scholarly journals Socioeconomic gradient in the developmental health of Canadian children with disabilities at school entry: a cross-sectional study

BMJ Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. e032396 ◽  
Author(s):  
Dena Zeraatkar ◽  
Eric Duku ◽  
Teresa Bennett ◽  
Martin Guhn ◽  
Barry Forer ◽  
...  
Keyword(s):  
Children With Disabilities ◽  
Linear Models ◽  
Census Data ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Sectional Study ◽  
Cross Sectional ◽  
Neighbourhood Level ◽  
Developmental Health

ObjectiveTo examine the relationship between developmental health and neighbourhood socioeconomic status (SES) in kindergarten children with disabilities.DesignCross-sectional study using population-level database of children’s developmental health at school entry (2002–2014).Setting12 of 13 Canadian provinces/territories.MeasuresTaxfiler and Census data between 2005 and 2006, respectively, were aggregated according to custom-created neighbourhood boundaries and used to create an index of neighbourhood-level SES. Developmental health outcomes were measured for 29 520 children with disabilities using the Early Development Instrument (EDI), a teacher-completed measure of developmental health across five domains.AnalysisHierarchical generalised linear models were used to test the association between neighbourhood-level SES and developmental health.ResultsAll EDI domains were positively correlated with the neighbourhood-level SES index. The strongest association was observed for the language and cognitive development domain (β (SE): 0.29 (0.02)) and the weakest association was observed for the emotional maturity domain (β (SE): 0.12 (0.01)).ConclusionsThe magnitude of differences observed in EDI scores across neighbourhoods at the 5th and 95th percentiles are similar to the effects of more established predictors of development, such as sex. The association of SES with developmental outcomes in this population may present a potential opportunity for policy interventions to improve immediate and long-term outcomes.

scholarly journals Association between Severe Unaddressed Dental Needs and Developmental Health at School Entry in Canada: A Cross-sectional Study

2019 ◽  
Author(s):  
Magdalena Janus ◽  
Caroline Reid-Westoby ◽  
Catherine Lee ◽  
Marni Brownell ◽  
Jonathon L. Maguire
Keyword(s):  
Cognitive Development ◽  
Well Being ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Development Communication ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Developmental Health ◽  
Dental Needs

Abstract Background and Objective Dental problems are the most prevalent chronic disease worldwide, with up to half of all kindergarten children having tooth decay. However, there is a lack of evidence of whether unaddressed dental needs (UDNs) are associated with children’s developmental health, a concept reflecting holistic child development - encompassing physical, emotional, and cognitive development. The objective of the current study was to evaluate the relationship between UDNs and developmental health among kindergarten children using the Early Development Instrument (EDI). Methods We examined associations between teacher reported UDNs and developmental vulnerability on the EDI. Children were included in the study if they were enrolled in kindergarten in publicly-funded schools in Canada between 2010 and 2015, had been in the classroom for at least one month, and had no more than 25% of missing items on the questionnaire. Results Among 576,264 children who met inclusion criteria (95.4% of eligible children), 2,465 (0.4%) were identified as having UDNs by their teachers. Children with UDNs had 4.58 to 8.27 times higher odds of being vulnerable on any of the five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge), compared to children without UDNs. Conclusion In this study, teacher-reported UDNs were associated with developmental vulnerability in kindergarten children. Teacher reported unmet dental needs in kindergarten children may be a proxy for poor developmental health at school entry, and thus a marker for supporting both children’s oral health and early developmental needs.

scholarly journals Association between Severe Unaddressed Dental Needs and Developmental Health at School Entry in Canada: A Cross-Sectional Study

2019 ◽  
Author(s):  
Magdalena Janus ◽  
Caroline Reid-Westoby ◽  
Catherine Lee ◽  
Marni Brownell ◽  
Jonathon L. Maguire
Keyword(s):  
Cognitive Development ◽  
Well Being ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Development Communication ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Developmental Health ◽  
Dental Needs

