scholarly journals Reminder system for health screening in early childhood – an analysis regarding different social circumstances

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Simone Weyers ◽  
Annika Höhmann ◽  
Simon Götz ◽  
Katharina Kreffter
Keyword(s):  
Early Childhood ◽  
Vulnerable Groups ◽  
Health Examination ◽  
Reminder Systems ◽  
Family Status ◽  
Participation Rates ◽  
Reminder System ◽  
Deprived Neighbourhoods ◽  
Language Groups ◽  
Over Time

Abstract Background Children with a low socio-economic position (SEP) participate in prevention and health examinations less often. In order to increase participation, reminder systems have been implemented in Germany since 2009. The aim of the study is to investigate whether this implementation is associated with an increased participation in health examination in early childhood for children in disadvantaged social circumstances. Methods We used data from the school enrolment examination from 2002 to 2017 from the city of Duesseldorf (n = 64,883 children). With a trend analysis we observed health examination over time and we compared rates of children after implementation of the reminder system (2010 or later) to those who were not exposed to the programme (earlier than 2010). Health examination was measured by participation in the last examination before school entry (“U9”) documented by paediatricians. Social circumstances included neighbourhood deprivation (very high to very low), migration background (foreign first language vs. German) and family status (one-parent vs. two-parent families). Poisson regression estimated adjusted Prevalence Ratios (PR) with a 95% confidence interval (CI) of U9 participation by reminder system exposure, both for the total population and within groups of social circumstances. Based on that, we calculated adjusted participation rates (predictive margins) by reminder system exposure for the different social circumstances. Results Participation rates increased slightly, but gradually over time. The probability of U9 participation for children exposed to the reminder system is 1.04-fold (1.03–1.04 CI) compared to children who were not exposed to it. The association of the reminder system and U9 participation differs according to social circumstances. Adjusted prevalences increased the most in the group of children from very deprived neighbourhoods, ranging from 84.3 to 91.4% (PR = 1.07; 1.03–1.10 CI); in all language groups; more in children from one-parent families ranging from 82.4 to 88.9% (PR = 1.07; 1.05–1.09 CI). Conclusion Our results suggest that reminder systems have a moderate impact on the participation in health examinations in early childhood in the general population. In vulnerable groups, however, they could make a difference. Reminder systems should be combined with further activities of tailored prevention.

Language as a determinant of participation rates in Finnish health examination surveys

2017 ◽  
Vol 46 (2) ◽  
pp. 240-243 ◽  
Author(s):  
Hanna Tolonen ◽  
Päivikki Koponen ◽  
Katja Borodulin ◽  
Satu Männistö ◽  
Markku Peltonen ◽  
...  
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Participation Rate ◽  
Health Examination ◽  
Language Group ◽  
Participation Rates ◽  
Cross Sectional ◽  
Language Groups ◽  
High Participation ◽  
Survey Results

Aim: A high participation rate is considered as a prerequisite for representative survey results, especially when it is known that non-participation is selective. In many countries migration is increasing and the proportion of people speaking other language(s) than the official language(s) of the country is also increasing. How does this affect survey participation rates? Methods: Data from four cross-sectional health examination surveys (the FINRISK Study) were used to evaluate the effect of the registered mother tongue to participation in the survey. Results: Finland has two official languages (Finnish and Swedish). Between 1997 and 2012, the proportion of the population with some other language as their registered mother tongue has increased significantly. Participation rates in the health surveys have been highest among the Finnish language group (68% in men in 1997 and 76% in women in 1997), while lowest among the foreign language group (43% in men in 1997 and 57% in women in 1997). In 2012, the participation rates had declined in all language groups: for men, 58%, 62% and 41% for Finnish, Swedish and foreign groups respectively, and for women 68%, 75% and 56%. Conclusions: The participation rate for the foreign language group was significantly lower than for the Finnish and Swedish groups. In future surveys it will be important to include actions to promote participation, e.g. providing survey material in several languages. These actions will increase costs but will be essential to ensure high participation rates and reliable results for the total population.

