55 recherche sur le mot-clé 'Developmental disabilities'

Entitlement, Hope, and Life Satisfaction Among Mothers of Children with Developmental Disabilities / S. GEORGE-LEVI in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.3818-3828 Titre : Entitlement, Hope, and Life Satisfaction Among Mothers of Children with Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : S. GEORGE-LEVI, Auteur ; R. LASLO-ROTH, Auteur Article en page(s) : p.3818-3828 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Developmental Disabilities  Female  Humans  Parenting  Personal Satisfaction  Stress, Psychological  Developmental disabilities  Hope  Life satisfaction  Mothers  Sense of entitlement Index. décimale : PER Périodiques Résumé : The interplay between sense of entitlement and hope might have a unique contribution to mothers of children with developmental disabilities (DD) life satisfaction. Seventy-three mothers of children with DD and 47 mothers of children without DD participated in the study. Mothers of children with DD (vs. without DD) experienced low levels of life satisfaction and high levels of entitlement. The relationship between being a mother of children with DD and life satisfaction was mediated by the interaction between sense of entitlement and hope. Higher entitlement was negatively related to life satisfaction when mothers' hope was low and positively related to life satisfaction when mothers' hope was high. Entitlement can act as a resource for life satisfaction, depending on hope levels. En ligne : http://dx.doi.org/10.1007/s10803-020-04832-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Entitlement, Hope, and Life Satisfaction Among Mothers of Children with Developmental Disabilities [Texte imprimé et/ou numérique] / S. GEORGE-LEVI, Auteur ; R. LASLO-ROTH, Auteur . - p.3818-3828. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.3818-3828 Mots-clés : Autism Spectrum Disorder  Child  Developmental Disabilities  Female  Humans  Parenting  Personal Satisfaction  Stress, Psychological  Developmental disabilities  Hope  Life satisfaction  Mothers  Sense of entitlement Index. décimale : PER Périodiques Résumé : The interplay between sense of entitlement and hope might have a unique contribution to mothers of children with developmental disabilities (DD) life satisfaction. Seventy-three mothers of children with DD and 47 mothers of children without DD participated in the study. Mothers of children with DD (vs. without DD) experienced low levels of life satisfaction and high levels of entitlement. The relationship between being a mother of children with DD and life satisfaction was mediated by the interaction between sense of entitlement and hope. Higher entitlement was negatively related to life satisfaction when mothers' hope was low and positively related to life satisfaction when mothers' hope was high. Entitlement can act as a resource for life satisfaction, depending on hope levels. En ligne : http://dx.doi.org/10.1007/s10803-020-04832-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Improving Beverage Choice in Adults with Developmental Disabilities: Implementation of a Token Reinforcement System in a Community Residential Setting / Brandon K. MAY in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1523-1535 Titre : Improving Beverage Choice in Adults with Developmental Disabilities: Implementation of a Token Reinforcement System in a Community Residential Setting Type de document : Texte imprimé et/ou numérique Auteurs : Brandon K. MAY Article en page(s) : p.1523-1535 Mots-clés : Adult  Autism Spectrum Disorder  Beverages  Child  Developmental Disabilities/therapy  Dietary Sucrose  Humans  Token Economy  Developmental disabilities  Obesity  Token reinforcement  Water consumption Index. décimale : PER Périodiques Résumé : Individuals with developmental disabilities (DD) are twice as likely to have obesity than non-disabled individuals. Replacing the consumption of sugar sweetened beverages (SSBs) with water has many health benefits, including weight reduction. In this study, a token reinforcement system was implemented to increase water consumption and decrease the consumption of SSBs with 14 adult participants with DD living in a community-based independent supported living (ISL) center. Token reinforcement reduced the consumption of SSBs, with associated reductions in calorie consumption and body weight. Findings are especially important for treatment settings where resources for individualized meal planning and staffing to support comprehensive behavioral interventions may be limited. En ligne : https://dx.doi.org/10.1007/s10803-021-05051-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=463 [article] Improving Beverage Choice in Adults with Developmental Disabilities: Implementation of a Token Reinforcement System in a Community Residential Setting [Texte imprimé et/ou numérique] / Brandon K. MAY . - p.1523-1535. in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1523-1535 Mots-clés : Adult  Autism Spectrum Disorder  Beverages  Child  Developmental Disabilities/therapy  Dietary Sucrose  Humans  Token Economy  Developmental disabilities  Obesity  Token reinforcement  Water consumption Index. décimale : PER Périodiques Résumé : Individuals with developmental disabilities (DD) are twice as likely to have obesity than non-disabled individuals. Replacing the consumption of sugar sweetened beverages (SSBs) with water has many health benefits, including weight reduction. In this study, a token reinforcement system was implemented to increase water consumption and decrease the consumption of SSBs with 14 adult participants with DD living in a community-based independent supported living (ISL) center. Token reinforcement reduced the consumption of SSBs, with associated reductions in calorie consumption and body weight. Findings are especially important for treatment settings where resources for individualized meal planning and staffing to support comprehensive behavioral interventions may be limited. En ligne : https://dx.doi.org/10.1007/s10803-021-05051-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=463

