines later life family support for adults with developmental disabilities from a life course perspective that takes into account social trends and changes in service patterns and in attitudes of families. Key issues addressed include: (1) trends affecting family caregiving, (2) health and social outcomes of life-long caregiving,…

Helping Students THRIVE--A Two-Way Street

ERIC Educational Resources Information Center

Bias, Ken; Docheff, Dennis

2017-01-01

At the University of Central Missouri (UCM), the THRIVE program is made up of young adults, ages 18 to 25, who have developmental or intellectual disabilities. A merger occurred between the THRIVE program and the adapted physical education course required for physical education teacher education (PETE) students to provide practical experiences for…

Indirect Effects of Functional Communication Training on Non-Targeted Disruptive Behavior

ERIC Educational Resources Information Center

Schieltz, Kelly M.; Wacker, David P.; Harding, Jay W.; Berg, Wendy K.; Lee, John F.; Padilla Dalmau, Yaniz C.; Mews, Jayme; Ibrahimovic, Muska

2011-01-01

The purpose of this study was to evaluate the effects of functional communication training (FCT) on the occurrence of non-targeted disruptive behavior. The 10 participants were preschool-aged children with developmental disabilities who engaged in both destructive (property destruction, aggression, self-injury) and disruptive (hand flapping,…

Dyslexia and Specific Language Impairment: The Role of Phonology and Auditory Processing

ERIC Educational Resources Information Center

Fraser, Jill; Goswami, Usha; Conti-Ramsden, Gina

2010-01-01

We explore potential similarities between developmental dyslexia (specific reading disability [SRD]) and specific language impairment (SLI) in terms of phonological skills, underlying auditory processing abilities, and nonphonological language skills. Children aged 9 to 11 years with reading and/or language difficulties were recruited and compared…

Online and Offline Bullying of Autistic Youth: Anti-Bullying Strategies, Reporting, and Technological Solutions

ERIC Educational Resources Information Center

Robertson, Scott Michael

2013-01-01

This dissertation investigated cyber- and face-to-face bullying of autistic youth (aged 13-18). Autism represents a neurological-developmental disability that affects language and communication, socialization, sensory processing, motor coordination, and thinking around planning, self-regulation, and self-reflection. Prior studies indicate that…

75 FR 65020 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-21

...: Psychopathology, Developmental Disabilities, Stress and Aging. Date: November 12, 2010. Time: 8 a.m. to 5 p.m... Scientific Review, National Institutes of Health, 6701 Rockledge Drive, Room 3182, MSC 7759, Bethesda, MD..., Center for Scientific Review, National Institutes of Health, 6701 Rockledge Drive, Room 5208, MSC 7852...

Prevention of Fetal Alcohol Spectrum Disorders

ERIC Educational Resources Information Center

Floyd, R. Louise; Weber, Mary Kate; Denny, Clark; O'Connor, Mary J.

2009-01-01

Alcohol use among women of childbearing age is a leading, preventable cause of birth defects and developmental disabilities in the United States. Although most women reduce their alcohol use upon pregnancy recognition, some women report drinking during pregnancy and others may continue to drink prior to realizing they are pregnant. These findings…

Predictors of Developmental Outcomes of High-Risk and Developmentally Delayed Infants and Children Enrolled in a State Early Childhood Intervention Program

ERIC Educational Resources Information Center

Giannoni, Peggy P.; Kass, Philip H.

2012-01-01

A retrospective cohort study was conducted to identify child, maternal, family, and community factors associated with rate of developmental disability among children enrolled in the California Early Start Program. The cohort included 8,987 children considered at high risk for developmental disability due to medical risks and/or developmental…

Mixed-reality exercise effects on participation of individuals with spinal cord injuries and developmental disabilities: a pilot study.

PubMed

Heyn, Patricia C; Baumgardner, Chad A; McLachlan, Leslie; Bodine, Cathy

2014-01-01

The purpose of this pilot study was to investigate the effectiveness of a mixed-reality (MR) exercise environment on engagement and enjoyment levels of individuals with spinal cord injury (SCI) and intellectual and developmental disabilities (IDD). Six people participated in this cross-sectional, observational pilot study involving one MR exercise trial. The augmented reality environment was based on a first-person perspective video of a scenic biking/walking trail in Colorado. Males and females (mean age, 43.3 ± 13.7 years) were recruited from a research database for their participation in previous clinical studies. Of the 6 participants, 2 had SCI, 2 had IDD, and 2 were without disability. The primary outcome measurement of this pilot study was the self-reported engagement and enjoyment level of each participant after the exercise trial. All participants reported increased levels of engagement, enjoyment, and immersion involving the MR exercise environment as well as positive feedback recommending this type of exercise approach to peers with similar disabilities. All the participants reported higher than normal levels of enjoyment and 66.7% reported higher than normal levels of being on a real trail. Participants' feedback suggested that the MR environment could be entertaining, motivating, and engaging for users with disabilities, resulting in a foundation for further development of this technology for use in individuals with cognitive and physical disabilities.

Toward social system theory: implications for older people with developmental disabilities and service delivery.

PubMed

Dossa, P A

1990-01-01

The literature refers to older people with developmental disabilities as the "new service population." How and why this population emerged as a special category is discussed conceptually with reference to social systems theory. A brief review of social systems theory and some basic systemic tenets are presented. Systemic tenets are employed in examining the historical development of social gerontology and present trends in the service-delivery system. I show that the systemic variable of the economic model of human development has significantly impacted on the making of older people with developmental disabilities a dependent population. In the conclusion the systems perspective is explored in relation to recognizing the liminal, in-between parts between components. It is argued that such a perception minimizes the dichotomy between older people with developmental disabilities and the non-disabled population, paving the way for a genuine encounter.

Sustaining Inclusive Environments for Employees with Developmental Disabilities: A Study of Employers' Reports Regarding Best Practices

ERIC Educational Resources Information Center

Nelson, Gretchen

2014-01-01

The unemployment rate for individuals with disabilities is twice that of non-disabled job seekers (as reported by Allsup's second quarter report, 2012). An even greater disparity for individuals with developmental disabilities exists. Despite an equal or greater desire to find a job (Ali, Schur, & Blanck, 2011) in comparison with non-disabled…

76 FR 22408 - Agency Information Collection Activities: Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-21

...) systems created under the Developmental Disabilities Assistance and Bill of Rights Act of 1975, known as... DEPARTMENT OF HEALTH AND HUMAN SERVICES Substance Abuse and Mental Health Services Administration... Advocacy for Developmental Disabilities (PADD) Program administered by the Administration on Developmental...

45 CFR 1386.20 - Designated State Protection and Advocacy agency.

Code of Federal Regulations, 2012 CFR

2012-10-01

... DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS State System for Protection and Advocacy of the Rights of Individuals with Developmental Disabilities § 1386.20 Designated State Protection... 45 Public Welfare 4 2012-10-01 2012-10-01 false Designated State Protection and Advocacy agency...

45 CFR 1386.20 - Designated State Protection and Advocacy agency.

Code of Federal Regulations, 2013 CFR

2013-10-01

... DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS State System for Protection and Advocacy of the Rights of Individuals with Developmental Disabilities § 1386.20 Designated State Protection... 45 Public Welfare 4 2013-10-01 2013-10-01 false Designated State Protection and Advocacy agency...

45 CFR 1386.20 - Designated State Protection and Advocacy agency.

Code of Federal Regulations, 2011 CFR

2011-10-01

... DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS State System for Protection and Advocacy of the Rights of Individuals with Developmental Disabilities § 1386.20 Designated State Protection... 45 Public Welfare 4 2011-10-01 2011-10-01 false Designated State Protection and Advocacy agency...

45 CFR 1386.20 - Designated State Protection and Advocacy agency.

Code of Federal Regulations, 2014 CFR

2014-10-01

... DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS State System for Protection and Advocacy of the Rights of Individuals with Developmental Disabilities § 1386.20 Designated State Protection... 45 Public Welfare 4 2014-10-01 2014-10-01 false Designated State Protection and Advocacy agency...

Unlikely Alliances: Friendship & People with Developmental Disabilities.

ERIC Educational Resources Information Center

O'Brien, John; O'Brien, Connie Lyle

This discussion of friendship in the lives of people with developmental disabilities raises questions which probe the nature of friendship, friendship between people with and without disabilities, and the special challenges involved in making and keeping friends. First, four dimensions of friendship are identified and discussed: (1) attraction…

78 FR 16510 - Delegation of Authority

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-15

... Disabilities Assistance and Bill of Rights Act of 2000 are being delegated from the Assistant Secretary... Programs, The Developmental Disabilities Assistance and Bill of Rights Act of 2000, (The Act), Public Law... Living the authorities under the Developmental Disabilities Assistance and Bill of Rights Act of 2000, 42...

Child Protection Services and Parents with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

LaLiberte, Traci; Piescher, Kristine; Mickelson, Nicole; Lee, Mi Hwa

2017-01-01

Background: Information about parents with intellectual and developmental disabilities (IDD) in the child protection system (CPS) continues to evolve. This study examined characteristics, experiences and representation of parents with IDD across three CPS decision points, as compared to parents with other disabilities and parents without…

Long-term care for people with developmental disabilities: a critical analysis.

PubMed

Palley, H A; Van Hollen, V

2000-08-01

This article explores how the trends toward long-term community care affecting people with developmental disabilities developed. Appropriateness of care and quality of life issues are discussed. The article also reviews the development of long-term care for frail and disabled elderly people and explores the arguments for a continuum of care that have developed in this area. The authors conclude that future policies with respect to meeting long-term care needs for people with developmental disabilities must be addressed flexibly on an individual basis, related to individual needs, and must provide a continuum of care services.

The Relative Risk of Divorce in Parents of Children With Developmental Disabilities: Impacts of Lifelong Parenting.

