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Descriptors:
Video Technology; Caregivers; Interaction; Assistive Technology; Child Development; Interpersonal Communication; Children; Nutrition; Severe Disabilities; Daily Living Skills; Speech Impairments; Physical Disabilities; Comparative Analysis; Foreign Countries; Cerebral Palsy

Abstract:
Background: Interaction between caregivers and children with severe impairments is closely related to the demands of daily activities. This study examines the relationship between interaction and the routine mealtime activity at home. Method: Patterns of interaction between a child (aged 6 years and 6 months) with severe speech and physical impairments and her caregiver (focus dyad) and a child without impairments (aged 6 years and 6 months) and her caregiver (comparison dyad) were analysed using video recordings and activity-based communication analysis. Results: The focus dyad's interaction was unaided. The dyad did not use the Blissymbol board but communicated using words, vocalisations, word approximations, and body communication. Interaction in the focus dyad included relatively few pauses and frequent interchanges of short and sometimes simultaneous communicative contributions. Strong relations between patterns of interaction and immediate activity management goals such as assisting with eating, eating and drinking were found and compared for the two dyads. Results were discussed with regard to child development and communication intervention. Conclusions: The focus dyad showed interactive efficiency and the fulfilment of goals relating to basic understanding and closeness, but mainly with regard to immediate mealtime issues. The comparison child and caregiver were more independent in the activity which made it possible for them to reach more extensive, and from a child perspective, age-adequate goals than the focus dyad. (Contains 4 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Behavior; Therapy; Interpersonal Relationship; Autism; Robotics; Computer Games; Pervasive Developmental Disorders; Adults; Interaction; Children; Interpersonal Communication

Abstract:
In this study we examined the social behaviors of 4- to 12-year-old children with autism spectrum disorders (ASD; N = 24) during three tradic interactions with an adult confederate and an interaction partner, where the interaction partner varied randomly among (1) another adult human, (2) a touchscreen computer game, and (3) a social dinosaur robot. Children spoke more in general, and directed more speech to the adult confederate, when the interaction partner was a robot, as compared to a human or computer game interaction partner. Children spoke as much to the robot as to the adult interaction partner. This study provides the largest demonstration of social human-robot interaction in children with autism to date. Our findings suggest that social robots may be developed into useful tools for social skills and communication therapies, specifically by embedding social interaction into intrinsic reinforcers and motivators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Recreational Activities; Cerebral Palsy; Motor Development; Horses; Therapy; Psychomotor Skills; Children; Program Effectiveness; Literature Reviews; Symptoms (Individual Disorders); Physical Therapy

Abstract:
Purpose: This systematic review examined the efficacy of hippotherapy or therapeutic horseback riding (THR) on motor outcomes in children with cerebral palsy (CP). Methods: Databases were searched for clinical trials of hippotherapy or THR for children with CP. Results: Nine articles were included in this review. Although the current level of evidence is weak, our synthesis found that children with spastic CP, Gross Motor Function Classification System (GMFCS) levels I-III, aged 4 years and above are likely to have significant improvements on gross motor function as a result of hippotherapy and THR. Evidence indicates that 45-min sessions, once weekly for 8-10 weeks, result in significant effects. Conclusions: The current literature on hippotherapy and THR is limited. Large randomized controlled trials using specified protocols are needed to more conclusively determine the effects on children with CP. From the current evidence, it appears that hippotherapy and THR have positive effects on gross motor function in children with CP. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Animals; Therapy; Children; Mental Retardation; Autism; Pervasive Developmental Disorders; Personality Problems; Cerebral Palsy; Models; Case Studies; Foreign Countries

Abstract:
Positive and negative aspects of animal therapy using are discussed. Research of 30 case studies is displayed that pet therapy is a good therapeutic tool in approximately 60% of cases. To diagnose possible problems in families which have got a dog as a "therapist" for the child suffering from some or other form of dysontogenesis, the author suggests theoretical model of human-animal relationships. This model includes definition of heterospecific group, necessary condition of its creation and sufficient condition of its existing, types of relationships in heterospecific group, psychological phenomena arising in such group, and dynamics of heterospecific group functioning. The methods most relevant to research of heterospecific groups and correction of infringements in these groups are described. For a diagnostic basis, the following classification has been accepted: (1) infringements from the animal; and (2) infringements from the person. Correction of infringement for the purpose of restoring stability in the group is shortly described. (Contains 9 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Parents; Autism; Expressive Language; Language Skills; Parent Participation; Parent Child Relationship; Pervasive Developmental Disorders; Play; Interpersonal Communication; Communication Skills; Children

Abstract:
Longitudinal research has demonstrated that responsive parental behaviors reliably predict subsequent language gains in children with autism spectrum disorder. To investigate the underlying causal mechanisms, we conducted a randomized clinical trial of an experimental intervention (Focused Playtime Intervention, FPI) that aims to enhance responsive parental communication (N = 70). Results showed a significant treatment effect of FPI on responsive parental behaviors. Findings also revealed a conditional effect of FPI on children's expressive language outcomes at 12-month follow up, suggesting that children with baseline language skills below 12 months (n = 24) are most likely to benefit from FPI. Parents of children with more advanced language skills may require intervention strategies that go beyond FPI's focus on responsive communication. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Siblings; Autism; Therapy; Parents; Parent Child Relationship; Interaction; Program Effectiveness; Children

