Neurodevelopmental Disorders Presenting in Early Childhood

2019 ◽  
pp. 245-260
Author(s):  
Jack Dempsey ◽  
Amy K. Barton ◽  
Allison G. Dempsey ◽  
Stephanie Chapman
Keyword(s):  
Early Childhood ◽  
Cerebral Palsy ◽  
Neurodevelopmental Disorders ◽  
School Setting ◽  
Intervention Strategies ◽  
Medical Complications ◽  
Medical Conditions ◽  
School Based Intervention ◽  
School Based ◽  
Broad Overview

Neurodevelopmental disorders are a group of conditions that manifest in early childhood and are associated with differences in brain development. They are associated with difficulties with learning, movement, language, or social behaviors. This chapter provides school-based clinicians with a broad overview of neurodevelopmental disorders that present in early childhood, with a particular focus on those associated with specific underlying medical conditions. The reviewed medical conditions and complications include genetic and congenital anomalies, cerebral palsy, and preterm birth. For each of the varying medical complications and conditions, the chapter discusses the assessment and management of the associated neurodevelopmental difficulties, with a focus on applications for the school setting. The chapter ends with a broad overview of school-based intervention strategies and approaches that are commonly implemented when working with children with neurodevelopmental disorders.

Cardiovascular Disorders

2019 ◽  
pp. 309-326
Author(s):  
Lyla E. Hampton ◽  
Abigail C. Demianczyk ◽  
Casey Hoffman
Keyword(s):  
Quality Of Life ◽  
Birth Defects ◽  
Neurodevelopmental Disorders ◽  
Congenital Heart ◽  
Heart Defects ◽  
School Setting ◽  
The United States ◽  
Intervention Strategies ◽  
School Based

Congenital heart disease (CHD) is one of the most common birth defects in the United States, affecting approximately 1% of births per year, with most children surviving into adulthood. Despite improved survival, individuals with CHD remain at high risk for neurological, cognitive, and psychosocial challenges that affect quality of life across the lifespan and have specific implications for working with children with CHD in the school setting. This chapter describes several common complications of CHD, as well as acquired heart defects, that have implications for how children with the conditions present in the school setting. The chapter also provides information about common neurodevelopmental disorders associated with these medical conditions and the effects of the conditions on psychological adjustment and quality of life in children. Finally, the chapter concludes with a review of intervention strategies that school-based professionals may adopt when working with children with heart conditions.

Pediatric Health Conditions in Schools

2019 ◽  
Keyword(s):  
School Psychologists ◽  
Systems Of Care ◽  
School Setting ◽  
Chronic Health Conditions ◽  
Health Conditions ◽  
Medical Conditions ◽  
Chronic Health ◽  
Case Examples ◽  
School Based ◽  
Common School

Rates of chronic health conditions in childhood are increasing, and school-based professionals regularly encounter children with chronic health conditions in the school setting. Students with chronic health conditions often require accommodations, assessment, intervention, and close collaboration with medical providers and families. However, most school-based clinicians (school psychologists, counselors, social workers) who are charged with addressing the special needs of these children have not had coursework or experience related to common pediatric conditions. This book is a practical guide for school-based clinicians working with children with chronic health conditions. Section I provides a broad overview of school-related issues for children with chronic health conditions. This includes a review of common medical conditions and terminology and cross-cutting issues related to social and emotional and academic functioning, as well as the role of the school-based professional in collaborating across systems of care. The section also reviews legal and policy issues and alternative educational settings for students with chronic health needs. Section II focuses on prevention, assessment, intervention, and consultation strategies for individual students and entire school systems. Finally, Section III addresses common groups of medical conditions. Each chapter provides an overview of the condition(s), common school-related concerns, risk and protective factors, and cultural considerations, as well as practical strategies, resources, and handouts for the school-based professional. Case examples are used throughout the book to illustrate key concepts and implications for the school setting.

