Relevant bibliographies by topics / Children with mental disabilities Children with mental disabilities Categorization (Psychology)

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Academic literature on the topic 'Children with mental disabilities Children with mental disabilities Categorization (Psychology)'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Children with mental disabilities Children with mental disabilities Categorization (Psychology)"

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Bruhn, Christina M. "Children with Disabilities." Journal of Aggression, Maltreatment & Trauma 8, no. 1-2 (May 17, 2004): 173–203. http://dx.doi.org/10.1300/j146v08n01_07.

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Howard, Judy. "Children with Disabilities." Journal of Developmental & Behavioral Pediatrics 19, no. 3 (June 1998): 212–13. http://dx.doi.org/10.1097/00004703-199806000-00012.

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Parchomiuk, Monika. "Mothers with Intellectual Disabilities Raising Children with Intellectual Disabilities." Journal of Intellectual Disability - Diagnosis and Treatment 4, no. 4 (January 20, 2017): 204–16. http://dx.doi.org/10.6000/2292-2598.2016.04.04.3.

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Brašić, James Robert, Jacqueline Y. Barnett, S. Kowalik, Margaret Owen Tsaltas, and Raheela Ahmad. "Neurobehavioral Assessment of Children and Adolescents Attending a Developmental Disabilities Clinic." Psychological Reports 95, no. 3_suppl (December 2004): 1079–86. http://dx.doi.org/10.2466/pr0.95.3f.1079-1086.

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Although the risk of the eventual development of tardive dyskinesia and other persistent adverse effects of neuroleptics is high, among adults with mental retardation and other developmental disabilities, neuroleptics may ameliorate dyskinesias, aggression, and inattention. The effects of traditional neuroleptics on a comparable population of children and adolescents with mental retardation and other developmental disabilities are unknown. The objective of this study was to develop an assessment battery to describe the effects of traditional neuroleptics on the behavior and movements of a small sample of children and adolescents with mental retardation and other developmental disabilities. 13 children and adolescents aged 6 to 16 years attending a developmental disabilities clinic were evaluated utilizing a Movement Assessment Battery to measure behavior and motions. Five subjects took traditional neuroleptic medications. Trained raters can reliably assess the movements and behaviors of children and adolescents with multiple handicaps. Children and adolescents with developmental disabilities may be vulnerable to experience functional impairment and akathisia, tics, and other dyskinesias when administered traditional neuroleptic medications.
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Kling, Adria, Philippa H. Campbell, and Jeanne Wilcox. "Young Children With Physical Disabilities." Infants & Young Children 23, no. 3 (July 2010): 169–83. http://dx.doi.org/10.1097/iyc.0b013e3181e1a873.

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Goldson, Edward. "Maltreatment among Children with Disabilities." Infants & Young Children 13, no. 4 (April 2001): 44–54. http://dx.doi.org/10.1097/00001163-200113040-00010.

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DeVore, Simone, and Barbara Bowers. "Childcare for Children With Disabilities." Infants & Young Children 19, no. 3 (July 2006): 203–12. http://dx.doi.org/10.1097/00001163-200607000-00005.

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Burke, Megan, and Neelkamal Soares. "Children with Disabilities, Eighth Edition." Journal of Developmental & Behavioral Pediatrics 42, no. 3 (March 5, 2021): 219. http://dx.doi.org/10.1097/dbp.0000000000000944.

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Wodrich, David L., and James E. Joy. "Multidisciplinary Assessment of Children with Learning Disabilities and Mental Retardation." Journal of the American Academy of Child & Adolescent Psychiatry 26, no. 4 (July 1987): 606–7. http://dx.doi.org/10.1097/00004583-198707000-00037.

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Patel, Khushboo. "Mental health implications of COVID-19 on children with disabilities." Asian Journal of Psychiatry 54 (December 2020): 102273. http://dx.doi.org/10.1016/j.ajp.2020.102273.

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Dissertations / Theses on the topic "Children with mental disabilities Children with mental disabilities Categorization (Psychology)"

1

Kobe, Frank H. III. "Depression in Children with Mental Retardation and Developmental Disabilities." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392812462.

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Kobe, Frank H. "Depression in children with mental retardation and developmental disabilities /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688507504852.

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Agnew, Sarah Elizabeth, and mikewood@deakin edu au. "Investigative interviewing of children with intellectual disabilities." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103016.

