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The apps for drawing are present in our children's life. Nevertheless, little is known about the impact of mobile technology on the freehand drawing educational activity. There are few works which are contextualised within short periods of time, with teachers who are not theirs and, in some cases, outside the children's classroom. In this paper, we are focussed on the use of technology on freehand drawing activity. Thus, we have compared the graphics produced by 4- and 5-year-old children with paper&crayon in comparison with those with tablet-finger. Children made the drawings during a planned free-drawing activity, in their ordinary classrooms, with their teachers and during five sessions. Assessment of drawings has evidenced tablet feasibility for making graphics. Nevertheless, with the passing of time, quality of graphics (tablet-finger vs paper&crayons), are nearly matched, demonstrating the low impact level technology has on this activity. In addition, if drawings are analysed specifically according to ages, results have shown that both groups have to develop adaptation strategies of visual perceptual skills and fine motor skills for the touch screen in order to obtain the same quality in the drawings made on both support types. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to extend and evaluate methods of "Bayesian historical borrowing" applied to longitudinal data with a focus on parameter recovery and predictive performance. Bayesian historical borrowing allows researchers to utilize information from previous data sources and to adjust the extent of borrowing based on the similarity of current data to historical data. We examine the utility of three "static" historical borrowing methods including complete pooling, Bayesian synthesis with aggregated data-dependent priors, traditional power priors, and two "dynamic" borrowing methods including Bayesian dynamic borrowing and commensurate priors. Using data from two administrations of the United States Early Childhood Longitudinal Study, we evaluate these methods in terms of in-sample simulation statistics, as well as pseudo out-of-sample measures of predictive performance. A case study examining growth in reading competency over time revealed that for one historical cycle, most methods of historical borrowing perform similarly with respect to predictive performance and parameter recovery. Pooling and power priors performed relatively poorly across the conditions in this study, particularly when the current data and the historical data were heterogeneous. Results from a comprehensive simulation study revealed that the advantages of different historical borrowing methods vary across different evaluation criteria. Overall, Bayesian dynamic borrowing and commensurate priors are no worse, and in some cases better, than other methods in terms of parameter recovery and predictive performance, and considering a previous paper by Kaplan et al. (Psychometrika, 10.1007/s11336-022-09869-3, 2022) found clear benefits of Bayesian dynamic borrowing over other methods of historical borrowing in the multilevel context using data from the Program for International Student Assessment (PISA) with five historical cycles, this paper argues that Bayesian dynamic borrowing or commensurate priors is a prudent choice for borrowing information from previous cycles of longitudinal data.

The purpose of this paper is to extend and evaluate methods of "Bayesian historical borrowing" applied to longitudinal data with a focus on parameter recovery and predictive performance. Bayesian historical borrowing allows researchers to utilize information from previous data sources and to adjust the extent of borrowing based on the similarity of current data to historical data. We examine the utility of three "static" historical borrowing methods including complete pooling, Bayesian synthesis with aggregated data-dependent priors, traditional power priors, and two "dynamic" borrowing methods including Bayesian dynamic borrowing and commensurate priors. Using data from two administrations of the United States Early Childhood Longitudinal Study, we evaluate these methods in terms of in-sample simulation statistics, as well as pseudo out-of-sample measures of predictive performance. A case study examining growth in reading competency over time revealed that for one historical cycle, most methods of historical borrowing perform similarly with respect to predictive performance and parameter recovery. Pooling and power priors performed relatively poorly across the conditions in this study, particularly when the current data and the historical data were heterogeneous. Results from a comprehensive simulation study revealed that the advantages of different historical borrowing methods vary across different evaluation criteria. Overall, Bayesian dynamic borrowing and commensurate priors are no worse, and in some cases better, than other methods in terms of parameter recovery and predictive performance, and considering a previous paper by Kaplan et al. (Psychometrika, 10.1007/s11336-022-09869-3, 2022) found clear benefits of Bayesian dynamic borrowing over other methods of historical borrowing in the multilevel context using data from the Program for International Student Assessment (PISA) with five historical cycles, this paper argues that Bayesian dynamic borrowing or commensurate priors is a prudent choice for borrowing information from previous cycles of longitudinal data. [The article was published in "Large-scale Assessments in Education" (EJ1362749).]

Many of the analytical models commonly used in educational research often aim to maximize explained variance and identify variable importance within models. These models are useful for understanding general ideas and trends, but give limited insight into the individuals within said models. Data envelopment analysis (DEA), is a method rooted in organizational management that makes such insights possible. Unlike models alluded to above, DEA does not explain variance. Instead, it explains how efficiently an individual utilizes their inputs to produce outputs, and identifies which input is not being utilized optimally. This paper provides a history and usages of DEA from fields outside of education, and describes the math and processes behind it. This paper then extends DEA's usage into the educational field using a study on child reading ability. Using students from the Project KIDS dataset (n = 1987), DEA is demonstrated using a simple view of reading framework, identifying individual efficiency levels in using reading-based skills to achieve reading comprehension, determining which skills are being underutilized, and classifying new subsets of readers. New subsets of readers were identified using this method, with implications for more targeted interventions.

Is it possible to track the revitalization of the Maori language statistically? Different large-scale statistical collections (censuses and surveys) in New Zealand effectively have different definitions of speaker because they ask different questions. This paper compares trends in numbers of Maori speakers as estimated from responses to questions about conversational ability, first language, and level of speaking proficiency, with particular reference to the 2013 Census and Te Kupenga (Maori social survey) 2013. One might expect estimates based on these responses to align closely, but they do not. This paper explores the relationships between the different estimates for different birth cohorts. Data on first language from at least four surveys provide strong evidence of a resurgence in intergenerational language transmission, which is not clearly apparent from the other indicators. Patterns of response to conversational ability and speaking proficiency questions are found to vary according to first language and birth cohort. It is argued that the apparent inconsistencies between the indicators reflect the real complexity of revitalization processes, as well as varying interpretations of the language questions, and that the New Zealand census language question on conversational ability is of questionable value as an indicator for tracking Maori language revitalization.

This paper reports research which investigated the issue of access in the Universal Basic Education (UBE) and sought to know why access to education remains the biggest challenge with over 10.5 million school-aged children out of school in Nigeria (NUT, 2004; UBEC, 2004; UNICEF Report, 2015). Data for this study were collected through document analysis and interviews with 30 bureaucrats responsible for implementing UBE in two geo-political zones and the federal capital territory. According to the analysed data, the challenge of access in UBE implementation was attributable to bureaucratic complexity. Recommendations have been developed for UBE implementation that seeks to enable enhanced access to education among Nigerian children.

Educational outcomes across multiple countries show large gaps between children's grade level curricular expectations and the actual learning levels of children. This paper discusses findings from an early grades literacy study and attempts to explore factors that potentially improve the English language learning results of Grades 3 and 4 learners in Bonsaaso, Ghana. The study was conducted in five schools, and the teachers were randomly selected into treatment and control groups. This is a quasi-randomized study. The objective of the study is to understand the components and processes that improve learning. The treatment included teacher training, constant feedback using real-time data and supervision, discussions of student-learning outcomes, materials development, corrective feedback to students and lesson plans. Overall, the percentage of the learners able to read as a result of this instructional treatment almost doubled compared to the control group; 34% of the students in the treatment group were classified as able to read at the end of the study compared to 18% in the control group. However, majority of the students were unable to read simple sentences. The classroom observations describe some of the classroom management and teaching techniques that could enhance learner performance.

The use of reference groups made up of members of the population being researched has been encouraged within the qualitative research literature. This paper describes the use of reference groups made up of children and young people and promotes them as a space within which co-reflexive activities can help researchers reconsider their research approaches and assumptions, their methodologies and methods and the new knowledge created. The paper uses three case studies to highlight the benefits the authors have encountered as well as those identified by children and young people themselves.

In 1855 the Revd C. E. Van Koetsveld established his "School for Idiots" in The Hague. Within two years, he had also opened a boarding facility that accommodated many of his pupils. Legal regulations demanded authorisation for a child to be placed in this asylum. This procedure included a questionnaire on the condition of the child. The paper discusses the analysis of data included in the files of 187 children admitted to Van Koetsveld's institution between 1857 and 1873. In an earlier examination of these data, the author was intrigued about what could be inferred from these data. In this paper the same question is addressed from a new angle by applying the theoretical and methodological perspective of "praxeography." This approach reveals the logic behind the process of inscribing characteristics on vulnerable children. Moreover, the analysis shows how children's inner worlds were opened up for further examination and social intervention.

In this paper, we argue for a view of analysis as an embodied practice and review others' testimonies of carrying out multimodal ethnography. This review suggests that metaphors are key for communicating what happens to "us" in the course of the research and our subsequent sense-making practices. We identify four metaphors for communicating data collection and analytic practices: "composing," "meandering," "plundering" and "time travel." We then turn to our own multimodal fieldwork with children in middle childhood, to think about the experiences and emergent metaphors that shaped our practice on an international study looking at the relationship between childhood and public life. Children's "play" was instructive in our own formation as multimodal ethnographers. We provide examples of the ways in which children recruited us into their play, the ways in which play taught us about what matters to children, and finally, how we took play into our own analytical practices.

