Improved Cognitive Development in Preterm Infants with Shared Book Reading

2015 ◽  
Vol 34 (1) ◽  
pp. 10-17 ◽  
Author(s):  
Susan Braid ◽  
Jenny Bernstein
Keyword(s):  
Cognitive Development ◽  
Preterm Infants ◽  
Infant Development ◽  
Maternal Education ◽  
Secondary Analysis ◽  
The United States ◽  
Outcome Variable ◽  
Book Reading ◽  
Shared Book Reading ◽  
Nationally Representative

ABSTRACTPurpose: To examine the effect of shared book reading on the cognitive development of children born preterm and to determine what factors influence shared book reading in this population.Design: Secondary analysis using the Early Childhood Longitudinal Study-Birth Cohort, a large, nationally representative survey of children born in the United States in 2001.Sample: One thousand four hundred singleton preterm infants (22–36 weeks gestation).Main Outcome Variable: Cognitive development measured using the Bayley Mental Scale score from the Bayley Scales of Infant Development Research Edition.Results: Adjusting for neonatal, maternal, and socioeconomic characteristics, reading aloud more than two times a week is associated with higher cognitive development scores in two-year-old children born preterm (p<.001). Race/ethnicity and maternal education affect how often parents read to their children. Shared book reading holds potential as an early developmental intervention for this population.

scholarly journals Maternal Education, Changing Family Circumstances, and Children’s Skill Development in the United States and UK

2017 ◽  
Vol 674 (1) ◽  
pp. 59-84 ◽  
Author(s):  
Margot I. Jackson ◽  
Kathleen Kiernan ◽  
Sara McLanahan
Keyword(s):  
United States ◽  
Early Childhood ◽  
Cognitive Development ◽  
Maternal Education ◽  
Latent Class ◽  
Educational Inequality ◽  
Good Deal ◽  
Well Being ◽  
The United States ◽  
National Analysis

Maternal education influences families’ socioeconomic status. It is strongly associated with children’s cognitive development and a key predictor of other resources within the family that strongly predict children’s well-being: economic insecurity, family structure, and maternal depression. Most studies examine the effects of these variables in isolation at particular points in time, and very little research examines whether findings observed among children in the United States can be generalized to children of a similar age in other countries. We use latent class analysis and data from two nationally representative birth cohort studies that follow children from birth to age five to answer two questions: (1) How do children’s family circumstances evolve throughout early childhood? and (2) To what extent do these trajectories account for differences in children’s cognitive development? Cross-national analysis reveals a good deal of similarity between the United States and UK in patterns of family life during early childhood, and in the degree to which those patterns contribute to educational inequality.

scholarly journals Infrastructural and human-resource factors associated with return of infant HIV test results to caregivers: secondary analysis of a nationally representative situational assessment, South Africa, 2010

2019 ◽  
Vol 19 (S1) ◽  
Author(s):  
Nobubelo Kwanele Ngandu ◽  
Vincent Maduna ◽  
Gayle Sherman ◽  
Nobuntu Noveve ◽  
Witness Chirinda ◽  
...  
Keyword(s):  
South Africa ◽  
Human Resource ◽  
Secondary Analysis ◽  
Risk Difference ◽  
Staff Nurses ◽  
Outcome Variable ◽  
Blood Draw ◽  
Factors Associated ◽  
Nationally Representative ◽  
Situational Assessment

Abstract Background In June 2015, South Africa introduced early infant HIV diagnosis (EID) at birth and ten weeks postpartum. Guidelines recommended return of birth results within a week and ten weeks postpartum results within four weeks. Task shifting was also suggested to increase service coverage. This study aimed to understand factors affecting return of EID results to caregivers. Methods Secondary analysis of data gathered from 571 public-sector primary health care facilities (PHCs) during a nationally representative situational assessment, was conducted. The assessment was performed one to three months prior to facility involvement in the 2010 evaluation of the South African programme to prevent mother-to-child HIV transmission (SAPMTCTE). Self-reported infrastructural and human resource EID-related data were collected from managers and designated staff using a structured questionnaire. The main outcome variable was ‘EID turn-around-time (TAT) to caregiver’ (caregiver TAT), measured as reported number of weeks from infant blood draw to caregiver receipt of results. This was dichotomized as either short (≤3 weeks) or delayed (> 3 weeks) caregiver TAT. Logit-based risk difference analysis was used to assess factors associated with short caregiver TAT. Analysis included TAT to facility (facility TAT), defined as reported number of weeks from infant blood draw to facility receipt of results. Results Overall, 26.3% of the 571 PHCs reported short caregiver TAT. In adjusted analyses, short caregiver TAT was less achieved when facility TAT was > 7 days (versus ≤7 days) (adjusted risk difference (aRD): − 0.2 (95% confidence interval − 0.3-(− 0.1)), p = 0.006 for 8–14 days and − 0.3 (− 0.5-(− 0.1)), p = 0.006 for > 14 days), and in facilities with staff nurses (compared to those without) (aRD: − 9.4 (− 16.6-(− 2.2), p = 0.011). Conclusion Although short caregiver TAT for EID was only reported in approximately 26% of facilities, these facilities demonstrate that achieving EID TAT of ≤3 weeks is possible, making timely ART initiation within 3 weeks of diagnosis feasible within the public health sector. Our adjusted analyses underpin the need for quick return of results to facilities. They also raise questions around staff mentoring: we hypothesise that facilities with staff nurses were likely to have fewer professional nurses, and thus inadequate senior support.

