719,785 results on '"CHILDREN"'
Search Results
2. Examining the Relationship between Humor Styles and Self-Perceptions in Turkish Children: A Validation of the HSQ-Y
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Orhan Gazi Yildirim, Nezahat Hamiden Karaca, and Fatma Betül Senol
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Self concept is an experiential formation gained as a result of certain experiences. The concept of self-concept has an interesting intersection with the psychological field of humour. The aim of the study is to examine the relationship between the humor styles and self-perceptions of primary school 4th grade students and to conduct the validity-reliability study of the humor styles measurement tool. The study group of the research was carried out with 525 students attending the 4th grade of primary school. "Humor Styles Questionnaire for Young Children" (HSQ-Y) and "Self-Perception Profile for Children" (CIBAP) were used as data collection tools. In the analysis of the research, first of all, the validity-reliability study of the humor styles questionnaire was conducted and the correlational scanning method of the general scanning model was used to examine the relationship between humor styles and self-perceptions of primary school students. In the results of the research; The humor styles questionnaire was found to be valid and reliable. In the relationship between; The sub-dimension of the humor styles questionnaire reveals the positive and significant relationship of the "participatory humor style" with all the sub-dimensions of the self-perception profile for children, and the "self-enhancing humor style" with the sub-dimension of "social acceptance". In the study, it was also observed that "aggressive humor style" was negatively related to "educational competence", "behavioral management", "social acceptance" "general self-worth" sub-dimensions, and "self-destructive humor style" was negatively related to "athletic competence" sub-dimensions.
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- 2024
3. Mediating the Effect of the Parent-Child Relationship in the Relationship between Self-Concept and Career Maturity in Children and Adolescents
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HeeRa Bae and Kyung-Hwa Lee
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The objective of this study is to determine whether the parent-child relationship exerts a mediating effect on the influencing relationship of the self-concept of children and adolescents with career maturity. To this end, we processed data from 5621 students who participated in the first through fifth rounds of the survey in the 2013 Korea Education Longitudinal Study. We performed a paired sample t-test to verify differences between the groups of children and adolescents. To verify the mediating effect of the parent-child relationship on the influencing relationship of self-concept among children and adolescents with career maturity. The results showed that there was a difference depending on gender and city size in terms of self-concept, career maturity, and relationship. This study also revealed a significant discrepancy in the self-concept and parent-child relationship based on the developmental stages. In addition, the study also verified the mediating effect of the parent-child relationship in the relationship between the self-concept of children and adolescents and their career maturity. Based on these findings, it is necessary to implement a systematic education program for parents because the parent-child relationship is highly important in improving students' career maturity.
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- 2024
4. Towards an Afro-Centric Model of Cognitive Assessment: Examining the Current Psychological Assessment and Placement Practices of Children with Disabilities
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Stanley Makuvaza, T. Chataika, and J. Chidindi
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This study explored implications of incorporating African epistemologies into psychometric testing to strengthen cultural relevance and accuracy of assessment. Focus group discussions were conducted with 20 specialist teachers in Marondera, Zimbabwe to qualitatively examine perceptions of intelligence and test constructs. Additionally, 5 educational psychologists participated in interviews regarding integrating indigenous knowledges. Discussions were thematically analysed to discern constructs meriting attention. Key findings indicated that psychometric testing exhibits limitations by often disregarding communalist epistemologies and prioritising of oral tradition, holism, spirituality and creativity in African worldviews. Participants highlighted risks of misrepresentation when such tenets remain unaddressed. Constructs were elucidated warranting respect in emic-valid assessments. While initial findings suggest recognising discussed, African epistemologies holds potential to help address core validity issues. Future mixed methodology research partnerships with experts are recommended. This includes qualitatively defining constructs, then quantitatively validating inclusion into standardised, culturally-sensitive composite measures upholding scientific standards. Ongoing refinement may help psychometrics authentically evaluate diverse populations' capacities in an inclusive, accurate manner.
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- 2024
5. Determinants of Grade Repetition in Spain. Analysis of Cognitive and Socio-Economic, Mediated by Ethnic Factors
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Silvia Duran-Bonavila, Alicia Rodríguez-Gómez, and Marta Becerril
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Grade repetition is an issue with important educational implications. This study analyzes the effect of cognitive variables, socio-economic status, as well as the interaction of socioeconomic status with ethnic origin, on the probability of not repeating. Data were collected to calculate socioeconomic status using the Hollingshead Socioeconomic Index, and the following tests were administered to collect information on cognitive variables: the Primary Mental Aptitude Test (PMA), the Raven's Progressive Matrices Test, and the Wechsler Intelligence for Children Information Scale (WISC IV). The sample consisted of 664 students of Compulsory Secondary Education (ESO), Baccalaureate and intermediate and higher vocational training. The results confirm the predictive power of socioeconomic status. With regard to cognitive variables, significant results were only obtained when the WISC-IV Information Scale was taken as a predictor, this measure being related to crystallized intelligence. The influence of the origin of the students did not yield significant results. There is a clear need for a debate and a rethinking of the issue leading to the identification of new strategies to reduce grade repetition and its negative effects.
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- 2024
6. A Comparative Study of Learning Outcomes for Hearing-Impaired Foundation Phase Learners
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Aisha Casoojee, Katijah Khoza-Shangase, and Amisha Kanji
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Background: Two intervention approaches are implemented in South Africa to alleviate the deleterious consequences of congenital or early onset hearing impairment on language acquisition and subsequent poor learning outcomes. Aim: This study investigated the learning outcomes of foundation phase learners with severe to profound hearing impairment who received Listening and Spoken Language -- South Africa (LSL-SA) (adapted Auditory Verbal Therapy) therapy compared to those who received Traditional Speech-Language Therapy (TSLT). Setting: The study was conducted at four early intervention (EI) schools for children with hearing impairment across three provinces in South Africa. Methods: Data were collected through record reviews of their Speech-Language Therapy Outcomes and South African National Department of Basic Education academic report cards. Data were analysed using quantitative statistics. Results: Findings demonstrated that children with hearing impairment enrolled in LSL-SA outperformed those enrolled in TSLT in achieving age-equivalent language outcomes. A higher percentage of learners enrolled in LSL-SA achieved meritorious to outstanding learning outcomes. While a comparable number of learners progressed to mainstream schooling, children with hearing impairment enrolled in LSL-SA are enrolled for a shorter duration until discharge than those enrolled in TSLT. This is an important finding, particularly in low-middle income countries (LMICs). Conclusion: Listening and Spoken Language -- South Africa graduates achieved superior learning outcomes dependent on language attainment, providing contextually relevant evidence supporting the effectiveness of the LSL-SA EI approach. Contribution: These context-specific outcomes stress the obligation to upscale and fast-track EI services. Implications for investment in LSL-SA are proposed through collaboration between families, educators, and early interventionists.
