Differences in Motor Proficiency According to Gender and Race

1992 ◽  
Vol 74 (2) ◽  
pp. 399-402 ◽  
Author(s):  
Carol E. Plimpton ◽  
Celia Regimbal

To assess possible differences in children's motor development data were collected from intact first-grade classrooms on six subtest items from the short form of the Bruininks-Oseretsky Test of Motor Proficiency. Analysis of variance of scores for agility, balance, strength, and hand-eye coordination tested the significance of differences between gender and racial groups. Gross motor proficiency of 111 children of a suburban school system and 69 from an urban elementary school was evaluated. African-American children were significantly faster and more agile than the white children; scores for African-American boys were significantly higher than those for all girls, and scores in strength for white boys were significantly higher than those for white girls. White boys had significantly higher scores on hand-eye coordination than all other children but no significant difference on balance among groups was noted.

1992 ◽  
Vol 22 (2) ◽  
pp. 115-130 ◽  
Author(s):  
Elizabeth A. Wells ◽  
Diane M. Morrison ◽  
Mary R. Gillmore ◽  
Richard F. Catalano ◽  
Bonita Iritani ◽  
...  

This article examines racial differences in self-reported delinquency, school trouble, antisocial attitudes, and toughness and in teacher-rated aggressive and inattentive behaviors among fifth grade black, white, and Asian American subjects. Also examined are the relationships of these variables to substance initiation within each racial group. Controlling for socio-economic status, racial groups differed from one another in self-reported delinquency, school trouble and toughness, and in teacher-rated aggressiveness and inattention. Antisocial behavior and attitudes were stronger predictors of substance initiation for Asian American than for black and white children. For white children both self-reported and teacher-rated behavior were significantly related to substance initiation. For black children, only self-reported antisocial behavior, and for Asian American children only self-reported delinquent behavior and attitudes predicted substance initiation. Implications for prevention and research are discussed.


1996 ◽  
Vol 39 (3) ◽  
pp. 573-577 ◽  
Author(s):  
Shaheen N. Awan ◽  
Peter B. Mueller

Speech samples from groups of White, African American, and Hispanic kindergarten-age children were compared on measures of mean speaking fundamental frequency (F o ), maximum and minimum speaking F o , pitch sigma, and speaking range (in semitones). Results indicate that there are significant differences between racial groups on measures of mean speaking F o and speaking range. In particular, the Hispanic children were observed to have increased mean speaking F O S in comparison with the African American children and reduced speaking ranges as compared to both African American and White racial groups. Results indicate that the speech-language pathologist must exercise discretion when assessing the speaking F o characteristics (particularly mean speaking F o and speaking range) of children from different racial groups.


2018 ◽  
Vol 34 (3) ◽  
pp. 478-484
Author(s):  
Rebecca Reno

Background: Increasing breastfeeding rates among low-income African American women may work toward the achievement of health equity. The dynamic breastfeeding assessment process (D-BAP) is a community-grounded, equity-focused intervention designed to increase prenatal breastfeeding self-efficacy. Research aim: The aims of the pilot study were (a) to determine the effect of the D-BAP on breastfeeding self-efficacy among pregnant, low-income African American women, (b) to examine the findings among women with no previous breastfeeding experience, and (c) to compare the findings between women with prior breastfeeding experience and those without it. Methods: A pre/post, paired-samples design was utilized. Convenience sampling was used to recruit pregnant, low-income African American women ( N = 25). Participants completed the Breastfeeding Self-Efficacy Scale–Short Form prior to and following the D-BAP. Results: The Wilcoxon signed rank test indicated that participation in the D-BAP had a statistically significant influence on breastfeeding self-efficacy ( z = −2.01, p = .04). Among a subsample of participants with no previous breastfeeding experience ( n = 12), completion of the D-BAP resulted in a statistically significant increase in breastfeeding self-efficacy ( z = −2.36, p = .02). There was no statistically significant difference between those with prior breastfeeding experience and those without it. Conclusion: Breastfeeding among low-income African American women is a health equity issue for which culturally responsive, effective breastfeeding interventions are needed. This research demonstrates an association between completion of the D-BAP and an increase in prenatal breastfeeding self-efficacy.


2003 ◽  
Vol 34 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Holly K. Craig ◽  
Carol M. Connor ◽  
Julie A. Washington

Purpose: This investigation examined the performance of 50 African American children on a reading comprehension test. Method: Longitudinal data were compared for two groups of students who were preschoolers or kindergartners at Time 1 and elementary-grade students at Time 2. Outcomes were examined for positive predictive relationships based on their oral language and cognitive skills as preschoolers and kindergartners at Time 1. The Time 1 preschoolers were all from low-income homes, whereas the Time 1 kindergartners were all from middle-income homes. All students were urban dwellers and speakers of African American English. Results: Two measures predicted later reading comprehension levels for the Time 1 preschoolers: use of complex syntax and shape matching. The Time 1 preschoolers and kindergartners showed no significant differences in reading comprehension at the end of first grade, but the preschoolers were significantly ahead of the kindergartners in reading by third grade. Clinical Implications: The potential of preschools that emphasize early language and literacy for improving the reading outcomes of African American students is discussed.


