Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder

(1) Background: Developmental Language Disorder (DLD) is diagnosed when the child experiences problems in language with no known underlying biomedical condition and the information required for its correct evaluation must be obtained from different contexts. The Children’s Communication Checklist (CCC-2) covers aspects of a child’s communication related to structural language and pragmatic skills, which are linked to social cognition or executive functions. The aim of this article is to examine parents’ reports using the Spanish version of the CCC-2 questionnaire and its association with different formal assessments related to communication. (2) Methods: 30 children with DLD (3; 10–9 years old) and 39 age-matched (AM) children with typical development were assessed using formal measures of structural language, pragmatics, social cognition, and executive functions. Parents of children with DLD answered the Spanish version of the CCC-2. (3) Results: The performance of children with DLD was lower in all the formal assessments in comparison to AM children. The CCC-2 was significantly correlated with all the direct child assessments, although only formal measures of structural language predicted both the structural language and pragmatics scales of the CCC-2. (4) Conclusions: The CCC-2 answered by parents was consistent with formal assessments in children with DLD, and structural language seemed to be the best predictor of all the subscales.

THE USE AND VALUE OF A CHILD ASSESSMENT TOOL (CAT) IN SOCIAL WORK CHILD ASSESSMENTS

The integration of child-friendly tools during child counselling facilitates effective communication and child participation. However, the use of child-friendly tools in generalist child counselling remains sparse. This paper presents social work students’ perceptions of using a child assessment tool (CAT). While the study adopted a mixed-method approach, this paper reports the findings drawn from the study's qualitative findings. Data collection included individual semi-structured interviews with purposively sampled fourth-level student social workers. The results indicated that using the CAT created a child-friendly environment that facilitated effective child communication and participation during assessments. Using the CAT addresses barriers to child participation during child assessment.

Using a Respectful Approach to Child-centred Healthcare (ReACH) in a paediatric clinical trial: A feasibility study

Background There is a growing momentum in paediatric ethics to develop respectful research and healthcare protocols. We developed, tested and refined our ‘Respectful Approach to Child-centred Healthcare’ (ReACH), to underpin respectful participant interactions in a clinical trial. Objective To determine whether a ReACH-based approach is acceptable to children and parents, and effective in obtaining compliance with common healthcare assessments in a clinical trial of healthy 4-6-year-old children. Methods ReACH-based child assessments were evaluated at two baseline clinics and one post-intervention, using mixed methods. Children (n = 49; 46.9% female; mean age = 5.24±0.88 years at baseline) and their parents provided independent evaluation, via customised 5-point Likert scales and qualitative feedback. A dedicated child researcher evaluated adherence to the study ReACH principles. Results Children achieved compliance rates of 95% for body composition (BodPod) assessments; 89% for blood pressure measurements, and 92% (baseline) and 87% (post-intervention) for blood draws. Adherence to ReACH principles during clinic visits was positively associated with child compliance, significantly for baseline BodPod (p = 0.002) and blood test (p = 0.009) clinics. Satisfaction with BodPod protocols was positively associated with compliance, for children at baseline (p = 0.029) and for parents post-intervention (p <0.001). Parents rated the study itself very highly, with 91.7% satisfied at baseline and 100% post-intervention. Qualitative feedback reflected an enjoyable study experience for both parents and children. Conclusions Adherence to our emerging ReACH approach was associated with high child compliance rates for common healthcare assessments, although no causality can be inferred at this preliminary stage of development. Participants expressed satisfaction with all aspects of the study. Our use of child-centred methods throughout a research intervention appears feasible and acceptable to children and their parents.

The Participation of Children with Intellectual Disabilities: Including the Voices of Children and Their Caregivers in India and South Africa

There is a shortage of research on the participation of children with intellectual disabilities from middle-income countries. Also, most child assessments measure either the child’s or the caregiver’s perceptions of participation. Participation, however, is an amalgamation of both perspectives, as caregivers play a significant role in both accessing and facilitating opportunities for children’s participation. This paper reports on both perceptions—those of children with intellectual disabilities and those of their caregiver, in India and South Africa. A quantitative group comparison was conducted using the Children’s Assessment of Participation and Enjoyment (CAPE) that was translated into Bengali and four South African languages. One hundred child–caregiver dyads from India and 123 pairs from South Africa participated in the study. The results revealed interesting similarities and differences in participation patterns, both between countries and between children and their caregivers. Differences between countries were mostly related to the intensity of participation, with whom, and where participation occurred. Caregiver and child reports differed significantly regarding participation and the enjoyment of activities. This study emphasises the need for consideration of cultural differences when examining participation and suggests that a combined caregiver-and-child-reported approach may provide the broadest perspective on children’s participation.

