Participation of Children with and without Disabilities in Social,Recreational and Leisure Activities

Background One method of promoting children’s friendship development is through activity participation with peers. However, children with disabilities seem to engage in fewer of these activities, and when they do participate often do so primarily with adults. Materials and Methods This study compared activity participation and friendship in typically developing (TD) children (n = 90), children with an autism spectrum disorder (ASD; n = 65), and children with an intellectual disability (n = 30) between the ages of 5 and 17 years. Parents completed a questionnaire about their child’s participation in social, recreational and leisure activities. Results The TD children participated in significantly more social and recreational activities and had more friends than the children with disabilities. Notable differences emerged among groups in the percentage of activities the children participated in with peers, parents and/or other adults. Some significant differences were noted between the ASD and intellectual disability groups. Conclusions Research concerning activity participation should continue to take into account not only whether children are engaging in activities, but explore more precisely ‘with whom’ these activities are occurring.     

Reliability and concurrent validity of the International Physical Activity Questionnaire short form among pregnant women

Background

The International Physical Activity Questionnaire short-form (IPAQ-SF) is frequently used to assess physical activity (PA) level in the general adult population including pregnant women. However, the reliability and validity of the questionnaire in pregnancy is unknown. Therefore, the aims of the present study were to investigate test-retest reliability and concurrent validity of IPAQ-SF among pregnant women, and whether PA is reported differently among those who fulfill (active) vs. do not fulfill (inactive) recommendations of ≥150 min of weekly moderate intensity PA in pregnancy.

Method

Test-retest reliability was examined by answering IPAQ-SF twice, two weeks apart (n?=?88). To assess validity, IPAQ-SF was compared to the physical activity monitor SenseWear Armband® (SWA) (n?=?64). The participants wore SWA for 8 consecutive days before answering IPAQ-SF. PA level was reported as time spent in moderate-, vigorous- and moderate-to-vigorous intensity PA (MPA, VPA and MVPA) corresponding to the cut-off points 3–6, >6 and >3 Metabolic Equivalents (METs), respectively.

Results

Test-retest intraclass-correlation of MPA, VPA and MVPA ranged from 0.81-0.84 (95% Confidence Intervals: 0.69,0.90). Comparing time spent performing PA at various intensities; the mean differences and limits of agreement (±1.96 Standard Deviation) from Bland-Altman plots were?84?±?402 min/week for MPA,?85?±?452 min/week for MVPA and 26?±?78 min/week for VPA, illustrating that the total group under-reported MPA by 72% and MVPA by 52%, while VPA was over-reported by 1400%. For the inactive group corresponding numbers were 44?±?327 min/week for MPA, 52?±?355 min/week for MVPA and 16?±?33 min/week for VPA, illustrating that the inactive group over-reported MPA by 13% and MVPA by 49%, while VPA was not detected by SWA, but participants reported 16 min of VPA/week. In contrast, corresponding numbers for the active group were?197?±?326 min/week for MPA,?205?±?396 min/week for MVPA and 35?±?85 min/week for VPA, illustrating that the active group under-reported MPA by 81% and MVPA by 60%, while they over-reported VPA by 975%.

Conclusion

IPAQ-SF had good test-retest reliability, but low to fair concurrent validity for MPA, VPA and MVPA compared to an objective criterion measure among pregnant women. Further, women fulfilling PA guidelines in pregnancy under-reported, while inactive women over-reported PA level.

     

智力和发展性残疾儿童青少年身体活动效益：基于ICF的系统综述

目的 基于《国际功能、残疾和健康分类》(ICF)构建智力和发展性残疾儿童青少年身体活动效益系统综述的范畴和PICO架构，探讨智力和发展性残疾儿童和青少年参加身体活动的健康效益。     

Physical activity and sedentary behavior following pediatric burns – a preliminary investigation using objective activity monitoring

Background

Adequate levels of regular physical activity (PA) are crucial for health and well-being. Pediatric burn injuries can have major physiological consequences in both the short and long term. The question is whether these consequences affect post burn PA levels. This study therefore aimed to describe PA and sedentary behavior (SB) in children and adolescents 1–5 years after burn injury.

