Participation According to Clinicians Working with Young Children with Developmental Disabilities: A Long Way to Go

2021 ◽  
Author(s):  
Marieke Coussens ◽  
Jeroen Maes ◽  
Annemie Desoete ◽  
Guy Vanderstraeten ◽  
Hilde Van Waelvelde ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Children With Developmental Disabilities

Needs and Supports Reported by Latino Families of Young Children With Developmental Disabilities

1999 ◽  
Vol 104 (5) ◽  
pp. 437 ◽  
Author(s):  
Donald B. Bailey ◽  
Debra Skinner ◽  
Vivian Correa ◽  
Emily Arcia ◽  
María E. Reyes-Blanes ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Latino Families ◽  
Children With Developmental Disabilities

Shared Interactive Book Reading Interventions for Young Children With Disabilities: A Systematic Review

2021 ◽  
pp. 1-16
Author(s):  
Jacqueline A. Towson ◽  
Yusuf Akemoglu ◽  
Laci Watkins ◽  
Songtian Zeng
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Young Children ◽  
Language Skills ◽  
Single Case ◽  
Effect Sizes ◽  
Book Reading ◽  
Design Studies ◽  
Group Design ◽  
Children With Developmental Disabilities

Purpose Shared interactive book reading (SIBR) is an evidence-based practice for young children who are typically developing and those with developmental disabilities or considered at risk for developmental delays. The purpose of this review was to provide a comprehensive examination of the evidence of using SIBR to facilitate growth in language skills for young children with developmental disabilities and/or delays. Specifically, authors examined the descriptive characteristics, study rigor, and effect sizes for language and literacy outcomes. Method We extracted data from studies meeting specified criteria ( n = 23) published in peer-reviewed journals on a wide range of variables, including participant characteristics, setting, training/coaching, defined independent and dependent variables, study rigor, and overall outcomes. Descriptive and study rigor data were aggregated using descriptive statistics. Effect-size estimates were calculated for all child outcomes related to language. Results Descriptive data were variable across studies. Three single-case experimental design and three group design studies met design standards without reservations. Single-case experimental design studies overall showed positive effects on child language and communication. Within group design studies, expressive language outcomes showed the largest effect sizes. Conclusion A review of SIBR studies indicates this as a viable intervention to positively impact the language skills of young children with developmental disabilities and/or delays. Supplemental Material https://doi.org/10.23641/asha.16674355

scholarly journals Participation of young children with developmental disabilities: parental needs and strategies, a qualitative thematic analysis

BMJ Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. e042732
Author(s):  
Marieke Coussens ◽  
Floris Vitse ◽  
Annemie Desoete ◽  
Guy Vanderstraeten ◽  
Hilde Van Waelvelde ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Developmental Coordination Disorder ◽  
Leisure Activities ◽  
Autism Spectrum ◽  
Daily Lives ◽  
Community Activities ◽  
Qualitative Thematic Analysis ◽  
Parental Strategies ◽  
Children With Developmental Disabilities

ObjectivesParticipation refers to a person’s involvement in activities and roles that provide interaction with others as well as engagement in family and community activities. Young children with developmental disabilities (DD) such as attention deficit hyperactive disorder, autism spectrum disorder and developmental coordination disorder are limited in their participation compared with their typically developing peers. This study aimed to obtain information regarding parental needs and strategies used to enable their child’s participation.DesignA thematic inductive approach with in-depth interviews was used to explore parental experiences. Eleven women and two men, between 30 and 40 years of age, who had a child (4–9 years old) with a DD diagnosis based on Diagnostic and Statistical Manual of Mental Disorders criteria, participated in semistructured interviews.ResultsTwo central themes emerged: parental needs and parental strategies used to enable their child’s participation. Parental needs were the following: increasing awareness, ameliorating parental burden, providing tailored interventions and supporting parents in finding suitable leisure activities. Parental strategies aimed at increasing their child’s resiliency, attaining maximal fit between activity requirements and child capacity, and creating inclusive opportunities and awareness.ConclusionsUnderstanding what families’ needs are and how families use and integrate strategies within the context of their daily lives provides practitioners with insights needed to support families’ resiliency in promoting their children’s participation. The results have implications for professionals as this information can be used to inform, refine, or tailor participation-based and family-centred services.

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