scholarly journals Behavioral Pattern during Dental Pain in Intellectually Disabled Children: A Comparative Study

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Muthukali Shanmugam ◽  
Vetrivel Shivakumar ◽  
Vijayarangan Anitha ◽  
Bagavathi Perumal Meenapriya ◽  
Srinivasan Aishwarya ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Test Group ◽  
Dental Pain ◽  
Control Group ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Treatment Needs ◽  
Normal Children ◽  
Significant Difference

Aim. Children with developmental disabilities generally experience more pain than the normal children. Description of pain is generally difficult in children and more so in children with intellectual disabilities. The study aimed at evaluating dental pain in children with intellectual disabilities. Methods. The survey was carried out in an institution caring for intellectually disabled children to determine the oral health status and the treatment needs of the special kids. 236 children were surveyed out of which the test group is comprised of 111 intellectually disabled children and the control group had 125 normal children with age ranging between five to eighteen years. A questionnaire was presented to the caregivers to elaborate about dental pain in their wards using the dental discomfort questionnaire (DDQ+). The children were examined for dental caries and periodontal status based on the WHO indices for oral hygiene status. Result. Results revealed a statistically significant difference between intellectual disability and brushing, chewing, and earache. The frequency of reporting dental pain was lesser in the intellectually disabled group. Conclusion. Children with intellectual disability tended to report dental pain of any nature with lesser frequency than typically developing peers. They also faced greater difficulty in brushing and chewing.

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.

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

2018 ◽  
Vol 10 (1.SP) ◽  
pp. 110
Author(s):  
Yoosefi SOMAYEH ◽  
Ziaei TAYEBE ◽  
Jalaliaria KATAYOUN ◽  
Naghinasab Ardehaee FATEMEH ◽  
Danesh AHMAD ◽  
...  
Keyword(s):  
Problem Solving ◽  
Marital Satisfaction ◽  
Group Counseling ◽  
Repeated Measures ◽  
Intervention Group ◽  
Control Group ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Statistical Population ◽  
Significant Difference

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.

Assessment of dental pain in children with intellectual disability using the dental discomfort questionnaire

2021 ◽  
pp. 174462952098131
Author(s):  
Güler Burcu Senirkentli ◽  
Resmiye Ebru Tirali ◽  
Mehmet Bani
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Intellectual Development ◽  
Demographic Data ◽  
Dental Pain ◽  
Pediatric Dentistry ◽  
Cross Sectional Study ◽  
Dental Status ◽  
Cross Sectional ◽  
Significant Difference

Objective: This study aimed to compare the Dental Discomfort Questionnaire (DDQ) scores in children with and without intellectual disability (ID) and to measure correlation between the total DDQ and the Decayed, Missing, and Filled Teeth (DMFT/dmft) scores, as well as the condition of the tooth causing pain. Method: This cross-sectional study included 81 children with normal intellectual development who attended the Departments of Pediatric Dentistry at two Turkish Universities and 80 children with different levels of intellectual disability who reported dental pain in special education centers. The 12-question DDQ (Turkish version) was applied to the parents of the patients with their consent. The relationship of the DDQ scores with tha of the DMFT/dmft, dental status, and demographic data was evaluated. Results: When the DDQ scores of children with intellectual disabilities were evaluated, it was found that the majority of the answers given to the questions were statistically similar (p < 0.05) to those of children with normal cognitive level. In the questions in which “pain when eating and brushing teeth” was evaluated, a higher score was obtained, which led to an increase in the total DDQ score (p < 0.001). There was a statistically significant difference between the groups in terms of the distribution of dental conditions (p < 0.001). When compared to the normal cognitive group, patients with mild and severe intellectual disabilities had more deep dentin caries, thoughy, frequent periapical abscess was less common in those groups (p < 0.001 and p = 0.022). There was no statistically significant relationship between DMFTscores. Conclusion: The DDQ was found to be a descriptive, functional, and easy-to-use questionnaire for children with intellectual disabilitiesin terms of detecting the presence of dental pain. No correlation was found between DMFT/dmft, dental status and DDQ scores.

