School Starting Age and the Crime-Age Profile

OpenAIRE

Landerso, Rasmus; Nielsen, Helena Skyt; Simonsen, Marianne

2015-01-01

This paper uses register-based data to investigate the effects of school starting age on crime. Through this, we provide insights into the determinants of crime-age profiles. We exploit that Danish children typically start first grade in the calendar year they turn seven, which gives rise to a discontinuity in school starting age for children born around New Year. Our analysis speaks against a simple invariant crime-age profile as is popular in criminology: we find that higher school starting...

Stability of leisure participation from school-age to adolescence in individuals with cerebral palsy.

Science.gov (United States)

Majnemer, Annette; Shikako-Thomas, Keiko; Schmitz, Norbert; Shevell, Michael; Lach, Lucy

2015-12-01

With increasing age, youth with disabilities are at risk for decreased participation in leisure activities, a key component for physical and mental health. This prospective study describes changes in leisure participation and leisure preferences from school-age to adolescence in children with cerebral palsy (CP). Participants were recruited at school-age (6-12 years) for a study on participation and reassessed for a second study on adolescents (12-19 years) if >12 years. Thirty-eight children (24 males) with CP who could actively participate in the completion of the Children's Assessment of Participation and Enjoyment (CAPE) and the Preferences for Activities of Children (PAC) comprised the sample. Average time between assessments was 5.0 ± 1.3 years. Most children were ambulatory (32/38 Gross Motor Function Classification System I-II). In addition to the CAPE and PAC, children were evaluated using the Gross Motor Function Measure-66 and parents completed a socio-demographic questionnaire. Paired t-tests revealed a significant decline in leisure participation diversity and intensity (CAPE) for recreation (p.05). Diversity of active-physical activities increased modestly (p=.06) although intensity of participation in this activity domain decreased (p=.003). There was also a decline in enjoyment of leisure activities. Preferences for these leisure activities remained unchanged between school-age and adolescence, except for recreational activities. Gender, maternal education, family income and gross motor ability were not related to differences in CAPE/PAC scores with increasing age. Findings suggest that over time, children with CP's participation in leisure activities diminishes, which is of concern to their functioning and well-being. Parents may be more involved in early childhood in facilitating participation whereas in adolescence, youth may be faced with more environmental barriers and a greater awareness of challenges to participation. Adolescents

Dental caries among disabled individuals attending special schools in Vhembe district, South Africa.

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Nemutandani, M S; Adedoja, D; Nevhuhlwi, D

2013-11-01

To determine the prevalence of dental caries among disabled individuals attending special schools in Vhembe districts. A cross-sectional descriptive study was conducted from January to June 2012 among disabled individuals receiving special care in four specialised schools of Vhembe District. The research protocol had been approved by the Ethics Committee of the University of Limpopo, Polokwane Campus. Informed consent was obtained from the parents of the participants and from the respective school principals. Oral health examinations took place at the school under natural light, with participants seated on an ordinary chair/wheelchair. Dental caries examinations were carried out, using a mirror and wooden spatula in accordance with World Health Organisation (WHO) criteria and methods. Decayed, missing and filled primary and permanent teeth (dmft, DMFT) were recorded. All disabled individuals who were available during a screening period, were included. Those who were not available, as well as those whose health conditions could be compromised by dental examinations, were excluded. The number of decayed teeth ranged from 0-7 in children below 6 years, 0-12 in children below 11 years; and 0-17 among young adults. The mean decay scores and the numbers of missing teeth increased with age. Only 3 (0.04%) individuals had dental fillings. The mean dmft score of children under 6 years was 5.51 (+/- 2.1), ranging from zero to 8. The mean DMFT's of the 11-18 and 19 years and older groups were 7.38 (+/- 3.22) and 10.24 (+/- 2.97) respectively. Disabled individuals exhibited higher caries prevalence and unmet dental needs than the same age general population in Limpopo. Preventive measures and dental treatment should be considered urgent requirements at special needs schools in the Vhembe District.

The interactive impacts of high school gay-straight alliances (GSAs) on college student attitudes toward LGBT individuals: an investigation of high school characteristics.

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Worthen, Meredith G F

2014-01-01

Although gay-straight alliances (GSAs) are becoming more popular in high schools across the U.S., empirical studies investigating GSAs and their impact are sparse. Utilizing a sample of college students drawn from a large Southern university (N = 805; 78% White; 61% female; average age 22), the current study investigates the ways that the presence of high school GSAs affect college student attitudes toward LGBT individuals and how these relationships may vary by high school GSA location (South vs. non-South), town type (rural/small town, suburban, large city), and high school student population size. Overall, results from the current study show that the presence of a GSA in high school is a robust positive predictor of supportive attitudes toward LGBT individuals, even when considering many control variables. Such results suggest that the presence of GSAs in high schools may have significant positive and potentially long-lasting effects on college students' attitudes toward LGBT individuals.

Implications of advancing paternal age: does it affect offspring school performance?

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Anna C Svensson

Full Text Available Average paternal age is increasing in many high income countries, but the implications of this demographic shift for child health and welfare are poorly understood. There is equivocal evidence that children of older fathers are at increased risk of neurodevelopmental disorders and reduced IQ. We therefore report here on the relationship between paternal age and a composite indicator of scholastic achievement during adolescence, i.e. compulsory school leaving grades, among recent birth cohorts in Stockholm County where delayed paternity is notably common. We performed a record-linkage study comprising all individuals in Stockholm County who finished 9 years of compulsory school from 2000 through 2007 (n = 155,875. Data on school leaving grades and parental characteristics were retrieved from administrative and health service registers and analyzed using multiple linear regression. Advancing paternal age at birth was not associated with a decrease in school leaving grades in adolescent offspring. After adjustment for year of graduation, maternal age and parental education, country of birth and parental mental health service use, offspring of fathers aged 50 years or older had on average 0.3 (95% CI -3.8, 4.4 points higher grades than those of fathers aged 30-34 years. In conclusion, advancing paternal age is not associated with poorer school performance in adolescence. Adverse effects of delayed paternity on offspring cognitive function, if any, may be counterbalanced by other potential advantages for children born to older fathers.

Maternal employment and Mexican school-age children overweight in 2012: the importance of households features.

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Espinosa, Alejandro Martínez

2018-01-01

International evidence regarding the relationship between maternal employment and school-age children overweight and obesity shows divergent results. In Mexico, this relationship has not been confirmed by national data sets analysis. Consequently, the objective of this article was to evaluate the role of the mothers' participation in labor force related to excess body weight in Mexican school-age children (aged 5-11 years). A cross-sectional study was conducted on a sample of 17,418 individuals from the National Health and Nutrition Survey 2012, applying binomial logistic regression models. After controlling for individual, maternal and contextual features, the mothers' participation in labor force was associated with children body composition. However, when the household features (living arrangements, household ethnicity, size, food security and socioeconomic status) were incorporated, maternal employment was no longer statically significant. Household features are crucial factors for understanding the overweight and obesity prevalence levels in Mexican school-age children, despite the mother having a paid job. Copyright: © 2018 Permanyer.

Aging Education in the Public Schools--Coming of Age?

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Hoot, James L.; Lumsden, D. Barry

A statewide survey of elementary and secondary teachers in Texas indicates that little attention is currently given to direct teaching about aging or to integrating this content area into the school curriculum. The following questions were asked: (1) To what extent is aging incorporated into the public school curricula? (2) Would increased…

School meal sociality or lunch pack individualism?

DEFF Research Database (Denmark)

Andersen, Sidse Schoubye; Holm, Lotte; Baarts, Charlotte

2015-01-01

the social life of a school class, and how these arrangements involve strategies of both inclusion and exclusion. Two types of school meals are compared in the intervention study: a hot meal based on Nordic ingredients and the normal Danish school meal arrangement in which children bring lunch packs...... to school. The study discusses commensality by examining and comparing lunchtime interactions within the same group of children in the two contrasting meal situations. The results fail to confirm the conventional view that shared meals have greater social impacts and benefits than eating individualized...... foods. The article argues that the social entrepreneurship involved in sharing individual lunch packs might even outweigh some of the benefits of shared meals where everyone is served the same food....

INCIDENCE OF STUTTERING IN SCHOOL-AGE CHILDREN WITH DOWN SYNDROME

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Nevzeta SALIHOVIĆ

2012-03-01

Full Text Available The main purpose of this study was to examine the incidence (frequency and stuttering severity in the school-age children with Down syndrome. The sample was consisted of 37 school-age children with Down syndrome, both male and female. The study was conducted in the following institutions: Institute of Special Education and Rehabilitation for Children with Intellectual Disabilities "Mjedenica"; Centre for Education, Training and Employment of Mentally Retarded Children, Children with Autism and Cerebral palsy "Vladimir Nazor" in Sarajevo; Primary School of Special Education „Zenica“; Primary school "Kovačići" Sarajevo; "Association of United Civic Actions – DUGA" in Sarajevo; and The Association "Be my friend" in Ilijaš. All of the subjects were individually examined. The results showed that 13,51 % of the children with Down syndrome stuttered, and the total result of stuttering severity indicates a moderate stuttering. These results show that children with Down syndrome should be enrolled intensively in speech therapy in order to help them overcome their stuttering, to facilitate their everyday communication and to teach them how to cope with stuttering.

Executive Dysfunction in School-Age Children With ADHD

DEFF Research Database (Denmark)

Lambek, Rikke; Tannock, Rosemary; Dalsgaard, Søren

2011-01-01

Objective: The study examined executive function deficits (EFD) in school-age children (7 to 14 years) with ADHD. Method: A clinical sample of children diagnosed with ADHD (n = 49) was compared to a population sample (n = 196) on eight executive function (EF) measures. Then, the prevalence of EFD...... in clinical and non-clinical children was examined at the individual level according to three methods previously applied to define EFD, and a fourth method was included to control for the effect of age on performance. Results: Children with ADHD were significantly more impaired on measures of EF than children...... without ADHD at the group level. However, only about 50% of children with ADHD were found to have EFD at the individual level, and results appeared relatively robust across methods applied to define EFD. Conclusion: As a group, children with ADHD displayed more problems on neuropsychological measures...

Effects of individual characteristics and school environment on cigarette smoking among students ages 13-15: A multilevel analysis of the 2007 Global Youth Tobacco Survey (GYTS) data from Vietnam.

Science.gov (United States)

Van Minh, Hoang; Hai, Phan Thi; Giang, Kim Bao; Nga, Pham Quynh; Khanh, Pham Huyen; Lam, Nguyen Tuan; Kinh, Ly Ngoc

2011-01-01

This paper aims to estimate the prevalence of cigarette smoking among students in Vietnam ages 13-15 and examines its relationship with compositional and contextual factors. The data used in this paper were obtained from the 2007 Global Youth Tobacco Survey conducted in nine provinces in Vietnam. A multilevel logistic regression model was applied to analyse the association between the current incidence of cigarette smoking and factors on both the individual and school level. The prevalence of cigarette smoking among students was 3.3% overall. The prevalence of smoking among male students (5.9%) was higher than that among females (1.2%). Parental smoking was a significant risk factor for smoking among the students. Having a friend who smoked was the strongest predictor of smoking status among the study subjects. We have demonstrated that school-level factors appeared to impact the prevalence of cigarette smoking among students ages 13-15. This paper highlights the importance of utilising an extensive range of actions to prevent students from using tobacco in Vietnam. These actions should include providing specific curricula for students that address both individual characteristics and the school environment. Further, prevention programmes should also target both parental- and peer-smoking issues.

THE PSYCHODIAGNOSTICS OF THE EMOTIONAL INTELLIGENCE DEVELOPMENT OF INDIVIDUALS AT THE SENIOR SCHOOL AGE

OpenAIRE

I. V. Opanasyuk

2015-01-01

Background. The article deals with the phenomenon of “emotional intelligence” and its characteristic features at the senior school age. It is proved that the emotional intelligence enables senior pupils to reduce the impact of negative feelings with the help of the control over the situation and their emotions. The topicality of the problem is determined by the fact that the emotional intelligence is one of the prerequisites to the formation of the senior pupils’ personality, their abilit...

Children’s and Adolescents’ Snacking: Interplay between the Individual and the School Class

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Helge eGiese

2015-09-01

Full Text Available Objective: In schools, perceived norms of classmates facilitate but can also inhibit unhealthy food intake in children and adolescents. However, the role of actual class behaviors and attitudes is less established. Thus, the present study examined classmates’ actual eating behavior and food preferences in relation to actual food intake. In addition, it tested whether these normative effects are facilitated by corresponding individual and class food preferences or a positive social self-concept.Methods: The food preferences, social self-concept, and unhealthy snacking frequency of 734 Finnish, 829 German, and 555 Romanian children and adolescents (aged 8-19 from 127 school-classes were assessed.Results: Multilevel analysis at individual and class level showed that classmates shared similar snacking habits (14.7% variance. Moreover, the unhealthy food preference of a school-class was associated with its collective snacking (χ²(1 = 54.67, p < .001, PRV = .32. This effect was facilitated by individual, unhealthy food preferences (χ²(1 = 16.72, p < .001, PRV = .57 and a positive social self-concept (χ²(1 = 5.91, p = .015, PRV = .12.Conclusions: Actual class norms are related to children’s and adolescents’ eating, but their impact depends on individual differences in preferences and social self-concept.

Age versus schooling effects on intelligence development.

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Cahan, S; Cohen, N

1989-10-01

The effect of formal education, as opposed to chronological age, on intelligence development has suffered from inadequate empirical investigation. Most studies of this issue have relied on natural variation in exposure to school among children of the same age, thus confounding differences in schooling with differences in other intelligence-related variables. This difficulty can be overcome by a quasi-experimental paradigm involving comparison between children who differ in both chronological age and schooling. The present study applies this paradigm to the estimation of the independent effects of age and schooling in grades 5 and 6 on raw scores obtained on a variety of general ability tests. The sample included all students in Jerusalem's Hebrew-language, state-controlled elementary schools. The results unambiguously point to schooling as the major factor underlying the increase of intelligence test scores as a function of age and to the larger effect schooling has on verbal than nonverbal tests. These results contribute to our understanding of the causal model underlying intelligence development and call for reconsideration of the conceptual basis underlying the definition of deviation-IQ scores. Some implications of these results concerning the distinction between intelligence and scholastic achievement, the causal model underlying the development of "crystallized" and "fluid" abilities, and the notion of "culture-fair" tests are discussed.

Individual, Family, School, and Community Predictors of High School Male Suicidal Behaviors: An Analysis of 2010 Iowa Youth Survey Data

Science.gov (United States)

Beck-Cross, Cathy

2012-01-01

Youth suicide is a public health issue and the second leading cause of death for young Iowans ages 15 to 24 years, with young males six times more likely to die than their female peers (Iowa Department of Public Health, 2009). Suicide among adolescents is a complex issue, but there are patterns of individual, family, school, and community…

THE PSYCHODIAGNOSTICS OF THE EMOTIONAL INTELLIGENCE DEVELOPMENT OF INDIVIDUALS AT THE SENIOR SCHOOL AGE

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I. V. Opanasyuk

2015-03-01

Full Text Available Background. The article deals with the phenomenon of “emotional intelligence” and its characteristic features at the senior school age. It is proved that the emotional intelligence enables senior pupils to reduce the impact of negative feelings with the help of the control over the situation and their emotions. The topicality of the problem is determined by the fact that the emotional intelligence is one of the prerequisites to the formation of the senior pupils’ personality, their ability to ensure and regulate the acquired experience, as well as the ability of self-identi?cation. Objective. The purpose of the study is to determine the level of the senior pupils’ emotional intelligence development, as well as to analyze the nature of the interrelation of its components. The set aim presupposes the ful?llment of the following tasks: 1 to analyze the content characteristic feature of the phenomenon of “emotional intelligence” and the levels of its development among the senior pupils; 2 to carry out the diagnostics of the development of the senior pupils’ emotional intelligence; 3 to identify the relationships between the emotional intelligence and its components on the basis of the empirical researches. Method. The research tasks have determined the sample of 420 pupils (15-17 years old representing various schools of the Ivano-Frankivsk region. The diagnostics of emotional barriers in interpersonal communication (V.V. Boyko; the diagnostics of emotional intelligence (N. Hall; the diagnostics of the emotional orientation of the individual (B.I. Dodonov; the emotional intelligence questionnaire “EmIn” (D.V. Lyusin. The mathematical processing of the above-mentioned test methods was conducted with the help of the correlation and factor analysis. Results. The research identi?es signi?cant relationships between the emotional intelligence components. The emotional intelligence correlates with understanding one’s own and others�

School Bus Accidents and Driver Age.

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McMichael, Judith

The study examines the rates and types of school bus accidents according to the age of the school bus driver. Accident rates in North Carolina for the school year 1971-72 were analyzed using three sources of data: accident reports, driver and mileage data, and questionnaires administered to a sample of school bus drivers. Data were obtained on…

Decrease of Bullying Behavior in Children Age School Based on Cognitive Behaviour Therapy

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Dwi Indah Iswanti

2017-07-01

Full Text Available The violence that occurs in education is known as bullying. Violence can occur in mild degrees such as cheating on exams, to fights or beatings that result in death. Bullying in children often leads to school phobias (ask for school change, reduced learning concentration, decreased learning achievement, and likes to carry certain items. Interventions that can be done include Problem Solving Therapy (PST, Behavior Modification (behavior modification, and Cognitive Behavior Therapy (CBT. The purpose of this study was to produce CBT modules in school-aged children that were useful for reducing bullying behavior, using a pre-post test with control group design. The subject of this research is 52 elementary school age children in Tembalang District Semarang selected by purposive sampling technique. Data were collected using bullying behavior checklist, CBT module and workbook, then analyzed using T-Test. The results showed a decrease in bullying behavior in the intervention group after CBT Individual therapy was given.

Influence of family and school-level factors on age of sexual initiation.

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White, Candace N; Warner, Lynn A

2015-02-01

This study examined the association of individual, family, and school-level characteristics with age of sexual initiation (ASI) and focused specifically on school context as a moderator of known predictors of ASI. Data are from Waves I and IV of the National Longitudinal Study of Adolescent Health (N = 10,596). Predictors include grade point average, physical development, attitudes about sex, likelihood of higher education, alcohol use, delinquency, family structure, parents' education level, childhood abuse, maternal approval of sex, parental monitoring, and parent-child relationship quality. School-level predictors are averages of adolescents' attitudes about sex and likelihood of higher education and parents' education. Hierarchical linear models run separately by sex were used to predict ASI. When school-level attitudes about sex are more favorable, both boys and girls report younger ASI, and school mean parental education attainment moderates the influence of individual adolescents' attitudes about sex on ASI. More of the predictors are significant for girls than boys, whereas perception of maternal and peer approval of sexual activity are the most salient predictors of younger ASI for boys. Results highlight the importance of school context for understanding adolescents' motivations for early ASI. Findings support the need for school-wide prevention interventions that engage adolescents, peers, and parents in addressing attitudes about early sex. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Work Experiences and Family Functioning among Employed Fathers with Children of School Age.

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Kinnunen, Ulla; And Others

1996-01-01

Investigated how 657 fathers' job satisfaction and job stress were related to four domains: individual, parent-child, marital, and child. Results showed that the job affected all four domains. Job stress and job satisfaction were directly related to family functioning. Discusses implications for families with school-age children. (RJM)

Maltreatment and the School-Aged Child: School Performance Consequences.

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Kurtz, P. David; And Others

1993-01-01

This study evaluated the school performance of 139 school-age and adolescent children, 22 of whom had been physically abused and 47 neglected. The abused children displayed pervasive and severe academic and socioemotional problems, while neglected children displayed academic delays. Both groups of maltreated children showed unexpected strengths on…

Psychological Tests Which Might be More Culturally Fair for Elementary School Age Children in Appalachia. Final Report.

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Phelps, William R.

This report lists various factors of psychological testing which might be more relevant and appropriate for elementary school age children in such areas as Appalachia. The areas covered are group individual testing, individual intelligence testing, achievement testing, special clinical testing, social maturity, and personality evaluation…

Families with School-Age Children

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Christensen, Kathleen; Schneider, Barbara; Butler, Donnell

2011-01-01

Most working parents face a common dilemma--how to care for their children when they are not in school but the parents are at work. In this article Kathleen Christensen, Barbara Schneider, and Donnell Butler describe the predictable and unpredictable scheduling demands school-age children place on working couples and single working parents. The…

Active transport among Czech school-aged children

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Jan Pavelka

2012-09-01

Full Text Available BACKGROUND: Active transport is a very important factor for increasing the level of physical activity in children, which is significant for both their health and positive physical behaviour in adult age. OBJECTIVE: The aim of the study was to establish the proportion of Czech children aged 11 to 15 who select active transport to and from school and, at the same time, describe socio-economic and socio-demographic factors influencing active transport to and from school among children. METHODS: To establish the socio-demographic factors affecting active transport, data of a national representative sample of 11 to 15 year-old elementary school children in the Czech Republic (n = 4,425. Research data collection was performed within an international research study called Health Behaviour in School Aged Children in June 2010. Statistical processing of the results was made using a logistic regression analysis in the statistical programme IBM SPSS v 20. RESULTS: Active transport to and from school is opted for in the Czech Republic by approximately 2/3 of children aged 11 to 15. Differences between genders are not statistically significant; most children opting for active transport are aged 11 (69%. An important factor increasing the probability of active transport as much as 16 times is whether a child's place of residence is in the same municipality as the school. Other factors influencing this choice include BMI, time spent using a computer or a privateroom in a family. A significant factor determining active transport by children is safety; safe road crossing, opportunity to leave a bicycle safely at school, no fear of being assaulted on the way or provision of school lockers where children can leave their items. CONCLUSIONS: Active transport plays an important role in increasing the overall level of physical activity in children. Promotion of active transport should focus on children who spend more time using a computer; attention should also be

Social Adversity and Regional Differences in Prescribing of ADHD Medication for School-Age Children

DEFF Research Database (Denmark)

Kildemoes, Helle Wallach; Skovgaard, Anne Mette; Thielen, Karsten

2015-01-01

Objectives: To explore whether regional variations in the initiation of attention-deficit hyperactivity disorder (ADHD) medication among school-age children are explained by differences in sociodemographic composition and/or ADHD prescribing practice, especially in children who face social...... adversity (low parental education and single parenthood). Methods: A cohort of Danish school-age children (ages 5–17) without previous psychiatric conditions (N = 813,416) was followed during 2010–2011 for incident ADHD prescribing in the individual-level Danish registers. Register information was retrieved...... for both children and their parents. Regional differences were decomposed into contributions from differences in sociodemographic composition and in prescribing practices. Incidence rate ratios (IRR) with 95% confidence interval (CI) of ADHD prescribing were calculated using demographically standardized...

The key factors affecting students' individual interest in school science lessons

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Cheung, Derek

2018-01-01

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students' individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students' individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school.

Neighborhood, Family and Individual Influences on School Physical Victimization

OpenAIRE

Foster, Holly; Brooks-Gunn, Jeanne

2012-01-01

Few studies on the correlates of school violence include school and neighborhood influences. We use ecological systems theory and social disorganization theory to simultaneously incorporate neighborhood (e.g., concentrated poverty, residential instability, and immigrant concentration), school, family, and individual predictors of physical school victimization longitudinally among a large socio-economically and ethnically diverse (49% Hispanic; 34% African American) sample of 6 and 9 year olds...

[Active aging from the perspective of aged individuals who are functionally independent].

Science.gov (United States)

Ferreira, Olivia Galvão Lucena; Maciel, Silvana Carneiro; Silva, Antonia Oliveira; dos Santos, Walberto Silva; Moreira, Maria Adelaide Silva P

2010-12-01

The objective of this study was to identify the social representations of the elderly regarding active aging. Semi-structured interviews were performed with 100 functionally independent aged individuals from João Pessoa, Paraiba, Brazil. The data was organized and analyzed using Alceste software. Results showed that the aged individuals' statements about active aging are permeated with positive contents. However, when aging is not associated with the word active, it is still represented as losses and disabilities. Despite the existence of losses during the process, active aging should be encouraged among the elderly, as it means living a quality, plentiful life. Maintaining the elderly functionally independent is the first step to achieving active aging and thus improving their quality of life.

The influence of schooling on working memory performance in elderly individuals without cognitive decline

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Juliana Nery de Souza-Talarico

Full Text Available Abstract Over recent decades, research on cognition has been developed rapidly toward better understanding the cognitive changes that usually occur during normal aging. There is evidence that elderly individuals have worse working memory performance than young adults. However, the effect of education on this cognitive function remains unclear. Objectives: To analyze the performance of healthy elderly subjects on working memory tasks and to verify the influence of educational level on this performance. Methods: Forty elderly individuals without cognitive impairment and fully independent, were randomly chosen from a group of subjects participating in cultural activities at the university campus. The Digit Span Forward (DSF test was used to evaluate attention performance. The working memory performance was assessed by the Digit Span Backward (DSB and the difference between DSF and DSB. The data were statistically analyzed using the Spearman's correlation coefficient to verify the correlation between the Digit Span (DS scores and the variables age and schooling, while the Multiple Linear Regression Model was used to verify the effect of these variables on the DS scores. Results: A significant positive correlation (r=0.41, p<0.01 as well as a significant association (b=0.506; p=0.001; CI 95%= 0.064/0.237 were found between years of schooling and DSB scores. It was not observed statistical correlation (r= -0.08, p=0.64 or association (b=0.41; p=0.775; CI 95%= -0.049/0.065 between age and DSB scores. Conclusion: In this study, higher levels of schooling were associated with better working memory performance in cognitively healthy elders.

INVESTIGATION OF PRIMARY SCHOOL TEACHERS INDIVIDUAL INNOVATIVENESS

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Zeynep YILMAZ ÖZTÜRK

2014-07-01

Full Text Available The rapid changes in the global sense of individual adaptation to the new situation quickly necessitates individuals to show an innovative style in order to wriggle out similars. Being innovative becomes prerequisites of bringing qualified person fort he provision of skilled labor in the 21st century. Many of our teachers’ sincere behaviours are example for students following them. It is thought that an innovative structure of our teachers causes students to develop in this directi on. The aim of our research in this context is to propound individual innovativeness ,categories and the levels of the teachers in primary schools who shapes the future of our country . This study is a descriptive research conducted quantitative approach. Universe of the study consists of 190 primary schools in the townships constitutes of şehitkamil Sahinbey city in Gaziantep. The sample was selected randomly. They belong to the category of teachers and determine their level of innovation data f or the Hurt et al. (1997 developed by the "Individual Innovativeness" scale Kılıçer and Odabaşı (2010 made by the Turkish cultural adaptation, validity and reliability studies were collected by state.individual Innovation level of teachers and categorie s are determined.

Rethinking School Safety in the Age of Empire: Militarization, Mental Health, and State Violence

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Laura Jordan Jaffee

2018-02-01

Full Text Available Calls for stricter gun control and mental health screening often come on the heels of school shootings, which have raised national concerns about school safety. The implication is that people with psychiatric disabilities are dangerous or threatening, and that preventing them from owning guns will make schools safer. This paper challenges this assumption by considering dominant discourses about school safety and mental health alongside the increasing militarization of U.S. schools. Advocating reducing violence by identifying individuals with psychiatric disabilities—or those labelled with mental illnesses presumed to render them dangerous—erases the profound state violence schools engender in the service of empire while perpetuating ableist assumptions about people with psychiatric disabilities. In the age of empire and endless imperialist war, we need to challenge prevailing conceptions of both school safety and mental health.

Hungarian Dimensions of Physical Activity Based on Studies at School Ages

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Cselik Bence

2015-05-01

Full Text Available It is an old pursuit to find the balance between nature and society (within the individual and the sum of people. In order to talk about a healthy society, it is necessarry to have the people making up the society healthy too. The health condition of the individuals affects the society, creating a close connection amoing individuals and society. Health, mental and physical well-beings of members of society affects the economy, since a healthy workforce leads to developing economy, which hence can provide the requirements and conditions that ensure a mentally and physically healthy way of living for the society. Sport, everyday exercise, therefore regular training can also play an important social role, and can greatly contribute to social well-being. Decreased physical activity, sitting lifestyle are both specific traits of economically developed countres, and turns into a more and more threatening public health problem world-wide, which contribute to the development or aggravation of such chronic diseases and health damages, like morbid obesity, heart diseases, diabetes, hypertension, locomotor diseases, malignant tumors, depression. The topic of our research is related to mainly the subject of primary school healthcare programs. The measurements have been taken in 12 different educational institutions, which included primary, secondary, vocational schools, and a 6-grade school. The actuality of the topic is proven by the increased obesity appearing at more younger ages, and we intend to shed some light on the fact, that with a good healhcare strategy and short-term goals we can achieve positive results shortly on the fields of school healthcare.

PLAYING ORIGAMI ENHANCE THE CREATIVITY OF SCHOOL AGED CHILDREN

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Yuni Sufyanti Arief

2017-07-01

Full Text Available Introduction: Critical period for creativity development happened at school aged. Playing Origami is a stimulation that can be done to develop child’s creativity optimally. The aimed of this study was to analyze the effect of playing origami toward creativity development at school age in 4th grade elementary school Krian, Sidoarjo. Method: This study was used a pre experimental and purposive sampling design. The populations were children who age in the sixth until seventh age in 4th grade elementary school Krian, Sidoarjo. There were 41 respondents for this research who met the inclusion criteria. The independent variable was the playing origami while the dependent variable was creativity development of school age. Data were collected by using questionnaire and Figural Creativity test to know the creativity level before and after intervention, and then analyzed by using Wilcoxon Signed Rank Test with significance level of a£0.05. Result: The result showed that there was an effect of play origami toward the creativity development of school age with significant level (p=0.000. Discussion: It can be concluded that playing origami can develop the creativity of school aged children. Every child should be facilitated by provide a chance, supportt and activity that can improve their creativity development that can be useful for them and other people. Further study was recommended to analyze the effect of playing origami on decreasing stress hospitalization.

In-school service predictors of employment for individuals with intellectual disability.

Science.gov (United States)

Park, Jiyoon; Bouck, Emily

2018-04-17

Although there are many secondary data analyses of the National Longitudinal Transition Study-2 (NLTS-2) to investigate post-school outcome for students with disabilities, there has been a lack of research with in-school service predictors and post-school outcome for students with specific disability categories. This study was a secondary data analysis of NLTS-2 to investigate the relationship between current employment status and in-school services for individuals with intellectual disability. Statistical methods such as descriptive statistics and logistic regression were used to analyze NLTS-2 data set. The main findings included that in-school services were correlated with current employment status, and that primary disability (i.e., mild intellectual disability and moderate/severe intellectual disability) was associated with current employment status. In-school services are critical in predicting current employment for individuals with intellectual disability. Also, data suggest additional research is needed to investigate various in-school services and variables that could predict employment differences between individuals with mild and moderate/severe intellectual disability. Copyright © 2018 Elsevier Ltd. All rights reserved.

Correlation analysis of electronic products with myopia in preschool and school aged children

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Li-Li Sun

2016-02-01

Full Text Available AIM: To explore the influence of electronic products on myopia in preschool and school aged children, and the development regularities of myopia, to formulate reasonable guidelines for using eyes healthily, and lay a solid foundation for the prevention and control work. METHODS: This retrospective analysis enrolled 900 3～12 years old children from outpatients department, and all of them were established individualized archives, recording: uncorrected visual acuity, optometry, slit lamp, ophthalmoscopy, strabismus inspection results; recording eye usage condition on TVs, computers, mobile phones, iPad, homework, extra-curricular books. Statistical analyze the refractive status of each age group, the use of electronic products of different age groups and their correlation with refractive status. RESULTS: The number of preschool children with normal uncorrected visual acuity was more than that of early school-age children, and the difference was statistically significant(PP>0.05; the number of children aged 7～12(early school aged childrenwith myopia was more than that of children aged 3～6(preschool childrenand the difference was statistically significant(PCONCLUSION: For preschool children, it is necessary to conduct early screening, health guidance, the establishment of personalized medical records and one-to-one personalized guidance; it is also needed to avoid the arduous learning task with the stacking usage of eyes, to fight for myopia and to control the development of myopia. Therefore, to reduce the use of electronic products has become a topic worthy of further study.

The role of play in pre-school and younger school age children

Directory of Open Access Journals (Sweden)

Kopas-Vukašinović Emina

2006-01-01

Full Text Available The paper deals with the importance of play for children’s development and learning in institutionalized preschool education, as well as the opportunities it provides concerning the organization of teaching activities with younger school age children. The paper is based on the theoretical framework emphasizing educational character of children’s play, as a specific form of learning. Notwithstanding occasional attempts within pedagogic theory to deny educational values of children’s play and to emphasize instruction as the only form of systematic learning, contemporary pedagogic views consider play an important part of school education. Learning through play at younger school age helps overcome the discontinuity between preschool and school education. Curriculum subject matter can be covered through carefully selected and prepared play activities within the existing system, providing the support, encouragement and guidance by the adults involved, including their proper knowledge of children’ age-related and psycho-physical characteristics. Play facilitates gradual change over from preschool to school developmental stage, free, spontaneous and creative expression and the development of children’s potential.

The Gift of Time? School Starting Age and Mental Health

DEFF Research Database (Denmark)

Sievertsen, Hans Henrik; S. Dee, Thomas

2018-01-01

influences student outcomes by relying on linked Danish survey and register data that include several distinct, widely used, and validated measures of mental health that are reported out-of-school among similarly aged children. We estimate the causal effects of delayed school enrollment using a "fuzzy.......7), a measure of self regulation with strong negative links to student achievement. We also find that this large and targeted effect persists at age 11. However, the estimated effects of school starting age on other mental-health constructs, which have weaker links to subsequent student achievement, are smaller......In many developed countries, children now begin their formal schooling at an older age. However, a growing body of empirical studies provides little evidence that such schooling delays improve educational and economic outcomes. This study presents new evidence on whether school starting age...

The Key Factors Affecting Students' Individual Interest in School Science Lessons

Science.gov (United States)

Cheung, Derek

2018-01-01

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The…

School-age children development

Science.gov (United States)

... such a reading disability Stressors, such as bullying Mental health issues, such as anxiety or depression If you suspect any of these in your child, talk to your child's teacher or health care provider. LANGUAGE DEVELOPMENT Early school-age children should be able to use simple, ...

School nurses can address existing gaps in school-age sleep research.

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Willgerodt, Mayumi A; Kieckhefer, Gail M

2013-06-01

Sleep has been linked to a host of physical, behavioral, and emotional outcomes, and research has documented that youth across the globe are experiencing inadequate sleep. Despite this knowledge, however, very little research has been conducted on school-age children; much of the extant research has focused on infants, toddlers, preschoolers, adolescents, and adults. School-age children exhibit increasing independence around health-related behaviors, which provide health professionals the opportunity to educate and promote healthy sleep behaviors. This commentary extends previous research reviews by identifying the current gaps in sleep research, highlighting future directions needed in sleep research, and explaining why school nurses are best suited to address this growing public health issue.

Sleep, School Performance, and a School-Based Intervention among School-Aged Children: A Sleep Series Study in China

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Li, Shenghui; Arguelles, Lester; Jiang, Fan; Chen, Wenjuan; Jin, Xingming; Yan, Chonghuai; Tian, Ying; Hong, Xiumei; Qian, Ceng; Zhang, Jun; Wang, Xiaobin; Shen, Xiaoming

2013-01-01

Background Sufficient sleep during childhood is essential to ensure a transition into a healthy adulthood. However, chronic sleep loss continues to increase worldwide. In this context, it is imperative to make sleep a high-priority and take action to promote sleep health among children. The present series of studies aimed to shed light on sleep patterns, on the longitudinal association of sleep with school performance, and on practical intervention strategy for Chinese school-aged children. Methods and Findings A serial sleep researches, including a national cross-sectional survey, a prospective cohort study, and a school-based sleep intervention, were conducted in China from November 2005 through December 2009. The national cross-sectional survey was conducted in 8 cities and a random sample of 20,778 children aged 9.0±1.61 years participated in the survey. The five-year prospective cohort study included 612 children aged 6.8±0.31 years. The comparative cross-sectional study (baseline: n = 525, aged 10.80±0.41; post-intervention follow-up: n = 553, aged 10.81±0.33) was undertaken in 6 primary schools in Shanghai. A battery of parent and teacher reported questionnaires were used to collect information on children’s sleep behaviors, school performance, and sociodemographic characteristics. The mean sleep duration was 9.35±0.77 hours. The prevalence of daytime sleepiness was 64.4% (sometimes: 37.50%; frequently: 26.94%). Daytime sleepiness was significantly associated with impaired attention, learning motivation, and particularly, academic achievement. By contrast, short sleep duration only related to impaired academic achievement. After delaying school start time 30 minutes and 60 minutes, respectively, sleep duration correspondingly increased by 15.6 minutes and 22.8 minutes, respectively. Moreover, intervention significantly improved the sleep duration and daytime sleepiness. Conclusions Insufficient sleep and daytime sleepiness commonly existed and

Sleep, school performance, and a school-based intervention among school-aged children: a sleep series study in China.

Science.gov (United States)

Li, Shenghui; Arguelles, Lester; Jiang, Fan; Chen, Wenjuan; Jin, Xingming; Yan, Chonghuai; Tian, Ying; Hong, Xiumei; Qian, Ceng; Zhang, Jun; Wang, Xiaobin; Shen, Xiaoming

2013-01-01

Sufficient sleep during childhood is essential to ensure a transition into a healthy adulthood. However, chronic sleep loss continues to increase worldwide. In this context, it is imperative to make sleep a high-priority and take action to promote sleep health among children. The present series of studies aimed to shed light on sleep patterns, on the longitudinal association of sleep with school performance, and on practical intervention strategy for Chinese school-aged children. A serial sleep researches, including a national cross-sectional survey, a prospective cohort study, and a school-based sleep intervention, were conducted in China from November 2005 through December 2009. The national cross-sectional survey was conducted in 8 cities and a random sample of 20,778 children aged 9.0±1.61 years participated in the survey. The five-year prospective cohort study included 612 children aged 6.8±0.31 years. The comparative cross-sectional study (baseline: n = 525, aged 10.80±0.41; post-intervention follow-up: n = 553, aged 10.81±0.33) was undertaken in 6 primary schools in Shanghai. A battery of parent and teacher reported questionnaires were used to collect information on children's sleep behaviors, school performance, and sociodemographic characteristics. The mean sleep duration was 9.35±0.77 hours. The prevalence of daytime sleepiness was 64.4% (sometimes: 37.50%; frequently: 26.94%). Daytime sleepiness was significantly associated with impaired attention, learning motivation, and particularly, academic achievement. By contrast, short sleep duration only related to impaired academic achievement. After delaying school start time 30 minutes and 60 minutes, respectively, sleep duration correspondingly increased by 15.6 minutes and 22.8 minutes, respectively. Moreover, intervention significantly improved the sleep duration and daytime sleepiness. Insufficient sleep and daytime sleepiness commonly existed and positively associated with the impairment of

Sleep, school performance, and a school-based intervention among school-aged children: a sleep series study in China.

Directory of Open Access Journals (Sweden)

Shenghui Li

Full Text Available BACKGROUND: Sufficient sleep during childhood is essential to ensure a transition into a healthy adulthood. However, chronic sleep loss continues to increase worldwide. In this context, it is imperative to make sleep a high-priority and take action to promote sleep health among children. The present series of studies aimed to shed light on sleep patterns, on the longitudinal association of sleep with school performance, and on practical intervention strategy for Chinese school-aged children. METHODS AND FINDINGS: A serial sleep researches, including a national cross-sectional survey, a prospective cohort study, and a school-based sleep intervention, were conducted in China from November 2005 through December 2009. The national cross-sectional survey was conducted in 8 cities and a random sample of 20,778 children aged 9.0±1.61 years participated in the survey. The five-year prospective cohort study included 612 children aged 6.8±0.31 years. The comparative cross-sectional study (baseline: n = 525, aged 10.80±0.41; post-intervention follow-up: n = 553, aged 10.81±0.33 was undertaken in 6 primary schools in Shanghai. A battery of parent and teacher reported questionnaires were used to collect information on children's sleep behaviors, school performance, and sociodemographic characteristics. The mean sleep duration was 9.35±0.77 hours. The prevalence of daytime sleepiness was 64.4% (sometimes: 37.50%; frequently: 26.94%. Daytime sleepiness was significantly associated with impaired attention, learning motivation, and particularly, academic achievement. By contrast, short sleep duration only related to impaired academic achievement. After delaying school start time 30 minutes and 60 minutes, respectively, sleep duration correspondingly increased by 15.6 minutes and 22.8 minutes, respectively. Moreover, intervention significantly improved the sleep duration and daytime sleepiness. CONCLUSIONS: Insufficient sleep and daytime sleepiness

Physical environmental characteristics and individual interests as correlates of physical activity in Norwegian secondary schools: The health behaviour in school-aged children study

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Samdal Oddrun

2008-09-01

Full Text Available Abstract Background The school has been identified as a key arena for physical activity promotion for young people. Effective change of physical activity behaviour requires identification of consistent and modifiable correlates. The study explores students' interests in school physical activity and facilities in the school environment and examines their associations with students' participation in physical activity during recess and their cross-level interaction effect. Methods This cross-sectional study was based on a national representative sample of Norwegian secondary schools and grade 8 students who participated in the Health Behaviour in School-aged Children (HBSC 2005/06 study. The final sample comprised 68 schools and 1347 students. Physical environment characteristics were assessed through questionnaires completed by the principals, and students' physical activity and interests in physical activity were assessed through student self-completion questionnaires. Results Most students were interested in more opportunities for physical activity in school. Multilevel logistic regression models demonstrated that students attending schools with many facilities had 4.49 times (95% Confidence Interval (CI = 1.93–10.44 higher odds of being physically active compared to students in schools with fewer facilities when adjusting for socio-economic status, sex and interests in school physical activity. Also open fields (Odds Ratio (OR = 4.31, 95% CI = 1.65–11.28, outdoor obstacle course (OR = 1.78, 95% CI = 1.32–2.40, playground equipment (OR = 1.73, 95% CI = 1.24–2.42 and room with cardio and weightlifting equipment (OR = 1.58, 95%CI = 1.18–2.10 were associated with increased participation in physical activity. Both students' overall interests and the physical facilitation of the school environment significantly contributed to the prediction of recess physical activity. The interaction term demonstrated that students' interests might

Salt intake and eating habits of school-aged children.

Science.gov (United States)

Ohta, Yuko; Iwayama, Keiko; Suzuki, Hirotoshi; Sakata, Satoko; Hayashi, Shinichiro; Iwashima, Yoshio; Takata, Akira; Kawano, Yuhei

2016-11-01

Salt restriction is important for the prevention and treatment of hypertension; however, salt consumption is still high in Japan. Improvements in dietary habits, including salt reduction in childhood, may contribute to the prevention of hypertension. The aim of the present study was to investigate the salt intake of school-aged children and the relationship between their diet diary and actual salt intake. The subjects comprised 580 schoolchildren (471 elementary school pupils and 109 junior high school pupils) who wanted to evaluate their salt intake in Kuji, a northeast coastal area in Japan. We estimated salt intake using spot urine samples and a formula. Lifestyle was assessed using a questionnaire. We also evaluated the salt intake and the lifestyles of 440 parents. The estimated salt intakes of elementary school pupils, junior high school pupils and their parents were 7.1±1.5, 7.6±1.5 and 8.0±1.7 g per day, respectively. The proportion of lower-grade children who achieved the recommended salt intake was low. In the multivariate analysis, the estimated salt intake of school-aged children correlated with their age, estimated salt intake of their parents and the menu priorities of the household. The estimated salt intake of the parents was associated with female gender, obesity, age and the habitual consumption of bread and noodles. In conclusion, the estimated salt intake of school-aged children positively correlated with the estimated salt intake of their parents, and the proportion of lower-grade children who achieved the recommended salt intake was low. Guidance on salt restriction for children and their parents may reduce the salt intake of school-aged children.

Assessing attachment in school-aged children: Do the School-Age Assessment of Attachment and Family Drawings work together as complementary tools?

Science.gov (United States)

Carr-Hopkins, Rebecca; De Burca, Calem; Aldridge, Felicity A

2017-07-01

Our goal was to identify an assessment package that could improve treatment planning for troubled children and their families. To assess the validity of our tools, we tested the relations among the School-Age Assessment of Attachment, the Family Drawing and children's risk status. We used the Dynamic-Maturational Model of Attachment and Adaptation to interpret the assessments in the hope of identifying a gradient of risk, and explore whether a new coding method improved the validity of Family Drawings and their utility as a tool to complement the School-Age Assessment of Attachment. The participants were 89 children, aged between 5 and 12 years; 32 children were involved with mental health services or child protection. Each child completed a School-Age Assessment of Attachment and a Family Drawing. Both assessments differentiated between clinical and normative referrals with moderate effect sizes when dichotomizing risk versus non-risk attachment. When the analysis incorporated a gradient of six attachment classifications, the effect sizes decreased, but specificity of risk increased. The School-Age Assessment of Attachment had greater validity for discriminating risk, and type of risk, than the Family Drawings. With a School-Age Assessment of Attachment and family history, the Family Drawing can provide information about distress that some children do not provide verbally. Integration of the two assessment tools alongside information about parental and family functioning appears to be the key to formulating children's problems.

Eliciting Parents' Individual Requirements for an Inclusive Digital School System.

Science.gov (United States)

Eftring, Håkan; Rassmus-Gröhn, Kirsten; Hedvall, Per-Olof

2016-01-01

Parents often have a busy time sorting out their life puzzles, including getting information about their children's activities in school. More and more communication between teachers and parents take place via digital school systems. It can be hard for parents to find the information they are looking for and the teacher decides when information is sent and what communication method to use. All parents, but especially parents with disabilities, might have individual preferences on how to receive information and how to adapt meetings at school. In this paper we present a project where we involved parents and teachers in focus groups, an idea workshop and iterative user trials of a digital prototype. The goal was to elicit parents' individual requirements for an inclusive digital school system, where they can store their individual preferences about how and when to receive information from school and what requirements they have on meetings at school. Preliminary results show that we managed to create open and focused discussions among parents and teachers. The parents reacted very positively on an onboarding page with the possibility to quickly and easily enter preferences after their first log in, but more work needs to be done on how preferences are categorized on the onboarding page. Finally, parents need to get clear feedback from teachers and school when they have entered or updated preferences, so they can trust that their preferences will be met.

Social origin, schooling and individual change in intelligence during childhood influence long-term mortality: a 68-year follow-up study.

Science.gov (United States)

Lager, Anton C J; Modin, Bitte E; De Stavola, Bianca L; Vågerö, Denny H

2012-04-01

Intelligence at a single time-point has been linked to health outcomes. An individual's IQ increases with longer schooling, but the validity of such increase is unclear. In this study, we assess the hypothesis that individual change in the performance on IQ tests between ages 10 and 20 years is associated with mortality later in life. The analyses are based on a cohort of Swedish boys born in 1928 (n = 610) for whom social background data were collected in 1937, IQ tests were carried out in 1938 and 1948 and own education and mortality were recorded up to 2006. Structural equation models were used to estimate the extent to which two latent intelligence scores, at ages 10 and 20 years, manifested by results on the IQ tests, are related to paternal and own education, and how all these variables are linked to all-cause mortality. Intelligence at the age of 20 years was associated with lower mortality in adulthood, after controlling for intelligence at the age of 10 years. The increases in intelligence partly mediated the link between longer schooling and lower mortality. Social background differences in adult intelligence (and consequently in mortality) were partly explained by the tendency for sons of more educated fathers to receive longer schooling, even when initial intelligence levels had been accounted for. The results are consistent with a causal link from change in intelligence to mortality, and further, that schooling-induced changes in IQ scores are true and bring about lasting changes in intelligence. In addition, if both these interpretations are correct, social differences in access to longer schooling have consequences for social differences in both adult intelligence and adult health.

Profound vision loss impairs psychological well-being in young and middle-aged individuals

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Garcia GA

2017-02-01

Full Text Available Giancarlo A Garcia,1,2 Matin Khoshnevis,1,3 Jesse Gale,1,4 Starleen E Frousiakis,1,5 Tiffany J Hwang,1,6 Lissa Poincenot,1 Rustum Karanjia,1,7–9 David Baron,6 Alfredo A Sadun1,7 1Doheny Eye Institute, Los Angeles, CA, USA; 2University of California, Irvine School of Medicine, Irvine, CA, USA; 3Department of Ophthalmology, Temple University, Philadelphia, PA, USA; 4Wellington School of Medicine and Health Sciences, University of Otago, Wellington, NZ; 5Department of Ophthalmology, New York Medical College, Valhalla, NY, USA; 6Department of Psychiatry & The Behavioral Sciences, Keck School of Medicine, University of Southern California, Los Angeles, CA, USA; 7Doheny Eye Centers, Department of Ophthalmology, David Geffen School of Medicine at UCLA, Los Angeles California, CA, USA; 8Department of Ophthalmology, University of Ottawa, Ottawa, ON, Canada; 9Ottawa Hospital Health Research Institute, Ottawa, ON, Canada Purpose: The aim of this study was to evaluate the effects of profound vision loss on psychological well-being in adolescents, young adults, and middle-aged adults with regard to mood, interpersonal interactions, and career-related goals. In addition, we assessed the significance of the resources that may be used to enhance psychological well-being in cases of profound vision loss, and in particular, examined the utility of low vision aids and the role of the ophthalmologist as a provider of emotional support.Methods: A questionnaire was issued to individuals aged 13–65 years with profound vision loss resulting from Leber’s hereditary optic neuropathy (LHON. Depression prevalence was evaluated with questions regarding major depressive disorder symptomatology. Participants appraised the effects of vision loss on their interpersonal interactions and career goals by providing an impact rating (IR on a 21-point psychometric scale from −10 to +10. Social well-being index was defined as the average of interpersonal IR and career IR

Health behaviour and school environment among school-aged ...

