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PubMed1998

Children's willingness to share activities with a physically handicapped peer: am I more willing than my classmates?

OBJECTIVE: To examine factors affecting children's willingness to share activities with a peer presented as physically handicapped. METHOD: Participants were 120 elementary school children randomly assigned to view a video of an ambulatory child or the same child in a wheelchair. They rated, on the Shared Activities Questionnaire (SAQ), their own willingness (SAQ-Self) and their perceptions of classmates' willingness (SAQ-Others) to participate in activities with the child. RESULTS: SAQ-Self ratings were consistently higher for the peer in the wheelchair. On the SAQ-Others, differences favoring the child in the wheelchair disappeared, and ratings of this child were lower than SAQ-Self ratings. No interactions were found between ambulation status and age or rater gender or preference for type of shared activity. CONCLUSIONS: Children showed highly positive intentions toward a peer in a wheelchair, but intentions attributed to classmates were less positive, which suggests "social desirability" influenced their own ratings.

Child↗

PubMed1975

Establishing standing and walking behavior in a physically handicapped, retarded child.

A physical therapist using reinforcement procedures worked for three months with minimal success on pulling to standing and pushing off to walk as target behaviors for a physically handicapped retarded child. The physical therapist then changed his role and used an attendant staff to work on the target behaviors in a two-and-one-half month treatment program. Pretreatment and posttreatment time sampling of the child's on-feet behaviors following the treatment program. The results of this one case suggest that the consultation role of the physical therapist might provide a more efficient treatment than a direct treatment role in an institutional setting.

Behavior Therapy↗

PubMed1977

Developing strategies for biofeedback. Applications in neurologically handicapped patients.

Strategies involving muscle biofeedback applications in the rehabilitation of neurologically handicapped patients are discussed. These include positioning of the limbs, initiating contractions, and controlling spasticity. Guidelines in the proper application of electrodes and biofeedback equipment are presented along with methods of documentation. The authors offer their training strategies as an initial guide and stress that uses of biofeedback need to be explored and documented.

Biofeedback, Psychology↗

PubMed1978

Measurement for curriculum building for multiply handicapped children.

Quantitative longitudinal tracking of objectively defined motor behaviors can be used with severely multiply handicapped infants and children to develop treatment curricula and assess the changes occurring as a result of stimulation programs. The frequency or duration of clearly defined motor behaviors can be observed and recorded by parents or teachers with therapists periodically observing for reliability. We have found that this recording technique can effectively be used to 1) establish a baseline of motor behaviors, 2) detect small changes in a slowly developing behavior, and 3) assist in development of finely sequential treatment curricula.

Adolescent↗

PubMed1978

Severely handicapped children in the public schools. A new frontier for the physical therapist.

Recent court decisions are currently generating the need for the development of a more humane, school-based system of educational options for severely and profoundly handicapped children. This natural commitment, which includes provisions for various ancillary services, has major implications for the profession of physical therapy. This paper includes the problems, issues, and trends related to the development of public school physical therapy programs and presents some guidelines and suggestions which might be helpful in the implementation of such programs.

Activities of Daily Living↗

PubMed1980

Model instructional program for mainstreaming handicapped children.

The purpose of this study was to implement and test the effectiveness of an instructional program designed to teach normal children about cerebral palsy. Presentation of the program to 17 first-grade children resulted in a significant increase in the students' knowledge of the disability, compared to that of a control group. Implications of these results for physical and occupational therapists involved in facilitating placement of handicapped children into the least restrictive environment were discussed.

Attitude↗

PubMed1982

Developing goals and objectives for handicapped children.

With the enactment of Public Law 94-142, the Education for All Handicapped Children Act, public school physical therapists were mandated to participate in the development of an individual education program for each recipient of therapy services. Because each individual education program requires a statement of annual goals, including short-term instructional objectives, school therapists must become familiar with the mechanics of writing appropriate therapy goals and objectives. The purpose of this article is to present techniques for developing both annual therapy goals and short-term, behaviorally written treatment objectives. The components of a behavioral objective are specified, and good and bad examples of pediatric therapy objectives are shown. The importance of collecting data to measure progress toward the achievement of short-term objectives is also discussed.

Child↗

PubMed1990

Preparation of physical therapists to work with handicapped infants and their families: current status and training needs.

