Focus On…Volume 6 Issue 2, March 2006
(Stewart, S. L., Bachand, C., Harris, K., Johnston, K., Lawrence, J., Rupert, K., Wallace-Piccin, C., & Cullion, C.)
     Maternal depression can have an impact on children socially, behaviourally, and emotionally. Previous research has indicated that children of depressed mothers have interpersonal problems and are at risk for psychological disorders. However, little attention has been paid to the mechanisms associated with the risk factors affecting young children of depressed mothers. This study investigated the relationship between behavioural problems in young children and maternal depression. Data were gathered as part of an outcome study of 59 families with children (ages 2-6) who were referred to a children’s mental health facility due to disruptive problems. As part of the study, mothers were asked to complete a number of questionnaires. The quality of the mother-child interaction was assessed, as well as the children’s behavioural/social adjustment. We found that there were differences in the way mothers with depression, compared to those without depression reported their life stress, child temperament, and their relationship with their child. Strategies to prevent maternal depression are included and what families and teachers can do to help are discussed.
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Enhancing Social Support for Children and Youth with Chronic Physical Health Conditions

Facts To Go...Volume 3 Issue 3, September 2007
(McDougall, J., & Willoughby, C.)
     Social support is considered to be one of the most important factors influencing how children and youth adjust to having a chronic physical health condition. Studies have indicated the importance of receiving social support from various sources, including support from family, close friends, classmates, teachers, and health professionals.
     Children and youth would benefit from initiatives aimed at enhancing social support on multiple levels (personal, interpersonal, and environmental) and in multiple environments (home, school, and community). Social support not only involves the needs, abilities, and perceptions of children and youth with health conditions, but the abilities and attitudes of those providing support.
     This summary presents research that has examined the impact of various sources of social support on the adjustment of children and youth with chronic physical health conditions and presents ways that have been identified as useful for enhancing support at home, school, and in the community.
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Resilience: Learning from People with Disabilities and Turning Points in their Lives

Facts To Go…Volume 1 Issue 2, September 2005
(King, G., King, S., Zwaigenbaum, L., Baxter, D., Rosenbaum, P., & Bates, A.)
Family priorities deal with the activities and roles families feel are most important. Family values are fundamental operating principles by which parents organize the lives of their families, such as the importance of open communication and of doing things together as a family. Worldviews are the family’s assumptions about the social and cultural environment, and their family’s place in the world. The priorities, values, and worldviews of families affect their adaptation and resilience. Little is known, however, about how families may adjust to raising a child with a disability by changing or adapting their priorities, values, or worldviews.
     This summary reports findings from the first phase of a two-part study investigating changes in the belief systems of families of children with autism or Down syndrome. Three focus groups involving 19 knowledgeable individuals (15 parents and 4 service providers) were conducted to obtain information about the priorities, values, and worldviews of families, and how these might change over time.
     Four categories of themes emerged from the analysis of the focus group information: (1) initial reaction to parenting a child with a disability (a life-changing experience), (2) adapting over time (being spurred to examine beliefs, importance of hope, gaining a sense of control and empowerment), (3) changes in priorities (giving up "trying to fix the child," refocusing on the needs of other family members), and (4) changes in worldviews and values (stronger values and broader worldviews, areas of personal growth, learning what is important in life). Implications for families of children with disabilities and service providers are included.
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NEW - Understanding Sexuality and Sex Education for Adolescents with Physical Disabilities

Facts To Go...Volume 7 Issue 3, September 2011
(East, L., & Orchard, T.)
     This summary outlines findings and recommendations from a qualitative study entitled Education, Exploration and the Elephant in the Room: A Narrative Inquiry of Sexuality and Sex Education among Adolescents with Physical Disabilities. Information was collected through in-depth narrative interviews with youth who have physical disabilities, as well as parents of youth with physical disabilities. The key issues discussed with participants included experiences with sex education, barriers and challenges to receiving and delivering sexuality information, dating and sexuality, self-esteem, body image, acceptance, independence, and societal beliefs and expectations towards people with disabilities.
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What is “Quality of Life” and How Can Research Identify the Factors that Optimize Life Quality for Children and Youth with Chronic Conditions?

Facts To Go...Volume 5 Issue 1, May 2009
(McDougall, J., Wright, V., & Miller, L.)
     Optimization of quality of life (QOL) for children and youth with chronic conditions is becoming a primary goal of pediatric rehabilitation services and a central focus of health research. However, little is yet known about which factors can best enhance QOL for this group of young people.
     A primary concern in the area of pediatric QOL research has been a lack of clarity about what QOL means. Although people have a general understanding of what QOL is, it is very important that this concept be accurately conceptualized and measured when conducting research so that the factors that impact it can be identified and then targeted for service.
     The purpose of this summary is: 1) to briefly consider the major conceptual and methodological issues surrounding pediatric QOL research; and 2) to identify areas for future research that can help to inform policy and practice about the factors that are most important for optimizing QOL for children and youth with chronic conditions.
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What Adolescents with Disabilities Want in Life: Implications for Service Delivery

