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Journal articles on the topic 'Developmental disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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1

&NA;, &NA;. "DEVELOPMENTAL DISABILITIES." Journal of Developmental & Behavioral Pediatrics 11, no. 1 (February 1990): 41. http://dx.doi.org/10.1097/00004703-199002000-00017.

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2

Blondis, Thomas A., Nancy J. Roizen, Jeffrey H. Snow, and Pasquale J. Accardo. "Developmental Disabilities." Clinical Pediatrics 32, no. 8 (August 1993): 492–98. http://dx.doi.org/10.1177/000992289303200808.

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3

Olusanya, Bolajoko O., Claudine Storbeck, Vivian G. Cheung, and Mijna Hadders-Algra. "Disabilities in Early Childhood: A Global Health Perspective." Children 10, no. 1 (January 12, 2023): 155. http://dx.doi.org/10.3390/children10010155.

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Prior to the launch of the United Nations Sustainable Development Goals (SDGs) in 2015, childhood disability was rarely considered an important subject in global health. The SDGs till 2030 now require that children under 5 years who are at risk of not benefitting from inclusive quality education are identified, monitored, and promptly supported. A new tool for identifying children who are not developmentally on track has been developed by UNICEF but has limited sensitivity for detecting children with disabilities due to reliance on parental assessment of child behavior in certain everyday situations. In this paper, we identified conditions that are commonly associated with developmental disabilities based on the International Classification of Diseases (ICD) codes and clarified the concept of “developmentally on track” as it relates to children with developmental disabilities and developmental delays. We summarized the latest evidence on the global burden of developmental disabilities in children under 5 years based on the diagnostic and functional approaches for measuring disabilities at the population level. We highlighted the global health context for addressing the needs of children with developmental disabilities and provided an overview of the opportunities and the role of pediatric caregivers in supporting children with developmental disabilities.
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4

Resti, Amelia, and Yohannes Firzal. "PENERAPAN PRINSIP DESAIN RICHARD MEIER PADA PEKANBARU DEVELOPMENTAL CHILDREN OF DISABILITY." Vitruvian Jurnal Arsitektur Bangunan dan Lingkungan 9, no. 3 (June 29, 2020): 121. http://dx.doi.org/10.22441/vitruvian.2020.v9i3.001.