Data collected in psychological studies are mainly characterized by containing a large number of variables (multidimensional data sets). Analyzing multidimensional data can be a difficult task, especially if only classical approaches are used (hypothesis tests, analyses of variance, linear models, etc.). Regarding multidimensional models, visual techniques play an important role because they can show the relationships among variables in a data set. Parallel coordinates and Chernoff faces are good examples of this. This article presents self-organizing maps (SOM), a multivariate visual data mining technique used to provide global visualizations of all the data. This technique is presented as a tutorial with the aim of showing its capabilities, how it works, and how to interpret its results. Specifically, SOM analysis has been applied to analyze the data collected in a study on the efficacy of a cognitive and behavioral treatment (CBT) for childhood obesity. The objective of the CBT was to modify the eating habits and level of physical activity in a sample of children with overweight and obesity. Children were randomized into two treatment conditions: CBT traditional procedure (face-to-face sessions) and CBT supported by a web platform. In order to analyze their progress in the acquisition of healthier habits, self-register techniques were used to record dietary behavior and physical activity. In the traditional CBT condition, children completed the self-register using a paper-and-pencil procedure, while in the web platform condition, participants completed the self-register using an electronic personal digital assistant. Results showed the potential of SOM for analyzing the large amount of data necessary to study the acquisition of new habits in a childhood obesity treatment. Currently, the high prevalence of childhood obesity points to the need to develop strategies to manage a large number of data in order to design procedures adapted to personal characteristics and increase treatment efficacy.

Background: Approaches to conducting research with children afford them varying degrees of participatory power. Despite children's varying roles within research, more needs to be understood about the influences of unintentional power plays and, in particular, interactions between participant and non-participants on children's participation in "in situ" research. Purpose: This paper considers the methodological and practical dimensions of research data collection "in situ," and the effect of adult-child power relations within child-centred research. Method: Participants were children involved in a wider research project across five Australian primary schools that explored how 8 to 12-year-old children conceptualised and defined the notion of wellbeing. Drawing upon researcher observation and children's commentary and actions, a reflexive approach exploring the effects of unintentional power plays during the research activities was utilised. Data were analysed qualitatively, using a hermeneutic frame. Findings and conclusions: Three case study vignettes from the data are presented and the effect on the researcher-child relationship in each instance is discussed. Analyses of these cases offer insights into the unintentional power plays experienced by many researchers who engage in research that includes children in the naturalistic but institutionalised setting of a school. Managing effects from non-participant adults during research represents a critical ethical consideration for researchers seeking to afford children a forum to freely express their perspectives within school environments.

Previous research has demonstrated how young children can identify the signal in data. In this exploratory study we considered how they might also express meanings for noise when creating computational models using recent developments in software tools. We conducted extended clinical interviews with four groups of 11-year-olds and analysed the videos of the children's activity through a process of progressive focusing. In this paper we explain the design of our tasks and report how the children's expressions for noise, supported by the need to communicate with the software, developed from specific values to verbal expressions of uncertainty such as 'around', to offering ranges of values. We consider the opportunities and constraints of such an approach, which we call "purposeful computational modelling".

Although the need for a better understanding and deconstruction of the barriers that underpin and impede the realisation of inclusive education in many developing countries is acknowledged, few studies focus specifically on exploring how stigma affects the choices that parents in developing countries make on behalf of their children. This paper contributes to the understanding of the stigma experience of mothers of children with special educational needs (SEN) in a Nigerian context. The aim of the study was to explore how parents' interpretation of stigma directed towards their children with SEN affects the educational decision they make on behalf of these children. The study consisted of eight interviews with mothers of children with SEN in Lagos, Nigeria. Specifically, stigmatisation of children with SEN was found to be underpinned by a "non-materialistic" culture and worldviews that construct disability as "non-normal". Findings also uncover a range of coping mechanisms adopted by mothers to deal with courtesy stigma and stigma stress. Theoretical and practical contributions to the literature on stigma and inclusive education are subsequently discussed. Theoretically, we introduce and discuss the import of "stigma transference" (the different modes that stigma can be transferred from one individual to the other) and practically, we discuss implications of findings for anti-stigma intervention.

This paper uses a rich longitudinal dataset to measure the evolution of the gender differences in numeracy among school-age children in Indonesia. Girls outperformed boys by 0.08 standard deviations when the sample was around 11 years old. Seven years later, the gap has widened to 0.19 standard deviations, equivalent to around 18 months of schooling. I find no evidence that households invest more resources in girls relative to boys. However, there is suggestive evidence that schools play a role in fostering the gender gap in numeracy. Given the importance of numeracy in later life, there may be some scope for public policies to address the widening numeracy gap between genders.

Background Pro-smoking applications (app) provide information about brands of tobacco products, where to buy them, and encourage their use. It is unclear in which countries these apps are being downloaded, or whether app stores play a role in promoting or regulating these apps, particularly those that appear to target children. Method The lifetime popularity of 107 pro-smoking apps was investigated, using a third-party app metrics service that aggregates data from app stores about app download popularity by country. Apps were deemed popular if at any time in their lifespan they achieved a top 25 ranking overall across all apps, or a top 25 ranking in any particular category of apps, such as ‘educational games'. Results Fifty-eight pro-smoking apps reached ‘popularity' status in Apple and Android stores in one or more of 49 countries, particularly Italy, Egypt, Germany, Belgium and the USA. The daily downloads in each country ranged from approximately 2000 to 80 000. The Apple store featured five of the pro-smoking apps in various categories, and two apps were featured by the Android market. Two pro-smoking apps in the Apple store were extremely popular in the ‘Educational Games' and ‘Kids' Games' categories. Conclusions Pro-smoking apps were popular in many countries. Most apps were assigned to entertainment and games categories, with some apps specifically targeting children through placement in categories directed at children. App stores that feature pro-smoking apps may be in violation of tobacco control laws. [ABSTRACT FROM AUTHOR]

Background: Headache is a symptom that can cause discomfort not only to adults but, also, to children. The effects that headaches have in the daily routine of children and teenagers depend on the condition's cause, and its frequency and intensity. Headache leads to a decrease in daily activity during the crisis and during periods of intercritical, with impact on quality of life. Aim: To determine if the headache of hospitalized children is related to the quality of life and the degree of impact, to the daily life of children of both sexes aged 3-16 years. Methodology: The sample consisted of 52 children hospitalized in pediatric clinic who came to the hospital with a severe headache. The questionnaire used ( Headache Questionnaire- McKenzie Pediatrics 2010) includes questions relating to general information, history and habits of children and the pediatric quality of life (EQ-5D-Y) to record the state of child health days hospitalized and to determine the quality of life. For the statistical analysis used the program SPSS 22.0 Results: The mean age of the children was 6-14 years and the average length of stay 1-5 days. Headache in almost all participants (93%), accompanied by other symptoms with major nausea (19%) and dizziness (29%). Children with headache absent from school, they don't looking after themselves (33%) and not participate in their daily activities-hobby(29%). The quality of life was affected. When children suffering from headache, they feel anxiety, pain and discomfort (67%) and have worse overall, physical and psychosocial quality of life (27%). Conclusions: Although headache was the cause of absent from school, most of the children who hospitalized with headache, showed or no disability, to the activities of their daily life and their quality of life affected moderately. [ABSTRACT FROM AUTHOR]

Design of new technology with children has been widely investigated, and lately several workshops have been organised with children for designing novel IoT or smart objects, e.g., for smart cities or parks. Gradually, the research focus has shifted, from an analysis of the technology itself, which children help create, towards an analysis of children's possible gains in design workshops. However, in spite of several recent efforts, it is still unclear what happens when children participate in diverse parts of a design process, ranging from ideation to prototyping. This paper investigates it, focussing on children's gains in relation to their knowledge of design. A structured design workshop can help obtain such gains and analyse their achievements. Therefore this paper presents a structured design workshop with 27 children, aged from 11 to 14 years old, ideating, programming and prototyping smart objects for their town park. The workshops was structured and centred around a board-game with cards, so as to playfully make children reflect about design, and promote their awareness of what they were doing. Data were gathered in relation to children's reflections from different perspectives, during the workshop, and in relation to their awareness of design, after the workshop. The analysis of the gathered data suggests that the workshop positively affected children's reflections on design and awareness of design, giving indications for future work concerning critical design with children. [ABSTRACT FROM AUTHOR]

