Disabled Adolescents Research Articles

Coping with illness and coping with handicap during the vocational rehabilitation of physically handicapped adolescents and young adults

Coping with illness and coping with handicap during the vocational rehabilitation of physically handicapped adolescents and young adults are given great consideration in rehabilitation centres. The mutual dependence of defence styles and ways of coping with serious illnesses are demonstrated in case vignettes 1 and 2. Defence processes can block coping with illness. In adolescents who are physically handicapped since birth, other body and self-representations are developed according to the form of handicap. After an accident or illness in later childhood or adolescence, new body and self-representations have to be built up in a way that corresponds to the changed physical circumstances (case vignette 3). This is often a lengthy and painful process of mourning. The extent to which the adolescent patient will be granted independence and autonomy from the family will influence the course of the illness itself. The dangers and prospects of lengthy rehabilitation processes are discussed. The necessary adjustments that physically handicapped adolescents have to make when they are admitted into a residential facility for the physically handicapped are described.

Preventing School Dropouts: Tactics for At-Risk, Remedial, and Mildly Handicapped Adolescents

Preventing School Dropouts: Tactics for At-Risk, Remedial, and Mildly Handicapped Adolescents

Linguistics, AAC, and metalinguistics in communicatively handicapped adolescents

This study had two aims: first, to give an overview of current research on metalinguistic skills and their development and to point to the relevance of this research to the augmentative and alternative communication (AAC) field; and second, to demonstrate how methods based on the reasoning in the metalinguistic field can be applied to the communicative situation of a group of Bliss-using persons. Since a characteristic of many AAC users is that they lack productive spoken communication, studies of their metalinguistic skills put special demands on the tests and methodologies used. At the same time, it is evident that the metalinguistic skills of persons with severe communication disorders are highly relevant from both a theoretical and an applied point of view. The perspective outlined in the overview was used in a study of eight Bliss-using subjects who were tested with respect to comprehension of oral language, metalinguistic functions, and reading/writing variables. The results point to the importance ...

Substance Abuse Among Adolescents

Substance abuse represents a major concern to our society. Although no one sector of our populace is immune to the effects of substance use, perhaps nowhere is the risk greater than for adolescents. The various physiological changes, psychosocial stressors and emotional factors confronting adolescents seem to make them particularly susceptible to adverse effects of alcohol and drugs. The purpose of this article, therefore, is to describe the phenomena of substance abuse among adolescents and to discuss its implications for special service providers in schools. In particular, emphasis will be placed on examining substance abuse in k-risk populations including handicapped adolescents. Implications are considered for school-based prevention and treatment approaches.

Everyday stressors in the lives of Anglo and Hispanic learning handicapped adolescent

The sociocultural context of the lives of 10 learning handicapped adolescents was closely monitored over an entire school year using participant observation techniques. Everyday stressors and coping strategies of 5 Hispanic and 5 Anglo adolescents matched on age, sex, SES, class placement, and family intactness, were documented in lengthy field notes. Data revealed that in addition to concerns typical of all adolescents (i.e., family, work, recreation, appearance), cross pressure from cultural conflicts and the learning handicapped status were major sources of stress for these adolescent subgroups. It was concluded that we need to understand stressful events as a function of the context in which lives are situated in order to develop intervention programs designed to teach stress management and strategies for coping with relevant real-life problems.

Hearing abilities of Down syndrome and other mentally handicapped adolescents

Down syndrome (DS) individuals are prone to auditory processing difficulties in a variety of audiological, short-term memory, and language tasks. The present study explored: (a) the hearing capabilities of DS adolescents and young adults relative to a sample of non-DS mentally handicapped (MH) individuals, and (b) the relationship between hearing ability and performance on several cognitive tasks. Samples of 26 DS and 26 MH trainable mentally handicapped individuals were matched on IQ and chronological age (CA). Audiometric data revealed greater hearing losses in DS than in MH individuals at five of the six tested frequencies, more DS conductive and mixed hearing losses, and particularly high DS losses in the high-frequency range. Measurement of the speech reception threshold revealed poorer reception of speech by the DS than the MH group. Classification of tympanograms indicated fewer normal ears and twice as many DS ears with middle ear problems reflecting no mobility or retraction of the tympanic membrane. Presence of DS middle ear difficulties was also confirmed by poorer elicitation of the acoustic (stapedius) reflex in DS subjects. Correlation of hearing variables with seven cognitive tasks administered on the same day revealed only one significant relationship after the statistical removal of the effects of CA and IQ: DS subjects with poorer hearing identified fewer words in a task in which a masking noise quickly followed a spoken word. This result suggests that group findings of DS auditory-verbal processing difficulties stem, in part, from subjects with hearing difficulties needing more time to identify spoken words.