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ABSTRAKPekanbaru sebagai Ibu Kota dari Provinsi Riau belum adanya fasilitas yang mampu memberikan pelayan secara lengkap terhadap anak penyandang disabilitas berupa pendidikan non formal dan terapi. Hal ini juga tertera dalam UUD No 4 Th 2007 bahwa anak disabilitas belum optimal dalam pemperoleh pelayanan yang dibutuhkan kerena kemudahan aksesibilitas belum dapat dipenuhi. Tujuan dari perancangan Pekanbaru developmental children of disability ini mampu memberikan fasilitas dan layanan pendidikan nonformal serta terapi yang dibutuhkan oleh anak penyandang disabilitas baik secara fisik maupun mental, serta dengan penerapan prinsip desain Richard Meier dapat memberikan pengaruh dan dampak pisikologi yang baik bagi anak disabilitas. Jurnal ini membahas tentang karakter anak disabilitas, jenis edukasi dan terapi yang dibutuhkan anak disabilitas serta cara penanganan anak disabilitas, serta hubungan fungsi terhadap tema perancangan. Manfaat pada perancangan pekanbaru developmental children of disability bahwa adanya wadah yang mampu memberikan fasilitas dan mewadahi kebutuhan yang beragam oleh anak penyandang disabilitas, dengan menggunakan prinsip desain Richard Meier dapat mempermudah aktivitas anak disabilitas berada di bangunan. Metode penelitian yang digunakan berupa pengamatan, wawancara dan data literatur. Pekanbaru developmental children of disability ini muncul sebagai jawaban ketidak setaraan kesempatan yang terjadi pada anak penyandang disabilitas. Pada perancangan ini terdiri dari fasilitas pendidikan nonformal berupa edukasi, pelatihan dan penampilan, seta terapi yang dibutuhan anak disabilitas yang terdiri dari indoor dan outdoor yang berupa healing garden. Dengan menerapkan karakter desain Richard Meier serta penerapan standar khusus yang dibutuhkan oleh anak penyandang disabilitas yang mampu memberikan kenyamanan rancangan terhadap pengguna. Pada perancangan ini merapkan konsep friendly interacation yang didapatkan dari keterkaitan fungsi serta tema pada rancangan. ABSTRACTThe basics Pekanbaru as the capital of Riau Province has no facilities that can provide a complete service to children with disabilities in the form of non-formal education and therapy. This is also stated in the Constitution No. 4 of 2007 that children with disabilities have not been optimal in obtaining the services needed because the accessibility has not been fulfilled. The purpose of designing Pekanbaru developmental is able to provide non-formal education facilities and services and therapies needed by children with disabilities both physically and mentally, and with the application of Richard Meier design principles can provide a good psychological impact and impact on children with disabilities. This journal discusses the character of children with disabilities, the types of education and therapy children with disabilities and how to handle children with disabilities, and the relationship of functions to the design theme. The benefit of the design of the developmental children of disability week is that a container that is able to provide facilities and accommodate the diverse children with disabilities, using Richard Meier's design principles can facilitate the activities of children with disabilities in buildings. The research method used in the form of observations, interviews, and literature data. Pekanbaru developmental emerged as an answer to the inequality of opportunity that occurs in children with disabilities. this design consists of non-formal education facilities in the form of education, training, and appearance, and therapy needs of children with disabilities consisting of indoor and outdoor in the form of a healing garden. Character design of Richard Meier and the application of special standards required by children with disabilities who are able to provide design comfort to the user. this design apply the concept of friendly interaction obtained from the interrelation of functions and themes in the design.
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5

Bartoshesky, Louis E., and Charmaine Wright. "Intellectual Developmental Disabilities:." Delaware Journal of Public Health 7, no. 2 (March 2021): 6–8. http://dx.doi.org/10.32481/djph.2021.03.004.

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6

Bush, Carol T. "People with Developmental Disabilities." Journal of Psychosocial Nursing and Mental Health Services 41, no. 11 (November 2003): 6–7. http://dx.doi.org/10.3928/0279-3695-20031101-03.

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7

Leggett, Janice. "Offenders with Developmental Disabilities." Journal of Applied Research in Intellectual Disabilities 18, no. 2 (June 2005): 193–94. http://dx.doi.org/10.1111/j.1468-3148.2005.00229.x.

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8

Magiati, Iliana. "Handbook of Developmental Disabilities." Journal of Applied Research in Intellectual Disabilities 22, no. 3 (May 2009): 314. http://dx.doi.org/10.1111/j.1468-3148.2007.00420.x.

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9

Flexer, Carol, Joseph P. Millin, and Lisa Brown. "Children With Developmental Disabilities." Language, Speech, and Hearing Services in Schools 21, no. 3 (July 1990): 177–82. http://dx.doi.org/10.1044/0161-1461.2103.177.

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Because teachers manage and instruct students through verbal communication, it would seem logical that improvement of pupil's abilities to detect and attend to the teacher's speech could improve pupil performance. Using sound field amplification which increased the intensity of the teacher's voice by 10 dB, nine children who attended a primary-level class for children with developmental disabilities, made significantly fewer errors on a word identification task than they made without amplification. Observation showed the children to be more relaxed and to respond more quickly in the amplified condition.
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10

Steege, Mark W. "Issues in Developmental Disabilities." Contemporary Psychology: A Journal of Reviews 40, no. 1 (January 1995): 64–65. http://dx.doi.org/10.1037/003358.

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11

Vekemans, Michel. "Genetics of Developmental Disabilities." American Journal of Human Genetics 77, no. 5 (November 2005): 896–97. http://dx.doi.org/10.1086/498250.

