scholarly journals Continence and dryness in spina bifida patients at school age

2007 ◽  
Vol 4 (S1) ◽  
Author(s):  
Pieter Dik ◽  
Sarah van Loopik ◽  
Aart Klijn ◽  
Rafal Chrzan ◽  
Tom de Jong
Keyword(s):  
Spina Bifida ◽  
School Age

The Incidence of Foot Deformity in Japanese School-Age Patients with Spina Bifida

Spina Bifida ◽  
1999 ◽  
pp. 357-358
Author(s):  
Haruhisa Yanagida ◽  
Toshio Fujii ◽  
Akihiko Takashima ◽  
Kazuyuki Takamura
Keyword(s):  
Spina Bifida ◽  
School Age ◽  
Foot Deformity

scholarly journals Motor Contingency Learning and Infants with Spina Bifida

2013 ◽  
Vol 19 (2) ◽  
pp. 206-215 ◽  
Author(s):  
Heather B. Taylor ◽  
Marcia A. Barnes ◽  
Susan H. Landry ◽  
Paul Swank ◽  
Jack M. Fletcher ◽  
...  
Keyword(s):  
Spina Bifida ◽  
Sensory Feedback ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Contingency Learning ◽  
Motor Responses ◽  
Arm Reaching ◽  
Conjugate Reinforcement ◽  
Sensory Motor

AbstractInfants with Spina Bifida (SB) were compared to typically developing infants (TD) using a conjugate reinforcement paradigm at 6 months-of-age (n= 98) to evaluate learning, and retention of a sensory-motor contingency. Analyses evaluated infant arm-waving rates at baseline (wrist not tethered to mobile), during acquisition of the sensory-motor contingency (wrist tethered), and immediately after the acquisition phase and then after a delay (wrist not tethered), controlling for arm reaching ability, gestational age, and socioeconomic status. Although both groups responded to the contingency with increased arm-waving from baseline to acquisition, 15% to 29% fewer infants with SB than TD were found to learn the contingency depending on the criterion used to determine contingency learning. In addition, infants with SB who had learned the contingency had more difficulty retaining the contingency over time when sensory feedback was absent. The findings suggest that infants with SB do not learn motor contingencies as easily or at the same rate as TD infants, and are more likely to decrease motor responses when sensory feedback is absent. Results are discussed with reference to research on contingency learning in infants with and without neurodevelopmental disorders, and with reference to motor learning in school-age children with SB. (JINS, 2013,19, 1–10)

Age-Related Parenting Stress Differences in Mothers of Children with Spina Bifida

2003 ◽  
Vol 93 (3_suppl) ◽  
pp. 1223-1232 ◽  
Author(s):  
Michelle M. Macias ◽  
Conway F. Saylor ◽  
Brandy P. Rowe ◽  
Nancy L. Bell
Keyword(s):  
Spina Bifida ◽  
Parenting Stress ◽  
Family Support ◽  
Children With Disabilities ◽  
Short Form ◽  
Stress Index ◽  
School Age Children ◽  
School Age ◽  
Age Related ◽  
Severity Of Disability

This study examined whether ages of child and parent were risk factors for general parenting stress and disability-specific stress in families of children with spina bifida. Parents of 64 children with spina bifida completed the Parenting Stress Index–Short Form, Parents of Children with Disabilities Inventory, and measures of family support and resources. Scores of families with children under 6 years (preschool) versus 6- to 12-yr.-old children (school age) were compared, as were scores of mothers above or below Age 35. Parents of school-aged children reported significantly higher stress on the Concerns for the Child domain of the Parents of Children with Disabilities Inventory. Mothers over 35 tended to report higher stress in the Concerns for the Child and Medical/Legal Concerns domains of the Parents of Children with Disabilities Inventory. No associations with medical severity, socioeconomic status, family resources, or family support were detected. As the children age and disability-related differences become more apparent, the same level of functioning and severity of disability may be associated with additional parenting stress. Older mothers and those with school-age children may need more resources than current social support systems typically provide.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Language and Literacy Predictors of Dialect Density Among School-Age African American Children From Two Geographic Regions

2020 ◽  
Vol 51 (3) ◽  
pp. 807-820
Author(s):  
Lena G. Caesar ◽  
Marie Kerins
Keyword(s):  
African American ◽  
Multiple Regression ◽  
Oral Language ◽  
East Coast ◽  
Geographic Region ◽  
Literacy Skills ◽  
School Age ◽  
Regression Analyses ◽  
Geographic Regions ◽  
American Children

Purpose The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method Data were obtained from 64 African American school-age children between the ages of 7 and 12 years from two geographic regions. Children were assessed using a combination of standardized tests and narrative samples elicited from wordless picture books. Bivariate correlation and multiple regression analyses were used to determine relationships to and relative contributions of oral language, literacy, age, and geographic region to DD. Results Results of correlation analyses demonstrated a negative relationship between DD measures and children's literacy skills. Age-related findings between geographic regions indicated that the younger sample from the Midwest outscored the East Coast sample in reading comprehension and sentence complexity. Multiple regression analyses identified five variables (i.e., geographic region, age, mean length of utterance in morphemes, reading fluency, and phonological awareness) that accounted for 31% of the variance of children's DD—with geographic region emerging as the strongest predictor. Conclusions As in previous studies, the current study found an inverse relationship between DD and several literacy measures. Importantly, geographic region emerged as a strong predictor of DD. This finding highlights the need for a further study that goes beyond the mere description of relationships to comparing geographic regions and specifically focusing on racial composition, poverty, and school success measures through direct data collection.

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