scholarly journals Faculty Opinions recommendation of Illness duration and symptom profile in symptomatic UK school-aged children tested for SARS-CoV-2.

Author(s):  
Brian Eley
2021 ◽  
Author(s):  
Erika Molteni ◽  
Carole Helene Sudre ◽  
Liane Santos Canas ◽  
Sunil S Bhopal ◽  
Robert C Hughes ◽  
...  

Background In children, SARS-CoV-2 is usually asymptomatic or causes a mild illness of short duration. Persistent illness has been reported; however, its prevalence and characteristics are unclear. We aimed to determine illness duration and characteristics in symptomatic UK school-aged children tested for SARS-CoV-2 using data from the COVID Symptom Study, the largest citizen participatory epidemiological study to date. Methods Data from 258,790 children aged 5-17 years were reported by an adult proxy between 24 March 2020 and 22 February 2021. Illness duration and symptom profiles were analysed for all children testing positive for SARS-CoV-2 for whom illness duration could be determined, considered overall and within younger (5-11 years) and older (12-17 years) age groups. Data from symptomatic children testing negative for SARS-CoV-2, matched 1:1 for age, gender, and week of testing, were also assessed. Findings 1,734 children (588 younger children, 1,146 older children) had a positive SARS-CoV-2 test result and calculable duration of illness with the study time frame. The commonest symptoms were headache (62.2%) and fatigue (55.0%). Median illness duration was six days (vs. three days in children testing negative); and was positively associated with age (rs 0.19, p<1.e-4) with median duration seven days in older vs. five days in younger children. Seventy-seven (4.4%) children had illness duration =>28 days (LC28); LC28 was more common in older compared with younger children (59 (5.1%) vs. 18 (3.1%), p=0.046). The commonest symptoms experienced by children with LC28 were fatigue (84.4%), headache and anosmia (both 77.9%); however, by day 28 the median symptom burden was two. Only 25 (1.8%) of 1,379 children experienced symptoms for ≥56 days. Few children (15 children, 0.9%) in the negatively-tested cohort experienced prolonged symptom duration; however, these children experienced greater symptom burden (both throughout their illness and at day 28) than children positive for SARS-CoV-2. Interpretation Some children with COVID-19 experience prolonged illness duration; reassuringly, symptom burden in these children did not increase with time, and most recovered by day 56. Some children who tested negative for SARS-CoV-2 also had persistent and burdensome illness. Thus, a holistic approach for all children with persistent illness during the pandemic is required.


Author(s):  
Erika Molteni ◽  
Carole H Sudre ◽  
Liane S Canas ◽  
Sunil S Bhopal ◽  
Robert C Hughes ◽  
...  

2008 ◽  
Vol 27 (1) ◽  
pp. 8-11 ◽  
Author(s):  
Diane E. Pappas ◽  
J Owen Hendley ◽  
Frederick G. Hayden ◽  
Birgit Winther

2006 ◽  
Vol 96 (6) ◽  
pp. 787-793 ◽  
Author(s):  
Perla A. Vargas ◽  
Pippa M. Simpson ◽  
Margo Bushmiaer ◽  
Rajiv Goel ◽  
Craig A. Jones ◽  
...  

2021 ◽  
Author(s):  
Erika Molteni ◽  
Carole Helene Sudre ◽  
Liane S Canas ◽  
Sunil S Bhopal ◽  
Robert C Hughes ◽  
...  

Background The Delta (B.1.617.2) SARSCoV2 variant became the predominant UK circulating strain in May 2021. Whether COVID19 from Delta infection differs to infection with other variants in children is unknown. Methods Through the prospective COVID Symptom Study, 109,626 UK school-aged children were proxy-reported between December 28, 2020 and July 8, 2021. We selected all symptomatic children who tested positive for SARS-CoV-2 and were proxy-reported at least weekly, within two timeframes: December 28, 2020 to May 6, 2021 (Alpha (B.1.1.7) the main UK circulating variant); and May 26 to July 8, 2021 (Delta the main UK circulating variant). We assessed illness profiles (symptom prevalence, duration, and burden), hospital presentation, and presence of long (>28 day) illness; and calculated odds ratios for symptoms presenting within the first 28 days of illness. Findings 694 (276 younger [5 11 years], 418 older [12 17 years]) symptomatic children tested positive for SARS-CoV-2 with Alpha infection and 706 (227 younger and 479 older) children with Delta infection. Median illness duration was short with either variant (overall cohort: 5 days (IQR 2 9.75) with Alpha, 5 days (IQR 2 9) with Delta). The seven most prevalent symptoms were common to both variants. Symptom burden over the first 28 days was slightly greater with Delta compared with Alpha infection (in younger children, 3 (IQR 2 5) with Alpha, 4 (IQR 2 7) with Delta; in older children 5 (IQR 3 8) with Alpha and 6 (IQR 3 9) with Delta infection in older children). The odds of several symptoms were higher with Delta than Alpha infection, including headache and fever. Few children presented to hospital, and long illness duration was uncommon, with either variant. Interpretation COVID-19 in UK school-aged children due to SARSCoV2 Delta strain B.1.617.2 resembles illness due to the Alpha variant B.1.1.7., with short duration and similar symptom burden.


2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.


2020 ◽  
Vol 29 (4) ◽  
pp. 2049-2067
Author(s):  
Karmen L. Porter ◽  
Janna B. Oetting ◽  
Loretta Pecchioni

Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.


2008 ◽  
Vol 17 (2) ◽  
pp. 62-68 ◽  
Author(s):  
Cathy Binger

Abstract Many children who use AAC experience difficulties with acquiring grammar. At the 9th Annual Conference of ASHA's Special Interest Division 12, Augmentative and Alternative Communication, Binger presented recent research results from an intervention program designed to facilitate the bound morpheme acquisition of three school-aged children who used augmentative and alternative communication (AAC). Results indicated that the children quickly began to use the bound morphemes that were taught; however, the morphemes were not maintained until a contrastive approach to intervention was introduced. After the research results were presented, the conference participants discussed a wide variety of issues relating to grammar acquisition for children who use AAC. Some of the main topics of discussion included the following: provision of supports for grammar comprehension and expression, intervention techniques to support grammatical morpheme acquisition, and issues relating to AAC device use when teaching grammatical morpheme use.


1970 ◽  
Vol 13 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mary Mira

Listening, a significant dimension of the behavior of hearing-impaired children, may be measured directly by recording childrens' responses to obtain audio narrations programmed via a conjugate reinforcement system. Twelve hearing-impaired, school-aged children responded in varying ways to the opportunity to listen. Direct and continuous measurement of listening has relevance for evaluation of remediation methods and for discovery of variables potentially related to listening.


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