scholarly journals Development of nutrition quotient for elementary school children to evaluate dietary quality and eating behaviors

2020 ◽  
Vol 53 (6) ◽  
pp. 629
Author(s):  
Jung-Sug Lee ◽  
Ji-Yun Hwang ◽  
Sehyug Kwon ◽  
Hae-Rang Chung ◽  
Tong-Kyung Kwak ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Eating Behaviors ◽  
Dietary Quality

scholarly journals Development of a Mindful-Eating Intervention Program among Third Through Fifth Grade Elementary School Children and Their Parents

2016 ◽  
Vol 14 (3) ◽  
pp. 70-76 ◽  
Author(s):  
Shannon Pierson ◽  
Keiko Goto ◽  
Joan Giampaoli ◽  
Alyson Wylie ◽  
Ben Seipel ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Intervention Program ◽  
Eating Behaviors ◽  
The United States ◽  
Health Concern ◽  
Mindful Eating ◽  
Prevalence Of Obesity ◽  
The Impact

The prevalence of obesity among children in the United States is a major health concern and is associated with increased health risks. The goal of this intervention was to develop and pilot test strategies based on mindful eating practices that foster healthy eating behaviors among elementary school children and their families. Mindful eating practice engages all of ones senses and has been shown to decrease impulsive food decisions and increase awareness of hunger and fullness cues. Using Experiential Learning Theory (ELT), class interventions and take-home activities were developed to teach mindful eating strategies to Hispanic and non-Hispanic 3rd through 5th grade elementary school children and their parents. The results of this research will: 1) contribute to the scientific literature regarding the impact of mindful eating practice on children’s eating behavior, 2) provide an alternate strategy for weight loss and management among children, and 3) provide parents and teachers with the knowledge and skills necessary to promote mindful eating among children and families.

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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