Access to services, quality of care, and family impact for children with autism, other developmental disabilities, and other mental health conditions / Rini VOHRA in Autism, 18-7 (October 2014)  

Public ISBD [article]  inAutism > 18-7 (October 2014) . - p.815-826 Titre : Access to services, quality of care, and family impact for children with autism, other developmental disabilities, and other mental health conditions Type de document : Texte imprimé et/ou numérique Auteurs : Rini VOHRA, Auteur ; Suresh MADHAVAN, Auteur ; Usha SAMBAMOORTHI, Auteur ; Claire ST PETER, Auteur Article en page(s) : p.815-826 Langues : Anglais (eng) Mots-clés : Access to services  autism  autism spectrum disorder health care  burden of autism  developmental disabilities  family impact  mental health condition  quality of care Index. décimale : PER Périodiques Résumé : This cross-sectional study examined perceived access to services, quality of care, and family impact reported by caregivers of children aged 3–17 years with autism spectrum disorders, as compared to caregivers of children with other developmental disabilities and other mental health conditions. The 2009–2010 National Survey of Children with Special Health Care Needs was utilized to examine the association between child’s special needs condition and three outcomes (N = 18,136): access to services (difficulty using services, difficulty getting referrals, lack of source of care, and inadequate insurance coverage), quality of care (lack of care coordination, lack of shared decision making, and no routine screening), and family impact (financial, employment, and time-related burden). Multivariate logistic regressions were performed to compare caregivers of children with autism spectrum disorders to caregivers of children with developmental disabilities (cerebral palsy, Down syndrome, developmental delay, or intellectual disability), mental health conditions (attention deficit hyperactivity disorder, anxiety, behavioral/conduct problems, or depression), or both developmental disabilities and mental health conditions. Caregivers of children with autism spectrum disorders were significantly more likely to report difficulty using services, lack of source of care, inadequate insurance coverage, lack of shared decision making and care coordination, and adverse family impact as compared to caregivers of children with developmental disabilities, mental health conditions, or both. En ligne : http://dx.doi.org/10.1177/1362361313512902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Access to services, quality of care, and family impact for children with autism, other developmental disabilities, and other mental health conditions [Texte imprimé et/ou numérique] / Rini VOHRA, Auteur ; Suresh MADHAVAN, Auteur ; Usha SAMBAMOORTHI, Auteur ; Claire ST PETER, Auteur . - p.815-826. Langues : Anglais (eng) in Autism > 18-7 (October 2014) . - p.815-826 Mots-clés : Access to services  autism  autism spectrum disorder health care  burden of autism  developmental disabilities  family impact  mental health condition  quality of care Index. décimale : PER Périodiques Résumé : This cross-sectional study examined perceived access to services, quality of care, and family impact reported by caregivers of children aged 3–17 years with autism spectrum disorders, as compared to caregivers of children with other developmental disabilities and other mental health conditions. The 2009–2010 National Survey of Children with Special Health Care Needs was utilized to examine the association between child’s special needs condition and three outcomes (N = 18,136): access to services (difficulty using services, difficulty getting referrals, lack of source of care, and inadequate insurance coverage), quality of care (lack of care coordination, lack