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Journal articles 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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1

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

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2

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

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3

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

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4

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 (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 smal

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5

Kling, Adria, Philippa H. Campbell, and Jeanne Wilcox. "Young Children With Physical Disabilities." Infants & Young Children 23, no. 3 (2010): 169–83. http://dx.doi.org/10.1097/iyc.0b013e3181e1a873.

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6

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

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7

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

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8

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

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9

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 (1987): 606–7. http://dx.doi.org/10.1097/00004583-198707000-00037.

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10

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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11

Costantino, Margaret. "Parenting Children With Disabilities: Navigating Through the Storms." Journal of Creativity in Mental Health 5, no. 1 (2010): 87–92. http://dx.doi.org/10.1080/15401381003627335.

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12

Greeff, Abraham P., and Claudia Nolting. "Resilience in families of children with developmental disabilities." Families, Systems, & Health 31, no. 4 (2013): 396–405. http://dx.doi.org/10.1037/a0035059.

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13

Gordon, Robert M., Michele Zaccario, Deborah M. Sachs, Heather Ufberg, and Jennifer A. Carlson. "Psychotherapy with Children and Adolescents with Physical Disabilities." Journal of Infant, Child, and Adolescent Psychotherapy 8, no. 2 (2009): 113–23. http://dx.doi.org/10.1080/15289160902949900.

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14

Sullivan, Patricia M. "Violence Exposure Among Children with Disabilities." Clinical Child and Family Psychology Review 12, no. 2 (2009): 196–216. http://dx.doi.org/10.1007/s10567-009-0056-1.

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15

Odom, Samuel L., Virginia Buysse, and Elena Soukakou. "Inclusion for Young Children With Disabilities." Journal of Early Intervention 33, no. 4 (2011): 344–56. http://dx.doi.org/10.1177/1053815111430094.

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Issues affecting inclusion of young children with disabilities over the last 25 years are discussed. A brief history of early childhood inclusion is followed by a discussion of definition, terminology, and models for inclusive services. A summary of synthesis points derived from the research literature focuses on critical outcomes for children with disabilities, the role of specialized instruction, collaboration among professionals, necessary organizational supports, and benefits for typically developing children. Two recent directions affecting the implementation of inclusion, assessment of q

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16

Corr, Catherine, and Rosa Milagros Santos. "Abuse and Young Children With Disabilities." Journal of Early Intervention 39, no. 1 (2017): 3–17. http://dx.doi.org/10.1177/1053815116677823.

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Legislation in the United States, such as the Child Abuse Prevention and Treatment Act and the Individuals With Disabilities Education Improvement Act, mandates service system collaboration to meet the complex needs of young children with disabilities who have experienced abuse. This literature review examines extant literature related to young children with disabilities who have experienced abuse. Gaps in the literature are identified and future directions are discussed.

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17

Garbarino, James. "Maltreatment of young children with disabilities." Infants & Young Children 2, no. 2 (1989): 49–57. http://dx.doi.org/10.1097/00001163-198910000-00007.

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18

Shulman, Cory, Hedda Meadan, and Yoram Sandhaus. "Young Children With Disabilities in Israel." Infants & Young Children 25, no. 4 (2012): 297–309. http://dx.doi.org/10.1097/iyc.0b013e318267770a.

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19

Johnson, Harriette C., David E. Cournoyer, and Gene A. Fisher. "Measuring Worker Cognitions About Parents of Children with Mental and Emotional Disabilities." Journal of Emotional and Behavioral Disorders 2, no. 2 (1994): 99–108. http://dx.doi.org/10.1177/106342669400200204.

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20

Schwichtenberg, A. J., and Beth A. Malow. "Melatonin Treatment in Children with Developmental Disabilities." Sleep Medicine Clinics 10, no. 2 (2015): 181–87. http://dx.doi.org/10.1016/j.jsmc.2015.02.008.

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21

Bischoff, Lisa G., and Daniel H. Tingstrom. "Siblings of Children with disabilities: Psychological and behavioural characteristics." Counselling Psychology Quarterly 4, no. 4 (1991): 311–21. http://dx.doi.org/10.1080/09515079108254439.

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22

Hatton, Chris. "School absences and exclusions experienced by children with learning disabilities and autistic children in 2016/17 in England." Tizard Learning Disability Review 23, no. 4 (2018): 207–12. http://dx.doi.org/10.1108/tldr-07-2018-0021.