This paper focuses on autism spectrum disorder (ASD) and food selectivity, both of which are prevalent in the pediatric population. In this context, the authors paid attention to food selectivity and its possible correlation with the atypicality of sensory processes, outlining the useful rehabilitation treatments to draw on. This research included the parents or caregivers of pediatric patients diagnosed with autism spectrum disorder and placed within a therapeutic clinic. The sample is composed of 111 children, males and females, aged between 2 and 10 years, and includes 60 children diagnosed with autism and 51 children with normotypical development, similar in characteristics but without the disorder. The standardized questionnaire, "Brief Autism Mealtime Behavior Inventory", was developed to examine behavior during meals, especially in children with ASD. The "Brief Sensory Profile", and the "Child Oral and Motor Proficiency Scale", were also administered. The results obtained from the analysis lead to evidence of eating and food selectivity difficulty. Additionally, our study demonstrates that food selectivity can be caused by extreme sensory modulation and sensory problems related to the smell, texture, color, and temperature of food. In fact, the results obtained emphasize the correlation between food selectivity and the sensory domains of taste and smell. Furthermore, this research highlights a correlation between motor skills and eating skills, particularly regarding food selectivity, which is closely associated with atypical and disruptive behaviors during meals. [ABSTRACT FROM AUTHOR]

Background: Aims: To investigate the developmental trajectory of the rate and perceptual assessment of oral diadochokinesis (DDK) in typically developing children compared with adults. Also to examine the characteristics of DDK productions in children with speech sound disorders (SSD) and the relationship between DDK production and percentage of consonants correct (PCC). Methods & Procedures: Participants were 316 typically developing children and 90 children with SSD from 3 to 9 years old, as well as 20 adults with normal speech. The mono‐, bi‐ and trisyllabic nonsense strings containing Korean tense consonants and the vowel [a] were used for DDK tasks. The number of iterations per s was measured as the DDK rate for each stimulus. The perceptual assessment of DDK productions was also performed for regularity, accuracy and rate. Outcomes & Results: The DDK rates increased throughout childhood, but the oldest children, 9‐year‐olds in the current study, did not achieve adult‐like rates for all mono‐ and trisyllabic strings. Children with SSD also did not show significant differences from typically developing children when the DDK productions were analysed using only accurate tokens. The PCC of children with SSD showed higher correlations with regularity, accuracy and rate of perceptual ratings than the timed DDK rate. Conclusions & Implications: This study highlighted the fact that the comprehensive evaluation of DDK productions may provide even more useful information about children's oral motor skills. WHAT THIS PAPER ADDS: What is already known on the subject: Rates of DDK reflect the motor skills of the articulatory systems independently of phonological skills; therefore, the tasks are widely used in the diagnostic evaluations of speech disorders in both children and adult populations. However, a substantial number of studies have questioned the validity and usefulness of DDK rates for evaluating speech abilities. Also, the literature suggested that the measure of DDK rate alone does not provide a clear and useful indication of children's oral motor skills. DDK tasks should be analysed in terms of accuracy and consistency as well as rate. What this paper adds to the existing knowledge: The literature reporting normative DDK performance has mainly been based on English speakers. As different consonants have different temporal characteristics, the linguistic and segmental features of DDK tasks can impact the DDK rate. This study established a norm for DDK rate for Korean‐speaking children and investigated the developmental trajectory of DDK performance in typically developing children compared with adults. This study suggested that the comprehensive evaluation of DDK productions may provide even more useful information about children's oral motor skills by examining the characteristics of DDK productions in children with SSD. What are the potential or actual clinical implications of this work?: This study provided normative data of young Korean‐speaking children aged 3–9 years. Normative data in children under 5 years of age are valuable given that the majority of children referred for speech difficulty assessments are between 3 and 5 years of age, but only a few studies have provided the normative data in young children. This study showed that many children could not complete DDK tasks correctly and provided additional support for the notion that other aspects of DDK performance, including accuracy and regularity, may yield more useful diagnostic indications than timed DDK rates alone. [ABSTRACT FROM AUTHOR]

Adenotonsillectomy is performed in children on an outpatient basis, and pain is managed by parents. A pain diary would facilitate pain management in the ambulatory setting. Our objective was to evaluate the parental response rate and the compliance of a prototype electronic pain diary (e-diary) with cloud storage in children aged 2–12 years recovering from adenotonsillectomy and to compare the e-diary with a paper diary (p-diary). Parents recorded pain scores twice daily in a pain diary for 2 weeks post-operation. Parents were given the choice of an e-diary or p-diary with picture message. A total of 208 patients were recruited, of which 35 parents (16.8%) chose the e-diary. Most parents (98%) chose to be contacted by text message. Eighty-one families (47%) returned p-diaries to us by mail. However, the response rate increased to 77% and was similar to that of the e-diary (80%) when we included data texted to the research phone from 53 families. The proportion of diaries with Complete (e-diary:0.37 vs. p-diary:0.4) and Incomplete (e-diary:0.43 vs. p-diary:0.38) data entries were similar. E-diaries provide a means to follow patients in real time after discharge. Our findings suggest that a smartphone-based medical health application coupled with a cloud would meet the needs of families and health care providers alike. [ABSTRACT FROM AUTHOR]

Children in care of the state are amongst the most disadvantaged in society. They have often experienced adverse childhood experiences leading to their care entry including abuse and neglect. Longitudinal data suggests problems children in care of the state experience within adolescence persist into adulthood, showing "a continuing legacy of adversity." Emerging literature shows that edge of care interventions can bring about benefits. These interventions support families to meet their child's needs and prevent, or reduce, the likelihood of children going into care. However, it is not clear how or why these interventions work. It is important to develop this understanding to inform the development of effective, theory-informed practice to benefit this population. We reviewed and synthesised published literature to expose mechanisms by which interventions may promote and support family preservation for children at the edge of care. Our synthesis uses a realist approach to examine mechanisms by which interventions, in various contexts, can promote and support family preservation for children at the edge of care. Previous work by the team shaped the initial search strategy and in line with RAMESES realist review guidelines, no restrictions were placed on the types of study to be included in the synthesis. From 7,530 potentially relevant references identified, 61 papers were included in final extraction. Extracted data was themed, prior to developing narrative and formulating programme theories. Effective edge of care service operation seemed to be based on four core programme theories pertaining to the need for family skills training, home-based delivery, dedicated worker, and rapid response to need. [ABSTRACT FROM AUTHOR]

Background: When parents bring their child to appointments and then adhere to agreed speech and language therapy (SLT) recommendations, there is the potential to increase the intensity of the intervention, support generalization and improve outcomes. In SLT, however, little is known about factors that may promote attendance or adherence. Studies in other clinical areas such in medicine, psychology and physiotherapy have identified risk factors for non‐attendance or non‐adherence that are multifactorial and variable dependent on, for example, population and intervention. Aims: To identify rates of non‐attendance and non‐adherence, and to identify parent or child factors associated with parent involvement in intervention for children under 5 years of age receiving SLT. Methods: Parents completed questionnaires at two time points assessing the domains of parents' beliefs (problem perceptions, self‐efficacy), personal circumstances (socio‐demographics, family functioning), treatment experience and child factors. Predictors of parent attendance and adherence were identified through multiple regression analyses. Non‐attendance rates were identified via local health records and non‐adherence ascertained using a specific parent‐reported measure within the treatment experience domain. Results: Participants (N = 199) were predominantly mothers, and were ethnically and socio‐economically diverse, speaking a wide range of languages. Their children presented with a range of speech, language communication needs (SLCN). The rate of non‐attendance was 25% and the main predictors of non‐attendance were maternal age, education level and two factors within the parent beliefs domain. This model explained 40% of the variance in attendance. The rate of non‐adherence in this cohort was 26% with parental rating of the importance of a recommendation and self‐efficacy beliefs predicting adherence; this explained 56% of the variance in adherence to SLT recommendations at home. Conclusions & Implications: Our research has provided preliminary evidence of the influence of parents' beliefs, personal circumstances and treatment experiences on their involvement in their child's therapy. Speech and language therapists should consider factors impacting attendance and adherence to treatment and explore parental perceptions of their child's SLCN before embarking on an intervention, a foundation for collaborative practice. A possible limitation of this study is that the levels of attrition in our sample led to generally high measured rates of participation, which should be considered in future studies. Future research should explore adherence in treatments with varying doses, with different types of SLCN or interventions and in different settings. WHAT THIS PAPER ADDS: What is already known on the subject: It is acknowledged that parent involvement in their child's therapy, such as attending and adhering to recommendations, is important but little is known about the rates of involvement and what factors may be associated with attendance and adherence in SLT. Qualitative research has explored parental involvement suggesting that beliefs about an intervention may be pertinent. Extensive research in other clinical areas suggest multiple and varied factors are influential and further exploration of particular populations and interventions is necessary. What this paper adds to the existing knowledge: This study identified rates of parental non‐attendance and non‐adherence in a cohort of predominantly mothers of children under the age of 5 years. It is the first study to measure parent adherence in SLT and identify factors that are associated parental adherence to SLT recommendations. It adds to the small body of SLT specific research in understanding risk factors for non‐attendance. What are the potential or actual clinical implications of this work?: This study highlights the need for a speech and language therapist to consider and explore parents' perspectives of their child's SLCN as a part of achieving collaboration with a parent in order to achieve the best outcomes. It provides a foundation for further systematic research into parent involvement with the ultimate aim of enhancing outcomes for children with SLCN. [ABSTRACT FROM AUTHOR]

