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1.
J Intellect Disabil ; 23(1): 39-56, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-28681642

RESUMO

A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers' type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teachers' epistemological beliefs, rather than their type of school or experience, which were the significant predictor of their beliefs about inclusive education. The findings suggest that international epistemological research needs to have a more nuanced view of constructivist models of learning to better understand and inform how inclusive pedagogy is being enacted in different contexts.


Assuntos
Crianças com Deficiência/reabilitação , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Deficiência Intelectual/reabilitação , Inclusão Escolar/estatística & dados numéricos , Professores Escolares/estatística & dados numéricos , Ensino/estatística & dados numéricos , Adolescente , Adulto , Atitude , Criança , Feminino , Humanos , Indonésia , Conhecimento , Masculino , Inquéritos e Questionários
2.
J Intellect Disabil Res ; 58(7): 625-36, 2014 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-23796135

RESUMO

BACKGROUND: In the Netherlands, as in many other countries, there are indications of an inclusive school policy for children with Down syndrome. However, there is a lack of studies that evaluate to what extent this policy has actually succeeded in supporting the mainstreaming of these students. METHOD: For the period 1984-2011, the number of children with Down syndrome entering regular education and the percentage of children still in regular education after 1-7 years were estimated on basis of samples from the database of the Dutch Down Syndrome Foundation. These estimations were combined with historical demographic data on the total number of children with Down syndrome in primary school age. Validity of the model was examined by comparison of the model-based estimations of numbers and percentages in regular education with relevant available empirical data from the Dutch Ministry of Education and from Dutch special schools. RESULTS: The percentage of all children with Down syndrome in the age range 4-13 in regular primary education has risen from 1% or 2% (at the very most about 20 children) in 1986-1987, to 10% (about 140 children) in 1991-1992, to 25% (about 400) in 1996-1997, to 35% (about 650) in 2001-2002 and to 37% (about 800) since 2005-2006. The proportional increase stopped in recent years. CONCLUSION: During the 1980s and 1990s, clearly more and more children with Down syndrome were in regular education, being supported by the then existing ad hoc regulations aimed at providing extra support in regular education. In the Netherlands, in 2003, these temporary regulations were transformed into structural legislation for children with disabilities. With regard to the mainstreaming of students with Down syndrome, the 2003 legislation has consolidated the situation. However, as percentages in regular education stayed fairly constant after 2000, it has failed to boost the mainstreaming of children with Down syndrome. The results of this study are discussed in the context of national and international legislation and educational policy.


Assuntos
Síndrome de Down/reabilitação , Educação de Pessoa com Deficiência Intelectual/organização & administração , Instituições Acadêmicas/organização & administração , Adolescente , Criança , Pré-Escolar , Síndrome de Down/epidemiologia , Educação de Pessoa com Deficiência Intelectual/legislação & jurisprudência , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Humanos , Países Baixos/epidemiologia , Instituições Acadêmicas/legislação & jurisprudência , Instituições Acadêmicas/estatística & dados numéricos
3.
J Intellect Disabil Res ; 58(8): 734-45, 2014 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-23865802

RESUMO

BACKGROUND: Despite recognition of the importance of integrated community living and support, there is evidence that parents remain the primary caregivers of young adults with intellectual disability (ID). In addition, employment rates remain low in this population. This study aimed to investigate the changes in living arrangements and participation in daytime activities over time in a community population of young people with ID. METHOD: The sample consisted of 536 participants aged 4.0-18.9 years at Wave 1, followed up at Wave 5 when aged 20.5-37.6 years. Information was collected on their living arrangements and daytime activities at both time points, along with living skills and information on community social inclusion at Wave 5. For parents still caring for their adult child with ID, information was also collected on parental ratings of their own mental and physical health, and their satisfaction with the long-term care arrangements for their adult child. RESULTS: A significant proportion of young people were still living with their parents at Wave 5. A greater proportion of those with a severe-profound degree of ID were living in residential care. Parents caring for their adult child reported high levels of mental health problems and dissatisfaction with the long-term care arrangements for their child. A small proportion of young people were in paid employment, and the majority was engaged in structured activities provided for those with an ID. Over one-third of the sample participated in a structured daytime activity for 10 or fewer hours per week, and 7% were not engaged in any structured daytime activity. CONCLUSIONS: These results suggest that adequate provision of accommodation and employment services for young adults with an ID is lacking. In many cases the responsibility of care continues to reside with parents as their children transition from childhood to adulthood. Greater attention is needed to address these issues and facilitate social inclusion and integration for young people with ID.


