Violent crime against children with disabilities: A nationwide prospective birth cohort-study

BackgroundThe rate of violent victimization against children with disabilities is thought to be lower than the rate for children without disabilities but several studies shows otherwise.ObjectiveThe study focuses on examining violent crime against children with disabilities and explaining differences in victimization, in order to elucidate to what extent types of disability, family disadvantages, gender, high-risk behavior, location and indicator of ethnic minority (e.g. non-Danish citizens) influence adolescents’ risk of violent victimization. Previous population studies in this area lack scientifically sound research methodology and results are weak or inconclusive.MethodData is based on a national study of reported violent crime against children in Denmark aged between 7 and 18 years, using total birth cohorts (N = 678,000). Data on types of disability were collected from the Danish national inpatient register. Violent-crime data were extracted from Danish police records. Within the birth cohorts studied, 3.5% of children had experienced a violent crime. A discrete-time Cox model was used for the statistical analysis, which included an extended list of potential risk factors to adjust for confounding.ResultsChildren with disabilities are more likely to be victims of a reported violent crime than non-disabled children – ADHD odds ratio: 2.7 (2.6–2.8), mental retardation: 2.7 (2.6–2.7), autism 2.6 (2.5–2.7), loss of hearing 1.4 (1.2–1.5), brain injury: 1.8 (1.7–1.9), physical disabilities 1.4 (1.2–1.5), and blindness 2.0 (1.4–2.8). Speech disability, epilepsy, stuttering, and dyslexia were not associated with increased risk of violent victimization, when adjusted for confounding risk factors and age.ConclusionsThe results of our study provide empirical insight into the first-time prevalence of victimization among children with disability, and into the predicative association between family disadvantages and victimization.     

Long-term impact of abusive head trauma in young children

ObjectiveAbusive head trauma is the leading cause of physical abuse deaths in children under the age of 5 and is associated with severe long-lasting health problems and developmental disabilities. This study evaluates the long-term impact of AHT and identifies factors associated with poor long-term outcomes (LTOs).MethodsWe used the Truven Health MarketScan Research Claims Database (2000–2015) to identify children diagnosed with AHT and follow them up until they turn 5. We identified the incidence of behavioral disorders, communication deficits, developmental delays, epilepsy, learning disorders, motor deficits, and visual impairment as our primary outcomes.ResultsThe incidence of any disability was 72% (676/940) at 5 years post-injury. The rate of developmental delays was 47%, followed by 42% learning disorders, and 36% epilepsy. Additional disabilities included motor deficits (34%), behavioral disorders (30%), visual impairment (30%), and communication deficits (11%). Children covered by Medicaid experienced significantly greater long-term disability than cases with private insurance. In a propensity-matched cohort that differ primarily by insurance, the risk of behavioral disorders (RD 36%), learning disorders (RD 30%), developmental delays (RD 30%), epilepsy (RD 18%), and visual impairment (RD 12%) was significantly higher in children with Medicaid than kids with private insurance.ConclusionAHT is associated with a significant long-term disability (72%). Children insured by Medicaid have a disproportionally higher risk of long-term disability. Efforts to identify and reduce barriers to health care access for children enrolled in Medicaid are critical for the improvement of outcomes and quality of life.     

Paternity establishment at birth and early maltreatment: Risk and protective effects by maternal race and ethnicity

BackgroundMinority race/ethnicity, low socioeconomic status, and lack of established paternity have been identified in previous research as risk factors for child maltreatment. However, given vastly different patterns of income distribution, single parenting and co-parenting across racial and ethnic populations, it is difficult to know which of these factors contribute most to maltreatment risk.ObjectiveThe current study explores whether the odds of maltreatment differ across race/ethnicity when paternity is not established at birth after controlling for maternal socioeconomic status.MethodsUsing merged birth certificate and child protective services records for children born between 2009 and 2011 in Texas (N = 1,175,804), we conducted multiple logistic regression analyses testing the main effects of maternal race and lack of established paternity, as well as the interaction of the two, on substantiated maltreatment.ResultsResults show that children of black mothers were less likely to have established paternity and more likely to experience maltreatment compared with other groups. However, the odds of maltreatment were lower for children of black mothers without established paternity compared to children of white mothers without established paternity (OR = .71, 95% CI [0.67,0.75]). Alternatively, the odds of maltreatment were higher when paternity was not established at birth for Hispanic mothers (OR = 1.13, 95% CI [1.08,1.18]) and mothers of other race/ethnicities (OR = 1.35, 95% CI [1.11,1.65]) compared to white mothers.ConclusionResearch and prevention programming must consider that the processes and pathways linking paternity establishment and maltreatment may differ within and between racial/ethnic groups.     