PEDIATRICS ◽  
1962 ◽  
Vol 29 (3) ◽  
pp. 467-474
Author(s):  
Frank Falkner

In another paper1 the author has commented upon physical growth and discussed the use of standards, growth charts, and indicators of growth progress and maturity. If the principles covered in this paper are kept in mind, the pediatrician and scientists investigating growth may find it useful to refer to a set of standards suitable for assessments of North American white children. To produce a set of standards for the evaluation of growth in the United States poses many large problems. First, in such a large country, geographic considerations are important; comparing a Californian child to Eastern seaboard standards may be misleading. Second, children today are maturing earlier and earlier, and thus they are bigger age for age than children of yester year2-7; hence, it is important to use recently collected data. Third, ethnic factors must be considered; there really is no such things as a typical "North American white child" but data from studies of specific racial groups cannot be used. Clearly, then, with these, and with many other biometric considerations, we are not going to find any data published or unpublished that will give us exactly what we need. The standards that will be given here are therefore a compromise. They represent a collection of the best presently available data, and they are for guidance only, representing patterns of growth. The sources used are listed in Appendix I. It has been shown1 that known ranges of a measurement are more useful criteria in evaluating growth than are norms. Much attention has been given to such ranges in the production of these standards.


1989 ◽  
Vol 6 (1) ◽  
pp. 52-57 ◽  
Author(s):  
Christine M. King ◽  
John M. Dunn

The purpose of this study was to examine the accuracy of classroom teachers in observing students’ motor performance. In order to assess teacher accuracy in rating motor performance, an analysis was conducted on students’ scores on the Short Form of the Bruininks–Oseretsky Test of Motor Proficiency (BOT-S) between those who were rated high as compared to those who were rated low in motor performance, as determined by a teacher observation form. The two-tailed t statistic indicated a significant difference between standard mean scores for upper and lower quartile performances on the BOT-S (P<.05). However, there was a high degree of variance within the high and low groups. The results suggest that classroom teachers are more accurate in observing high motor performance than in observing low motor performance.


2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1663-1663
Author(s):  
Fred Molitor ◽  
Celeste Doerr

Abstract Objectives To investigate whether the magnitude of the increased obesity risk from having an obese mother is greater for children from certain racial/ethnic groups. Methods Low-income households were randomly selected in 2015, 2016, and 2017, and sent a tape measure for recording height prior to English or Spanish telephone interviews with mothers and children (5–17 years). Reported height (kilograms), weight (centimeters), gender, and age were used to calculate BMI. Children ≥the 95th percentile were classified as obese. Children with missing (9.0% of the sample) or extreme (&lt; 1 of the sample) height or weight were excluded from the analyses. Relationships between mother and childhood obesity status controlled for children's age and gender, and mothers’ education. Results The analytic sample was 8603; 5415 children 5 to 11 years and 3188 children 12 to 17 years. The overall response rate was 70.2%. The sample was 67.1% Latino, 15.0% African American, and 14.2% white. The adjusted obesity prevalence was 23.2%; 25.2% for children 5 to 11 years and 20.6% for children 12 to 17 years. African American (OR 1.67, 95% CI, 1.38–2.02) and Latino (OR 1.43, 95% CI, 1.22–1.68) children had higher obesity rates than white children. As hypothesized, children with obese mothers were more likely to be obese. The increased odds of childhood obesity for having an obese mother was significantly greater for African American (OR 2.33, 95% CI, 1.97–3.03) and Latino children (OR 2.21, 95% CI, 1.95–2.50) than for white children (OR 1.84, 95% CI, 1.37–2.48). Conclusions One-fourth of children 5 to 11 years and one-fifth of children 12 to 17 years from low-income households in California are obese. In line with past research, white children were less likely to be obese than Latino and African American children. Our prevalence findings are subject to self-report biases. Yet, the increased risk of obesity for children with obese mothers for Latino and African American children are less subject to invalidity. Our study uniquely contributes to the research literature by demonstrating that disparities across racial/ethnic groups extend to the increased risk of obesity for Latino and African American children whose mother is obese, compared with white children with an obese mother. Funding Sources California Department of Social Services.