scholarly journals The Impacts of Self-expression on the Self-efficacy of Intellectually Disabled Children Who Participated in a Art Integration Movement Program

2020 ◽  
Vol 29 (2) ◽  
pp. 188-194
Author(s):  
Sun-Mi Jang
Keyword(s):  
Intellectual Disabilities ◽  
Self Efficacy ◽  
The Self ◽  
Second Grade ◽  
Control Group ◽  
Disabled Children ◽  
Art Integration ◽  
Intellectually Disabled ◽  
Integrated Education ◽  
Dance Class

PURPOSE: The purpose of this study is to analyze how the self-expression of intellectually disabled children participating in movement programs applied at art integration education affects their self-efficacyMETHODS: To investigate the effects of the art-integrated movement program, 20 students with a second-grade intellectual disability were recruited from 1st grade to 4th grade of a special school in B metropolitan city. Ten students that applied for the dance program were assigned the art-integrated movement program, whereas the other students were who did not participate in the dance class but participated in a school program (music, art, and physical education class) were assigned the control group. Each of the classes were consists of 40 minutes sessions per week (two times/week) for a period of 12 weeks. Data were compiled and analyzed by SPSS window program (Ver. 21.0). Additionally, regression analysis was conducted to analyze the effects of self-expression on self-efficacy.RESULTS: Children with intellectual disabilities who participated in the art integration movement program had an impact on their confidence in contents self-expression (t=3.087. <i>p</i><.01) and voice self-expression (t=2.766, <i>p</i><.01). contents self-expression (t=3.940, <i>p</i><.001) affected self-regulating efficacy. and contents self-expression (t=4.057, <i>p</i><.001) had a positive effect on the preference to taskCONCLUSIONS: The movement program that applied art integrated education suggests that self-expression of children with intellectual disabilities is an effective education to increase self-efficacy. A multifaceted study that is practically applicable in the field of special education is needed.

scholarly journals A study on the levels of depression, stress and anxiety of parents having children with intellectual disability

2021 ◽  
Author(s):  
Sirisha Merla ◽  
S. Naveen Kumar
Keyword(s):  
Intellectual Disability ◽  
Global Developmental Delay ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Mothers And Fathers ◽  
Care Givers ◽  
Significant Difference ◽  
Associated Conditions ◽  
Anxiety Levels ◽  
Children With Intellectual Disability

Intellectual Disability is a developmental disorder characterized by significantly impaired intellectual and adaptive functions. Due to global developmental delay, persons with Intellectual Disability often are dependent on their parents/care takers and require high support and assistance for completing their self-help skills and other day to day activities. Role of Care Givers in context of globalization regarding care of Persons with Intellectual Disability and associated conditions is very critical and has placed diverse perspectives against life span needs. Parenting a child with intellectual disability brings a lot of change in psychological makeup of the parents, owing due to irreversible condition of the nature of intellectual disability. An attempt is made to understand whether parents of the child having intellectual disability are affected or not, if effected whether mother and father of the child are equally affected or not. The perception of the condition of child is perceived differently by mothers and fathers was taken for the study. Research was directed to understand the depression, stress and anxiety of parents having child with intellectual disability on mothers and fathers. A Comparative Study was undertaken to unearth the psychological makeup in parenting in terms of their depression, stress and anxiety levels that parents of intellectually disabled children have and comparison levels of those depression, stress and anxiety between mothers and fathers. A sample of 80 parents including 40 fathers and 40 mothers was randomly selected From Hyderabad, India. DASS21 scales was administered on these samples, Depression, Stress and Anxiety levels was measured in both mother and father of intellectually disabled children. Research Revealed that Parents both fathers and mothers of children with intellectual Disability experience significant level of Depression, Stress and Anxiety. Statistical Analysis on the results shows that there is no significant difference in Depression, Stress and Anxiety levels that mothers and fathers are subjected, Depression, Stress and Anxiety persistently existent in both female and male gender. Depression, Stress and Anxiety have an association, if one exists other two also exists in parents.

