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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 (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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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 (November 10, 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 children: with disabilities ( n = 54), at risk ( n = 78), and typically developing ( n = 115). DF was assessed with a short version of the Matrix for Assessment of Activities and Participation; self-regulation with Head-Toes-Knees-Shoulders; and engagement with Child Observation in Preschool. Results indicated that higher levels of self-regulation were related to higher levels of engagement. A moderation effect between self-regulation and DF was also found: in the group of children with disabilities, the influence of self-regulation on engagement was larger. This highlights the relevance of promoting self-regulation, particularly in children with lower DF.
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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 (February 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 difficulties and a diagnosis of specific learning disabilities in their children. The results support the association between specific reading disabilities and self-reported histories of academic problems in the father or siblings, but not in mothers of learning disabled children. The results suggest that reports of learning difficulties among mothers of reading disabled children may be inflated because of recall bias.
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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 (May 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-perception, social support, and relationship with sibling, as indicated by siblings; caregiver psychosocial factors such as parental stress, caregiver depression, and marital relationship; family systems characteristics as viewed by both caregiver and sibling; and difficulty that disabled child causes as perceived by the primary caregiver. Results: Significantly more adjustment problems are found in the siblings of PDD children at both times when compared with siblings of DS and control children. Caregivers of PDD children report the highest levels of distress and depression, and this persists over time. Parent distress was found, at both times, to be related to sibling adjustment problems, regardless of study group. Conclusion: These results have implications for preventive intervention for the unaffected siblings of PDD children.
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Wojtkowski, J., D. Sienkiewicz, B. Okurowska-Zawada, G. Paszko-Patej, A. Konopka, K. Okulczyk, K. Średzińska, E. Dmitruk, A. Mirska, and W. Kułak. "Quality of life of children suffering from motor disabilities as evaluated by their parents." Progress in Health Sciences 7, no. 2 (December 29, 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, general behavior, and mental health of children suffering from motor disabilities were found. According to the average indices of quality of life of children suffering from motor disabilities, depending on sex, the greatest differences occurred in behavior and change of health status, while the smallest differences in self-esteem and parental involvement, compared with controls. In the case of healthy children, the largest differences appeared in the perception of pain, behavior, and self-esteem; whereas, the smallest variations occurred in the change of health status and physical activity. Conclusion: Children suffering from motor disabilities demonstrate lower quality of life compared with healthy children.
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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 (October 2006): 338–52. http://dx.doi.org/10.1097/00001163-200610000-00006.
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Kinnear, Deborah, Ewelina Rydzewska, Kirsty Dunn, Laura Anne Hughes-McCormack, Craig Melville, Angela Henderson, and Sally-Ann Cooper. "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 (August 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/youth had autism (1.6%); and 16 953/3 746 584 adults had intellectual disabilities (0.5%), 6649/3 746 584 adults had autism (0.2%). These figures are based on self-report.Main outcome measuresSelf-reported general health status and mental health.ResultsIn children/youth, intellectual disabilities (OR 7.04, 95% CI 6.30 to 7.87) and autism (OR 25.08, 95% CI 23.08 to 27.32) both independently predicted mental health conditions. In adults, intellectual disabilities (OR 3.50, 95% CI 3.20 to 3.84) and autism (OR 5.30, 95% CI 4.80 to 5.85) both independently predicted mental health conditions. In children/youth, intellectual disabilities (OR 18.34, 95% CI 17.17 to 19.58) and autism (OR 8.40, 95% CI 8.02 to 8.80) both independently predicted poor general health. In adults, intellectual disabilities (OR 7.54, 95% CI 7.02 to 8.10) and autism (OR 4.46, 95% CI 4.06 to 4.89) both independently predicted poor general health.ConclusionsBoth intellectual disabilities and autism independently predict poor health, intellectual disabilities more so for general health and autism more so for mental health. Intellectual disabilities and autism are not uncommon, and due to their associated poor health, sufficient services/supports are needed. This is not just due to coexistence of these conditions or just to having intellectual disabilities, as the population with autism is independently associated with substantial health inequalities compared with the general population, across the entire life course.
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Kuzmina, T. I. "Diagnostics of social self with younger schoolchildren with intellectual disabilities." Vestnik of Minin University 7, no. 4 (December 19, 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 disabilities and develops the ability to adapt among peers with subsequent integration into society. In younger students with mental retardation, a violation of the formation of self-image due to intellectual underdevelopment is the basis for the complications of social interaction that arise as a result, and the inability to independently overcome these difficulties entails maladjustment and early-occurring asociality in behavior. It is difficult for a child with intellectual impairment to enter into dialogical relationships with the outside world, the ability to which is an essential characteristic of a person to form adaptive behavior. The behavioral manifestations of a primary school pupils with mild mental retardation in some cases are not conscious, impulsive, reactive, uncontrolled. And in this case, attention is drawn to the qualitative originality of the personal characteristics of such children and the specifics of the formation of their self-consciousness as a regulator of social behavior.Materials and methods. An anamnestic data analysis was used, a structured conversation, as well as a diagnostic complex, which included several proprietary techniques developed to study the social self with individuals having mild mental retardation. The study of the expected attitude from the representatives of the immediate environment was carried out using the “Balls” methodology, the determination of the attitude to the representatives of the nearest environment was carried out using the «Ladder» methodology. The study of the expected attitude from representatives of the immediate environment and the child’s own attitude to them in the structure of the Self-social is a modification of the method of «Unfinished sentences» - «Finish the sentence». The «You have to be like this» methodology was used to diagnose elements of social longevity of a prescriptive nature, irrespective of a personally attractive prototype.Results. The article presents the methods and results of studying the social self component with primary school pupils having mental retardation. We study the child’s expected attitude from representatives of the immediate environment and their own attitude to them, socially desirable qualities (according to the child) and the norms of social dignity learned by children. The experiment involved 53 children with mild mental retardation (F 70 according to ICD-10). Participants in the study were divided into groups: depending on the residence / non-residence of the child in a boarding school and the form of education that children receive. Three groups were formed: children receiving differential education, living in a boarding school (31 people) group A; children receiving differentiated education, daily coming to school (9 people) group B; children studying in an inclusive class (13 people) group C. To perform, the children were offered a diagnostic complex, developed taking into account the intellectual and linguistic capabilities of the subjects of diagnosis, which includes several interconnected methods that imply a qualitatively-quantitative assessment, taking into account the main criteria for the diagnosis of the mental sphere of persons with intellectual impairment. An experimental study showed that the self-social component in the structure of the self-concept at the stage of primary school age has a distinctive quality. The level of fulfillment of the tasks of the diagnostic program by children with a mild degree of mental retardation is not uniform. Most of the tasks are carried out at a high and medium level, when respondents understand the instructions, accept the experimenter's small organizing help, adequately answer the questions posed, and often give not only standardized, but also spontaneous answers. This fact is in favor of the relevance of the proposed methods to diagnostic research tasks of studying the self-conceptual components of the self-consciousness of children with impaired intelligence. If the task is performed below the average level, the low marks received by the children are associated not so much with a lack of understanding of the instruction as with a low motivation for the diagnostic procedure. Minimum, maximum, average values and the total distribution of points received by children of groups A, B, C for completing tasks in the Self-social study do not differ significantly, which is confirmed statistically when calculating the non-parametric Mann – Whitney statistic for unrelated samples. Thus, the self-social component with children having impaired intelligence of primary school age is relatively formed. The qualitative specificity of this component of the self-concept at this age stage is its predominantly positive orientation in terms of the child’s expected relationship from representatives of the immediate environment and his own positive attitude towards them. Marked significance for a child with a mental retardation of his personality and activity assessments from his immediate environment and especially significant adults is noted. In children receiving differentiated and inclusive education, Self-social structurally and substantively differ little, with the exception of certain points due to the specifics of these forms of education and the organization of interaction of children in a “barrier-free” peer environment.Discussion and conclusions. The study demonstrated the presence of specific structurally-meaningful manifestations of the self-social component of elementary schoolchildren with mild mental retardation. As a result of the study of the relationship expected by children with mental retardation from representatives of the immediate environment, a positive trend was revealed in the development trends of this aspect of the formation of the social self. The positive orientation of the expected relationship is associated with the child’s own positive attitude towards significant others, and is often associated not with the child’s assessment of the real state of things and actions of individuals, but with the high significance of these representatives for the child himself, the ability to communicate with them, the child’s need for affiliation, acceptance and proximity. At the same time, fragmentation in the evaluation of the semantic content of the concepts “friend”, “acquaintance”, “friend”, “significant person” from the point of view of closeness and trust to the subject falling into this inner circle can negatively affect the social and behavioral implementation of primary school students with mental retardation. The generalization by children with mental retardation of individual frustration experiences and experiences of failure / dissatisfaction with needs and the occurrence in some separate cases of social interaction, transferring them to the general expected attitude from representatives of the immediate and near environment can be the basis for the formation of pathological characteristics of the person at the stage of adolescence based on emancipation or implementation of protest reactions in the context of a general destabilization of behavior. The idealization of antisocial parental prototypes and pronounced uncriticality to the actual behavior of loved ones can become the basis for the subsequent copying of variants of antisocial behavior at later age stages.
