Intellectual Disability In Children Research Articles

The Quality of Toothbrushing in Children with Intellectual Disabilities Enrolled in an Oral Health Promotion Programme: A Paired Study.

To assess the quality of toothbrushing of children with intellectual disability (ID). One hundred thirty-six children, 68 with ID (SG = study group) and 68 non-ID (CG = control group), were paired. Their caregivers completed a questionnaire about socioeconomic and demographic characteristics and another about oral hygiene habits. The toothbrushing technique and position adopted were documented and the duration of the procedure was measured. A modification of the Simplified Oral Hygiene Index (SM-OHI) was used to classify the quality of brushing as: adequate, when all the teeth had SM-OHI 0 or 1; or inadequate, when at least one tooth had SM-OHI 2 or 3. The Kolmogorov-Smirnov test was used to assess the normality of data distribution for age, duration of brushing and SM-OHI. Fisher's exact test and the chi-squared test were applied to assess the association between ID and oral hygiene habits or characteristics of toothbrushing. To compare the duration of brushing groups, the Mann-Whitney test was applied. Student's t-test for independent samples was applied to compare mean MS-OHI. Mothers were the main persons performing children's toothbrushing in SG. They reported a higher daily brushing frequency, longer toothbrushing duration of children in the SG, SG children had lower SM-OHI scores and were thus rated as having adequate toothbrushing, in contrast to the CG (p < 0.001, p < 0.001; p = 0.012; p < 0.001; p < 0.001, respectively). Toothbrushing provided by caregivers for ID children was more effective than toothbrushing carried out by non-ID children of the same age and gender.

LIFE SKILL DIMENSION BASED ON UNIFIED SPORTS SOCCER PROGRAM IN PHYSICAL EDUCATION OF INTELLECTUAL DISABILITY

This article aims to find out the optimization of 21st-century life skill dimension based on unified sports soccer program on physical education of intellectual disability. The 21st-century education dimension includes knowledge, skill, and character integrated into life skill in everyday life. Today the concept of education for all is included for intellectual disability. Children with intellectual disability, characteristic physiological and psychological characteristics are characterized by limited intelligence, social and other mental functions. In this regard, it is necessary to have special handling programs to solve life skill problems especially in physical education for intellectual disability. Inappropriate programs will have a more complex impact on intellectual disability life skill. Life skill formation program needs to be given in the form of a sports game, one of them is a unified sports soccer program. Unified programs are characterized by intellectual disability and non-intellectual disability activities as partners in teams, with intellectual disability child-specific tasks as goal scorers and non-intellectual disability feeders. This program provides self-exploration for intellectual disability children to boost confidence after scoring goals, and for partners to generate trust in friends (intellectual disability). Based on research experts note that unified sports soccer programs have a positive impact on behavior, friendship activity, adjective, inclusive of social factor, adaptive program, and individual development on intellectual disability. Therefore, the formation of life skill based on unified sports soccer program is suitable for use on intellectual disability as the implementation of physical education in the 21st century.

Cattell-Horn-Carroll broad cognitive ability profiles for dyslexia and intellectual disability

ABSTRACT The Cattell-Horn-Carroll (CHC) factors of the Woodcock-Johnson Arabic Tests were studied with a group of children with dyslexia (n = 37), children with Intellectual Disability (ID) (n = 37), and average children (n = 37). A total sample of 111 Jordanian children with mean age of 116 months participated in the study. The purpose of this study was twofold: to contribute to the research examining the CHC broad cognitive abilities associated with children with mild disabilities, and to specifically shed light on the cognitive ability patterns that presumably contribute to dyslexia or ID. The findings revealed significant differences among the three groups of this study (Dyslexia, ID, and average children) on all cognitive measures, and in terms of their general intelligence. These differences were in favour of average children then children with dyslexia, and the worst performances were documented for children with ID. Interestingly, children with dyslexia/ID showed relative strengths in visual processing. Implications of the findings are also discussed.

Relationship Between Advanced Maternal Age and Timing of First Developmental Evaluation in Children with Autism.