Assuntos
Participação da Comunidade/estatística & dados numéricos , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Emprego/estatística & dados numéricos , Deficiência Intelectual/reabilitação , Reabilitação Vocacional/estatística & dados numéricos , Características de Residência/estatística & dados numéricos , Adolescente , Adulto , Criança , Pré-Escolar , Feminino , Seguimentos , Humanos , Deficiência Intelectual/epidemiologia , Masculino , New South Wales/epidemiologia , Adulto Jovem
4.
Med Pr ; 65(2): 239-50, 2014.
Artigo em Polonês | MEDLINE | ID: mdl-25090853

RESUMO

BACKGROUND: The article presents the results of psychosocial burdens in special educators (specialists in the field of oligophrenopedagogy) with intellectually disabled students. In theoretical part, specific context of occupational stress in special educators was introduced. Additionally, the need of broader research context regarding occupational stress and the risk of burnout in special educators working with intellectually disabled individuals were included. MATERIAL AND METHODS: The results were obtained using Plichta and Pyzalski's Questionnaire of Occupational Burdens in Teaching (QOBT). The presented results are based on a research sample (N = 100) of special educators (female) teaching intellectually disabled students attending special schools in the city of Lódz. The obtained results were compared with the results coming from a large random sample of public school teachers working with non-intellectually disabled children from the Lodi voivodeship (N = 429) and referred to the norms of QOBT. RESULTS: The results show significant percentage of respondents obtaining high level of occupational burdens (conflict situations - 45%, organizational burdens - 31%, lack of work sense - 40%, global score - 40%). Seniority is not related to the level of burdens. Some significant differences concerning the level of occupational burdens between both groups of teachers were found. CONCLUSIONS: The study showed e.g. the strong need for supporting special educators in the workplace context and the need of implementing preventive and remedial measures at both individual and organizational levels (especially in terms of improving personal relationships in a workplace). Generally, the results show similarity of the stressors' ranking in special educators and school teachers working with non-intellectually disabled children.


Assuntos
Esgotamento Profissional/epidemiologia , Crianças com Deficiência/educação , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Educação Inclusiva/estatística & dados numéricos , Docentes/estatística & dados numéricos , Estresse Psicológico/epidemiologia , Local de Trabalho/psicologia , Adolescente , Adulto , Esgotamento Profissional/psicologia , Criança , Comorbidade , Dependência Psicológica , Crianças com Deficiência/psicologia , Crianças com Deficiência/reabilitação , Educação Inclusiva/métodos , Feminino , Humanos , Incidência , Polônia , Apoio Social , Estresse Psicológico/psicologia , Inquéritos e Questionários , Local de Trabalho/estatística & dados numéricos
5.
J Intellect Disabil Res ; 55(12): 1115-22, 2011 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-21668800

RESUMO

AIMS: This study endeavours to provide initial data on quality of life for families with adult children who have intellectual disabilities (ID) in the Canton of Sarajevo. METHODS: The principal measure used was the Family Quality of life Survey 2006 - main caregivers of people with intellectual or developmental disabilities. The sample consisted of the main caregivers of 35 families with adult school children with ID who attended classes in a specially adapted programme in the Center of Vladimir Nazor and in the Vocational Secondary School in Sarajevo. Of the 35 participants, 21 were male and 14 female. Students with disabilities ranged from 19 to 32 years old (mean 21.45). RESULTS: Consistent with previous research, the nine domains measured by the scale were all rated high for Importance. Opportunities were considered to be particularly low for Financial Well-Being and Support from Others. These domains were also rated lowest for Attainment and Satisfaction. Initiative was relatively high across all domains, and Stability (the degree to which things were seen as likely to improve or decline) varied slightly across domains but the means indicated that things are expected to stay almost the same or improve slightly. CONCLUSIONS: This research provides initial data for family quality of life in Bosnia and Herzegovina. It also provides suggestions for improving quality of life for families that have one or more members with ID. The results should also contribute to rejecting stereotypes and promoting inclusion of children with ID as well as the rights of their families.