Shared Book Reading Interventions With English Learners: A Meta-Analysis

2018 ◽  
Vol 88 (5) ◽  
pp. 712-751 ◽  
Author(s):  
Lisa Fitton ◽  
Autumn L. McIlraith ◽  
Carla L. Wood
Keyword(s):  
English Learners ◽  
Meta Analysis ◽  
The United States ◽  
Shared Reading ◽  
Educational Activity ◽  
Sensitivity Analyses ◽  
Book Reading ◽  
Shared Book Reading ◽  
The Impact ◽  
Positive Effect

The present meta-analysis was conducted to examine how shared book reading affects the English language and literacy skills of young children learning English as a second language. The final analysis included 54 studies of shared reading conducted in the United States. Features of the intervention and child characteristics were tested as potential moderators, and the impact of methodological criteria was examined using sensitivity analyses. Results revealed an overall significant, positive effect of shared reading on English learners’ outcomes. Children’s developmental status moderated this effect, with larger effect sizes found in studies including only typically developing participants than in studies including only participants with developmental disorders. No other significant moderators were identified. The main positive effect was robust to the application of more stringent methodological inclusion criteria. These results support shared book reading as an early educational activity for young English learners.

Abstract 244: Racial Disparities In Cardiopulmonary Training Status in the United States

Circulation ◽  
2018 ◽  
Vol 138 (Suppl_2) ◽  
Author(s):  
Shaun K McGovern ◽  
Andrew Murray ◽  
Benjamin S Abella ◽  
Marion Leary ◽  
Audrey L Blewer
Keyword(s):  
Secondary Analysis ◽  
The United States ◽  
Training Status ◽  
Individual Level ◽  
Significant Difference ◽  
Chi Squared ◽  
Random Digit Dial ◽  
Nationally Representative ◽  
The Individual ◽  
Cpr Training

Background: Survival from out-of-hospital cardiac arrest varies by race, possibly due to poor penetration of CPR training in minority communities. Targeted trainings and campaigns to increase access to CPR education have sought to address these gaps, yet it is unknown if these initiatives have equalized training rates. Objectives: We sought to examine racial variation of CPR training status on the individual-level by assessing current CPR training and ever CPR trained status. We hypothesized that whites would be more likely to hold current CPR training and be ever trained in CPR compared to minorities. Methods: As a secondary analysis to a previous random digit dial survey of a nationally-representative adult sample, we defined CPR training status of individuals as currently trained (only ≤2 years) and ever trained. Chi-squared test and multivariate logistic regression were used to determine variation by race. Results: From 09/2015-11/2015, 9,022 individuals completed the national survey. Of those, 65% had been CPR trained at some point in time, while 18% reported being currently trained. Minorities were significantly less likely to ever be trained in CPR compared to whites (54.9% vs 70.8%, p<0.01). However, minorities and whites were equally as likely to be currently CPR trained (18.2% vs. 18.2%, p=0.99); no significant difference was found when adjusting for age, sex, and education (p=ns). Probability of training status by age displayed variation between groups (Figure 1). Conclusions: Significant disparities by race were observed in those ever trained in CPR, however no significant difference exists in attainment of current CPR training. Increased access to CPR education and targeted training campaigns may have closed the gap in current CPR training status disparities. Continued surveillance of CPR training rates is needed to monitor these findings over time.

scholarly journals Early life cognitive development trajectories and intelligence quotient in middle childhood and early adolescence in rural western China