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This research was designed to examine two broad issues in relation to the investigative interviewing of children (aged 9 to 13 years) with mild and moderate intellectual disabilities. First, how do children with intellectual disabilities perform (relative to children matched for chronological and mental age) when recalling an event in response to various questions? Second, what question types and interview strategies do police officers and caregivers use to elicit accurate and detailed accounts about an event from children with intellectual disabilities? The rationale for exploring each of these issues was to determine possible ways of improving the elicitation of evidence from children with intellectual disabilities. While children with intellectual disabilities constitute a high proportion of all child victims of abuse (Conway, 1994; Goldman, 1994; Morse, et ah, 1970), they rarely provide formal reports of abuse and of those incidents that are reported, few cases progress to court (Henry & Gudjonsson, 1999). Study 1 used a standard interview protocol containing a variety of questions and an interview structure commonly used in investigative interviews. Specifically, the memory and suggestibility of eighty children with either a mild and moderate intellectual disability (M age = 10.85 years) was examined when recalling an innocuous event that was staged at their school. The children's performance was compared with that of two control groups; a group of mainstream children matched for mental age and a group of mainstream children matched for chronological age. Overall, this study showed that children with both mild and moderate intellectual disabilities can provide accurate and highly specific event-related information hi response to questions recommended in best-practice guidelines. However, their recall was less complete and less clear in response to free-narrative prompts and less accurate in response to specific questions when compared to both mainstream age-matched groups. Study 2 provided an in-depth analysis of the types of questions and strategies used by twenty-eight police officers and caregivers when interviewing children with either mild or moderate intellectual disabilities (M age = 11.13 years) about a repeated event that was staged at their school. The results revealed that while the approach used by the police officers was generally consistent with best-practice recommendations (i.e., their interviews contained few leading, coercive or negative strategies), there were many ways in which their approach could be improved. This study also showed that the caregivers used a high proportion of direct and negative strategies to elicit information from their children. Even when caregivers used open-ended questions, their children provided less event-related information than they did to police interviewers. The results of both studies were discussed in relation to current 'best-practice' guidelines for interviewing children and recommendations were offered for improving the quality of field interviews with children who have intellectual disabilities.
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Thomas, Peter G. "Vigilance performance of mildly mentally retarded children and adults /." Title page, contents and summary only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09pht4593.pdf.

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Al-Hilawani, Yasser A. "Levels of processing in mild disabilities." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917826.

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This study examined the effects of the second level (intermediate acoustical processing of rhyming words) and the third level (deep-semantic processing of words in sentences) of "levels of processing" framework on memory performance of four types of students (52 "normal" students, 50 students with learning disabilities, 25 students with mild mental handicap, and 25 students with emotional handicap). Statistical analysis revealed that "normal" students and students with emotional handicap performed significantly higher than students with mild mental handicap. However, the analysis did not reveal significant differences among "normal" students, students with learning disabilities, and students with emotional handicap. Nor were there significant differences between students with learning disabilities and those with mild mental handicap. Further, the statistical analysis revealed that the interaction among the four groups of students, encoding levels of processing, and types of retrieval cues was not significant. However, a significant interaction was found between types of retrieval cues and encoding levels of processing. The data on the memory test showed that the mean number correct for all students was the highest when stimulus words were presented and encoded semantically and retrieved using a congruent semantic cue. A mismatch between encoding processing conditions and retrieval cues produced poor memory performance regardless of levels of processing. The findings indicate that appropriate use of levels of processing, congruity, and encoding specificity for retrieval cues enhances recall of information. Recommendations for classroom instructions and future research are discussed.
Department of Special Education
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鍾國棟 and Kwok-tung Michael Chung. "The effects of extrinsic reinforcement on extrinsic motivation amongstmildly mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956385.

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Lee, Ji Hyun. "Group Art Therapy and Self-Care for Mothers of Children with Disabilities." Thesis, Lesley University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641805.

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The purpose of this study was to examine the effectiveness of a group art therapy intervention on psychological well-being of Korean mothers of children with disabilities. This study employed a quasi-experimental pre- and post-test research design with non-random assignment of participants to either the art therapy intervention group (AG) or the control group (CG). The present study quantitatively examined the effectiveness of the group art therapy intervention using four standardized measurements (Parental Distress sub-scale from Parenting Stress Index-Short Form, Perceived Stress Scale, Beck Depression Inventory-II, & The Multidimensional Scale for Social Support) assessing parenting stress, perceived stress, depression, and perceived social support. In addition, the Draw-a-Person-in-the-Rain (the DAPR) assessment with numerical scoring system was used to assess the mothers’ stress.

A total of 44 participants from multiple regions across Korea were included, and mothers in AG (n = 22) participated in 6 sessions of 100 minutes in length. The results of the statistical analysis showed significant differences between the two groups in parenting stress, perceived stress, and depression with those in the AG reporting a greater decrease in parenting stress, perceived stress, and depression than those in the CG. In terms of perceived social support, no significant difference was found between the AG and the CG. The results of the DAPR-Stress scale showed that stress indicators on the post-drawing assessment decreased significantly compared to the pre-drawing assessment after participating in the art therapy intervention. Thus, the art-based projective drawing assessment (the DAPR) supported the quantitative results of the art therapy intervention on decreasing stress. Overall findings support the effectiveness of the group art therapy intervention in enhancing psychological well-being of Korean mothers of children with disabilities.

