scholarly journals Analysis of Changes in Physical Strength over Time in Recent School-Age Students: Proposal for Multi-year Span Evaluation Chart with the O Model

2021 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
Ken-ichi Watanabe ◽  
Katsunori Fujii ◽  
Keiko Abe ◽  
Yuki Kani ◽  
Kan-ichi Mimura
Keyword(s):  
School Age ◽  
Physical Strength ◽  
Over Time

Behavioral inhibition and anxiety disorders: Multiple levels of a resilience process

2007 ◽  
Vol 19 (3) ◽  
pp. 729-746 ◽  
Author(s):  
Kathryn Amey Degnan ◽  
Nathan A. Fox
Keyword(s):  
Social Behavior ◽  
Behavioral Inhibition ◽  
Individual Characteristics ◽  
School Age Children ◽  
School Age ◽  
Infants And Toddlers ◽  
Resilience Process ◽  
Withdrawal Motivation ◽  
Multiple Levels ◽  
Over Time

Behavioral inhibition is reported to be one of the most stable temperamental characteristics in childhood. However, there is also evidence for discontinuity of this trait, with infants and toddlers who were extremely inhibited displaying less withdrawn social behavior as school-age children or adolescents. There are many possible explanations for the discontinuity in this temperament over time. They include the development of adaptive attention and regulatory skills, the influence of particular styles of parenting or caregiving contexts, and individual characteristics of the child such as their level of approach–withdrawal motivation or their gender. These discontinuous trajectories of behaviorally inhibited children and the factors that form them are discussed as examples of the resilience process.

scholarly journals Od biernego odbiorcy do aktywnego mediakreatora – małe dzieci i TIK w świetle badań własnych

2018 ◽  
pp. 143-160
Author(s):  
AGNIESZKA IWANICKA
Keyword(s):  
New Technologies ◽  
Media Content ◽  
School Age ◽  
Small Children ◽  
Early School ◽  
The Family ◽  
The Media ◽  
Early School Age ◽  
Family Home ◽  
Over Time

Agnieszka Iwanicka, Od biernego odbiorcy do aktywnego mediakreatora – małe dzieci i TIK w świetle badań własnych [From passive recipients to active mediacreators: small children and ICT in the light of own studies]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 143-160. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.08 Small children show a lot of media activity: they are perfectly capable of handling new technologies, they have been using them since the first years of their life. What activities they show depends on the family home and the behaviors they observe with their parents. With their support and providing positive patterns, the child can become not only a passive media user, but also an active media content creator, a kind of mediacreator, which over time will have a real impact on the reality in which he grows up. In the article, I present some of the results of the my research, in which I checked what role the media plays in the life of a child in an early school age. I try to answer the question, what media activities are displayed by children – whether it is only passive and imitative, or maybe they are actively creating media content.

scholarly journals Developmental Trajectories of Feeding Problems in Children with Autism Spectrum Disorder

2019 ◽  
Vol 44 (8) ◽  
pp. 988-998 ◽  
Author(s):  
Sarah Peverill ◽  
Isabel M Smith ◽  
Eric Duku ◽  
Peter Szatmari ◽  
Pat Mirenda ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Trajectories ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age ◽  
Feeding Problems ◽  
Children With Asd ◽  
Group 2 ◽  
Over Time

Abstract Objective Although feeding problems are a common concern in children with autism spectrum disorder (ASD), few longitudinal studies have examined their persistence over time. The purpose of this study was to examine the developmental progression of feeding problems across four time points in preschoolers with ASD. Methods Group-based trajectory analyses revealed four distinct trajectories of feeding problems in our sample (N = 396). Results The majority of children showed levels of feeding problems that were low from the outset and stable (Group 1; 26.3%) or moderate and declining over time (Group 2; 38.9%). A third group (26.5%) showed high levels of feeding problems as preschoolers that declined to the average range by school age. Few participants (8.3%) showed evidence of severe chronic feeding problems. Feeding problems were more highly correlated with general behavior problems than with autism symptom severity. Conclusions Overall, our findings demonstrated that in our sample of children with ASD, most feeding problems remitted over time, but a small subgroup showed chronic feeding problems into school age. It is important to consider and assess feeding problems in ASD against the backdrop of typical development, as many children with ASD may show improvement with age.

Hazardous waste stabilization with clean-coal technology ash residuals

1996 ◽  
Vol 34 (10) ◽  
pp. 179-185 ◽  
Author(s):  
Ronald D. Neufeld ◽  
James T. Cobb ◽  
J. Pritts ◽  
V. Clifford ◽  
C. Bender ◽  
...  
Keyword(s):  
Hazardous Waste ◽  
Point Of View ◽  
Hazardous Wastes ◽  
Clean Coal ◽  
Physical Strength ◽  
Clean Coal Technology ◽  
Waste Stabilization ◽  
Coal Technology ◽  
By Products ◽  
Over Time

Clean coal technology by-products, collected from commercial operations under steady state conditions, are reacted at bench-scale with metal-laden hazardous wastes. Reaction conditions involve mixing calibrated weight ratios of by-product to hazardous waste with attention to minimizing added moisture. Of the 15 heavy metals monitored, lead appeared to be the element of greatest concern both from a leaching and a regulatory point of view. While leaching information is focused on lead stabilization, similar information exists for other metals as well. Stabilized solid products of reactions are sampled for TCLP evaluations. For samples showing evidence of metal stabilization, further experimentation was conducted evaluating optimum moisture content and development of physical strength (measured as compressive strength) over time of curing. Results show that certain hazardous wastes are highly amenable to chemical stabilization, while others are not; certain by-products provided superior stabilization, but did not allow for strength generation over time.

