Clinical correlates of laterality among school-age children in the United States

Enterobius vermicularis, more commonly known as pinworm, is the most common intestinal nematode in the United States, affecting 5% to 15% of the population. Although infection may appear in all age groups and socioeconomic levels, it is most prevalent in preschool and school-age children. Typically, embryonated eggs are ingested and migrate to the duodenum where they hatch and undergo sexual maturation before reaching the cecum. Adult pinworms reside in the cecum, emerge at night through the anus, and migrate to the perianal region where gravid females deposit their eggs and die. The eggs cause anal pruritis, which leads to scratching and accumulation under the fingernails, thereby promoting auto-infection and spread to close contacts.

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Parent couples’ participation in speech-language therapy for school-age children with autism spectrum disorder in the United States

Autism ◽

10.1177/1362361319862113 ◽

2019 ◽

Vol 24 (2) ◽

pp. 321-337

Author(s):

Michelle Flippin ◽

Debbie L Hahs-Vaughn

Keyword(s):

United States ◽

Autism Spectrum Disorder ◽

Children With Autism ◽

The United States ◽

Autism Spectrum ◽

Spectrum Disorder ◽

School Age Children ◽

School Age ◽

Language Therapy ◽

Therapist Communication

This study examined parent couples’ participation in and satisfaction with speech-language therapy for school-age children with autism spectrum disorder in the United States. Responses from 40 father–mother couples ( n = 80 parents) were examined across therapy components (i.e. parent–therapist communication, assessment, planning, and intervention). Descriptive frequencies, chi-square tests, intraclass correlations, and dyadic multilevel modeling were used to examine participation across fathers and mothers and within parent couples. Compared to mothers, fathers communicated less with therapists and participated less in assessment and planning. Fathers also had lower satisfaction than mothers with parent–therapist communication and planning. Although few parents participated in school-based therapy sessions, 40% of fathers and 50% of mothers participated in homework. However, few parents received homework support from therapists. Results are discussed in terms of clinical implications for interventionists to more effectively engage both fathers and mothers in family-centered speech-language therapy for school-aged children with autism spectrum disorder.

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Closing the digital divide: understanding racial, ethnic, social class, gender and geographic disparities in Internet use among school age children in the United States

Universal Access in the Information Society ◽

10.1007/s10209-005-0001-0 ◽

2005 ◽

Vol 4 (4) ◽

pp. 354-373 ◽

Cited By ~ 23

Author(s):

Paul F. Cleary ◽

Glenn Pierce ◽

Eileen M. Trauth

Keyword(s):

United States ◽

Social Class ◽

Digital Divide ◽

Internet Use ◽

The United States ◽

School Age Children ◽

School Age ◽

Geographic Disparities ◽

Racial Ethnic

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Cultural/Linguistic Variation in the United States and its Implications for Assessment and Intervention in Speech-Language Pathology

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2704.345 ◽

1996 ◽

Vol 27 (4) ◽

pp. 345-346 ◽

Cited By ~ 9

Author(s):

Rosemary Quinn ◽

Brian Goldstein ◽

Elizabeth D. Peña

Keyword(s):

United States ◽

Linguistically Diverse ◽

The United States ◽

School Age Children ◽

Effective Practices ◽

Clinical Implications ◽

School Age ◽

Speech Language Pathology ◽

Related Literature ◽

Language Pathology

This clinical forum focuses on effective practices in assessment and intervention for culturally/linguistically diverse preschool and school-age children. The contributors are innovative scholars who have published and presented their work nationally within recent years, and, in some cases, over many years. For each topic, the related literature and theories are integrated with practice through recommendations for intervention and discussions of clinical implications.

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Measles control in the United States: problems of the past and challenges for the future.

Clinical Microbiology Reviews ◽

10.1128/cmr.8.2.260 ◽

1995 ◽

Vol 8 (2) ◽

pp. 260-267 ◽

Cited By ~ 26

Author(s):

D L Wood ◽

P A Brunell

Keyword(s):

United States ◽

The United States ◽

School Age Children ◽

School Age ◽

Vaccine Failure ◽

Missed Opportunities ◽

Immunization Rates ◽

Barriers To Access ◽

Mixing Patterns ◽

Public Priority

Elimination of indigenous measles from the United States has been a public priority since 1978. To assess the progress made toward this goal, we review the epidemiology of measles from 1963 to the present. From the 1970s through early into the recent measles epidemic, the majority of measles cases were in highly vaccinated, school-age children. This was due primarily to a 1 to 5% primary measles-mumps-rubella vaccine failure rate and nonrandom mixing patterns among school-age populations. To eliminate susceptible individuals in the school-age populations, a second dose of measles vaccine is now recommended between 5 and 6 years or 11 and 12 years by both the Advisory Committee on Immunization Practices and the American Academy of Pediatrics. Later in the epidemic, measles cases surged among unimmunized preschool children, especially among the poor in inner-city areas. Immunization rates have been documented to be low among preschool populations because of missed opportunities to administer vaccines at all health visits and barriers to access to immunizations. To raise immunization rates, the age for the first measles-mumps-rubella immunization was lowered to 12 to 15 months of age, federal immunization funding has increased, and new standards for immunization delivery have been developed and promulgated.

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