摘要:

&NA;Sleep disturbances are a common concern for children with developmental disabilities and their caregivers. In this article, the extant literature on the occurrence of sleep disorders in children with developmental disabilities is reviewed. More specifically, various assessment and treatment strategies for sleep difficulties are examined. Furthermore, the article discusses issues that may influence treatment development as well as the “best practices” for addressing sleep difficulties in children with developmental disabilities.

ISSN:0896-3746    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;This article describes an approach to research, resource development, and early intervention that has evolved in a disability community‐based organization—Through the Looking Glass—in response to the unmet needs and obstacles faced by parents with disabilities and their children. Material on parents with physical disabilities is presented first, identifying themes that are embedded in a disability culture perspective: spread and differentiation; contextual, environmental, or social dimensions of disability; adaptation; respect; empowerment and power differential issues; interdependence; and familiarity with disability. Next material on parents with cognitive disabilities is presented in relation to these themes. The integration of infant mental health and family therapy approaches to the disability community themes is discussed.

ISSN:0896-3746    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;In young children, the seizure disorders are a diverse group of conditions that manifests in an astonishing variety of symptoms. The cause, treatment, and prognosis for each of the pediatric epilepsies also vary greatly. Many of these disorders are particularly common in young children with developmental disabilities. This article reviews the most frequent causes of seizure disorders in young children and classifications of different seizure types. It also discusses current therapies, including altermatives to medication. Emergency response to seizures is covered as well as nonepileptic episodes that may resemble seizures. Finally, epilepsy's potential impact on the family is discussed.

ISSN:0896-3746    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;All health care practitioners are being urged to develop evidence‐based practices. In an evidence‐based early intervention practice, research findings are integrated with clinical knowledge and expertise to make decisions that provide the best services for children and their families. There are many challenges to developing an evidence‐based practice. This article focuses on specific strategies that can be used to evolve an evidence‐based practice. The article describes methods to gather information from the research literature and other sources, to review research studies critically, and to summarize research information for practice using a model to support evidence‐based practice. An example of the application of these strategies to early intervention is included.

ISSN:0896-3746    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Most screening and evaluation instruments used in early intervention are limited in their ability to describe the complex, behavioral repertoire that newborn infants bring to the world. As a result, a traditional eligibility evaluation may not capture the unique behavioral strengths and needs of each infant. The integration of qualitative neurobehavioral observation into the initial eligibility evaluation enriches both the process and the results for parents and interventionists. By combining traditional evaluation tools with neurobehavioral observation, early interventionists can better meet the needs of parents in the early weeks following homecoming while also complying with the intent of the federal and state legal mandates.

ISSN:0896-3746    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Early intervention clinicians must be adept at working with families from all backgrounds. Sometimes they encounter families with mental illness or mental health disorders. In these situations it is crucial to carefully apply the principles of family‐centered care that would be utilized with all families. Many families with mental health challenges enter the early intervention system with well‐founded fears that they will be viewed with suspicion by clinicians. Some modifications and accommodations of best practices in family‐centered care can be useful in ensuring that a trusting relationship between families and early intervention staff is established and maintained over time.

ISSN:0896-3746    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;The work of early intervention providers (EIPs) demands close contact with infants and children who often harbor infections. This article focuses on strategies to protect the EIP from occupationally acquired infectious illnesses. Three infection prevention strategies organize the article: (1) immunization, (2) exposure limitation, and (3) minimization of risk of infection after exposure and prevention of further spread of infection. Disease‐specific post‐exposure prevention strategies also are described. Percutaneous exposure to blood or body fluids requires management by a post‐exposure specialist, and a protocol must be in place to organize this follow‐up. Hand washing remains the single most important measure EIPs can use to prevent self‐inoculation and transmission of pathogens.

ISSN:0896-3746    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;In New Zealand, a major intended outcome of the early childhood curriculum is the enhancement of children's “learning dispositions.” Assessment of learning dispositions is made via a new assessment model known as “learning stories.” Children with special needs in New Zealand attend early childhood centers with their typically developing peers, but assessment and programming continue to focus exclusively on the acquisition of skills for children with special needs. By ignoring the development of learning dispositions in children with special needs, early interventionists risk excluding those children from a fundamental aspect of the early childhood curriculum. This article proposes that the learning stories model can be used effectively for children with special needs.

ISSN:0896-3746    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0896-3746    

出版商:OVID    

年代:2000

数据来源: OVID