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PubMed1984

A taste of nutrition--a nutrition resource for leaders working with mentally handicapped adults.

The trend towards deinstitutionalization for mentally handicapped adults has precipitated a need to provide these individuals with nutrition education and food preparation skills. Food, nutrition, and eating are important components of training programs for life skills, which lead to greater independence for the mentally handicapped. The types of nutrition information and learning activities needed for the mentally handicapped were determined through a literature review and a series of interviews with those working with this target group. The nutritional concerns of mentally handicapped adults include food selection to meet their nutritional needs, menu planning, food preparation, weight control, and nutrient-drug interactions. A Nutrition Resource Kit for Leaders Working with Mentally Handicapped Adults has been developed in The Regional Municipality of York in response to local demand for nutrition education programs and resources for mentally handicapped adults. The kit provides those working with mentally handicapped adults with background nutrition information, learning activities, resource materials, and references to additional resources. The topic areas covered include basic nutrition, nutritional concerns of mentally handicapped adults, nutrient-drug interactions, menu planning, shopping strategies, and food preparation. Dietitian-nutritionists can assist leaders who work with mentally handicapped adults by providing them with up-to-date nutrition information and motivating the to use available nutrition education resources.

Humans↗
PubMed1990

[Distribution of the handicapped in China].

The first national sampling survey of the handicapped was conducted on April 1, 1987 in the mainland of China's 29 provinces, autonomous regions or municipalities. The present survey adopted the probability proportion sampling method. 369,816 households and 1,579,343 persons were surveyed in the whole country. This is about 1.5% of the total national population. The results showed that 77,345 persons have one or more of the following handicaps: visual, auditory or linguistic defects; mental retardation; handicaps from physical deformity or mental disorders. This yielded a handicap rate of 48.9%. Among these, 34,444 or 21.8% have auditory and linguistic handicaps, 20,022 or 12.7% have intelligence handicaps, 15,923 or 10.1% have visual defects, 14, 467 or 9.2% have physical deformities and 3,907 or 2.5% have handicaps due to mental disorders. From the results of this sampling survey, the total number of the handicapped in the whole country may be estimated to be 51.64 million. Therefore, it is an urgent task to reduce the prevalence of the handicapped by efficient preventive work.

Adolescent↗
PubMedDate not supplied

Student dental hygienists' and dental hygiene educators' attitudes toward the handicapped.

The purpose of this study was to determine the attitudes of student dental hygienists and dental hygiene educators at four educational sites in a north central state in the United States, using the Dental Students' Attitudes Toward the Handicapped Scale (DSATHS) developed by Lee and Sonis. It was hypothesized that (1) the majority of students would express a negative attitude toward the handicapped and (2) no significant differences would be found between students and educators. Of the 110 students surveyed, there was an 84% response rate. Of the 46 educators surveyed, there was a 78% response rate. The data were analyzed using frequency distributions. Chi-square analyses were performed to determine if significant differences exist between (1) student dental hygienists and (2) student dental hygienists and dental hygiene educators. The criterion for statistical significance was p less than .05 for all analyses. The results revealed that over 50% of the students have a positive attitude toward their (1) educational experience; (2) perceptions of their instructors' experiential qualifications in working with the handicapped; and (3) desire for future and interpersonal relationships with the handicapped. However, more students have a positive attitude toward their relationships with the handicapped than toward their educational experience and perceptions of instructors relative to the handicapped. Fewer than 50% of the students agreed that their (1) educational experiences facilitate confidence or enjoyment in working with the handicapped; (2) teachers demonstrated enthusiasm or enjoyment when working with the handicapped; and (3) school's program for treatment of the handicapped is good.(ABSTRACT TRUNCATED AT 250 WORDS)

Attitude of Health Personnel↗
PubMed2001

Academic Self-Handicapping and Achievement Goals: A Further Examination.

This study extends previous research on the relations among students' personal achievement goals, perceptions of the classroom goal structure, and reports of the use of self-handicapping strategies. Surveys, specific to the math domain, were given to 484 7th-grade students in nine middle schools. Personal performance-avoid goals positively predicted handicapping, whereas personal performance-approach goals did not. Personal task goals negatively predicted handicapping. Perceptions of a performance goal structure positively predicted handicapping, and perceptions of a task goal structure negatively predicted handicapping, independent of personal goals. Median splits used to examine multiple goal profiles revealed that students high in performance-avoid goals used handicapping more than did those low in performance-avoid goals regardless of the level of task goals. Students low in performance-avoid goals and high in task goals handicapped less than those low in both goals. Level of performance-approach goals had little effect on the relation between task goals and handicapping. Copyright 2001 Academic Press.

