Peer problems of 9‐ to 11‐year‐old children with hemiplegia in mainstream schools. Can these be predicted?

Abstract

Is it possible to predict relatively early in the life of children with disabilities those who are likely to develop peer problems if they get no extra help? This question is examined in our prospective study of a representative sample of children with hemiplegia attending mainstream schools. Hemiplegia is a particularly suitable model for studying integration as it is a relatively homogeneous condition that does not usually preclude mainstream placement. Our aim was to investigate whether the excess of peer problems could be predicted from information obtained some 4 years earlier. A representative sample of 55 children with hemiplegia in mainstream education was followed prospectively from a mean age of 7.1 years (Time 1) to a mean age of 10.7 years (Time 2). Using standardized measures of peer rejection, lack of friends, and victimization, two‐thirds of the sample had at least one of these problems at Time 2. A greater number of peer problems was primarily predicted by two Time‐1 variables: lower IQ and more teacher‐reported externalizing problems (disruptiveness and hyperactivity). A risk index based on these two variables identified a high‐risk subgroup that might particularly have benefited from early intervention to reduce behavioural problems, and nurture social skills. As more children with special needs are integrated into mainstream schools, it is increasingly important to remember that supporting these children requires appropriate provision to foster their social as well as their academic and physical development.

Quality of Life in Parents of Children with Cerebral Palsy: Is it Influenced by the Child's Behaviour?

“…We identify diff erent behavioural problems according to the form of CP. In agreement with previous studies [9,14,23] , children with hemiplegia showed a higher proportion of conduct disorders compared with quadriplegia and diplegia. Interestingly, children with hemiplegia showed behavioural disturbances in the area of externalizing such as disobedience and aggression, while those with quadriplegia and diplegia mainly reported " internalizing disorders " .…”

“…In this study we were therefore also interested to assess the possible eff ect of child ' s behaviour on parents QOL. The issue of behavioural assessment of children with CP has already been studied by some authors, who reported the presence of anxiety disorders, such as diffi culty in separation, psychosomatic disorders and frequently the presence of depression, especially in children with hemiplegia [9,23] . McDermott et al [14] have shown the presence of disorders such as addiction by adult, stubbornness and hyperactivity in all clinical forms.…”

“…Similarly, less has been reported about the possible eff ect of child behavioural problems on parents ' QOL. Behavioural problems are also a frequent feature of CP, and more generally of children with disabilities [10] , due to both the underlying brain lesions and to negative social experiences [9,23] . It has already been reported that childhood behavioural problems are an important factor infl uencing caregivers ' psychological health [17] but this has not been systematically assessed in parents of children with diff erent forms of CP.…”

Emotional and behavioural problems in subgroups of children with chronic illness: results from a large‐scale population study

“…The high rate of social interaction problems have also been found in other neurological disorders as e.g. in a population of children with hemiplegic cerebral palsy (Yude & Goodman 1999) and in a clinical sample of children with epilepsy (Schoenfeld et al. 1999).…”

The Impact of Paralympic School Day on Student Attitudes Toward Inclusion in Physical Education

“…In addition, some students with disabilities show stronger academic progress when in an inclusive setting (Bax, 1999;Kliewer, 1998;Sebba & Sachdev, 1997). Alternately, research on inclusion in the general education setting indicates that students with disabilities were perceived as different, were ostracized, lacked friends, and were bullied (Dorries & Haller, 2001;Llewellyn, 2000;Yude & Goodman, 1999). Research on inclusion in the general education setting shows that the successful inclusion of students with disabilities is dependent on a critical variable: the development of positive attitudes toward inclusion practices (Antonak & Livneh, 1988;Yuker & Block, 1986).…”