Parents' Perceptions of Constraints Impacting the Development of Walking in Children with CHARGE Syndrome

Autor/inn/en	Foster, Elizabeth Ann; Silliman-French, Lisa; Grenier, Michelle
Titel	Parents' Perceptions of Constraints Impacting the Development of Walking in Children with CHARGE Syndrome
Quelle	In: Research and Practice for Persons with Severe Disabilities, 45 (2020) 3, S.196-211 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Foster, Elizabeth Ann) ORCID (Grenier, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796920927656
Schlagwörter	Parent Attitudes; Physical Activities; Motor Development; Deaf Blind; Children; Genetic Disorders; Physical Environment; Human Body; Individual Characteristics; Assistive Technology; Barriers; Affordances + Suchen Sie Ihr Suchwort? Elternverhalten; Motorische Entwicklung; Mehrfach Behinderter; Child; Kind; Kinder; Natürliche Umwelt; Menschlicher Körper; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	This study examined parents' perceptions of constraints that impact the attainment of independent walking in children with CHARGE syndrome. This syndrome is a multifaceted syndrome including a degree of vision and hearing loss at birth. The Dynamic Systems Theory (DST) was used as an ecological lens to provide insight into the complexity of issues impacting independent walking from the parents' perceptions. Semi-structured interviews were administrated to 23 parents of children with CHARGE syndrome to ascertain the degree to which individual, environmental, or task constraints impacted their child's development of independent walking. Data analysis was conducted through direct content analysis based on the DST. Parents reported that the task of walking was impacted by individual constraints, both structural and functional, and environmental constraints, such as space, surface area, and the use of furniture. Recommended interventions for professionals who work with children who are deafblind include manipulation and adaptation of environmental and task constraints. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01