Assuntos
Cuidadores/psicologia , Inquéritos Epidemiológicos , Deficiência Intelectual/psicologia , Deficiência Intelectual/reabilitação , Qualidade de Vida/psicologia , Adolescente , Adulto , Bósnia e Herzegóvina/epidemiologia , Cuidadores/estatística & dados numéricos , Comunicação , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Feminino , Humanos , Deficiência Intelectual/epidemiologia , Atividades de Lazer/psicologia , Masculino , Pais/psicologia , Apoio Social , Fatores Socioeconômicos , Adulto Jovem
6.
J Intellect Disabil Res ; 55(8): 801-20, 2011 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-21668802

RESUMO

BACKGROUND: Population-based surveys on the quality of life of people with Down syndrome (DS) are difficult to perform because of ethical and legal policies regarding privacy and confidential information, but they are essential for service planning. Little is known about the sample size and variability of quality of life of people with DS living in the city of Rome, which has a population of 2.7 million inhabitants. The aim of the present study is to explore the needs and challenges in health, social integration and daily life, of people with DS living in Rome. METHODOLOGY: A cross-sectional, census-based survey was conducted in 2006. All family doctors (3016 in total) of the National Health Service were involved by the Statistical Bureau of the Municipality of Rome. As per the census, every resident citizen is registered with a family doctor and every person with disabilities is coded. Associations for Down Syndrome encouraged their members to participate in the research. Questionnaires were completed by families of people with DS, in accordance with privacy laws. FINDINGS: An initial survey, conducted via a letter and a telephone contact with family doctors, identified 884 people with DS residing in the city of Rome. Data on the medical and social conditions of 518 people with DS, ranging in age from 0 to 64 years, were collected. Some 88% of these were living with their original family; 82.1% had one or more siblings, and 19.5% had lost one or both parents. A full 100% of children with DS were enrolled in the public school system. This ensures that they are fully occupied and entirely integrated in society. After secondary school there is a lack of opportunities. Thus, only 10% of adults were working with a regular contract. A mere 42.2% of people with DS aged 25-30 were involved in some form of regular activity (although not always on a daily basis). After the age of 30, the percentage of people demonstrating decline in function increased sharply, while disability-related support decreased. In other words, as people with DS age, daily life evolves increasingly around the home, with only occasional outdoor activities. CONCLUSION: The health, employment and social needs of the majority of people with DS in the city of Rome are not being met. The findings of this study underscore the urgent need for more comprehensive inclusion in society of adults with DS and for the provision of support services to create an enabling environment for inclusion. Because of the variability of performance among individuals with DS, there is a need to create more case-specific options in terms of work, living arrangements, social networking and medical services. Schooling and social inclusion in childhood alone do not guarantee a satisfactory quality of life in adulthood. It is argued herewith that policy of inclusion and support should extend over the entire lifetime of people with DS.


Assuntos
Atividades Cotidianas/psicologia , Síndrome de Down/psicologia , Síndrome de Down/reabilitação , Avaliação das Necessidades/estatística & dados numéricos , Qualidade de Vida/psicologia , Adolescente , Adulto , Distribuição por Idade , Cuidadores/estatística & dados numéricos , Criança , Pré-Escolar , Serviços Comunitários de Saúde Mental/estatística & dados numéricos , Estudos Transversais , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Readaptação ao Emprego/estatística & dados numéricos , Feminino , Necessidades e Demandas de Serviços de Saúde/estatística & dados numéricos , Humanos , Lactente , Recém-Nascido , Deficiência Intelectual/psicologia , Deficiência Intelectual/reabilitação , Masculino , Pessoa de Meia-Idade , Cidade de Roma , Distribuição por Sexo , Apoio Social , Inquéritos e Questionários , Adulto Jovem
7.
J Intellect Disabil Res ; 54(12): 1093-103, 2010 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-21105934