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12

Berney, Tom. "Handbook of Developmental Disabilities." Child and Adolescent Mental Health 13, no. 3 (September 2008): 155. http://dx.doi.org/10.1111/j.1475-3588.2008.00500_7.x.

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13

Kurtz, Lisa A., and Shirley A. Scull. "Rehabilitation for Developmental Disabilities." Pediatric Clinics of North America 40, no. 3 (June 1993): 629–43. http://dx.doi.org/10.1016/s0031-3955(16)38555-8.

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14

Clarke, David. "Genetics of Developmental Disabilities." Journal of Intellectual Disability Research 50, no. 7 (July 2006): 553–54. http://dx.doi.org/10.1111/j.1365-2788.2006.00802.x.

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15

Hahn, Joan Earle, and Beth A. Marks. "Intellectual and developmental disabilities." Nursing Clinics of North America 38, no. 2 (June 2003): xi—xiv. http://dx.doi.org/10.1016/s0029-6465(02)00102-0.

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16

Long, Toby, and Sarkis Kavarian. "Aging With Developmental Disabilities." Topics in Geriatric Rehabilitation 24, no. 1 (January 2008): 2–11. http://dx.doi.org/10.1097/01.tgr.0000311402.16802.b1.

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17

Ross, Linda J. "Developmental Disabilities: Genetic Implications." Journal of Obstetric, Gynecologic & Neonatal Nursing 23, no. 6 (July 1994): 502–5. http://dx.doi.org/10.1111/j.1552-6909.1994.tb01912.x.

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18

Ogura, Kaeko. "Rehabilitation for Developmental Disabilities." Japanese Journal of Rehabilitation Medicine 53, no. 5 (2016): 365–69. http://dx.doi.org/10.2490/jjrmc.53.365.

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19

Rubin, I. Leslie. "Etiology of developmental disabilities." Infants & Young Children 3, no. 1 (July 1990): 25–32. http://dx.doi.org/10.1097/00001163-199007000-00005.

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20

Batshaw, Mark, Peter Dowrick, Lisa Kurtz, and Susan Levy. "Handbook of Developmental Disabilities." Pediatric Physical Therapy 12, no. 4 (2000): 203–5. http://dx.doi.org/10.1097/00001577-200001240-00014.

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21

Jabali, Tina. "Handbook of Developmental Disabilities." Pediatric Physical Therapy 12, no. 4 (2000): 203???205. http://dx.doi.org/10.1097/00001577-200012040-00014.

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22

Wodarski, Lois Ann, Caroline McMillian, and Neema Doshi. "Hypercholesterolemia and developmental disabilities." TOPICS IN CLINICAL NUTRITION 8, no. 4 (October 1993): 66–74. http://dx.doi.org/10.1097/00008486-199309000-00006.

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23

Gulati, Sheffali, and Vani Wasir. "Prevention of developmental disabilities." Indian Journal of Pediatrics 72, no. 11 (November 2005): 975–78. http://dx.doi.org/10.1007/bf02731675.

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24

Cendes, Fernando. "Epilepsy and Developmental Disabilities." Archives of Neurology 60, no. 2 (February 1, 2003): 289. http://dx.doi.org/10.1001/archneur.60.2.289.

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25

Gaag, Rutger Jan. "Handbook of developmental disabilities." Kind & Adolescent 2010, no. 2 (February 2010): 104–5. http://dx.doi.org/10.1007/s12453-010-0015-0.

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26

Shin, Young Il. "The Effects of Economic Characteristics and Health Characteristics on Life Satisfaction of Employed Persons with Developmental Disabilities: Mediating Effect of Self-Esteem." Forum of Public Safety and Culture 17 (July 30, 2022): 299–315. http://dx.doi.org/10.52902/kjsc.2022.17.299.