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- 2024
7. Validation and Psychometric Properties of the Sense of Coherence Scale in a Hungarian Child and Adolescent Sample
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Olney Rodrigues de Oliveira, Dorottya Ori, and Eniko Kiss
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Sense of coherence (SOC) is a relevant contributor and predictor of the individuals' mental and physical health. There are a number of studies about SOC, but only two validation articles of the sense of coherence scale (SOCS) were found on adolescents and none on children. The aim of this research was to validate the SOC scale in youth under 18. We hypothesized that younger children and children without psychiatric problems will have higher SOC than older ones, and children with psychiatric symptoms. We also wanted to examine the factor structure of both the 13 and the 29 item versions of the scale to study which is more valid in child and adolescent population. 199 children and 198 adolescents were included in the study; the mean age was 14.3 (SD 2.1) years. The sample included average youth from schools and youth under psychiatric treatment. Strength and Difficulties Questionnaire (SDQ) and Inventory of Life Quality (ILK) were used for validation of the SOCS. SOCS-13 was applied to compare SOC of children and adolescents. Children had higher SOC than adolescents in both samples. Males had higher SOC than females in children but not in adolescents. Psychiatric and behavioral symptoms were associated with a lower SOC regardless
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- 2024
8. The Role of Age in Second Language Development
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David Singleton and Justyna Lesniewska
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This article delves into the ongoing debate surrounding the role of age in second language acquisition, examining developments over the past three decades and highlighting contentious issues. We argue that the commonly held belief in age's pivotal role is frequently contradicted by empirical evidence. Additionally, we examine the agerelated debate with respect to foreign language teaching. A brief review is provided on advances in neuroscientific techniques, which show that the adult brain retains substantial plasticity for language learning, followed by a discussion of these findings in relation to lifelong language learning. Finally, we turn to Complex Dynamic Systems Theory, which offers a dynamic perspective that emphasizes the evolving interplay of age, context, and individual factors, pointing to the need for more qualitative research.
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- 2024
9. Experiences of Gifted Children with Autism Spectrum Disorder, Their Parents, and Teachers in Turkiye with the COVID-19 Pandemic
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Neslisah Sikicikoglu, Muharrem Koc, Seray Olcay, and Sezgin Vuran
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This study aimed to determine the experiences of gifted children with autism spectrum disorder, their parents, and teachers with the COVID-19 pandemic and holistically reveal the reflections of the restrictions in this process and the transition to distance education on the lives and especially the education of gifted children with autism spectrum disorder (ASD). The study was designed with a phenomenological research design, one of the qualitative research methods. The study participants were gifted children with ASD, aged between 6-14 and continuing their education through inclusion, their parents and teachers. The research data were collected through semi-structured interviews and analyzed in detail by interpretive phenomenological analysis. As a result of the data analysis, two themes, "The impacts of the COVID-19 pandemic on life" and "Distance education and its impacts in the COVID-19 process", and 12 categories were reached. Recommendations were presented in line with the study findings and the literature.
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- 2024
10. School Meals and Other Child Nutrition Programs: Background and Funding. CRS Report R46234, Version 10. Updated
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Library of Congress, Congressional Research Service (CRS) and Kara Clifford Billings
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The child nutrition programs support meals and snacks served to children in schools, child care, summer programs, and other institutional settings in all 50 states, the District of Columbia, and the U.S. territories. This report starts with an overview of child nutrition programs' funding structure and then provides detail on each program, including a discussion of how they are administered, eligibility rules for institutions and participants, nutritional and other program requirements, and recent policy changes. Changes to child nutrition programs that have applied during the COVID-19 pandemic are briefly discussed in the "Child Nutrition Program Operations During the COVID19 Pandemic" text box below. The Pandemic Electronic Benefit Transfer (P-EBT) program--not considered a child nutrition program--is not discussed in this report.
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- 2023
11. Children and Young People's Reading in Scotland in 2023
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National Literacy Trust (United Kingdom), Irene Picton, Christina Clark, and Katherine Wilkinson
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This report looks at the reading engagement of children aged 8 to 18 in Scotland, based on data gathered from 1,141 pupils across eight schools in 2023. The survey was conducted between January and the middle of March 2023. Slightly more girls (58.8%; n = 635) than boys (41.2%; n = 445) participated from Scotland. There is also data from 33 children and young people who would rather not share their gender and 28 who would describe themselves in another way. More children and young people aged 11 to 14 (78.5%, n = 896) took part, followed by those aged 14 to 16 (11.8%, n = 135) and then those aged 8 to 11 (6.1%, n = 70). Forty (3.5%) young people aged 16 to 18 also took part. In Scotland, just 41.5% of the children and young people taking part in the survey stated that they enjoyed reading. [The report was produced in collaboration with Scottish Book Trust.]
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- 2023
12. Predicting Relationship between Anxiety and School Avoidance in Children and Adolescents with and without Learning Disabilities in Educational Setups in Pakistan: A Comparative Study
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Tehmina Jabeen and Khalida Rauf
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This study aimed to investigate anxiety and school avoidance in individuals with and without learning disabilities. The study employed quantitative survey-based approach, with comparative research design. N= 160 participants between 8 till 18 years were selected via Purposive sampling technique. Screen for Child Anxiety Related Disorders (Birmaher et al., 1999) was administered to measure anxiety and school avoidance and Learning Disabilities Checklist (National Centre for Learning Disabilities, 2007) was used to assess learning disabilities in participants. Data was analyzed using Statistical Package for the Social Sciences (SPSS) version 22. Results were analyzed using descriptive and inferential statistics. Correlation and regression analysis were done to study the relationship and level of variance between the variables. Results indicated significant differences on the variable of anxiety (t=-3.95, df =140.71, p <0.01) and school avoidance (t=-3.80, df =131.38, p <0.01) in both groups. A significant relationship (p<0.01) between anxiety and school avoidance was also reported in learning disabled groups; providing a valuable insight regarding increased vulnerability of internalizing disorders particularly related to anxiety in younger population in Pakistan.
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- 2023
13. Influence of Peer Relationship on Self-Consciousness and Social Adaptation of School-Aged Children
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Ezinne J. Nwauzoije, Miracle C. Ugochukwu, Ezeda K. Ogbonnaya, and Clara C. Onyekachi
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This study aimed to assess the influence of peer relationships on the self-consciousness and social adaptation of school-aged children in the Enugu North Local Government Area of Enugu State. A descriptive cross-sectional survey design was used, with a population of 60,780 (29,968 males and 30,812 females). A multi-stage sampling method was employed to select 602 school-aged children from 58 schools in the Local Government Area, forming the sample for the study. For data collection, the study used questionnaires. Data were analyzed with descriptive statistics and inferential statistics. The findings revealed that more than half of the respondents (62.6%) showed moderate social adaptation, particularly when they were with their families (mean score of 4.53±2.31). The majority (76.6%) had low peer relationships, while 80.6% had high self-consciousness. The mean scores for peer relationships, self-consciousness, and social adaptation differed between male and female respondents. Females had higher peer relationships and social adaptation. The mean score for peer relationships was higher among students in private schools compared to those in public schools. A moderate positive relationship was found between peer relationships and social adaptation at a significance level of p<0.05. It is recommended that governmental and non-governmental organizations organize programs to facilitate peer relationships and social adaptation among school-aged children. Furthermore, teachers and parents should be educated to provide support to children in these areas.
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- 2023
14. Views of Parents of a Child Diagnosed with Autism Spectrum Disorder on Burnout: A Meta-Synthesis Study
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Fatih Koçak, Özge Çevik, and Hasan Kizilkaya
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This research aims to analyze the views of parents of children diagnosed with autism spectrum disorder (ASD) regarding their burnout using a meta-synthesis method. A total of 456 articles published between 2010 and 2023, using qualitative methodologies, were analyzed, examining 10 studies. Google Scholar, DergiPark, ERIC, EBSCO, EBCSCO Academic Search Ultimate, Elsevier, SCOPUS, Web of Science (WOS), and Wiley databases were used for study selection. The subject headings and keywords used in the searches were: 'autism spectrum disorder, parent, family, burnout, child, perspective, qualitative research. Content analysis was the preferred method during the data analysis. Using content analysis, the sampling methods, research purposes, data collection tools, and results obtained in the studies were examined. The identified data were interpreted based on frequency and occasionally presented using tables and graphs. The findings were categorized under identified themes based on the collected data. The studies examined within the scope of the research were evaluated as a whole, and five themes were reached: getting support, isolation, disruption of daily routine, anxiety, and emotional outbursts. The study's conclusions also provide recommendations for educators, parents, and future research directions.