Recent research has stated that early oral language acquisition difficulties are related to reading and writing difficulties. Children with developmental language disorder (DLD) experience difficulties with several dimensions of language. In this study we focus on the specific difficulties of children with DLD in spelling. We examine the impact of lexicality and length in written production of Spanish‐speaking children with DLD. A total of 18 children with language difficulties (Mage = 8;4) were compared with age‐matched children (Mage = 8;2). Participants completed a spelling‐to‐dictation task of words and pseudo‐words, where length was manipulated. A digital tablet was used to collect data and obtain measures of accuracy, latencies and total writing durations. Results showed that children with DLD produced more errors, longer latencies and longer writing durations than age‐matched children. Regarding accuracy, analysis of the errors shows that children in the control group produce few errors, most being substitutions, while children with DLD made more errors and of more varied categories. Moreover, they were more affected by length on writing accuracy than the control group. WHAT THIS PAPER ADDS: What is already known on this subject: Children with language difficulties are more likely to present reading difficulties. There are fewer studies analysing the impact of oral language difficulties in writing skills. What this paper adds to existing knowledge: The study suggests that children with oral language difficulties also have impairments in spelling, impacting on accuracy, duration and reaction time, possibly related to poor phonological working memory. What are the potential or actual clinical implications of this work?: This study highlights the need to emphasize early oral intervention and language‐related processing skills to help prevent written language difficulties. [ABSTRACT FROM AUTHOR]

Background: Early and effective treatment for children with developmental language disorder (DLD) is important. Although a growing body of research shows the effects of interventions at the group level, clinicians observe large individual differences in language growth, and differences in outcomes across language domains. A systematic understanding of how child characteristics contribute to changes in language skills is still lacking. Aims: To assess changes in the language domains: expressive morphosyntax; receptive and expressive vocabulary; and comprehension, in children in special needs education for DLD. To explore if differences in language gains between children are related to child characteristics: language profile; severity of the disorder; being raised mono‐ or multilingually; and cognitive ability. Methods & Procedures: We extracted data from school records of 154 children (4–6 years old) in special needs education offering a language and communication‐stimulating educational environment, including speech and language therapy. Changes in language were measured by comparing the scores on standardized language tests at the beginning and the end of a school year. Next, we related language change to language profile (receptive–expressive versus expressive‐only disorders), severity (initial scores), growing up mono‐ and multilingually, and children's reported non‐verbal IQ scores. Outcomes & Results: Overall, the children showed significant improvements in expressive morphosyntax, expressive vocabulary and language comprehension. Baseline scores and gains were lowest for expressive morphosyntax. Differences in language gains between children with receptive–expressive disorders and expressive‐only disorders were not significant. There was more improvement in children with lower initial scores. There were no differences between mono‐ and multilingual children, except for expressive vocabulary. There was no evidence of a relation between non‐verbal IQ scores and language growth. Conclusions & Implications: Children with DLD in special needs education showed gains in language performance during one school year. There was, however, little change in morphosyntactic scores, which supports previous studies concluding that poor morphosyntax is a persistent characteristic of DLD. Our results indicate that it is important to include all children with DLD in intervention: children with receptive–expressive and expressive disorders; mono‐ and multilingual children, and children with high, average and low non‐verbal IQ scores. We did not find negative relations between these child factors and changes in language skills. WHAT THIS PAPER ADDS: What is already known on the subject: Intervention studies indicate that intervention can be effective, but not for all children with DLD, and not in all language domains. Longitudinal studies on language development show stable growth patterns in children with DLD at the group level. A systematic understanding of how child characteristics contribute to changes in language skills is still lacking. What this paper adds to existing knowledge: In this study, we report on the language gains of a cohort of 154 children with DLD (4–6 years old), in a special education setting for children with language disorders. Our sample includes children with receptive–expressive disorders and expressive‐only disorders, and monolingual as well as multilingual children. Our results show that children's language skills improved. The co‐normed tests we used revealed that the children had much lower growth in morphosyntax than in the other language domains. Language gains between children with receptive–expressive and expressive‐only language disorders did not differ, children with lower initial test scores showed more improvement than children with higher initial scores, multilingual children showed more gains in expressive vocabulary than monolingual children, and there was no effect of non‐verbal IQ on change in language scores. What are the potential or actual clinical implications of this work?: The results suggest that catching up on language is possible for children with DLD. It is important to include all children with DLD in intervention: mono‐ and multilingual children; children with receptive–expressive and expressive disorders; and children with high, average and low non‐verbal IQ scores. We did not find negative relations between these child factors and changes in language skills. The limited growth in morphosyntax compared with other linguistic areas warrants the attention of both practitioners and researchers, with a particular focus on the implementation of research findings in clinical practice. [ABSTRACT FROM AUTHOR]

Background: Some data call into question the persistence of developmental language disorders (DLDs) identified during the preschool period. For this reason, speech–language pathologists (SLPs) often reassess children. However, it is unclear if the instability of the profiles documented in community sample studies is present in children referred to specialized clinics. Given the scarcity of SLP resources, is re‐evaluating the language skills of these children a good use of clinical time? Aim: To examine the stability of the findings from two SLP assessments in a sample of Canadian preschool children referred to a tertiary clinic between the ages of 2 and 6 years. It was hypothesized that children under the age of 4 years at first assessment and children with less severe initial deficits would show less stability of DLD diagnosis. Methods & Procedures: The clinical files of children referred to an early childhood psychiatric clinic in Canada were reviewed. For 149 children with two SLPs assessment reports, persistence of language deficits was documented and tested with McNemar's statistics. Differences between preschoolers under the age of 4 versus 4 years and over, as well as between mildly and severely impaired children, were examined. Outcomes & Results: High level of agreement (94%) and McNemar's test (p = 0.180) supported the stability of initial diagnosis. The stability for children assessed before the age of 4 (n = 64) was 100%, and was significantly different from older children's (n = 85) stability of 89% (Fisher's exact test, p = 0.01; bilateral). The stability for children with mild impairments (n = 18) was 78%, which was significantly lower than the stability (97%) in children with severe impairments (n = 114) (Fisher's exact test, p = 0.007; bilateral). Conclusions & Implications: No instability of language status was observed in children assessed before 4 years of age, which could be related to the significant severity of the difficulties that children in this age group presented and be specific to this type of clinical sample. The great stability of language status observed in preschoolers referred to a specialized clinic suggests that clinicians should limit reassessments to devote available resources to intervention efforts. What this paper adds: What is already known on this subject?: Previous research that has demonstrated important instability in the classification of language impairment before 4 years of age gathered data mainly by screening the general population or was not based on a comprehensive clinical assessment. What this paper adds to existing knowledge?: This study investigated the classification stability of DLD between two comprehensive SLP assessments in a clinical sample of Canadian preschoolers. The results indicate great stability of language status assessed before 4 years old in this population, suggesting that severity of impairments may trump the age factor in this group. What are the potential or actual clinical implications of this work?: In the case of children referred to a specialized clinic, clinicians and policymakers should be aware that DLD diagnosis made before 4 years of age remains stable during preschool age, and that a best practice with this population would be to abandon unnecessary testing in favour of early intervention. [ABSTRACT FROM AUTHOR]

The use of mobile health apps to improve diet and nutrition behaviors has increased in recent years. Several studies have described the benefits and advantages of this technology as a complement to interventions for improving nutrition behaviors and nutrition‐related health outcomes, including obesity indices and clinical parameters. Few of these works have developed clinical mobile health apps for children, and although parents play a critical role in children's nutrition behaviors, work targeting parents is scarce. The work presented in this paper describes the development of the PersuHabit app, a stand-alone mobile health app targeting parents to promote the intake of fruits and vegetables (FVs) and reduce the intake of ultra-processed foods (UPF) in children aged 6 to 10 years. The paper also presents the execution of an exploratory pilot study to assess the feasibility, acceptability, and preliminary effects of the PersuHabit app. The results are presented and discussed, and actions for further improvement of the PersuHabit app are identified. [ABSTRACT FROM AUTHOR]

Intimate partner violence (IPV) continues to be a global problem. The increasing international research, focussing on children who witness IPV between their parents, indicates that these circumstances might influence children in different ways. Despite these efforts, little evidence stems from Germany. Using data from a German school student survey from 2017 and 2019 (N = 21,382), this paper aims to examine the consequences of witnessing IPV. The present paper takes a closer look at children's violent behaviour, attitudes and quality of life while controlling for other potential influences (e.g. physical and psychological child abuse). Results indicate that IPV has a significant negative effect on children's quality of life, in particular on children's sense of security at home and children's life satisfaction. No other effects were significant. In discussing these complex dynamics, the results of the present study highlight the importance of considering children who witness IPV as direct victims. A home with personal threats cannot provide emotional and physical security. Coping with this absence of a secure base at home may lead to the neglect of important developmental tasks during that time, which can have possible far-reaching implications on different areas of children's lives (e.g. social competence). Further research examining the severity and duration of witnessing IPV within the context of a longitudinal design is recommended. [ABSTRACT FROM AUTHOR]