RESUMO

BACKGROUND: Life skills can be critical to the success of individuals with intellectual disabilities (ID) in terms of postschool outcomes. Yet, research suggests a decreasing emphasis on the acquisition of life skills in school for students with ID, raising the question if students then receive training in these areas after graduation. METHOD: This study represented a secondary analysis of the National Longitudinal Transition Study-2 data to understand the reported receipt of life skills instruction in school and out of school for individuals with mild and moderate/severe ID. Frequency distributions, significant tests and a t-test were used to understand receipt of life skills in and out of school for both individuals with mild and moderate/severe ID. RESULTS: The results suggest low-reported receipt of life skills instruction/training in school and postschool for individuals with mild ID, few students with moderate/severe ID report receiving life skills training out of school, and receipt of life skills instruction in school is not related to receipt of life skills training/therapy after school by either individuals with mild ID or moderate/severe ID. CONCLUSIONS: Given the current educational policy situation (i.e. a predisposition towards inclusive general education placements for students with disabilities and participation in the accountability system for all students), educators who believe in the value of a life skills curriculum will need to be creative in its implementation and look towards transition plan and activities to provide students with the needed training. Regardless, teachers will need to rectify providing students with the academic skills they need to be successful on a general large-scale assessment with providing them with the life skills (e.g. independent living, daily living, financial) to be successful after school in employment and independent living.


Assuntos
Atividades Cotidianas , Educação de Pessoa com Deficiência Intelectual/métodos , Educação Inclusiva/métodos , Deficiência Intelectual/reabilitação , Adulto , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Educação Inclusiva/estatística & dados numéricos , Feminino , Seguimentos , Humanos , Relações Interpessoais , Masculino , Índice de Gravidade de Doença , Resultado do Tratamento , Adulto Jovem
8.
J Intellect Disabil Res ; 53(11): 939-48, 2009 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-19732279

RESUMO

BACKGROUND: This study examined whether service utilisation among children with intellectual disability (ID) varied by ethnic cultural group. METHOD: Survey carried out in four special schools in London. Information was provided by school teachers using case files, and 242 children aged 7 to 17 years with mild and moderate ID were identified. Ethnic categories were derived from self-reported main categories. Service utilisation categorised as use of: child and adolescent mental health services (CAMHS), social services, physical health and education services. RESULTS: Child and adolescent mental health services uptake was lower for South Asians than for White British (P = 0.0487). There were statistically significant differences among ethnic groups for community-based social services uptake (being the highest for the Black groups and the lowest for South Asians, P = 0.015) and respite care uptake (being the highest for the Black and White European groups and the lowest for South Asians, P = 0.009). In regression analysis family structure predicted CAMHS service utilisation and social service community support. Ethnicity predicted use of respite care. CONCLUSIONS: Significant ethnic differences in service utilisation among children with ID were found for both CAMHS and social service contact. There was particularly low service use for the South Asian group. These differences might arise because of differences in family organisation, as more South Asian children lived in two-parent families, which may have been better able to provide care than single-parent families. Other factors such as variation in parental belief systems and variation in psychopathology may be relevant. Implications are discussed.


Assuntos
Serviços de Saúde Comunitária/estatística & dados numéricos , Serviços Comunitários de Saúde Mental/estatística & dados numéricos , Etnicidade/estatística & dados numéricos , Deficiência Intelectual/etnologia , Serviço Social/estatística & dados numéricos , Adolescente , Árabes/estatística & dados numéricos , Sudeste Asiático/etnologia , População Negra/estatística & dados numéricos , Criança , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Feminino , Humanos , Londres , Masculino , Revisão da Utilização de Recursos de Saúde/estatística & dados numéricos , População Branca/estatística & dados numéricos
9.
Acad Pediatr ; 15(5): 534-43, 2015.
Artigo em Inglês | MEDLINE | ID: mdl-26344719

RESUMO

OBJECTIVE: To examine the relationship between ease of access to needed community-based services (ease of access) and educational services receipt, and variation in educational services receipt by sociodemographic and need factors among a nationally representative sample of children with autism spectrum disorder (ASD), developmental delay (DD), and/or intellectual disability (ID). METHODS: Data from the 2009-2010 National Survey of Children with Special Health Care Needs were linked to the 2011 Survey of Pathways to Diagnosis and Services on a sample of 3502 US children aged 6 to 17 years with ASD, DD, and/or ID. Descriptive statistics, chi-square tests, and multivariable logistic regression models were used to determine associations of educational services receipt with ease of access and sociodemographic and need factors. RESULTS: Among children with developmental conditions, nearly half (49.7%) lacked easy access to services, and 16.9% did not have an individualized education program (IEP). Among children with an IEP, those with ease of access were more likely to have an IEP that addressed parent concerns about the child's development and education than those unable to easily access services (adjusted odds ratio 2.77; 95% confidence interval 1.71-4.49). Need factors, including functional limitations status, care coordination need, developmental condition type, and early intervention receipt, were significantly associated with educational services receipt. CONCLUSIONS: Cross-systems initiatives facilitating service access remain important to ensuring the developmental needs of children with ASD, DD, and/or ID are met. Increased interprofessional collaboration promoting quality educational services receipt for children diagnosed with developmental conditions may further reduce disparities.