of shared decision making, and no routine screening), and family impact (financial, employment, and time-related burden). Multivariate logistic regressions were performed to compare caregivers of children with autism spectrum disorders to caregivers of children with developmental disabilities (cerebral palsy, Down syndrome, developmental delay, or intellectual disability), mental health conditions (attention deficit hyperactivity disorder, anxiety, behavioral/conduct problems, or depression), or both developmental disabilities and mental health conditions. Caregivers of children with autism spectrum disorders were significantly more likely to report difficulty using services, lack of source of care, inadequate insurance coverage, lack of shared decision making and care coordination, and adverse family impact as compared to caregivers of children with developmental disabilities, mental health conditions, or both. En ligne : http://dx.doi.org/10.1177/1362361313512902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review / Laura FONTIL in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1866-1881 Titre : Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Laura FONTIL, Auteur ; Jalisa GITTENS, Auteur ; Emily BEAUDOIN, Auteur ; Ingrid E. SLADECZEK, Auteur Article en page(s) : p.1866-1881 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Developmental disabilities  Interagency collaboration  Transition to school Index. décimale : PER Périodiques Résumé : Early school transitions are exciting, yet challenging, experiences for children with special needs, such as autism spectrum disorder (ASD), and their families. Transition to school support practices can help facilitate this difficult process for key stakeholders. The purpose of this systematic review was to synthesize the literature on transition to kindergarten support practice use for children with ASD and other developmental disabilities. Qualitative and quantitative studies were analyzed using textual narrative synthesis, following the guidelines from the Centre for Reviews and Dissemination. Overall, 39 individual studies were included. Results highlighted particular parent, child, and support staff needs during the transition to school, while also emphasizing the importance of collaborative practices in facilitating successful school beginnings. En ligne : http://dx.doi.org/10.1007/s10803-019-03938-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review [Texte imprimé et/ou numérique] / Laura FONTIL, Auteur ; Jalisa GITTENS, Auteur ; Emily BEAUDOIN, Auteur ; Ingrid E. SLADECZEK, Auteur . - p.1866-1881. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1866-1881 Mots-clés : Autism spectrum disorders  Developmental disabilities  Interagency collaboration  Transition to school Index. décimale : PER Périodiques Résumé : Early school transitions are exciting, yet challenging, experiences for children with special needs, such as autism spectrum disorder (ASD), and their families. Transition to school support practices can help facilitate this difficult process for key stakeholders. The purpose of this systematic review was to synthesize the literature on transition to kindergarten support practice use for children with ASD and other developmental disabilities. Qualitative and quantitative studies were analyzed using textual narrative synthesis, following the guidelines from the Centre for Reviews and Dissemination. Overall, 39 individual studies were included. Results highlighted particular parent, child, and support staff needs during the transition to school, while also emphasizing the importance of collaborative practices in facilitating successful school beginnings. En ligne : http://dx.doi.org/10.1007/s10803-019-03938-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