Mothers of advanced maternal age (AMA) at childbirth (age ≥35 years) may have different perceptions of autism spectrum disorder (ASD) risk, independent of sociodemographic factors, that may affect ASD identification. We aimed to estimate associations between AMA and both age of a child's first evaluation noting developmental concerns and time from first evaluation to first ASD diagnosis. We used data for 8-year-olds identified with ASD in the 2008 to 2012 Autism and Developmental Disabilities Monitoring Network. We estimated differences in age at first evaluation noting developmental concerns and time to first ASD diagnosis by AMA using quantile and Cox regression. Of 10,358 children with ASD, 19.7% had mothers of AMA. AMA was associated with higher educational attainment and previous live births compared with younger mothers. In unadjusted analyses, AMA was associated with earlier first evaluation noting developmental concerns (median 37 vs 40 mo) and patterns in time to first evaluation (hazard ratio: 1.12, 95% confidence interval: 1.06-1.18). Associations between AMA and evaluation timing diminished and were no longer significant after adjustment for socioeconomic and demographic characteristics. Children's intellectual disability did not modify associations between AMA and timing of evaluations. Advanced maternal age is a sociodemographic factor associated with younger age of first evaluation noting developmental concerns in children with ASD, but AMA was not independently associated likely, because it is a consequence or cofactor of maternal education and other sociodemographic characteristics. AMA may be a demographic factor to consider when aiming to screen and evaluate children at risk for ASD.

Video electroencephalogram analysis of 100 cases of intellectual disability children with unexplained pathogenic factor

Objective To observe 100 video-electroencephalogram (EEG)-cases of intellectual disability (ID) children, to analyze their EEG features of different degrees of ID, to explore the relationship between EEG changes and ID. Methods We performed a retrospective analysis of long-range video-EEGs of 100 children with an unexplained reason of ID from July 2016 to May 2018 in the department of pediatrics of Xiangya Hospital of Central South University, summarized their EEG manifestations, and compared their differences among different degrees of ID. We carried out χ2 test according to the degree of ID, and discussed the relationship between the degree of ID and EEG. Results Among 100 cases of ID children with unexplained pathogenic factor, 67 cases (67%) of them were males, 33 cases (33%) of females, 38 cases (38%)of mild ID, 27 cases (27%) of moderate ID and 35 cases (35%) of severe ID. The EEG background of ID patients showed fast waves (11%), slow waves (15%), generalized discharges (14%) and focal discharges (36%), etc. Focal sharp and spike-wave were the most common in children with moderate ID, while background changes and multifocal sharp spike wave were more common in severe ID children. Conclusions The EEG background changes in children with severe ID have significant differences than mild and moderate degree ones. The specific features of EEG in mild and moderate degree ones is focal discharges, while multiple discharges in severe ID patients. Changes in the EEG may be related to the extent of intellectual disability. Key words: Mental retardation; Electroencephalography; Child

Intellectual Disability in Children with Congenital Heart Defects in Western Australia

IntroductionCongenital heart defects (CHD) are diagnosed up to age 6 in 8-12/1,000 births annually in Western Australia. Recent improvements in management of infants with CHDs has significantly increased survival; approximately 85\% of infants with CHDs live beyond childhood. However, children with CHDs may have increased risk of life-long intellectual disabilities.&#x0D; Objectives and ApproachWe conducted a study of 20,997 children to determine risk of intellectual disability (ID). All singleton, live born infants with CHDs born 1983-2010 were identified from the Western Australian Register for Developmental Anomalies, a statewide birth defects registry (n=6,968). Infants without CHDs born 1983-2010 were randomly selected from birth records (n=14,029). All data were linked to the Western Australia Midwives Notification System to obtain maternal and infant information. Children with ID were identified by linkage to the statewide Intellectual Disability Exploring Answers database. Risk ratios (RR) and 95% confidence intervals (CI) were calculated from multivariable logistic regression analyses.&#x0D; ResultsOf 20,997 children, 965 (4.6%) had an ID; 1.3% of children without CHDs and 11.2% of children with CHDs had an ID (P&lt;0.001). 0.2% of children without CHDs and 0.4% of children with CHDs had autism. Three percent of children with CHDs had a known biomedical cause for ID (excluding trisomy 21) and 4.4% of children with CHDs had trisomy 21. Children with CHDs had 9 times the risk of ID compared to children without CHDs (RR=9.30; 95% CI: 7.91, 10.94). Children with CHDs almost had a twofold increased risk of autism compared to children without CHDs (RR=1.78; 95% CI: 1.07, 2.95). The greatest risk of ID among children with CHDs was associated with trisomy 21 (RR=166.0; 95% CI: 78.5, 350.8).&#x0D; Conclusion/ImplicationsChildren with CHDs have higher risk of ID than children without CHDs. Although the greatest risk for ID was for trisomy 21, children with CHDs still had increased risk of ID from other causes and all causes overall. Future research should elucidate the underlying etiology of ID in these children.