The Fight against Ignorance

2018 ◽  
Author(s):  
Anthony F. Heath ◽  
Elisabeth Garratt ◽  
Ridhi Kashyap ◽  
Yaojun Li ◽  
Lindsay Richards
Keyword(s):  
Tertiary Education ◽  
Social Progress ◽  
Educational Expansion ◽  
Healthy Lifestyles ◽  
Age Group ◽  
Participation Rates ◽  
Great Progress ◽  
Post War ◽  
Over Time ◽  
Cross National

There was great progress in increasing participation rates in secondary and tertiary education post-war, as there was in Britain’s peer countries. There was also an increase in the proportion of the age group achieving qualifications such as GCSEs but many doubts have been raised about the comparability of these qualifications over time. Independent studies of reading and literacy suggest that progress was positive but slow, while independent cross-national studies show that average test scores of British schoolchildren did not progress any faster than in peer countries. It is doubtful therefore whether educational reforms have made much difference. However, education also contributes to the empowerment of a country’s citizens and to values and behaviours such as tolerance and healthy lifestyles, and educational expansion has contributed to social progress in this way.

scholarly journals Sustainability of Effects of an Early Childhood Obesity Prevention Trial Over Time

2015 ◽  
Vol 169 (6) ◽  
pp. 543 ◽  
Author(s):  
Li Ming Wen ◽  
Louise A. Baur ◽  
Judy M. Simpson ◽  
Huilan Xu ◽  
Alison J. Hayes ◽  
...  
Keyword(s):  
Early Childhood ◽  
Childhood Obesity ◽  
Obesity Prevention ◽  
Prevention Trial ◽  
Childhood Obesity Prevention ◽  
Early Childhood Obesity ◽  
Over Time

Evaluation of an Automated Reminder System for Reducing Missed MRI Appointments

2021 ◽  
Author(s):  
James Kenniff ◽  
Daniel Thomas Ginat
Keyword(s):  
Quality Of Service ◽  
High Frequency ◽  
Healthcare Providers ◽  
Reminder Systems ◽  
Missed Appointments ◽  
Reminder System ◽  
Appointment Attendance ◽  
Before And After ◽  
Quality Of Outcome

Abstract Background The high frequency of missed appointments continues to be a burden to healthcare providers, leading to decreased productivity, quality of service, and quality of outcome. The purpose of this study is to evaluate the effectiveness of Televox’s automated appointment reminder service in reducing the missed appointment rate. Televox appointment reminders were implemented at three of five locations in October 2018, and the total and no-show numbers were summed across those locations for each month to calculate monthly missed appointment rates. T-tests were used to compare the missed appointment rate before and after October for four groups, locations with or without Televox implementation, in 2018 or 2019. Results An insignificant decline in missed appointment rates was found in locations using with Televox (p = 0.495) overall, although a significant decrease in missed appointments was found among Medicaid patients (p = 0.0381). Conclusion Implementation of Televox appointment reminder systems did not significantly affect appointment attendance overall, but could be more useful specifically for encouraging Medicaid patients to attend MRI appointments.

Acute and Long-Term Services for Elementary and Middle School Children With Early Childhood Brain Injury

2021 ◽  
Vol 30 (2S) ◽  
pp. 908-919
Author(s):  
Jessica Salley ◽  
Libby Crook ◽  
Taylor Iske ◽  
Angela Ciccia ◽  
Jennifer P. Lundine
Keyword(s):  
Middle School ◽  
Special Education ◽  
Early Childhood ◽  
Brain Injury ◽  
Acute Care ◽  
Rehabilitation Services ◽  
Elementary And Middle School ◽  
Specific Education ◽  
Over Time

Purpose The purpose of this study was to investigate the rates of referral to and receipt of acute and long-term services and identify factors that could impact these rates for children who experienced an acquired brain injury (ABI) during early childhood who are now in elementary and middle school. Method This was a retrospective chart review and prospective phone survey of 29 caregivers of children with ABIs. Results Acutely, two thirds of this sample received hospital-based rehabilitation services, but only 44.8% of families reported receiving ABI-specific education or a referral to educational or rehabilitation services at the time of discharge. At an average of 8.5 years postinjury, children in this sample were largely reported to be performing positively in school. While special education rates did not change significantly over time, 20.7% of the sample reported having unmet educational needs. Additionally, service receipt decreased over time. Various injury and educational factors influenced rates of long-term special education and service receipt. Conclusions This study contributes to the emerging literature focusing on long-term outcomes of children with ABI. The results reinforce that children who experience an ABI in early childhood are unlikely to receive ABI-specific education or referrals to educational and rehabilitation services during their acute-care stay and, in the chronic stages of recovery, present with educational and therapy needs that can go unmet. To improve long-term service access for children who experience an early ABI, pathways need to be established within the acute-care setting for education and referrals that connect the child and family to treatment within early intervention and educational systems. Maintaining these pathways long term, particularly for potential social-behavioral and cognitive-communication concerns, could increase access to appropriate services and, thus, decrease unmet needs for children with ABI.

