Powered mobility Training for young children with disability

Using a single-subject alternating treatments design, this study compared the effectiveness of a long cane and a precane device as an initial protective device for preschool children. The authors found that the precane device was the easier of the two devices for the young children to use appropriately, and it protected the children from body contact with travel obstacles to a greater extent than did the long cane.

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Intensive Power Mobility Training for Very Young Children With Cerebral Palsy: A Pilot Study

American Journal of Occupational Therapy ◽

10.5014/ajot.2020.74s1-po9117 ◽

2020 ◽

Vol 74 (4_Supplement_1) ◽

pp. 7411505236p1

Author(s):

Kaitlyn Snider ◽

Peyton Zimmerman ◽

Kelly Schneider ◽

Claire Morress ◽

Ann Bishop

Keyword(s):

Cerebral Palsy ◽

Pilot Study ◽

Young Children ◽

Very Young Children ◽

Children With Cerebral Palsy ◽

Mobility Training

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Perspectives on Early Power Mobility Training, Motivation, and Social Participation in Young Children with Motor Disabilities

Frontiers in Psychology ◽

10.3389/fpsyg.2017.02330 ◽

2018 ◽

Vol 8 ◽

Cited By ~ 5

Author(s):

Hsiang-Han Huang

Keyword(s):

Young Children ◽

Social Participation ◽

Motor Disabilities ◽

Training Motivation ◽

Mobility Training

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How Can the Right of Young Children with Disability to be Heard be Enacted within the Policy Constructs of Participant Choice and Control?

The International Journal of Children s Rights ◽

10.1163/15718182-02603001 ◽

2018 ◽

Vol 26 (3) ◽

pp. 423-445

Author(s):

Jackie Brien

Keyword(s):

Young Children ◽

United Nations ◽

Critical Examination ◽

Persons With Disabilities ◽

Children With Disability ◽

Rights Of The Child ◽

United Nations Convention ◽

The United Nations ◽

The Right ◽

And Control

This comprehensive literature review provides a critical examination of the concepts inherent in Australia’s National Disability Insurance Scheme, participant choice and control. These concepts are explored in relation to enacting the child’s right to be heard, as outlined in the United Nations Convention on the Rights of the Child and the United Nations Convention on the Rights of Persons with Disabilities.Enacting this right is found to be dependent on the image of young children with disability, acknowledging children’s citizenship rights and balancing these with perspectives regarding the need for protection and the child’s place in family and community. The social-relational model of disability is helpful in understanding how the enactment of the right to be heard may be supported. Parents and early childhood professionals who are sensitive to the child’s perspective may take the role as social mediators of child voice, choice and control, along with practices supporting children’s evolving capacities to enact their own rights and aspirations.

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The Modification of Hypernasality in Young Children

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1501.37 ◽

1984 ◽

Vol 15 (1) ◽

pp. 37-43 ◽

Cited By ~ 3

Author(s):

Moya L. Andrews ◽

Sarah J. Tardy ◽

Lisa G. Pasternak

Keyword(s):

Young Children ◽

Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

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Lexical Comprehension in Young Children With Developmental Delays

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0301.79 ◽

1994 ◽

Vol 3 (1) ◽

pp. 79-88 ◽

Cited By ~ 1

Author(s):

Theresa A. Kouri

Keyword(s):

Young Children ◽

Developmental Delays ◽

Normal Development ◽

Clinical Applications ◽

Group Status ◽

Novel Object ◽

Related Information ◽

Comprehension Skills ◽

Lexical Items ◽

Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

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