Abstract Background Dental problems are the most prevalent chronic disease worldwide, with up to half of all kindergarten children having tooth decay. However, there is a lack of evidence of whether unaddressed dental needs (UDNs) are associated with children’s developmental health, a concept reflecting holistic child development - encompassing physical, emotional, and cognitive development. The objective of the current study was to evaluate the relationship between UDNs and developmental health among kindergarten children using the Early Development Instrument (EDI). Methods We examined associations between teacher reported UDNs and developmental vulnerability on the EDI. Children were included in the study if they were enrolled in kindergarten in publicly-funded schools in Canada between 2010 and 2015, had been in the classroom for at least one month, and had no more than 25% of missing items on the questionnaire. Results Among 576,264 children who met inclusion criteria (95.4% of eligible children), 2,465 (0.4%) were identified as having UDNs by their teachers. Children with UDNs had 4.58 to 8.27 times higher odds of being vulnerable on any of the five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge), compared to children without UDNs. Conclusion In this study, teacher-reported UDNs were associated with developmental vulnerability in kindergarten children. Teacher reported unmet dental needs in kindergarten children may be a proxy for poor developmental health at school entry, and thus a marker for supporting both children’s oral health and early developmental needs.

scholarly journals Association between Severe Unaddressed Dental Needs and Developmental Health at School Entry in Canada: A Cross-sectional Study

2019 ◽  
Author(s):  
Magdalena Janus ◽  
Caroline Reid-Westoby ◽  
Catherine Lee ◽  
Marni Brownell ◽  
Jonathon L. Maguire
Keyword(s):  
Cognitive Development ◽  
Well Being ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Development Communication ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Developmental Health ◽  
Dental Needs

Abstract Background and Objective Dental problems are the most prevalent chronic disease worldwide, with up to half of all kindergarten children having tooth decay. However, there is a lack of evidence of whether unaddressed dental needs (UDNs) are associated with children’s developmental health, a concept reflecting holistic child development - encompassing physical, emotional, and cognitive development. The objective of the current study was to evaluate the relationship between UDNs and developmental health among kindergarten children using the Early Development Instrument (EDI). Methods We examined associations between teacher reported UDNs and developmental vulnerability on the EDI. Children were included in the study if they were enrolled in kindergarten in publicly-funded schools in Canada between 2010 and 2015, had been in the classroom for at least one month, and had no more than 25% of missing items on the questionnaire. Results Among 576,264 children who met inclusion criteria (95.4% of eligible children), 2,465 (0.4%) were identified as having UDNs by their teachers. Children with UDNs had 4.58 to 8.27 times higher odds of being vulnerable on any of the five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge), compared to children without UDNs. Conclusion In this study, teacher-reported UDNs were associated with developmental vulnerability in kindergarten children. Teacher reported unmet dental needs in kindergarten children may be a proxy for poor developmental health at school entry, and thus a marker for supporting both children’s oral health and early developmental needs.

scholarly journals Association between Severe Unaddressed Dental Needs and Developmental Health at School Entry in Canada: A Cross-Sectional Study

2019 ◽  
Author(s):  
Magdalena Janus ◽  
Caroline Reid-Westoby ◽  
Catherine Lee ◽  
Marni Brownell ◽  
Jonathon L. Maguire
Keyword(s):  
Cognitive Development ◽  
Well Being ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Development Communication ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Developmental Health ◽  
Dental Needs

Abstract Background Dental problems are the most prevalent chronic disease worldwide, with up to half of all kindergarten children having tooth decay. However, there is a lack of evidence of whether unaddressed dental needs (UDNs) are associated with children’s developmental health, a concept reflecting holistic child development - encompassing physical, emotional, and cognitive development. The objective of the current study was to evaluate the relationship between UDNs and developmental health among kindergarten children using the Early Development Instrument (EDI). Methods We examined associations between teacher reported UDNs and developmental vulnerability on the EDI. Children were included in the study if they were enrolled in kindergarten in publicly-funded schools in Canada between 2010 and 2015, had been in the classroom for at least one month, and had no more than 25% of missing items on the questionnaire. Results Among 576,264 children who met inclusion criteria (95.4% of eligible children), 2,465 (0.4%) were identified as having UDNs by their teachers. Children with UDNs had 4.58 to 8.27 times higher odds of being vulnerable on any of the five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge), compared to children without UDNs. Conclusion In this study, teacher-reported UDNs were associated with developmental vulnerability in kindergarten children. Teacher reported unmet dental needs in kindergarten children may be a proxy for poor developmental health at school entry, and thus a marker for supporting both children’s oral health and early developmental needs.