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Zhonghai Zhu ◽  
Suying Chang ◽  
Yue Cheng ◽  
Qi Qi ◽  
Shaoru Li ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Early Adolescence ◽  
Middle Childhood ◽  
Infant Development ◽  
Maternal Education ◽  
Rural China ◽  
Later Life ◽  
Western China ◽  
Trajectory Group ◽  
Development Trajectories

AbstractThe relationship of cognitive developmental trajectories during the dynamic first years with later life development outcomes remains unclear in low- and middle-income countries. 1388 Children born to women who participated in a randomized trial of antenatal micronutrient supplementation in rural China were prospectively followed. Cognitive development was assessed six times between 3 and 30 months of age using Bayley Scales of Infant Development, and then in mid-childhood (7–9 years) and early adolescence (10–12 years) using Wechsler Intelligence Scale for Children. We identified four distinct infant cognitive development trajectory subgroups using group-based trajectory modeling: (i) consistently above average, (ii) consistently average, (iii) started below average and then improved, and (iv) started below average and then declined. LBW infants (<2500 g) were 10.60 times (95% CI 3.57, 31.49) more likely to be in the trajectory group that started below average and then declined, while each grade increase in maternal education decreased the risk of being in this group by 73% (95% CI 54%, 84%). Infants who performed consistently above average had 8.02 (95% CI 1.46, 14.59) points higher IQ in adolescence versus the declining trajectory group. These findings suggest that interventions to improve early child development trajectories may produce long-term human capital benefits.

Use of Assistive Technology by Students with Visual Impairments: Findings from a National Survey

2009 ◽  
Vol 103 (8) ◽  
pp. 470-480 ◽  
Author(s):  
Stacy M. Kelly
Keyword(s):  
United States ◽  
Assistive Technology ◽  
National Survey ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Secondary Analysis ◽  
The United States ◽  
Or Practice ◽  
Nationally Representative

This study investigated the use of assistive technology by students in the United States who are visually impaired through a secondary analysis of a nationally representative database. It found that the majority of students were not using assistive technology. Implications for interventions and potential changes in policy or practice are discussed.

scholarly journals The Impact of Shared Book Reading on Children’s Language Skills: A Meta-Analysis

2018 ◽  
Author(s):  
Claire Noble ◽  
Giovanni Sala ◽  
Michelle Peter ◽  
Jamie Lingwood ◽  
Caroline F Rowland ◽  
...  
Keyword(s):  
Language Development ◽  
Reading Interventions ◽  
Language Skills ◽  
Meta Analysis ◽  
Shared Reading ◽  
Outcome Variable ◽  
Book Reading ◽  
Shared Book Reading ◽  
Control Group ◽  
The Impact

Shared book reading is thought to have a positive impact on young children’s language development, with shared reading interventions often run in an attempt to boost children’s language skills. However, despite the volume of research in this area, a number of issues remain outstanding. The current meta-analysis explored whether shared reading interventions are equally effective (a) across a range of study designs; (b) across a range of different outcome variables; and (c) for children from different SES groups. It also explored the potentially moderating effects of intervention duration, child age, use of dialogic reading techniques, person delivering the intervention and mode of intervention delivery.Our results show that, while there is an effect of shared reading on language development, this effect is smaller than reported in previous meta-analyses (g ̅ = 0.215, p &lt; .001). They also show that this effect is moderated by the type of control group used and is negligible in studies with active control groups (g ̅ = 0.021, p = .783). Finally, they show no significant effects of differences in outcome variable (ps ≥ .400), socio-economic status (p = .654), or any of our other potential moderators (ps ≥ .103), and non-significant effects for studies with follow-ups (g ̅ = 0.145, p = .070). On the basis of these results, we make a number of recommendations for researchers and educators about the design and implementation of future shared reading interventions.

scholarly journals Disparities in physical fitness of 6–11-year-old children: the 2012 NHANES National Youth Fitness Survey

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
E. H. Guseman ◽  
R. Tanda ◽  
Z. T. Haile
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Secondary Analysis ◽  
Income Group ◽  
The United States ◽  
Nutrition Survey ◽  
Complex Sampling ◽  
Income Groups ◽  
Nationally Representative ◽  
Cardiorespiratory Endurance