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Purpose The purpose of this paper is to examine data on absences and exclusions from school amongst children with learning disabilities and autistic children in England in 2016/2017. Design/methodology/approach Data were drawn from Department for Education statistics for the school year 2016/2017 on school absences (authorised and unauthorised) and school exclusions (fixed-period and permanent) for children in the primary special educational needs categories of moderate learning difficulty (MLD), severe learning difficulty (SLD), profound and multiple learning difficulty (PMLD) and autistic sp

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23

Sormanti, Mary, and Michelle S. Ballan. "Strengthening grief support for children with developmental disabilities." School Psychology International 32, no. 2 (2011): 179–93. http://dx.doi.org/10.1177/0143034311400831.

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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-

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24

Rozuan, Raja Mohd Aizat Akhmal Bin Raja Mohd, Kharizam Ismail, and Wan Rabiah Wan Omar. "Inclusive Playground for Children with Disabilities to Promote Social Sustainability." International Journal of Psychosocial Rehabilitation 24, no. 1 (2020): 571–81. http://dx.doi.org/10.37200/ijpr/v24i1/pr200163.

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25

Konrad, Shelley Cohen. "Posttraumatic Growth in Mothers of Children with Acquired Disabilities." Journal of Loss and Trauma 11, no. 1 (2006): 101–13. http://dx.doi.org/10.1080/15325020500358274.

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26

Ducy, Elizabeth McAdams, and Laura M. Stough. "Teacher Perspectives on Grief Among Children with Intellectual Disabilities." Journal of Loss and Trauma 23, no. 2 (2018): 159–75. http://dx.doi.org/10.1080/15325024.2018.1434859.

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27

Cermak, Sharon A., and Jacqueline Rieber Aberson. "Social Skills in Children with Learning Disabilities." Occupational Therapy in Mental Health 13, no. 4 (1998): 1–24. http://dx.doi.org/10.1300/j004v13n04_01.

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28

Johnston, Janis. "Media Review: Children on Medication: Volume I Hyperactivity, Learning Disabilities, and Mental Retardation." Behavioral Disorders 13, no. 2 (1988): 148–50. http://dx.doi.org/10.1177/019874298801300207.

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29

Sullivan, Peter B. "Gastrointestinal disorders in children with neurodevelopmental disabilities." Developmental Disabilities Research Reviews 14, no. 2 (2008): 128–36. http://dx.doi.org/10.1002/ddrr.18.

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30

Roane, Henry S., Cathleen C. Piazza, Laura E. Bodnar, and Kerri L. Zimmerman. "Sleep Difficulties in Children with Developmental Disabilities." Infants & Young Children 13, no. 2 (2000): 1–8. http://dx.doi.org/10.1097/00001163-200013020-00005.

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31

Bosch, Joni, Royann Mraz, June Masbruch, Anne Tabor, Don Van Dyke, and Dianne McBrien. "Constipation in Young Children with Developmental Disabilities." Infants & Young Children 15, no. 2 (2002): 66–77. http://dx.doi.org/10.1097/00001163-200210000-00009.

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32

Zeisel, Susan A., and Joanne E. Roberts. "Otitis Media in Young Children With Disabilities." Infants & Young Children 16, no. 2 (2003): 106–19. http://dx.doi.org/10.1097/00001163-200304000-00004.

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33

Schwarz, Steven M. "Feeding Disorders in Children With Developmental Disabilities." Infants & Young Children 16, no. 4 (2003): 317–30. http://dx.doi.org/10.1097/00001163-200310000-00005.

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34

Msall, Michael E., Fernando Bobis, and Shelly Field. "Children With Disabilities and Supplemental Security Income." Infants & Young Children 19, no. 1 (2006): 2–15. http://dx.doi.org/10.1097/00001163-200601000-00002.

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35

Godwin, Dinah L. "Redesigning Health Care for Children With Disabilities." Journal of Developmental & Behavioral Pediatrics 35, no. 7 (2014): 466. http://dx.doi.org/10.1097/dbp.0000000000000087.

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36

Godwin, Dinah L. "Going Solo While Raising Children with Disabilities." Journal of Developmental & Behavioral Pediatrics 37, no. 4 (2016): 353. http://dx.doi.org/10.1097/dbp.0000000000000280.

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37

Benedict, Mary I., Roger B. White, Louise M. Wulff, and Belinda J. Hall. "Reported maltreatment in children with multiple disabilities." Child Abuse & Neglect 14, no. 2 (1990): 207–17. http://dx.doi.org/10.1016/0145-2134(90)90031-n.

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38

Petri, Gábor. "Children with learning disabilities and their participation in judicial procedures – what can disability advocacy offer?" Tizard Learning Disability Review 22, no. 1 (2017): 10–15. http://dx.doi.org/10.1108/tldr-10-2016-0035.

