Support Needs of Children with Cerebral Palsy

Golubović, Špela; Božić, Dijana Savić; Ilić, Snežana

doi:10.1080/1034912x.2020.1731436

Cited by 3 publications

(5 citation statements)

References 32 publications

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“…We found increasing evidence of the good psychometric performance of the SIS-C [49], as shown by studies conducted to obtain distinct standardized norms differentiated by age group [48]. Likewise, as already observed for the SIS version for adults [54][55][56][57], it appeared necessary to assess the functioning of the SIS-C in specific groups, for example, in children with cerebral palsy [58] or ASD with an ID [15,16]. The assessment of the functioning of the SIS-C in a population with ASD indicated good reliability and validity, which allowed us to conclude that the use of the SIS-C was adequate for this population.…”

Section: Discussionmentioning

confidence: 60%

Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment

Guillén,

Verdugo,

Jiménez

et al. 2023

Behavioral Sciences

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The construct of support needs has become a key aspect for the diagnostics, classification, and interventional management of autism spectrum disorders (ASDs). However, instruments specifically designed to assess support needs in this population are not available. Currently, the Supports Intensity Scale for Children (SIS-C), which could be administered to assess students with any type of intellectual disability (ID), is the only valid tool able to assess support needs in Spain. Our aim was to verify whether the SIS-C is useful for assessing the support needs of students with ASD, regardless of whether or not they present ID. The participants were subdivided into two groups. One group included students with ASD and ID (n = 248), and the other comprised participants with ASD without an ID (n = 44). The results of the two groups were compared with those reported in the original validation sample of the SIS-C, which involved participants with ID without ASD (n = 566). The results showed that this scale could be useful for assessing support needs in the three subgroups, but it appeared that different standardized norms based on the characteristics of each specific population would be appropriate.

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Section: Discussionmentioning

confidence: 60%

Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment

Guillén,

Verdugo,

Jiménez

et al. 2023

Behavioral Sciences

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“…Finally, the studies have collected samples of participants with different disabilities to study their support needs. Specifically, the support needs of adults with psychiatric disorders [ 39 , 46 , 47 , 60 , 75 , 90 ], motor disability [ 40 , 61 , 72 , 87 , 89 , 91 , 92 , 93 ] or several of these [ 42 , 109 ]; and youth with autism spectrum disorders [ 83 , 84 ] and motor disability, primarily cerebral palsy [ 31 , 32 , 50 , 88 ] have been studied.…”

Section: Resultsmentioning

confidence: 99%

“…Research on support needs in children with different disabilities has been less common than in adults. It appears that limitations in gross and fine motor function are associated with increased support needs [ 31 , 32 , 50 ], even when the different levels of intellectual disability are controlled [ 32 ]. As in the case of adults, youth with more severe motor disabilities had a greater quantity of medical support needs and fewer behavioral support needs.…”

Section: Resultsmentioning

confidence: 99%

A Systematic Review of the Assessment of Support Needs in People with Intellectual and Developmental Disabilities

Verdugo

Aguayo

Arias

et al. 2020

IJERPH

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An evaluation of support needs is fundamental to the provision of services to people with intellectual and developmental disabilities. Services should be organized by considering the support that people need to improve their quality of life and enforce their rights as citizens. This systematic review is conducted to analyze the rigor and usefulness of the available standardized tools for assessing support needs, as well as the uses of their results. Several databases were consulted, including Web of Sciences, Scopus, PubMed, ProQuest Central, PsycInfo, ERIC, and CINAHL, and the 86 documents that met the review criteria were organized into four sections: (a) measurement tools, (b) descriptive/correlational studies, (c) predictive studies, and (d) interventions. The results showed that age, level of intellectual disability, adaptive behavior skills, the number and type of associated disabilities, and medical and behavioral needs affected the support needs of people with disabilities. Quality of life outcomes have been predicted by the individual’s support needs, explaining a significant percentage of their variability. The findings are useful in guiding assessments and planning interventions. Further research should address the effectiveness of specific support strategies and the development of social policies and indicators for inclusion that involve assessing support needs.

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“…The results are consistent with other studies that analyze the support needs of people with motor and cognitive impairments. They found the following: (a) higher support needs in the areas of home, community, and school participation (Golubović et al, 2020;Kuppens et al, 2010); (b) higher medical needs (Arnkelsson & Sigurdsson, 2016;Bertoncelli et al, 2019); and (c) lower effect of behavioral needs (which correlate low or negatively with support areas in some research; Lamoureux-Hébert et al, 2010;Smit et al, 2011).…”

Section: Note Sis = Supports Intensitymentioning

confidence: 99%

“…Dichos resultados también son consistentes con los estudios que analizan las necesidades de apoyo de personas con deficiencias motoras y cognitivas, pues encuentran mayores necesidades de apoyo en las áreas hogar, comunidad y participación escolar (Golubović et al, 2020;Kuppens et al, 2010), mayores necesidades de tipo médico (Arnkelsson & Sigurdsson, 2016;Bertoncelli et al, 2019) y un menor efecto de las necesidades de tipo conductual, el cual incluso se correlaciona poco o negativamente con las áreas de apoyo en otras investigaciones (Lamoureux-Hébert et al, 2010;Smit et al, 2011).…”

Section: Representation Of the Measurement Model Of Support Needsunclassified

Evaluación de las Necesidades de Apoyo de Jóvenes con Discapacidad Intelectual y Motora

Aguayo¹

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UTILITY OF THE SUPPORTS INTENSITY SCALE (SIS-C) 1. INTRODUCTION 2 . METHOD 2.1. Participants 2.2. Instrument 2.3. Procedure 2.4. Data analysis 2.4.1. Specification of the models 2.4.2. Analysis of sample heterogeneity 3. RESULTS 3.1. Fit and properties of the factor models 3.2. Analysis of sample heterogeneity 4. DISCUSSION CAPÍTULO 8. SEGUNDO ESTUDIO ASSESSING SUPPORT NEEDS IN CHILDREN WITH INTELLECTUAL DISABILITY AND MOTOR IMPAIRMENTS: MEASUREMENT INVARIANCE AND GROUP DIFFERENCES 1. INTRODUCTION 2. METHOD 2.1. Participants 2.2. Instrument 2.3. Procedure 2.4. Data analysis 2.4.1. Missing data 2.4.2. Fit of base models and measurement invariance analysis 2.4.3. Comparison of latent means 3. RESULTS 3.1. Fit of base models and measurement invariance analysis 3.2. Comparison of latent means 4. DISCUSSION 4.1. Limitations 4.2. Implications for practices and future research CAPÍTULO 9. TERCER ESTUDIO DIFFERENCES IN THE SUPPORT NEEDS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES

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Support Needs of Children with Cerebral Palsy

Cited by 3 publications

References 32 publications

Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment

Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment

A Systematic Review of the Assessment of Support Needs in People with Intellectual and Developmental Disabilities

Evaluación de las Necesidades de Apoyo de Jóvenes con Discapacidad Intelectual y Motora

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