scholarly journals The emotional behavior problem and trait anger identified by the DAS of the late-school-age Children and the predictive variable response characteristic

2017 ◽  
Vol 24 (3) ◽  
pp. 823-843
Author(s):  
Choi Sun-jin ◽  
임나영
Keyword(s):  
Behavior Problem ◽  
Response Characteristic ◽  
Emotional Behavior ◽  
Trait Anger ◽  
School Age Children ◽  
School Age ◽  
Variable Response ◽  
Predictive Variable

scholarly journals Simultaneous assessement of social skills and behavior problems: Education and gender

2016 ◽  
Vol 33 (3) ◽  
pp. 453-464 ◽  
Author(s):  
Alessandra Turini BOLSONI-SILVA ◽  
Sonia Regina LOUREIRO
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Behavior Problem ◽  
Primary Caregivers ◽  
School Age Children ◽  
School Age ◽  
The Social ◽  
And Gender ◽  
And Behavior

Abstract The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.

scholarly journals Impact of Executive Functions and Parental Anxiety on the Development of Social Cognition in Premature Children: A Cross-Sectional Case-Control Protocol

2021 ◽  
Vol 12 ◽  
Author(s):  
Julien Eutrope ◽  
Alexandre Novo ◽  
Coralie Barbe ◽  
Gauthier Loron ◽  
Anne-Catherine Rolland ◽  
...  
Keyword(s):  
Social Cognition ◽  
Executive Functions ◽  
Full Term ◽  
Emotional Behavior ◽  
School Age Children ◽  
School Age ◽  
Parental Anxiety ◽  
Cross Sectional ◽  
Premature Children ◽  
The Impact

Background: Recent research has identified neuropsychological disorders, specifically executive function disorders, in premature children. Executive functions support goal-oriented mental activity and play a role in the development of social cognition. This underlies the social and emotional behavior of individuals. Parental anxiety is also an important environmental factor that can influence the psycho-emotional development of children.Objectives: The present protocol aims to compare the development of social cognition in school-age children born prematurely to that of school-age children born full-term, and to determine the impact of executive (dys)function and parental anxiety on such development.Methods/Design: In this cross-sectional protocol, 28 prematurely born children aged 7-10 years (“preterm”) and 28 full-term born children aged 7-10 years (“control”) will be included. The “preterm” and “control” groups will be matched for sex and age. The neuropsychological evaluation will include that of non-verbal intellectual efficiency (Raven's colored progressive matrices), verbal level (WISC-IV subtests), and executive functions (NEPSY II subtests and the opposite worlds of TEA-CH). The evaluation of social cognition will be conducted via tests of the theory of cognitive and affective mind. Several dimensions of the level of parental anxiety will be collected through the Spielberg Trait Anxiety Inventory Form Y, Beck Depression Inventory, Social Support Questionnaire-6, Parental Stress Index and, specifically for mothers, the Modified Perinatal Post-Traumatic Stress Disorder Questionnaire.Discussion: The results of this protocol will aid our understanding of the development of social cognition in premature children and to determine the factors that influence such development. This clinical research project, although following a fundamental approach, will have clinical implications because a more precise description of the development of social cognition in this school-age population will make it possible to better determine the cognitive targets of therapeutic actions and to search for predictive indices of the efficacy of practices.Trial Registration:https://clinicaltrials.gov/ct2/show/NCT03007095, identifier: NCT03007095.

Geographic Mobility and Children's Emotional/Behavioral Adjustment and School Functioning

PEDIATRICS ◽  
1994 ◽  
Vol 93 (2) ◽  
pp. 303-309
Author(s):  
Gloria A. Simpson ◽  
Mary Glenn Fowler
Keyword(s):  
Behavior Problem ◽  
Behavioral Adjustment ◽  
Geographic Mobility ◽  
Psychological Help ◽  
School Functioning ◽  
School Age Children ◽  
School Age ◽  
Interview Survey ◽  
Relationship Of ◽  
The Relationship