African Journals Online (AJOL)

The healthy food score was associated with supportive teachers but not with supportive peers and supportive parents and socioeconomic status. Regarding the different health-related behaviours, gender differences were less pronounced than racial differences. Black school-aged children had a significantly higher ...

A mixed-age science collaborative between elementary and high school physics students: A study of attitude toward school science and inquiry skill

Science.gov (United States)

Blain, Mary Perron

Grade three students had significant improvements in inquiry ability and attitude toward school science as a function of their participation in mixed-age dyads completing inquiry-based science experiments with a high school physics partner. The social interaction between the 'more capable other' (Vygotsky, 1978) with the grade three student in the mixed-age problem solving team indicates a contributing factor in this improvement. This study employed a quasi-experimental design with intact groups of non-random assignment. The non-parametric Wilcoxon test (p = 0.025) was used to analyze scores for each academic achievement group for significant differences pre- and post-collaborative in "Inquiry" skill and "Attitude" toward school science scores. Three grade three classrooms from one elementary school and one high school physics class from the same school district were involved in the study. The high school physics class teamed with one intact grade three class as the mixed-age dyad performing the "hands-on" experiments (treatment). The two grade three classes teamed as same-age peer dyads (comparison group) to perform the same experiments on the same day. Using methods patterned after the way scientists investigate their world, the dyads performed experiments considered for future grade three national assessments (NAEP, 1994), i.e. "Which paper towel holds the most water?"; "Which magnet is stronger?"; "Which type of sugar, cubed or loose, dissolves best in warm water?" Trained raters scored the written lab reports using standardized scoring guides and characteristic benchmark responses to determine the "Inquiry" skill score for each subject. The "Attitude" toward school science score for each subject was determined from the Likert scale survey, Individual and Group Attitudes Toward Science and the open-ended Sentence Completion Test (SCT) (Piburn & Sidlick, 1992). Three raters scored the SCT survey for each subject. This study showed that for a grade three student

Early language mediates the relations between preschool inattention and school-age reading achievement.

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O'Neill, Sarah; Thornton, Veronica; Marks, David J; Rajendran, Khushmand; Halperin, Jeffrey M

2016-05-01

Early inattention is associated with later reading problems in children, but the mechanism by which this occurs is unclear. We investigated whether the negative relation between preschoolers' ADHD symptoms and 8-year-old reading achievement is directly related to the severity of inattention or is mediated by early language skills. Children (n = 150; 76% boys) were evaluated at 3 time points: preschool (T1), mean (SD) age = 4.24 (.49) years; 1 year later (T2), mean (SD) age = 5.28 (.50) years; and during school age (T3), mean (SD) age = 8.61 (.31) years. At T1, parents' Kiddie-SADS responses were dimensionalized to reflect ADHD severity. Children completed the Language domain of the NEPSY (i.e., A Developmental Neuropsychological Assessment) at T1 and again at T2. At T3, children completed the Wechsler Individual Achievement Test, Second Edition Word Reading, Pseudoword Decoding, Reading Comprehension, and Spelling subtests, and their teachers completed ratings of Reading and Written Expression performance in school. The mediating effect of T2 Language on the relation between preschool Inattention and age 8 Reading was examined using the nonparametric bootstrapping procedure, while controlling for T1 Language. Language ability at T2 mediated the path from preschool inattention (but not hyperactivity/impulsivity) to 8-year-old reading achievement (both test scores and ratings) after controlling for preschoolers' language ability. Early attentional deficits may negatively impact school-age reading outcomes by compromising the development of language skills, which in turn imperils later reading achievement. Screening children with attentional problems for language impairment, as well as implementing early intervention for both attentional and language problems may be critical to promote reading achievement during school years. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Relationship between anthropometric indicators and cognitive performance in Southeast Asian school-aged children.

Science.gov (United States)

Sandjaja; Poh, Bee Koon; Rojroonwasinkul, Nipa; Le Nyugen, Bao Khanh; Budiman, Basuki; Ng, Lai Oon; Soonthorndhada, Kusol; Xuyen, Hoang Thi; Deurenberg, Paul; Parikh, Panam

2013-09-01

Nutrition is an important factor in mental development and, as a consequence, in cognitive performance. Malnutrition is reflected in children's weight, height and BMI curves. The present cross-sectional study aimed to evaluate the association between anthropometric indices and cognitive performance in 6746 school-aged children (aged 6-12 years) of four Southeast Asian countries: Indonesia; Malaysia; Thailand; Vietnam. Cognitive performance (non-verbal intelligence quotient (IQ)) was measured using Raven's Progressive Matrices test or Test of Non-Verbal Intelligence, third edition (TONI-3). Height-for-age z-scores (HAZ), weight-for-age z-scores (WAZ) and BMI-for-age z-scores (BAZ) were used as anthropometric nutritional status indices. Data were weighted using age, sex and urban/rural weight factors to resemble the total primary school-aged population per country. Overall, 21% of the children in the four countries were underweight and 19% were stunted. Children with low WAZ were 3·5 times more likely to have a non-verbal IQ < 89 (OR 3·53 and 95% CI 3·52, 3·54). The chance of having a non-verbal IQ < 89 was also doubled with low BAZ and HAZ. In contrast, except for severe obesity, the relationship between high BAZ and IQ was less clear and differed per country. The odds of having non-verbal IQ levels < 89 also increased with severe obesity. In conclusion, undernourishment and non-verbal IQ are significantly associated in 6-12-year-old children. Effective strategies to improve nutrition in preschoolers and school-aged children can have a pronounced effect on cognition and, in the longer term, help in positively contributing to individual and national development.

Birth Order and Maladaptive Behavior in School-Aged Children.

Science.gov (United States)

Carmichael, Karla D.

Drawing on Alfred Adler's theories on the effect of birth order on maladaptive behavior in children, this study focused on the relationship between birth order and the referral to counseling of school-aged children with maladaptive disorder. School-aged children (N=217) with academic or behavioral problems, ages 5 to 18, were referred to the staff…

Aerobic capacity influences the spatial position of individuals within fish schools

DEFF Research Database (Denmark)

Killen, Shaun S.; Marras, Stefano; Steffensen, John Fleng

2012-01-01

the rear of schools. These trailing fish required fewer tail beats to swim at the same speed as individuals at the front of schools, indicating that posterior positions provide hydrodynamic benefits that reduce swimming costs. Conversely, fish with high aerobic capacity can withstand increased drag......The schooling behaviour of fish is of great biological importance, playing a crucial role in the foraging and predator avoidance of numerous species. The extent to which physiological performance traits affect the spatial positioning of individual fish within schools is completely unknown. Schools...... of juvenile mullet Liza aurata were filmed at three swim speeds in a swim tunnel, with one focal fish from each school then also measured for standard metabolic rate (SMR), maximal metabolic rate (MMR), aerobic scope (AS) and maximum aerobic swim speed. At faster speeds, fish with lower MMR and AS swam near...

Determinants Of Under Nutrition Among School Age Children In A ...

African Journals Online (AJOL)

Background: Malnutrition is a major public health concern affecting a significant number of school age children influencing their health, growth and development, and school academic performance. Objective: To establish the determinants of under nutrition among school age children between 6-12 years in a low-income ...

FLAT FEET OF DHE CHILDREN IN PRE-SCHOOL AGE

Directory of Open Access Journals (Sweden)

Admira Koničanin

2011-03-01

Full Text Available Subjekt : Of this research are flat feet of the children of both sexes in pre-school age children Aim : Of the research is confirm wheter is exists or flat feel of the children of both sexes in pre-school age.

Revisiting Factors Associated With Screen Time Media Use: A Structural Study Among School-Aged Adolescents.

Science.gov (United States)

Ngantcha, Marcus; Janssen, Eric; Godeau, Emmanuelle; Ehlinger, Virginie; Le-Nezet, Olivier; Beck, François; Spilka, Stanislas

2018-06-01

Screen-based media overuse has been related to harmful consequences especially among children and adolescents. Given their complex interrelationships, predictors of screen time (ST) should be analyzed simultaneously rather than individually to avoid incomplete conclusions. Structural equation models were conducted to examine associations between media ST (television, video games, and computers) along with harmful consequences in adolescents' well-being, such as underweight and overweight, depression, and school failure. Predictors included individual (gender, age, and physical activity), family (structure and socioeconomic background), and substance use variables. We used the Health Behaviour in School-aged Children survey organized in 2014, including eighth- and ninth-grade students living in France (N = 3720). Students reported spending 3 hours per day in front of each media. Spending more than 2 hours behind each of those 3 media was associated with lower life satisfaction, less physical activity, active school bullying, and grade repetition. Socioeconomic status was the most important predictor of ST, whereas regular substance uses showed modest associations. The main implication of our findings is to sensitize parents and stakeholders about the limitation of ST, including their own use that adolescents are likely to mimic. Alternative measures such as off-line time should be encouraged.

Localizing age-related individual differences in a hierarchical structure

OpenAIRE

Salthouse, Timothy A.

2004-01-01

Data from 33 separate studies were combined to create an aggregate data set consisting of 16 cognitive variables and 6832 different individuals who ranged between 18 and 95 years of age. Analyses were conducted to determine where in a hierarchical structure of cognitive abilities individual differences associated with age, gender, education, and self-reported health could be localized. The results indicated that each type of individual difference characteristic exhibited a d...

Predictors for Asthma Formation in School-Age Children in Ternopil Region

Directory of Open Access Journals (Sweden)

E.I. Burbela

2016-10-01

Full Text Available Background. Algorithm of screening diagnostics for bronchial asthma (BA to identify asthma susceptibility forces doctors of a first contact to a differentiated approach to the compilation of forecasting, individual treatment and rehabilitation programs. The aim of the study was to investigate the risk of asthma in school-age children. Materials and methods. 121 children with asthma treated at Ternopil region children hospital during 2012–2016 were studied. The control group consisted of 226 adolescents, of which 76.55 % (n  =  173 apparently healthy children at the time of examination were secondary school urban students and 2.45 % (n  =  53 — rural students. The average age of patients investigated was 12.98 ± 2.80 years old and 12.36 ± 2.80 years old in the control group. The study was conducted with regard to the basic principles of the Helsinki Declaration on Biomedical Research and provisions GCH ICH, compliance with ethical principles and guidelines involving people as subjects set out in Belmont Report. Results and discussion. Based on a simple ranking value %AR factors playinbg a major role in causing asthma were considered as a level above 50 %. These predictors were: maintenance of diathesis manifestations after the first year of life, оbstructive bronchitis, passive smoking, burdened heredity for atopy, atopic dermatitis, high personal anxiety, high and medium situational anxiety, general school anxiety, social stress, frustration at needs to succeed, fear expression and fear of knowledge test, fear not to match to the expectations of others, low resistance to physiological stress, the presence of autonomic dysfunction, high (70 cu Robinson index. Seven contributing factors in the formation of BA level above 25 % were determined: atopic manifestations on the skin up to a year, the presence of phlegmatic temperament, and eutonia and vagotony according to the Kerdem index, Robinson index above average (71–75 cu. Conclusions

School-Age NOTES, 2000-2001.

Science.gov (United States)

Scofield, Richard T., Ed.

2001-01-01

This document is comprised of the 12 monthly issues of a newsletter providing support and information for providers of child care for school-age children. The featured articles for each month are: (1) "Re-Evaluating Praise" (September); (2) "Making the Season Brighter: Tips To Create More Inclusive Holiday Programs" (October);…

A School-Level Proxy Measure for Individual-level Poverty Using School-Level Eligibility for Free and Reduced-Price Meals

Science.gov (United States)

Day, Sophia E.; Hinterland, Kinjia; Myers, Christa; Gupta, Leena; Harris, Tiffany G.; Konty, Kevin J.

2016-01-01

Background: Socioeconomic status (SES) impacts health outcomes. The Youth Risk Behavior Survey (YRBS), like many school-based data sources, lacks individual-level poverty information. We propose using school-level percentages of student eligibility for free/reduced-price meals (%FRPM) as a proxy for individual-level poverty. Methods: Using the New…

School Belonging in Different Cultures: The Effects of Individualism and Power Distance

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Kai S. Cortina

2017-11-01

Full Text Available Limited evidence exists on how the larger cultural framework affects psychological processes related to schooling. We investigated how the cultural dimensions of individualism/collectivism and power distance influence the sense of school belongingness using 2003 Programme for International Student Assessment survey data on 15-year-old students from 31 countries. Hierarchical linear modeling analysis indicated that power distance (i.e., hierarchical nature of social relationships is a better predictor of school belongingness on the cultural level than individualism/collectivism. Accordingly, students living in cultures with high degree of power distance (particularly East Asian countries in these data sets report lower school belongingness than students living in cultures with more lateral power relationships (Western countries. Positive teacher student relations and preference for cooperative learning environment predict higher school belongingness across cultures.

The Middle School Concept Meets the Age of Assessments: How One Middle School Has Adapted to the New Age

Science.gov (United States)

Seed, Allen H.; Watts, Cherry

2011-01-01

The Middle School Concept brings together good teaching practices with the unique needs of pre-adolescent students. Since the passing of the NCLB, more and more attention has been generated on the results of high stakes testing. The question of what happens to the middle school concept when it confronts the demands of this new age of testing is…

Country-level and individual correlates of overweight and obesity among primary school children: a cross-sectional study in seven European countries

OpenAIRE

Olaya, Beatriz; Moneta, Maria Victoria; Pez, Ondine; Bitfoi, Adina; Carta, Mauro Giovanni; Eke, Ceyda; Goelitz, Dietmar; Keyes, Katherine M.; Kuijpers, Rowella; Lesinskienė, Sigita; Mihova, Zlatka; Otten, Roy; Fermanian, Christophe; Haro, Josep Maria; Kovess, Viviane

2015-01-01

BACKGROUND: The present study aims to estimate childhood overweight and obesity prevalence and their association with individual and population-level correlates in Eastern and Western European countries. METHODS: Data were obtained from the School Children Mental Health in Europe, a cross-sectional survey conducted in 2010 in Italy, Germany, the Netherlands, Romania, Bulgaria, Lithuania and Turkey. The sample consists of 5,206 school children aged 6 to 11 years old. Information on socio-demog...

Formative research to develop a community-based intervention for chronic disease prevention in Guatemalan school-age children.

Science.gov (United States)

Letona, Paola; Ramirez-Zea, Manuel; Caballero, Benjamin; Gittelsohn, Joel

2014-01-31

Noncommunicable diseases (NCD) are the most common causes of morbidity and mortality worldwide, even in low- and middle-income countries (LMIC). Recent trends in health promotion emphasize community-based interventions as an important strategy for improving health outcomes. The aim of this study was to conduct formative research regarding the perceptions of NCD risk factors, their influencing factors, and community resources available to aid the development and implementation of a community-based intervention with school-age children. Focus group discussions (n = 18), home visits (n = 30), and individual semi-structured interviews (n = 26) were conducted in three urban communities in Guatemala with school-age children (10-12 years of age), teachers, parents, and local community members (i.e., school principals, school food kiosk vendors, religious leaders, authority representatives). All focus groups and interviews were transcribed verbatim for thematic analysis. Children, parents, and teachers have general knowledge about modifiable risk factors. Adults worried more about tobacco use, as compared to unhealthy diet and physical inactivity in children. Participants identified features at the intrapersonal (e.g., negative emotional state), interpersonal (e.g., peers as role models), and organizational and community levels (e.g., high levels of crime) that influence these risk factors in children. School committees, religious leaders, and government programs and activities were among the positive community resources identified. These findings should help researchers in Guatemala and similar LMIC to develop community-based interventions for NCD prevention in school-age children that are effective, feasible, and culturally acceptable.

Infant wheeze, comorbidities and school age asthma.

Science.gov (United States)

Neuman, Asa; Bergström, Anna; Gustafsson, Per; Thunqvist, Per; Andersson, Niklas; Nordvall, Lennart; Kull, Inger; Wickman, Magnus

2014-06-01

Factors associated with early onset of wheeze have been described, but there is limited knowledge on which of these infant wheezers who will have developed asthma in school age. The aim was to identify clinical risk factors for asthma in the 8-yr-old children that wheezed during infancy in a population-based setting. Three thousand two hundred and fifty-one children from a population-based birth cohort followed prospectively from infancy until age 8 yr were included in the study. Data were analyzed using multivariate logistic regression analysis. Parents reported any wheeze episode before age 2 yr in 823 subjects (25%). Infant wheezers had an almost fourfold risk of asthma at age 8 [adjusted odds ratio (aOR) 3.68, 95% CI 2.74-4.96], equivalent to an asthma prevalence of 14% compared with 4% among non-wheezers (p < 0.001). After adjustments for sex, exposure to tobacco smoke and indoor dampness/mould, allergic heredity (aOR 1.53, 95% CI 1.02-2.30), increased frequency of wheeze (aOR 3.41, 95% CI 2.09-5.56 for children with ≥3 episodes compared with ≤2 episodes during the first 2 yr of life), infant eczema (aOR 2.31, 95% CI 1.52-3.49), and recurrent abdominal pain (aOR 2.33, 95% CI 1.30-4.16) remained risk factors for school age asthma in the infant wheezing group. Among infant wheezers, allergic heredity, increased severity of wheeze, infant eczema, and recurrent abdominal pain were independent risk factors for asthma at age 8 yr. Among children with three or four of these risk factors, 38% had asthma at school age. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Study on global self-esteem predictors in elementary school children. Differences according to sex and age

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Raimundi, María Julia

2011-12-01

Full Text Available The perception of the value of themselves as individuals is a very important outcome in childhood. The aim of this paper is to study the influence of specific domain self-perception on the self-esteem of school age children from Buenos Aires City/AR (CABA. The Self-Perception Profile for Children was administered to 219 children of both genders (mean age = 10.34; SD = 1.77 from a private school from CABA. Multiple lineal regression analysis were performed. School grade and sex differences were taken into account. The main predictor of self-esteem for the boys is the self-perception of physical appearance and for the girls the self-perception of social acceptance. Considering grade differences, the main predictor of self-esteem for children from third to fifth grade is the self-perception of physical appearance and for sixth and seventh graders the self-perception of social acceptance and behavior.

Stressors of School-age Children With Allergic Diseases: A Qualitative Study.

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Iio, Misa; Hamaguchi, Mana; Nagata, Mayumi; Yoshida, Koichi

2018-05-08

Most studies of stress in children with chronic diseases have been geared toward parents and caregivers have not considered allergic diseases together. This study aimed to identify the stressors associated with allergic diseases in Japanese school-age children. Stressors associated with allergic diseases of 11 school-age children (seven boys and four girls; age range: 9-12 years) were investigated using semi-structured interviews. In the qualitative thematic analysis of stressors about allergic diseases, two themes: allergic disease-specific stressors and common stressors in chronic diseases, and 12 categories were identified. A thematic map was applied to four domains of stressor: physiological factors, psychological factors, social factors, and environmental factors. The results showed that school-age children with allergic diseases have a variety of stressors. Future studies should aim to develop an allergic disease-specific stress management program with school-age children. In children with allergic diseases, not only is stress management in daily life important, but also stress management for disease-specific matters to control the symptoms and maintain mental health. Stress management should be supported for school-age children with allergic diseases. Copyright © 2018 Elsevier Inc. All rights reserved.

Individual, social, and family factors associated with high school dropout among low-SES youth: Differential effects as a function of immigrant status.

Science.gov (United States)

Archambault, Isabelle; Janosz, Michel; Dupéré, Véronique; Brault, Marie-Christine; Andrew, Marie Mc

2017-09-01

In most Western countries, the individual, social, and family characteristics associated with students' dropout in the general population are well documented. Yet, there is a lack of large-scale studies to establish whether these characteristics have the same influence for students with an immigrant background. The first aim of this study was to assess the differences between first-, second-, and third-generation-plus students in terms of the individual, social, and family factors associated with school dropout. Next, we examined the differential associations between these individual, social, and family factors and high school dropout as a function of students' immigration status. Participants were 2291 students (54.7% with an immigrant background) from ten low-SES schools in Montreal (Quebec, Canada). Individual, social, and family predictors were self-reported by students in secondary one (mean age = 12.34 years), while school dropout status was obtained five or 6 years after students were expected to graduate. Results of logistic regressions with multiple group latent class models showed that first- and second-generation students faced more economic adversity than third-generation-plus students and that they differed from each other and with their native peers in terms of individual, social, and family risk factors. Moreover, 40% of the risk factors considered in this study were differentially associated with first-, second-, and third-generation-plus students' failure to graduate from high school. These results provide insights on immigrant and non-immigrant inner cities' students experiences related to school dropout. The implications of these findings are discussed. © 2017 The British Psychological Society.

Individualized Healthcare Plans: The Role of the School Nurse. Position Statement. Revised

Science.gov (United States)

McDowell, Bernadette Moran; Buswell, Sue A.; Mattern, Cheryl; Westendorf, Georgene; Clark, Sandra

2015-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse), in collaboration with the student, family and healthcare providers, shall meet nursing regulatory requirements and professional standards by developing an Individualized Healthcare Plan…

Individual differences in children's emotion understanding: Effects of age and language

DEFF Research Database (Denmark)

Pons, Francisco; Lawson, J.: Harris, P.; Rosnay, M. de

2003-01-01

Over the last two decades, it has been established that children's emotion understanding changes as they develop. Recent studies have also begun to address individual differences in children's emotion understanding. The first goal of this study was to examine the development of these individual...... differences across a wide age range with a test assessing nine different components of emotion understanding. The second goal was to examine the relation between language ability and individual differences in emotion understanding. Eighty children ranging in age from 4 to 11 years were tested. Children...... displayed a clear improvement with age in both their emotion understanding and language ability. In each age group, there were clear individual differences in emotion understanding and language ability. Age and language ability together explained 72% of emotion understanding variance; 20% of this variance...

Social contact patterns of school-age children in Taiwan: comparison of the term time and holiday periods.

Science.gov (United States)

Chen, S-C; You, Z-S

2015-04-01

School closure is one of the most common interventions in the early weeks of an influenza pandemic. Few studies have investigated social contact patterns and compared individual student contact characteristics during the school term and holiday periods in Taiwan. Here, we conducted a well-used questionnaire survey in a junior high school (grades 7-8) in June 2013. All 150 diary-based effective questionnaires covering conversation and skin-to-skin contact behaviour were surveyed. Two questionnaires for each participant were designed to investigate the individual-level difference of contact numbers per day during the two periods. The questionnaire response rate was 44%. The average number of contacts during term time (20·0 contacts per day) and holiday periods (12·6 contacts per day) were significantly different (P holiday periods, the number of contacts decreased by 40%. This study is the first research to investigate the contact numbers and contact characteristics for school-age children during the school term and a holiday period in Taiwan. With regard to public health, this study could provide the basic contact information and database for modelling influenza epidemics for minimizing the spread of influenza that depends on personal contacts for transmission.

Sociodemographic Study of Danish Individuals Diagnosed with Transsexualism

DEFF Research Database (Denmark)

Simonsen, Rikke; Hald, Gert Martin; Giraldi, Annamaria

2015-01-01

INTRODUCTION: Male-to-female (MtF) and female-to-male (FtM) individuals with transsexualism (International Classification of Diseases-10) may differ in core clinical and sociodemographic variables such as age, sexual orientation, marriage and parenthood, school, educational level, and employment......F individuals. Compared with MtF, FtM had a significantly lower onset age (before 12 years of age) and lower age when permission for SRS was granted. Further, FtM individuals were significantly more often gynephilic (sexually attracted to females) during research period and less likely to start self......-initiated hormonal sex reassignment (SR) (treatment with cross-sex hormones). The MtF and FtM groups did not differ in years of school, educational level, employment, or engagement in marriage and cohabitation. CONCLUSIONS: As approximately half of MtF started cross-sex hormonal SR without attending a gender unit...

A Pilot Investigation of Speech Sound Disorder Intervention Delivered by Telehealth to School-Age Children

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Sue Grogan-Johnson

2011-05-01

Full Text Available This article describes a school-based telehealth service delivery model and reports outcomes made by school-age students with speech sound disorders in a rural Ohio school district. Speech therapy using computer-based speech sound intervention materials was provided either by live interactive videoconferencing (telehealth, or conventional side-by-side intervention.  Progress was measured using pre- and post-intervention scores on the Goldman Fristoe Test of Articulation-2 (Goldman & Fristoe, 2002. Students in both service delivery models made significant improvements in speech sound production, with students in the telehealth condition demonstrating greater mastery of their Individual Education Plan (IEP goals. Live interactive videoconferencing thus appears to be a viable method for delivering intervention for speech sound disorders to children in a rural, public school setting. Keywords:  Telehealth, telerehabilitation, videoconferencing, speech sound disorder, speech therapy, speech-language pathology; E-Helper

Comorbidity in school-aged children with autism disorder

Institute of Scientific and Technical Information of China (English)

余明

2013-01-01

Objective To investigate the occurrence of comorbidity in school-aged children with autism disorder.Methods Sixty-two outpatients in Peking University Institute of Mental Health,aged 6 to 16 years old,meeting the Diagnostic and Statistical Manual of Mental

ACTUAL ASPECTS OF SCHOOL MEALS, AGE APPROPRIATE PHYSIOLOGICAL NEEDS

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G. O. Magomedov

2014-01-01

Full Text Available Analysis of the current state of school meals, determination of ways of optimization for food, biological values and balanced school meals relevant age-related physiological needs. The greatest contribution to the optimization of school meals can make enriched products of mass consumption, first of necessity, the need and favorite products to children. In this regard, the fol-lowing tasks were defined: analysis of normative documents on creation of school meals , the relevant age-related physiological needs for nutrients and energy for protein, carbohydrates, fats, vitamins, minerals, dietary fiber and organic acids; definition of the balance of the products of the school menu categories for children aged 7-11 years, 11 - 17; study of the composition of food school menu; comparison of total deviation calorie Breakfast, lunch and development of measures on optimization of the system of school nutrition. In the structure of nutrition of children and adolescents major role bread, drinks, confectionery products as are the sources of energy and nutrients (carbohydrates, proteins, vitamins, macro - and microelements, organic acids, including polyunsaturated fatty CI slot, Therefore one of the ways of solving of optimization problems of preschool and school meals are of great TRANS-perspective bakery and confectionery products, drinks of high food and biological value and coordination and composition, as on the basic structural elements and micronutrients obtained innovative technology complex processing of raw sources with maximum preservation of their original nutritional value. TA-thus, the performed literature analysis found that rational nutrition of schoolchildren aimed at prevention of alimentary (cardiovascular, gastrointestinal, allergic diseases that meet energy, plastic and other needs of the body, provides the necessary level of metabolism.

Age determination in roe deer - a new approach to tooth wear evaluated on known age individuals

DEFF Research Database (Denmark)

Høye, Toke Thomas

2006-01-01

A novel, simple, and objective method is presented for ageing roe deer Capreolus capreolus (Linnaeus, 1758) evaluated on 471 lower jaws from roe deer of known age (351 with permanent premolars). It is based on tooth eruption patterns and presence/absence of wear characters in jaws from roe deer...... integrated in a scoring system. Permanent cheek teeth emerge in May-July in the year after birth, which enables precise age determination of individuals with deciduous premolars. For individuals with permanent cheek teeth, the method provides the correct age for all individuals younger than 13 months...... originate from two separated Danish roe deer populations exposed to contrasting habitats, but no difference in wear rate is found between populations. Thus, previous concern about the validity of age determination methods based on tooth wear may have been overstated. The findings demonstrate that objective...

The Effect of Age-Correction on IQ Scores among School-Aged Children Born Preterm

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Roberts, Rachel M.; George, Wing Man; Cole, Carolyn; Marshall, Peter; Ellison, Vanessa; Fabel, Helen

2013-01-01

This study examined the effect of age-correction on IQ scores among preterm school-aged children. Data from the Flinders Medical Centre Neonatal Unit Follow-up Program for 81 children aged five years and assessed with the WPPSI-III, and 177 children aged eight years and assessed with the WISC-IV, were analysed. Corrected IQ scores were…

Developmental precursors of young school-age children's hostile attribution bias.

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Choe, Daniel Ewon; Lane, Jonathan D; Grabell, Adam S; Olson, Sheryl L

2013-12-01

This prospective longitudinal study provides evidence of preschool-age precursors of hostile attribution bias in young school-age children, a topic that has received little empirical attention. We examined multiple risk domains, including laboratory and observational assessments of children's social-cognition, general cognitive functioning, effortful control, and peer aggression. Preschoolers (N = 231) with a more advanced theory-of-mind, better emotion understanding, and higher IQ made fewer hostile attributions of intent in the early school years. Further exploration of these significant predictors revealed that only certain components of these capacities (i.e., nonstereotypical emotion understanding, false-belief explanation, and verbal IQ) were robust predictors of a hostile attribution bias in young school-age children and were especially strong predictors among children with more advanced effortful control. These relations were prospective in nature-the effects of preschool variables persisted after accounting for similar variables at school age. We conclude by discussing the implications of our findings for future research and prevention. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Mixed Age Grouping for Gifted Students.

Science.gov (United States)

Bouchard, Lorraine L.

1991-01-01

The application of mixed-age grouping at Rainard School (Houston, Texas), a private school for gifted students, is described. Discussed are advantages (such as encouraging cooperation instead of competition), the optimum age spread, the differentiated and individualized curriculum, parent reactions, teacher reactions, and difficulties. (DB)

Early diagnosis of junior school age children’s posture disorders

OpenAIRE

N.S. Razumeiko

2015-01-01

Purpose: to describe specificities of early diagnosis method for junior school age children’s posture disorders. Material: in pedagogic experiment 156 junior school age children (boys and girls of 7-10 years’ age) participated. All children had no experience of training in sport circles. For determination of uniformity of the tested we fulfilled experts’ examination for presence or absence of external signs of posture disorders in frontal plane. The children’s examination was conducted by qua...

Middle-School-Age Outcomes in Children with Very Low Birthweight.

Science.gov (United States)

Taylor, H. Gerry; Klein, Nancy; Minich, Nori M.; Hack, Maureen

2000-01-01

Compared outcomes of middle-school-age children born at very low (less than 750-g) or low birthweights (750 to 1,499-g) and full-term. Found that the very-low-weight group fared less well at school age than the low weight and term groups on cognitive functioning, achievement, behavior, and academic performance. Those without neurosensory disorders…

The nutritional status of school-aged children: why should we care?

Science.gov (United States)

Best, Cora; Neufingerl, Nicole; van Geel, Laura; van den Briel, Tina; Osendarp, Saskia

2010-09-01

The nutritional status of school-aged children impacts their health, cognition, and subsequently their educational achievement. The school is an opportune setting to provide health and nutrition services to disadvantaged children. Yet, school-aged children are not commonly included in health and nutrition surveys. An up-to-date overview of their nutritional status across the world is not available. To provide a summary of the recent data on the nutritional status of school-aged children in developing countries and countries in transition and identify issues of public health concern. A review of literature published from 2002 to 2009 on the nutritional status of children aged 6 to 12 years from Latin America, Africa, Asia, and the Eastern Mediterranean region was performed. Eligible studies determined the prevalence of micronutrient deficiencies or child under- and overnutrition using biochemical markers and internationally accepted growth references. A total of 369 studies from 76 different countries were included. The available data indicate that the nutritional status of school-aged children in the reviewed regions is considerably inadequate. Underweight and thinness were most prominent in populations from South-East Asia and Africa, whereas in Latin America the prevalence of underweight or thinness was generally below 10%. More than half of the studies on anemia reported moderate (> 20%) or severe (> 40%) prevalence of anemia. Prevalences of 20% to 30% were commonly reported for deficiencies of iron, iodine, zinc, and vitamin A. The prevalence of overweight was highest in Latin American countries (20% to 35%). In Africa, Asia, and the Eastern Mediterranean, the prevalence of overweight was generally below 15%. The available data indicate that malnutrition is a public health issue in school-aged children in developing countries and countries in transition. However, the available data, especially data on micronutrient status, are limited. These findings emphasize

Economic Evaluation of Individual School Closure Strategies: The Hong Kong 2009 H1N1 Pandemic.

Directory of Open Access Journals (Sweden)

Zoie Shui-Yee Wong

Full Text Available School closures as a means of containing the spread of disease have received considerable attention from the public health community. Although they have been implemented during previous pandemics, the epidemiological and economic effects of the closure of individual schools remain unclear.This study used data from the 2009 H1N1 pandemic in Hong Kong to develop a simulation model of an influenza pandemic with a localised population structure to provide scientific justifications for and economic evaluations of individual-level school closure strategies.The estimated cost of the study's baseline scenario was USD330 million. We found that the individual school closure strategies that involved all types of schools and those that used a lower threshold to trigger school closures had the best performance. The best scenario resulted in an 80% decrease in the number of cases (i.e., prevention of about 830,000 cases, and the cost per case prevented by this intervention was USD1,145; thus, the total cost was USD1.28 billion.This study predicts the effects of individual school closure strategies on the 2009 H1N1 pandemic in Hong Kong. Further research could determine optimal strategies that combine various system-wide and district-wide school closures with individual school triggers across types of schools. The effects of different closure triggers at different phases of a pandemic should also be examined.

Determinants of Personality Traits of School-Age Children : Evidence from Japanese Students at Age 12

OpenAIRE

Hojo, Masakazu

2017-01-01

It has been widely recognized among economists that non-cognitive ability, such as self-control, self-esteem, and personality traits, has a great power in predicting social and economic success. Using survey data from students at age 12 and their parents living in Japan, this paper explores the determinants of personality traits of school-age children. Personality traits are measured by students’ answers for questions concerning daily and school life, and we constructed five measures of perso...

School- and Individual-level Predictors of Weight Status Misperception among Korean Adolescents: A National Online Survey.

Science.gov (United States)

Kim, Yongjoo; Kawachi, Ichiro

2016-01-01

Growing body of literature has reported that weight status estimation pattern, including accurate-, under-, and overestimation, was associated with weight related behaviors and weight change among adolescents and young adults. However, there have been a few studies investigating the potential role of school contexts in shaping adolescents' weight status estimation pattern among Korea adolescents. The aim of the present study was to investigate the association between weight status misperception patterns and factors at individual-, family-, and school-level, simultaneously, and whether there was significant between schools variation in the distribution of each weight status misperception pattern, underestimation and overestimation respectively, among Korean adolescents aged 12-18 years. Data from the Eighth Korea Youth Risk Behavior Web-based Survey (KYRBS), 2012, a nationally representative online survey of 72,228 students (boys = 37,229, girls = 34,999) from a total of 797 middle and high schools were used. Sex stratified multilevel random intercept multinomial logistic models where adolescents (level 1) were nested within schools (level 2) were performed. At the school level, attending a school with higher average BMI (kg/m2) was positively associated with weight status underestimation, and inversely associated with weight status overestimation among boys and girls. Single-sex schooling was positively associated with weight status underestimation among girls. At the family level, higher household income (high/middle versus low) was inversely associated with both weight status under- and overestimation among boys and girls. Higher maternal education (equal to or more than college graduate versus equal to or less than high school graduate) was positively associated with weight status overestimation among boys, and living with both parents (compared to not living with both parents) was inversely associated with weight status underestimation among girls. At the

School- and Individual-level Predictors of Weight Status Misperception among Korean Adolescents: A National Online Survey.

Directory of Open Access Journals (Sweden)

Yongjoo Kim

Full Text Available Growing body of literature has reported that weight status estimation pattern, including accurate-, under-, and overestimation, was associated with weight related behaviors and weight change among adolescents and young adults. However, there have been a few studies investigating the potential role of school contexts in shaping adolescents' weight status estimation pattern among Korea adolescents.The aim of the present study was to investigate the association between weight status misperception patterns and factors at individual-, family-, and school-level, simultaneously, and whether there was significant between schools variation in the distribution of each weight status misperception pattern, underestimation and overestimation respectively, among Korean adolescents aged 12-18 years.Data from the Eighth Korea Youth Risk Behavior Web-based Survey (KYRBS, 2012, a nationally representative online survey of 72,228 students (boys = 37,229, girls = 34,999 from a total of 797 middle and high schools were used. Sex stratified multilevel random intercept multinomial logistic models where adolescents (level 1 were nested within schools (level 2 were performed.At the school level, attending a school with higher average BMI (kg/m2 was positively associated with weight status underestimation, and inversely associated with weight status overestimation among boys and girls. Single-sex schooling was positively associated with weight status underestimation among girls. At the family level, higher household income (high/middle versus low was inversely associated with both weight status under- and overestimation among boys and girls. Higher maternal education (equal to or more than college graduate versus equal to or less than high school graduate was positively associated with weight status overestimation among boys, and living with both parents (compared to not living with both parents was inversely associated with weight status underestimation among girls. At

Assessment of anaemia and iron status of school age children (aged ...

African Journals Online (AJOL)

-12 years in some rural communities in Nigeria as well as identify factors associated with anemia in the children. A total of 249 school children, 120 males and 129 females aged between 7-12 years were used in the study. Haemomoglobin ...

Humor and Competence in School-aged Children.

Science.gov (United States)

Masten, Ann S.

1986-01-01

Measures humor appreciation (including mirth, subjective ratings, and response sets), comprehension, and production in children between the ages of 10 and 14. Relates humor to several areas of competence manifested at school. (HOD)

Individualized Education Program (IEP) Facilitation. A Guide for Parents of Children & Youth (Ages 3-21)

Science.gov (United States)

Center for Appropriate Dispute Resolution in Special Education (CADRE), 2014

2014-01-01

Individualized Education Program (IEP) Facilitation is an optional process, not required by the Individuals with Disabilities Education Act (IDEA), that state educational agencies (SEA) or school districts may provide to parents and schools. The goal of a Facilitated IEP meeting is to develop an IEP that is supported by team members and benefits…

Genetic and environmental sources of individual differences in views on aging.

Science.gov (United States)

Kornadt, Anna E; Kandler, Christian

2017-06-01

Views on aging are central psychosocial variables in the aging process, but knowledge about their determinants is still fragmental. Thus, the authors investigated the degree to which genetic and environmental factors contribute to individual differences in various domains of views on aging (wisdom, work, fitness, and family), and whether these variance components vary across ages. They analyzed data from 350 monozygotic and 322 dizygotic twin pairs from the Midlife Development in the U.S. (MIDUS) study, aged 25-74. Individual differences in views on aging were mainly due to individual-specific environmental and genetic effects. However, depending on the domain, genetic and environmental contributions to the variance differed. Furthermore, for some domains, variability was larger for older participants; this was attributable to increases in environmental components. This study extends research on genetic and environmental sources of psychosocial variables and stimulates future studies investigating the etiology of views on aging across the life span. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Factors associated with school nurses' HPV vaccine attitudes for school-aged youth.

Science.gov (United States)

Rosen, Brittany L; DiClemente, Ralph; Shepard, Allie L; Wilson, Kelly L; Fehr, Sara K

2017-06-01

School nurses are at the intersection of the healthcare and school communities, thus, they can be considered opinion leaders in providing health advice - including information about the human papillomavirus (HPV) vaccine - to parents and students. This study examined school nurses' attitudes toward the HPV vaccine based on age, years as a school nurse, geographic location, urban vs. rural work setting, HPV and vaccine knowledge, perception of role as opinion leaders, and school district support in providing health education. Participants (n = 413) were systematically sampled from the National Association of School Nurses' membership and completed a web-based survey. Multiple regression was used to predict positive HPV vaccine attitudes. The model was statistically significant accounting for 50.8% of the variance (F [9, 400] = 45.96, p school nurses' positive attitudes towards HPV vaccine. Despite school nurses being seen as champions for adolescent vaccines, they need additional professional development to increase their HPV vaccine knowledge and attitudes to encourage parents and adolescents to consider the uptake of HPV vaccination. To engage school nurses' in promoting HPV vaccine uptake, interventions need to focus on increasing school nurses' perception of their role as opinion leaders for HPV vaccine and knowledge to increase positive attitudes towards HPV vaccination for youth.

METHODS AND TECHNIQUES OF TEACHING CHILDREN OF PRE-SCHOOL AGE THE SPORTS DANCE

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VARNACOVA ELEONORA

2016-12-01

Full Text Available The article exposes some conclusions about the influence of the sports dance on the multilateral development of a preschool child`s personality. The author presents methods and techniques used in the didactic activity of teaching-learning the sports dance in groups of children of under school age. At the same time, she outlines the methods of organizing systematically her classes and the fact that the teacher is free to choose the time when to deliver theoretical courses or have practical classes taking in consideration the children`s individual abilities.

Preterm birth, age at school entry and educational performance.

Science.gov (United States)

Odd, David; Evans, David; Emond, Alan

2013-01-01

To investigate if the lack of gestational age correction may explain some of the school failure seen in ex-preterm infants. A cohort study based on the Avon Longitudinal Study of Parents and Children (ALSPAC). The primary outcome was a low Key Stage 1 score (KS1) score at age 7 or having special educational needs (SEN). Exposure groups were defined as preterm (birth (DOB), expected date of delivery (EDD) or expected date of delivery and year of school entry. Multiple imputation was used to account for missing covariate data. When matching for DOB, infants born preterm had an increased odds of a low KS1 score (OR 1.73 (1.45-2.06)) and this association persisted after adjusting for potential confounders (OR 1.57 (1.25-1.97)). The association persisted in the analysis matching for EDD (fully adjusted OR 1.53 (1.21-1.94)) but attenuated substantially after additionally restricting to those infants who entered school at the same time as the control infants (fully adjusted OR 1.25 (0.98-1.60)). A compatible reduction in the population attributable risk fraction was seen from 4.60% to 2.12%, and year of school entry appeared to modify the association between gestational age and the risk of a poor KS1 score (p = 0.029). This study provides evidence that the school year placement and assessment of ex-preterm infants based on their actual birthday (rather than their EDD) may increase their risk of learning difficulties with corresponding school failure.

How Can Gender Affect Psychopathology in Lebanese School-Age Children?

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Khamis, Vivian

2018-01-01

This study investigated the extent to which gender differences in coping, school and family environments could account for variation in psychopathology among school-age children. Participants were 665 middle school students. Results showed no gender differences for PTSD. Females scored higher on emotional problems and prosocial behavior whereas…

Vital signs: sodium intake among U.S. school-aged children - 2009-2010.

Science.gov (United States)

Cogswell, Mary E; Yuan, Keming; Gunn, Janelle P; Gillespie, Cathleen; Sliwa, Sarah; Galuska, Deborah A; Barrett, Jan; Hirschman, Jay; Moshfegh, Alanna J; Rhodes, Donna; Ahuja, Jaspreet; Pehrsson, Pamela; Merritt, Robert; Bowman, Barbara A

2014-09-12

A national health objective is to reduce average U.S. sodium intake to 2,300 mg daily to help prevent high blood pressure, a major cause of heart disease and stroke. Identifying common contributors to sodium intake among children can help reduction efforts. Average sodium intake, sodium consumed per calorie, and proportions of sodium from food categories, place obtained, and eating occasion were estimated among 2,266 school-aged (6–18 years) participants in What We Eat in America, the dietary intake component of the National Health and Nutrition Examination Survey, 2009–2010. U.S. school-aged children consumed an estimated 3,279 mg of sodium daily with the highest total intake (3,672 mg/d) and intake per 1,000 kcal (1,681 mg) among high school–aged children. Forty-three percent of sodium came from 10 food categories: pizza, bread and rolls, cold cuts/cured meats, savory snacks, sandwiches, cheese, chicken patties/nuggets/tenders, pasta mixed dishes, Mexican mixed dishes, and soups. Sixty-five percent of sodium intake came from store foods, 13% from fast food/pizza restaurants, 5% from other restaurants, and 9% from school cafeteria foods. Among children aged 14–18 years, 16% of total sodium intake came from fast food/pizza restaurants versus 11% among those aged 6–10 years or 11–13 years (plunch (29%), snacks (16%), and breakfast (15%). Sodium intake among school-aged children is much higher than recommended. Multiple food categories, venues, meals, and snacks contribute to sodium intake among school-aged children supporting the importance of populationwide strategies to reduce sodium intake. New national nutrition standards are projected to reduce the sodium content of school meals by approximately 25%–50% by 2022. Based on this analysis, if there is no replacement from other sources, sodium intake among U.S. school-aged children will be reduced by an average of about 75–150 mg per day and about 220–440 mg on days children consume school meals.

Age of Menarche among basic level school girls in Madina, Accra ...

African Journals Online (AJOL)

The current study was designed to determine the age at which menarche occurs among school girls in Madina, Accra. A survey was conducted among 529 girls selected using multi-stage sampling from basic schools in Madina, Accra. Respondents completed a questionnaire that recorded age-at-first menstruation by recall, ...

Influence of spatial perception abilities on reading in school-age children

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Arnaud Saj

2015-12-01

Full Text Available Spatial perception abilities enable individuals to explore a visual field, to detect spatial position and to infer relationships between visual stimuli. Written words and text are conceptualized spatially along a horizontal mental line, but little is known about the way children develop these representations. The exact relationship between visuo-spatial perception and academic achievement has never been directly assessed. Therefore, our aim was to study the developmental trajectory of space perception abilities by assessing perceptual, attentional and memory components, the relationship between these abilities and reading achievement in school-age children. Forty-nine children aged between 6.5 and 11 years old were divided into four age groups and were assessed with visual bisection, visual search and visual memory location tasks. The results showed that the groups of older children, from the age of nine, improved significantly on the bisection and visual search tasks with respect to all visual fields, while the groups of younger children showed more errors in the left visual field (LVF. Performances on these tasks were correlated with reading level and age. Older children with a low reading score showed a LVF bias, similar to the youngest children. These results demonstrate how abnormal space perception might distort space representation and in turn affect reading and learning processes.

Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk

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Sullivan, Amanda L.; Bal, Aydin

2013-01-01

We examined the risk of disability identification associated with individual and school variables. The sample included 18,000 students in 39 schools of an urban K-12 school system. Descriptive analysis showed racial minority risk varied across 7 disability categories, with males and students from low-income backgrounds at highest risk in most…

Height for age z score and cognitive function are associated with Academic performance among school children aged 8-11 years old.

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Haile, Demewoz; Nigatu, Dabere; Gashaw, Ketema; Demelash, Habtamu

2016-01-01

Academic achievement of school age children can be affected by several factors such as nutritional status, demographics, and socioeconomic factors. Though evidence about the magnitude of malnutrition is well established in Ethiopia, there is a paucity of evidence about the association of nutritional status with academic performance among the nation's school age children. Hence, this study aimed to determine how nutritional status and cognitive function are associated with academic performance of school children in Goba town, South East Ethiopia. An institution based cross-sectional study was conducted among 131 school age students from primary schools in Goba town enrolled during the 2013/2014 academic year. The nutritional status of students was assessed by anthropometric measurement, while the cognitive assessment was measured by the Kaufman Assessment Battery for Children (KABC-II) and Ravens colored progressive matrices (Raven's CPM) tests. The academic performance of the school children was measured by collecting the preceding semester academic result from the school record. Descriptive statistics, bivariate and multivariable linear regression were used in the statistical analysis. This study found a statistically significant positive association between all cognitive test scores and average academic performance except for number recall (p = 0.12) and hand movements (p = 0.08). The correlation between all cognitive test scores and mathematics score was found positive and statistically significant (p academic subjects among school age children (ß = 0.53; 95 % CI: 0.11-0.95). A single unit change of age resulted 3.23 unit change in average score of all academic subjects among school age children (ß = 3.23; 95 % CI: 1.20-5.27). Nutritional status (height for age Z score) and wealth could be modifiable factors to improve academic performance of school age children. Moreover, interventions to improve nutrition for mothers and children may be

Maternal coping with the prospect of liver transplant among their school-age children.

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Hiratsuka, Katsuhiro; Nakamura, Nobue; Sato, Naho

2017-06-01

The purpose of the current study was to describe the following: maternal coping with the prospect of becoming the living-donor liver transplant for their child; the daily lives of school-age children surviving biliary atresia with their native liver; and to explore the relationship between these individuals. Semistructured interviews were conducted with 6 school-age children surviving biliary atresia with their native liver and their mothers. The interviews were conducted from June to August 2014, and a qualitative content analysis was used. Results showed that mothers realized a possible need for transplantation in the future, which contributes to emotional and practical uncertainties. The mothers coexisted with this uncertainty and preferred to use a buffering strategy. In contrast, the children did not consider their illness and future and did not adhere to a therapeutic regimen. It is suggested that living with uncertainty about the health and survival of their children is advantageous for mothers. However, problems related to the psychosocial aspect and child's adherence may occur in the future. In addition, problem-solving coping strategies for mothers and the independence of chronically ill children with liver disease should be promoted. © 2017 John Wiley & Sons Australia, Ltd.

