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Relevant bibliographies by topics / Children with mental disabilities Self-control in children

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Academic literature on the topic 'Children with mental disabilities Self-control in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Children with mental disabilities Self-control in children"

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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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Coelho, Vera, Joana Cadima, Ana Isabel Pinto, and Cristiana Guimarães. "Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children." Journal of Early Intervention 41, no. 2 (2018): 105–24. http://dx.doi.org/10.1177/1053815118810238.

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Self-regulation can be relevant for engagement, as children need to be able to modulate behaviors and control attention to be engaged. Although previous studies focus on the relation between self-regulation and engagement, little is known about this subject in children with disabilities or at risk. This study analyzes relations between self-regulation and engagement in inclusive preschool settings, considering children’s developmental functioning (DF). The main goal is to examine whether DF moderates the relation between self-regulation and engagement. Participants include three groups of chil

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Schachter, Debbie Carol, Barry Pless, and Maggie Bruck. "Self-Report of Family Histories of Learning Difficulties." Canadian Journal of Psychiatry 37, no. 1 (1992): 29–32. http://dx.doi.org/10.1177/070674379203700107.

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Self-reports of learning difficulties by parents of reading disabled children may be inflated because of recall bias. A retrospective study of the association between specific reading disabilities and familial reports of learning difficulties indicated the relative odds of being reading disabled for those whose relatives reported learning difficulties compared with children whose relatives did not report learning difficulties was statistically significant if fathers or siblings reported learning difficulties. No significant association was found between mothers' self-reports of learning diffic

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Fisman, Sandra, Lucille Wolf, Deborah Ellison, and Tom Freeman. "A Longitudinal Study of Siblings of Children with Chronic Disabilities." Canadian Journal of Psychiatry 45, no. 4 (2000): 369–75. http://dx.doi.org/10.1177/070674370004500406.

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Objective: To examine the unaffected siblings of 2 different groups with chronic disabilities, pervasive developmental disorder (PDD) and Down syndrome (DS), over 3 years, comparing their adjustment with each other and with the siblings of a nondisabled group. Method: This study examines 137 siblings of children with PDD, children with DS, and developmentally normal children (control group) initially and 127 siblings at follow-up 3 years later. Their adjustment is measured by the Survey Diagnostic Instrument (SDI), completed by caregivers and teachers. Predictor variables include sibling self-

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Wojtkowski, J., D. Sienkiewicz, B. Okurowska-Zawada, et al. "Quality of life of children suffering from motor disabilities as evaluated by their parents." Progress in Health Sciences 7, no. 2 (2017): 60–66. http://dx.doi.org/10.5604/01.3001.0010.7851.

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Purpose: We assessed the quality of life of children with motor disabilities in comparison with healthy children, as evaluated by their parents, using the CHQ-PF28 questionnaire (Child Health Questionnaire—Parent Form). Materials and methods: In a prospective study, we evaluated the quality of life of 105 children with motor disabilities. Results: Our research showed lower quality of life in the group of children with motor disabilities compared with controls, both in terms of physical and psychosocial health. Significant correlations between independent walking and physical functioning, gener

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Shogren, Karrie A., and Ann P. Turnbull. "Promoting Self-determination in Young Children With Disabilities." Infants & Young Children 19, no. 4 (2006): 338–52. http://dx.doi.org/10.1097/00001163-200610000-00006.

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Kinnear, Deborah, Ewelina Rydzewska, Kirsty Dunn, et al. "Relative influence of intellectual disabilities and autism on mental and general health in Scotland: a cross-sectional study of a whole country of 5.3 million children and adults." BMJ Open 9, no. 8 (2019): e029040. http://dx.doi.org/10.1136/bmjopen-2019-029040.

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ObjectivesTo determine the relative extent that autism and intellectual disabilities are independently associated with poor mental and general health, in children and adults.DesignCross-sectional study. For Scotland’s population, logistic regressions investigated odds of intellectual disabilities and autism predicting mental health conditions, and poor general health, adjusted for age and gender.Participants1 548 819 children/youth aged 0-24 years, and 3 746 584 adults aged more than 25 years, of whom 9396/1 548 819 children/youth had intellectual disabilities (0.6%), 25 063/1 548 819 children

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Kuzmina, T. I. "Diagnostics of social self with younger schoolchildren with intellectual disabilities." Vestnik of Minin University 7, no. 4 (2019): 13. http://dx.doi.org/10.26795/2307-1281-2019-7-4-13.

