Using Images to Help Children Talk About Their Experiences

<p>Prior research evaluating the effect of Human Figure Diagrams (HFDs) on the nature of children’s recall of touch related information has yield mixed findings. We examined the nature of information elicited by 9-11 year old children (n=55) following participation in a scripted event that incorporated instances of physical contact/touch. We examined the amount and accuracy of information reported under the following conditions; with the aid of a HFD, a photograph of the child, or verbal prompts only. Children presented with HDFs or photographs reported significantly more information following an exhaustive verbal interview, than children provided with verbal prompts only. The accuracy of reports was high overall and did not differ significantly by condition. When children were asked focussed questions about instances of both true and false touch that was not reported during the verbal interview, the accuracy of their accounts reduced significantly compared to phases of the interview that were predominantly child-led. This suggests that visual aids may be safe to use to clarify/elaborate on already reported information, at least with this age group. Specific questions about instances of unreported touch should be avoided.</p>

Using Images to Help Children Talk About Their Experiences

<p>Prior research evaluating the effect of Human Figure Diagrams (HFDs) on the nature of children’s recall of touch related information has yield mixed findings. We examined the nature of information elicited by 9-11 year old children (n=55) following participation in a scripted event that incorporated instances of physical contact/touch. We examined the amount and accuracy of information reported under the following conditions; with the aid of a HFD, a photograph of the child, or verbal prompts only. Children presented with HDFs or photographs reported significantly more information following an exhaustive verbal interview, than children provided with verbal prompts only. The accuracy of reports was high overall and did not differ significantly by condition. When children were asked focussed questions about instances of both true and false touch that was not reported during the verbal interview, the accuracy of their accounts reduced significantly compared to phases of the interview that were predominantly child-led. This suggests that visual aids may be safe to use to clarify/elaborate on already reported information, at least with this age group. Specific questions about instances of unreported touch should be avoided.</p>

Narrative Media’s Emphasis on Distinct Moral Intuitions Alters Early Adolescents’ Judgments

Logic from the model of intuitive morality and exemplars (MIME) suggests that narrative media emphasizing moral intuitions can increase the salience of those intuitions in audiences. To date, support for this logic has been limited to adults. Across two studies, the present research tested MIME predictions in early adolescents (ages 10–14). The salience of care, fairness, loyalty, and authority intuitions was manipulated in a pilot study with verbal prompts ( N = 87) and in the main study with a comic book ( N = 107). In both studies, intuition salience was measured after induction. The pilot study demonstrated that exposure to verbal prompts emphasizing care, fairness, and loyalty increased the salience of their respective intuitions. The main study showed that exposure to comic books emphasizing all four separate intuitions increased salience of their respective intuitions in early adolescents. Results are discussed in terms of relevance for the MIME and understanding narrative media’s influence on children’s moral judgments.

Characterizing Caregiver Verbalizations to Infants During the Introduction of a Novel Food

Objectives To characterize parental verbal prompts to infants during feeding and the relation of parent verbalizations to infant acceptance of a novel food. Methods Feeding interactions of parent-child dyads (n = 106; 54% boys; mean age 13.3 ± 4.9 mo) were video-recorded and all parental verbal communications to infants and infant acceptance/rejection of the bites were coded. Verbal prompts, defined a priori, were categorized as positive (8 codes, e.g., verbal encouragement), neutral (4 codes, e.g., comments about color of food) and negative (6 codes, e.g., pressure) prompts. Trained coders classified each utterance and recorded the number and rate of bites accepted (mean K = .81 for all codes). Frequency of verbal prompts were examined by infant sex (M/F), age (6–11.9, 12–17.9, & 18–24 mo), and over the course of the feeding using Wilcoxon rank sums & Kruskal Wallis tests (p &lt; .05). Spearman's rho tested associations between verbalization frequency and both the number of accepted and rejected bites and the rate of bite acceptance. Results Total parent verbalizations increased with infant age (p = .002). No differences were noted by infant sex. Positive verbalizations declined over the course of the feed (p = .02), whereas neutral (p = .20) and negative (p = .09) verbalizations exhibited no significant change. Total verbalizations were positively correlated with the number of rejected bites (p = .0009). In contrast, fewer negative verbalizations were correlated with more accepted bites (p = .02) and a lower rate of acceptance (p = .002). The absence of verbalizations was correlated with more accepted bites (p = .02) and a higher rate of acceptance (p = .004). Conclusions During the course of offering a novel food, caregivers generally spoke more often with older infants and when children rejected the food. Caregivers appear to be more likely to employ verbal strategies to coax the acceptance of a food when children are reluctant to eat, rather than proactively engaging children throughout the feeding interaction. Furthermore, the nature and tone of caregiver verbalizations during feeding interactions may change over the course of the feeding session with positive verbalizations waning and the use of negative and neutral prompts increasing if children show reluctance to consume the food. Funding Sources The Sugar Association.

