Contrasting the Decision Making of Mothers of Children With Developmental Disabilities With Those of Typically Developing Children

2019 ◽  
Vol 73 (4_Supplement_1) ◽  
pp. 7311505176p1
Author(s):  
Chetna Sethi
Keyword(s):  
Decision Making ◽  
Developmental Disabilities ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Developmental Disabilities

Strengthening grief support for children with developmental disabilities

2011 ◽  
Vol 32 (2) ◽  
pp. 179-193 ◽  
Author(s):  
Mary Sormanti ◽  
Michelle S. Ballan
Keyword(s):  
Developmental Disabilities ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Loss And Grief ◽  
School Based ◽  
Grief Support ◽  
Children's Grief ◽  
Children With Developmental Disabilities

Although a sizable literature investigates and describes children’s grief, the majority of information focuses on typically developing children. Far less has been published about the loss and grief of children with developmental disabilities (DD), even though this population experiences significant and multiple losses, increasing their vulnerability to negative outcomes. Addressing this gap in scholarship, this article explicates common losses and important grief-related challenges experienced by children with DD. An overview of practice guidelines is provided to enhance the efforts of school-based mental health professionals in supporting this vulnerable population.

Feeding Difficulties in Children With Eosinophilic Esophagitis

2010 ◽  
Vol 19 (3) ◽  
pp. 59-63 ◽  
Author(s):  
Glenn T. Furuta ◽  
Nancy Creskoff Maune ◽  
Angela Haas
Keyword(s):  
Developmental Disabilities ◽  
Eosinophilic Esophagitis ◽  
Gastrointestinal Diseases ◽  
Esophageal Mucosa ◽  
Food Refusal ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Feeding Difficulties ◽  
First Contact ◽  
Children With Developmental Disabilities

Eosinophilic esophagitis (EoE) is a recently recognized inflammatory disease that is characterized by upper intestinal symptoms and dense eosinophilia of the esophageal mucosa. Food refusal, dysphagia, and reduced volume and variety of intake are common symptoms associated with eosinophilic esophagitis in children (Furuta et al., 2007; Spergel, 2007). Accurate diagnosis of eosinophilic esophagitis is frequently missed as many of its features are similar to other gastrointestinal diseases (Aceves, Furuta, & Spechler, 2008). Oftentimes, before this diagnosis is made, a feeding specialist is the first contact for these children in response to their eating difficulties. Gastroenterologists, allergists, feeding specialists, dietitians, psychologists, and social workers are now collaborating to provide integrated, comprehensive care for optimal diagnosis and treatment of children with eosinophilic esophagitis. In the general population, feeding difficulties are present in 25% of typically developing children and in 75-80% of children with developmental disabilities (Eicher, 1997; Iwata, Riordan, Wohl, & Finney, 1982; Kedesky & Budd, 1998; Kerwin, Ahearn, Eicher, & Burd, 1995; Lefton-Greif & Arvedson, 2007). Although prevalence numbers for feeding issues in children with eosinophilic esophagitis are unknown, it is anticipated that the prevalence will fall closer to that of children with developmental disabilities.

scholarly journals Sleeping Patterns in Children with Developmental Disabilities

2021 ◽  
Vol 4 (1) ◽  
pp. 28-38
Keyword(s):  
Developmental Disabilities ◽  
Sleep Duration ◽  
Screen Time ◽  
Typically Developing ◽  
Sleep Patterns ◽  
Typically Developing Children ◽  
Outdoor Activities ◽  
Children With Asd ◽  
Children’S Sleep ◽  
Children With Developmental Disabilities

ntroduction: Sleep is one of the most important components of overall health. Children with developmental disabilities are at a higher risk of having sleep problems. Purpose: The goal of the present study is to compare sleep patterns of children with developmental disabilities with those of typically developing children. In particular, we examined whether children with an intellectual disability (ID), children with an autism spectrum disorder (ASD) and typically developing children differ in sleep duration, number of night’s waking, screen time (time spent on smartphones, tablets, TV), and outdoor activities. Methods: The sample for this study consisted of 114 children (34 children with ASD, 40 children with ID and 40 typically developing children) aged 2 to 14 years (mean age= 6.4 years, SD = 3.0). Information on children’s sleep patterns was obtained through an online survey completed by the parents of the children. We also collected information regarding the strategies parents use to settle their children for sleep, as well as information regarding screen time and outdoor activities. Results: The results of this study indicate that sleep duration was shortest for children with ID and longest for children without developmental disabilities. Another finding in this study is that screen time and not the outdoor activities was associated with sleep duration. Children with ASD were more likely to use melatonin to fall asleep, while the children with ID were more likely to use medications. Conclusion: Children with ID have shorter sleep duration than children with ASD and typically developing children. Parents have several cognitive and behavioural strategies at their disposal to improve their children’s sleep.

scholarly journals Vaccination Behavior among Children with Developmental Delay and their siblings: A cross sectional study from Kerala

2020 ◽  
Author(s):  
Salah Basheer ◽  
Uvais NA
Keyword(s):  
Public Health ◽  
Developmental Disabilities ◽  
Developmental Delay ◽  
Associated Factors ◽  
Vaccination Rate ◽  
Typically Developing ◽  
Cross Sectional ◽  
Public Health Strategies ◽  
Sibling Group ◽  
Children With Developmental Disabilities

