Child's Mental Age Research Articles

Caregiver Strategies to Sensory Features for Children With Autism and Developmental Disabilities.

BackgroundCaregivers of children with autism spectrum disorders (ASD) and developmental disabilities (DD) implement myriad strategies to support their children during daily activities and routines, which are laden with sensory stimuli. Children’s sensory features are often characterized by three patterns of response (i.e., hyperresponsiveness, hyporesponsiveness, sensory seeking), and little is known about how caregivers’ strategies differ among these patterns. Therefore, we used a mixed methods analysis to examine the complex interplay between children’s sensory response patterns, child characteristics (diagnosis, chronological age, mental age), and caregiver strategies. Specifically, we examined how children’s sensory response pattern scores were associated with caregiver strategies within sensory response pattern and at the item level. Lastly, we described the differential strategies implemented by caregivers of children with ASD and DD by sensory response pattern.Materials and MethodsParticipants included children with ASD (n = 77) and DD (n = 40) aged 2–10 years. Caregivers completed the Sensory Experiences Questionnaire-2.1. A convergent parallel mixed methods approach was used to analyze data.ResultsChildren’s sensory response pattern scores were significantly, positively associated with caregiver strategies within each sensory pattern (hyperresponsiveness, hyporesponsiveness, seeking); however, child mental age, and chronological age were not significantly related to the rate of caregiver strategies across patterns. While caregivers of children with ASD reported using more strategies, child diagnosis did not moderate the association between child sensory response pattern scores and the rate of caregiver strategies used. Item analysis demonstrated specific child behaviors in response to sensory stimuli that elicited high rates of strategies among caregivers. Qualitative analysis revealed distinct themes characterized caregiver strategies within each sensory pattern for children with ASD and DD.ConclusionOur findings demonstrated specificity of caregiver strategies to children’s sensory response patterns in the context of families’ everyday lives, which were not contingent on child diagnosis, mental age, or chronological age, thereby highlighting universal qualities of caregiving for young children who experience varying levels of sensory challenges. Targeted intervention approaches may differentially incorporate types of strategies based on sensory response patterns to more optimally facilitate children’s activity participation.

Therapies and Treatment for Children with Autism Spectrum Disorder: (Case Study)

Abstract Autism Spectrum Disorder (ASD) is a pervasive neurodevelopmental disorder characterized by impairments in social communication and restricted, repetitive patterns of behavior, interests or activities (American Psychiatric Association, 1994) (APA). Case Study of autistic child D.S. treated with (IEP) program and therapeutic methods. Direct observation of the vertical grid with the child treated with (IEP) program and professional techniques was used for the realization of the study, semi-structured interviews with actors and factors that have access to autistic children. Focus group with field specialists who create a multidisciplinary team. Child testing with the SON-R test proved that the age of the trained child increased 4 years. The non-exercising child's mental age increased only 7 months (2.5-3.2) years. Achievements of an autistic child treated with the Individualized Education Program, (IEP-1+IEP-2+IEP- 3 in the spheres exercised: The child has made progress in the psychomotor skills (learning). Results: (IEP-1-15%); (IEP-2-45%); (IEP-3-80%). Linguistic skills has not progressed, because it has serious brain damage in the part of communicative ability; the results in this sphere are: IEP-1-0%; IEP-2-5%; IEP-3-10%. The achievements of the child in the social sphere are: IEP-1-35%; IEP-2-45%; IEP-3-75%. Psychological treatment of autistic child with Individualized Education Program (IEP) and therapeutic methods resulted in success story.

Early interaction in autism spectrum disorder: Mothers' and children's behaviours during joint engagement.

More knowledge about the interaction between young children with autism spectrum disorder and their parents is one way to improve intervention. This study aims to investigate the behaviours of mothers and children with autism spectrum disorder during joint engagement, with a focus on pacing or rate (i.e., incidences per minute) of their behaviours when being in this state. Video recordings of 10min of free-play between 58 children (2-4years) diagnosed with childhood autism and their mothers were used to examine rate of mothers' and children's behaviours (i.e., toy introduction, toy expansion, positive affect, and language) during joint engagement, the association between rate of mothers and children's behaviours, the relation between rate of mothers' behaviours and time in joint engagement, and how child factors might be associated with the latter. Mothers(m) and children(c) showed similar rate of positive affect (Mm =0.6/Mc =0.5) and toy expansion (Mm =0.7/Mc =0.7) per minute, whereas mothers talked almost three times more than their children (Mm =10.2/Mc =3.8). In contrast, mothers introduced fewer toys compared to the children (Mm =0.7/Mc =1.2). Rate of mothers' toy introduction, toy expansion, and positive affect was inversely related to time in joint engagement (Regression coefficient=-70.7 to -48.5, p=.006 to .024). Rates of mothers' and children's behaviours were associated (Spearman rank order coefficient=.53 to .29, p<.001 to .03), but neither rate of children's behaviours nor mental age was associated with the observed relation between rate of these maternal behaviours and time in joint engagement. Time in joint engagement was related to rate of mothers' behaviours and children's mental age but not to rate of children's behaviours in this study. Thus, intervention teaching parents of young children with autism strategies designed to increase time in joint engagement may be vital. The complex nature of the interaction between mother and child behaviours in promoting joint engagement warrants further elucidation.

