Lip closing pressure in disabled children: A comparison with normal children

Dysphagia ◽  
1994 ◽  
Vol 9 (3) ◽  
pp. 193-198 ◽  
Author(s):  
Akiko Chigira ◽  
Kazuhiko Omoto ◽  
Yoshiharu Mukai ◽  
Yoshihiro Kaneko
Keyword(s):  
Disabled Children ◽  
Normal Children ◽  
Closing Pressure

Lip‐closing pressure during food intake from a spoon in normal children

2021 ◽  
Author(s):  
Yuki Sasakawa ◽  
Yuki Nakamura ◽  
Issei Saitoh ◽  
Tsutomu Nakajima ◽  
Saeko Tsukuno ◽  
...  
Keyword(s):  
Food Intake ◽  
Normal Children ◽  
Closing Pressure

scholarly journals Parenting Stress and Need Assessment of Families with Disabled Children across Himachal Himalaya

2015 ◽  
Vol 3 (2) ◽  
pp. 38 ◽  
Author(s):  
Randhir S. Ranta ◽  
Vijay Kumar Sharma ◽  
Pankaj Gupta
Keyword(s):  
Parenting Stress ◽  
Assessment Scale ◽  
Control Group ◽  
Disabled Children ◽  
Normal Children ◽  
Need Assessment ◽  
Significant Difference ◽  
Group A ◽  
And Control ◽  
Experimental Group

The study pertains to the parenting stress, which is believed to be the resultant of child disability and further assesses the needs of the families across selected pockets of Himachal Himalaya. Perceived Stress Questionnaire (PSQ) and Need Assessment Scale were used for the purpose. For assessing the stress level among the parents, PQS was administered among two hundred parents having disabled children, herein called experimental group and two hundred parents with normal children, herein called control group. A three point Need assessment scale was used to measure the needs of 200 families on five different parameters. The result of t-test shows the significant difference between experimental and control groups indicating that the parents of disabled children experience more stress than their control counterpart. The study indicates that people need proper guidance and information regarding a child’s disability, nutritional requirements of a child, vocational training and child management. There is a need for proper counselling for parents suffering from stress and creating consciousness among parents of children with disabilities and in the society.

Comparison of the WISC-R Patterns of Children of Average and Exceptional Ability

1983 ◽  
Vol 53 (2) ◽  
pp. 539-544 ◽  
Author(s):  
H. P. J. Schmidt ◽  
D. H. Saklofske
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Group Differences ◽  
Disabled Children ◽  
Normal Children ◽  
Exceptional Groups ◽  
Diagnostic Usefulness ◽  
Verbal Performance

This study investigated the diagnostic usefulness of WISC-R Verbal-Performance IQ discrepancies, subtest scatter, and Bannatyne's subtest recategorizations with educationally normal and exceptional groups of children. The subjects for this study were four groups of 74 learning disabled, 24 mentally retarded, 94 gifted, and 85 educationally normal children. No significant differences in discrepancies in Verbal-Performance IQs occurred among the four groups although learning disabled children more often showed Performance > Verbal discrepancies. No differences were found between the samples in the amount of subtest scatter. Group differences were noted in the patterns of scores on Bannatyne's recategorizations.

scholarly journals FINGERPRINT PATTERN CHARACTERISTICS OF INTELLECTUALLY DISABLED CHILDREN - AN ORIGINAL STUDY

2015 ◽  
Vol 05 (01) ◽  
pp. 014-016
Author(s):  
Meril Ann Soman ◽  
Ramakrishna Avadhani ◽  
Rani Nallathamby ◽  
Meera Jacob ◽  
Charly Chacko Joseph
Keyword(s):  
Original Study ◽  
Healthy Children ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Normal Children ◽  
Medical College ◽  
Ulnar Loop ◽  
Fingerprint Pattern ◽  
Loop Pattern ◽  
Males And Females

AbstractFingerprint patterns are unique patterns made by friction ridges and furrows present on the pads of finger tips. Uniqueness and persistence are the two underlying features of fingerprint patterns. Aim of this present study was to determine the differences in the incidence of fingerprint patterns in intellectually disabled children compared to normal healthy children. Intellectual disability is a generalized disorder appearing before adulthood and is characterized by limitations in both intellectual functioning and in adaptive behavior. The present study comprising of 120 students (60 intellectually disabled and 60 controls) was carried out in Pediatrics outpatient department, Yenepoya Medical College and Hospital, Mangalore. The incidence of the four fingerprint patterns (Ulnar loop, Radial loop, Whorls and Arches) were determined in both the groups. Ulnar loop pattern had the highest incidence in both the groups and the least incidence was shown by arch pattern. There exists difference in the frequency of the fingerprint patterns in males and females of both the groups. The study was conducted to observe for any difference in the incidence of fingerprint patterns between intellectually disabled and normal children.