Journal Article↗
PubMedDate not supplied

Perception of unsteadiness in patients with dizziness: association with handicap and imbalance.

Dizziness is a common problem in patients seeking medical help and is often associated with imbalance and handicap. This study aimed to reveal whether the perception of unsteadiness could be an indication of greater imbalance and handicap in these patients. Patients with dizziness were categorized into two groups, steady patients (n = 15) and unsteady patients (n = 23), based on the presence or absence of self-perceived unsteadiness. The level of self-perceived handicap was evaluated by the Dizziness Handicap Inventory. Static balance ability was evaluated using a force platform and the center of pressure motion was calculated during various quiet standing conditions. Dynamic balance ability was evaluated by the functional forward reach test and Dynamic Gait Index. All the patients also went through isometric strength tests of the lower extremities. It was found that all patients reported themselves to be handicapped by dizziness. Patients who perceived themselves to be unsteady had greater handicap and poorer static standing, but did not differ from the steady patients in regard to muscle strength or functional balance tests. Thus, self- perceived unsteadiness was associated with greater handicap and poorer static balance in dizzy patients. In clinical management of these patients, special attention should be paid to balance and handicap.

Adult↗
PubMed1984

School children's attitudes towards the handicapped.

This study set out to determine the attitude of a group of normal British 13-year-old school children towards handicapped people while avoiding problems of previous research. As has been shown in previous studies it was demonstrated that the children's attitudes to the physically handicapped were more positive than those towards the mentally handicapped. Whereas there were very few sex differences indicating that males were more negative to the handicapped in general than females, there were a number of contact differences. Children who knew or interacted with a handicapped person were by-and-large more positive in their attitudes than those who had little or no contact with handicapped people. The results of this study are discussed in terms of the integration of handicapped and non-handicapped school children.

Adolescent↗
PubMed1983

Identification of social skill curriculum targets for severely handicapped children in mainstream preschools.

In order to identify potential social skills targets with severely handicapped preschool children, the social interactions of 80 children, 20 in each of the following groups were assessed; (a) nonhandicapped 3- to 5-year-olds who received high sociometric ratings from class peers, (b) severely handicapped 3- to 5-year-olds who received relatively higher sociometric ratings than their similarly handicapped class peers, (c) nonhandicapped 3- to 5-year-olds who received low sociometric ratings from class peers, and (d) severely handicapped 3- to 5-year-olds who received relatively lower sociometric ratings than their handicapped class peers. All children were recruited from 10 mainstream preschool programs. Continuous observations of specific social initiations and responses to those initiations (210 min total per child) indicated that: (a) nonhandicapped children seemed not to have been affected adversely by exposure to handicapped peers and, in fact, normal subjects regulated the complexity of their social initiations to match the developmental level of handicapped interactants; (b) negative social initiations emerged as a behavior pattern that powerfully influenced children's negative evaluations of others; (c) specific approach behaviors such as play organizers, shares, affection, and assistance were displayed more often by higher regard handicapped children; (d) responding to others' social initiations and having others respond to social bids were important requisites for social acceptability, and (e) the above-mentioned behavior patterns were not setting-specific.

Autistic Disorder↗
PubMed1988

Diploid models of the handicap principle.

"Fisherian" models of sexual selection by female choice assume that females prefer male characters which are initially advantageous or neutral; character and preference then spread through the population. Once female preference has evolved to a higher frequency, the male character can become more extreme and disadvantageous by the action of some force such as the "super-normal stimulus". By contrast, the "handicap principle" of sexual selection proposes that females should prefer more extreme, disadvantaged males: males who survive the disadvantage of the "handicap" must be fitter in other respects. Previous models of various forms of the "handicap principle" have shown that it is very unlikely to work as an alternative to the "Fisherian process". However, recent haploid models have shown that a "condition-dependent handicap" might evolve. Diploid models show that the "condition-dependent handicap" model does not work. Models of "handicaps" operating together with the "Fisherian process" are also presented. It is inferred that "Fisherian" models are more likely than "handicap" models to account for the evolution of male sexual ornaments, although a "handicap" mechanism may aid the operation of the "Fisherian process".

Animals↗
PubMed1983

Securing services for handicapped children below age five through early childhood direction centers.

