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- Cognitive behaviour therapy-based early intervention and prevention
programme for anxiety in South African children with visual impairments
Authors: Lisa Visagie, Helene Loxton, Leslie Swartz, Paul Stallard
First page: 8
Abstract: Background: Anxiety is the most common psychological difficulty reported by youth worldwide and may also be a significant problem for children with visual impairments. Cognitive behaviour therapy (CBT) interventions have proven to be successful in treating childhood anxiety; however, mostly these are not suitable for children with visual impairments, as the materials used are not sufficiently accessible to this population.Objectives: The present study was motivated by the dearth of research on this topic and aimed to examine the effects of a specifically tailored, group-based, universally delivered, CBT intervention for anxiety in children with visual impairments and to examine the influence of three predictor variables (i.e. age, gender and level of visual impairment) on prevention effects.Method: A randomised wait-list control group design with pre-, post- and follow-up intervention measures was employed. The final sample of 52 children (aged 9–14) with varying degrees of visual impairment received the anxiety intervention. Participants were followed over a course of 10 months during which their anxiety symptoms were assessed quantitatively at four time points (T1–T4).Results: The results indicated that the anxiety intervention did not significantly decrease symptoms of anxiety within the intervention groups. However, the intervention appeared beneficial for girls, younger children and legally blind participants.Conclusion: This study demonstrated how CBT interventions can be adapted for use in children with visual impairments. Results obtained provide a foundation upon which future updated anxiety intervention programmes can be built, meeting the need for further research in this area.
PubDate: 2021-01-29
DOI: 10.4102/ajod.v10i0.796
Issue No: Vol. 10 (2021)
- Sexual and reproductive health services utilisation amongst in-school
young people with disabilities in Ghana
Authors: Akwasi Kumi-Kyereme
First page: 9
Abstract: Background: Sexual and reproductive health (SRH) of young people including those with disabilities is a major public health concern globally. However, available evidence on their use of sexual and reproductive health services (SRHS) is inconsistent.Objective: This study investigated utilisation of SRHS amongst the in-school young people with disabilities (YPWDs) in Ghana using the healthcare utilisation model.Methods: Guided by the cross-sectional study design, a questionnaire was used to obtain data from 2114 blind and deaf pupils or students in the age group 10-24 years, sampled from 15 purposively selected special schools for the deaf and the blind in Ghana.Results: About seven out of every 10 respondents had ever utilised SRHS. The proportion was higher amongst the males (67.8%) compared with the females (62.8%). Young persons with disabilities in the coastal (OR = 0.03, 95% CI = 0.01–0.22) and middle (OR = 0.06, 95% CI = 0.01–0.44) zones were less likely to have ever utilised SRHS compared with those in the northern ecological zone. The blind pupils or students were more likely to have ever utilised SRHS than the deaf (OR = 1.45, 95% CI = 1.26–3.11).Conclusions: Generally, SRHS utilisation amongst the in-school YPWDs in Ghana is high but significantly associated with some predisposing, need and enabling or disabling factors. This underscores the need for policymakers to consider in-school YPWDs as a heterogeneous group in the design and implementation of SRHS programmes. The Ghana Education Service in collaboration with the Ghana Health Service should adopt appropriate pragmatic measures and targeted interventions in the special schools to address the SRH needs of the pupils or students.
PubDate: 2021-03-01
DOI: 10.4102/ajod.v10i0.671
Issue No: Vol. 10 (2021)
- Barriers and facilitators to participation for children and adolescents
with disabilities in low- and middle-income countries – A scoping review
Authors: Karina Huus, Liezl Schlebusch, Maria Ramaahlo, Alecia Samuels, Ingalill Gimbler Berglund, Shakila Dada
First page: 10
Abstract: Background: Research has shown that all children and adolescents have the right to participate in their everyday life. However, little is known about what impacts the participation of children and adolescents with disabilities living in low-and middle-income countries.Objective: The present study undertakes a scoping review of research to synthesise the current literature about barriers and facilitators to participation in everyday life for children and adolescents with disabilities living in low- and middle-income countries.Method: A scoping review was conducted. The databases Psyc INFO, MEDLINE, CINAHL, Pubmed, ERIC and African Wide information were searched for studies published between 2001 and April 2018. Data was analysed using deductive content analysis. The barriers and facilitators to participation were categorised into personal factors, social factors, environmental factors, and policy and programme factors.Result: In the end, 17 articles were included for data extraction as they mentioned barriers and facilitators to participation for children and adolescents with disabilities. Most of the reviewed studies reported on barriers to participation. Only one of the studies was performed in a country classified as a low-income country; all other studies were performed in middle-income countries. The results indicate that some factors, especially social factors, could be perceived as both facilitators and barriers to participation.Conclusion: There is a lack of studies describing barriers and facilitators in low- and middle- income countries. Barriers and facilitators in proximity to the child and family are most frequently described in the literature.
