Heart rate variability in the healthy school-age children

2019 ◽  
Vol 130 (1) ◽  
pp. e14
Author(s):  
E. Cainelli ◽  
L. Vedovelli ◽  
M. Bolzon ◽  
L. Santangelo ◽  
A. Suppiej
Keyword(s):  
Heart Rate ◽  
Heart Rate Variability ◽  
School Age Children ◽  
School Age

scholarly journals Heart rate variability and salivary cortisol in very preterm children during school age

2018 ◽  
Vol 87 ◽  
pp. 27-34 ◽  
Author(s):  
Natalie Urfer-Maurer ◽  
Sebastian Ludyga ◽  
Tobias Stalder ◽  
Serge Brand ◽  
Edith Holsboer-Trachsler ◽  
...  
Keyword(s):  
Heart Rate ◽  
Heart Rate Variability ◽  
Salivary Cortisol ◽  
School Age ◽  
Preterm Children ◽  
Very Preterm

scholarly journals BLOOD PRESSURE IN SCHOOL AGE CHILDREN DEPENDING ON CIRCADIAN RHYTHMS

2016 ◽  
pp. 56-59
Author(s):  
D. Yu. Nechytailo ◽  
Yu. N. Nechytailo ◽  
N. I. Kovtyuk
Keyword(s):  
Blood Pressure ◽  
Heart Rate ◽  
Circadian Rhythms ◽  
Ambulatory Blood Pressure ◽  
Blood Pressure Monitoring ◽  
School Age Children ◽  
School Age ◽  
Pressure Monitoring ◽  
Blood Pressure Monitor ◽  
Pressure Monitor

Objective: to assess the 24 hours fluctuations of blood pressure in school age children by ambulatory blood pressure monitoring Material and methods. 45 children of school age were examined. Daily blood pressure monitoring was performed in the hospital using the device Ambulatory Blood Pressure Monitor Holter ABPM50. Results. Among the surveyed children normal circadian index had only two patients (1.28 and 1.32 i.u.). The remaining patients had rigid circadian rate (less than 1.2 i.u.), which may indicate the presence of vegetopathology and violation of both afferent and efferent chains of vagosympatic regulation of heart rate, the phenomenon of «denervated» heart

scholarly journals Autonomic Correlates of Speech Versus Nonspeech Tasks in Children and Adults

2014 ◽  
Vol 57 (4) ◽  
pp. 1296-1307 ◽  
Author(s):  
Hayley S. Arnold ◽  
Megan K. MacPherson ◽  
Anne Smith
Keyword(s):  
Heart Rate ◽  
Sex Differences ◽  
Response Amplitude ◽  
School Age Children ◽  
Autonomic Arousal ◽  
School Age ◽  
Electrodermal Response ◽  
Motor Tasks ◽  
Oral Motor ◽  
Pulse Volume

Purpose To assess autonomic arousal associated with speech and nonspeech tasks in school-age children and young adults. Method Measures of autonomic arousal (electrodermal level, electrodermal response amplitude, blood pulse volume, and heart rate) were recorded prior to, during, and after the performance of speech and nonspeech tasks by twenty 7- to 9-year-old children and twenty 18- to 22-year-old adults. Results Across age groups, autonomic arousal was higher for speech tasks compared with nonspeech tasks, based on peak electrodermal response amplitude and blood pulse volume. Children demonstrated greater relative arousal, based on heart rate and blood pulse volume, for nonspeech oral motor tasks than adults but showed similar mean arousal levels for speech tasks as adults. Children demonstrated sex differences in autonomic arousal; specifically, autonomic arousal remained high for school-age boys but not girls in a more complex open-ended narrative task that followed a simple sentence production task. Conclusions Speech tasks elicit greater autonomic arousal than nonspeech tasks, and children demonstrate greater autonomic arousal for nonspeech oral motor tasks than adults. Sex differences in autonomic arousal associated with speech tasks in school-age children are discussed relative to speech-language differences between boys and girls.

Biofeedback/Mindfulness Training for the Advanced High School Musician

Biofeedback ◽  
2011 ◽  
Vol 39 (3) ◽  
pp. 127-128 ◽  
Author(s):  
Ann A Trechak
Keyword(s):  
High School ◽  
Heart Rate ◽  
Heart Rate Variability ◽  
Self Regulation ◽  
Music Performance ◽  
Skills Training ◽  
Biofeedback Training ◽  
Eeg Biofeedback ◽  
School Age ◽  
Musical Skills

The author summarizes 35 years of utilizing psychophysiological training to assist in the pursuit of optimal music performance. She integrates systematic musical instruction with self-regulation training, drawing on EEG biofeedback training, heart rate variability training, and other biofeedback modalities. This integration of musical skills training and biofeedback assisted over one hundred high school age musicians to earn “All State” status, enabled numerous wind musicians to gain national recognition, and assisted two autistic children in becoming musical prodigies.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

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