Poor School Satisfaction and Number of Cannabis Using Peers within School Classes as Individual Risk Factors for Cannabis Use among Adolescents

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Hoff, Dominic A.; Andersen, Anette; Holstein, Bjorn E.

2010-01-01

There is little information available on the topic of poor school satisfaction as a risk factor for cannabis use among adolescents. We examined if there was an association between poor school satisfaction, school class cannabis use and individual cannabis use. Further, we investigated if many cannabis users within the school class statistically…

Classroom Norms and Individual Smoking Behavior in Middle School

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Yarnell, Lisa M.; Brown, H. Shelton, III; Pasch, Keryn E.; Perry, Cheryl L.; Komro, Kelli A.

2012-01-01

Objectives: To investigate whether smoking prevalence in grade-level networks influences individual smoking, suggesting that peers are important social multipliers in teen smoking. Methods: We measured gender-specific, grade-level recent and life-time smoking among urban middle-school students who participated in Project Northland Chicago in a…

Anisometropia prevalence in a highly astigmatic school-aged population.

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Dobson, Velma; Harvey, Erin M; Miller, Joseph M; Clifford-Donaldson, Candice E

2008-07-01

To describe prevalence of anisometropia, defined in terms of both sphere and cylinder, examined cross-sectionally, in school-aged members of a Native American tribe with a high prevalence of astigmatism. Cycloplegic autorefraction measurements, confirmed by retinoscopy and, when possible, by subjective refraction were obtained from 1041 Tohono O'odham children, 4 to 13 years of age. Astigmatism > or =1.00 diopter (D) was present in one or both eyes of 462 children (44.4%). Anisometropia > or =1.00 D spherical equivalent (SE) was found in 70 children (6.7%), and anisometropia > or =1.00 D cylinder was found in 156 children (15.0%). Prevalence of anisometropia did not vary significantly with age or gender. Overall prevalence of significant anisometropia was 18.1% for a difference between eyes > or =1.00 D SE or cylinder. Vector analysis of between-eye differences showed a prevalence of significant anisometropia of 25.3% for one type of vector notation (difference between eyes > or =1.00 D for M and/or > or =0.50 D for J0 or J45), and 16.2% for a second type of vector notation (between-eye vector dioptric difference > or =1.41). Prevalence of SE anisometropia is similar to that reported for other school-aged populations. However, prevalence of astigmatic anisometropia is higher than that reported for other school-aged populations.

Health and Self-Regulation among School-Age Children Experiencing Family Homelessness

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Andrew J. Barnes

2017-08-01

Full Text Available Children in homeless families have high levels of adversity and are at risk for behavior problems and chronic health conditions, however little is known about the relationship between cognitive-emotional self-regulation and health among school-aged homeless children. Children (n = 86; mean age 10.5 living in shelters were assessed for health, family stress/adversity, emotional-behavioral regulation, nonverbal intellectual abilities, and executive function. Vision problems were the most prevalent health condition, followed by chronic respiratory conditions. Cumulative risk, child executive function, and self-regulation problems in children were uniquely related to child physical health. Homeless children experience problems with cognitive, emotional, and behavioral regulation as well as physical health, occurring in a context of high psychosocial risk. Several aspects of children’s self-regulation predict physical health in 9- to 11-year-old homeless children. Health promotion efforts in homeless families should address individual differences in children’s self-regulation as a resilience factor.

Families with school-age children.

Science.gov (United States)

Christensen, Kathleen; Schneider, Barbara; Butler, Donnell

2011-01-01

Most working parents face a common dilemma--how to care for their children when they are not in school but the parents are at work. In this article Kathleen Christensen, Barbara Schneider, and Donnell Butler describe the predictable and unpredictable scheduling demands school-age children place on working couples and single working parents. The authors assess the potential capacity of schools to help meet the needs of working families through changes in school schedules and after-school programs and conclude that the flexibility parents need to balance family-work responsibilities probably cannot be found in the school setting. They argue that workplaces are better able than schools to offer the flexibility that working parents need to attend to basic needs of their children, as well as to engage in activities that enhance their children's academic performance and emotional and social well-being. Two types of flexible work practices seem especially well suited to parents who work: flextime arrangements that allow parents to coordinate their work schedules with their children's school schedules, and policies that allow workers to take short periods of time off--a few hours or a day or two-to attend a parent-teacher conference, for example, or care for a child who has suddenly fallen ill. Many companies that have instituted such policies have benefited through employees' greater job satisfaction and employee retention. Yet despite these measured benefits to employers, workplaces often fall short of being family friendly. Many employers do not offer such policies or offer them only to employees at certain levels or in certain types of jobs. Flexible work practices are almost nonexistent for low-income workers, who are least able to afford alternative child care and may need flexibility the most. Moreover the authors find that even employees in firms with flexible practices such as telecommuting may be reluctant to take advantage of them, because the workplace culture

Friendships and social interactions of school-aged children with migraine.

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Vannatta, K; Getzoff, E A; Gilman, D K; Noll, R B; Gerhardt, C A; Powers, S W; Hershey, A D

2008-07-01

We set out to evaluate the friendships and social behaviour of school-aged children with migraine. Concern exists regarding the impact of paediatric migraine on daily activities and quality of life. We hypothesized that children with migraine would have fewer friends and be identified as more socially sensitive and isolated than comparison peers. Sixty-nine children with migraine participated in a school-based study of social functioning. A comparison sample without migraine included classmates matched for gender, race and age. Children with migraine had fewer friends at school; however, this effect was limited to those in elementary school. Behavioural difficulties were not found. Middle-school students with migraine were identified by peers as displaying higher levels of leadership and popularity than comparison peers. Concern may be warranted about the social functioning of pre-adolescent children with migraine; however, older children with migraine may function as well as or better than their peers.

VOCABULARY PROBLEMS OF THE LIGHTLY MENTALLY RETARDED SCHOOL AGED CHILDREN

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Vesna KOSTIC

2000-06-01

Full Text Available The main research objectives are the problems in the vocabulary of school aged, lightly mentally retarded children. Results of the research indicate which are the most important factors that have impact of the vocabulary and language competence of these persons. The research variables are: sex, IQ, chronological age and school age. Comics-like stories were used as an examination instrument in this research. Their interpretation is helpful in determining the vocabulary level of every single examine. At the end of the research some suggestions are presented, whose goal is to enrich children's vocabulary.

Do infant vocabulary skills predict school-age language and literacy outcomes?

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Duff, Fiona J; Reen, Gurpreet; Plunkett, Kim; Nation, Kate

2015-01-01

Background Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Methods Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Results Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Conclusions Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level – a finding that fits well with the observation that the majority of ‘late talkers’ resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to

Age dynamic of physical condition changes in pre-school age girls, schoolgirls and students, living in conditions of Eastern Siberia

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V.Y. Lebedinskiy

2017-12-01

Full Text Available Purpose: to analyze dynamic of physical condition, considering sex (females and age of the tested, living in region with unfavorable ecology. Material: we studied pre school age girls (n=1580, age 4-7 years. In the research we did not include children with chronic diseases, who were under observation. We tested schoolgirls (n=3211, age 7-17 years and girl students (n=5827, age 17-21 years, 1-4 years of study. Girl students were divided into five age groups: from 17 to 21 years. All participants lived in conditions of Eastern Siberia (Irkutsk. This region is characterized by unfavorable ecology and climate geographic characteristics. Results: in dynamic of physical condition of pre-school girls, schoolgirls and students we marked out three substantial periods of it characteristics' changes. Age 7-8 years is critical (transition from 1st to 2nd stage. The least values of these characteristics are found in older (after 17-18 years ages. In students we observed relative stabilization of these indicators. Conclusions: the received results shall be considered in building physical education training process in pre-school educational establishments, secondary comprehensive schools and higher educational establishments.

The influence of averageness on judgments of facial attractiveness: no own-age or own-sex advantage among children attending single-sex schools.

Science.gov (United States)

Vingilis-Jaremko, Larissa; Maurer, Daphne; Gao, Xiaoqing

2014-04-01

We examined how recent biased face experience affects the influence of averageness on judgments of facial attractiveness among 8- and 9-year-old children attending a girls' school, a boys' school, and a mixed-sex school. We presented pairs of individual faces in which one face was transformed 50% toward its group average, whereas the other face was transformed 50% away from that average. Across blocks, the faces varied in age (adult, 9-year-old, or 5-year-old) and sex (male or female). We expected that averageness might influence attractiveness judgments more strongly for same-age faces and, for children attending single-sex schools, same-sex faces of that age because their prototype(s) should be best tuned to the faces they see most frequently. Averageness influenced children's judgments of attractiveness, but the strength of the influence was not modulated by the age of the face, nor did the effects of sex of face differ across schools. Recent biased experience might not have affected the results because of similarities between the average faces of different ages and sexes and/or because a minimum level of experience with a particular group of faces may be adequate for the formation of a veridical prototype and its influence on judgments of attractiveness. The results suggest that averageness affects children's judgments of the attractiveness of the faces they encounter in everyday life regardless of age or sex of face. Copyright © 2013 Elsevier Inc. All rights reserved.

Are characteristics of the school district associated with active transportation to school in Danish adolescents?

DEFF Research Database (Denmark)

Stock, Christiane; Bloomfield, Kim; Ejstrud, Bo

2012-01-01

BACKGROUND: This study sought to determine the influence of individual factors on active transportation to school among Danish seventh graders and whether school district factors are associated with such behaviour independently of individual factors. METHODS: Mixed effects logistic regression...... models determined the effects of individual (gender, family affluence, enjoyment of school and academic performance) and school district factors (educational level, household savings, land use and size) on active transportation to school (by foot, bicycle or other active means) among 10 380 pupils aged...... 13-15 years nested in 407 school districts. RESULTS: Of all students, 64.4% used active transportation to school daily. Boys, those with perceived higher school performance and those with lower family affluence were more likely to use active transportation to school. After adjustment for all...

Cardiopulmonary Resuscitation Training in Schools: A Comparison of Trainee Satisfaction among Different Age Groups.

Science.gov (United States)

Hori, Shingo; Suzuki, Masaru; Yamazaki, Motoyasu; Aikawa, Naoki; Yamazaki, Hajime

2016-09-25

Cardiopulmonary resuscitation (CPR) has recently been added to the school curriculum worldwide and is currently taught to students between the ages of 10 and 16 years. The effect of the age of trainees on their satisfaction with CPR training has yet been elucidated. The aim of this study was to compare the satisfaction of trainees of different ages who participated in CPR training in schools in Japan. In total, 392 primary school students (10-11 years old), 1798 junior high school students (12-13 years old), and 4162 high schools students (15-16 years old) underwent the same 3-h course of CPR training, according to the guidelines of 2000 for Emergency Cardiovascular Care and CPR. The course was evaluated by a questionnaire completed by the participants. Primary school students responded most positively to all questions, including those reflecting enjoyment and the confidence of participants to apply CPR (Jonckheere-Terpstra test: P CPR training was strongly related to their age. Primary school students enjoyed CPR training more and were more confident in their ability to perform CPR than junior high and high school students were. Therefore, children aged 10-11 years may be the most appropriate candidates for the introduction of CPR training in schools.

The Preschool-Aged and School-Aged Children Present Different Odds of Mortality than Adults in Southern Taiwan: A Cross-Sectional Retrospective Analysis.

Science.gov (United States)

Peng, Shu-Hui; Huang, Chun-Ying; Hsu, Shiun-Yuan; Yang, Li-Hui; Hsieh, Ching-Hua

2018-04-25

Background : This study aimed to profile the epidemiology of injury among preschool-aged and school-aged children in comparison to those in adults. Methods : According to the Trauma Registry System of a level I trauma center, the medical data were retrieved from 938 preschool-aged children (aged less than seven years), 670 school-aged children (aged 7⁻12 years), and 16,800 adults (aged 20⁻64 years) between 1 January 2009 and 31 December 2016. Two-sided Pearson’s, chi-squared, and Fisher’s exact tests were used to compare categorical data. A one-way analysis of variance (ANOVA) with the Games-Howell post-hoc test was used to assess the differences in continuous variables among different groups of patients. The mortality outcomes of different subgroups were assessed by a multivariable regression model under the adjustment of sex, injury mechanisms, and injury severity. Results : InFsupppjury mechanisms in preschool-aged and school-aged children were remarkably different from that in adults; in preschool-aged children, burns were the most common cause of injury requiring hospitalization (37.4%), followed by falls (35.1%) and being struck by/against objects (11.6%). In school-aged children, injuries were most commonly sustained from falls (47.8%), followed by bicycle accidents (14%) and being struck by/against objects (12.5%). Compared to adults, there was no significant difference of the adjusted mortality of the preschool-aged children (AOR = 0.9; 95% CI 0.38⁻2.12; p = 0.792) but there were lower adjusted odds of mortality of the school-aged children (AOR = 0.4; 95% CI 0.10⁻0.85; p = 0.039). The school-aged children had lower odds of mortality than adults (OR, 0.2; 95% CI, 0.06⁻0.74; p = 0.012), but such lower odds of risk of mortality were not found in preschool-aged children (OR, 0.7; 95% CI, 0.29⁻1.81; p = 0.646). Conclusions : This study suggests that specific types of injuries from different injury mechanisms are predominant among preschool-aged

Theory of Mind Indexes the Broader Autism Phenotype in Siblings of Children with Autism at School Age.

Science.gov (United States)

Tsang, Tawny; Gillespie-Lynch, Kristen; Hutman, Ted

2016-01-01

Subclinical variants of the social-communicative challenges and rigidity that define autism spectrum disorder (ASD) are known as the broader autism phenotype (BAP). The BAP has been conceptualized categorically (as specific to a subset of relatives of individuals with ASD) and dimensionally (as continuously distributed within the general population). The current study examined the compatibility of these two approaches by assessing associations among autism symptoms and social-communicative skills in young school-age children with ASD, children who have a sibling with ASD, and children without a sibling with ASD. Autism symptoms were associated with reduced Theory of Mind (ToM), adaptive skills, cognitive empathy, and language skills across the full sample. Reduced ToM was a core aspect of the BAP in the current sample regardless of whether the BAP was defined categorically (in terms of siblings of children with ASD who exhibited atypical developmental) or dimensionally (in terms of associations with autism symptoms across the entire sample). Early language skills predicted school-age ToM. Findings support the compatibility of categorical and dimensional approaches to the BAP, highlight reduced ToM as a core aspect of the school-age BAP, and suggest that narrative-based approaches to promoting ToM may be beneficial for siblings of children with ASD.

Theory of Mind Indexes the Broader Autism Phenotype in Siblings of Children with Autism at School Age

Directory of Open Access Journals (Sweden)

Tawny Tsang

2016-01-01

Full Text Available Subclinical variants of the social-communicative challenges and rigidity that define autism spectrum disorder (ASD are known as the broader autism phenotype (BAP. The BAP has been conceptualized categorically (as specific to a subset of relatives of individuals with ASD and dimensionally (as continuously distributed within the general population. The current study examined the compatibility of these two approaches by assessing associations among autism symptoms and social-communicative skills in young school-age children with ASD, children who have a sibling with ASD, and children without a sibling with ASD. Autism symptoms were associated with reduced Theory of Mind (ToM, adaptive skills, cognitive empathy, and language skills across the full sample. Reduced ToM was a core aspect of the BAP in the current sample regardless of whether the BAP was defined categorically (in terms of siblings of children with ASD who exhibited atypical developmental or dimensionally (in terms of associations with autism symptoms across the entire sample. Early language skills predicted school-age ToM. Findings support the compatibility of categorical and dimensional approaches to the BAP, highlight reduced ToM as a core aspect of the school-age BAP, and suggest that narrative-based approaches to promoting ToM may be beneficial for siblings of children with ASD.

evaluation of nutritional status among school-aged children in rural

African Journals Online (AJOL)

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This study examines anthropometric indices of school-age children in five .... was measured to the nearest 0.1 cm using standard medical techniques with a tape ..... Bundy DA, Drake LJ and C Burbano School food, politics and child health.

Do schools differ in suicide risk? the influence of school and neighbourhood on attempted suicide, suicidal ideation and self-harm among secondary school pupils

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Young Robert

2011-11-01

Full Text Available Abstract Background Rates of suicide and poor mental health are high in environments (neighbourhoods and institutions where individuals have only weak social ties, feel socially disconnected and experience anomie - a mismatch between individual and community norms and values. Young people spend much of their time within the school environment, but the influence of school context (school connectedness, ethos and contextual factors such as school size or denomination on suicide-risk is understudied. Our aim is to explore if school context is associated with rates of attempted suicide and suicide-risk at age 15 and self-harm at age 19, adjusting for confounders. Methods A longitudinal school-based survey of 1698 young people surveyed when aged 11, (primary school, 15 (secondary school and in early adulthood (age 19. Participants provided data about attempted suicide and suicide-risk at age 15 and deliberate self-harm at 19. In addition, data were collected about mental health at age 11, social background (gender, religion, etc., and at age 15, perception of local area (e.g. neighbourhood cohesion, safety/civility and facilities, school connectedness (school engagement, involvement, etc. and school context (size, denomination, etc.. A dummy variable was created indicating a religious 'mismatch', where pupils held a different faith from their school denomination. Data were analysed using multilevel logistic regression. Results After adjustment for confounders, pupils attempted suicide, suicide-risk and self-harm were all more likely among pupils with low school engagement (15-18% increase in odds for each SD change in engagement. While holding Catholic religious beliefs was protective, attending a Catholic school was a risk factor for suicidal behaviours. This pattern was explained by religious 'mismatch': pupils of a different religion from their school were approximately 2-4 times more likely to attempt suicide, be a suicide-risk or self

Developmental Trajectories From Birth to School Age in Healthy Term-Born Children

NARCIS (Netherlands)

Roze, E.; Meijer, Lisethe; Van Braeckel, K.N.J.A.; Ruiter, S.A.J.; Bruggink, J.L.M.; Bos, A.F.

OBJECTIVE: To determine the stability of the scores obtained on tests of motor development from birth until school age in healthy, term singletons and to determine if early motor scores are associated with more complex cognitive functions at school age, such as attention and memory. PATIENTS AND

Is age of menarche among school girls related to academic performance?

Science.gov (United States)

Al-Mathkoori, Radhia; Nur, Ula; Al-Taiar, Abdullah

2017-06-17

Background There is strong evidence that the mean age of menarche has declined over the last few decades in developed and developing countries. This is of a major concern because of its enormous public health implications. This study aimed to estimate the age of menarche in Kuwait and investigate the association between menarcheal age and academic performance among high school girls in Kuwait. Methods A cross-sectional study was conducted on randomly selected female high school students from private and public high schools in all governorates in Kuwait. Data on the age of menarche were collected by self-administered questionnaire from the students, while data on academic performance were extracted from the students' academic records. Results Of the 907 students we selected, 800 (88.2%) responded. The mean age of menarche was 12.33 [95% confidence interval (CI) 12.18-12.49] years. There was no evidence for significant association between age of menarche and students' academic performance before or after adjusting for potential confounders. Conclusion The calculated age of menarche among contemporary girls in Kuwait is similar to that of the girls in industrialized countries. Early menarcheal age is unlikely to lead to adverse behavior that may affect academic performance in our setting.

[Individual and family factors associated with depressive symptomatology in adolescents from public schools of Mexico].

Science.gov (United States)

Rivera-Rivera, Leonor; Rivera-Hernández, Paula; Pérez-Amezcua, Berenice; Leyva-López, Ahidée; Castro, Filipa de

2015-01-01

To estimate the prevalence of depressive symptoms (DS) and to explore associated individual and family factors in high-school students from public schools of Mexico. Cross-sectional study of a representative sample of 9 982 students aged between 14 and 19 years. Logistic regression models were used to estimate odds ratio (OR) with 95% confidence interval (CI95%). 27% of students presented DS, with higher proportion among women (34%) than among men (18%). Factors associated with DS were being female (OR=2.25 CI95% 1.86-2.71); low self-esteem (OR=2.77 CI95% 2.41 -3.19); consuming alcohol (OR= 1.72 CI95% 1.46-2.02), consuming tobacco (OR= 1.57 CI95% 1.31-1.88), consuming illegal drugs (OR=1.63 CI95% 1.29-2.05), domestic violence (OR=2.05 CI95% 1.77-2.39), and low communication between parents and their children (OR=1.78 CI95% 1.59-2.00). Depressive symptomatology among high-school students in Mexico is a public health issue.There is a need for intervention programs aimed at tackling the associated risk factors.

Age at Menarche Among In-School Adolescents in Sawla Town ...

African Journals Online (AJOL)

... low menarche age was comparable with reports from developed countries. Inactive adolescents were more likely to see menarche earlier than average age. Healthy eating habits, regular exercise and nutrition education need to be promoted among school children. Keywords: adolescent, cross sectional, menarche age, ...

Attachment at School Age and Academic Performance.

Science.gov (United States)

Moss, Ellen; St-Laurent, Diane

2001-01-01

Examined longitudinally the association between attachment at age 6 and school-related cognitive functioning 2 years later in a French Canadian sample. Found that secure children had higher scores than insecure peers on communication, cognitive engagement, and mastery motivation. Controlling children were at greatest risk for school…

Gender Differences in Food Preferences of School-Aged Children and Adolescents

Science.gov (United States)

Caine-Bish, Natalie L.; Scheule, Barbara

2009-01-01

Background: Schools have the opportunity, through the National School Lunch Program and Local School Wellness Policies, to have a significant impact on healthy eating behaviors. An understanding of children's and adolescents' food preferences in relation to gender and age will facilitate the successful creation of both healthy and financially…

Do peer relations in adolescence influence health in adulthood? Peer problems in the school setting and the metabolic syndrome in middle-age.

Directory of Open Access Journals (Sweden)

Per E Gustafsson

Full Text Available While the importance of social relations for health has been demonstrated in childhood, adolescence and adulthood, few studies have examined the prospective importance of peer relations for adult health. The aim of this study was to examine whether peer problems in the school setting in adolescence relates to the metabolic syndrome in middle-age. Participants came from the Northern Swedish Cohort, a 27-year cohort study of school leavers (effective n = 881, 82% of the original cohort. A score of peer problems was operationalized through form teachers' assessment of each student's isolation and popularity among school peers at age 16 years, and the metabolic syndrome was measured by clinical measures at age 43 according to established criteria. Additional information on health, health behaviors, achievement and social circumstances were collected from teacher interviews, school records, clinical measurements and self-administered questionnaires. Logistic regression was used as the main statistical method. Results showed a dose-response relationship between peer problems in adolescence and metabolic syndrome in middle-age, corresponding to 36% higher odds for the metabolic syndrome at age 43 for each SD higher peer problems score at age 16. The association remained significant after adjustment for health, health behaviors, school adjustment or family circumstances in adolescence, and for psychological distress, health behaviors or social circumstances in adulthood. In analyses stratified by sex, the results were significant only in women after adjustment for covariates. Peer problems were significantly related to all individual components of the metabolic syndrome. These results suggest that unsuccessful adaption to the school peer group can have enduring consequences for metabolic health.

Type of High School Predicts Academic Performance at University Better than Individual Differences.

Science.gov (United States)

Banai, Benjamin; Perin, Višnja

2016-01-01

Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics.

Pressing Tasks in the Care of Children of Preschool and School Age

National Research Council Canada - National Science Library

Tseytlin, I

1960-01-01

...). It concerns pressing tasks of public health with regard to the care of children of pre-school and school age in order to strengthen the bond between school and life which also promotes the further...

Predicting ADHD in school age when using the Strengths and Difficulties Questionnaire in preschool age

DEFF Research Database (Denmark)

Rimvall, Martin K; Elberling, Hanne; Rask, Charlotte Ulrikka

2014-01-01

Indicated prevention of ADHD may reduce impairment and need of treatment in youth. The Strengths and Difficulties Questionnaire (SDQ) is a brief questionnaire assessing child mental health, reported to be a valid screening instrument for concurrent ADHD. This study aimed to examine the validity o...... can identify a group of children with highly increased risk of later being diagnosed and/or treated for ADHD in school age....... of using the SDQ in preschool age to predict ADHD in school age in a longitudinal design. The study population included 2,315 children from the Copenhagen child cohort 2000 with no prior history of clinically diagnosed ADHD, who were assessed at age 5-7 years by the SDQ completed by parents and preschool...... regression analyses estimated the risk of later ADHD diagnosis for screen-positive children. A total of 2.94% of the study population were clinically diagnosed and/or were treated with central stimulants for ADHD before age 11-12. Children with possible/probable disorder according to the SDQ hyperactivity...

IDENTITY FORMATION AMONG PRIMARY SCHOOL-AGED CHILDREN IN DYSFUNCTIONAL FAMILIES

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V. G. Bulygina

2015-01-01

Full Text Available Primary school age is a stage of significant personal changes of a child, including the identity formation as a result of a major restructuring of the system of relations of the child within the family. Background: The aim is to study the influence of a dysfunctional family system on the identity formation of primary school-aged children. Methods: There were examined seven-year-old children, secondary school pupils from families with signs of dysfunctionality (n =42. To assess interfamilial relations there were used proprietary methodologies and standardized tests diagnosing a role structure of the family, emotional sphere of children, peculiarities of the child identification with family members, signs of the family dysfunctionality. Results: It is revealed that the process of identity formation in primary school-aged children in dysfunctional families is characterized by expressed difficulties in identifying himself with family members. In 33% of cases the low hierarchical position and the typical female role characteristics are ascribed to father. To the contrary, the male social role position in 47% of cases is attributed to mother. The ambivalence of the child’s self-relation and his relation to family members is revealed. Therewith, 38% of girls’ profiles coincide either with the set of characteristics of fathers, or equally with sets of characteristics of both parents. The negative emotional state is diagnosed in 62% of children. Conclusion: It is established that in dysfunctional families the interfamilial relations and role structure have specific features, negatively influencing on the child development and the formation of his personality.Key words: children, primary school age, dysfunctional family, identity formation.

Risk Factors in Preschool Children for Predicting Asthma During the Preschool Age and the Early School Age: a Systematic Review and Meta-Analysis.

Science.gov (United States)

Bao, Yixia; Chen, Zhimin; Liu, Enmei; Xiang, Li; Zhao, Deyu; Hong, Jianguo

2017-11-18

The aim of this study was to identify risk factors of asthma among children asthma during the preschool age and early school age (≤ 10 years of age). MEDLINE, Cochrane, EMBASE, and Google Scholar databases were searched until June 30, 2017. Prospective or retrospective cohort and case-control studies were included. Studies had to have evaluated risk factors or a predictive model for developing asthma in children ≤ 6 years of age or persistent asthma in early school age. A total of 17 studies were included in the analysis. Factors associated with developing asthma in children ≤ 10 years of age (both pre-school and early school age) included male gender (pooled OR = 1.70, P asthma (pooled OR = 2.20, P asthma in early school age (pooled OR = 1.51, P = 0.030 and pooled OR = 2.59, P asthma predictive models (e.g., API, PIAMA, PAPS) had relatively low sensitivity (range, 21% to 71.4%) but high specificity (range, 69% to 98%). The study found that male gender, exposure to smoke, atopic dermatitis, family history of asthma, history of wheezing, and serum IgE level ≥ 60 kU/l or having specific IgE were significantly associated with developing asthma by either preschool or early school age. Asthma predictive models can be developed by those risk factors.

Adult body height is a good predictor of different dimensions of cognitive function in aged individuals

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Vitor Hugo Pereira

2016-09-01

Full Text Available Background: Adult height, weight and adiposity measures have been suggested by some studies to be predictors of depression, cognitive impairment and dementia. However, the presence of confounding factors and the lack of a thorough neuropsychological evaluation in many of these studies have precluded a definitive conclusion about the influence of anthropometric measures in cognition and depression. In this study we aim to assess the value of adult height and weight to predict cognitive impairment and depressive symptoms in aged individuals.Methods and Findings: Cross-sectional study performed between 2010 and 2012 in the Portuguese general community. A total of 1050 participants were included in the study and randomly selected from local area health authority registries. The cohort was representative of the general Portuguese population with respect to age (above 50 years of age and gender. Cognitive function was assessed using a battery of tests grouped in two dimensions: general executive function and memory. Two-step hierarchical multiple linear regression models were conducted to determine the predictive value of anthropometric measures in cognitive performance and mood before and after correction for possible confounding factors (gender, age, school years, physical activity, alcohol consumption and smoking habits. We found single associations of weight, height, body mass index, abdominal perimeter and age with executive function, memory and depressive symptoms. However, when included in a predictive model adjusted for gender, age, school years and lifestyle factors only height prevailed as a significant predictor of general executive function (β=0,139; p<0,001 and memory (β=0,099; p<0,05. No relation was found between mood and any of the anthropometric measures studied.Conclusions and Relevance: Height is an independent predictor of cognitive function in late-life and its effects on the general and executive function and memory are

Static postural balance in healthy individuals: Comparisons between three age groups

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Yanne Salviano Pereira

2014-03-01

Full Text Available The aim of the study was to compare static postural balance of healthy individuals of three age groups in different conditions of support and vision. Seventy one individuals, divided into 3 groups, were analyzed: young group (YG: 22.2 ± 2.1 years, middle aged group (MAG: 50.7 ± 5.7 years and older individuals group (EG: 66.8 ± 5.4 years. Their balance was tested on a force platform, under 3 support and 3 visual conditions. Measures included: total (TD, anterior-posterior (APD and mediolateral displacement (MLD of the center of pressure (CoP. ANOVA revealed significant differences for interactions between group X support conditions and group X visual conditions for the 3 variables (p<0.01, with greater displacements for the MAG and EG groups during single-leg stance with partial and occluded vision (p<0.05. Static postural balance decreased over time in healthy individuals, and conditions of support and visual negatively affected balance with the increment of age.

Dance for Individuals With Dementia.

Science.gov (United States)

Lapum, Jennifer L; Bar, Rachel J

2016-03-01

The movement and music associated with dance plays an important role in many individuals' lives and can become imprinted upon the body and mind. Dance is thus closely associated with memory because of these deep connections. Without conscious thought, dance has the potential to be initiated as individuals age. In the current article, the authors share narrative reflections about their experiences with, and the potential of, dance as an intervention for aging populations diagnosed with dementia-related diseases. They draw upon their experiences in working with the aging population and a dance program currently being developed by Canada's National Ballet School and Baycrest Health Sciences for individuals with dementia-related diseases in long-term care. The current article is structured as dialogue between the authors because it mimics dance as a dialogical encounter between movement and music, and/or between individuals. Copyright 2016, SLACK Incorporated.

PECULIARITIES OF AN INDIVIDUAL APPROACH TO HIGH SCHOOL STUDENTS MAJORING IN TECHNOLOGY

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Andriy Uruskyi

2016-05-01

Full Text Available The features of the methodology of the implementation of an individual approach to high school students majoring in technology are analysed. The main stages of the implementation have been defined as the analysis of the individual student characteristics; grouping 10–11 grade students; usage of the modern informational and communicational techniques and a set of facilities of differentiated studying. The examples of the differentiated tasks for different phases of the high school training such as providing training material by teachers; academic progress monitoring; self-studying materials; fulfilling tasks of practical (laboratory and practical works; goods manufacturing; carrying out creative projects have been provided.

Bangladeshi school-age children's experiences and perceptions on child maltreatment: A qualitative interview study.

Science.gov (United States)

Atiqul Haque, M; Janson, S; Moniruzzaman, S; Rahman, A K M F; Mashreky, S R; Eriksson, U-B

2017-11-01

Child maltreatment (CM) is a public health problem and is recognized as a huge barrier for child development. Most of the research and definitions on CM are from the perspective of high-income western countries. Because no major studies have been conducted on CM in Bangladesh, the aim of the current study was to explore the experiences of and perceptions on CM in school-age children in rural and urban Bangladesh in order to understand maltreatment in a local context and from a child perspective. Semistructured individual interviews with 24 children (13 boys and 11 girls), between the ages of 9 and 13 years of which 11 were schoolgoing and 13 non-schoolgoing, were conducted during July 2013 and analysed according to qualitative content analysis. CM was a common and painful experience with serious physical and emotional consequences but highly accepted by the society. Vulnerable groups were especially young children, girls, and poor children. The children's voices were not heard due to their low status and low position in their families, schools, and working places. The main theme that emerged in the analysis was children's subordination, which permeated the five categories: (a) perception of children's situation in society, (b) understanding children's development and needs, (c) CM associated to school achievement, (d) negative impact of CM, and (e) emotional responses. Different kinds of abuse are obviously common in Bangladesh, and the schools do not follow the law from 2011 prohibiting corporal punishment at school. The society has to take further steps to live up to the UN Convention on the Rights of the Child, which was ratified already in 1990, to protect the Bangladeshi children from CM. © 2017 John Wiley & Sons Ltd.

School Satisfaction of Elementary School Children : The Role of Performance, Peer Relations, Ethnicity and Gender

NARCIS (Netherlands)

Verkuyten, Maykel; Thijs, Jochem

2002-01-01

The present study examines school satisfaction among 1,090 Dutch and ethnic minority children aged between ten and twelve in relation to their school context. Data were gathered in 51 classes from 26 schools. Individual and classroom variables were examined simultaneously, using multilevel analysis.

School Discipline, Hospitalization, and Police Contact Overlap among Individuals with Autism Spectrum Disorder

Science.gov (United States)

Turcotte, Paul; Shea, Lindsay L.; Mandell, David

2018-01-01

The objective was to examine the frequency, correlates, and overlap of school disciplinary actions, psychiatric hospitalizations, and police contact among children and adolescents with autism. Survey results from 2525 caregivers of individuals with autism in elementary through high school were examined. Logistic regression was used to examine…

Flute Teachers’ One-to-One Instructional Strategies at Individual Teaching Stages in Music School

Directory of Open Access Journals (Sweden)

Ana Kavčič Pucihar

2017-12-01

Full Text Available This article focuses on one-to-one studio based instrumental instruction in music schools. Some novelties in the music school woodwind curricula are presented within various contexts. Teacher – student relationship, their interactions, and knowledge transfer are essential in individual instrumental instruction. The learning process is systematically structured within six teaching stages, ranging from new content presentation to learning reviews. We examined music school flute teachers’ beliefs (N=78 about teaching stages in individual studio based instruction. We researched their new content teaching strategies, guided practice and reinforcement, feedback, homework monitoring strategies, formative review and assessment within music studio academic year.

Sleep architecture in school-aged children with primary snoring.

Science.gov (United States)

Zhu, Yin; Au, Chun-Ting; Lam, Hugh S; Chan, Ching-Ching K; Ho, Crover; Wing, Yun-Kwok; Li, Albert M

2014-03-01

We aimed to examine if sleep architecture was altered in school-aged children with primary snoring (PS). Children ages 6 to 13 years from 13 primary schools were randomly recruited. A validated obstructive sleep apnea (OSA) screening questionnaire was completed by their parents. Children at high risk for OSA and a randomly chosen low-risk group were invited to undergo overnight polysomnography (PSG) and clinical examination. Participants were classified into healthy controls, PS, mild OSA, and moderate to severe OSA (MS OSA) groups for comparison. A total of 619 participants underwent PSG (mean age, 10.0 ± 1.8 years; 396 (64.0%) boys; 524 (84.7%) prepubertal). For the cohort as a whole, there were no significant differences in measures of sleep architecture between PS and nonsnoring healthy controls. In the multiple regression model, percentage of nonrapid eye movement (NREM) stage 1 (N1) sleep had a significantly positive association, whereas percentage of slow-wave sleep (SWS) had a significantly negative association with sleep-disordered breathing (SDB) severity after controlling for age, gender, body mass index (BMI) z score, and pubertal status. In prepubertal children with PS, no significant disruption of sleep architecture was found. However, pubertal adolescent PS participants had significantly higher adjusted percentage of N1 sleep and wake after sleep onset (WASO) compared to healthy controls. PS did not exert significant adverse influences on normal sleep architecture in prepubertal school-aged children. Nevertheless, pubertal adolescents with PS had increased N1 sleep and WASO. Copyright © 2013 Elsevier B.V. All rights reserved.

Influence of schooling and age on cognitive performance in healthy older adults

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N.V.O. Bento-Torres

Full Text Available Few studies have examined the influence of a low level of schooling on age-related cognitive decline in countries with wide social and economic inequalities by using the Cambridge Automated Neuropsychological Test Battery (CANTAB. The aim of the present study was to assess the influence of schooling on age-related cognitive decline using unbiased cognitive tests. CANTAB allows cognitive assessment across cultures and education levels with reduced interference of the examiner during data acquisition. Using two-way ANOVA, we assessed the influences of age and education on test scores of old adults (61–84 years of age. CANTAB tests included: Visual Sustained Attention, Reaction Time, Spatial Working Memory, Learning and Episodic Memory. All subjects had a minimum visual acuity of 20/30 (Snellen Test, no previous or current history of traumatic brain/head trauma, stroke, language impairment, chronic alcoholism, neurological diseases, memory problems or depressive symptoms, and normal scores on the Mini Mental State Examination (MMSE. Subjects were grouped according to education level (1 to 7 and ≥8 years of schooling and age (60–69 and ≥70 years. Low schooling level was associated with significantly lower performance on visual sustained attention, learning and episodic memory, reaction time, and spatial working memory. Although reaction time was influenced by age, no significant results on post hoc analysis were detected. Our findings showed a significantly worse cognitive performance in volunteers with lower levels of schooling and suggested that formal education in early life must be included in the preventive public health agenda. In addition, we suggest that CANTAB may be useful to detect subtle cognitive changes in healthy aging.

Energy Retrofit for Aging K-12 Schools.

Science.gov (United States)

3D/International, Houston, TX.

Successfully retrofitting aging K-12 schools using energy conservation measures (ECM) that can improve the physical plant and reduce energy consumption are explored. Topics explore how certain ECM measures can benefit educational facilities, why retrofitting begun sooner rather than later is important, how to finance the retrofit program, and the…

Role of Starting School Age in the Academic Performance at the Tertiary Level

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Mahwish Ali Baber

2017-11-01

Full Text Available The purpose of this research was to find out whether starting school earlier than four years of age gave any academic benefit to the students in the long run. This research aimed to find out whether the students who started schooling earlier than four years of age are able to achieve better grades and are better at self-regulation at the tertiary level. For this purpose, a sample of 108 students from a private business school comprising both early and late school starters were made to fill in questionnaires reporting their school starting age, their CGPA and answering questions that showed their level of self-regulation. The findings of this study suggest that there is no difference in the academic performance of the two groups, both in terms of their CGPA and their self-regulation skills.

Television viewing and alcohol advertising with alcohol expectancies among school-aged children in Taiwan.

Science.gov (United States)

Chen, Ying-Ying; Chiu, Yu-Chan; Ting, Te-Tien; Liao, Hsin-Yao; Chen, Wei J; Chen, Chuan-Yu

2016-05-01

This study is aimed to examine the strength of association between television watching and potential exposure to alcohol advertising with multidimensional alcohol expectancies in school-aged children. A total of 779 4th (age 10) and 768 6th (age 12) grade students were recruited from 17 public elementary schools in northern Taiwan in 2006, with two waves of follow-up at 6 months apart. Self-administered questionnaires were used to collect information concerning individual characteristics, parental attributes, past-week screen time, drinking behaviors, and alcohol expectancies. Data of aired alcohol advertisements at baseline were obtained from the Nielsen Media Research Advertising Information Services; parenting styles were ascertained from the 1st follow-up. Alcohol Expectancies Questionnaire-Children version was used to measure alcohol expectancies (AEs) at baseline and the 2nd follow-up. Nearly 27% of students reported watching television for more than two hours per day and 58% watching television after 9 p.m. Dimension-related heterogeneity exists in the relationship between TV viewing and alcohol advertising with AEs. With statistical adjustment for covariates, spending more than two hours watching TV per day was associated with increased levels of positive AEs "Promoting Relaxation or Tension Reduction [PRTR]" (β=1.52, 95% CI=0.92, 2.12; padvertising was associated with decline in negative AEs "Deteriorated Cognitive and Behavioral Function" (e.g., >8.0 ads: β=-1.06, 95% CI=-1.66, -0.47, padvertising exposure is linked with lowered negative expectancies in late childhood. School-based anti-underage drinking programs may consider integrating the media literacy curriculum. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Attitudes and practices of school-aged girls towards menstruation.

Science.gov (United States)

Jarrah, Samiha Suhail; Kamel, Andaleeb Abu

2012-06-01

The purpose of this study was to (i) investigate attitude and menstruation-related practices in Jordanian school-aged girls; (ii) identify the influence of premenstrual preparation on girls' attitude and menstruation-related practices. A descriptive cross-sectional design was used. Data was collected from a convenience sample of 490 school-age girls (12-18 years) from different districts in Jordan. Self-report instruments [Menstrual Attitude Questionnaire (MAQ), and Menstrual Practices Questionnaires (MPQ)] were used to assess the study variables. Descriptive statistics, correlation and chi-square tests were used to analyze the data. It was found that menstrual attitude and practices were positively correlated. Poor attitude toward menstruation and low menstrual practices were significantly associated with inadequate premenstrual preparation. There is a need to prepare girls for menstruation before menarche. The role of the schools and teachers should be reinforced through formal and well planned reproductive health educators for girls and their mothers. © 2012 Blackwell Publishing Asia Pty Ltd.

Prevalence of Parasomnia in School aged Children in Tehran

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Morteza Naserbakht

2011-06-01

Full Text Available "nObjectives: Parasomnias can create sleep disruption; in this article we assessed parasomnias in school-aged children in Tehran. "nMethods: In spring 2005, a total of 6000 sleep questionnaires were distributed to school-aged children in 5 districts of Tehran (Iran. A modified Pediatrics sleep questionnaire with 34 questions was used. "nResults: Parasomnias varied from 0.5% to 5.7% among the subjects as follows: 2.7% sleep talking, 0.5% sleepwalking, 5.7% bruxism, 2.3% enuresis, and nightmare 4%. A group of children showed parasomnias occasionally- this was 13.1% for sleep talking, 1.4% for sleepwalking, 10.6% for bruxism, 3.1% for enuresis and 18.4% for nightmares. "nConclusion: A high proportion of children starting school suffer from sleep problems. In many cases this is a temporary, developmentally related phenomenon, but in 6% of the children the disorder is more serious and may be connected with various stress factors and further behavioral disturbances.

A prospectus for ethical analysis of ageing individuals' responsibility to prevent cognitive decline.

Science.gov (United States)

Forlini, Cynthia; Hall, Wayne

2017-11-01

As the world's population ages, governments and non-governmental organizations in developed countries are promoting healthy cognitive ageing to reduce the rate of age-related cognitive decline and sustain economic productivity in an ageing workforce. Recommendations from the Productivity Commission (Australia), Dementia Australia, Government Office for Science (UK), Presidential Commission for the Study of Bioethical Issues (USA), Institute of Medicine (USA), among others, are encouraging older adults to engage in mental, physical, and social activities. These lifestyle recommendations for healthy cognitive ageing are timely and well supported by scientific evidence but they make implicit normative judgments about the responsibility of ageing individuals to prevent cognitive decline. Ethical tensions arise when this individual responsibility collides with social and personal realities of ageing populations. First, we contextualize the priority given to healthy cognitive ageing within the current brain-based medical and social discourses. Second, we explore the individual responsibility by examining the economic considerations, medical evidence and individual interests that relate to the priority given to healthy cognitive ageing. Third, we identify three key ethical challenges for policymakers seeking to implement lifestyle recommendations as an effective population-level approach to healthy cognitive ageing. The result is a prospectus for future in-depth analysis of ethical tensions that arise from current policy discussions of healthy cognitive ageing. © 2017 John Wiley & Sons Ltd.

Methods of Strength Development in Boys of Primary School Age Using Active Games

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С. І. Марченко

2016-09-01

Full Text Available The research objective is to analyze the effect of games on the dynamics of strength development in boys of the second-fourth grades. Research methods: theoretical analysis and collation of scientific and methodological literature, method of control testing, pedagogical experiment, methods of mathematical statistics. Research results. The paper addresses the feasibility of further scientific substantiation for the effect of the number of games, the number of repetitions, the intervals of rest and their interrelation on the change in the strength indicators for boys of primary school age. The study has revealed that strength development requires that the pupils of the second and the third grades perform four games, while the pupils of the fourth grade — five games. The number of repetitions for the pupils of the second grade is one and two, for the pupils of the third grade — two, and for the boys of the fourth grade — three, with 40-second intervals for rest. The most effective development manifests in the second and the fourth grades during 20 classes, and in the third grade —during 30 classes. After that, it is advisable to use other means. The game duration varies from two to five minutes. Conclusions. The results obtained during the experiment give reason to recommend that primary school teachers, coaches and parents use active games in physical education, sports training and individual motor activity of boys of primary school age. These games should aim at developing strength abilities, both purposefully and in complex with regard to the duration and pace (intensity of their performance.

Role of school librarian in the digital age in Nigeria | Ogunniyi ...

African Journals Online (AJOL)

The paper focuses on the role of school librarian in the digital age in Nigeria. School librarian has a vital role to play in the school library most especially with the introduction of information and communication technology (ICT) in library services world-wide in order to meet the changing needs of students and staff in the ...

Factors associated with bed and room sharing in Chinese school-aged children.

Science.gov (United States)

Li, S; Jin, X; Yan, C; Wu, S; Jiang, F; Shen, X

2009-03-01

Co-sleeping (bed or room sharing) has potential implications for children's development. Previous studies showed that co-sleeping was more prevalent in non-Western countries than in Western countries, which demonstrated that co-sleeping was marked with ethnic and socio-cultural background characteristics. The purpose of this study was to survey the prevalence of bed and room sharing and to examine related factors among school-aged children in an Asian country - China. A cross-sectional questionnaire survey was conducted in 10 districts of Shanghai, China from November to December 2005. A total of 4108 elementary school children, 49.2% boys and 50.8% girls with a mean age of 8.79 years, participated. Parent-administered questionnaires were used to collect information about children's sleeping arrangements and socio-demographic characteristics. The prevalence of routine bed sharing, room sharing and sleeping alone in Chinese school-aged children was 21.0%, 19.1% and 47.7%, respectively. Bed and room sharing didn't show significant gender difference but gradually decreased with increasing age. Multivariate logistic regression identified those factors associated with bed and room sharing: younger age, large family, children without their own bedroom and parents' approval of a co-sleeping arrangement. Co-sleeping arrangement was a common practice in Chinese school-aged children. Associated factors were characterized by intrinsic socio-cultural values and socio-economic status in China.

Individual Patterns of Enrolment in Primary Schools in the Republic of Honduras

Science.gov (United States)

Sekiya, Takeshi

2014-01-01

The Reconstructed Cohort Method is often used to examine the status of national education. However, this method does not account for individual details and we know little about the status of school enrolments by tracking individual students from entrance until dropout or graduation. This study employs the True Cohort Method to analyse data for…

[Sleep duration among school-age children in Hungary and Romania].

Science.gov (United States)

Sólyom, Réka; Lendvai, Zsófia; Pásti, Krisztina; Szeifert, Lilla; Szabó, J Attila

2013-10-06

Children's sleep duration is decreasing in the last decade. Despite of the well known negative consequences, there are no data on children's sleep duration in Hungary and Romania. The aim of the authors was to assess sleep duration of school-age children in Hungary and Romania. A self-edited questionnaire was used for the study. 2446 children were enrolled. All elementary and secondary schools in a Hungarian city, and one elementary and secondary school in a Romanian city took part in the study. Mean sleep duration was 8.3 ± 1.2 hours on weekdays. There was a significant difference between the two countries (Hungary vs. Romania, 8.5 ± 1.2 hours vs. 7.8 ± 0.9 hours, p = 0.001). Age correlated with sleep duration on weekdays (r= -0.605, p = 0.001), but not during weekend. This is the first study on children's sleep duration in Hungary and Romania. The difference between countries may be due to the difference in mean age or cultural and/or geographical differences.

DYSPRAXIA AS A PSYCHOMOTOR DISORDER OF SCHOOL AGE CHILDREN

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Agata Nowak

2015-06-01

Full Text Available Purpose: The purpose of the study was to define the epidemiology of dyspraxia among children from 6 to10 years’ age, attending grades I-III of primary schools in Wrocław, Poland. Material: the study was conducted among pupils of primary schools in Wrocław, Poland. The studied groups included 48 girls and 52 boys. The study employed Polish version of Questionnaire for the screening assessment of dyspraxia’s occurrence among children from 5 to 15 years’ age (DCDQ-PL, as well as the Coordination Test for Children (KTK. Results. After assessing the occurrence of dyspraxia among studied children, it was found out that this disorder is present in the studied group. The prevalence of dyspraxia depends on studied children’s gender; however, it is not related to their age. The results of tests, conducted with the DCDQ-PL and the KTK are consistent and confirm the observed inter-dependencies. Conclusions. Dyspraxia is a widespread psychomotor disorder, which can be diagnosed among children in the early school years. A diagnosis of a child’s development with respect to this disorder should constitute a constant element of work for teachers and educationists dealing with children at this stage of education.

Are characteristics of the school district associated with active transportation to school in Danish adolescents?