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Developmental disabilities collectively refer to intellectual disabilities and autistic disorders, and unlike other types of disabilities, the prevalence of disability is very high among young people. Individual Act to Support Developmental Disabilities In 2014, 「Act on Guarantee of Rights and Welfare Support for Persons with Developmental Disabilities」 was enacted. However, interest in the life satisfaction of people with developmental disabilities in daily life is increasing only recently, when the individualism of persons with disabilities has taken root due to the spread of the independent living and social integration paradigm. This study verified the mediating effect of self-esteem in the path that economic and health characteristics of employed people with developmental disabilities affect life satisfaction. The research data was analyzed by extracting data from those with developmental disabilities who were employed from among the results of the second wave of the second wave of the 2020 Employment Panel Survey for Persons with Disabilities(PSED) as a sample. Factor analysis was performed using SPSS V26, and correlation, normality analysis, and descriptive statistics for major variables were performed to verify normality necessary for hypothesis verification. Based on this, causal relations and mediating effects were analyzed by hierarchical regression analysis. The validation of the significance of mediating effects was conducted in SPSS Process Macro Ver. 4.1. As a result of the analysis, first, it was found that the economic characteristics and health characteristics of the employed people with developmental disabilities had an effect on life satisfaction. Second, among the economic characteristics of persons with developmental disabilities, self-esteem showed a fully mediated effect in whether they were a recipient or not in the path of life satisfaction. Third, in the path that the health characteristics of the developmentally disabled, such as health status and need for help from others, had a positive effect on life satisfaction, self-esteem had a partial mediating effect. Based on this, a practical strategy to utilize self-esteem and health status was proposed to improve the life satisfaction of employed people with developmental disabilities. First, paying attention to the fact that the health characteristics of people with developmental disabilities have a stronger effect on life satisfaction than economic characteristics, we proposed a strategy to expand participation in social activities of people with developmental disabilities and a plan to use the ICT platform adopting the 4th industrial revolution technology. In addition, in order to improve the self-esteem of people with developmental disabilities, a method of linking a company employing the disabled and a welfare center for the disabled, and a method of organizing a working group in a form that allows for peer counseling were suggested. In addition, a systematic proposal was made to adjust the activity support training curriculum so that active volunteers who provide activity support services for the severely disabled can be used as a support system for people with developmental disabilities.
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27

Betz, Cecily Lynn. "Developmental Considerations of Adolescents with Developmental Disabilities." Issues in Comprehensive Pediatric Nursing 17, no. 3 (January 1994): 111–20. http://dx.doi.org/10.3109/01460869409078297.

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28

Dewey, Deborah. "The Encyclopedia on Developmental Disabilities for Developmental Pediatricians." Journal of the International Neuropsychological Society 6, no. 3 (March 2000): 371–72. http://dx.doi.org/10.1017/s1355617700233146.

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This edition of Developmental Disabilities in Infancy and Childhood includes two edited volumes: Neurodevelopmental diagnosis and treatment and The spectrum of developmental disabilities. This series is a good clinical reference for developmental pediatricians and other medical subspecialists in this field; however, because of its medical orientation its general usefulness to pediatric neuropsychologists and child psychologists is limited.
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29

Kim, Hyojung. "A Study on Factors Affecting the Recognition of the Need for Future Planning of People with Developmental Disabilities." Korea Academy of Case Management 12, no. 1 (June 30, 2021): 165–83. http://dx.doi.org/10.38019/kacm.12.1.165.

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The purpose of this study is to propose an intervention plan for the establishment of future plans for persons with developmental disabilities by identifying factors that affect people with developmental disabilities in recognizing the necessity of establishing future plans. For this purpose, the effects of factors relating to demosocial factors, recognition factors of people with developmental disabilities, social difficulties and difficulties in daily life on the recognition of the necessity of establishing future plans were examined. Major findings are as followes: the recognition of the necessity of establishing future plans of women was higher than men and the higher of the Degree of Disability, the higher the need to establish a future plan. The Social Assistance Recipients are higher likely to recognize the necessity of establishing future plans. Among the cognitive factors for people with developmental disabilities, the more they felt that the necessary information was not provided, the higher the recognition of necessity to establish future plans. Based on these research results, it was suggested to establish a system that provides comprehensive information such as services and systems at the local community and government level to the developmentally disabled, and to activate various supports that guarantee the participation of people with developmental disabilities.
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Gorter, Jan Willem, Debra Stewart, Marc Woodbury Smith, Gillian King, Marilyn Wright, Tram Nguyen, Matt Freeman, and Marilyn Swinton. "Pathways toward Positive Psychosocial Outcomes and Mental Health for Youth with Disabilities: A Knowledge Synthesis of Developmental Trajectories." Canadian Journal of Community Mental Health 33, no. 1 (July 1, 2014): 45–61. http://dx.doi.org/10.7870/cjcmh-2014-005.