Acceptance of Disability and Hwa-Byung among Korean Mothers of Children with Developmental Disabilities

This study examined how child problem behaviour could be related to maternal Hwa-Byung (HB; Korean culture syndrome, meaning ‘anger illness’) among Korean mothers of children with developmental disabilities. Acceptance of disabilities and parenting stress were tested as mediators for the relationship between child problem behaviour and maternal HB. The results indicated that child problem behaviour alone (e.g. self-injurious and aggressive behaviours, yelling/screaming, and crying) were not related to maternal HB. Instead, child problem behaviour was not directly associated with maternal HB, but indirectly related to maternal HB through decreased acceptance of disability and increased parenting stress. The findings of the study support the importance of Acceptance and Commitment therapy and parenting stress intervention to prevent and treat HB among Korean mothers of children with developmental disabilities.     

Caregiver Burden and Social Support among Mothers Raising Children with Developmental Disabilities in South Korea

This study examines caregiver burden and social supports perceived by mothers raising children with developmental disabilities in South Korea. Mothers residing in the metropolitan areas of Seoul (n = 181) responded to the mail survey with a 56.6% response rate. Respondents expressed a high level of overall burden, particularly in financial domains. Greater subjective caregiver burden for these mothers was associated with: increased disability‐related costs; maternal factors such as being younger and having higher educational attainment; and less social support. Extra cost related to disabilities was the strongest predictor of increased caregiver burden. Findings indicate that social support can reduce this burden. Implications for the practices of social service agencies and policy are discussed.     

The use of video-based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting

School psychologists are well-positioned to assist practitioners in engaging students in physical activity (PA) which can increase student access to improved well-being and associated health benefits. This may be of particular importance for adolescents with moderate to severe developmental disabilities (DD; autism and intellectual disability) who display various deficits in performing PA skills. Previous research suggests video-based instruction (VBI) effectively facilitated independence associated with PA skills in people with DD, however, additional research is warranted. The purpose of this study was to evaluate the degree a VBI impacted acquisition of skills in individuals with DD at school, and, subsequently, in a community setting. Multiple probe design was used to assess the effect of the intervention in four participants. The results indicate the intervention was effective in teaching three participants to perform the circuit in the school setting and transfer the skills to the community setting; however, maintenance was variable. Implications related to practice for school psychologists, teachers, and other practitioners, as well as, limitations and future research directions are discussed.     

Is season of birth related to developmental dyslexia?

Different moderators/mediators of risk are involved in developmental dyslexia (DD), but data are inconsistent. We explored the prevalence of season of birth and its association with gender and age of school entry in an Italian sample of dyslexic children compared to an Italian normal control group. The clinical sample included 498 children (345 boys, mean age 10.3 ± 2.1 years) with DD, the control sample 1,276 children (658 boys, mean age 10.8 ± 2.2 years) from four elementary schools from the same urban area, and with the same socio-economic status level. A prevalence of birth in autumn was found among children with DD compared to controls (34% versus 24%, p < 0.0001). Children with DD were more frequently males (p < 0.0001) and had a lower mean age of school entry (p < 0.0001). Regarding the distribution of ages, 11.4% of children with DD, but none of the subjects in the control group, started school before 5.7 years. Therefore, greater risk of DD was related to age of school entry (OR = 2.72), gender (OR = 2.16), and season of birth (OR = 1.21). Significant interactions between boys with DD born in autumn, and correct school of entry (OR = 2.56) were joint predictors of higher risk of DD. The association between birth in autumn and DD may be explained by the earlier age of school entry, which may be a critical element in the youngest children with DD or at risk to DD. Whether Italian school policy is oriented to anticipate the school entry, a closer detection of early learning disorders and associated risk factors (familial load, specific language disorders, and attention deficit hyperactivity disorder) should be warranted.     

