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Results for “Developmental Disabilities”

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PubMed1995

Helping families with children with developmental disabilities.

The physician can help the child with developmental disabilities maximize his or her potential and minimize the adverse effects on the family by understanding the emotional and other impacts of a developmental disability; providing information about diagnosis, prognosis, and associated problems; providing nonjudgmental listening; providing information about community resources, including parent-support groups; ensuring adequate communication with everyone involved in the care of the child; and referring the family to appropriate agencies and providers.

Child↗
PubMedDate not supplied

Satisfaction with primary health care received by families of children with developmental disabilities.

OBJECTIVE: To evaluate the perceptions of families of children with developmental disabilities regarding their primary care physicians and to determine if differences exist for different conditions. METHODS: Mailed survey to families of children who had autism, physical disabilities (cerebral palsy or spina bifida) and mental retardation that included the Multidimensional Assessment of Parental Satisfaction for Children with Special Needs. RESULTS: One hundred twenty-one families responded. Families rated physicians highest on their ability to keep up with new aspects of care and on their sensitivity to the needs of children. Parents had the lowest ratings for the primary care physicians' ability to put them in touch with other parents, understanding of the impact of the child's condition on the family, ability to answer questions about the child's condition, and information and guidance for prevention. Physicians' knowledge about complementary and alternative medicine and their qualifications to manage developmental disabilities ranked worse than neutral. Families with a child with autism had more spontaneous negative comments and rated their primary care physicians lower on several aspects of care. They requested more information on complementary and alternative medicine and more support in the community. DISCUSSION: Families of children with developmental disabilities demonstrate dissatisfaction with several aspects of health care that can serve as areas for intervention by their health care providers. Families of children with autism in particular articulate dissatisfaction and voice unmet needs.

Academic Medical Centers↗
PubMed2000

Violence towards caregivers of persons with developmental disabilities.

OBJECTIVE: Violent and disruptive acts committed by persons with developmental disabilities are a potential work environment problem for caregivers. This study developed and tested an instrument for describing and analyzing violence among persons with developmental disabilities. METHODS: Personnel from four units of one facility recorded daily on a simple form all violent and disruptive acts occurring in a limited range of situations. RESULTS: Acts of violence were associated with a small minority of individuals, but grossly underreported and unrecognized in formal reporting systems. None of the nearly 3000 incidents recorded during the six-week study required sick leave. Violent and disruptive acts occurred most often when an individual was requested to do something he or she did not want to do, when the individual was denied the opportunity to do something they did want to do and when waiting or under-stimulated. Personnel used the data in discussing countermeasures that could be integrated with the care and treatment of the individual. CONCLUSION: Hitting, kicking, pinching etc. of personnel are a work environment problem due to their high frequency and effects upon employee morale. The instrument and procedures can be used to reduce incidents of violence, which would improve the working environment of employees and assist persons with developmental disabilities as they move from institutional environments.

Journal Article↗
PubMedDate not supplied

Secondary analysis of primary and preventive services accessed and perceived service barriers by children with developmental disabilities and their families.

Children and youths with developmental disabilities (DD) have needs for more community-based services to address ongoing health, educational, employment, housing, transportation, and recreational concerns. Secondary data analysis was conducted to examine the array of services accessed and service obstacles to primary, preventive and special health care services of 102 children and youths with developmental disabilities. The two services most frequently reported as being used by families were SSI (29.4%) and MediCal (California's Medicaid program) (27.8%). Speech therapy was the most frequently identified support service accessed by respondents (51%). Respondents identified a number of unaddressed concerns and perceived barriers to having these concerns addressed as it related to service referrals for speech therapy, nutrition services, dental services, and behavior management services.

Adolescent↗
PubMed1996

Preparation of social workers for serving individuals with developmental disabilities: a brief report.

A survey was sent to program directors of 498 social work schools to explore the developmental disabilities content in their curricula. The survey measured developmental disabilities content in terms of course content, practice opportunities, research opportunities, and value content. The response rate was 28.9%. Results indicated that very few schools offered developmental disabilities content in their curricula, and those that did offered it primarily as a field practica experience. Survey findings raise concerns about how well social work students are being prepared for practice in the field of developmental disabilities.

Curriculum↗
PubMed1994

Down stairs that are never your own: supporting people with developmental disabilities in their own homes.

Supported living for people with developmental disabilities challenges many common service policies, practices, and assumptions. Until recently, professionals assumed that such people who did not reside with their families needed to live in some kind of service facility. Today, a growing number of people with developmental disabilities have challenged this assumption by living, with personalized support, in their own homes. Meeting this challenge calls for new relationships among people receiving support, those who provide support, and families that are focused on assisting people with developmental disabilities to establish a sense of place, security of place, and effective personalized control over their homes and the assistance they require.

Activities of Daily Living↗
PubMed1997

Analysis of ethnic variations in developmental disability prevalence and household economic status.