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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 (July 2, 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 evenly spaced at two years apart. Findings – Results revealed that children with ASD have significantly worse self-regulation (p<0.01, η2=0.12, Cohen's f=0.36) and social interaction skills (p<0.01, η2=0.05, Cohen's f=0.21) as compared to children with ID across time. The results of the current study support the results of Bieberich and Morgan (2004) that children with ASD have significantly worse self-regulation and social interaction skills as compared to children with ID across time. Originality/value – The paper suggests that our results may be considered as more generalizable given the utilization of data from the SEELS as a large, nationally representative, and community-based sample of children with disabilities across the USA examined longitudinally.
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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 (October 2016): 409–22. http://dx.doi.org/10.1080/15401383.2016.1214091.
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Nambiar, Priyanka, Kavita Jangam, BN Roopesh, and Adhin Bhaskar. "Peer victimization and its relationship to self-esteem in children with mild intellectual disability and borderline intellectual functioning in regular and special schools: An exploratory study in urban Bengaluru." Journal of Intellectual Disabilities 24, no. 4 (February 25, 2019): 474–88. http://dx.doi.org/10.1177/1744629519831573.
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The Research in the field of mental health and educational needs of children with intellectual disabilities has increased over the years. However, the focus on milder disabilities such as mild intellectual disability and borderline intellectual functioning (MBID; intelligence quotient: 50–85) is still limited. The current study aimed at understanding peer victimization and its relationship to the self-esteem of children with MBID in regular and special schools. The study utilized a cross-sectional research design with a sample of 40 children who met the inclusion criteria. On analysis, the results showed that peer victimization was more common in regular schools ( U = 51, p ≤ 0.001), wherein the peer victimization had a significant negative correlation with their self-esteem ( r = −0.536, p ≤ 0.001). Overall, the findings implied the need for promotion of inclusive education in regular schools by sensitization against peer victimization of children with disabilities.
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Screws, Doris Pogue, and Paul R. Surburg. "Motor Performance of Children with Mild Mental Disabilities after Using Mental Imagery." Adapted Physical Activity Quarterly 14, no. 2 (April 1997): 119–30. http://dx.doi.org/10.1123/apaq.14.2.119.
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In order to improve motor performance, mental imagery procedures have evolved over the years with nondisabled subjects. Studies researching the concept of using mental imagery with special populations (Surburg, & Stumpner, 1987; Surburg, 1991; Surburg, Porretta, & Sutlive, 1995) are very few in number. This study examined the efficacy of using mental imagery in developing skill on a motorically oriented task (pursuit rotor) and a cognitively oriented task (peg board) on middle school students with mild mental disabilities (MMD). Thirty subjects were assigned randomly to a physical, imagery, or no-practice control group to perform either a peg board or pursuit rotor task. For each motor task, there was a pretest followed by appropriate treatment regime and a posttest session. The dependent variables were the number of pegs placed in appropriate order for the peg board task and time on target for the pursuit rotor task. Results were that imagery practice enhanced the motor performance of children with MMD on both the peg board (cognitively oriented task) and pursuit rotor (motorically oriented task).
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Desriyani, Yusi, Ikeu Nurhidayah, and Fanny Adistie. "Burden of Parents in Children with Disability at Sekolah Luar Biasa Negeri Cileunyi." NurseLine Journal 4, no. 1 (July 4, 2019): 21. http://dx.doi.org/10.19184/nlj.v4i1.8696.
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Children with disabilities are children who have limited whether physical, intellectual, mental, sensory, and multiple disability. Children with disabilities tend to have poor quality of life due to low ability fulfilled basic needs independently. Therefore, they need special treatment from their parents and that could be the reasons of burden for parents as primary caregiver. This research aims to find the general burden of parents in disabilities children who attended Sekolah Luar Biasa (SLB) Negeri Cileunyi. This is a quantitative descriptive research with cross sectional approach. The population in this research were 158 parents (father/mother) of children with disability. The sample in this research was obtained 67 people by using convenience sampling technique. The research used Zarit Burden Interview (ZBI) as research instrument. The data have been obtained and analyzed by univariate analysis. The results will be analyzed by using frequency distribution. The result showed that 46.3% means little or no burden, 37.3% means mild to moderate burden, 14,9% means moderate to severe burden and 1,5% means severe burden. The conclusions of this research show that almost half of respondents are in the category of little or no burden. However, there were still respondents who had a severe burden, this is due to parents and children characteristics, poor self-control and lack of social support. Nurses need to provide family center care such as counseling and providing health education to parents with disabilities children and optimize existing support groups.
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Tahmassian, K., and S. Khorramabadi. "The effectiveness of parent management training in parent- child relationship and parental self-efficacy of mothers with autistic children." European Psychiatry 26, S2 (March 2011): 359. http://dx.doi.org/10.1016/s0924-9338(11)72068-5.
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IntroductionOne of the most significant stressors for families is extent of behaviour problems exhibited by children with developmental disabilities. These affects parental efficacy and parent-child relationship which are important variables for optimal parenting (Hastig and Brow, 2002).AimThe aim of the present study was to examine the effectiveness of parent management training to increase child-parent relationship and parental self-efficacy of mothers with autistic children.Methods30 mothers of children with autism (17 in experimental group and 13 in control group) were included. The experimental group participate in parent management training sessions includes behaviour modification techniques for 6 weeks. The scales of this research were Parenting Self-Agency Measure (Dumka, Storerzinge, Jackson and Koosa, 1996) and Parent _Child Relationship test (Pianta, 1994). t test were used to compare the meanings of pre-tests and post-tests.ResultsThe results indicate that there was significant differences between parenting self-efficacy (p < ./05) and parent-child relationship (p < ./001) scores. The experimental group's parental self-efficacy and positive parent-child relationship were significantly higher than control group and parent management trainings increase those important variables in mothers of children with autism.ConclusionParent management training programmes can enhance parental self-efficacy and parent-child relationship and prevent many problems in families with autistic children.
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Fitriyati, Yusida, and Muhammad Zuhdi. "RIGHTS AND OBLIGATIONS OF THE GUARDIANS TO THE INHERITANCE OF MENTAL DISABLED CHILDREN." Nurani: Jurnal Kajian Syari'ah dan Masyarakat 20, no. 2 (December 31, 2020): 179–86. http://dx.doi.org/10.19109/nurani.v20i2.6635.
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The law protects the interests of individuals under all circumstances, including children with mental disabilities in term of incapacity due to legal incompetence. Law Number 8 of 2016 concerning Persons with Disabilities. Article 5 states that the Unitary State of the Republic of Indonesia guarantees the survival of every citizen, including persons with disabilities, in this case persons with disabilities who are Muslims have a legal position and have the same human rights as Indonesian citizens and as an inseparable part of the Indonesian citizens and society. is a mandate and a gift from God Almighty, to live progressively and develop fairly and with dignity including obtaining justice and legal protection. Therefore, as a legal subject, people with mental disabilities are represented by their guardians in all their life activities. It is included in the control of the use of inheritance that is obtained. For this reason, this paper is made with a focus on the study of how the rights and obligations of guardians to the inheritance of mentally disabled children in Indonesia and global cultural relativism?
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Legerlotz, Kirsten. "The Effects of Resistance Training on Health of Children and Adolescents With Disabilities." American Journal of Lifestyle Medicine 14, no. 4 (February 28, 2018): 382–96. http://dx.doi.org/10.1177/1559827618759640.
