Learning Trajectories of Children With Special Health Care Needs Across the Severity Spectrum

Goldfeld, Sharon; O’Connor, Meredith; Quach, Jon; Tarasuik, Joanne; Kvalsvig, Amanda

doi:10.1016/j.acap.2014.09.001

Cited by 31 publications

(27 citation statements)

References 22 publications

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“…11 Our results support previous findings that suggest that chronic illness, in general, can interrupt the development of the skills children need for emotional, social, and physical progress. 4,[7][8][9] There was no evidence of a significant association between epilepsy and developmental vulnerability in this study. This is contrary to previous research, which has revealed an increased prevalence of behavioral and cognitive problems in children with epilepsy compared with those without.…”

Section: Discussioncontrasting

confidence: 47%

“…Of the handful of studies available, children with special health care needs are found to be at risk for poorer psychosocial and cognitive outcomes compared with healthy peers. 4,[7][8][9] This suggests that ill health in early childhood may influence the development of the skills that underlie academic success, placing children at risk for academic failure. 4,8 To minimize the impact of poor health on achievement trajectories, intervention for chronically ill children should therefore start early.…”

mentioning

confidence: 99%

“…4,[7][8][9] This suggests that ill health in early childhood may influence the development of the skills that underlie academic success, placing children at risk for academic failure. 4,8 To minimize the impact of poor health on achievement trajectories, intervention for chronically ill children should therefore start early. However, the number of children with enduring medical conditions far outstrips the number of children receiving early intervention (EI) services.…”

mentioning

confidence: 99%

“…4,[7][8][9] Although providing important findings, these 2 designs have limitations in terms of the generalizability of results, and potential reporting bias, respectively. The current study adds meaningfully to this past research by using linked administrative population data, which enables identification of children with chronic illness across multiple diagnoses, rather than targeting specific disease groups.…”

mentioning

confidence: 99%

See 3 more Smart Citations

Chronic Illness and Developmental Vulnerability at School Entry

Bell

Bayliss²,

Glauert

et al. 2016

Pediatrics

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Section: Discussioncontrasting

confidence: 47%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Chronic Illness and Developmental Vulnerability at School Entry

Bell

Bayliss²,

Glauert

et al. 2016

Pediatrics

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“…Subsequent work includes the illustration that, in a large population of children and youth with CP, neither the topography nor the type of motor impairment of the CP predicted their functional abilities (65), as described with a valid and reliable functional classification system (66). More recent demonstrations of this idea include studies that contrast the role of functional characteristics against established diagnosis in predicting need and use of supports and services, and conclude a centrality/primacy for functional characteristics (67–71). Finally, evidence from clinical- and population-based studies shows that child functional characteristics are more informative than child diagnosis status in explaining various child and family health and health-related outcomes among children with ASD and other NDD (72, 73).…”

Section: Theme 2: Disease and Disability Perspectives: Their Goodnessmentioning

confidence: 99%

Perspectives on “Disease” and “Disability” in Child Health: The Case of Childhood Neurodisability

Miller

Rosenbaum

2016

Front. Public Health

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Chronic health conditions are often associated with what is termed disability. Traditional thinking has focused on diagnosis and treatment of chronic diseases and disorders, with less attention to people’s functional abilities and their contextual determinants. Understanding all of these factors is integral to addressing the predicaments and needs of persons with chronic conditions. However, these complementary yet distinct “worldviews” reflected in what we call disease and disability perspectives often remain, at best, only vaguely articulated. In this paper, we explore and expand on these perspectives in light of conceptual advances, specifically the framework of the World Health Organization’s International Classification of Functioning, Disability and Health, and their epistemic underpinnings with reference to Wilhelm Windelband’s notions of nomothetic and idiographic types of knowledge. Our primary focus is the children with neurodisability – life-long conditions that onset early in life and have functional consequences that impact developmental trajectories. We critically review and analyze conceptual material, along with clinical and research evidence relevant to the experiential and clinical realities of this population, to demonstrate the limitations of a biomedically based diagnostic–therapeutic paradigm at the expense of a developmental and disability-oriented perspective. Our main aim in this paper is to argue for an explicit recognition of both disease and disability perspectives, and a more balanced and appropriate deployment of these concepts across the continuum of clinical services, research, policy-making and professional and public education in relation to children with neurodisability; we also provide concrete recommendations to advance this progressive strategy. The relevance of these aims and strategies, however, extends beyond this particular population.

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Child protection services for children with special healthcare needs: A population record linkage study

Hindmarsh

Laurens

Katz

et al. 2020

Aust J Social Issues

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Children with disabilities are known to have high rates of contact with child protection services. However, little is known about child protection contacts for a broader group of children with special healthcare needs (SHCN; i.e., special needs or other impairments of concern that affect learning). This study examined the characteristics of contact with child protection services (prior to the age of 6 years) for children with SHCN identified at school entry using the 2009 Australian Early Development Census, using administrative data from more than 65,000 children in the New South Wales Child Development Study. Child protection contacts prior to age 6 years were more prevalent among children with SHCN compared with those without; in particular, children with SHCN had higher odds of a history of exposure to neglect and physical abuse, and higher odds of being placed in out‐of‐home care, compared with their typically developing peers. Understanding the characteristics of child protection contacts among children with SHCN, with consideration of factors that may influence their patterns of contact with these and other human services agencies, will inform the development of appropriate social policy initiatives to fulfil Australia’s obligations under the United Nations Convention on the Rights of the Child.

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Learning Trajectories of Children With Special Health Care Needs Across the Severity Spectrum

Cited by 31 publications

References 22 publications

Chronic Illness and Developmental Vulnerability at School Entry

Chronic Illness and Developmental Vulnerability at School Entry

Perspectives on “Disease” and “Disability” in Child Health: The Case of Childhood Neurodisability

Child protection services for children with special healthcare needs: A population record linkage study

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