Pub Date : 2023-02-21DOI: 10.6000/2292-2598.2023.11.01.3
Nkechi Mojisola Manuel, Ifueko Omowunmi Thomas, Vera Emiokpa James, V. Eke
This study investigated the challenges facing parents of children with Intellectual disabilities (ID) in Lagos, Nigeria. The study adopted a descriptive research design with a purposive sampling technique to select available thirty (30) parents of children with ID drawn from the Association for Intellectual and Developmental Disabilities of Nigeria as the study sample. Four research questions were raised to guide the study. A validated self-designed questionnaire titled 'Questionnaire on Challenges Facing Parents of Children with ID (QCFPCID r=067)' was used for data collection. Data were analyzed using mean, frequency count, and simple percentages. Results revealed that family members with ID negatively affect the family economy, family living standard, and all children's education. Based on the findings of the study, it was recommended that government should make provisions for social welfare that will help reduce the challenges facing parents of children with ID.
{"title":"Socio-Economic Challenges of Parents of Children with Intellectual Disability: A Community-Based Study in Lagos, Nigeria","authors":"Nkechi Mojisola Manuel, Ifueko Omowunmi Thomas, Vera Emiokpa James, V. Eke","doi":"10.6000/2292-2598.2023.11.01.3","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.01.3","url":null,"abstract":"This study investigated the challenges facing parents of children with Intellectual disabilities (ID) in Lagos, Nigeria. The study adopted a descriptive research design with a purposive sampling technique to select available thirty (30) parents of children with ID drawn from the Association for Intellectual and Developmental Disabilities of Nigeria as the study sample. Four research questions were raised to guide the study. A validated self-designed questionnaire titled 'Questionnaire on Challenges Facing Parents of Children with ID (QCFPCID r=067)' was used for data collection. Data were analyzed using mean, frequency count, and simple percentages. Results revealed that family members with ID negatively affect the family economy, family living standard, and all children's education. Based on the findings of the study, it was recommended that government should make provisions for social welfare that will help reduce the challenges facing parents of children with ID.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44216184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-21DOI: 10.6000/2292-2598.2023.11.01.4
Alatawi Marwan
Background: Some unusual children experience prolonged distracted stress or risk factors that prevent them from maximizing their potential without specific treatment or support. Therefore, it appears that studying parental motivation and its impact on gifted children is very important. Objectives: The primary goal of this paper is to determine the impact of parental involvement on the development and motivation—of gifted children with special needs education (double exceptional). The paper also indicates the impact of parental involvement on children's educational outcomes. Results: The findings of this paper indicate that parental involvement significantly influences the motivation of children with special needs in terms of their achievement in the arts and how much they affect the academic achievement of double-exceptional students related to various aspects of science and life. Conclusion: As we found that parents are the initiators of double-differentiation in their children, future studies could explore knowledge and awareness of double-differentiation in parents. But our study reading how parents came to know their children twice unusually is essential as a first step in assessing parental thinking.
{"title":"The Impact of Parents' Role on the Motivation and Achievement of Gifted Children with Special Needs: A Review","authors":"Alatawi Marwan","doi":"10.6000/2292-2598.2023.11.01.4","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.01.4","url":null,"abstract":"Background: Some unusual children experience prolonged distracted stress or risk factors that prevent them from maximizing their potential without specific treatment or support. Therefore, it appears that studying parental motivation and its impact on gifted children is very important. \u0000Objectives: The primary goal of this paper is to determine the impact of parental involvement on the development and motivation—of gifted children with special needs education (double exceptional). The paper also indicates the impact of parental involvement on children's educational outcomes. \u0000Results: The findings of this paper indicate that parental involvement significantly influences the motivation of children with special needs in terms of their achievement in the arts and how much they affect the academic achievement of double-exceptional students related to various aspects of science and life. \u0000Conclusion: As we found that parents are the initiators of double-differentiation in their children, future studies could explore knowledge and awareness of double-differentiation in parents. But our study reading how parents came to know their children twice unusually is essential as a first step in assessing parental thinking.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43224536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-21DOI: 10.6000/2292-2598.2023.11.01.6
N. A. Bazuhair, Naseem Abdulghaffar Saeed Bazuhair
Background: we stand on the fact that what makes diagnosing dyslexia difficult is that students with dyslexia are of very normal or even extraordinary intelligence. It is important to prepare a tool that enables the initial diagnosis of this disorder, and in the light of its results, a report is formulated on the degree of injury of the person being tested. Aims: The aim is to develop a reliable and validated tool for children with dyslexia. Methods: A convenience sampling method was used to select children aged 4-8 years as the study population. Inclusion criteria were (1) age between 4 and 8 years; (2) be able to speak; and (3) Keep attending kindergarten and school. Children's parents and teachers were given full information about the study, and all signed an informed written consent form. Ninety children were included in this study. Word spelling Test, Letter rapid automatized naming Test, Recognition of a first sound test, Deletion of a first sound test, Blending test, and Segmentation test was developed and used. Findings: The content validity of all tests was measured. The correlation coefficients between each subscale and the total scale ranged from 0.54 to 0.58. Conclusion: This tool is expected to assist teachers in identifying, accurately assessing, and formulating a learning program that fits the abilities and needs of the children.