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Many parents still hesitate to encourage their children to participate in resistance training programs. This is unfortunate since recent research shows that resistance training can positively affect children’s health. This narrative review aims to present an overview of the health-associated effects resistance training can provide particularly in children and adolescents with disabilities by describing its effects on muscle strength, physical function, mental health, self-concept, obesity, and injury prevention. To illustrate the variety of possible fields of application, the effects of resistance training in children and adolescents suffering from Charcot-Marie-Tooth disease, cerebral palsy, Down syndrome, Ehlers-Danlos syndrome, joint hypermobility, juvenile idiopathic arthritis, obesity, and spina bifida are discussed. Although randomized controlled trials with a sufficiently large sample size are rare, the research presented in this review indicates that this mode of training might be a potent tool to improve mental and physical health by improving muscle strength, body composition, self-concept or functionality, reducing pain or injury risk, and strengthening bone or tendons even in the most vulnerable groups of children with physical or mental disability. Furthermore, it has to be emphasized that compared with other types of treatment resistance training is considered to be without adverse effects.
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Suharjono, Suharjono. "Metode Peningkatan Aktivitas Perawatan Gigi dan Mulut Pada Anak Berkebutuhan Khusus." Journal of Oral Health Care 6, no. 1 (March 31, 2018): 28–33. http://dx.doi.org/10.29238/ohc.v6i1.327.
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This booklet is a small book (half quarto) and thin, no more than 30 pieces of back and forth that contains about writing and drawing. The term booklet comes from books and leaflets meaning that booklet media is combination of leaflets and books with small formats (sizes) such as leaflets, it’s just how presentation is much shorter than the book. Children with mental disabilities are individuals who experience obstacles or delays in mental development far below the average so that it has difficulty to learn, communicate, and socialize as well as self care, especially brushing teeth. Booklet that contains how to care for teeth, especially how to brush your teeth can be a guidline for treating teeth in children with mental disabilities in SLB and availability is still very minimal even can be said none at all so that a teacher is still very wide open and still allow the media booklet to be developed. Availability of booklets in SLB Class 1 Yogyakarta City as a media as well as guide for mentally handicapped children to guide tooth care by brushing teeth. Research methods to achieve to goal of Quasi Experiments with fishbone diagram design. Pre-Post Test with control design. The population in this study are mentally disabled children in SLB Class 1 Yogyakarta City. Results from the examination were recorded in the OHIS format, than collected and analyzed using a T-Test statistic test. Using parametric statistic test Paired Sample T-Test there is a significant difference of OHIS score after using booklet p value < 0,05 so it can be stated that booklet can influence in dental and mouth care (OHIS score) children with mental disabilities SLB Class 1 Yogyakarta City
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Buggey, Tom, S. Caroline Crawford, and Chelsea L. Rogers. "Self-Modeling to Promote Social Initiations With Young Children With Developmental Disabilities." Focus on Autism and Other Developmental Disabilities 33, no. 2 (August 31, 2016): 111–19. http://dx.doi.org/10.1177/1088357616667591.
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Video self-modeling (VSM) uses a method called feedforward to provide children the opportunity to view themselves as they perform in a more advanced or appropriate manner than they do presently. Typically, this is accomplished through the careful editing of videos. Studies on VSM and social skills with children on the autism spectrum ages 3 to 4 years have produced mixed results. In this study, a single-subject multiple-baseline design across four children (three on the autism spectrum and one with Down syndrome) with a mean age of 4 years 2 months was used to determine whether VSM would facilitate social initiations. This study was meant to be a replication of a study published in 2012. Positive changes were seen for all four children. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children.
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Banik, Arun A., and Aninda Duti Banik. "A study of the status of access facilities available for children with disabilities studying in BMC school at Mumbai." IP Journal of Otorhinolaryngology and Allied Science 4, no. 2 (August 15, 2021): 54–63. http://dx.doi.org/10.18231/j.ijoas.2021.012.
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The present study title “A study of the status of access facilities available for children with disabilities studying in BMC school”, a descriptive survey designed was made with the aim to study the status of access facility available for the children with disabilities viz. hearing impairment, mental retardation, physically handicapped (Locomotors Disability), visually handicapped in BMC recognized schools. Further to give recommendation in order to promote the access needs for children with disabilities in school. Looking into the prospective of the study it also aim to create an awareness on the issue of barrier free environment for children with disabilities. As a part of tool of the study, self-made questionnaire was developed and validated by a group of professionals. 10 BMC recognized schools were selected in and around Mumbai and the questionnaire was administered by the researcher and taken information from the school principal.Mean average and percentage was calculated from the obtained data. On an average, overall 14.38% schools or centers with disabilities were having access facilities for students with disabilities. With respect to schools or centers related to Locomotors Disabilities, Hearing Disabilities, Mental Retardation, and Visually Handicapped study findings were 14.4%, 14.3%, 13.7% and 15.1% respectively, having access facilities for the children with disabilities in BMC schools. Where the data was subjected to statistical analysis and it was found that there was no significant difference (p>0.05) in terms of access facilities between the schools or centers for disabilities. Results indicated that there were very insufficient as well as inadequate access facilities across all children with disabilities in the BMC recognized schools. The results has shown an impact in the education of the disabled students as they need full accessible educational support to undertake their successful study. Hence, Government and all other educational authorities are suggested to take up this issue in a positive manner to improve the quality of education as there is a much needed access facilities in all the schools.
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Goleniowska, Hayley. "The importance of developing confidence and self-esteem in children with a learning disability." Advances in Mental Health and Intellectual Disabilities 8, no. 3 (April 29, 2014): 188–91. http://dx.doi.org/10.1108/amhid-09-2013-0059.
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Purpose – The purpose of this paper is to look at the importance of self-esteem in individuals with a learning disability. Design/methodology/approach – The paper explore ways of developing self-esteem and confidence with simple techniques for parents and carers of those with learning disabilities to try. Findings – Anecdotal examples are given by a mother of a child who has Down's Syndrome. The paper outlines ways parents and professionals can increase the self-worth of individuals with a learning disability through fun play, encouraging relevant social and life skills, even safe risk taking. The paper outlines the need for accepting and praising your child for who they are as well as seeking out positive role models. Originality/value – Self-esteem and confidence are crucial ingredients in giving people with learning disabilities a sense of well-being and of beings valued member of a community. They are also key in keeping depression and loneliness at bay.
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O’Sullivan, David V., Corinna F. Grindle, and J. Carl Hughes. "Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction." Journal of Intellectual Disabilities and Offending Behaviour 8, no. 3 (September 11, 2017): 122–31. http://dx.doi.org/10.1108/jidob-09-2016-0015.
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Purpose The purpose of this paper is to evaluate the feasibility, and effectiveness, of using Headsprout Early Reading (HER), an online computer program, to teach basic reading skills to adult offenders with mild intellectual disabilities (IDs) in a secure hospital. Design/methodology/approach A single subject pre-post-test design replicated across two participants was used. Two standardized literacy tests were completed at baseline, half way through the intervention, and at the end of the intervention period. A measure of reading self-concept was also completed. An additional component to this research design was the inclusion of two “treatment as usual” (TAU) control participants who did not complete the program. Findings Results are positive in terms of the feasibility of running the program, improved reading skills, and self-concept scores for both “intervention” participants compared to the “TAU” participants. Originality/value HER was originally developed for typically developing children, and has been found to be effective for children with IDs and developmental disabilities. This is the first study to evaluate this program with an adult population.
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Li, Xiaomin, Chun Bun Lam, Kevin Kien Hoa Chung, and Cynthia Leung. "Linking parents’ self-stigma to the adjustment of children with disabilities." American Journal of Orthopsychiatry 89, no. 2 (2019): 212–21. http://dx.doi.org/10.1037/ort0000386.
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Islam, Md Ziaul, Sharmin Farjana, and Runa Shahnaz. "Stress among Parents of Children with Mental Retardation." Bangladesh Journal of Medical Science 12, no. 1 (January 17, 2013): 74–80. http://dx.doi.org/10.3329/bjms.v12i1.13354.