PubMed

Namkung, Eun Ha; Song, Jieun; Greenberg, Jan S; Mailick, Marsha R; Floyd, Frank J

2015-11-01

We prospectively examined the risk of divorce in 190 parents of children with developmental disabilities compared to 7,251 parents of children without disabilities based on a random sample drawn from the community and followed longitudinally for over 50 years. A significant interaction between the parental group status and number of children was found: In the comparison group, having a larger number of children was related to an increased risk of divorce, whereas the number of children did not increase divorce risk among parents of children with developmental disabilities.

The Relative Risk of Divorce in Parents of Children with Developmental Disabilities: Impacts of Lifelong Parenting

PubMed Central

Song, Jieun; Greenberg, Jan S.; Mailick, Marsha R.; Floyd, Frank J.

2015-01-01

We examined prospectively the risk of divorce in 190 parents of children with developmental disabilities compared to 7,251 parents of children without disabilities based on a random sample drawn from the community and followed longitudinally for over 50 years. A significant interaction between the parental group status and number of children was found: In the comparison group, having a larger number of children was related to an increased risk of divorce, whereas the number of children did not increase divorce risk among parents of children with developmental disabilities. PMID:26505872

The incompetent developmentally disabled person's right of self-determination: right-to-die, sterilization and institutionalization.

PubMed

Krais, W A

1989-01-01

The developmentally disabled, specifically those mentally incompetent from birth, are entitled to a full panoply of constitutional rights and protections. These rights include the right to terminate life-sustaining treatment, the right of procreative integrity and the right not to be involuntarily institutionalized. However, the mentally incompetent developmentally disabled are generally unable to exercise these rights. This Note asserts first that proper procedural safeguards are necessary to guarantee the exercise of these constitutional rights by the incompetent disabled individual. Second, the Note focuses upon how best to preserve the disabled person's autonomy. The Note subsequently rejects the substituted judgment standard as a legal fiction, and endorses the best interest test which necessarily comports with the evidence, and properly accounts for the disabled person's incompetency.

MOTHERS AND FATHERS TOGETHER: CONTRASTS IN PARENTING ACROSS PRESCHOOL TO EARLY SCHOOL AGE IN CHILDREN WITH DEVELOPMENTAL DELAYS

PubMed Central

Crnic, Keith; Arbona, Anita Pedersen y; Baker, Bruce; Blacher, Jan

2009-01-01

Much of our understanding of families and parenting of children with intellectual disabilities (ID) reflects the thoughts, beliefs, attitudes, and behaviors of mothers with relatively little focus on the ways in which fathers contribute to and are affected by this unique context. In this chapter, we address the importance of fathers as a source of critical developmental influence, and contrast fathers and mothers of children with ID along three important dimensions of parent functioning (stress, well-being, and interactive behavior). The contrasts explore the developmental trajectories of these parenting constructs over time from the perspective of an emerging new complexity in conceptual models of family and parent adaptation. Data from the Collaborative Family Study are used to explore paternal and maternal stress, well-being, and behavior across the preschool through transition to school-age developmental period, and findings are discussed within the context of the broader literature in each area. PMID:20224748

Risk Factors for Self-Injury, Aggression, and Stereotyped Behavior Among Young Children At Risk for Intellectual and Developmental Disabilities

PubMed Central

Schroeder, Stephen R.; Marquis, Janet G.; Reese, R. Matthew; Richman, David M.; Mayo-Ortega, Liliana; Oyama-Ganiko, Rosa; LeBlanc, Judith; Brady, Nancy; Butler, Merlin G.; Johnson, Tiffany; Lawrence, Linda

2016-01-01

Before the 1990s, research on the early identification and prevention of severe behavior disorders (SBDs), such as aggression, self-injury, and stereotyped behavior, among young children with intellectual and developmental disabilities (IDD), was mostly done with children 3 years or older. More recent work suggests that signs of SBDs may occur as early as 6 months in some infants. The present study combined a cross-sectional and longitudinal approach to examine SBDs in 180 young children aged 4–48 months recruited through mass screening, then receiving an interdisciplinary evaluation and six-month follow-ups for one year. Twelve potential risk factors related to SBDs were examined. Eight of these risk factors, including age, gender, diagnosis, intellectual and communication levels, visual impairment, parent education, family income, were differentially related to scores for Aggression, SIB, and Stereotyped Behavior subscales on the Behavior Problems Inventory (BPI-01) at initial interdisciplinary evaluation. BPI-01 scores decreased over the year for 57% of the children and increased for 43%. The amount of decrease on each BPI-01 subscale varied with age, gender, and diagnosis. PMID:25007299

Treatment of Epilepsy in Children with Developmental Disabilities

ERIC Educational Resources Information Center

Depositario-Cabacar, Dewi Frances T.; Zelleke, Tesfaye-Getaneh

2010-01-01

Children with developmental disabilities are at increased risk for epilepsy with a prevalence rate higher than the general population. Some of the more common developmental disorders in childhood and the features of epilepsy in these conditions are discussed. Specifically, autism, cerebral palsy, mental retardation, and attention deficit and…

SARC Supplementary Tutor Handbook: Supporting Literacy for People with Intellectual/Developmental Challenges.

ERIC Educational Resources Information Center

Lockert, Richard

This handbook, which is intended for tutors, disability practitioners, and others working with adults with intellectual/developmental disabilities, contains supplementary materials for and about supporting literacy for people with intellectual/developmental challenges. The handbook is a product of the following activities: extensive research of…

45 CFR 1385.4 - Rights of individuals with developmental disabilities.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROGRAM § 1385.4 Rights of individuals with developmental disabilities. (a) Section 110 of the Act, Rights... that the human rights of individuals assisted by these programs will be protected consistent with... 45 Public Welfare 4 2010-10-01 2010-10-01 false Rights of individuals with developmental...

Tobacco Use among Individuals with Intellectual or Developmental Disabilities: A Brief Review

ERIC Educational Resources Information Center

Steinberg, Marc L.; Heimlich, Laura; Williams, Jill M.

2009-01-01

Tobacco use is the leading preventable cause of death in the United States. Although few tobacco control efforts target individuals with intellectual and/or developmental disabilities, this population may be especially vulnerable to the deleterious effects of tobacco use and dependence. Individuals with intellectual and developmental disabilities…

State of the States in Developmental Disabilities

ERIC Educational Resources Information Center

Braddock, David; Hemp, Richard; Rizzolo, Mary Kay

2008-01-01

This is the latest edition of the "State of the States in Developmental Disabilities" study--a thorough and the only one of its kind investigation on public spending, revenues, and programmatic trends of intellectual and developmental programs and services within the United States since 1977. Directed by leading researcher, Dr. David…

Judicial Reliance on Parental IQ in Appellate-Level Child Welfare Cases Involving Parents with Intellectual and Developmental Disabilities.

PubMed

Callow, Ella; Tahir, Munazza; Feldman, Maurice

2017-05-01

Parents with intellectual and developmental disabilities (IDDs) are over-represented in child welfare cases. Although IQ per se is an invalid indicator of parenting abilities, this study examined the prevalence of judicial consideration of parental IQ test evidence in US appellate cases. The present authors conducted Boolean searches of Westlaw Corporation's case database since 1999. The present authors used a six-question checklist to survey the 42 most recent American appellate cases involving termination of parental rights (TPR) decisions that included evidence of parental intellectual and developmental disabilities based on IQ. In 86% of cases, parental low IQ was presented as a barrier to parenting competence. Higher courts uphold TPR decision in 81% of cases involving parents with intellectual and developmental disabilities. Parental IQ scores are routinely relied upon to judge parenting capacity in custody cases where parents have intellectual and developmental disabilities. The present authors recommend more comprehensive assessments examining a broader range of contextual variable that may impact on parenting abilities. © 2016 John Wiley & Sons Ltd.

Single Case Design Elements in Text Comprehension Research for Students with Developmental Disabilities

ERIC Educational Resources Information Center

Snyder, Sara M.; Knight, Victoria F.; Ayres, Kevin M.; Mims, Pamela J.; Sartini, Emily C.

2017-01-01

Recently researchers have begun exploring the efficacy of interventions designed to improve text comprehension skills for students with developmental disabilities (DD). Text comprehension is essential for understanding academic content as students with disabilities make progress in the general education curriculum. This article focuses on single…

Vulnerability and Experiences Related to Social Victimization among Individuals with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Fisher, Marisa H.; Moskowitz, Andrew L.; Hodapp, Robert M.

2012-01-01

Compared to adults without disabilities, individuals with intellectual and developmental disabilities (IDD) are more likely to experience social victimization. This study examined responses of caregivers of 146 adults with IDD on questionnaires concerning demographics and behavioral characteristics as well as a newly developed Social Vulnerability…

Labeling the Developmentally Disabled: A Social-System Approach.

ERIC Educational Resources Information Center

Alsikafi, M.H.

This paper examines procedures utilized in five social systems in affixing the label of disability on a sample of the developmentally disabled in three counties located in a Southern state. The social systems are: medical clinics, public schools, governmental and semigovernmental agencies, civic organizations, and families and neighbors. The…

Parental Perceptions of Physical Activity Benefits for Youth with Developmental Disabilities

ERIC Educational Resources Information Center

Pitchford, E. Andrew; Siebert, Erin; Hamm, Jessica; Yun, Joonkoo

2016-01-01

Physical activity promotion is of need for youth with developmental disabilities. Parental perceptions of physical activity benefits may influence youth behaviors. This study investigated the relationship between parental beliefs on the importance of physical activity and physical activity levels among youth with disabilities. Parents and…

Doing Nothing: Adults with Disabilities with No Daily Activities and Their Siblings

ERIC Educational Resources Information Center

Taylor, Julie Lounds; Hodapp, Robert M.