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Purpose The purpose of this paper is to provide a commentary on the paper titled “The Zone of Parental Control, The ‘Gilded Cage’ and The Deprivation of a Child’s Liberty: Getting Around Article 5”. Design/methodology/approach This paper uses the original article as a jumping off point to assess what aids advocacy organisations and human rights instruments can give to children with learning disabilities who enter legal procedures. Findings Existing human rights laws such as the UN Convention on the Rights of the Child and the UN Convention on the Rights of Persons with Disabilities provide inn

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39

Zashchirinskaia, Oksana V. "Specificities of Communication in Children with Intellectual Disorders." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (2020): 602–9. http://dx.doi.org/10.6000/2292-2598.2020.08.04.2.

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Objective: The purpose of this work is to study the characteristics of communication in children with intellectual disabilities. Background: The study of the specificities of communication in children with intellectual disabilities has become more and more relevant in the past few years. Method: The methodological basis of this study was the combination of various theoretical methods of cognition. Results: In the process of writing this work, the author studied the techniques of verbal and non-verbal communication. The works of Russian and foreign authors, as well as methods of improving commu

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40

Simer, Nancy, and Anthony J. Cuvo. "Training vision screening behavior to children with developmental disabilities." Research in Autism Spectrum Disorders 3, no. 2 (2009): 409–20. http://dx.doi.org/10.1016/j.rasd.2008.08.007.

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41

Feather, Katherine A. "Antibullying Interventions to Enhance Self-Efficacy in Children With Disabilities." Journal of Creativity in Mental Health 11, no. 3-4 (2016): 409–22. http://dx.doi.org/10.1080/15401383.2016.1214091.

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42

Demb, Howard B., and Katie T. Nguyen. "MOVEMENT DISORDERS IN CHILDREN WITH DEVELOPMENTAL DISABILITIES TAKING RISPERIDONE." Journal of the American Academy of Child & Adolescent Psychiatry 38, no. 1 (1999): 5–6. http://dx.doi.org/10.1097/00004583-199901000-00009.

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43

Smith, Timothy B., Matthew N. I. Oliver, and Mark S. Innocenti. "Parenting stress in families of children with disabilities." American Journal of Orthopsychiatry 71, no. 2 (2001): 257–61. http://dx.doi.org/10.1037/0002-9432.71.2.257.

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44

Akinsola, H. A., and T. Fryers. "A comparison of patterns of disability in severely mentally handicapped children of different ethnic origins." Psychological Medicine 16, no. 1 (1986): 127–33. http://dx.doi.org/10.1017/s0033291700057810.

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SynopsisAll severely mentally handicapped children aged 5–19 years from the city of Manchester were identified in a cross-sectional study. A standardized Disability Assessment Schedule was used to assess the variety and degree of disabilities experienced by each child and by specific subgroups of the children. This paper focuses upon differences between groups of European and Non-European ethnic origin. Boys showed more disabilities than girls in both groups, but non-European children had more severe disabilities in virtually all categories.

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45

Hogan, Dennis P., Carrie L. Shandra, and Michael E. Msall. "Family developmental risk factors among adolescents with disabilities and children of parents with disabilities." Journal of Adolescence 30, no. 6 (2007): 1001–19. http://dx.doi.org/10.1016/j.adolescence.2007.02.004.

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46

Roper, Susanne Olsen, Diane W. Allred, Barbara Mandleco, Donna Freeborn, and Tina Dyches. "Caregiver burden and sibling relationships in families raising children with disabilities and typically developing children." Families, Systems, & Health 32, no. 2 (2014): 241–46. http://dx.doi.org/10.1037/fsh0000047.

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47

Snow, J. "Visual memory for children and adolescents with learning disabilities." Archives of Clinical Neuropsychology 13, no. 1 (1998): 83. http://dx.doi.org/10.1016/s0887-6177(98)90513-3.

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48

Snow, J. H., and D. Poole. "Visual memory for children and adolescents with learning disabilities." Archives of Clinical Neuropsychology 13, no. 1 (1998): 83. http://dx.doi.org/10.1093/arclin/13.1.83.

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49

Shute, G. E. "Specific auditory perceptual dysfunction in children with learning disabilities." Archives of Clinical Neuropsychology 6, no. 3 (1991): 227. http://dx.doi.org/10.1093/arclin/6.3.227.

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50

Emerson, Eric. "Commentary: our children deserve better." Tizard Learning Disability Review 19, no. 4 (2014): 190–93. http://dx.doi.org/10.1108/tldr-07-2014-0023.

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Purpose – The purpose of this paper is to comment on “Early intervention for children with learning disabilities: making use of what we know.” Design/methodology/approach – Narrative review and discussion. Findings – The arguments presented by Nick Gore, Richard Hastings and Serena Brady are fully consistent with the broader scientific literature on prevention and the required future direction of English health policy. Originality value – This commentary places the arguments made by Gore et al. in a broader scientific and policy context.

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