Participation of children and youth with neurodevelopmental disorders in after-school activities

Kaljača, Svetlana; Dučić, Bojan; Cvijetić, Marija

doi:10.1080/09638288.2018.1457092

Cited by 20 publications

(9 citation statements)

References 69 publications

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“…Therefore, the results of this research are interpreted by engaging support services for socially vulnerable groups which partly neutralize the negative influence of poverty of ID persons' parents (Kaljača, Cvijetić & Dučić, 2014). More recent studies determined that regardless of engaging support services, persons with ID participated in mentioned leisure activities significantly less than TD persons (Kaljača, Dučić & Cvijetić, 2018). Transportation costs were given as one of the possible causes of limited participation of persons with ID in activities such as: socializing with friends, going to a store or church (Abbott & McConkey, 2006).…”

Section: Correlationsmentioning

confidence: 75%

Quality of life in adults with intellectual disabilities: Objective indicators

Kaljača¹,

Dučić²,

Đorđić³

2018

Spec eduk i rehabilitacija

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compared to male participants with ID, TD men had a higher total score (p=0.001), and better results in Health (p=0.021) and Productivity (p=0.000) domains. This result was also confirmed in female participants with the addition of TD women being significantly more successful in Intimacy (p=0.027) domain compared to women with ID. Statistically significant correlations among seven domains of QoL objective indictors in persons with ID were positive, ranging from moderate to high. The obtained results indicate the domains which require more intensive support so that people with ID could have the opportunity to achieve QoL which meets the standards of the community they belong to.

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Section: Correlationsmentioning

confidence: 75%

Quality of life in adults with intellectual disabilities: Objective indicators

Kaljača¹,

Dučić²,

Đorđić³

2018

Spec eduk i rehabilitacija

Self Cite

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“…Both groups of children showed the highest levels of independence during outside play, since independence in this domain is expressed to the greatest extent through the child’s ability to move, climb, and run independently, which was not a dominant problem for the children included in this research, similar to previous research [ 42 ]. Children’s participation in various activities is influenced by the type of disability, and children with intellectual disability show less dependence on parental support compared to children with ASD and greater independence in social and leisure activities [ 43 ]. Young children with CP participate less often in family and recreational activities and require more help to participate in self-care than young children without CP [ 29 ].…”

Section: Discussionmentioning

confidence: 99%

Engagement of Preschool-Aged Children in Daily Routines

Golubović

Djordjevic

Ilić

et al. 2022

IJERPH

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Child engagement refers to the time spent interacting with physical and social environments according to age, abilities, and a situation. The aim of this study is to assess the functioning of children in early childhood routines using engagement assessment instruments relative to the presence of developmental disabilities, age, gender, and parental characteristics within the contexts of preschool and family routines. The sample comprised 150 children aged 3–5 (AS = 4.02, D = 0.78), including typically developing children (N = 49) and children with developmental disabilities (N = 101). To assess the children’s engagement in preschool classrooms, we used the Classroom Measure of Engagement, Independence, and Social Relationships (ClaMEISR), and the Child Engagement in Daily Life Measure was used to assess the children’s engagement in family routines. The results obtained indicate a significantly higher rate of engagement in routines and activities among girls and older children. Parental characteristics associated with children’s engagement included employment and marital status. Children with developmental disabilities, compared to their typically developing peers, had lower levels of engagement in social relationships and functional independence in daily routines. The results indicate that both instruments have a high internal consistency and are thus suitable for future use in the Republic of Serbia.

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“…This outcome is consistent with previous research. While exploring the level of participation in several leisure and social activities, Kaljača et al found that children with neurodevelopmental disabilities not only participated significantly less than TD children, but also that their activities were mainly stereotypical and highly structured, and were mostly supervised by parents [ 61 ]. Social cognition has been reported to be limited in these children as well, and it is associated with motor parameters, which further restricts daily participation [ 20 , 24 , 62 ].…”

Section: Discussionmentioning

confidence: 99%

Participation in Everyday Activities of Children with and without Neurodevelopmental Disorders: A Cross-Sectional Study in Spain

et al. 2020

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Children with neurodevelopmental disorders (NDDs) often report significant difficulties performing activities of daily living (ADLs), which may restrict their daily participation. The aim of this study was to investigate the differences in ADLs participation between children with NDDs and typically developing (TD) children, and to explore the associations between different daily participation contexts. A cross-sectional study was conducted that included twenty children with a medical diagnosis of an NDD and 26 sex- and age-matched TD controls. The daily participation across home, community, school, and instrumental living activities was measured using the Child and Adolescent Scale of Participation (CASP). The results show that children with NDDs engaged in lower participation in all CASP contexts (Δ = 1.7–5.5, p < 0.001) and had a significantly higher prevalence of moderate or severe restricted participation than their TD peers (OR = 23.4, 95% CI = 3.6–154.2, p < 0.001). Additionally, a strong association was found between the different contexts of participation (r = 0.642–0.856). Overall, the children with NDDs experienced significant participation restrictions on their daily activities. This study adds to the growing evidence showing that intervention strategies in this population should adopt a participation-oriented approach.

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Participation of children and youth with neurodevelopmental disorders in after-school activities

Cited by 20 publications

References 69 publications

Quality of life in adults with intellectual disabilities: Objective indicators

Quality of life in adults with intellectual disabilities: Objective indicators

Engagement of Preschool-Aged Children in Daily Routines

Participation in Everyday Activities of Children with and without Neurodevelopmental Disorders: A Cross-Sectional Study in Spain

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