Methods

Daily PA and SB were monitored in 20 children and adolescents (12 boys and 8 girls, aged 6–17 years, with burns covering 10–37% of total body surface area, 1–5 years post burn) for 1 week using the ActiGraph GTX3+ accelerometer. Activity counts were categorized into SB, light PA, moderate PA, vigorous PA, moderate-to-vigorous PA (MVPA), and total PA. Outcomes were compared with non-burned reference values and PA levels recommended by the World Health Organization (WHO).

Results

The participants spent about 5.1 h per day on total PA and 7.4 h on SB. Most of the active time (~?83%) was categorized as light PA. Thirty-five percent of the group, especially the young boys, spent on average?≥?60 min on MVPA per day. The boys, although with large interindividual differences, spent more time on MVPA than the girls (p?<?.005). Older age was associated with less PA time, while more time was spent sedentary. No trends were found indicating an effect of burn characteristics, time post burn, or length of hospital stay, and no differences were found with non-burned peers.

Conclusion

Duration and intensity of PA and SB in children and adolescents 1–5 years after burn injury were similar to non-burned peers. However, only 35% of the group met the WHO physical activity recommendation. Given the increased long term risk for physical conditions following pediatric burns, physical activity should be encouraged in this vulnerable population.

Trial registration

The study is registered in the National Academic Research and Collaborations Information System of the Netherlands (OND1348800).

     

Decreasing Dental Resistance Among Individuals with Severe and Profound Mental Retardation

A significant number of individuals with mental retardation/developmental disabilities (MR/DD) are fearful of dental care resulting in a lack of cooperation or avoidance of dental treatment. Sedation and physical restraint are often used to help illicit cooperation among individuals with MR/DD. The following study examined the effect of a systematic desensitization procedure adapted to address the needs of individuals with severe and profound mental retardation. Participation levels of 35 individuals receiving dental desensitization were compared to a group of 28 individuals that had not received any intervention. Results indicated those receiving desensitization showed greater improvement in toleration of dental procedures than did those in the comparison group. Implications for future treatment avenues and investigations are discussed.     

Preschoolers with Developmental Disabilities: A Comparison of an ADHD and a NonADHD Group

Background To compare a group of preschoolers with developmental disabilities at-risk for ADHD (ADHD/DD) with a group of preschoolers with DD and no ADHD behaviors (nonADHD/DD). Materials and Methods Seventy-three preschoolers between 4 and 5 years of age with cognitive functioning between an IQ of 40 and 79 were recruited. All were enrolled in developmental preschool programs. The groups were compared using home and school questionnaires as well as laboratory measures of activity level, impulsivity, attention span, play, and compliance. Results Preschoolers with ADHD/DD had significantly greater conduct, language, adaptive and social deficits than controls. On laboratory measures, preschoolers with ADHD/DD were significantly more impulsive and out-of-seat than controls. Finally, families of ADHD/DD children experienced greater stress than controls. Conclusions DD preschoolers with symptoms suggestive of ADHD experience deficits in areas beyond that accounted for by DD alone. Similar to typically developing children with ADHD, this cohort has problems with learning, conduct, socialization, and adaptive skills. Consequently, these children remain at even greater risk of mental health and learning difficulties during their school years.     

Secondary analysis of primary and preventive services accessed and perceived service barriers by children with developmental disabilities and their families

Children and youths with developmental disabilities (DD) have needs for more community-based services to address ongoing health, educational, employment, housing, transportation, and recreational concerns. Secondary data analysis was conducted to examine the array of services accessed and service obstacles to primary, preventive and special health care services of 102 children and youths with developmental disabilities. The two services most frequently reported as being used by families were SSI (29.4%) and MediCal (California's Medicaid program) (27.8%). Speech therapy was the most frequently identified support service accessed by respondents (51%). Respondents identified a number of unaddressed concerns and perceived barriers to having these concerns addressed as it related to service referrals for speech therapy, nutrition services, dental services, and behavior management services.     