Prevalence of developmental disabilities among the three largest U.S. racial and ethnic groups was estimated. Groups were compared on household economic status and access to welfare programs. Secondary analyses were conducted on 1990 and 1991 panels of the Survey of Income and Program Participation, a nationally representative data base of the demographic and economic status of U.S. households. Estimated prevalence rate was 1.1% (June through December 1991), with the highest rate (1.4%) among Blacks. Households with a family member with developmental disabilities had significantly lower income and greater dependence on means-tested income support. Minority status exacerbated differences in earned income and access to welfare. Results were discussed in the context of general U.S. demographic trends.

Adolescent↗
PubMedDate not supplied

The effectiveness of a group discrete trial instructional approach for preschoolers with developmental disabilities.

Group behavioral classroom instruction for children with developmental disabilities has been shown to allow for increased efficiency, approximation to naturalistic arrangements, and enhanced opportunity for interaction, social teaching and observational learning. This study examines the effectiveness of a group instructional extension of one to one discrete trial teaching, which involves the overlapping of trials between students along with the use of sequential and choral group teaching. A multiple baseline design across tasks was employed to examine the effectiveness of the group instructional approach in promoting acquisition of educational skills among preschoolers with autism and other developmental disabilities. A time sample interval assessment of components of the group instruction was also conducted. The approach was demonstrated to consistently increase correct responding across the task areas. Results are discussed in terms of the advantages of the group instructional approach as an adjunct to one to one discrete trial instruction.

Child, Preschool↗
PubMed2002

Senior residents in psychiatry: views on training in developmental disabilities.

OBJECTIVES: To determine the proportion of senior residents who believed their education in the field of developmental disabilities was adequate and to collect suggestions for improvements. METHOD: We distributed a self-administered questionnaire to senior residents prior to an annual voluntary preparatory exam. Their views on training in developmental disabilities and ideas about improving curricula were solicited in detail, and their feedback results were analyzed. RESULTS: Of the 89 senior residents who attended the exam, 60 (67.4%) completed the survey. This represents 29% of the national complement. Most (85%) of the one-half who reported receiving undergraduate training in developmental disabilities felt the quantity was inadequate. Almost 90% of those who did not receive training felt they should have. Of respondents, 85% received residency training in dual diagnosis, but most (59%) felt more curriculum time was needed. CONCLUSIONS: Senior residents also desire curricular enhancements that experts in developmental disabilities have long recommended.

Adult↗
PubMed2000

Caring for people with developmental disabilities: survey of nurses about their education and experience.

Over 500 nurses in New Jersey responded to a survey on education and training in the area of developmental disabilities. Respondents provided information on their work experience, experience with patients who have developmental disabilities, and opportunities for continuing medical education. Results showed that although many nurses thought educational activities related to developmental disabilities were important, only about 10% said that they received "a lot" of training. Most respondents (almost 60%) said that they received little or no training in the area, and most received no specific training on developmental disabilities since receiving their licenses or in their current job. Implications of these findings in light of the movement of people with developmental disabilities into community-living and managed care plans are discussed.

Adult↗
PubMed2004

Neurobehavioral assessment of children and adolescents attending a developmental disabilities clinic.

Although the risk of the eventual development of tardive dyskinesia and other persistent adverse effects of neuroleptics is high, among adults with mental retardation and other developmental disabilities, neuroleptics may ameliorate dyskinesias, aggression, and inattention. The effects of traditional neuroleptics on a comparable population of children and adolescents with mental retardation and other developmental disabilities are unknown. The objective of this study was to develop an assessment battery to describe the effects of traditional neuroleptics on the behavior and movements of a small sample of children and adolescents with mental retardation and other developmental disabilities. 13 children and adolescents aged 6 to 16 years attending a developmental disabilities clinic were evaluated utilizing a Movement Assessment Battery to measure behavior and motions. Five subjects took traditional neuroleptic medications. Trained raters can reliably assess the movements and behaviors of children and adolescents with multiple handicaps. Children and adolescents with developmental disabilities may be vulnerable to experience functional impairment and akathisia, tics, and other dyskinesias when administered traditional neuroleptic medications.

Adolescent↗
PubMed1984

Developmental disabilities program--HHS. Final rule.

The Department is issuing final rules for the Developmental Disabilities programs. This final regulation implements the Developmental Disabilities Assistance and Bill of Rights Act of 1978, as amended, and contains management and administrative procedures which will reduce reporting and paper work requirements. These rules do not include requirements for the University Affiliated Facilities (UAF) except for the requirement that a UAF must provide an assurance regarding the right of persons with developmental disabilities. Regulations for the UAF program are found at 45 CFR Part 1388.

Civil Rights↗
PubMed2002

Concomitant use of divalproex sodium and lamotrigine in developmentally disabled patients with epilepsy: a retrospective evaluation of efficacy and tolerability.