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Stock, Christiane; Bloomfield, Kim; Ejstrud, Bo; Vinther-Larsen, Mathilde; Meijer, Mathias; Grønbæk, Morten; Grittner, Ulrike

2012-06-01

This study sought to determine the influence of individual factors on active transportation to school among Danish seventh graders and whether school district factors are associated with such behaviour independently of individual factors. Mixed effects logistic regression models determined the effects of individual (gender, family affluence, enjoyment of school and academic performance) and school district factors (educational level, household savings, land use and size) on active transportation to school (by foot, bicycle or other active means) among 10 380 pupils aged 13-15 years nested in 407 school districts. Of all students, 64.4% used active transportation to school daily. Boys, those with perceived higher school performance and those with lower family affluence were more likely to use active transportation to school. After adjustment for all individual factors listed above, high household savings at the school district level was associated with higher odds of active transportation to school. As factors of land use, low level of farming land use and high proportion of single houses were associated with active transportation to school. Policies aiming at reducing social inequalities at the school district level may enhance active transportation to school. School districts with farming land use face barriers for active transportation to school, requiring special policy attention.

Peer Dynamics among Marquesan School-Aged Children.

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Martini, Mary

This research describes an observation study of 100 children, ages 9-13 years, on the island of 'Ua Pou, Marquesas Islands, French Polynesia. The children were in a French government boarding school in the main valley of the island. Complex, sophisticated group processes among the Marquesan children were observed. The role structures of the group…

Thugs, Hooligans and Snotty Noses: The Implications of Leading and Managing an All-Age School

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Swidenbank, Heidi

2008-01-01

While there has been a tradition of all-age schooling within the private sector it has not, until recently, been typical in state schools. However, there appears to be a growing trend in which all-age schools, i.e. schools that comprise multiple phases (usually primary and secondary) are becoming more popular. This article summarises the main…

Physical activity level of school children of age 10-13 years

OpenAIRE

Ronghe, Dr. Rashmi N; Gotmare, Dr. Neha A; Kawishwar, Dr. Shraddha

2016-01-01

Aim: To assess physical activity level of school children of age 10-13 years.Objectives: To assess and grade physical activity level in children of age 10-13 years using Physical Activity Questionnaire for Children (PAQ-C) classified into: Light Physical activity; Moderate Physical activity; Moderate to vigorous Physical activity and High Physical activity.Methodology: This is Questionnaire based survey study which was conducted on 100 school going children of 10-13 years who were present on ...

Ageing in individuals with intellectual disability: issues and concerns in Hong Kong.

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Tse, M My; Kwan, R Yc; Lau, J L

2018-02-01

The increasing longevity of people with intellectual disability is testimony to the positive developments occurring in medical intervention. Nonetheless, early-onset age-related issues and concerns cause deterioration of their overall wellbeing. This paper aimed to explore the issues and concerns about individuals with intellectual disability as they age. Articles that discussed people older than 30 years with an intellectual disability and those that identified ageing health issues and concerns were included. Only studies reported in English from 1996 to 2016 were included. We searched PubMed, Google Scholar, and Science Direct using the terms 'intellectual disability', 'ageing', 'cognitive impairment', 'health', and 'screening'. Apart from the early onset of age-related health problems, dementia is more likely to develop by the age of 40 years in individuals with intellectual disability. Geriatric services to people with intellectual disability, however, are only available for those aged 60 years and older. Cognitive instruments used for the general population are not suitable for people with intellectual disability because of floor effects. In Hong Kong, the Chinese version of the Dementia Screening Questionnaire for Individuals with Intellectual Disabilities is the only validated instrument for people with intellectual disability. The use of appropriate measurement tools to monitor the progression of age-related conditions in individuals with intellectual disability is of great value. Longitudinal assessment of cognition and function in people with intellectual disability is vital to enable early detection of significant deterioration. This allows for therapeutic intervention before substantial damage to the brain occurs such as dementia that hastens cognitive and functional decline.

Head Injuries in School-Age Children Who Play Golf

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Reuter-Rice, Karin; Krebs, Madelyn; Eads, Julia K.

2016-01-01

Traumatic brain injury (TBI) is the leading cause of death and disability in children. We conducted a prospective study, which examined injury characteristics and outcomes of school-age children of 5.0-15.0 years (N = 10) who were admitted to hospital for a TBI. This study evaluated the role of age, gender, the Glasgow Coma Scale, mechanisms and…

Do infant vocabulary skills predict school-age language and literacy outcomes?

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Duff, Fiona J; Reen, Gurpreet; Plunkett, Kim; Nation, Kate

2015-08-01

Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level - a finding that fits well with the observation that the majority of 'late talkers' resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family

Selected executive functions in children with ADHD in early school age

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Aneta Rita Borkowska

2010-09-01

Full Text Available The study was aimed at finding out whether at the early school age the effectiveness of executive functions distinguishes children with ADHD from those of the control group. Besides, the aim was to check to what extent the use of diagnostic methods evaluating executive functions in children at the early school age is justified. The analysis comprised cognitive flexibility, sustained attention, interference control and planning ability. Those methods of neuropsychological evaluation were used which are mostly applied to characterize executive functions: Wisconsin Card Sorting Test, interference task based on the Stroop Interference Test, and tests of verbal fluency and Tower of London. The examined group consisted of 50 children aged 7-10: 25 children with hyperactivity of combined type and 25 children of the control group. Each group consisted of 23 boys and 2 girls. The average age in the criterial group was 8 years and 10 months (SD=10 months, whereas in the control group – 8 years and 6 months (SD=11 months. According to the obtained results, children with ADHD at early school age do not exhibit a wide spectrum of executive functions deficits, which is probably associated with immaturity of executive processes in all children of that age. The findings comprised only difficulties in inhibition of response, monitoring of activity, and ability of executive attention to intentional guidance of the mental effort depending on the task’s requirements. In investigations of children with ADHD at early school age the use of neuropsychological tests and trials designed for evaluation of executive functions is justified only in limited degree. They do not significantly distinguish between children with ADHD and children without this disorder, therefore the results may be mainly of descriptive, and not explanatory, value.

Neonatal pain-related stress, functional cortical activity and visual-perceptual abilities in school-age children born at extremely low gestational age.

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Doesburg, Sam M; Chau, Cecil M; Cheung, Teresa P L; Moiseev, Alexander; Ribary, Urs; Herdman, Anthony T; Miller, Steven P; Cepeda, Ivan L; Synnes, Anne; Grunau, Ruth E

2013-10-01

Children born very prematurely (pain-related stress during neonatal intensive care has been proposed to contribute to altered neurocognitive development in these children. Due to critical periods in the development of thalamocortical systems, the immature brain of infants born at extremely low gestational age (ELGA; pain. In a cohort of school-age children followed since birth we assessed relations between functional brain activity measured using magnetoencephalogragy (MEG), visual-perceptual abilities and cumulative neonatal pain. We demonstrated alterations in the spectral structure of spontaneous cortical oscillatory activity in ELGA children at school-age. Cumulative neonatal pain-related stress was associated with changes in background cortical rhythmicity in these children, and these alterations in spontaneous brain oscillations were negatively correlated with visual-perceptual abilities at school-age, and were not driven by potentially confounding neonatal variables. These findings provide the first evidence linking neonatal pain-related stress, the development of functional brain activity, and school-age cognitive outcome in these vulnerable children. Copyright © 2013 International Association for the Study of Pain. Published by Elsevier B.V. All rights reserved.

Changes in diet from age 10 to 14 years and prospective associations with school lunch choice.

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Winpenny, Eleanor M; Corder, Kirsten L; Jones, Andy; Ambrosini, Gina L; White, Martin; van Sluijs, Esther M F

2017-09-01

There is limited evidence on how diet changes over the transition from primary to secondary school. In this study we investigated changes in diet from age 10 (2007) to age 14 years (2011) and the contribution of school-time consumption and school lunch choice to such changes. The 351 participants with dietary data (4 day food record) available at baseline (age 10 years) and follow-up (age 14 years) were included. Multi-level regression models were fitted for absolute or change in food and nutrient intake, cross-classified by primary and secondary school attended as appropriate, with adjustment for covariates and mis-reporting. From age 10 to age 14 years, children decreased energy intake from sugars (-2.6% energy (%E)) (standard error (SE) 0.44) and from saturated fats (-0.54%E (SE 0.18)), decreased fruit (-3.13 g/MJ (SE 1.04)) and vegetables (-1.55 g/MJ (SE 0.46)) consumption and increased sugar sweetened beverage (SSB) (4.66  g/MJ (SE 1.87)) and fries (1.31  g/MJ (SE 0.39)) consumption. Intake of snack foods, SSBs, and fries, but also fruits and vegetables was higher outside school hours. Prospective change from non-school lunch to school lunch, compared to maintaining non-school lunch consumption, was associated with decreased consumption of savoury snacks (-8.32 g/day (SE 2.03)), increased consumption of fries (12.8 g/day (SE 4.01)) and decreased consumption of fruit (-25.16 g/day (SE 11.02)) during school hours. Changes in diet from age 10 to age 14 years differed within and outside of school hours. Consumption of a school lunch, compared to lunch obtained elsewhere, was associated with negative as well as positive changes in diet, suggesting that any efforts to encourage school lunch take-up need to be accompanied by further efforts to improve school lunch provision to meet nutritional guidelines. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Anemia and associated factors among school-age children in Cape ...

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Anemia is a problem affecting a large group of school children in sub-Saharan Africa, contributing to morbidity in this region. In Cape Verde the magnitude of anemia in school-age children is unknown. The study aimed to assess the prevalence of anemia and associated factors among children in Cape Verde. The data are ...

Handwriting performance of preterm children at school age: a literature review

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Julie Souza de Medeiros Rocha

2015-03-01

Full Text Available Introduction: At school age, handwriting is on of the most important tasks among the fine motor activities. Good handwriting performance contributes to the child´s school performance. As prematurity impacts on motor development, it may influence handwriting. Objective: To review the specific literature and investigate whether there are differences in handwriting performance at school age between children born preterm and full term. Method: A search was performed in the Capes electronic database, in English and Portuguese, comprising the time period between January 2000 and June 2012. Articles were selected according to the inclusion criteria; the sample, objectives, instruments utilized and outcomes were analyzed. Results: Six articles were included in the study. Data analysis indicates that children born prematurely present poorer handwriting performance and a handicap in the underlying handwriting mechanisms when compared with full term infants. Conclusion: Preterm children without obvious neurological impairment are at increased risk for problems in handwriting development at school age. The small number of recent studies on this topic indicates a need for further research, as well as the development of standardized resources for the motor and handwriting assessment of Brazilian children.

Influence of Age and Schooling on the Development of Moral Judgment

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Bonifacio Barba Casillas

2002-11-01

Full Text Available This article presents an evaluation of the moral development of 111 professionals, 84 of which work in basic education. J. Rest’s Defining Issues Test was applied, and mean differences were assessed with the t test (alpha = 0.05. A regression analysis was done. Using the arithmetic means of the moral stages and of the postconventional moral index (P index the moral profile of all the subjects were described in relation to four variables. The relationship of the P index with schooling, age and teaching level was analyzed, and the adults were compared with middle school and high school students. The professionals have a profile of moral development with a prominence of stage 4 of moral judgment, a feature shared with the students. The former have equilibrium in the use of Rest’s moral judgment schematics as well as a greater postconventional moral growth than do the latter. Among the professionals there are significant differences in the P index related with schooling, age and work level. The association between age and postgraduate study is the weightiest factor in postconventional moral growth.

Impact of sleep on executive functioning in school-age children with Down syndrome.

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Esbensen, A J; Hoffman, E K

2018-06-01

Sleep problems have an impact on executive functioning in the general population. While children with Down syndrome (DS) are at high risk for sleep problems, the impact of these sleep problems on executive functioning in school-age children with DS is less well documented. Our study examined the relationship between parent-reported and actigraphy-measured sleep duration and sleep quality with parent and teacher reports and neuropsychology assessments of executive functioning among school-age children with DS. Thirty school-age children with DS wore an actigraph watch for a week at home at night. Their parent completed ratings of the child's sleep during that same week. Children completed a neuropsychology assessment of their inhibitory control, ability to shift and working memory. Their parents and teachers completed rating scales to assess these same constructs of executive functioning. Parent reports of restless sleep behaviours on the Children's Sleep Habits Questionnaire (CSHQ), but not actigraph-measured sleep period or efficiency, were predictive of parent reports of concerns with inhibitory control, shifting and working memory, and of teacher reports of inhibitory control. No measure of sleep was predictive of executive functioning as measured by the neuropsychology assessment. The study findings corroborate the preliminary literature that parent-reported sleep problems are related to executive functioning in school-age children with DS, particularly in the area of inhibitory control across home and school. These findings have implications for understanding contributing factors to academic performance and school behaviour in school-age children with DS. © 2018 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Teacher-evaluated self-regulation is related to school achievement and influenced by parental education in schoolchildren aged 8-12 : A case-control study

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van Tetering, Marleen A.J.; de Groot, Renate H.M.; Jolles, Jelle

2018-01-01

There are major inter-individual differences in the school achievements of students aged 8-12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first

School Nurse Interventions in Managing Functional Urinary Incontinence in School-Age Children

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Rivers, Charisse L.

2010-01-01

Uncomplicated urinary incontinence (UI) in school-age children is a prevalent yet underrecognized problem that has remained in the shadow of other concerns commonly perceived as more prominent or urgent. There is good evidence that functional UI in children can be treated and managed effectively. When there is no structural or neurologic…

Age related differences in individual quality of life domains in youth with type 1 diabetes

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Lett Syretta

2004-09-01

Full Text Available Abstract Background Investigating individual, as opposed to predetermined, quality of life domains may yield important information about quality of life. This study investigated the individual quality of life domains nominated by youth with type 1 diabetes. Methods Eighty young people attending a diabetes summer camp completed the Schedule for the Evaluation of Individual Quality of Life-Direct Weighting interview, which allows respondents to nominate and evaluate their own quality of life domains. Results The most frequently nominated life domains were 'family', 'friends', 'diabetes', 'school', and 'health' respectively; ranked in terms of importance, domains were 'religion', 'family', 'diabetes', 'health', and 'the golden rule'; ranked in order of satisfaction, domains were 'camp', 'religion', 'pets', and 'family' and 'a special person' were tied for fifth. Respondent age was significantly positively associated with the importance of 'friends', and a significantly negatively associated with the importance of 'family'. Nearly all respondents nominated a quality of life domain relating to physical status, however, the specific physical status domain and the rationale for its nomination varied. Some respondents nominated 'diabetes' as a domain and emphasized diabetes 'self-care behaviors' in order to avoid negative health consequences such as hospitalization. Other respondents nominated 'health' and focused more generally on 'living well with diabetes'. In an ANOVA with physical status domain as the independent variable and age as the dependent variable, participants who nominated 'diabetes' were younger (M = 12.9 years than those who nominated 'health' (M = 15.9 years. In a second ANOVA, with rationale for nomination the physical status domain as the independent variable, and age as the dependent variable, those who emphasized 'self care behaviors' were younger (M = 11.8 years than those who emphasized 'living well with diabetes' (M = 14.6 years

Obesity related factors in school-aged children.

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Soltani, Parvaneh Reza; Ghanbari, Atefeh; Rad, Afagh Hasanzadeh

2013-05-01

Overweight and obesity is becoming an increasingly prevalent problem in both developed and developing world, and is one of the most serious public health challenges of the 21(st) century. Although various studies demonstrated pediatric obesity-related factors, but, due to its ongoing hazardous effects, researchers aimed to assess obesity-related factors in school-aged children in Rasht, Iran. This was a case-control study which was performed in eight primary schools of Rasht. A cluster sampling method was used to select 320 students including 80 in case (BMI ≥85(th) percentile for age and gender) and 240 in control group (BMI = 5(th)-85(th) percentile for age and gender). Data were collected by a scale, a tape meter, and a form which consisted of obesity-related factors, and were analyzed by Chi-square, Mann-Whitney, and stepwise multivariate regression tests in SPSS 19. Findings showed that the mean and standard deviation of birth weight (g) in case and control groups were 3671 ± 5.64 and 190 ± 5.46, respectively (P = 0.000). 82.5% of case and 92.9% of control group had exclusive breastfeeding for 4-6 months (P = 0.024). Also, multivariate regression analysis indicated that birth weight, age, exclusive breastfeeding, and frequency of meals have significant effects on body mass index (BMI). It seems that more accurate interventions for primordial prevention are essential to reduce childhood obesity risk factors, including promotion of pre-pregnancy and prenatal care to have neonates who are appropriate for gestational age and also improving exclusive breastfeeding in the first 6 months of life. In addition, identifying children at risk for adolescent obesity provides physicians and midwives with an opportunity for earlier intervention with the goal of limiting the progression of abnormal weight gain.

Brain-Derived Neurotrophic Factor Expression in Individuals With Schizophrenia and Healthy Aging: Testing the Accelerated Aging Hypothesis of Schizophrenia.

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Islam, Farhana; Mulsant, Benoit H; Voineskos, Aristotle N; Rajji, Tarek K

2017-07-01

Schizophrenia has been hypothesized to be a syndrome of accelerated aging. Brain plasticity is vulnerable to the normal aging process and affected in schizophrenia: brain-derived neurotrophic factor (BDNF) is an important neuroplasticity molecule. The present review explores the accelerated aging hypothesis of schizophrenia by comparing changes in BDNF expression in schizophrenia with aging-associated changes. Individuals with schizophrenia show patterns of increased overall mortality, metabolic abnormalities, and cognitive decline normally observed later in life in the healthy population. An overall decrease is observed in BDNF expression in schizophrenia compared to healthy controls and in older individuals compared to a younger cohort. There is a marked decrease in BDNF levels in the frontal regions and in the periphery among older individuals and those with schizophrenia; however, data for BDNF expression in the occipital, parietal, and temporal cortices and the hippocampus is inconclusive. Accelerated aging hypothesis is supported based on frontal regions and peripheral studies; however, further studies are needed in other brain regions.

Flatfoot in school-age children: prevalence and associated factors.

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Sadeghi-Demneh, Ebrahim; Jafarian, Fahimehsadat; Melvin, Jonathan M A; Azadinia, Fatemeh; Shamsi, Fatemeh; Jafarpishe, Mohamad

2015-06-01

Flatfoot has been shown to cause abnormal stresses on the foot and lower extremity. The altered mechanical stresses on these structures can aggravate the foot deformity. Screening of the flatfoot and its associated factors helps detect underlying risks influencing the stresses on the foot. The purpose of this study was to analyze the structure of the medial foot arch and investigate its associated factors in students, aged 7 to 14 years. Multistage cluster sampling was used and each cluster included 2 other random sampling levels. A total of 667 Iranian school children were recruited and their feet were bilaterally evaluated using a static footprint while standing in a fully weightbearing position. The footprint, an observational measurement, and a questionnaire were used for the foot assessment. The prevalence of flatfoot was 17.1% in the population studied. There was no gender difference but the prevalence of flatfoot did decrease with age. The significant differences were observed in the prevalence of flatfoot between normal-weight, overweight, and obese groups (P plantar arch in school-age children is influenced by age and weight. Age and weight were the primary predictive factors of flatfoot. Prognostic, Level IV: Case series. © 2015 The Author(s).

Academic Achievement, Employment, Age and Gender and Students' Experience of Alternative School

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Poyrazli, Senel; Ferrer-Wreder, Laura; Meister, Denise G.; Forthun, Larry; Coatsworth, J. Doug; Grahame, Kamini Maraj

2008-01-01

The purpose of this cross-sectional study was to explore associations between academic achievement, employment, gender, and age in relation to students' sense of school membership and perception of adults in school. The sample consisted of 102 secondary, alternative school students. Results indicated that students with a more positive perception…

Influences of Training on Individual Outcomes for High School Sports Officials

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Timothy D. Ryan

2014-04-01

Full Text Available The primary purpose of this study was to explore the influences of training on specific quality of work outcomes of job satisfaction, pay satisfaction, and intentions to leave within high school sports officials. Evidence suggests that there is a shortage of high school officials in all categories of high school sport. Via a web-based survey, we explored the effects of training on the individual outcomes under study. Results indicated that the level of training had a significant effect on job satisfaction, pay satisfaction, and turnover intentions. Analyses indicated that officials with less training had higher turnover intentions and lower job satisfaction than officials who had more training. Conversely, officials who engaged numerous training hours had lower pay satisfaction. This exploratory study supports the importance of training high school officials but, more importantly, provides an initial assessment on the reverse effects of training on pay satisfaction.

Socio-economic status and overweight or obesity among school-age children in sub-Saharan Africa - a systematic review.

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Fruhstorfer, B H; Mousoulis, C; Uthman, O A; Robertson, W

2016-02-01

Childhood overweight and obesity have emerged as a public health concern in sub-Saharan Africa. We conducted a systematic review with the aim to examine the association between socio-economic status (SES) and overweight or obesity among school-age children in sub-Saharan Africa. In March 2014 we searched five electronic databases for reports which presented cross-sectional data on prevalence levels of overweight or obesity stratified by SES groups among school-age children in sub-Saharan Africa. We used a random-effect model to pool the relative indexes of inequality of the association from the individual studies. In total, 20 reports satisfied the inclusion criteria providing results of 21 datasets. The risk of overweight or obesity in children from highest SES households was 5.28 times as high as that of children from lowest SES households (95% confidence interval [CI] 2.62 to 10.66). On subgroup analysis, this association was statistically significant for household income and composite SES measures but not for parental educational attainment and occupation type. Similarly, the risk of overweight or obesity in children attending affluent (private) schools was 15.94 times as high as that of children going to either urban or rural public schools (95% CI 5.82 to 43.68). The magnitude of the association tended to be stronger for area or school-type compared with composite measures. In summary, children from higher SES households and those attending private schools tended to be overweight and obese. © 2016 World Obesity.

Unmet Needs of Families of School-Aged Children with an Autism Spectrum Disorder

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Brown, Hilary K.; Ouellette-Kuntz, Helene; Hunter, Duncan; Kelley, Elizabeth; Cobigo, Virginie

2012-01-01

Background: To aid decision making regarding the allocation of limited resources, information is needed on the perceived unmet needs of parents of school-aged children with an autism spectrum disorder. Materials and Methods: A cross-sectional survey was conducted of 101 Canadian families of school-aged children with an autism spectrum disorder.…

[Overweight in primary school-age children. Prevalence and risk factors].

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Funk, M B; Bausback-Schomakers, S; Hanschmann, K M; Gerhards, B; Kuhn, K; Krackhardt, B

2015-10-01

Various studies show that pre-school age is a sensitive period for the development of overweight and obesity. During a longitudinal study between 2010 and 2013, the municipal health authority (city of Frankfurt) in cooperation with the university children's hospital investigated the development of weight in children aged 5 to 8. The weight and height of a collective of 5720 children were measured (2010/11). In addition, nutritional and exercise habits, as well as media consumption was documented for 4758 children through a questionnaire during the school enrolment procedure. The weight and height of 3481 children were measured again in the second grade (2012/13). Over a period of 24 months, the percentage of overweight (not obese) children increased from 7.5 to 9.4 % and that of obese children from 4.5 to 5.0 %. 164 of 2818 children with a normal initial weight (5.8 %) changed to percentile class overweight or obese. 79 of 260 children who were initially overweight, not obese (30 %), changed to the group of normal weight, but only 4 out of 156 obese children (3 %). Increased TV consumption (> 1 h per day), availability of their own television, lack of physical activity, and consumption of high-calorie drinks were risk factors for the development of overweight during the primary school age. 72 % of parents of overweight children and 22 % of obese children falsely classified their children as normal weight. Targeted education about the risk of obesity in the primary school age and offers for early intervention should be established in the healthcare services concerned.

Suicide in Elementary School-Aged Children and Early Adolescents.

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Sheftall, Arielle H; Asti, Lindsey; Horowitz, Lisa M; Felts, Adrienne; Fontanella, Cynthia A; Campo, John V; Bridge, Jeffrey A

2016-10-01

Suicide in elementary school-aged children is not well studied, despite a recent increase in the suicide rate among US black children. The objectives of this study were to describe characteristics and precipitating circumstances of suicide in elementary school-aged children relative to early adolescent decedents and identify potential within-group racial differences. We analyzed National Violent Death Reporting System (NVDRS) surveillance data capturing suicide deaths from 2003 to 2012 for 17 US states. Participants included all suicide decedents aged 5 to 14 years (N = 693). Age group comparisons (5-11 years and 12-14 years) were conducted by using the χ 2 test or Fisher's exact test, as appropriate. Compared with early adolescents who died by suicide, children who died by suicide were more commonly male, black, died by hanging/strangulation/suffocation, and died at home. Children who died by suicide more often experienced relationship problems with family members/friends (60.3% vs 46.0%; P = .02) and less often experienced boyfriend/girlfriend problems (0% vs 16.0%; P suicide note (7.7% vs 30.2%; P suicide decedents with known mental health problems (n = 210), childhood decedents more often experienced attention-deficit disorder with or without hyperactivity (59.3% vs 29.0%; P = .002) and less often experienced depression/dysthymia (33.3% vs 65.6%; P = .001) compared with early adolescent decedents. These findings raise questions about impulsive responding to psychosocial adversity in younger suicide decedents, and they suggest a need for both common and developmentally-specific suicide prevention strategies during the elementary school-aged and early adolescent years. Further research should investigate factors associated with the recent increase in suicide rates among black children. Copyright © 2016 by the American Academy of Pediatrics.

Early childhood growth patterns and school-age respiratory resistance, fractional exhaled nitric oxide and asthma.

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Casas, Maribel; den Dekker, Herman T; Kruithof, Claudia J; Reiss, Irwin K; Vrijheid, Martine; de Jongste, Johan C; Jaddoe, Vincent W V; Duijts, Liesbeth

2016-12-01

Greater infant weight gain is associated with lower lung function and increased risk of childhood asthma. The role of early childhood peak growth patterns is unclear. We assessed the associations of individually derived early childhood peak growth patterns with respiratory resistance, fractional exhaled nitric oxide, wheezing patterns, and asthma until school-age. We performed a population-based prospective cohort study among 5364 children. Repeated growth measurements between 0 and 3 years of age were used to derive standard deviation scores (s.d.s) of peak height and weight velocities (PHV and PWV, respectively), and body mass index (BMI) and age at adiposity peak. Respiratory resistance and fractional exhaled nitric oxide were measured at 6 years of age. Wheezing patterns and asthma were prospectively assessed by annual questionnaires. We also assessed whether any association was explained by childhood weight status. Greater PHV was associated with lower respiratory resistance [Z-score (95% CI): -0.03 (-0.04, -0.01) per s.d.s increase] (n = 3382). Greater PWV and BMI at adiposity peak were associated with increased risks of early wheezing [relative risk ratio (95% CI): 1.11 (1.06, 1.16), 1.26 (1.11, 1.43), respectively] and persistent wheezing [relative risk ratio (95% CI): 1.09 (1.03, 1.16), 1.37 (1.17, 1.60), respectively] (n = 3189 and n = 3005, respectively). Childhood weight status partly explained these associations. No other associations were observed. PWV and BMI at adiposity peak are critical for lung developmental and risk of school-age wheezing. Follow-up studies at older ages are needed to elucidate whether these effects persist at later ages. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Health maintenance in school-aged children: Part II. Counseling recommendations.

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Riley, Margaret; Locke, Amy B; Skye, Eric P

2011-03-15

School-aged children (kindergarten through early adolescence) are establishing patterns of behavior that may last a lifetime; therefore, it is important to counsel these patients about healthy lifestyle practices during well-child examinations. Children and families should be advised to eat a diet high in fruits, vegetables, whole grains, low-fat or nonfat dairy products, beans, fish, and lean meats, while limiting sugar, fast food, and highly processed foods. Children should engage in at least 60 minutes per day of moderate to vigorous physical activity, and screen time (e.g., television, computer, video games) should be limited to no more than one to two hours of quality programming daily. Most school-aged children require 11 hours of sleep per night. Decreased sleep is associated with behavioral issues, decreased concentration at school, and obesity. Children should brush their teeth twice per day with a toothpaste containing fluoride. Unintentional injury is the leading cause of death in this age group in the United States, and families should be counseled on traffic, water, sports, and firearm safety. Because high-risk behaviors may start in early adolescence, many experts recommend screening for tobacco, alcohol, and drug use beginning at 11 years of age. Sexually active adolescents should be counseled on protecting against sexually transmitted infections, and should be screened for these infections if indicated.

Aging and Variability of Individual Differences: A Longitudinal Analysis of Social, Psychological, and Physiological Indicators.

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Maddox, George L.; Douglass, Elizabeth B.

This paper explores the relationship between age and individual differences. Two hypotheses were tested through the use of repeated measures of functioning in terms of social, psychological, and physiological parameters: (1) individual differences do not decrease with age, and (2) individuals tend to maintain the same rank in relation to age peers…

Childhood Fears, Neurobehavioral Functioning and Behavior Problems in School-Age Children

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Kushnir, Jonathan; Sadeh, Avi

2010-01-01

The objective is to examine underlying associations between childhood fears, behavior problems and neurobehavioral functioning (NBF) in school-age children. Healthy, regular school children (N = 135), from second, fourth and sixth grade classes were assessed. Data regarding children's fears and behavioral problems were obtained with the Revised…

EHLS at School: school-age follow-up of the Early Home Learning Study cluster randomized controlled trial.

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Westrupp, Elizabeth M; Bennett, Clair; Cullinane, Meabh; Hackworth, Naomi J; Berthelsen, Donna; Reilly, Sheena; Mensah, Fiona K; Gold, Lisa; Bennetts, Shannon K; Levickis, Penny; Nicholson, Jan M

2018-05-02

Targeted interventions during early childhood can assist families in providing strong foundations that promote children's health and wellbeing across the life course. There is growing recognition that longer follow-up times are necessary to assess intervention outcomes, as effects may change as children develop. The Early Home Learning Study, or 'EHLS', comprised two cluster randomized controlled superiority trials of a brief parenting intervention, smalltalk, aimed at supporting parents to strengthen the early childhood home learning environment of infants (6-12 months) or toddlers (12-36 months). Results showed sustained improvements in parent-child interactions and the home environment at the 32 week follow-up for the toddler but not the infant trial. The current study will therefore follow up the EHLS toddler cohort to primary school age, with the aim of addressing a gap in literature concerning long-term effects of early childhood interventions focused on improving school readiness and later developmental outcomes. 'EHLS at School' is a school-aged follow-up study of the toddler cluster randomized controlled trial (n = 1226). Data will be collected by parent-, child- and teacher-report questionnaires, recorded observations of parent-child interactions, and direct child assessment when children are aged 7.5 years old. Data linkage will provide additional data on child health and academic functioning at ages 5, 8 and 10 years. Child outcomes will be compared for families allocated to standard/usual care (control) versus those allocated to the smalltalk program (group program only or group program with additional home coaching). Findings from The Early Home Learning Study provided evidence of the benefits of the smalltalk intervention delivered via facilitated playgroups for parents of toddlers. The EHLS at School Study aims to examine the long-term outcomes of this initiative to determine whether improvements in the quality of the parent

Parental involvement in elementary school-aged child’s creativity

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Suparmi; Suardiman, S. P.; Kumara, A.

2018-01-01

This study aims at describing the parental involvement in cultivating elementary school-aged child’s creativity. The qualitative research was designed with multidisciplinary study approach. Eight students and some parents from public elementary schools of Ngawen 4th of Gunungkidul, Yogyakarta, and 4 students from an elementary school in Sleman, Yogyakarta were involved in the process of collecting the data. In-depth interview, observation, and documentation were used simultaneously to collect the data. The results showed that: 1) the subject had a level of intelligence quotient; the intelligence of verbal creativity above the average level, and creative behaviour on average, 2) interaction of parents and child-related discussions, experiences, and plans, academic problems in school were needed to boost the students’ creativity, 3) interactions of parents and school-related participations in school were also encouraged to implant students’ social awareness, 4) interaction among parents communicated each other to have a better result of academic awareness, and 5) Parents should install family norms to cultivate children’s intelligence quotient.

Learning to eat vegetables in early life: the role of timing, age and individual eating traits.

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Samantha J Caton

Full Text Available Vegetable intake is generally low among children, who appear to be especially fussy during the pre-school years. Repeated exposure is known to enhance intake of a novel vegetable in early life but individual differences in response to familiarisation have emerged from recent studies. In order to understand the factors which predict different responses to repeated exposure, data from the same experiment conducted in three groups of children from three countries (n = 332 aged 4-38 m (18.9±9.9 m were combined and modelled. During the intervention period each child was given between 5 and 10 exposures to a novel vegetable (artichoke puree in one of three versions (basic, sweet or added energy. Intake of basic artichoke puree was measured both before and after the exposure period. Overall, younger children consumed more artichoke than older children. Four distinct patterns of eating behaviour during the exposure period were defined. Most children were "learners" (40% who increased intake over time. 21% consumed more than 75% of what was offered each time and were labelled "plate-clearers". 16% were considered "non-eaters" eating less than 10 g by the 5th exposure and the remainder were classified as "others" (23% since their pattern was highly variable. Age was a significant predictor of eating pattern, with older pre-school children more likely to be non-eaters. Plate-clearers had higher enjoyment of food and lower satiety responsiveness than non-eaters who scored highest on food fussiness. Children in the added energy condition showed the smallest change in intake over time, compared to those in the basic or sweetened artichoke condition. Clearly whilst repeated exposure familiarises children with a novel food, alternative strategies that focus on encouraging initial tastes of the target food might be needed for the fussier and older pre-school children.

The Impact of Nutrition, Sedentary Behaviour and Lifestyle on School-Age Children

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Pantea-Stoian Anca

2015-09-01

Full Text Available Background and Aims. Diet and lifestyle in school-age children have a particularly large impact on health, as well as various consequences in future. The objective of this papers it to assess the relationship between lifestyle and daily diet and the effects of an unhealthy diet. Material and Methods. An observational cohort study was conducted in Bucharest, in three schools and one high school on 100 children, between 2011 and 2013. The criterion for inclusion was the appropriate age (school-age. The protocol consisted in clinical examination, body mass index (BMI calculation, questions about diet, physical activity and time spent watching television (TV. Results. Most children do not respect a schedule of meals and snacks (78%. Unhealthy diet (fast food, carbonated beverages, chocolate registered higher preferences. Mean TV time was 2.32 hours/day (SD=1.92 and a strong evidence on relationship between age and number of hours allocated to TV was discovered (p< .01. Four percent of children were found to be under the 5th percentile (underweight, 18% between 85th and 95th percentile (overweight and 14% above 95th percentile (obesity. Conclusions. A sedentary life in this case was mainly determined by the time spent daily in front of the television rather than lack of exercise.

Visual search in school-aged children with unilateral brain lesions

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Netelenbos, J.B.; de Rooij, L.

2004-01-01

In this preliminary study, visual search for targets within and beyond the initial field of view was investigated in seven school-aged children (five females, two males; mean age at testing 8 years 10 months, SD 1 year 3 months; range 6 to 10 years) with various acquired, postnatal, focal brain

Multitasking During Degraded Speech Recognition in School-Age Children.

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Grieco-Calub, Tina M; Ward, Kristina M; Brehm, Laurel

2017-01-01

Multitasking requires individuals to allocate their cognitive resources across different tasks. The purpose of the current study was to assess school-age children's multitasking abilities during degraded speech recognition. Children (8 to 12 years old) completed a dual-task paradigm including a sentence recognition (primary) task containing speech that was either unprocessed or noise-band vocoded with 8, 6, or 4 spectral channels and a visual monitoring (secondary) task. Children's accuracy and reaction time on the visual monitoring task was quantified during the dual-task paradigm in each condition of the primary task and compared with single-task performance. Children experienced dual-task costs in the 6- and 4-channel conditions of the primary speech recognition task with decreased accuracy on the visual monitoring task relative to baseline performance. In all conditions, children's dual-task performance on the visual monitoring task was strongly predicted by their single-task (baseline) performance on the task. Results suggest that children's proficiency with the secondary task contributes to the magnitude of dual-task costs while multitasking during degraded speech recognition.

Exposure to Tobacco Advertising and Promotion among School Children Aged 13-15 in Vietnam - an Overview from GYTS 2014.

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Long, Tran Khanh; Son, Phung Xuan; Giang, Kim Bao; Hai, Phan Thi; Huyen, Doan Thi Thu; Khue, Luong Ngoc; Nga, Pham Thi Quynh; Lam, Nguyen Tuan; Minh, Hoang Van; Huong, Le Thi Thanh

2016-01-01

Evidence shows that tobacco advertising and promotion activities may increase tobacco consumption and usage, especially in youth. Despite the regulation on prohibiting advertisement of any tobacco product, tobacco advertisement and promotion activities are still common in Vietnam. This article presents current exposure to tobacco advertising and promotion (TAP) among school children aged 13 to 15 years in Vietnam in 2014 and potential influencing factors. Data from the Global Youth Tobacco Survey 2014 in Vietnam covering 3,430 school aged children were used. Both descriptive and analytical statistics were carried out with Stata 13 statistical software. Binary logistic regression was applied to explain the exposure to TAP among youth and examine relationships with individual factors. A significance level of padvertising or promotion. Wearing or otherwise using products related to tobacco was the most exposure TAP type reported by students (22.3%). The internet (22.1), points of sales (19.2) and social events (11.5) were three places that students aged 13-15 frequently were exposed to TAP. Binary logistic results showed that gender (female vs male) (OR = 0.61, 95%CI: 0.52 - 0.71), susceptibility to smoking (OR = 2.12, 95%CI: 1.53 - 2.92), closest friends' smoked (OR = 1.43, 95%CI: 1.2 - 1.7) and parents smoking status (OR = 2.83, 95%CI: 1.6 - 5.01) were significantly associated with TAP exposure among school-aged children. The research findings should contribute to effective implementation of measures for preventing and controlling tobacco use among students aged 13-15 in Viet Nam.

The production of direct object clitics in pre-school- and primary school-aged children with specific language impairments.

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Guasti, Maria Teresa; Palma, Silvia; Genovese, Elisabetta; Stagi, Paolo; Saladini, Gabriella; Arosio, Fabrizio

2016-01-01

Third-person direct object (DO) clitic pronoun production is examined through an elicited production method in pre-school- and primary school-aged groups of Italian children with specific language impairment (SLI) to establish whether there is an improvement from age 5 years to age 7 years and whether there are qualitative differences in the two groups' responses. It was found that 5- and 7-year-old Italian children with SLI produce fewer third-person DO clitics than same-age peers. The kind of responses they provide changes: at 5 years, children with SLI tend to omit clitics, while at 7 years, they use a full noun. Production of third-person DO clitics is a persistent challenge for children with SLI and is confirmed to be a good clinical marker both at 5 and 7 years of age.

Physical Fitness, Academic Achievement, and Socioeconomic Status in School-Aged Youth

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Coe, Dawn P.; Peterson, Thomas; Blair, Cheryl; Schutten, Mary C.; Peddie, Heather

2013-01-01

Background: This study examined the association between physical fitness and academic achievement and determined the influence of socioeconomic status (SES) on the association between fitness and academic achievement in school-aged youth. Methods: Overall, 1,701 third-, sixth-, and ninth-grade students from 5 school districts participated in the…

Self-reported depression and anxiety symptoms in school-aged Singaporean children.

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Magiati, Iliana; Ponniah, Kathryn; Ooi, Yoon Phaik; Chan, Yiong Huak; Fung, Daniel; Woo, Bernardine

2015-03-01

Few studies have examined anxiety and depression experiences of primary (middle) school-aged children from ethnically diverse backgrounds, and most have relied on parents or others as informants. The present study aimed to investigate self-reported anxiety and depression symptoms in Singaporean primary school-aged children. Age, gender, and ethnic differences and interactions were explored as well as similarities and differences between Singaporean children and US norms. A large representative community sample of 1655 8- to 12-year-old Singaporean children (Chinese, Malay, and Indian) completed the Multidimensional Anxiety Scale for Children (MASC) and the Children's Depression Inventory (CDI) as part of a larger epidemiological study of mental health in Singaporean children. Rates of clinically elevated symptoms of anxiety and depression were 9.3% and 16.9% on the MASC and the CDI, respectively. Separation and social anxieties were most common. Evidence of a gender difference in levels of emotional symptoms was most evident in Indian children, with girls reporting more symptoms than boys. The relationship between age and internalizing problems was weak. A substantial minority of primary school-aged Singaporean children reported elevated anxious and depressive symptoms. Better understanding of the factors that contribute to the development and maintenance of these problems can help the development of culture-specific interventions and facilitate the planning of community-tailored services and initiatives. Copyright © 2013 Wiley Publishing Asia Pty Ltd.

The impact of insecticide-treated school uniforms on dengue infections in school-aged children: study protocol for a randomised controlled trial in Thailand.

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Wilder-Smith, Annelies; Byass, Peter; Olanratmanee, Phanthip; Maskhao, Pongsri; Sringernyuang, Luechai; Logan, James G; Lindsay, Steve W; Banks, Sarah; Gubler, Duane; Louis, Valérie R; Tozan, Yesim; Kittayapong, Pattamaporn

2012-11-15

There is an urgent need to protect children against dengue since this age group is particularly sensitive to the disease. Since dengue vectors are active mainly during the day, a potential target for control should be schools where children spend a considerable amount of their day. School uniforms are the cultural norm in most developing countries, worn throughout the day. We hypothesise that insecticide-treated school uniforms will reduce the incidence of dengue infection in school-aged children. Our objective is to determine the impact of impregnated school uniforms on dengue incidence. A randomised controlled trial will be conducted in eastern Thailand in a group of schools with approximately 2,000 students aged 7-18 years. Pre-fabricated school uniforms will be commercially treated to ensure consistent, high-quality insecticide impregnation with permethrin. A double-blind, randomised, crossover trial at the school level will cover two dengue transmission seasons. Practical issues and plans concerning intervention implementation, evaluation, analysing and interpreting the data, and possible policy implications arising from the trial are discussed. clinicaltrial.gov. NCT01563640.

Prevalence and Pattern of Executive Dysfunction in School Age Children with Congenital Heart Disease

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Sanz, Jacqueline H.; Berl, Madison M.; Armour, Anna C.; Wang, Jichuan; Cheng, Yao I.; Donofrio, Mary T.

2016-01-01

Objective Executive Function, a set of cognitive skills important to social and academic outcomes, is a specific area of cognitive weakness in children with congenital heart disease (CHD). We evaluated the prevalence and profile of executive dysfunction in a heterogeneous sample of school aged children with CHD, examined whether children with executive dysfunction are receiving school services and support, and identified risk factors for executive dysfunction at school age. Design 91 school aged patients completed questionnaires, including the Behavior Rating Inventory of Executive Function (BRIEF) and a medical history questionnaire. An age and gender matched control sample was drawn from a normativedatabase. Results CHD patients had a higher rate of parent reported executive dysfunction (OR=4.37, p0.05). Gender, premature birth (≤37 weeks), and CHD with aortic obstruction were predictive of executive dysfunction, especially for behavior regulation skills. Conclusions School aged children with CHD have an increased prevalence of executive dysfunction, especially problems with working memory and flexibility, and are underserved by the school system. The increased risk for executive dysfunction in those with CHD and prematurity or CHD with aortic obstruction suggests an etiology of delayed brain development in the fetal and neonatal periods, while male gender may increase susceptibility to brain injury. This study highlights the need for regular neurodevelopmental follow up in children with CHD, and a need to better understand mechanisms that contribute to adverse neurodevelopmental outcomes. PMID:27863079

Prevalence and pattern of executive dysfunction in school age children with congenital heart disease.

Science.gov (United States)

Sanz, Jacqueline H; Berl, Madison M; Armour, Anna C; Wang, Jichuan; Cheng, Yao I; Donofrio, Mary T

2017-03-01

Executive function, a set of cognitive skills important to social and academic outcomes, is a specific area of cognitive weakness in children with congenital heart disease (CHD). We evaluated the prevalence and profile of executive dysfunction in a heterogeneous sample of school aged children with CHD, examined whether children with executive dysfunction are receiving school services and support, and identified risk factors for executive dysfunction at school age. Ninety-one school aged patients completed questionnaires, including the Behavior Rating Inventory of Executive Function (BRIEF) and a medical history questionnaire. An age- and gender- matched control sample was drawn from a normative database. Children with CHD had a higher rate of parent reported executive dysfunction (OR = 4.37, P  .05). Gender, premature birth (≤37 weeks), and CHD with aortic obstruction were predictive of executive dysfunction, especially for behavior regulation skills. School aged children with CHD have an increased prevalence of executive dysfunction, especially problems with working memory and flexibility, and are underserved by the school system. The increased risk for executive dysfunction in those with CHD and prematurity or CHD with aortic obstruction suggests an etiology of delayed brain development in the fetal and neonatal periods, while male gender may increase susceptibility to brain injury. This study highlights the need for regular neurodevelopmental follow up in children with CHD, and a need to better understand mechanisms that contribute to adverse neurodevelopmental outcomes. © 2016 Wiley Periodicals, Inc.

Child development at 5 years of age predicted mathematics ability and schooling outcomes in Malawian adolescents.

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Gandhi, Mihir; Teivaanmaki, Tiina; Maleta, Kenneth; Duan, Xiaolian; Ashorn, Per; Cheung, Yin Bun

2013-01-01

This study aimed to examine the association between child development at 5 years of age and mathematics ability and schooling outcomes at 12 years of age in Malawian children. A prospective cohort study looking at 609 rural Malawian children. Outcome measures were percentage of correctly answered mathematics questions, highest school grade completed and number of times repeating school grades at 12 years of age. A child development summary score obtained at 5 years of age was the main exposure variable. Regression analyses were used to estimate the association and adjust for confounders. Sensitivity analysis was performed by handling losses to follow-up with multiple imputation (MI) method. The summary score was positively associated with percentage of correctly answered mathematics questions (p = 0.057; p = 0.031 MI) and with highest school grade completed (p = 0.096; p = 0.070 MI), and negatively associated with number of times repeating school grades (p = 0.834; p = 0.339 MI). Fine motor score at 5 years was independently associated with the mathematic score (p = 0.032; p = 0.011 MI). The association between child development and mathematics ability did not depend on school attendance. Child development at 5 years of age showed signs of positive association with mathematics ability and possibly with highest school grade completed at 12 years of age. © 2012 The Author(s)/Acta Paediatrica © 2012 Foundation Acta Paediatrica.

Organization of Individual Work of Students under Competence-Oriented Approach to Education in Higher School

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Ualiyeva, Nazym T.; Murzalinova, Alma Z.

2016-01-01

The main objective of this research is to identify the essence, content and specifics of organization of individual work of higher school students under competence-oriented approach. The research methodology is related to the choice of competence-oriented approach to ensure transformation of individual work into individual activity in…

Effects of Age and Schooling on Intellectual Performance: Estimates Obtained from Analysis of Continuous Variation in Age and Length of Schooling

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Cliffordson, Christina; Gustafsson, Jan-Eric

2008-01-01

The effects of age and schooling on different aspects of intellectual performance, taking track of study into account, are investigated. The analyses were based on military enlistment test scores, obtained by 48,269 males, measuring Fluid ability (Gf), Crystallized intelligence (Gc), and General visualization (Gv) ability. A regression method,…

Does school time matter? On the impact of compulsory education age on school dropout

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Cabus, S.J.; de Witte, K.

2010-01-01

A straightforward way to prevent students from leaving education without a higher secondary diploma consists of increasing the compulsory education age. By staying longer in school, the idea is that more students eventually obtain a higher secondary diploma. This paper examines by a

[Television publicity and food preferences of school age children of the metropolitan region].

Science.gov (United States)

Olivares, S; Albala, C; García, F; Jofré, I

1999-07-01

There is an alarming increase in the prevalence of child obesity in Chile. Lack of exercise and bad feeding habits strongly strongly contribute to the problem. To investigate the influence of television publicity on school age children food preferences. A semi structured interview was applied to a representative sample of 786 school age children aged 6 to 11 years old, living in Metropolitan Santiago. Time watching television during week days and the attitude towards food and beverage commercials was analyzed and related to food preferences. Ninety nine percent of school age children watch television during week days and 20% watches more the three hours daily. Snack commercials such as those about potato chips, chocolates, cookies and ice cream, are preferred by 35% of children. Soda commercials are preferred by 33% and yoghurt commercials by 12%. Eighty five percent of children had money to buy food. Of these, 66% bought snacks, 15% bought sodas and 7% yoghurt. The same tendency was observed in school collations. The high percentage of children, watching television and the influence of commercials in their food preferences, requires an urgent educational strategy to promote healthy feeding habits.

Lifestyle, quality of life, nutritional status and headache in school-age children.

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Castro, Kamila; Rockett, Fernanda C; Billo, Maira; Oliveira, Gabriela T; Klein, Luciana S; Parizotti, Cristiane S; Perla, Alexandre S; Perry, Ingrid D S

2013-01-01

Headache has been described as a factor with significant negative impact on the quality of life of school-aged children with a high risk of developing in chronic and persistent form in adulthood. Among other headache associated triggers or aggravating factors, lifestyle and obesity has been investigated, but results are still conflicting. To evaluate the prevalence of headache in school-aged children and its relationship to anthropometric characteristics, lifestyle, and quality of life. A cross-sectional study was conducted in six schools located in two cities in southern Brazil, involving 750 students aged 7 to 14 years. Information was collected on sociodemographic characteristics, clinical variables (presence of headache and menarche), anthropometric data, lifestyle, and quality of life. A total of 185 (24.7%) students reported having headache crises in the last 3 months. Among students aged 10 to 14 years, presence of headache was associated with female sex, affecting 32.2% of girls vs. 23.3% of boys (p = 0.042, chi-square test). Anthropometric parameters (data on overweight/obesity) were consistent with national prevalence rates, and there was no association between Body Mass Index (BMI) and headache. Regarding lifestyle, 2.0% of students reported smoking and 1.6% consuming alcohol occasionally, and neither was associated with headache. Quality of life, especially aspects of social life, appeared to be affected by the presence of headache. This study found a high prevalence of headache in school-aged children, which was associated with female students aged 10-14 years and quality of life. Copyright © AULA MEDICA EDICIONES 2013. Published by AULA MEDICA. All rights reserved.