Behavior profiles of children with autism spectrum disorder in kindergarten: Comparison with other developmental disabilities and typically developing children / M. JANUS in Autism Research, 11-3 (March 2018)  

Public ISBD [article]  inAutism Research > 11-3 (March 2018) . - p.410-420 Titre : Behavior profiles of children with autism spectrum disorder in kindergarten: Comparison with other developmental disabilities and typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : M. JANUS, Auteur ; E. MAUTI, Auteur ; M. HORNER, Auteur ; E. DUKU, Auteur ; A. SIDDIQUA, Auteur ; S. DAVIES, Auteur Article en page(s) : p.410-420 Langues : Anglais (eng) Mots-clés : Early Development Instrument  autism spectrum disorder  behavior  developmental disabilities  kindergarten Index. décimale : PER Périodiques Résumé : Monitoring behavior patterns that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve the allocation of intervention strategies and reduction of the burden of the disease. In Ontario, Canada, developmental data are regularly collected for all kindergarten children with the Early Development Instrument (EDI), a teacher-completed questionnaire that provides information on children's status in five domains: physical, social, emotional, language/cognitive, and communication/general knowledge. Our main research questions are: (a) are there differences in kindergarten EDI domain scores between children who are diagnosed with ASD by Grade 3 and those who develop typically or have other disabilities?; (b) do these differences show a different pattern in relation to an early (by kindergarten) or late (by Grade 3) diagnosis?; and (c) are there specific subdomains on the EDI that demonstrate a consistent pattern of differences? EDI domain and subdomain scores were compared among groups using multivariate analysis of variance controlling for age, gender, EDI year, and EDI year by age interaction. Children with ASD, regardless of timing of identification, had significantly lower scores on all domains of the EDI than typically developing children. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities. These findings support the potential of the EDI to monitor ASD-like behaviors at the population level. Autism Res 2018, 11: 410-420. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Identifying behavior patterns among kindergarten children that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve intervention strategies and thus reduce the burden of the disease. In Ontario, Canada, developmental data are regularly collected with the Early Development Instrument (EDI) for all kindergarten children. The behavior in kindergarten of a sub-population of children diagnosed with developmental disabilities by age 9 is investigated here for patterns that may distinguish children with ASD from those with other disorders. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities, indicating meaningful differences between those groups even before diagnosis. These results support the potential of using the EDI to monitor ASD-like behaviors at the population level. En ligne : http://dx.doi.org/10.1002/aur.1904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 [article] Behavior profiles of children with autism spectrum disorder in kindergarten: Comparison with other developmental disabilities and typically developing children [Texte imprimé et/ou numérique] / M. JANUS, Auteur ; E. MAUTI, Auteur ; M. HORNER, Auteur ; E. DUKU, Auteur ; A. SIDDIQUA, Auteur ; S. DAVIES, Auteur . - p.410-420. Langues : Anglais (eng) in Autism Research > 11-3 (March 2018) . - p.410-420 Mots-clés : Early Development Instrument  autism spectrum disorder  behavior  developmental disabilities  kindergarten Index. décimale : PER Périodiques Résumé : Monitoring behavior patterns that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve the allocation of intervention strategies and reduction of the burden of the disease. In Ontario, Canada, developmental data are regularly collected for all kindergarten children with the Early Development Instrument (EDI), a teacher-completed questionnaire that provides information on children's status in five domains: physical, social, emotional, language/cognitive, and communication/general knowledge. Our main research questions are: (a) are there differences in kindergarten EDI domain scores between children who are diagnosed with ASD by Grade 3 and those who develop typically or have other disabilities?; (b) do these differences show a different pattern in relation to an early (by kindergarten) or late (by Grade 3) diagnosis?; and (c) are there specific subdomains on the EDI that demonstrate a consistent pattern of differences? EDI domain and subdomain scores were compared among groups using multivariate analysis of variance controlling for age, gender, EDI year, and EDI year by age interaction. Children with ASD, regardless of timing of identification, had significantly lower scores on all domains of the EDI than typically developing children. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities. These findings support the potential of the EDI to monitor ASD-like behaviors at the population level. Autism Res 2018, 11: 410-420. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Identifying behavior patterns among kindergarten children that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve intervention strategies and thus reduce the burden of the disease. In Ontario, Canada, developmental data are regularly collected with the Early Development Instrument (EDI) for all kindergarten children. The behavior in kindergarten of a sub-population of children diagnosed with developmental disabilities by age 9 is investigated here for patterns that may distinguish children with ASD from those with other disorders. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities, indicating meaningful differences between those groups even before diagnosis. These results support the potential of using the EDI to monitor ASD-like behaviors at the population level. En ligne : http://dx.doi.org/10.1002/aur.1904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352

Brief Report: The Prevalence of Neurofibromatosis Type 1 among Children with Autism Spectrum Disorder Identified by the Autism and Developmental Disabilities Monitoring Network / Deborah A. BILDER in Journal of Autism and Developmental Disorders, 46-10 (October 2016)  

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Comparative Effects of Mindfulness and Support and Information Group Interventions for Parents of Adults with Autism Spectrum Disorder and Other Developmental Disabilities / Yona LUNSKY in Journal of Autism and Developmental Disorders, 47-6 (June 2017)  

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Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities / Jennifer KATZ in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

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Emergency Department Use: Common Presenting Issues and Continuity of Care for Individuals With and Without Intellectual and Developmental Disabilities / Anna DURBIN in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

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Impact of Sleepwise: An Intervention for Youth with Developmental Disabilities and Sleep Disturbance / Alicia H. B. MOSS in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

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