{"title":"A Digital Diagnosis Tool for Children with Dyslexia against Similar Criteria DSM-5","authors":"N. A. Bazuhair, Naseem Abdulghaffar Saeed Bazuhair","doi":"10.6000/2292-2598.2023.11.01.6","DOIUrl":"https://doi.org/10.6000/2292-2598.2023.11.01.6","url":null,"abstract":"Background: we stand on the fact that what makes diagnosing dyslexia difficult is that students with dyslexia are of very normal or even extraordinary intelligence. It is important to prepare a tool that enables the initial diagnosis of this disorder, and in the light of its results, a report is formulated on the degree of injury of the person being tested. \u0000Aims: The aim is to develop a reliable and validated tool for children with dyslexia. \u0000Methods: A convenience sampling method was used to select children aged 4-8 years as the study population. Inclusion criteria were (1) age between 4 and 8 years; (2) be able to speak; and (3) Keep attending kindergarten and school. Children's parents and teachers were given full information about the study, and all signed an informed written consent form. Ninety children were included in this study. Word spelling Test, Letter rapid automatized naming Test, Recognition of a first sound test, Deletion of a first sound test, Blending test, and Segmentation test was developed and used. \u0000Findings: The content validity of all tests was measured. The correlation coefficients between each subscale and the total scale ranged from 0.54 to 0.58. \u0000Conclusion: This tool is expected to assist teachers in identifying, accurately assessing, and formulating a learning program that fits the abilities and needs of the children.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71263969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.6000/2292-2598.2022.10.06.5
A. Utari, D. G. Panunggal, Tithasiri Audi Rahardjo, Wiwik Lestari, F. Cayami, T. Winarni
Background: Children with Down Syndrome (DS) have been associated with obesity. Leptin and adiponectin were also significant predictors of obesity and its comorbidity in DS. However, there was limited data regarding leptin and adiponectin in children with DS, particularly who were undernutrition. This study aimed to seek the role of leptin levels, adiponectin levels, and nutritional status in children with DS. Methods: This cross-sectional study was conducted on 40 children with DS aged 1 - 5 years. Height and weight were measured, and then the growth was interpreted using a DS growth chart. The Weight for Height Z-Score (WHZ) and Height for Age Z-Score (HAZ) were determined, and Mid-Upper Arm Circumference (MUAC) was measured. Leptin and adiponectin serum were analyzed using the enzyme-linked immunosorbent assay (ELISA) method. Mann-Whitney test was done to compare leptin and adiponectin levels in normal and wasted groups, while Spearman’s analysis was carried out to correlate laboratory results and anthropometric parameters. Results: Forty children participated (23 males, 17 females) with a median age was 25.5 months. Ten out of 40 children with DS (25%) were wasted and leptin was significantly lower in wasted compared to normal children. In addition, leptin was significantly correlated with WHZ (r = 0.415; p = 0.008), and MUAC (r = 0.427; p = 0.006), while adiponectin did not significantly correlate with those anthropometric variables in both wasted or non-wasted groups. Conclusion: Leptin is associated with WHZ and MUAC, and it decreases in wasted children with DS.