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- 2023
15. Education for Homeless Children and Youths: Data and Issues. CRS Report R47830, Version 2
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Library of Congress, Congressional Research Service (CRS) and Adam K. Edgerton
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The Education for Homeless Children and Youths (EHCY) program aims to ensure that all homeless children and youths have equal access to the same free, appropriate public education provided to other children and youths, including public preschool. For students without a stable living situation, the program provides funds to support access to education in the same school a student attended prior to experiencing homelessness, known as the school of origin. EHCY provides formula grants to state educational agencies (SEAs), which in turn provide competitive subgrants to local educational agencies (LEAs). EHCY was originally authorized under Title VII, Part B, of the McKinney-Vento Homeless Assistance Act (McKinney-Vento Act; P.L. 100-77, as amended). It was last reauthorized as part of the Every Student Succeeds Act of 2015 (ESSA, P.L. 114-95), which was signed into law in December 2015 and authorized appropriations through FY2020. While the definition of "homeless" varies across federal agencies, the U.S. Department of Education's (ED's) definition includes children and youths who may be living in a variety of temporary living conditions. This is broader than definitions under other federal programs that may only count those living unsheltered or in shelters. EHCY relies on local liaisons to identify homeless children and youths at different points during the school year. This report begins with a description of the structure and purpose of EHCY, followed by SEA and LEAs requirements and allowable activities. After providing data on homeless children and youths, the report discusses the challenges inherent in identifying these students, whose living situations are by definition in flux. The report concludes with a discussion of appropriations and whether state-level allocations correlate with the number of enrolled homeless students.
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- 2023
16. Theory of Change for Coordination and Individualization of Family Support Services in Head Start Programs. OPRE Report 2023-304
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Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE), NORC at the University of Chicago, MEF Associates, MDRC, and Michelle F. Maier
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Head Start uses a whole-family approach to support the well-being of children and families with low incomes. As a two-generation model, Head Start provides comprehensive services for families and children from birth through age 5, and family support services for parents. Intentional alignment and coordination across these services is expected to lead to positive outcomes for families and their children. This brief introduces a theory of change focused on one distinct and understudied aspect of the coordinated services provided by Head Start's model: family support services. Through family support services, Head Start programs aim to help families identify and reach "their goals and dreams" by directly providing them with or referring them to services that support those goals and build on individual strengths. These support services address needs regarding education and employment, financial capability, housing and food assistance, emergency and crisis intervention, substance use treatment, physical health, and mental health, among others. Determining families' strengths and needs, identifying relevant support services, communicating with service providers, and helping families access services--that is, the "coordination of family support services"--in combination with the child-focused services, is expected to promote families' safety, health, and economic security.
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- 2023
17. Clinical Trials Concocted for the Classroom
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Laura J. Bonnett, Kerry Dwan, and Susanna Dodd
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We describe an activity that introduces school-aged children to clinical trials, that presents the terminology associated with randomized controlled trials, and that reveals how the findings from clinical trials are applicable to everyone everywhere.
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- 2024
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18. Asynchronous Development of Memory Integration and Differentiation Influences Temporal Memory Organization
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Christine Coughlin, Athula Pudhiyidath, Hannah E. Roome, Nicole L. Varga, Kim V. Nguyen, and Alison R. Preston
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Adults remember items with shared contexts as occurring closer in time to one another than those associated with different contexts, even when their objective temporal distance is fixed. Such temporal memory biases are thought to reflect within-event integration and between-event differentiation processes that organize events according to their contextual similarities and differences, respectively. Within-event integration and between-event differentiation are hypothesized to differentially rely on binding and control processes, which may develop at different ages. To test this hypothesis, 5- to 12-year-olds and adults (N = 134) studied quartets of image pairs that contained either the same scene (same-context) or different scenes (different-context). Participants remembered same-context items as occurring closer in time by older childhood (7-9 years), whereas different-context items were remembered as occurring farther apart by early adolescence (10-12 years). The differential emergence of these temporal memory biases suggests within-event integration and between-event differentiation emerge at different ages.
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- 2024
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19. Neurocognitive Mechanisms of Co-Occurring Math Difficulties in Dyslexia: Differences in Executive Function and Visuospatial Processing
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Rebecca A. Marks, Courtney Pollack, Steven L. Meisler, Anila M. D'Mello, Tracy M. Centanni, Rachel R. Romeo, Karolina Wade, Anna A. Matejko, Daniel Ansari, John D. E. Gabrieli, and Joanna A. Christodoulou
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Children with dyslexia frequently also struggle with math. However, studies of reading disability (RD) rarely assess math skill, and the neurocognitive mechanisms underlying co-occurring reading and math disability (RD+MD) are not clear. The current study aimed to identify behavioral and neurocognitive factors associated with co-occurring MD among 86 children with RD. Within this sample, 43% had co-occurring RD+MD and 22% demonstrated a possible vulnerability in math, while 35% had no math difficulties (RD-Only). We investigated whether RD-Only and RD+MD students differed behaviorally in their phonological awareness, reading skills, or executive functions, as well as in the brain mechanisms underlying word reading and visuospatial working memory using functional magnetic resonance imaging (fMRI). The RD+MD group did not differ from RD-Only on behavioral or brain measures of phonological awareness related to speech or print. However, the RD+MD group demonstrated significantly worse working memory and processing speed performance than the RD-Only group. The RD+MD group also exhibited reduced brain activations for visuospatial working memory relative to RD-Only. Exploratory brain-behavior correlations along a broad spectrum of math ability revealed that stronger math skills were associated with greater activation in bilateral visual cortex. These converging neuro-behavioral findings suggest that poor executive functions in general, including differences in visuospatial working memory, are specifically associated with co-occurring MD in the context of RD.
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- 2024
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20. Auditory Category Learning in Children with Dyslexia
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Casey L. Roark, Vishal Thakkar, Bharath Chandrasekaran, and Tracy M. Centanni
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Purpose: Developmental dyslexia is proposed to involve selective procedural memory deficits with intact declarative memory. Recent research in the domain of category learning has demonstrated that adults with dyslexia have selective deficits in Information-Integration (II) category learning that is proposed to rely on procedural learning mechanisms and unaffected Rule-Based (RB) category learning that is proposed to rely on declarative, hypothesis testing mechanisms. Importantly, learning mechanisms also change across development, with distinct developmental trajectories in both procedural and declarative learning mechanisms. It is unclear how dyslexia in childhood should influence auditory category learning, a critical skill for speech perception and reading development. Method: We examined auditory category learning performance and strategies in 7- to 12-year-old children with dyslexia (n = 25; nine females, 16 males) and typically developing controls (n = 25; 13 females, 12 males). Participants learned nonspeech auditory categories of spectrotemporal ripples that could be optimally learned with either RB selective attention to the temporal modulation dimension or procedural integration of information across spectral and temporal dimensions. We statistically compared performance using mixed-model analyses of variance and identified strategies using decision-bound computational models. Results: We found that children with dyslexia have an apparent selective RB category learning deficit, rather than a selective II learning deficit observed in prior work in adults with dyslexia. Conclusion: These results suggest that the important skill of auditory category learning is impacted in children with dyslexia and throughout development, individuals with dyslexia may develop compensatory strategies that preserve declarative learning while developing difficulties in procedural learning.