The purposes of this study were to determine the current status of physical therapists' preparation to work with handicapped and at-risk infants and their families and to identify needs for infant- and family-focused training materials and curricula. Results of a telephone survey of 73 physical therapy programs and a follow-up mail survey of 14 physical therapy programs with infancy specialization options are presented. Students in entry-level programs and postprofessional master's degree programs with infancy specializations commonly received instruction in infancy-related topics. Many students received minimal or no exposure to family-related content. Family assessment and intervention were identified as the areas of highest priority for development of training materials and curricula. The results of this study provide direction for the design of infant- and family-focused training materials and curricula in physical therapy.

Curriculum↗

PubMed1994

Impairments and disabilities--the difference: proposal for adjustment of the International Classification of Impairments, Disabilities, and Handicaps.

In this article, a proposal for adjustment of the Classification of Impairments and the Classification of Disabilities of the International Classification of Impairments, Disabilities, and Handicaps is presented. This proposal is a result of a project conducted by the Dutch National Institute for Research and Postgraduate Education in Physical Therapy. The project was executed in collaboration with the professional national organizations of five health professions: occupational therapy, chiropody, Cesar therapy (exercise therapy), Mensendieck therapy (exercise therapy), and physical therapy. The proposal includes reformulated definitions of impairment and disability, an inventory of the impairments and disabilities that are relevant for the health professions that participated in the project, a description of the domain of the Classification of Impairments and the Classification of Disabilities, a new subdivision for both classifications in chapters, and a set of "types of characteristics" and "characteristics" that subdivide the different chapters of the two classifications.

Disability Evaluation↗

PubMed1988

Diagnostic performance of the hearing handicap inventory for the elderly (screening version) against differing definitions of hearing loss.

The diagnostic performance of the Hearing Handicap Inventory for the Elderly--Screening Version (HHIE-S) was evaluated against five definitions of hearing loss in 178 elderly subjects screened in primary care. Hearing loss was assessed by pure-tone audiometry. Using a score of greater than 8 as a cut point, the HHIE-S had sensitivities ranging from 53 to 72% and specificities ranging from 70 to 84% with the different definitions. The HHIE-S receiver-operating characteristics and likelihood ratios were similar regardless of hearing loss definition used. The HHIE-S is a valid, robust test for identifying hearing-impaired elderly, irrespective of the audiometric definition used to finally diagnose hearing difficulties.

Aged↗

PubMed1989

Comparison of the identifiability of the low intensity ABR and MLR in the mentally handicapped patient.

The auditory brain stem response and the middle latency response were recorded from low intensity click stimuli in 48 patients with mental handicaps. In the 23 patients (45 ears) with normal hearing thresholds, the ABR was found to have a lower test-retest variability than the MLR. This lower variability will correspond to higher identifiability at threshold. In the 25 patients with a hearing loss, four had MLRs recorded in ears with absent ABRs. In five of these ears no auditory response would have been detected if ABRs alone were recorded. Based on the above findings, the following recommendations can be made. Recording the ABR with open filters is the desired method for threshold detection in most subjects. If no response is obtained it is desirable to record a MLR. The recording of a MLR is probably more important in laboratories recording responses with steep filter slopes, since a greater portion of the slow wave activity, P phi (V) complex, will be phase shifted into the later portion of the time base.

Adolescent↗

PubMed1991

Test-retest reliability of the hearing handicap inventory for adults.

The test-retest reliability of the Hearing Handicap Inventory for Adults (HHIA) was assessed on a sample of 28 hearing-impaired adults. Reliability estimates were obtained to set the stage for using the HHIA as an outcome measure in aural rehabilitation. The test-retest reliability was quite high (r = 0.97) and the standard error of measurement was low for the HHIA and its screening version (HHIA-S). In light of the psychometric adequacy, the HHIA and HHIA-S have potential as indices of hearing aid benefit in hearing-impaired adults.

Adult↗

PubMed1987

Styles of coping with handicap in mentally retarded adults.

Based on a conceptual analysis how mentally retarded adults experience their intellectual impairment four different styles of coping with the handicap were postulated. They could be demonstrated empirically from data of a standardized interview. The groups with different styles of coping also show difference in personality traits, in their social history, the level of independence in daily living and in psychosomatic complaints. The variables "norm orientation", "stigmatization" and "attention getting behavior" were used in a prediction analysis to characterize the coping styles in the following way: (1) the positive-passive style is characterized by high norm orientation with little tendency to get attention, (2) the negative-passive style only by a high tendency to get attention, (3) the assertive style by low norm orientation together with high stigmatization and a low tendency to get attention, (4) the defensive style by low stigmatization and a low tendency to get attention. In addition to behavior-oriented intervention in rehabilitation those cognitive processes should be considered, which contribute to the development of a mentally retarded person's coping style.