{"title":"Association between Leptin, Adiponectin Levels, and Nutritional Status in Children with Down Syndrome","authors":"A. Utari, D. G. Panunggal, Tithasiri Audi Rahardjo, Wiwik Lestari, F. Cayami, T. Winarni","doi":"10.6000/2292-2598.2022.10.06.5","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.06.5","url":null,"abstract":"Background: Children with Down Syndrome (DS) have been associated with obesity. Leptin and adiponectin were also significant predictors of obesity and its comorbidity in DS. However, there was limited data regarding leptin and adiponectin in children with DS, particularly who were undernutrition. This study aimed to seek the role of leptin levels, adiponectin levels, and nutritional status in children with DS. \u0000Methods: This cross-sectional study was conducted on 40 children with DS aged 1 - 5 years. Height and weight were measured, and then the growth was interpreted using a DS growth chart. The Weight for Height Z-Score (WHZ) and Height for Age Z-Score (HAZ) were determined, and Mid-Upper Arm Circumference (MUAC) was measured. Leptin and adiponectin serum were analyzed using the enzyme-linked immunosorbent assay (ELISA) method. Mann-Whitney test was done to compare leptin and adiponectin levels in normal and wasted groups, while Spearman’s analysis was carried out to correlate laboratory results and anthropometric parameters. \u0000Results: Forty children participated (23 males, 17 females) with a median age was 25.5 months. Ten out of 40 children with DS (25%) were wasted and leptin was significantly lower in wasted compared to normal children. In addition, leptin was significantly correlated with WHZ (r = 0.415; p = 0.008), and MUAC (r = 0.427; p = 0.006), while adiponectin did not significantly correlate with those anthropometric variables in both wasted or non-wasted groups. \u0000Conclusion: Leptin is associated with WHZ and MUAC, and it decreases in wasted children with DS.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47470500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.6000/2292-2598.2022.10.06.4
Adel Alanazi
Background: Females’ empowerment is prominent in ascertaining economic growth and development. Concerning intellectually disabled females, the impotent charges are because they often face discrimination in education, the workplace, and society and become victims of abuse, neglect, and sexual violence. However, despite being a crucial topic of social interest, the studies in this specific field are limited, especially in Saudi Arabia. Aim of the Study: The present research has examined the effects of empowerment on intellectually disabled females in Saudi Arabia. Method: The research employed semi-structured interviews with 18 respondents, including four education workers, social development workers, and intellectually disabled females. The interview responses have been further analysed and evaluated with the help of thematic analyses. Results and Conclusion: The findings suggest an increased need to empower females in Saudi for poverty reduction, increased literacy rates, ensure educated and socially responsible citizens, happier families, and a violence-free society. Intellectually disabled females are often neglected, abandoned, and sexually ally harassed. Hence, it is essential to empower such females to protect themselves from discrimination and exercise human rights, laws, and policies equally. The results indicate that empowering intellectually disabled females positively affects society by decreasing violence, addressing poverty, and building a healthier, socially responsible, and educated future. Hence, the Saudi government should make disability inclusion for organisations a priority.
{"title":"Examining the Effects of Empowerment on Intellectually Disabled Females in Al-Jouf Region, Saudi Arabia","authors":"Adel Alanazi","doi":"10.6000/2292-2598.2022.10.06.4","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.06.4","url":null,"abstract":"Background: Females’ empowerment is prominent in ascertaining economic growth and development. Concerning intellectually disabled females, the impotent charges are because they often face discrimination in education, the workplace, and society and become victims of abuse, neglect, and sexual violence. However, despite being a crucial topic of social interest, the studies in this specific field are limited, especially in Saudi Arabia. \u0000Aim of the Study: The present research has examined the effects of empowerment on intellectually disabled females in Saudi Arabia. \u0000Method: The research employed semi-structured interviews with 18 respondents, including four education workers, social development workers, and intellectually disabled females. The interview responses have been further analysed and evaluated with the help of thematic analyses. \u0000Results and Conclusion: The findings suggest an increased need to empower females in Saudi for poverty reduction, increased literacy rates, ensure educated and socially responsible citizens, happier families, and a violence-free society. Intellectually disabled females are often neglected, abandoned, and sexually ally harassed. Hence, it is essential to empower such females to protect themselves from discrimination and exercise human rights, laws, and policies equally. The results indicate that empowering intellectually disabled females positively affects society by decreasing violence, addressing poverty, and building a healthier, socially responsible, and educated future. Hence, the Saudi government should make disability inclusion for organisations a priority.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45044984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.6000/2292-2598.2022.10.06.6