scholarly journals Association between Severe Unaddressed Dental Needs and Developmental Health at School Entry in Canada: A Cross-Sectional Study

2019 ◽  
Author(s):  
Magdalena Janus ◽  
Caroline Reid-Westoby ◽  
Catherine Lee ◽  
Marni Brownell ◽  
Jonathon L. Maguire
Keyword(s):  
Cognitive Development ◽  
Well Being ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Development Communication ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Developmental Health ◽  
Dental Needs

Abstract Background Dental problems are the most prevalent chronic disease worldwide, with up to half of all kindergarten children having tooth decay. However, there is a lack of evidence of whether unaddressed dental needs (UDNs) are associated with children’s developmental health, a concept reflecting holistic child development - encompassing physical, emotional, and cognitive development. The objective of the current study was to evaluate the relationship between UDNs and developmental health among kindergarten children using the Early Development Instrument (EDI). Methods We examined associations between teacher reported UDNs and developmental vulnerability on the EDI. Children were included in the study if they were enrolled in kindergarten in publicly-funded schools in Canada between 2010 and 2015, had been in the classroom for at least one month, and had no more than 25% of missing items on the questionnaire. Results Among 576,264 children who met inclusion criteria (95.4% of eligible children), 2,465 (0.4%) were identified as having UDNs by their teachers. Children with UDNs had 4.58 to 8.27 times higher odds of being vulnerable on any of the five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge), compared to children without UDNs. Conclusion In this study, teacher-reported UDNs were associated with developmental vulnerability in kindergarten children. Teacher reported unmet dental needs in kindergarten children may be a proxy for poor developmental health at school entry, and thus a marker for supporting both children’s oral health and early developmental needs.

scholarly journals Association between severe unaddressed dental needs and developmental health at school entry in Canada: a cross-sectional study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Magdalena Janus ◽  
Caroline Reid-Westoby ◽  
Catherine Lee ◽  
Marni Brownell ◽  
Jonathon L. Maguire
Keyword(s):  
Cognitive Development ◽  
Well Being ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Development Communication ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Developmental Health ◽  
Dental Needs

Abstract Background Dental problems are the most prevalent chronic disease worldwide, with up to half of all kindergarten children having tooth decay. However, there is a lack of evidence of whether unaddressed dental needs (UDNs) are associated with children’s developmental health, a concept reflecting holistic child development - encompassing physical, emotional, and cognitive development. The objective of the current study was to evaluate the relationship between UDNs and developmental health among kindergarten children using the Early Development Instrument (EDI). Methods We examined associations between teacher reported UDNs and developmental vulnerability on the EDI. Children were included in the study if they were enrolled in kindergarten in publicly-funded schools in Canada between 2010 and 2015, had been in the classroom for at least one month, and had no more than 25% of missing items on the questionnaire. Results Among 576,264 children who met inclusion criteria (95.4% of eligible children), 2465 (0.4%) were identified as having UDNs by their teachers. Children with UDNs had 4.58 to 8.27 times higher odds of being vulnerable on any of the five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge), compared to children without UDNs. Conclusion In this study, teacher-reported UDNs were associated with developmental vulnerability in kindergarten children. Teacher reported unmet dental needs in kindergarten children may be a proxy for poor developmental health at school entry, and thus a marker for supporting both children’s oral health and early developmental needs.

scholarly journals The Relationships Between Serum DHEA-S and AMH Levels in Infertile Women: A Retrospective Cross-Sectional Study

