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Autism spectrum disorder (ASD) is the fastest growing group of neurodevelopmental disorders in childhood. Earlier detection means an increased need for early intervention and other educational services. This study examined what services a sample of young children with ASD received, what variables predicted service utilization, and how satisfied parents were with the services. Sixty children (2-7 years) and their families from the Northwestern United States participated in the study. Results suggest that, on average, children received 13 h of educational and therapeutic services per week, with younger children receiving fewer services than older children. Child age, atypical behavior, and family income predicted number of service hours received. Children's adaptive behavior and autism symptoms did not predict service hours. Although services received were, by most standards, minimal and far below best practice recommendations, parents reported high satisfaction, especially for their toddlers and preschool-aged children. Implications and future directions are described. [ABSTRACT FROM AUTHOR]

Access to public education systems has tended to be below normative levels where Roma children are concerned. Various long-standing social, cultural, and institutional factors lie behind the lower levels of engagement and achievement of Roma children in education, relative to many others, which is reflective of the general lack of integration of their families in mainstream society. The risks to Roma children's educational interests are well recognized internationally, particularly at the European level. They have prompted a range of policy initiatives and legal instruments to protect rights and promote equality and inclusion, on top of the framework of international human rights and minority protections. Nevertheless, states' autonomy in tailoring educational arrangements to their budgets and national policy agendas has contributed to considerable international variation in specific provision for Roma children. As this article discusses, even between two socially liberal countries, the UK and Sweden, with their well-advanced welfare states and public systems of social support, there is a divergence in protection, one which underlines the need for a more consistent and positive approach to upholding the education rights and interests of children in this most marginalized and often discriminated against minority group. [ABSTRACT FROM AUTHOR]

This paper presents a review, from a functional contextual perspective, of the studies which aim at delimiting the conditions necessary for the development of symbolic behavior as equivalence relations and analogical reasoning. This study focuses on the child population studies and provides a synthesis of skills found to be related to different levels by means of the development of the above mentioned repertory, as well as the evaluation and training procedures analyzed in order to develop standardized curricula or individual treatment plans for children who present with developmental difficulties. [ABSTRACT FROM AUTHOR]

The article explores the author's journey through pediatric psychology. The author shares how she became a pediatric psychologist and her leadership roles in forming the Society of Pediatric Psychology (SPP) and community initiatives to address the needs of children with developmental disabilities. The author also cites her observations of pediatric psychology from the early years and over time in the field and the significance of stewardship and facilitation in pediatric psychology leadership.

The purposes of the present study were to describe the longitudinal utilization rates of participation in early intervention services of children with developmental delays, and to examine the geographical difference of services in this vulnerable population. We analyzed service utilization of the developmentally delayed children based on data of governmental reported early intervention services from year 2003 to 2009 in Taiwan. Results show that, the utilization rate of early intervention services was 9.18‰ (range=6.96–12.09‰) of children in 0–5 years during the past 7 years. Mean utilization rate in age group of 0–2 years was 8.32‰ (range=5.73–10.93‰), and age group of 3–5 years was 9.92‰ (range=7.78–13.78‰). We found that the utilization rate in all children aged 0–5 years (R 2 =0.93; p <0.001), boy group (R 2 =0.93; p <0.001) and girl group (R 2 =0.92; p =0.001) were significant increased gradually. The higher utilization rate of early intervention services (aged 0–5 years) were more likely to locate in the north cities (Keelung City=14.65‰; Taipei City=13.49‰), east areas – Hualien County (14.03‰), Taitung County (11.76‰) and central or south counties such as, Chiayi City (14.05‰), Tainan City (12.47‰), and Miaoli County (12.38‰). Hsinchu County (5.97‰), Kaohsiung City (6.21‰), Taichung County (6.74‰), Taipei County (6.95‰) have lower utilization rates of early intervention in Taiwan. The study highlights that the health care system should close the gaps in geographic disparities of early intervention services for children with developmental delays, and respond timely to the needs of these vulnerable children and their families. [Copyright &y& Elsevier]

The article discusses the study on the need to improve the government social welfare spending for self-help groups for children with developmental disabilities in Toronto, Ontario. It mentions that these self-help groups have proposed social policy initiatives to increase the ability of the social welfare program to meet their needs. It states that the study revealed several unmet needs and sources of frustration regarding the governmental support for developmental disabilities, self-help groups, and parental experiences.