Factors relating to self-sufficiency in children with Down's syndrome

An index of self-sufficiency in children with Down's syndrome was developed for use in a study of the process of adaptation in families living in the Greater Manchester area. The children were 6-14 years old, and living at home. Index scores were based on the mothers' responses to a questionnaire covering their children's personal and domestic functioning and community self-sufficiency, and were obtained from 111 of the 117 mothers who took part in the study. A wide range of child- and family-related variables were found to be significantly associated with self-sufficiency scores on a univariate level. Multiple regression analysis was used to identify those variables which best predicted the level of self-sufficiency achieved. After the child's mental age, the most significant variables were excitability, behaviour problems, the extent the mother used practical means of coping, and the level of social activity experienced by the child. Together, these five variables explained 63% of the variance in self-sufficiency scores. The dynamics by which such factors may relate to self-sufficiency in children with Down's syndrome are discussed, and intervention aimed at promoting the use of practical ways of coping by parents is suggested.

Children's unique experience of depression: using a developmental approach to predict variation in symptomatology.

BackgroundCurrent clinical knowledge suggests that children can have different types of depressive symptoms (irritability and aggression), but presents no theoretical basis for these differences. Using a developmental approach, the present study sought to test the relationship between developmental level (mental age) and expression of depressive symptoms. The primary hypothesis was that as children's mental age increased, so would the number of internalizing symptoms present.MethodsParticipants were 252 psychiatric inpatients aged 4 to 16 with a diagnosed depressive disorder. All children were diagnosed by trained clinicians using DSM criteria. Patients were predominantly male (61%) with varied ethnic backgrounds (Caucasian 54%; African American 22%; Hispanic 19%; Other 5%). Children were given an IQ test (KBIT or WISC) while within the hospital. Mental age was calculated by using the child's IQ score and chronological age. Four trained raters reviewed children's records for depressive symptoms as defined by the DSM-IV TR. Additionally, a ratio score was calculated to indicate the number of internalizing symptoms to total symptoms.ResultsMental age positively correlated (r = .51) with an internalizing total symptom ratio score and delineated between several individual symptoms. Mental age also predicted comorbidity with anxiety and conduct disorders. Children of a low mental age were more likely to be comorbid with conduct disorders, whereas children with a higher mental age presented more often with anxiety disorders. Gender was independently related to depressive symptoms, but minority status interacted with mental age.ConclusionThe results of this study indicate that a developmental approach is useful in understanding children's depressive symptoms and has implications for both diagnosis and treatment of depression. If children experience depression differently, it follows that treatment options may also differ from that which is effective in adults.

Pervasive developmental disorders: Dilemmas in diagnosing very young children

Diagnosis of the pervasive developmental disorders relies on the detection of deficits in communication, social, and play skills relative to the child's mental age. Using a case example, this article illustrates the multidisciplinary process of making this diagnosis in very young children. DSM-III-R

FACTORS RELATED TO THE ACADEMIC ATTAINMENTS OF CHILDREN WITH DOWN'S SYNDROME

The attainments in reading, number and writing skills, of 117 children with Down's syndrome, aged 6 to 14 years, were assessed using checklists completed by teachers. In a study of child and family functioning a wide range of variables was measured and the relationships of these to academic attainments were investigated using multivariable analysis. The children's mental age scores were most strongly related to academic attainments scores, but, in addition, type of school attended, gender, chronological age and fathers' scores on a measure of locus of control were significantly related. The results are discussed in terms of their implications for educational placement and curriculum, and the role of fathers in their children's education.

A Symptom Self-Report Measure for Preschool Children

The Preschool Symptom Self-Report (PRESS) is a pictorial instrument designed to facilitate the self-report of depressive symptoms by preschool children. It was tested with a sample of 84 Head Start children and their parents and teachers. A parent-teacher version of the instrument correlated with other measures designed for adult rating of children's depression about as well as those measures correlate with one another. It showed high reliability upon retesting by a different examiner within 24 hours. The instrument also showed high internal consistency, which implies that the children responded to items based upon their meaning rather than upon irrelevant characteristics. The retest reliability of the instrument did not depend upon the child's mental age. The children's self-reports showed no relation to adults' ratings of the children's symptoms; this result is consistent with some findings with older children.

BEHAVIOR DEVIATIONS IN MENTALLY RETARDED CHILDREN

Psychiatrists are becoming increasingly aware of their responsibilities for dye treatment and management of children with mental retardation. To fulfill these responsibilities, the first requirement is an accurate evaluation of behavior and speech characteristics that depart from the norm for the retarded child's chronological age. Such deviation may represent (1) behavior that is normal for the child's mental age; (2) defensive patterns or reaction to stress resulting from demands that are excessive for the child's mental age; (3) an underlying psychopathology; (4) cerebral dysfunction; or (5) environmental factors, such as experiential cognitive deprivation. For treatment and management, it is essential to distinguish which one or combination of these five situations accounts for the behavior deviation in a given child. Yet our criteria for making such differentiations are still quite inadequate. During the past twenty years one of the authors (SC) has been called upon again and again to review diagnoses in which behavioral aberrations had led to an unfounded judgment of pathology. One persistent problem has been the tendency of clinicians to assume that a child's retardation is secondary to some emotional disturbance (Kanner, 1956). In particular, schizophrenia has been emphasized as a cause of mental retardation. Inattention and unresponsiveness to the en-

Evaluation Of A Prolonged Pre-Academic Program For High Grade Mentally Deficient Children In Terms Of Subsequent Progress

The Prolonged Pre-academic Program is an experimental educational unit at the Wayne County Training School. It was designed for mentally deficient children under twelve years of age with I.Q.'s 60-79 inclusive. Its goal was to show that postponement of aca demic instruction until the child's mental age was as much as two years in advance of his educational age would yield dividends in faster progress, better adjustment, and better effort in the academic situation, with an even tual achievement level as high as would have been obtained through continuous academic instruction throughout the school years. The program for the pre-academic years stressed reading readiness, social living and work habits in an enriched and stimulating en vironment. The experiment, which up to the present has included only boys, has now been in operation for five years and the following report is an evaluation of results.