PERAN ORANG TUA TERHADAP KETERAMPILAN MENYIKAT GIGI DAN MULUT PADA ANAK DISABILITAS INTELEKTUAL

Intellectual disability is a group of children with impaired intellectual function below an average of 70 or lower. This group experienced problems in terms of self-development skills such as tooth brushing. Tooth brushing is an activity the mechanical removal of from food scraps, germs and plaque. Growing and developing independence of children with intellectual disability was influenced by the role of parents. Parents who have a role as basic of children behavior was contributed to process child growth. This study aims to determine the relationship of parental role to the tooth brushing skill in intellectual disability children.This research method is analytic survey and used cross sectional design. Sampling technique using total sampling. The population in this research is intellectual disability children in SLB Pamardi Putra Banguntapan Bantul Yogyakarta as many as 30 people. The role of parent was measured using questionnaire and tooth brushing skills measured using check list (from Special Care Advocates in Dentistry (SAID) guidelines, 1995). Data analysis using Spearman correlation with significance level (0,05). The result of this research is p = 0.185 (&gt; 0.05), it shows that there is no significant correlation between parent role to oral and brushing skills in intellectual disability children in SLB Pamardi Putra Banguntapan Yogyakarta.

Effect of Problem Solving Based Group Counseling on Marital Satisfaction of Mothers with Intellectually Disabled Children: Gorgan, Iran (2016)

Introduction: Diagnosis of intellectual disability in children poses mental pressure and emotional crisis with respect to keeping, raising, and training to family members and mothers, in particular. This issue can also negatively affect marital satisfaction of the parents. The present research was conducted to assess the effect of problem-solving based group counseling on marital satisfaction in mothers with intellectually disabled children.Material and Methods: The Statistical population of the present intervention-control study is comprised of mothers with intellectually disabled children referring to two health centers in Gorgan City, Iran, in 2016. Research samples consisted of 30 subjects randomly assigned to two control and intervention groups. The intervention group was subjected to 6 sessions (once in a week) of problem-solving based group counseling while the control group received no intervention. At the end of these sessions, the Persian version of Evaluation and Nurturing Relationship Issues Communication and Happiness (ENRICH), which consists of 47 items with 11 subscales, was completed in two steps: one week and one month after the intervention. The gathered data were analyzed using repeated measures of analysis of variance (ANOVA) and a follow-up test in the SPSS16 software.Results: The results showed that mean and standard deviation of marital satisfaction scores in three steps of intervention including before, one week after, and one month after the intervention was 140.7 ± 15.08, 143.13 ± 14.43, and 150.73 ± 11.65, respectively. As can be seen, there is a statistically significant difference between marital satisfaction scores before and one month after the intervention (P = 0.016) while this score is almost constant in the control group during the study period.Conclusion: The results show that by the passage of time mothers learn and apply better the problem-solving skill in their life, leading to their enhanced marital satisfaction. Thus, it is suggested training these skills to the mothers with intellectually disabled children referring to the health and rehabilitation centers by midwives and midwifery consultants.

EFFECT OF SELF DEVELOPMENT PROGRAM AND TRAINING USING VIDEO MODELING METHOD ON DRESSING SKILLS IN CHILDREN WITH INTELLECTUAL DISABILITY