Objective. To evaluate the relationship of geographic mobility to children's emotional/behavioral adjustment and school functioning. Design. Analysis of data from the 1988 National Health Interview Survey of Child Health in which multistage probability sampling was used to obtain data for nationally representative estimates of health and demographic characteristics of US children. Participants. 10 362 US school-age children and their families. Measurements. The 1988 National Health Interview Survey of Child Health includes data on health and demographic characteristics, emotional/behavioral variables, school functioning, and geographic mobility for 10 362 US school-age children. This study examined the relationship of children's geographic mobility to children's reported emotional problems, use of psychological help, scores on a Behavior Problem Index, repeating a grade in school, and being suspended or expelled from school. Results. Twenty-four percent of children have never moved, 35% of children have moved once or twice, and 39% of children aged 6 to 17 years have moved three or more times in their lifetime. Using multiple logistic regression to control for important demographic variables, children who moved three or more times were 2.3 times more likely to have had emotional/behavioral problems, 2.2 times more likely to have received psychological help, 1.7 times more likely to have repeated a grade, and 1.9 times more likely to have been suspended or expelled from school compared with children who had never moved. Multiple regression was also used to analyze the impact of mobility in relation to scores on the Behavior Problem Index. Children who moved three or more times were 1.6 times more likely to be in the top tenth percentile of scores on the Behavior Problem Index compared with children who had never moved. Conclusions. Children who move three or more times are at increased risk for emotional/behavioral and school problems. Thus, pediatricians, other health professionals, and educators should be alert to the potential educational and psychological problems among children from highly mobile families.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Perceptions of Stuttering of Different Age Groups

2019 ◽  
Vol 4 (6) ◽  
pp. 1311-1315
Author(s):  
Sergey M. Kondrashov ◽  
John A. Tetnowski
Keyword(s):  
Age Groups ◽  
School Age Children ◽  
Clinical Implications ◽  
School Age ◽  
Fourth Edition ◽  
Self Perception ◽  
Behavioral Measures ◽  
Self Rating ◽  
Comparison Results ◽  
Subject Pool

Purpose The purpose of this study was to assess the perceptions of stuttering of school-age children who stutter and those of adults who stutter through the use of the same tools that could be commonly used by clinicians. Method Twenty-three participants across various ages and stuttering severity were administered both the Stuttering Severity Instrument–Fourth Edition (SSI-4; Riley, 2009 ) and the Wright & Ayre Stuttering Self-Rating Profile ( Wright & Ayre, 2000 ). Comparisons were made between severity of behavioral measures of stuttering made by the SSI-4 and by age (child/adult). Results Significant differences were obtained for the age comparison but not for the severity comparison. Results are explained in terms of the correlation between severity equivalents of the SSI-4 and the Wright & Ayre Stuttering Self-Rating Profile scores, with clinical implications justifying multi-aspect assessment. Conclusions Clinical implications indicate that self-perception and impact of stuttering must not be assumed and should be evaluated for individual participants. Research implications include further study with a larger subject pool and various levels of stuttering severity.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

Assessing Functional Language in School-Aged Children Using Language Sample Analysis

2020 ◽  
Vol 5 (3) ◽  
pp. 622-636
Author(s):  
John Heilmann ◽  
Alexander Tucci ◽  
Elena Plante ◽  
Jon F. Miller
Keyword(s):  
Computer Hardware ◽  
School Age Children ◽  
Functional Language ◽  
School Age ◽  
Clinical Use ◽  
Sample Analysis ◽  
Validity And Reliability ◽  
Language Sample Analysis ◽  
Accuracy And Repeatability ◽  
Language Sample

Purpose The goal of this clinical focus article is to illustrate how speech-language pathologists can document the functional language of school-age children using language sample analysis (LSA). Advances in computer hardware and software are detailed making LSA more accessible for clinical use. Method This clinical focus article illustrates how documenting school-age student's communicative functioning is central to comprehensive assessment and how using LSA can meet multiple needs within this assessment. LSA can document students' meaningful participation in their daily life through assessment of their language used during everyday tasks. The many advances in computerized LSA are detailed with a primary focus on the Systematic Analysis of Language Transcripts (Miller & Iglesias, 2019). The LSA process is reviewed detailing the steps necessary for computers to calculate word, morpheme, utterance, and discourse features of functional language. Conclusion These advances in computer technology and software development have made LSA clinically feasible through standardized elicitation and transcription methods that improve accuracy and repeatability. In addition to improved accuracy, validity, and reliability of LSA, databases of typical speakers to document status and automated report writing more than justify the time required. Software now provides many innovations that make LSA simpler and more accessible for clinical use. Supplemental Material https://doi.org/10.23641/asha.12456719

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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