Seasonality affects dietary diversity of school-age children in northern Ghana.

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Abdul-Razak Abizari

Full Text Available Dietary diversity score (DDS is relatively easy to measure and is shown to be a very useful indicator of the probability of adequate micronutrient intake. Dietary diversity, however, is usually assessed during a single period and little is known about the effect of seasonality on it. This study investigates whether dietary diversity is influenced by seasonality.Two cross-sectional surveys were conducted in two different seasons-dry season (October 2010 and rainy season (May 2011 among the same school-age children (SAC in two rural schools in northern Ghana. The study population consisted of 228 school-age children. A qualitative 24-hour dietary recall was conducted in both seasons. Based on 13 food groups, a score of 1 was given if a child consumed a food item belonging to a particular food group, else 0. Individual scores were aggregated into DDS for each child. Differences in mean DDS between seasons were compared using linear mixed model analysis.The dietary pattern of the SAC was commonly plant foods with poor consumption of animal source foods. The mean DDS was significantly higher (P < 0.001 in the rainy season (6.95 ± 0.55 compared to the dry season (6.44 ± 0.55 after adjusting for potential confounders such as age, sex, occupation (household head and mother and education of household head. The difference in mean DDS between dry and rainy seasons was mainly due to the difference in the consumption of Vitamin A-rich fruits and vegetables between the seasons. While vitamin A-rich fruits (64.0% vs. 0.9%; P < 0.0001 and vitamin A rich dark green leafy vegetables (52.6% vs. 23.3%, P < .0001 were consumed more during the rainy season than the dry season, more children consumed vitamin A-rich deep yellow, orange and red vegetables during the dry season than during the rainy season (73.7% vs. 36.4%, P <0.001.Seasonality has an effect on DDS and may affect the quality of dietary intake of SAC; in such a context, it would be useful to measure DDS

Executive and intellectual functioning in school-aged children with specific language impairment.

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Kuusisto, Marika A; Nieminen, Pirkko E; Helminen, Mika T; Kleemola, Leenamaija

2017-03-01

Earlier research and clinical practice show that specific language impairment (SLI) is often associated with nonverbal cognitive deficits and weakened skills in executive functions (EFs). Executive deficits may have a remarkable influence on a child's everyday activities in the home and school environments. However, research information is still limited on EFs in school-aged children with SLI, mostly conducted among English- and Dutch-speaking children. To study whether there are differences in EFs between Finnish-speaking children with SLI and typically developing (TD) peers at school age. EFs are compared between the groups with and without controlling for nonverbal intelligence. Parents and teachers of children with SLI (n = 22) and age- and gender-matched TD peers (n = 22) completed The Behavior Rating Inventory of Executive Functions (BRIEF). The mean age of the children was 8,2 years. BRIEF ratings of parents and teachers were compared between the children with SLI and with TD peers by paired analysis using conditional logistic regression models with and without controlling for nonverbal IQ. Intellectual functioning was assessed with the Wechsler Intelligence Scale for Children. Children with SLI had weaker scores in all parent and teacher BRIEF scales compared with TD peers. Statistically significant differences between the groups were found in BRIEF scales Shift, Emotional Control, Initiate, Working Memory, Plan/Organize and Monitor. Differences between the groups were statistically significant also in intellectual functioning. On BRIEF scales some group differences remained statistically significant after controlling for nonverbal IQ. This study provides additional evidence that also Finnish-speaking school-aged children with SLI are at risk of having deficits in EFs in daily life. EFs have been proposed to have an impact on developmental outcomes later in life. In clinical practice it is important to pay attention to EFs in school-aged children with SLI

Does pet ownership in infancy lead to asthma or allergy at school age? Pooled analysis of individual participant data from 11 European birth cohorts.

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Karin C Lødrup Carlsen

Full Text Available OBJECTIVE: To examine the associations between pet keeping in early childhood and asthma and allergies in children aged 6-10 years. DESIGN: Pooled analysis of individual participant data of 11 prospective European birth cohorts that recruited a total of over 22,000 children in the 1990s. EXPOSURE DEFINITION: Ownership of only cats, dogs, birds, rodents, or cats/dogs combined during the first 2 years of life. OUTCOME DEFINITION: Current asthma (primary outcome, allergic asthma, allergic rhinitis and allergic sensitization during 6-10 years of age. DATA SYNTHESIS: Three-step approach: (i Common definition of outcome and exposure variables across cohorts; (ii calculation of adjusted effect estimates for each cohort; (iii pooling of effect estimates by using random effects meta-analysis models. RESULTS: We found no association between furry and feathered pet keeping early in life and asthma in school age. For example, the odds ratio for asthma comparing cat ownership with "no pets" (10 studies, 11489 participants was 1.00 (95% confidence interval 0.78 to 1.28 (I(2 = 9%; p = 0.36. The odds ratio for asthma comparing dog ownership with "no pets" (9 studies, 11433 participants was 0.77 (0.58 to 1.03 (I(2 = 0%, p = 0.89. Owning both cat(s and dog(s compared to "no pets" resulted in an odds ratio of 1.04 (0.59 to 1.84 (I(2 = 33%, p = 0.18. Similarly, for allergic asthma and for allergic rhinitis we did not find associations regarding any type of pet ownership early in life. However, we found some evidence for an association between ownership of furry pets during the first 2 years of life and reduced likelihood of becoming sensitized to aero-allergens. CONCLUSIONS: Pet ownership in early life did not appear to either increase or reduce the risk of asthma or allergic rhinitis symptoms in children aged 6-10. Advice from health care practitioners to avoid or to specifically acquire pets for primary prevention of asthma or allergic

Leaving school without qualifications and mental health problems to age 30.

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Fergusson, David M; McLeod, Geraldine F H; Horwood, L John

2015-03-01

To examine the associations between leaving school without qualifications and subsequent mental health to age 30, using data gathered over the course of a 30-year longitudinal study. Data were gathered over the course of a 30-year study (Christchurch Health and Development Study) of a birth cohort of 1265 children, born in Christchurch in 1977. This cohort has been studied on 22 occasions from birth to age 30. As part of this study, information was gathered on: (a) school leaving qualifications, (b) mental health problems from 18 to 30; and (c) prospectively assessed childhood and adolescent factors including: child and family background; family violence and child abuse; and adolescent mental health problems. Leaving school without qualifications was associated with increased risks of subsequent: major depression (OR = 1.37 at 95 % CI 1.05-1.78, p = 0.019); anxiety disorder (OR = 1.99 at 95 % CI 1.55-2.57, p mental health problems) reduced these associations substantially and to the point of statistical non-significance. The findings of this study suggest that there was no direct causal association between leaving school without qualifications and subsequent mental health problems. Associations were explained by the linkages between leaving school without qualifications and: child and family social background; and mental health around the point of school leaving.

DISABILITY OF 'STUDENT IN SCHOOL AGE

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PERROTTA Francesco

2010-04-01

Full Text Available Schools should play a significant role in spreading the message understanding and acceptance of disability rights, helping to dispel fears, myths and prejudices, supporting the efforts of the whole community.Should develop and disseminate educational resources to support students to develop an awareness individual's disability or that of others, helping them to consider in a positive diversity. It is necessary to achieve the goal of 'education for all in compliance the principles of full participation and equality. Education has a roleinstrumental in building from future for all, both for the individual, both for the person as members of society and the world of work. The education system must therefore be the central place that will ensure personal development and social inclusion, that allows children and young people to be as independent as possible. Theeducation system is the first step toward a society of 'integration. [the Declaration of Madrid, Non-discrimination as affirmative action equal social integration, Madrid, 2002

Interventions to improve executive functioning and working memory in school-aged children with AD(HD: a randomised controlled trial and stepped-care approach

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van der Donk Marthe LA

2013-01-01

Full Text Available Abstract Background Deficits in executive functioning are of great significance in attention-deficit/hyperactivity disorder (ADHD. One of these executive functions, working memory, plays an important role in academic performance and is often seen as the core deficit of this disorder. There are indications that working memory problems and academic performance can be improved by school-oriented interventions but this has not yet been studied systematically. In this study we will determine the short- and long-term effects of a working memory - and an executive function training applied in a school situation for children with AD(HD, taking individual characteristics, the level of impairment and costs (stepped-care approach into account. Methods/design The study consists of two parts: the first part is a randomised controlled trial with school-aged children (8–12 yrs with AD(HD. Two groups (each n = 50 will be randomly assigned to a well studied computerized working memory training ‘Cogmed’, or to the ‘Paying attention in class’ intervention which is an experimental school-based executive function training. Children will be selected from regular -and special education primary schools in the region of Amsterdam, the Netherlands. The second part of the study will determine which specific characteristics are related to non-response of the ‘Paying attention in class’ intervention. School-aged children (8–12 yrs with AD(HD will follow the experimental school-based executive function training ‘Paying attention in class’ (n = 175. Academic performance and neurocognitive functioning (primary outcomes are assessed before, directly after and 6 months after training. Secondary outcome measures are: behaviour in class, behaviour problems and quality of life. Discussion So far, there is limited but promising evidence that working memory – and other executive function interventions can improve academic performance. Little is know about the

Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools.

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Justice, Laura M; Jiang, Hui; Logan, Jessica A; Schmitt, Mary Beth

2017-06-10

This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools. The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled "Speech-Therapy Experiences in the Public Schools." Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest. Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains. This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.

On your bike! a cross-sectional study of the individual, social and environmental correlates of cycling to school

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Trapp Georgina SA

2011-11-01

Full Text Available Abstract Background Active school transport (AST has declined rapidly in recent decades. While many studies have examined walking, cycling to school has received very little attention. Correlates of cycling are likely to differ to those from walking and cycling enables AST from further distances. This study examined individual, social and environmental factors associated with cycling to school among elementary school-aged children, stratified by gender. Methods Children (n = 1197 attending 25 Australian primary schools located in high or low walkable neighborhoods, completed a one-week travel diary and a parent/child questionnaire on travel habits and attitudes. Results Overall, 31.2% of boys and 14.6% of girls cycled ≥ 1 trip/week, however 59.4% of boys and 36.7% of girls reported cycling as their preferred school transport mode. In boys (but not girls, school neighborhood design was significantly associated with cycling: i.e., boys attending schools in neighborhoods with high connectivity and low traffic were 5.58 times more likely to cycle (95% CI 1.11-27.96 and for each kilometer boys lived from school the odds of cycling reduced by 0.70 (95% CI 0.63-0.99. Irrespective of gender, cycling to school was associated with parental confidence in their child's cycling ability (boys: OR 10.39; 95% CI 3.79-28.48; girls: OR 4.03; 95% CI 2.02-8.05, parental perceived convenience of driving (boys: OR 0.42; 95% CI 0.23-0.74; girls: OR 0.40; 95% CI 0.20-0.82; and child's preference to cycle (boys: OR 5.68; 95% CI 3.23-9.98; girls: OR 3.73; 95% CI 2.26-6.17. Conclusion School proximity, street network connectivity and traffic exposure in school neighborhoods was associated with boys (but not girls cycling to school. Irrespective of gender, parents need to be confident in their child's cycling ability and must prioritize cycling over driving.

The impact of insecticide-treated school uniforms on dengue infections in school-aged children: study protocol for a randomised controlled trial in Thailand

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Wilder-Smith Annelies

2012-11-01

Full Text Available Abstract Background There is an urgent need to protect children against dengue since this age group is particularly sensitive to the disease. Since dengue vectors are active mainly during the day, a potential target for control should be schools where children spend a considerable amount of their day. School uniforms are the cultural norm in most developing countries, worn throughout the day. We hypothesise that insecticide-treated school uniforms will reduce the incidence of dengue infection in school-aged children. Our objective is to determine the impact of impregnated school uniforms on dengue incidence. Methods A randomised controlled trial will be conducted in eastern Thailand in a group of schools with approximately 2,000 students aged 7–18 years. Pre-fabricated school uniforms will be commercially treated to ensure consistent, high-quality insecticide impregnation with permethrin. A double-blind, randomised, crossover trial at the school level will cover two dengue transmission seasons. Discussion Practical issues and plans concerning intervention implementation, evaluation, analysing and interpreting the data, and possible policy implications arising from the trial are discussed. Trial registration clinicaltrial.gov. Registration number: NCT01563640

Dynamic drawing characteristics of preschool and younger school age children

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Cvetković Andrijana

2014-01-01

Full Text Available The main objective of this research is to determine developmental characteristics of dynamic drawings of preschool and younger school age children. The sample consists of 90 typical developed children, aged between 6 and 9. The sample includes 47 (52.2% girls and 43 (47.8% boys from preschool institutions and elementary schools in Pirot and Belgrade. Action representation in dynamic drawings was evaluated using three types of drawings: a man who runs, a man shooting a ball and a man lifting a ball from the floor. We determined that a very small number of the respondents reaches the highest level of graphical representation of figures in motion, and that girl’s achievements are better than boy’s achievements. However, this result is on the border of statistical significance (p=0.052. Also, there is a statistically significant trend of progress to higher levels of action representation (p=0.000 with the increase in chronological age of the respondents.

School-based sleep education program improves sleep and academic performance of school-age children.

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Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

2016-05-01

The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

Individualism and socioeconomic diversity at school as related to perceptions of the frequency of peer aggression in fifteen countries.

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Menzer, Melissa M; Torney-Purta, Judith

2012-10-01

The purpose of this study was to examine two aspects of context for peer aggression: national individualism and distributions of socioeconomic status in the school. School administrators for each school reported on their perceptions of the frequency of bullying and violence in their school. The sample comprised 990 school principals/headmasters from nationally representative samples of schools in 15 countries surveyed as part of the larger IEA Civic Education Study (Torney-Purta, Lehmann, Oswald, & Schulz, 2001). A national context of individualism was associated with violence but not bullying. Schools with high socioeconomic diversity had more bullying than homogeneously low or high socioeconomic status schools. In addition, diverse schools had more violence than affluent schools. Results suggest that bullying and violence should be investigated as separate constructs. Furthermore, contexts, such as national culture and school socioeconomic diversity, are important in understanding the prevalence of bullying and violence in schools internationally. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

[Comparison of polysomnographic characteristics in preschool and school aged children with obstructive sleep apnea hypopnea syndrome].

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Sun, Yuanfeng; Lei, Fei; Du, Lina; Tang, Xiangdong; Yang, Linghui

2016-03-01

To compare the characteristics of polysomnography in preschool and school aged children with obstructive sleep apnea hypopnea syndrome (OSAHS). The clinical data were collected from October 2009 to October 2013 among children monitored in Sleep Medical Center of West China Hospital. Among them, 189 preschool aged (aged 3-5 years) and 211 school aged (aged 6-13 years) children with sleep breathing disorder, and 33 children complained with sleep talking as controls were enrolled and underwent polysomnography. According to apnea hyponea index (AHI), they were classified as primary snoring (AHIstage and N2 stage among groups (P>0.05). In preschool aged children, the percentage of N1 stage in the moderate/severe group was more than other three groups (moderate/severe group vs control group, primary snoring group, mild group: 24.7%±13.7% vs 17.0%±8.7%, 21.7%±12.4%, 20.9%±11.6%, all Pstage in the moderate/severe group was more than the control group (moderate/severe group vs control group: 18.0%±10.4% vs 12.0%±4.8%, Pstage in the moderate/severe group and the mild group were less than the control group (moderate/severe group, mild group vs control group: 28.3%±9.6%, 28.8%±8.8% vs 33.9%±13.0%, both Ppreschool and school aged children group, the arouse index in the moderate/severe group was higher than other three groups, the mean oxygen saturation and the lowest oxygen saturation in the moderate/severe group were lower than those of the other three groups, the differences were statistically significant (all Ppreschool children (r=-0.02, P>0.05). However, there was significance in school aged children (r=0.26, Ppreschool and school aged (r=0.42, 0.55, both Ppreschool children than in school aged children. The severity is mainly related to enlarged tonsils and adenoids. School aged children with OSAHS may be more susceptible to sleep structure disorder and the severity is mainly related to BMI.

25 CFR 42.10 - How must the school communicate individual student rights to students, parents or guardians, and...

Science.gov (United States)

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false How must the school communicate individual student rights to students, parents or guardians, and staff? 42.10 Section 42.10 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION STUDENT RIGHTS § 42.10 How must the school communicate individual...

Brain Volumes at Term-Equivalent Age in Preterm Infants : Imaging Biomarkers for Neurodevelopmental Outcome through Early School Age

NARCIS (Netherlands)

Keunen, Kristin; Išgum, Ivana; van Kooij, Britt J M; Anbeek, Petronella; van Haastert, Ingrid C; Koopman-Esseboom, Corine; van Stam, Petronella C; Nievelstein, Rutger A J; Viergever, Max A; de Vries, Linda S; Groenendaal, Floris; Benders, Manon J N L

OBJECTIVE: To evaluate the relationship between brain volumes at term and neurodevelopmental outcome through early school age in preterm infants. STUDY DESIGN: One hundred twelve preterm infants (born mean gestational age 28.6 ± 1.7 weeks) were studied prospectively with magnetic resonance imaging

School Age Populations Research Needs - NCS Dietary Assessment Literature Review

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Drawing conclusions about the validity of available dietary assessment instruments in school age children is hampered by the differences in instruments, research design, reference methods, and populations in the validation literature.

Education of Social Skills among Senior High School Age Students in Physical Education Classes

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Akelaitis, Arturas V.; Malinauskas, Romualdas K.

2016-01-01

Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…

A Catalogue of Dutch Protestant Primary Schools in the Secular Age: Empirical Results

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Siebren Miedema; dr. Ina ter Avest; Gerdien Bertram-Troost; Cees Kom

2013-01-01

The ways schools shape their (religious) identity may change over time. Due to developments in society and individualization of religion the formal identity of schools in the pillarized educational system of the Netherlands is not completely representing the religious identity of teachers anymore,

Parents' perception about their preterm child's social interaction reaching school age

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Laansma, Frederike; Smidt, Eva; Crajé, Céline; Luinge, Margreet

2017-01-01

A key element in social development is interaction with others. Preterm infants have an increased risk for problems in this aspect. We aimed to gain insight into parents’ perception about their preterm child’s social interaction upon reaching school age. Twelve caregivers of preterm infants aged

Too Young to Leave the Nest: The Effects of School Starting Age. NBER Working Paper No. 13969

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Black, Sandra E.; Devereux, Paul J.; Salvanes, Kjell G.

2008-01-01

Does it matter when a child starts school? While the popular press seems to suggest it does, there is limited evidence of a long-run effect of school starting age on student outcomes. This paper uses data on the population of Norway to examine the role of school starting age on longer-run outcomes such as IQ scores at age 18, educational…

Manganese and lead levels in settled dust in elementary schools are correlated with biomarkers of exposure in school-aged children.

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Rodrigues, Juliana L G; Bandeira, Matheus J; Araújo, Cecília F S; Dos Santos, Nathália R; Anjos, Ana Laura S; Koin, Ng Lai; Pereira, Laiz C; Oliveira, Sérgio S P; Mergler, Donna; Menezes-Filho, José A

2018-05-01

Previously, we showed that manganese (Mn) levels in settled dust in elementary schools increased at a rate of 34.1% per km closer to a ferro-manganese alloy plant in the rainy season. In this study, we investigated how this environmental pollution indicator varied in the dry season and if there was an association with Mn biomarker levels in school-aged children. Dust samples were collected with passive samplers (disposable Petri dishes) placed in interior and exterior environments of 14 elementary schools. Occipital hair, toenails and blood samples were collected from 173 students aged 7-12 years from three of these schools, with varying distance from the industrial plant. Mn and lead (Pb) levels were measured by graphite furnace atomic absorption spectrometry. Mn concentration geometric means (GM) in dust fall accumulation in interior environments of schools located at 2, 4, 6 and > 6 km-radii from the plant were 2212, 584, 625 and 224 μg Mn/m 2 /30 days, respectively. The modelled rate of change of dust Mn levels decreases by 59.8% for each km further from the plant. Pb levels in settled dust varied between 18 and 81 μg/m 2 /30 days with no association with distance from the plant. Blood lead levels median (range) were 1.2 μg/dL (0.2-15.6), of which 97.8% were children's age; and also with log MnTn (β = 2.31 × 10 -5 , p children exposure to Mn, independently of age, increases significantly with school proximity to the ferro-manganese alloy plant. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Recreational Activities of Hearing-impaired Children of a Young School Age

OpenAIRE

Šrámková, Markéta

2007-01-01

In my diploma work I would like to focus on theme of spending free time in school for hearing impaired children (age 6-12) . The work has two parts. In the first one - theoretical- literary - I will describe types of spending free time of deaf and hard of hearing children different enviroments : family, school, out of school. In the second one -practical research - I will focus on the profile of school for hearing impaired children. I would like to touch the problem of activities (during the ...

French Nursery Schools and German Kindergartens: Effects of Individual and Contextual Variables on Early Learning

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Tazouti, Youssef; Viriot-Goeldel, Caroline; Matter, Cornelie; Geiger-Jaillet, Anemone; Carol, Rita; Deviterne, Dominique

2011-01-01

The present article investigates the effects of individual and contextual variables on children's early learning in French nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery schools) and Germany (253 children from German kindergartens) measured skills that facilitate the…

Examining the psychological and social impact of relative age in primary school children: a cross-sectional survey.

Science.gov (United States)

Price, A; Allen, K; Ukoumunne, O C; Hayes, R; Ford, T

2017-11-01

A number of studies demonstrate that children who are younger within their school year have poorer academic attainment and are more likely to have special educational needs. Few, however, have considered the impact relative age may have on child mental health, behaviour and happiness in school. This paper utilized data from the Supporting Teachers and Children in Schools study (2075 pupils aged 5 to 9 years from 80 primary schools) to explore the relationship among relative age, behaviour and happiness in school. Behavioural and emotional development was assessed by using the teacher-reported and parent-reported Strengths and Difficulties Questionnaire and the Pupil Behaviour Questionnaire. Children's happiness within school was assessed by using the How I Feel About My School Questionnaire. Relatively younger children had higher Total Difficulties scores on the Strengths and Difficulties Questionnaire than their peers. There was a mean increase per 30-day decrease in relative age of 0.09 (95% CI: 0.03 to 0.16; p = 0.007) in teacher-reported and 0.08 (0.001 to 0.16; p = 0.05) in parent-reported scores. There was little evidence of a relationship between relative age and children's behaviour and happiness in school. For children with complex difficulties, being relatively young for their school year may be an additional stressor that may undermine mental health. © 2017 John Wiley & Sons Ltd.

High burden of Schistosoma mansoni infection in school-aged children in Marolambo District, Madagascar.

Science.gov (United States)

Spencer, Stephen A; Penney, James M St John; Russell, Hannah J; Howe, Anthony P; Linder, Cortland; Rakotomampianina, Andriamahitsisambatra L D; Nandimbiniaina, Anjara M; Squire, S Bertel; Stothard, J Russell; Bustinduy, Amaya L; Rahetilahy, Alain M

2017-06-24

A school-based survey was undertaken to assess prevalence and infection intensity of schistosomiasis in school-aged children in the Marolambo District of Madagascar. School-aged children from six purposively selected schools were tested for Schistosoma haematobium by urine filtration and Schistosoma mansoni using circulating cathodic antigen (CCA) and Kato-Katz stool analysis. The investigators did not address soil-transmitted helminths (STH) in this study. Of 399 school-aged children screened, 93.7% were infected with S. mansoni based on CCA analysis. Kato-Katz analysis of stool revealed S. mansoni infection in 73.6% (215/ 292). Heavy infections (> 400 eggs per gram) were common (32.1%; 69/ 215), with a mean of 482 eggs per gram of stool. Moderate infection intensities were detected in 31.2% (67/ 215) and light infection intensities in 36.7% (79/ 215) of infected participants. No infection with S. haematobium was detected by urine filtration. Intestinal schistosomiasis appears a considerable public health issue in this remote area of Madagascar where there is a pressing need for mass drug administration.

Modern diagnostic method of microelementosis of school age children

International Nuclear Information System (INIS)

Rasulov, S.K.

2006-01-01

Full text: Human and animal pathology stipulated by deficiency of vitally important (or 'essential') microelements or their excess, has got its combined name microelementosis [1]. In connection with high biological activity of microelements in organism in different physiologic and pathologic status the quantitative determination of several metals in biomedium of organism is of great importance in the study of microelement metabolism. However, objective and representative data on estimation of school children's provision with microelements are practically absent. The objective of the study was to investigate contents of microelements connected with deficiency of biometals participating in hemopoiesis (Cu, Zn, Co, Mn) in biomedium of the organism of school children in Zarafshan region of the Republic of Uzbekistan. We have applied the method of neutron-activation analysis for determination of microelements (Fe, Zn, Cu, Co, Mn) in hair, whole blood, blood serum, urine, saliva, food-stuff samples and in more than 20 elements of other biomedia, as per designed method in Nuclear Physics Institute, Republic of Uzbekistan [4]. The study was carried out on 245 practically healthy children aged 7-17, 131 boys and 33 girls living in four different areas of Samarkand region. According to the designed method the determination of Mn, Cu was done as follows: samples together with standards were packed in polyethylene container and underwent irradiation in vertical channel of the reactor by neutron flow 5x10 13 neutron cm -2 sec - 1 , (for 15 seconds). The measurement of direct activity was conducted in 2 hours for determining of Cu and Mn. For determining of iron, cobalt, zinc the irradiation test measurement was done within 15 hours one month after irradiation by the corresponding radionuclides. In all measurement of element contents different standards were applied: Intralaboratory data was received by fixing a certain number of elements on ashless filter paper and comparison

The age of school shootings: a sociological interpretation on masculinity

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Celis, Jorge

2015-01-01

Full Text Available Over the past two decades there has been a growing interest in the study of the horrendous massacres perpetrated by students at school premises. These massacres, known as school shootings, haven been predominantly analyzed by employing psychological approaches. Despite the fact that empirical research clearly reveals that school shooters tend not to present life-long histories of mental illness, these approaches usually put a strong emphasis on the perpetrator’s individual pathologies, ignoring the influence that social values such as masculinity exert on perpetrators’ actions. Consequently, perpetrators are viewed as lone wolf shooters and school shootings as isolated cases. Based on data derived from scholarly works published mainly in peer-review journals and the sociological theory of P. Berger and T. Luckmann, the aim of this essay is to offer a sociological interpretation on school shootings by explaining why school shooters commit violent actions against teachers and classmates as a form of retrieving their masculinity. In this regard, the essay finds that male rather than female students commit school shootings. At the same time, the majority of perpetrators have had parents who were gun collectors. It is no coincide that shooters mostly use family guns to commit the massacres. Additionally, shooters see school as a social entity that has diminished their masculinity, and the way to reaffirm their masculinity is to attack randomly students and teachers in full view of the rest of school members during school hours.

Age-related hearing decline in individuals with and without occupational noise exposure

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Christina Hederstierna

2016-01-01

Full Text Available This study was conducted to compare the pattern of age-related hearing decline in individuals with and without self-reported previous occupational noise exposure. This was a prospective, population-based, longitudinal study of individuals aged 70-75 years, from an epidemiological investigation, comprising three age cohorts. In total there were 1013 subjects (432 men and 581 women. Participants were tested with pure tone audiometry, and they answered a questionnaire to provide information regarding number of years of occupational noise exposure. There were no significant differences in hearing decline, at any frequency, for those aged 70-75 years between the noise-exposed (N= 62 men, 22 women and the nonexposed groups (N = 96 men, 158 women. This study supports the additive model of noise-induced hearing loss (NIHL and age-related hearing loss (ARHL. The concept of different patterns of hearing decline between persons exposed and not exposed to noise could not be verified.

Age estimation of living Indian individuals based on aspartic acid racemization from tooth biopsy specimen

Science.gov (United States)

Rastogi, Manu; Logani, Ajay; Shah, Naseem; Kumar, Abhishek; Arora, Saurabh

2017-01-01

Background: Age estimation in living individuals is imperative to amicably settle civil and criminal disputes. A biochemical method based on amino acid racemization was evaluated for age estimation of living Indian individuals. Design: Caries-free maxillary/mandibular premolar teeth (n = 90) were collected from participants with age proof documents and divided into predefined nine age groups. Materials and Methods: Dentine biopsy from the labial aspect of the tooth crown was taken with an indigenously developed microtrephine. The samples were processed and subjected to gas chromatography. Dextrorotatory:levorotatory ratios were calculated, and a regression equation was formulated. Results: Across all age groups, an error of 0 ± 4 years between protein racemization age and chronological age was observed. Conclusion: Aspartic acid racemization from dentine biopsy samples could be a viable and accurate technique for age estimation of living individuals who have attained a state of skeletal maturity. PMID:29263613

Health perceptions and behaviors of school-age boys and girls.

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Graham, M V; Uphold, C R

1992-01-01

This study described and compared the health perceptions and behaviors of 83 school-age boys and girls. An age-appropriate interview schedule was designed to collect data related to demographic characteristics, health perceptions, safety, life-style practices, nutrition, dental health, and care of minor injuries. Findings indicated that most boys and girls viewed themselves as healthy and managed their own care fairly well in the areas of seat belt use, exercise, and dental health. Nutrition was identified as an area of concern, with 10% of the children skipping breakfast, and over half eating snacks with empty calories. Generally, children were found to be knowledgeable in the management of simple injuries and how to respond in the event of an emergency. Boys and girls were similar in all areas of health perceptions and behaviors except for dental health, with boys reporting more regular visits to the dentist than did girls. Further research is needed to learn more about the process by which school-age children acquire positive health behaviors to assist nurses to design and implement intervention programs that appropriately address the needs of this age group.

Money and age in schools: Bullying and power imbalances.

Science.gov (United States)

Chaux, Enrique; Castellanos, Melisa

2015-05-01

School bullying continues to be a serious problem around the world. Thus, it seems crucial to clearly identify the risk factors associated with being a victim or a bully. The current study focused in particular on the role that age and socio-economic differences between classmates could play on bullying. Logistic and multilevel analyses were conducted using data from 53,316 5th and 9th grade students from a representative sample of public and private Colombian schools. Higher age and better family socio-economic conditions than classmates were risk factors associated with being a bully, while younger age and poorer socio-economic conditions than classmates were associated with being a victim of bullying. Coming from authoritarian families or violent neighborhoods, and supporting beliefs legitimizing aggression, were also associated with bullying and victimization. Empathy was negatively associated with being a bully, and in some cases positively associated with being a victim. The results highlight the need to take into account possible sources of power imbalances, such as age and socio-economic differences among classmates, when seeking to prevent bullying. In particular, interventions focused on peer group dynamics might contribute to avoid power imbalances or to prevent power imbalances from becoming power abuse. Aggr. Behav. 41:280-293, 2015. © 2014 Wiley Periodicals, Inc. © 2014 Wiley Periodicals, Inc.

Individual differences and the development of perceived control.

Science.gov (United States)

Skinner, E A; Zimmer-Gembeck, M J; Connell, J P

1998-01-01

Research on individual differences demonstrates that children's perceived control exerts a strong effect on their academic achievement and that, in turn, children's actual school performance influences their sense of control. At the same time, developmental research shows systematic age-graded changes in the processes that children use to regulate and interpret control experiences. Drawing on both these perspectives, the current study examines (1) age differences in the operation of beliefs-performance cycles and (2) the effects of these cycles on the development of children's perceived control and classroom engagement from the third to the seventh grade. Longitudinal data on about 1,600 children were collected six times (every fall and spring) over 3 consecutive school years, including children's reports of their perceived control and individual interactions with teachers; teachers' reports of each student's engagement in class; and, for a subset of students, grades and achievement tests. Analyses of individual differences and individual growth curves (estimated using hierarchical linear modeling procedures) were consistent, not only with a cyclic model of context, self, action, and outcomes, but also with predictors of individual development over 5 years from grade 3 to grade 7. Children who experienced teachers as warm and contingent were more likely to develop optimal profiles of control; these beliefs supported more active engagement in the classroom, resulting in better academic performance; success in turn predicted the maintenance of optimistic beliefs about the effectiveness of effort. In contrast, children who experienced teachers as unsupportive were more likely to develop beliefs that emphasized external causes; these profiles of control predicted escalating classroom disaffection and lower scholastic achievement; in turn, these poor performances led children to increasingly doubt their own capacities and to believe even more strongly in the power of

Racial Residential Segregation of School-Age Children and Adults: The Role of Schooling as a Segregating Force

Directory of Open Access Journals (Sweden)

Ann Owens

2017-02-01

Full Text Available Neighborhoods are critical contexts for children’s well-being, but differences in neighborhood inequality among children and adults are understudied. I document racial segregation between neighborhoods among school-age children and adults in 2000 and 2010 and find that though the racial composition of children’s and adults’ neighborhoods is similar, exposure to own-age neighbors varies. Compared with adults’ exposure to other adults, children are exposed to fewer white and more minority, particularly Hispanic, children. This is due in part to compositional differences, but children are also more unevenly sorted across neighborhoods by race than adults. One explanation for higher segregation among children is that parents consider school options when making residential choices. Consistent with this hypothesis, I find that school district boundaries account for a larger proportion of neighborhood segregation among children than among adults. Future research on spatial inequality must consider the multiple contexts differentially contributing to inequality among children and adults.

Individual and class room predictors of same-cultural friendship preferences in multicultural schools

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Stefanek, E.; Strohmeier, D.; Van De Schoot, R.

2015-01-01

This study was an investigation of individual and contextual predictors for same-cultural friendship preferences among non-immigrant (N = 125), Turkish (N ¼ 196) and former Yugoslavian (N = 256) immigrant youths (M age = 14.39 years) in 36 multicultural classes. At the individual level age, gender,

Behavior Problems in School-Aged Physically Abused and Neglected Children in Spain.

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de Paul, Joaquin; Arruabarrena, M. Ignacia

1995-01-01

This study investigated behavior problems in 66 school-aged physically abused, neglected, and control group children in the Basque Country, Spain. Abused and neglected children had higher subscale scores for social problems, delinquent behavior, and attention problems and showed lower school adjustment. Neglected children appeared more aggressive,…

Age of majority assessment in Dutch individuals based on Cameriere's third molar maturity index.

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Boyacıoğlu Doğru, Hatice; Gulsahi, Ayşe; Çehreli, Sevi Burçak; Galić, Ivan; van der Stelt, Paul; Cameriere, Roberto

2018-01-01

Radiological examination of the third molar is done in living individuals for estimation of chronological age, especially in the late adolescence. The aim of this study was to assess the application of Cameriere's third molar maturity index (I 3M ) to determine whether an individual is 18 years or older (adult) or younger than 18 years (minor) in a sample of Dutch individuals. The sample consisted of panoramic images of 360 individuals aged between 14 and 22 years old. Three observers performed the measurements. Gender was not statistically significant in discriminating adults and minors. The highest value of the Youden index of the receiver operating curve analysis was for the value of I 3M age assessment in a Dutch population. Copyright © 2017 Elsevier B.V. All rights reserved.

Interventions to improve executive functioning and working memory in school-aged children with AD(H)D: a randomised controlled trial and stepped-care approach.

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van der Donk, Marthe L A; Hiemstra-Beernink, Anne-Claire; Tjeenk-Kalff, Ariane C; van der Leij, Aryan V; Lindauer, Ramón J L

2013-01-11

Deficits in executive functioning are of great significance in attention-deficit/hyperactivity disorder (ADHD). One of these executive functions, working memory, plays an important role in academic performance and is often seen as the core deficit of this disorder. There are indications that working memory problems and academic performance can be improved by school-oriented interventions but this has not yet been studied systematically. In this study we will determine the short- and long-term effects of a working memory--and an executive function training applied in a school situation for children with AD(H)D, taking individual characteristics, the level of impairment and costs (stepped-care approach) into account. The study consists of two parts: the first part is a randomised controlled trial with school-aged children (8-12 yrs) with AD(H)D. Two groups (each n = 50) will be randomly assigned to a well studied computerized working memory training 'Cogmed', or to the 'Paying attention in class' intervention which is an experimental school-based executive function training. Children will be selected from regular -and special education primary schools in the region of Amsterdam, the Netherlands. The second part of the study will determine which specific characteristics are related to non-response of the 'Paying attention in class' intervention. School-aged children (8-12 yrs) with AD(H)D will follow the experimental school-based executive function training 'Paying attention in class' (n = 175). Academic performance and neurocognitive functioning (primary outcomes) are assessed before, directly after and 6 months after training. Secondary outcome measures are: behaviour in class, behaviour problems and quality of life. So far, there is limited but promising evidence that working memory - and other executive function interventions can improve academic performance. Little is know about the applicability and generalization effects of these interventions in a classroom

Communication Profile of Primary School-Aged Children with Foetal Growth Restriction

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Partanen, Lea Aulikki; Olsén, Päivi; Mäkikallio, Kaarin; Korkalainen, Noora; Heikkinen, Hanna; Heikkinen, Minna; Yliherva, Anneli

2017-01-01

Foetal growth restriction is associated with problems in neurocognitive development. In the present study, prospectively collected cohorts of foetal growth restricted (FGR) and appropriate for gestational age grown (AGA) children were examined at early school-age by using the Children's Communication Checklist-2 (CCC-2) to test the hypothesis that…

Negative ageing stereotypes in students and faculty members from three health science schools.

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León, Soraya; Correa-Beltrán, Gloria; Giacaman, Rodrigo A

2015-06-01

To explore the ageing stereotypes held by health students and faculty members in three health science schools in Chile. This cross-sectional study surveyed 284 students and faculty members from the dental, physical therapy and speech therapy schools of the University of Talca, Chile. A validated 15-question questionnaire about negative stereotypes was used (CENVE). The questions were divided into three categories: (i) health, (ii) social factors and motivation and (iii) character and personality. The scores for each category were grouped into the following categories: (i) positive, (ii) neutral and (iii) negative. Negative stereotypes were compared across genders, socio-economic status levels, classes, positions (student or faculty member) and schools. The majority of the participants held neutral stereotypes towards ageing, followed by positive perceptions. No differences were detected between the genders, schools or classes. While most of the students had neutral perceptions about ageing, the faculty's perceptions were rather positive (p = 0.0182). In addition, people of lower-middle socio-economic status held more positive stereotypes about ageing than the participants of high and middle status (p = 0.0496). Stereotypes about ageing held by health-related students and faculty members appear to be rather neutral. The stereotypes seem to be better among students with some clinical experience, students of lower socio-economic status and faculty members. © 2013 John Wiley & Sons A/S and The Gerodontology Society. Published by John Wiley & Sons Ltd.

School-age children's fears, anxiety, and human figure drawings.

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Carroll, M K; Ryan-Wenger, N A

1999-01-01

The purpose of this study was to identify the fears of school-age children and determine the relationship between fear and anxiety. A descriptive, correlational, secondary analysis study was conducted using a convenience sample of 90 children between the ages of 8 and 12 years. Each child was instructed to complete the Revised Children's Anxiety Scale and then answer questions from a structured interview. On completion, each child was instructed to draw a human figure drawing. Frequency charts and correlational statistics were used to analyze the data. Findings indicated that the most significant fears of the boys were in the categories of animals, safety, school, and supernatural phenomena, whereas girls were more fearful of natural phenomena. High correlations existed between anxiety scores and the number of fears and emotional indicators on human figure drawings. Because human figure drawings are reliable tools for assessing anxiety and fears in children, practitioners should incorporate these drawings as part of their routine assessments of fearful children.

Age-related differences in foot mobility in individuals with patellofemoral pain.

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Tan, Jade M; Crossley, Kay M; Vicenzino, Bill; Menz, Hylton B; Munteanu, Shannon E; Collins, Natalie J

2018-01-01

Age-related changes in midfoot mobility have the potential to influence success with foot orthoses intervention in people with patellofemoral pain (PFP). The aim of this study was to determine whether older people with PFP demonstrate less foot mobility than younger adults with PFP. One hundred ninety four participants (113 (58%) women, age 32 ± 7 years, BMI 25 ± 4.9 kg/m 2 ) with PFP (≥ 6 weeks duration) were included, with foot mobility quantified using reliable and valid methods. K-means cluster analysis classified participants into three homogenous groups based on age. After cluster formation, univariate analyses of co-variance (covariates: sex, weight) were used to compare midfoot height mobility, midfoot width mobility, and foot mobility magnitude between age groups (significance level 0.05). Cluster analysis revealed three distinct age groups: 18-29 years ( n  = 70); 30-39 years ( n  = 101); and 40-50 years ( n  = 23). There was a significant main effect for age for midfoot height mobility ( p  mobility magnitude ( p  = 0.006). Post-hoc analyses revealed that midfoot height mobility differed across all three groups (moderate to large effect sizes), and that foot mobility magnitude was significantly less in those aged 40-50 years compared to those aged 18-25 years (moderate effect size). There were no significant main effects for age for midfoot width mobility ( p  > 0.05). Individuals with PFP aged 40-50 years have less foot mobility than younger adults with PFP. These findings may have implications for evaluation and treatment of older individuals with PFP.

Suitability of asthma education materials for school-age children: Implications for health literacy.

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Tzeng, Yu-Fen; Gau, Bih-Shya

2018-03-01

To investigate the suitability of asthma education materials for school-age children with asthma and elucidate how these children used their health-literacy abilities to identify whether the materials can be accepted, comprehended and applied. Effective asthma self-management education is influenced by the suitability of materials and an individual's health literacy. A mixed-method research design was developed using quantitative and qualitative surveys. The suitability of the materials was assessed on the basis of the Chinese version of the Suitability Assessment of Materials by five experts. In addition, five school-age children (age: 8-12 years) were recruited and interviewed. In total, 25 pieces of asthma education material for children were collected. On the basis of their type, the materials were categorised as nine brochures, 11 leaflets and five videos. Of the 25 materials, 17 were rated as superior materials, whereas eight were rated as adequate materials. The suitability scores of the video-based materials were significantly higher than those of the brochures and leaflets (p = .006). One print material was considered to have a reading level suitable for fifth-grade or younger children, whereas the remaining materials were considered suitable for sixth-grade or older children. The following six health-literacy domains were identified: recognising asthma through body knowledge, posing reflective questions, identifying self-care difficulties, receiving adult guidance, learning with enjoyment and addressing learning requirements. The video-based materials had integrated content and were appealing to children. Cartoon animations, interactive computer games, and skill demonstrations may enhance learning stimulation and motivation and increase learning effects in children. The present results may help healthcare providers to understand children's capacities to manage their disease, effectively address children's requirements and function as a key resource for

Nutritional status and morbidity pattern in school age children in Nepal

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N Bhandari

2012-09-01

Full Text Available School Health has been regarded as a high priority intervention in developing countries. However it has not been prioritized in Nepal for many years. The objectives of the study are to find out the nutritional status and morbidity pattern in school age children. To arouse importance of personal hygiene and healthful surrounding through information, education and communication (IEC. This cross-sectional study was administered in two schools located in Bolde phedeche and Mahure of Kavrepalanchowk. From the selected schools, a total number of 160 students studying from Grade 1 to V were enumerated in the study using census survey method. Among 160 students, the most important three problems were pediculosis 42(26.2 %, dental caries 29(18.1%, and waxy ear 27(17.1 %. Thus the school health education should put more emphasis on oral care, nutrition, personal hygiene and others. Applying classification of Indian Academy of Pediatrics: based on weight for age, 36(55.3% boys and 34(35.8% girls fall under 1st degree malnutrition and 15(23.07% boys and 44(46.3% girls fall under IInd degree malnutrition, 7(7.2 % girls fall under IIIrd degree malnutrition.The health and nutritional standards of school children in this study were found to be unsatisfactory. Among different morbidity pediculosis is found more in girls. The present study put more emphasis on the need for initiation of school health program in the school with more on improving personal hygiene, prevention of disease like parasitic infection/infestation and improvement of their nutritional status. Journal of College of Medical Sciences-Nepal,2012,Vol-8,No-2, 12-16 DOI: http://dx.doi.org/10.3126/jcmsn.v8i2.6832

Overweight and obesity in school children aged 5 to 11 years participating in food assistance programs in Mexico.

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Cuevas-Nasu, Lucía; Hernández-Prado, Bernardo; Shamah-Levy, Teresa; Monterrubio, Eric A; Morales-Ruan, María del Carmen; Moreno-Macías, Lidia B

2009-01-01

To determine the association between overweight and obesity among Mexican school-aged children and participation in the Liconsa milk and the School Breakfast food assistance programs. Data from 15 003 school-aged children included in the Mexican National Health and Nutrition Survey 2006 (ENSANUT 2006) were analyzed. Information on body mass index (BMI) and participation in food assistance programs was obtained. Descriptive analyses were conducted and logistic regression models were adjusted. Prevalence of overweight and obesity was 17.3% and 9%, respectively. No significant association between overweight and obesity and participation in Liconsa was found. Among school-aged children in the middle socioeconomic status quintile, those enrolled in the School Breakfast program were more likely to be overweight than those not enrolled (OR= 1.6, 95% CI 1.1, 2.3). We found no association between the Liconsa and the School Breakfast programs and overweight or obesity in school-aged children.

Effectiveness of an individual school-based intervention for children with aggressive behavior: A randomized controlled trial

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Stoltz, S.E.M.J.; Londen, M. van; Dekovic, M.; Orobio de Castro, B.; Prinzie, P.; Lochman, J.E.

2013-01-01

BACKGROUND: For elementary school-children with aggressive behaviour problems, there is a strong need for effective preventive interventions to interrupt the developmental trajectory towards more serious behaviour problems. AIM: The aim of this RCT-study was to evaluate a school-based individual

The Role of the School Nurse in the Special Education Process: Part 2: Eligibility Determination and the Individualized Education Program.

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Shannon, Robin Adair; Yonkaitis, Catherine Falusi

2017-07-01

This is the second of two articles outlining the professional school nurse's role in the special education process for students with disabilities. The Individuals with Disabilities in Education Improvement Act of 2004 mandates the special education process: identification, full and individual evaluation, eligibility determination, and development of the individual education program (IEP), including special education placement. Part 1 focused on the importance of the school nurse's role in student identification, response to intervention, and the full and individual evaluation. Part 2 highlights the school nurse's vital and unique contribution to the subsequent special education steps of eligibility determination, IEP development, and special education services placement and minutes.

Active Travel to School: Findings from the Survey of US Health Behavior in School-Aged Children, 2009-2010

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Yang, Yong; Ivey, Stephanie S.; Levy, Marian C.; Royne, Marla B.; Klesges, Lisa M.

2016-01-01

Background: Whereas children's active travel to school (ATS) has confirmed benefits, only a few large national surveys of ATS exist. Methods: Using data from the Health Behavior in School-aged Children (HBSC) 2009-2010 US survey, we conducted a logistic regression model to estimate the odds ratios of ATS and a linear regression model to estimate…

Mood Symptoms and Emotional Responsiveness to Threat in School-Aged Children

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Borelli, Jessica L.; Sbarra, David A.; Crowley, Michael J.; Mayes, Linda C.

2011-01-01

Clinical accounts of depression underscore its relation to negative emotional experiences; yet few empirical studies examine emotional experiences in adults with depression, with even less work on depression and emotion in children. Using a nonclinical sample of school-aged children (n = 89) ages 8 to 12, this study evaluated whether greater mood…

Risk factors and possibilities of preventing gastroesophageal reflux disease in school-age children

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O.Yu. Belousova

2018-04-01

Full Text Available Background. The article presents the main problems of early diagnosis of gastroesophageal reflux disease (GERD in school-age children, which leads to late detection and initiation of treatment. The purpose of the study was to identify the main risk factors that may predispose the development of this disease, as well as triggers that provoke GERD in school-age children. Knowledge of risk factors can help prevent the formation of GERD in children, and, with timely diagnosis of therapy, reduce the severity of the disease and improve quality of life. Materials and methods. Open comparative study included 98 school-age children (31 girls, 67 boys aged 6 to 18 years (mean age 14.2 years. Diagnosis of gastroesophageal reflux disease was conducted in accordance with the Order of the Ministry of Health of Ukraine dated January 29, 2013, No. 59 “On Approval of Unified Clinical Protocols for Medical Care of Children with Digestive Disorders”. During the comprehensive examination, the identification of possible risk factors was made, for which a detailed history collection was performed: the nature of the child’s nutrition and the regularity of the meal were evaluated, as well as the mode of the day, the presence and intensity of physical activity, the presence of chronic stress (psycho-traumatic situations, sleep duration, bad habits, false eating habits. Past medical history also revealed the duration of breastfeeding and the time of supplementary food introduction. Physical examination was also aimed at the detection of so-called symptoms of anxiety — “red flags” that may indicate the presence of complications or organic pathology. Results. In both age groups, boys were dominant; besides, there were significantly more children aged 13–17 years in the group with GERD. Early administration of supplements was revealed in both groups, as well as early artificial/mixed feeding. More than 85 % of children had signs of autonomic dysregulation and

Impact of Prematurity on Language Skills at School Age

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Smith, Jamie Mahurin; DeThorne, Laura Segebart; Logan, Jessica A. R.; Channell, Ron W.; Petrill, Stephen A.