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Introduction. The article presents a fragment of a comprehensive study of the formation of the self-concept of people of different ages with intellectual disabilities, dedicated to the study of the social self with younger pupils with mild mental retardation. The questions of diagnostics and qualitative analysis of the state of this structurally-substantial component of the self-concept are highlighted. Structuring the self-conceptual components of the personality is of great importance for the formation of the skills of dialogical interaction with others in a younger student with intellectual

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Barnard-Brak, Lucy, Julie Ivey-Hatz, Angela Kris Ward, and Tianlan Wei. "Self-regulation and social interaction skills among children with autism across time." Advances in Mental Health and Intellectual Disabilities 8, no. 4 (2014): 271–79. http://dx.doi.org/10.1108/amhid-12-2012-0007.

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Purpose – In the current study, the purpose of this paper is to examine the self-regulation and social interaction skills of children with Autism Spectrum Disorder (ASD) as compared to children with intellectual disabilities (IDs) across time. Design/methodology/approach – Drawn from the Special Education Elementary Longitudinal Study (SEELS), our sample consisted of 1,016 children diagnosed with ASD and 597 children diagnosed with ID. The self-regulation and social interaction skills were measured using relevant subscales of the Scales of Independent Behavior-Revised across three time points

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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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Dissertations / Theses on the topic "Children with mental disabilities Self-control in children"

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Smith, Patricia Gallagher. "Classroom behaviors, academic achievement, and self-, teacher, and parent perceptions of elementary SBH and SLD children /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726460321664.

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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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<p> 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,

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Hrmo, Jennifer. "Physical activity choices and self-determination in children with intellectual disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/MQ54993.pdf.

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Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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Godinet, Nancy Kathryn. "Special education labeling relationships with learning disabled student self-concept." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/792.

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The intent of this research was to explore special education labeling interactions with measured student self-concept on the Piers-Harris Self-Concept Scale. An extensive literature review revealed that there are eight major variables which have been found to exert an influence upon student self-concept: achievement, age, sex, socioeconomic status, ethnic origin, place in family, significant others, and special class placement. This study was designed to examine these major self-concept variables and control for any significant variations between groups of learning disabled (LD) labeled studen

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Wong, Kit-ching. "Effects of Simultaneous Prompting in teaching a chained self-care task to primary school students with severe cognitive disabilities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35539653.

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Wong, Kit-ching, and 王潔貞. "Effects of Simultaneous Prompting in teaching a chained self-care taskto primary school students with severe cognitive disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35539653.

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Tracey, Danielle K. "Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030728.091747/index.html.

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Petersen, Amanda Jane. "Self-Control Training for Parents of Children with Autism and Related Disabilities in Albania." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8553.

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Self-control can be defined as the ability to select a larger, later reward over a smaller, sooner reward. This ability, also known as gratification delay, has been highly correlated with academic competence and success. Studies that examine gratification delay have identified strategies that have been observed to increase the delay time to reward. This study examined the extent to which parents of children with Autism or a related disability could be trained to teach these strategies. Participants were seven mothers who were all ethnic Albanian. The results indicated that these mothers were a

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Zorumski, Caryle Hopkins. "The effects of self-care training on the self-concept, self-care behavior, and metabolic control of diabetic children." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618784.

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The purpose of this study was to investigate the effects of self-care training on the self-concept, self-care behavior, and metabolic control of diabetic children. The author hoped to obtain information to help improve training programs for children with diabetes.;Forty-nine diabetic children, ages eight to 13, participated in the study as they received basic self-care training from their physicians. Twenty-seven of the children also attended a week long summer day camp where they received additional instruction in diabetes self-care.;The subjects completed the Self-Perception Profile for Chil

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Books on the topic "Children with mental disabilities Self-control in children"

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ill, Evans Graci, ed. Don't look at me: A child's book about feeling different. Multnomah Press, 1986.

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Garber, Howard L. The Milwaukee project: Preventing mental retardation in children at risk. Edited by Begab Michael J and American Association on Mental Retardation. American Association on Mental Retardation, 1988.

