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developmental disabilities
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- Creator:
- Mata, Naicari
- Description:
- Purpose: To explore the utilization of parent support groups for parents with children diagnosed with autism or other developmental disabilities. The research was a qualitative study exploring why individuals join parent support groups and their expectations of the group. Methods: The researchers utilized convenient sampling, as all participants were recruited from the Family Focus Resource Center offices located in Northridge and Santa Clarita. In-depth face-to-face interviews were conducted with 10 participants that attended a parent support group. The interview consisted of a total of 10 questions that pertained to the following areas: (1) motives and expectations and (2) demographics. Results: The results were consistent with previous research indicating that parents of children diagnosed with autism or other developmental disabilities join support groups for psychological support, tools to connect with their child, and educational support. There were six primary themes identified for all the parents in the study. Discussion: The findings in this study were congruent with the literature on the benefits of parents receiving social support and education, as well as positive changes within relationships in the family system.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Social Work
- Creator:
- Hernandez, Sandra
- Description:
- Psychologists and other child development experts state that the most crucial years in a child's development are the first five years. During this time, the infant not only grows in size, develops motor and linguistic skills, but most importantly develops cognitive skills. These skills are learned through interactions with people and the world that surrounds the child; these are crucial for a child's success in adulthood. The Child Development Institute (CDI) works with a population of children who have developmental disabilities. CDI works towards providing these children with the tools necessary to live to their best potential by offering workshops and educational programs. In addition, CDI offers free developmental screenings for children of the community. Unfortunately, the day to day visitors of CDI's Early Learning Center are not fully aware of this great resource that is provided to them. This proposed strategy will be an adaptation of CDI's CALM Baby Program; it will include an educational component regarding developmental stages. This strategy will provide take home activities for supporting each stage of a child's development and highlight the importance of periodic developmental screenings. CALM Baby will last four weeks, be conducted by CDI interns, and participants will obtain pre and post intervention questionnaires to assess their learning and intentions to obtain a screening. Additionally, CDI interns and staff will follow-up with participants, with the goal of setting up developmental screenings for their children. Through CDI's developmental screenings families will have the tools necessary to support the whole child in its growth.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Health Sciences

- Creator:
- Fisher, Marisa H., Dykens, Elisabeth M., Taylor, Julie Lounds, Lambert, Warren, and Miodrag, Nancy
- Description:
- BACKGROUND: Compared with other parents, mothers of children with autism spectrum disorder or other neurodevelopmental disabilities experience more stress, illness, and psychiatric problems. Although the cumulative stress and disease burden of these mothers is exceptionally high, and associated with poorer outcomes in children, policies and practices primarily serve the identified child with disabilities. METHODS: A total of 243 mothers of children with disabilities were consented and randomized into either Mindfulness-Based Stress Reduction (mindfulness practice) or Positive Adult Development (positive psychology practice). Well-trained, supervised peer mentors led 6 weeks of group treatments in 1.5-hour weekly sessions, assessing mothers 6 times before, during, and up to 6 months after treatment. Mothers had children with autism (65%) or other disabilities (35%). At baseline, 85% of this community sample had significantly elevated stress, 48% were clinically depressed, and 41% had anxiety disorders. RESULTS: Using slopes-as-outcomes, mixed random effects models, both treatments led to significant reductions in stress, depression, and anxiety, and improved sleep and life satisfaction, with large effects in depression and anxiety. Mothers in Mindfulness-Based Stress Reduction versus Positive Adult Development had greater improvements in anxiety, depression, sleep, and well-being. Mothers of children with autism spectrum disorder improved less in anxiety, but did not otherwise differ from their counterparts. CONCLUSIONS: Future studies are warranted on how trained mentors and professionals can address the unmet mental health needs of mothers of children with developmental disabilities. Doing so improves maternal well-being and furthers their long-term caregiving of children with complex developmental, physical, and behavioral needs.