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Mental retardation is one of the most prevalent developmental disabilities of the children globally. Family is the main source of support for those disable children in any society. Parents experience enormous physical and mental stress to tackle the mentally retarded children. This present comparative cross-sectional study tried to compare difference of mental and physical stress between the parents of children with mental retardation and the parents of children with no mental retardation. It included 220 parents, 110 of whom had children with mental retardation and another 110 parents of children with no mental retardation. To assess stress, A Quick Stress Assessment Test (QSAT) (Vaz, 1995) was used, which comprised two parts: physical and mental, former with 19 items and latter with 21 items. Data were collected with a self-administered questionnaire and analyzed by using SPSS software. To check differences of stress scores and gender differences of stress,t test and ?2 tests were applied as required. The study revealed that the parents of children with mental retardation (PCMR) shared significantly greater stress score (34.27) than the parents of children with no mental retardation (PCNR) (21.66), [t(218)= 2.63, p=0.001]. Mental stress score was significantly higher among PCMR (33.57) than the PCNR (26.46) [t(218)= 3.87; p=0.002] while physical stress score was insignificantly higher among PCMR (20.43) than the PCNR (18.66). Majority of the parents with mentally retarded children (71.4% mothers and 67.5% fathers) had higher mental stress than physical stress [?2 (1)=22 43, p=0.024]. Mothers had significantly higher mental stress score than the fathers of mentally retarded children [t(109), p=0.025]. Special measures like early diagnosis, prompt treatment and counseling for mental and physical stress of the parents along with provision of need based rehabilitation services for the mentally retarded children at different levels to reduce the stress burden of their parents. DOI: http://dx.doi.org/10.3329/bjms.v12i1.13354 Bangladesh Journal of Medical Science Vol. 12 No. 01 January13 pp.74-80
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Kuzmina, Tatiana I., and Olga S. Dukhanina. "The content of self-image in subjects with distorted personal development (based on autism spectrum disorder cases)." National Psychological Journal 40, no. 4 (2020): 98–112. http://dx.doi.org/10.11621/npj.2020.0408.
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Background. Distorted development as a variety of psychological dysontogenesis (autism spectrum disorder, among others) can combine elements of general underdevelopment, delayed, damaged and accelerated development of single psychic functions, which brings in considerable difficulties in organizing the study of cognitive and personal features in such children and imposes a number of restrictions on the researcher. Thus the specific kind of personal sphere organization in children with the distorted type of psychological dysontogenesis with its multiple manifestations still remains a subject not yet studied in depth. Objective. Characterizing the specific features of self-image content in primary school aged children who have autism spectrum disorder (ASD) and preserved intelligence in comparison with their coevals who develop normally. Hypotheses put forward: 1) Self-consciousness in children with ASD who have preserved intelligence reveals specific features when confronted with the self-consciousness of their peers who develop normally; 2) Qualitative specificity of self-image content in children with ASD is influenced both by the particularity of mental structure and by whether or not the manifestations of internal representations are intact. Design. The study, which is of the comparative-descriptive nature, was focused on the state of self-image components in children with autism spectrum disorder without intellectual disabilities, on the one hand, and their normally developing peers, on the other hand. The experimental group included 14 boys aged 8 to 11 who have ASD without intellectual disabilities. The control group included 14 boys aged 8 to 11. The methods applied were: conversation, observation, “Sally and Anne” false belief test (Simon Baron-Cohen, Alan M. Leslie, and Uta Frith), “Age-gender identification” method developed by N.L. Belopolskaya and modified by T.I. Kuzmina, “Drawing a human” (with subsequent interpretation according to E.V. Svistunova’s table), “Who am I?” method by Manford H. Kuhn and Thomas S. McPartland in T.V. Rumyantseva’s modified version, “Complete the sentence” method by T.I. Kuzmina (modified version of Sachs–Levi’s “Unfinished sentences” method). Results. Statistically relevant difference between the two groups, the experimental and the control one, was found in the state of the following identity components: perspective I, physical I. The relevance of the difference in the communicative I is not certain. Children with autism spectrum disorder show a variety of manifestations of distorted self-concept formation. Those children whose mental structure has not developed correctly have difficulties in the formation of the perspective I, fragmentary or absent conceptions of themselves in future; they are unable to imagine their social and age group role in the remote future, in contrast to the children with ASD who have an intact mental structure. Children with intact manifestations of internal representations show an ambivalent self-relation: their reflexive I embraces both positive and negative esteems connected to the attempts at assessing their estrangement and differences from the others, especially if their parents are reluctant to reveal their diagnosis and give the reasons for their children’s problems. Conclusions. The results obtained within the present study allow to take a broader view of autism as a distorted variant of psychological dysontogenesis. They also show the necessity of further variative studies that could assess the specific character of such children’s personality structure with respect to gender specificity, as well as the necessity to establish the basis for differentiated organization of person-oriented interaction with the children in question within psycho-correctional, pedagogical and educative contexts.
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Vorontsova, Anna A., and Yekaterina N. Shipkova. "Analysis of the experience of private tutoring activities with children with limited health opportunities." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2019): 26–29. http://dx.doi.org/10.34216/2073-1426-2019-25-2-26-29.
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The article analyses and summarises the experience of private tutoring with a child with autism spectrum disorder. The experience of group tutoring sessions with schoolchildren with impaired mental function is analysed. The purpose of the article is to highlight the main features of tutoring with children with limited health opportunities. The article analyses the main problems arising in the education of children with limited health opportunities. The difficulties of inclusive education of children with limited health opportunities in general education class are described. On the basis of the described positive experience of individual and group tutoring sessions with children with limited health opportunities, we highlighted the main features of such classes. The conclusion is made about the need for constant self-development of a private pedagogue and improvement of their professional level. Keywords: private tutoring, tutoring classes, children with disabilities, children with limited health opportunities, children with autism spectrum disorder, children with impaired mental function, tutor, private pedagogue.
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Jäger, Pia, Notburga Ott, Angela Brand, and Karim Fereidooni. "Integration of Newly Arrived Refugee Children into the German School System." International Journal of Environmental Research and Public Health 18, no. 15 (July 25, 2021): 7854. http://dx.doi.org/10.3390/ijerph18157854.
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Background: The assignment of newly arrived refugee children to the differentiated German school system represents a major challenge for the responsible municipalities. In this explorative research approach, the current assignment procedure, in addition to the necessary assessment of performance and the detection of learning, mental, or social disabilities of newly arrived refugee children in North Rhine-Westphalia (NRW), Germany, were investigated. Methods: Eight staff members of six relevant Communal Integration Centers (CICs) in NRW were interviewed and a qualitative content analysis was conducted. Results: The current assignment practices varied widely. The binding to guidelines differed; additionally, the school assignment or recommendation largely depended on personal engagement, connections, and attitudes of the relevant CIC staff. None of the CICs used standardized instruments. Instead, the staff assessed the performance with self-developed strategies such as free and playful approaches or self-developed worksheets, and counted on their ‘gut feeling’ and professional experience. Conclusion: The school career and education of newly arrived refugee children in NRW is largely inconsistent and dependent on the responsible CIC (e.g., the allocation of the family) and on the counseling staff member. Additionally, it must be assumed that relevant disabilities remain largely undetected.
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Zambrano-Sánchez, Elizabeth, María del Consuelo Martínez-Wbaldo, and Adrián Poblano. "Risk Factor Frequency for Learning Disabilities in Low Socioeconomic Level Preschool Children in Mexico City." Revista Latino-Americana de Enfermagem 18, no. 5 (October 2010): 998–1004. http://dx.doi.org/10.1590/s0104-11692010000500022.
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The objective was to identify the frequency of risk factors for Learning Disabilities (LD) in low socioeconomic level children in Mexico City. We studied children by means of: Wechsler, Bender-Gestalt, and Human drawing tests. Average age of male subjects was 5.6±0.9 years, while that of the female group was 5.4±0.5 years. In male subjects, average Total intelligence quotient (T-IQ) score was 98±12.2 while, in the female group, this was 99±12.2. On the Bender-Gestalt test, male subjects had a mental and visual-motor average age of <1 year under chronological age. Female subjects had a mental and visual-motor age 8-7 months under the norm. On the Human drawing test, in male and female subjects, the most frequent at-risk features comprised: self-isolation in 25% of subjects, shyness in 22.4%, and poor internal controls in 22%. In conclusion, we found a high at-risk factor frequency for LD in children of low socioeconomic strata. We highlight the importance of screening children before they attain school age.