2014-01-01

Purpose: The existing literature on language outcomes in children born prematurely focuses almost exclusively on standardized test scores rather than discourse-level abilities. The authors of this study looked longitudinally at school-age language outcomes and potential moderating variables for a group of twins born prematurely versus a control…

Differences among Age, Gender and School Factors in Ghanaian ...

African Journals Online (AJOL)

The conclusion of the study was that there were differences with respect to age, gender, course of study and school type in students' aspirations for entrepreneurial careers, while there was none regarding form/class level. Among the counselling implications are that counsellors must take into consideration personal and ...

Individualism and Socioeconomic Diversity at School as Related to Perceptions of the Frequency of Peer Aggression in Fifteen Countries

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Menzer, Melissa M.; Torney-Purta, Judith

2012-01-01

The purpose of this study was to examine two aspects of context for peer aggression: national individualism and distributions of socioeconomic status in the school. School administrators for each school reported on their perceptions of the frequency of bullying and violence in their school. The sample comprised 990 school principals/headmasters…

Lung function and functional capacity in school age children

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Fabiana S da Silva Dias de Andrade

Full Text Available Abstract Introduction: Six-minute walk test (TC6’ and peak expiratory flow (PEF can be influenced by variables like gender, age and body mass index (BMI. In the school context, these tests can identify losses caused by sedentary habits and/or manifestation of overweight/obesity. Nevertheless, although widely studied in the adult context, they have not been properly clarified in the child public. Objective: To assess the PEF and TC6’ between students in the public and private network and to correlate them with factors like age, gender and BMI. Methods: 39 male and female children between eight and ten years of age were selected for the study. The TC6’ was held at a sports court. The child was instructed to walk at maximum speed for six minutes and the PEF test took place in accordance to the recommendations by Pereira et al (1. Results: No significant correlation was found between the BMI and the PEF and TC6’ scores. No significant correlation was found between sex and PEF, with measures within normal parameters for the entire sample. The EPF measures did not influence the distance walked in the TC6’. A significant correlation was found between sex and distance walked in the TC6’ only among male children attending public schools. Conclusion: Both sex and BMI did not influence the PEF measures which, in turn, does not seem to have influenced the distance the sample walked in the TC6’. Also concerning the TC6’, only the children from public school reached the normal scores proposed in the literature.

Integenerational radio in the school: a proposal to active ageing

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Lucia Abarrategui Amado

2018-05-01

Full Text Available Schools must generate answers to social challenge that the ageing population raises. The main objective of this research is to evaluate the benefits that could involve the implementation of a intergenerational program, focused on radio, in educational centers.These benefits keep relation with intergenerational learning, active ageing and the safeguard of intangible cultural heritage. In order to develope this investigation, we have approached the design, development and evaluation of a intergenerational program mediated by radio. It took place in a classroom of primary education from CPI Virxe da Cela de Monfero (A Coruña. According with it, we have selected a program evaluation methodology. In addition, we have used interviews and participant observation as a method. This labour has allowed us to show how the synergy between intergenerational programs and radio can increase benefits related to the breaking of stereotypes, the betting on lifelong learning or social inclusion. All of them aspects enable us to establish a debate about responsibility and the way in which the school can contribute to the generation of a society for all ages.

Intrinsic and Extrinsic School Motivation as a Function of Age: The Mediating Role of Autonomy Support

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Gillet, Nicolas; Vallerand, Robert J.; Lafreniere, Marc-Andre K.

2012-01-01

The main purpose of the present research was to investigate school intrinsic and extrinsic motivation, and amotivation as a function of age in a sample of 1,600 elementary and high school students aged 9-17 years. First, results revealed a systematic decrease in intrinsic motivation and self-determined extrinsic motivation from age 9 to 12 years,…

Can coverage of schistosomiasis and soil transmitted helminthiasis control programmes targeting school-aged children be improved? New approaches.

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Massa, K; Olsen, A; Sheshe, A; Ntakamulenga, R; Ndawi, B; Magnussen, P

2009-11-01

Control programmes generally use a school-based strategy of mass drug administration to reduce morbidity of schistosomiasis and soil-transmitted helminthiasis (STH) in school-aged populations. The success of school-based programmes depends on treatment coverage. The community-directed treatment (ComDT) approach has been implemented in the control of onchocerciasis and lymphatic filariasis in Africa and improves treatment coverage. This study compared the treatment coverage between the ComDT approach and the school-based treatment approach, where non-enrolled school-aged children were invited for treatment, in the control of schistosomiasis and STH among enrolled and non-enrolled school-aged children. Coverage during the first treatment round among enrolled children was similar for the two approaches (ComDT: 80.3% versus school: 82.1%, P=0.072). However, for the non-enrolled children the ComDT approach achieved a significantly higher coverage than the school-based approach (80.0 versus 59.2%, P<0.001). Similar treatment coverage levels were attained at the second treatment round. Again, equal levels of treatment coverage were found between the two approaches for the enrolled school-aged children, while the ComDT approach achieved a significantly higher coverage in the non-enrolled children. The results of this study showed that the ComDT approach can obtain significantly higher treatment coverage among the non-enrolled school-aged children compared to the school-based treatment approach for the control of schistosomiasis and STH.

Preschool anxiety disorders predict different patterns of amygdala-prefrontal connectivity at school-age.

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Kimberly L H Carpenter

Full Text Available In this prospective, longitudinal study of young children, we examined whether a history of preschool generalized anxiety, separation anxiety, and/or social phobia is associated with amygdala-prefrontal dysregulation at school-age. As an exploratory analysis, we investigated whether distinct anxiety disorders differ in the patterns of this amygdala-prefrontal dysregulation.Participants were children taking part in a 5-year study of early childhood brain development and anxiety disorders. Preschool symptoms of generalized anxiety, separation anxiety, and social phobia were assessed with the Preschool Age Psychiatric Assessment (PAPA in the first wave of the study when the children were between 2 and 5 years old. The PAPA was repeated at age 6. We conducted functional MRIs when the children were 5.5 to 9.5 year old to assess neural responses to viewing of angry and fearful faces.A history of preschool social phobia predicted less school-age functional connectivity between the amygdala and the ventral prefrontal cortices to angry faces. Preschool generalized anxiety predicted less functional connectivity between the amygdala and dorsal prefrontal cortices in response to fearful faces. Finally, a history of preschool separation anxiety predicted less school-age functional connectivity between the amygdala and the ventral prefrontal cortices to angry faces and greater school-age functional connectivity between the amygdala and dorsal prefrontal cortices to angry faces.Our results suggest that there are enduring neurobiological effects associated with a history of preschool anxiety, which occur over-and-above the effect of subsequent emotional symptoms. Our results also provide preliminary evidence for the neurobiological differentiation of specific preschool anxiety disorders.

42 CFR 440.160 - Inpatient psychiatric services for individuals under age 21.

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2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Inpatient psychiatric services for individuals... Definitions § 440.160 Inpatient psychiatric services for individuals under age 21. “Inpatient psychiatric... physician; (b) Are provided by— (1) A psychiatric hospital that undergoes a State survey to determine...

School-Age Children Talk about Chess: Does Knowledge Drive Syntactic Complexity?

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Nippold, Marilyn A.

2009-01-01

Purpose: This study examined language productivity and syntactic complexity in school-age children in relation to their knowledge of the topic of discussion--the game of chess. Method: Children (N = 32; mean age = 10;11 [years;months]) who played chess volunteered to be interviewed by an adult examiner who had little or no experience playing…

Relative Age Effect in Physical Fitness Among Elementary and Junior High School Students.

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Nakata, Hiroki; Akido, Miki; Naruse, Kumi; Fujiwara, Motoko

2017-10-01

The present study investigated characteristics of the relative age effect (RAE) among a general sample of Japanese elementary and junior high school students. Japan applies a unique annual age-grouping by birthdates between April 1 and March 31 of the following year for sport and education. Anthropometric and physical fitness data were obtained from 3,610 Japanese students, including height, weight, the 50-m sprint, standing long jump, grip strength, bent-leg sit-ups, sit and reach, side steps, 20-m shuttle run, and ball throw. We examined RAE-related differences in these data using a one-way analysis of variance by comparing students with birthdates in the first (April-September) versus second (October-March of the following year) semesters. We observed a significant RAE for boys aged 7 to 15 years on both anthropometric and fitness data, but a significant RAE for girls was only evident for physical fitness tests among elementary school and not junior high school students. Thus, a significant RAE in anthropometry and physical fitness was evident in a general sample of school children, and there were RAE gender differences among adolescents.

Management strategies of mothers of school-age children with autism: implications for practice.

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Joosten, Annette V; Safe, Anneleise P

2014-08-01

Mothering children with autism results in mothers spending more time on daily tasks as well as managing the disorder. The need for mothers to self-manage often increases when the child is school aged. Mothers develop strategies, and occupational therapists and other health professional rely on or expect mothers to be involved in meeting the extra needs of their children with autism and other family members. Little is known about the strategies adopted by the mothers. The aim of this study was to explore the strategies mothers used to manage their roles and emotions, and their child's behaviours. In-depth individual interviews were conducted with seven mothers and data were analysed in this qualitative study using phenomenological analysis. Findings revealed that the mothers had adopted strategies to manage their roles, their emotions and their child's behaviour. However, the strategies were often shaped by the expectations of others or circumstances beyond their control and at times added further to their stress. Mothers of children with autism developed strategies to self-manage their lives and their child's disorder. However, even when these strategies were effective, they sometimes placed further stress on the mothers. The mothers provided insights to how they coped but need help to consider the support they require and therapists need to consider the pressures of expecting mothers to self-manage their child's disorder, their own lives and their family. Family-centred practice emphasising collaboration with mothers needs to be maintained with school-aged children. © 2014 Occupational Therapy Australia.

Estimation of legal age using calcification stages of third molars in living individuals.

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Streckbein, Philipp; Reichert, Isabelle; Verhoff, Marcel A; Bödeker, Rolf-Hasso; Kähling, Christopher; Wilbrand, Jan-Falco; Schaaf, Heidrun; Howaldt, Hans-Peter; May, Andreas

2014-12-01

The increased number of adolescents and young adults with unknown or inaccurately given date of birth is a current issue in justice and legal medicine. The objective of this study was to determine the extent to which third molar calcification stages assessed on panoramic X-rays could be useful as additional criteria for forensic age estimation in living individuals, focusing on the legally important ages 17 and 18. In a retrospective multi-center study, the developmental stage of each individual's third molar was analyzed using Demirjian's scale in 2360 cases. Additionally, sex, age and ancestry were assessed. Individuals with the lowest calcification stage of all present molars in stage H were ≥18 years with a likelihood of ≥99.05% in the female (n=388), and ≥99.24% in the male (n=482) population. The lowest calcification stage of all present third molars proved to be useful as an additional reliable criterion for the determination of an age ≥18 years. Copyright © 2014 Forensic Science Society. Published by Elsevier Ireland Ltd. All rights reserved.

Psychological Well-being Trajectories of Individuals with Dyslexia Aged 3-11 Years.

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Jordan, Julie-Ann; Dyer, Kevin

2017-05-01

Dyslexia has been associated with a range of psychological well-being issues in childhood. However, it is unclear if these difficulties stem from coping with academic struggles at school, or from other pre-existing diagnoses that sometimes co-occur with dyslexia. Using UK Millennium Cohort Study data (n = 7224) from 2003 to 2011, the present study compared psychological well-being development from ages 3-11 years for children with (1) dyslexia only; (2) special educational needs excluding dyslexia; (3) comorbid dyslexia and other special educational needs; and (4) no special educational needs. Growth curve modelling results controlling for race, gender, age and family income suggested that with the exception of conduct difficulties, psychological well-being issues related to dyslexia do not occur preschool; rather, they commence upon starting school. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Helping Students Cope in an Age of Terrorism: Strategies for School Counselors

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Chibbaro, Julia S.; Jackson, C. Marie

2006-01-01

School counselors experience unique challenges as they struggle to provide students with coping skills geared to the outside world including acts of terrorism. School-aged students in the United States are one of the most vulnerable populations in the event of a terrorist act. This article offers a review of the current and most relevant…

ADHD AND LONELINESS SOCIAL DISSATISFACTION IN INCLUSIVE SCHOOL FROM AN INDIVIDUAL-CONTEXT PARADIGM

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Viviana LANGHER

2009-11-01

Full Text Available ADHD children can experience severe relational problems with peers, and individual treatments are not likely to eradicate peer problems. The school is the main arena in which peer difficulties develop and can be faced.Present study is aimed to explore the hypothesis that even in a fully inclusive educational system, like the Italian one, ADHD children would still experience peer difficulties if compared with children with other special needs, given the relational implications of the disturb. 31 ADHD children, 31 children with other special needs, 31 children with no special needs, matched by gender and age, were recruited from primary and low secondary State mainstream schools. The "Children's Loneliness and Social Dissatisfaction Rating Scale was administered to all children during class time. A single ANOVA test between the three groups and three planned comparisons were performed on the perceived loneliness and social dissatisfaction scores. The results showed low levels of perceived loneliness and social dissatisfaction for all groups. However, 30% of ADHD children showed a perceived loneliness and social dissatisfaction level twice than the other children, confirming the hypothesis that children with ADHD are at risk of isolation even within a fully inclusive environment.The authors interpretated the results according to a relational perspective, in which ADHD symptoms are not seen as totally dependant on the disorder in itself, but also a specific result of the relational system in which the child is part of. Implications regarding educational strategies and intervention strategies are discussed.

The importance of cohesion and enjoyment for the fitness improvement of 8-10 year old children participating in a team and individual sport school-based physical activity intervention

DEFF Research Database (Denmark)

Elbe, Anne-Marie; Wikman, Johan Michael; Zheng, Miky

2017-01-01

This study investigates the enjoyment and cohesion of school children participating in a school-based high-intensity physical activity (PA) intervention. Both enjoyment and cohesion have been found to be important factors for adherence to regular physical and sport activity, an important outcome...... of PA interventions. The sample consisted of 300 pupils (mean age: 9.3 years; 52.7% female) assigned to a team sport intervention, an individual sport intervention, or a control group for 10 months. The Physical Activity Enjoyment Scale and Youth Sport Environment Questionnaire were used to measure...

Charter Schools and Students with Disabilities: Legal and Practice Considerations

Science.gov (United States)

Dunn, Michelle E.; Katsiyannis, Antonis; Ryan, Joseph B.

2018-01-01

As of the 2013-2014 school year, about 2.5 million school-age students attended charter schools nationwide. Because charter schools are publicly funded entities, they are required to adhere to all federal nondiscriminatory laws as well as the Individuals With Disabilities Education Act. This legal brief provides an overview of charter schools,…

School-Aged Victims of Sexual Abuse: Implications for Educators.

Science.gov (United States)

Wishon, Phillip M.

Each year in the United States, thousands of school-aged children become involved in sexual activities arranged by adults for purposes of pleasure and profit. Nationwide, annual profits from the child pornography industry and from female and male child prostitution are in the tens of millions of dollars. Heretofore, the majority of…

Career counselling with secondary school-aged youth: Directions for ...

African Journals Online (AJOL)

In the midst of an information age and a global economy, people around the world continue to face significant inequities at school and in the workforce. Career counselling thus finds itself in a paradigm shift that increasingly stresses the influences of culture and sociopolitical context. One area in which the profession can ...

Study the Age of Hearing Loss Diagnosis and the Related Factors in a Group of School-Age Children in Baghch-e-Ban School of Hard of Hearing

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Mahnaz Ahmadi

1996-04-01

Full Text Available Background: Estimation of the age of hearing loss diagnosis in every society is recommended to be compared with standard criteria to establish common dirth in management and rehabilitation. This study was conducted in order to determine the age of hearing loss diagnosis with respect to common criteria in Baghche-Ban school of hard of hearing children in Tehran.Methods: In this retrospective cross-sectional study, 445 children in stages 2, 6 and 10 of Baghche-Ban school of hard of hearing participated. the research was performed by means of the three-stages questionaires that children filled with help of their parents.Results: The mean age of detection of hearing loss in both acquired and congenital hearing loss in children was 3.5 year-old. while the age in which hearing loss was doubted was 1.8 year-old. In another word the mean age of hearing loss detection decreased as the hearing loss increases(in moderate- profound hearing loss(P<0.01. Conclusion: among the refrence sources for refering children with hearing loss the least refering was related to physicians. Adversly the mean age of doubting and detection of hearing loss increased in children with family history of hearing loss.(P<0.01. Meanwhile no relationship was detected between the age of diagnosis of hearing loss and the number of deaf members in the family(P<0.02.

Soil-transmitted helminths in pre-school-aged and school-aged children in an urban slum: a cross-sectional study of prevalence, distribution, and associated exposures.

Science.gov (United States)

Davis, Stephanie M; Worrell, Caitlin M; Wiegand, Ryan E; Odero, Kennedy O; Suchdev, Parminder S; Ruth, Laird J; Lopez, Gerard; Cosmas, Leonard; Neatherlin, John; Njenga, Sammy M; Montgomery, Joel M; Fox, LeAnne M

2014-11-01

Soil-transmitted helminths (STHs) are controlled by regular mass drug administration. Current practice targets school-age children (SAC) preferentially over pre-school age children (PSAC) and treats large areas as having uniform prevalence. We assessed infection prevalence in SAC and PSAC and spatial infection heterogeneity, using a cross-sectional study in two slum villages in Kibera, Nairobi. Nairobi has low reported STH prevalence. The SAC and PSAC were randomly selected from the International Emerging Infections Program's surveillance platform. Data included residence location and three stools tested by Kato-Katz for STHs. Prevalences among 692 analyzable children were any STH: PSAC 40.5%, SAC 40.7%; Ascaris: PSAC 24.1%, SAC 22.7%; Trichuris: PSAC 24.0%, SAC 28.8%; hookworm slums should be assessed separately in STH mapping. © The American Society of Tropical Medicine and Hygiene.

Socio economic achievements of individuals born very preterm at the age of 27 to 29 years: A nationwide cohort study

DEFF Research Database (Denmark)

Mathiasen, René; Hansen, Bo M; Andersen, Anne-Marie Nybo

2009-01-01

Aim To describe the socio economic achievement of individuals born very preterm (VPT) at the age of 27 to 29 years. Method Demographic and social data were extracted from national registers for all individuals born between 1974 and 1976 in Denmark (n=208 656). Of these, 203 283 individuals were...... results in the two groups were similar, but significant differences appeared. The VPT group had a lower educational level than the term group: 23.9% versus 16.3% had a basic education (corresponding to attendance at basic school for 9y or less; odds ratio [OR] =1.61, 95% confidence interval [CI] 1.......42-1.82). Similarly, 31.9% versus 37.6% had a tertiary education (corresponding to different levels of professional education; OR=0.77, CI 0.69-0.86). Net income was 11% lower in the VPT group and 10.8% versus 5.3% were receiving welfare support (OR=2.14, CI 1.81-2.55). In the VPT group 59% versus 52% did not have...

Functional outcome at school age of children born with gastroschisis

NARCIS (Netherlands)

Lap, Chiara C M M; Bolhuis, Sandra W; Van Braeckel, Koenraad J. A.; Reijneveld, Sijmen A.; Manten, Gwendolyn T. R.; Bos, Arend F.; Hulscher, Jan

Objective: We aimed to determine motor, cognitive and behavioural outcomes of school aged children born with gastroschisis compared to matched controls. Study design: We compared outcomes of 16 children born with gastroschisis treated at the University Medical Center Groningen, the Netherlands,

School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions.

Science.gov (United States)

Vinen, Zoe; Clark, Megan; Paynter, Jessica; Dissanayake, Cheryl

2018-05-01

This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of community-based group Early Start Denver Model and 28 had received other community provisions for ASD. Irrespective of groups, cognitive functioning was found to have significantly improved by school age compared to pre-intervention. Autism symptom severity increased during the same developmental period, seemingly driven by an increase in restricted and repetitive behaviours over time. In contrast, both groups displayed improved social affect by school age.

Depression and Anxiety Change from Adolescence to Adulthood in Individuals with and without Language Impairment.

Science.gov (United States)

Botting, Nicola; Toseeb, Umar; Pickles, Andrew; Durkin, Kevin; Conti-Ramsden, Gina

2016-01-01

This prospective longitudinal study aims to determine patterns and predictors of change in depression and anxiety from adolescence to adulthood in individuals with language impairment (LI). Individuals with LI originally recruited at age 7 years and a comparison group of age-matched peers (AMPs) were followed from adolescence (16 years) to adulthood (24 years). We determine patterns of change in depression and anxiety using the Child Manifest Anxiety Scale-Revised (CMAS-R) and Short Moods and Feelings Questionnaire (SMFQ). In addition to examining associations with gender, verbal and nonverbal skills, we use a time-varying variable to investigate relationships between depression and anxiety symptoms and transitions in educational/employment circumstances. The results show that anxiety was higher in participants with LI than age matched peers and remained so from adolescence to adulthood. Individuals with LI had higher levels of depression symptoms than did AMPs at 16 years. Levels in those with LI decreased post-compulsory schooling but rose again by 24 years of age. Those who left compulsory school provision (regardless of school type) for more choice-driven college but who were not in full-time employment or study by 24 years of age were more likely to show this depression pathway. Verbal and nonverbal skills were not predictive of this pattern of depression over time. The typical female vulnerability for depression and anxiety was observed for AMPs but not for individuals with LI. These findings have implications for service provision, career/employment advice and support for individuals with a history of LI during different transitions from adolescence to adulthood.

Depression and Anxiety Change from Adolescence to Adulthood in Individuals with and without Language Impairment.

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Nicola Botting

Full Text Available This prospective longitudinal study aims to determine patterns and predictors of change in depression and anxiety from adolescence to adulthood in individuals with language impairment (LI. Individuals with LI originally recruited at age 7 years and a comparison group of age-matched peers (AMPs were followed from adolescence (16 years to adulthood (24 years. We determine patterns of change in depression and anxiety using the Child Manifest Anxiety Scale-Revised (CMAS-R and Short Moods and Feelings Questionnaire (SMFQ. In addition to examining associations with gender, verbal and nonverbal skills, we use a time-varying variable to investigate relationships between depression and anxiety symptoms and transitions in educational/employment circumstances. The results show that anxiety was higher in participants with LI than age matched peers and remained so from adolescence to adulthood. Individuals with LI had higher levels of depression symptoms than did AMPs at 16 years. Levels in those with LI decreased post-compulsory schooling but rose again by 24 years of age. Those who left compulsory school provision (regardless of school type for more choice-driven college but who were not in full-time employment or study by 24 years of age were more likely to show this depression pathway. Verbal and nonverbal skills were not predictive of this pattern of depression over time. The typical female vulnerability for depression and anxiety was observed for AMPs but not for individuals with LI. These findings have implications for service provision, career/employment advice and support for individuals with a history of LI during different transitions from adolescence to adulthood.

Attention and Memory in School-Age Children Surviving the Terrorist Attack in Beslan, Russia

Science.gov (United States)

Scrimin, Sara; Moscardino, Ughetta; Capello, Fabia; Axia, Giovanna

2009-01-01

Little is known about the impact of terrorism on children's cognitive functioning and school learning. The primary purpose of this study was to report on cognitive functioning among school-age children 20 months after a terrorist attack against their school. Participants included 203 directly and indirectly exposed children from Beslan and 100…

Frequency of occurrence of knock-kneed and bow-legged knees for children and young people in school age

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Joanna Siminska

2017-06-01

Full Text Available Lower limb faults are one of the most common defects in school-age children and are now a problem in our society. Currently there is a trend towards low physical activity among children. Most young people prefer to spend time sitting down without taking physical activity or limiting it to the minimum. This results in lowering muscle tone, weight gain - manifesting as being overweight or obese. School children often complain of spinal pain as well as lower back pain. We have many disadvantages in the lower limb - but the most common are the knee and the knee. These defects require a comprehensive, individual physiotherapeutic procedure that will help correct the defect. Applied rehabilitation affects the strength of the muscle, contributes to correcting the defect of the lower limb as well as reduces the occurring pain.

Assessment of bruise age on dark-skinned individuals using tristimulus colorimetry.

Science.gov (United States)

Thavarajah, D; Vanezis, P; Perrett, D

2012-01-01

Studies on the ageing of bruises have been reported on Caucasians or individuals of fair ethnicity. This study focuses on bruise changes in dark-skinned individuals using tristimulus colorimetry for forensic analysis in such individuals. Eighteen subjects of South Indian or Sri-Lankan ethnicity were recruited. Subjects were bruised using a vacuum pump and then daily colour measurements were taken of the bruise using a tristimulus colorimeter. The L*a*b* readings were recorded of a control area and of the bruise until it disappeared. Two Caucasians were used for comparison. This study showed that, using colorimetry, bruises on dark-skinned individuals can be measured and analysed even if the bruises are unclear visually. As the bruise is beneath the skin, the colour difference ΔL*, Δa* and Δb* were calculated. All values showed a trend, indicating that the L*a*b* measuring technique is a reliable method to analyse bruises on dark-skinned individuals. Comparisons of Asian subjects and Caucasian subjects were performed. The largest difference was seen in the b* value. Statistical analysis showed that ΔL* colour difference was the most consistent (95% CI -4.05 to -2.49) showing a significant difference between days 1-4 and 5-8. Objective assessment of bruises on dark-skinned individuals using the L*a*b* method of measuring gave reproducible results. Furthermore, the study showed that the yellowing of a bruise cannot be seen or measured with a tristimulus colorimeter on dark-skinned individuals due to the pigmentation of the skin. With further studies and more subjects, the age of bruises could potentially be assessed for use in forensic analysis.

Severity of pediatric pain in relation to school-related functioning and teacher support: an epidemiological study among school-aged children and adolescents.

Science.gov (United States)

Vervoort, Tine; Logan, Deirdre E; Goubert, Liesbet; De Clercq, Bart; Hublet, Anne

2014-06-01

The current cross-sectional study examined child and adolescent pain severity in relation to various domains of school functioning and, in line with self-determination theory, the potentially protective role of perceived teacher support of child/adolescent autonomy and competence. Data from a large representative sample of Flemish school children and adolescents (N=10650; 50.8% boys; age range 10-21years; mean age=14.33) was collected as part of the World Health Organization (WHO) collaborative Health Behaviour in School-Aged Children (HBSC) survey. Child/adolescent pain severity was graded based on a pediatric pain classification system adapted from that of Von Korff et al. The current study thus provided insight regarding the prevalence of pain among Flemish children/adolescents and, extending the limitations of existing literature, examined the specific role of pain severity across various domains of school functioning. Findings indicated that a sizeable proportion of children reported moderate to severe pain problems (ie, about 14% of children and adolescents were classified in the highest pain grades: ie, grade III or IV). Furthermore, higher pain grades were associated with poorer outcomes across all indices of school functioning (ie, school absenteeism, school-related pressure and satisfaction, and bullying experiences), with the exception of academic performance. However, the association between pain grade and school absenteeism was less pronounced when children perceived their teachers to be highly supportive of competence and autonomy. Furthermore, teacher support of competence appeared to buffer against the harmful effects of severe pain upon instances of bullying experiences at school. Future research directions and implications for school-based interventions are discussed. Copyright © 2014 International Association for the Study of Pain. Published by Elsevier B.V. All rights reserved.

Sedentary lifestyle and passive leisure in Czech school-aged children

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Zdeněk Hamřík

2012-01-01

Full Text Available BACKGROUND: Sedentary behaviour and an insufficient level of physical activity in children are the key factors leading to physically inactive behaviour in adulthood associated with the growing prevalence of mass non-communicable diseases in the population of the Czech Republic. OBJECTIVES: The aim of this study was to analyze sedentary lifestyle, focusing on passive leisure (time spent watching television and using computer in school-aged children in the Czech Republic. METHODS: To determine the time spent watching television and using computer, data of a randomly selected set of 11 to 15 year old elementary school children in the Czech Republic (n = 4425 was used. Research data collection was conducted within an international research project Health Behaviour in School Aged Children in June 2010. For statistical processing of results and identification of differences between various age groups of girls and boys, logistic regression analysis in SPSS Statistics 20 programme was used. RESULTS: More than 55% of girls and 60% of boys spend over 2 hours a day in a working week in front of the TV, DVD, video; most of the time was recorded for 13 year old respondents. While playing games on the PC or Playstation occupies more than 2 hours per day for more than a half of boys, for girls more typical is "chatting", "surfing the Internet" or "e-mailing". With age, the proportion of children who spend 2 or more hours a day using computer increases. CONCLUSIONS: The problem of an increasing level of sedentary behaviour in children in their leisure should be addressed together with interventions aimed at increasing the levels of physical activity in children in the national, regional and local policies to encourage physical activity and health in the Czech Republic.

The effect of age on physical fitness of deaf elementary school children

NARCIS (Netherlands)

Hartman, Esther; Visscher, Chris; Houwen, Suzanne

The aim of this study was to measure physical fitness of deaf Dutch elementary school children compared with hearing children and to investigate the influence of age on physical fitness. Deaf children were physically less fit than hearing children. Overall, physical fitness increased with age in

Obesity increases metabolic syndrome risk factors in school-aged children from an urban school in Mexico city.

Science.gov (United States)

Perichart-Perera, Otilia; Balas-Nakash, Margie; Schiffman-Selechnik, Esther; Barbato-Dosal, Annarella; Vadillo-Ortega, Felipe

2007-01-01

To characterize the nutritional status of school-aged children from an urban public school in Mexico City, Mexico, and to assess the influence of obesity on health status in a subgroup of these children. Cross-sectional descriptive study. A nutrition screening was done for all children, including anthropometric (ie, weight, height, and waist circumference) and blood pressure assessment. In the subgroup of children, complementary dietary and biochemical assessment (ie, glucose, total cholesterol, high-density lipoprotein cholesterol, low-density lipoprotein cholesterol, triglyceride, insulin, albumin, hemoglobin, and hematocrit levels) was done. Children from an urban school in Mexico City (N=561) aged 6 to 13 years. The representative subgroup (n=88) was selected based on age (9 to 12 years) and weight status (ie, normal, overweight, or obese). Descriptive statistics, correlations, mean differences tests (analysis of variance, Kruskal-Wallis and Mann-Whitney U), and chi(2) tests (categorical variables) were done with SPSS version 13 (2005, SPSS Inc, Chicago, IL). In the whole school, overweight and obesity prevalence were 27.1% and 21.4%, respectively. High systolic blood pressure was seen in 8.4% of children and 6.2% of children had prehypertension. Higher hypertension risk was seen in children with body mass index > or =95th percentile and waist circumference > or =90th percentile (88 cm). Significantly higher waist circumference, systolic blood pressure, insulin resistance indexes, and triglyceride levels were found among the obese when compared with normal-weight children. Childhood obesity prevalence is high in Mexico and it is having an influence on children's health. It is urgent to design, implement, and evaluate specific childhood obesity prevention programs.

Educators' Perceptions of Factors Contributing to School Violence

African Journals Online (AJOL)

At an individual and familial level age, mental health and child rearing arose as risk factors of school ... community and societal risk factors for school violence. ... drug abuse may also preclude parents from having an interest in school matters thus ..... You see some other things are these movies that they see in [sic] TV.

Development of Daily Activities in School-Age Children with Cerebral Palsy

Science.gov (United States)

Smits, Dirk-Wouter; Ketelaar, Marjolijn; Gorter, Jan Willem; van Schie, Petra; Dallmeijer, Annet; Jongmans, Marian; Lindeman, Eline

2011-01-01

The purpose of this study was to describe the course of capabilities in self-care, mobility, and social function in school-age children with cerebral palsy (CP) and to investigate associations with CP-, child-, and family-characteristics. A clinic-based sample of children with CP (n = 116; 76 males, 40 females; mean age 6 y 3 mo, SD 12 mo) was…

Prevalence of parent-reported immediate hypersensitivity food allergy in Chilean school-aged children.

Science.gov (United States)

Hoyos-Bachiloglu, R; Ivanovic-Zuvic, D; Álvarez, J; Linn, K; Thöne, N; de los Ángeles Paul, M; Borzutzky, A

2014-01-01

Food allergies (FAs) affect 2-4% of school-aged children in developed countries and strongly impact their quality of life. The prevalence of FA in Chile remains unknown. Cross-sectional survey study of 488 parents of school-aged children from Santiago who were asked to complete a FA screening questionnaire. Parents who reported symptoms suggestive of FA were contacted to answer a second in-depth questionnaire to determine immediate hypersensitivity FA prevalence and clinical characteristics of school-aged Chilean children. A total of 455 parents answered the screening questionnaire: 13% reported recurrent symptoms to a particular food and 6% reported FA. Forty-three screening questionnaires (9%) were found to be suggestive of FA. Parents of 40 children answered the second questionnaire; 25 were considered by authors to have FA. FA rate was 5.5% (95% CI: 3.6-7.9). Foods reported to frequently cause FA included walnut, peanut, egg, chocolate, avocado, and banana. Children with FA had more asthma (20% vs. 7%, Phistory compatible with anaphylaxis. Of 13 children who sought medical attention, 70% were diagnosed with FA; none were advised to acquire an epinephrine autoinjector. Up to 5.5% of school-aged Chilean children may suffer from FA, most frequently to walnut and peanut. It is critical to raise awareness in Chile regarding FA and recognition of anaphylaxis, and promote epinephrine autoinjectors in affected children. Copyright © 2013 SEICAP. Published by Elsevier Espana. All rights reserved.

Early nutrition transition in Haiti: linking food purchasing and availability to overweight status in school-aged children.

Science.gov (United States)

Morshed, Alexandra B; Becker, Haley V; Delnatus, Jacques Raymond; Wolff, Patricia B; Iannotti, Lora L

2016-12-01

The primary aim was to examine the association of socio-economic factors and diet with overweight (including obesity) among school-aged children in Haiti. The secondary aim was to describe food availability and the physical activity built environment in participating schools. This cross-sectional study examined baseline data from the intervention Mamba study assessing the effectiveness of a fortified peanut butter paste in school-aged children. Logistic regression modelling was used to test hypothesized factors in association with overweight status. Six primary schools in Cap-Haitien, the second largest city in Haiti. Children (n 968) aged 3-13 years, in good health and enrolled in a participating school for the 2012/13 school year. Child age (adjusted OR (AOR); 95 % CI=0·25; 0·12, 0·56), child age squared (1·08; 1·03, 1·13), always purchasing food at school (3·52; 1·12, 11·08), mother's BMI (1·10; 1·04, 1·16) and household ownership of a bicycle (0·28; 0·11, 0·71) were significantly associated with overweight (likelihood ratio=36, Poverweight children in the binary analysis (P=0·033) and improved the fit of the model. Schools had limited time and space for physical activity and foods sold by vendors were predominantly high in sugar or fat. To our knowledge the present study is the first to examine the covariates of childhood overweight or describe school food availability and physical activity built environments in Haiti. Further research is necessary to identify intervention targets and feasible, cost-effective approaches for prevention of obesity in Haiti children.

Patterns of Parental Rearing Styles and Child Behaviour Problems among Portuguese School-Aged Children

OpenAIRE

Pereira, Ana I. F.; Canavarro, Cristina; Cardoso, Margarida F.; Mendonça, Denisa

2008-01-01

The majority of studies investigating the effects of parental behaviour on the child’s adjustment have a dimensional approach. We identified the existence of various patterns in parental rearing styles and analysed the relationship between different parenting patterns and behavioural problems in a group of school-aged children. A longitudinal, multi-informant study was conducted. The sample consisted of 519 school-aged children from the Portuguese general population. Parental rearing styles w...

Factors associated with medication adherence in school-aged children with asthma

Directory of Open Access Journals (Sweden)

Amy H.Y. Chan

2016-03-01

Full Text Available Adherence to preventive asthma treatment is poor, particularly in children, yet the factors associated with adherence in this age group are not well understood. Adherence was monitored electronically over 6 months in school-aged children who attended a regional emergency department in New Zealand for an asthma exacerbation and were prescribed twice-daily inhaled corticosteroids. Participants completed questionnaires including assessment of family demographics, asthma responsibility and learning style. Multivariable analysis of factors associated with adherence was conducted. 101 children (mean (range age 8.9 (6–15 years, 51% male participated. Median (interquartile range preventer adherence was 30% (17–48% of prescribed. Four explanatory factors were identified: female sex (+12% adherence, Asian ethnicity (+19% adherence, living in a smaller household (−3.0% adherence per person in the household, and younger age at diagnosis (+2.7% for every younger year of diagnosis (all p<0.02. In school-aged children attending the emergency department for asthma, males and non-Asian ethnic groups were at high risk for poor inhaled corticosteroid adherence and may benefit most from intervention. Four factors explained a small proportion of adherence behaviour indicating the difficulty in identifying adherence barriers. Further research is recommended in other similar populations.

Anatomical brain difference of subthreshold depression in young and middle-aged individuals.

Science.gov (United States)

Li, Jing; Wang, Zengjian; Hwang, JiWon; Zhao, Bingcong; Yang, Xinjing; Xin, Suicheng; Wang, Yu; Jiang, Huili; Shi, Peng; Zhang, Ye; Wang, Xu; Lang, Courtney; Park, Joel; Bao, Tuya; Kong, Jian

2017-01-01

Subthreshold depression (StD) is associated with substantial functional impairments due to depressive symptoms that do not fully meet the diagnosis of major depressive disorder (MDD). Its high incidence in the general population and debilitating symptoms has recently put it at the forefront of mood disorder research. In this study we investigated common volumetric brain changes in both young and middle-aged StD patients. Two cohorts of StD patients, young and middle-aged, ( n  = 57) and matched controls ( n  = 76) underwent voxel-based morphometry (VBM). VBM analysis found that: 1) compared with healthy controls, StD patients showed decreased gray matter volume (GMV) in the bilateral globus pallidus and precentral gyrus, as well as increased GMV in the left thalamus and right rostral anterior cingulate cortex/medial prefrontal cortex; 2) there is a significant association between Center for Epidemiological Studies Depression Scale scores and the bilateral globus pallidus (negative) and left thalamus (positive); 3) there is no interaction between age (young vs. middle-age) and group (StD vs. controls). Our findings indicate significant VBM brain changes in both young and middle-aged individuals with StD. Individuals with StD, regardless of age, may share common neural characteristics.

Effects of prenatal cocaine exposure on special education in school-aged children.

Science.gov (United States)

Levine, Todd P; Liu, Jing; Das, Abhik; Lester, Barry; Lagasse, Linda; Shankaran, Seetha; Bada, Henrietta S; Bauer, Charles R; Higgins, Rosemary

2008-07-01

The objective of this study was to evaluate the effects of prenatal cocaine exposure on special education at age 7 with adjustment for covariates. As part of the prospective, longitudinal, multisite study of children with prenatal cocaine exposure (Maternal Lifestyle Study), school records were reviewed for 943 children at 7 years to determine involvement in special education outcomes: (1) individualized education plan; (2) special education conditions; (3) support services; (4) special education classes; and (5) speech and language services. Logistic regression was used to examine the effect of prenatal cocaine exposure on these outcomes with environmental, maternal, and infant medical variables as covariates, as well as with and without low child IQ. Complete data for each analysis model were available for 737 to 916 children. When controlling for covariates including low child IQ, prenatal cocaine exposure had a significant effect on individualized education plan. When low child IQ was not included in the model, prenatal cocaine exposure had a significant effect on support services. Male gender, low birth weight, white race, and low child IQ also predicted individualized education plan. Low birth weight and low child IQ were significant in all models. White race was also significant in speech and language services. Other covariate effects were model specific. When included in the models, low child IQ accounted for more of the variance and changed the significance of other covariates. Prenatal cocaine exposure increased the likelihood of receiving an individualized education plan and support services, with adjustment for covariates. Low birth weight and low child IQ increased the likelihood of all outcomes. The finding that white children were more likely to get an individualized education plan and speech and language services could indicate a greater advantage in getting educational resources for this population.

The Incorporation of the School Age Group of 16-18 Years Old in Gambling

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MSc. Alfred Nela

2015-06-01

Full Text Available The scientific research of this paper focuses on the involvement of the school age group 16-18 years old in sports betting games impacted by beliefs on luck and social groups. For the collection of data literature is utilized, questionnaires are distributed and also focus groups were conducted. The assumptions of the assignment are: a The involvement of school age group 16-18 years in sports betting games are manners learned from their comrades, b The school age group 16-18 years old attribute to fate the participation in sports betting games. Over 64% of responses manifest that they have learned the rules from their companions. The revelations and questionnaire responses argue that over 45% of students in their classes play sports bets, and 34% think that the phenomena of sports betting depends on luck. The major part of this age group do not practice and believe in fortunate rituals or activities. The acquired data reflect that the extent of involvement of this age group is in substantial dimensions. We suggest that the decision-making bodies and service providers should develop strategies in order to reduce the phenomenon.

Anxiety of School-Age Childre (10 – 12 Years) Face Menarche at Mojoroto Village Kediri City

OpenAIRE

Wati, Susi Erna

2015-01-01

Child age at ranging Elementary School 6 to 12 years, this term constitute school term. Child those are on SD's early class is child that lies on early age elongation. Early age term constitute child developing term that short but constitutes term that really necessary for its life. Therefore, on this term all proprietary potency child needs to be pushed so will optimal ala amends. Menarche constitute first menstruating that ordinary happening deep age range 10 to 12 years. All this time a ...

Health-related quality of life in school-age children with speech-language-impairment

NARCIS (Netherlands)

Flapper, B.C.; Van Den Heuvel, M.

Speech-language-impairment (SLI) as well as behavioral-dysfunction and school-type might influence health-related-quality-of-life. Patients and methods: Cross-sectional study in 124 children aged 5-8 years with SLI, in 4 special education (SE) and 7 mainstream ambulatory care (AC) schools, and 35

Health beliefs of school-age rural children in podoconiosis-affected families: A qualitative study in Southern Ethiopia.

Directory of Open Access Journals (Sweden)

Abebayehu Tora

2017-05-01

Full Text Available Several studies have suggested investigation of health beliefs in children to be an important pre-condition for primary prevention of disease. However, little effort has been made to understand these in the context of podoconiosis. This study therefore aimed to explore the health beliefs of school-age rural children in podoconiosis-affected families.A cross sectional qualitative study was conducted in March 2016 in Wolaita Zone, Southern Ethiopia. Data were collected through in-depth individual interviews (IDIs and focus group discussions (FGDs, with a total of one hundred seventeen 9 to15-year-old children recruited from podoconiosis affected families. The study revealed various misconceptions regarding risk factors for podoconiosis. Most children believed barefoot exposure to dew, worms, snake bite, frog urine, other forms of poison, and contact with affected people to be major causes of the disease. Their knowledge about the role of heredity and that of long term barefoot exposure to irritant mineral particles was also weak. Though most participants correctly appraised their susceptibility to podoconiosis in relation to regular use of footwear and foot hygiene, others based their risk perceptions on factors they think beyond their control. They described several barriers to preventive behaviour, including uncomfortable footwear, shortage and poor adaptability of footwear for farm activities and sports, and shortage of soap for washing. Children also perceived low self-efficacy to practice preventive behaviour in spite of the barriers.Health education interventions may enhance school-age children's health literacy and be translated to preventive action. Overcoming practical challenges such as shortage of footwear and other hygiene facilities requires other forms of interventions such as livelihood strengthening activities. Linking podoconiosis-affected families with local governmental or non-governmental organizations providing socio

42 CFR 435.230 - Aged, blind, and disabled individuals in States that use more restrictive requirements for...

Science.gov (United States)

2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Aged, blind, and disabled individuals in States... Coverage of the Aged, Blind, and Disabled § 435.230 Aged, blind, and disabled individuals in States that... for aged, blind, and disabled SSI recipients using more restrictive requirements than those used under...

Executive Function in Very Preterm Children at Early School Age

NARCIS (Netherlands)

C.S.H. Aarnoudse-Moens (Cornelieke); D.P. Smidts (Diana); J. Oosterlaan (Jaap); H.J. Duivenvoorden (Hugo); N. Weisglas-Kuperus (Nynke)

2009-01-01

textabstractWe examined whether very preterm (≤30 weeks gestation) children at early school age have impairments in executive function (EF) independent of IQ and processing speed, and whether demographic and neonatal risk factors were associated with EF impairments. A consecutive sample of 50

Forensic individual age estimation with DNA: From initial approaches to methylation tests.

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Freire-Aradas, A; Phillips, C; Lareu, M V

2017-07-01

Individual age estimation is a key factor in forensic science analysis that can provide very useful information applicable to criminal, legal, and anthropological investigations. Forensic age inference was initially based on morphological inspection or radiography and only later began to adopt molecular approaches. However, a lack of accuracy or technical problems hampered the introduction of these DNA-based methodologies in casework analysis. A turning point occurred when the epigenetic signature of DNA methylation was observed to gradually change during an individual´s lifespan. In the last four years, the number of publications reporting DNA methylation age-correlated changes has gradually risen and the forensic community now has a range of age methylation tests applicable to forensic casework. Most forensic age predictor models have been developed based on blood DNA samples, but additional tissues are now also being explored. This review assesses the most widely adopted genes harboring methylation sites, detection technologies, statistical age-predictive analyses, and potential causes of variation in age estimates. Despite the need for further work to improve predictive accuracy and establishing a broader range of tissues for which tests can analyze the most appropriate methylation sites, several forensic age predictors have now been reported that provide consistency in their prediction accuracies (predictive error of ±4 years); this makes them compelling tools with the potential to contribute key information to help guide criminal investigations. Copyright © 2017 Central Police University.

Did the 18 Drinking Age Promote High School Dropout? Implications for Current Policy.

Science.gov (United States)

Plunk, Andrew D; Agrawal, Arpana; Tate, William F; Cavazos-Rehg, Patricia; Bierut, Laura J; Grucza, Richard A

2015-09-01

Disagreement exists over whether permissive minimum legal drinking age (MLDA) laws affected underage adolescents (e.g., those age 17 years with the MLDA of 18). We used MLDA changes during the 1970s and 1980s as a natural experiment to investigate how underage exposure to permissive MLDA affected high school dropout. MLDA exposure was added to two data sets: (a) the 5% public use microdata samples of the 1990 and 2000 censuses (n = 3,671,075), and (b) a combined data set based on the 1991-1992 National Longitudinal Alcohol Epidemiological Survey (NLAES) and the 2001-2002 National Epidemiological Survey on Alcohol and Related Conditions (NESARC; n = 16,331). We used logistic regression to model different thresholds of MLDA on high school dropout. We also estimated models conditioned on demographic variables and familial risk of developing alcohol problems. Only the MLDA of 18 predicted high school dropout. Exposure was associated with 4% and 13% higher odds of high school dropout for the census and NLAES/NESARC samples, respectively. We noted greater impact on women (5%-18%), Blacks (5%-19%), and Hispanics (6%). Self-report of parental alcohol problems was associated with 40% higher odds, which equals a 4.14-point increase in dropout rate for that population. The MLDA of 18 likely had a large impact on high school dropout rates, suggesting that the presence of legal-aged peers in a high school setting increased access to alcohol for younger students. Our results also suggest that policy can promote less dangerous drinking behavior even when familial risk of alcohol use disorders is high.

Methods of diagnostics for the organization of individual training to informatics of pupils of sanatorium type school

OpenAIRE

Ирина Александровна Карпезина

2009-01-01

Preparation of pupils with health infringements in sanatorium type schools is carried out by individual techniques. In article approaches to diagnosing of schoolboys for a choice of individual trajectories of training to informatics are considered.

Hope and Adaptation to Old Age: Their Relationship with Individual-Demographic Factors

Science.gov (United States)

Moraitou, Despina; Kolovou, Chrysa; Papasozomenou, Chrysa; Paschoula, Catherine

2006-01-01

This study examined the relationship between hope as disposition, adaptation to old age, and individual-demographic factors. One hundred and fifty older adults, aged 60-93 years old, completed the Adult Dispositional Hope Scale developed by Snyder et AL. [1991, Journal of Personality and Social Psychology, 60, pp. 570-585], and the Adaptation to…

Intelligence test at preschool-age predicts reading difficulty among school-aged very low birth weight infants in Japan.

Science.gov (United States)

Takeuchi, Akihito; Ogino, Tatsuya; Koeda, Tatsuya; Oka, Makio; Yorifuji, Takashi; Takayanagi, Toshimitsu; Sato, Kazuo; Sugino, Noriko; Bonno, Motoki; Nakamura, Makoto; Kageyama, Misao

2018-05-21

To elucidate whether the results of an intelligence test at preschool age are predictive of reading difficulty (RD) at school age among very low birth weight infants (VLBWI). Subjects were 48 Japanese children whose birth weight was Intelligence Scale for Children-III (WISC-III) during the last grade of kindergarten, and four reading tasks during the second to fourth grade of elementary school. All participants had a full-scale intelligence quotient score of 85 or higher. Subjects with a standard deviation reading time score greater than 2.0 in two or more tasks were considered to have RD. We evaluated the associations between each WISC-III score and RD using logistic regression analyses. Furthermore, we performed receiver operating characteristic (ROC) analysis to determine a cutoff WISC-III score predictive of RD. In the mutually-adjusted model, the adjusted odds ratio per 1 score increase of freedom from distractibility (FD) was 0.832 (95% confidence interval: 0.720-0.962). In the ROC analysis, an FD score of memory and attention, is a risk factor for RD at school age among Japanese VLBWI. Further investigation is desired to clarify the cognitive deficits underlying RD in Japanese-speaking preterm children, and to establish appropriate interventions for these children. Copyright © 2018 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Effects of Individual Differences and Situational Features on Age Differences in Mindless Reading.