Earlier and Concurrent Food Insecurity Are Associated with Suboptimal Parenting in Early Childhood

ABSTRACT Background Food insecurity (FI) is associated with poor health, suboptimal nutrition, and disadvantaged linguistic, social, and academic development for children. Given the prominent role that parents play in children's development, FI may be associated with parenting practices. Objectives We aimed to understand how FI and its change over time relate to parenting in early childhood. Methods Data were from the Early Childhood Longitudinal Study–Birth Cohort: parental interviews and child assessments at 9 mo and 2, 4, and 5 y old. Dependent variables were parenting practices in years 2, 4, and 5 in parent–child interaction, discipline, rules, and routines in general and food-related settings. Stratified by gender, parenting outcomes were regressed on earlier FI and child, parent, and contextual covariates, then additionally regressed on concurrent FI, using models with full-information-maximum-likelihood and cluster control. Results Earlier FI was associated with harsh discipline (girls, year 5: β1 = 0.0811, P &lt; 0.05) and frequent evening meals at a regular time (girls and boys, years 2 and 4), before adding concurrent FI. Accounting for earlier FI and covariates, concurrent FI was associated with harsh discipline (girls, years 2 and 4: β2 = 0.0489 and 0.0705, P &lt; 0.05; boys, year 2: β2 = 0.0584, P &lt; 0.05), rules about foods (girls, year 4), frequent evening meals as a family (girls, years 2 and 4), and frequent evening meals at a regular time (girls, years 2 and 4; boys, year 2); earlier FI remained associated with harsh discipline (girls, year 5) and frequent evening meals at a regular time (girls, years 2 and 4; boys, year 4). Conclusions FI was linked with suboptimal parenting practices in structuring a general and food-related living environment, particularly for girls and by the age of 5 y.

Assessment Policy in Music Education

The chapter describes the increasing role of assessment in music in a policy-driven accountability movement. As policy is related to politics and power, assessment has a major connecting role. The emphasis is on understanding the context in which music assessment is critical in providing the interpretive data from students, the curriculum, teacher education, and music programs. The context offered is historical and international, allowing for comparisons and trend analysis. Today’s accountability policies are well intentioned but inadequate as the United States lacks both an overall education and arts policy. In an effort to establish value in music education, policymakers have accepted a range of assessment indicators from regular tests to observations, performances, case studies, portfolios, and even speculations on needed resources for optimum opportunity to learn. Policymakers are receptive to outcomes other than skills to include “whole-child” assessments but less inclined to accept indicators of progress.

Keep Calm and Carry on: Parental Opinions on Improving Clinical Dietary Trials for Young Children

Recruitment can be an issue for paediatric research. We aimed to investigate parental opinions of paediatric clinical assessments, and to combine findings with recent literature to inform the design of a clinical dietary trial. We used convenience sampling to recruit 17 parents of children aged 2–6 years from two community playgroups in Perth, Western Australia. Three focus groups considered proposed child assessments, study design, and potential study enrolment. Qualitative thematic analysis of focus group transcripts used NVivo 11 (QSR, Melbourne, VIC, Australia). Four main parental concerns emerged, presented here with solutions combining parent responses and relevant literature. (1) Parent and child needle fear: a good experience and a good phlebotomist help keep participants calm, and offering additional analysis (e.g., iron status) makes blood tests more worthwhile. (2) Concerns about children’s age, stage, understanding and ability to cope: create a themed adventure to help explain concepts and make procedures fun. (3) Persistent misunderstandings involving study purpose, design, randomization and equipoise: provide clear information via multiple platforms, and check understanding before enrolment. (4) Parental decisions to enrol children focused on time commitment, respectful treatment of their child, confronting tests and altruism: child-centred methodologies can help address concerns and keep participants engaged throughout procedures. Addressing the concerns identified could improve participation in a range of paediatric health interventions.

ASESMEN SEBAGAI UPAYA TINDAK LANJUT KEGIATAN IDENTIFIKASI TERHADAP ANAK BERKEBUTUHAN KHUSUS

The results of the identification that have been performed on the Children with special needs become the basis for follow-up service delivery. Assessment is a follow-up of identification activities, both of which are a series of inseparable and interrelated processes. Assessment of Children with Special Needs is a systematic or regular and comprehensive process or a whole in exploring further problems to find out what problems, barriers, advantages and individual needs. In the assessment process, an assessment of the three most basic things in Children with Special Needs is the child's deficiency or disability, the surplus or potential of the child and the needs of the child. Assessments are carried out with specific implementation methods and procedures.The results of the identification that have been performed on the Children with special needs become the basis for follow-up service delivery. Assessment is a follow-up of identification activities, both of which are a series of inseparable and interrelated processes. Assessment of Children with Special Needs is a systematic or regular and comprehensive process or a whole in exploring further problems to find out what problems, barriers, advantages and individual needs. In the assessment process, an assessment of the three most basic things in Children with Special Needs is the child's deficiency or disability, the surplus or potential of the child and the needs of the child. Assessments are carried out with specific implementation methods and procedures.