"The study of prolonged sound in speaking, reading, and writing in first to third grade elementary school children with ADHD."

2018 ◽  
Vol 57 (2) ◽  
pp. 385-401
Author(s):  
Jeong-Ye Cho ◽  
Wha-Soo Kim
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Third Grade ◽  
Reading And Writing ◽  
Children With Adhd

Generalization From Physical Education to Recess During an Elementary Sport Education Season

2021 ◽  
pp. 1-10
Author(s):  
Shu Cheng ◽  
Rosalie Coolkens ◽  
Phillip Ward ◽  
Peter Iserbyt
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Vigorous Physical Activity ◽  
Third Grade ◽  
Voluntary Participation ◽  
Sport Education ◽  
Promising Strategy

Purpose: Our purpose was to investigate the effect of generalization of participation in parkour from physical education classes to organized parkour recess. Methods: A total of 143 (64 girls and 79 boys) third-grade elementary school children received a 12-lesson parkour sport education season in physical education. Voluntary participation in five organized parkour recess sessions was investigated. Moderate to vigorous physical activity (MVPA) data in physical education, organized parkour recess, and traditional recess were collected. Results: Girls participated significantly more in organized parkour recess compared with boys (53% vs. 35%, p = .034). Boys achieved significantly higher MVPA than girls in physical education (47% vs. 42%, p = .045), organized parkour recess (73% vs. 65%, p = .003), and traditional recess (56% vs. 36%, p < .001). Children generated on average 22% of MVPA through performing parkour-specific skills in organized parkour recess. Conclusion: Generalization of participation from physical education classes to organized recess programs is a promising strategy to increase children’s daily MVPA.

scholarly journals Empathy Quotient and Systemizing Quotient in Elementary School Children with and without Attention-Deficit/Hyperactivity Disorder: A Comparative Study

2021 ◽  
Vol 18 (17) ◽  
pp. 9231
Author(s):  
Agnes Lasmono ◽  
Raden Irawati Ismail ◽  
Fransiska Kaligis ◽  
Kusuma Minayati ◽  
Tjhin Wiguna
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Intervention Program ◽  
Statistical Significance ◽  
P Value ◽  
Cross Sectional ◽  
Children With Adhd ◽  
Significant Difference ◽  
Empathy Quotient

This study compares the Empathy Quotient (EQ) and Systemizing Quotient (SQ) scores of elementary school children with and without ADHD. The study also examined their brain types and, because sex plays a big role in empathy and systemizing ability, compared the results of the boys and girls. This cross-sectional study involved 122 participants, including 61 parents of children with ADHD and 61 parents of children without ADHD. The EQ, SQ and brain types were obtained using the Empathy and Systemizing Quotient in children (EQ-/SQ-C), validated in the Indonesian language. Data was analyzed using the SPSS program version 20 for Windows, with a p-value < 0.05 for statistical significance. There was a significant difference in EQ between children with and without ADHD, the score being lower in children with ADHD. There was also a significant difference in SQ among girls with and without ADHD, but not in boys. The brain types in both groups were not significantly different. The results indicate that children with ADHD have a lower ability to empathize compared to children without ADHD. Systemizing abilities were significantly lower in girls with ADHD than in girls without. Therefore, an intervention program focusing on improving empathy and systemizing ability needs to be developed in the community.

Awareness of Informal Space: A Longitudinal Analysis

1974 ◽  
Vol 39 (2) ◽  
pp. 735-738 ◽  
Author(s):  
Joseph A. Scott
Keyword(s):  
Elementary School ◽  
School Children ◽  
Longitudinal Analysis ◽  
Grade Level ◽  
Elementary School Children ◽  
Chance Level ◽  
Third Grade ◽  
Interpersonal Distance

The grade level at which children become aware of the meaning of interpersonal distance was identified. Photographs showing pairs of adults at the intimate, personal, social, and public distances identified by Hall (1966) were shown to 80 elementary school children. The children, in kindergarten through third grade ( ns = 20), were asked which of four communications corresponding to the above distances were in progress: a secret, discussion of dinner, directions to a store, or a call to dinner. Success in identifying the type of communication was directly related to grade level. Kindergarteners performed at chance level, but success in identification increased thereafter through third grade. However, the meanings of the four distances are not learned en masse. Public distance is identified earliest, intimate distance next, with the intermediate distances being identified last.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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