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Most children with developmental conditions survive to adulthood. To improve adult outcomes there is a need to synthesize our existing knowledge regarding their developmental trajectories. The synthesis in this paper was guided by interactional, life course perspectives and definitions of development and disability. Evidence from 107 published articles, grey literature, and expert opinion demonstrated that there are currently more negative than positive psychosocial and mental health outcomes for youth with disabilities. Evidence is mounting that youth with disabilities experience similar trajectories to their peers without disabilities through positive, developmentally appropriate life experiences and regular opportunities with adequate supports to develop adult social roles.
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31

Silver, N. Clayton, Kenneth Tubilleja, and Rozana Ferrante. "Signal Words: Perceived Carefulness by the Developmentally Disabled." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 39, no. 8 (October 1995): 440–44. http://dx.doi.org/10.1177/154193129503900803.

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The current standards recommend using signal words such as DANGER, WARNING, and CAUTION to connote varying degrees of hazard. Most research concerning the connoted strength of signal words has used college students as participants. One at-risk population that has not been adequately studied, however, includes people with developmental disabilities. The purpose of the present research was to determine whether people with developmental disabilities understand these signal words. Moreover, connotation comparisons would be made concerning other populations sampled from previous research. A sample of 46 people with developmental disabilities rated 43 potential signal words on how careful they would be after seeing each term. In general, the ratings of the developmentally disabled were consistent with populations sampled from previous research. The words that were frequently left blank by the developmentally disabled were used less frequently in the English language and were higher in grade level. The forensic implications and relevance concerning hazard communication are discussed.
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32

Song, Chang-keun. "Deriving Parent Education Programs for Career Guidance for People with Developmental Disabilities." Korean Society for Rehabilitation of Persons with Disabilities 27, no. 3 (September 30, 2023): 165–83. http://dx.doi.org/10.16884/jrr.2023.27.3.165.

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The purpose of this study is to derive a parent education program for career guidance for students with developmental disabilities to compensate for the blind spot of career and vocational guidance after graduating from school. To achieve the purpose of this study, a focus group interview(FGI) was conducted with 9 people, including experts in career and career guidance for people with developmental disabilities and parents with children with developmental disabilities. According to the findings of the study, both experts who participated in interviews and parents with developmental disabilities recognized the lack of career guidance programs for people with developmental disabilities and responded positively to the need. Next, as a result of the interview conducted to develop a parent education program based on the desire for career and career guidance for people with developmental disabilities, programs for understanding developmental disabilities, programs for counseling basics for children with developmental disabilities, and motivation for understanding jobs and choosing careers It was investigated that grant counseling programs, job placement for people with developmental disabilities, and adaptation support programs were needed.
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33

Desrochers, Marcie N., and Matthew G. Hile. "SIDDS: Simulations in developmental disabilities." Behavior Research Methods, Instruments, & Computers 25, no. 2 (June 1993): 308–13. http://dx.doi.org/10.3758/bf03204516.

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34

Iacono, Teresa, and Georgina Sutherland. "Health Screening and Developmental Disabilities." Journal of Policy and Practice in Intellectual Disabilities 3, no. 3 (September 2006): 155–63. http://dx.doi.org/10.1111/j.1741-1130.2006.00075.x.