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Шевелёва, Наталья Владимировна, and Геннадий Николаевич Попов. "MODERN LEARNING ENVIRONMENT AS AN ELEMENT OF SOCIAL INTEGRATION OF CHILDREN WITH MENTAL DEVELOPMENT DELAY." Pedagogical Review, no. 1(35) (February 10, 2021): 130–36. http://dx.doi.org/10.23951/2307-6127-2021-1-130-136.
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Количественный рост детей с ограниченными возможностями здоровья (ОВЗ) ежегодно прогрессирует. Примерно 15 % от общего состава школьников имеют те или иные ограничения здоровья, в том числе и инвалидность. Это связано как с биологизаторским (генетическая предрасположенность), так и с социологизаторским (педагогическая запущенность) факторами. Дети с ограниченными возможностями здоровья часто тяготеют к изоляции от общества. Этому способствует раздельное от здоровых (нормативных) детей нахождение в специальных школах и заведениях, где они получают не только воспитание, но и образование. Несмотря на то, что в настоящее время ситуация частично изменилась, все чаще родители предпочитают отдавать своих «особенных» детей в общеобразовательные учреждения, дети с ОВЗ по-прежнему слабо включаются в нормальный процесс жизнедеятельности школьного коллектива. Задержка психического развития личности ребенка вызывает нарушения в области коммуникации и познания, а также может привести к деформации их социально-бытовых навыков и эмоционально-волевой сферы. У ребенка с задержкой психического развития (ЗПР) часто наблюдается проявление таких эмоциональных состояний, как чувство страха, обиды, стыда, возникают необоснованные приступы гнева. При этом искажается и самооценка у данной категории детей. Все эти факторы могут способствовать возникновению патологических форм поведения. Тем не менее процесс социальной интеграции (адаптации) детей с ОВЗ, а конкретно с ЗПР, крайне необходим. И самой подходящей социальной средой для этого являются общеобразовательная среда, а также центры социальной адаптации и дополнительного образования. The quantitative growth of children with disabilities progresses every year. Approximately 15 % of the total number of students have certain health limitations, including disabilities. This is due to both biologizing (genetic predisposition) and sociologizing (pedagogical neglect) factors. Children with disabilities often tend to be isolated from society. This is facilitated by being in special schools and institutions separate from healthy children, where they receive not only upbringing, but also education. Despite the fact that at present the situation has partially changed, more and more parents prefer to send their “special” children to general education institutions, children with disabilities are still poorly involved in the normal process of life of the school community. A delay in the mental development of the child’s personality causes disorders in the field of communication and cognition, and can lead to deformation of their social and domestic skills and emotional-volitional sphere. A child with mental retardation often exhibits such emotional states as feelings of fear, resentment, shame, and there are unreasonable bouts of anger. At the same time, the self-esteem of this category of children is also distorted. All these factors can contribute to the emergence of pathological forms of behavior. Nevertheless, the process of social integration (adaptation) of children with disabilities, specifically those with mental retardation is extremely necessary. And the most suitable social environment for this is the general educational environment, as well as centers for social adaptation and additional education.
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Jacobs, Emilie, and Nathalie Nader-Grosbois. "Affective and Cognitive Theory of Mind in Children With Intellectual Disabilities: How to Train Them to Foster Social Adjustment and Emotion Regulation?" Journal of Education and Training Studies 8, no. 4 (February 9, 2020): 80. http://dx.doi.org/10.11114/jets.v8i4.4757.
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Affective and cognitive Theory of Mind (ToM) is known to be deficit or delayed in children with intellectual disabilities (IDs), when compared with typically developing children matched for developmental age. Yet, little is known about causal contribution of affective and cognitive ToM on emotion regulation or social adjustment in these children. Studies that aimed to answer this problematic, implemented training focusing on the nine mental states – mainly on beliefs and emotions – and in toddlers and adolescents’ samples, rarely compared to control group. The present study aims at testing whether training ToM abilities notably affective and cognitive mental states in children with IDs could foster ToM, but also their emotion regulation and social adjustment. 30 children with mild or moderate IDs functioning at preschool developmental age, took part in a pre-test session involving measures on cognition and ToM. Teachers and/or parents completed questionnaires evaluating children’s emotion regulation and social adjustment. Secondly, children were allocated to control or experimental group which benefits from the specific “ToM program for children”. It was delivered in eight sessions, by an experimented searcher to sub-groups of three children. Finally, all children took part in a post-test session. Results showed significant improvement of affective and cognitive ToM abilities in children with IDs in experimental groups. After ToM training, they displayed a better understanding of cognitive mental states and of consequences of emotions. In post-tests, they are perceived as more socially adjusted by teachers.
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Ali, Saima Asghar. "CORRELATION BETWEEN FAMILY CENTERED APPROACH AND MENTAL HEALTH OF PARENTS IN DOMICILIARY THERAPY." Pakistan Journal of Rehabilitation 10, no. 1 (January 10, 2021): 59–64. http://dx.doi.org/10.36283/pjr.zu.10.1/011.
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BACKGROUND AND AIMS Parents of children with developmental disabilities were at risk of poor mental health subsequently leads to unfavorable outcome in their children rehabilitation. Therefore, this study aims to rule out the association between family centered approach in domiciliary therapies and mental health in parents of children with developmental disabilities. METHODOLOGY A comparative analysis was conducted to determine the relation between family centered approach in domiciliary therapy sessions and parental stress. The data was collected through self-administered questionnaire, shared during the home visit to participants and mother. RESULTS A total number of 100 home-based therapists included in the study consisted of 79 females (78.8%) and 21 males (21.3%). Out of which only 48% of therapist were using family centered approach where the stress level among parents was low where as 52% were not inculcating family centered approach due to some constraints and had high level of stress and anxiety among the parents. Moreover, correlation among family centered approach in domiciliary therapy sessions and parental stress is found negatively correlated (i.e. -0.54). CONCLUSION It was concluded that home-based therapists perceived that parents of children with special needs has affected mental health however therapists strive to overcome these challenges by working on family-focused approaches, provide information and do regular meetings to help parents understand their child and found coping mechanisms to adjust with the disability. KEYWORDS Developmental Disability, Mental Health, Child, Parent, Stress, Coping.
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Hirata, Shogo, Hideyuki Okuzumi, Yoshio Kitajima, Tomio Hosobuchi, and Mitsuru Kokubun. "Speed and accuracy of motor and cognitive control in children with intellectual disabilities." International Journal of Developmental Disabilities 59, no. 3 (November 2013): 166–78. http://dx.doi.org/10.1179/2047387712y.0000000010.
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Lepir, Ljubo, Dragana Šćepović, and Andrea Rakanović Radonjić. "Social Welfare System of Republic of Srpska in the Function of Developing a Non-Governmental Network of Support for Children with Disabilities." European Journal of Social Sciences Education and Research 11, no. 1 (June 10, 2017): 116. http://dx.doi.org/10.26417/ejser.v11i1.p116-124.
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Children with disabilities represent a significant part of the population of users within Social welfare system in the Republic of Srpska. Number of children with a disability who are registered as users at the centers for social work, and therefore as users of social services, annually range around 3.5 thousand. Their status and support services are defined by the Law on Social Protection, which allows the non-governmental sector to provide services for children with disabilities. The network of non-governmental organizations and consumer associations concerned with providing social support to children with disabilities and their parents began to develop in the late 90s, when they started to form parents' associations in several municipalities. In the past period such associations were formed in almost all the communities in the Republic of Srpska. Their activities are very important for improving social protection in local communities. These associations work together at regional level, in the framework of the Association Persons with Mental disabilities (acronym - MINERALS). The effect of parents' associations is recognized through the development of partnerships with centers for social work on the realization of social protection measures for children with disabilities. Associations have developed new support services such as day care, speech therapy treatments, workshops, self-help groups and etc. Association improved the direct work with children, provide new ways of financing social protection and welfare (project finance), have contributed to the planning of services, developed the partnership model of cooperation, have contributed to the legal solutions; enhance the social sensitivity of the local community to the situation of children with disabilities. This paper presents the development of a network of parents associations of children with disabilities in the Republic of Srpska, legal merits of their work and partnership in the social welfare system, model of community work and the role of associations in the life of the local community. Paper also presents the results of research relating to the general characteristics of a network of associations, members of the association structure, and the types of services provided to the associations, methods of working with customers, quality of partnerships and ways of financing the association.
