The validity of simplified self-report pain intensity assessment tools in preschool-age children undergoing adenotonsillectomy

2020 ◽  
Vol 277 (9) ◽  
pp. 2597-2602
Author(s):  
Ali Bayram ◽  
Mustafa Şahin ◽  
Serkan Altıparmak ◽  
Aykut Kuru
Keyword(s):  
Pain Intensity ◽  
Preschool Age ◽  
Assessment Tools ◽  
Self Report ◽  
Intensity Assessment ◽  
Preschool Age Children

scholarly journals Relations between Chinese mothers' parenting practices and social withdrawal in early childhood

2006 ◽  
Vol 30 (3) ◽  
pp. 261-271 ◽  
Author(s):  
Larry J. Nelson ◽  
Craig H. Hart ◽  
Bo Wu ◽  
Chongming Yang ◽  
Susanne Olsen Roper ◽  
...  
Keyword(s):  
United States ◽  
Early Childhood ◽  
Parenting Practices ◽  
Social Withdrawal ◽  
Peer Rejection ◽  
Mainland China ◽  
Preschool Age ◽  
Self Report ◽  
Passive Behavior ◽  
Preschool Age Children

Researchers have identified specific parenting practices used by parents of preschoolers in mainland China (e.g., physical coercion, overprotection, shaming, directiveness, encouragement of modesty). Some of the intrusive practices have been linked to social withdrawal in western societies (e.g., United States, Canada). It seemed important to examine these associations in China because recent research suggests that young Chinese children who exhibit wariness in peer settings may be at risk for negative outcomes such as peer rejection. Therefore, the purpose of this study was to examine the relation between Chinese parenting practices and preschoolers' social withdrawal. Mothers of preschool-age children from mainland China ( N = 446) completed self-report parenting questionnaires. Teachers rated children's reticent, solitary-passive, solitary-active, and modest behaviors. Results showed that (a) maternal directiveness was positively associated with reticent behavior in girls and negatively associated with solitary-passive behavior in boys, (b) maternal overprotection, for girls, was positively related to both reticent behavior and solitary-passive behavior, and negatively related to modest behavior, (c) coercion was positively associated with solitary-active and reticent behavior in girls, and (d) shaming was positively related to all forms of withdrawn behaviors in boys and girls, as well as positively related to modest behavior in boys.

scholarly journals Assessment of Pain Intensity among Preschool-age Children during Venipuncture

2020 ◽  
Vol 008 (1) ◽  
pp. 56-64
Author(s):  
Yahia Sayed ◽  
Soheir Mohamed ◽  
Nagat Abolwafa
Keyword(s):  
Pain Intensity ◽  
Preschool Age ◽  
Preschool Age Children

Developmental Data Supporting Simplification of Self-Report Pain Scales for Preschool-Age Children

2013 ◽  
Vol 14 (10) ◽  
pp. 1116-1121 ◽  
Author(s):  
Carl L. von Baeyer ◽  
Christine T. Chambers ◽  
Sasha J. Forsyth ◽  
Samantha Eisen ◽  
Jennifer A. Parker
Keyword(s):  
Preschool Age ◽  
Self Report ◽  
Pain Scales ◽  
Preschool Age Children

Evaluation of Pain Intensity Assessment Tools Among Elderly Patients With Cancer in Taiwan

2017 ◽  
Vol 40 (4) ◽  
pp. 269-275 ◽  
Author(s):  
Hsien-Chen Chang ◽  
Yeur-Hur Lai ◽  
Kuan-Chia Lin ◽  
Tzu-Ying Lee ◽  
Hung-Ru Lin
Keyword(s):  
Elderly Patients ◽  
Pain Intensity ◽  
Assessment Tools ◽  
Patients With Cancer ◽  
Intensity Assessment

scholarly journals Autonomic Nervous System Response to Speech Production in Stuttering and Normally Fluent Preschool-Age Children

2019 ◽  
Vol 62 (11) ◽  
pp. 4030-4044 ◽  
Author(s):  
Victoria Tumanova ◽  
Nicole Backes
Keyword(s):  
Nervous System ◽  
Negative Emotions ◽  
Preschool Age ◽  
Self Report ◽  
Nonword Repetition ◽  
System Response ◽  
Preschool Age Children ◽  
Picture Description ◽  
Repetition Task ◽  
Sympathetic Arousal

Purpose We studied speech-related sympathetic nervous system arousal of preschool-age children who do (CWS) and do not stutter (CWNS) and its association with children's proclivity to experience negative emotions and children's self-reported attitudes toward speaking. Method Electrodermal activity measures were collected from 32 preschool-age children while they engaged in a picture description and a nonword repetition task. Children's proclivity to experience negative emotions was assessed with a parent report questionnaire. Children's communication attitude was assessed with a self-report questionnaire. Results CWS did not differ from CWNS in their sympathetic arousal during a picture description task. However, during a more challenging nonword repetition task, preschool-age CWS had a higher sympathetic arousal level than CWNS. Although CWS were rated by their caregivers as more fearful and prone to sadness, children's tendency to experience stronger and more frequent negative emotions was not associated with their sympathetic arousal during speaking. Lastly, although CWS had a more negative communication attitude than CWNS, it was not associated with their level of sympathetic arousal during speaking. Conclusions Our findings suggest that age-appropriate social communication tasks are not inherently more stressful for preschool-age CWS and are not associated with state-related stress or anxiety that is often reported for adults who stutter. However, speaking tasks that place a higher demand on children's cognitive–linguistic system may be more taxing and challenging to preschool CWS than CWNS, leading to a higher level of arousal.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

A Survey of Speech-Language Pathologists' Approaches to Assessing Social Communication Disorders in Children

2020 ◽  
pp. 1-17
Author(s):  
Kristen Izaryk ◽  
Robin Edge ◽  
Dawn Lechwar
Keyword(s):  
Best Practices ◽  
Communication Disorders ◽  
Assessment Tools ◽  
Self Report ◽  
Speech Language Pathologists ◽  
Teacher Report ◽  
Formal Assessment ◽  
Language Sampling ◽  
Specific Assessment ◽  
Social Communication Disorders

Purpose The purpose of this article is to explore and describe the approaches and specific assessment tools that speech-language pathologists are currently using to assess social communication disorders (SCDs) in children, in relation to current best practices. Method Ninety-four speech-language pathologists completed an online survey asking them to identify which of the following approaches they use to assess children with SCD: parent/teacher report, naturalistic observation, formal assessment, language sample analysis, interviews, semistructured tasks, and peer/self-report. Participants were also asked to identify specific assessment tools they use within each approach. Results Participants most commonly assess SCDs by combining interviews, naturalistic observation, language sampling, parent/teacher report, and formal assessment. Semistructured tasks and peer/self-report tools were less frequently utilized. Several established parent/teacher report and formal assessment tools were commonly identified for assessing SCDs. Most participants use an informal approach for interviews, language sampling, and naturalistic observations in their SCD assessment process. Conclusions Generally, participants follow best practices for assessing SCDs by combining several different approaches. Some considerations for future assessment are identified, including the use of established protocols in the place of informal approaches in order to make the assessment of SCDs more systematic. Future directions for research are discussed.

The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

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