Exercise videogames for physical activity and fitness: Design and rationale of the Wii Heart Fitness trial

IntroductionDespite numerous health benefits, less than half of American adults engage in regular physical activity. Exercise videogames (EVG) may be a practical and attractive alternative to traditional forms of exercise. However there is insufficient research to determine whether EVG play alone is sufficient to produce prolonged engagement in physical activity or improvements in cardiovascular fitness and overall health risk. The goal of the present study is to test the efficacy of exercise videogames to increase time spent in moderate to vigorous physical activity (MVPA) and to improve cardiovascular risk indices among adults.MethodsWii Heart Fitness is a rigorous 3-arm randomized controlled trial with adults comparing three 12-week programs: (1) supervised EVGs, (2) supervised standard exercise, and (3) a control condition. Heart rate is monitored continuously throughout all exercise sessions. Assessments are conducted at baseline, end of intervention (week 12), 6 and 9 months. The primary outcome is time spent in MVPA physical activity. Secondary outcomes include changes in cardiovascular fitness, body composition, blood lipid profiles and maintenance of physical activity through six months post-treatment. Changes in cognitive and affective constructs derived from Self Determination and Social Cognitive Theories will be examined to explain the differential outcomes between the two active treatment conditions.ConclusionThe Wii Heart Fitness study is designed to test whether regular participation in EVGs can be an adequate source of physical activity for adults. This study will produce new data on the effect of EVGs on cardiovascular fitness indices and prolonged engagement with physical activity.     

基于ICF智力与发展性障碍儿童体质健康研究

目的 探讨接受特殊教育的智力与发展性障碍儿童体质健康功能状况及影响因素,基于《国际功能、残疾和健康分类》(ICF)建立结构化的体质分析与运动干预方案。方法 基于ICF架构和方法,分析智力与发展性障碍学生功能状态和体质特点以及影响因素,参照世界卫生组织(WHO)身体活动指南要求,构建基于功能的智力与发展性残疾儿童体质干预方案。结果 基于ICF对智力与发展性障碍儿童的整体功能状态,特别是与智力残疾相关智力功能、活动和参与以及环境因素进行系统分析,并且结合相关的运动功能和体质健康进行讨论。基于ICF,参照《WHO关于身体活动和久坐行为的指南》(儿童青少年)制定身体活动方案,研究相关的适应性支持策略。结论 基于ICF可以对智力与发展性障碍儿童进行整体功能状态分析,涉及身体功能(包括智力功能和运动功能)、活动和参与以及环境因素。基于《WHO关于身体活动和久坐行为的指南》和ICF架构,构建了适用于智力与发展性障碍儿童的针对体质健康的身体活动方案,以及实施方案的适应性和支持性教学与训练方法。     

Influence of age on step activity patterns in children with cerebral palsy and typically developing children

Stevens SL, Holbrook EA, Fuller DK, Morgan DW. Influence of age on step activity patterns in children with cerebral palsy and typically developing children.ObjectiveTo document the influence of age on step activity patterns in children with cerebral palsy (CP) and typically developing (TD) children.DesignCross-sectional.SettingAll step activity data were collected in free-living environments.ParticipantsChildren with CP (n=27; age, 4–18y; 22 boys, 5 girls; Gross Motor Function Classification System levels I and II) and 27 age- and sex-matched TD children were recruited through public advertisements and contacts with local clinicians. CP and TD participants were stratified into younger (<10y; n=14) and older (10–18y; n=13) age groups.InterventionDaily step activity was monitored using a step activity monitor that was individually programmed to account for the gait characteristics of each participant. Step activity data were collected in 1-minute epochs during waking hours on 3 weekdays and 1 weekend day. Stored data were analyzed to yield average values of daily step activity, percentage of inactive time (0 steps) over the entire day, and percentage of total daily active time spent in low step activity (1–15 steps/min), medium step activity (16–40 steps/min), and high step activity (>40 steps/min).Main Outcome MeasuresDaily step activity, percentage of inactive time, and percentage of active time spent in low-, moderate-, and high-intensity step activity.ResultsA significant (P<.05) interaction was observed between age (younger, older) and condition (CP, TD) for daily step activity, percentage of inactive time, and percentage of active time spent in low- and high-intensity step activity. The main effect of age was significant for each physical activity measure except for relative high-intensity step activity, and the main effect of condition was significant for all physical activity measures. Follow-up analyses (P<.025) revealed that older children with CP took fewer daily steps and displayed higher relative levels of inactivity and low-intensity activity and lower relative levels of high-intensity activity compared with older TD children. Older children with CP also exhibited lower daily step activity, demonstrated higher relative levels of inactivity and low-intensity activity, and displayed lower relative levels of moderate-intensity activity compared with younger children with CP.ConclusionsCompared with younger children with CP and age- and sex-matched TD youth, older youth with CP generally displayed step activity patterns typified by lower levels of physical activity and a greater degree of inactivity. These findings highlight the need to provide multiple opportunities for adolescents with CP to engage in a variety of physical activities that are appropriate to their needs, abilities, and preferences and that can aid in maintaining functional mobility, health, and quality of life.     

