scholarly journals INTERNAL DISORDER PATTERN AMONG CHILDREN AND ADOLESCENTS WITH SPEECH DISORDERS

2020 ◽  
Vol 4 ◽  
pp. 40
Author(s):  
Svetlana Khazova ◽  
Ulyana Sevastyanova
Keyword(s):  
Children And Adolescents ◽  
Age Groups ◽  
Speech Disorders ◽  
Concept Development ◽  
Social Adaptation ◽  
School Age ◽  
Speech Impairments ◽  
Affective Components ◽  
Cognitive Knowledge ◽  
Primary School Age

The study explored general and specific characteristics of the internal disorder pattern among children and adolescents with speech impairments. The internal disorder pattern is considered an integrative construct that demonstrates the perception and attitude of a person to his disorder and includes components: physical (assessment of their physical activity and attributes), sensitive (complex of feelings associated with a disorder), cognitive (knowledge about disorder causes, symptoms and their health limited opportunities), motivational (motives and its possible change caused by a disorder) and emotional (individual’s attitude to their disorder). The internal disorder pattern affects I-concept development and is significant for an individual’s successful social adaptation. The sample consisted of 88 participants – preschoolers (т=20), elementary school children (т=33) and adolescents (n=35). The results show the differences of the cognitive and affective components (p≤0,05). The formation of the internal picture of the defect makes a greater contribution to the problems of adaptation in children of primary school age compared to other age groups. 

scholarly journals System of Psychological and Pedagogical Support of Children with Severe Speech Disorders

2019 ◽  
Vol 4 (4) ◽  
pp. 53-61
Author(s):  
O.V. Mikhailova
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
Primary School ◽  
Speech Disorders ◽  
Educational Process ◽  
School Age ◽  
Pedagogical Competence ◽  
Speech Therapist ◽  
Primary School Age

The article gives an example of the system of psychological and pedagogical support of children of preschool and primary school age with severe speech disorders in the conditions of “Adaptive school — kindergarten No. 292” of Omsk. Psychological-medical-pedagogical consultation is the link that allows you to track the dynamics and effectiveness of the adaptive institution specialists. The goals of psychological and pedagogical support are named, the main stages of psychological and pedagogical support of a child with severe speech disorders in the educational process are revealed. The example of interaction of the teacherpsychologist with the teacher-the speech therapist, the musical specialist, the instructor on physical education is given. The example of building a system of work of the institution clearly shows the need for interaction of all specialists of the institution in order to prepare children for education in secondary schools. Special attention is paid to work with parents and teachers to improve the psychological and pedagogical competence of all participants in the educational process.

scholarly journals Variability in correction and speech therapy work with the children of primary school age with ASD and intellectual disability

2017 ◽  
Vol 15 (3) ◽  
pp. 16-23 ◽  
Author(s):  
S.V. Andreeva
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disability ◽  
Speech Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Disorders ◽  
School Age ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Primary School Age

Speech disorders in children with autism spectrum disorders are variable and polymorphic, which creates the need for variability in correctional approaches in speech therapy. Present article shows the techniques which are used in practice of language correction therapy, especially in correction of speech underdevelopment at the stage of the formation of phrasal speech in children with ASD in conjecture with intellectual disability. The importance of social development of children, perceptivity in the formation of higher mental functions, in particular, speech and thinking, is stressed.

scholarly journals 0915 Sleep Patterns and the Effect of Late Bedtime on School-Age Children and Adolescents: Preliminary Results

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A348-A348
Author(s):  
P Matsangas ◽  
S Gratsia ◽  
A Cocos ◽  
H Vastardis ◽  
N L Shattuck
Keyword(s):  
Children And Adolescents ◽  
Sleep Duration ◽  
Sleep Disturbances ◽  
Age Groups ◽  
School Age Children ◽  
School Age ◽  
Age Group ◽  
Sleep Patterns ◽  
Sleep Deficit ◽  
The Impact