Siti Fatimah Mukhtar, A. H. Ahmad, Anna A. Simok, J. M. Abdullah, Aimi Nadhiah Abdullah, Siti Hajar Zabri, Wan Sarah Wan Ahmad Kamil, N. Yaacob, N. Sapiai, Z. M. Mohd Ismail
Objectives: This study aimed to investigate the probabilistic connectivity between the thalamus and motor areas of the cerebral cortex in spastic cerebral palsy (SCP). We explored the integrity of motor tracts between the thalamus and cerebral cortex by quantifying the thalamic probabilistic connectivity with motor cortices (namely primary motor cortex, supplementary motor area, and premotor cortex) in SCP using diffusion MRI. The current study also parcellated the thalamus according to its connectivity to the three motor cortices in healthy control and SCP. Methods: Probabilistic tractography was performed on secondary diffusion MRI data of eight SCP patients (mean age 11.9 years old) and ten healthy controls. The connection probability index, an indirect indicator of white matter integrity, was measured between the thalamus to three areas of the motor cortex; primary motor, premotor and supplementary motor. The thalamus was further parcellated according to its connection probability with the motor cortices. Results: The pattern of thalamocortical connectivity in cerebral palsy was found to be varied and mainly complied with the patient's clinical presentation. In comparison with controls, the SCP patients showed either lower or higher connection probabilities to the motor cortices. A striking feature of thalamic parcellation in SCP was the presence of a cluster with a positive connection to the supplementary motor area. Conclusion: Our findings suggest that the thalamocortical connectivity in SCP was different from healthy individuals and largely follows the clinical manifestation. There was also evidence of neuroplasticity serving as a compensatory mechanism for the motor deficit in patients with SCP.
{"title":"Disruption of Thalamocortical Connectivity in Spastic Cerebral Palsy: A Probabilistic Tractography Study","authors":"Siti Fatimah Mukhtar, A. H. Ahmad, Anna A. Simok, J. M. Abdullah, Aimi Nadhiah Abdullah, Siti Hajar Zabri, Wan Sarah Wan Ahmad Kamil, N. Yaacob, N. Sapiai, Z. M. Mohd Ismail","doi":"10.6000/2292-2598.2022.10.06.6","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.06.6","url":null,"abstract":"Objectives: This study aimed to investigate the probabilistic connectivity between the thalamus and motor areas of the cerebral cortex in spastic cerebral palsy (SCP). We explored the integrity of motor tracts between the thalamus and cerebral cortex by quantifying the thalamic probabilistic connectivity with motor cortices (namely primary motor cortex, supplementary motor area, and premotor cortex) in SCP using diffusion MRI. The current study also parcellated the thalamus according to its connectivity to the three motor cortices in healthy control and SCP. \u0000Methods: Probabilistic tractography was performed on secondary diffusion MRI data of eight SCP patients (mean age 11.9 years old) and ten healthy controls. The connection probability index, an indirect indicator of white matter integrity, was measured between the thalamus to three areas of the motor cortex; primary motor, premotor and supplementary motor. The thalamus was further parcellated according to its connection probability with the motor cortices. \u0000Results: The pattern of thalamocortical connectivity in cerebral palsy was found to be varied and mainly complied with the patient's clinical presentation. In comparison with controls, the SCP patients showed either lower or higher connection probabilities to the motor cortices. A striking feature of thalamic parcellation in SCP was the presence of a cluster with a positive connection to the supplementary motor area. \u0000Conclusion: Our findings suggest that the thalamocortical connectivity in SCP was different from healthy individuals and largely follows the clinical manifestation. There was also evidence of neuroplasticity serving as a compensatory mechanism for the motor deficit in patients with SCP.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48884896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.6000/2292-2598.2022.10.06.2
Kazuaki Maebara, J. Yaeda, Aya Imai, Yukiya Yamada
Background: Person-centered support based on self-determination is needed for persons with intellectual disabilities to participate in society in Japan. However, work supporters may be unable to provide sufficient support for this purpose. Objective: This study analyzes work supporters’ implementation of necessary support to understand persons with intellectual disabilities’ support needs. Methods: This study compared persons with intellectual disabilities’ support needs with the implementation of support from work supporters at vocational rehabilitation agencies (Survey 1) and the support needs of persons with intellectual disabilities (Survey 2). Results: The results showed that the persons with intellectual disabilities most required support related to daily living. This was consistent with the support provided by the work supporters. However, there were situations wherein the smooth transition of support was not provided, which was attributed to the lack of knowledge and cross-disciplinary involvement of the work supporters in the employment-related welfare services for persons with disabilities. Conclusions: Possessing the knowledge and skills required for vocational rehabilitation and working in vocational rehabilitation agencies could contribute to the smooth transition of support for persons with intellectual disabilities. Accordingly, the results can clarify the required role of work supporters for persons with intellectual disabilities future participation in society.