High Prevalence of Developmental Disabilities in Children Admitted to a General Pediatric Inpatient Unit

Objective: Evaluate a) the prevalence of developmental disabilities (DD) in children admitted to a general pediatrics inpatient unit, and b) the number of children admitted to the unit with previously undiagnosed developmental disability. Methods: Prevalence was evaluated through retrospective record review. Subjects: One hundred ninety children older than five months of age admitted to a general pediatric unit. Results: Of 190 children admitted, 155 (81.6%) had adequate developmental screening documented in the record. Forty-nine (25.7% of total, 31.6% of screened) had a developmental disability, 22 (12.1% of total, 14.8% of screened) had a previously unrecognized disability. Sample prevalence of DD was: cerebral palsy (6.8%), developmental delay or mental retardation (8.4%), language delay (4.6%), learning disability (8.2%), and hearing loss (1.5%). New diagnoses included: three children with probable mental retardation (MR), nine with learning disability (may include mild MR), seven with language delay, three with abnormal motor skills (fine and/or gross motor), one each of: neurofibromatosis type I, hearing loss, cerebral palsy, dysphagia. Some children had more than one new diagnosis. Conclusion: The prevalence of disabilities in a general pediatrics inpatient unit is much higher than the prevalence in the community. Because almost half of the disabilities were previously unrecognized, acute hospitalization is an excellent opportunity to conduct developmental screening.     

Assistive technology needs,functional difficulties,and services utilization and coordination of children with developmental disabilities in the United States

Assistive technology (AT) enhances the ability of individuals with disabilities to be fully engaged in activities at home, at school, and within their communities—especially for children with developmental disabilities (DD) with physical, sensory, learning, and/or communication impairments. The prevalence of children with DD in the United States has risen from 12.84% in 1997 to 15.04% in 2008. Thus, it is important to monitor the status of their AT needs, functional difficulties, services utilization, and coordination.

Using data from the 2009–2010 National Survey on Children with Special Health Care Needs (NS-CSHCN), we conducted bivariate and multivariate statistical analysis, which found that 90% or more of parents of both children with DD and other CSHCN reported that their child’s AT needs were met for vision, hearing, mobility, communication, and durable medical equipment; furthermore, children with DD had lower odds of AT needs met for vision and hearing and increased odds for meeting AT needs in mobility and communication.

Our findings outline the current AT needs of children with DD nationally. Fulfilling these needs has the potential to engender positive lifelong effects on the child’s disabilities, sense of independence, self-confidence, and productivity.     

Time use of mothers with school-age children: a continuing impact of a child's disability.

OBJECTIVE: The purpose of this study was to compare the time use of mothers of children with disabilities with the time use of mothers of children without disabilities. METHOD: Sixty mothers with children 3 to 14 years of age (30 mothers with children with disabilities and 30 mothers with children without disabilities) completed time diaries over seven 24-hour days. RESULTS: Significant differences were found between the two groups when comparing mean hours spent per week by mothers in occupations involving child-care activities and recreational activities. Mothers of children with disabilities spent significantly more time in child-care activities and significantly less time in recreational activities. In addition, mothers of children with disabilities reported fewer typical days and rated the quality of days as poorer. As children got older, the gap between the time mothers devoted to child care increased between the two groups. CONCLUSION: The type of occupations a mother participates in varies significantly dependent upon whether a child in the family has a disability and the age of the child. Professionals need to work collaboratively with families to assist parents to meet the family's daily needs particularly in light of the time demands of the mother.     

