Cyclical vomiting syndrome

Mapping Intimacies ◽

10.1093/med/9780198569862.003.0027 ◽

2011 ◽

Author(s):

R. Mark Beattie ◽

Anil Dhawan ◽

John W.L. Puntis

Keyword(s):

Risk Factors ◽

Irritable Bowel Syndrome ◽

Risk Factor ◽

School Age Children ◽

School Age ◽

Recurrent Headache ◽

Early School ◽

History Of ◽

Early School Age ◽

Irritable Bowel

Clinical features 200Diagnostic criteria 200Triggers 200Investigation 201Management 201Prophylaxis 202Cyclical vomiting was first described by Samuel Gee in 1882. It refers to intense periods of vomiting with symptom-free intervals. The incidence is unknown. It occurs principally in pre-school or early school age children. Epilepsy is a risk factor. Other risk factors include a history of recurrent headache, migraine (50%), travel sickness, and irritable bowel syndrome (50%) in children and their families....

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Risk factors in early school age children predict asthma in adulthood

10.1183/13993003.congress-2020.410 ◽

2020 ◽

Author(s):

Laura Healy ◽

Angela Simpson ◽

Clare S Murray ◽

Gina Kerry ◽

Lesley Lowe

Keyword(s):

Risk Factors ◽

School Age Children ◽

School Age ◽

Early School ◽

Early School Age

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Anger in infancy and its implications: History of attachment in mother–child and father–child relationships as a moderator of risk

Development and Psychopathology ◽

10.1017/s0954579418000780 ◽

2018 ◽

Vol 31 (04) ◽

pp. 1353-1366 ◽

Cited By ~ 3

Author(s):

Rebecca L. Brock ◽

Grazyna Kochanska

Keyword(s):

Preschool Age ◽

Complex Nature ◽

School Age ◽

Strange Situation ◽

Car Seat ◽

Early School ◽

History Of ◽

Early School Age ◽

The Impact ◽

Parent Child

AbstractGrowing research has documented distinct developmental sequelae in insecure and secure parent–child relationships, supporting a model of early attachment as moderating future developmental processes rather than, or in addition to, a source of direct effects. We explored maladaptive developmental implications of infants’ anger proneness in 102 community families. Anger was assessed in infancy through observations in the Car Seat episode and parents’ ratings. Children's security with parents was assessed in the Strange Situation paradigm at 15 months. At preschool age, child negativity (defiance and negative affect) was observed in interactions with the parent, and at early school age, oppositionality was rated by parents and teachers. Security was unrelated to infant anger; however, it moderated associations between infant anger and future maladaptive outcomes, such that highly angry infants embarked on a negative trajectory in insecure, but not in secure, parent–child dyads. For insecure, but not secure, mother–child dyads, infants’ mother-rated anger predicted negativity at preschool age. For insecure, but not secure, father–child dyads, infants’ anger in the Car Seat predicted father- and teacher-rated oppositional behavior at early school age. Results highlight the developmentally complex nature of the impact of attachment, depending on the relationship with mother versus father, type of measure, and timing of effects.

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The Efficacy of an Explicit Intervention Approach to Improve Past Tense Marking for Early School-Age Children With Developmental Language Disorder

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00132 ◽

2020 ◽

pp. 1-14

Author(s):

Samuel D. Calder ◽

Mary Claessen ◽

Susan Ebbels ◽

Suze Leitão

Keyword(s):

Language Disorder ◽

Control Measures ◽

School Age Children ◽

Past Tense ◽

School Age ◽

Developmental Language Disorder ◽

Post Intervention ◽

Standardized Measures ◽

Early School ◽

Early School Age

Purpose The aim of the study was to evaluate the efficacy of a theoretically motivated explicit intervention approach to improve regular past tense marking for early school-age children with developmental language disorder (DLD). Method Twenty-one children with DLD (ages 5;9–6;9 [years;months]) were included in a crossover randomized controlled trial (intervention, n = 10; waiting control, n = 11). Intervention included once-weekly sessions over 10 weeks using the SHAPE CODING system, in combination with a systematic cueing hierarchy to teach past tense marking. Once the first group completed intervention, the waiting control group crossed over to the intervention condition. The primary outcome was criterion-referenced measures of past tense marking with standardized measures of expressive and receptive grammar as the secondary outcome. Ancillary analyses on extension and behavioral control measures of morphosyntax were also conducted. Results There was a significant Time × Group interaction ( p < .001) with a significant difference in pre–post intervention improvement in favor of the intervention group ( p < .001, d = 3.03). Further analysis once both groups had received the intervention revealed no improvement for either group on past tense production during the 5-week pre-intervention period, significant improvement pre–post intervention ( p < . 001, d = 1.22), with gains maintained for 5 weeks postintervention. No significant differences were found on pre- to postintervention standardized measures of grammar, or on extension or control measures. Conclusions The efficacy of the theoretically motivated explicit grammar intervention was demonstrated. Results contribute to the evidence base supporting this intervention to improve past tense production in early school-age children with DLD, suggesting it is a viable option for clinicians to select when treating morphosyntactic difficulties for this population. Supplemental Material https://doi.org/10.23641/asha.13345202

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