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- 2024
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21. Striving to Thrive: A Randomized Controlled Trial of Educational Support Interventions for Children in Out-of-Home Care
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Misja Eiberg and Christoffer Scavenius
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Children in out-of-home care persistently show poorer educational and developmental outcomes than their peers. This study investigates the effect of the comprehensive educational intervention, "LUKoP," in a randomized controlled trial, compared to treatment-as-usual (TAU). Outcome measures included reading and math abilities, IQ and executive function, learning skills, and psychosocial functioning. One hundred foster children (66% female) aged 6-14 (M = 10.5, SD = 2.1) from 80 regular schools participated in the study. We applied a fixed-effects regression analysis. Regardless of group allocation, the children demonstrated significant progress in cognitive development, including IQ (ES = 0.40, p < 0.001), verbal comprehension (ES = 0.29, p = 0.02), and perceptual reasoning (ES = 0.60, p < 0.001) over time. The children who received the LUKoP intervention also had a significant increase in word-reading speed (ES = 0.21, p = 0.02) and a significant additional gain in IQ (ES = 0.34, p = 0.02) and verbal comprehension (ES = 0.41, p = .03), compared to TAU. No significant effect was found on the other outcome measures for either the TAU group (ES range = - 0.13 to 0.47, p > 0.05) or the LUKoP group (ES range = - 0.15 to 0.42, p > 0.05). We found no compelling evidence that the LUKoP intervention gives overall benefit to academic achievement; however, LUKoP demonstrated a greater effect on cognitive abilities than TAU. The findings and future directions for educational interventions for children in out-of-home care are discussed.
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- 2024
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22. Weight Status and Socio-Demographic Disparities in Children's Physical Activity Intensity during Different Segments of the School Day
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Xiaoxia Zhang, Xiangli Gu, Tsz Lun Chu, Joonyoung Lee, and Tao Zhang
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This study was to evaluate weight status and sociodemographic disparities in physical activity (PA) intensities (i.e., vigorous PA [VPA], moderate PA [MPA], and light PA [LPA]) during different segments of the school day, including physical education (PE), recess, and lunchtime. Participants were 287 third-grade students (Mage = 8.38, SD = 0.50). PA was measured using accelerometers. Children, on average, spent 88.48 minutes of MPA and 13.35 minutes of VPA. Disparities in VPA were observed in sex (higher in boys in PE and recess) and weight status (higher in the healthy-weight group in recess and lunchtime). Sex disparities in MPA were observed in recess (higher in girls) and in lunchtime (higher in boys). Hispanic girls had more LPA in PE compared with non-Hispanic girls. Disparities in PA behaviors at PE, recess, and lunchtime are evident but different regarding children's demographics. Schools may tailor PA opportunities to promote children's PA and reduce disparity.
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- 2024
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23. Measuring Cyber Wisdom: Preliminary Validation of a New Four-Component Measure
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Tom Harrison, Gianfranco Polizzi, Shane McLoughlin, and Francisco Moller
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Cyber-wisdom is the ability to know and do the right thing at the right time, when using digital technologies, and is a concept that is gaining attention from educators. Whilst the theory and practice of cyber-wisdom education is established, to date there has been no attempt to investigate how the virtue of cyber-wisdom might be measured. This is a lacuna as it limits future research in the area, including, in particular, proximal evaluations of cyber-wisdom interventions. This article introduces a new four-component measure of cyber-wisdom, which is relevant to how the virtue may be cultivated in practice via formal education and the teaching of what is generally referred to as digital citizenship education. The measure was piloted with 1,331 13--16 year-olds. The findings provide initial evidence that cyber-wisdom literacy, reasoning, reflection, and motivation can be measured. This study provides preliminary validation of cyber-wisdom sub-measures that might be used in evaluations of educational interventions that seek to help children and adolescents live with wisdom in the digital age.
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- 2024
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24. Trajectory Research in Children with an Autism Diagnosis: A Scoping Review
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Stephen J. Gentles, Elise C. Ng-Cordell, Michelle C. Hunsche, Alana J. McVey, E. Dimitra Bednar, Michael G. DeGroote, Yun-Ju Chen, Eric Duku, Connor M. Kerns, Laura Banfield, Peter Szatmari, and Stelios Georgiades
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Researchers increasingly employ longitudinal trajectory methods to understand developmental pathways of people on the autism spectrum across the lifespan. By assessing developmental or health-related outcome domains at three or more timepoints, trajectory studies can characterize their shape and varying rates of change over time. The purpose of this scoping review was to identify and summarize the published breadth of research that uses a trajectory study design to examine development in children (to age 18 years) diagnosed with autism. Using a systematic search and screening procedure, 103 studies were included. This review summarizes methodological characteristics across studies including the varying statistical approaches used. A series of figures maps where published research is available across 10 outcome domains and the ages over which children have been followed. Evidence gaps, informed by the perspectives of the autistic and caregiver stakeholders that were engaged in this review, are discussed. We recommend that future trajectory research addresses the absence of studies from low- and middle-income countries, considers longitudinal assessment of outcome domains that caregivers and autistic people consider meaningful, and plans follow-up periods with assessment timepoints that cover the gaps in ages where more outcome-specific data are needed.
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- 2024
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25. Children's Physical Activity and Sedentary Behavior in Summer Camp
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Dyer, Samantha L., Constantino, Nora, Chen, Li-Teng, Burns, Ryan D., and Fu, You
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The average daily amount of physical activity (PA) expended by children in summer camp is unknown. The purpose of this study was to investigate the trends in PA and sedentary behavior in school-aged summer campers during an outdoor adventure summer camp. Participants were a convenience sample of school-aged children (N = 183; 102 males and 81 females; mean age = 9.69 ± 1.47 years) who attended one week of an outdoor adventure summer camp. PA and sedentary behavior were assessed and collected via wrist-worn Actigraph GT3X+ accelerometers during camp hours, from 9am to 4pm daily. Outcome variables included percentage of time spent in sedentary behavior, percentage of time spent in moderate-to-vigorous PA (MVPA), and average steps per day. Data were analyzed using a Multivariate Analysis of Variance (MANOVA) test. Results indicated a decreasing trend of PA across the eight-week summer camp period. Both boys and girls engaged in MVPA for about 9% of the total time during weeks one and two, which decreased to about 7% of the total time by weeks seven and eight. Sedentary behavior remained constant, with an increase during weeks 5 and 6 of camp. Average daily step count decreased by about 3,000 steps per day from the first to the final week of camp. There was a significant main effect for sex on PA (Wilk's [lambda]= 0.000, F = 6.77, p < 0.05) and a significant main effect for week on PA (Wilk's [lambda] = 0.000, F = 3.05, p < 0.05). This indicates the influence of camper sex and week of attendance on PA variables. Overall, weekly PA decreased during the duration of the summer camp. Seasonal outdoor weather patterns and counselor teaching styles may have impacted PA levels of campers. It is recommended that camp staff implement strategies to encourage consistent levels of PA across the summer camp season.