2012-01-01

A significant concern of parents and professionals is that adults with intellectual and developmental disabilities will go without regular educational-vocational activities. The authors examined predictors of such inactivity in individuals with intellectual and developmental disabilities, as well as how inactivity related to their sibling's…

The Perceptions of Professionals toward Siblings of Individuals with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Burke, Meghan M.; Lee, Chung eun; Arnold, Catherine K.; Owen, Aleksa

2017-01-01

Adult siblings of individuals with intellectual and developmental disabilities (IDD) report struggling to navigate the adult disability service delivery system and collaborate with professionals. To date, though, it is unclear how professionals encourage sibling involvement and, accordingly, the facilitators and challenges in working with…

Preparing Tomorrow's Doctors to Care for Patients with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Havercamp, Susan M.; Ratliff-Schaub, Karen; Macho, Patricia Navas; Johnson, Cherelle N.; Bush, Kelsey L.; Souders, Heather T.

2016-01-01

People with autism spectrum disorder (ASD) and other developmental disabilities have poorer health and face unique barriers to health care compared to people without disabilities. These health disparities can be partially attributed to physicians' limited knowledge about caring for patients with developmental disabilities. The purpose of this…

Epilepsy and Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Oguni, Hirokazu

2013-01-01

The co-occurrence of epilepsy in people with intellectual disabilities (ID) and other developmental disabilities (DD) has received attention because it has a significant negative impact on health, well-being, and quality of life. The current research investigating the frequency and form of epilepsy in children with ID and DD is reviewed, with…

Developmental Disabilities Prevention and the Distribution of Risk among American Indians.

ERIC Educational Resources Information Center

Mendola, Pauline; And Others

1994-01-01

Compared to the U.S. general population, American Indian children experience a smaller proportion of genetic and congenital anomalies associated with developmental disabilities and greater risk associated with prenatal exposure to alcohol and tobacco, maternal diabetes, and disabling sequelae of accidents and otitis media. Prevention efforts…

Leadership Development of Individuals with Developmental Disabilities in the Self-Advocacy Movement

ERIC Educational Resources Information Center

Caldwell, J.

2010-01-01

Background: Exploring the life stories of leaders in the self-advocacy movement can expand our knowledge about leadership development of individuals with developmental disabilities. A better understanding of this process may assist with supporting the movement and leadership development of youth with disabilities. Methods: In-depth qualitative…

45 CFR 1386.21 - Requirements and authority of the Protection and Advocacy System.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Protection and Advocacy of the Rights of Individuals with Developmental Disabilities § 1386.21 Requirements... with developmental disabilities to remedy abuse, neglect and violations of rights as well and... disabilities regarding rights violations. (f) A Protection and Advocacy System may exercise its authority under...

Post-Traumatic Stress Disorder in Young People with Intellectual Disability

ERIC Educational Resources Information Center

Turk, J.; Robbins, I.; Woodhead, M.

2005-01-01

Background: Post-traumatic stress disorder (PTSD) is common and treatable. There is extensive research on people of average intelligence yet little on individuals with developmental disabilities. Methods: We report two people with intellectual disability (ID) who experienced PTSD. The relevance of their developmental difficulties, social and…

Treatment Strategies for Hispanic Developmentally Disabled Clients.

ERIC Educational Resources Information Center

Omdahl, Doris

Professionals who work with developmentally disabled Hispanic clients must enhance their own ability to work with ethnic minorities and become thoroughly familiar with the culture of the people they serve. To encourage disabled Hispanic individuals to apply for services, agencies can employ strategies such as bilingual capability, use of…

Barriers to the Inclusion of Volunteers with Developmental Disabilities.

ERIC Educational Resources Information Center

Miller, Kimberly D.; Schleien, Stuart J.; Bedini, Leandra A.

2003-01-01

Responses from 214 of 500 volunteer agencies determined that 1.1% of their volunteers have developmental disabilities/mental retardation (DD/MR) and identified barriers and benefits that volunteer coordinators perceive regarding volunteers with DD/MR. There was interest in learning how to accommodate volunteers with disabilities. (Contains 14…

OSHA and ADA: "Reasonable Accommodation" in Training Persons with Developmental Disabilities.

ERIC Educational Resources Information Center

Sandoz, Charles J.

This paper documents an approach to meeting the training requirements of the Occupational Safety and Health Act (OSHA) and the "reasonable accommodation" requirements of the Americans with Disabilities Act (ADA) for individuals with developmental disabilities. It describes a training program used with three adult workers with mild mental…

Meanings of Sisterhood and Developmental Disability: Narratives from White Nondisabled Sisters

ERIC Educational Resources Information Center

McGraw, Lori A.; Walker, Alexis J.

2007-01-01

Integrating thought from critical feminist and disability theorists via a strategic social constructionist perspective, the authors analyzed 10 in-depth qualitative interviews to begin to understand the dialogue between (a) how nondisabled sisters understand themselves and their siblings with developmental disabilities and (b) wider systems of…

Self-compassion and psychological distress in parents of young people and adults with intellectual and developmental disabilities.

PubMed

Robinson, Suzanne; Hastings, Richard P; Weiss, Jonathan A; Pagavathsing, Jaffni; Lunsky, Yona

2018-05-01

Parenting an individual with intellectual and developmental disabilities (IDD) can be challenging, particularly during adulthood. It is important to better understand ways of supporting families as individuals with IDD age. Self-compassion is a potential internal coping resource for parents, and is strongly linked to positive mental health outcomes, though research has yet to examine it in parents of adults with IDD. The current study examines the association between self-compassion and measures of well-being for 56 parents of adults with IDD. Greater self-compassion was related to lower levels of stress and depression, even after accounting for other known stressors, such as economic disadvantage, having a child with an Autism Spectrum Disorder diagnosis, and high parent burden. Self-compassion may offer resiliency against these parenting challenges. © 2017 John Wiley & Sons Ltd.

Unhappy (and Happy) in Their Own Way: A Developmental Psychopathology Perspective on Quality of Life for Families Living with Developmental Disability with and without Autism

ERIC Educational Resources Information Center

Gardiner, Emily; Iarocci, Grace

2012-01-01

Research on families living with developmental disability generally and autism specifically is dominated by a deficit view that elicits an elaborate representation of problems and risks without the benefit of considering families' potential for adaptation and resilience. A central tenet of developmental psychopathology is that the study of…

The impact of epilepsy on preschool children and their families.

PubMed

Tanriverdi, Müberra; Mutluay, Fatma Karantay; Tarakçi, Devrim; Güler, Serhat; Iscan, Akin

2016-09-01

This study investigated the possible presence of sensory-motor developmental impairments in preschool children with epilepsy and explored epilepsy impact on their activities and quality of life and on the stress load of their family. Study participants were children aged 2-6years diagnosed with epilepsy without any other comorbidities (epi-only children). The instruments used for assessment included the Neurological, Sensory, Motor, Developmental Assessment (NSMDA) scale for sensory-motor development, the Impact of Childhood Neurologic Disability Scale (ICNDS), and the Impact of Pediatric Epilepsy Scale (IPES) for disease impact on disability and Quality of Life (QoL), as well as the Pediatric Outcomes Data Collection Instrument (PODCI) for functional health status, and the Parental Stress Scale (PSS) for the family stress load. Required data were obtained from direct testing or observation of children's activities and mother-supplied answers to questions. Eighty-two children were investigated. The NSMDA scores were in the normal development range 6-8. Significant moderate impact of the disease on disability and QoL was estimated with the ICNDS and IPES instruments. The PODCI scores were similar to healthy population levels except for the happiness dimension which was better for children with epilepsy. PSS were significantly above normal. The functional health and QoL of the children as well as their family stress were found to be positively correlated with increasing age. It is found that epilepsy does not degrade neuromotor development and functional health status of preschool epi-only children, though it has a significant impact on their neurological disability and QoL and the stress level of their families; this impact seems to decrease with age. Copyright © 2016 Elsevier Inc. All rights reserved.

Developmental Course of Conversational Behaviour of Children with 22q11.2 Deletion Syndrome and Williams Syndrome

ERIC Educational Resources Information Center

Van Den Heuvel, Ellen; Botting, Nicola; Boudewijns, Inge; Manders, Eric; Swillen, Ann; Zink, Inge

2017-01-01

This study investigated three conversational subskills in children with 22q11.2 deletion syndrome (22q11.2DS, n = 8, ages 7-13) and Williams syndrome (WS, n = 8, ages 6-12). The researchers re-evaluated these subskills after 18 to 24 months and compared them to those of peers with idiopathic intellectual disability (IID) and IID and comorbid…

Developmental disabilities: improving competence in care using virtual patients.

PubMed

Sanders, Carla L; Kleinert, Harold L; Free, Teresa; King, Pam; Slusher, Ida; Boyd, Sara

2008-02-01

Nurse practitioners (NPs) have an increasingly important role in health care provision in the United States. However, most nurses report that they receive little or no clinical training in the area of developmental disabilities. A core development team consisting of NP faculty members from three universities, one physician assistant faculty member, the parents of children with developmental disabilities, and educational specialists developed two multimedia interactive pediatric instructional modules in CD-ROM format: one involving a child with Down syndrome and the other, an infant born at 26 weeks gestation. Participants were required to make decisions about proper clinical interaction throughout the cases. The modules on CD were piloted with NP students at three universities. Effectiveness study results demonstrated significant gains in both knowledge and comfort level regarding the care of patients with developmental disabilities.

Health and Functional Status of Adults with Intellectual Disability Referred to the Specialist Health Care Setting: A Five-Year Experience

PubMed Central

Lee, L.; Rianto, J.; Raykar, V.; Creasey, H.; Waite, L.; Berry, A.; Xu, J.; Chenoweth, B.; Kavanagh, S.; Naganathan, V.