{"title":"Support Needs and Service Provision for Social Participation of Persons with Intellectual Disabilities","authors":"Kazuaki Maebara, J. Yaeda, Aya Imai, Yukiya Yamada","doi":"10.6000/2292-2598.2022.10.06.2","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.06.2","url":null,"abstract":"Background: Person-centered support based on self-determination is needed for persons with intellectual disabilities to participate in society in Japan. However, work supporters may be unable to provide sufficient support for this purpose. \u0000Objective: This study analyzes work supporters’ implementation of necessary support to understand persons with intellectual disabilities’ support needs. \u0000Methods: This study compared persons with intellectual disabilities’ support needs with the implementation of support from work supporters at vocational rehabilitation agencies (Survey 1) and the support needs of persons with intellectual disabilities (Survey 2). \u0000Results: The results showed that the persons with intellectual disabilities most required support related to daily living. This was consistent with the support provided by the work supporters. However, there were situations wherein the smooth transition of support was not provided, which was attributed to the lack of knowledge and cross-disciplinary involvement of the work supporters in the employment-related welfare services for persons with disabilities. \u0000Conclusions: Possessing the knowledge and skills required for vocational rehabilitation and working in vocational rehabilitation agencies could contribute to the smooth transition of support for persons with intellectual disabilities. Accordingly, the results can clarify the required role of work supporters for persons with intellectual disabilities future participation in society.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49653939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.6000/2292-2598.2022.10.06.7
Doaa Mohammed Abdul Azeem Mubarak
Background: Literature has indicated that parents of autistic children face higher stress levels than parents of allistic children (non-autistic children), leading them to experience depressive symptoms that impact their daily lives, reducing their quality of life. This study aims to investigate the relationship between psychological stress and perceived self-efficacy in mothers and fathers of autistic children. Methods: This study is descriptive and cross-sectional. A total of 125 mothers and fathers consented to participate in the current study. 15 parents only partially completed the survey, so their data was not included. The remaining 110 cases were included. This left a final sample of 110 parents of autistic children, 100 mothers (90.9 %), and 10 fathers (9.1%). All were biological parents. Results: As indicated by the results, all statements in the Parental distress (PD) subscale had a score ranging between high (the majority of items, 10) to medium (two items). All statements in the Parent-Child Dysfunctional interaction (P-CDI) subscale had a score ranging between high (the majority of items, 10) to low (two items). All statements in the Difficult Child (DC) subscale scored high. The whole subscale had a mean score of 4.04 (SD=3.17) with a high score. For correlations, psychological stress was negatively correlated with perceived self-efficacy (r = -0. 34, p < 0.001). Conclusion: The stress experienced during the nurturing of children with disabilities is a factor that threatens the psychological well-being of mothers of autistic children.