Abstract Introduction School-age children (6-13yrs) and teenagers (14-17yrs) should receive 9-11hrs and 8-10hrs of sleep/day, respectively. Several studies have shown, however, that these age groups are chronically sleep deprived. Our study assessed the sleep patterns of a sample of children and teenagers in Athens, Greece. The study is part of a larger project investigating the association between orthodontic treatment and sleep disturbances. Methods Participants (N=27; 69% females; 21 school-age children 9-13yrs, 6 teenagers 14-17yrs) were under treatment in the Orthodontic Clinic of the National and Kapodistrian University. Sleep was assessed with actigraphy/logs for 59±19 days. Results Participants slept on average 7.36±0.42hrs/day. Nighttime sleep was on average 7.23±0.43hrs (percentage sleep: 87.3%±3.38%). Four (14.8%) participants napped at least once/week. Compared to the lowest sleep duration recommended for their age group, participants showed a chronic sleep deficit of 1.42±0.52hrs/day (range: 0.32-2.15hrs). The younger age group had an average sleep deficit of ~1.6hrs compared to ~0.8hrs for the teenagers (p=0.006). During the school year, daily sleep duration increased by ~0.73hrs on weekends (7.78±0.67hrs) compared to school nights (7.05±0.48hrs; p<0.001). On average, school-age participants slept from 23:13 (±31min) until 7:19 (±22min) on school nights and from 23:23 (±2:72hrs) until 8:49 (±39min) on weekends. Teenagers slept from 00:34 (±36min) until 7:40 (±14min) on school nights and from 01:34 (±41min) until 10:34 (±48min) on weekends. Conclusion Our findings verify earlier survey results showing that restricted sleep is a problem for children and adolescents in Greece. To our surprise, both age groups go to bed quite late. The impact of late bedtime on sleep duration, however, is larger in the younger group due to their larger sleep needs. In contrast to earlier research in rural areas, napping was not common in our urban sample, probably due to extracurricular activities and studying at home. Support N/A

scholarly journals Using collective activities in the development of speech in children of older preschool and primary school age

2020 ◽  
Vol 47 (5) ◽  
pp. 199-211
Author(s):  
Rania G. Izmailova ◽  
◽  
Tatiana G. Sheinova ◽  
Tatiana V. Timokhina ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Speech Disorders ◽  
Speech Development ◽  
School Age ◽  
Educational Organizations ◽  
Low Level ◽  
Number Of Children ◽  
Chi Squared ◽  
High Level ◽  
Primary School Age

Introduction. The number of children with speech disorders increases from year to year. Work on the development of speech at preschool and school educational organizations is not always planned, systematic, and coherent. This composite group of children is insufficiently studied in pedagogical science and practice. In classes on speech development and children’s independent activity, not enough time is devoted to collective activities. Materials and methods. The pilot study involved 147 children from four preparatory groups and two first grades of the elementary school in Orekhovo-Zuevo (Moscow Region, Russian Federation). The following research methods were used: analysis of foreign and domestic scientific literature, survey, and experimental research. The results were compared using Pearson's chi-squared test χ2. The study used the authors' toolkit adjusted for the conditions of the experiment. Results. The study showed a fairly high quality of the toolkit prepared for testing. Initially, the groups of respondents showed a low level of speech development – 47% (69 children), an average level – 51% (75 children), and a high level – 2% (3 children). Collective activities were widely used at the formative stage during class time and after classes. The results of the control stage (low level 8.1%, average 47.3%, high 44.6% of children) convincingly demonstrate the effectiveness of using collective activities in speech development (χ2 = 96.813; p < 0.01). Discussion and conclusion. The toolkit chosen for collecting primary information was shown to be of sufficient quality. The study showed the effectiveness of using active social and psychological education methods (in particular, Olympiads, creative workshops, creative weeks, collective creative activities) by teachers of pre-school educational organizations and primary school teachers to develop children's speech. An important condition for the development of speech in children of older preschool and primary school age is using collective activities, insufficiently studied in Russia and abroad, in the pedagogical process.

