Development and preliminary validation of the Self-Awareness Situation-Based Observation Lists for children with Profound Intellectual and Multiple Disabilities

Dind, Juliane; Petitpierre, Geneviève

doi:10.1016/j.ridd.2021.104153

Cited by 2 publications

(1 citation statement)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Neurological rehabilitation focused on neural plasticity can be considered for children with cerebral palsy that overlaps with PIMD to support nerve and sensory impairments, and collaboration with nurses and teachers, as well as doctors, is important (Aisen et al, 2011 ). It is also important to support children with PIMD to improve their self‐awareness, and an instrument has been developed to help supporters monitor such children's development (Dind & Petitpierre, 2022 ). This instrument can be used to assess psychological development and evaluate the results of professional educational interventions.…”

Section: Introductionmentioning

confidence: 99%

Supporters' experiences of sensory characteristics of children with profound intellectual and multiple disabilities in after‐school daycare centres: A qualitative study

Koto,

Tomozawa,

Sato

et al. 2023

Nursing Open

View full text Add to dashboard Cite

AimTo examine how supporters working at after‐school daycare centres, who are involved in the lives of children with profound intellectual and multiple disabilities in the community, pay attention to the sensory characteristics of these children and provide support.DesignA qualitative descriptive design.MethodsData were collected through semi‐structured interviews with 20 supporters in after‐school daycare centres. Interview transcripts were analysed via qualitative content analysis.ResultsThe participants' years of involvement in supporting children with profound intellectual and multiple disabilities ranged from 0.5 to 40 years, with an average of 9.8 years. Data were classified into 68 subcategories, 11 categories and three themes: understanding sensory characteristics and devising support, systematic support and challenges supporting the children. Supporters dealt with physical complications and cooperated with other caregivers to understand and respond to children's sensory characteristics. Difficulties dealing with sensory characteristics, challenges due to the supporters' own characteristics and challenges with the facility's infrastructure were identified. The findings could guide sensory characteristics considerations and support systems in after‐school daycare facilities for children with profound intellectual and multiple disabilities. Both support content and challenges in supporting these children were identified.

show abstract

Section: Introductionmentioning

confidence: 99%