背景:文献表明，自闭症儿童的父母比自闭症儿童(非自闭症儿童)的父母面临更高的压力水平，导致他们经历抑郁症状，影响他们的日常生活，降低他们的生活质量。本研究旨在探讨自闭症儿童父母心理压力与自我效能感的关系。方法:本研究采用描述性和横断面法。共有125位母亲和父亲同意参加目前的研究。15名家长只完成了部分调查，所以他们的数据没有被包括在内。其余110例纳入统计。最后的样本是110名自闭症儿童的父母，100名母亲(90.9%)和10名父亲(9.1%)。所有人都是亲生父母。结果:结果显示，所有的父母焦虑(PD)子量表的得分范围在高(大部分项目，10)到中(两个项目)之间。在亲子功能障碍互动(P-CDI)子量表中，所有陈述的得分都在高(大部分项目，10分)到低(两个项目)之间。困难儿童(DC)子量表的所有陈述得分都很高。整个子量表平均得分为4.04分(SD=3.17)，得分较高。心理压力与自我效能感呈负相关(r = -0)。34, p < 0.001)。结论:在残疾儿童的养育过程中所经历的压力是威胁自闭症儿童母亲心理健康的一个因素。
{"title":"Psychological Stress and Perceived Self-Efficacy in Mothers of Autistic Children","authors":"Doaa Mohammed Abdul Azeem Mubarak","doi":"10.6000/2292-2598.2022.10.06.7","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.06.7","url":null,"abstract":"Background: Literature has indicated that parents of autistic children face higher stress levels than parents of allistic children (non-autistic children), leading them to experience depressive symptoms that impact their daily lives, reducing their quality of life. This study aims to investigate the relationship between psychological stress and perceived self-efficacy in mothers and fathers of autistic children. \u0000Methods: This study is descriptive and cross-sectional. A total of 125 mothers and fathers consented to participate in the current study. 15 parents only partially completed the survey, so their data was not included. The remaining 110 cases were included. This left a final sample of 110 parents of autistic children, 100 mothers (90.9 %), and 10 fathers (9.1%). All were biological parents. \u0000Results: As indicated by the results, all statements in the Parental distress (PD) subscale had a score ranging between high (the majority of items, 10) to medium (two items). All statements in the Parent-Child Dysfunctional interaction (P-CDI) subscale had a score ranging between high (the majority of items, 10) to low (two items). All statements in the Difficult Child (DC) subscale scored high. The whole subscale had a mean score of 4.04 (SD=3.17) with a high score. For correlations, psychological stress was negatively correlated with perceived self-efficacy (r = -0. 34, p < 0.001). \u0000Conclusion: The stress experienced during the nurturing of children with disabilities is a factor that threatens the psychological well-being of mothers of autistic children.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42760573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.6000/2292-2598.2022.10.06.3
M. Zhylin, Petro Sikorskyi, Evelina Balla, Valentyna Barchan, Oksana Kuzma
Background: Students' adaptation to the educational institution's social environment during difficult educational transitions is an important indicator of their success. Students can achieve full adaptation by identifying themselves with the social environment of the higher educational institution that is provided the developed social identity. So, the study aimed to empirically identify the psycho-social adaptation of students with different types of social identity during the transition to study in a higher educational institution. Methods: The research used standardized psychodiagnostic methods-questionnaires: "Methodology for studying social identity Schneider, L.B., & Khrustaleva, V. V.", " Methods of diagnostics socio-psychological adaptation of Karl Rogers and Rozalin Diamond (adaptation of A. Osnizkij)", " Method of Research of Students Adaptability in the Higher Educational Establishment T.D. Dubovitskaya, A.V. Krylova". Results: The obtained results revealed that students with a high level of positive identity have the highest indicators of socio-psychological adaptation and adaptability to higher educational institutions (p≤0.001). Students with identity diffusion have low socio-psychological adaptation and adaptability to learning (p≤0.001). The correlation analysis revealed statistically significant (p≤0.001) correlations between the type of social identity and adaptability to higher educational institutions. Correlations were also found at a high level of significance (p≤0.001) between the type of social identity and socio-psychological adaptation of students. It is empirically proven that the type of social identity affects the psychosocial adaptation of students during a difficult educational transition. Students with a high level of identity have a high psychosocial adaptation and adaptability to higher educational institutions. Further Implementation: The obtained results will contribute to developing a system for improving the psycho-social adaptation of students during the difficult educational transition through the development of social identity.