scholarly journals On the representation of expert procedural knowledge 

2012 ◽  
Vol 52 (No. 11) ◽  
pp. 516-521
Author(s):  
A. Veselý
Keyword(s):  
Complex System ◽  
Procedural Knowledge ◽  
Computer Processing ◽  
System Control ◽  
Reminder Systems ◽  
Business Enterprise ◽  
Formal Representation ◽  
American Universities ◽  
Reminder System ◽  
Medical Guidelines

Procedural knowledge is used by experts for complex system control. In this article, the notion of a complex system is taken in a broad sense. It might be a patient cured by a physician specialist, a biotechnological device, a department of some business enterprise etc. The GLIF model was designed in collaboration of American universities for the formalization of medical guidelines, but it can be used for formal representation of any procedural knowledge. The main objective of the GLIF model was to enable computer processing and comparing of medical guidelines. In this, article also a more sophisticated use of procedural knowledge representation by the means of the GLIF model is proposed. The provided data about expert actions are stored into the database, the formalized knowledge represented by the GLIF model can be used for building up sophisticated reminder systems that warn the user if he decides to make an impropriate action. Different kinds of warnings in the reminder system are proposed and their properties are discussed. At the end, also the possibility of using the GLIF model for decision support is discussed. 

scholarly journals Analysing the ways of participating in interview settings: young people’s identity performances and social class in focus groups

2019 ◽  
Vol 20 (5) ◽  
pp. 649-666
Author(s):  
Anu Katainen ◽  
Riie Heikkilä
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Vulnerable Groups ◽  
Group Method ◽  
Group Discussions ◽  
Deprived Neighbourhoods ◽  
Situated Identity ◽  
The Social ◽  
Study Setting ◽  
Focus Group Method

Critical discussions on the focus group method have highlighted the importance of considering the forms of interaction generated in groups. In this empirical paper we argue that these forms of interaction are intimately linked to the ways participants interpret the study setting, and these interpretations are likely to differ significantly depending on participants’ social backgrounds. In the light of our data consisting of 18 focus groups with 15-year-old school pupils from both affluent and deprived neighbourhoods of Helsinki discussing film clips about young people drinking alcohol, we ask what kinds of modes of participation are mobilised in focus group discussions in order to mark the social position of participants. We further analyse these modes in relation to situated identity performances, arguing that contextual factors of the study setting become especially important to consider when researching vulnerable groups and heterogeneous populations. The analysis yields three modes of participation: these are active/engaged, resistant/passive and dominant/transformative. We argue that these modes can be viewed as actively taken positions that reveal what kinds of identities and competences participants are able and willing to mobilise in the study setting, and that recognising these modes is important in all interview settings.

Taboo language awareness in early childhood

2018 ◽  
pp. 95-107
Author(s):  
Timothy B. Jay
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Language Awareness ◽  
Older Children ◽  
Ethical Problems ◽  
Research With Children ◽  
English Speaking ◽  
Taboo Words ◽  
Meaningful Research ◽  
Over Time

This chapter investigates the emergence of English-speaking children’s taboo lexicon (taboo words, swear words, insults, and offensive words) between one and twelve years of age. It describes how the lexicon of taboo words children use shift over time to become more adult-like by age twelve. Less is reported regarding the question of what these taboo words mean to the children who say them. Judgments of ‘good’ words versus ‘bad’ words demonstrate that young children are more likely to judge mild words as bad than older children and adults. The methodological and ethical problems related to research on children’s use of taboo words are outlined as well as suggestions for conducting meaningful research with children in the future.

“Caballito blanco, ¡vuelve pa’ tu pueblo!”: Troubling and reclaiming the historical foundations of Chilean early childhood education

2017 ◽  
Vol 7 (2) ◽  
pp. 159-178 ◽  
Author(s):  
Ximena Galdames Castillo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Curriculum And Pedagogy ◽  
Childhood Education ◽  
Education And Care ◽  
History Of ◽  
Global North ◽  
The Relationship ◽  
Over Time ◽  
Education Field

In accordance with the white patriarchal foundations of the early childhood education field of the global north, Chile’s early childhood education has a colonial and androcentric origin which has been left unquestioned. Reviews of Chilean early childhood education omit/ignore other socio-political agendas, such as class, gender, and ethnicity that still shape the current landscape. This article reconstructs the foundations of Chilean early childhood education through a reconceptualized mestiza history of the present. This approach challenges the neutrality of Chilean early childhood education and seeks to reclaim it by examining the underpinning regimes of truth that re-colonize children and women moving within and inhabiting the field. Analyses show how two main strands shape(d) early childhood education and care: social (and currently, multiagency) policies, and curriculum and pedagogy. The relationship between these strands has been recursive and contradictory and overlapping over time. However, their mixture creates an illusion of literal transposition as a syncretic effect, which under close examination exposes its fault lines.

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