scholarly journals Mother And Father’s Behavioral Practices Towards Children With And Without Intellectual Disability Disorder (IDD)

2019 ◽  
Vol 18 (1) ◽  
pp. 179-192
Author(s):  
Shaista Naz ◽  
Nasir Sulman

The study has been emphasized that adequate behavioral parents made by parents with children with intellectual disability disorder (IDD) is essential for healthy development of these children. The parental behavioral practices of the 150 families of normal children have been used as comparison with the 150 families having a child with IDD. Participants of the study have been selected from three special schools of Karachi. The structured interview procedure was adopted and at the end of printed schedule a blank page was left to write down about any information which was not covered in the questionnaire. The findings demonstrated that there are differences between fathers and mothers in their behavioral practices towards children with IDD. It seems that future research in Pakistan must be directed toward a better understanding of the differential behavioral practices demonstrated by both mother and father.

2017 ◽  
Vol 2 (2) ◽  
pp. 164 ◽  
Author(s):  
Dwi Karina Ariadni ◽  
Yayi Suryo Prabandari ◽  
Sumarni DW

Introduction: Children with intellectual disability have the same sexual needs as the average children. Parents are their children’s primary sex educators, but many parents are afraid of talking to their children about sex. The purpose of this study to explore the perception of parents in providing sex education to children with intellectual disability. Methods: A qualitative study using phenomenological approach. Focus group discussion (FGD) and in-depth interviews (face-to-face) with ten parents having children with mild or moderate intellectual disability, aged nine-eighteen years registered at SLB Negeri 1 Yogyakarta. Colaizzi method was used to identify core themes and patterns. Results: Four themes were found: the importance of sex education for children with intellectual disability, the mother has the most important role in providing sex education, the distinction of sex education for children with intellectual disability, religion is important in sex education. Conclusions: Perception of parents in providing sex education to children with intellectual disability is different from parents with normal children. Parents should be earlier deliver sex education to protect them from sex abuse and the method of giving sex education with practice. The role of parents, especially mother is very important to provide sex education than father.


10.2196/25838 ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. e25838
Author(s):  
Aiwei Wang ◽  
Yang Gao ◽  
Jingjing Wang ◽  
Tomas K Tong ◽  
Yan Sun ◽  
...  

Background Childhood obesity accompanied by lower levels of health-related physical fitness (HRPF) is a major threat to public health both internationally and locally. Children with intellectual disability, especially adolescents, have a higher risk of being overweight/obese and having poor HRPF levels. Therefore, more interventions are needed to help this population attain their optimal health levels. However, there has been relatively limited research on this population compared with on their typically developing peers. Objective The proposed study aims to fill this knowledge gap by developing and examining the success of a physical activity (PA) intervention for the target population. Methods The proposed study will be a 12-week, school-based randomized controlled trial. The participants (N=48) will be recruited from special schools for students with mild intellectual disability and then randomly allocated to either the intervention group (IG) or the wait-list control group (CG). During the intervention period, the participants in the IG will receive a fun game–based moderate-to-vigorous PA (MVPA) training program (2 sessions/week, 60 minutes/session, for a total of 24 sessions). The intensity of the activities will increase in a progressive manner. Participants in the CG will receive no program during the study period, but the same PA program will be provided to them after the completion of the study. To observe and evaluate the sustaining effects of the intervention, follow-up testing will be scheduled for the participants 12 weeks after the intervention concludes. The study outcomes will include primary outcomes (obesity- and fitness-related outcomes) and a secondary outcome (blood pressure). All of the measurements will be taken at 3 time points. After the follow-up tests, the same PA training program will be provided to the participants in the CG. Results This study is ongoing. The participants were recruited from October 2020 to November 2020. The total duration of the study is 13 months. Study results are expected at the end of 2021. Conclusions The proposed study is expected to reduce obesity and improve HRPF levels in children with intellectual disability. If proven effective, the intervention will be made accessible to more special schools and mainstream schools with students with intellectual disability. Furthermore, the study can serve as an example for international researchers, policy makers, and members of the public who are seeking to tackle the problem of obesity and poor HRPF among children with intellectual disability. Trial Registration ClinicalTrials.gov NCT04554355; https://www.clinicaltrials.gov/ct2/show/NCT04554355 International Registered Report Identifier (IRRID) PRR1-10.2196/25838


2021 ◽  
Vol 8 (3) ◽  
pp. 296
Author(s):  
Safa Puliyakkadi ◽  
Nileena Koshy ◽  
Sajna Mathumkunnath Vijayan ◽  
Binu Areekal ◽  
Ashwin Raj ◽  
...  