Risk Factors for Overweight in Children with Autism Spectrum Disorder

Previous literature suggests children with autism spectrum disorder (ASD) have a higher prevalence of excess weight than typically developing (TD) children, but information addressing risk factor concordance between those with ASD and TD children is lacking. We used a retrospective analysis of children (N = 2610) who visited an Autism Speaks Autism Treatment Network (AS-ATN) center in the United States or Canada. This analysis occurred concurrently with two other research teams within AS-ATN. We found substantial agreement between predictors of weight in children with ASD and known correlates of obesity in typical children. These included Asian and Hispanic ethnicities, four medication groups, and psychopathological comorbidities such as aggression, anxiety, depression, and ADHD symptoms. The similarities of risk factors for weight between TD and ASD children will allow for use of existing protocols for weight interventions with minimal modification, saving resources otherwise spent pursuing new risk factors or treatments.     

Stigma and Developmental Disabilities in Nursing Practice and Education

Individuals with developmental disabilities (DD) experience stigma, discrimination, and barriers, including access to appropriate health care, that restrict their ability to be equal participants in society. In this study, underlying contexts, assumptions, and ways of acting are investigated that perpetuate inequalities and pejorative treatment toward those with disabilities. Several nurse researchers and educators suggest specific content for, or approaches to, education about DD. Critical pedagogy that employs cultural competency and a disability studies’ framework to guide curriculum and course development will allow assumptions underlying common health care practices that oppress and “other” people with disabilities to be exposed and changed.     

Are Children with Cerebral Palsy and Developmental Disability Living Longer?

A robust literature addresses life expectancy (LE) for children with cerebral palsy (CP) and developmental disability (DD). A Medline data search was completed using the terms CP, DD, LE, survival, as well as other pertinent terms. Further articles were gleaned from bibliographies of pertinent literature. Key disabilities accurately predict LE in children with CP and DD: (1) presence and severity of developmental disability, (2) inability to speak intelligible words, (3) inability to recognize voices, (4) inability to interact with peers, (4) severity of physical disability, (5) use of tube feeding, (6) incontinence, (7) cortical blindness, and (8) presence and severity of seizures. Children with CP and DD have a diminished LE, which can be accurately assessed based on simple clinical examination findings. Over the last 50 years there has been improvement in life expectancy based on comparison of newer and older studies. However in approximately the last 20 years, there has been only slight improvement in LE, and this has been found only in the most profoundly impaired children with CP and DD.     

Daily Life and Challenges Faced By Households With Permanent Childhood Developmental Disability in Rural Tanzania – A Qualitative Study

Severe developmental disability in children affects the life of the child and entire household. We conducted a qualitative study to understand how caregivers manage severe developmental disabilities in children in rural Africa. Families and six children (out of 15 children) who had serious permanent sequelae from a cerebral infection in Handeni, Tanzania, were contacted and invited to a workshop to recount their experience living with severe developmental disabilities. After consent, individual interviews were conducted first through recording of individual digital stories and then through individual semi-structured interviews. Pre-determined key categories were used to analyse the data. Our results showed that developmental disabilities required constant care and reduced the autonomy of the children. Schooling had not been attempted or was halted because of learning problems or inability to meet specialized school costs. Parents were under constant physical, emotional and financial stress. Their occupational earnings decreased. Some families sold their assets to survive. Others began to rely on relatives. Understanding the consequences of developmental disability helps to identify where social support should be focused and improved.