Background: Children with intellectual disability has adaptation function problem, namely self-care skill dressing. Inability to dressing could affect social relationship and dependency with others. The effort to improve self-care skill could be done through self-development program and training using video modeling.&#x0D; Objective: This study was to investigate the effect of self-development program and training using video modeling on dressing skills in intellectual disability children.&#x0D; Methods: This was a quasi-experimental study with pretest posttest control group design. Sixty-two children aged between 6-12 years with intellectual disability were recruited using purposive sampling. Participants were divided into two groups (experimental group=31, control group=31). The experimental group was given training using video modeling in 4 sessions, with each for 50 minutes; and self-development program in 4 sessions, in 50 minutes per each, while control group was given self-development program for 8 sessions, with each for 50 minutes. Observation checklist of dressing skill before and after intervention was adopted from Nursing Outcome Classification in Indonesian version. Data were analyzed using Mann-Whitney to compare posttest score between experimental and control group.&#x0D; Results: The result showed there was a significant difference after intervention between experimental and control group (p=0.041). Eight dressing skills items increased including gets clothing from closet, gets clothing from drawer, puts clothing on upper body, buttons clothing, puts clothing on lower body, uses zipper, uses fastener, and removes clothes from upper body.&#x0D; Conclusion: Self-development program and training using video modeling could increase dressing skills in intellectual disability children aged 6-12 years.

Prevalence of psychological distress among parents of children with intellectual disabilities in Malawi

BackgroundChildren with intellectual disabilities are common and are increasing in number as more children survive globally. In stark contrast to the 1–3% prevalence of intellectual disability in children globally (reported by WHO), studies from Malawi provide alarmingly high rates (26%). We know that the prevalence of psychological distress is as high as 50% in parents of children with intellectual disabilities in Europe and the US. No such studies have yet been conducted in Africa. This study is aimed at determining the prevalence and risk factors for psychological distress among parents of intellectually disabled children in Malawi.MethodsThis quantitative cross-sectional study was conducted in January and February 2015. One hundred and seventy mothers and fathers of children with intellectual disabilities as diagnosed by psychiatric clinical officers were randomly sampled from two selected child disability clinics. The Self-Reporting Questionnaire (SRQ) was used “as measure for psychological distress and questions on socio-demographic variables were administered to all consenting participants.” Data was coded, cleaned and analyzed using STATA.Results70/170 (41.2%) of parents of children with intellectual disabilities reported psychological distress. Univariate and multivariate analysis showed that area of residence (P < 0.05), low socio-economic status (P < 0.05), knowledge of the disability of one’s child (P < 0.05), low confidence in managing the disabled child (P < 0.05), increased perceived burden of care (P = 0.05), and having no sources for psychological support (P < 0.05) significantly predicted psychological distress among the parents for children with disabilities.ConclusionThere is huge burden of psychological distress among parents of intellectually disabled children in Malawi. Psychosocial interventions are urgently needed to support parents of children with intellectual disability in Malawi.

Hubungan Jenjang Pendidikan terhadap Perilaku Menjaga Kesehatan Gigi dan Mulut Anak Tunagrahita di SLB Kota Sidoarjo

Intellectual disability is a child who suffers from intellectual ability below average and tends to have retardation in intelligence, physical, emotional, and social. They are not independent enough in keeping their own health especially oral hygiene, it can affect their oral health behavior. Education that is one of external factors influences health behavior. Education and knowledge influence each other so that people are expected to have high education in order to be knowledgeable especially in terms of maintaining health. The purpose of this study was to analyze the correlation between education level and oral health behavior of children suffering from intellectual disability. This research was an observational analytic research with cross sectional approach. The subjects of this study were a number of children of SDLB, SMPLB and SMALB in SLB Sidoarjo, with total sampling as many as 115 students. The subjects were asked to fill out a questionnaire of knowledge and attitude how to brush teeth and performed the action as well. The collected data were analyzed by using spearman correlation test. The result of this research showed that correlation coefficient for education level with knowledge, attitude and behavior was &gt; 0,05, so there was no relation between those variables. Meanwhile, the result of correlation coefficient of education with action was &lt; 0.05, so there was correlation between those two. The conclusion of this research is there is no correlation between the level of education and oral health behavior of intellectual disability children in SLB Sidoarjo.&#x0D; Keywords: Mental retarded, dental health behavior, education level&#x0D;

توظيف تقنات التطريز فى إعداد کُتيب تفاعُلى للاطفال المُعاقين ذهنياً (فئة القابلين للتعلم) Using Embroidery Techniques in Preparing an Interactive Booklet for Intellectual Disability Children (who can learn)