Assuntos
Transtorno do Espectro Autista , Deficiências do Desenvolvimento , Intervenção Educacional Precoce/estatística & dados numéricos , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Educação Inclusiva/estatística & dados numéricos , Renda/estatística & dados numéricos , Seguro Saúde/estatística & dados numéricos , Deficiência Intelectual , Adolescente , Criança , Escolaridade , Características da Família , Feminino , Humanos , Modelos Logísticos , Masculino , Análise Multivariada , Razão de Chances , Fatores de Risco , Fatores Sexuais , Estados Unidos
10.
Res Dev Disabil ; 45-46: 307-15, 2015.
Artigo em Inglês | MEDLINE | ID: mdl-26296078

RESUMO

Children with severe intellectual disabilities are at increased risk of presenting with self-injurious, aggressive and destructive behaviour. Severity of these behaviours is an important predictor of psychological and behavioural service use by people with intellectual disabilities. However, studies suggest that the needs of children with intellectual disabilities and their families are not being met. The aims of the present study were to: (1) describe the self-injurious, aggressive and destructive behaviours and subsequent support needs of children with severe intellectual disabilities attending special schools in one major city within the UK, (2) compare teacher and primary carer ratings of behaviour and service need and (3) explore the extent to which the needs of children with intellectual disabilities are being met in terms of contact with relevant specialist services. Questionnaires were completed by teachers and primary family carers of children with a severe intellectual disability. Results indicated that at least 5.3% and 4.1% of children showed at least one behaviour at a clinically significant frequency and management difficulty respectively. Primary carers identified more children with significant behaviour difficulties and support needs than teachers. The odds for children presenting with high levels of the behaviours of interest for having a service need for behavioural intervention were at least 13 times those for children not showing the behaviours, yet only doubled for contact with a specialist relevant health-care professional. These results quantify the magnitude of the substantial gap between level of need and relevant support received.


Assuntos
Necessidades e Demandas de Serviços de Saúde , Deficiência Intelectual/epidemiologia , Comportamento Autodestrutivo/epidemiologia , Atividades Cotidianas , Adolescente , Agressão/psicologia , Terapia Comportamental/estatística & dados numéricos , Cuidadores , Criança , Serviços de Saúde da Criança , Pré-Escolar , Comunicação , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Docentes , Feminino , Humanos , Deficiência Intelectual/psicologia , Deficiência Intelectual/reabilitação , Masculino , Pais , Prevalência , Comportamento Problema/psicologia , Comportamento Autodestrutivo/psicologia , Comportamento Autodestrutivo/reabilitação , Índice de Gravidade de Doença , Inquéritos e Questionários , Reino Unido/epidemiologia
11.
J Dev Behav Pediatr ; 14(4): 259-63, 1993 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-8408669

RESUMO

Disproportionately high use of school health room (HR) services by small groups of users has been reported. This study investigated predictors of frequent HR use in two suburban middle schools involving 1089 students who made at least one HR visit during a single academic year. Subsets of high and low users were compared using logistic regression. Predictor variables included gender, grade, academic ability, and existence of a chronic health condition. Although demographic characteristics of the study schools varied significantly, a pattern of increasing HR use associated with progressive lowering of academic ability was demonstrated in both schools. Existence of a chronic health condition was associated with increased HR use, even when controlling for routine medication visits. Gender and grade were not predictive. These findings suggest that HR use reflects more than medical concerns. Patterns of HR use by students with chronic health conditions deserve additional study to determine whether current strategies to meet their needs are adequate.