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Wong, Kathy. "Caring for children with mental handicap: therelationship between family accommodation and parental psychologicalhealth." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791364.

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Manay, Quian Natalia. "Child functioning, parent coping strategies and parent mental health outcomes in families with children with developmental disabilities." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114572.

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Parenting a child with a developmental disability has its own set of additional challenges or difficulties associated with the child's impairments, which can have a great impact on parents' well-being. The present study sought to assess a range of child functioning domains and parent coping skills in order to understand which child characteristics and parent coping strategies are the most predictive of parent mental health. It was hypothesized that parents of children with more behaviour problems, fewer social skills, and lower adaptive functioning would exhibit more symptoms of depression, anxiety, and hostility (a measure of anger and aggression). Similarly, parents who used more maladaptive coping strategies and fewer adaptive coping strategies were also expected to experience more symptoms of depression, anxiety, and hostility. Using data from the National Early Intervention Research Initiative (NEIRI), this study included 124 parents of children with DD. Multiple regression analyses indicated that child behaviour problems were the strongest child functioning predictor of parent depression, anxiety, and hostility. Children's social skills were a significant predictor of parent anxiety and hostility, but did not significantly predict depression in parents. Social support was a significant predictor of depression, anxiety, and hostility in parents. However, other coping strategies did not significantly predict variance in parent mental health. This study has implications for family-centered intervention services for children with DD and their families.
Élever un enfant ayant un trouble du développement comprend des défis supplémentaires par rapport aux faiblesses uniques de l'enfant. Ceux-ci peuvent profondément affecter le bien-être du parent. Cette étude chercha à évaluer une gamme de domaines du fonctionnement de l'enfant, ainsi que les stratégies d'adaptation des parents, pour déterminer quelles caractéristiques influent le plus sur la santé mentale du parent. L'hypothèse émise avança que les parents ayant un enfant avec des troubles de comportement, des faiblesses sociales, et un fonctionnement adaptatif inférieur démontreront plus de dépression, d'anxiété, et d'hostilité (une mesure de la colère et de l'agressivité). De même, il a été prévu que les parents ayant des stratégies mal adaptées par rapport à l'élevage des enfants éprouveront ces mêmes symptômes. En utilisant les donnés du National Early Intervention Research Initiative (NEIRI), la présente étude visa 124 parents d'enfants ayant un trouble du développement. Une analyse de régression multiple révéla que l'indice prédisant le mieux la dépression, l'anxiété, et l'hostilité chez les parents fut la présence de troubles de comportement chez l'enfant. Les compétences sociales des enfants prédirent de façon significative les indices de l'anxiété et l'hostilité chez les parents, mais pas la dépression. Le soutien social prédit la dépression, l'anxiété, et l'hostilité parentale. Cependant, les autres stratégies d'adaptation n'eurent pas d'effets significatifs sur la santé mentale des parents dans cet échantillon. Cette étude a de nombreuses implications pour les interventions axées sur des familles comprenant des enfants avec des troubles du développement.
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Ngai, Irene. "Developmental Trends in Social Cognition for Children with and without Disabilities." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/36.

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Books on the topic "Children with mental disabilities Children with mental disabilities Categorization (Psychology)"

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Lyn, Layton, ed. Child development and teaching pupils with special educational needs. New York: RoutledgeFalmer, 2004.

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Lepot-Froment, Christiane. Arriération mentale, psychologie et éducation: Bibliographie. 2nd ed. Louvain-la-Neuve, Belgique: CIACO, 1985.

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Kočankovski, Sašo M. Psihološki pretpostavki za edukacija na licata so mentalna retardacija. Bitola: Makedonsko naučno društvo, 2010.

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Merrick, Joav, and Daniel Satgé. Cancer in children and adults with intellectual disabilities: Current research aspects. Hauppauge, N.Y: Nova Science, 2011.

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Down, J. Langdon. On some of the mental affections of childhood and youth: Being the Lettsomian lectures delivered before the Medical Society of London in 1887 together with other papers. London: Mac Keith Press, 1990.

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Down, J. Langdon. On some of the Mental affections of childhood and youth ... London: Mac Keith Press, 1990.

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Knol, Faye. Receiving David: The gift of a son who taught us how to live and love. Grand Rapids, Mich: W.B. Eerdmans Pub. Co., 2010.

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Dolle, Jean-Marie. Ces enfants qui n'apprennent pas: Diagnostic et remédiations cognitifs. Paris: Centurion, 1989.