     

Complementary and Alternative Medicine Use in Children with a Developmental Disability and Co-occurring Medical Conditions

ObjectiveThe primary aim of this study was to evaluate differences in the prevalence of complementary and alternative medicine (CAM) usage among children with and without developmental disabilities (DD). Secondarily, the association between CAM usage and comorbid chronic medical conditions was explored among children with DD.DesignData come from the 2012 Child Complementary and Alternative Medicine Supplement of the National Health Interview Survey, a nationally representative sample of children in the United States between the ages of 4 and 17 (n = 10,218).Main outcome measures Multiple logistical regression models provided insight into the relationships between parent-report CAM usage, DD, and chronic medical conditions.ResultsChildren with developmental disabilities were more likely to use CAMs compared to their typically developing peers (21% vs 16%). Children with DDs and comorbid chronic medical conditions used CAMs at even higher rates (23% vs 18%).ConclusionsResults indicated that children with DD, especially those with a co-occurring chronic medical condition, use CAMs more often that typically developing children. Given scarcity of information on safety and effectiveness, clinical providers need to be alert to which children may be more likely to be exposed to CAMs. Communication between parents and providers needs to include discussion of CAM treatments.     

基于ICF构建智力残疾儿童适应性体育课程体系

目的 应用《国际功能、残疾和健康分类》(ICF)对智力残疾儿童的运动功能特点进行分析,并参照教育部《义务教育体育与健康课程标准(2022年版)》构建适用智力残疾儿童的功能定向和体育运动核心素养的适应性体育课程体系。方法 运用《国际疾病分类》(ICD-11)和ICF对智力残疾儿童运动功能、活动和参与功能进行系统分析。依据ICF“生物-心理-社会”的功能、残疾和健康模式以及教育部《义务教育体育与健康课程标准(2022 年版)》,参照美国《适应体育国家标准(第三版)》(APENS-3),构建适用于智力残疾儿童运动功能和运动能力发展要求的、功能定向的适应性体育课程体系。结果 智力残疾儿童可能表现出基本动作发展缓慢、体适能水平较差、运动能力弱、运动动机不足等问题。适应性体育课程目标主要是促进儿童核心素养,即运动能力、健康行为、体育品德的发展,并且掌握运动技能和发展运动能力,包括运动能力发展目标、动作发展目标、体育活动参与度目标、健康目标、适应与赋能目标。根据体育活动的类型,课程内容包括体适能类活动、运动技能训练类活动以及运动项目相关类活动。适应性体育课程实施过程涉及教材编写和教学建议。适应性体育课程实施效果评价可以从运动能力的发展、动作发展、体育活动的参与程度、健康行为的养成、对自然环境和社会环境的适应能力方面进行,运用整体、多维的评价方式全面评价智力残疾儿童的动作发展以及运动核心素养的养成。在开发适应性体育课程中,还应该确定无障碍环境与辅助技术的适用性。结论 运用ICD-11和ICF对智力残疾儿童的健康状况、主要功能和运动能力进行了系统分析。基于ICF的生物-心理-社会的健康模式,参照教育部《义务教育体育与健康课程标准(2022年版)》和APENS-3,构建了智力残疾儿童适应性体育课程开发的理论架构,并且建立了功能导向的适应性体育课程体系,该课程体系强调儿童体育运动核心素养的养成,即运动能力、健康行为、体育品德的发展。     

A randomized controlled trial of the computer-based cognitive rehabilitation program for children (CoTras-C) to examine cognitive function and visual perception in children with developmental disabilities

[Purpose] This study aimed to investigate the effects of a computer-based cognitive rehabilitation program for children with developmental disabilities. [Subjects] Subjects included 29 children with developmental disabilities. [Methods] The subjects were randomly allocated to either the experimental group or control group. Experimental group subjects received computer-based cognitive rehabilitation using the CoTras-C while control group subjects received conventional cognitive rehabilitation. All subjects received 20 sessions (2 days a week for 10 weeks) of the experimental or control intervention for 30 minutes. To compare the two groups, the Korean-Developmental Test of Visual Perception-2 and Kaufman Assessment Battery for Children were performed before and after the intervention. [Results] Both groups showed statistically significant improvement in their scores after intervention. Additionally, there were significant differences in the scores between the two groups. [Conclusion] The computer-based cognitive rehabilitation with CoTras-C may be helpful in improving the recovery of cognitive function and visual perception in children with developmental disabilities.Key words: Computer-based cognitive rehabilitation, Cognitive function, Developmental disabilities, Visual perception