Several years ago, the New York State Education Department, through its Office for Education of Children with Handicapping Conditions, initiated a network of Early Childhood Direction Centers to serve handicapped children below the age of five years, their parents, and the professionals who provide services to this population. Stimulated by observation of demonstration projects funded nationally by the Bureau of Education for the Handicapped (BEH) of the United States Office of Education, the purpose of the New York State Early Childhood Direction Center Network is to assist parents and professionals in matching the individual needs of young handicapped children to services within their regions. Parents or guardians of these children, local school districts, hospital programs, and other agencies can all request assistance from the direction centers in matching handicapped children from birth to five years to services. Direction centers, upon parental consent, report children identified as handicapped to local committees on the handicapped to assist school districts in keeping accurate census records and planning for programs. Direction centers also refer parents and professionals who require training to the state network of Special Education Training and Resource Centers (SETRC). In this way, resources supporting both the direction center and SETRC networks are used to their fullest extent. Direction centers are also a vital source of information about local services and special education for young handicapped children.

Child, Preschool↗
PubMed2006

The effects of self-handicapping on attributions and perceived judo competence.

The aim of this study was to examine hypotheses derived from Jones and Berglas's (1978) self-handicapping model. It was hypothesized that individuals using many self-handicaps would use more internal attributions and report greater gains in perceived judo ability following success than individuals using few self-handicaps. In addition, it was hypothesized that individuals using many self-handicaps would use more external attributions and report less reduction in perceived judo ability following failure. Fifty-three judo players completed measures of trait self-handicapping, situational self-handicapping and a measure of perceived judo ability before competition. Following competition, the participants completed the Causal Dimension Scale II and the measure of perceived judo ability for a second time. Analyses of variance revealed that high self-handicappers attributed failure to more external factors than low self-handicappers. It was also found that high self-handicappers reported less of a reduction in perceived judo ability following failure than low self-handicappers. The findings therefore provide support for the potential short-term benefits of self-handicapping in sport, although further research is required to examine the long-term implications of using self-handicaps.

Achievement↗
PubMedDate not supplied

Height and weight of Tokyo schoolchildren with and without intellectual handicaps.

The heights, weights and Rohrer Indices (W/H3; RIs) of Tokyo schoolchildren born in 1972/73 with and without intellectual handicaps were compared from 6 to 15 years. The samples of children consisted of 303 children with no intellectual handicaps ('controls') and 308 children with intellectual handicaps including subgroups with Down's syndrome (39 children), autism (49 children) and epilepsy (58 children). Boys and girls with no intellectual handicaps were at all ages significantly taller than schoolchildren with intellectual handicaps. However, there were few significant differences in mean weight between children with and without intellectual handicaps--only in boys at age 15 years and girls at 6, 7, 11 and 12 years. The mean RIs of boys and girls with intellectual handicaps were at all ages significantly higher than those of controls. The subgroup of children with Down's syndrome were the shortest and had the highest mean RI at all ages. Children with epilepsy were also significantly shorter than children with no intellectual handicaps but did not differ much in RI. Autistic children did not differ in height from controls, except for autistic boys who at the ages 6-12 years were significantly taller, indicating a comparatively earlier maturational rate of this specific sample. Autistic boys had a higher RI than controls at 9, 11, 12, 13 and 14 years but autistic girls did not differ significantly from controls at these ages.

Adolescent↗
PubMed2006

The Performance-Perceptual Test (PPT) and its relationship to aided reported handicap and hearing aid satisfaction.