- Resource Type:
- Article
- Identifier:
- 0031-4005
- Campus Tesim:
- Northridge
- Creator:
- Medina, Kimberly
- Description:
- Purpose: To explore the utilization of parent support groups for parents with children diagnosed with autism or other developmental disabilities. The research was a qualitative study exploring why individuals join parent support groups and their expectations of the group. Methods: The researchers utilized convenient sampling, as all participants were recruited from the Family Focus Resource Center offices located in Northridge and Santa Clarita. In-depth face-to-face interviews were conducted with 10 participants that attended a parent support group. The interview consisted of a total of 10 questions that pertained to the following areas: (1) motives and expectations and (2) demographics. Results: The results were consistent with previous research indicating that parents of children diagnosed with autism or other developmental disabilities join support groups for psychological support, tools to connect with their child, and educational support. There were six primary themes identified for all the parents in the study. Discussion: The findings in this study were congruent with the literature on the benefits of parents receiving social support and education, as well as positive changes within relationships in the family system.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Social Work
- Creator:
- Lynn, Casey
- Description:
- Every student is capable of learning. Students on the Autism Spectrum or students with other development disabilities may not be able to have all of their needs met in a traditional educational setting. Once a student is placed in an alternative setting where they feel safe, the learning in expedited. Students may be placed in an alternative setting for various reasons. They may be displaying behaviors that are impeding the learning of themselves or other classmates. These behaviors may be directly linked to their difficulty in the areas of communication and social skills. Once the students are taught communication and social skills and how to manage situations where they may feel anxious, they are able to attend to academic instruction and make strides in their academic achievement. Therefore, the purpose of this project is to create a brochure for a corporation that is helping students to reach their goals by teaching them communication and social skills through enrichment programs offered by one alternative school for the success of all students both now and in the future.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Bargenda, Christin
- Description:
- Adolescent-aged individuals with intellectual disabilities often struggle to learn and to demonstrate socially appropriate behaviors and interactions among their peers and within their community. As a result, they are dependent upon others to engage or interact in social situations. It is often difficult for these individuals to achieve acceptance and establish a sense of belonging. Such an ongoing deficiency can lead to depression and loneliness. The purpose of this project is to provide educators and parents of children with intellectual disabilities an age-appropriate resource, which teaches and models correct social behaviors in manners and foundational etiquette. This project has been designed to address and contribute to the limited resources currently available for this audience. The goal of the project includes the design and provision of an age appropriate video model of pro-social behaviors for adolescent-aged individuals with intellectual disabilities. The researcher determined that an easy-to-access website that provides animated social stories which model and demonstrate correct social behaviors, manners, and interactions in a clear and succinct manner would be of benefit to those in need. The videos are not for stand-alone instruction, but instead provided as a supplementary tool. Furthermore, the website also offers lesson plan suggestions, materials, and conversation starters to support the use of the videos. Review of the current literature supports this rationale for the project, particularly in the areas of a) social skill deficits defined and described, b) reports regarding the outcomes of social skills training, and c) substantiating research to validate the effectiveness of video modeling and social stories. Many special educators do not have the time available to focus on social due to the necessary time requirements for academic and life skill instruction. As a result, when students transition into adulthood, they do not possess the aptitude to engage in social conversations, use good manners when eating, shopping, working, etc., and possess a limited understanding of how to interact and control impulses when in social situations. Due to these deficiencies, they require support and assistance as adults. With proper intervention that includes a visual model of the behavior, practice, role-play, and consistent instruction, these individuals can improve their aptitude in the acquisition of these skills needed to independently exercise acceptable behavior in social situations.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Gerrard, Brooke
- Description:
- This project discusses the need for a program that promotes the health and nutrition of students with significant intellectual and developmental disabilities in schools, as well as, details what this might look like in an educational setting for students’ with significant intellectual and developmental disabilities. The issue of childhood obesity was examined and nutrition education in an educational environment was discussed. In addition, the importance of incorporating nutrition-based interventions was presented and the significance of nutrition development for students with disabilities was acknowledged. Due to the lack of available resources for nutrition education implementation in special education classrooms, it becomes the responsibility of education specialists to create their own materials and implement their ideas within their own classrooms in order to promote proper health and nutrition for their students. This project provides education specialists the necessary materials in an easy-to-use handbook to provide students with significant intellectual and developmental disabilities health and nutrition education.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education