scholarly journals DEVELOPMENT OF POLYMODAL PERCEPTION IN CHILDREN WITH DISABILITIES IN THE CONTEXT OF INCLUSION

2020 ◽  
Vol 14 (4) ◽  
pp. 775-790
Author(s):  
I. Ju. Murashova ◽  
◽  
V. I. Nodelman ◽  
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
Children With Disabilities ◽  
General Pattern ◽  
Experimental Studies ◽  
Speech Disorders ◽  
Educational Process ◽  
School Age ◽  
Scientific Publications ◽  
Primary School Age

Introduction: The search for ways to improve the effectiveness of correctional work in the context of inclusion through the development of polymodal perception is relevant in special psychology and pedagogy. Most often, inclusive education covers students with severe speech disorders (SSD) and mental retardation (MR). The disadvantages of the polymodal perception in these categories of children are noted by various researchers, whose recommendations relate mainly to differentiated special education. The paper aims to analyze and generalize scientific ideas about the problem of developing polymodal perception in 6-11-year-old children with SSD and MR and offer adequate approaches to solving it in terms of inclusion. Materials and methods: The research relies on scientific publications made by the author as well as the studies by other scientists covering experimental studies of the sensory-perceptual sphere of a person in various age ranges. General scientific and comparative-historical methods were used to fulfill the objectives set. Results of the study: The negative characteristics of the individual structure of polymodal perception in children with disabilities with preserved intelligence of senior preschool and primary school age, which were identified in various studies, are analyzed and generalized. The findings reveal a general pattern, which lies in the fact that students with SSD and MR in an age range of 6-11 years often show shortcomings of polymodal (joint, interconnected) perception, despite conventionally healthy visual, auditory, and tactile-kinesthetic (sensory-motor) analyzers, when medical and other individual examinations do not find significant pathologies in their functioning. These shortcomings cause inadequate processing of received information and reduce the quality of the educational process. A multisensory method of providing educational information is proposed, which most fully implements the principle of maximum reliance on polymodal afferentations, which facilitates the perception of program content and at the same time contributes to its improvement in children with disabilities. The paper shows the possibilities of using this method in the inclusive educational process. Conclusion: This paper can be useful to special psychologists, speech therapists, speech pathologists, and other teachers who work with children of senior preschool and primary school age with SSD and MR. Keywords: Polymodal perception, severe speech disorders (SSD), mental retardation (MR), multisensory method of information delivery, systemic speech disorders, speech therapy conclusion.

scholarly journals Uptake and impact of vaccinating primary school-age children against influenza: experiences of a live attenuated influenza vaccine programme, England, 2015/16

2018 ◽  
Vol 23 (25) ◽  
Author(s):  
Richard G Pebody ◽  
Mary A Sinnathamby ◽  
Fiona Warburton ◽  
Nick Andrews ◽  
Nicola L Boddington ◽  
...  
Keyword(s):  
Influenza Vaccine ◽  
Primary School ◽  
Age Groups ◽  
Population Level ◽  
Vaccine Uptake ◽  
School Age Children ◽  
Influenza B ◽  
School Age ◽  
Live Attenuated Influenza Vaccine ◽  
Primary School Age

The 2015/16 influenza season was the third season of the introduction of an intra-nasally administered live attenuated influenza vaccine (LAIV) for children in England. All children aged 2‒6 years were offered LAIV, and in addition, a series of geographically discrete areas piloted vaccinating school-age children 7‒11 years old. Influenza A(H1N1)pdm09 was the dominant circulating strain during 2015/16 followed by influenza B. We measured influenza vaccine uptake and the overall and indirect effect of vaccinating children of primary school -age, by comparing cumulative disease incidence in targeted and non-targeted age groups in vaccine pilot and non-pilot areas in England. Uptake of 57.9% (range: 43.6–72.0) was achieved in the five pilot areas for children aged 5‒11 years. In pilot areas, cumulative emergency department respiratory attendances, influenza-confirmed hospitalisations and intensive care unit admissions were consistently lower, albeit mostly non-significantly, in targeted and non-targeted age groups compared with non-pilot areas. Effect sizes were less for adults and more severe endpoints. Vaccination of healthy primary school-age children with LAIV at moderately high levels continues to be associated with population-level reductions in influenza-related respiratory illness. Further work to evaluate the population-level impact of the programme is required.