The socioprofessional rehabilitation of disabled adolescents

The socioprofessional rehabilitation of disabled adolescents

Family profiles of adaptability, cohesion, and communication for learning handicapped and nonhandicapped adolescents

The family functioning of 30 nonhandicapped and 30 learning handicapped adolescents and their parents was examined. Measures of adaptability, cohesion, and communication were taken from the parent and the adolescent perspectives. Parent and adolescent perspectives on these areas of functioning were analyzed with a cluster analytic technique, which resulted in five distinct profiles of family functioning. These statistical groupings were confirmed by information gathered through participant observation from an accompanying investigation. The nature of the five clusters confirmed the existence of similar family functioning across the nonhandicapped and learning handicapped groups. Additionally, variations in reaction and adjustment to the amount of structure in the family environment by different families was documented. The importance of considering adolescent and parent perspectives separately was highlighted.

Risk for unintended pregnancy and childbearing among educable mentally handicapped adolescents.

A San Diego Adolescent Pregnancy and Parenting Program (SANDAPP) evaluation revealed that low intellectual ability was a serious risk factor for adolescent pregnancy. 20% of pregnant teens in the study were enrolled in special education classes, but only 10% of all students in San Diego school district attend such classes (n = 135; mean age = 16). The mean dropout age for special education teens was 14 vs. age 16 for non special-education teens. Chicago's Children and Adolescent Pregnancy Project (CAPP), an ongoing, school-based intervention program, revealed that approximately (EMH) with IQs of 60 -79. CAPP began as a 3 year (1983-1985) demonstration model with an 18-month follow-up developed by the Arts of Living Institute (ALI) that serves between 900 and 1200 females each year. CAPP was established within ALI in response to increasing numbers of elementary school-age (ESA, ages 11-15) and EMH (ages 11-19) pregnant adolescents. Most of these students were black (91%) or Hispanic (7%) teens from families living in poverty. 1/2 of CAPP participants resided in 5 Chicago communities identified as high risk for poor pregnancy outcomes. During 1983-1985 CAPP served 98 EMH and 228 ESA pregnant females, representing approximately 22-25% of all pregnant teens younger than age 15 who gave birth Chicago. Client outcomes were determined by the indicators of low birth weight (2500 gm/5.5 lbs.), infant mortality, repeat pregnancy, and dropping out of school. There were no significant differences between ESA and EMH clients indicating the appropriateness of a combined program. During the 3 year period only 30% of mothers reported they were not attending school. In contrast, the dropout rate for Chicago high schools is 45% of all students and 70% for pregnant teens. School attendance was 15% lower among EMH students when compared with ESA students at the same grade level.

Effects of Massed versus Distributed Practice on Gross and Fine Motor Proficiency of Educable Mentally Handicapped Adolescents

Gross and fine motor proficiency were studied in a sample of 52 educable mentally handicapped students ( M = 15.8 yr.), half of whom were assigned to 15 30-sec. trials, a relatively massed practice schedule with 5 sec. between trials, and half to a distributed practice schedule with 30-sec. rests. 5 trials were given 24 hr. later. All subjects performed the stabilometer balance task to measure gross motor proficiency and a 45-rpm pursuit rotor task to measure fine motor proficiency. No significant differences with regard to the practice schedule used early in learning were found, however, boys scored significantly higher on the pursuit rotor than girls.

Effects of Massed versus Distributed Practice on Gross and Fine Motor Proficiency of Educable Mentally Handicapped Adolescents

Gross and fine motor proficiency were studied in a sample of 52 educable mentally handicapped students (M = 15.8 yr.), half of whom were assigned to 15 30-sec. trials, a relatively massed practice schedule with 5 sec. between trials, and half to a distributed practice schedule with 30-sec. rests. 5 trials were given 24 hr. later. All subjects performed the stabilometer balance task to measure gross motor proficiency and a 45-rpm pursuit rotor task to measure fine motor proficiency. No significant differences with regard to the practice schedule used early in learning were found, however, boys scored significantly higher on the pursuit rotor than girls.

Effects of Massed versus Distributed Practice on Gross and Fine Motor Proficiency of Educable Mentally Handicapped Adolescents

Gross and fine motor proficiency were studied in a sample of 52 educable mentally handicapped students (M = 15.8 yr.), half of whom were assigned to 15 30-sec. trials, a relatively massed practice schedule with 5 sec. between trials, and half to a distributed practice schedule with 30-sec. rests. 5 trials were given 24 hr. later. All subjects performed the stabilometer balance task to measure gross motor proficiency and a 45-rpm pursuit rotor task to measure fine motor proficiency. No significant differences with regard to the practice schedule used early in learning were found, however, boys scored significantly higher on the pursuit rotor than girls.