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- 2023
26. Child Labor Activities and Schooling Decisions in Rural Côte D'ivoire. Working Paper
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University of Pennsylvania, Consortium for Policy Research in Education (CPRE), Samuel Kembou, Sharon Wolf, Kaja Jasinska, and Amy Ogan
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We leverage data on 1,857 families in 140 rural cocoa-growing communities of Côte d'Ivoire to report on child work activities and schooling decisions. We distinguish between unpaid domestic labor and unpaid agricultural child labor activities reported by children in 2021 during the COVID-19 pandemic. We find that more than 80% of children participate in at least one household work activity and more than 50% in at least one agricultural work activity, with differences between boys and girls. Older boys performed more unpaid agricultural work activities, and girls performed more domestic work activities. Thirty-five percent of children were engaged in unpaid agricultural child labor, a rate similar to a national estimate of child labor in cocoa-growing communities of Côte d'Ivoire in 2018/19. Agricultural child labor and schooling are predicted by a child's age and gender, household factors such as parental age, family size, multidimensional poverty, and community factors, especially community-level child labor rates. Social protection and education programs targeting older boys could improve their schooling outcomes and reduce agricultural child labor. Likewise, addressing acute poverty with multifaceted programs reducing consumption-based poverty, poor parental education, and improving community infrastructures could reduce child labor.
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- 2023
27. The Impact of Learning Disabilities on Children and Parental Outcomes: Evidence from the Panel Study of Income Dynamics. Working Papers. No. 23-7
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Federal Reserve Bank of Boston, Rachel Cummings, and María José Luengo-Prado
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We document the characteristics of children and young adults identified in the Panel Study of Income Dynamics as having a learning disability and study whether legislative changes in diagnosis criteria have had a noticeable effect determining who receives a diagnosis. We further document that children and young adults identified as a having a learning disability experience less desirable outcomes early in life, including trouble with the police, drug use, violent behavior, incarceration, self-reported low levels of well-being, lower educational attainment, and less favorable labor market outcomes. We also find that the mothers of children diagnosed with learning disabilities are less likely than other mothers to participate in the labor market.
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- 2023
28. Diagnosed Developmental Disabilities in Children Aged 3-17 Years: United States, 2019-2021. NCHS Data Brief. No. 473
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National Center for Health Statistics (DHHS/PHS), Zablotsky, Benjamin, Ng, Amanda E., Black, Lindsey I., and Blumberg, Stephen J.
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This report provides updated prevalence estimates for diagnosed autism spectrum disorder, intellectual disability, and other developmental delay among children 3-17 years from the 2019-2021 National Health Interview Survey, with differences in prevalence examined between years and by sex, age group, and race and Hispanic origin. Estimates are also presented for any developmental disability, defined as having had one or more of these three diagnoses.
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- 2023
29. Children's Hospitals Graduate Medical Education (CHGME). CRS Report R45067, Version 11. Updated
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Library of Congress, Congressional Research Service (CRS) and Heisler, Elayne J.
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This report describes the Children's Hospitals Graduate Medical Education (CHGME) program's (1) purpose and structure, (2) history, and (3) authorizations and appropriations. It also provides select program data, including the number of hospitals supported under the program, their location, the amount of funding they receive, and the number of residents trained. Finally, the report discusses alternative sources of GME funding available.
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- 2023
30. Alignment Report for Ignite by Hatch[TM] to NC Foundations and the NC Standard Course of Study. CEME Technical Report. CEMETR-2023-05
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University of North Carolina at Charlotte, Center for Educational Measurement and Evaluation (CEME), Marah C. Lambert, and Richard G. Lambert
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As part of a graduate student internship, an alignment study was completed for Ignite™ by Hatch®, in partnership between The University of North Carolina at Charlotte's Center for Educational Measurement and Evaluation and Hatch®. Ignite™ has 341 Core games amongst 7 domains to assist early childhood learners: Mathematics, Language and Communication Development, Literacy, Physical Development, Science and Technology, Social Studies, and Social-Emotional Development. This study was completed as part of an initiative to review the program's Core games and their respective alignment with appropriate learning standards. Although Ignite™ is utilized across the country, North Carolina (NC) was used as a case for this study, which serves as an example when considering other states' learning standards. The following items were used when matching game objectives from Ignite™ with corresponding learning standards: (1) NC Foundations for Early Learning and Development; (2) The North Carolina Standard Course of Study -- Kindergarten; (3) The North Carolina Standard Course of Study -- Grade 1; and (4) The North Carolina Standard Course of Study -- Grade 2. [This report was written in partnership with Alexandra Miller.]
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- 2023
31. Quality of Child Development Scales. A Systematic Review
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Luque de Dios, Sara M., Sánchez-Raya, Araceli, and Moriana, Juan A.
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Currently, Developmental scales for children aged 0-6 years are a particularly valuable resource for assessing developmental milestones in children. Most scales are developed based on a broad conceptual framework, and their metric validation is insufficient and of low quality. The aim of this systematic review is to analyse the psychometric quality of these tests and identify aspects in need of improvement. To this end, the PRISMA methodology and the WOS and ProQuest databases were used to search for articles addressing this topic. A total of 680 articles were identified, of which 72 were selected using the established inclusion and exclusion criteria. The results indicate a scarcity of independent studies on the statistical measurement of the scales. The selected articles are very heterogeneous and validate these tests using adaptations of common metrics. Most perform cross-cultural, concurrent, and prognostic validations of the tests. We conclude that the quality of the scale metrics and other common aspects of these tests need to be improved, particularly sample sparsity and heterogeneity, as well as cultural biases. We underline the importance of applying for advances in metrics for the construction of developmental scales and recommend the use of computerised versions to improve their ease of use and efficiency.
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- 2023
32. Comparing a Modified Structured Mix with a Modified Random Rotation Procedure to Teach Auditory-Visual Conditional Discriminations to Children with Autism
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DiSanti, Brittany Marie, Eikeseth, Svein, and Eldevik, Sigmund
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We evaluated two procedures to teach auditory-visual conditional discriminations (receptive labeling) to children with autism. The procedures evaluated a modified Structured Mix (SM) procedure and a modified Counterbalanced Random Rotation (RR) procedure. The modified SM procedure was based on the logic of simplifying the task by breaking it down into smaller, successive steps and by requiring mastery of each step before introducing the next. Compared to previous studies, the modified SM procedure contained fewer steps, less prompting, and a less stringent mastery criterion. The modified RR procedure targeted all three stimuli simultaneously by presenting them across consecutive trials, both during training and error correction. Sample stimuli were presented in a counterbalanced random order and the comparison stimuli were presented in counterbalanced random positions. Participants were nine children with autism. An adapted alternating treatments design was used. Results showed that the modified SM procedure was more efficient for four of the nine participants, the modified RR procedure was more efficient for one of the nine participants, both procedures were equally efficient for two participants, and neither procedure was effective for two of the nine participants. The modified SM procedure appeared more efficient than the SM procedure employed in previous studies. Despite results, further research is warranted to examine within subject comparisons between original discrimination training procedures and modified procedures.