Assuntos
Mau Uso de Serviços de Saúde , Serviços de Saúde Escolar/estatística & dados numéricos , População Urbana/estatística & dados numéricos , Adolescente , Baltimore/epidemiologia , Criança , Criança Superdotada/estatística & dados numéricos , Doença Crônica/epidemiologia , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Educação Inclusiva/estatística & dados numéricos , Escolaridade , Feminino , Humanos , Masculino , Meio Social , Fatores Socioeconômicos
12.
Am J Ment Retard ; 95(4): 421-7, 1991 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-2003911

RESUMO

The statistical conclusion validity of mental retardation research was evaluated by reviewing 41 recently published articles in the American Journal on Mental Retardation and the Journal of Mental Deficiency Research. The analysis was focused on the incidence of Type I error as reflected by three different measures: the experiment-wise error rate, the error rate per experiment, and the percentage error rate. Values for each of these measures indicated that the probability of committing a Type I error was considerably greater than the traditionally assumed level of p less than .05, or 5%. The percentage error rate computed for the 41 articles (369 statistical tests) suggested that approximately 20% of the statistically significant results may be erroneous. Procedures to evaluate the impact of Type I errors in mental retardation research were presented and briefly discussed.


Assuntos
Atividades Cotidianas , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Deficiência Intelectual/reabilitação , Atividades Cotidianas/psicologia , Viés , Interpretação Estatística de Dados , Seguimentos , Humanos , Modelos Estatísticos
13.
Am J Ment Retard ; 96(3): 257-68, 1991 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-1756030

RESUMO

The use of adaptive behavior information for classification and placement of black and white students with mild mental retardation was compared and overrepresentation of black students in special classes was analyzed. Adaptive behavior measures were not used to the same extent as general intelligence tests for either group, despite court decisions and recommendations by authoritative sources. Direct comparisons on general intellectual functioning and several indices of adaptive behavior yielded few differences, suggesting that an equal treatment conception of fairness was achieved despite substantial overrepresentation of black students in programs for students with mild mental retardation. Use of adaptive behavior needs to improve significantly to comply with legal requirements.


Assuntos
Negro ou Afro-Americano/psicologia , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Deficiência Intelectual/diagnóstico , Deficiência Intelectual/epidemiologia , Adolescente , Adulto , Criança , Estudos Transversais , Humanos , Incidência , Deficiência Intelectual/psicologia , Testes de Inteligência/estatística & dados numéricos , Iowa/epidemiologia , Psicometria
14.
Am J Ment Retard ; 99(3): 283-8, 1994 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-7865203

RESUMO

The incidence of obesity of children with mental retardation was determined in a sample of 20,031 pupils and students at special schools in Japan. The incidence was higher among girls than boys and in the junior and senior high departments (12 to 17 years) than in the elementary department (6 to 11 years). It was also higher among children with mental retardation of elementary and junior-high age than among children without mental retardation of the same age. The incidence of major diseases among obese children was also determined.


Assuntos
Comparação Transcultural , Deficiência Intelectual/epidemiologia , Obesidade/epidemiologia , Adolescente , Transtorno Autístico/epidemiologia , Transtorno Autístico/etiologia , Criança , Estudos Transversais , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Feminino , Humanos , Incidência , Deficiência Intelectual/etiologia , Japão/epidemiologia , Masculino , Obesidade/etiologia , Fatores de Risco
15.
Am J Ment Retard ; 99(2): 175-85, 1994 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-7803034

RESUMO

Data reports from South Carolina's 92 independent school districts were used to calculate prevalence rates of mental retardation and learning disabilities among school-age children. These prevalence rates were 41.66/1,000 children enrolled for mental retardation and 33.21/1,000 children enrolled for learning disabilities. The 1980-1981 school year was selected because this was the last year in which disaggregated reports were submitted for placement in educable mental handicap (EMH), trainable mental handicap (TMH), and profound mental handicap (PMH) programs. Exploratory factor analysis and multiple regression analysis were used to explain school district prevalence rates of categorization of children into programs for mental retardation and learning disabilities. Results show that community SES and tax inputs explain 39% of the variation in prevalence rates and that these factors affect rates indirectly.