Implementation Adherence and Perspectives of the Childcare PhysicaL ActivitY (PLAY) Policy: A Process Evaluation

The Childcare PhysicaL ActivitY (PLAY) policy was an evidence-informed, eight-item institutional-level policy document targeting children’s physical activity, outdoor play, and sedentary time. Nine childcare centers in London, Ontario, participated in this cluster, randomized controlled trial. Early Childhood Educators allocated to the experimental group, from five childcare centers in London, Ontario, implemented the policy for young children (18 months to 4 years) for 8 weeks and documented adherence to each policy item (i.e., dose) in daily logs. Program evaluation surveys ( n = 21) and interviews ( n = 10) were completed postintervention to assess Early Childhood Educators’ perspectives of feasibility, context, enjoyment, communication between researchers and childcare staff, and likelihood of future implementation. Descriptive statistics were calculated, and thematic analysis was conducted. Adherence to policy items ranged from 16.5% (for delivery of shorter, more frequent outdoor periods) to 85.9% (for delivery of unstructured/child-directed play). Participants reported effective communication between the research team and childcare centers (0 = not at all effective to 5 = very effective; M = 4.20; SD = 0.83) but noted that they were unlikely to continue the implementation of more frequent outdoor periods (0 = not at all likely to 5 = extremely likely; M = 2.19; SD = 1.21). Interview themes included weather as a prominent barrier and the use of verbal prompts as a solution for implementing the policy. As this was a small and short-term intervention, this pilot study offers important insight on larger scale policy interventions aimed at increasing physical activity and minimizing sedentary time among children enrolled in childcare.

PRACTICAL ADAPTIVE BEHAVIOR OF CHILDREN WITH MENTAL RETARDATION

How do the children with mild and moderate mental retardation recognize and comprehend the external reality? How do they communicate their abilities of representation and exhibit their competencies? What kind of Practical skills do they possess? With what practical skills do they interact? These are some of the seminal questions in the contemporary discourse on children with mental retardation. This study is an attempt to grapple with some of the above questions, related to the practical adaptive behaviour of children with mental retardation. In social and domestic lives, the practical skills are important, and this article is to study the comparison of various domains of mentally retarded individuals with different degrees of retardation such as mild, moderate, severe, and profound. To carry out this research work a sample of 60 children with mental retardation are randomly selected, from two sub-populations i.e., mild and moderate children with mental retardation. This article mainly focuses on the practical adaptive behavior of children with mild and moderate mental retardation to their level of mental retardation, gender, level of the parent's education, and years of schooling. This research helped us to identify certain gaps in the existing knowledge. It was found based on the conducted research that the majority of the children with mild mental retardation exhibited practical behavior most frequently by participating in most of the classroom practical activities. It is also very important for us to realize that these children whose exceptionalities and disabilities can also be helped with good suggestions so, that they can lead a happy and productive life. From the analysis and testing of the hypothesis, it is evident that the variable 'gender' does not have any influence on children's practical skills. Irrespective of various backgrounds both the boys and girls are equally getting involved in the different practical activities, this may be the reason for the absence of gender discrimination in this context. It can be concluded that children with mental retardation exhibit delays in all aspects of practical skills management compared to non-retarded children and it is felt that if some verbal and non-verbal prompts are provided, these children can manage practical acts well in familiar situations. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0776/a.php" alt="Hit counter" /></p>

Reducing Public Masturbation in Individuals With ASD: An Assessment of Response Interruption Procedures

Individuals with autism may engage in sexual behavior at inappropriate times and/or in inappropriate places. The current study investigated the effects of response interruption and redirection (RIRD) and response interruption (RI) on public masturbation (PM) of children and adolescents with autism. Initial assessments showed that PM was maintained by automatic reinforcement. During the treatment evaluation phase, we compared RIRD and RI to determine whether either procedure was successful in decreasing the duration of PM. In the RIRD condition, contingent on the occurrence of any PM the participant completed physical activities involving both hands (e.g., moving chairs, touching toes). In the RI condition, the therapist interrupted all instances of PM using physical and verbal prompts (e.g., saying in a neutral tone, “Stop that” and moving hands away from genitals). Both procedures were effective in decreasing the duration of PM but RI required fewer resources and less time. Clinical implications and suggestions for future research are reviewed.