2011-01-01

Aims and Method. The Developmental Disability Database in the Department of Rehabilitation Medicine at a metropolitan hospital was audited for observations on adults with Intellectual Disability living in the local region (total population 180,000) who were seen in an identified multidisciplinary specialist clinic, during 2006–2010. Results. There were 162 people (representing half the known number of adults with Intellectual Disability living in the region): 77 females, 85 males, age range 16–86 years. The most common complex disabilities referred to the specialists in this clinic were epilepsy (52%), challenging or changing behavior (42%) and movement disorders (34%). Early onset dementia was a feature of the group (7%). The prevalence of prescription of medications for gastro-oesophageal reflux was high (36%) and similar to the numbers of people taking psychotropic medications. The rates of chronic cardiovascular disease (2%), chronic respiratory disease (10%) and generalised arthritis (11%) were low overall, but did rise with increasing age. Conclusions. Complex neurological disabilities are common, and chronic medical illnesses are uncommon in adults with Intellectual Disability referred to specialist clinicians in this region. A combined, coordinated, multidisciplinary clinic model addresses some of the barriers experienced by adults with Intellectual Disability in the secondary health system. PMID:22295183

Landau-Kleffner Syndrome

MedlinePlus

... difficult to diagnose and may be misdiagnosed as autism, pervasive developmental disorder, hearing impairment, learning disability, auditory/ ... difficult to diagnose and may be misdiagnosed as autism, pervasive developmental disorder, hearing impairment, learning disability, auditory/ ...

Effects of computerized match-to-sample training on emergent fraction-decimal relations in individuals with fragile X syndrome.

PubMed

Hammond, Jennifer L; Hirt, Melissa; Hall, Scott S

2012-01-01

Individuals diagnosed with fragile X syndrome (FXS), the most common known form of inherited intellectual disability, are reported to exhibit considerable deficits in mathematical skills that are often attributed to brain-based abnormalities associated with the syndrome. We examined whether participants with FXS would display emergent fraction-decimal relations following brief, intensive match-to-sample training on baseline relations. The performance profiles on tests of symmetry and transitivity/equivalence of 11 participants with FXS, aged 10-23 years, following baseline match-to-sample training were compared to those of 11 age- and IQ-matched controls with idiopathic developmental disability. The results showed that both groups of participants showed significant improvements in the baseline (trained) relations, as expected. However, participants with FXS failed to show significant improvements in the (untrained) symmetry and transitivity/equivalence relations compared to those in the control group. A categorical analysis of the data indicated that five participants with FXS and eight controls showed at least "intermediate" emergence of symmetry relations, whereas one individual with FXS and three controls showed at least intermediate emergence of transitivity/equivalence relations. A correlation analysis of the data indicated that improvements in the symmetry relations were significantly associated with improvements in the transitivity/equivalence relations in the control group (r=.69, p=.018), but this was not the case in the FXS group (r=.34, p>.05). Participant IQ was significantly associated with improvements in the symmetry relations in individuals with FXS (r=.60, p=.049), but not in controls (r=.21, p>.05). Taken together, these results suggest that brief, computerized match-to-sample training may produce emergent mathematical relations for a subset of children with FXS and developmental disabilities. However, the ability of individuals with FXS to form transitivity/equivalence relations may be impaired relative to those with idiopathic developmental disabilities, which may be attributed to neurodevelopmental variables associated with the syndrome. Copyright © 2011 Elsevier Ltd. All rights reserved.

ICF-CY code set for infants with early delay and disabilities (EDD Code Set) for interdisciplinary assessment: a global experts survey.

PubMed

Pan, Yi-Ling; Hwang, Ai-Wen; Simeonsson, Rune J; Lu, Lu; Liao, Hua-Fang

2015-01-01

Comprehensive description of functioning is important in providing early intervention services for infants with developmental delay/disabilities (DD). A code set of the International Classification of Functioning, Disability and Health: Children and Youth Version (ICF-CY) could facilitate the practical use of the ICF-CY in team evaluation. The purpose of this study was to derive an ICF-CY code set for infants under three years of age with early delay and disabilities (EDD Code Set) for initial team evaluation. The EDD Code Set based on the ICF-CY was developed on the basis of a Delphi survey of international professionals experienced in implementing the ICF-CY and professionals in early intervention service system in Taiwan. Twenty-five professionals completed the Delphi survey. A total of 82 ICF-CY second-level categories were identified for the EDD Code Set, including 28 categories from the domain Activities and Participation, 29 from body functions, 10 from body structures and 15 from environmental factors. The EDD Code Set of 82 ICF-CY categories could be useful in multidisciplinary team evaluations to describe functioning of infants younger than three years of age with DD, in a holistic manner. Future validation of the EDD Code Set and examination of its clinical utility are needed. The EDD Code Set with 82 essential ICF-CY categories could be useful in the initial team evaluation as a common language to describe functioning of infants less than three years of age with developmental delay/disabilities, with a more holistic view. The EDD Code Set including essential categories in activities and participation, body functions, body structures and environmental factors could be used to create a functional profile for each infant with special needs and to clarify the interaction of child and environment accounting for the child's functioning.

Infant wellbeing at 2 years of age in the Growth Restriction Intervention Trial (GRIT): multicentred randomised controlled trial.

PubMed

Thornton, J G; Hornbuckle, J; Vail, A; Spiegelhalter, D J; Levene, M

Although delivery is widely used for preterm babies failing to thrive in utero, the effect of altering delivery timing has never been assessed in a randomised controlled trial. We aimed to compare the effect of delivering early with delaying birth for as long as possible. 548 pregnant women were recruited by 69 hospitals in 13 European countries. Participants had fetal compromise between 24 and 36 weeks, an umbilical-artery doppler waveform recorded, and clinical uncertainty about whether immediate delivery was indicated. Before birth, 588 babies were randomly assigned to immediate delivery (n=296) or delayed delivery until the obstetrician was no longer uncertain (n=292). The main outcome was death or disability at or beyond 2 years of age. Disability was defined as a Griffiths developmental quotient of 70 or less or the presence of motor or perceptual severe disability. Analysis was by intention-to-treat. This trial has been assigned the International Standard Randomised Controlled Trial Number ISRCTN41358726. Primary outcomes were available on 290 (98%) immediate and 283 (97%) deferred deliveries. Overall rate of death or severe disability at 2 years was 55 (19%) of 290 immediate births, and 44 (16%) of 283 delayed births. With adjustment for gestational age and umbilical-artery doppler category, the odds ratio (95% CrI) was 1.1 (0.7-1.8). Most of the observed difference was in disability in babies younger than 31 weeks of gestation at randomisation: 14 (13%) immediate versus five (5%) delayed deliveries. No important differences in the median Griffiths developmental quotient in survivors was seen. The lack of difference in mortality suggests that obstetricians are delivering sick preterm babies at about the correct moment to minimise mortality. However, they could be delivering too early to minimise brain damage. These results do not lend support to the idea that obstetricians can deliver before terminal hypoxaemia to improve brain development.

Behavioral Family Intervention for Children with Developmental Disabilities and Behavioral Problems

ERIC Educational Resources Information Center

Roberts, Clare; Mazzucchelli, Trevor; Studman, Lisa; Sanders, Matthew R.

2006-01-01

The outcomes of a randomized clinical trial of a new behavioral family intervention, Stepping Stones Triple P, for preschoolers with developmental and behavior problems are presented. Forty-eight children with developmental disabilities participated, 27 randomly allocated to an intervention group and 20 to a wait-list control group. Parents…

Two-Year Follow-up of the Competitive Employment Status of Graduates with Developmental Disabilities.

ERIC Educational Resources Information Center

Hoisch, Sharon A.; And Others

1992-01-01

This follow-up study of 54 graduates of a California high school career and vocational services program for students with developmental disabilities or learning disabilities found that only 39 percent were in competitive employment and that jobs were predominantly in the food, building, fabrication, and packaging service occupations. Most…

From Community Presence to Sense of Place: Community Experiences of Adults with Developmental Disabilities.

ERIC Educational Resources Information Center

Walker, Pam

1999-01-01

A study of seven adults with developmental disabilities found that they commonly spent time in places designated for people with disabilities versus the general public, in public versus private places, and in places characterized by business transactions versus social interactions. Strategies for increasing opportunities for positive community…

Developmental Disabilities: A Summary of Major Classifications and Glossary of Terms. Parent Awareness Program, 1982-1983. Revised.

ERIC Educational Resources Information Center

Knudstrup, Katherine; And Others

Designed for use in adult education courses for parents of developmentally disabled children, this manual provides basic information about major categories of disabilities and a glossary of commonly encountered terms. After an introductory overview, the manual provides information about the characteristics and etiology of five disabling…

Early Childhood Predictors of Mothers' and Fathers' Relationships with Adolescents with Developmental Disabilities

ERIC Educational Resources Information Center

Mitchell, D. B.; Hauser-Cram, P.

2010-01-01

Background: The importance of positive parent-adolescent relationships is stressed in research on adolescents, although very little is known about this relationship when a teen has developmental disabilities (DD). We investigated the relationships of adolescents with disabilities with their mothers and their fathers in order to answer a number of…

Data-Based Decisions Guidelines for Teachers of Students with Severe Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Jimenez, Bree A.; Mims, Pamela J.; Browder, Diane M.

2012-01-01

Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and developmental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows…

Students with Developmental Disabilities in Catholic Schools: Examples in Primary and Secondary Settings

ERIC Educational Resources Information Center

Burke, Meghan M.; Griffin, Megan M.

2016-01-01

While some Catholic schools include students with disabilities, few serve students with significant support needs. This paper offers two distinct models for including students with developmental disabilities in Catholic schools at the primary and secondary level. Describing programs at Children of Peace School and Notre Dame College Prep School,…

Longitudinal Prescribing Patterns for Psychoactive Medications in Community-Based Individuals with Developmental Disabilities: Utilization of Pharmacy Records

ERIC Educational Resources Information Center

Lott, I. T.; McGregor, M.; Engelman, L.; Touchette, P.; Tournay, A.; Sandman, C.; Fernandez, G.; Plon, L.; Walsh, D.