2021 ◽  
Vol 10 (6) ◽  
pp. 1211
Author(s):  
Li-Te Lin ◽  
Kuan-Hao Tsui
Keyword(s):  
Generalized Linear Models ◽  
Large Scale ◽  
Linear Models ◽  
Positive Association ◽  
Cross Sectional Study ◽  
Dehydroepiandrosterone Sulphate ◽  
Sectional Study ◽  
Cross Sectional ◽  
Infertile Women ◽  
The Relationship

The relationship between serum dehydroepiandrosterone sulphate (DHEA-S) and anti-Mullerian hormone (AMH) levels has not been fully established. Therefore, we performed a large-scale cross-sectional study to investigate the association between serum DHEA-S and AMH levels. The study included a total of 2155 infertile women aged 20 to 46 years who were divided into four quartile groups (Q1 to Q4) based on serum DHEA-S levels. We found that there was a weak positive association between serum DHEA-S and AMH levels in infertile women (r = 0.190, p < 0.001). After adjusting for potential confounders, serum DHEA-S levels positively correlated with serum AMH levels in infertile women (β = 0.103, p < 0.001). Infertile women in the highest DHEA-S quartile category (Q4) showed significantly higher serum AMH levels (p < 0.001) compared with women in the lowest DHEA-S quartile category (Q1). The serum AMH levels significantly increased across increasing DHEA-S quartile categories in infertile women (p = 0.014) using generalized linear models after adjustment for potential confounders. Our data show that serum DHEA-S levels are positively associated with serum AMH levels.

scholarly journals Dental Fear and Anxiety of Kindergarten Children in Hong Kong: A Cross-Sectional Study

2020 ◽  
Vol 17 (8) ◽  
pp. 2827
Author(s):  
Madeline Jun Yu Yon ◽  
Kitty Jieyi Chen ◽  
Sherry Shiqian Gao ◽  
Duangporn Duangthip ◽  
Edward Chin Man Lo ◽  
...  
Keyword(s):  
Rating Scale ◽  
Cross Sectional Study ◽  
Dental Fear ◽  
Oral Examination ◽  
Kindergarten Children ◽  
Caries Experience ◽  
Sectional Study ◽  
Cross Sectional ◽  
Fear Level ◽  
Fear And Anxiety

Objectives: The objectives of this cross-sectional study were to investigate the fear level of kindergarten children in the general population during dental outreach in a familiar kindergarten setting, and to explore the factors associated with the dental fear of kindergarten children. Method: Consecutive sampling method was used to select kindergarten children aged 3 to 5 to participate in a questionnaire survey and an outreach service. A behavioural observation type of instrument for dental fear and anxiety assessment—Frankl Behaviour Rating Scale (FBRS)—was chosen to investigate the fear level of the children. Bivariate analyses between various factors and children’s dental fear and anxiety were carried out using Chi-square test. Results: A total of 498 children participated in this study. Almost half (46%) of the children have had caries experience, and the mean dmft score was 2.1 ± 3.4. The prevalence of dental caries was 32%, 43%, and 64% in the 3-, 4- and 5-year-olds, respectively. Only 4% of the children scored negatively for dental fear and anxiety (95% CI 2.3%–5.7%). Children at three years of age displayed more dental fear and anxiety than children of older ages, but the difference in dental fear and anxiety among the genders and caries status was not statistically significant. Most of the children (92%) brushed daily, but only 20% of them used toothpaste. Most (85%) of them had never visited the dentist, and over 70% of them were mainly taken care by their parents. High levels of positive and cooperative behaviour and low levels of fear were found in this population. No statistical significance was found between the child’s dental fear and any factors except age. Conclusion: Children generally displayed low fear or anxiety levels in a dental outreach consisting of a non-invasive oral examination and preventive treatment in a familiar kindergarten setting. Conducting regular outreach dental services to kindergartens by providing oral examination and simple remineralisation therapies could be a promising strategy to not only control childhood caries, but also manage and reduce dental fear and encourage long term dental attendance in line with the medical model.

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