The article discusses the different approaches states take with respect to providing special education and early intervention services for children with autism spectrum disorders (ASD) under the U.S. Individuals with Disabilities Education Act (IDEA). Due to the increase in the number of children being diagnosed with ASD at an earlier age, states have had to find cost-effective ways of meeting the statutory requirements of the IDEA. The author reviews state guidelines for the provision of early intervention and special education services for children with ASD in nine states including New Jersey, Connecticut and Ohio. The author found that the states had significantly different guidelines due to their differing political environment, fiscal situation and available resources.

The first autism-specific piece of legislation in England and Wales, the Autism Bill, put forward by Cheryl Gillan as a private member's bill, has now gone forward to House of Commons committee stage, after attracting almost universal support among MPs, charities and the media. It seeks to redress the widespread lack of local authority provision for the needs of people with autism (defined in the Bill as including all autism spectrum disorders, including Asperger's Syndrome): children, adults (defined as those over 18) and their families. Currently, despite legislative and policy provision for the disabled, many autism spectrum disorder (ASD) children are without appropriate education or assistance before, during and after the transition to adulthood. At least a third of adults with ASD were estimated in the National Autistic Society's report I Exist to be suffering from serious mental health difficulties as a result of lack of support, while families and carers of adults with ASD have been found to be frequently unable to obtain assistance (Rosenblatt, 2008). This article will provide details of the Bill before considering its implications for ASD children, adults and their families. [ABSTRACT FROM AUTHOR]

Objective. Analyze evidence of the benefits of physical activity for youth with developmental disabilities. Data Sources. Key word searches for "disability," "physical activity," "exercise," "fitness," and "sport" in major databases. A total of 3263 citations was found. Study Inclusion/Exclusion Criteria. Systematic reviews and articles about studies quantitatively examining the effects of physical activity in youth with developmental disabilities ages 0 to 20 years were included. Only articles Published in English in peer-reviewed journals were included. Data Extraction. A Measurement Tool to Assess Reviews criteria were used for systematic reviews; Grading of Recommendations, Assessment, Development, Evaluation criteria were used for observational studies; and Population, Intervention, Comparison, Outcome criteria were used for all studies. Data Synthesis. Data, shown in table format, were synthesized in relation to five research questions. Results. Three systematic reviews and 14 studies were reviewed. Strong evidence indicated that children and adolescents with developmental disabilities derive health benefits from participation in group exercise programs, treadmill training, or therapeutic riding/hippotherapy. Lesser levels of evidence indicated that health benefits might be present for adapted skiing or aquatic programs. Documented benefits of physical activity include improvements in aerobic capacity, improved gross motor function, and high levels of participant/parent satisfaction. Conclusions. Evidence exists that physical activity is beneficial for youth with developmental disabilities. Further research studies are needed that are of greater scientific rigor including larger sample sizes, control groups, and stringent, replicable methodology.

The article reports on the Healthy Families Act, a pending legislation to protect working families. Some workers from the moderate and low-income labor force do not receive pay for sick days, resulting in family members having to choose between caring for their sick or earning income. In addition, working families with developmentally disabled children are prone to poverty. The proposed Healthy Families Act aims to extend the paid sick days for the care of non-working family members. An overview of the law is provided.

We conducted an online statewide survey of teachers of students with moderate and severe intellectual disabilities to determine the extent to which their students were included in school extracurricular and community recreation activities. For the 252 teacher respondents who indicated that their primary caseload consisted of students with significant intellectual disabilities, we report the numbers of students participating in school and community activities and the primary type of support students required to participate in each activity. Finally, we identify implications for practitioners who want to increase the participation of students with significant disabilities in school and community activities. [ABSTRACT FROM AUTHOR]

The Portage Guide to Early Intervention, a program in which teachers instruct mothers in their homes in an effort to help promote the development of young children with developmental delays, is used widely (e.g. in more than 60 countries). Anecdotal and empirical evidence pertaining to the effects of the Portage Guide was reviewed, indicating generally favourable reports by parents and professionals. Empirical evidence was available from few studies. In addition, small sample sizes, brief duration of interventions, lack of control groups, restricted dependent measures and lack of follow-up studies precluded an appropriate evaluation of the Portage Guide's effects. Research that overcomes these and other methodological problems is needed. Lacking suitable evidence, professionals are encouraged to be conservative when discussing the Portage Guide's beneficial effects. [ABSTRACT FROM AUTHOR]

Focuses on the need for community-based health programs for children with mental retardation and developmental disabilities that address oral hygiene. Higher rates of gingivitis and periodontitis in the population with disabilities; Need for the pediatrician to evaluate the oral cavity and dental structures as a component of the total care of the child.

