Movement education on the basis of Eutony with mentally disabled pupils.
Explore the source record for details and available documents.
Adolescent↗
SEARCH · Search PubMed
Results for “Persons with Intellectual Disabilities”
Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.
Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.
Research on a psychomotor program for children with severe motor or multiple disabilities.
This report deals with help for brain-injured children with severe motor or multiple disabilities. It is argued that these children lack experiences due to their motor-disabilities. On the basis of an analysis of psychomotor programs the program by Le Gay Brereton was chosen for further research. This program was judged to be suitable because it is designed for teaching disabled children in the preschool age and because it emphasizes interaction between teacher and child. The authors, however, did not follow all her recommendations. Three experimental studies on the effects of this program are reported here. A special topic is the construction and use of the evaluation instruments. These instruments were designed for evaluating individual changes. One instrument serves to evaluate the training process. The other one tests for changes in specific cognitive skills. A statistically significant improvement was reported in all three experiments. Finally the authors present a plan for further research which concentrates on formulating individual goals for the children and on an instruction method for teachers.
Child, Preschool↗
Teaching multihandicapped students to make simple drawings: use of a computer-aided programme.
Explore the source record for details and available documents.
Adolescent↗
Transition from school to work of students with developmental disabilities and mental retardation: an Israeli perspective.
The present research was conducted in four special education schools for students with developmental disabilities and mental retardation in the Haifa area. The total number of subjects was 72. There were 45 (63%) males and 27 (37%) females. The mean age was 18.1 years (range: 16-19.5). The mean IQ (WISC) was 66.3 points (range: 40-85). The vocational placement at the end of 6 months after leaving school was recorded for each school graduate. A total of 53 teachers--school principles, counsellors, specialized teachers and speech and occupational therapists--filled out specially designed questionnaires covering three areas: (1) students' work programme experience; (2) teachers' ratings of final year students on: academic studies, social behaviour, independence and vocational skills as well as teachers' recommendations, given towards the end of the final year at the school, for the immediate plan of action for each of the graduating students; (3) teachers' ratings of parental involvement with the educational programme of each student. Background variables included IQ, age and gender. The major finding was that 6 months after graduation, one-third of special school graduates were not working, were not enrolled in any formal programme and were idle at home. The variables that were found to correlate with successful placement were students' prior work experience, teachers' ratings of students achievements and their recommendations for each student, and parental involvement.
Adolescent↗
The effectiveness of picture-fading techniques in a multimedia learning system for teaching Chinese word recognition to students with multiple disabilities.
The purpose of the study was to examine the effectiveness of picture-fading techniques in a multimedia learning system for Chinese word-recognition instruction. A single-subject, multiple-probe baseline design across participants was used. Three first-grade students with multiple disabilities participated in this study. The three participants received word-recognition instruction with picture-fading techniques to identify four Chinese printed words. The results of this study demonstrated that all participants could identify the four printed words correctly without the presence of known pictorial prompts. In conclusion, the use of picture-fading techniques in word-recognition instruction can function as a bridge between pictorial prompts and printed words.
Child↗
Community professionals' compliance with consultants' recommendations for developmentally disabled children.
Much of the responsibility for managing children with developmental disabilities lies with professionals working in community services. In many instances advice and consultation for these frontline professionals is available from a regional consultation facility. The purpose of this study was to prospectively examine the relationship between community professional clients' perceptions of the quality of the consultations received and their subsequent compliance with the recommendations made to them for the management of children in their care. Two hundred and ninety-nine consultation recommendations were followed: 2 weeks after the advice had been provided, clients completed a general satisfaction questionnaire and a client perceptions questionnaire. Two months later, compliance with the recommendation was determined by a validated self-report questionnaire. Overall, compliance was good for 73% of the recommendations. Negative client perceptions regarding several aspects of the consultants' skills in conducting the consultation were strongly associated with subsequent noncompliance. The findings suggest that community professional compliance may be enhanced by attention to improving the process of consultation.
Child↗
Toward a curriculum for the profoundly retarded, multiply handicapped child.
An approach to formulating programmes for the profoundly retarded child is described. It is suggested that the basis for programming should be an analysis of the child's ability to operate on, and find out about, his environment. This analysis can be approached by asking questions about blocks to development, needs and preferences, socialization and communication and play and sensori-motor coordination.
Child↗
Assessing and facilitating play in handicapped children.
The importance of using the play period in an educational curriculum to promote social and cognitive growth is discussed, especially as it pertains to handicapped children. Facilitation and stimulation of play at the child's current level of functioning is advocated. A sample play programme is discussed as an illustration of how problems in planning can be handled. A list of decision points and important factors to consider in planning for play is then provided.
Affective Symptoms↗
The concept of interface related to services for handicapped families.
The Warnock Report (1978) concept that a "link person' was needed to liaise services to handicapped families was investigated with a one in three sample (n = 120) of parents with mentally handicapped children in a county in South Wales. The findings show that whilst almost half the parents considered a social worker to be in the best position to undertake this overall coordinating function, there remains a considerable gap between theory and practice.