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Rajesh Kumar Mourya ◽  
R. N. Singh ◽  
Ashok Rai

This study examined the role of severity of children’s intellectual disability and perceived stigma in restriction in social life among the parents of such children .The correlational research design was used for this purpose. The sample for the study consisted of fifty one mother having intellectually disabled children of varying degree, aged between 3 to 15 years. The participants were sampled from different rehabilitation centers and special schools at Varanasi. They were administered Personal Care Assessment Form, Perceived Stigma Scale and Restriction of Social Life Scale. Correlation analysis was applied to see the relationship which revealed that the child’s activity limitation is significantly positively associated with stigma and restriction in social life. Stigma was also significantly positively associated with restricted social life. This paper highlights the growing need for interventions that include both behavioral and psychosocial components to better address needs of families of children with intellectual disability. It is concluded that there exists a need for future research on culturally sensitive parent training as well as on potentially efficient group-based parent education programs for families of children with moderate to profound intellectual disability.


2020 ◽  
Vol 3 (2) ◽  
pp. 265-274
Author(s):  
Ayesha Wajihullah ◽  
Samina Ashraf ◽  
Shaista Majid

Computer games based learning is considered as most effective teaching techniques now days including for the children with intellectual disability (CWID).  This type of instructional strategy has the potential to address the challenges of learning abstract concepts and their manipulation.  The purpose of the present study was to determine the efficacy of computer game based learning for teaching time concepts to CWID.  Population of the study comprised of CWID studying in the special schools of Lahore city.  Participants included 30 children whose functioning levels ranged from IQ 55 to IQ 60 with mental age of 3 to 5 years.  The chronological age range of these children was between 08 to16 years. An inclusion criterion was devised for the selection of sample of 30 CWID.   The study followed the quasi experimental research design.  30 children were randomly divided into two groups.  Curriculum based test was used as an instrument of the study.  An online computer game of time concept after validation was used for intervention. Total 10 sessions were given to teach the time concept in two weeks.  Results showed that computer games based instruction have contributed to learn time concept in these children. The results of the study recommended the use of the computer game based learning as instructional technique to teach the time concept to CWID.  Limitations of the study and future research implications are discussed.


Author(s):  
Anjaly K S ◽  

Background: The present study investigated the quality of life of 100 mothers of children with intellectual disability in selected special schools of Kottayam district, Kerala. Materials & methods: A descriptive survey was conducted among 100 mothers of children attending special schools of Kottayam district from February 2020 to September 2020. The Quality of Life was measured by using WHO QOL Malayalam questionnaire, after obtaining Institutional Ethics Committee Approval and after seeking informed consent from the participants. . The purpose of the study was explained, socio demographic data collected by interview and the data recorded. The mothers filled up the instrument and returned back to the investigator. Data were analyzed with descriptive statistics such as mean and standard deviations and appropriate parametric test such as independent t test for parametric data. Results: Out of the 100 mothers studied, educational status of the mothers showed that 10 had primary education, 37 had high school education, 32 had higher secondary education and 21 graduates.; occupation of the mothers showed that , 18(18%) had Government job, 20 (20% ) had private job ,15(15%) were self employed and 47 (47%) were not employed. It was found that 95(95%) of children obtained financial assistance and other benefits from local self governing bodies. The Overall quality of life scores of mothers and financial assistance obtained from the local self governing bodies was studied .The overall QOL scores of mothers is influenced by the financial assistance obtained from local self governing bodies.(P=0.01, t= 2.51). The Overall QOL Score ranged from 2 to 130 with a mean of 69.93 and Standard Deviation of 20.13 Results shows that the highest mean value was obtained for Psychological Domain with a standard Deviation of 19.85 , the lowest mean value was obtained for social relationships domain with a mean value of 39.55 and a standard deviation of 26.30.


2019 ◽  
Vol 14 (1) ◽  
pp. 23-29
Author(s):  
Pradeep Kumar ◽  
◽  
Rishi Panday ◽  
Aishwarya . ◽  
◽  
...  

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