scholarly journals SOCIAL ADAPTATION OF CHILDREN AND ADOLESCENTS WITH EXCESS BODY MASS

2019 ◽  
Vol 10 (6/1) ◽  
pp. 103-108
Author(s):  
Irina N. IVASCHENKO ◽  
Irina A. MAKHROVA ◽  
Elena L. SIDELEVA
Keyword(s):  
Children And Adolescents ◽  
Healthy Lifestyle ◽  
Cognitive Activity ◽  
Age Groups ◽  
Well Being ◽  
Social Adaptation ◽  
Overweight Children ◽  
Psychological Mechanisms ◽  
Internal Position ◽  
And Behavior

Designing clothes, taking into account the timely physical, mental and physiological development of overweight children and adolescents, contributes to the harmonious development of body systems, maintaining thermal homeostasis, balanced nervous processes, and can enhance social adaptation. The study applied psychodiagnostic methods that develop motivation for a healthy lifestyle with the help of balanced clothing as a means of rehabilitation. The psycho-emotional development of children according to age groups is investigated and the wardrobe of multi-layer functional clothing that makes up the set is recommended. The ways of formation of new psychological mechanisms of activity and behavior in each age group, the formation of a system of social values, social internal position, psychological and personal readiness for systematic school education, and the active development of cognitive activity have been studied. In overweight adolescents, the predominance of a negative emotional background impedes the formation of their autonomy, perception of themselves as a free and independent person. Given the rationale for the participation of adolescents in fashion processes, possible psychological and social support. The ways of achieving the goal in designing balanced clothes, and the adaptation of children and adolescents in society are proposed. The results suggest that in parallel with the development of a mobile system "Rational wardrobe" for children with overweight, it is necessary to carry out some work on psychological support aimed at improving the positive attitude of well-being and quality of life.

scholarly journals Investigation on the Incidence of Syncope in Children and Adolescents Aged 2–18 Years in Changsha

2021 ◽  
Vol 9 ◽  
Author(s):  
Erlin Hu ◽  
Xiaoyan Liu ◽  
Qianqian Chen ◽  
Cheng Wang
Keyword(s):  
Children And Adolescents ◽  
Cross Section ◽  
Relevant Literature ◽  
Age At Onset ◽  
Age Groups ◽  
Adolescent Females ◽  
Preschool Age ◽  
School Age ◽  
Childhood Morbidity ◽  
Males And Females

Objectives: Syncope is a common clinical symptom, while there are less relevant literature and targeted research on childhood morbidity. This article makes a cross-section survey on the incidence of syncope in children and adolescents aged 2–18 years in Changsha.Materials and Methods: There were 4,352 children and adolescents aged 2–18 years randomly selected from six primary and secondary schools and three kindergartens in Changsha from March 2018 to November 2018. There were 4,916 standardized questionnaires issued, and 4,352 (88.53%) valid questionnaires were recovered.Results: (1) Incidence: 17.37% of children and adolescents aged 2–18 years who had at least more than one syncope; the incidence in the adolescence (28.85%) was higher than that in the school age (8.32%) and in the preschool age (2.71%) (P &lt; 0.01). (2) Age at onset: 13.9 ± 3.1 years old, with a peak age of 16 years. (3) Gender difference: The incidence in adolescent females was higher than that in males (31.72 vs. 26.25%, P &lt; 0.05). In inducements, females had higher rates than males in sweltering environment (P &lt; 0.01), whereas males had higher rates than females in urination (P &lt; 0.05). Dizziness, nausea, sweating, and facial pallor were higher in females than in males in presyncope (P &lt; 0.05).Conclusions: The incidence of syncope in children and adolescents aged 2–18 years in Changsha is 17.37%. The incidence of syncope is different between males and females in different age groups; there are gender differences in syncope inducements and presyncope.