Focus On...Volume 3 Issue 5, October 2003
(King, G., & Cathers, T.)
     Contrary to popular opinion, adolescence is not always a time of turmoil and strife. When the environment meets the psychological needs of adolescents, adolescence can be a relatively "smooth" period of transition between childhood and adulthood. Quality of life, success in life, and happiness are defined, and personal and interpersonal issues that adolescents with disabilities face are identified. The few studies that have been done on opinions of what is important to success in life suggest that adolescents with disabilities want the same things that other adolescents do such as jobs, marriage, and families. Suggestions for service providers are provided.
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 Therapy

A Dynamic Wheelchair Seating System: Design and Technical Development

Facts To Go...Volume 4 Issue 1, June 2008
(Wighton, J., Smith, L., & Stephenson, F.)
     Wheelchair seating systems are typically static or rigid in design. Dynamic seating systems with components that are able to move with the individual are now being recognized as an option to static wheelchair positioning.
     The purpose of this summary is to provide an overview of the evolution of a novel dynamic seating system (NDSS) developed at Thames Valley Children's Centre. The NDSS uses our standard seating system along with two additional componets. A newly designed sliding footplate and two-piece hinged back support (using a spring-activated lever mechanism) were incorporated into our custom seating system and installed on both manual and power wheelchairs. The force-absorbing quality of the lever on the back support was evaluated with the development of mathematical formulas that were then entered into a spreadsheet, creating a useful tool to predict the lever force. Key observations are highlighted along with possible future directions in the refinement of the NDSS and the evaluation of the individual's experience using this system.
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Enabling the Participation of Children with Motor Problems: The CO-OP approach

Focus On...Volume 5 Issue 3, May 2005
(Mandich, A., & Miller, L.)
     Participation in the typical activities of childhood plays a crucial role in development of a child's self-concept. These activities include leisure activities such as participation in sports, self-care activities such as typing shoelaces, and productive activities such as school work. Research has shown that children's motor competence influences their self-esteem and social adjustment. However, there are children who experience difficulties with motor skill development. These children are sometimes described as exhibiting Developmental Coordination Disorder (DCD). These children are often isolated on the school playground and marginalized by their peers. Intervention is crucial because mounting evidence suggests that DCD is a life-long disability that may interfere with children's academic, social, and vocational development. CO-OP is an innovative occupational therapy intervention which supports children's acquisitions of motor skills. CO-OP is a problem-solving intervention that promotes children's on-going skill development, strategy use, and generalization of learning. It was created to help children master their goals--to help them do the things they want to do, need to do, or expected to do.
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Evaluation of Two Treatments for Toe-Walking for Children with Cerebral Palsy

Facts To Go, Volume 3, Issue 2, September 2007
(Stephenson, F., Scholtes, C., Carey, T., & Leitch, K.)
     Children with cerebral palsy often have overactive calf muscles that result in the appearance of "toe-walk." As a result, the calf muscles do not get stretched during walking activities, and lead to restriction in the range of motion at the ankle. This study examined two treatments to stretch out the calf muscles, (1) serial casting and (2) serial casting with Botulinum-toxin A (commonly known as Botox), to determine if one treatment was superior to the other. Serial casting involves casts applied to the ankle to maintain a prolonged period of stretch to the calf muscles. Botox is a chemical injected into the overactive muscles to relax the muscles. Sometimes serial casting and Botox are combined together to treat tight calf muscles.
     The focus of this study was to investigate the effectiveness of serial casting treatments with and without Botox injections for tight calf muscles. Treatments that took place between 1997 and 2006 at Thames Valley Children’s Centre (TVCC) were examined in this study. Ankle range of motion and observed walking characteristics were examined for serial casting and serial casting with Botox treatments. In general, both treatments were effective at stretching out the calf muscles and improving walking patterns. Clinical implications and future research suggestions are discussed in this summary.
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Technology-Related Recommendations of Occupational Therapists for Students with Handwriting Problems

The Physical Benefits of Therapeutic Horseback Riding for Children with Special Needs

Focus On...Volume 2 Issue 5, October 2002
(Browne, C., & Bartlett, D.)
     Many physical and occupational therapists consider Therapeutic Horseback Riding (THR) to be a beneficial addition to therapy for children with special needs. Perceived physical (e.g., improved balance, posture, strength) and personal (e.g., improved self-esteem, self-confidence, body image) benefits come mostly from testimonials and anecdotes. The aim of this research was to determine if THR truly is an effective form of therapy for children with special needs by conducting a systematic review and synthesizing the research-based evidence. Research articles describing original research on THR that examined the effectiveness of this programming for children or adolescents were reviewed. Outcomes on which THR participants demonstrated meaningful changes are listed, in order, from strongest to weakest effects. Implications for children, parents, service providers, and researchers also are identified.
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NEW - Using an Interactive Whiteboard to Support a Student with Autism Spectrum Disorder

Facts To Go…Volume 7 Issue 2, September 2011
(Riggin, C., & Specht, J.)
     Attentional issues have been identified in a number of areas for children with ASD. Attention is important in learning because it allows individuals to determine what information they should focus on in the environment. For example, Kanner (1943) and Asperger (1991) note that children with ASD can be unresponsive to interactions initiated by adults and children, or fail to respond to an environmental stimulus like an unexpected noise. Given that children with ASD have difficulties with attention, it is important to determine strategies that can help keep them focused on appropriate environmental stimuli. The purpose of researching this topic was to determine the effects of an interactive whiteboard as an instructional tool on student attention for a child with ASD.
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