A community and school approach to drug prevention and early intervention with high risk elementary school children

1995 ◽  
Vol 15 (4) ◽  
pp. 377-385 ◽  
Author(s):  
JoLynne Reynolds ◽  
Dana L. Cooper
Keyword(s):  
Elementary School ◽  
Early Intervention ◽  
High Risk ◽  
School Children ◽  
Elementary School Children ◽  
Drug Prevention

scholarly journals EFFECTS OF POSTURAL EDUCATION IN ELEMENTARY SCHOOL CHILDREN: A SYSTEMATIC REVIEW

2021 ◽  
Vol 39 ◽  
Author(s):  
Paola Janeiro Valenciano ◽  
Fabíola Unbehaun Cibinello ◽  
Jessica Caroliny de Jesus Neves ◽  
Dirce Shizuko Fujisawa
Keyword(s):  
Clinical Trials ◽  
Elementary School ◽  
High Risk ◽  
School Children ◽  
Elementary School Children ◽  
Randomized Clinical Trials ◽  
Outcome Data ◽  
Risk Of Bias ◽  
Eligibility Criteria ◽  
Positive Effects

ABSTRACT Objective: To determine the effect of postural education on the learning and postural habits of elementary school children without physical intervention. Methods: We searched PubMed, Lilacs, SciELO, Cochrane, and Science Direct data bases and reference lists of studies in February 2020. The eligibility criteria were randomized clinical trials related to the effect of postural education in children aged between 6 and 12 years old. Two authors independently assessed trials for inclusion and risk of bias: randomization process, deviations from intended interventions, missing outcome data, measurement of the outcome, and selection of the reported result. Data were extracted in standardized tables including information on author, publication year, country, sample size, age, sex, intervention characteristics, outcome measurements and results. Results: We found seven clinical trials (involving 2,568 children) for the review. The studies were conducted between 2000 and 2018: four in Belgium, two in Spain, and one in Germany. All seven included trials underwent evaluation: only one had a clear process of randomization and allocation concealment. All included studies were judged as having high risk of bias in at least one domain or have concerns for multiple domains. Conclusions: The positive effects of acquired knowledge and postural habits found in the studies cannot be used to reliably support postural education in elementary school children due to a high risk of bias in the evaluated studies.

The influence of unsupervised time on elementary school children at high risk for inattention and problem behaviors

2014 ◽  
Vol 38 (6) ◽  
pp. 1120-1127 ◽  
Author(s):  
Kyoung-Sae Na ◽  
Soyoung Irene Lee ◽  
Hyun Ju Hong ◽  
Myoung-Ja Oh ◽  
Geon Ho Bahn ◽  
...  
Keyword(s):  
Elementary School ◽  
High Risk ◽  
Problem Behaviors ◽  
School Children ◽  
Elementary School Children

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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