Objective: The LittlEARS® Early Speech Production Questionnaire (LEESPQ) was developed to provide professionals with valuable information about children's earliest language development and has been successfully validated in several languages. This study aimed to validate the Serbian version of the LEESPQ in typically developing children and compare the results with validation studies in other languages. Methods: The English version of the LEESPQ was back‐translated into Serbian. Parents completed the questionnaire in paper or electronic form either during the visit to the paediatric clinic or through personal contact. A total of 206 completed questionnaires were collected. Standardized expected values were calculated using a second‐order polynomial model for children up to 18 months of age to create a norm curve for the Serbian language. The results were then used to determine confidence intervals, with the lower limit being the critical limit for typical speech‐language development. Finally, the results were compared with German and Canadian English developmental norms. Results: The Serbian LEESPQ version showed high homogeneity (r =.622) and internal consistency (α =.882), indicating that it almost exclusively measures speech production ability. No significant difference in total score was found between male and female infants (U = 4429.500, p =.090), so it can be considered a gender‐independent questionnaire. The results of the comparison between Serbian and German (U = 645.500, p =.673) and Serbian and English norm curves (U = 652.000, p =.725) show that the LEESPQ can be applied to different population groups, regardless of linguistic, cultural or sociological differences. Conclusion: The LEESPQ is a valid, age‐dependent and gender‐independent questionnaire suitable for assessing early speech development in children aged from birth to 18 months. [ABSTRACT FROM AUTHOR]

Background: The majority of children with cerebral palsy (CP) experience challenges in functional communication from a young age. A pivotal aspect of functional communication is language comprehension. A variety of classification systems and questionnaires are available to classify and describe functional communication skills in children with CP. A better understanding of the convergent validity of (subsections of) these tools, as well as their relationship with spoken language comprehension, will be valuable in both clinical practice and research. Aims: To investigate the convergent validity of (subsections of) functional communication tools and the relationship with spoken language comprehension in children with CP. Methods & Procedures: Cross‐sectional data on 138 children were subdivided into three developmental stages based on (Dutch) educational phases: ages 18 months–3;11y (n = 59), 4;0–5;11 years (n = 37) and 6;0–8;11 years (n = 42). The following functional communication tools were used to classify and describe functional communication: Communication Function Classification System (CFCS), subscales of the Caregivers Priorities and Child Health Index of Life with Disabilities—Dutch Version (CPCHILD‐DV) and the Focus on Communication Under Six‐34 (FOCUS‐34) questionnaire. Spoken language comprehension was assessed with the Computer‐Based instrument for Low motor Language Testing (C‐BiLLT). Correlations between the functional communication tools, and with the C‐BiLLT, were calculated using Pearson's and Spearman's correlation coefficients. It was hypothesized a priori that correlations of at least 0.60 suggest good convergent validity. Outcomes & Results: At all developmental stages, a significant ordered decreasing tendency of communication outcomes was found across CFCS levels; lower CFCS levels were associated with lower scores on the CPCHILD‐DV and FOCUS‐34, and with a lower level of spoken language comprehension (C‐BiLLT). Correlation coefficients of the functional communication tools exceeded 0.60 at all developmental stages. Correlations between C‐BiLLT raw scores and the functional communication tools varied between 0.351 and 0.591 at developmental stage 18 months–3;11 years, between 0.781 and 0.897 at developmental stage 4;0–5;11 years, and between 0.635 and 0.659 at developmental stage 6;0–8;11 years. Conclusions & Implications: The functional communication tools assessed in this study showed convergent validity at all developmental stages. The CFCS, currently most widely used in paediatric rehabilitation, is adequate in the classification of functional communication. However, for more detailed clinical goal setting and evaluation of change in functional communication, the additional use of FOCUS‐34 or CPCHILD‐DV is recommended. What this paper adds: What is already known on the subject: A range of functional communication tools are available that help describe and classify functional communication in children with CP. These include the CFCS, subsections of CPCHILD‐DV and FOCUS‐34. The CFCS classifies functional communication in daily life with familiar and unfamiliar partners. Specific subsections of the CPCHILD‐DV and FOCUS‐34 include items that pertain to communicative participation. The innovative C‐BiLLT provides a standardized method to assess spoken language comprehension in children with CP and significant motor impairments. What this paper adds to existing knowledge: In the present study, convergent validity was confirmed between CFCS and specific subsections of the CPCHILD‐DV and FOCUS‐34. Correlations between these functional communication tools and the C‐BiLLT were moderate to strong. What are the potential or actual clinical implications of this work?: For clinical and research purposes (for instance, accurate prescription of augmentative and alternative communication—AAC), healthcare and educational professionals together with parents need to know how functional communication tools converge and how functional communication levels relate to the comprehension of spoken language. The CFCS provides a valid classification of functional communication abilities in children with CP. However, to measure change in functional communication and to evaluate treatment outcomes, use of additional functional communication tools such as the CPCHILD‐DV and FOCUS‐34 is recommended. When discrepancies are found between communicative abilities and spoken language comprehension, it is strongly recommended that valid tools are used in a more detailed examination of the child's spoken language comprehension skills and functional communication. [ABSTRACT FROM AUTHOR]

Background: To determine the validity and reliability of the Turkish version of the Paediatric Cancer Coping Scale, a scaling tool that has three subscales (cognitive coping, problem‐oriented coping and defensive coping) and was developed to examine the coping strategies of children with a cancer diagnosis. Design This psychometric evaluation study focused on validity and reliability assessment of a scale between November 2018 and May 2019. Methods: Study sample consisted of 165 children with cancer aged 7‐ to 18‐years followed up in the outpatient clinics of a children's hospital. The retest sample consisted of 85 children. Data were collected using a Descriptive Characteristics Form and the Turkish version of the Paediatric Cancer Coping Scale. Cronbach's alpha coefficient and total item correlation were calculated for internal consistency reliability. Exploratory and confirmatory factor analyses were conducted to determine construct validity. Results: The total Cronbach's alpha (α) of the Turkish version of the Paediatric Cancer Coping Scale was 0.77. According to exploratory factor analysis, the Paediatric Cancer Coping Scale has three subscales (cognitive coping, problem‐oriented coping and defensive coping). Our results showed a positive and statistically significant correlation between the scale total, cognitive coping and problem‐oriented coping scores (p < 0.01). Conclusion: The Turkish version of the Paediatric Cancer Coping Scale is a valid and reliable measurement tool that can be used to assess coping styles in paediatric cancer patients. Summary statement: What is already known about this topic? There is no measurement tool in Turkey to examine coping skills of children with a cancer diagnosis.The number of children diagnosed with cancer is increasing day by day.The children who use coping methods effectively during the disease may be better adapted to treatment. What this paper adds? This study is used to define coping skills of children diagnosed with cancer.Defining the level of children's coping with cancer can enable the child to be guided to receive psychosocial support. The implications of this paper Once the coping skills/levels of children can be measured, those who need help/assistance can be helped.This study will help nurses to identify coping levels of children with a cancer diagnosis.Nurses will be able to evaluate the psychosocial status of children using an objective measurement tool and make a care plan. [ABSTRACT FROM AUTHOR]

Background: In order to make informed decisions about how best to support children and young people with disabilities, effective strategies that facilitate active and meaningful participation in school are required. Clinical factors, diagnosis or impairments somewhat helpful in determining what should be provided in interventions. However, clinical factors alone will not offer a clear view of how to support participation. It is helpful then to look at wider psychosocial and environmental factors. The aim of this review was to synthesise evidence of psychosocial and environmental factors associated with school participation of 4–12 year old children with disabilities to inform the development of participation-fostering interventions. Methods: A systematic search and synthesis using realist methods was conducted of published research. Papers had to include consideration of psychosocial and/or environment factors for school participation of children with disabilities. The review was completed in accordance with the Realist and Meta-narrative Evidence Syntheses: Evolving Standards (RAMESES) and Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. Papers were identified via Boolean search of the electronic databases MEDLINE, CINAHL, PhycINFO and ERIC (January 2006-October 2018). Appraisal focussed on contributions in terms of whether the articles are appropriate for the review (relevance) and research quality (rigour). Data were analyzed using content and thematic analysis methods using a realist framework. A narrative synthesis of results was reported. Results and implications: We identified 1828 papers in the initial search. Seventy two papers were included in the final synthesis. Synthesis of findings led to three overarching mechanisms representing psychosocial factors for children (1) identity (2) competence and (3) experience of mind and body. Environmental aspects (context) compromised five interrelated areas: (1) structures and organization, (2) peers, (3) adults, (4) space and (5) objects. Our synthesis provides insights on how professionals may organize efforts to improve children’s participation. Consideration of these findings will help to proactively deal with suboptimal participation outcomes. Development of theoretically determined assessments and interventions for management of school participation are now required. [ABSTRACT FROM AUTHOR]