Objective. Epilepsy in institutionalized severe developmentally disabled patients poses a therapeutic challenge. Frequently these patients have multiple seizure (sz) types that are often intractable. Both divalproex sodium (VPA) and lamotrigine (LTG) have demonstrated efficacy. We sought to examine the efficacy of this specific combination in a group of institutionalized, developmentally disabled patients with epilepsy.Methods. Medical and pharmacy records of all patients with developmental disabilities and intractable seizures were reviewed to identify those who had received VPA and LTG. This retrospective evaluation was structured with respect to time frame and outcome measure. Phase 1 consisted of baseline monotherapy with VPA. Phase 2 consisted of titration/dose escalation. Phase 3 was treatment observation period with the combination of both. Seizure frequency and adverse effect data were obtained from nursing or residential staff records. Primary outcome measures were change in seizure frequency between Phases 1 and 3. Additional measures were percentage of patients seizure-free and those with >75% reduction in seizures. A Wilcoxan signed rank test was used for statistical analysis.Results. Of 293 patients, 25 (12M/13F, 31.7+/-10.2 years) had VPA monotherapy following which LTG was added. Mean doses of VPA and LTG were 1474+/-728 and 165+/-111mg/day, respectively. Baseline seizure frequency ranged from 1 to 25 per month. Mean seizure frequency significantly decreased (6.5+/-vs2.0+/-4.0seizures/month, P<0.001). Sixty-four percent of these patients had >/=75% reduction in seizures 28% became seizure-free.Conclusions. The combination of VPA and LTG appears efficacious in this group of developmentally disabled patients with intractable seizures. Rash, which has been associated with this combination, was notably absent and this may reflect the slower titration schedule used.

Journal Article↗
PubMed1988

The assessment of mood and affect in developmentally disabled children and adolescents: the Emotional Disorders Rating Scale.

There is an unmet need for a reliable method of evaluating disorders of mood and affect in developmentally disabled children and adolescents. Such a measure is required for both accurate diagnosis and treatment monitoring in this population. An extensive review of existing assessment techniques confirms that: (a) current techniques for the evaluation of emotional disorders in cognitively normal individuals are inappropriate for most children with developmental disabilities; and (b) current instruments designed for the assessment of developmentally disabled children pay inadequate attention to affective symptoms. In this paper, the preliminary version of a new instrument, the "Emotional Disorders Rating Scale for Developmental Disabilities" (EDRS-DD), designed to evaluate mood and affect in children and adolescents with developmental disabilities, is presented. A pilot study indicates that interrater agreement is good.

Affective Symptoms↗
PubMed2006

Meta-analysis of comparative studies of depression in mothers of children with and without developmental disabilities.

Meta-analysis was used to synthesize findings from comparative studies of depression in mothers of children with and without developmental disabilities. Effect sizes were determined for 18 studies conducted between 1984 and 2003. A weighted effect size of .39 indicated an elevated level of depression in mothers of children with developmental disabilities. Planned comparisons found that age of child and disability category moderated effect sizes. Results show that mothers of children with developmental disabilities are at elevated risk of depression compared to mothers of typically developing children. Depression in mothers of children with developmental disabilities is a condition that is presently not being addressed on a wide scale, although promising interventions are available.

Adult↗
PubMed2003

Response to visual stimuli by adults with developmental disabilities.

Young college students with (n=20) and without (n=20) developmental disabilities performed a hand-eye coordination task that involved contacting illuminated target buttons on a wall-mounted board while simultaneously reading numbers in central vision. The target buttons were arranged in 5 concentric rings allowing for the computation of successful contact rates between different areas of the movement environment. Analysis showed, although students with developmental disabilities had lower overall contact rates than peers without such disabilities, both groups performed with comparable accuracy in all locations within the movement environment. This finding suggests that special adaptations of visual information in the working environment for a person with developmental disabilities may not be necessary.

Adult↗
PubMed2006

Parents' perception of the quality of life of preschool children at risk or having developmental disabilities.

Despite increased concern for the health related quality of life (HRQOL) of people with disabilities, little is known about the HRQOL of children with developmental disabilities. The present study aimed to explore the HRQOL of children who were at risk or having developmental disabilities in Hong Kong. Using the parent-reported Chinese Pediatric Quality of Life Inventory (PedsQL), the HRQOL of 173 children (2-4 years) with signs of delays in development was contrasted with that of 132 children with typical development. We found that those who exhibited high risk of developing a developmental disability had significantly lower overall well-being (76.3 +/- 13.7 vs. 84.2 +/- 11.3; p<0.001) and psychosocial health (71.3 +/- 15.6 vs. 82.5 +/- 12.9; p<0.001) but not necessarily physical health. The findings are consistent with previous findings in children with different disabilities and chronic illnesses. They suggest children at risk or having DDs need help in restoring their quality of life up to the standard experienced by their healthy peers, particular in psychosocial aspects such as social functioning, emotion functioning, and school functioning.

Child, Preschool↗
PubMed2003

Participation in religious services by people with developmental disabilities.

In this qualitative study we look critically at the opportunity for participation in religious services for people with developmental disabilities from three perspectives: house managers (n = 4), church leaders (n = 6), and people with developmental disabilities residing in group homes (n = 25). Observations were also made at several church services attended by the group home residents. Results suggest that people with developmental disabilities want to go to church and enjoy religious worship. Their full inclusion in activities and developing friendships, however, appears to be quite limited due to the conflicting expectations of house managers and church leaders, the lack of transportation or support staff, and the stereotypical attitudes towards people with developmental disabilities.

Attitude↗