Longitudinal Effects of Preschool Children’s Media Exposure and Maternal Depression on School Adjustment during First Grade: Mediating Effect of Attention Problem

This study examined the longitudinal effect of preschool children’s media exposure and maternal depression on first-grade children’s school adjustment and the mediating effect of attention problem. Longitudinal data from the Panel Study of Korean Children (PSKC) collected by the Korea Institute of Child Care and Education (KICCE) was used to examine this hypothetical model. The subjects of the study included 2,150 children (1,091 boys and 1,059 girls) and their mothers across 2013 (5 yrs.) through 2015 (7 yrs.). The Structural Equation Model (SEM) was estimated using SPSS 25.0 and Amos 25. The results of this study were as follows. First, higher level of preschool children’s media exposure and maternal depression were related to higher attention problems after a year and lower level of children’s school adjustment during first-grade. Second, preschool children’s media exposure and maternal depression had an indirect effect on first-grade children’s school adjustment via attention problem. The results of this study will provide supporting evidence to many educators and parents for the implementation of effective practices for first-grade children to enhance their school adjustment. Furthermore, this study emphasizes the importance of maternal psychological wellbeing and the risk of indiscriminate media exposure during early childhood on first-grade’s school adjustment.

PENERAPAN TEKNIK SHAPING UNTUK MENINGKATKAN DURASI PERILAKU ON-TASK ANAK DENGAN MASALAH ATENSI

The aim of this study was to examine the effectiveness of the application of shaping technique with positive reinforcement, prompting, and fading technique in increasing the duration of on task-behavior in children with attention problem. The participant was AR, a 6- year-1-month-old boy who showed some behavior criteria or description of attentional disorder in interactive disorder category (ICDL-DMIC, 2005). The design in this study was a single-subject design with A-B type. The observer used a continuous recording method to measure the duration of on-task and off-task behavior when the child was working on some grade-1-level academic tasks. The result showed longer on-task behavior duration at the end of the intervention program.

PENERAPAN RHYTHMIC MOVEMENT TRAINING DALAM MENINGKATKAN ATENSI PADA ANAK DENGAN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

The number of children diagnosed with Attention-Deficit / Hyperactivity Disorder (ADHD) keeps increasing, therefore it is important to highlight the problems experienced by children with ADHD. The problem that persists as children with ADHD grow older is attention problem. Attention problem can impair learning, performance, academic achievement and social functioning. Attention problem among ADHD children is closely related to the condition of retained primitive reflex. This attention problem must be solved to minimize the ensuing impact, especially among children with ADHD. There are several therapies to help children with ADHD overcome attention problem, one of them being Rhythmic Movement Training. Rhythmic Movements Training (RMT) integrates retained primitive reflexes through movements that can stimulate the development of nerve cells in the brain, which results in increased attention. The purpose of this study is to determine the application of Rhythmic Movement Training (RMT) in increasing attention of children with ADHD. This study uses one group pre-test post-test design using Structured Observation of Academic and Play Settings (SOAPS) to measure the attention of participants before and after Rhythmic Movement Training (RMT) is given. The results show that Rhythmic Movement Training (RMT) can increase the attention of participants, who are children with ADHD. Jumlah anak dengan Attention-Deficit/Hyperactivity Disorder (ADHD) semakin bertambah, sedangkan terdapat beberapa permasalahan yang dialami oleh anak dengan ADHD. Permasalahan yang menetap seiring dengan perkembangan usia pada anak dengan ADHD adalah permasalahan atensi. Permasalahan atensi dapat menyebabkan permasalahan dalam pembelajaran, performa anak, prestasi akademik dan fungsi sosial. Permasalahan atensi pada anak ADHD erat kaitannya dengan kondisi retained primitive reflex. Permasalahan atensi ini perlu diatasi untuk meminimalisir dampak yang terjadi, khususnya pada anak dengan ADHD. Terdapat beberapa terapi untuk mengatasi permasalahan atensi pada anak dengan ADHD, salah satunya dengan Rhythmic Movement Training. Rhythmic Movements Training (RMT) dapat mengintegrasikan retained primitive reflex melalui gerakan yang dapat menstimulasi perkembangan sel saraf pada otak, yang dapat berdampak pada meningkatnya atensi. Tujuan penelitian ini adalah untuk mengetahui penerapan Rhythmic Movement Training (RMT) dalam meningkatkan atensi pada anak ADHD. Penelitian ini menggunakan one group pre-test post-test design dengan menggunakan Structured Observation of Academic and Play Settings (SOAPS), untuk mengukur atensi para partisipan sebelum dan sesudah diberikannya Rhythmic Movement Training (RMT). Hasil menunjukkan bahwa Rhythmic Movement Training (RMT) dapat meningkatkan atensi para partisipan yang merupakan anak dengan ADHD.

Trajectories of problem behaviors from 4 to 23 years in former preterm infants

Premature infants have significant risk for later behavior problems. This study examined growth trajectories of three problem behaviors across five developmental age points from preschool to early adulthood in a well-characterized sample of premature infants. The effects of neonatal risk, gender, and socioeconomic context were modeled on these trajectories. The longitudinal sample was comprised of preterm infants ( N = 160) with full variation of neonatal morbidity and birth weight (640–1,950 g). Trajectories of externalizing, internalizing and attention problem behaviors from 4 to 23 years, measured by the Child Behavior Checklist, were tested using latent growth curve modeling. The results indicate individual variation in the number of externalizing and internalizing problems over time. Externalizing problems were not significantly different for males and females, but male scores were consistently higher. Neonatal risk was significantly associated with higher internalizing problems at age 4, but was not predictive at school age and beyond. Attention-problem scores increased from early preschool through adolescence for males, but females had little change over the same ages. SES was not predictive of any problem behavior trajectories and no significant two-way interactions were found. The results advance understanding of stability and change of three important problem behaviors through preschool, childhood, and adolescence to young adulthood in prematurely born infants in order to inform clinicians about timely assessment and the refinement of effective interventions.