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- 2023
33. Instruction of Safety Skills for the Individuals With Intellectual Disabilities
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Sivrikaya, Tugba and Eldeniz Çetin, Müzeyyen
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This study aims to develop a valid and reliable assessment tool for the assessment of safety skills of individuals with intellectual disabilities, examine the effectiveness of the Safety Skills Instruction Program (SSIP) in teaching safety skills to these individuals, determine the preservation of skills after instruction by observation, and determine the views of parents and students respecting the teaching of safety skills. This research is designed in an explanatory sequential design, which is one of the mixed research methods. The examination of the construct validity process has indicated that the Safety Skills Test (SST) has a structure of four factors. 540 individuals with intellectual disabilities participated in the development of the measurement tool, and 32 individuals with intellectual disabilities participated in the implementation of the curriculum. It is determined that the level of safety skills of the students with mild intellectual disabilities who have attended the instruction is higher than the ones who have not attended, according to the mean ranks. It is found that the safety skills of students are preserved at a rate of 85-85%, according to the observation data gathered one week later. According to the result of the interview data, students and parents feel pleased about the instruction and think that the skills have been learned to a large extent.
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- 2023
34. Mental Health Treatment among Children Aged 5-17 Years: United States, 2021. NCHS Data Brief. No. 472
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National Center for Health Statistics (DHHS/PHS), Zablotsky, Benjamin, and Ng, Amanda E.
- Abstract
Mental health disorders, such as attention-deficit/hyperactivity disorder, anxiety, and behavioral conditions, are common in school-aged children in the United States. Frontline treatments for mental health disorders can include medication, counseling or therapy, or both, depending on the condition and the age of the child. This report describes the percentage of children aged 5-17 years who have received mental health treatment in the past 12 months by selected characteristics, based on data from the 2021 National Health Interview Survey. Mental health treatment is defined as having taken medication for mental health, received counseling or therapy from a mental health professional, or both in the past 12 months. [For the 2019 report, see ED612069.]
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- 2023
35. Kernel Smoothing Item Response Theory in R: A Didactic
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Effatpanah, Farshad and Baghaei, Purya
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Item response theory (IRT) refers to a family of mathematical models which describe the relationship between latent continuous variables (attributes or characteristics) and their manifestations (dichotomous/polytomous observed outcomes or responses) with regard to a set of item characteristics. Researchers typically use parametric IRT (PIRT) models to measure educational and psychological latent variables. However, PIRT models are based on a set of strong assumptions that often are not satisfied. For this reason, non-parametric IRT (NIRT) models can be more desirable. An exploratory NIRT approach is kernel smoothing IRT (KS-IRT; Ramsay, 1991) which estimates option characteristic curves by non-parametric kernel smoothing technique. This approach only gives graphical representations of item characteristics in a measure and provides preliminary feedback about the performance of items and measures. Although KS-IRT is not a new approach, its application is far from widespread, and it has limited applications in psychological and educational testing. The purpose of the present paper is to give a reader-friendly introduction to the KS-IRT, and then use the KernSmoothIRT package (Mazza et al., 2014, 2022) in R to straightforwardly demonstrate the application of the approach using data of Children's Test Anxiety scale.
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- 2023
36. 'What if We Give Them Too Much Voice?': Teachers' Perceptions of the Child's Right to Participation
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Munongi, Lucia
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Article 12 (1) of the United Nations Convention on the Rights of the Child sets out the right of children who are capable of forming their own views to freely express them in matters that affect them. Such views should be considered in schools when making decisions, paying attention to the child's age and maturity. In this study we explored teachers' understanding and perceptions of the implementation of the child's right to participation in matters that concern them in the school context. Using a qualitative research approach, data were obtained from 12 purposively selected high school teachers from selected schools in the Johannesburg South district through semi-structured individual interviews. The findings indicate that while understanding of this right was limited among teachers, there was a high preference to accord children this right. Opportunities to participate were mainly viewed as very limited and only in minor issues at school. Several challenges to promote this right were highlighted by teachers and are discussed in this article. Recommendations such as educating teachers about children's rights to participation and creating opportunities for them to participate in decision-making in matters that concern them are made.
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- 2023
37. Differences in Performance between Children Using the English and Spanish Versions of the Ignite by Hatch™ Educational Gaming System. CEME Technical Report. CEMETR-2023-01
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University of North Carolina at Charlotte, Center for Educational Measurement and Evaluation (CEME) and Lambert, Richard G.
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This study sought to investigate whether there were performance differences between the children who engaged with the Ignite by Hatch™ educational gaming system using the English- or Spanish-language versions of the games. Differential item functioning methods (DIF) were employed to investigate these differences. Specifically, DIF analyses can address these issues by providing evidence that the response process does not advantage any particular subgroup of children. DIF analyses can separate performance differences on specific games from individual differences in child ability. Focal and reference categories of children are identified to investigate DIF. We examined the focal group (Spanish) to gather evidence to demonstrate that the games are fair to the members of that particular subgroup. The reference group is typically the majority group (English), and the presumption is that the games are generally fair for the children in that group.
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- 2023
38. Childhood Factors Associated with the Completion of a High School Diploma or Equivalency Certificate or Higher among First Nations Children Living off Reserve, Métis and Inuit Children. Catalogue No. 41-20-0002
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Statistics Canada, Landry, Simon, Racine, Audrey, and Kumar, Mohan B.
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Using a longitudinal dataset created through the linkage of the 2006 Indigenous Peoples Survey (IPS; formerly called the Aboriginal Peoples Survey) and the 2016 long-form Census, this study examines childhood factors that are associated with the completion of a high school diploma or equivalency certificate or higher among off-reserve First Nations, Métis and Inuit children. The report presents childhood characteristics correlated with high school completion or higher by Indigenous group. Further, using a pooled sample, it examines the association between childhood factors and the outcome using multivariate analysis to account for confounding factors. Indigenous children living in some regions were more likely to complete high school or higher than those in other regions. First Nations (55.0%) and Métis children (66.3%) living in the Prairies region, were less likely to have completed high school or higher by 2016 compared with those in Ontario (68.9% and 77.5%, respectively). Inuit children who were living in Inuit Nunangat (38.1%) were less likely to complete high school or higher education than those living outside Inuit Nunangat (66.5%). Among First Nations and Métis boys and girls, those who were older were almost twice as likely to have completed high school or greater education compared with younger ones. Among Inuit, older boys (56.5%) were more likely to complete high school or higher than younger ones (29.7%E), but this relationship was not seen among girls. In all three groups, children living in suitable housing (i.e., not in crowded housing), were more likely to complete high school or higher education than those in unsuitable housing. This was evident among both Métis and Inuit boys and girls, but only among First Nations boys. The suitability of the housing did not play a significant role in First Nations girls completing high school or higher education. First Nations and Métis children who lived in two-parent households were more likely to complete high school or greater education than those in lone-parent households, but this relationship was not seen among Inuit children. Results of the logistic regression model show that age, household crowding, household income, and academic performance as children are associated with having completed high school or higher education. Older children had nearly three times higher odds (Odds ratio1 or OR=2.75) than those who were younger to have completed high school or higher education. Indigenous boys who lived in unsuitable housing during childhood had nearly half the odds (OR=0.52) of completing high school or higher education than those who lived in suitable housing. While a trend towards increasing odds of high school completion or higher was seen with increasing household income, it was only among Indigenous girls that a significant result was observed. Those living in the third (OR=2.67) and fourth (OR=4.23) quartile of household income had about three and four times, respectively, higher odds of completing high school or higher education compared with those in first quartile of household income. Finally, perceived academic performance in childhood was predictive of high school completion or greater education. In fact, odds of completion increased with increasing academic performance. Boys whose performance was very good during childhood had twice the odds (OR=2.17) of completing high school or higher education than those whose performance was average. In contrast, girls whose performance was very poor or poor had 73% lower odds of completing this level of education than girls whose performance was average. After adjusting for other childhood factors, region of residence, household type, familial residential school experience, prior attendance in an early childhood development program and ability to speak and/or understand an Indigenous language were not significantly associated with completion of high school or greater education. The findings of the study are in line with previous research and offer potential policy levers for developing programs and policies to increase the rates of high school completion or higher education among First Nations children living off reserve, Métis and Inuit children. [Funding for this study was provided by Indigenous Services Canada.]