Activities of Daily Living↗

PubMed1989

Self-management with picture prompts to improve quality of household cleaning by severely mentally handicapped persons.

A strategy was devised for measuring quality of household cleaning by four severely mentally handicapped adults living in a community residence. Two interventions were then compared for improving quality of cleaning. One intervention was a staff-managed graduated prompting system. The other intervention was a self-management package (SMP) made up of sequential picture cues, self-monitoring, feedback on performance after task completion, and public posting of results. Although the prompting system produced moderate improvements in three of the subjects (mean increase of 10%), the SMP was much more effective, producing large gains in three of four subjects (mean increase of 32% over prompting and 42% over baseline), resulting in acceptable levels of performance. Generalization to a no-treatment control task was quite limited. Follow-up indicated maintenance of improved performance over a 12-week interval with three of the four subjects.

Adult↗

PubMed1999

Domains of social communication handicap in autism spectrum disorder.

OBJECTIVE: To investigate whether specific "social communication" handicaps could be identified in autism spectrum disorder using the Autism Diagnostic Observation Schedule and to compare the results with those found in a previous factor-analysis study using the Autism Diagnostic Interview-Revised. METHOD: All subjects were evaluated with both instruments. J.R. and P.E.T. independently diagnosed autism, Asperger's disorder, or pervasive developmental disorder--not otherwise specified in 51 children. Items from the Autism Diagnostic Observation Schedule that represented social communication behaviors were factor-analyzed. RESULTS: Three factors were identified: joint attention, affective reciprocity, and theory of mind. These are the same social communication domains that were identified in the previous study. CONCLUSIONS: These 3 social communication domains have been discussed in the literature regarding normal development and in previous research on autism spectrum disorders. If these domains are replicated in larger sample sizes, they could be used to monitor the results of pharmacological and psychotherapeutic interventions in autism spectrum disorders.

Adolescent↗

PubMed1991

A factor analytic study of the Diagnostic Assessment for the Severely Handicapped Scale.

Five hundred six severe and profoundly mentally retarded persons (247 women and 259 men) from Wisconsin and Louisiana were assessed on the Diagnostic Assessment for the Severely Handicapped Scale. A factor analysis yielded six factor scales: tantrums, aggression/conduct, language disorder/verbal aggression, social withdrawal/stereotypy, eating disorders, and sleep disorders. These data demonstrate a nosology of symptoms loading more heavily on vegetative symptoms than what is evident with persons in the mild and moderate ranges of mental retardation and persons who are not mentally retarded. The implications of these findings are discussed.

Activities of Daily Living↗

PubMedDate not supplied

Nutritional copper deficiency in severely handicapped patients on a low copper enteral diet for a prolonged period: estimation of the required dose of dietary copper.

Six cases of nutritional copper deficiency were identified in a nursery institute for severely handicapped patients. All had been on prolonged enteral feeding of a copper-deficient diet and all had abnormalities related to the copper deficiency. Two of them had leukopenia, with or without macrocytic and normochromic anemia. After the oral administration of copper, the clinical and laboratory observations including neutrophil counts and serum copper and ceruloplasmin levels showed a complete recovery. The dietary copper requirement was estimated to be approximately 20 micrograms/kg/day for these patients, based on the correlation between the dietary copper intake and the levels of copper in the serum.

Adolescent↗

PubMed1986

Health care access and use among handicapped students in five public school systems.

The authors studied the health care access and utilization patterns for a stratified random sample of 1,726 special education students in five large metropolitan school systems. Overall, 7% of the special education students had no regular source of care, 26% had no regular physician, and 38% had not visited a physician in the previous year; 13% had no health insurance. Each of these measures was worse for nonwhite and poorer children as well as for those whose mothers who had less formal education. Insurance coverage was associated with physician visits, with 45% of the uninsured children visiting a physician compared with 63% of those with public insurance and 66% of those with private insurance. Odds ratios for all health care access and use measures showed striking geographic variations. Thus, even for children identified as handicapped by their communities, barriers to health care are evident and are significantly greater for groups traditionally at risk.

Child↗