Diagnosed intellectual and emotional impairment among parents who seriously mistreat their children: prevalence, type, and outcome in a court sample

A substantial body of research evidence over the past three decades has indicated that intellectual and emotional impairment among parents is a factor contributing to child abuse and neglect. This study examined the court records of 206 seriously abused or neglected children and their families in a large urban area and found that in over half the records a parent had been diagnosed as having an emotional disorder and/or low IQ, with a majority of these diagnoses indicating significant impairment. Although type of impairment (emotional, low IQ, and a subsample of substance abusers) did not predict type of mistreatment, higher predicted risk for continued mistreatment, or greater likelihood of permanent removal of the child by the court, low IQ parents revealed significantly less prior court involvement and greater acceptance of court-ordered services. Parents diagnosed with serious emotional disorders were significantly more likely than less disturbed parents to have their children permanently removed despite findings of no significant differences in risk or compliance factors.     

Neurocognitive predictors of reading outcomes for children with reading disabilities

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.     

Compassionate communication with parents of children and young people with learning disabilities

Abstract

This article describes the various changes in beliefs and practice that have occurred in relation to children's learning and recall of basic number facts. The writer also reports results from a survey involving the assessment of basic number knowledge of 2297 primary school children in South Australia. A comparison was made between their results and the results obtained when similar children were assessed on the same tests twenty years earlier. Children's overall performance in the recent testing was inferior to that assessed in 1975. The differences between the average scores in 1975 and in 1995 reached statistical significance (p < .01) in twenty‐three of the thirty‐two comparisons made. The decline in rapid recall of simple addition and subtraction facts was relatively minor, but poorer performance in recall of multiplication and division facts was more significant at all age levels. An argument is put forward that it is still very important for children to develop automaticity in recall of number facts in order to facilitate higher‐order processing in problem solving.     

The adult outcomes of children with learning disabilities

The results of four follow-up studies of learning-disabled children are reviewed. A comparison of results among the studies and of analyses of individual variation within the studies suggest some factors associated with long-term outcomes. It is argued that in many cases learning disabilities are not a lifelong handicapping condition, especially if adequate treatment is provided during childhood.     

Group coping skills program for parents of children with dyslexia and other learning disabilities

Abstract

Fifty seven mothers of children aged 6 to 12 with dyslexia or other learning disabilities were randomly allocated to a group coping skills program (n = 32) or a wait‐list control group (n = 25). Parents completed pre‐ and post‐intervention measures of parenting competence, stress, coping skills, and child behaviour/emotional problems. Prior to the program mothers reported high stress levels associated with child and school factors. After the program significant reductions were found for stress, isolation, self‐blame, and greater emotional closeness (attachment) to the child was reported. Significant reductions in child behaviour problems (externalizing behaviours) and moodiness were also found. Child internalizing behaviours remained high with nearly half the parents reporting child emotional problems (withdrawn, somatic complaints, anxiety/depression). Future interventions with families and schools are recommended to prevent children with learning disabilities and their parents experiencing high levels of emotional distress.     

A mindfulness parent well-being course: evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools

Parents of children with intellectual disabilities and/or autism have been shown to experience higher levels of distress than other parents. Despite such data having been available for several decades, the evidence base for psychological interventions to support parental well-being is small. Recent data suggest that both mindfulness and acceptance processes are associated with decreased psychological distress for parents of children with intellectual disability and/or autism. In addition, some controlled evaluations of mindfulness-based interventions for these parents have resulted in positive outcomes for mothers in particular. In the present study 18 mothers and 3 fathers were recruited via special schools who then attended a Mindfulness Based Well-Being for Parents (MBW-P) group over eight weeks. Parents completed questionnaire measures before and at the end of the course. Statistical analysis showed significant reported increases in mindfulness and self-compassion, and reduced general stress. Parents also reported reductions in anxiety and depression, although these changes were not statistically significant. No significant reductions in their child’s behaviour problems or increases in the child’s prosocial behaviour were found. Parents also reported high levels of satisfaction with the course. These preliminary data suggest that further research studies testing the effectiveness of the MBW-P course are warranted.     

Mainstreaming modification preferences of parents of elementary-age children with learning disabilities

One hundred twenty-nine parents of children with learning disabilities responded to a questionnaire designed to solicit information on the types of modifications deemed most facilitative of parents' acceptance of full-time mainstreaming. Responses indicated that parents' participation in the mainstreaming process was an important factor in successful integration of children with learning disabilities. Parents' preferences for mainstreaming modifications differed from their current options, and they were supportive of full-time mainstreaming for their children, contingent upon implementation of their mainstreaming-related recommendations. Results are discussed relative to mainstreaming and proposed educational reforms.     

The phenomenon of legislative advocacy among parents of children with disabilities

Although parents of children with disabilities have forged systemic changes for individuals with disabilities, little is known about the phenomenon of legislative advocacy (LA) including methods and barriers. In this United States‐based study, 49 parents of individuals with disabilities participated in focus groups about LA reporting both positive and negative experiences with LA. One focus group was held in Spanish; notably, none of the Spanish‐speaking parents reported experiences with LA. When discussing methods of LA, parents reported a variety of strategies including: building relationships, educating legislators, collective advocacy, and encouraging fathers and other parents to meet with legislators. Parents also reported barriers to LA: lack of knowledge, disempowerment and feeling overwhelmed. Implications for research to better understand LA and policy are discussed.     