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- 2023
39. The Coach's Role in Young Athletes' Emotional Competence and Psychological Well-Being
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Aguinaga San José, Iñigo, Martinez-Pampliega, Ana, Santamaría, Txemi, and Merino Ramos, Laura
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This paper presents a model that analyses the relationship between the coach's emotional competences and the training climate as predictors of the youngsters' emotional competences and psychological well-being. In the present study, 309 athletes and 17 coaches participated in the study. A general predictive model was estimated with path analysis and the maximum robust likelihood (MLR) estimation method. The results showed that the coach's emotional competences are associated with autonomy-supportive climates ([beta] = 0.15, p < 0.005). This climate is related to youth's emotional competences ([beta] = 0.30, p < 0.005) and lower emotional ([beta] = -0.27, p < 0.005), behavioural ([beta] = -0.51, p < 0.005), and social ([beta] = -0.33, p < 0.005) symptomatology. These results have important practical implications in designing interventions that promote coaches' emotional competences given its association with autonomy-supportive climates, which in turn are related to athletes' emotional competences and psychological well-being.
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- 2023
40. Uncovering the Dynamics That Drive Non-Formal Online Educational Activities: The Beaver Scouts Case Study
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do Amaral, João Alberto Arantes and Vargas, João Tristan
- Abstract
In this article we present our findings regarding of providing online educational activities, delivered by six adults, during 13 weeks (first semester 2020) to 15 children aging from 5 to 7 (the Beaver scouts), on a non-formal education context. The activities combined guided play and problem-based learning activities. Our research objective was to analyzed the method followed, uncovering the dynamics the drove the activities and the consequences. We followed an action research approach in order to understand the feedback loops present in the delivery of online educational activities. The data was collected from the minutes of the meetings, the activities' plans and the notes taken from observations of the online activities and notes taken during the debriefing activities. We analyzed the data by means of a systemic analysis. Our findings are: 1) The diversification of activities (physical, artistic, and social) provided by the leaders and the parent´s support and participation fostered the children engagement and motivation to learn. 2) The continuous improvement of the teach and learning techniques and the right use of IT tools, facilitated the communication and the delivery of meaningful online activities.
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- 2023
41. 2021 Summary of Advances in Autism Research
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US Department of Health and Human Services, Interagency Autism Coordinating Committee and National Institute of Mental Health (NIMH) (DHHS/NIH), Office of Autism Research Coordination (OARC)
- Abstract
Each year, the Interagency Autism Coordinating Committee (IACC) releases a list of scientific advances that represent significant progress in the field of autism research. The "2021 Summary of Advances" provides short, plain language summaries of the top research breakthroughs selected by the IACC from a pool of research articles nominated by the members. The 20 studies selected for 2021 have provided new insight into disparities in screening, medication use in autism, and the biology associated with communication outcomes. The advances also include studies that investigated early interventions and family navigation, service needs across the lifespan, and updated prevalence estimates across demographic groups. Articles in the "Summary of Advances" are grouped according to the topics represented by the seven Questions of the "2016-2017 IACC Strategic Plan for ASD." Citations for the articles selected for the "Summary of Advances," as well as a complete listing of those nominated, are included at the end of the document. [For the 2020 Summary, see ED623991.]
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- 2023
42. A Critical Examination of Policies and Practices Impacting the Education of Unaccompanied Immigrant Children in the United States
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López, Ruth M. and Giraldo-Santiago, Natalia
- Abstract
Beginning in 2014, increasing numbers of unaccompanied immigrant children (UIC) arrived and were apprehended at the United States-Mexico border. These children were fleeing violence, poverty, environmental disasters, as well as state-sanctioned violence and political instability influenced by interventions and support from the U.S. government spanning several decades. The purpose of this article was to examine the factors that shape the educational experiences of UIC in the United States during and after detention. The following questions guided this analysis: (1) What policies and practices impact the education of apprehended UIC in the United States? (2) What are the conditions formerly apprehended UIC encounter in schools? A review of the literature between 2000 and 2022 was conducted, including peer-reviewed articles, commentaries, legal documents, and news articles. The literature raises concerns about the quality, effectiveness, and availability of academic resources for these children. This review demonstrates the need for additional research and policy changes aimed at improving the educational conditions of UIC in shelters and communities after reunification, and it offers recommendations to school districts, policymakers, and researchers on how to best address the academic and non-academic needs of formerly apprehended UIC in the United States.
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- 2023
43. How Does Louisiana Support Students' Social, Emotional, and Academic Development (SEAD)?
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Education Trust
- Abstract
Social, emotional, and academic development (SEAD) is a holistic approach to supporting students' development and learning that is integral to ensuring positive outcomes in school and beyond. Schools must ensure students experience healthy development and rigorous learning. Unfortunately, students of color, students from low-income backgrounds, and other underserved students often do not have positive learning experiences. There are six key policy issues that state leaders can implement to create equitable and safe learning environments that promote positive SEAD for all students. This brief highlights how Louisiana is supporting students' SEAD and areas for growth across six policy issues, as well as questions to ask district leaders about local implementation.
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- 2023
44. Longitudinal Follow-Up Study of Social Intervention Outcomes for Children on the Autism Spectrum
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Christopher Lopata, Marcus L. Thomeer, Jonathan D. Rodgers, James P. Donnelly, and Jennifer Lodi-Smith
- Abstract
Purpose: A prior randomized trial found a school social intervention yielded significantly better outcomes (social and autism features) immediately following intervention compared to typical school programming (services-as-usual [SAU]) for children on the autism spectrum. In that study, children in the SAU condition subsequently completed a summer social intervention. This study tested longer-term maintenance of effects for children who completed both interventions. Methods: A total of 103 children (ages 6-12 years) on the autism spectrum enrolled and 102 completed the initial RCT. Following the summer social intervention, 90 children from the original RCT completed the longer-term follow-up study. In addition to baseline and posttest in the initial RCT, children from both groups were tested at three follow-up points (five total testing points). At the time of first longitudinal follow-up testing, the children were 1.25-4.25 years post-intervention (ages 8-15 years). Results: Longitudinal multilevel model analyses (and follow-up contrasts) revealed significant improvements for both groups post-intervention on measures of emotion recognition, autism features, and social skills, indicating maintenance of post-intervention improvements over the three follow-up testing points. No between-group differences were found for autism features or social skills over time; however, the school social intervention may have yielded somewhat better emotion recognition skills. Exploratory tests found that child IQ, language level, and length of time since completing the intervention did not moderate outcomes. Conclusion: Both social interventions yielded positive and durable longer-term improvements for children on the autism spectrum. [This paper will be published in "Journal of Autism and Development Disorders."]
