Some Contemporary Approaches in Treating Fluency Disorders in Preschool, School-Age, and Adolescent Children

1995 ◽  
Vol 26 (2) ◽  
pp. 115-116 ◽  
Author(s):  
Susan Meyers Fosnot
Keyword(s):  
Intervention Strategies ◽  
School Age Children ◽  
School Age ◽  
Fluency Disorders ◽  
The Past ◽  
Wide Range ◽  
Assessment And Treatment

This clinical forum focuses on the treatment of preschool and school-age children who stutter. It was developed to provide school clinicians with an up-to-date summary of current intervention strategies and procedures. The articles were written by established scholars in the field who have specialized experience and have presented their therapy ideas nationally and internationally within the past 5 years. These contributors have published a number of articles, books, and programs on the assessment and treatment of fluency disorders spanning a wide range of ages from preschool to the adolescent school-age years.

In Quest of Academic Achievement

2012 ◽  
pp. 39-51
Author(s):  
Nkem Ekene Osuigwe
Keyword(s):  
Public Library ◽  
School Curriculum ◽  
School Libraries ◽  
Intervention Strategies ◽  
The State ◽  
Drop Out ◽  
School Age Children ◽  
School Age ◽  
Tertiary Institutions ◽  
The Public

This chapter describes various readership promotion activities undertaken by a Nigerian State Public Library in partnership with schools, churches, and the state owned television house. Massive failures in O’ level national and regional examinations and the entrance examinations into the tertiary institutions have brought up the fact that the education sector in Nigeria is facing monumental challenges. This combined with a noticeable decline in user statistics, especially amongst school age children in Onitsha Public Library in South East Nigeria. This decline has long been associated with the school-boy drop-out syndrome. The State Public Library Board collaborated with agencies in its community to introduce intervention strategies to halt the trend. These were expected to increase usage of the public and school libraries, make reading attractive to children of school age, support school curriculum, and help students make better grades in examinations.

Nutritional Status Among School-Age Children of Bangladeshi Tea Garden Workers

2020 ◽  
Vol 41 (4) ◽  
pp. 424-429
Author(s):  
Mohd Shamim Iqbal ◽  
Amanda C. Palmer ◽  
Jillian Waid ◽  
S. M. Mustafizur Rahman ◽  
Md. M. Islam Bulbul ◽  
...  
Keyword(s):  
Nutritional Status ◽  
Food Insecurity ◽  
Dietary Diversity ◽  
Underserved Populations ◽  
World Health ◽  
School Age Children ◽  
School Age ◽  
The Past ◽  
Household Food ◽  
Plasma Retinol

Background: While considerable progress has been made in reducing undernutrition in Bangladesh, regional disparities are known to exist, and certain population subgroups may lag behind. Objective: To characterize nutritional status among school-age children in a historically marginalized population of Bangladesh. Methods: We conducted a cross-sectional assessment of children attending 14 nongovernmental organization-operated schools serving the tea estate population in Kulaura Upazila, Sylhet Division. We randomly selected 168 children from a population of 418 whose parents attended school-organized Parent–Teacher Association meetings. Parents provided consent and data on household food consumption in the past week, foods consumed by children in the past 24 hours, and household food insecurity. We drew venous blood from assenting children for the analysis of hemoglobin and plasma retinol, C-reactive protein, and α1-acid glycoprotein. Children were classified as stunted, underweight, or thin based on comparisons with the World Health Organization standards for height-for-age, weight-for-age, or body mass index-for-age, respectively. Results: Food insecurity was highly prevalent, with ∼85% of households affected. Roughly half of children had low dietary diversity. Prevalence estimates for stunting, underweight, and thinness were 32%, 50%, and 49%, respectively. Approximately 60% of children had a hemoglobin concentration <11 g/dL. The mean (±SD) plasma retinol concentration was 0.79 μmol/L (±0.23 μmol/L), with 34% deficient using a 0.70 μmol/L cutoff. Conclusions: A heightened focus on tracking progress in underserved populations and appropriately targeted programming will be critical as Bangladesh seeks to accelerate progress toward global development goals for nutrition.

