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Abstract : Quality of Life and its Determinants in Preschool Children with Down Syndrome
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Abstract: Objective: Children with Down syndrome (DS) show a delay in cognitive and motor development and have various concomitant health problems. We compared Health-Related Quality of Life (HRQoL) in preschool children with DS with a reference group, and investigated child-related factors (i.e., developmental quotient, adaptive function, health problems, problem behaviour), and maternal level of education on HRQoL. Method: In a cohort of 55 children with DS, HRQoL was measured with the TNO-AZL preschool children Quality of Life Questionnaire (TAPQoL). Data from a reference group were used for comparison. Developmental Quotient (DQ) was assessed with the Bayley Scales of Infant Development II, adaptive function with the Pediatric Evaluation of Disability Inventory, health problems were derived from the medical file, and behavioural problems were measured with the Child Behaviour Checklist. Results: Children with DS (N=55; mean age 41.7 months) scored significantly lower on the TAPQoL domains lung and stomach problems, motor function and communication compared to the reference group. DQ had a significant negative correlation with the domains lung problems and liveliness. Children with DS with respiratory or gastro-intestinal problems showed significant lower scores on lung problems and communication. Problem behavior had a significant negative correlation with the domains sleeping, appetite and social function. A low level of maternal education correlated negatively with positive mood. Adaptive function and congenital heart defect (CHD) did not significantly correlate with HRQoL. Conclusion: Preschool children with DS show a lower HRQoL on particular domains of functioning compared to a normative sample. HRQoL of children with DS is correlated to DQ, respiratory and gastro-intestinal health problems, problem behaviour and maternal education, but not to CHD and adaptive function. Keywords: Down syndrome, Quality of life, Developmental Preschool children, Children.Download Full Article |
Abstract : Quantified Observations of Sensory Processing (QOSP): Resource Tool for Screening Sensory Processing Difficulties in Preschoolers
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Abstract: Sensory Processing (SP) difficulties in children are seen to be increasing in today’s world. Quite a few typically developing children are reported to have difficulties in coping with school, home and play environments. Their difficulties are mostly labeled abnormal behaviors and with superficial assessments these children often receive traditional treatments that marginally decrease their problems without giving long term functional gains. Hence their SP dysfunctions make them adopt pathological behaviors as they grow, making them incompetent as compared to their peers. One of the factors behind these children getting unnoticed at an early age is lack of awareness about SP difficulties among the parents, teachers and medical fraternity in India. The other important factors include unavailability of contributory study in this area done on the Indian population and the use of non-normated, generalized evaluation tools done for evaluation of these difficulties. Further less information on what is age related typical SP makes it trickier to differentiate between a typical behavior and SP difficulty. The present study is the first study that would make an effort to understand the age related SP in Indian preschoolers aged 3-7 years. The QOSP includes observations based on literature and theoretical constructs of SP which are graded and made quantitative for ease of administration and interpretation. This study intends to establish the age appropriate expected response and estimate the children posing risk to develop SP dysfunctions. The study further attempts to understand correlations between the different parameters of QOSP and tries to identify those parameters that can be considered red flags for SP difficulties. The results of the study suggest about 3% of children in the typically developing group to be at the risk of having SP difficulties. About 20% are estimated to be having difficulties in at least one of the SP areas when compared with behaviors rated on Sensory Processing Measure. Apart from typically developing children the tool was also used in co-morbid conditions and was found to be useful in understanding the underlying Sensory Processing difficulties. Thus the QOSP can be considered a good measure not only in screening children with suspected sensory processing difficulties but also to gear the intervention program to be streamlined and goal oriented. Keywords: Rehabilitation personnel, Sensory Processing Measure, Sensory systems, Play, Behavior disorders.Download Full Article |
Abstract : Everyday Life Situations of School-Aged Children with Severe Disabilities: What are the Goals for the Future? An Exploratory Study
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Abstract: This study investigated present and future everyday life situations (ELS) in home, school, work, and leisure environments for a group of school-aged children with severe disabilities, including complex disorders and a combination of disabilities. The purpose was to explore universal ELS; clarify how the children can be supported in their development of autonomy; and to gather information on potential overall goals for interventions. To make data comparable, all reported ELS were linked to the International Classification of Functioning, Disability and Health, Child and Youth version (ICF-CY) and listed along with information on the setting. Both today, and in the future, recreational activities and participation in school or work were of highest importance, but few reported ELS involved directly interacting with other children. More ELS were predicted to occur outside the home and with a higher degree of autonomy. Therefore, interventions would be focused on the overall goal that children with severe disabilities take initiatives to become independent and to form relationships with others. Keywords: Children, classification, disability, everyday life situation, ICF-CY, involvement, participation, special education.Download Full Article |
Abstract : Cognitive Algebra Underlying Special Education Teachers’ and Psychology Students’ Attitudes Towards School Inclusion of People with Intellectual Disability
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Abstract: Attitudes towards regular school inclusion of people with intellectual disabilities (ID) are affected by factors such as disability severity, educational level, and teacher experience. Nevertheless, the ways that teachers integrate these factors to form inclusion judgments remains unclear. The current paper explores what systematic cognitive algebra rules are used to cognitively integrate this set of inclusion factors by special education teachers and psychology students. To do so, 469 special education teachers and psychology students were asked to take part in two experimental cognitive algebra studies. In each study, participants had to read a set of school inclusion scenarios and rate the probability that a scenario actor with ID could be successfully integrated into a regular school program. To this purpose, factor effects on successful school inclusion and ID related to individuality, situational aspects, and contextual considerations (e.g., school environment, grade level taught) were explored. Results suggested that participants showed attitudes to school inclusion ranking from light to moderate positive values. Situational factors, as well as context factors, were judged to be more significant than other factors in elementary education. These factors were integrated by following a cognitive summative rule. Overall, judgment for successful school inclusion follows a summative rule to integrate sources of information. This rule is maintained irrespective of the disability under consideration. However, valuation of each source of information does depend on the type of the current study sample. Implications of these results for inclusion of people with disabilities in regular schools are discussed in this paper. Keywords: Intellectual disability, school inclusion, cognitive algebra, attitudes, special education teachers.Download Full Article |
