ISSN:0196-206X    

出版商:OVID    

年代:1992

数据来源: OVID

ISSN:0196-206X    

出版商:OVID    

年代:1992

数据来源: OVID

ISSN:0196-206X    

出版商:OVID    

年代:1992

数据来源: OVID

摘要:

Disabled children represent an important “at-risk‘’ group for emotional and behavioral problems. This study determined how they assess their own social function in regular classrooms and compared them with their able-bodied peers. School principals identified 60 visibly disabled children who were integrated into regular classes for at least 50% of the time. A comparison group of 56 randomly selected, same-gender classmates was identified. Children completed the Perceived Competence Scale and a classroom sociometric scale. Parents and teachers were asked to rate each child's social function. Disabled children rated themselves lower on physical competence (mean = 2.53 vs 2.92,p= .002) but not on social or cognitive competence. However, disabled children had fewer friends and scored lower on the classroom sociometric measure than did their able-bodied classmates (mean = 2.06 vs 2.39,p= .01). There was no difference between disabled and control children when social function was assessed by parents or teachers. For all children two variables were significantly associated with the child's self-perceived social competence: the child's self-perceived physical competence (R2= .27) and the peer sociometric rating (R2= .13). Teacher perception (R2= .35) and self-perception (R2= .10) of social function were most strongly associated with the perception of peers. In both cases whether the child was disabled contributed little to the observed association. These findings support the importance of peers in the successful social function of children and suggest that teachers can have an impact on how children are perceived by other children. The observation that perceived physical competence is strongly associated with perceived social competence supports initiatives that promote the physical abilities of disabled children.J Dev Behav Pediatr 13:11–16, 1992. Index terms:social function, integration, social skills, disability.

ISSN:0196-206X    

出版商:OVID    

年代:1992

数据来源: OVID

摘要:

This study investigated patterns of neurodevelopmental dysfunction in children with writing disorders (WD). Records of children, ages 9 to 15 years, referred to a school problems clinic were examined. Using teacher questionnaire information, including ratings of writing legibility, mechanics, rate, linguistic sophistication, and spelling, 99 cases of WD were found. Sixty-three children without WD served as clinic controls. A cluster analysis revealed four discrete subtypes of WD and two non-WD control clusters. The four WD clusters were found to have different patterns of writing and reading characteristics. Neurodevelopmental tests discriminated among the clusters (F = 2.8,p< .0001), and an examination of neurodevelopmental performance characteristics among the clusters showed different patterns of strengths and weaknesses. An empirically derived subtyping of WD is proposed: WD with fine motor and linguistic deficits, WD with visualspatial deficits, WD with attention and memory deficits, and WD with sequencing deficits. This subtyping, if confirmed in a population study, may have important diagnostic and therapeutic implications.J Dev Behav Pediatr 13:17–23, 1992. Index terms:learning disorders, written language, dysgraphia, spelling, subtypes.

ISSN:0196-206X    

出版商:OVID    

年代:1992

数据来源: OVID

摘要:

Bereavement responses were assessed in 45 parents whose children died 6 months to 4 years earlier. Correlational analyses were used to determine which demographic and experiential variables were related to parental responses on 10 scales of the Grief Experiences Inventory (GEI). Parents of boys or children who died suddenly experienced more despair, anger, guilt, and depersonalization. Social support and stress since the child's death and fate-blame versus self-blame were also related to parental responses on specific GEI scales. Clinical implications for work with bereaved parents are discussed.J Dev Behav Pediatr 13:24–30, 1992. Index terms:parental bereavement.

ISSN:0196-206X    

出版商:OVID    

年代:1992

数据来源: OVID

摘要:

This study compared the effect of sensory integration therapy (SI), perceptual-motor training (PM) and no treatment (NT) on the performance of 103 children with learning disabilities and sensory integrative dysfunction, aged 58 to 107 months, who were randomly assigned to one of the two treatment groups or to no treatment. After receiving a total of 72 1-hour sessions of therapy for 3 hours per week, PM-treated subjects showed significant gains over the other two groups, primarily in gross motor performance. SI-treated subjects showed an advantage in motor planning. There were no accompanying group differences in visual perception, handwriting readiness, copying ability, cognitive, academic, language and attentional skills or in self-concept. These findings demonstrate motor gains resulting from motor treatments without carry-over to functional skills and abilities more directly associated with school performance.J Dev Behav Pediatr 13:31–40, 1992. Index terms:motor treatments, learning disabilities.

ISSN:0196-206X    

出版商:OVID    

年代:1992

数据来源: OVID

摘要:

Blood pressure (BP) reactivity in children, the transient elevation of BP after an acute stressor, is a stable characteristic that may predict cardiovascular disease (CVD) and hypertension. The purpose of the present study was to assess the generalizability of BP reactivity across various stressors in young children. BP reactivity was measured in 85 children (ages 3 to 6 years) after each of three different stressors. Systolic BP reactivity level was highest after physical exertion (104 mm Hg), followed by competitive task (95 mm Hg) and cognitive task (93 mm Hg). Resting systolic BP was 90. The 2-week test-retest reliability was higher for physical stress systolic BP reactivity level (r= .66) than for baseline systolic BP (r= .58) and the other two stressors. The reliability of the systolic BP change score was significant only for physical stressor (r= .33). Correlations among the three stressors ranged from .75 to .79 for systolic BP reactivity level and from .37 to .50 for change in systolic BP. Change in systolic BP after physical stress correlated with skin-fold thickness (r= .32). There was evidence of generalizability across stressors. The physical task is the most promising for future study of BP reactivity in young children.J Dev Behav Pediatr 13:41–45, 1992. Index terms:blood pressure, stress, reactivity, cardiovascular disease, children.

ISSN:0196-206X    

出版商:OVID    

年代:1992

数据来源: OVID

ISSN:0196-206X    

出版商:OVID    

年代:1992

数据来源: OVID

ISSN:0196-206X    

出版商:OVID    

年代:1992

数据来源: OVID