School-Age Children’s Metalinguistic Awareness of Grammaticality in Verb Form

1990 ◽  
Vol 33 (1) ◽  
pp. 84-95 ◽  
Author(s):  
Judith C. Sutter ◽  
Cynthia J. Johnson
Keyword(s):  
School Age Children ◽  
Metalinguistic Awareness ◽  
School Age ◽  
Error Identification ◽  
The Past ◽  
Verb Forms ◽  
Grammatical Errors

This study investigated 6-, 7-, and 8-year-old children’s ability to monitor grammaticality in the past progressive, perfect progressive, and perfect verb forms. The children achieved a significantly higher rate of accurate judgments monitoring grammatical forms that ungrammatical forms. Age was a significant factor in error identification. Eight-year-olds were substantially better at identifying ungrammatical forms than were their younger schoolmates. Verb form, in conjunction with type of anomaly, significantly varied with respect to ease of identification. Errors of the auxiliary and suffix were easier for children to identify than an adverbial error which required a sentence analysis to determine the incompatibility. The context surrounding ungrammatical verb forms significantly affected monitoring ability. Anomalous forms in unrelated sentences were easier to identify as ungrammatical than anomalous forms in sentences taken from a story the children had just heard. It appears that school-age children prefer to maintain the semantic intent of the message rather than critically search for grammatical errors.

scholarly journals Practitioner Reading Survey

2021 ◽  
Author(s):  
Noor Z. Al Dahaan ◽  
Laura Mesite ◽  
Melissa J. Feller ◽  
Joanna Christodoulou
Keyword(s):  
Struggling Readers ◽  
Reading Disabilities ◽  
Educational Experiences ◽  
School Age Children ◽  
Clinical Settings ◽  
School Age ◽  
Diagnostic Labels ◽  
Practitioner Training ◽  
Wide Range ◽  
Current Practices

Accurate and timely identification of reading disabilities (RDs) is essential for providing appropriate and effective remediation for struggling readers. However, practices for identifying RDs lack sufficient documentation within and across educational and clinical settings. The wide range of possible practices intended to identify struggling readers can render the field vulnerable to inconsistencies in how the needs of struggling readers are recognized and supported. To better understand the range of current practices used to identify RDs in school-age children, we created and disseminated a survey nationally, and analyzed data from 965 practitioners. The findings indicate lengthy timelines to identify RDs; substantial variability in the composition of assessment teams, identification criteria, and diagnostic labels; and notable opportunities for enhancing practitioner training experiences. This study aims to promote cross-contextual dialogue about the identification of RDs and their implications for students’ educational experiences.

scholarly journals OPTIMALISASI PERKEMBANGAN SOSIAL PADA ANAK USIA PRA-SEKOLAH DENGAN TERAPI BERMAIN ASSOSIATIVE PLAY MENGGUNAKAN BOLA DI TK AISYIYAH PRAJURIT KULON MOJOKERTO

2015 ◽  
Vol 1 (2) ◽  
pp. 26
Author(s):  
Ima Rahmawati
Keyword(s):  
Social Behavior ◽  
Social Development ◽  
Play Therapy ◽  
Sampling Technique ◽  
School Age Children ◽  
School Age ◽  
Purposive Sampling ◽  
The Social ◽  
Wide Range ◽  
Post Test

