September 23, 2014
CanChild Today

In this newsletter, we are pleased to announce the availability of the McMaster Handwriting Protocol in CanChild's new e-store! Some of CanChild's 'Back to School' resources are also featured in this CanChild Today, as well as recently published articles by CanChild scientists, research associates, and PhD students. 

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Resources on the CanChild website (!

McMaster Handwriting Assessment Protocol (2nd edition)

The McMaster Handwriting Assessment Protocol (2nd edition) is now available in the CanChild e-store! This practical tool provides a structured framework for assessing the handwriting of school-aged children in kindergarten to Grade 6. It was designed to identify the specific areas in which a child is having difficulty with handwriting and to help occupational therapists determine whether and where to intervene. The manual includes: detailed descriptions and procedures for the assessment protocol, assessment forms, recent syntheses of evidence regarding handwriting, references, and many clinical samples to assist in clinical decision-making. Click here.


Radio Interview About Bullying and Children with Disabilities
Although many children may be bullied at one time or another, children with disabilities appear to be especially vulnerable to being the targets of repeated aggression from their peers. On this radio interview by Out of Step's TOOST Radio, Wenonah Campbell joins two other guest panelists to discuss the facts about bullying and children with disabilities, and strategies to reduce the risk. Click here to listen to this radio interview, and here to read Bullying Risk in Children with Disabilities: A Review of the Literature by Wenonah Campbell and Cheryl Missiuna.


DCD Resources for Occupational Therapists and Teachers
The Partnering for Change Study team developed resource packages for occupational therapists (OTs) and teachers working with children with Developmental Coordination Disorder (DCD) and other motor coordination challenges. Specifically, 'Lunch & Learns' were developed for OTs to use with a group of teachers and 'OT Tips' and 'Additional Resources' were developed for teachers. Topics such as Dressing Skills, Scissor Skills, Motor Development, and PrePrinting/Fine Motor Skills are covered. Click here to view and download these resources!

Upcoming Events for Families!

Family Engagement Day at CanChild! 

CanChild is celebrating 25 years! Join us at McMaster in Hamilton, ON, on Saturday November 22, 2014 for a celebratory Family Engagement Day - CanChild: What we "CAN" Do Together! Activities include live entertainment, food, family/youth panel, "hot topic" roundtables, posters and networking. The event will also be streamed live worldwide. Save the date and check our website, Facebook and Twitter pages regularly for more information. It will be a fun and engaging event that you won't want to miss!  Register here! 


CP-NET Science & Family Day! 

In celebration of World Cerebral Palsy Day (World CP Day), CP-NET is hosting "Creating Possibilities for CP: CP-NET Science & Family Day" on October 1, 2014 at Holland Bloorview Kids Rehabilitation Hospital! The day will consist of reports about the latest CP-NET research and technology advancements and will also have an open house of community organizations to allow families to connect, network, and learn more about resources in the community! We will also celebrate World CP Day with lots of other surprises! For more details and information, please see or register at Register by September 26th!

Recent Publications by CanChild Members
Pathways toward positive psychosocial outcomes and mental health for youth with disabilities: A knowledge synthesis of developmental trajectories
This article published in a special issue of Canadian Journal of Community Mental Health provides a synthesis of available knowledge about the developmental trajectories of youth with childhood-onset disabilities with a focus on mental health and psychosocial outcomes. 'The evidence demonstrates that there are currently more negative than positive psychosocial and mental health outcomes for youth with disabilities. Evidence is mounting that youth with disabilities experience similar trajectories to their peers without disabilities through positive, developmentally appropriate life experiences and regular opportunities with adequate supports to develop adult social roles.' "This research made an invaluable contribution to the Ministry of Children and Youth Service's Stepping Stones: A Resource on Youth Development" Darryl Sturtevant, MCYS. For more information, visit this webpage and this In Brief Authors: JW Gorter, D Stewart, M Woodbury Smith, G King, M Wright, T Nguyen, M Freeman, M Swinton. Abstract. 

Brief report: Assessment of early sensory processing in infants at high-risk of Autism Spectrum Disorder
Sensory processing differences between infants at high-risk of autism spectrum disorder (ASD) and low-risk infants with no family history of ASD were evaluated, using a parent-reported measure, the Infant/Toddler Sensory Profile. Groups: (a) high-risk infants subsequently diagnosed with ASD; (b) high-risk infants without an ASD diagnosis; and (c) low-risk infants without an ASD diagnosis. Results: High-risk infants diagnosed with ASD have more difficulty with auditory processing and lower sensation awareness compared to low-risk infants. Behavioral responses to sensory input are early risk markers of ASD, particularly in high-risk infants. Published in Journal of Autism and Developmental Disorders. Authors: T Germani , L Zwaigenbaum, S Bryson, J Brian, I Smith, W Roberts, P Szatmari C Roncadin, LA Sacrey, N Garon, T Vaillancourt. Abstract.

Profile and predictors of service needs for families of children with autism spectrum disorders
This study explored overall, best, and worst met service needs, and predictors of those needs, for families of children with autism spectrum disorders (ASD). Parents of 143 children with ASD (2-18 years) completed a survey including demographic and descriptive information, and the Family Needs Survey-Revised. Results: The most frequently identified overall and unmet service needs were information on services, family support, and respite care. Decreased child's age and income and being an older mother predicted more total needs. Having an older child or mother, lower income, and disruptive behaviours predicted more total unmet needs. Published in Autism. Authors: S Hodgetts, L Zwaigenbaum. Abstract.

Post-concussion return to play and return to school guidelines for children and youth: A scoping methodology
The purpose of this study was to identify available management strategies to ensure safe return to activity and return to school of children with mild traumatic brain injury (MTBI)/concussion. Most guidelines for management are focused on adults and are primarily consensus-based vs evidence-based. Evidence concerning prolonged recovery patterns in youth and the impact of concussion on the developing brain suggest that pediatric guidelines should be more conservative than for adults. Based on this scoping review, pediatric-specific guidelines need to be developed for return to activity and return to school after MTBI/concussion. Published in Disability Rehabilitation. Authors: C DeMatteo, D McCauley, K Stazyk, J Harper, J Adamich, S Randall, C Missiuna. Abstract

Social participation of school-aged children who use communication aids: The views of children and parents
This article published in Augmentative and Alternative Communication presents findings from interviews with eight 5 to 14-year-old children who used communication aids and their parents about social participation, communicative interactions, and peer relationships. Using thematic content analysis, five themes were identified. Two themes reflect parents' views: Communication partners and strategies and Access to aided communication. Three themes reflect perceptions expressed both by children and parents: Participation in society, Interaction opportunities, and Social relationships. The findings contribute to our understanding of the achievements and the challenges experienced by children who use communication aids. Authors: B Batorowicz, F Campbell, S von Tetzchner, G King, C Missiuna. Abstract.
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