2004-01-01

Little is known about longitudinal prescribing practices for psychoactive medications for individuals with intellectual disabilities and developmental disabilities (IDDD) who are living in community settings. Computerized pharmacy records were accessed for 2344 community-based individuals with IDDD for whom a total of 3421 prescriptions were…

Developmental Disabilities Manual, 1984-1985. Revised. Delta College Parent Awareness. Developmental Disabilities/Parent Awareness Program.

ERIC Educational Resources Information Center

Delta Coll., University Center, MI. Allied Health-Community Affairs.

Developed as part of Delta College's Parent Awareness Program, this manual offers parents and family members of handicapped children explanations of the following conditions: mental retardation, cerebral palsy, epilepsy, learning disabilities, and autism. In the first section, "Special Parenting Information," Gerri Caesar describes her own…

Caregiver Strain and Sensory Features in Children with Autism Spectrum Disorder and Other Developmental Disabilities

ERIC Educational Resources Information Center

Kirby, Anne V.; White, Tamira J.; Baranek, Grace T.

2015-01-01

Caring for children with disabilities contributes to increased levels of parent stress or caregiver strain. However, the potential relationship of sensory features to strain among caregivers of children with autism spectrum disorder (ASD) and other developmental disabilities (DD) is unknown. Sensory features include overreactions, underreactions,…

Psychiatric Services for Individuals with Intellectual and Developmental Disabilities: Medication Management

ERIC Educational Resources Information Center

Russell, Andrew T.; Hahn, Joan Earle; Hayward, Katharine

2011-01-01

The purpose of this study was to describe the medication management and treatment provided in a specialty outpatient psychiatry clinic for 198 community-residing children and adults with intellectual disability and other developmental disabilities (IDD) referred to the clinic and discharged between 1999 and 2008. Using a descriptive design, data…

Positive Approaches: A Sexuality Guide for Teaching Developmentally Disabled Persons.

ERIC Educational Resources Information Center

Maurer, Lisa

This guide is intended to assist caregivers of people with development disabilities in acquiring knowledge about sexuality and skill in expressing sexuality in a safe and appropriate manner. Section 1 provides an overview of the history of sexuality and developmentally disabled individuals. The second section provides exercises for the caregiver…

Cervical and Breast Cancer-Screening Knowledge of Women with Developmental Disabilities

ERIC Educational Resources Information Center

Parish, Susan L.; Swaine, Jamie G.; Luken, Karen; Rose, Roderick A.; Dababnah, Sarah

2012-01-01

Women with developmental disabilities are significantly less likely than women without disabilities to receive cervical and breast cancer screening according to clinical guidelines. The reasons for this gap are not understood. The present study examined the extent of women's knowledge about cervical and breast cancer screening, with the intention…

Does Choice Influence Quality of Life for People with Mild Intellectual Disabilities?

ERIC Educational Resources Information Center

Neely-Barnes, Susan; Marcenko, Maureen; Weber, Lisa

2008-01-01

Consumer choice is a key concept in developmental disability intervention, but relatively little quantitative research has focused on the relationship between choice and quality of life. This study used data from Washington state's Division of Developmental Disabilities 2002 National Core Indicators study (Human Services Research Institute, 2001a,…

A Comprehensive Guide to Intellectual and Developmental Disabilities. Second Edition

ERIC Educational Resources Information Center

Wehmeyer, Michael L.. Ed.; Brown, Ivan, Ed.; Percy, Maire, Ed.; Fung, W. L. Alan, Ed.; Shogren, Karrie A., Ed.

2017-01-01

The trusted core disability textbook gets a comprehensive update in this second edition, now thoroughly revised to include all the critical topics today's professionals need to know about as they work with people who have intellectual and developmental disabilities. Brought to you by a new team of world-renowned experts and contributors, this…

Relating Stress of Mothers of Children with Developmental Disabilities to Family-School Partnerships

ERIC Educational Resources Information Center

Burke, Meghan M.; Hodapp, Robert M.

2014-01-01

Although mothers of children with intellectual and developmental disabilities (IDD) experience high levels of stress and schools constitute an important resource, the relation remains unknown between maternal stress and educational services. Responding to a national, web-based survey, 965 mothers of students with disabilities completed a 163-item…

Characteristics of international websites with information on developmental disabilities.

PubMed

Reichow, Brian; Gelbar, Nicholas W; Mouradjian, Keri; Shefcyk, Allison; Smith, Isaac C

2014-10-01

The Internet often serves as a primary resource for individuals seeking health-related information, and a large and growing number of websites contain information related to developmental disabilities. This paper presents the results of an international evaluation of the characteristics and content of the top 10 ranked results (i.e., not including sponsored results - pay-per-click) returned when one of five terms related to developmental disabilities (i.e., ADHD, autism, down syndrome, learning disability, intellectual disability) was entered into one of six country specific Google online search engines (i.e., Australia (https://www.google.com.au), Canada (https://www.google.ca), Ireland (https://www.google.ie), New Zealand (https://www.google.co.nz), the United Kingdom (https://www.google.co.uk), and the United States (https://www.google.com)) on October 22, 2013. Collectively, we found that international consumers of websites related to developmental disabilities will encounter different websites with differing content and terminology, and should be critical consumers to ensure they locate the information they are seeking. Copyright © 2014 Elsevier Ltd. All rights reserved.

Spatial Relative Risk Patterns of Autism Spectrum Disorders in Utah

ERIC Educational Resources Information Center

Bakian, Amanda V.; Bilder, Deborah A.; Coon, Hilary; McMahon, William M.

2015-01-01

Heightened areas of spatial relative risk for autism spectrum disorders (ASD), or ASD hotspots, in Utah were identified using adaptive kernel density functions. Children ages four, six, and eight with ASD from multiple birth cohorts were identified by the Utah Registry of Autism and Developmental Disabilities. Each ASD case was gender-matched to…

Teaching Stimulus Classes to Encourage Independent Purchasing by Students with Severe Behavior Disorders.

ERIC Educational Resources Information Center

Gardill, M. Cathleen; Browder, Diane M.

1995-01-01

Three students (ages 12 and 13) with developmental disabilities and severe behavior disorders were taught independent purchasing skills. To bypass the need for money computation skills, discrimination between three stimulus classes of frequent purchases (vending machine snack, convenience store snack, lunch) were trained. Two students mastered the…

A Closer Look at Motor Overflow in Dyslexic Children.

ERIC Educational Resources Information Center

Parlow, S. E.

Unintentional movement "overflow" between the hands or "mirror movements" are common in young children, but are generally regarded as indicative of developmental delay in older children. This study was designed to investigate mirror movements in a sample of 23 very poor readers, ages 11-13, with learning disabilities, and in a…

Social and Cardiac Responses of Young Children with Autism.

ERIC Educational Resources Information Center

Sigman, Marian; Dissanayake, Cheryl; Corona, Rosalie; Espinosa, Michael

2003-01-01

The behavioral and heart rate responses of 22 children (ages 3-4) with autism and 22 with other developmental disabilities were compared while they were watching videotapes of a baby either playing or crying. Both groups of children showed heart rate slowing when watching the video of the crying baby. (Contains references.) (Author/CR)

Family Members' Views on Seeking Placement in State-Supported Living Centers in Texas

ERIC Educational Resources Information Center

Colvin, Alex D.; Larke, Patricia J.

2013-01-01

This study investigated the factors that influence family members' decisions to seek placement for relatives with intellectual and/or developmental disabilities (ID/DD) into state-supported living centers in Texas. The sample included 51 family caregivers between the ages of 26 and 95. Using descriptive statistics, correlation, and inferential…

POWER: Providing Options for the Workplace, Education and Rehabilitation. Final Report.

ERIC Educational Resources Information Center

Rickard, Patricia L.

This final report describes activities and accomplishments of a 3-year federally supported project that provided 326 students, ages 18-21, with developmental disabilities employment training through five community colleges and three K-12 system adult education systems. Program sites were in California, Iowa, Ohio, and North Carolina. The program…

A Pilot of a Gerontological Advanced Practice Nurse Preventive Intervention

ERIC Educational Resources Information Center

Hahn, Joan Earle; Aronow, Harriet Udin

2005-01-01

Background: Persons with an intellectual and developmental disability frequently face barriers in accessing preventive services in community-based health care systems. As they age into middle years, they are at increased risk for functional decline. This paper presents a description of an advanced practice nurse (APN) intervention used in a pilot…

Outcome Measures for Early Childhood Intervention Services.

ERIC Educational Resources Information Center

Accreditation Council on Services for People with Disabilities, Landover, MD.

This collection of 21 suggested outcome measures for early childhood intervention services is intended to apply to all types of service and support program models for children (birth to age 5) with various developmental delays and/or disabilities. The measures are appropriate for either home-based or center-based service delivery models. Section 1…

78 FR 58324 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-23

...: Biobehavioral and Behavioral Processes Integrated Review Group; Child Psychopathology and Developmental Disabilities Study Section. Date: October 17-18, 2013. Time: 8:00 a.m. to 5:00 p.m. Agenda: To review and... Review Group; Adult Psychopathology and Disorders of Aging Study Section. Date: October 17-18, 2013. Time...

The Direct Support Workforce Crisis: Can Unions Help Resolve This?

ERIC Educational Resources Information Center

Taylor, Steven J.

2008-01-01

Problems faced by the developmental disability service system in recruiting and retaining direct support staff are exacerbated by demands from competing service industries, including long term supports for the increasing aging population in the United States. Many factors account for high turnover and vacancy rates in the community service system,…

Verbal Prompting, Hand-over-Hand Instruction, and Passive Observation in Teaching Children with Developmental Disabilities.

ERIC Educational Resources Information Center

Biederman, G. B.; Fairhall, J. L.; Raven, K. A.; Davey, V. A.