scholarly journals Knowledge and Oral Health Attitudes among Care Providers of Children with Intellectual Disabilities: A Cross-sectional Study

2014 ◽  
Vol 4 (2) ◽  
pp. 92-98 ◽  
Author(s):  
Prajakta P Shanbhag ◽  
Bharat Gupta
Keyword(s):  
Intellectual Disability ◽  
Oral Health ◽  
Intellectual Disabilities ◽  
Cross Sectional Study ◽  
Care Providers ◽  
Health Attitudes ◽  
Disabled Children ◽  
Sectional Study ◽  
Intellectually Disabled ◽  
Cross Sectional

ABSTRACT Background Intellectual disability is characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18 years. Intellectual disability is also known as mental retardation (MR). The knowledge and awareness among parents, guardians or care providers of individuals with intellectual disabilities is extremely important since they play an important role in the formation and maintenance of oral health in their children. Objectives This study was carried out to gauge the awareness of care providers of intellectually disabled children from two different institutions in Mumbai and Navi Mumbai, India concerning their oral hygiene. Materials and methods A simple prestructured questionnaire was distributed among the care providers at two recognized institutions for children with intellectual disabilities in order to determine their knowledge and awareness as regards to the oral hygiene practices and significance of good oral health. The questionnaire was distributed among 120 parents, guardians or care providers of intellectually disabled children, out of which 103 care providers completed the questionnaire. Results The knowledge and awareness of parents was reasonable, but their oral health attitudes were lacking satisfaction. In spite of this, it was seen that the care providers in this study acknowledged the importance of good oral health and its implications on the general well-being of their children. The study revealed that 83% of care providers were unaware about the importance of fluoride in prevention of dental caries, although 95.10% were interested in educating themselves about the importance of oral health. Conclusion The parents/guardians of intellectually disabled children need to be counseled and made conscious about the consequences of negligence toward the oral health of their intellectually disabled children, and the significance of regular dental check-ups. They must be made aware of the various options available in order to prevent the occurrence of oral ailments in their children. How to cite this article Shanbhag PP, Ram SM, Gupta B. Knowledge and Oral Health Attitudes among Care Providers of Children with Intellectual Disabilities: A Cross-sectional Study. J Contemp Dent 2014;4(2):92-98.

Quality of Life of Parents of Children with Intellectual Disabilities in Croatia

2017 ◽  
Vol 7 (2) ◽  
pp. 43-48 ◽  
Author(s):  
Anja Kovac Misura ◽  
Haris Memisevic
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Educational Status ◽  
Control Group ◽  
Family Quality Of Life ◽  
Significant Difference ◽  
Survey Results ◽  
Children With Intellectual Disability

Abstract The goal of the present study was to examine the quality of life (QOL) of parents of children with intellectual disability. An additional goal was to examine the effects of gender and educational status on the QOL of these parents. The sample for this study consisted of 50 parents of children with intellectual disabilities and 50 parents of children without disabilities as a control group. As A measure of QOL, we used Family Quality of Life Survey. Results have shown that there is a statistically significant difference between the perceived QOL of parents of children with intellectual disabilities and parents of typically developing children. The effects of gender and educational status on QOL of parents of children with intellectual disabilities were also statistically significant. However, there were no interaction effects of gender and educational status on the QOL. Given the lower QOL of parents of children with intellectual disability, it is important to provide them with support programs in order to improve their QOL.

scholarly journals The Impacts of Self-expression on the Self-efficacy of Intellectually Disabled Children Who Participated in a Art Integration Movement Program

2020 ◽  
Vol 29 (2) ◽  
pp. 188-194
Author(s):  
Sun-Mi Jang
Keyword(s):  
Intellectual Disabilities ◽  
Self Efficacy ◽  
The Self ◽  
Second Grade ◽  
Control Group ◽  
Disabled Children ◽  
Art Integration ◽  
Intellectually Disabled ◽  
Integrated Education ◽  
Dance Class

