Related Experiment Video

Updated: Oct 11, 2026

Repeated Transcranial Magnetic Stimulation Combined with Action Observation Training in Children with Spastic Cerebral Palsy
07:20

Repeated Transcranial Magnetic Stimulation Combined with Action Observation Training in Children with Spastic Cerebral Palsy

Published on: August 9, 2024

Service needs of parents with motor or multiply disabled children in Dutch therapeutic toddler classes

A H Hendriks1, J M De Moor, J H Oud

  • 1Department of Special Education, University of Nijmegen, The Netherlands. A.Hendriks@ped.kun.nl

Clinical Rehabilitation
|October 24, 2000
PubMed

Insights

Parents of disabled toddlers in therapeutic classes need more information and support. After 10 months, many service needs, particularly for information on disability and parenting, remained unmet.

Area of Science:

  • Pediatric Rehabilitation
  • Developmental Disabilities
  • Family Support Services

Background:

  • Therapeutic toddler classes provide crucial early intervention for children with motor or multiple disabilities.
  • Assessing and addressing parental service needs is vital for successful child development and family well-being.
  • Understanding the determinants of parental needs and the impact of interventions over time is essential for service improvement.

Purpose of the Study:

  • To identify the service needs of parents at the commencement of therapeutic toddler class treatment.
  • To analyze the factors influencing these parental needs.
  • To evaluate the services received by parents after a 10-month treatment period.

Main Methods:

  • A study involving 84 parents of children in therapeutic toddler classes across 16 Dutch rehabilitation centers.
  • A 33-item questionnaire was used to assess parental needs and received services, alongside measures of child, parent, and family characteristics.
  • Factor analysis was employed to identify distinct parental need subscales.

Main Results:

  • Five distinct parental need subscales were identified, with needs for information about the child's disability and therapy being most prominent.
  • Parental needs varied significantly between individuals, with no major differences noted between mothers and fathers.
  • Family social isolation emerged as a significant determinant of parental needs, and a substantial number of needs remained unmet after 10 months.

Conclusions:

  • Regular, systematic assessment of both parental needs and service provision is recommended for therapeutic toddler programs.
  • Healthcare professionals should prioritize delivering information to parents regarding their child's condition, therapeutic interventions, available community resources, and parenting strategies.
  • Addressing unmet needs, particularly information gaps, is crucial for enhancing family functioning and support within early intervention services.
Abstract

More Related Videos

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

Related Concept Videos

Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Locomotion During Infancy and Toddlerhood01:29

Locomotion During Infancy and Toddlerhood

Children develop a wide range of gross motor skills during the first three years, as increasing muscle strength, balance, coordination, and nervous system maturation allow greater control over body movements. Development generally progresses from basic postural control to independent movement and later to activities such as jumping, climbing, and pedaling.Motor Development During the First YearMost infants begin rolling during the first several months, although the timing and direction can vary.
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Motor Skills Development During Early Childhood01:30

Motor Skills Development During Early Childhood

Early childhood is a period of rapid motor development in which children refine gross and fine motor skills. These abilities increase independence and support social interaction, play, and learning.Gross Motor SkillsGross motor skills involve coordinated movements of large muscle groups, including running, jumping, and climbing. By about 2.5 years, most children can jump with both feet. Hopping, which requires greater balance and strength, usually emerges around age 4.Stair climbing also...
Hand Control During Infancy and Toddlerhood01:31

Hand Control During Infancy and Toddlerhood

Hand movements during infancy and toddlerhood develop from broad, relatively uncontrolled actions into increasingly precise fine motor skills. This progression depends on nervous system maturation, improved muscle control, and repeated interaction with objects. Early reflexive movements gradually give way to intentional reaching, grasping, object manipulation, and tool use.Early Grasping SkillsNewborns show a strong palmar grasp reflex, automatically closing their fingers when the palm is...