ABSTRAKBermain pada anak akan mengembangkan berbagai kemampuan dan anak akan belajar untuk beradaptasi dengan lingkungan, sehingga anak akan cepat mengatasi masalah yang timbul. Perilaku sosial merupakan salah satu indikator untuk menilai bagaimana pertumbuhan optimal anak. Tujuan penelitian ini untuk mengetahui pengaruh terapi bermain Assosiative Play menggunakan bola terhadap perkembangan sosial anak usia pra-sekolah di TK Aisyiyah Prajurit Kulon Kota Mojokerto. Penelitian ini menggunakan pendekatan analitik korelasi dengan desain pre-experimental one group pre-post test. Sampel penelitian ini sebanyak 26 murid, menggunakan teknik purposive sampling. Variabel independen dalam penelitian ini adalah terapi bermain asosiative play menggunakan bola dan variabel dependen dalam penelitian ini adalah perkembangan perilaku social anak. Data dikumpulkan dengan lembar observasi perilaku sosial anak pra-sekolah. Hasil penelitian secara statistik terbukti ada pengaruh terapi bermain Assosiate Play menggunakan bola terhadap perkembangan sosial pada anak usia pra-sekolah (p=0.001). Salah satu manfaat bermain terapi adalah mengembangkan perilaku sosial anak karena anak akan belajar berinteraksi, dan menyesuaikan diri dengan lingkungan. Diharapkan lembaga pendidikan khusus TK Aisyiyah dapat menerapkan bermain terapi terutama Assosiative Play untuk perkembangan social anak usia pra-sekolah.Kata kunci: Assosiative play, terapi bermain, perilaku sosial, anak usia pra-sekolahABSTRACTPlaying at the child will develop a wide range of capabilities and the child would learn to adapt with the environment. Social behavior is one indicator to assess how far optimal growth in children. The purpose of this study was to determine the effect of Assosiate using ball play therapy in social development in pre-school age children in Aisyiyah kindergarten of Prajurit Kulon Mojokerto. This study uses an analytical approach correlation with pre-experimental design of one group pre-post test. Samples of this study were 26 students, using purposive sampling technique. The independent variable in this study was the asosiative using ball play therapy and the dependent variable in this research was the development of the social behavior of children. Data were  collected with social behavior observation sheet. The results proved statistically there was an effect of  Assosiative using ball play therapy in social development in pre-school age children in Aisyiyah kindergarten of Prajurit Kulon Mojokerto (p=0.01). One of the benefits of play therapy is to develop the social behavior of the child because the child will learn to interact and adapt to the environment. Education institutions especially for in Aisyiyah kindergarten can apply Assosiative play therapy for social development of pre-school age children.Keywords: Assosiative play, play therapy, social behavior, pre-school age child DOWNLOAD FULL TEXT PDF >>

scholarly journals Nutritional status and dietary diversity of school-age children living with HIV: a cross-sectional study in Phnom Penh, Cambodia

2020 ◽  
Author(s):  
Junko Yasuoka ◽  
Siyan Yi ◽  
Sumiyo Okawa ◽  
Sovannary Tuot ◽  
Makoto Murayama ◽  
...  
Keyword(s):  
Nutritional Status ◽  
Dietary Diversity ◽  
Cross Sectional Study ◽  
School Age Children ◽  
School Age ◽  
Cross Sectional ◽  
Phnom Penh ◽  
Factors Associated ◽  
The Past ◽  
Living With Hiv