1998-01-01

A study involving six children (ages 5-13) with mental retardation found that overall passive modeling was significantly more effective than hand-over-hand modeling in teaching skills, and that passive modeling was significantly more effective than hand-over-hand modeling with response-contingent verbal prompting. (Author/CR)

Developmental coordination disorder

MedlinePlus

Physical causes and other types of learning disabilities must be ruled out before the diagnosis can be confirmed. ... Elsevier; 2016:chap 90. Szklut SE, Philibert DB. Learning disabilities and developmental coordination disorder. In: Umphred DA, Burton ...

Septo-Optic Dysplasia

MedlinePlus

... children with SOD have normal intelligence, others have learning disabilities. Most, however, are developmentally delayed due to vision ... children with SOD have normal intelligence, others have learning disabilities. Most, however, are developmentally delayed due to vision ...

Mosaic Trisomy 9p in a Patient with Mild Dysmorphic Features and Normal Intelligence.

PubMed

Brar, Randeep; Basel, Donald G; Bick, David P; Weik, LuAnn; vanTuinen, Peter; Peterson, Jess F

2017-01-01

To the Editor: Partial and whole duplications of the short arm of chromosome 9 have been commonly reported in the literature with characteristic phenotypic features and intellectual disabilities. The clinical features of 9p duplications are broad and can include growth retardation, developmental delay, intellectual disability, microbrachycephaly, deep set eyes, hypertelorism, downslanting palpebral fissures, prominent nasal root, bulbous nasal tip, low-set ears, short fingers and toes with hypoplastic nails, and delayed bone age (Bonaglia et al., 2002; Zou et al., 2009; Guilherme et al., 2014).

Ripple effects of developmental disabilities and mental illness on nondisabled adult siblings

PubMed Central

Wolfe, Barbara; Song, Jieun; Greenberg, Jan S.; Mailick, Marsha R.

2014-01-01

Developmental disabilities and severe mental illness are costly to the affected individual and frequently to their family as well. Little studied are their nondisabled siblings. Here we examine major life course outcomes (education, employment, and marriage) of these siblings in adulthood using data from the Wisconsin Longitudinal Study. Our sample comprises 113 individuals with developmental disabilities and 337 of their nondisabled siblings; 97 individuals with mental illness and 235 of their nondisabled siblings; and 17,126 unaffected comparison group members. We find that siblings of individuals with mental illness have less education and less employment than the unaffected comparison group, whereas those who have a sibling with developmental disabilities had normative patterns of education and employment, but less marriage and more divorce. Robustness tests incorporating genetic data do not change the conclusions based on the nongenetic analyses. PMID:24607704

Deficits in motor abilities and developmental fractionation of imitation performance in high-functioning autism spectrum disorders.

PubMed

Biscaldi, Monica; Rauh, Reinhold; Irion, Lisa; Jung, Nikolai H; Mall, Volker; Fleischhaker, Christian; Klein, Christoph

2014-07-01

The co-occurrence of motor and imitation disabilities often characterises the spectrum of deficits seen in patients with autism spectrum disorders (ASD). Whether these seemingly separate deficits are inter-related and whether, in particular, motor deficits contribute to the expression of imitation deficits is the topic of the present study and was investigated by comparing these deficits' cross-sectional developmental trajectories. To that end, different components of motor performance assessed in the Zurich Neuromotor Assessment and imitation abilities for facial movements and non-meaningful gestures were tested in 70 subjects (aged 6-29 years), including 36 patients with high-functioning ASD and 34 age-matched typically developed (TD) participants. The results show robust deficits in probands with ASD in timed motor performance and in the quality of movement, which are all independent of age, with one exception. Only diadochokinesis improves moderately with increasing age in ASD probands. Imitation of facial movements and of non-meaningful hand, finger, hand finger gestures not related to social context or tool use is also impaired in ASD subjects, but in contrast to motor performance this deficit overall improves with age. A general imitation factor, extracted from the highly inter-correlated imitation tests, is differentially correlated with components of neuromotor performance in ASD and TD participants. By developmentally fractionating developmentally stable motor deficits from developmentally dynamic imitation deficits, we infer that imitation deficits are primarily cognitive in nature.

Comparison of a video-based assessment and a multiple stimulus assessment to identify preferred jobs for individuals with significant intellectual disabilities.

PubMed

Horrocks, Erin L; Morgan, Robert L

2009-01-01

The authors compare two methods of identifying job preferences for individuals with significant intellectual disabilities. Three individuals with intellectual disabilities between the ages of 19 and 21 participated in a video-based preference assessment and a multiple stimulus without replacement (MSWO) assessment. Stimulus preference assessment procedures typically involve giving participants access to the selected stimuli to increase the probability that participants will associate the selected choice with the actual stimuli. Although individuals did not have access to the selected stimuli in the video-based assessment, results indicated that both assessments identified the same highest preference job for all participants. Results are discussed in terms of using a video-based assessment to accurately identify job preferences for individuals with developmental disabilities.

Prognostic factors for outcome in pediatric probable lesional frontal lobe epilepsy with an unknown cause (cryptogenic).

PubMed

Lee, Inn-Chi; Chen, Yung-Jung; Lee, Hong-Shen; Li, Shuan-Yow

2014-12-01

The outcomes of children with cryptogenic seizures most probably arising from the frontal lobe are difficult to predict. We retrospectively collected data on 865 pediatric patients with epilepsy. In 78 patients with cryptogenic frontal lobe epilepsy, the age at first seizure was inversely correlated with the outcome, including the degree of intellectual disability/developmental delay (P = .002) and seizure frequency (P = .02) after adequate treatment. Intellectual disability was more prevalent in children with a first seizure at 0 to 3 years old (P = .002), and seizures were more frequent in those with a first seizure at 0 to 6 years old than at 7 to 16 years old (P = .026). For pediatric cryptogenic frontal lobe epilepsy, the age at first seizure is important and inversely correlated with outcome, including seizure frequency and intellectual disability. © The Author(s) 2013.

[A family with creatine transporter deficiency diagnosed with urinary creatine/creatinine ratio and the family history: the third Japanese familial case].

PubMed

Nozaki, Fumihito; Kumada, Tomohiro; Shibata, Minoru; Fujii, Tatsuya; Wada, Takahito; Osaka, Hitoshi

2015-01-01

Creatine transporter deficiency (CRTR-D) is an X-linked disorder characterized by hypotonia, developmental delay, and seizures. We report the third Japanese family with CRTR-D. The proband was an 8-year-old boy who presented with hypotonia, severe intellectual disability and two episodes of seizures associated with/without fever. Among 7 siblings (4 males, 3 females), the eldest brother had severe intellectual disability, epilepsy, and sudden death at 17 years of age, while 18-year-old third elder brother had severe intellectual disability, autism, and drug-resistant epilepsy. The proband's urinary creatine/creatinine ratio was increased. A reduced creatine peak on brain magnetic resonance spectroscopy and a known pathogenic mutation in the SLC6A8 gene (c.1661 C > T;p.Pro554Leu) confirmed the diagnosis of CRTR-D. The same mutation was found in the third elder brother. Their mother was a heterozygote. Symptoms of CRTR-D are non-specific. Urinary creatine/creatinine ratio should be measured in patients with hypotonia, developmental delay, seizure and autism whose family history indicates an X-linked inheritance.

Exposure of children with developmental delay to social determinants of poor health: cross-sectional case record review study.

PubMed

Emerson, E; Brigham, P

2015-03-01

Research on child development in general has highlighted the importance that the family environment plays in mediating the pathway between exposure to low socio-economic position (SEP) and child well-being. While child developmental models in intellectual disability have highlighted the interplay between social context, family environment and child development, little empirical work has attempted to formally evaluate the evidence in support of specific mediating pathways between low SEP and child outcomes. Secondary analysis of cross-sectional confidentialized needs analysis data collected in three Primary Care Trusts in England covering a total population of 1.25 million people. Case record reviews were undertaken for 46 023 households, 2236 (4.9%) of which contained a child in the target age range with developmental delay. Children with developmental delay, when compared with their non-disabled peers, were at significantly increased risk of poorer health outcomes and of being exposed to a wide range of social determinants of poor health. Controlling for between-group differences in exposure to social determinants of poor health reduced the risk of developmental delay being associated with poorer health outcomes by 45% for behaviour problems and 89% for risk of significant harm. For children with developmental delay, parenting difficulties appears to play a particularly significant role in partially mediating the effects of low SEP. The findings of the present study point to the potential effectiveness of family-focused early intervention to prevent the emergence and escalation of behavioural difficulties and health problems in children with developmental delay. © 2014 John Wiley & Sons Ltd.