الملخص: يشهد العالم طفرة کبيرة فى مجال الاهتمام بالأطفال المعاقين ذهنيا، وهذا الاهتمام يشمل الکثير من المجالات النفسية والصحية والاجتماعية، وتشکل الملابس العامل الوسيط فى مجال المفهوم الذاتى للطفل المعاق ذهنيا نحو الإستقرار العاطفى من حيث قدرته على التعامل معها وکيفية إختيار المناسب منها بما يتلائم وإحتياجاته مما يساعد على شعوره بالإستقلالية والثقة بالنفس، وبالتالى تؤثر إيجابيا على سلوکه وعلاقته بالاخرين. وتعد الکتب التفاعلية للأطفال المعاقيين ذهنيا من أهم الوسائل التعليمية التى تؤثر بشکل أساسى فى تعلمهم حيث يغلب عليها الطابع الحسى, ويعد فن التطريز اليدوى من أنسب الفنون التى يمکن من خلالها تصميم وإنتاج هذه النوعية من الکتب التفاعلية، لما له من القدرة على إستثارة حواس الطفل المعاق ذهنيا والذى يعتمد فى التعلم بشکل أساسى على الوسائل العينية والحسية. ويمکن ان يتحقق ذلک من خلال الأساليب التقنية المتنوعة للتطريز اليدوى . Abstract:- The world is witnessing a big Mutation in the field of caring for intellectual disability children, and this concern includes many fields of psychological, health and social, clothes are formed a simple factor in the field of self-concept for the intellectual disability child for emotional stability according to his ability to deal with them and how to choose the appropriate ones to suit his needs, that helps in his sense of independence and self-confidence, and that make positively affect on his behavior and his relationship with others. The interactive booklets for intellectual disability children are considered one of the most important educational methods that have a major impact on their learning that have a sensitive impression. The art of hand embroidery is considered one of the most appropriate arts that can make design and produce these types of interactive booklets, because it has the ability to stimulate the senses of the intellectual disability child, which depends mainly on learning by physical and sensory methods. This can be achieved through the various techniques of hand embroidery.

Sleep habits and sleep disorders among children with autism spectrum disorders, intellectual disabilities and typically developing children in Oman: a case-control study

ABSTRACTStudies conducted in the West countries suggest that sleep habits and disordered sleep are common among children with autism spectrum disorder (ASD). To explore the rates of sleep habits and disordered sleep among children with ASD in comparison to typically developing (TD) children, and children with other intellectual disabilities (ID). A case control study was conducted among 122 cases of children with ASD (ASD group), and 2 randomly-selected control groups: 81 children with intellectual disabilities other than ASD (ID group) and 90 typically developed children (TD group). Overall, the mean score of the Children's Sleep Habit Questionnaire for the ASD group was higher compared to the ID group and TD group which indicated that children with ASD had a lower quality of sleep compared to TD and ID children. Congruent with international trend, children in Oman with ASD performed poorly compared to other children including those with other developmental disorders.Abbreviations: ADHD: attention deficit hyperactivity disorder; ASD: autism spectrum disorder; ID: intellectual disabilities; TD: typically developed; DSM-V-TR: Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision; SQUH: Sultan Qaboos University Hospital; CSHQ: Children Sleep Habits Questionnaire

Intellectual disability in children and teenagers: Influence on family and family health. Systematic review

ObjectiveTo examine the influence of a child or adolescent with intellectual disabilities on the family unit. MethodA systematic review of the literature, following the recommendations of the PRISMA statement, was carried out on the PubMed, Scopus, CINAHL, PsycINFO and Psicodoc databases. Original articles were found, published in the last 5 years, in Spanish, English, Portuguese, Italian or French, with summary and full text and satisfactory or good methodological quality. Two independent researchers agreed on their decisions. ResultsIn general, care is provided in the family, mothers assume the greater responsibility, and their wellbeing is lower than that of fathers. Having the support of the husband improves their quality of life. The fraternal subsystem can be affected, with regard to the warmth and the status/power of the relationship, and behavioural problems. Family health may be affected in all its dimensions: family functioning and atmosphere due to increased demands and changes in the organisation and distribution of roles; family resilience and family coping, due to rising costs and dwindling resources; family integrity could be strengthened by strengthened family ties. Quality of family life is enhanced by emotional support. ConclusionsThese families may need individualised attention due to the increased demand for care, diminishing resources or other family health problems. Nurses using a family-centred care approach can identify these families and help them to normalise their situation by promoting their family health and the well-being of its members.