Attention deficit hyperactivity disorder (ADHD) is a highly prevalent developmental disorder in children. However, accurately identifying ADHD in early childhood remains a crucial challenge. Electronic health (e-health) systems offer promising possibilities to enhance the diagnostic process for ADHD, particularly concerning the executive functions (EFs) that play a direct role. This study aims to validate an evidence-based tool for screening ADHD through EFs in the school environment. The tool, named Sendero Gris, is designed for tablet devices and is based on a previously validated test with the same name. To ensure its validity, a comparison was made between the results obtained from the tool to be validated and the original format of the test. The analysis revealed no statistically significant differences between the two approaches at a 90% confidence level (p-value = 0.49). Moreover, a user experience study focusing on usability was conducted to assess the children's inclination to use the developed tool, yielding highly positive results. The implementation of Sendero Gris on a tablet device, with its objective and versatile nature, seems to maintain the potential of the original format as a screening tool for ADHD. [ABSTRACT FROM AUTHOR]

Background: Difficulties in language development are related to social and emotional problems, lower academic outcomes, and lower quality of life from childhood to adolescence. These grave consequences might be significantly reduced by timely identification and professional support. The introduction of systematic screening for language delay (LD) in 3‐year‐old children in Hungary was based on the recent adaptation of the MacArthur–Bates CDI‐III (HCDI‐III). Aims: To explore the relevant psychometric properties of the HCDI‐III; to identify factors characteristic of the families and children influencing language development at the age group under investigation; and to evaluate the adequacy of the tool for the purpose of screening LD in kindergarten at the age of 3 years. Methods & Procedures: The norming study of the HCDI‐III was conducted in a collaborative research project with the Metropolitan Pedagogical Services in Budapest. HCDI‐III parent report forms along with a demographic survey form were distributed to parents of all Hungarian‐speaking children between the ages of 2;0 and 4;2 without special education needs. The normative sample comprised data from 1424 children aged 2;0–4;2 with 51.1% boys and 48.9% girls. The data set contained information including language skills, basic demographics, birth conditions, health issues and socio‐economic status (SES). Outcomes & Results: In the HCDI‐III form, six outcome variables were created to cover the domains of expressive vocabulary, morphosyntax and language use. Statistical analyses revealed appropriate psychometric properties of five outcome variables that showed a normal distribution and were strongly correlated to age. Outcomes of girls were slightly (but significantly) higher on scales corresponding to vocabulary, syntax, language use and productivity. Most variables were highly correlated with one another even with age partialled out. Multiple regression analyses revealed significant effect of age, gender and parental education on all main outcome variables. Neither one of the other eight predictors, including familial and birth‐related factors, affected linguistic outcomes in our sample. Conclusions & Implications: The results are consistent with the majority of Communicative Development Inventory (CDI) studies, and support the psychometric eligibility of the instrument for screening purposes between 30 and 50 months. As certain regions of Hungary are characterised by a high prevalence of low‐SES families, more research is needed to adapt the screening procedure and subsequent measures to their needs. What this paper adds: What is already known on the subject: Difficulties in language development are related to lower social and academic outcomes and lower quality of life from childhood to adolescence. These grave consequences might be significantly reduced by timely identification and professional support. Structured parent report forms such as the MacArthur–Bates CDI are widely accepted methods for screening children with LD. What this paper adds to existing knowledge: This study reports the Hungarian adaptation and norming of the CDI‐III form. Statistical analyses revealed appropriate psychometric properties of most of its sections. Language outcomes were affected by age, gender and parental education on all main outcome variables in children between 2 and 4 years of age. What are the potential or actual clinical implications of this work?: The results support the psychometric eligibility of the HCDI‐III instrument for screening purposes. The introduction of the screening procedure in clinical practice is expected to improve early support of children with language difficulties and reduce risks of developmental problems related to language disorders. [ABSTRACT FROM AUTHOR]

Background: Aims: To describe typical phonological development of Brazilian Portuguese (BP)‐speaking children, considering the following parameters: age of customary production, acquisition and mastery. Methods & Procedures: Data were collected from 857 children aged between 3 years and 8 years 11 months with typical language and speech development. The sample was grouped into 6‐month age bands. The data were analysed using one‐way analysis of variance (ANOVA) followed by Games–Howell post‐hoc tests. Outcomes & Results: Stops (/p, b, t, d, k, g/), nasals (/m, n, ɲ/) and some fricatives (/f, v, s, z/) were mastered before the age of 3 years (age of mastery). The age of acquisition for phonemes /ʃ, ʒ/ was 3;6, though both were only mastered at 4;0 years. The liquid /l/ was acquired at 3;0 and mastered at age 3;6, while /x/ was acquired and mastered at age 3;6. The phoneme /ʎ/ was acquired at 7;0 and mastered at age 8;6. The tap /ɾ/ was acquired between the ages of 4;0 and 4;6, and mastered at 4;6. In coda position, /n, l/ were acquired at 3;0, while /s/ was mastered at 4;6 and /ɾ/ between 4;6 and 5;0 years. Clusters involving /ɾ/ were acquired at 6;0, while those with /l/ were acquired between the ages of 6;6 and 7;0. Conclusions & Implications: This study presented acquisition for consonants in BP and can be used as a reference for the assessment of developmental speech disorders. In this study, stops and nasals were acquired first, followed by fricatives and, lastly, liquids. This finding is corroborated by previous studies in BP and other languages. What this paper adds: What is already known on the subject: What this paper adds to existing knowledge: What are the potential or actual clinical implications of this work?: [ABSTRACT FROM AUTHOR]

Background. (Language skills are not separate from the four components of language itself: listening, speaking, pronouncing, and writing. Purpose. The study aims to test the influence of fable storytelling and fictional abilities on speaking B-class of young children of the sleman district. The research method used is quantitative research of the causality type using ex post facto research methods. Method. The research was carried out on five districts in the district of Sleman, which are: Tempel, Godean, Mlati, Ngaglik, and Prambanan. Total samples are 202 children, with proportional sampling tehnique. Data collection techniques using angket via google form. Data analysis techniques using multiple regression analysis with SPSS 27. Results. The results of the study show that (1) the fable ability variable (X1) has a positive and significant influence with t counting 6.077 and p-value 0,000 against speaking (Y); (2) the speech variable(X2) has a significant influency with t-counting 12.985 and p -value 0,000 against speech (Y); (3) the fairy tale ability variables (X1) and speech capacity (X2) jointly have a positive influence and significance with Fcounting 679.297 and a speech p-valuation 0,000. (Y)). Conclusion. And one of the efforts in improving the ability of fable storytelling for young students can be done by speaking and listening skills. [ABSTRACT FROM AUTHOR]

This paper describes the digitalization process of an originally school-based educational programme to an online version and confirms its efficacy on teaching young children as well as their parents about stroke symptoms and the necessary actions needed to be taken in the event of a stroke. Forty children (20 children with neurodevelopmental disorders (NDDs) and 20 without NDDs), aged 4–9 years, as well as 35 of these children's parents (30–50 years old) participated in the study in Greece. All individuals watched 5 educational videos, designed and produced by the Super Grand League Team. Each video had a mean duration of 15 minutes. Most children had no prior knowledge neither in stroke symptoms nor to the appropriate actions after a stroke. Children's knowledge of stroke symptoms (except the symptom of speech disturbance) and the appropriate actions following stroke improved significantly immediately post training (p < 0.05). Children with NDDs demonstrated no significant differences when compared to their peers without NDDs in regards to the knowledge gains. In the same line, parents showed a significant increase in their knowledge as regards the stroke symptoms (p < 0.001). Only 2 parents (5.7%) knew the correct emergency number before participating in the online programme, while all of them (100%) responded correctly after the programme. The current work using multimodal remote education demonstrates significant improvement in learning about stroke symptomatology and the necessary steps that need to follow. Future work should evaluate the impact of digital interventions in respect of onset-to-door times and stroke outcomes. [ABSTRACT FROM AUTHOR]

This paper addresses the grammatical challenges associated with the development of clause complexity, focusing on the performance of a group of monolingual Spanish-speaking schoolchildren with Specific Language Impairment/Developmental Language Disorder (SLI/DLD) in a longitudinal corpus of oral narrative samples. The study examines the presence of interclause relations of subordination and equivalence (hypotaxis and parataxis) in language samples of two groups: an experimental group made up of 24 schoolchildren with SLI/DLD and a control group made up of 24 schoolchildren with typical development (TD). The results show that while both groups use parataxis as the most common relation between clauses in all school grades, there is a significant decrease in paratactic relations and a significant increase in hypotactic relations from first to fourth grade of primary education. Although the development patterns are highly similar, the SLI/DLD group shows greater difficulties in mastering more complex (hypotactic) relations in fourth grade compared to the control group, indicating that it is less sophisticated in the use of these types of complex relations. These findings suggest that focused support on the most complex structures is needed towards the fourth grade of primary education, given the demands of the school academic register from 6 and 7 years of age and the potential problems that the development of clause complexity can cause in school-age children. [ABSTRACT FROM AUTHOR]