Abstract Background: HIV/AIDS continues to be a major public health concern for children. Each day, worldwide, approximately 440 children became newly infected with HIV, and 270 children died from AIDS-related causes in 2018. Poor nutrition has been associated with accelerated disease progression, and sufficient dietary diversity is considered a key to improve children’s nutritional status. Therefore, this study aims to 1) examine nutritional status of school-age children living with HIV in Phnom Penh, Cambodia, and 2) identify factors associated with their nutritional status, especially taking their dietary diversity into consideration. Methods: This cross-sectional study was conducted in May 2018 within the catchment area of the National Pediatric Hospital, Cambodia. Data from 298 children and their caregivers were included in the analyses. Using semi-structured questionnaires, face-to-face interviews were conducted to collect data regarding sociodemographic characteristics, quality of life, and dietary diversity. To assess children’s nutritional status, body weight and height were measured. Viral load and duration of antiretroviral therapy (ART) were collected from clinical records. Multiple logistic regression analyses were performed to identify factors associated with stunting and wasting. Results: Of 298 children, nearly half (46.6%) were stunted, and 13.1% were wasted. The mean number of food groups consumed by the children in the past 24 hours was 4.6 out of 7 groups. Factors associated with children’s stunting were age (adjusted odds ratio [AOR] 2.166, 95% confidence interval [CI]: 1.151, 4.077), household wealth (AOR 0.543, 95%CI: 0.299, 0.986), duration of receiving ART (AOR 0.510, 95%CI: 0.267, 0.974), and having disease symptoms during the past one year (AOR 1.871, 95%CI: 1.005, 3.480). The only factor associated with wasting was being male (AOR 5.304, 95%CI: 2.210, 12.728). Conclusions: Prevalence of stunting was more than double that of non-infected school-age children living in urban areas in Cambodia. This highlights the importance of conducting nutritional intervention programs, especially tailored for children living with HIV in the country. Although dietary diversity was not significantly associated with children’s nutritional status in this study, the findings will contribute to implementing future nutritional interventions more efficiently by indicating children who are most in need of such interventions in Cambodia.

Language Performance in Low-Achieving Elementary School Students

1992 ◽  
Vol 23 (2) ◽  
pp. 169-175 ◽  
Author(s):  
Susan S. Hill ◽  
William O. Haynes
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Age Children ◽  
School Age ◽  
Language Performance ◽  
School Students ◽  
Elementary School Age ◽  
Normally Achieving ◽  
Wide Range ◽  
Language Measures

The purpose of the present study was to compare normally achieving and low-achieving (LA) elementary school-age children on a wide range of linguistic tasks. Over half of the LA group earned scores on the language measures that were low enough to suggest consideration for evaluation and/or treatment. Implications for referral and treatment of the LA population are discussed.

Children and Adolescents

2016 ◽  
pp. 276-289
Author(s):  
Diana Joyce-Beaulieu ◽  
Carmelo M. Callueng
Keyword(s):  
Children And Adolescents ◽  
Demographic Variables ◽  
School Age Children ◽  
School Age ◽  
Rater Bias ◽  
Developmental Factors ◽  
Wide Range ◽  
Rapid Changes ◽  
Work Samples ◽  
Achievement Assessment

Best practices and research in the testing and assessment of children and adolescents present a number of challenges and require consideration of a wide range of developmental factors. Neonatal and preschool assessments typically are conducted for medical and cognitive rehabilitative considerations addressing physical, sensory, communication, and brain function, which often require a cross-disciplinary approach between medical and psychological professions. Special considerations for these measures include limited predictive validity given the rapid changes in development, testing formats for preschool children, and score stability. Assessments for school-age children include norm-referenced measures of achievement, intelligence, temperament, personality, and psychopathology. Limitations for some of these measures include the representation of appropriate demographic variables in the norm samples, score stability, and potentials for rater bias. Auxiliary achievement assessment methods also may include curriculum-based measures and work samples. This chapter reviews each of these categories of assessments in light of implications for children and adolescents.

What Constitutes a Multidimensional Treatment Approach for School-Age Children Who Stutter?

2018 ◽  
Vol 39 (04) ◽  
pp. 333-341 ◽  
Author(s):  
Lynne Shields
Keyword(s):  
Treatment Approach ◽  
School Age Children ◽  
School Age ◽  
Multiple Factors ◽  
The Past

AbstractResearch over the past several decades supports the view that stuttering is a complex and multidimensional disorder. Given the multiple factors that contribute to the development and persistence of stuttering, it follows that, for many children who stutter, treatment focused solely on the motor aspects of speech may be insufficient to help them successfully manage their stuttering. A complete assessment includes identifying all of the dimensions of the disorder that are relevant to a particular child. Likewise, treatment is best viewed as multidimensional, with the clinician developing a set of goals that address the relevant aspects of stuttering and communication. Such an approach leads to greater success for children who stutter with the end result being speakers who communicate openly and effectively.

Sign in / Sign up

Export Citation Format

Share Document