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Shake, Matthew C; Shulley, Leah J; Soto-Freita, Angelica M

2016-09-01

Mindless reading occurs when an individual shifts their attention away from the text and toward other off-task thoughts. This study examined whether previously reported age-related declines in mindless reading episodes are due primarily to (a) situational features related to the text itself (e.g., text genre or interest in the text) and/or (b) individual differences in cognitive ability. Participants read 2 texts written in different genres but about the same topic. During reading, they were randomly probed to indicate whether they were on-task or mind-wandering. They also indicated their perceptions regarding the interest and difficulty of the text, and completed a battery of cognitive ability measures. The results showed that (a) text genre may engender some age differences in mindless reading and (b) greater age and perceived interest in the text were each uniquely predictive of reduced mindless reading for both text genres. Individual differences in cognitive abilities (e.g., working memory, vocabulary) did not account for additional significant variance in mindless reading after interest and age were taken into account. Our findings are discussed in terms of implications for age differences in lapses of attention during reading and predictors of mind-wandering generally. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Effects of Age, Gender, School Class on Cardiopulmonary Resuscitation Skills of Nigerian Secondary School Students

Science.gov (United States)

Onyeaso, Adedamola Olutoyin; Onyeaso, Chukwudi Ochi

2016-01-01

Background: The need for training of schoolchildren on cardiopulmonary resuscitation (CPR) as potential bystander CPR providers is growing globally but Nigeria is still behind and lacks basic necessary data. Purpose: The purpose of this study was to investigate the effects of age, gender and school class on CPR skills of Nigerian secondary school…

The Development of Associate Learning in School Age Children

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Harel, Brian T.; Pietrzak, Robert H.; Snyder, Peter J.; Thomas, Elizabeth; Mayes, Linda C.; Maruff, Paul

2014-01-01

Associate learning is fundamental to the acquisition of knowledge and plays a critical role in the everyday functioning of the developing child, though the developmental course is still unclear. This study investigated the development of visual associate learning in 125 school age children using the Continuous Paired Associate Learning task. As hypothesized, younger children made more errors than older children across all memory loads and evidenced decreased learning efficiency as memory load increased. Results suggest that age-related differences in performance largely reflect continued development of executive function in the context of relatively developed memory processes. PMID:25014755

The development of associate learning in school age children.

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Brian T Harel

Full Text Available Associate learning is fundamental to the acquisition of knowledge and plays a critical role in the everyday functioning of the developing child, though the developmental course is still unclear. This study investigated the development of visual associate learning in 125 school age children using the Continuous Paired Associate Learning task. As hypothesized, younger children made more errors than older children across all memory loads and evidenced decreased learning efficiency as memory load increased. Results suggest that age-related differences in performance largely reflect continued development of executive function in the context of relatively developed memory processes.

Regional Impact of Population Aging on Changes in Individual Self-perceptions of Aging: Findings From the German Ageing Survey.

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Wolff, Julia K; Beyer, Ann-Kristin; Wurm, Susanne; Nowossadeck, Sonja; Wiest, Maja

2018-01-18

The importance of self-perceptions of aging (SPA) for health and longevity is well documented. Comparably little is known about factors that contribute to SPA. Besides individual factors, the context a person lives in may shape SPA. Research has so far focused on country-level differences in age stereotypes, indicating that rapid population aging accompanies more negative age stereotypes. The present study expands previous research by investigating the impact of district-specific population aging within one country on different facets of SPA. Based on a large representative survey in Germany, the study investigates changes in SPA as ongoing development as well as the SPA of physical loss over a 12-year period in adults aged 40+. The study uses several indicators of population aging (e.g., population development, average age, greying index), to identify four clusters differing in their pace of population aging. Based on three-level latent change models, these clusters were compared in their impact on changes in SPA. Compared to districts with an average rate of population aging, the study shows that persons living in regions with a fast population aging rate (C1) hold more negative SPA in both facets (ps = .01). Districts with slow population aging (C2) have significantly higher SPA ongoing development (p = .03). The study underlines the importance for regional differences in population aging on the development of SPA. In particular, societies should be aware that fast population aging may result in more negative SPA. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Does Europe Matter? A Comparative Study of Young People's Identifications with Europe at a State School and a European School in England

Science.gov (United States)

Savvides, Nicola; Faas, Daniel

2016-01-01

This article explores the extent to which young people in predominantly middle-class environments identify with Europe and considers the influence of European education policy, school ethos and curricula. We compare data drawn from individual and focus group interviews with students aged 15-17 at a state school and a European School in England.…

Functional performance of school children diagnosed with developmental delay up to two years of age

Science.gov (United States)

Dornelas, Lílian de Fátima; Magalhães, Lívia de Castro

2016-01-01

Abstract Objective: To compare the functional performance of students diagnosed with developmental delay (DD) up to two years of age with peers exhibiting typical development. Methods: Cross-sectional study with functional performance assessment of children diagnosed with DD up to two years of age compared to those with typical development at seven to eight years of age. Each group consisted of 45 children, selected by non-random sampling, evaluated for motor skills, quality of home environment, school participation and performance. ANOVA and the Binomial test for two proportions were used to assess differences between groups. Results: The group with DD had lower motor skills when compared to the typical group. While 66.7% of children in the typical group showed adequate school participation, receiving aid in cognitive and behavioral tasks similar to that offered to other children at the same level, only 22.2% of children with DD showed the same performance. Although 53.3% of the children with DD achieved an academic performance expected for the school level, there were limitations in some activities. Only two indicators of family environment, diversity and activities with parents at home, showed statistically significant difference between the groups, with advantage being shown for the typical group. Conclusions: Children with DD have persistent difficulties at school age, with motor deficit, restrictions in school activity performance and low participation in the school context, as well as significantly lower functional performance when compared to children without DD. A systematic monitoring of this population is recommended to identify needs and minimize future problems. PMID:26553573

Functional performance of school children diagnosed with developmental delay up to two years of age

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Lílian de Fátima Dornelas

2016-03-01

Full Text Available Abstract Objective: To compare the functional performance of students diagnosed with developmental delay (DD up to two years of age with peers exhibiting typical development. Methods: Cross-sectional study with functional performance assessment of children diagnosed with DD up to two years of age compared to those with typical development at seven to eight years of age. Each group consisted of 45 children, selected by non-random sampling, evaluated for motor skills, quality of home environment, school participation and performance. ANOVA and the Binomial test for two proportions were used to assess differences between groups. Results: The group with DD had lower motor skills when compared to the typical group. While 66.7% of children in the typical group showed adequate school participation, receiving aid in cognitive and behavioral tasks similar to that offered to other children at the same level, only 22.2% of children with DD showed the same performance. Although 53.3% of the children with DD achieved an academic performance expected for the school level, there were limitations in some activities. Only two indicators of family environment, diversity and activities with parents at home, showed statistically significant difference between the groups, with advantage being shown for the typical group. Conclusions: Children with DD have persistent difficulties at school age, with motor deficit, restrictions in school activity performance and low participation in the school context, as well as significantly lower functional performance when compared to children without DD. A systematic monitoring of this population is recommended to identify needs and minimize future problems.

Flatfoot and obesity in school-age children: a cross-sectional study.

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Sadeghi-Demneh, E; Azadinia, F; Jafarian, F; Shamsi, F; Melvin, J M A; Jafarpishe, M; Rezaeian, Z

2016-02-01

Childhood obesity exerts abnormally high stresses on developing foot structures which can lead to structural deformity of the foot. Screening for foot problems in children with overweight helps detect interior risks restricting normal lifestyle in these individuals. The purpose of this study was to investigate the effects of excess weight on the structure and function of the developing foot in students aged 7-14 years. A total of 667 participants were recruited for this cross-sectional study via a multi-level cluster sampling method (randomization was used within each cluster). All subjects (340 boys and 327 girls) attended primary and secondary schools in Isfahan City, Iran. The children's feet were evaluated using clinical assessments and footprint-based measures whilst fully weight bearing. Significant differences were observed in the frequency of flatfoot between normal weight, overweight and obese groups (P Children with higher weight also had a more pronated heel, less dorsiflexion range and higher reported pain within physical activity. This study indicated that childhood obesity is associated with structural foot and ankle deformities and activity-related foot pain. © 2015 World Obesity.

Dietary and Physical Activity/Inactivity Factors Associated with Obesity in School-Aged Children123

Science.gov (United States)

Perez-Rodriguez, Marcela; Melendez, Guillermo; Nieto, Claudia; Aranda, Marisol; Pfeffer, Frania

2012-01-01

Diet and physical activity (PA) are essential components of nutritional status. Adequate nutrition and an active lifestyle are key factors during childhood, because food habits track into adulthood. Children spend more time in school than in any other environment away from home. Studying the diet factors and patterns of PA that affect obesity risk in children during school hours and the complete school day can help identify opportunities to lower this risk. We directly measured the time children spent performing moderate to vigorous PA (MVPA) at school, compared the amount and intensity of PA during school hours with after-school hours, and tried to determine if diet behaviors and PA or inactivity were associated with excess weight and body fat. This cross-sectional study included 143 normal-weight (NLW) and 48 obese children aged 8–10 y. Diet data were obtained from two 24-h recalls. Body composition was measured by bioimpedance. Screen time and sports participation data were self-reported. NLW children drank/ate more dairy servings than the obese children, who consumed more fruit-flavored water than the NLW group. Consumption of soft drinks, sugar-added juices, and fresh juices was low in both groups. Children were less active during school hours than after school. MVPA was lower during school hours in the obese group than in the NLW group. Schools, parents, and authorities should be more involved in promoting strategies to improve the dietary habits and PA levels of school-aged children, because this group is not achieving the recommended level of daily MVPA. PMID:22798003

Does the school performance variable used in the International Health Behavior in School-Aged Children (HBSC) Study reflect students' school grades?

Science.gov (United States)

Felder-Puig, Rosemarie; Griebler, Robert; Samdal, Oddrun; King, Matthew A; Freeman, John; Duer, Wolfgang

2012-09-01

Given the pressure that educators and policy makers are under to achieve academic standards for students, understanding the relationship of academic success to various aspects of health is important. The international Health Behavior in School-Aged Children (HBSC) questionnaire, being used in 41 countries with different school and grading systems, has contained an item assessing perceived school performance (PSP) since 1986. Whereas the test-retest reliability of this item has been reported previously, we determined its convergent and discriminant validity. This cross-sectional study used anonymous self-report data from Austrian (N = 266), Norwegian (N = 240), and Canadian (N = 9,717) samples. Students were between 10 and 17 years old. PSP responses were compared to the self-reported average school grades in 6 subjects (Austria) or 8 subjects (Norway), respectively, or to a general, 5-category-based appraisal of most recent school grades (Canada). Correlations between PSP and self-reported average school grade scores were between 0.51 and 0.65, representing large effect sizes. Differences between the median school grades in the 4 categories of the PSP item were statistically significant in all 3 samples. The PSP item showed predominantly small associations with some randomly selected HBSC items or scales designed to measure different concepts. The PSP item seems to be a valid and useful question that can distinguish groups of respondents that get good grades at school from those that do not. The meaning of PSP may be context-specific and may have different connotations across student populations from different countries with different school systems. © 2012, American School Health Association.

Age-related changes in error processing in young children: A school-based investigation

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Jennie K. Grammer

2014-07-01

Full Text Available Growth in executive functioning (EF skills play a role children's academic success, and the transition to elementary school is an important time for the development of these abilities. Despite this, evidence concerning the development of the ERP components linked to EF, including the error-related negativity (ERN and the error positivity (Pe, over this period is inconclusive. Data were recorded in a school setting from 3- to 7-year-old children (N = 96, mean age = 5 years 11 months as they performed a Go/No-Go task. Results revealed the presence of the ERN and Pe on error relative to correct trials at all age levels. Older children showed increased response inhibition as evidenced by faster, more accurate responses. Although developmental changes in the ERN were not identified, the Pe increased with age. In addition, girls made fewer mistakes and showed elevated Pe amplitudes relative to boys. Based on a representative school-based sample, findings indicate that the ERN is present in children as young as 3, and that development can be seen in the Pe between ages 3 and 7. Results varied as a function of gender, providing insight into the range of factors associated with developmental changes in the complex relations between behavioral and electrophysiological measures of error processing.

Socioeconomic and Behavioral Characteristics Associated With Metabolic Syndrome Among Overweight/Obese School-age Children.

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Ham, Ok Kyung

Obesity in children comprises a significant public health concern in Korea. As with increased prevalence of overweight and obesity among children, risk factors for metabolic syndrome (MetS) have also increased in this population. The purpose was to examine behavioral and socioeconomic factors that were associated with biomarkers of MetS among overweight/obese school-age children. A cross-sectional study was conducted, and a convenience sample of 75 overweight/obese school-age children participated. Socioeconomic and behavioral characteristics, anthropometric measurements, and physiologic examinations were studied. The data were analyzed using an analysis of covariance and logistic regression. Metabolic syndrome was diagnosed in 27.8% of our population. Severe stress was significantly associated with elevated systolic blood pressure (P family characteristics, children's perception of family income (wealthy and very wealthy) and mother's education level (high school or less) were associated with diagnoses of MetS in children (P < .05). The results indicated that certain socioeconomic and behavioral characteristics were associated with risk factors of MetS, and therefore, interventions to modify these risk factors are needed to promote the healthy development of overweight/obese school-age children.

[Food preferences and nutritional status in school-age children living in Mexico City].

Science.gov (United States)

Sánchez-García, Rocío; Reyes-Morales, Hortensia; González-Unzaga, Marco Aurelio

Childhood is a basic period for the development of habits and their continuation during the course of life. The objective of this study was to identify food preferences and their variations according to the nutritional status in school-age children living in Mexico City. A cross-sectional study was carried out including 1465 school-age children attending eight public elementary schools in Mexico City. Children were asked to complete a questionnaire regarding their preferences to 70 selected different foods. Anthropometric measurements were also carried out. Parents of the children provided sociodemographic information. For each food, the preference was evaluated using a Likert scale. Frequencies were calculated for the total sample and for different nutritional status levels. Median age of children was 9 years old. Forty-eight percent of the children were overweight or obese. The most preferred foods were fruits, pizzas, flavored milk, and French fries. The least preferred foods were vegetables, whole-grain cereals, fish, meat, and panela cheese. Plain water (72%) and sugar-sweetened beverages (71%) had a high level of preference. There was no preference variation according to nutritional status. Food preference patterns of school-age children are a risk for unhealthy food consumption as well as for the increase in obesity prevalence in this population. Interventions focused on the promotion of a healthy food environment are necessary, aimed at improving food preferences from early childhood. Copyright © 2014 Hospital Infantil de México Federico Gómez. Publicado por Masson Doyma México S.A. All rights reserved.

Dietary patterns are associated with overweight and obesity in Mexican school-age children.

Science.gov (United States)

Rodríguez-Ramírez, Sonia; Mundo-Rosas, Verónica; García-Guerra, Armando; Shamah-Levy, Teresa

2011-09-01

In Mexico, about one third of school-age population is overweight or obese and the diet is one of the main determinants. The purpose of this study was to identify the dietary patterns of Mexican school-age children and to determine their association with the risk of overweight/obesity. This study included 8252 school-age children who participated in the 2006 National Health and Nutrition Survey (ENSANUT-2006). Dietary data were collected using a 7-day Food Frequency Questionnaire (FFQ). Foods were classified into 25 groups and dietary patterns were defined by cluster analysis. Body Mass Index and prevalence of overweight/obesity were calculated. Logistic regression models were used to evaluate the association between dietary patterns and overweight/obesity. Five dietary patterns were identified: Rural dietary pattern (high intake of tortilla and legumes), sweet cereal and corn dishes pattern (high intake of sugary cereals, tortilla, and maize products); diverse pattern (intake of several food groups); western pattern (high intake of sweetened beverages, fried snacks, industrial snack cakes, and sugary cereals), and whole milk and sweet pattern (high intake of whole milk and sweets). We found that children with sweet cereal and corn dishes and western dietary patterns showed an association with overweight and obesity (prevalence ratio 1.29 and 1.35, respectively, using as reference the rural dietary pattern). Patterns characterized by high intakes of sugary cereals, sweetened beverages, industrial snack, cakes, whole milk, and sweets were associated with a higher risk of overweight/obesity among in Mexican school-age children.

Sexual behavior of school-aged adolescents in the city of Goiânia, Goiás.

Science.gov (United States)

Sasaki, Reinaldo Satoru Azevedo; de Souza, Márcia Maria; Leles, Cláudio Rodrigues; Malta, Deborah Carvalho; Sardinha, Luciana Monteiro Vasconcelos; Freire, Maria do Carmo Matias

2014-01-01

To investigate the characteristics of sexual behavior in school-aged adolescents and possible differences regarding sex and type of school. Cross-sectional study using data from the National Adolescent School-based Health Survey (PeNSE) 2009, carried out by the Brazilian Ministry of Health, in partnership with the Brazilian Institute of Geography and Statistics (IBGE). The sample consisted of 3,099 9th graders living in Goiânia, State of Goiás, Brazil, mostly aged between 13 to 15 years old, who answered a self-applicable questionnaire on risk and protective health factors. The Rao-Scott test was used in the statistical analysis, considering the complex sample design. The prevalence of sexual intercourse was of 26.5% (95%CI 23.8 - 29.4) at least once in life and of 18.5% (95%CI 16.5 - 20.8) in the last year. Both behaviors were more frequent among male students and among those attending public schools. Most of the respondents had their first intercourse at the age of 13 or younger, with up to 3 partners. They had also used a pregnancy prevention method in the last intercourse, and received guidance on prevention at school. The age of the first intercourse was earlier and the number of partners was higher among male students. More females and those attending public schools reported having received information on pregnancy prevention. Guidance on STD/AIDS was also more frequent in public schools. Results showed a need for health education measures involving education and health professionals, as well as parents, to reduce the discrepancies found regarding sex and type of school.

Methods of diagnostics for the organization of individual training to informatics of pupils of sanatorium type school

Directory of Open Access Journals (Sweden)

Ирина Александровна Карпезина

2009-06-01

Full Text Available Preparation of pupils with health infringements in sanatorium type schools is carried out by individual techniques. In article approaches to diagnosing of schoolboys for a choice of individual trajectories of training to informatics are considered.

Life habits of school-aged children with specific language impairment as perceived by their parents and by school professionals.

Science.gov (United States)

Croteau, Claire; McMahon-Morin, Paméla; Morin, Claudia; Jutras, Benoît; Trudeau, Natacha; Le Dorze, Guylaine

2015-01-01

Describe social participation of a group of children with specific language impairment. 26 parents of children with specific language impairment (SLI) aged from 5 to 13 years and 11 school professionals participated in the study. Data collection was performed with the adapted version for children aged from 5 to 13 years old of the Assessment of Life Habits (Fougeyrollas et al., 2001). The questionnaire encompasses 196 life habits, grouped in 12 dimensions: nutrition, fitness, personal care, communication, housing, mobility, responsibilities, interpersonal relationships, community life, education, work and recreation (Fougeyrollas, 2010). According to their parents and school professionals, children in this study carried out without difficulty life habits related to housing and mobility. However, they experienced difficulty with life habits related to interpersonal relationships, recreation and responsibilities, in addition to communication and education. Children with SLI are perceived by their parents and school professionals as having reduced social participation in many aspects of their daily life. Social participation should be considered as a major outcome when offering services in school to these children. This study proposes specific ways to help children with SLI. Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.

Cognitive functions in middle aged individuals are related to metabolic disturbances and aerobic capacity

DEFF Research Database (Denmark)

Pedersen, Maria; Pedersen, Karin Kaereby; Bruunsgaard, Helle

2012-01-01

Metabolic disturbances may contribute to cognitive dysfunction in patients with type 2 diabetes. We investigated the relation between cognitive impairment and metabolic deteriorations, low physical fitness, low-grade inflammation and abdominal obesity in middle aged individuals.......Metabolic disturbances may contribute to cognitive dysfunction in patients with type 2 diabetes. We investigated the relation between cognitive impairment and metabolic deteriorations, low physical fitness, low-grade inflammation and abdominal obesity in middle aged individuals....

Comparison of Nutritional Status Among, Flood Affected and Unaffected School Aged Children

International Nuclear Information System (INIS)

Mohsin, S.N.; Aasim, M.; Ghous, R.; Fatima, M.

2017-01-01

Background: Natural disasters like floods affect large human populations by not only displacing them temporarily but also poses nutritional issues to women and children. Objectives: To determine the long term effects of floods, on the nutritional status of school going children in Pakistan. Study design, settings and duration: A cross sectional study which was conducted in public schools of district Nowshera which is a large district of province Khyber Pakhtunkhwa, Pakistan from February 2012 to March 2014. Subjects and Methods: A total of 353 children aged 6-14 years were enrolled. There were 190 children from flood affected areas and 163 controls from unaffected areas. Using height, weight, age and gender, malnutrition indicators like acute malnutrition, chronic malnutrition and underweight were calculated to evaluate effect of flood on these children after 20 months of the calamity. Weight for age (WAZ) was used to measure underweight, height for age (HAZ) to measure stunted growth, and weight for height (WHZ) to measure wasting or acute malnutrition. The malnutrition indicators which were positively associated with floods were further evaluated for associated factors. Results The frequency of acute malnutrition or wasting (WHZ) among flood affected children was 23.7 percent as compared to 16.5 percent among unaffected children while the frequency of underweight (WAZ) in flood affected areas was 42.1 percent as against 36.8 percent in unaffected areas (both were not significant). The frequency of chronic malnutrition or stunting (AZ) was 35.8 percent in affected and 27.6 percent in unaffected children (p< 0.041) and was the only positively associated indicator with exposure to floods. Factors associated with chronic malnutrition were age of the child, maternal education, history of fever, administration of de-worming medication and diarrhea. Conclusion: Floods had a long term effect on nutritional status of school aged children as shown by chronic malnutrition

An overview of indoor air quality and its impact on respiratory health among Malaysian school-aged children.

Science.gov (United States)

Choo, Chua Poh; Jalaludin, Juliana

2015-01-01

The indoor environment is a major source of human exposure to pollutants. Some pollutants can have concentrations that are several times higher indoors than outdoors. Prolonged exposure may lead to adverse biologic effects, even at low concentrations. Several studies done in Malaysia had underlined the role of indoor air pollution in affecting respiratory health, especially for school-aged children. A critical review was conducted on the quantitative literature linking indoor air pollution with respiratory illnesses among school-aged children. This paper reviews evidence of the association between indoor air quality (IAQ) and its implications on respiratory health among Malaysian school-aged children. This review summarizes six relevant studies conducted in Malaysia for the past 10 years. Previous epidemiologic studies relevant to indoor air pollutants and their implications on school-aged children's respiratory health were obtained from electronic database and included as a reference in this review. The existing reviewed data emphasize the impact of IAQ parameters, namely, indoor temperature, ventilation rates, indoor concentration of carbon dioxide (CO2), carbon monoxide (CO), particulate matters (PM), volatile organic compounds (VOCs), nitrogen dioxide (NO2) and airborne microbes, on children's respiratory health. The study found that most of the Malaysian school-aged children are exposed to the inadequate environment during their times spent either in their houses or in their classrooms, which is not in compliance with the established standards. Children living in households or studying in schools in urban areas are more likely to suffer from respiratory illnesses compared with children living in homes or studying in schools in rural areas.

Urban Neighbourhood Quality and School Leaving Age: Gender Differences and Some Hypotheses

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Flouri, Eirini; Ereky-Stevens, Katharina

2008-01-01

This study used longitudinal data from the 1970 British Cohort Study (BCS70) to examine the role of neighbourhood quality, assessed when cohort members were aged five, in boys' and girls' school leaving age. It was expected that, since context is in general more strongly predictive of boys' rather than girls' behaviour, neighbourhood quality would…

Care and supportive measures in school-aged children with prenatal substance exposure.

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Sandtorv, Lisbeth B; Haugland, Siren; Elgen, Irene

2017-12-01

Prenatal exposure to substances, including alcohol, opiates, and a number of illicit drugs, may have a negative impact on fetal development. Studies have shown that substance exposure can influence a child's neurodevelopment and the need for care and supportive measures. In this study, we aimed to investigate the care status and the level of supportive measures in school-aged children prenatally exposed to alcohol and other substances. This study included children aged between 6 and 14 years who were referred to Haukeland University Hospital in Norway with developmental impairment and a history of prenatal substance exposure. Participants were classified according to their main prenatal exposure to either alcohol or other substances. Information on care status and supportive measures was obtained from medical records and participants' caregivers. We also compared the use of supportive measures for children placed into foster care before and after 1 year of age. A total of 111 (87% of 128 referrals) eligible children participated in the study. Of these 111 children, 96 (86%) were in foster care, of whom 29 (30%) were placed into foster care during their first year of life and 83 out of 90 (92%) had supportive measures, including reinforced foster care and school or social support. A high proportion of the sample lived in foster care and received supportive measures. Findings may reflect an increased need of care and support in school-aged children with prenatal substance exposure, highlighting the importance of awareness among caregivers and public agencies.

Association between age, distress, and orientations to happiness in individuals with disabilities.

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Terrill, Alexandra L; Müller, Rachel; Jensen, Mark P; Molton, Ivan R; Ipsen, Catherine; Ravesloot, Craig

2015-02-01

To determine how age and distress are associated in individuals with disabilities, and how happiness and its components (meaning, pleasure, and engagement) mediate or moderate this relationship. These were cross-sectional analyses of survey data from 508 community-dwelling adults with a variety of self-reported health conditions and functional disabilities. Measures included the Orientations to Happiness Questionnaire and items from the Behavior Risk Factor Surveillance System. Greater distress was associated with lower global happiness in both mediation and moderation models. The mediation model showed that middle-aged participants (age: 45-64) scored lowest in global happiness, and the effect of age on distress was partially mediated by happiness. None of the happiness components mediated the relationship of age on distress. The moderation model showed a significant interaction effect for age and global happiness on distress, where younger participants low on happiness were significantly more distressed. Of the three happiness components, only meaning was significantly associated with distress. There was a significant interaction between age and meaning, where participants who were younger and scored low on the meaning scale reported significantly higher distress. Findings from this study lay groundwork for the development of clinical interventions to address distress in individuals with functional disabilities. Middle-aged and younger people with disabilities may be particularly affected by lower levels of happiness and might benefit from psychological interventions that focus on increasing overall well-being and providing meaning and purpose in life. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Characteristics of lumbar spondylolysis in elementary school age children.

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Sakai, Toshinori; Goda, Yuichiro; Tezuka, Fumitake; Takata, Yoichiro; Higashino, Kosaku; Sato, Masahiro; Mase, Yasuyoshi; Nagamachi, Akihiro; Sairyo, Koichi

2016-02-01

Lumbar spondylolysis, a stress fracture of the pars interarticularis in the lumbar spine, is often precipitated by trauma, but there may be a congenital predisposition to this condition. There have been few studies on spondylolysis in young children, despite their suitability for studies on congenital defects. The aim of this study was to identify the clinical features of lumbar spondylolysis in elementary school age children in order to elucidate its pathogenesis. Thirty lumbar spondylolysis patients (23 boys, 7 girls, including a pair of twins; mean age 9.5 years, age range 5-12 years) were studied. Patient data on history of athletic activity, symptoms at first consultation, and radiological findings such as spinal level, stage of the stress fracture, and skeletal age were collected. Among the 30 patients, 27 (21 boys, 6 girls) had L5 spondylolysis (90.0 %). Only 2 patients had no history of athletic activity at the first consultation. All patients, except for 2 whose diagnosis was incidental, complained of low back pain. In the 27 patients with L5 spondylolysis, 17 (63.0 %) had terminal-stage fracture and 25 (92.6 %) had spina bifida occulta (SBO) involving the S1 lamina. Sixteen of the 27 (59.3 %) had SBO involving the affected lamina (L5) and S1 lamina. In contrast, the 3 patients with L3 or L4 spondylolysis had no evidence of SBO. With respect to skeletal age, 23 of the 27 L5 spondylolysis patients (85.2 %) were in the cartilaginous stage while the remaining 4 patients were in the apophyseal stage. Lumbar spondylolysis in elementary school age children was commonly a terminal-stage bone defect at L5, which was not necessarily related to history of athletic activity and was sometimes asymptomatic. It was often associated with SBO, indicating a possible congenital predisposition. These findings may provide further insight into the pathogenesis of lumbar spondylolysis.

The influence of school on whether girls develop eating disorders.

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Bould, Helen; De Stavola, Bianca; Magnusson, Cecilia; Micali, Nadia; Dal, Henrik; Evans, Jonathan; Dalman, Christina; Lewis, Glyn

2016-04-01

Clinical anecdote suggests that rates of eating disorders (ED) vary between schools. Given their high prevalence and mortality, understanding risk factors is important. We hypothesised that rates of ED would vary between schools, and that school proportion of female students and proportion of parents with post-high school education would be associated with ED, after accounting for individual characteristics. Multilevel analysis of register-based, record-linkage data on 55 059 females born in Stockholm County, Sweden, from 1983, finishing high school in 2002-10. Outcome was clinical diagnosis of an ED, or attendance at a specialist ED clinic, aged 16-20 years. The 5-year cumulative incidence of ED diagnosis aged 16-20 years was 2.4%. Accounting for individual risk factors, with each 10% increase in the proportion of girls at a school, the odds ratio for ED was 1.07 (1.01 to 1.13), P = 0.018. With each 10% increase in the proportion of children with at least one parent with post-high school education, the odds ratio for ED was 1.14 (1.09 to 1.19), P < 0.0001. Predicted probability of an average girl developing an ED was 1.3% at a school with 25% girls where 25% of parents have post-high school education, and 3.3% at a school with 75% girls where 75% of parents have post-high school education. Rates of ED vary between schools; this is not explained by individual characteristics. Girls at schools with high proportions of female students, and students with highly educated parents, have higher odds of ED regardless of individual risk factors. © The Author 2016. Published by Oxford University Press on behalf of the International Epidemiological Association.

Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality

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Krueger, Kathryne Kelley

2013-01-01

Minimally verbal school aged children with autism (MVSACwA) receive the bulk of their behavioral and academic support in schools yet we know little about the environments to which they are exposed. This population of children has often been excluded from studies and thus, underrepresented in current data on autism. As increasing numbers of…

Youth as Design Partners: Age-Appropriate Websites for Middle and High School Students

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Chow, Anthony S.; Smith, Kathelene McCarty; Sun, Katherine

2012-01-01

This study explored the impact of using best practices identified in previous studies in designing age-appropriate websites for middle and high school youth. Utilizing a mixed-method approach, 31 middle and 22 high school youth took part in six focus groups across four states. Participants were introduced to a website specifically designed for…

Appropriate school starting age: A focus on the cognitive and social development of a child

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Mahwish Ali Baber

2016-12-01

Full Text Available The early years are the most important in the emotional, social, physical and cognitive development of a child.. A child’s early experiences have an immense impact on the development of his/ her physical, emotional and cognitive skills. Therefore, it is very important to understand the kind of environment children need in the early years for their healthy development and also to understand when it is appropriate to begin their schooling in order to optimize their social, cognitive and emotional well-being. It is observed that the number of formal pre-schools have increased drastically in the past few years. Children between the ages of one to five are attending these pre-schools. This paper attempts to look into the various researches conducted to find out how early childhood experiences affect children; how their emotional and cognitive development occurs; and most importantly, whether or not starting school at an age earlier than seven years, benefits their academic achievement in the long run. The findings of the various researches indicate that children in the early years need to spend time in free play rather than in structured and scheduled school environments. This will also help them in their future academic success. Thus, starting school earlier than seven years of age is not beneficial socially or academically in the long run.

[An assessment of the nutritional status of a school-aged population from Argelia, Colombia].

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Ortega-Bonilla, Rubén A; Chito-Trujillo, Diana M

2014-01-01

Malnutrition affects most rural areas in Colombian, mainly involving the school-aged population. The aim of this study was to assess the nutritional status of students (n=1,528) attending an Agricultural College in the town of Argelia in south-western Colombia in the Cauca department. The school-aged children’s weight and height were measured and their nutritional status was determined from their body mass index (BMI), according to criteria defined by the World Health Organization (WHO). Anthropometric measurements were analyzed by means of measures of central tendency, stratified by gender and age. The standard error of the difference was estimated to specify the statistical significance of some of the most important differences observed between study indicators; such significance was verified at 0.05 level. Prevalence regarding malnutrition and thinness in 5-10 years-old children, a trend towards obesity in adolescents and growth retardation in children and adolescents was established from analysis of the children’'s weight (P/E), height for age (H/A) and BMI. The results suggested that sports should be encouraged at an early age, as well as training school children and their families regarding healthy eating habits and thus provide scientific support for planning government healthcare agencies’ prevention and control strategies.

Association between body mass index and individual characteristics and the school context: a multilevel study with Portuguese children

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Rafael S. Henrique

2018-05-01

Full Text Available Objective: The aim of this study was to examine the association between individual and school context characteristics with the body mass index of Portuguese children. Methods: The sample comprised 1641 children (847 boys aged 6–10 years from the North and Central regions of Portugal. Regarding the individual characteristics, age, gender, city of residence, levels of physical activity, and physical fitness were assessed. Concerning the school context characteristics, the surrounding environment, school size, presence of recreational characteristics and space, and presence of a sports court and of physical education classes were considered. Children's body mass index was the dependent variable. The multilevel analysis was carried out in HLM 7.0 software. Results: The predictors of the child and the school context explained, respectively, 97.3% and 2.7% of the total body mass index variance. Regarding the individual characteristics, older children, boys, and those who had lower performance at the 1‐mile run/walk, curl‐up, push‐up, and higher performance in trunk lift tests showed higher BMI. Further, urban schools with higher recreational spaces were positively associated with children's body mass index. Conclusion: School context variables have a reduced effect on body mass index variation compared to the children's biological and behavioral characteristics. The authors therefore encourage strategies that aim to increasing children's physical fitness levels to help prevent excess weight. Resumo: Objetivo: Examinar a associação de características individuais e do contexto escolar no índice de massa corporal de crianças portuguesas. Método: A amostra compreendeu 1.641 crianças (847 meninos de 6 a 10 anos. Em relação às características individuais foram utilizadas informações relativas ao sexo, à idade, à residência, à atividade física e à aptidão física. Em termos de contexto escolar, foram considerados o meio ambiente

The Age Peculiarities of 10 to 12 Year-Old School-children

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B. B. Badmayeva

2015-02-01

Full Text Available The paper considers the problem of children’s development transformation from the standpoints of different authors. The changes in the age borders and childhood structure along with their causes are demonstrated. The childhood crisis is described, its place in the child’s development process identified. The author emphasizes the visible discord between the worlds of adults and children: being less involved in upbringing process nowadays, adults appear to be less exact in their attitude to children; their demands lack clearness and specificity. Both teachers and adults demonstrate helplessness and aloofness, which reflects in children’s consciousness and their attitude to adults, and results in the lost sense of responsibility, infantilism, egoism and moral emptiness of growing generation. The author carried out the comparative analysis of age peculiarities of middle class schoolchildren from comprehensive school. Three development stages were singled out for 10 to 12 year-olds: local caprices, rights understanding, and affirmative functional stage. The personality formation trends concerning the modern day school children are outlined, the external and internal factors determining this formation enumerated. The following influencing phenomena are mentioned, in particular: the essential socio-economic changes, fast spreading of mass-media and computer technologies, low level of parental motivation, replacement of the value-normative system (social anomie etc. The necessity of creating socio-pedagogic conditions relating to the age peculiarities of modern school children is substantiated. 

The Age Peculiarities of 10 to 12 Year-Old School-children

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B. B. Badmayeva

2012-01-01

Full Text Available The paper considers the problem of children’s development transformation from the standpoints of different authors. The changes in the age borders and childhood structure along with their causes are demonstrated. The childhood crisis is described, its place in the child’s development process identified. The author emphasizes the visible discord between the worlds of adults and children: being less involved in upbringing process nowadays, adults appear to be less exact in their attitude to children; their demands lack clearness and specificity. Both teachers and adults demonstrate helplessness and aloofness, which reflects in children’s consciousness and their attitude to adults, and results in the lost sense of responsibility, infantilism, egoism and moral emptiness of growing generation. The author carried out the comparative analysis of age peculiarities of middle class schoolchildren from comprehensive school. Three development stages were singled out for 10 to 12 year-olds: local caprices, rights understanding, and affirmative functional stage. The personality formation trends concerning the modern day school children are outlined, the external and internal factors determining this formation enumerated. The following influencing phenomena are mentioned, in particular: the essential socio-economic changes, fast spreading of mass-media and computer technologies, low level of parental motivation, replacement of the value-normative system (social anomie etc. The necessity of creating socio-pedagogic conditions relating to the age peculiarities of modern school children is substantiated. 

Developing Physiologic Stress Profiles for School-Age Children Who Stutter

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Ortega, Aishah Y.; Ambrose, Nicoline G.

2011-01-01

Purpose: Physiologic reactivity profiles were generated for 9 school-age children with a history of stuttering. Utilizing salivary sampling, stress biomarkers cortisol and alpha-amylase were measured in response to normal daily stressors. Children with a history of stuttering were characterized as high or low autonomic reactors when compared to…

Lifestyle intervention as a treatment for obesity in school-age-children in Celaya, Guanajuato: An experimental study

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Nicolas Padilla-Raygoza; Rosalina Diaz-Guerrero; Ma. Laura Ruiz-Paloalto

2013-01-01

Introduction: Obesity is a risk factor in chronic diseases, and its frequency among children in Mexico is increasing. Objective: To determine the effect of lifestyle intervention as a treatment for obesity in school-age-children from Celaya, Mexico.Methodology: For this experimental study, four schools were randomly selected. Children and parents participated voluntarily and signed consent forms. Two schools were chosen as the experimental group and the other two formed the control group. Age...

Aging Educational Program to Reduce Ageism: Intergenerational Approach

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Shima Sum

2016-06-01

Full Text Available Introduction: Ageing brings different experiences for individuals. Any individual learn about ageing from childhood whatever formal or informal. No matter they learn, what and how they learn is important. This study aimed to assess impact of an educational program on ageism in those people lower 20 years of age. Methods: This interventional study was conducted among school and university students of Babol city, Mazandaran province, Iran. Study was carried out in two stages. First 373 participants (187 school students and 186 university undergraduate students under age of 20 who recruited form Babol department of education and Babol University of Medical Sciences went under study of assessing attitudes toward ageing. In the second stage, courses on lifespan human development were delivered in 10 workshops for 151 people. Sampling method was stratified randomly from different age groups.  Workshops consisted of lecturing, discussion, watching movie, reading pamphlets and having conversations with experienced older adults. Data was gathered by a questionnaire consisting of demographic characteristics and The Fraboni Scale of Ageism. Results: The mean of ageism score among school and university students were 49.93 ± 9.25 and 46.96 ± 7.64 respectively. There was statistically significant difference between two groups in ageism scores (p = 0.001 so that ageism was higher among school students However after implementation of education program, ageism score reduced for all 151 students from 46.92 ± 7.82 to 45.85 ± 7.79 which was statistically significant (p = 0.001. Conclusion: Educational program to reduce ageism is beneficial and could reduce the level of ageism. Suggestions for educators to combat ageism are provided.

Relationship between anthropometry and motor abilities at pre-school age.

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De Toia, Daniela; Klein, Daniel; Weber, Sarah; Wessely, Nicolas; Koch, Benjamin; Tokarski, Walter; Dordel, Sigrid; Struder, Heiko; Graf, Christine

2009-01-01

Little is known to date about the relationship between poor motor abilities and overweight or obese pre-school children. Thus, this study examined the association between motor abilities and weight status in 1,228 kindergarten children (45.8% female). Anthropometric data were assessed; age 4.7 + or - 1.0 years; height 108.6 + or - 8.0 cm; weight 19.1 + or - 3.6 kg; BMI 16.1 + or - 1.5 kg/m(2). The modified Karlsruher Motor Ability Screening Test was carried out to determine the motor abilities of speed strength, muscular endurance, coordination, flexibility, and speed. Based on the German BMI reference values, 3.5% of the children were obese, 9.6% overweight, 83.4% normal weight, and 3.5% underweight. During various test tasks, below-average motor abilities were discovered in 44.0-47.3%. In all age groups, overweight and obese children did not differ from their normal and underweight counterparts; except for underweight children which fared worse in flexibility. In contrast to former studies with first graders, overweight or obese pre-school children did not possess worse motor abilities than normal weight children. However, the high number of overweight children and motor deficits suggests that preventive measures should start at this early age. Copyright 2009 S. Karger AG, Basel.

Interventions to Improve Asthma Management of the School-Age Child.

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Friend, Mary; Morrison, Amber

2015-06-01

Improvement of medication adherence in the school-age child can lead to improvement in quality of life, decreased morbidity, and a potential decreased risk of deferred academic, social, and emotional development. The objective of this article is to review barriers to asthma medication adherence and identify evidence-based techniques that improve medication management of the asthmatic child 5 to 12 years of age. A literature review was performed and articles were obtained through database searches within Medline, CINAHL (Cumulative Index to Nursing and Allied Health Literature), and PubMed. Research indicates that barriers to the adherence of medication regimens required for asthmatic children include poor understanding of the medication regimen, substandard education on symptom recognition and environmental triggers, rejection of the diagnosis, and a lack of support or understanding within the community. Researched techniques aimed to improve medication management in 5- to 12-year-olds include: computer-based education; workshops for parents, teachers, and children; incorporation of asthma education into classroom lessons; use of case managers; the introduction of a nurse practitioner in the school to provide care, including medication prescriptions for the asthmatic child; and assessment and evaluation of environmental and emotional triggers in the home and school. Collaboration of current data may help lead to a successful interventional model that can improve asthma management in this population. © The Author(s) 2014.

[Functional performance of school children diagnosed with developmental delay up to two years of age].

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Dornelas, Lílian de Fátima; Magalhães, Lívia de Castro

2016-01-01

To compare the functional performance of students diagnosed with developmental delay (DD) up to two years of age with peers exhibiting typical development. Cross-sectional study with functional performance assessment of children diagnosed with DD up to two years of age compared to those with typical development at seven to eight years of age. Each group consisted of 45 children, selected by non-random sampling, evaluated for motor skills, quality of home environment, school participation and performance. ANOVA and the Binomial test for two proportions were used to assess differences between groups. The group with DD had lower motor skills when compared to the typical group. While 66.7% of children in the typical group showed adequate school participation, receiving aid in cognitive and behavioral tasks similar to that offered to other children at the same level, only 22.2% of children with DD showed the same performance. Although 53.3% of the children with DD achieved an academic performance expected for the school level, there were limitations in some activities. Only two indicators of family environment, diversity and activities with parents at home, showed statistically significant difference between the groups, with advantage being shown for the typical group. Children with DD have persistent difficulties at school age, with motor deficit, restrictions in school activity performance and low participation in the school context, as well as significantly lower functional performance when compared to children without DD. A systematic monitoring of this population is recommended to identify needs and minimize future problems. Copyright © 2015 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

Talking theory of mind talk: young school-aged children's everyday conversation and understanding of mind and emotion.

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De Rosnay, Marc; Fink, Elian; Begeer, Sander; Slaughter, Virginia; Peterson, Candida

2014-09-01

Links between young children's everyday use of mindful conversational skills and their success on laboratory tests of theory of mind understanding (ToM) were evaluated. Using published scales, teachers rated the conversational behavior and shyness of 129 children aged 60 to 101 months (M = 78·8 months) who were in their first years of primary school. The children also took batteries of first- and second-order false-belief tests along with tests of emotion understanding and general language ability. Correlational and regression analyses showed that performance on false-belief tests of ToM significantly predicted children's competence at reading others' minds in their everyday conversational interactions. Furthermore, these links transcended individual differences in language ability, shy personality, emotion understanding, and age. These findings augment and extend a growing body of evidence linking performance on laboratory ToM tests to socially competent real-world behavior.

The influence of age, gender and other information technology use on young people's computer use at school and home.

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Harris, C; Straker, L; Pollock, C

2013-01-01

Young people are exposed to a range of information technologies (IT) in different environments, including home and school, however the factors influencing IT use at home and school are poorly understood. The aim of this study was to investigate young people's computer exposure patterns at home and school, and related factors such as age, gender and the types of IT used. 1351 children in Years 1, 6, 9 and 11 from 10 schools in metropolitan Western Australia were surveyed. Most children had access to computers at home and school, with computer exposures comparable to TV, reading and writing. Total computer exposure was greater at home than school, and increased with age. Computer activities varied with age and gender and became more social with increased age, at the same time parental involvement reduced. Bedroom computer use was found to result in higher exposure patterns. High use of home and school computers were associated with each other. Associations varied depending on the type of IT exposure measure (frequency, mean weekly hours, usual and longest duration). The frequency and duration of children's computer exposure were associated with a complex interplay of the environment of use, the participant's age and gender and other IT activities.

A marker of biological age explains individual variation in the strength of the adult stress response.

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Andrews, Clare; Nettle, Daniel; Larriva, Maria; Gillespie, Robert; Reichert, Sophie; Brilot, Ben O; Bedford, Thomas; Monaghan, Pat; Spencer, Karen A; Bateson, Melissa

2017-09-01

The acute stress response functions to prioritize behavioural and physiological processes that maximize survival in the face of immediate threat. There is variation between individuals in the strength of the adult stress response that is of interest in both evolutionary biology and medicine. Age is an established source of this variation-stress responsiveness diminishes with increasing age in a range of species-but unexplained variation remains. Since individuals of the same chronological age may differ markedly in their pace of biological ageing, we asked whether biological age-measured here via erythrocyte telomere length-predicts variation in stress responsiveness in adult animals of the same chronological age. We studied two cohorts of European starlings in which we had previously manipulated the rate of biological ageing by experimentally altering the competition experienced by chicks in the fortnight following hatching. We predicted that individuals with greater developmental telomere attrition, and hence greater biological age, would show an attenuated corticosterone (CORT) response to an acute stressor when tested as adults. In both cohorts, we found that birds with greater developmental telomere attrition had lower peak CORT levels and a more negative change in CORT levels between 15 and 30 min following stress exposure. Our results, therefore, provide strong evidence that a measure of biological age explains individual variation in stress responsiveness: birds that were biologically older were less stress responsive. Our results provide a novel explanation for the phenomenon of developmental programming of the stress response: observed changes in stress physiology as a result of exposure to early-life adversity may reflect changes in ageing.

Long-Term Survival of Individuals Born Small and Large for Gestational Age.

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E Christina M Wennerström

Full Text Available Little is known on long-term survival and causes of death among individuals born small or large for gestational age. This study investigates birth weight in relation to survival and causes of death over time.A national cohort of 1.7 million live-born singletons in Denmark was followed during 1979-2011, using the Danish Civil Registration System, the Medical Birth Registry and the Cause of Death Registry. Cox proportional hazards were estimated for the impact of small (SGA and large (LGA gestation weight and mortality overall, by age group and birth cohort.Compared to normal weight children, SGA children were associated with increased risk of dying over time. Though most of the deaths occurred during the first year of life, the cumulative mortality risk was increased until 30 years of age. The hazard ratios [HR] for dying among SGA children ages <2 years were: 3.47 (95% CI, 3.30-3.64 and 1.06 (95% CI, 0.60-1.87 in 30 years and older. HR for dying among SGA adults (20-29 years were: 1.20 (95% CI, 0.99-1.46 in years 1979-1982 and 1.61 (95% CI, 1.04-2.51 in years 1989-1994. The SGA born had increased risk of dying from infection, heart disease, respiratory disease, digestive disease, congenital malformation, perinatal conditions, and accidents, suicide, and homicide. Individuals born LGA were associated with decreased mortality risk, but with increased risk of dying from malignant neoplasm.Survival has improved independently of birth weight the past 30 years. However, children born SGA remain at significantly increased risk of dying up till they turn 30 years of age. Individuals born LGA have lower mortality risk but only in the first two years of life.