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35

Orr, Lauren E., Gail P. Craig, Jeremy Best, Angela Borland, Dan Holland, Heidi Knodel, Amy Lehman, Chad Mathewson, Melissa Miller, and Mike Pequignot. "Exploring Developmental Disabilities through Literature." TEACHING Exceptional Children 29, no. 6 (July 1997): 14–15. http://dx.doi.org/10.1177/004005999702900604.

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36

Noronha, M. "Child Neurology & Developmental Disabilities." Journal of Neurology, Neurosurgery & Psychiatry 52, no. 9 (September 1, 1989): 1119–20. http://dx.doi.org/10.1136/jnnp.52.9.1119-a.

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37

Greeenhill, Laurence L. "Psychopharmacology of the Developmental Disabilities." Journal of Developmental & Behavioral Pediatrics 11, no. 1 (February 1990): 36–37. http://dx.doi.org/10.1097/00004703-199002000-00010.

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38

SANDLER, ADRIAN D. "An Introduction to Developmental Disabilities." Journal of Developmental & Behavioral Pediatrics 17, no. 2 (April 1996): 122. http://dx.doi.org/10.1097/00004703-199604000-00014.

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39

Barnhill, Jarrett, and Donna McNelis. "Overview of Intellectual/Developmental Disabilities." FOCUS 10, no. 3 (January 2012): 300–307. http://dx.doi.org/10.1176/appi.focus.10.3.300.

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40

Jordan, Nancy C. "DEVELOPMENTAL PERSPECTIVES ON READING DISABILITIES." Reading & Writing Quarterly 10, no. 4 (October 1994): 297–311. http://dx.doi.org/10.1080/1057356940100403.

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41

Shulman, Stanford T. "Developmental Disabilities: What to Do?" Pediatric Annals 36, no. 8 (August 1, 2007): 446–47. http://dx.doi.org/10.3928/0090-4481-20070801-01.

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42

Graves, P. J. "Alternative therapies and developmental disabilities." Journal of Paediatrics and Child Health 26, no. 4 (August 1990): 188–89. http://dx.doi.org/10.1111/j.1440-1754.1990.tb02425.x.

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43

Kropf, Nancy P., and D. Michael Malone. "Interdisciplinary Practice in Developmental Disabilities." Journal of Social Work in Disability & Rehabilitation 3, no. 1 (April 19, 2004): 21–36. http://dx.doi.org/10.1300/j198v03n01_03.

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44

McVilly, Keith R. "The Handbook of Developmental Disabilities." Journal of Intellectual & Developmental Disability 34, no. 3 (September 2009): 280. http://dx.doi.org/10.1080/13668250903103973.

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45

Lenhart, Steven W. "Protecting Workers with Developmental Disabilities." Applied Occupational and Environmental Hygiene 15, no. 2 (January 2000): 171–81. http://dx.doi.org/10.1080/104732200301647.

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46

Leeds, Sheila. "Therapeutic Exercise in Developmental Disabilities." Pediatric Physical Therapy 17, no. 4 (2005): 286–88. http://dx.doi.org/10.1097/01.pep.0000191720.84085.a5.

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47

Dowker, Ann. "Arithmetic in developmental cognitive disabilities." Research in Developmental Disabilities 107 (December 2020): 103778. http://dx.doi.org/10.1016/j.ridd.2020.103778.

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48

Harvey, Mark T., and Craig H. Kennedy. "Polysomnographic phenotypes in developmental disabilities." International Journal of Developmental Neuroscience 20, no. 3-5 (June 2002): 443–48. http://dx.doi.org/10.1016/s0736-5748(02)00008-4.

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49

Duker, Pieter C. "Developmental disabilities in the Netherlands." Analysis and Intervention in Developmental Disabilities 5, no. 3 (January 1985): 223–31. http://dx.doi.org/10.1016/0270-4684(85)90012-6.

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50

Manikam, Ramasamy. "Mental retardation and developmental disabilities." Research in Developmental Disabilities 8, no. 2 (January 1987): 354–55. http://dx.doi.org/10.1016/0891-4222(87)90015-1.

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