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

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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 (May 17, 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 (June 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 (January 20, 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 (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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5

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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6

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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7

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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8

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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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 (July 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 (March 19, 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 (June 16, 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 (June 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 (December 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 quality and Response to Intervention (RTI), are discussed. In addition, factors that may affect early childhood inclusion in the future are summarized.
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16

Corr, Catherine, and Rosa Milagros Santos. "Abuse and Young Children With Disabilities." Journal of Early Intervention 39, no. 1 (February 14, 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 (October 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 (April 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 (June 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 (October 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 (October 1, 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 spectrum disorder (ASD). Findings Authorised school absence rates were higher for all groups of children investigated compared to children without special educational needs, primarily due to illnesses and health-related appointments. Rates of unauthorised school absences were low. Rates of fixed-period and permanent school exclusions were higher for children with MLD and ASD compared to children without SEN, and lower for children with SLD and PMLD. Reasons given for exclusions were similar across children (persistent disruptive behaviour, physical assault against a pupil, verbal abuse against an adult), although physical assault against an adult was also commonly mentioned for children with SLD, PMLD or ASD. Social implications Reducing school absences for children with learning disabilities and autistic children will involve co-ordination of health and social care support arrangements to ensure they are convenient and efficient for children and families. In terms of exclusions, schools need to consider the extent to which they are making reasonable adjustments for children with learning disabilities and autistic children. Originality/value This paper presents in one place statistics concerning school absences and school exclusions for children with learning disabilities and autistic children in England.
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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 (April 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-based mental health professionals in supporting this vulnerable population.
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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 (January 20, 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 (January 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 (February 17, 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 (January 6, 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 (February 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 (October 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 (October 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 (April 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 (October 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 (January 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 (September 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 (May 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 (January 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 (January 3, 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 innovative principles to reviewing existing policies, but little practical guidance is given to real implementation. Disability advocacy is ambiguous towards the question of representation of children with learning disabilities. Originality/value Literature on self-advocacy and especially on the self-advocacy and self-representation of children with learning disabilities is very limited. Access to justice for children with learning disabilities is similarly under-researched and is rarely addressed in disability advocacy.
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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 (November 27, 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 communication in children with intellectual disabilities, were considered. It was found that the impact of intellectual disabilities with mild mental retardation on the cognitive, behavioural and emotional-personal spheres of the communicative process naturally entails the emergence of serious difficulties in establishing contacts with people around, and therefore in the process of social adaptation of the child in general. Conclusion: The practical significance of this work lies in the study of the characteristics of communication in children with intellectual disabilities, which will be useful for psychologists, teachers and medical workers. The study and research of this topic will provide further opportunities for the development of a program of psychological influence to optimise communication for children with intellectual disabilities and their adaptation in society.
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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 (April 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 (October 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 (January 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 (February 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 (December 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 (February 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 (February 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 (January 1, 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 (September 30, 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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