Abstract Background Children’s physical fitness is an important predictor of metabolic health, physical function, and academic achievement. Although fitness is determined partially by heritable factors, it can be maintained and improved through regular physical activity. Because physical activity is known to vary by socioeconomic status, physical fitness may be expected to vary similarly. With this in mind, the purpose of this study was to examine disparities in physical fitness performance among a nationally-representative sample of 6–11 year-old children living in the United States. Methods We conducted secondary analysis of physical fitness data of children ages 6–11 years (n = 686) from the nationally representative National Health and Nutrition Survey (NHANES) Youth Fitness Survey (NNYFS) 2012. We estimated sex-stratified weighted means of four fitness performance tests: cardiorespiratory endurance, upper-, lower-, and core-muscular strength. The weighted mean for each fitness assessment was compared by income groups (federal income to poverty ratio – FIPR) accounting for complex sampling design and adjusting for age. Results Income disparities in physical fitness performance were evident among girls but not among boys. Girls from lower income groups (< 130% FIPR and 130–349% FIPR groups) showed significantly lower cardiorespiratory endurance and core muscle strength compared to those from the highest income group (≥ 350% FIPR). Conclusion These findings highlight the need to support health-promoting physical activity among girls from disadvantaged backgrounds prior to the adolescent period.

Correlates of Depressive Symptoms in Mothers of Preterm Infants

2003 ◽  
Vol 22 (5) ◽  
pp. 51-60 ◽  
Author(s):  
Andea Morawski Mew ◽  
Diane Holditch-Davis ◽  
Michael Belyea ◽  
Margaret Shandor Miles ◽  
Anne Fishel
Keyword(s):  
Depressive Symptoms ◽  
High Risk ◽  
Preterm Infants ◽  
Infant Development ◽  
Depression Scale ◽  
Epidemiological Studies ◽  
Low Risk ◽  
Outcome Variable ◽  
Mothers Of Preterm Infants ◽  
Risk For Depression

Purpose: To identify factors related to depressive symptoms in mothers of preterm infants and to changes in depressive symptoms between hospitalization and when the infant was six months corrected age and to determine whether these factors differentiate mothers at high risk for depression from mothers at low risk for depression.Design: Correlational.Sample: During hospitalization, 39 mothers of preterm infants and, at six months corrected infant age, 34 mothers of preterm infants.Main Outcome Variable: Depressive symptoms as measured on the Center for Epidemiological Studies Depression scale.Results: At enrollment, 19 mothers (48.7 percent) had elevated depressive symptom scores. When the infants were six months corrected age, mean scores had decreased by 36 percent, and only 20 percent of the mothers had elevated scores. During hospitalization, the correlates of depressive symptoms were similar to the factors that differentiated between mothers at high risk and those at low risk for depression. However, the correlates of depressive symptoms during hospitalization were different from correlates of changes in depressive symptoms between hospitalization and six months corrected infant age. Identifying correlates of maternal depressive symptoms may lead to earlier identification and treatment of women at risk for depression, thereby decreasing the negative effects on infant development.

scholarly journals Socioeconomic diversities and infant development at 6 to 9 months in a poverty area of São Paulo, Brazil

2018 ◽  
Vol 40 (3) ◽  
pp. 232-240 ◽  
Author(s):  
Patricia Tella ◽  
Luciane da Rosa Piccolo ◽  
Mayra Lemus Rangel ◽  
Luis Augusto Rohde ◽  
Guilherme Vanoni Polanczyk ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Infant Development ◽  
Maternal Education ◽  
Positive Association ◽  
Sao Paulo ◽  
Socioeconomic Background ◽  
First Year ◽  
São Paulo ◽  
Poverty Area ◽  
First Year Of Life

Abstract Introduction The effects of socioeconomic disparities on cognitive development tend to emerge early in infancy and to widen throughout childhood, and may perpetuate later in life. Although the study of how poverty affects early childhood has increased in the last 20 years, many of the effects remain largely unknown, especially during the first year of life. Aim To investigate the influence of socioeconomic status (SES) and maternal education on infants’ language, motor and cognitive development. Methods The cognitive, language and motor skills of 444 infants aged 6 to 9 months selected from a poor neighborhood in São Paulo, Brazil, were evaluated using the Bayley Scales of Infant Development. A questionnaire on socioeconomic background was administered to the participants’ families. Results A positive association was found between SES and infants’ performance on language and motor scales. Additionally, higher maternal education was associated with higher language and cognitive scores. Conclusion Our findings indicate that SES effects are detectable very early in infancy. This result has implications for the timing of both screening and intervention efforts to help children overcome the consequences of living in poverty.

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