OBJECTIVE: Results of objective clinical tests (e.g., measures of speech understanding in noise) often conflict with subjective reports of hearing aid benefit and satisfaction. The Performance-Perceptual Test (PPT) is an outcome measure in which objective and subjective evaluations are made by using the same test materials, testing format, and unit of measurement (signal-to-noise ratio, S/N), permitting a direct comparison between measured and perceived ability to hear. Two variables are measured: a Performance Speech Reception Threshold in Noise (SRTN) for 50% correct performance and a Perceptual SRTN, which is the S/N at which listeners perceive that they can understand the speech material. A third variable is computed: the Performance-Perceptual Discrepancy (PPDIS); it is the difference between the Performance and Perceptual SRTNs and measures the extent to which listeners "misjudge" their hearing ability. Saunders et al. in 2004 examined the relation between PPT scores and unaided hearing handicap. In this publication, the relations between the PPT, residual aided handicap, and hearing aid satisfaction are described. DESIGN: Ninety-four individuals between the ages of 47 and 86 yr participated. All had symmetrical sensorineural hearing loss and had worn binaural hearing aids for at least 6 wk before participating. All subjects underwent routine audiological examination and completed the PPT, the Hearing Handicap Inventory for the Elderly/Adults (HHIE/A), and the Satisfaction for Amplification in Daily Life questionnaire. Sixty-five subjects attended one research visit for participation in this study, and 29 attended a second visit to complete the PPT a second time. RESULTS: Performance and Perceptual SRTN and PPDIS scores were normally distributed and showed excellent test-retest reliability. Aided SRTNs were significantly better than unaided SRTNs; aided and unaided PPDIS values did not differ. Stepwise multiple linear regression showed that the PPDIS, the Performance SRTN, and age were significant predictors of scores on the HHIE/A such that greater reported handicap is associated with underestimating hearing ability, poorer aided ability to understand speech in noise, and being younger. Scores on the Satisfaction with Amplification in Daily Life were not well explained by the PPT, age, or audiometric thresholds. When individuals were grouped by their HHIE/A scores, it was seen that individuals who report more handicap than expected based on their audiometric thresholds, have a more negative PPDIS, i.e., underestimate their hearing ability, relative to individuals who report expected handicap, who in turn have a more negative PPDIS than individuals who report less handicap than expected. No such patterns were apparent for the Performance SRTN. CONCLUSIONS: The study showed the PPT to be a reliable outcome measure that can provide more information than a performance measure and/or a questionnaire measure alone, in that the PPDIS can provide the clinician with an explanation for discrepant objective and subjective reports of hearing difficulties. The finding that self-reported handicap is affected independently by both actual ability to hear and the (mis)perception of ability to hear underscores the difficulty clinicians encounter when trying to interpret outcomes questionnaires. We suggest that this variable should be measured and taken into account when interpreting questionnaires and counseling patients.

Aged↗
PubMed1991

The effect of social contact on college students' attitudes toward severely handicapped students and their educational integration.

Research on integration suggests that the major benefit of educational integrated programmes is the facilitation of intergroup contact between mentally handicapped and non-handicapped students. The present study was designed to investigate the effect of different amounts of social contact with severely handicapped students on attitudes and emotional reactions of college students towards such students and their integration into mainstream education. The study was carried out in a tertiary college which has a link programme with a local school for pupils with severe learning difficulties. The results indicated that those participants who had social contact with severely handicapped students held more favourable attitudes and emotional reactions toward such students than did those who had no social contact with this group. The study concludes that the educational integration programmes can positively modify attitudes and emotional reactions of college students towards severely handicapped students. However, in order to implement an effective link or integration programme and to foster attitudes more favourable towards severely handicapped students, the study recommends that more opportunities for intergroup contact and social interaction between non-handicapped and handicapped students need to be provided.

Adaptation, Psychological↗
PubMed1995

Difficulties of families with handicapped children after the Hanshin-Awaji earthquake.

In order to clarify the difficulties which handicapped people experienced in the Hanshin-Awaji earthquake disaster, 678 families with handicapped children were studied 1.5 months after the earthquake. All the students who were enrolled in this study were going to some type of school or training classes for handicapped children in January 1995. The study was completed between 1 and 10 March. The questionnaires which were designed for this study consisted of three parts: the difficulties which the families were faced with, their requirements for social and medical services and the symptoms and reactions of their children after the earthquake. A total of 466 answers were obtained from their parents. The kinds of difficulties differed between the families of mentally retarded children and those of the physically handicapped. While many parents with physically handicapped children desired better medical information or materials, many parents with mentally retarded children wanted better care services for their children. Physical and psychological effects of the earthquake were only temporary in most cases. However, some of the handicapped children were still suffering from such reactions as of 10 March. From the results of our study it became evident that a systematic relief program for these handicapped people should be established. The relief program should include the distribution of information regarding medical and social services. Psychological reactions such as panic, excitement and suppression of mental activity were still observed in some handicapped children on 10 March. Further observation will therefore be necessary.

Child↗
PubMed1987

Comparison of dentists' treatment and management of normal and handicapped patients.

Forty-eight of 120 dentists (40%) responded to a survey using a two-questionnaire time-series design. Responding dentists with a median age of 36 years and 9.5 years in practice had received education in care of the handicapped mainly in dental school (42%) and continuing education (40%). They were asked to make the same treatment and practice management decisions for both normal and handicapped patients. No significant differences were found between normal and handicapped patients in the amount of time dentists spend on diagnosis, treatment, planning, or recall (p less than 0.05). For both normal and handicapped patients, the dentists as a group always chose the same option as treatment of choice for both normal and handicapped patients most frequently from a list of treatment or management options. Individual dentist consistency between normal and handicapped patients in treatment and management was good, with four out of five dentists choosing the same first treatment of choice for both normal and handicapped patients for similar circumstances. Only about one out of six dentists maintained a consistent priority sequence for both normal and handicapped patients when asked to rank a list of four or five possible treatment or management choices.