Understanding Post-Traumatic Adjustment Trajectories in School-Age Youth

2020 ◽  
pp. 75-98
Author(s):  
Christopher M. Layne ◽  
Stevan Hobfoll
Keyword(s):  
Children And Adolescents ◽  
Stress Resistance ◽  
Distress Tolerance ◽  
School Age ◽  
School Environments ◽  
Wide Range ◽  
Trauma Informed ◽  
Post Traumatic ◽  
Delayed Recovery ◽  
Over Time

Children and adolescents experience a wide range of reactions to trauma and loss, which can change over time and across development. Accurately recognizing and describing how youth are responding to life adversities is a key step in creating a trauma-informed school. Drawing on various theories, the authors propose 10 trajectories of post-traumatic adjustment. These consist of four trajectories of positive adjustment (stress resistance, resilient recovery, delayed recovery, and growth) and six trajectories of generally maladaptive adjustment (decline, delayed decline [sleeper effects], distress tolerance, phasic adjustment, severe decline, and chronic maladaptive functioning). The authors then describe key propositions of conservation of resource theory and propose how different resource qualities (e.g., potency, durability, accessibility) can contribute to different adjustment trajectories. They then consider how to use these resource qualities as a problem-solving tool for intervention planning and, more broadly, to help create school environments that steer children and adolescents towards positive post-traumatic adjustment trajectories, including stress resistance, resilient recovery, and growth.

scholarly journals Early and Concurrent Features of ADHD and Sensory Over-Responsivity Symptom Clusters

2014 ◽  
Vol 21 (10) ◽  
pp. 835-845 ◽  
Author(s):  
Ayelet Ben-Sasson ◽  
Timothy W. Soto ◽  
Amy E. Heberle ◽  
Alice S. Carter ◽  
Margaret J. Briggs-Gowan
Keyword(s):  
Early Childhood ◽  
Child Behavior Checklist ◽  
Symptom Clusters ◽  
School Age ◽  
Adhd Symptoms ◽  
Sensory Sensitivity ◽  
Elementary School Age ◽  
Time Points ◽  
Social And Emotional ◽  
Over Time

Objective: This study aimed to characterize clusters of children based on ADHD and sensory over-responsivity (SOR) symptoms, and to compare their markers. Method: Parents of 922 infants completed the Infant–Toddler Social and Emotional Assessment (ITSEA) Sensory Sensitivity, Attention, and Activity/Impulsivity scales at three time points during early childhood and the Child Behavior Checklist (CBCL) and SensOR inventory during elementary school age. Results: Four school-age clusters emerged from the CBCL ADHD and SensOR scores: (a) elevated SOR symptoms only ( n = 35); (b) elevated ADHD symptoms only ( n = 38); (c) elevated ADHD and SOR symptoms (ADHD + S, n = 35); and (d) low ADHD and SOR symptoms ( n = 814). The SOR and ADHD + S clusters had higher early Sensitivity scores than the ADHD and Low clusters. The ADHD and ADHD + S clusters differed from the SOR and Low clusters in their early Attention and Activity/Impulsivity scores. Conclusion: SOR and ADHD symptoms occur independently and consistently over time.

scholarly journals Longitudinal Follow-Up of Children Born Preterm: Neurodevelopment From 2 to 10 Years of Age

2021 ◽  
Vol 9 ◽  
Author(s):  
Lisette Jansen ◽  
Cacha M. P. C. D. Peeters-Scholte ◽  
Annette A. van den Berg-Huysmans ◽  
Jeanine M. M. van Klink ◽  
Monique Rijken ◽  
...  
Keyword(s):  
Composite Score ◽  
Large Individual ◽  
School Age ◽  
Individual Level ◽  
Individual Outcomes ◽  
Severe Impairment ◽  
Behavioral Assessments ◽  
Prospective Longitudinal ◽  
Over Time

Objective: To investigate the rate and stability of impairments in children born preterm by assessing (1) early and school-age outcome in four developmental domains and (2) individual changes in outcome at both timepoints.Design: Prospective, longitudinal cohort study in children born in 2006–2007, <32 weeks' gestation. Follow-up at 2 and 10 years of age included standardized neurological, motor, cognitive and behavioral assessments. Children were categorized as having no, mild or moderate-severe impairment in these four domains. A composite impairment score was composed and the number of domains with impairments counted. For each child, individual outcomes at both timepoints were compared.Results: Follow-up at both time-points was available in 71/113(63%) children. At group level, there were no significant changes in the severity of impairments per domain. However, at individual level, there were less children with a mild abnormal composite score at 10 years of age (44 vs. 20%; p = 0.006), and more with a moderate-severe abnormal composite score (12 vs. 35%; p = 0.001). Especially children with normal/mild outcome at 2 years were likely to shift to other outcome categories over time.Conclusions: Children with early severe impairment are likely experiencing impairments later on, but early normal/mild abnormal outcomes should be interpreted with care, considering the large individual shifts over time. Long-term follow-up in all children born very preterm should therefore be continued to at least school-age.