PubDate: 2021-03-08
DOI: 10.4102/ajod.v10i0.771
Issue No: Vol. 10 (2021)
- Using selected behaviour modification practices to enhance reinforcement
of reading abilities among dyslexic learners in Kenya
Authors: Pamela A. Ooko, Peter J.O. Aloka
First page: 10
Abstract: Background: Dyslexic learners have difficulties in accurate and fluent word recognition and poor spelling and decoding abilities.Objective: The present study investigated the use of selected behaviour modification practices to enhance reinforcement of reading abilities amongst dyslexic learners in primary schools in Kenya.Methods: The Solomon four research design was adopted. A sample size of 229 dyslexic learners in four selected schools was obtained using purposive sampling technique. The tools used were the Bangor Dyslexia Test and a short reading comprehension test. Internal validity of the constructs was tested using the Kaiser–Meyer–Oklin measure of sampling adequacy (KMO Index) and the Bartlett’s test of sphericity. The reliability of the questionnaires was ascertained using Cronbach’s alpha and internal consistencies of 0.673–0.807 were reported.Results: The findings reported a statistical significant difference between pre-test and post-test scores of the experiment group 1, t (48) = –15.059, p < 0.01, implying that a significant effect was found in the use of behaviour modification strategies in improving learner English language reading skills. The regression model explained 54.7% (R2 = 0.547) of the variability in the level of English language reading abilities amongst primary school learners with dyslexia.Conclusion: The study concludes that coaching behaviour modification practice had the highest influence on English language reading abilities as compared to prompting, shaping and modelling practices. The study recommended training of teachers on the use of behaviour modification practices to improve dyslexic learners’ reading ability.
PubDate: 2021-01-29
DOI: 10.4102/ajod.v10i0.707
Issue No: Vol. 10 (2021)
- Altered cervical posture kinematics imposed by heavy school backpack
loading: A literature synopsis (2009–2019)
Authors: Terry J. Ellapen, Yvonne Paul, Henriëtte V. Hammill, Mariëtte Swanepoel
First page: 10
Abstract: Background: Habitual school backpack carriage causes neuro-musculoskeletal vertebral, shoulder and hand pain; deviated posture compromised cardiopulmonary function and proprioception.Objective: Present a novel literature summary of the influence of backpack carriage associated with deviated cervical posture and compromised pulmonary function.Method: An electronic literature appraisal adopting the Preferred Reporting Items for Systematic Reviews, using Google Scholar, Science Direct, EMBASE, AMED, OVID, PubMed and Sabinet search engines, was instituted during 2009–2019. Key search words: schoolbag, backpack, carriage, cervical posture and children. The quality of the studies was assessed using the Downs and Black Appraisal Scale.Results: 583 records were initially identified which was reduced to 14 experimental and observational studies. A total of 1061 participants were included across the 14 studies, with an average age of 11.5 ± 1.3 years, body mass of 37.8 ± 6.6 kilograms (kg), height of 1.41 ± 0.05 meters (m), backpack mass of 5.2 ± 0.9 kg and percentage backpack mass to child’s body mass of 13.75%. The studies mean rating according to the Downs and Black Appraisal Scale was 76.3%. The average craniovertebral angle (CVA) was 53.9° ± 14.6° whilst standing without carrying a backpack was reduced to 50.4° ± 16.4° when loaded (p < 0.05). Backpack loads carried varied from 5% – 30% of the participant’s body mass that produced a mean CVA decline of 3.5°.Conclusion: Backpack carriage alters cervical posture, resulting in smaller CVA and compromised pulmonary function. There is no consensus of the precise backpack mass that initiates postural changes. Girls’ posture begin changes when carrying lighter backpacks as compared to boys of the same age strata.
PubDate: 2021-01-22
DOI: 10.4102/ajod.v10i0.687
Issue No: Vol. 10 (2021)
- Perspectives on access and usage of assistive technology by people with
intellectual disabilities in the Western Cape province of South Africa:
Where to from here'
Authors: Fleur H. Boot, Callista Kahonde, John Dinsmore, Malcolm MacLachlan
First page: 11
Abstract: Background: Whilst assistive technology (AT) can play an important role to improve quality of life, health inequity regarding access to appropriate AT for people with intellectual disabilities (ID) is still very much present especially in low resource countries.Objectives: This study focused on exploring factors that influence access to and continued use of AT by people with ID in the Western Cape province of South Africa and to suggest potential implications of these findings and actions required to promote access to AT.Method: A qualitative approach was used to explore the experiences of people with ID and providers of AT. Face-to-face interviews with 20 adults with mild to profound ID, and 17 providers of AT were conducted and the data were analysed thematically.Results: People with ID within the study setting faced many challenges when trying to access AT and for those who managed to acquire AT, its continued usage was influenced by both personal characteristics of the user and environmental factors. Important factors that influence AT access and use for people with ID found in this study were (1) attitudes from the community, (2) knowledge and awareness to identify AT need and (3) AT training and instructions to support the user and care network.Conclusion: With the perspectives of both the providers and users of AT, this study identified priority factors, which could be addressed to improve AT access and use for people with ID in the Western Cape province.