Adult↗
PubMed1980

Survival and handicap of infants with spina bifida.

A follow-up study was carried out on 213 infants born with spina bifida cystica (including encephalocele and occipital meningocele) from 1965 to 1972 to women resident in Oxfordshire and the western part of Berkshire. The 5-year survival rate was 36% (39/107) for those with open lesions, 60% (30/50) for those with closed ones, and 18% (10/56) for those with lesions which could not be classified (not known) but which were probably nearly all open. The extent of handicap among these survivors was assessed by means of criteria described by Lorber; among those with open lesions (including 'not known') 84% (41/49) were severely handicapped, 10% (4/49) were moderately handicapped, and only 6% (3/49) had no handicap; among those with closed lesions, 37% (11/30) were severely handicapped, 33% (10/30) were moderately handicapped, and the remaining 30% (9/30) were not handicapped. Closed head lesions (encephalocele or occipital meningocele) were more often associated with severe handicap (6/8; 75%) than were closed spinal lesions (5/22; 23%). The children with open lesions who survived for at least 5 years spent, on average, at least 6 months in hospital during the first 5 years of their life and had, on average, at least 6 major surgical operations. In comparison, those with closed lesions spent one-third less time in hospital, and had fewer than half as many operations. During the period of the study a selective treatment policy was adopted typical of that commonly practised now, and all the infants were born before antenatal screening had been introduced. Our results therefore may be helpful in assessing the benefits to be expected from antenatal screening for open spina bifida.

Encephalocele↗
PubMed2001

Effect of maternal education on the rate of childhood handicap.

OBJECTIVE: The objectives of this study were to determine the relation between maternal education and various maternal risk factors, identify the impact of maternal education on the risk of childhood handicap and estimate the proportion of childhood handicap that can be prevented by maternal education. METHODS: Data was collected from all married women attending the two major maternity and child hospitals in Jeddah during April 1999. Women with at least one living child were interviewed for sociodemographic factors and having at least one handicapped child. The risk of having a handicapped child and the population attributable risk percent were calculated. RESULTS: Some potential risk factors are dominant in our society as approximately 30% of women did not attend school and 84% did not work. Consanguineous marriages accounted for about 43%. Pre-marriage counseling was limited as only 10% of women counseled before marriage. The proportion of unemployment and consanguineous marriages decreased significantly by increase in maternal education level. Conversely, the proportion of women reporting pre-marriage counseling increased significantly by increase in maternal education level. Approximately, 7% of women reported having at least one handicapped child. The risk of having a handicapped child showed a significant sharp decline with increase in maternal education level. At least 25% of childhood handicap can be prevented by achieving female primary education and up to half of cases can be prevented if mothers finish their intermediate education. CONCLUSION: Female education plays a major role in child health. The results of this study suggest investment in female education, which would have substantial positive effects in reducing incidence of childhood handicap in Jeddah.

Child↗
PubMed2004

Comparison of malocclusions and orthodontic treatment needs of handicapped and normal children in Ibadan using the Dental Aesthetic Index (DAI).

This study compared the prevalences of malocclusion and Orthodontic needs between normal Nigerian children and their handicapped counterparts using the Dental Aesthetic Index. The samples consisted of 1,010 children -614 normal (321 males; 294 females) and 396 handicapped (199 males;197 females) aged 12-18 years with mean ages for normal and handicapped children as 14.8+/-1.9 and 15.0+/- 2.2 respectively. They were drawn randomly from their respective schools in Ibadan, Nigeria. Although some differences were observed in the ten malocclusion traits of DAI between the normal and the handicapped children, none was found statistially significant (P> 0.05). Missing teeth were noted in 1.9% of the normal children as against 4.8% of the handicapped. Crowding of incisal segments was observed in 20.0% of the normal and in 21.7% of the disabled children. Spacing of incisal segments was recorded in 47% and 55.5% of normal and handicapped children respectively. Others in that order were: Disatema-31.7% and 32.3%; Anterior maxillary irregularity - 55.5% and 40.9%; Anterior mandibular irregularity- 50.2% and 34.3%; Overjet - 20.7% and 13.1 %; Reversed overjet - 1.9% and 2.3%; Open bite - 7.5% and 9.8% and total deviations from normal molar relation in 23.8% and 31.3%. Also, although higher proportions of handicapped children than the normal group were noted having DAI scores indicative of treatment needs ranging from elective to mandatory, no significant differences were noted (P>0.05). About 13% of the normal and 16% of the handicapped children in the study sample deserved publicly funded orthodontic care.

Adolescent↗