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Sagatbekkyzy, Z. "The activities of the social teacher in psychological and pedagogical support of children with special educational needs in the adaptation to society." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 133, no. 4 (2020): 114–22. http://dx.doi.org/10.32523/2616-6895-2020-133-4-114-122.
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The article describes measures to improve the situation of social groups and children with disabilities who are subjected to violence, discrimination, and degrading treatment by able-bodied, healthy, sane people in society. The study has been written in order to describe the role of the social educator and the types of psychological and pedagogical support for the adaptation of children with special educational needs to societyAccording to the results of a scientific study, in some cases, a discriminatory and abusive attitude towards people with disabilities, representatives of other nationalities, members of low-income society has been revealed. It is indicated that there is the necessity of teaching children with disabilities in inclusive schools in order to make them feel as a full members of society; it is revealed that there is the need for special psychological and pedagogical support for children with disabilities for learning in a regular school. The authors have considered the functions of psychological and pedagogical support (disclosure, development, stimulation, compensation, disclosure - correction), the levels of psychological and pedagogical support, regular monitoring of the child’s mental state; monitoring the learning process of a disabled child individually and in groups. Applicable methods of the study are description, analysis, control methods.
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Barida, Muya, and Dian Ari Widyastuti. "Acceptance and Commitment Therapy (ACT) to Improve Educators Self-Acceptance of Children with Special Needs." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 6, no. 2 (December 14, 2019): 117–24. http://dx.doi.org/10.24042/kons.v6i2.4701.
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Children with Special Needs are children with disabilities in the development of life due to disruption (mental, intellectual, emotional, social, physical) in the social-social, career, and academic fields, so they need special services and are different from children in general. This study aims to determine the effectiveness of Acceptance and Commitment Therapy (ACT) to increase the self-acceptance of educators towards Children with Special Needs. This study uses an experimental approach to the design of one group pretest-posttest. The study was conducted on teachers who are members of the HIMPAUDI Sleman District, who were randomly selected and obtained as many as 27 teachers. Data analysis was performed using the T-Test technique. Based on the results of the study, it appears that the self-acceptance of educators towards Children with Special Needs before and after the training on Acceptance and Commitment Therapy (ACT) increases, but the increase is less significant. Conclusion The Acceptance and Commitment Therapy (ACT) program is less effective in improving the self-acceptance of educators towards Children with Special Needs. Based on these results, it needs to be followed up with direct assistance or assistance in schools for educators who systematically help Children with Special Needs.
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Brotherson, Mary Jane, Christine C. Cook, Elizabeth J. Erwin, and Cindy J. Weigel. "Understanding Self-Determination and Families of Young Children With Disabilities in Home Environments." Journal of Early Intervention 31, no. 1 (September 10, 2008): 22–43. http://dx.doi.org/10.1177/1053815108324445.
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Seibert, P. "Children and sleep disturbance: A case for psychiatric intervention?" European Psychiatry 33, S1 (March 2016): s270. http://dx.doi.org/10.1016/j.eurpsy.2016.01.708.
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From birth through adolescence changes occur in children's sleep architecture, schedule, and duration including several key interactions in the concomitance of sleep/wake domains and child development. Research investigating the suspected affiliation between inefficient sleep and mental dysfunction in children has been largely enigmatic. We constructed a 111-item questionnaire relative to sleep disturbance in all ages and a 12-item questionnaire specific to pediatrics to use in conjunction with nocturnal polysomnography (PSG), and medical chart reviews of children under the age of 17 referred to our institution for evaluation of SDs. We analyzed these data to create a characterization specific to children/youth (n = 57; age 1–16 mean 9.28; 36 male, 21, female). Examples of findings reveal a characterization distinctive from the general demographic of adults who are referred for sleep studies. For example, 55.6% presented with disabilities ranging from neurological to neuromuscular; 73.3% reported learning disabilities; 66.7% possessed a range of behavioral control challenges; half used prescribed medications for psychiatric issues (despite a paucity of psychiatric evaluation). Another example, is that post-PSG, 69.6% of this sample were diagnosed with abnormal sleep architecture which was statistically related to medication use. These data revealed a pattern of children being more likely to be referred for a professional sleep study in the presence of significant medical symptomatology. Although we found some similarities when comparing this children/youth group to adults, we also found striking differences that were opposite when comparing the age groups.Disclosure of interestThe author has not supplied his/her declaration of competing interest.
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Makarova, Lyudmila N., Inessa V. Smolyarchuk, and Svetlana N. Isaeva. "Pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities in inclusive education." Tambov University Review. Series: Humanities, no. 191 (2021): 130–36. http://dx.doi.org/10.20310/1810-0201-2021-26-191-130-136.
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We substantiate the need to develop pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities (on the example of children with mental retardation) in inclusive education. Domestic preschool education is based on new educational standards and equal educational opportunities for students. Our position is that the development of the cognitive sphere of preschoolers with mental retardation in inclusive education is most successful in the process of cooperation of children with teachers (teacher-defectologist and educators). The results of an experimental study carried out on the basis of the “Kindergarten no. 5 “Zvonochek” of the city of Tambov are presented. 20 preschoolers with mental retardation took part in the expe-rimental work. The study of cognitive mental processes was carried out with the help of diagnostic methods: “Correction test”; “10 words”; “Elimination of extra”. The developed program of peda-gogical cooperation as a condition for the cognitive development of preschoolers with mental re-tardation in inclusive education includes two blocks: the first block – classes on “Familiarization with the outside world”; the second block – classes on “Development of elementary mathematical concepts” in the process of joint activities of children, a teacher-defectologist and educators in a preschool educational organization. The relationship between the identified blocks of the program is analyzed, the main factors for pedagogical cooperation are determined. A comparative analysis of the level of development of cognitive processes in preschoolers with mental retardation (expe-rimental and control groups) at the control stage is presented, proving the effectiveness of the tested program.
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Kwan, Celia, Mojgan Gitimoghaddam, and Jean-Paul Collet. "Effects of Social Isolation and Loneliness in Children with Neurodevelopmental Disabilities: A Scoping Review." Brain Sciences 10, no. 11 (October 28, 2020): 786. http://dx.doi.org/10.3390/brainsci10110786.
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Loneliness and social isolation have negative consequences on physical and mental health in both adult and pediatric populations. Children with neurodevelopmental disabilities (NDD) are often excluded and experience more loneliness than their typically developing peers. This scoping review aims to identify the type of studies conducted in children with NDD to determine the effects of loneliness and/or social isolation. Three electronic databases (Ovid MEDLINE, EMBASE, PsychINFO) were searched from inception until 5 February 2019. Two independent reviewers screened the citations for inclusion and extracted data from the included articles. Quantitative (i.e., frequency analysis) and qualitative analyses (i.e., content analysis) were completed. From our search, 5768 citations were screened, 29 were read in full, and 12 were included. Ten were case-control comparisons with cross-sectional assessment of various outcomes, which limited inference. Autism spectrum disorder, attention-deficit/hyperactivity disorder, and learning disorder were the most commonly studied NDD. This review showed that loneliness among children with NDD was associated with negative consequences on mental health, behaviour, and psychosocial/emotional development, with a likely long-term impact in adulthood. Lack of research in this area suggests that loneliness is not yet considered a problem in children with NDD. More studies are warranted using prospective designs and a larger sample size with a focus on the dynamic aspect of loneliness development.
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Marciano, Adriana Regina Ferreira, and Cláudia Ines Scheuer. "Quality of life in siblings of autistic patients." Revista Brasileira de Psiquiatria 27, no. 1 (March 2005): 67–69. http://dx.doi.org/10.1590/s1516-44462005000100015.
