No description available.

Manual signs are an augmentative and alternative communication mode which enables and facilitates communication for persons with impairments in speech, language and hearing. There are different ways of teaching signs to persons with intellectual disabilities. One of them is milieu teaching, which is a method where the teaching takes place in natural settings. This method has proven to give good results in generalization and maintenance. Teaching signs to staff in groups has been shown to be effective. The purpose of the present study was to investigate whether sign intervention affected the number of signs and the number of different signs, used by two persons with Down’s syndrome and eleven staff on a day center. The study was carried out as a single-subject design. A sign intervention was conducted at the day center with the two participants with Down’s syndrome. They were educated individually with a procedure inspired by milieu teaching. When the intervention with the two participants was terminated, the staff was educated in a group format. The number of signs and the number of different signs used by the two participants with Down’s syndrome and the staff were registered. The sign intervention with the two participants led to an increased use of signs for one of them and the sign intervention with the staff led to an increased use of signs for the staff together with one of the participants. The main reason for why the sign intervention was effective for one of the two participants with Down’s syndrome and for one group of staff, but not for the other participant or the other group of staff, seems to be that the participants use of signs had an impact on each other. One of the participants with Down’s syndrome and one group of staff seems to have had a positive impact on each others use of signs. The intervention also seems to have been too short and therefore has not given effect for all of the participants.

Background: There are personal factors and environmental factors playing impacts on the participation of children with developmental disabilities in China. Aim: The aim of this study is to investigate the participation of children with developmental disabilities in outside home activities compared to typically developing children. Method: A quantitative cross-sectional method was used in this study. Participants were children with developmental disabilities (autism spectrum disorder and intellectual disabilities) and typically developing children between the age of 5 to 13. An instrument called ‘Picture My Participation’ (Simplified Chinese version) was used for data collection. Results: In general, typically developing children attended more frequently and felt more involved than children with developmental disabilities in outside home activities. There were many similarities in attendance between the two groups of children. They both attended more frequently in formal learning at school, shopping and playing with others, and less frequently in spiritual activities, social activities, and trips. Some differences were found in the activities with lower levels of involvement. Apart from the spiritual activity with the lowest mean score of involvement in both groups, typically developing children felt less involved in organized leisure and trips. However, children with developmental disabilities had lower levels of involvement in health center visits and social activities. There was no significant association between age, gender, place of residence, and participation in neither the attendance nor involvement aspect. Conclusion: Both intrinsic and extrinsic factors play essential parts in the participation of children with developmental disabilities. More support should be provided to children with DD.

MPH / Department of Public Health / Autism spectrum disorder (ASD) is a life-long neurodevelopmental disorder, which does not affect the child only but the caregiver more. ASD characterized by impairments in social interactions, communication and repetitive behaviour. Therefore, caring for a child diagnosed with ASD can be a very challenging experience for caregiver especially when knowledge about the condition is limited. The aim of the study was to explore experiences of caregivers for children diagnosed with ASD in the Ehlanzeni District, Mpumalanga Province. The study adopted a qualitative approach, wherein data was collected using face-to-face semi-structured interviews, in which an interview guide was used. Participants were selected purposively from the three different schools and data was analysed using thematic content analysis. Twelve (12) participants were interviewed for the study. The caregivers’ children were aged 5-12 years. Ethical considerations and measures to ensure trustworthiness were adhered to throughout the study. The study findings indicated that caregivers for children diagnosed with ASD experienced psychological stress, social isolation and stigma, financial burden, lack of family support, services for children with ASD were perceived not to be accessible and available. The findings also indicated that there is limited knowledge of ASD amongst caregivers, health professionals and the community at large. Therefore, more awareness campaigns need to be done on ASD to increase knowledge on the condition. Furthermore, the study recommends that support groups for caregivers of children diagnosed with ASD should be formed and that information regarding a range of inexpensive interventions and educational programs should be made available for caregivers and their children, as well as continuous dissemination of information amongst caregivers. However, limited statistical information on ASD is available on the South African context. / NRF

This study examines state variations in health care services for children with Autism and other developmental disabilities across the fifty states through the Autism and Developmental Disabilities Monitoring Network (ADDM). The ADDM network monitors and tracks the number of children with Autism and other developmental disabilities. The purpose of this study is, first, to understand the differences between the states in the implementation of the ADDM network and, second, to determine what state factors (political variable, i.e., party identification; structural administrative variables, i.e., Medicaid Home and Community Based Service Waiver, HCBS (Section1915C) and the number of pediatricians per 10,000 children; Autism prevalence variable, i.e., Autism among children in special education per 10,000 children; and state economic variables, i.e., spending per pupil for children with Autism in special education, children in poverty, and state financial health) influence the likelihood of a state applying for the ADDM network. Furthermore, the purpose of this study is to consider the potential impact of these various state characteristics in order to understand what state factors might contribute to such differences. The results reveal that structural administrative and economic factors influence a state’s decision to apply for the ADDM network. Furthermore, political factors (e.g., Democratic party control of governorship and legislature) did not influence a state’s decision to apply for the ADDM network. However, when controlling for Republican political party identification, the structural administrative, economic, and political (Republican-controlled legislature) state characteristics influence whether a state applying for the ADDM network. The results indicate that political party control does not play a significant role in determining whether a state will apply for the ADDM network. In expanding the research, to include another structural administrative factor (prior application), political party control (i.e., Republican-controlled legislature) was no longer significant. Thus, the bureaucratic environment is not influencing the actions of state administrators. Instead the individual characteristics of the state is influencing whether a state will apply for the ADDM network. Understanding the differences between the states in the implementation of the ADDM network provides a comprehensive model for establishing the ADDM network or similar programs in other states.