Developmental dyslexia: emotional impact and consequences

ABSTRACT

Learning disabilities are associated with mental health, behavioural and social difficulties. Developmental dyslexia is a particularly salient example of a learning disability that is associated with social and emotional consequences that are not considered primary features of the disorder. These issues can remain and, in some cases, escalate in adulthood. Practitioners should be made aware of the consequences of the emotional impact of such learning disabilities. The following is a comprehensive review of over 100 journal articles investigating the emotional consequences of developmental dyslexia. Articles published between 1980 and 2018 were found using keywords “dyslexia” and “emotion” or “internalizing behaviour”, “externalizing behaviour”, “depression” or “anxiety”. This review provides an overview of the literature investigating the emotional consequences of developmental dyslexia and suggestions to avoid or at least minimize these consequences on the individual, their family and society are provided.     

Predictors of adult quality of life for foster care alumni with physical and/or psychiatric disabilities

INTRODUCTION: This study used quality of life and resilience as theoretical frameworks for evaluating predictors of outcomes for adults who received foster care services alumni of foster care and were diagnosed with a physical or psychiatric disability while in foster care. METHOD: First, outcomes for foster care alumni with and without physical and psychiatric disabilities (N=1,087) were compared according to quality of life variables. Second, using only participants with disabilities (N=578), stepwise regression analyses were performed to determine whether risk and protective factors were associated with specific outcomes. RESULTS: Alumni with disabilities had significantly lower economic (p=.020) and health (p=.001) outcomes; and reported lower educational attainment (p=.002), more difficulty paying monthly bills (p=.026), more psychiatric diagnoses (p=.006), lower self-esteem (p=.013), and worse physical health (p=.001) than those without disabilities. For alumni with disabilities, receiving special education services and experiencing sexual abuse while in foster care were significant risk factors for poor self-esteem; conversely, receiving services and resources that prepared foster care alumni for leaving foster care (e.g., protective factors) predicted better outcomes. CONCLUSIONS: By expanding the quality of life outcomes analyses to investigate the impact of risk and protective factors on outcomes of foster care alumni with disabilities, this study fills a gap in the literature by assessing outcome differences within the foster-care population. The study found protective factors were associated with more educational attainment and higher self-esteem in adulthood. Conversely, those who received special education services and experienced sexual abuse while in foster care may be at the greatest risk of poor self-esteem and therefore, could benefit from services that enhance self-esteem.     

First-time maltreatment in children ages 2–10 with and without specific birth defects: A population–based study

Children with disabilities are at an increased risk for maltreatment. However, little is known about the risk of maltreatment in children with specific types of birth defects. This study was conducted to determine whether the risk and predictors of maltreatment in children 2 to 10 years of age differ between those without and with specific birth defects: Down syndrome, cleft lip with/without cleft palate, and spina bifida. State administrative and United States Census data were linked to identify study groups, variables of interest, and outcome measures. Kaplan-Meier and multivariate Cox proportional hazard analyses were used to identify study groups and variables associated with an increased risk for maltreatment. The prevalence of substantiated maltreatment was consistently highest among children with cleft lip with/without cleft palate. After adjusting for birth-level factors, children with Down syndrome and cleft lip with/without cleft palate were 34% and 26% more likely to have been maltreated than those without birth defects, respectively. In all three birth defect groups, the risk of medical neglect was higher (relative risks ranged from 3 to 11) than in the unaffected group. The factors associated with increased risk for maltreatment were similar across all groups. Of note, parity, maternal education, and maternal Medicaid use at birth were all associated with greater than 2-fold increased risk for maltreatment. Our findings suggest that the families of children with birth defects may need support services throughout early childhood to help families cope with the needs of their children and reduce the risk of maltreatment.     

Early identification of developmentally disabled and at-risk preschool children.

This study examined child-centered data (from birth to 7 years) and familial factors as possible predictors of disabilities in adolescence. The sample was taken from original participants in the National Collaborative Perinatal Project in Rhode Island who were also judged as handicapped after school entry. Results of the current study indicated that parental traits (i.e., maternal education) are more accurate predictors of adolescent status than the child's own behavior from birth to 3 years, whereas child-centered skills assessed at 4 and 7 years of age are better predictors than are familial factors. Overall, data suggest that early identification models which focus upon developmental delay or adverse medical events from birth to 3 years of age are inadequate in fully identifying children eventually judged to be handicapped. Screening initiatives must be developed that are multivariate (child and family focused) and account for differential weights of risk factors over time.     