Child↗
Involving people with learning disabilities in research: issues and possibilities.
Advances in the social position of people with learning disabilities have led to a situation where research and evaluation studies are increasingly required to include the views and opinions of people with learning disabilities. One key outcome of this shift is that some of the major funding bodies now insist on the inclusion of people with learning disabilities as a condition of research funding. This has produced new possibilities and new challenges for researchers, and it has real consequences for people working in health and social care. The present paper sets out to explore some of the developments and challenges in research with people with learning disabilities. The author provides a selective overview of developments with the aim of demonstrating the richness, ingenuity and potential of research involving people with learning disabilities. The paper is divided into three broad sections that focus on: (1) the ethics and philosophy of participatory research; (2) the methodologies employed at particular points in the research process that are designed to ensure the involvement of participants in research; and (3) building capacity in participatory research as a precondition to the further development of this approach. An investment in capacity would enable this approach to move into the mainstream of research activity involving people with learning disabilities.
Ethics, Research↗
The therapeutic aspects of gardens and gardening: an aspect of total patient care.
Explore the source record for details and available documents.
Agriculture↗
A computer-aided programme for promoting unsupervized activities for multihandicapped adolescents.
The present study was aimed at developing a computer-aided programme for promoting performance of unsupervized activities with two multihandicapped adolescents. Simple household and occupational tasks already familiar to the subjects were selected as activities. Both subjects discriminated the pictorial representations of those activities. In order to control for the effects of the computer-aided programme, the subjects were also exposed to a card programme. Data indicate that the computer-aided programme was successful with both subjects. Advantages and limitations of this programme are discussed.
Activities of Daily Living↗
Computer-aided instruction with the multiply impaired.
Explore the source record for details and available documents.
Child↗
The validity and applicability of the ADIECAS classroom rating scale in a sample of children with Down's syndrome.
The ADIECAS classroom behaviour rating scale (Evans & Hogg, 1984) was used with a sample of 123 children with Down's syndrome as part of a wider study of child and family adaptation. According to Evans & Hogg, the ADIECAS scale measures two types of behaviour: attentiveness-distractability, and inhibition-excitability. Such measures of behaviour style may be related to behaviour problems and child and family relationships for children with mental handicap. The factor structure of the 16 ADIECAS items was investigated by using confirmatory factor analysis within the LISREL program. Overall, the original factor structure was found to be a poor fit to the new data, in that, while the distractability factor replicated well, the excitability factor split into three. After examining the components of the four factors, two were discarded as containing unreliable items, and goodness of fit statistics on the two revised factors, using 10 of the original 16 items, gave the best results. Thus, the factors structure showed only limited replicability with a different subject group from the original Evans & Hogg study.
Arousal↗
What parents think about parenting and teaching.
What parents of young mentally handicapped children think about parenting and teaching can affect their response to services offered, particularly programmes of advice on how to boost their child's rate of development. The paper presents a descriptive study of 40 mothers' and fathers' perceptions of their role in their child's activities, and how these relate to daily patterns of family interaction. The individual variations have implications for intervention strategies.
Activities of Daily Living↗
Service use among school leavers with severe learning difficulties: the views of carers.
School leaving is a time when difficult decisions have to be taken. Difficulties are likely to be particularly complex when the school leaver has severe learning difficulties. Carers of 61 young people living in one East London Health District were interviewed about their child's experience of service use at around the time of school leaving. The timing of school leaving appears to have been well handled, and the experience of those who went on to further education was positive. The school social work service was greatly appreciated. On the debit side, many informants were critical of the quality of short-term residential care. The commonest concern was for the prompt availability of day care. As in the few other studies of this subject, the impression that services appeared uncoordinated was given by carers.
Adolescent↗
Empowerment in parents of school-aged children with and without developmental disabilities.
BACKGROUND: Despite the widespread use of the term 'empowerment' in clinical literature to describe both a desirable process and the outcome of service delivery, the term remains more of a theoretical than practical construct. This study examined the factors that contribute to empowerment in parents of school-aged children with and without developmental disabilities (DD) using the Double ABCX model of family adaptation contrasted with the linear ACBX model. METHODS: Parents of children with (n = 100, 97% mothers) and without (n = 100, 98% mothers) DD completed questionnaires relating to child behaviour problems, parent stress and well-being, and formal and informal support. Structural equation modelling was used RESULTS: Parents of children with DD reported more child behaviour problems, more stress, less well-being and more social support than parents of children without DD. Structural equation modelling supported the ACBX model for both groups. A linear relationship was found in which parent well-being and resources mediated the relationship between the stressor (child behaviour problems) and the outcome (empowerment). CONCLUSIONS: The results of the current study support Hastings and Taunt's assertion in 2002, in that empowerment was adequately explained using a traditional model of family functioning. The significant prediction offered by the parent's resources points to the need to deliver services in a manner that is more family-centred. In the education system, this means providing parents with clear messages regarding the schools goals, clarifying the parent's rights and responsibilities, including the parent in planning and decision making, respecting their knowledge as caregivers and supporting their hopes for their child.
Adaptation, Psychological↗