Background and Aim: Despite multiple scientific evidence to the contrary, parental concerns with respect to association of vaccination and development of Autism Spectrum Disorder (ASD) persist. Mental health professionals work closely with families with developmental disabilities. Greater understanding regarding the vaccination status in siblings of children with developmental disabilities and its associated factors will help them to contribute to public health strategies in combating infectious diseases. The aim of this study was to study the vaccination uptake and its associated factors in sibling of children with developmental disabilities. Materials and Methods: The study design was cross sectional in nature. The families of children with developmental disabilities were recruited into the study from three child developmental centres. The data was collected using a semi-structured questionnaire. The recruitment of participants into the study was done from December 2017 to February 2018. Results: 189 families with children with developmental disabilities were recruited into the study. In total, these children had 114 typically developing elder siblings and 50 typically developing younger sibling. The proportion of overall complete vaccination among children with developmental disabilities group and the younger sibling group were significantly lower than their older sibling group (P<0.01). The proportion of MMR vaccination among children with developmental disabilities group and the younger sibling group were significantly lower than their older sibling group (P<0.001). Conclusions: Findings from this study suggest that the reduced vaccination uptake is a general trend in families of children with developmental delay. Such a significant fall in the vaccination rate in this group of children will make them vulnerable in case of outbreaks. This emphasise the need to have public health strategies targeted to improve the vaccination rate in families of children with developmental disabilities.

scholarly journals Cool and hot executive functions at 5 years old as predictors of physical and relational aggression between 5 and 6 years old

2018 ◽  
Vol 43 (2) ◽  
pp. 157-165
Author(s):  
Sarah E. O’Toole ◽  
Stella Tsermentseli ◽  
Sajid Humayun ◽  
Claire P. Monks
Keyword(s):  
Decision Making ◽  
Working Memory ◽  
Early Childhood ◽  
Executive Function ◽  
Relational Aggression ◽  
Inhibitory Control ◽  
Delay Of Gratification ◽  
Typically Developing ◽  
Typically Developing Children

To study the role of executive function (EF) in the early development of aggression, the role of cool and hot EF skills at 5 years old, in the development of physical and relational aggression between 5 and 6 years old, was explored. Typically developing children ( N = 80) completed tasks assessing their cool (inhibition, working memory, planning) and hot EF (affective decision making, delay of gratification) skills at 5 years old. Longitudinal data were collected from teachers that rated children’s aggression when they were 5, 5.5, and 6 years old. Inhibition at 5 years old predicted changes in physical and relational aggression between 5 and 6 years old. Early cool EF, but not hot EF, may therefore be associated with aggression and inhibitory control specifically with changes in aggression during early childhood.

scholarly journals Characteristics of the Closest Relationships Between Children With Developmental Disabilities and Peers in Inclusive Settings

2010 ◽  
Vol 34 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Amanda A. Webster ◽  
Mark Carter
Keyword(s):  
Developmental Disabilities ◽  
Inclusive Education ◽  
Typically Developing ◽  
School Settings ◽  
Inclusive Settings ◽  
Inclusive School ◽  
Clear Differentiation ◽  
Intimate Exchange ◽  
Children With Developmental Disabilities

AbstractInclusive education has become more common in schools, and children with developmental disabilities have had greater opportunities to interact, and hopefully establish relationships with their typically developing peers. While the quality of friendships between typically developing children has been examined in detail, relatively little comparable data is available on children with developmental disabilities. The current study provided an examination of the characteristics of the closest relationships between children with developmental disabilities and peers in inclusive school settings. Twenty-five children with developmental disabilities aged between approximately 5 and 12 years participated. Using an interview instrument, the relationships of these children with 74 peers were examined across six dimensions. Overall, dyads were found to be high in Validation and Caring as well as Help and Guidance, followed by slightly lower levels of Companionship. Intimate Exchange was reported to be lower. Conflict among dyads was also low, and Conflict Resolution was reported to be high when problems did occur. There was a clear differentiation between the highest- and lowest-ranked dyads for children with a disability. Overall, the features of the relationships between children with disabilities and their highest-ranked peer appeared similar in nature to those previously reported between typically developing peers.

scholarly journals Attitudes of parents of typically developing children towards the inclusion of children with disabilities

2021 ◽  
Vol 20 (2) ◽  
pp. 65-78
Author(s):  
Ivana Tomić ◽  
Milena Nikolić
Keyword(s):  
Developmental Disabilities ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Typically Developing ◽  
Place Of Residence ◽  
Typically Developing Children ◽  
Level Of Education ◽  
Positive Attitudes ◽  
The Impact

Introduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.

Adapting Evidence-Based Interventions for Students With Developmental Disabilities

2016 ◽  
Vol 26 (2) ◽  
pp. 193-204
Author(s):  
Linda Gilmore ◽  
Marilyn Campbell ◽  
Ian Shochet
Keyword(s):  
Mental Health ◽  
Developmental Disabilities ◽  
School Psychologists ◽  
Mental Health Problems ◽  
Evidence Base ◽  
Adaptive Behaviour ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Program Selection ◽  
Robust Evidence

Students with developmental disabilities have many challenges with learning and adaptive behaviour, as well as a higher prevalence rate of mental health problems. Although there is a substantial body of evidence for efficacious interventions for enhancing resilience and promoting mental health in typically developing children, very few programs have been modified for use with students with developmental disabilities. In this article we present two interventions (Aussie Optimism and the Resourceful Adolescent Program) that have been rigorously tested with typically developing students and subsequently adapted and evaluated for their effectiveness for students with developmental disabilities. The article highlights the critical importance of using interventions with a robust evidence base, and the important role for school psychologists and counsellors in program selection, implementation, and evaluation.

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