PubDate: 2021-02-23
DOI: 10.4102/ajod.v10i0.767
Issue No: Vol. 10 (2021)
- Acknowledgement to reviewers
Authors: Editorial Office
First page: 1
Abstract: No abstract available.
PubDate: 2020-12-15
DOI: 10.4102/ajod.v9i0.821
Issue No: Vol. 9 (2020)
- Nurses’ perceived role on transition of adolescents with
intellectual disabilities
Authors: Grace R. Malapela, Gloria Thupayagale-Tshweneagae, Olabisi F. Ibitoye
First page: 5
Abstract: Background: The nurses’ role on the transition of adolescents living with intellectual disabilities has always been neglected. Nurses’ primary role is promote health, provide nursing care, alleviate suffering, and to rehabilitate. Improving the quality of life for individuals with intellectual disabilities when they undergo the transition process from adolescence to adulthood was previously not considered a priority.Objective : To explore the perceived nurses’ role on the transition of adolescents with intellectual disabilities into adulthood.Methods: A qualitative descriptive design using semi-structured interviews with 18 nurse participants were used. The sample included the nurses working in care and rehabilitation centres and non-governmental organisations in Tshwane District, Gauteng Province of South Africa were individually interviewed.Results: Three main themes that emerged from the analysis were support systems, advocacy and health promotion.Conclusion: The findings of this study clearly show the need for a strong health care support system to facilitate a successful transition process. The study findings support the view that nurses can play a key role in assisting individuals with intellectual disabilities and their families in dealing with the challenges of transitioning into adulthood.
PubDate: 2020-12-14
DOI: 10.4102/ajod.v9i0.674
Issue No: Vol. 9 (2020)
- Universal design for learning in inclusive education policy in South
Africa
Authors: Judith A. McKenzie, Elizabeth M. Dalton
First page: 8
Abstract: Background: South Africa has undertaken the implementation of inclusive education as a vehicle for achieving enhanced educational outcomes and equity. Universal Design for Learning (UDL) is an instructional design framework that takes into account the wide range of variations in skills and abilities that exist across all learners, and provides a research-based set of principles and guidelines for inclusive curriculum development and delivery.Objectives: To locate UDL within the specific inclusive education policy context of South Africa and consider how this approach can support policy implementation. We have argued that UDL could serve as a strategy to link policy imperatives with classroom practice, enabling effective communication between the different actors.Method: We reviewed fundamental inclusive education policies in South Africa and research relating to their implementation, and how they configure support and curriculum differentiation. We then compared this understanding with that proposed by UDL and considered what could be gained in adopting a UDL framework.Results: We noted that UDL has several advantages in that it allows for a common language between education stakeholders and gives new meaning to the interpretation of levels of support.Conclusion: The implementation of inclusive education in South Africa could be enhanced by introducing the concepts of UDL into policy, research and teaching practice as a common language and vehicle for packaging support systems.
PubDate: 2020-12-15
DOI: 10.4102/ajod.v9i0.776
Issue No: Vol. 9 (2020)
- Perspectives of working-age adults with aphasia regarding social
participation
Authors: Nadia M. Souchon, Esedra Krüger, Renata Eccles, Bhavani S. Pillay
First page: 11
Abstract: Background: Working-age adults with aphasia experience difficulties in social participation, specifically fulfilling social roles and reintegrating into communities. Literature regarding social participation of people with aphasia (PWA) is predominantly based on studies conducted in high-income countries (HIC), limiting generalisability of findings. Perspectives of social participation are influenced by person, place and cultural background warranting investigation in heterogeneous low- and middle-income countries (LMICs), like South Africa.Objectives: Describe perspectives of working-age adults with aphasia regarding social participation within the first 2 years post-incident.Method: Semi-structured interviews gained perspectives of 10 working-age adults (with mild to moderate aphasia) using principles of supported conversation for adults with aphasia. Data were thematically analysed to describe participants’ perspectives of social participation.Results: Seven themes were identified pertaining to participants’ perspectives of social participation. Participants considered rehabilitation services, faith-related activities and returning to work as valued areas of social participation. Previous interests, presence of support and characteristics of communication partners determined their preference and willingness to participate with others. Finally, personal attitudes and feelings continued to influence their perspectives of social participation, as well as their motivation to participate.Conclusion: Successful social participation was dependent on the PWA’s perceived value of social activities and presence of support from significant others. Speech-language therapists are in the ideal position to facilitate PWA’s communication abilities and their experience of successful participation through the implementation of person-centered care and community-led intervention. This study provided a preliminary investigation of social participation in South Africa and further investigation is warranted.
PubDate: 2020-12-15
DOI: 10.4102/ajod.v9i0.713
Issue No: Vol. 9 (2020)
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