Women and Gender

2013 ◽  
Author(s):  
Barbara Cooper
Keyword(s):  
Reproductive Capacity ◽  
Women And Gender ◽  
Men And Women ◽  
Physical Strength ◽  
History Of ◽  
African Context ◽  
Gender Power ◽  
Nineteenth And Twentieth Centuries ◽  
And Gender ◽  
Over Time

The nineteenth and twentieth centuries were a period of turbulence and change in Africa; men and women navigated that turbulence in part by redefining gender. Power in African societies has historically been linked to seniority determined by age, sexuality, reproductive capacity, spiritual aptitude, physical strength, and wealth. Individuals have acted to reshape their horizons of possibility by jockeying for seniority through shifting means over time. Flows of ideas, peoples, cultures, and goods introduced new constructions of gender that have been adapted and transformed in the African context, generating new avenues of manœuvre through courts, schooling, and markets. No single credible narrative of either ascension or decline can be told about women’s experiences in the history of modern Africa because what it has meant to be a woman has been constantly renegotiated. Male bodies and masculinity have shifted in meaning and potential as well.

Maternal Representations and Parenting Style in Children Born With and Without an Orofacial Cleft

2017 ◽  
Vol 55 (1) ◽  
pp. 88-97 ◽  
Author(s):  
Stephanie Habersaat ◽  
Helene Turpin ◽  
Cecile Möller ◽  
Ayala Borghini ◽  
François Ansermet ◽  
...  
Keyword(s):  
Parenting Style ◽  
School Age ◽  
Orofacial Cleft ◽  
Parental Representations ◽  
Present Sample ◽  
Maternal Representations ◽  
Semistructured Interviews ◽  
Child Interview ◽  
Starting School ◽  
Over Time

Objective: To investigate the evolution of maternal representations (ie, the way parents perceive their child in term of temperament, character, behaviors, etc) of children with a cleft at 3 major milestones: before/after reconstructive surgeries and at school age. Parenting style was also analyzed and compared with parents of children born without a cleft. Design and participants: The sample was composed of 30 mothers of children with an orofacial cleft and 14 mothers of children without a cleft. Maternal representations were assessed when the child was 2 months (before surgery), 12 months (after surgery), and 5 years of age (when starting school) using semistructured interviews that were transcribed and coded according to the subscales of the Working Model of the Child Interview and the Parental Development Interview. At the 5-year appointment, mothers also completed a questionnaire about parenting style. Results: Results showed no difference across groups (cleft/noncleft) in maternal representations at the 2-month, 12-month, and 5-year assessments. In the cleft group, significant differences were shown between 2 and 12 months in caregiving sensitivity, perceived infant difficulty, fear for the infant’s safety, and parental pride, all factors being higher at 12 months. Those differences in parental representations over time were not found in the noncleft group. Additionally, mothers of the cleft group were significantly more authoritarian than mothers of children without a cleft. Conclusion: The absence of differences across cleft and noncleft groups suggests that having a child with a cleft does not affect maternal representations and emotions between 2 months and 5 years of the child’s age. However, parenting style seems to be influenced by the presence of a cleft in the present sample.

scholarly journals Semantic–Syntactic Partial Word Knowledge Growth Through Reading

2015 ◽  
Vol 24 (1) ◽  
pp. 60-71 ◽  
Author(s):  
Stacy A. Wagovich ◽  
Margaret S. Hill ◽  
Gregory F. Petroski
Keyword(s):  
Language Skills ◽  
Word Knowledge ◽  
School Age ◽  
Partial Knowledge ◽  
Language Abilities ◽  
Standard Score ◽  
Multiple Exposures ◽  
Knowledge Growth ◽  
Partial Word ◽  
Over Time

Purpose Incidental reading provides a powerful opportunity for partial word knowledge growth in the school-age years. The extent to which children of differing language abilities can use reading experiences to glean partial knowledge of words is not well understood. The purpose of this study was to compare semantic–syntactic partial word knowledge growth of children with higher language skills (HL group; overall language standard scores of 85 or higher) to that of children with relatively lower language skills (LL group; overall receptive or expressive standard score below 85). Method Thirty-two children, 16 per group, silently read stories containing unfamiliar nouns and verbs 3 times over a 1-week period. Semantic–syntactic partial word knowledge growth was assessed after each reading and 2–3 days later to assess retention. Results Over time, both groups showed significant partial word knowledge growth, with the HL group showing significantly more growth. In addition, both groups retained knowledge several days later. Conclusion Regardless of language skill level, children benefit from multiple exposures to unfamiliar words in reading in their development and retention of semantic–syntactic partial word knowledge growth.

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