Abstract:
This groundbreaking book outlines seven integrated keys for educators and parents to make meaningful connections with children on the autism spectrum. The book is based on the unique approach used by Elaine Hall and Diane Isaacs of The Miracle Project, a musical theater program for children with autism and their peers and siblings. The Miracle Project integrates traditional and creative therapies in an interactive, social dynamic. The book shows how to apply these effective strategies at school and at home to nurture kids' self-expression and social skills. Elaine Hall and The Miracle Project were profiled in the two-time Emmy Award-winning HBO documentary, "Autism: The Musical." "Seven Keys" reveals the seven-step program that has proven so successful for children in the Miracle Project. After reading "Seven Keys" teachers and parents will better understand this puzzling disorder and be able to help children with autism draw connections and form more meaningful relationships. "Seven Keys to Unlock Autism" offers readers strategies for creating a personal skill set to make their encounters with autistic children as successful and rewarding as possible. Appended are: (1) The Resource Room: Tools for Using the Seven Keys; and (2) Additional Corners of the Resource Room. An index is included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Therapy; Parent Child Relationship; Child Behavior; Interaction; Control Groups; Benchmarking; Effect Size; Community Programs; Program Effectiveness; Case Studies; Counseling Techniques; Counseling Effectiveness; Pretests Posttests

Abstract:
Benchmarking is a program evaluation approach that can be used to study whether the outcomes of parents/children who participate in an evidence-based program in the community approximate the outcomes found in randomized trials. This paper presents a case illustration using benchmarking methodology to examine a community implementation of Parent-Child Interaction Therapy (CI-PCIT) utilized as a child maltreatment prevention effort. Data were collected from 83 parent-child dyads. Change scores were compared to treatment and control effect sizes aggregated from the PCIT literature. Pre-post results indicated significant positive changes in child behavior for CI-PCIT completers. Benchmarking analyses revealed that parents who completed CI-PCIT reported significantly greater positive child outcomes than the aggregate control group benchmark, and significantly less than observed in the treatment benchmark. A summary of decision points and implications for utilizing this methodology in the child maltreatment field are postulated. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Program Effectiveness; Foreign Countries; Effect Size; Occupational Therapy; Clinics; Psychomotor Skills; Motion; Physical Therapy; Pretests Posttests; Outcomes of Treatment; Children; Physical Disabilities; Cerebral Palsy; Rehabilitation; Brain

Abstract:
A single-group pre- and post-test design was used to evaluate functional outcomes of a constraint-induced movement therapy (CIMT) protocol implemented in an outpatient therapy center. The participants were 29 children with hemiplegia, ages 1.6-19.1 years old. The less-involved upper limb was placed in a cast that was worn 24 hr a day, 7 days a week. Individual therapy sessions took place 5 days/week. Children received 3 or 6 hr therapy sessions for 16-19 days followed by 2-5 days in which bimanual tasks were performed. Outcomes were assessed at baseline and following CIMT. Statistically significant gains were made on the Melbourne Assessment of Unilateral Upper Limb Function, Quality of Upper Extremity Skills Test (except the Protective Extension subtest), Assisting Hand Assessment, and the Canadian Occupational Performance Measure. The effect sizes varied from 0.46 to 0.70 indicating a moderate effect size. The results support the effectiveness of CIMT provided through a center-based program. (Contains 2 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Deafness; Communication Skills; Elementary School Students; Teaching Methods; Interaction; Program Effectiveness; Interpersonal Communication; Generalization; Severe Disabilities; Outcomes of Treatment; Comparative Analysis; Skill Development; Foreign Countries

Abstract:
Many profoundly deaf signers have difficulty communicating with hearing people. This article describes a therapy called "Strategies and Measurable Interaction in Live English" (smiLE; Schamroth and Threadgill, 2007a), an approach used to teach deaf children skills to become successful communicators in real-life situations. This study evaluates the effectiveness of smiLE in helping deaf pupils develop their ability to make successful requests in a specific communication situation and whether this generalized to another communication situation. Sixteen severely and profoundly deaf primary school pupils (7.2-11.0 years old) received an 11-week programme of therapy. Their performances in a trained and an untrained communication situation were compared pre- and post-therapy. In the trained task, the pupils' interactions improved significantly. No differences were found in the untrained task, suggesting that the learnt skills did not generalize. Anecdotal findings suggest that some carry-over into a similar situation had occurred and that trained skills were maintained. The smiLE therapy approach is effective in providing deaf children with the communication skills and confidence to interact with English speakers in targeted situations. The lack of generalization of these skills to similar situations may be overcome by a longer therapy programme that specifically promote these skills across different situations. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Grief; Siblings; Cancer; Coping; Interviews; Parent Attitudes; Emotional Response; Behavior Problems; Social Support Groups; Interpersonal Communication; Play; Career Choice; Children; Adolescents; Foreign Countries; Longitudinal Studies

Abstract:
We investigated longitudinally parental perceptions of siblings' bereavement after childhood cancer death. Parents were interviewed 6 months (n = 25) and 18 months (n = 15) post-death. Data are analyzed combined and over time. The following themes emerged: (a) expression of grief: missing deceased child (verbally, crying), behavioral problems, difficulty understanding the meaning of death (pre-schoolers), and avoiding talking with parents about feelings (adolescents); (b) what helps siblings grief: moving on, talking about deceased child and social support; (c) relationship with parents improved for most siblings; and (d) bond with deceased sibling: pretend-play (preschoolers), dreaming, and career choices (adolescents). Over time, themes reflected stability and change. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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