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OBJECTIVE: To evaluate the Quality of Life (QoL) among siblings of autistic patients. METHODS: Casuistic: siblings of autistic patients (n = 31) and, as a control group, siblings of patients with speech disorder (n = 30). Inclusion criteria: age between 7 and 11 years old; absence of current mental disorder; regular attendance to school. Exclusion criteria: antecedents of clinical or psychiatric diseases; disabilities (visual, auditive or motor); antecedents of cognitive and/or intelligence disabilities. Instruments included a questionnaire which evaluated the quality of life in a subjective way. RESULTS: it was observed worse QoL among siblings of autistic patients (p = 0.000). CONCLUSION: The hypothesis that the quality of life was compromised in children (aged 7 to 11) by the presence of an autistic sibling was confirmed, and was worse than that of siblings of children with speech disorders.
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YODER, PAUL J., and STEVEN F. WARREN. "Facilitating Self-Initiated Proto-Declaratives and Proto-Imperatives in Prelinguistic Children with Developmental Disabilities." Journal of Early Intervention 22, no. 4 (October 1999): 337–54. http://dx.doi.org/10.1177/105381519902200408.
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Berdibek, Tumyshev, Toxanbayeva Nurgul, Baibekova Madina, Sabirova Zhanylsyn, Karabayeva Nurgul, and Koishigulova Laila. "Case Study of Communication Issues Influence on Self-Esteem in Learners with ID." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (June 1, 2021): 342–48. http://dx.doi.org/10.6000/2292-2598.2021.09.03.11.
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Nowadays, the lack of knowledge of bilingualism due to the changed volume ratio in the teaching of writing is becoming more and more obvious, especially to learners with intellectual disabilities. The emergence of complex processes marks this fact as interference and convergence of speech, which are better speaking and writing sources in bilingualism. The purpose of the study is to identify the specific difficulties of teaching writing to younger bilingual schoolchildren with ID and to develop a productive speech therapy system for the prevention and correction of violations of higher mental functions that they have. The object of research is the features of teaching children with speech deficiency and with ID to writing in bilingual conditions. The research subject is the process of preventing and overcoming problems in the bilingual conditions of teaching children with speech and ID function deficiency.
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Skordilis, Emmanouil K. "Quality of Life, Depression and Involvement in Physical Activity of Parents with Disabled Children in Greece (Calidad de vida, depresión y participación en actividad física de los padres de niños discapacitados en Grecia)." Retos, no. 27 (March 5, 2015): 193–96. http://dx.doi.org/10.47197/retos.v0i27.34376.
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The study examined the quality of life (QoL) of parents with disabled children in Greece. Further, the relationship between QoL with depressive symptoms and involvement in physical activity were reported as well. The total sample constituted from 73 parents (Mean age = 42.87 years, SD = 7.58), classified to 42 parents of children with disabilities and 31 parents of children without disabilities (control group). The participants responded to the Beck Depression Inventory II (BDI-II) (Beck, Steer & Garbin, 1996), the QoL SF36v2 scale (Ware et al., 2007), and the Self Administered Physical Activity Checklist (SAPAC) (Sallis, Strikmiller, Harsha, & Feldman, 1996). The multivariate (lambda = .99, F = .35, p = .70, eta2 = .01) and univariate comparisons between the two parental groups did not reveal significant differences in the physical (PCS) and mental components (MCS) of the SF36v2. The QoL was significantly related to the depressive symptoms, while the involvement in physical activity was not related to QoL. On the other hand, parents of children with disabilities had less sedentary behaviors compared to the control group. The overall findings are discussed in line with relevant studies examining the QoL of families with disabled children.Keywords. Quality of Life, depression, physical activity, parents, disability.Resumen. Este estudio examinó la calidad de vida (QoL) de los padres de niños discapacitados en Grecia. Además, se reporta la relación entre la calidad de vida y los síntomas depresivos y de la participación en actividades físicas. El total de la muestra estuvo constituida por 73 padres (edad promedio = 42.87 años, DE = 7.58), clasificadas en 42 padres de niños con discapacidad y 31 padres de niños sin discapacidad (grupo control). Los participantes respondieron el Inventario de Depresión de Beck II (BDI-II) (Beck, Steer & Garbin, 1996), la escala QoL SF-36 v2 (Ware et al., 2007), y el Self Administered Physical Activity Checklist (SAPAC) (Sallis, Strikmiller, Harsha, & Feldman, 1996). Las comparaciones multivariadas (lambda = .99, F = .35, p = .70, eta2 = .01) y univariadas entre los dos grupos de padres no mostró diferencias significativas en los componentes físicos (PCS) y mentales (MCS) de la escala SF-36. La QoL se relacionó significativamente con síntomas depresivos, mientras que la participación en actividades físicas no estuvo relacionada con la QoL. Por otra parte, los padres de los niños con discapacidad tuvieron menos comportamientos sedentarios comparados con los padres del grupo control. Los resultados generales se discuten en línea con los estudios pertinentes que examinan la calidad de vida de las familias con niños discapacitados.Palabras claves. Calidad de vida, depresión, actividad Física, padres, discapacidad
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Carter, Erik W., Kathleen Lynne Lane, Molly Cooney, Katherine Weir, Colleen K. Moss, and Wendy Machalicek. "Parent Assessments of Self-determination Importance and Performance for Students with Autism or Intellectual Disability." American Journal on Intellectual and Developmental Disabilities 118, no. 1 (January 1, 2013): 16–31. http://dx.doi.org/10.1352/1944-7558-118.1.16.
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Abstract Fostering student self-determination is now considered an essential element of special education and transition services for children and youth with intellectual disability and/or autism. Yet, little is known about the pivotal role parents might play beyond the school campus in fostering self-determination among their children with developmental disabilities. We examined how 627 parents of children with intellectual disability or autism attending one of 34 randomly selected school districts (a) rated the importance of 7 component skills associated with self-determination, (b) assessed their children's performance in relation to those 7 skills, and (c) evaluated the overall self-determination capacities of their children. Although parents highly valued all of the self-determination skills, the degree to which their children were reported to perform the skills well was fairly low. Several factors predicted higher levels of self-determination, including educational setting, the presence of challenging behaviors, and perceived disability severity. We conclude by offering recommendations for equipping parents to better support their children's self-determination development.
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Huang, Chung-Ju, Hsin-Yu Tu, Ming-Chun Hsueh, Yi-Hsiang Chiu, Mei-Yao Huang, and Chien-Chih Chou. "Effects of Acute Aerobic Exercise on Executive Function in Children With and Without Learning Disability: A Randomized Controlled Trial." Adapted Physical Activity Quarterly 37, no. 4 (October 1, 2020): 404–22. http://dx.doi.org/10.1123/apaq.2019-0108.
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This study examined the effects of acute aerobic exercise on sustained attention and discriminatory ability of children with and without learning disabilities (LD). Fifty-one children with LD and 49 typically developing children were randomly assigned to exercise or control groups. The participants in the exercise groups performed a 30-min session of moderate-intensity aerobic exercise, whereas the control groups watched a running/exercise-related video. Neuropsychological tasks, the Daueraufmerksamkeit sustained attention test, and the determination tests were assessed before and after each treatment. Exercise significantly benefited performance in sustained attention and discriminatory ability, particularly in higher accuracy rate and shorter reaction time. In addition, the LD exercise group demonstrated greater improvement than the typically developing exercise group. The findings suggest that the acute aerobic exercise influenced the sustained attention and the discriminatory function in children with LD by enhancing regulation of mental states and allocation of attentional resources.
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Lopez, C., and L. Vaivre-douret. "Importance of developmental gesture of handwriting in children to better understand writing disabilities: Preliminary study." European Psychiatry 33, S1 (March 2016): S349. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1233.