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Jaffe, Peter G. Children of battered women. Sage Publications, 1990.

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M, Stern Judith, ed. Putting on the brakes: Understanding and taking control of your ADD or ADHD. 3rd ed. Magination Press, 2012.

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Bang, Molly. Tiger's fall. Henry Holt & Co., 2001.

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Jaffe, Peter G. Children of battered women: Issues in child development and intervention planning. Sage, 1989.

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Brinkerhoff, Shirley. Attention-deficit/hyperactivity disorder. Mason Crest, 2015.

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The ADHD workbook for kids: Helping children gain self-confidence, social skills, and self-control. New Harbinger, 2010.

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Saul, Axelrod, ed. How to teach self-control through trigger analysis. Pro-Ed, 2000.

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Sontag, Rachel. House Rules. HarperCollins, 2008.

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Book chapters on the topic "Children with mental disabilities Self-control in children"

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Artishcheva, L. V. "Experience of Mental States in Children with Health Disabilities." In Smart Technologies and Innovations in Design for Control of Technological Processes and Objects: Economy and Production. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18553-4_77.

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Rosenbaum, Michael, and Tammie Ronen. "Emotional Well-Being and Self-Control Skills of Children and Adolescents: The Israeli Perspective." In Mental Well-Being. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5195-8_10.

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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. 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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Raines, James C. "Specific Learning Disorder." In Evidence-Based Practice in School Mental Health. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886578.003.0004.

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Students with specific learning disorder (SLD) account for 35% of all students receiving special education services. In the DSM-5, SLD combines four previous diagnoses into one. The Individuals with Disabilities Education Act (IDEA) and the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) agree that children should be excluded from being diagnosed if the disorder is primarily due to environmental, cultural, or economic disadvantage. They differ on the DSM-5’s exclusion for the lack of proficiency in the language of instruction. Schools can screen for SLD using the testing or the dual-discrepancy model of response to intervention (RTI). Assessment requires a comprehensive evaluation by the school. Students with SLD often suffer from poor social skills and low self-esteem. Intervention may be titrated according to the student’s level of need using multitiered systems of support. Collaborating with teachers, parents, and community providers is especially important for these students. A case example illustrates how an ecological approach can help students grow and learn.

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Plessen, Kerstin J., and Bradley S. Peterson. "The Neurobiology of Impulsivity and Self-Regulatory Control in Children with Attention-Deficit/Hyperactivity Disorder." In Neurobiology of Mental Illness. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199798261.003.0069.

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Jahromi, Laudan B. "Self-Regulation in Young Children With Autism Spectrum Disorder: An Interdisciplinary Perspective on Emotion Regulation, Executive Function, and Effortful Control." In International Review of Research in Developmental Disabilities. Elsevier, 2017. http://dx.doi.org/10.1016/bs.irrdd.2017.07.007.

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Conference papers on the topic "Children with mental disabilities Self-control in children"

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Torrado, Juan C., Javier Gomez, and Letizia Jaccheri. "Supporting self-evaluation for children with mental disabilities through Augmented Reality." In IDC '19: Interaction Design and Children. ACM, 2019. http://dx.doi.org/10.1145/3311927.3325307.

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Tikhonova, I. V., T. N. Adeeva, and U. Yu Sevastyanova. "Personality adaptation and internal picture of the defect in adolescents with different variants of dysontogenesis." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.951.964.

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Disabilities are traditionally seen as development conditions involving personality desocialization risks. Features of the disorder are reflected in the consciousness of the individual. A person’s subjective perception of their disorder is important for social and psychological adaptation. Adaptive features and adolescent content of the inward disorder pattern (IDP) are presented in the article. The sample consisted of 109 participants — adolescents with visual impairments, with hearing impairments, with severe speech impairments, with delayed mental development. The optimal level of adaptatio

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Babkina, N. V. "Children with developmental delay: self-regulation development through education." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.777.789.

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This article focuses on the current issue of psychological and educational support of children with developmental delay (DD) in today’s educational environment. Approach to diagnosing and intervention in case of this type of mental dysontogenesis was analysed. The study shows that the disorder-related character typical for children with DD plays a primary role in the underdevelopment of conscious self-regulation. The study validated the differentiated approach to revealing specific educational needs of children with DD in compliance with their type of mental development and their level of self

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