PURPOSE: The purpose of this study is to analyze how the self-expression of intellectually disabled children participating in movement programs applied at art integration education affects their self-efficacyMETHODS: To investigate the effects of the art-integrated movement program, 20 students with a second-grade intellectual disability were recruited from 1st grade to 4th grade of a special school in B metropolitan city. Ten students that applied for the dance program were assigned the art-integrated movement program, whereas the other students were who did not participate in the dance class but participated in a school program (music, art, and physical education class) were assigned the control group. Each of the classes were consists of 40 minutes sessions per week (two times/week) for a period of 12 weeks. Data were compiled and analyzed by SPSS window program (Ver. 21.0). Additionally, regression analysis was conducted to analyze the effects of self-expression on self-efficacy.RESULTS: Children with intellectual disabilities who participated in the art integration movement program had an impact on their confidence in contents self-expression (t=3.087. <i>p</i><.01) and voice self-expression (t=2.766, <i>p</i><.01). contents self-expression (t=3.940, <i>p</i><.001) affected self-regulating efficacy. and contents self-expression (t=4.057, <i>p</i><.001) had a positive effect on the preference to taskCONCLUSIONS: The movement program that applied art integrated education suggests that self-expression of children with intellectual disabilities is an effective education to increase self-efficacy. A multifaceted study that is practically applicable in the field of special education is needed.

A Validation Report of the Stanford-Binet Intelligence Scale 4th Edition: An Appropriate Instrument for Assessment of Children with Intellectual Disabilities

1993 ◽  
Vol 10 (1) ◽  
pp. 22-26 ◽  
Author(s):  
Anna Bower
Keyword(s):  
Down Syndrome ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Children And Adolescents ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Intelligence Scale

AbstractThis paper reviews the Stanford-Binet Intelligence Scale 4th Edition (SB-4) and compares and contrasts it with the instrument it supersedes, the Stanford-Binet 3rd Edition (L-M) (SB-3). Specific emphasis is placed on the use of the SB-4 with children and adolescents with intellectual disability. It can differentiate between intellectually disabled children and adolescents who have Down syndrome, and those who have other etiologies.

scholarly journals Effect of Music Intervention on the Behaviour Disorders of Children with Intellectual Disability using Strategies from Applied Behaviour Analysis

2017 ◽  
Vol 28 (1) ◽  
pp. 161-177
Author(s):  
Ritu Kalgotra ◽  
Jaspal Singh Warwal
Keyword(s):  
Intellectual Disability ◽  
Intervention Program ◽  
Control Group ◽  
Disabled Children ◽  
Music Intervention ◽  
Intellectually Disabled ◽  
Behaviour Analysis ◽  
Applied Behaviour Analysis ◽  
Post Test ◽  
Experimental Group

Purpose: The effect of music intervention on mild and moderate Intellectually disabled children was studied in non-randomized pre-test post-test control group design at an Indian state (Jammu) J&K.Method: The mild and moderate intellectual disabled children fulfilling inclusive and exclusive criteria were placed into control and experimental group. BASIC-MR part-B (pre-test) was administered on both the groups. Intervention in music activities using strategies from Applied Behaviour Analysis was introduced sequentially to the experimental group. Children in the control group were not involved in any additional activity. Both the groups were assessed after 6 months (post-test) to find out the effect of intervention.Results: The mean difference between both the groups of mild and moderate intellectually disabled children was significant. In both mildly disabled children, F (1, 2) = 36.937, p = .026 and moderately disabled children F (1, 13) =71.686, p = .000, the effect of the music intervention was highly significant.Conclusion: Music intervention program produced significant changes in the domains of violent and destructive behaviour and misbehaviours with others domains of children with mild intellectual disability. In children with moderate disability, music intervention produced significant changes in the domains of violent and destructive behaviour, misbehaviours with others, self-injurious behaviours, repetitive behaviours, hyperactivity, rebellious behaviours, and anti-social behaviours. Both mild and moderate intellectually disabled children didn’t show any significant change in temper tantrums, odd behaviours and fears domains of behaviour disorders.

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