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IntroductionThere is currently a resurgence of handwriting difficulties in school-age children. Researches in literature focus on kinematics temporal and spatial measures of letters in the writing process and on clinical performances such as the handwriting scale (BHK). This assessment doesn’t consider the organization and the maturation of the handwriting gesture.ObjectivesWe aim to study the developmental organization of the handwriting gesture to provide developmental standards of reference in order to complete performances measures allowing a better understanding of handwriting disabilities.MethodsHealthy children of elementary school aged between 6 and 11 years old are eligible for inclusion. All children are assessed with neuropsychological and neuropsychomotor evaluations and with handwriting assessment (BHK). Two groups are established, the one with handwriting difficulties and the other one (control group) without writing disorder or learning disabilities. The children were matched for age, gender and school level. All children are filmed with a camera suspended over to observe with specific handwriting tasks, the upper limb gesture about segmental organization of fingers, hand, forearm, arm, shoulder and postural organization.ResultsPreliminary findings show significant differences of the segmental organization of the writing gesture between the two groups. We will discuss the identified causes of the handwriting disorders with the analysis of neuropsychomotor and neurological assessments data in correlation with gesture segmental organization.ConclusionDevelopmental organization of the writing gesture is a possible underlying mechanism of handwriting disabilities. Practically, it appears important to improve news tools of evaluations with gestural writing consideration and to implement it in intervention process.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Миронова, Світлана, and Наталія Бахмат. "ОСОБЛИВОСТІ МОНОЛОГІЧНОГО МОВЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ІНТЕЛЕКТУАЛЬНИМИ ПОРУШЕННЯМИ." Педагогічні науки: теорія, історія, інноваційні технології, no. 5-6(99-100) (August 31, 2020): 3–11. http://dx.doi.org/10.24139/2312-5993/2020.05-06/003-011.
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One of the key competences of the New Ukrainian School is communication in native and state languages, in particular, the ability to freely express one’s own opinion, the ability to use language in the field of culture. Since the New Ukrainian School provides inclusive education for students with intellectual disabilities, teachers must have knowledge about the level of speech development of such students, its specifics. Junior schoolchildren with intellectual disabilities have a difficult transition to self-expression; own speech is insufficiently developed, fragmentary; the monologue often consists of logically unconnected parts; existing vocabulary poverty, undifferentiated understanding and use of familiar words; the construction of a coherent statement is disturbed. Underdevelopment of coherent speech affects the entire mental development of such children, the effectiveness of their learning, communication. The monologue speech of first-graders with mild intellectual disabilities was investigated, which showed their ability to perform tasks related to reliance on plot drawings or suggested words; assignments to compose one sentence than to compose stories based on a plot drawing or a series of plot drawings. Primary school teachers of inclusive schools assessed the monologue speech of their students and highlighted difficulties in their speech, not being sufficiently aware of the impact of correctional tasks in the children being taught on the development of coherent speech. Consequently, speech development of children with intellectual disabilities requires special interrelated correctional work of primary school teachers and speech therapists.
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Courtemanche, Andrea B., William R. Black, and R. Matthew Reese. "The Relationship Between Pain, Self-Injury, and Other Problem Behaviors in Young Children With Autism and Other Developmental Disabilities." American Journal on Intellectual and Developmental Disabilities 121, no. 3 (May 1, 2016): 194–203. http://dx.doi.org/10.1352/1944-7558-121.3.194.
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Abstract Research has suggested that individuals who engage in self-injurious behavior may have enhanced expressions of pain, which contradicts previous assertions of blunted pain sensitivity in this population. The purpose of this study was to measure expressions of pain among young children being evaluated for autism and other neurodevelopmental disabilities. The frequency of pain-related behaviors was assessed during everyday routines using the Non-Communicating Children's Pain Checklist (NCCPC-R) for 51 children. Significant group differences between children with and without self-injury were found for the NCCPC-R total scores. The frequency and severity of self-injury, aggression, and stereotypy were also highly correlated with the total scores on the NCCPC-R. These results continue to support that individuals with self-injury may have enhanced expressions of pain.
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Kholmogorova, A. B., A. I. Sergienko, and A. A. Gerasimova. "Attitude to Support the Child's Subjective Position and Posttraumatic Growth in Parents of Children with Disabilities." Cultural-Historical Psychology 16, no. 1 (2020): 13–24. http://dx.doi.org/10.17759/chp.2020160102.
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The paper considers the birth of a child with disability as a crisis and traumatic situation for parents. It focuses on the importance of cooperative orientation in the upbringing process, both for the child’s mental health and social adaptation and for overcoming the crisis and making post-traumatic personal growth in the parents possible. We present results of the validation of the ‘Parental Support of the Disabled Child’s Subjective Position’ questionnaire aimed at identifying the parent’s attitude to recognise and support the child’s independence and constructive initiative in various activities and provide him with the necessary assistance in his zone of proximal development. The factor structure was tested on a sample of 201 subjects (mothers of children with mental disabilities) aged 25 to 50 years (average age 39.6 years) by means of confirmatory factor analysis. As a result, a version that included one scale of 12 points was substantiated (Cronbach alpha 0.8). Converged validity was assessed on a sample of 107 subjects (mothers of children with disabilities) using the Posttraumatic Growth Inventory by R. Tedeschi and L. Calhoun in the adaptation by M.Sh. Magomed-Eminova and the World Assumptions Scale by R. Janoff-Bulman in the adaptation of O.A. Kravtsova. A positive relationship was found between the indicators of the ‘Parental Support of the Disabled Child’s Subjective Position’ questionnaire and the indicators of the Posttraumatic Growth Inventory, as well as with the basic assumptions concerning the benevolence of the world, self worth and the ability to handle emerging problems. It was also revealed that more emotionally stable parents (with low scores on the Beck Depression Inventory) support their child's subjective position more frequently. The findings are illustrated by excerpts from structural interviews with mothers of children with disabilities.
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Zaguzina, N. N., B. P. Nevzorov, and A. V. Bokov. "RESOURCES OF PSYCHOLOGICAL AND EDUCATIONAL SUPPORT AND CAREER COUNSELING BASED ON ICT AND DISTANCE LEARNING TECHNOLOGIES." Bulletin of Kemerovo State University, no. 2 (July 8, 2016): 81–88. http://dx.doi.org/10.21603/2078-8975-2016-2-81-88.
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The paper dwells upon the use of information and computer technologies in the maintenance and support of career guidance and professional self-determination for students with health disabilities; it determines the forms and methods of their application and peculiar features of the interaction of those involved in the psycho-pedagogical process.The basis for physiological support of children with health disabilities is formed by the following principles, which take into consideration the psycho-pedagogical features of distance learning: (A) priority of the student’s independent work; (B) individual approach to learning; (C) motivating as basic learning environment; (D) connection between the learning process and the student’s life circumstances (“life knowledge”); (E) intensification of the training process (everyone has their own pace and rhythm); (F) polymodality, i. e. simultaneous mobilization of different ways of perception (auditory, visual, tactile); (G) flexibility and innovativeness; (H) emergency psychological help in acute situations of mental and emotional distress, and other structural and substantive changes of learning activities. The same principles are incorporated in the psycho-pedagogical support career guidance.The paper shows that professional orientation of children with health disabilities should be implemented comprehensively, using a variety of information resources of the Internet: websites, educational portals, employment resources and test resources.A wide and varied range of possibilities offered by ICT and distance learning technologies can be of significant assistance not only to specialists in the field of education, but also in such processes as vocational guidance and professional self-determination of children, formation of personal stability for students with learning disability, including permanent one.
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Belyaeva, O. G., and B. M. Kogan. "The research of the personal and professional self-determination of adolescents with mental disabilities." PERSONALITY IN A CHANGING WORLD: HEALTH, ADAPTATION, DEVELOPMENT 9, no. 2 (33) (June 30, 2021): 133–44. http://dx.doi.org/10.23888/humj20212133-144.
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The article analyzes the personal characteristics of adolescents with intellectual disabilities mainly related to issues of self-determination. The research is devoted to the analysis of psychological factors of personal and professional self-determination of adolescents with intellectual disabilities, namely, motivation for success, perception of time and selfawareness of the image of the future. To study these personal factors of self-determination of adolescents with intellectual disabilities, we have adapted and tested the methods for studying the time perspective and attitudes towards the further education of adolescents with normo-typical development, which were developed by O.V. Kuznetsova. It is revealed that the decisive factors in the process of personal and professional self-determination is motivational, temporary competence, selfawareness of the image of the future. It is noted that the severity of the identified deficiencies in personal development depends on the structure of the defect in the contingent of the subjects. Thus, adolescents with combined defects are uncritical about their own activities, are unable to realize their past life experience and apply the acquired skills in the present, their motivation is impaired and reduced. An independent choice of profession and life path for this group of subjects is impossible. But the personal and professional self-determination of adolescents without a burdened medical history, having only a mild degree of mental retardation in the structure of the defect, is formed at a sufficient level. The self-awareness of such children is able to produce an image of the future, built on personal life experience, they are aware of their capabilities and are able to choose a profession on their own or with a small, recommendatory help from vocational guidance specialists.