Assuntos
Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Educação Inclusiva/estatística & dados numéricos , Deficiência Intelectual/epidemiologia , Deficiências da Aprendizagem/epidemiologia , Adolescente , Criança , Estudos Transversais , Interpretação Estatística de Dados , Educação de Pessoa com Deficiência Intelectual/economia , Educação Inclusiva/economia , Feminino , Financiamento Governamental/economia , Humanos , Incidência , Imposto de Renda/estatística & dados numéricos , Deficiência Intelectual/classificação , Deficiência Intelectual/diagnóstico , Deficiências da Aprendizagem/classificação , Deficiências da Aprendizagem/diagnóstico , Masculino , Modelos Estatísticos , Fatores Socioeconômicos , South Carolina/epidemiologia
16.
Res Dev Disabil ; 20(2): 125-46, 1999.
Artigo em Inglês | MEDLINE | ID: mdl-10198943

RESUMO

The convergent validity of an experimental (analog) functional analysis was investigated by a comparison of three separate ways of interpreting the data derived from such an assessment: two previously published methods and the criterion Z method derived by the authors. Data from the experimental functional analysis of the challenging behavior(s) of 27 individuals with intellectual disabilities were analyzed to assess agreement between the three forms of interpretation. The test-retest reliability of all three methods over periods of 2 weeks, 1 month, and 3 months was also calculated. The results suggest that the methods of interpreting function from experimental assessments can give different results and that the test-retest reliability of the experimental functional analyses is poor. The implications of these findings are discussed in relation to clinical practice.


Assuntos
Terapia Comportamental/estatística & dados numéricos , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Transtornos do Comportamento Social/terapia , Adulto , Interpretação Estatística de Dados , Feminino , Seguimentos , Humanos , Masculino , Pessoa de Meia-Idade , Variações Dependentes do Observador , Avaliação de Processos e Resultados em Cuidados de Saúde , Meio Social
17.
Res Dev Disabil ; 20(2): 163-75, 1999.
Artigo em Inglês | MEDLINE | ID: mdl-10198945

RESUMO

We investigated the validity of the Questions About Behavioral Function (QABF), a checklist designed to assess antecedent behavior, using a sample of 398 persons with mental retardation and a targeted maladaptive behavior of self-injurious behavior, aggression, or stereotypies. The QABF was used successfully to derive clear behavioral functions for most individuals (84%) across all three target behaviors. Further, subjects with treatments developed from functional assessment (QABF results) improved significantly when compared to controls receiving standard treatments not based on functional analysis. Implications of the present findings for assessing and treating maladaptive behaviors are discussed.


Assuntos
Agressão/psicologia , Terapia Comportamental/estatística & dados numéricos , Deficiência Intelectual/reabilitação , Comportamento Autodestrutivo/prevenção & controle , Comportamento Estereotipado , Adulto , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Feminino , Humanos , Deficiência Intelectual/diagnóstico , Deficiência Intelectual/terapia , Masculino , Pessoa de Meia-Idade , Avaliação de Resultados em Cuidados de Saúde , Reprodutibilidade dos Testes
18.
Res Dev Disabil ; 35(8): 1828-37, 2014 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-24840484

RESUMO

The purpose of this study was to examine the effects of computer-based graphic organizers, using Kidspiration 3© software, to solve one-step word problems. Participants included three students with mild intellectual disability enrolled in a functional academic skills curriculum in a self-contained classroom. A multiple probe single-subject research design (Horner & Baer, 1978) was used to evaluate the effectiveness of computer-based graphic organizers to solving mathematical one-step word problems. During the baseline phase, the students completed a teacher-generated worksheet that consisted of nine functional word problems in a traditional format using a pencil, paper, and a calculator. In the intervention and maintenance phases, the students were instructed to complete the word problems using a computer-based graphic organizer. Results indicated that all three of the students improved in their ability to solve the one-step word problems using computer-based graphic organizers compared to traditional instructional practices. Limitations of the study and recommendations for future research directions are discussed.