Developmental Trajectories in Syndromes with Intellectual Disability, with a Focus on Wolf-Hirschhorn and Its Cognitive-Behavioral Profile

ERIC Educational Resources Information Center

Fisch, Gene S.; Carpenter, Nancy; Howard-Peebles, Patricia N.; Holden, Jeanette J. A.; Tarleton, Jack; Simensen, Richard; Battaglia, Agatino

2012-01-01

Few studies exist of developmental trajectories in children with intellectual disability, and none for those with subtelomeric deletions. We compared developmental trajectories of children with Wolf-Hirschhorn syndrome to other genetic disorders. We recruited 106 children diagnosed with fragile X, Williams-Beuren syndrome, or Wolf-Hirschhorn…

Effects of Ordinary and Adaptive Toys on Pre-School Children with Developmental Disabilities

ERIC Educational Resources Information Center

Hsieh, Hsieh-Chun

2008-01-01

Toys help children in mastering developmental tasks. This study investigated toy effect on children with developmental disabilities as they engage in using ordinary and adaptive toys. A single-subject design was used to identify the effects on their toy play abilities. Differences in toy effects between playing ordinary and adaptive toys were…

Mental Retardation and Developmental Disabilities (MRDD) Branch. NICHD Report to the NACHHD Council

ERIC Educational Resources Information Center

National Institute of Child Health and Human Development (NICHD), 2005

2005-01-01

This document is the quadrennial report of the Mental Retardation and Developmental Disabilities (MRDD) Branch to the National Advisory Child Health and Human Development (NACHHD) Council. The MRDD Branch is a vital, evolving entity within the Center for Developmental Biology and Perinatal Medicine (CDBPM) at the National Institute of Child …

The Experiences of Latino Siblings of Children with Developmental Disabilities

PubMed Central

Kao, Barbara; Romero-Bosch, Lilia; Plante, Wendy; Lobato, Debra

2011-01-01

Objective This qualitative study explored the experiences of Latino siblings of children with developmental disabilities. Methods Parents and typically developing siblings from 15 Latino families with a child with a developmental disability participated in separate interviews. Results Using Consensual Qualitative Research methodology (Hill, Thompson, & Williams, 1997), domains reflecting siblings’ relationships, emotional experiences, and communication about the disability were identified. The child’s need for caregiving was a prominent topic in the sibling and parent narratives. Parents reported concerns about siblings’ experience of differential treatment whereas siblings reported concerns about restricted social activities because of their brother/sister. Conclusions Including multiple informants revealed commonalities and differences in parents’ and siblings’ perspectives on the impact of a child’s disability. The importance of considering sibling adaptation in sociocultural context is discussed. PMID:21651613

Evaluation of An Activities of Daily Living Scale for Adolescents and Adults with Developmental Disabilities

PubMed Central

Maenner, Matthew J; Smith, Leann E; Hong, Jinkuk; Makuch, Renee; Greenberg, Jan S; Mailick, Marsha R

2012-01-01

Background Activity limitations are an important and useful dimension of disability, but there are few validated measures of activity limitations for adolescents and adults with developmental disabilities. Objective/Hypothesis To describe the development of the Waisman Activities of Daily Living (W-ADL) Scale for adolescents and adults with developmental disabilities, and systematically evaluate its measurement properties according to an established set of criteria. Methods The W-ADL was administered among four longitudinally-studied groups of adolescents and adults with developmental disabilities: 406 with autism; 147 with fragile-X syndrome; 169 with Down syndrome, and 292 with intellectual disability of other or unknown origin. The W-ADL contains 17 activities and each is rated on a 3-point scale (0=“does not do at all”, 1=“does with help”, 2=“independent”), and a standard set of criteria were used to evaluate its measurement properties. Results Across the disability groups, Cronbach’s alphas ranged from 0.88 to 0.94, and a single-factor structure was most parsimonious. The W-ADL was reliable over time, with weighted kappas between 0.92 and 0.93. Criterion and construct validity were supported through substantial associations with the Vineland Screener, need for respite services, caregiving burden, and competitive employment. No floor or ceiling effects were present. There were significant group differences in W-ADL scores by maternally-reported level of intellectual disability (mild, moderate, severe, profound). Conclusions The W-ADL exceeded the recommended threshold for each quality criterion the authors evaluated. This freely-available tool is an efficient measure of activities of daily living for surveys and epidemiological research concerning adolescents and adults with developmental disabilities. PMID:23260606

Evaluation of Cognitive Function of Children with Developmental Disabilities by means of Button-Press Task

NASA Astrophysics Data System (ADS)

Nakazono, Shogo; Kobori, Satoshi

The button-press task means that the subject observes a moving target and presses a button to stop it when the target enters a specified area on a computer display. Subjects perform normal task, suppressed task and delayed task. In the suppressed task, the moving target disappears at some point during the trial. In the delayed task, there is some lag time between the time of pressing button and of stopping target. In these tasks, subjects estimate the movement of the target, and press the button considering his/her own reaction time. In our previous study, we showed that cognitive and motor function was able to be evaluated by these tasks. In this study, we examined error data of children with developmental disabilities to evaluate the cognitive function, and investigated the learning processes. Moreover, we discussed the developmental stages by comparing the children with disabilities to normal control children, and we clarified the behavior characteristics of children with developmental disabilities. Asa result, it was shown that our evaluation method and system for the button-press task were effective to evaluate cognitive ability of children with developmental disabilities.

Social anxiety and parental overprotection in young adults with and without intellectual disabilities.

PubMed

Hemm, Cahley; Dagnan, Dave; Meyer, Thomas D

2018-05-01

Developmental literature highlights peer relationships and parental overprotection as factors implicated in the development of social anxiety. These factors are highly prevalent in the lives of people with intellectual disabilities; however research has not examined whether these factors are associated with social anxiety for this population. Twenty-one individuals without intellectual disabilities and 21 individuals with intellectual disabilities (aged 16-24 years) completed the Social Anxiety Scale for Adolescents with follow-up questions, the Glasgow Anxiety Scale-Intellectual disabilities and the parental overprotection subscale of the Parental Bonding Instrument with follow-up questions. Aspects of general and social anxiety were significantly greater in the intellectual disabilities group. There were no significant differences in parental overprotection between groups, however, qualitative analyses revealed differences in experiences of social anxiety and parental overprotection. Further research into factors associated with social anxiety in people with intellectual disabilities may inform adaptations to therapies and early intervention. © 2017 John Wiley & Sons Ltd.

45 CFR 1386.103 - Discovery.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Welfare Regulations Relating to Public Welfare (Continued) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON DEVELOPMENTAL DISABILITIES, DEVELOPMENTAL DISABILITIES PROGRAM FORMULA GRANT PROGRAMS Practice and Procedure for Hearings Pertaining to States...

The Psychiatric Assessment Schedule for Adult with Developmental Disability (PAS-ADD) Checklist: Reliability and Validity of French Version

ERIC Educational Resources Information Center

Gerber, F.; Carminati, G. Galli

2013-01-01

Background: The lack of psychometric measures of psychopathology especially in intellectual disabilities (ID) population was addressed by creation of the Psychiatric Assessment Schedule for Adult with Developmental Disability (PAS-ADD-10) in Moss et?al. This schedule is a structured interview designed for professionals in psychopathology. The…

Examining Emerging Strategies to Prevent Sexual Violence: Tailoring to the Needs of Women with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Stevens, Bethany

2012-01-01

Sexual violence (SV) negatively impacts women with disabilities disproportionately, especially those with intellectual and/or developmental disabilities (IDD). The 2 populations are included in this article as there are overlaps in diagnostic criteria as well as similar risk factors associated with the experience of SV. Despite lacking…

Preparation of Social Workers to Support People with Developmental Disabilities

ERIC Educational Resources Information Center

Laws, Jason; Parish, Susan L.; Scheyett, Anna M.; Egan, Christopher

2010-01-01

We examine how well schools of social work prepare students to work with people with developmental disabilities (DD). Using websites of 50 U.S. schools of social work, we examine their curricula to determine the number and nature of disability studies courses. We examine tenure-line faculty to identify potential for current staff to expand DD…

Coping of Siblings of Children with Developmental Disabilities in the Bedouin Community

ERIC Educational Resources Information Center

Manor-Binyamini, Iris; Abu-Ajaj, Othman

2012-01-01

This is the first study that examines the coping of siblings of children with developmental disabilities in comparison with siblings of children without disabilities in the Bedouin community in Israel. For this purpose, the study examines the components of self-esteem, stress, and growth. Data were collected from 200 adolescents. The findings of…

Menstrual Support for Females with Developmental Disabilities: Survey and Interview of Parents or Caretakers

ERIC Educational Resources Information Center

Park, Hye Ran

2013-01-01

Menstruation is a difficult topic to address with as females with or without disabilities. It is a more significant challenge for females with developmental disabilities (DD) because it stimulates a variety of physical and psychological changes. Thus, some females with DD might have a qualitatively different experience compared to the general…

Parental Appraisal of the Family Impact of Childhood Developmental Disability: Times of Sadness and Times of Joy

ERIC Educational Resources Information Center

Trute, Barry; Hiebert-Murphy, Diane; Levine, Kathryn

2007-01-01

Background: Parental positive and negative appraisals of the family impact of childhood disability are tested as early predictors of parental self-esteem and overall family adjustment in households with young children with intellectual and developmental disabilities. Method: Within 103 Canadian families, 103 mothers and 55 fathers independently…

Antipsychotic Use and Metabolic Monitoring in Individuals with Developmental Disabilities Served in a Medicaid Medical Home

ERIC Educational Resources Information Center

Ruiz, Lisa M.; Damron, Mackenzie; Jones, Kyle B.; Weedon, Dean; Carbone, Paul S.; Bakian, Amanda V.; Bilder, Deborah A.

2016-01-01

This study describes antipsychotic use and metabolic monitoring rates among individuals with developmental disabilities enrolled in a subspecialty medical home (N = 826). Four hundred ninety-nine participants (60.4%) were taking antipsychotics, which was associated with male gender (p = 0.01), intellectual disability with and without autism…

Effects of Functional Communication Training (FCT) on the Communicative, Self-Initiated Toileting Behavior for Students with Developmental Disabilities in a School Setting

ERIC Educational Resources Information Center

Kim, Jinnie

2012-01-01

Far less is known about the effects of functional communication-based toileting interventions for students with developmental disabilities in a school setting. Furthermore, the currently available toileting interventions for students with disabilities include some undesirable procedures such as the use of punishment, unnatural clinic/university…

Project: "Teach 'n' Reach" Learning Handicapped: Developmentally Disabled, Learning Disabled. (Book 3 out of 4.)

