Category Archives: Research

Disorder of Written Expression and Dysgraphia: Definition, Diagnosis, and Management

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Introduction

This study reviews the disorder of written expression and dysgraphia by examining the defintion, diagnosis and management of the disorder.

Findings

  • Though common in children, dysgraphia and disorders of written expression are often overlooked by the school and family as a character flaw rather than a genuine disorder.
  • Research is needed in the field to clarify the definition and etiology of the disorder.
  • regardless of the presenting symptoms, early intervention has been linked to improved results.
  • Because of the typical delay in the diagnosis of dysgraphia, the primary care provider can play an important role in recognizing the condition and initiating the proper work-up and intervention.
  • Screening for co-morbid medical, neurodevelopmental. psychiatric and learning disorders is also important function of the provider.

Reference

Chung, P.J.; Patel, D.R.; Nizami, I. Disorder of Written Expression and Dysgraphia: Definition, Diagnosis, and Management.  Translational Pediatrics. 2020 9(Suppl 1): S46-S54.doi: 10.21037/tp2019.11.01

Epilepsy in Adults with Intellectual Disabilities: Prevalence, Associations and Service Implications

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Introduction

The prevalence of epilepsy in people with an intellectual disability is higher than in the general population. The outlook for individuals with both epilepsy and intellectual disability depends on the presence of any associated conditions. There have been few epidemiological studies of the prevalence of epilepsy and associated problems within a representative adult intellectual disability population to inform the development of a policy.

Findings

  • The prevalence of epilepsy was at least 26 times higher than in the general adult population
  • There was no particular concentration of epilepsy in any gender, ethnic or residential subgroups.
  • Morbidities specifically associated with epilepsy included low level of understanding, incontinence, difficulty walking, poor speech, lack of empathy.
  • These problems make epilepsy care more difficult for people with an intellectual disability and suggest the need for a multidisciplinary skills

 

Reference

McGrother, C.W.; Bhaumik, S.; Thorp, C.F.; Hauck, A.; Brandford, D.; Watson, J.A.(2005). Epilepsy in Adults with Intellectual Disabilities: Prevalence, Associations and Service Implications. Seizure. 15, 376-386.

Classroom Structuring Methods and Strategies for Children and Youth with Autism Spectrum Disorders

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Introduction

This articles provides a review of visually based strategies for organizing classrooms for children and youth with ASD using a review of the literature.

Findings

  • Environmental and visual structuring methods for use with individuals with ASD have been shown to have research support.
  • These methods have also been recommended by high functioning adults with ASD.
  • The methods have the potential for increasing independent functioning among students with ASD and decreasing the effects of challenges associated with ASD.

Reference

Ganz, J. (2007). Classroom Structuring Methods and Strategies for Children and Youth with Autism Spectrum Disorders. Exceptionality. 15(4). 249-260.

Impact of Tourette Syndrome on School Measures in a Nationally Representative Sample

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Introduction

The purpose of the study was to determine the impact of Tourettte Syndrome and co-occurring conditions on school methods.

Methodology

Data was taken from information reported by parents from the Natioanal Survey of Children’s Health. Children with Tourette Syndrome were compared with those who never had Tourette Syndrome on school  measures

Findings

  • Tourette Syndrome severity and co-occurring conditions are associated with school challenges and educational service needs.
  • Awareness among health care providers, teachers and parents of the potential challenges related to both Tourette Syndrome and co-occurring conditions would help to support the child’s education.

Reference

Claussen, A.H.; Bitsko, R.H.; Holbrook, J.R.; Bloomfield, J.; Giordano, K.; (2018). Impact of Tourette Syndrome on School Measures in a Nationally Representative Sample. Journal of Developmental and Behavioral Pediatrics. 39(9) 335-342.

Repeat Emergency Department Visits for Individuals with Intellectual and Developmental Disabilities and Psychiatric Disorders

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Introduction

This study examined the likelihood of this group returning to the ER within 30 days of discharge.

Findings

  • This population based in Ontario. Canada showed that individuals with both an IDD and psychiatric disorder had an increased risk of repeat ER visits compared to individuals with psychiatric disorders only.
  • For this combined disorder group, there was a trend of ER  visits more commonly resulting in admission
  • Residing in low socioeconomic neighborhoods and in rural areas, greater morbidity, and lower continuity of primary care over the previous 2 years were consistently associated with increased risk of repeat ER visits.

Reference

Durbin, A.; Balogh, R.; Lin, E.; Wilton, A.S.; Selick, A.; Dobranowski, K.M. Lunsky, Y. (2019). Repeat Emergency Department Visits for Individuals with Intellectual and Developmental Disabilities and Psychiatric Disorders. American Journal on Intellectual and Developmental Disabilities. 124 (3) 206-219.