{"title":"The Impact of Students’ Social Identity on Psycho-Social Adaptation during the Period of a Difficult Educational Transition","authors":"M. Zhylin, Petro Sikorskyi, Evelina Balla, Valentyna Barchan, Oksana Kuzma","doi":"10.6000/2292-2598.2022.10.06.3","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.06.3","url":null,"abstract":"Background: Students' adaptation to the educational institution's social environment during difficult educational transitions is an important indicator of their success. Students can achieve full adaptation by identifying themselves with the social environment of the higher educational institution that is provided the developed social identity. So, the study aimed to empirically identify the psycho-social adaptation of students with different types of social identity during the transition to study in a higher educational institution. \u0000Methods: The research used standardized psychodiagnostic methods-questionnaires: \"Methodology for studying social identity Schneider, L.B., & Khrustaleva, V. V.\", \" Methods of diagnostics socio-psychological adaptation of Karl Rogers and Rozalin Diamond (adaptation of A. Osnizkij)\", \" Method of Research of Students Adaptability in the Higher Educational Establishment T.D. Dubovitskaya, A.V. Krylova\". \u0000Results: The obtained results revealed that students with a high level of positive identity have the highest indicators of socio-psychological adaptation and adaptability to higher educational institutions (p≤0.001). Students with identity diffusion have low socio-psychological adaptation and adaptability to learning (p≤0.001). The correlation analysis revealed statistically significant (p≤0.001) correlations between the type of social identity and adaptability to higher educational institutions. Correlations were also found at a high level of significance (p≤0.001) between the type of social identity and socio-psychological adaptation of students. It is empirically proven that the type of social identity affects the psychosocial adaptation of students during a difficult educational transition. Students with a high level of identity have a high psychosocial adaptation and adaptability to higher educational institutions. \u0000Further Implementation: The obtained results will contribute to developing a system for improving the psycho-social adaptation of students during the difficult educational transition through the development of social identity.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43984105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.6000/2292-2598.2022.10.06.1
Guadalupe Elizabeth Morales-Martinez, Y. Mezquita-Hoyos, Claudia Castro-Campos
Background: Successful inclusive education strongly represents the development of society, promoting better living conditions for students with disabilities. Objective: This study explored the mental representation of knowledge of inclusive education and disability held by regular education teachers with experience in this field. Methods: First, participants performed a conceptual definition task through the Natural Semantic Networks technique. Teachers defined ten target concepts related to the cognitive schema of inclusive education. They had 60 seconds to define each target, using verbs, adjectives, nouns, and pronouns, after rating the definers’ quality to conceptualize the target. Subsequently, the authors implemented a constraint satisfaction neural network to simulate the school inclusion schema's behavior and carried out a chronometric cognitive analysis using data from the first study. Results: Participants organized the educative inclusion meaning on four dimensions (definition, actors' qualities, stakeholders, and inclusion program effects). However, some concepts about school integration and conventional education appeared in the educative inclusion schema. Further, computer simulations showed that participants seem to have an internal locus of control over inclusive actions. Generally, experience with students with disabilities promotes the formation of a favorable educational inclusion schema. However, even though participants in this study have experience in inclusion programs, they are still constructing the inclusive education schema. Conclusion: The cognitive evaluation provides useful information to empower teachers to be aware of their knowledge and biases on inclusive education and the importance of their work in the success of school inclusion programs.
{"title":"Cognitive Meaning of Inclusive Education of Students with Disability in Regular Education Teachers","authors":"Guadalupe Elizabeth Morales-Martinez, Y. Mezquita-Hoyos, Claudia Castro-Campos","doi":"10.6000/2292-2598.2022.10.06.1","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.06.1","url":null,"abstract":"Background: Successful inclusive education strongly represents the development of society, promoting better living conditions for students with disabilities. \u0000Objective: This study explored the mental representation of knowledge of inclusive education and disability held by regular education teachers with experience in this field. \u0000Methods: First, participants performed a conceptual definition task through the Natural Semantic Networks technique. Teachers defined ten target concepts related to the cognitive schema of inclusive education. They had 60 seconds to define each target, using verbs, adjectives, nouns, and pronouns, after rating the definers’ quality to conceptualize the target. Subsequently, the authors implemented a constraint satisfaction neural network to simulate the school inclusion schema's behavior and carried out a chronometric cognitive analysis using data from the first study. \u0000Results: Participants organized the educative inclusion meaning on four dimensions (definition, actors' qualities, stakeholders, and inclusion program effects). However, some concepts about school integration and conventional education appeared in the educative inclusion schema. Further, computer simulations showed that participants seem to have an internal locus of control over inclusive actions. Generally, experience with students with disabilities promotes the formation of a favorable educational inclusion schema. However, even though participants in this study have experience in inclusion programs, they are still constructing the inclusive education schema. \u0000Conclusion: The cognitive evaluation provides useful information to empower teachers to be aware of their knowledge and biases on inclusive education and the importance of their work in the success of school inclusion programs.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48530752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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