ERIC Educational Resources Information Center

Kagan, Arleen

The fourth of five volumes (and the third of four curriculum guides) in the Project Teach 'n' Reach series presents curriculum suggestions to help regular classroom teachers teach nondisabled students about learning handicaps. The developmentally disabled are considered in terms of anatomical structures of the brain, etiology, definition, sensory…

Mortality of People with Intellectual and Developmental Disabilities from Select US State Disability Service Systems and Medical Claims Data

ERIC Educational Resources Information Center

Lauer, Emily; McCallion, Philip

2015-01-01

Background: Monitoring population trends including mortality within subgroups such as people with intellectual and developmental disabilities and between countries provides crucial information about the population's health and insights into underlying health concerns and the need for and effectiveness of public health efforts. Methods: Data from…

A Review of Behavioral Interventions for the Treatment of Aggression in Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Brosnan, Julie; Healy, Olive

2011-01-01

Aggression can present as a significant problem behavior in individuals with a diagnosis of developmental disability. Much research has focused on the prevalence of aggression in individuals with varying degrees of severity of intellectual disability (AD), autism spectrum disorders (ASD) and co-morbidity of ID and ASD. Research has also focused on…

Using Ipad Applications to Increase Literacy Skills for Children Prek to Grade 3 with Disabilities

ERIC Educational Resources Information Center

Stone-MacDonald, Angi

2015-01-01

This article, intended to inform educators on how to use iPad apps for literacy development for young children with developmental disabilities, briefly reviews the literature on iPad apps for literacy development, examines key apps for literacy development for children with developmental disabilities, and discusses how to incorporate iPad apps…

Kentucky Disability Resource Manual: A Handbook of Program Descriptions, Eligibility Criteria, and Contact Information. Updated

ERIC Educational Resources Information Center

Human Development Institute, 2016

2016-01-01

This manual was designed primarily for use by individuals with developmental disabilities and related conditions. It is hoped that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with developmental disabilities. The focus of this manual is to provide easy-to-read…

Kentucky Disability Resource Manual: A Handbook of Program Descriptions, Eligibility Criteria, and Contact Information

ERIC Educational Resources Information Center

Human Development Institute, 2010

2010-01-01

This manual was designed primarily for use by individuals with developmental disabilities and related conditions. It is hoped that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with developmental disabilities. The main focus of this manual is to provide easy-to-read…

A Delphi Study on Staff Bereavement Training in the Intellectual and Developmental Disabilities Field

ERIC Educational Resources Information Center

Gray, Jennifer A.; Truesdale, Jesslyn

2015-01-01

The Delphi technique was used to obtain expert panel consensus to prioritize content areas and delivery methods for developing staff grief and bereavement curriculum training in the intellectual and developmental disabilities (IDD) field. The Delphi technique was conducted with a panel of 18 experts from formal and informal disability caregiving,…

"Something You Have to Do"--Why Do Parents of Children with Developmental Disabilities Seek a Differential Diagnosis?

ERIC Educational Resources Information Center

Watson, Shelley L.

2008-01-01

This basic interpretive study addressed the reasons why parents seek a differential diagnosis for their child who has a developmental disability. Fourteen parents were interviewed about why they sought a label for the disabilities of their child. Participants included six parents of children with identified genetic conditions, three parents of…

Chromosomal Microarray With Clinical Diagnostic Utility in Children With Developmental Delay or Intellectual Disability.

PubMed

Lee, Jin Sook; Hwang, Hee; Kim, Soo Yeon; Kim, Ki Joong; Choi, Jin Sun; Woo, Mi Jung; Choi, Young Min; Jun, Jong Kwan; Lim, Byung Chan; Chae, Jong Hee

2018-09-01

Chromosomal microarray (CMA) testing is a first-tier test for patients with developmental delay, autism, or congenital anomalies. It increases diagnostic yield for patients with developmental delay or intellectual disability. In some countries, including Korea, CMA testing is not yet implemented in clinical practice. We assessed the diagnostic utility of CMA testing in a large cohort of patients with developmental delay or intellectual disability in Korea. We conducted a genome-wide microarray analysis of 649 consecutive patients with developmental delay or intellectual disability at the Seoul National University Children's Hospital. Medical records were reviewed retrospectively. Pathogenicity of detected copy number variations (CNVs) was evaluated by referencing previous reports or parental testing using FISH or quantitative PCR. We found 110 patients to have pathogenic CNVs, which included 100 deletions and 31 duplications of 270 kb to 30 Mb. The diagnostic yield was 16.9%, demonstrating the diagnostic utility of CMA testing in clinic. Parental testing was performed in 66 patients, 86.4% of which carried de novo CNVs. In eight patients, pathogenic CNVs were inherited from healthy parents with a balanced translocation, and genetic counseling was provided to these families. We verified five rarely reported deletions on 2p21p16.3, 3p21.31, 10p11.22, 14q24.2, and 21q22.13. This study demonstrated the clinical utility of CMA testing in the genetic diagnosis of patients with developmental delay or intellectual disability. CMA testing should be included as a clinical diagnostic test for all children with developmental delay or intellectual disability. © The Korean Society for Laboratory Medicine.

The roles of adult siblings in the lives of people with severe intellectual and developmental disabilities.

PubMed

Hall, Sarah A; Rossetti, Zach

2018-05-01

Siblings of people with intellectual and developmental disabilities (IDD) often assume key roles to support their brothers and sisters. For people with more significant support needs, siblings may undertake additional roles and responsibilities throughout their lives. The purpose of the present study was to identify and describe the roles of adult siblings who have a brother or sister with severe IDD. Seventy-nine adult siblings from 19 to 72 years of age completed an online survey with open-ended questions about the roles they play in their relationships with their brother or sister. Thematic analysis resulted in identification of several roles including caregiver, friend (social partner), advocate, legal representative, sibling (teacher/role model), leisure planner and informal service coordinator. Siblings assume key roles in the lives of people with IDD and need support from family and professionals to perform these roles. © 2017 John Wiley & Sons Ltd.

Identifying Medication Management Smartphone App Features Suitable for Young Adults With Developmental Disabilities: Delphi Consensus Study

PubMed Central

Salgado, Teresa M; Fedrigon, Alexa; Riccio Omichinski, Donna; Meade, Michelle A

2018-01-01

Background Smartphone apps can be a tool to facilitate independent medication management among persons with developmental disabilities. At present, multiple medication management apps exist in the market, but only 1 has been specifically designed for persons with developmental disabilities. Before initiating further app development targeting this population, input from stakeholders including persons with developmental disabilities, caregivers, and professionals regarding the most preferred features should be obtained. Objective The aim of this study was to identify medication management app features that are suitable to promote independence in the medication management process by young adults with developmental disabilities using a Delphi consensus method. Methods A compilation of medication management app features was performed by searching the iTunes App Store, United States, in February 2016, using the following terms: adherence, medication, medication management, medication list, and medication reminder. After identifying features within the retrieved apps, a final list of 42 features grouped into 4 modules (medication list, medication reminder, medication administration record, and additional features) was included in a questionnaire for expert consensus rating. A total of 52 experts in developmental disabilities, including persons with developmental disabilities, caregivers, and professionals, were invited to participate in a 3-round Delphi technique. The purpose was to obtain consensus on features that are preferred and suitable to promote independence in the medication management process among persons with developmental disabilities. Consensus for the first, second, and third rounds was defined as ≥90%, ≥80%, and ≥75% agreement, respectively. Results A total of 75 responses were received over the 3 Delphi rounds—30 in the first round, 24 in the second round, and 21 in the third round. At the end of the third round, cumulative consensus was achieved for 60% (12/20) items in the medication list module, 100% (3/3) in the medication reminder module, 67% (2/3) in the medication administration record module, and 63% (10/16) in the additional features module. In addition to the medication list, medication reminder, and medication administration record features, experts selected the following top 3 most important additional features: automatic refills through pharmacies; ability to share medication information from the app with providers; and ability to share medication information from the app with family, friends, and caregivers. The top 3 least important features included a link to an official drug information source, privacy settings and password protection, and prescription refill reminders. Conclusions Although several mobile apps for medication management exist, few are specifically designed to support persons with developmental disabilities in the complex medication management process. Of the 42 different features assessed, 64% (27/42) achieved consensus for inclusion in a future medication management app. This study provides information on the features of a medication management app that are most important to persons with developmental disabilities, caregivers, and professionals. PMID:29792292

A developmental perspective on reading dysfunction: accuracy and rate criteria in the subtyping of dyslexic children.

PubMed

Lovett, M W

1984-05-01

Children referred with specific reading dysfunction were subtyped as accuracy disabled or rate disabled according to criteria developed from an information processing model of reading skill. Multiple measures of oral and written language development were compared for two subtyped samples matched on age, sex, and IQ. The two samples were comparable in reading fluency, reading comprehension, word knowledge, and word retrieval functions. Accuracy disabled readers demonstrated inferior decoding and spelling skills. The accuracy disabled sample proved deficient in their understanding of oral language structure and in their ability to associate unfamiliar pseudowords and novel symbols in a task designed to simulate some of the learning involved in initial reading acquisition. It was suggested that these two samples of disabled readers may be best described with respect to their relative standing along a theoretical continuum of normal reading development.

Interhemispheric balance patterns detected by selective phonemic dichotic laterality measures in four clinical subtypes of reading-disabled children.

PubMed

Morton, L L

1994-08-01

Identifying disabilities in word-attack, word-recognition, or reading comprehension, allowed for four categories of reading disability: (1) reading comprehension only (RC), (2) word-attack plus comprehension (WA+RC), (3) word-attack, word-recognition, and comprehension (WA+WR+RC), and (4) word-attack but not comprehension (WA-RC). Along with age-matched controls (AMC) and developmental-delay controls (DDC), the disabled were tested on a directed-attention dichotic task using consonant-vowel combinations. Laterality results for each place of articulation (i.e., bilabial, alveolar, and velar) selectively attested to greater left hemisphere involvement or engagement for the RC group and greater right hemisphere involvement or engagement for the WA+RC group. Performance of the other two disabled groups was consistent with less efficient right hemisphere involvement or callosal transfer. Implications for theory, research, and remediation are discussed.