How can at-risk school-aged girls be protected from bullying/peer victimization?

2012 ◽  
Author(s):  
S. L. Cardoos ◽  
S. P. Hinshaw
Keyword(s):  
At Risk ◽  
Peer Victimization

scholarly journals Peer victimization and the association with hippocampal development and working memory in children with and without ADHD 

2021 ◽  
Author(s):  
Alissa Papadopoulos ◽  
Diane Seguin ◽  
Susana Correa ◽  
Emma G. Duerden
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Peer Victimization ◽  
Adhd Group ◽  
Typically Developing ◽  
Cognitive Difficulties ◽  
Downstream Effects ◽  
Problem Behaviours ◽  
Cornu Ammonis ◽  
Hippocampal Morphology

Abstract Background Children with ADHD are at risk of experiencing peer victimization, which is associated with delayed brain development and cognitive difficulties. We aimed to evaluate the relationship between problem behaviours, peer victimization, hippocampal morphology, and working memory in children with and without ADHD. Methods 218 typically developing participants (50.5% male) and 232 participants diagnosed with ADHD (77.6% male) were recruited. The ADHD group was subdivided into inattentive (ADHD-I) or combined (ADHD-C) type. The Child Behaviour Checklist measured problem behaviours and peer victimization. Hippocampal subfield volumes were obtained using Magnetic Resonance Imaging and the Wechsler Intelligence Scale for Children-fifth edition measured working memory (WM). Results The ADHD-C group displayed significantly higher rates of problem behaviours and peer victimization (all, p < 0.001). Left Cornu Ammonis 3 (CA3) volume was a positive predictor of levels of peer victimization (all, p < 0.013). Left CA3 volume was a positive predictor of WM and left Cornu Ammonis 4 (CA4) volume was a negative predictor (all, p < 0.025). A cluster analysis revealed that children displaying symptoms of hyperactivity-impulsivity are the most at risk for peer victimization. Conclusions Interventions focusing on minimizing peer victimization may aid in mitigating adverse downstream effects, and aid in promoting brain health and cognitive function.

Peer victimization through a trauma lens: Identifying who is at risk for negative outcomes

2018 ◽  
Vol 61 (1) ◽  
pp. 6-16 ◽  
Author(s):  
Irene K. Hong ◽  
Weijun Wang ◽  
Debra J. Pepler ◽  
Wendy M. Craig
Keyword(s):  
At Risk ◽  
Peer Victimization ◽  
Negative Outcomes

scholarly journals Peer Victimization, Psychosocial Adjustment, and Physical Activity in Overweight and At-Risk-For-Overweight Youth

2006 ◽  
Vol 32 (1) ◽  
pp. 80-89 ◽  
Author(s):  
E. A. Storch ◽  
V. A. Milsom ◽  
N. DeBraganza ◽  
A. B. Lewin ◽  
G. R. Geffken ◽  
...  
Keyword(s):  
Physical Activity ◽  
At Risk ◽  
Peer Victimization ◽  
Psychosocial Adjustment

scholarly journals Peer victimization and the association with hippocampal development and working memory in children with ADHD and typically-developing children

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Alissa Papadopoulos ◽  
Diane Seguin ◽  
Susana Correa ◽  
Emma G. Duerden
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Peer Victimization ◽  
Child Behavior Checklist ◽  
Adhd Group ◽  
Typically Developing ◽  
Children With Adhd ◽  
Problem Behaviours ◽  
Cornu Ammonis ◽  
Magnetic Resonance Imaging Mri

AbstractThe symptoms of hyperactivity-impulsivity and inattention displayed by children with ADHD put them at risk of experiencing peer victimization. Hippocampal maturation, may reduce a child’s vulnerability to the experience of peer victimization, as it has been associated with decreased ADHD symptomatology. Working memory is an important executive function in the formation and maintenance of social relationships, which is often impaired in ADHD. We aimed to evaluate the relationship between problem behaviours, peer victimization, hippocampal morphology, and working memory in children with and without ADHD. 218 typically-developing participants (50.5% male) and 232 participants diagnosed with ADHD (77.6% male) were recruited. The ADHD group was subdivided into inattentive (ADHD-I) or combined (ADHD-C) types. The Child Behavior Checklist measured problem behaviours and peer victimization. Children underwent Magnetic Resonance Imaging (MRI). Hippocampal subfield volumes were obtained using FreeSurfer. The Wechsler Intelligence Scale for Children-fifth edition measured working memory (WM). The ADHD-C group displayed significantly higher levels of problem behaviours and peer victimization (all, p < 0.001), compared to the other groups. Left Cornu Ammonis 3 (CA3) volume was a positive predictor of peer victimization (all, p < 0.013). Left CA3 volume was a positive predictor of WM and left Cornu Ammonis 4 (CA4) volume negatively predicted WM (all, p < 0.025). A cluster analysis revealed that children displaying symptoms of hyperactivity-impulsivity are the most at risk for peer victimization. Interventions focusing on minimizing peer victimization may aid in mitigating adverse downstream effects, and assist in promoting brain health and cognitive function.

scholarly journals ARE SEXUALLY ABUSED CHILDREN AT RISK FOR VICTIMIZATION BY PEERS?