A Look at Mainstreaming in Light of Children's Attitudes toward the Handicapped

1978 ◽  
Vol 46 (3) ◽  
pp. 1019-1021 ◽  
Author(s):  
Thomas S. Parish ◽  
Robert L. Ohlsen ◽  
Joycelyn G. Parish
Keyword(s):  
Emotionally Disturbed ◽  
Learning Disabled ◽  
Personal Attribute ◽  
Disabled Children ◽  
Grade School ◽  
School Students ◽  
Normal Children ◽  
Handicapped Children ◽  
Physically Handicapped ◽  
Best Fit

Mainstreaming is a legislative reality, yet there is still a question as to whether non-handicapped students are prepared for it. In the present study 131 grade school students were each asked to select from the Personal Attribute Inventory for Children 15 adjectives which best fit three groups of handicapped children as well as normal children. The groups were described in a hierarchical fashion: “normal children” were rated most favorably, then “physically handicapped children,” “learning disabled children,” and “emotionally disturbed children.”

Learning disabled children's conversational competence: responses to inadequate messages

1980 ◽  
Vol 1 (4) ◽  
pp. 387-403 ◽  
Author(s):  
Mavis Donahue ◽  
Ruth Pearl ◽  
Tanis Bryan
Keyword(s):  
Learning Disabled ◽  
Referential Communication ◽  
Social Knowledge ◽  
Disabled Children ◽  
Normal Children ◽  
Response Latencies ◽  
Communication Task ◽  
Conversational Competence

ABSTRACTThis study examined learning disabled children's understanding of conversational rules for initiating the repair of a communicative breakdown. Learning disabled and normal children in grades 1 through 8 played the listener role in a referential communication task requiring them to select referents based on messages varying in informational adequacy. Learning disabled children were less likely to request clarification of inadequate messages and, consequently, made fewer correct referent choices than normal children. Only young learning disabled girls were less able than their normal age-mates to appraise message adequacy. Analyses of response latencies and request type also suggest that the failure to request clarification cannot be attributed solely to linguistic deficits. Results are discussed in terms of the relative contributions of syntactic-semantic ability and social knowledge to conversational competence.

Laterality Preference Patterns of Learning Disabled Children

1978 ◽  
Vol 47 (3) ◽  
pp. 869-870 ◽  
Author(s):  
Neil H. Schwartz ◽  
Raymond S. Dean
Keyword(s):  
Discriminant Analysis ◽  
Group Membership ◽  
Learning Disabled ◽  
Stepwise Discriminant Analysis ◽  
Disabled Children ◽  
Normal Children ◽  
Orthogonal Contrasts ◽  
Preference Patterns

This study concerned the prediction of group membership of 40 learning disabled and 40 normal children on the basis of preference for laterality of the children and of their parents. A stepwise discriminant analysis showed maternal and paternal lateral preferences could correctly identify approximately 85% of the cases. Orthogonal contrasts showed that, although children themselves did not differ in the degree of laterality, parents of learning disabled children were significantly more bilateral in their preference patterns than normals.

Developmental Differences in Praxis in Learning-Disabled and Normal Children and Adults

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1219-1228 ◽  
Author(s):  
Janet L. Poole ◽  
Colleen M. Schneck
Keyword(s):  
Learning Disabled ◽  
Developmental Differences ◽  
Disabled Children ◽  
Normal Children ◽  
Verbal Command

Gestures made on tasks in response to verbal command or to imitation and on tasks involving axial and distal movements were compared for groups of learning-disabled and normal children and adults. The 15 learning-disabled children and 15 adults scored lower than the 15 normal children and 15 adults on all tasks. All groups scored higher on imitation than on verbal command and scored similarly on the axial and distal tasks. The findings from this study suggest that it would be worthwhile to test the hypothesis that dyspraxic behaviors may persist into adulthood.

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