Children with disabilities in the child protective services system: An analog study of investigation and case management

ObjectiveThe study used a series of vignettes to investigate how the presence of three disabilities (cerebral palsy, intellectual disabilities, emotional/behavioral disabilities) affects the processes and outcomes of child abuse investigations at two levels of child injury severity (moderate, severe).MethodSeventy-five CPS case workers completed study surveys and answered questions in response to a series of eight vignettes.ResultsThis study revealed differences in the responses of CPS case workers when the alleged victim of physical abuse had a disability. Children with disabilities were more likely than children without disabilities to be seen as having characteristics that contributed to their abuse. Most CPS workers felt at least some empathy with abusive parents; empathy was highest when the children had emotional/behavioral disabilities. Services recommended for families of children with disabilities were more likely to be child-focused. Parent-focused services, such as individual counseling and adult anger management, were more likely to be recommended for families of children without disabilities. In general, differences among disability groups and between cases involving children with and without disabilities were more pronounced when the children's injuries were less severe. Even with more severe injuries, such as a concussion or broken bones, the CPS workers still responded differently depending on the disability status of the child victims.ConclusionsRecommendations are made concerning the utilization of investigation teams that include disability specialists and the need for further disability-related training for CPS case workers.Practice implicationsThere is a strong need for training related to disability, with an emphasis on attitudes as well as knowledge and skills. The training should include examples of healthy family functioning and positive aspects of parenting a child with a disability to counteract the prevailing perception of disability as a cause of chronic stress and dysfunction; identification of broader ecological contexts in which these families live, including social response to disability and the disability-related service system and; strategies for disentangling the signs of abuse from characteristics of the disability. Interdisciplinary teams should include members from disability-related fields to share expertise and increase communication between systems.     

Etiological Factors in Reading Disability of the Academically Talented in Comparison to Pupils of Average and Slow-Learning Ability

Abstract

Etiological factors in reading disability for a high intelligence group were compared to those in average and low intelligence groups. All subjects were elementary and secondary pupils ranging from 7-1 to 15-10 in age. The twenty-six high intelligence subjects ranged from 113 to 128 in WISC IQ. The 146 subjects of average intelligence ranged from 88 to 112 in IQ. The thirty-four low intelligence subjects ranged from 70 to 87 in IQ. The subjects were administered several diagnostic tests to determine the etiology of their reading disabilities. When the etiological factors were divided into organic and functional categories, it was noted that the high intelligence group's disabilities were significantly more often functional in origin than those of the other two groups.     

Trajectories of child protective services contact among Alaska Native/American Indian and non-Native children

BackgroundContact with child protective services (CPS) functions as an independent marker of child vulnerability. Alaska children are an important population for understanding patterns of CPS contact given high rates of contact overall and among specific demographic groups.ObjectiveWe aimed to identify longitudinal trajectory classes of CPS contact among Alaska Native/American Indian (AN/AI) and non-Native children and examine preconception and prenatal risk factors associated with identified classes.Participants and settingWe used data from the Alaska Longitudinal Child Abuse and Neglect Linkage (ALCANLink) project, a linkage of 2009–2011 Alaska Pregnancy Risk Assessment Monitoring System (PRAMS) births with administrative data including CPS records.MethodsWe conducted growth mixture modeling to identify trajectory classes of CPS contact from birth to age five years. We used Vermunt’s three-step approach to examine associations with preconception and prenatal risk factors.ResultsAmong AN/AI children, we identified three classes: 1) no/low CPS contact (75.4%); 2) continuous CPS contact (19.6%), and 3) early, decreasing CPS contact (5.0%). Among non-Native children, we identified four classes: 1) no CPS contact (81.3%); 2) low, increasing CPS contact (9.5%); 3) early, rapid decline CPS contact (5.8%); and 4) high, decreasing CPS contact (3.3%). Maternal substance use had the largest impact on probabilities of class membership, increasing the probability of membership in classes characterized by CPS contact, among both AN/AI and non-Native children.ConclusionsResults reveal heterogeneity in longitudinal patterns CPS contact across early childhood among Alaska children and identify maternal substance use as an important target for primary prevention.     