Childhood Chronic Illnesses in the Schools

2019 ◽  
pp. 3-18
Author(s):  
Kimberly Rennie ◽  
Madeline Racine ◽  
Van Michelle Ruda
Keyword(s):  
School Setting ◽  
Chronic Illnesses ◽  
Medical Conditions ◽  
Symptom Presentation ◽  
Case Examples ◽  
School Based ◽  
Education Of Students ◽  
Appropriate Education ◽  
Healthcare Need

Approximately one in five schoolchildren presents with a special healthcare need. Schools are tasked with providing free and appropriate education to all students, which may include both accommodations and specialized services to children to address challenges associated with their medical conditions. The first chapter of this book provides a brief overview of types of presenting conditions, challenges, and considerations that school-based providers may encounter when working with this population of students. The chapter includes a table of common medical terms, procedures, and treatments. Several case examples with accompanying discussions are described to illustrate common themes, challenges, and considerations that students with chronic medical conditions may encounter in the school setting. Finally, the role of culture in the symptom presentation, treatment, and education of students with chronic health needs is discussed.

scholarly journals Effect Evaluation of a Peer-Delivered School-Based Intervention Promoting Healthy Dietary and Physical Activity Behaviours Among Secondary Vocational Students

2021 ◽  
Author(s):  
Gitte Caroline Kloek ◽  
Annabelle Kuipers ◽  
Thamar Gerritse ◽  
Sanne Irene de Vries
Keyword(s):  
Physical Activity ◽  
Linear Models ◽  
Vigorous Physical Activity ◽  
School Setting ◽  
Moderate Intensity ◽  
Vocational Students ◽  
Cross Sectional ◽  
School Based Intervention ◽  
School Based ◽  
Over Time

This study examines the effectiveness of the peer-delivered, school-based intervention Healthy by Design (HbD). Data were collected in two cross-sectional surveys before and after invention implementation. In total 1,177 vocational students (before: 557, after: 620) participated in an online health behaviour survey. Multilevel logistic and multilevel linear models explored the effect of the intervention over time and the effect of the intervention dose received on (determinants of) dietary of physical activity behaviours. A significant positive effect over time was found for moderate intensity physical activity. A high intervention dose was positively associated with increased water, breakfast and fruit consumption and higher levels of moderate and vigorous physical activity compared to no intervention dose received. A moderate and high intervention dose was negatively associated with high calorie snacks consumption compared to no intervention dose received. Effects of HbD on the investigated dietary and physical activity behaviours over time are limited, but these effects may be hard to demonstrate and link to the intervention due to the nature of the intervention design and the natural school-setting of this quasi-experimental study. However, a higher intervention dose showed a strong relation with healthier dietary and physical activity behaviours.

Assessment of Needs and Intervention Effectiveness

2019 ◽  
pp. 121-140
Author(s):  
Lisa Hayutin ◽  
Caitlin E. Walsh ◽  
Elizabeth Bennett
Keyword(s):  
Intervention Strategies ◽  
Initial Assessment ◽  
Chronic Medical Conditions ◽  
Medical Conditions ◽  
Factors Affecting ◽  
Testing Procedures ◽  
School Based ◽  
Assessment And Monitoring ◽  
School Based Interventions ◽  
Monitoring Progress

Children with chronic medical conditions are at greater risk for experiencing challenges with academic, physical, and social functioning than their healthy peers. Thus, they may need ongoing monitoring and assessment to help determine the need for school-based interventions and supports. This chapter discusses considerations for school-based assessment and monitoring of progress by professionals working with students with chronic medical conditions. Approaches to assessment are discussed, including assessment methodology, goals, and domains. Specific considerations for selecting a test battery and making necessary modification to testing procedures, as well as factors affecting interpretation of results, are included. Finally, the chapter includes a discussion of goals and methods for monitoring progress after the initial assessment and using this information to guide ongoing intervention strategies.

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