Mediators of the relationships between shyness and school achievement and fluid intelligence in school-age children

AbstractThe purpose of this study was to analyze the DiViSA’s predictive validity in school-age children. To do so, two groups of school-age children were compared: one with low school achievement (N = 1,174), and one with typical development (N = 1,426). The obtained results show that: (1) in all grades, children with poor school performance exhibited lower levels of attention and task organization, greater hastiness, and made more commission errors; (2) the combination of variables that best differentiated between groups was not the same in all grades; (3) level of organization improved with age in the low-school-achievement group, and did not in the typical-development group; (4) the data regarding sensitivity (81% to 93%) and specificity (79% to 90%), for the first time computed for each grade separately, support the test’s predictive validity in the grades we evaluated. The discussion focuses on the DiViSA test’s usefulness in diagnosing attention problems. It is the first computerized test to include separate scores for: (a) how children complete the task (organization) and (2) the source of their errors (distraction or hastiness).

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Exploring occupational aspirations of school-age children by fluid intelligence, gender and grade

International Journal for Educational and Vocational Guidance ◽

10.1007/s10775-021-09497-w ◽

2021 ◽

Author(s):

Łukasz Nikel

Keyword(s):

Higher Education ◽

Career Development ◽

Grade Level ◽

Fluid Intelligence ◽

Fourth Grade ◽

Occupational Aspirations ◽

School Age Children ◽

School Age ◽

Intellectual Abilities ◽

Education Aspirations

AbstractThe present study explored the occupational aspirations of school-age children (N = 394) comparing differences by gender, level of intelligence and grade level. Results indicated that girls’ aspirations were more realistic, intrinsically motivated, prosocial and inclusive of higher education than those of boys. Moreover, a higher level of intelligence only from the fourth grade and 10 years of age was associated with higher education aspirations. These results suggest that in choosing occupational aspirations, children from the fourth grade (aged 10–11) may begin to be guided by intellectual abilities. The contribution of these results to career development theories is discussed.

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Working memory, fluid intelligence and academic attainment in school-age children

International Journal of Psychophysiology ◽

10.1016/j.ijpsycho.2016.07.483 ◽

2016 ◽

Vol 108 ◽

pp. 169

Author(s):

Valeska Amor ◽

Maria del Rosario Torres

Keyword(s):

Working Memory ◽

Fluid Intelligence ◽

School Age Children ◽

Academic Attainment ◽

School Age

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Psychosocial Maturity and School Achievement in Chinese Children of School-Age

Psychological Reports ◽

10.2466/pr0.1998.82.1.63 ◽

1998 ◽

Vol 82 (1) ◽

pp. 63-72

Author(s):

Wei Wang

Keyword(s):

Content Analysis ◽

High School Students ◽

Chinese Culture ◽

School Achievement ◽

School Age Children ◽

School Age ◽

School Students ◽

Psychosocial Maturity ◽

Developmental Domains ◽

Analysis Scale

The relationship between Eriksonian psychosocial maturity, measured by three sets of content analysis scales, and school achievement was examined in school-age children in the People's Republic of China. Primary and high school students ( N = 360) with equal numbers of boys and girls participated. A standard open-ended interview was used to collect verbalizations which then were transcribed and analysed by the Content Analysis Scale of Psychosocial Maturity, the Sociality Scales, and the Pawn and Origin Scales. School achievement, as measured by ordinary school examinations, was not linked with any of these psychological measures. The differences in measurement and the characteristics of Chinese culture might account for the findings, but blind scoring is advised. The implications of the independent developmental domains of psychosocial maturity and school achievement were discussed.

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Health Risks and Outcomes of Homelessness in School-Age Children and Youth: A Scoping Review of the Literature

The Journal of School Nursing ◽

10.1177/1059840519875182 ◽

2019 ◽

Vol 36 (1) ◽

pp. 10-18 ◽

Cited By ~ 3

Author(s):

Laura E. Gultekin ◽

Barbara L. Brush ◽

Emily Ginier ◽

Alexandra Cordom ◽

Elizabeth B. Dowdell

Keyword(s):

Health Risks ◽

Scoping Review ◽

School Achievement ◽

Well Being ◽

School Age Children ◽

School Age ◽

Review Of The Literature ◽

Children Health ◽

Health And Well Being

Despite reports that over 1.3 million school-age children (ages 5–18) were homeless in 2019, little is known about the effects of homelessness on their overall health and well-being. To better understand where gaps exist, a scoping review of the literature was conducted to identify studies of the physical, mental, and behavioral health risks and outcomes of school-age children experiencing homelessness or housing instability. Following the Joanna Briggs Institute framework and Preferred Reporting Items (PRISMA) guidelines, seven electronic databases were searched using key words: homelessness, children, health, and well-being. Of the 4,372 records, 23 articles met inclusion criteria. Most examined mental health and high-risk activities or behavioral risks related to school achievement. Few studies tracked the long-term health outcomes of homeless school-age children. Findings have implications for school nurses who have contact with children experiencing homelessness and are in position to intervene to prevent negative health sequelae in this vulnerable population.

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

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0903.169 ◽

1978 ◽

Vol 9 (3) ◽

pp. 169-175 ◽

Cited By ~ 3

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.

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Dimensions of Multiskilling

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.3001.04 ◽

1999 ◽

Vol 30 (1) ◽

pp. 4-10 ◽

Cited By ~ 2

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.

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Perceptions of Stuttering of Different Age Groups

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig4-2018-0007 ◽

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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The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-18-0296 ◽

2019 ◽

Vol 28 (3) ◽

pp. 1363-1370 ◽

Cited By ~ 2

Author(s):

Jessica Brown ◽

Katy O'Brien ◽

Kelly Knollman-Porter ◽

Tracey Wallace

Keyword(s):

High School ◽

Traumatic Brain Injury ◽

Brain Injury ◽

Disease Control ◽

Mild Traumatic Brain Injury ◽

School Age Children ◽

School Age ◽

Speech Language Pathologists ◽

Control And Prevention ◽

Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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