A case study of asthma care in school age children using nurse-coordinated multidisciplinary collaborative practices

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Procter S

2015-04-01

Full Text Available Susan Procter,1 Fiona Brooks,2 Patricia Wilson,3 Carolyn Crouchman,1 Sally Kendall21Faculty of Society and Health, Buckinghamshire New University, High Wycombe, UK; 2Centre for Research in Primary and Community Care (CRIPACC, University of Hertfordshire, Hatfield, UK; 3Centre for Health Services Studies, University of Kent, Canterbury, UKAim: To describe the role of school nursing in leading and coordinating a multidisciplinary networked system of support for children with asthma, and to analyze the strengths and challenges of undertaking and supporting multiagency interprofessional practice.Background: The growth of networked and interprofessional collaborations arises from the recognition that a number of the most pressing public health problems cannot be addressed by single-discipline or -agency interventions. This paper identifies the potential of school nursing to provide the vision and multiagency leadership required to coordinate multidisciplinary collaboration.Method: A mixed-method single-case study design using Yin's approach, including focus groups, interviews, and analysis of policy documents and public health reports.Results: A model that explains the integrated population approach to managing school-age asthma is described; the role of the lead school nurse coordinator was seen as critical to the development and sustainability of the model.Conclusion: School nurses can provide strategic multidisciplinary leadership to address pressing public health issues. Health service managers and commissioners need to understand how to support clinicians working across multiagency boundaries and to identify how to develop leadership skills for collaborative interprofessional practice so that the capacity for nursing and other health care professionals to address public health issues does not rely on individual motivation. In England, this will be of particular importance to the commissioning of public health services by local authorities from

Twelve-year follow-up study of the impact of nutritional status at the onset of elementary school on later educational situation of Chilean school-age children.

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Ivanovic, D; Del P Rodríguez, M; Pérez, H; Alvear, J; Díaz, N; Leyton, B; Almagià, A; Toro, T; Urrutia, M S; Ivanovic, R

2008-01-01

To determine the impact of nutritional status in a multicausal approach of socio-economic, socio-cultural, family, intellectual, educational and demographic variables at the onset of elementary school in 1987 on the educational situation of these children in 1998, when they should have graduated from high school. Chile's Metropolitan Region. Prospective, observational and 12-year follow-up study. A representative sample of 813 elementary first grade school-age children was randomly chosen in 1987. The sample was assessed in two cross-sectional studies. The first cross-sectional study was carried out in at the onset of elementary school in 1987 and the second was carried out in 1998, 12-years later, when they should be graduating from high school. In 1998, 632 adolescent students were located and their educational situation was registered (dropout, delayed, graduated and not located). At the onset of elementary school were determined the nutritional status, socio-economic status (SES), family characteristics, intellectual ability (IA), scholastic achievement (SA) and demographic variables. Statistical analysis included variance tests and Scheffe's test was used for comparison of means. Pearson correlation coefficients and logistic regression were used to establish the most important independent variables at the onset of elementary school in 1987 that affect the educational situation 1998. Data were analysed using the statistical analysis system (SAS). Logistic regression revealed that SES, IA, SA and head circumference-for-age Z score at the onset of elementary school in 1987 were the independent variables with the greatest explanatory power in the educational situation of school-age children in 1998. These parameters at an early school age are good predictors of the educational situation later and these results can be useful for nutrition and educational planning in early childhood.

Relative Age Effects in Dutch Adolescents: Concurrent and Prospective Analyses.

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Bertus F Jeronimus

Full Text Available The literature on relative age position effects is rather inconsistent. In this study we examined intra-classroom age position (or relative age effects on Dutch adolescents' school progress and performance (as rated by teachers, physical development, temperamental development (fear and frustration, and depressive symptoms, all adjusted for age at the time of measurement. Data were derived from three waves of Tracking Adolescents' Individuals Lives Survey (TRAILS of 2230 Dutch adolescents (baseline mean age 11.1, SD = 0.6, 51% girls. Albeit relative age predicted school progress (grade retention ORs = 0.83 for each month, skipped grade OR = 1.47, both p<.001, our key observation is the absence of substantial developmental differences as a result of relative age position in Dutch adolescents with a normative school trajectory, in contrast to most literature. For adolescents who had repeated a grade inverse relative age effects were observed, in terms of physical development and school performance, as well as on depressive symptoms, favoring the relatively young. Cross-cultural differences in relative age effect may be partly explained by the decision threshold for grade retention.

Effects of age, gender and educational background on strength of motivation for medical school.

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Kusurkar, Rashmi; Kruitwagen, Cas; ten Cate, Olle; Croiset, Gerda

2010-08-01

The aim of this study was to determine the effects of selection, educational background, age and gender on strength of motivation to attend and pursue medical school. Graduate entry (GE) medical students (having Bachelor's degree in Life Sciences or related field) and Non-Graduate Entry (NGE) medical students (having only completed high school), were asked to fill out the Strength of Motivation for Medical School (SMMS) questionnaire at the start of medical school. The questionnaire measures the willingness of the medical students to pursue medical education even in the face of difficulty and sacrifice. GE students (59.64 ± 7.30) had higher strength of motivation as compared to NGE students (55.26 ± 8.33), so did females (57.05 ± 8.28) as compared to males (54.30 ± 8.08). 7.9% of the variance in the SMMS scores could be explained with the help of a linear regression model with age, gender and educational background/selection as predictor variables. Age was the single largest predictor. Maturity, taking developmental differences between sexes into account, was used as a predictor to correct for differences in the maturation of males and females. Still, the gender differences prevailed, though they were reduced. Pre-entrance educational background and selection also predicted the strength of motivation, but the effect of the two was confounded. Strength of motivation appears to be a dynamic entity, changing primarily with age and maturity and to a small extent with gender and experience.

Associations of sedentary behavior and physical activity with physical measurements and dyslipidemia in school-age children: a cross-sectional study

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Wei Zheng

2016-11-01

Full Text Available Abstract Background Physical activity and sedentary behavior are common factors influencing cardiovascular health. However, how school and leisure-time activity/sedentary behavior are associated with physical fitness and blood lipid levels in primary school children in consideration of gender disparity remains unclear. Methods Data was obtained from a health and nutrition survey on primary school children from nine areas in China. The association between physical activities/sedentary behaviors (school and leisure-time physical activity levels, screen time, and other sedentary behaviors and anthropometric measurements/prevalence of dyslipidemia were examined by multilevel analysis (the individual level, class level, grade level, and investigation area level adjusted for age, energy intake and family income. Results A total of 770 participants (average age = 9.4 ± 1.7 years were included. Prevalence of dyslipidemia was 10.9%. Prevalence of dyslipidemia was associated with screen time in boys [OR = 3.04, 95% CI (1.24–7.45] and inversely associated with leisure-time physical activity in boys [OR = 2.22, 95% CI (1.08–4.56] and school-time activity in girls [OR = 5.34, 95% CI (1.18–24.16]. Conclusions Physical activity—but not sedentary behavior—was significantly associated with dyslipidemia in both genders. Increasing leisure-time physical activity for boys and school-time physical activity for girls may be critical.

Developmental trajectories for attention and working memory in healthy Japanese school-aged children.

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Egami, Chiyomi; Yamashita, Yushiro; Tada, Yasuhiro; Anai, Chiduru; Mukasa, Akiko; Yuge, Kotaro; Nagamitsu, Shinichiro; Matsuishi, Toyojiro

2015-10-01

The aim of this study was to investigate the developmental trajectories of attention, short-term memory, and working memory in school-aged children using a 10 min test battery of cognitive function. Participants comprised 144 typically developing children (TDC) aged 7-12 years and 24 healthy adults, divided according to age into seven groups (12 males and 12 females for each age group). Participants were assessed using CogHealth, which is a computer-based measure composed of five tasks. We measured attention, short-term memory, and working memory (WM) with visual stimulation. Each task was analyzed for age-related differences in reaction time and accuracy rate. Attention tasks were faster in stages from the age of 7-10 years. Accuracy rate of short-term memory gradually increased from 12 years of age and suddenly increased and continued to increase at 22 years of age. Accuracy rate of working memory increased until 12 years of age. Correlations were found between the ages and reaction time, and between ages and accuracy rate of the tasks. These results indicate that there were rapid improvements in attention, short-term memory, and WM performance between 7 and 10 years of age followed by gradual improvement until 12 years of age. Increase in short-term memory continued until 22 years of age. In our experience CogHealth was an easy and useful measure for the evaluation of cognitive function in school-age children. Copyright © 2015 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Stunting and soil-transmitted-helminth infections among school-age pupils in rural areas of southern China

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Chen Ying-Dan

2010-10-01

Full Text Available Abstract Background Stunting and soil-transmitted helminth (STH infections including ascariasis, trichuriasis and hookworm remain major public health problems in school-age pupils in developing countries. The objectives of this study were to determine the prevalence of stunting for children and its association with three major soil-transmitted helminths (STH in rural areas of southern China. The study also aims to determine risk factors for stunting and to provide guidance on the prevention and control of stunting and STH infections for future studies in this field. Results A cross-sectional survey was carried out in the poor rural areas in Guangxi Autonomous Regional and Hainan Province where STH prevalence was higher between September and November 2009. Pupils were from 15 primary schools. All the school-age pupils aged between 9 and 12 years old (mean age 11.2 ± 3.2 years, from grades three to six took part in this study. Study contents include questionnaire surveys, physical examination and laboratory methods (stool checking for eggs of three major STH infections and haemoglobin determination was performed for the anaemia test. Finally 1031 school-age pupils took part in survey. The results showed that the overall prevalence of stunting (HAZ Conclusion The present study showed that stunting was highly prevalent among the study population and STH infection is one of the important risk factors for stunting, with moderate-to-heavy intensity infections being the main predictor of stunting. Hence, additional interventions measures such as to promote de-worming treatment, to enhance health education and to improve hygiene and sanitation in order to reduce stunting in this population, are needed throughout the primary school age group.

Time trends for risk of severe age-related diseases in individuals with and without HIV infection in Denmark

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Rasmussen, Line D; May, Margaret T; Kronborg, Gitte

2015-01-01

BACKGROUND: Whether the reported high risk of age-related diseases in HIV-infected people is caused by biological ageing or HIV-associated risk factors such as chronic immune activation and low-grade inflammation is unknown. We assessed time trends in age-standardised and relative risks of nine...... serious age-related diseases in a nationwide cohort study of HIV-infected individuals and population controls. METHODS: We identified all HIV-infected individuals in the Danish HIV Cohort Study who had received HIV care in Denmark between Jan 1, 1995, and June 1, 2014. Population controls were identified...... from the Danish Civil Registration System and individually matched in a ratio of nine to one to the HIV-infected individuals for year of birth, sex, and date of study inclusion. Individuals were included in the study if they had a Danish personal identification number, were aged 16 years or older...

School-age outcomes of infants at risk for autism spectrum disorder.

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Miller, Meghan; Iosif, Ana-Maria; Young, Gregory S; Hill, Monique; Phelps Hanzel, Elise; Hutman, Ted; Johnson, Scott; Ozonoff, Sally

2016-06-01

Studies of infants at risk for autism spectrum disorder (ASD) have proliferated, but few of these samples have been followed longer-term. We conducted a follow-up study, at age 5.5-9 years, of younger siblings of children with ASD (high-risk group, n = 79) or typical development (low-risk group, n = 60), originally recruited as infants. Children with ASD were excluded because of the focus on understanding the range of non-ASD outcomes among high-risk siblings. Using examiner ratings, parent ratings, and standardized assessments, we evaluated differences in clinical outcomes, psychopathology symptoms, autism symptoms, language skills, and nonverbal cognitive abilities. After adjusting for covariates, the high-risk group had increased odds of any clinically elevated/impaired score across measures relative to the low-risk group (43% vs. 12%, respectively). The high-risk group also had increased odds of examiner-rated Clinical Concerns (CC) outcomes (e.g., ADHD concerns, broader autism phenotype, speech-language difficulties, anxiety/mood problems, learning problems) relative to the low-risk group (38% vs. 13%, respectively). The high-risk group with CC outcomes had higher parent-reported psychopathology and autism symptoms, and lower directly-assessed language skills, than the Low-Risk Typically Developing (TD) and High-Risk TD groups, which did not differ. There were no differences in nonverbal cognitive skills. For some in the high-risk group, clinical concerns persisted from early childhood, whereas for others clinical concerns were first evident at school-age. Results suggest continued vulnerability in at least a subgroup of school-age children with a family history of ASD and suggest that this population may benefit from continued screening and monitoring into the school-age years. Autism Res 2016, 9: 632-642. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. © 2015 International Society for Autism Research, Wiley Periodicals

Impact of sociodemographic factors on cognitive function in school-aged HIV-infected Nigerian children

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Boyede GO

2013-07-01

Full Text Available Gbemisola O Boyede,1,2 Foluso EA Lesi,2 Veronica C Ezeaka,2 Charles S Umeh3 1Division of Developmental Paediatrics, School of Child and Adolescent Health, Red Cross War Memorial Children’s Hospital, University of Cape Town, Cape Town, South Africa; 2Department of Paediatrics, 3Clinical Psychology Unit, Department of Psychiatry, Lagos University Teaching Hospital, Lagos, Nigeria Background: In this study, we sought to evaluate the influence of sociodemographic factors, ie, age, sex, socioeconomic status, maternal education, and human immunodeficiency virus (HIV status, on cognitive performance in school-aged HIV-infected Nigerian children. Methods: Sixty-nine HIV-positive children aged 6–15 years were matched with 69 HIV-negative control children for age and sex. The children were subdivided for the purpose of analysis into two cognitive developmental stages using Piaget’s staging, ie, the concrete operational stage (6–11 years and the formal operational stage (12–15 years. All participants underwent cognitive assessment using Raven’s Standard Progressive Matrices (RPM. Sociodemographic data for the study participants, ie, age, sex, socioeconomic status, and level of maternal education, were obtained using a study proforma. Logistic regression analyses were used to determine associations of HIV status and sociodemographic characteristics with RPM cognitive scores. Results: The overall mean RPM score for the HIV-positive children was 18.2 ± 9.8 (range 8.0–47.0 which was significantly lower than the score of 27.2 ± 13.8 (range 8.0–52.0 for the HIV-negative children (P < 0.001. On RPM grading, 56.5% of the HIV-positive children had cognitive performance at below average to intellectually defective range. Below average RPM scores were found to be significantly associated with younger age (6–11 years, positive HIV status, lower socioeconomic status, and low level of maternal education. Conclusion: Younger age, poor socioeconomic

Fitness Trends and Disparities Among School-Aged Children in Georgia, 2011-2014.

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Bai, Yang; Saint-Maurice, Pedro F; Welk, Gregory J

Although FitnessGram fitness data on aerobic capacity and body mass index (BMI) have been collected in public schools in Georgia since the 2011-2012 school year, the data have not been analyzed. The primary objective of our study was to use these data to assess changes in fitness among school-aged children in Georgia between 2011 and 2014. A secondary objective was to determine if student fitness differed by school size and socioeconomic characteristics. FitnessGram classifies fitness into the Healthy Fitness Zone (HFZ) or not within the HFZ for aerobic capacity and BMI. We used data for 3 successive school years (ie, 2011-2012 to 2013-2014) obtained from FitnessGram testing of students in >1600 schools. We calculated the percentage of students who achieved the HFZ for aerobic capacity and BMI. We used growth curve models to estimate the annual changes in these proportions, and we determined the effect of school size and socioeconomic status on these changes. Both elementary school boys (β = 1.31%, standard error [SE] = 0.23%, P fitness profiles. Surveillance results such as these may help inform the process of designing state and local school-based fitness promotion and public health programs and tracking the results of those programs.

Domain-Specific Impulsivity in School-Age Children

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Tsukayama, Eli; Duckworth, Angela Lee; Kim, Betty

2013-01-01

Impulsivity is a salient individual difference in children with well-established predictive validity for life outcomes. The current investigation proposes that impulsive behaviors vary systematically by domain. In a series of studies with ethnically and socioeconomically diverse samples of middle school students, we find that schoolwork-related and interpersonal-related impulsivity, as observed by teachers, parents, and the students themselves, are distinct, moderately correlated behavioral tendencies. Each demonstrates differentiated relationships with dimensions of childhood temperament, Big Five personality factors, and outcomes, such as sociometric popularity, report card grades, and classroom conduct. Implications for theoretical conceptions of impulsivity as well as for practical applications (e.g., domain-specific interventions) are discussed. PMID:24118714

[Towards a sheltered aging in individual and social responsibility].

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Birkenstock, E; Rentsch, T

2005-08-01

Aging is a slow process, the beginning of which as well as its progress are defined in quite different ways from the biomedical, psychological, or sociological point of view. Philosophy can perform a significant contribution to a sound and human approach to this phenomenon of life: first clarifying the present situation on the background of historic experiences; second improving a fundamental ascertainment of our ontological condition as human beings, characterized by finiteness and vulnerability, while recalling that humans possess the unique capability to reflect on this aspect of their existence; and, always moving from the results of that analysis, lastly suggesting some tentative solutions, conceived as ethical-practical guidelines and values pool, for an overcoming of the individual and social challenges posed by aging. The aim consists in a re-interpretation of aging as a "becoming oneself", without denying hereby the negativity embodied in the finiteness and fragility of our life. To this purpose it is necessary to distinguish the situations where aging, while maintaining full self-consciousness, can be shaped as an autonomous process, from those, mostly near to the edge of death, for which the goal of self-realization cannot be applied, making rather indispensable the resort to concepts of respect and empathy.

Individual, contextual, and age-related acoustic variation in Simakobu (Simias concolor loud calls.

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Wendy M Erb

Full Text Available Primate loud calls have the potential to encode information about the identity, arousal, age, or physical condition of the caller, even at long distances. In this study, we conducted an analysis of the acoustic features of the loud calls produced by a species of Asian colobine monkey (simakobu, Simias concolor. Adult male simakobu produce loud calls spontaneously and in response to loud sounds and other loud calls, which are audible more than 500 m. Individual differences in calling rates and durations exist, but it is unknown what these differences signal and which other acoustic features vary among individuals. We aimed to describe the structure and usage of calls and to examine acoustic features that vary within and among individuals. We determined the context of 318 loud calls and analyzed 170 loud calls recorded from 10 adult males at an undisturbed site, Pungut, Siberut Island, Indonesia. Most calls (53% followed the loud call of another male, 31% were spontaneous, and the remaining 16% followed a loud environmental disturbance. The fundamental frequency (F0 decreased while inter-unit intervals (IUI increased over the course of loud call bouts, possibly indicating caller fatigue. Discriminant function analysis indicated that calls were not well discriminated by context, but spontaneous calls had higher peak frequencies, suggesting a higher level of arousal. Individual calls were distinct and individuals were mainly discriminated by IUI, call duration, and F0. Loud calls of older males had shorter IUI and lower F0, while middle-aged males had the highest peak frequencies. Overall, we found that calls were individually distinct and may provide information about the age, stamina, and arousal of the calling male, and could thus be a way for males and females to assess competitors and mates from long distances.

Digital information culture the individual and society in the digital age

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Tredinnick, Luke

2008-01-01

Digital Information Culture is an introduction to the cultural, social and political impact of digital information and digital resources. The book is organised around themes, rather than theories and is arranged into three sections: culture, society and the individual. Each explores key elements of the social, cultural and political impact of digital information. The culture section outlines the origins of cyber culture in fifties pulp-fiction through to the modern day. It explores the issues of information overload, the threat of a digital dark age, and the criminal underbelly of digital culture. Section two, society, explores the economic and social impact of digital information, outlining key theories of the Information Age. Section three explores the impact of digital information and digital resources on the individual, exploring the changing nature of identity in a digital world. Written by a leading author in the field Focuses on digital information and its social, cultural and political impact is uniqu...

Association of caries experience and dental plaque with sociodemographic characteristics in elementary school-aged children: a cross-sectional study.

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Bashirian, Saeed; Shirahmadi, Samaneh; Seyedzadeh-Sabounchi, Shabnam; Soltanian, Ali Reza; Karimi-Shahanjarini, Akram; Vahdatinia, Farshid

2018-01-10

Dental caries among Iranian elementary school children aged 6-12 years continue to rise. To estimate treatment needs and guide health initiatives, current epidemiologic data are required. Such data are currently unavailable for dental health. The purpose of this study was to assess caries experience, dental plaque, and associated factors in elementary school-aged children from Iran. In this cross-sectional study, 988 elementary school children aged 7-12 years were selected by multistage cluster sampling. Dental caries was studied using the WHO criteria, dental plaque was examined according to O'Leary index. Data on parental education and occupation, living district, dental pain within the past year, and tooth brushing habits under parental supervision were collected through interviews based on questionnaire. The data were analyzed with descriptive statistics and logistic and linear regression. The mean (SD) age of the elementary school children was 9.64 (1.73) years. The highest dmft was seen in elementary school children aged 7-8 years 6.53 (4.37) and the highest DMFT and dental plaque was in 12 year olds recorded as 1.17 (1.77) and 51.97 (25.86), respectively. The proportion of decayed teeth in 7 years old elementary school based on dmft index was 80.36%, moreover, the proportion in 12 years old elementary school was 40.17% based on the DMFT index. Age, gender, and dental pain within the past year were significantly associated with DMFT and dmft. The odds of developing dental caries (DMFT) was 1.70 times higher in girls than in boys (p elementary school children in Hamadan were high and they were influenced by their sociodemographic factors. The associations found can be used as a helpful guide for planning accurate preventive programs for elementary school children in this region.

Health maintenance in school-aged children: Part I. History, physical examination, screening, and immunizations.

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Riley, Margaret; Locke, Amy B; Skye, Eric P

2011-03-15

The goals of the well-child examination in school-aged children (kindergarten through early adolescence) are promoting health, detecting disease, and counseling to prevent injury and future health problems. A complete history should address any concerns from the patient and family and screen for lifestyle habits, including diet, physical activity, daily screen time (e.g., television, computer, video games), hours of sleep per night, dental care, and safety habits. School performance can be used for developmental surveillance. A full physical examination should be performed; however, the U.S. Preventive Services Task Force recommends against routine scoliosis screening and testicular examination. Children should be screened for obesity, which is defined as a body mass index at or above the 95th percentile for age and sex, and resources for comprehensive, intensive behavioral interventions should be provided to children with obesity. Although the evidence is mixed regarding screening for hypertension before 18 years of age, many experts recommend checking blood pressure annually beginning at three years of age. The American Academy of Pediatrics recommends vision and hearing screening annually or every two years in school-aged children. There is insufficient evidence to recommend screening for dyslipidemia in children of any age, or screening for depression before 12 years of age. All children should receive at least 400 IU of vitamin D daily, with higher doses indicated in children with vitamin D deficiency. Children who live in areas with inadequate fluoride in the water (less than 0.6 ppm) should receive a daily fluoride supplement. Age-appropriate immunizations should be given, as well as any missed immunizations.

Schooling and Variation in the "COMT" Gene: The Devil Is in the Details

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Campbell, Daniel; Bick, Johanna; Yrigollen, Carolyn M.; Lee, Maria; Joseph, Antony; Chang, Joseph T.; Grigorenko, Elena L.

2013-01-01

Background: Schooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. Method: We studied a sample of 1,502 children (mean age = 11.7 years)…

Physiological frailty index (PFI): quantitative in-life estimate of individual biological age in mice.

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Antoch, Marina P; Wrobel, Michelle; Kuropatwinski, Karen K; Gitlin, Ilya; Leonova, Katerina I; Toshkov, Ilia; Gleiberman, Anatoli S; Hutson, Alan D; Chernova, Olga B; Gudkov, Andrei V

2017-03-19

The development of healthspan-extending pharmaceuticals requires quantitative estimation of age-related progressive physiological decline. In humans, individual health status can be quantitatively assessed by means of a frailty index (FI), a parameter which reflects the scale of accumulation of age-related deficits. However, adaptation of this methodology to animal models is a challenging task since it includes multiple subjective parameters. Here we report a development of a quantitative non-invasive procedure to estimate biological age of an individual animal by creating physiological frailty index (PFI). We demonstrated the dynamics of PFI increase during chronological aging of male and female NIH Swiss mice. We also demonstrated acceleration of growth of PFI in animals placed on a high fat diet, reflecting aging acceleration by obesity and provide a tool for its quantitative assessment. Additionally, we showed that PFI could reveal anti-aging effect of mTOR inhibitor rapatar (bioavailable formulation of rapamycin) prior to registration of its effects on longevity. PFI revealed substantial sex-related differences in normal chronological aging and in the efficacy of detrimental (high fat diet) or beneficial (rapatar) aging modulatory factors. Together, these data introduce PFI as a reliable, non-invasive, quantitative tool suitable for testing potential anti-aging pharmaceuticals in pre-clinical studies.

Acupuncture therapy improves vascular hemodynamics and stiffness in middle-age hypertensive individuals.

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Terenteva, Nina; Chernykh, Oksana; Sanchez-Gonzalez, Marcos A; Wong, Alexei

2018-02-01

Acupuncture (ACU) is becoming a more common practice among hypertensive individuals. However, the reported therapeutic effects of ACU in lowering brachial blood pressure (BP) are ambiguous. Therefore, evaluating more sensitive markers of arterial functioning might unveil the protective effects of ACU on hypertension. We examined the effects of an 8-week ACU therapy intervention on vascular hemodynamics and stiffness in middle-age hypertensive individuals. Participants were randomly assigned to either ACU (n = 23) or a control group (n = 22). Brachial and aortic BP, wave reflection (AIx) and arterial stiffness (SI) were measured before and after 8 weeks. There was a significant group x time interaction (P < 0.05) for brachial and aortic BP, AIx and SI which significantly decreased (P < 0.05) following ACU but not after control. ACU led to reductions in brachial and aortic BP, wave reflection and arterial stiffness in middle-age hypertensive individuals. ACU might be effective in the prevention and treatment of hypertension. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Effects of Early Language on Age at Diagnosis and Functioning at School Age in Children with Autism Spectrum Disorder

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Goodwin, Anthony; Matthews, Nicole L.; Smith, Christopher J.

2017-01-01

Research suggests that toddlers with no language delay (NLD) should have better outcomes than those with language delay (LD). However, the predictive utility of language milestones relative to co-varying factors such as age at diagnosis, IQ, and ASD symptomatology is unclear. This study compared school-aged children with ASD and NLD (n = 59) to a…

Lunch frequency among adolescents:associations with sociodemographic factors and school characteristics

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Pedersen, Trine Pagh; Holstein, Bjørn E; Krølner, Rikke; Ersbøll, Annette Kjær; Jørgensen, Thea Suldrup; Aarestrup, Anne Kristine; Utter, Jennifer; McNaughton, Sarah A; Neumark-Stzainer, Dianne; Rasmussen, Mette

2016-01-01

OBJECTIVE: To investigate: (i) how lunch frequency of adolescents varies between schools and between classes within schools; (ii) the associations between frequency of lunch and individual sociodemographic factors and school characteristics; and (iii) if any observed associations between lunch frequency and school characteristics vary by gender and age groups.DESIGN: Cross-sectional study in which students and school headmasters completed self-administered questionnaires. Associations were es...

The Mediating Role of Socio-Motivational Support in the Association between Individual School Self-Concept and Achievement Motivation amongst Adolescent Students

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Bakadorova, Olga; Raufelder, Diana

2014-01-01

It is now well known that adolescence is frequently marked by a decline in students' achievement motivation, which in turn is often associated with a decline in individual school self-concept. Less is known about the mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation.…

A mixed methods study of individual and organizational factors that affect implementation of interventions for children with autism in public schools.

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Locke, Jill; Beidas, Rinad S; Marcus, Steven; Stahmer, Aubyn; Aarons, Gregory A; Lyon, Aaron R; Cannuscio, Carolyn; Barg, Frances; Dorsey, Shannon; Mandell, David S

2016-10-10

The significant lifelong impairments associated with autism spectrum disorder (ASD), combined with the growing number of children diagnosed with ASD, have created urgency in improving school-based quality of care. Although many interventions have shown efficacy in university-based research, few have been effectively implemented and sustained in schools, the primary setting in which children with ASD receive services. Individual- and organizational-level factors have been shown to predict the implementation of evidence-based interventions (EBIs) for the prevention and treatment of other mental disorders in schools, and may be potential targets for implementation strategies in the successful use of autism EBIs in schools. The purpose of this study is to examine the individual- and organizational-level factors associated with the implementation of EBIs for children with ASD in public schools. We will apply the Domitrovich and colleagues (2008) framework that examines the influence of contextual factors (i.e., individual- and organizational-level factors) on intervention implementation in schools. We utilize mixed methods to quantitatively test whether the factors identified in the Domitrovich and colleagues (2008) framework are associated with the implementation of autism EBIs, and use qualitative methods to provide a more comprehensive understanding of the factors associated with successful implementation and sustainment of these interventions with the goal of tailoring implementation strategies. The results of this study will provide an in-depth understanding of individual- and organizational-level factors that influence the successful implementation of EBIs for children with ASD in public schools. These data will inform potential implementation targets and tailoring of strategies that will help schools overcome barriers to implementation and ultimately improve the services and outcomes for children with ASD.

Application of means of health-improving fitness for correction of weight of girls of the senior school age

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Inna Pavlenko

2016-12-01

Full Text Available Purpose: to carry out the theoretical analysis of the problem of application of health-improving fitness for the correction of weight of girls of the senior school age. Material & Methods: analysis and synthesis of data of scientific and methodical literature. Results: it is established that the problem of excess weight at girls of the senior school age is one of the most urgent in modern science. The reasons of obesity of teenagers are defined and the main directions of the solution of this problem are characterized. Conclusions: it is defined that application of means of health-improving fitness promotes the correction of weight at girls of the senior school age. It causes the necessity of development and deployment of innovative technology of correction of weight at girls of the senior school age on the basis of primary use of means of health-improving fitness.

Individual and School Correlates of Adolescent Leisure Time Physical Activity in Quebec, Canada

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José Massougbodji

2018-02-01

Full Text Available Background: Leisure time physical activity (LTPA correlates have been mostly studied in relation to adolescents’ home neighbourhoods, but not so much in relation to the environment of their schools’ neighbourhoods. We sought to investigate how objective environmental measures of the schools’ vicinity are related to adolescents’ self-reported LTPA. Methods: Individual data from the Quebec High School Students Health Survey (QHSSHS were matched with schools’ socioeconomic indicators, as well as geographic information system-based indicators of their built environments. Self-reported levels of LTPA during the school year were assessed according to intensity, frequency and index of energy expenditure. Associations per gender between covariates and LTPA were estimated using ordinal multilevel regression with multiple imputations. Results: Boys (21% of which were highly active were more active than girls (16% of which were highly active (p ≤ 0.01. The incremental variance between schools explained by the contextual variables in the final models was higher among girls (7.8% than boys (2.8%. The number of parks or green spaces within 750 m around their schools was positively associated with student LTPA in both genders. Conclusions: The promotion of parks around schools seems to be an avenue to be strengthened.

Display Rules for Anger and Aggression in School-Age Children.

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Underwood, Marion K.; And Others

1992-01-01

Two studies examined the development of display rules for anger and the relationship between the use of display rules for anger and aggressiveness as rated by school peers. Findings indicate that the phenomenon of display rules for anger is complex and depends on the way display rules are defined and the age and gender of the subjects. (GLR)

Determinants of Anemia and Hemoglobin Concentration in Haitian School-Aged Children

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Iannotti, Lora L.; Delnatus, Jacques R.; Odom, Audrey R.; Eaton, Jacob C.; Griggs, Jennifer J.; Brown, Sarah; Wolff, Patricia B.

2015-01-01

Anemia diminishes oxygen transport in the body, resulting in potentially irreversible growth and developmental consequences for children. Limited evidence for determinants of anemia exists for school-aged children. We conducted a cluster randomized controlled trial in Haiti from 2012 to 2013 to test the efficacy of a fortified school snack. Children (N = 1,047) aged 3–13 years were followed longitudinally at three time points for hemoglobin (Hb) concentrations, anthropometry, and bioelectrical impedance measures. Dietary intakes, infectious disease morbidities, and socioeconomic and demographic factors were collected at baseline and endline. Longitudinal regression modeling with generalized least squares and logit models with random effects identified anemia risk factors beyond the intervention effect. At baseline, 70.6% of children were anemic and 2.6% were severely anemic. Stunting increased the odds of developing anemia (adjusted odds ratio [OR]: 1.48, 95% confidence interval [CI]: 1.05–2.08) and severe anemia (adjusted OR: 2.47, 95% CI: 1.30–4.71). Parent-reported vitamin A supplementation and deworming were positively associated with Hb concentrations, whereas fever and poultry ownership showed a negative relationship with Hb concentration and increased odds of severe anemia, respectively. Further research should explore the full spectrum of anemia etiologies in school children, including genetic causes. PMID:26350448

An Insight into the Challenges Faced by Academic Women with Pre-School Age Children in Academic Life

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Günçavdi, Gizem; Göktürk, Söheyda; Bozoglu, Oguzhan

2017-01-01

This study aimed to explore the challenges academic women, especially those who were mothers of pre-school age children, went through. The main guiding question of this study was "How do academic mothers with pre-school age children survive in the academia from pregnancy through all the various stages of parenting and motherhood?". This…

Relationship between attention deficit hyperactive disorder symptoms and perceived parenting practices of school-age children.

Science.gov (United States)

Kim, Dong Hee; Yoo, Il Young

2013-04-01

To examine the relationship between the perception on parenting practices and attention deficit hyperactivity disorder (ADHD) symptoms in school-age children. Psychosocial attention deficit hyperactivity disorder intervention approaches emphasise environmental risk factors at the individual, family and community level. Parenting variables are strongly related to attention deficit hyperactivity disorder symptom severity. A cross-sectional questionnaire survey. The participants were 747 children and their parents in two elementary schools. The instruments used were Korean Conners Abbreviated Parent Questionnaire and Korean version Maternal Behavior Research Instrument (measuring four dimensions of parenting practices: affection, autonomy, rejection, control). Descriptive and logistic regression analyses were performed. The rejective parenting practice was statistically significant in logistic regression controlling gender and age of children, family structure, maternal education level and socio-economic status. The rejection parenting is associated with attention deficit hyperactivity disorder symptoms in children (OR=1.356). These results suggest the importance of specific parenting educational programmes for parents to prevent and decrease attention deficit hyperactivity disorder symptoms. It would be more effective rather than focusing only on the child's attention deficit hyperactivity disorder symptoms, developing educational programmes for parents to prevent rejection parenting practice and improve parenting skills in the family system. When developing a treatment programme for children with attention deficit hyperactivity disorder, healthcare providers should consider not only the child's attention deficit hyperactivity disorder symptoms, but also the parenting practices. Comprehensive interventions designed to prevent rejection and improve parenting skills may be helpful in mitigating attention deficit hyperactivity disorder symptoms. © 2012 Blackwell

Urinary Iodine Concentrations Indicate Iodine Deficiency in Pregnant Thai Women but Iodine Sufficiency in Their School-Aged Children

NARCIS (Netherlands)

Gowachirapant, S.; Winichagoon, P.; Wyss, L.; Tong, B.; Baumgartner, J.; Boonstra, A.; Zimmermann, M.B.

2009-01-01

The median urinary iodine concentration (UI) in school-aged children is recommended for assessment of iodine nutrition in populations. If the median UI is adequate in school-aged children, it is usually assumed iodine intakes are also adequate in the remaining population, including pregnant women.

Hoarseness in School-Aged Children and Effectiveness of Voice Therapy in International Classification of Functioning Framework.

Science.gov (United States)

Akın Şenkal, Özgül; Özer, Cem

2015-09-01

The hoarseness in school-aged children disrupts the educational process because it affects the social progress, communication skills, and self-esteem of children. Besides otorhinolaryngological examination, the first treatment option is voice therapy when hoarseness occurs. The aim of the study was to determine the factors increasing the hoarseness in school-aged children by parental interview and to know preferable voice therapy on school-aged children within the frame of International Classification of Functioning (ICF). Retrospective analysis of data gathered from patient files. A total of 75 children (56 boys and 19 girls) were examined retrospectively. The age range of school-aged children is 7-14 years and average is 10.86 ± 2.51. A detailed history was taken from parents of children involved in this study. Information about vocal habits of children was gathered within the frame of ICF and then the voice therapies of children were started by scheduling appointments by an experienced speech-language pathologist. The differences between before and after voice therapy according to applied voice therapy methods, statistically significant differences were determined between maximum phonation time values and s/z rate. The relationship between voice therapy sessions and s/z rate with middle degree significance was found with physiological voice therapy sessions. According to ICF labels, most of voice complaints are matching with "body functions" and "activity and limitations." The appropriate voice therapy methods for hoarseness in school-aged children must be chosen and applied by speech-language therapists. The detailed history, which is received from family during the examination, within the frame of ICF affects the processes of choosing the voice therapy method and application of them positively. Child's family is very important for a successful management. Copyright © 2015 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Early diagnosis of junior school age children’s posture disorders

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N.S. Razumeiko

2015-12-01

Full Text Available Purpose: to describe specificities of early diagnosis method for junior school age children’s posture disorders. Material: in pedagogic experiment 156 junior school age children (boys and girls of 7-10 years’ age participated. All children had no experience of training in sport circles. For determination of uniformity of the tested we fulfilled experts’ examination for presence or absence of external signs of posture disorders in frontal plane. The children’s examination was conducted by qualified specialists at the beginning and at the end of experiment. For determination of early signs of muscular asymmetry in torso right and left sides of the tested children we used methodic, based on registration of tonic vibration reflex. Results: the pupils’ examination permitted to form a group of 108 persons, who did not have external signs of posture disorders. It was proved that it would be purposeful to take prophylaxis measures at very early stages of imbalance in muscular system’s work. Traditional approach in the form of prophylaxis examination can not give confident information about initial stage of imbalance in muscular system’s work in child’s organism. Conclusions: it was found that imbalance of motor nervous centers reflex excitability on both sides of backbone (if no purposeful prophylaxis measures are taken can result in muscular tonus asymmetry on right and left sides of torso in lumbar spine area.

Catch-up growth does not associate with cognitive development in Indian school-age children.

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Sokolovic, N; Selvam, S; Srinivasan, K; Thankachan, P; Kurpad, A V; Thomas, T

2014-01-01

Stunting is significantly associated with lifetime morbidity and poorer cognitive outcomes in children. Although several studies have examined the relationship between stunting, catch-up growth and cognitive performance in young populations, this relationship has not yet been explored in school-aged children. In this study, we used data from three different nutritional intervention studies conducted over a 4-year period on school-age children in Bangalore, India to assess these relationships. A battery of cognitive tests was conducted before each intervention to determine whether stunting status at baseline was related to cognitive performance across four separate domains, and repeated after a 6-month period to assess whether changes to stunting status is related to cognitive advancement. Results of independent t-tests showed that while stunted children had significantly poorer performance on short-term memory, retrieval ability and visuospatial ability tests (P=0.023, 0.026 and 0.028, respectively), there was no significant difference in the change in cognitive scores following nutritional interventions over a 6-month period between those who remained stunted and those who were no longer stunted (P>0.10). Evidently, stunting remains associated with cognitive ability in school-age children; however, the reversal of these effects in this age group may be quite difficult.

Factors associated with overweight and obesity in Mexican school-age children: results from the National Nutrition Survey 1999

Directory of Open Access Journals (Sweden)

Hernández Bernardo

2003-01-01

Full Text Available OBJECTIVE: The objective of the study was to measure the prevalence of overweight and obesity in Mexican school-age children (5-11 years in the National Nutrition Survey 1999 (NNS-1999. MATERIAL AND METHODS: Overweight and obesity (defined as an excess of adipose tissue in the body were evaluated through the Body Mass Index (BMI in 10,901 children, using the standard proposed by the International Obesity Task Force. Sociodemographic variables were obtained using a questionnaire administered to the children's mothers. RESULTS: The national prevalence of overweight and obesity was reported to be 19.5%. The highest prevalence figures were found in Mexico City (26.6% and the North region (25.6%. When adjusting by region, rural or urban area, sex, maternal schooling, socioeconomic status, indigenous ethnicity and age, the highest prevalences of overweight and obesity were found among girls. The risks of overweight and obesity were positively associated with maternal schooling, children's age and socioeconomic status. CONCLUSIONS: Overweight and obesity are prevalent health problems in Mexican school-age children, particularly among girls, and positively associated with socioeconomic status, age, and maternal schooling. This is a major public health problem requiring preventive interventions to avoid future health consequences.

Mentally-Retarded Children of a Pre-School Age and the Development of Movement Skills

OpenAIRE

Morávková, Šárka

2006-01-01

The diploma work covers the issues of children with mental retardation in pre-school age aimed to the development of the movement abilities. It focuses on the relationships between the pre-school child with mental retardation and possibilities of developing its motor skills in context of an organized pre-school education. Theoretical part of the Diploma work indicates the development specifics of the indi- vidual due to mental retardation, describes mainly the movement development of the chil...

Health behaviour among adolescents in Denmark: influence of school class and individual risk factors

DEFF Research Database (Denmark)

Johansen, Anette; Rasmussen, Søren; Madsen, Mette

2006-01-01

the mother's socioeconomic status and the included health behaviour measurements; however, adolescents from the lower socioeconomic groups had a higher risk of unhealthy dietary habits and adolescents whose mothers were unemployed had a significantly lower risk of drinking alcohol weekly versus all other...... adolescents. Not living with both biological parents, focusing on friends, and not being very academically proficient were associated with an increased risk of harmful health behaviour. Health behaviour varied substantially between school classes, especially for daily smoking, weekly alcohol consumption......AIMS: The aim of this study was to assess the relative influence of school class on health behaviour among adolescents versus that of the family's socioeconomic status and individual factors among adolescents. METHODS: The material comprised 3,458 students in grades 8 and 9 in 244 school classes...

A comparison of nutrition knowledge, attitudes and dairy consumption of school children according to age and gender

OpenAIRE

Irena Colić Barić

2001-01-01

Besides traditional nutrients, milk and dairy products contain some health promoting components. The aim of this study was to detect the frequency and preferences among dairy products in school children according to age and gender. The subjects were 234 healthy children at age 10-11 years and 14-15 years from two primary schools in Zagreb. Number of participants was well balanced according to age and gender. Dietary data were collected using specially designed food frequency questionnaire (FF...

Design and evaluation of a campaign to promote the consumption of vegetables and fruits in Mexican school-age children.

Science.gov (United States)

Galván, Marcos; Ríos-Pérez, Fernanda; López-Rodríguez, Guadalupe; Guzmán-Saldaña, Rebeca; Fernández-Cortés, Trinidad Lorena; Camacho-Bernal, Gloria; Robles-Acevedo, Manuel

2016-09-20

In Mexican school-age children the consumption of vegetables and fruits (V&F) is less than 25% of the amount recommended by the World Health Organization. Evaluate the effectiveness of a promotion campaign about the consumption of V&F in urban school children from Hidalgo, Mexico. A non controlled community trial in 226 school-age children from private and public schools was conducted, we designed and distributed printed material for promoting the consumption of V&F among the school population, access to V&F was provided through planning and sales at school stores, and consumption was supervised by the teachers. At the end of the intervention vegetable consumption increased by 50 g and plain water in 100 mL (T-test, p < 0.05); the proportion of school-age children who identified the health benefits of the consumption of V&F increased significantly (68% initial, 87% final) and greater support from parents (61% initial, 92 final%) was achieved. A promotion campaign and improved access to vegetables, fruits and water in the school environment which is supported by parents and teachers can encourage healthier eating at school.

Druthers! A Collection of Viable Ideas from Rural Schools.

Science.gov (United States)

Elliott, Richard D., Comp.

An individualized junior high school, a youth resources program that interweaves high school with supervised work experiences, multi-aged elementary family groupings that mainstream EMR (educable mentally retarded) children, and a single library room transformed into seven optional learning stations using a multi-channel audio system are real…

A Catalogue of Dutch Protestant Primary Schools in the Secular age: Empirical Results. (online early publication)

NARCIS (Netherlands)

Bertram-Troost, G.D.; Miedema, S.; Kom, K; ter Avest, I.

2013-01-01

The ways schools shape their (religious) identity may change over time. Because of developments in society and individualization of religion, the formal identity of schools in the pillarized educational system of the Netherlands is not completely representing the religious identity of teachers

Barriers to participation in physical activity and exercise among middle-aged and elderly individuals.

Science.gov (United States)

Justine, Maria; Azizan, Azliyana; Hassan, Vaharli; Salleh, Zoolfaiz; Manaf, Haidzir

2013-10-01

INTRODUCTION Although the benefits of physical activity and exercise are widely acknowledged, many middle-aged and elderly individuals remain sedentary. This cross-sectional study aimed to identify the external and internal barriers to physical activity and exercise participation among middle-aged and elderly individuals, as well as identify any differences in these barriers between the two groups. METHODS Recruited individuals were categorised into either the middle-aged (age 45-59 years, n = 60) or elderly (age ≥ 60 years, n = 60) group. Data on demographics, anthropometry, as well as external and internal barriers to participation in physical activity and exercise were collected. RESULTS Analysis showed no significant differences in the total scores of all internal barriers between the two groups (p > 0.05). The total scores for most external barriers between the two groups also showed no significant differences (p > 0.05); only 'cost' (p = 0.045) and 'exercise interferes with social/family activities' (p = 0.011) showed significant differences. The most common external barriers among the middle-aged and elderly respondents were 'not enough time' (46.7% vs. 48.4%), 'no one to exercise with' (40.0% vs. 28.3%) and 'lack of facilities' (33.4% vs. 35.0%). The most common internal barriers for middle-aged respondents were 'too tired' (48.3%), 'already active enough' (38.3%), 'do not know how to do it' (36.7%) and 'too lazy' (36.7%), while those for elderly respondents were 'too tired' (51.7%), 'lack of motivation' (38.4%) and 'already active enough' (38.4%). CONCLUSION Middle-aged and elderly respondents presented with similar external and internal barriers to physical activity and exercise participation. These factors should be taken into account when healthcare policies are being designed and when interventions such as the provision of facilities to promote physical activity and exercise among older people are being considered.

Determination of the nutritional status of a population of school-age ...

African Journals Online (AJOL)

Background: Nutrition assessment in the community is essential for accurate planning and implementation of intervention programmes to reduce the morbidity and mortality that are associated with malnutrition. Objective: This study is aimed at determining the nutritional status of a population of school-age children in ...

[Evaluation of nutritional status of school-age children after implementation of "Nutrition Improvement Program" in rural area in Hunan, China].

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Deng, Zhu-Juan; Mao, Guang-Xu; Wang, Yu-Jun; Liu, Li; Chen, Yan

2016-09-01

To investigate the nutritional status of school-age children in rural area in Hunan, China from 2012 to 2015 and to evaluate the effectiveness of the "Nutrition Improvement Program for Compulsory Education Students in Rural Area" (hereinafter referred to as "Nutrition Improvement Program"). The nutritional status of school-age children aged 6-14 years was evaluated after the implementation of the "Nutrition Improvement Program" and the changing trend of the children's nutritional status was analyzed. The statistical analysis was performed on the monitoring data of the school-age children aged 6-14 years in rural area in Hunan, China from 2012 to 2015, which came from "The Nutrition and Health Status Monitoring and Evaluation System of Nutrition Improvement Program for Compulsory Education Students in Rural Area". In 2015, female students aged 6-7 years in rural area in Hunan, China had a significantly greater body length than the rural average in China (PNutrition Improvement Program", the prevalence rate of growth retardation decreased (PNutrition Improvement Program" has achieved some success, but the nutritional status of school-age children has not improved significantly. Overweight/obesity and malnutrition are still present. Therefore, to promote the nutritional status of school-age children it is recommended to improve the measures for the "Nutrition Improvement Program".

Intensive Behavioral Intervention for School-Aged Children with Autism: Una Breccia nel Muro (UBM)--A Comprehensive Behavioral Model

Science.gov (United States)

Fava, Leonardo; Vicari, Stefano; Valeri, Giovanni; D'Elia, Lidia; Arima, Serena; Strauss, Kristin

2012-01-01

Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it…

Effects of Age, Gender and Educational Background on Strength of Motivation for Medical School

Science.gov (United States)

Kusurkar, Rashmi; Kruitwagen, Cas; ten Cate, Olle; Croiset, Gerda

2010-01-01

The aim of this study was to determine the effects of selection, educational background, age and gender on strength of motivation to attend and pursue medical school. Graduate entry (GE) medical students (having Bachelor's degree in Life Sciences or related field) and Non-Graduate Entry (NGE) medical students (having only completed high school),…

Impact of Education on School-aged Children's Knowledge of and Participation in "The Choking Game".

Science.gov (United States)

Butler, Kendall; Raingruber, Bonnie; Butler, Eric; Wilson, Machelle

2016-06-01

To better understand school-aged children's awareness of and attitudes about the Choking Game (TCG). To determine if education can increase awareness of the risk of injury when playing TCG and to determine if education can decrease interest in TCG participation. Anonymous pre- and post-education surveys. Two middle/high schools; one in Utah and one in California. 291 participants (163 in Utah, 128 in California) aged 9-18, 68% under age 15, 32% 15 and older; 65% white, 35% non-white; 52% female, 48% male. 76% of participants knew about TCG, of those 62% heard about it at school. 32% knew someone who had played, and twelve (4%) had played, usually with others. Most frequently cited as reasons for participation were curiosity, peer pressure, and competition. School was the most common location for playing. In California education significantly increased risk awareness, and significant positive attitude changes were observed regarding interest in playing TCG. Utah participants also exhibited attitude changes in the desired direction (less interest in playing TCG, would warn friends, and realized it was not safe to stop breathing), although results were not statistically significant, possibly due to previous education and four recent and highly publicized TCG deaths in the community. Results indicate that interactive, standardized, and skills-based education can increase student awareness of TCG risks and decrease interest in participation. Students reported that the schools were often where they first heard about TCG and where TCG was commonly played. Educators and associated health care professionals should therefore be encouraged to provide preventative education as part of school curricula.