This paper investigates how brain regions are connected while we try to hold and maintain verbal information briefly in our minds (verbal working memory). We examined this in both adults and children, and how reading difficulties (dyslexia) affect this process using a functional Magnetic Resonance Imaging (fMRI). fMRI is a non-invasive brain scan that can show changes in brain activity during a task. We examined the connectivity of these brain networks between 35 young adults and compared them to brain networks seen in 10 typically developing children. We also examined how the network connections are different in 10 children with dyslexia. The findings of this study may provide insights to understand dyslexia better. It can help improve our ability to diagnose the condition, and develop precise ways to help children struggling with reading. [ABSTRACT FROM AUTHOR]

There is increasing interest in modelling longitudinal dietary data and classifying individuals into subgroups (latent classes) who follow similar trajectories over time. These trajectories could identify population groups and time points amenable to dietary interventions. This paper aimed to provide a comparison and overview of two latent class methods: group-based trajectory modelling (GBTM) and growth mixture modelling (GMM). Data from 2963 mother–child dyads from the longitudinal Southampton Women's Survey were analysed. Continuous diet quality indices (DQI) were derived using principal component analysis from interviewer-administered FFQ collected in mothers pre-pregnancy, at 11- and 34-week gestation, and in offspring at 6 and 12 months and 3, 6–7 and 8–9 years. A forward modelling approach from 1 to 6 classes was used to identify the optimal number of DQI latent classes. Models were assessed using the Akaike and Bayesian information criteria, probability of class assignment, ratio of the odds of correct classification, group membership and entropy. Both methods suggested that five classes were optimal, with a strong correlation (Spearman's = 0·98) between class assignment for the two methods. The dietary trajectories were categorised as stable with horizontal lines and were defined as poor (GMM = 4 % and GBTM = 5 %), poor-medium (23 %, 23 %), medium (39 %, 39 %), medium-better (27 %, 28 %) and best (7 %, 6 %). Both GBTM and GMM are suitable for identifying dietary trajectories. GBTM is recommended as it is computationally less intensive, but results could be confirmed using GMM. The stability of the diet quality trajectories from pre-pregnancy underlines the importance of promotion of dietary improvements from preconception onwards. [ABSTRACT FROM AUTHOR]

Background: Despite emerging evidence of validity and reliability, speech and language therapists' (SLT) uptake of telehealth has been limited and barriers remain to the effective and confident use of this service model. The COVID‐19 pandemic has caused significant disruption to essential health services, including speech and language therapy assessment and intervention, meaning that telehealth must now be considered as part of the suite of service delivery options for all clinicians. Aims: To explore the perceived barriers and facilitators of telehealth among community paediatric SLTs before and after their use of a telehealth platform with an embedded standardised assessment tool. Methods & Procedures: Mixed‐methods questionnaires were developed for this study and completed by SLTs before and after the 3‐month trial of the telehealth platform. A total of 38 SLTs completed the pre‐trial questionnaire and training in the use of telehealth platform (Coviu), including instruction in using a standardised, norm referenced language test as an integrated tool within the Coviu platform. A total of 27 SLTs went on to use the telehealth platform, and 25 of these completed the post‐trial questionnaire on which subsequent qualitative and quantitative analysis was completed. Outcomes & Results: Prior to using the platform, perceived barriers included technology issues, limited clinician experience and concerns around parent acceptance of the service. Potential facilitators included access to appropriate platforms, tools and resources as well as increased clinician confidence with telehealth. Following the trial, barriers to telehealth use continued to include technology barriers, particularly internet stability, and client issues, including suitability for telehealth services. Facilitators for future telehealth use included access to appropriate platforms for telehealth, stable and appropriate internet connectivity, and more extensive telehealth resources for both assessment and intervention for this mode of service delivery. Conclusions & Implications: This study provides insights into the perceptions of the barriers and facilitating factors for telehealth use among community‐based SLTs. This information will be useful in developing strategies to promote uptake and effective and confident use of telehealth as a mode of service delivery beyond the pandemic. What this paper adds: What is already known on the subject: Research about telehealth has shown that it is a reliable and valid way of delivering speech pathology services, yet many clinicians have been wary of its use and uptake of telehealth prior to COVID‐19 had been limited. We wanted to know what SLTs thought about using telehealth before and after participating in a 3‐month trial of a telehealth platform with an embedded formal language assessment. What this study adds to existing knowledge: This study indicates that technology issues including internet stability are a barrier to effective telehealth services, but that appropriate telehealth platforms, resources and experience are facilitators of uptake and successful use of telehealth. What are the potential or actual clinical implications of this work?: This information will be useful in developing strategies to promote uptake and effective and confident use of telehealth as a mode of service delivery for children during and beyond the pandemic, including those isolated by geographical or transport barriers. [ABSTRACT FROM AUTHOR]

Aim: This exploratory and cross‐sectional study aimed to evaluate the effects of technological device use on preschool children's life quality. Methods: One hundred twenty‐five preschool students were recruited from two kindergartens affiliated to the Directorate of National Education in provincial centre of Zonguldak, Turkey. Personal Information Form and Quality of Life Scale for Young Children (KINDL Quality of Life Scale) were tools for data, collected by the researcher herself from parents through face‐to‐face interview method. Results: It was found in the study that 54.4% of the parents and 42.4% of their children who were involved in the study were frequently used technological devices. Mean score of the children's KINDL Quality of Life Scale was 79.2 (9.5; range 57–99). When comparing this score and its subscales with children's desire to not sleep due to playing virtual games and so forth, the differences between all the other subscales except self‐esteem were significant (p < 0.05). A significant difference was also found between the children's sleeping hours and subscales such as self‐esteem, physical and emotional health (p < 0.05). Conclusion: The results show that more than half of the parents and their children frequently use the technological devices. Healthcare providers should inform the parents regarding the possibly negative consequences such as negatively affecting the children's quality of life. SUMMARY STATEMENT: What is already known about this topic? Technological device use is one of the challenging problems seen among children, and it has negative effects on children's health.This use negatively affects the children's quality of life. What does this paper add? The families' and their children's frequency of technological device use was demonstrated.The effect of children's technological device use on their quality of life was determined.The factors affecting the quality of life with respect to the technological device use were determined. The implications of this paper: Technological device use negatively affects children's quality of life.Education programmes should be organized for families and children in order to manage the use of technological devices frequently seen among preschool children. [ABSTRACT FROM AUTHOR]

Handwriting is a complex task that includes planning the content and the execution of handwriting movements on paper or on a tool (e.g., a tablet). This execution depends on the involvement of specific muscles in the hand (distal) and arm (proximal). The present study combines the parallel recording of the writing process on tablets and the related muscle activity with electromyography to investigate the differences in handwriting movements in two groups. A total of 37 intermediate writers (third and fourth graders, mean age 9.6 years, SD 0.5) and 18 skilled adults (mean age 28.6 years, SD 5.5) participated in three handwriting tasks. The tablet data results replicate previous findings in handwriting research for the writing process. The muscle activity data reflected a differential relationship between distinct muscle activity and handwriting performance depending on the handwriting skill (intermediate or advanced writers). Furthermore, the combination of both methods revealed that skilled writers tend to involve rather distal muscles to control the pressure of the writing pen on the surface, whereas developing writers mainly use their proximal muscles to control the velocity of their handwriting movements. This research contributes to a deeper understanding of the underlying processes of handwriting and the development of efficient handwriting execution. [ABSTRACT FROM AUTHOR]

Consistency of word production contributes to carers' ability to understand children's speech. Reports of the proportion of words produced consistently by typically developing preschool children, however, vary widely from 17% to 87%. This paper examines the quantitative (consistency count) and qualitative (e.g. phonemic analysis) characteristics of word consistency in 96 children aged 36–60 months. Children named 15 pictures twice, in separate trials, in the same assessment session. The mean consistency of the production for the whole group was 82%. Older children were more consistent than younger children. Girls were more consistent than boys. Words produced correctly in one trial and in error in another may indicate resolving error patterns. Words produced in error in two different ways provided useful evidence about the nature of inconsistent word production in typically developing children. The clinical and theoretical implications are discussed. [ABSTRACT FROM AUTHOR]