Negative prompts aimed at maintaining eating independence

Background: Psychological abuse of older people is difficult to recognise; specifically, nursing home residents have been documented to be at higher risk of psychological abuse during daily care, such as during feeding. Healthcare professionals adopt positive and negative verbal prompts to maintain residents’ eating independence; however, negative prompts’ purposes and implications have never been discussed to date. Research aims: To critically analyse negative verbal prompts given during mealtimes as forms of abuse of older individuals and violation of ethical principles. Research design: This is a secondary analysis of three cases of negative prompts that emerged in a large descriptive study based upon focus group methodology and involving 13 nursing homes and 54 healthcare professionals. Participants and research context: This study included 3 out of 13 nursing homes caring for residents with moderate/severe functional dependence in self-feeding mainly due to dementia; in these nursing homes, we conducted three focus groups and 13 healthcare professionals participated. Ethical considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines after being approved by the Review Board of the Trust. Findings: With the intent of maintaining self-feeding independence, negative verbal prompts have been reported as being used by nursing home teams. By critically analysing these negative prompts, it turned out they could trigger intimidation, depression and anxiety and thus could be considered as forms of abuse; moreover, negative prompts can threaten the ethical principles of (1) autonomy using a paternalist approach, (2) beneficence and non-maleficence as with the intent to act in the best interests of residents (to maintain self-feeding independence) they are harmed in their dignity and (3) justice, given that residents who received negative prompts are treated differently from those who received positive prompts. Discussion: Eating should be a pleasant experience with a positive impact on physiological, psychological and social well-being. However, negative prompting can lead to abuse and violation of basic ethical principles, destroying the healthcare professional resident and relative relationships strongly dependent on trust. Conclusion: Negative verbal prompting must be avoided.

Abstract 274: Verbal Prompts During Pediatric Cardiopulmonary Resuscitation in Emergency Department: A Report From the Videography in Pediatric Emergency Resuscitation (VIPER) Collaborative

Introduction: The quality of chest compressions (CC) is crucial for good outcomes for pediatric cardiac arrest. Verbal prompts from resuscitation leader or CPR coach may help to optimize it. The objective of this study is to describe the frequency of appropriate verbal prompts during pediatric CPR. We hypothesized that verbal prompts for CC would be given less frequently to infants compared to children. Methods: A report from the Videography In Pediatric Emergency Resuscitation (VIPER) Collaborative, a prospective observational database from three tertiary PEDs from December 2016 to April 2018. All study sites videorecord and review resuscitations and use a pressure sensor/monitor device during CPR. All events where chest compressions (CC) were performed under videorecorded conditions with the monitor device in use were eligible for inclusion. Events where real-time feedback from monitoring devices for CC was available were excluded (ages > 8). Data on CPR performance was collected by a combination of video review and monitor device; CC rate and depth and ventilation rate were extracted in time periods corresponding to individual CPR providers. Data on verbal prompts (time, who gave prompts, what prompt consisted of) were identified during video review. Results: There were 21 cases with total 182 providers included in database during study periods (infants: n=15, children: n=6). Verbal prompts for compression rate and depth were given in 14/21 (67%) of cases. 19/80 (24%) came from the resuscitation leader; 32/80 (40%) and from a CPR coach. 7 (3.9%) providers doing CC watched ZOLL monitor for feedback. Appropriate verbal prompts for CC rate were given to 4.2 % of providers in infants and 8.8 % in children (p=0.024). And 9.2% in infants and 10.5 % in children (p=0.064) were given to providers for CC depth. After adjusting by confounders, there weren’t any significant differences between age groups for both CC rate: OR1.22 (95%CI 0.49-3.05, P=0.670) and depth: OR 2.82 (95%CI 0.73-10.9, P=0.134). Conclusions: Verbal prompts frequency for CC rate and depth during pediatric CPR was described. There weren’t any significant differences between infants and children under 8 years old.