scholarly journals THE RELEVANCE OF THE DEVELOPMENT OF PERCEPTUAL ABILITIES IN CHILDREN OF PRIMARY SCHOOL AGE

2021 ◽  
Author(s):  
Alina Yerofeyeva ◽  
Tatyana Kokhanover
Keyword(s):  
Primary School ◽  
School Children ◽  
Age Groups ◽  
Primary School Children ◽  
School Age ◽  
Concentration Time ◽  
Perception Of Time ◽  
Perceptual Abilities ◽  
Primary School Age

Article is devoted to the study of the peculiarities and importance of the development of perceptual abilities of children studying in primary school. First of all, the concept of perception, classification and properties are considered for further understanding of the topic. The article includes a comparison of perception by age groups and shows by the example of an experiment how much perception skills affect the lives of primary school children. The peculiarities of the psyche of children aged 7-10 years, such as concentration time, attentiveness, perception of time, were taken into account. Basically, the article touches on certain types of perceptual abilities, such as visual and auditory perceptions. These types of perception skills are of the greatest importance in the development of children.

scholarly journals Comparison of school based and supplemental vaccination strategies in the delivery of vaccines to 5-19 year olds in Africa - a systematic review

F1000Research ◽  
2017 ◽  
Vol 6 ◽  
pp. 1833 ◽  
Author(s):  
Eposi C. Haddison ◽  
Leila H. Abdullahi ◽  
Rudzani Muloiwa ◽  
Gregory D. Hussey ◽  
Benjamin M. Kagina
Keyword(s):  
Systematic Review ◽  
Children And Adolescents ◽  
Vaccination Coverage ◽  
Age Groups ◽  
School Age Children ◽  
School Age ◽  
African Countries ◽  
Routine Immunisation ◽  
Public Health Burden ◽  
School Based

Background: Some vaccine preventable diseases (VPDs) still remain a public health burden in many African countries. The occurrence of VPDs in all age groups has led to the realization of the need to extend routine immunisation services to school age children, adolescents and adults. Supplemental immunisation activities (SIAs) and school based vaccinations (SBVs) are common strategies used to complement the expanded programme on immunisation (EPI). This review aimed to assess the effectiveness of SIAs compared to SBVs in the administration of vaccines to 5-19 year olds in Africa. Methods: Systematic review methods were used to address our study aim. Several electronic databases were searched up to March 30, 2017 for primary studies investigating the delivery of vaccines via SIAs or SBVs to 5-19 year olds. This search was complemented by browsing reference lists of potential studies obtained from search outputs. Outcomes considered for inclusion were: vaccination coverage, costs of the strategy or its effect on routine immunisation services. Results: Out of the 4938 studies identified, 31 studies met the review inclusion criteria. Both SIAs and SBVs showed high vaccination coverage. However, the SIAs reported higher coverage than SBVs: 91% (95% CI: 84%, 98%) versus 75% (95% CI: 67%, 83%). In most settings, SBVs were reported to be more expensive than SIAs. The SIAs were found to negatively affect routine immunisation services. Conclusions: Both SIAs and SBVs are routinely used to complement the EPI in the delivery of vaccines in Africa. In settings where school enrolment is suboptimal, as is the case in many African countries, our results show SIAs may be more effective in reaching school age children and adolescents than SBVs. Our results re-iterate the importance of evaluating systematic evidence to best inform African authorities on the optimal vaccine delivery strategies targeting school age children and adolescents.

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