Risk factors for speech delay of unknown origin in 3-year-old children

One hundred 3-year-olds with speech delay of unknown origin and 539 same-age peers were compared with respect to 6 variables linked to speech disorders: male sex, family history of developmental communication disorder, low maternal education, low socioeconomic status (indexed by Medicaid health insurance), African American race, and prolonged otitis media. Abnormal hearing was also examined in a subset of 279 children who had at least 2 hearing evaluations between 6 and 18 months of age. Significant odds ratios were found only for low maternal education, male sex, and positive family history; a child with all 3 factors was 7.71 times as likely to have a speech delay as a child without any of these factors.     

Learning disabilities as functions of familial learning problems and developmental problems

A family history of learning problems as provided on a specially designed questionnaire by maternal report was examined in families of 101 children with learning disabilities and 171 children without disabilities. Diagnoses of learning disabilities followed the U.S. Office of Education definition. Students were selected from the Special School District of St. Louis County and the Pattonville School District. A life history of developmental risk factors in the child subject was also examined in the same two groups. Learning disabilities were found to be strongly familial. In principle, the definition of learning disabilities excluded from the study children with problems attributable to child rearing, emotional, or motivational factors. The report of a family history of learning problems is therefore interpreted as consistent with, although not unequivocally supportive of, genetic factors as determinants. Among developmental factors, only male gender proved to have a significant association with learning disabilities.     

An Ordinal Pattern Analysis of Four Hypotheses Describing the Interactions between Drug-addicted, Chronically Disadvantaged, and Middle-Class Mother-Infant Dyads

This study investigated mother-infant interactions in 18 dyads. All participants were African American and enrolled in an early intervention program because the infants (2–26 months of age) had developmental disabilities or were at high risk for developmental disability. Some mothers had used drugs during their pregnancy, and all mothers were of low or middle socioeconomic status. Dyads were videotaped interacting at 4 different times, separated by at least 5 months in time. Videotapes were rated in terms of infant involvement and maternal responsivity in the interaction. 4 hypotheses concerning the pattern of maternal interaction across time were tested using ordinal pattern analysis. The hypothesis that mothers would become less responsive to infants over time (H_D) as a function of drug addiction, poverty, or serious developmental delay was supported for only 4 of the 18 dyads. There was support for the hypothesis (H_j) that mothers naturally increase their responsivity over time ( N = 6) and support for the hypothesis (H_T) that mothers' interactive sensitivity fluctuates in relation to infants' involvement in the interaction over time ( N = 7). Ordinal pattern analysis has advantages in determining how well competing hypotheses describe individuals within populations relative to approaches that identify differences that apply to entire populations.     

Prospects for Identity Formation for Lesbian,Gay, or Bisexual Persons with Developmental Disabilities

The theoretical and practical constraints of identity formation for lesbian, gay, and bisexual (LGB) persons with developmental disabilities are explored. Firstly, disability and queer theory and conceptions of identification and community are presented. This is followed by a synopsis of some of the common societal myths about disability and about homosexuality. Thirdly, we trace how these myths affect and filter into caregiver attitudes, lesbian and gay communities and communities of persons with disabilities, including developmental disabilities. All these factors conspire to inhibit self-identification as LGB for persons with developmental disabilities. It is further argued that neither disability theorists nor queer theorists have adequately accounted for such complex identities, and that, perhaps, a fusion of disability theory and queer theory may provide a more comprehensive lens to capture these complexities. We conclude with tentative yet practical suggestions to begin to create community for LGB persons with a developmental disability.     

Patterns of Risk and Protective Factors Among Alaska Children: Association With Maternal and Child Well-Being

This study used population-representative data to examine associations of risk and protective factor patterns among Alaska Native/American Indian (AN/AI; N = 592) and non-Native (N = 1,018) children with maternal and child outcomes at age 3 years. Among AN/AI children, a high risk/moderate protection class was associated with child developmental risk and mothers being less likely to feel comfortable asking for help or knowing where to go for parenting information compared to a low socioeconomic status/high protection class. Among non-Native children, a moderate risk/high protection class was associated with child developmental risk and mothers being less likely to feel comfortable asking for help compared to a low risk/high protection class. Results provide insight on the intersection of risk and protective factors among Alaska families.