Comparison of Distress Tolerance and Adjustment of Mothers of Intellectual Disability Children and Mothers of Normal Children in Yasouj City (Iran)

The purpose of the present study was to compare distress tolerance and adjustment of mothers of intellectual disability children and mothers of normal children. The sample included 94 mothers with intellectual disability children and 94 mothers with normal children. Bell adjustment inventory and Simmons and Gahir Distress Tolerance Questionnaire (DTS) were performed on subjects. The results showed that there was a significant difference between the subjects regarding the components of tolerance distress and adjustment components. It means that mothers of children with intellectual disabilities in components of distress tolerance variable (tolerance, absorption, evaluation, and adaptation) and components of adjustment variable (home adjustment, health adjustment, social adjustment, emotional adjustment, job adjustment) have a lower score.

Determining The Difficulties Faced By Families With Intellectual Disability Children And The Burden On The Family

Determining The Difficulties Faced By Families With Intellectual Disability Children And The Burden On The Family

Psychopathology and coping mechanisms in parents of children with intellectual disability.

Background:Raising a child with intellectual disability (ID) can add to parenting stress significantly. This stress can manifest into psychopathologies such as anxiety and depression. The aims of the study were to assess psychopathology and coping mechanisms in parents of children with ID.Materials and Methods:A total of 100 consecutive consenting parents of children with ID were interviewed from child psychiatry outpatient department of a municipal-run tertiary care teaching hospital. A semi-structured pro forma, symptom checklist 90 revised (SCL90R) and Mechanism of Coping Scale (MOCS) were used for assessment.Results:Mean age for the parents was 37.02 (±7.35) years, and for the children, it was 8.29 (±3.11) years. There were 60 mothers and 61 parents of a male child among sample. Eighty-five of parents considered their child's ID to be a major concern in their life. Depression had highest mean among psychopathologies. Mothers had higher score for depression and Interpersonal-sensitivity. Parental psychopathology did not differ significantly with severity of ID of child. Global severity index of SCL90R correlated negatively with age of parents (P = 0.015) and positively with fatalism (P = 0.004), expressive-action (P < 0.000) and passivity (P = 0.001) coping mechanisms.Conclusion:Depression is the most common psychopathology especially among mothers of child with ID. Psychopathology is independent of severity of ID and worsens with coping mechanisms like fatalism, expressive-action, and escape-avoidance. A child with ID should be seen and treated as a family unit giving enough attention to parent's psychological needs as well.

PENERAPAN ACCEPTANCE AND COMMITMENT THERAPY (ACT) UNTUK MENURUKAN DERAJAT STRES PENGASUHAN

Having child who has intellectual disability brings out parenting stress toward mother. This research was carried out to obtain an intervention program design by using Acceptance and Commitment Therapy principles to decrease the level of parenting stress mother who has a mild intellectual disability child among 6-12 years old. After designing, the module of intervention was tried out by quasi-experimental method with pretest-posttest one-group design, involving two participants who are the mother of a Mild Intellectual Disability child that used a purposive sampling technique. The data were obtained through interviews, observations, and questionnaires. This research shows that the module can be used to decrease the level of parenting stress. Keywords: Acceptance and Commitment Therapy (ACT), parenting stress, psychological flexibility, the mother who has a mild intellectual disability child.

Increasing awareness of protection from sexual abuse in children with mild intellectual disabilities: An education study

Sexual abuse is an important problem for children and particularly those with intellectual disabilities. Increasing awareness of sexual abuse could help these children to protect themselves from such a potential encounter.The study was conducted to raise awareness about sexual abuse in children with intellectual disabilities with 15 children who had mild intellectual disabilities as a pre-posttest experimental design. Informative pictures, designed according to age and intellectual level, suitable stories linked with these pictures and homework, were used in an educational setting.It was determined that there was a significant difference relating to the scores for all the subjects before and after the assignment (p<0.05). After education, awareness of them in protecting from a possible sexual abuse increased with protection educations for intellectual disabilities children, as desired.

Antenatal nutritional supplementation and autism spectrum disorders in the Stockholm youth cohort: population based cohort study

Objective To determine whether nutritional supplementation during pregnancy is associated with a reduced risk of autism spectrum disorder (ASD) with and without intellectual disability in offspring.Design Observational prospective cohort study...