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Harris, James C. Intellectual disability: A guide for families and professionals. Oxford: Oxford University Press, 2010.

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Hinze, Dieter. Väter und Mütter behinderter Kinder: Der Prozess der Auseinandersetzung im Vergleich. Heidelberg: HVA/Edition Schindele, 1991.

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Book chapters on the topic "Children with mental disabilities Children with mental disabilities Categorization (Psychology)"

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Gupta, Sanjeev Kumar. "Sexual Abuse of Children and Adults With Intellectual Disabilities." In Advances in Psychology, Mental Health, and Behavioral Studies, 197–206. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3958-2.ch014.

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This chapter describes the incidence of sexual abuse is often reported in children and adults, but these incidences are not uncommon in the individual with intellectual disabilities (IDs). This heinous behavior carries a negative impact not only on the individual but also on their family. The purpose of the chapter is threefold, first is to present a brief review of the available literature on sexual abuse in children and adults with IDs, second is to discuss preventive, supportive and intervention strategies for clinical practice and third is to report a case series, where five cases are described. The intent is to provide mental health professionals and clinicians' information about consequences of sexual abuse and strategies for prevention and intervention. These strategies have clinical utility and can be incorporated while dealing individual with IDs and their parents or caregivers.
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Ferguson, Britt Tatman, Suzanne Evans, and Nilsa J. Thorsos. "Teachers' Decision-Making Process." In Advances in Psychology, Mental Health, and Behavioral Studies, 79–100. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7582-5.ch005.

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This chapter examines teachers' decision-making processes of selecting and implementing inclusive literature, especially in relation to children with disabilities, in their teaching practices. Inclusive literature celebrates diversity helping the individual see himself as well as others. Inclusive literature educates everybody about everyone, and books can help reduce prejudice. Diversity in literature impacts how children view disability and allows them to understand society. Realistic portrayals of a character with a disability can have positive impact on attitudes of students without disabilities towards peers with disabilities. The chapter will address effective strategies for selecting relevant and appropriate stories and books. In addition, the chapter will address effective strategies for using inclusive literature.
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Hettiarachchi, Shyamani, Gopi Kitnasamy, Dilani Gopi, and Fathima Shamra Nizar. "“Intertwined Lives”." In Advances in Psychology, Mental Health, and Behavioral Studies, 72–95. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4955-0.ch005.

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Sibling relationships are complex and unique, often spanning a range of deep emotions. The experiences of children with disabilities and their siblings are arguably seldom documented, particularly in the Global South. The aim of this chapter was to uncover the narratives of young children with disabilities and their siblings in Sri Lanka. Ten dyads of children with disabilities and their siblings and one quartet of siblings were included in this study. Opportunities were offered to the participants to engage in conversation aided by kinetic family drawings. An interview guide was used to support this process. The participant data were analyzed through the lens of the “lived experience” of family dynamics in the tradition of interpretative phenomenological analysis. This chapter will discuss the two complex broad themes of a surrogate parenting role and normative sibling relationships, which at times converge and at times diverge.
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Swan, Karrie L. "Pre-Therapy in Child-Centered Play Therapy." In Advances in Psychology, Mental Health, and Behavioral Studies, 112–23. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2224-9.ch007.

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Child-centered play therapy (CCPT) is widely used among practitioners as a developmentally responsive mental health treatment for children with a variety of behaviors and presenting problems, however for children with disabilities, modifications to CCPT may be warranted. Therefore, the purpose of this chapter is to present a model of pre-therapy in CCPT for treating children with ASD and other developmental disabilities. This chapter begins with an overview of person-centered therapy and pre-therapy; then moves to an explanation of using pre-therapy in CCPT. The chapter concludes with a synopsis for using therapeutic responses across three phases in pre-therapy. Recommendations for future research are discussed.
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Gopalan, Rejani Thudalikunnil. "Influence of Concept, Definitions, Assessments Methods, and Sources of Data on Prevalence of Sexual Abuse." In Advances in Psychology, Mental Health, and Behavioral Studies, 1–12. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3958-2.ch001.

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The focus of this chapter is to examine how the conceptual differences influence the definition and prevalence of sexual abuse among children, adolescence and adults. Attempting to understand measures, sources of data and special groups influences on prevalence rates is a challenge. It was observed that the prevalence of sexual abuse varies according to the type of concept and definitions, legal criteria, method of data collection, like interview methods, questionnaires, or self reports, and the source of data such as general population or specific groups such as prisoners, and individuals with disabilities are used for the study. In some studies, the rates are exaggerated because of the definitions. The chapter concludes that is important to evaluate prevalence studies of sexual abuse on different dimensions and criteria to make final conclusions.
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