scholarly journals Transferability and sustainability of task-switching training in socioeconomically disadvantaged children: a randomized experimental study

2020 ◽  
Vol 32 (8) ◽  
pp. 747-763
Author(s):  
Kean Poon ◽  
Mimi S. H. Ho ◽  
Patrick C. K. Chu ◽  
Kee-Lee Chou
Keyword(s):  
Experimental Study ◽  
Task Switching ◽  
Socioeconomically Disadvantaged ◽  
Disadvantaged Children

scholarly journals Depressive Risk among Italian Socioeconomically Disadvantaged Children and Adolescents during Covid-19 Pandemic: A Cross-Sectional Online Survey

2021 ◽  
Author(s):  
Maria Serra ◽  
Anna Presicci ◽  
Luigi Quaranta ◽  
Maria Rosaria Erminia Urbano ◽  
Lucia Marzulli ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Children And Adolescents ◽  
Low Income ◽  
Online Survey ◽  
Self Report ◽  
Socioeconomically Disadvantaged ◽  
Cross Sectional ◽  
Disadvantaged Children ◽  
Parent Version

Abstract Background Children and adolescents and low-income individuals are considered particularly vulnerable for mental health implications during the current COVID-19 pandemic. Depression is one of the most frequent negative emotional responses during an epidemic outbreak, mainly due to the imposed restriction of social contacts. We aimed to assess depressive symptomatology in a sample of Italian low-income minors and to determine if pandemic-related stressors and pre-existing neuropsychiatric diagnoses would behave as risk factors for depressive symptoms. Methods We performed a cross-sectional study during July 2020, at the end of the Italian first wave of COVID-19 pandemic. We recruited 109 Italian socioeconomically disadvantaged children and adolescents, from 7 to 17 years. We used an online survey to collect socio-demographic and clinical data and information about pandemic-related stressors, and to assess depressive symptoms with the Children’s Depression Inventory 2 (CDI 2), Parent Version (Emotional Problems subscale) and Self-Report Short Form. We performed logistic regression analysis to assess the association between depressive symptoms and potential risk factors for mental health. Results 22% and 14% of participants showed depressive symptoms at the CDI 2 Parent Version and Self-Report, respectively. Participants coming from families experiencing a lack of basic supplies during the pandemic (34.9%) were more expected to show depressive symptoms at CDI 2 Parent Version. Participants with a pre-existing neuropsychiatric diagnosis (26.6%) were more likely to exhibit depressive symptoms measured by CDI 2 Parent Version. Conclusions The results of our study may be representative of a particular group of frail subjects, the socioeconomically disadvantaged children and adolescents, who were more vulnerable to depressive symptoms if they suffered from a paucity of essential supplies during the pandemic or had pre-existing neurodevelopmental disorders. The promotion of educational and child-care programs and activities could be crucial in sustaining the prevention of mental distress in those frail subjects who particularly need support outside the family.

scholarly journals Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

2008 ◽  
Vol 20 (3) ◽  
pp. 821-843 ◽  
Author(s):  
Karen L. Bierman ◽  
Robert L. Nix ◽  
Mark T. Greenberg ◽  
Clancy Blair ◽  
Celene E. Domitrovich
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Controlled Trial ◽  
Socioeconomically Disadvantaged ◽  
Social Emotional ◽  
Emotional Skills ◽  
Disadvantaged Children ◽  
Intervention Impact ◽  
Head Start Programs ◽  
The Impact

AbstractDespite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.

Otitis Media in Early Childhood and Its Relationship to Later Verbal and Academic Performance

PEDIATRICS ◽  
1986 ◽  
Vol 78 (3) ◽  
pp. 423-430 ◽  
Author(s):  
Joanne Erwick Roberts ◽  
Margaret A. Sanyal ◽  
Margaret R. Burchinal ◽  
Albert M. Collier ◽  
Craig T. Ramey ◽  
...  
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Otitis Media ◽  
Otitis Media With Effusion ◽  
Care Program ◽  
Socioeconomically Disadvantaged ◽  
Disadvantaged Children ◽  
Study Population ◽  
Media Experience ◽  
The Relationship

The relationship between the occurrence of otitis media with effusion during the first 3 years of life and subsequent verbal and academic performance was examined in 61 socioeconomically disadvantaged children who attended a research day-care program. Study children were participants in a longitudinal study of child development in which the number of episodes of otitis media and duration of each otitis episode were reported prospectively from infancy. The incidence of otitis media was highest during the first 2 years of life. Bilateral otitis media accounted for 66% of the days with otitis media with effusion. Standardized tests of intelligence and academic performance were administered to the children when they were 3½ to 6 years of age. No evidence of associations between measures of early childhood otitis media experience and these measures of verbal or academic functioning was found in this study population.

scholarly journals Sleep Well!: A Pilot Study of an Education Campaign to Improve Sleep of Socioeconomically Disadvantaged Children

2016 ◽  
Vol 12 (12) ◽  
pp. 1593-1599 ◽  
Author(s):  
Jodi A. Mindell ◽  
Rebecca Sedmak ◽  
Julia T. Boyle ◽  
Rachel Butler ◽  
Ariel A. Williamson
Keyword(s):  
Pilot Study ◽  
Socioeconomically Disadvantaged ◽  
Disadvantaged Children ◽  
Education Campaign

scholarly journals Socioeconomically disadvantaged smokers’ ratings of plain and branded cigarette packaging: an experimental study

BMJ Open ◽  
2014 ◽  
Vol 4 (2) ◽  
pp. e004078 ◽  
Author(s):  
Ashleigh Guillaumier ◽  
Billie Bonevski ◽  
Chris Paul ◽  
Sarah Durkin ◽  
Catherine D'Este
Keyword(s):  
Experimental Study ◽  
Socioeconomically Disadvantaged

The Purdue Elementary Problem-Solving Inventory

1972 ◽  
Vol 31 (3) ◽  
pp. 891-901 ◽  
Author(s):  
John F. Feldhusen ◽  
John C. Houtz ◽  
Susan Ringenbach
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Verbal Description ◽  
Problem Situation ◽  
Socioeconomically Disadvantaged ◽  
Disadvantaged Children ◽  
Cognitive Operations ◽  
Life Tasks ◽  
Elementary Problem ◽  
Asking Questions

The Purdue Elementary Problem-solving Inventory was designed to measure problem-solving abilities of socioeconomically disadvantaged children of different ethnic backgrounds in Grades 1 to 6 using real-life tasks. The test consists of 49 problems which are presented as slides portraying children in cartoon form in real-life situations. Ss respond by listening to a tape recording of directions, problem descriptions, and alternatives and then drawing an “X” in a test booklet over the alternative of their choice which may be a picture or a verbal description. The inventory was designed to measure the following abilities: sensing that a problem exists, defining the problem, asking questions, guessing causes, clarifying the goal of the problem situation, judging if more information is needed, analyzing details, redefining familiar objects for unusual uses, seeing implications, solving single- and multiple-solution problems, and verifying solutions. Reliability (KR-20) of the inventory is .79. Analyses of variance demonstrated that ethnic background accounted for only 3% of the variance and SES only 5% while grade level accounted for 37% A principal factor analysis demonstrated that six of the cognitive operations are indeed assessed.

Sign in / Sign up

Export Citation Format

Share Document