A joint treatment of parents and child can be the treatment of choice when dealing with developmental disabilities. In our clinical experience, we have observed that psychoanalytically oriented support (developmental guidance), which involves the child and the parents together, answers the needs and addresses the difficult dynamics that are characteristic of developmental disabilities. [ABSTRACT FROM AUTHOR]

Federal law requires the establishment of state advisory councils to develop, implement, and monitor comprehensive plans which meet the needs of developmentally disabled citizens. Described herein are the components and activities of these councils, their successes and failures over the past 3 years. It is evident that 90% of the councils are productive. An increasing number are broadening their initiatives, shifting from competitive grant-giving organizations to developmental styles of resource planning. Prominent contributions include advocacy activities, client tracking systems, program evaluation models, and progressive legislation on behalf of the handicapped. The developmental disabilities councils' concept has resulted in more effective state and local accountability and responsibility for service program operation, as well as a growing respect on the part of state and local agency personnel for the contribution of the consumer. [ABSTRACT FROM AUTHOR]

The article discusses research conducted in Germany and Denmark on the role of social insurance and benefits for families with mentally handicapped children. In particular, the relevance of social policy that will help improve living conditions for these families is examined. Additionally, practical social services with the main goal of achieving normalization are considered. The effects of these social initiatives are measured and evaluated.

In this article the author discusses the approach to aid in the assessment of children and adults with autism spectrum disorders. She notes that level of understanding and experience of ASD of the person undertaking the assessment has an impact on the quality of the assessment which is the reason behind the formulation of a resource to aid social workers to undertake assessments. She mentions that the key principle of person-centred planning is partnership with parents.

The author reflects on the laws protecting children with autism spectrum disorders in Great Britain. She mentions that approximately one child in 100 has ASD with important implications to the nation's service systems, cost of social and health care, and society. She notes that people with autism have been protected by general disability policy including Disability Discrimination Act,Children's Act and The National Service Framework for Children, and Young People and Maternity Services.

This month a series of papers featured in Child: care, health and development concerned with children with autistic spectrum disorder are summarised. [ABSTRACT FROM AUTHOR]

This article presents information on the Simon Technology Center at PACER Center in Minneapolis, Minnesota. Finding the right assistive technology to meet specific needs of a child with cerebral palsy through individual consultations is only one of the center's services. It also has a software lending library of more than 2,000 items, including software, devices, and adapted toys, a product and equipment referral service, and workshops and training led by expert staff. The center's materials appear on PACER's Web site and in handouts, booklets, and Computer Monitor newsletter. Furthermore, the center addresses assistive technology issues pertaining to the Individuals with Disabilities Education Improvement Act. As part of PACER Center, a national parent center with international links, the Simon Technology Center shares information with families and professionals across the globe.

Summary Participation of parents in the developmental assessment process is thought to be beneficial in promoting understanding of their child's disability, and improving consensus between parents and professionals about appropriate intervention programmes. If costly multidisciplinary assessments are to be justified, it is necessary to establish long‐term benefits for the child. This highlights a need for research identifying how families use services after diagnostic assessment and what they understand to be important for their child. Poor parent–professional agreement about diagnosis may be a factor contributing to low compliance with recommendations. The major purpose of the current study was to follow-up families 6 months after developmental assessment, in order to investigate use of recommended intervention services. In addition, mothers’ opinions about diagnostic findings, recommendations and early intervention services were examined. Subjects were 40 pre-school children who presented for developmental assessment, and their mothers. The majority were diagnosed with developmental problems in multiple domains. Results indicated that most mothers recalled and agreed with their child's diagnosis, but underestimated the severity of developmental delay. Families had not accessed the range of multidisciplinary intervention programmes recommended, given the complexity of their children's disabilities. Speech therapy was considered the service of highest priority by mothers, and was the treatment most frequently received. Mothers recognized a need for more therapeutic interventions for their child. An unexpected finding was the high prevalence of families who organized nonprescribed therapies. Possible explanations of the findings and implications for service delivery are discussed. [ABSTRACT FROM AUTHOR]