2018 ◽  
Vol 23 (suppl_1) ◽  
pp. e3-e4
Author(s):  
Anne-Claude Bernard-Bonnin ◽  
Amélie Tremblay-Perreault ◽  
Martine Hébert ◽  
Claire Allard-Dansereau
Keyword(s):  
At Risk ◽  
Peer Victimization ◽  
Sexually Abused ◽  
Physical Contact ◽  
Post Traumatic Stress ◽  
Final Model ◽  
Self Blame ◽  
Stress Symptoms ◽  
Clinical Level ◽  
Standard Beta

Abstract BACKGROUND A few studies suggest that children who suffered maltreatment are more at risk for victimization by peers. However, there is little knowledge about factors that may influence the risk of re-victimization by peers for sexually abused (SA) children. OBJECTIVES Identify if self-blame and post-traumatic stress symptoms (PTSS) are risk factors for SA children victimization by peers. DESIGN/METHODS 376 children (248 girls and 128 boys) between 5 to 14 years of age were recruited within five centers for child and youth SA evaluation. Victimization by peers was measured with the Report Victimization Scale answered by the child, his parent and his teacher. PTSS were measured with the subscale of the Children’s Impact of Traumatic Events Scale (CITES II) and self-blame was measured with three items from the subscale guilt/blame of ​CITES II. Characteristics of the abuse were abstracted from the medical chart. Description of SA was done according to Russell’s classification: less severe (physical contact over clothing), severe (physical contact without penetration, and without using of force), very severe (attempted or actual penetration). Statistical analysis was done through logistic regression. RESULTS Abuse was very severe in 61% of cases and chronic in 37.4% of cases. Aggressors were family members in 53.3% of cases. Clinical level of peer victimization was reported for 19.2% of children by their own score, 9.2% by parental score and 3.6% by teacher’s score. PTSS were at the clinical level for 53.3% of children Around 60% of the sample reported feelings of blame, as indicated by at least one score of “somewhat true”on one of the three items. The dichotomized analysis (clinical vs subclinical score of victimization by peers) showed that PTSS were positively associated with the child’s peer victimization score (Exp (B) = 1.05, p<.02), and self-blame was positively associated with the parent’s peer victimization score (Exp(B)=1.23, p<.05). Results of a Sobel test revealed that PTSS completely mediated the positive relationship between self-blame and peer victimization (Standard Beta = .37, p<.01). In the final model, self-blame was positively associated with PTSS (Standard Beta = .54, p<.01), while the latter were positively associated with victimization by peers (Standard Beta = .44, p<.01). The final model explained 26.7% of the variance of victimization by peers. CONCLUSION These results suggest that PTSS and self-blame are key targets for intervention in order to diminish the risk of victimization by peers in SA children.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Exploring the Validity and Operational Impact of Using Allied Health Assistants to Conduct Dysphagia Screening for Low-Risk Patients Within the Acute Hospital Setting

2020 ◽  
Vol 29 (4) ◽  
pp. 1944-1955 ◽  
Author(s):  
Maria Schwarz ◽  
Elizabeth C. Ward ◽  
Petrea Cornwell ◽  
Anne Coccetti ◽  
Pamela D'Netto ◽  
...  
Keyword(s):  
At Risk ◽  
Allied Health ◽  
Assessment Tool ◽  
Hospital Setting ◽  
Low Risk ◽  
False Negatives ◽  
Exact Agreement ◽  
Risk Patients ◽  
Impact Phase ◽  
Operational Impact

Purpose The purpose of this study was to examine (a) the agreement between allied health assistants (AHAs) and speech-language pathologists (SLPs) when completing dysphagia screening for low-risk referrals and at-risk patients under a delegation model and (b) the operational impact of this delegation model. Method All AHAs worked in the adult acute inpatient settings across three hospitals and completed training and competency evaluation prior to conducting independent screening. Screening (pass/fail) was based on results from pre-screening exclusionary questions in combination with a water swallow test and the Eating Assessment Tool. To examine the agreement of AHAs' decision making with SLPs, AHAs ( n = 7) and SLPs ( n = 8) conducted an independent, simultaneous dysphagia screening on 51 adult inpatients classified as low-risk/at-risk referrals. To examine operational impact, AHAs independently completed screening on 48 low-risk/at-risk patients, with subsequent clinical swallow evaluation conducted by an SLP with patients who failed screening. Results Exact agreement between AHAs and SLPs on overall pass/fail screening criteria for the first 51 patients was 100%. Exact agreement for the two tools was 100% for the Eating Assessment Tool and 96% for the water swallow test. In the operational impact phase ( n = 48), 58% of patients failed AHA screening, with only 10% false positives on subjective SLP assessment and nil identified false negatives. Conclusion AHAs demonstrated the ability to reliably conduct dysphagia screening on a cohort of low-risk patients, with a low rate of false negatives. Data support high level of agreement and positive operational impact of using trained AHAs to perform dysphagia screening in low-risk patients.

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