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- 2024
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45. Reliability Generalization Meta-Analysis of the Child PTSD Symptom Scale for DSM-5 (CPSS-5)
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Abdulkadir Haktanir, A. Stephen Lenz, and M. Furkan Kurnaz
- Abstract
This study aims to identify the mean alpha coefficients of the Child PTSD Symptom Scale (CPSS-5) and examine the moderator role of trauma type and study location. We included studies using the CPSS-5 and reporting a Cronbach's alpha coefficient. Our analysis of 27 studies (k = 31) revealed a mean alpha coefficient of 0.91 for the CPSS-5. Mean internal consistency scores for trauma type ranged from 0.87 to 0.95. Additionally, studies conducted in North America yielded significantly higher mean alpha scores (M[subscript[alpha]] = 0.94) than international studies (M[subscript[alpha]] = 0.87). The CPSS-5 demonstrated reliable measurements across studies, ranging from good to excellent. Trauma type and location (or version of the CPSS-5) may be related to the reliability scores. Individual study characteristics should be considered, and reliability scores should be calculated for individual studies for the suitability of alpha scores for clinical decision-making.
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- 2024
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46. Amplitude Modulation Perception and Cortical Evoked Potentials in Children with Listening Difficulties and Their Typically Developing Peers
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Lauren Petley, Chelsea Blankenship, Lisa L. Hunter, Hannah J. Stewart, Li Lin, and David R. Moore
- Abstract
Purpose: Amplitude modulations (AMs) are important for speech intelligibility, and deficits in speech intelligibility are a leading source of impairment in childhood listening difficulties (LiD). The present study aimed to explore the relationships between AM perception and speech-in-noise (SiN) comprehension in children and to determine whether deficits in AM processing contribute to childhood LiD. Evoked responses were used to parse the neural origins of AM processing. Method: Forty-one children with LiD and 44 typically developing children, ages 8-16 years, participated in the study. Behavioral AM depth thresholds were measured at 4 and 40 Hz. SiN tasks included the Listening in Spatialized Noise-Sentences Test (LiSN-S) and a coordinate response measure (CRM)- based task. Evoked responses were obtained during an AM change detection task using alternations between 4 and 40 Hz, including the N1 of the acoustic change complex, auditory steady-state response (ASSR), P300, and a late positive response (late potential [LP]). Maturational effects were explored via age correlations. Results: Age correlated with 4-Hz AM thresholds, CRM separated talker scores, and N1 amplitude. Age-normed LiSN-S scores obtained without spatial or talker cues correlated with age-corrected 4-Hz AM thresholds and area under the LP curve. CRM separated talker scores correlated with AM thresholds and area under the LP curve. Most behavioral measures of AM perception correlated with the signal-to-noise ratio and phase coherence of the 40-Hz ASSR. AM change response time also correlated with area under the LP curve. Children with LiD exhibited deficits with respect to 4-Hz thresholds, AM change accuracy, and area under the LP curve. Conclusions: The observed relationships between AM perception and SiN performance extend the evidence that modulation perception is important for understanding SiN in childhood. In line with this finding, children with LiD demonstrated poorer performance on some measures of AM perception, but their evoked responses implicated a primarily cognitive deficit.
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- 2024
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47. From Global Domains to Physical Activity Environments: Development and Initial Validation of a Questionnaire-Based Physical Literacy Measure Designed for Large-Scale Population Surveys
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Peter Elsborg, Paulina S. Melby, Mette Kurtzhals, Helene Kirkegaard, Johannes Carl, Steffen Rask, Peter Bentsen, and Glen Nielsen
- Abstract
This study aimed to develop and test MyPL, a questionnaire that measures self-reported physical literacy (PL) among children and adolescents. First, the item pool was developed and adapted, and face validity was tested with cognitive interviewing. Then, factor structures were identified through multidimensional scaling and exploratory factor analyses in a sample of 951 children (ages 7-13). Then, the identified models were tested using confirmatory factor analyses (CFA) within a sample of 2861 children (ages 7-12) and a sample of 1518 children (ages 13-15). Finally, measurement invariance and predictive validity were investigated. CFA showed that the identified physical activity (PA) environment-based models fitted better with the data than the domain-derived model. Reliability analyses showed that the internal consistency of the total PL scale was good and that, the reliability of the identified scales, except the cognitive scale, of the two models based on PA environments was satisfactory. Additionally, MyPL also showed measurement invariance across gender. This study suggests that the type of PA and the environment in which PA occur is important to consider when designing PL measurement tools. This study indicated that MyPL can be used to measure children and young people's PL in large surveys.
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- 2024
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48. A Machine Learning Approach for Physical Activity Recognition in Cystic Fibrosis
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Mayara S. Bianchim, Melitta A. McNarry, Alan R. Barker, Craig A. Williams, Sarah Denford, Lena Thia, Rachel Evans, and Kelly A. Mackintosh
- Abstract
This study aimed to develop and validate machine learning models to predict intensities in children and adolescents with cystic fibrosis (CF) across different accelerometry brands and placements. Thirty-five children and adolescents with CF (11.6 ± 2.8 yrs; 15 girls) and 28 healthy youth (12.2 ± 2.7 yrs; 16 girls) performed six activities whilst wearing GENEActivs (both wrists) and ActiGraphs GT9X (both wrists and waist). Three supervised learning classifiers (K-Nearest Neighbour, Random Forest and eXtreme Gradient Boosted Decision Tree) were used to identify the input signal pattern for each PA type and intensity, with a 10-fold cross-validation utilized to assess the performance of the classifiers. ActiGraph GT9X on the dominant wrist and waist and GENEActiv on the dominant wrist failed to predict vigorous intensity PA activities. All other models, for activity type and intensities, exceeded 97% accuracy, with a sensitivity and specificity of greater than 95%, irrespective of accelerometer brand, placement or health condition. [This paper was written on behalf of ActiveYouth SRC group.]
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- 2024
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49. Teaching Mathematics Word Problem Solving to Students with Autism Spectrum Disorder
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Xiaojun Ma and Yan Ping Xin
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The National Council of Teachers of Mathematics (NCTM) emphasizes the teaching of "Big Ideas" in mathematics. This study focuses on the part-part-whole (PPW) relationship as a crucial aspect of word problem solving involving addition and subtraction. This study, conducted in the United States, evaluated the effects of conceptual model-based problem-solving (COMPS) with the concrete-representational-abstract (CRA) sequence on teaching addition and subtraction word problem solving to students with autism spectrum disorder (ASD). Using a multiple-probe design across the participants, the researchers examined the impact of the intervention on students' performance across three types of word problems: join-in, take-away, and combine. Results demonstrated significant improvements in students' problem-solving abilities on criterion tests. In addition, students successfully generalized their skills to solve problems with new contexts. The findings of this study provide implications for future research and educational practice.
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- 2024
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50. Educational Strategies Leading to Labeling the Gifted Pupil
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Eva Klimecká
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Labeling of gifted pupils can negatively affect the life path of gifted individuals. The study explores whether and how a teacher can label gifted pupils when applying educational strategies based on internal differentiation. We focused on formally identified intellectually gifted pupils (age 7-12) educated in (mainstream) elementary schools in the Czech Republic (Central Europe). Qualitative data were collected through classroom observations and teacher interviews. We observed 24 gifted pupils and 15 teachers from 12 schools. We identified five main types of educational strategies leading to inappropriate labeling, such as Tasks for Quick-witted, Challenges, Boffins Goes to Competition, Teacher's Assistant, and Individual Projects. The "inappropriateness" of these strategies consisted of the significant preference and presentation of gifted pupils, in the useless and overused selection of gifted pupils, and the rigidity of the applied strategies. The paper seeks to highlight the existence of a paradoxical phenomenon whereby, when teachers are maximally interested in promoting giftedness, the stagnation of gifted pupils and other pupils in the class occurs. The study concludes with recommendations for eliminating inappropriate labeling of gifted pupils.
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- 2024
- Full Text
- View/download PDF
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