Knowledge, Decision Making, and Performance in Table Tennis by Educable Mentally Handicapped Adolescents

The effect of knowledge on decision making and performance of educable mentally handicapped (EMH) adolescents was studied in a simulated table tennis situation. In two experiments, knowledge about where the ball would land on the table was manipulated. The position the players selected to return the ball was affected by the knowledge (uncertainty) associated with its future landing location. Depending upon the degree of uncertainty, results indicated the players used (a) a total preparation for one particular event strategy, (b) a partial preparation for one particular event strategy, or (c) a no-preparation for one particular event strategy. Further, knowledge about the ball’s future landing location affected the decision about the type of stroke to use and had a minimal effect on the number of balls hit. Overall, these results demonstrate an intricate relationship between knowledge, decision making, and performance in a simulated racket sport by EMH adolescents.

Teacher Attitudes Toward Social Skills Training

Social skills training has become a popular intervention for teaching prosocial behavior to handicapped and nonhandicapped adolescents. While there has been extensive research on the use of social skills training, there has not been an accompanying examination of the willingness and preparation of teachers to implement this intervention. This study addressed this issue by surveying the staff of five urban secondary schools regarding their attitudes toward social skills training. More than 82% of teachers surveyed supported the inclusion of social skills training in the school curriculum; 75% indicated that they were willing to conduct the intervention in secondary schools, though they reported that certain aspects of the training may be difficutt to implement. While the majority of teachers were supportive of social skills training, significant differences were found in willingness to be involved when respondents were categotized according to their subject area and the school in which they taught. The implications for school-wide social skills education are discussed.

The Training and Generalisation of Conversation Skills with Moderately to Severely Handicapped Adolescents

This study utilised a Direct Instruction methodology to test the efficacy of small group social skills training on the acquisition and generalisation of conversational skills of three moderately to severely intellectually impaired adolescents. The results indicated a general increase in the conversational behaviour of the participants over the course of the intervention and that for two of the participants these changes generalised to a new setting with new conversational partners.

The training and generalisation of conversation skills with moderately to severely handicapped adolescents

This study utilised a Direct Instruction methodology to test the efficacy of small group social skills training on the acquisition and generalisation of conversational skills of three moderately to severely intellectually impaired adolescents. The results indicated a general increase in the conversational behaviour of the participants over the course of the intervention and that for two of the participants these changes generalised to a new setting with new conversational partners.

Reliability of the Health Related Fitness Test for Mainstreamed Educable and Trainable Mentally Handicapped Adolescents

This study investigated the reliability and suitability of the Health Related Physical Fitness Test for mainstreamed educable mentally handicapped (EMH) and trainable mentally handicapped (TMH) adolescents. A total of 126 12- to 15-year-old male and female nonhandicapped (NH), EMH, and TMH adolescents were administered the following tests: modified sit-ups, sit and reach, 880-yard run, and skinfold fat measure (triceps only). Reliability coefficients were obtained using an interclass correlation formula. Deviations in test performance were recorded on a checklist. Modified sit-ups, sit and reach, and skinfold fat measurement were determined to be reliable and suitable for use with mainstreamed EMH/TMH adolescents. Reliability scores for the 880-yard run were fair for NH, good for EMH, and excellent for TMH subjects. Procedural deviations in the 880-yard run by TMH adolescents raised questions about the suitability of this test for these subjects. Proper orientation, an allowance for practice, and the development of an appropriate test environment appeared to be important aspects of test preparation for adolescents functioning at a below normal intellectual level.

The development of autonomy among learning handicapped and nonhandicapped adolescents: A longitudinal perspective

Factors that influence the development of adolescent autonomy were examined in a longitudinal study of 30 learning handicapped and 30 nonhandicapped adolescents. Autonomy was represented by three separate measures: distance from parental supervision, responsibility, and deviance. Findings suggest that handicapped adolescents lag behind their nonhandicapped peers in achieving separation from parental supervision, in part because of more restrictive parental rules. But the gap appears to be shrinking as the handicapped adolescents are making strides to catch up during the high school years. In both groups, the families where autonomy is achieved with the least amount of discord are those where parents relax control gradually during the period of adolescence.

Career education for mentally handicapped adolescents

Appropriate assessment, counseling and training techniques are imperative for the effective career education of MH adolescents. These techniques should be integrated and viewed as a series of student-centered developmental activities. Counselors can play an important role in the career development of MH adolescents by coordinating these activities. This requires collaboration with special education teachers, other professionals, parents and students themselves to integrate assessment, training, counseling and work experiences.

Career Education for Mentally Handicapped Adolescents

Career Education for Mentally Handicapped Adolescents