2017 ◽  
Vol 29 (2) ◽  
pp. 254-259 ◽  
Author(s):  
Fotini Venetsanou ◽  
Antonis Kambas

Background:This study investigated if motor proficiency (MP) in preschool age associate with physical activity (PA) in adolescence.Methods:In 2004, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form (BOTMP-SF) (7) was administered to 413 children, aged 4–6 years, who were classified to MP groups according to their BOTMP-SF total score (TS). In 2014, the PA of 106 former participants (47 boys, 59 girls) was measured with Omron pedometers. MP [three (high; above average; average)] × gender (two) ANOVA and Bonferroni tests were computed on average of steps/week.Results:A significant interaction between the two factors was revealed (F = 15.27, p < .001, η2=.153), indicating that MP influenced male and female PA differently. Only in average MP group, males presented higher PA than females, whereas there were no differences between the two genders in the higher MP groups. Moreover, the only significant difference in PA among male groups was that between high and above average MP groups, while in females there were significant differences among all groups.Conclusion:High MP at preschool age positively associated with the PA in adolescence, especially in females. Emphasis on the development of proficient young movers might be beneficial for lifelong PA.


Blood ◽  
2016 ◽  
Vol 128 (22) ◽  
pp. 4631-4631
Author(s):  
Karen Sweiss ◽  
Annie L. Oh ◽  
Gregory S. Calip ◽  
Damiano Rondelli ◽  
Pritesh R. Patel

Abstract African Americans (AA) have a 2- to 3-fold higher incidence of multiple myeloma (MM) when compared to other racial groups. Evidence suggests that there may be differences in the biology of MM, which confer a more favorable prognosis in AA patients. Prior studies are conflicted as to whether AA patients achieve equal or improved outcomes compared to non-African American (non-AA) patients. Our purpose was to evaluate the impact of AA race on outcomes of MM patients undergoing ASCT at a single center in both the chemotherapy and novel agent era. One hundred and twenty-nine patients who received melphalan 200 mg/m2 and ASCT between 2000 and 2013 were included in the analysis. Sixty-one (47%) patients were African-American and 68 (53%) were non-AA. Baseline characteristics including age, FISH, cytogenetics, paraprotein subtype, median number of prior therapies and International Staging System (ISS) stage were similar between racial groups. Overall, 77 (60%) patients received any novel agent prior to transplant and 52 (40%) received only chemotherapy. More non-AA patients were male (59% vs. 38%, p=0.02), received initial induction with a proteasome inhibitor (59% vs. 28%, p=0.0007), and were treated with post-ASCT maintenance therapy (41% vs. 23%, p=0.008). Time from diagnosis to ASCT in AA patients was 10 (range: 4-144) versus 8 (range: 3-54) months in non-AA patients (p=0.01). The ASCT hospital course was similar between both groups with no significant differences in time to neutrophil and platelet engraftment as well as the duration of hospitalization. Additionally, there was no significant difference in the extra-hematologic toxicity between the two groups including the incidence of diarrhea, mucositis, and infection. Response was measured using the International Myeloma Working Group criteria and was assessed immediately prior to transplant and between 90 to 180 days after transplant. No differences were observed in pre-transplant (p=0.13) or post-transplant (p=0.28) response rates between the two groups. African American patients had a significantly improved median OS compared to non-AA patients (not reached vs. 108 months, p=0.03). We further stratified analyses of OS by those treated in the chemotherapy versus novel agent era. Improved OS was observed in both the chemotherapy (93 vs. 68 months, p=0.02) and novel agent (not reached vs. 79 months, p=0.01) treatment era. In a multivariate Cox proportional hazards model, AA race was associated with improved overall survival (adjusted HR 0.30, 95% CI 0.11 to 0.81; p=0.017). Multiple myeloma has one of the most apparent ethnic disparities in incidence and outcomes among cancers. In our study, AA patients had a longer time to transplant and received less proteasome inhibitor-based induction and post-ASCT maintenance suggesting disparities in access to care. Despite these differences in treatment, we observed improved overall survival after ASCT compared to non-AA patients. We demonstrated this improved OS in patients who had received either chemotherapy or novel agents prior to ASCT. These findings provide further evidence for more favorable outcomes among AA patients. One explanation could be a difference in disease biology that may result in a lower risk disease. Investigation of these biologic differences between AA and non-AA MM patients may increase our understanding of the pathogenesis and future treatments of myeloma. Disclosures No relevant conflicts of interest to declare.


1994 ◽  
Vol 37 (3) ◽  
pp. 583-593 ◽  
Author(s):  
Julie Anderson-Yockel ◽  
William O. Haynes

Twenty working-class mother-toddler dyads were videorecorded during three joint book-reading activities. Ten of the dyads were white, and 10 were African American, balanced for parent educational level, family income, and parental occupation. The children ranged in age from 18 to 30 months and were normally developing. The parents read an experimental book to their child two times and a favorite book they brought from home one time. Videotapes of the joint book-readings were analyzed to determine cultural differences and the effects of book familiarity on the occurrence of maternal and child communication behaviors. The results show many similarities between the cultural groups in joint book-reading behaviors. However, statistical analyses revealed a significant difference between the cultural groups in the use of questions. African American mothers used significantly fewer questioning behaviors compared to the white mothers. White children produced more question-related communications, and African American children produced more spontaneous verbalizations. Several effects of familiarity were also found. The findings are compared to anthropological reports on caretaker-child interaction in African American families and implications are discussed.


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