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.

scholarly journals An approach to identifying young children with developmental disabilities via primary care records

2021 ◽  
Vol 6 ◽  
pp. 189
Author(s):  
Sarah C. Masefield ◽  
Stephanie L. Prady ◽  
Kate E. Pickett
Keyword(s):  
Primary Care ◽  
Developmental Disabilities ◽  
Young Children ◽  
Developmental Disability ◽  
Autism Spectrum ◽  
Definitive Diagnosis ◽  
Preschool Period ◽  
Prevalence Estimates ◽  
Disability Prevalence ◽  
Children With Developmental Disabilities

Background: Preschool aged children with developmental disabilities frequently receive a diagnosis of an indicator of disability, such as developmental delay, some time before receiving a definitive diagnosis at school age, such as autism spectrum disorder. The absence of a definitive diagnosis potentially underestimates the need for support by families with young disabled children, also delaying the access of families to condition-specific information and support. Our aim was to develop a strategy to identify children with probable and potential developmental disabilities before the age of five in primary care records for a UK birth cohort, considering how the identification of only probable or potential developmental disability might influence prevalence estimates. Methods: As part of a study of the effects of caring for young children with developmental disabilities on mothers’ health and healthcare use, we developed a two-part strategy to identify: 1) children with conditions associated with significant disability and which can be diagnosed during the preschool period; and 2) children with diagnoses which could indicate potential disability, such as motor development disorder. The strategy, using Read codes, searched the electronic records of children in the Born in Bradford cohort with linked maternal and child sociodemographic information. The results were compared with national and Bradford prevalence estimates. Results: We identified 83 children with disability conditions and 394 with potential disability (44 children had a disability condition and an indicator of potential disability). Combined they produced a developmental disability prevalence of 490 per 10,000 which is above the UK estimate for developmental disabilities in children under five (468 per 10,000) and within the 419-505 per 10,000 prevalence estimated for Bradford (for children aged 0-18). Conclusions: When disability prevalence is estimated only using conditions diagnosed as developmental disabilities, most young children with developmental disabilities likely to be diagnosed at later ages will be missed.

scholarly journals The Use of Psychotropic Medication in Iranian Children with Developmental Disabilities

2021 ◽  
Vol 18 (8) ◽  
pp. 4120
Author(s):  
Roy McConkey ◽  
Sayyed Ali Samadi ◽  
Ameneh Mahmoodizadeh ◽  
Laurence Taggart
Keyword(s):  
Developmental Disabilities ◽  
Psychotropic Medication ◽  
Management Strategies ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Developmental Needs ◽  
Middle Income ◽  
Middle Income Countries ◽  
Iranian Children ◽  
Children With Developmental Disabilities

The use of psychotropic medication in children is increasing worldwide. Children with developmental disabilities seem to be prescribed these medications at a higher rate compared to their non-disabled peers. Little is known about prescribing in non-Western, middle-income studies. In Iran, the file records of 1133 children, aged 2 to 17 years, assessed as having autism spectrum disorder (ASD) or an intellectual disability (ID) in Tehran City and Province from 2005 to 2019 were collated, and information from parental reports of medications was extracted. Upwards of 80% of children with ASD and 56% of those with ID were prescribed a psychotropic medication with around one quarter in each group taking two or more medications. The rates were higher among male children showing difficult-to-manage behaviors such as hyperactivity, but less so for children of fathers with higher levels of education. The lack of alternative management strategies may be a significant driver for the use of psychotropic medications in Iran and other Low and Middle Income countries, despite their known side effects, and their failure to address the developmental needs of the children. Rather, multi-disciplinary, behavioral, therapeutic, and educational interventions are required, but these are not available widely in Iran, although a start has been made.

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 Occupational Performance Coaching with Parents to Promote Community Participation and Quality of Life of Young Children with Developmental Disabilities: A Feasibility Evaluation in Hong Kong

2020 ◽  
Vol 17 (21) ◽  
pp. 7993
Author(s):  
Chi-Wen Chien ◽  
Yuen Yi Cynthia Lai ◽  
Chung-Ying Lin ◽  
Fiona Graham
Keyword(s):  
Quality Of Life ◽  
Hong Kong ◽  
Developmental Disabilities ◽  
Young Children ◽  
Community Participation ◽  
Occupational Performance ◽  
Post Intervention ◽  
Community Activities ◽  
Performance Coaching

Participation in community activities contributes to child development and health-related quality of life (HRQOL), but restricted participation has been reported in children with disabilities. Occupational performance coaching (OPC) is an intervention that targets participatory goals in child performance through coaching parents, with evidence of effectiveness for pediatric populations. Little is known about the feasibility of OPC in Hong Kong, or its effect on children’s community participation and HRQOL. A mixed-methods case study design was applied to explore Hong Kong parents’ experience of OPC in relation to goal achievement, community participation, and HRQOL change in children. Four parents of young children with developmental disabilities (aged five to six years) received OPC for three to eight sessions within one to three months. Quantitative pre- and post-intervention data were analyzed descriptively. Semi-structured interviews with parents were conducted at post-intervention, and analyzed using content analysis. Results showed a trend of improvement in goal performance, child involvement in community activities, and specific aspects of HRQOL among most participants. Parents perceived undertaking OPC positively, described gaining insights and skills, and felt supported. The findings suggest that OPC warrants further investigation for use in Hong Kong, to promote children’s community participation and quality of life.

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