Assuntos
Instrução por Computador/métodos , Educação de Pessoa com Deficiência Intelectual/métodos , Deficiência Intelectual/reabilitação , Matemática/educação , Resolução de Problemas , Adolescente , Instrução por Computador/normas , Instrução por Computador/estatística & dados numéricos , Educação de Pessoa com Deficiência Intelectual/normas , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Feminino , Humanos , Masculino , Microcomputadores , Variações Dependentes do Observador , Projetos Piloto , Reprodutibilidade dos Testes , Índice de Gravidade de Doença , Software
19.
Res Dev Disabil ; 33(2): 737-47, 2012.
Artigo em Inglês | MEDLINE | ID: mdl-22115916

RESUMO

The authors examine the reading profile in children with Down syndrome by comparing the nonword decoding skills in children with Down syndrome and typically developing children matched for word recognition level. Journal articles published before 04.05.2010 were identified by using the keyword Down* cross-referenced to 'reading', 'literacy', 'decoding', and 'reading comprehension' were selected. A total of eight papers met the criteria for inclusion. Each study was reviewed and coded on both inclusion criteria and coding protocol before the analysis was performed. Children with Down syndrome had equivalent nonword decoding skills to typically developing children matched for word recognition level, but showed deficits on measures of two important underlying skills, vocabulary and phonological awareness. Differences in vocabulary, but not phonological awareness, were predictive of differences in nonword decoding skills. The practical and theoretical implications of these findings are discussed.


Assuntos
Síndrome de Down/fisiopatologia , Síndrome de Down/reabilitação , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Leitura , Vocabulário , Adolescente , Criança , Humanos
20.
Rev. cuba. enferm ; 32(2): 171-181, abr.-jun. 2016. tab
Artigo em Espanhol | LILACS, BDENF - enfermagem (Brasil), CUMED | ID: lil-797725

RESUMO

Introducción: la discapacidad intelectual constituye un problema social en la salud reproductiva de la mujer. Objetivo: evaluar la efectividad de una intervención educativa en conocimientos sobre sexualidad responsable de mujeres con discapacidad intelectual. Métodos: estudio cuasiexperimental en el policlínico Dr. Gustavo Aldereguía durante 2010 y 2011. La muestra estuvo conformado por 114 mujeres con discapacidad intelectual ligera o moderada previo consentimiento familiar. La información se obtuvo mediante encuesta y entrevistas validadas por expertos. Se identificaron los factores de conducta sexual de riesgo, se diseñó y aplicó una intervención educativa con técnicas participativas y se evaluaron las acciones desarrolladas con los instrumentos iníciales. Resultados: predominaron la paridad 1-2 hijos (47,3 por ciento), la edad de inicio de relaciones sexuales de 15-19 años (42,9 por ciento), déficit de conocimientos sobre uso e importancia de métodos de regulación de fecundidad y la implicación del cambio frecuente de pareja como conducta sexual de riesgo 106 (92,9 por ciento). Las técnicas educativas permitieron modificar el nivel de conocimientos, que se evaluó de adecuado al concluir la intervención educativa (86,8 por ciento) y se demostraron adecuadas prácticas de sexualidad (74,5 pr ciento). Conclusiones: la intervención educativa fue efectiva al mejorar el nivel de conocimientos sobre sexualidad responsable en la esfera reproductiva y lograr estabilidad de la pareja sexual de la mujer con discapacidad intelectual(AU)


Introduction: intellectual disability constitutes a social problem for female reproductive health. Objective: to assess the effectiveness of an educational intervention regarding knowledge on responsible sexuality in women with intellectual disability. Methods: quasiexperimental study at Dr. Gustavo Aldereguía Polyclinic in 2010 and 2011. The sample consisted of 114 women with mild or moderate intellectual disability, under family consent. We obtained the information by surveys and interviews validated by experts. We identified the factor of risky sexual behavior, designed and applied an educational intervention with participative techniques, and assessed the actions developed with the initial tools. Results: parity 1-2 (47.3 percent), age at which they started sexual intercourse 15-19 years (42.9 percent), lack of knowledge about the use and importance of fecundity regulation methods and the implications of having multiple sexual partners as a risky sexual behavior 106 (92.9 percent) predominated. The educational techniques permitted modifying the level of knowledge, which we assessed as adequate when the educational intervention finished (86.8 percent), and adequate sexuality practices were proved (74.5 percent). Conclusions: the educational intervention was effective when the level of knowledge about responsible sexuality in the reproductive sphere was improved and when stability was achieved of the women with intellectual disability and her sexual partner(AU)


Assuntos
Humanos , Feminino , Assunção de Riscos , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Deficiência Intelectual/diagnóstico , Planejamento Familiar
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