Mothers of children with mild neurological disabilities: Adaptational outcomes

The relations of stress and coping over time were investigated among mothers of children (N=36) with mild neurological disabilities and mothers of matched non-disabled (ND) children (N=36). Separate stress groups were formed with respect to changes in adaptational outcomes for the mothers of disabled and ND children. Mothers of disabled children with better adaptational outcomes had considered their self-esteem higher and used problem-focused coping and social support more often than mothers of disabled children with worse adaptational outcomes. Decrease of negative affects seemed to presuppose use of problem-focused coping more often mothers of disabled children than for those of ND children.     

Mothers of children with mild neurological disabilities: Adaptational outcomes

The relations of stress and coping over time were investigated among mothers of children (N=36) with mild neurological disabilities and mothers of matched non-disabled (ND) children (N=36). Separate stress groups were formed with respect to changes in adaptational outcomes for the mothers of disabled and ND children. Mothers of disabled children with better adaptational outcomes had considered their self-esteem higher and used problem-focused coping and social support more often than mothers of disabled children with worse adaptational outcomes. Decrease of negative affects seemed to presuppose use of problem-focused coping more often mothers of disabled children than for those of ND children.This study has received financial support from the Emil Aaltonen Foundation, Tampere, Finland, and from the University of Lapland, Rovaniemi, Finland. Correspondence concerning this article should be addressed to Timo Virtanen, Institute of Migration, Piispankatu 3, SF-20500 Turku, Finland.     

Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities

In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social experiences and satisfaction with the special education curriculum depend on these two factors. All in all, many parents of children in inclusive classes were satisfied with their children's schooling than those of children in special schools. The analysis of the causes for discontent showed that dissatisfied parents had chosen the type of school under less favourable conditions and a larger part of them are still not convinced of this necessity of additional help. This applied to parents of pupils in inclusive classes as well as to those of pupils in special schools. Furthermore, parents of children with German as a second language showed a higher degree of discontent than others.     

Protecting seriously mistreated children: time delays in a court sample.

The study examined the progress through the child protective system of a sample of 206 severely abused and/or neglected children brought before the Boston Juvenile Court (BJC) on Care and Protection (C & P) petitions. Overall, children were in the system an average of 5 years from the filing of the first official report of mistreatment to the resolution of their cases. The families had been known to the state child protective service agency for an average of more than 2.5 years before the current court involvement. Once arraigned in juvenile court on the C & P, the average case took almost 1.5 years to reach a disposition. After disposition, children permanently removed from parental custody required, on average, an additional year and a half in Probate Court to reach a permanent placement. Of the more than twenty variables examined, including severity of mistreatment, protective service history, and parental mental illness, no meaningful pattern emerged which could predict delays. Our findings characterize the delays experienced by many abused and neglected children, and highlight the necessity of closer monitoring of the progress of cases through the protective and court systems.     

Associations between academic and motor performance in a heterogeneous sample of children with learning disabilities

A heterogeneous sample of 137 school-aged children with learning disabilities (IQ > 80) attending special needs schools was examined on the Movement Assessment Battery for Children (MABC). The results show that compared to the available norm scores, 52.6% of the children tested performed below the 15th percentile on manual dexterity, 40.9% on ball skills, and 33.7% on balance skills. Furthermore, after controlling for IQ, significant small to moderate partial correlations were found between spelling and mathematics and the MABC total score, as well as small to moderate correlations between mathematics and balance, between reading and ball skills, and between spelling and manual dexterity. The present findings are compared with previously reported results obtained in more homogenous groups, and based on the resultant relationships between academic performance and motor development, recommendations for future motor intervention studies are made.     

Training maltreating parents in elaborative and emotion-rich reminiscing with their preschool-aged children

Objective

In the current study, the effects of training maltreating parents and their preschool-aged children in elaborative and emotion-rich reminiscing were examined.

Method

44 Parent-child dyads were randomly assigned to a training (reminiscing) or wait-list (control) condition. All participating parents had substantiated maltreatment and were involved with the Department of Child Services at the time of enrollment. Children were 3–6 years old (M = 4.88, SD = .99) and living in the custody of the participating parent. Dyads in the reminiscing condition received four, weekly, in-home sessions in elaborative and emotion rich reminiscing.

Results

At a follow-up assessment, maltreating parents in the reminiscing condition provided more high-elaborative utterances, references to children's negative emotions, and explanations of children's emotion during reminiscing than did parents in the control condition. Children in the reminiscing condition had richer memory recall and made more emotion references than did children in the control condition during reminiscing with their mothers, but not with an experimenter.

Conclusion

The findings suggest that maltreating parents can be taught elaborative and emotion-rich reminiscing skills, with benefits for child cognitive and emotional development. The potential clinical utility of a reminiscing-based training for maltreating families with young children is discussed.     

Outreach and support for Australian university students with learning disabilities

Abstract

Although students with learning disabilities (LD) are increasing in Australian universities (Smith, Carroll, & Elkins, 1999), limited data is available about this group and the services available to them. This paper reports the results of a 1996 survey of university outreach, transition and orientation programs to attract potential students with LD and assist them in adjusting to higher education study. The availability of generic and specialist support services and accommodations was also investigated.

Universities promote awareness of disability support services widely in outreach to prospective students and at application and/or enrolment, although students with LD are seldom specifically targeted. Formal programs to assist students from equity groups or students with disabilities to consider tertiary study are most frequently directed at high school students; only one quarter of the universities had outreach programs which might include adults with LD. Most universities offer a comprehensive range of support to students with LD through both generic and disability services. Approaches to the documentation of diagnostic assessment and the establishment of need for accommodation are however variable, and raise issues of equity which are of concern to disability support staff.