Background & Aims: Given that standardized language measures alone are inadequate for identifying functionally defined developmental language disorder (fDLD), this study investigated whether non‐linguistic cognitive abilities (procedural learning, motor functions, executive attention, processing speed) can increase the prediction accuracy of fDLD in children in linguistically diverse settings. Methods & Procedures: We examined non‐linguistic cognitive abilities in mono‐ and bilingual school‐aged children (ages 8–12) with and without fDLD. Typically developing (TD) children (14 monolinguals, 12 bilinguals) and children with fDLD (28 monolinguals, 12 bilinguals) completed tasks measuring motor functions, procedural learning, executive attention and processing speed. Children were assigned as fDLD based on parental or professional concerns regarding children's daily language functioning. If no concerns were present, children were assigned as TD. Standardized English scores, non‐verbal IQ scores and years of maternal education were also obtained. Likelihood ratios were used to examine how well each measure separated the fDLD versus TD groups. A binary logistic regression was used to test whether combined measures enhanced the prediction of identifying fDLD status. Outcomes & Results: A combination of linguistic and non‐linguistic measures provided the best distinction between fDLD and TD for both mono‐ and bilingual groups. For monolingual children, the combined measures include English language scores, functional motor abilities and processing speed, whereas for bilinguals, the combined measures include English language scores and procedural learning. Conclusions & Implications: A combination of non‐linguistic and linguistic measures significantly improved the distinction between fDLD and TD for both mono‐ and bilingual groups. This study supports the possibility of using non‐linguistic cognitive measures to identify fDLD in linguistically diverse settings. What this paper adds: What is already known on the subject: Given that standardized English language measures may fail to identify functional language disorder, we examined whether supplementing English language measures with non‐linguistic cognitive tasks could resolve the problem. Our study is based on the hypothesis that non‐linguistic cognitive abilities contribute to language processing and learning. This is further supported by previous findings that children with language disorder exhibit non‐linguistic cognitive deficits. What this paper adds to existing knowledge: The results indicated that a combination of linguistic and non‐linguistic cognitive abilities increased the prediction of functional language disorder in both mono‐ and bilingual children. What are the potential or actual clinical implications of this work?: This study supports the possibility of using non‐linguistic cognitive measures to identify the risk of language disorder in linguistically diverse settings. [ABSTRACT FROM AUTHOR]

Background: Intelligibility can be defined as the speakers' ability to convey a message to the listener and it is considered the key functional measure of speech. The Intelligibility in Context Scale (ICS) is a parent rating scale used to assess intelligibility in children. Aims: To describe normative and validation data on the ICS in Swedish and to investigate how these are related to age, gender and multilingualism. Methods & Procedures: Two studies were included. Study 1 included ICS forms from 319 Swedish‐speaking children (3:2–9:2 years:months). Study 2 included video recordings and ICS forms from 14 children with speech sound disorder (SSD) and two with typical speech. The video recordings were transcribed in the validation process, resulting in intelligibility reference scores to which ICS scores were correlated. Outcomes & Results: Study 1: The mean value of the ICS for the 319 children was 4.73. There were no differences in ICS score related to age or gender. The children in the multilingual group were significantly older than the monolingual group and had significantly lower ICS scores than the group of monolinguals. Study 2: There was a moderate correlation between the ICS score and the transcription‐based intelligibility score, with the two children with typical speech excluded; however, this correlation was not significant. Conclusions & Implications: We contribute mean scores and percentiles on the ICS for Swedish‐speaking children. The finding that the ICS does not provide valid measures of intelligibility for the included children with SSD suggests that the instrument measures a different construct. What this paper adds: What is already known on the subject: The ICS has been translated to numerous languages and validated against articulation measures in several previous studies. The validity of the Swedish version has been investigated against intelligibility based on transcription of single words. What this paper adds to existing knowledge: The study provides normative values of the Swedish version of the ICS for children aged 3–9 years. This is the first study to use a gold standard measure of intelligibility in continuous speech to validate the ICS. The results show a somewhat dubious validity regarding ICS for the group of children with SSD included in the study. What are the potential or actual clinical implications of this work?: The ICS's suitability as a measure of intelligibility is questionable; however, it might be of use for speech and language pathologists to give an overview of the parents' view of their child's ability to communicate, in order to make a decision on possible further assessment and intervention. The normative values of the Swedish version of the ICS could be of use in this decision process. [ABSTRACT FROM AUTHOR]

This study examines the access to healthcare for children and adolescents with three common chronic diseases (type-1 diabetes (T1D), obesity, or juvenile idiopathic arthritis (JIA)) within the 4th (Delta), 5th (Omicron), and beginning of the 6th (Omicron) wave (June 2021 until July 2022) of the COVID-19 pandemic in Germany in a cross-sectional study using three national patient registries. A paper-and-pencil questionnaire was given to parents of pediatric patients (<21 years) during the routine check-ups. The questionnaire contains self-constructed items assessing the frequency of healthcare appointments and cancellations, remote healthcare, and satisfaction with healthcare. In total, 905 parents participated in the T1D-sample, 175 in the obesity-sample, and 786 in the JIA-sample. In general, satisfaction with healthcare (scale: 0–10; 10 reflecting the highest satisfaction) was quite high (median values: T1D 10, JIA 10, obesity 8.5). The proportion of children and adolescents with canceled appointments was relatively small (T1D 14.1%, JIA 11.1%, obesity 20%), with a median of 1 missed appointment, respectively. Only a few parents (T1D 8.6%; obesity 13.1%; JIA 5%) reported obstacles regarding health services during the pandemic. To conclude, it seems that access to healthcare was largely preserved for children and adolescents with chronic health conditions during the COVID-19 pandemic in Germany. [ABSTRACT FROM AUTHOR]

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Background: A total of 68% of pre‐school children with cleft palate have speech problems requiring speech therapy. There is a lack of access to regular targeted therapy. Parent training leads to positive outcomes in early communication skills in cleft palate and non‐cleft speech disorders. Connected health has been used to address inadequate access to therapy, providing intervention to those who would not otherwise receive therapy. Aims: To evaluate the speech, activity and participation outcomes of Parent Led, Therapist Supervised, Articulation Therapy (PLAT) compared with routine speech therapy intervention in parent–child dyads. Methods & Procedures: A total of 44 children, aged 2.9–7.5 years, were included in a two‐centre, two‐phase randomized controlled trial. Informed consent and assent were obtained. Participants and speech and language therapists (SLTs) were unblinded to the groups. Parents, in the parent‐trained group (n = 23), attended 2 days' training, received a detailed speech therapy programme, and undertook intervention over 12 weeks supported by the cleft specialist SLT using FaceTime and one face‐to‐face session. In the control arm (n = 21), parent–child dyads received six therapy sessions over 12 weeks with a research SLT, comparable with usual care. Speech recordings were undertaken pre‐ and post‐intervention. Percent consonant correct (PCC) was analysed by external SLTs blinded to the time and group. Activity and participation were measured using the Intelligibility in Context Scale (ICS) and Focus on Outcomes for Children Under Six (FOCUS) questionnaire. Outcomes & Results: There was no evidence of an interaction between Time and Group or an overall statistical difference between groups for PCC scores. There was a statistically significant difference over time for both groups (words: p < 0.002; confidence interval (CI) = 9.38–16.27; d = 0.57; sentences: p < 0.002; CI = 16.04–25.97; d = 0.23). Effect sizes were medium for words and small for sentences. For intelligibility and participation, there was no evidence of an interaction between Time and Group or an overall statistical difference between groups. A statistically significant difference over time was found for intelligibility (F = 29.97, d.f. = 1, 42, p < 0.001, 95 % CI = 1.45–3.15 d = 0.46) and for participation (F = 14.19, d.f. = 1, 41, p < 0.001 95% CI = 7.63–25.03; d = 0.36) with FOCUS results indicating clinically meaningful (parent‐led group) and significant (control group) change in participation. Conclusions & Implications: PLAT can be as effective as routine care in changing speech, activity and participation outcomes for children with cleft palate, when supported by a specialist cleft SLT using connected health. What this paper addsWhat is already known on this subjectOver 50% of children with cleft palate require speech therapy. However, there is a lack of timely, accessible speech therapy services in the UK and Ireland. Previous studies have shown that parents can deliver therapy effectively, and that connected health can support the delivery of speech therapy. This study aims to provide evidence that parent‐led therapy with the supervision of a specialist cleft therapist using FaceTime is effective.What this paper adds to existing knowledgeThis randomized controlled trial indicates that parents can be trained to deliver therapy for children with cleft palate speech disorders, under the supervision of an SLT. This approach results in improved speech, activity and participation outcomes similar to routine care.What are the potential or actual clinical implications of this work?This study indicates that both parent‐led articulation therapy and routine care showed meaningful gains in speech, activity and participation, and that parent‐led articulation therapy when supported by a cleft SLT using connected health could be an additional service delivery model for children with cleft palate speech disorders. [ABSTRACT FROM AUTHOR]

Game-based learning (GBL) is widely utilised in various domains and continues to receive interest and attention from researchers and practitioners alike. However, there is still a lack of empirical evidence concerning its effectiveness, making GBL evaluation a critical undertaking. This paper proposes an integrated approach for planning and executing GBL evaluation studies and presents its application by evaluating the effectiveness of a GBL approach to improve the Arabic reading skills of migrant refugee children in an informal learning setup. The study focuses on how children's age group, learning modality preference, and prior mobile experience affect their learning, usability, and gameplay performance. A quasi-experiment with a one-group pretest-posttest design was conducted with 30 children (5–10 years old) from migrant refugee backgrounds. The results show a statistically significant improvement in their reading assessment score. The results also outline a clear impact of children's age groups on their learning gain, usability score, and total levels played. Moreover, learning modality preference and prior mobile experience both had a statistically significant effect related to usability and gameplay performance parameters. However, no effect was found on learning gain. Based on the findings, some design recommendations are suggested for more inclusive design focusing on user characteristics. [ABSTRACT FROM AUTHOR]