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This paper offers a nuanced perspective of two families' lockdown literacy journeys with their young children during the COVID 19 pandemic. We present informal home learning examples stimulated by play and by school-sanctioned synchronous and asynchronous activities from homes geographically miles apart yet close in terms of shared experience. In response to the catch-up and learning loss narrative which threatens to overshadow some of the positive learning experiences taking place at home, we redirect the 'catch-up' narrative towards a nuanced understanding of family learning at home by articulating the complexity of circumstance. Methodologically, drawing on Autoethnography, we present vignettes of lockdown life from Scotland and Michigan, USA. Throughout this paper we articulate challenges with the catch-up narrative and root our conclusions in the early childhood philosophy that learning extends beyond the mind to a whole body, holistic experience. [ABSTRACT FROM AUTHOR]

Argumentation is a fundamental communicative ability that children develop over time through formal schooling and daily practice with peers and family members. Literature on children's argumentation appears to have focused on their social interactions out of school, clinical environment, or informal pedagogic contexts. Even though there are research inquiries into children's argumentation in formal academic learning, many have been focused on argumentative writing in math or science classes. Much less is known about teacher-led argumentation and the youngest children's emerging argumentation in language art classes, where argumentation is formally and systematically introduced and learned. This paper reports a year-long ethnographic study on argumentation in a first-grade English language art classroom in the United States. Ethnographic discourse analysis was conducted to analyze two key literacy events from the daily reader's and writer's workshop. It is supplemented with qualitative analysis of the researchers' field notes and the students' artifacts. Our findings highlight the inherent intertextual nature of children's argumentation and a critical role the teacher played in eliciting and steering the children's argumentation construction through strategic instructional conversations (especially accountable talk). Our findings also revealed teacher-led children's intertextual argumentation as a powerful heuristic process and tool to enrich students' learning. The paper concludes some classroom argumentation teaching practices based on the research findings. [ABSTRACT FROM AUTHOR]

Objective: This review provides guidance and ideas for researchers through a comprehensive and comparative analysis of the present state, trends, and hotspots in the pediatric fracture literature over the past 6 years. Methods: We used Citespace 6.1.R6 software to explore the country/region distribution, institutions, journals, keyword analysis, and co-cited references of the literature from Web of Science core database. Results: There are 6472 pieces of pediatric fracture–related literature, including 2962 from 2017 to 2019 and 3510 from 2020 to 2022. The country with the most papers is the United States, and US institutions and journals also have a pivotal position in this field. Research hotspots for pediatric fractures in 2017–2019: The topic with the most attention is bone mineral density leading to related bone diseases. Treatment for pediatric fractures, including supracondylar humeral fractures, Monteggia fractures, forearm fractures, knee fractures, and ankle fractures in children, is another topic of greater interest. Brain injuries and dental injuries in children due to abuse and trauma are also concerning issues. Research hotspots for pediatric fractures in 2020–2022: comparison with 2017–2019 revealed a relative decrease regarding ankle-related epiphyseal injuries, but there is a higher focus on the epidemiology of fractures in children, risk factors, and reasons for childhood trauma. We have confirmed through literature co-citations that the literature of high interest is also in these aspects. Conclusion: Researchers and clinicians can quickly learn about topics of interest through authoritative journals and highly cited literature and rapidly master the current status and frontiers of the field through study, providing ideas for future work. [ABSTRACT FROM AUTHOR]

Sickle cell disease (SCD) is a life-threatening condition. Given the nature of the disease and associated complications with high mortality and morbidity rates, it is imperative that patients are diagnosed in early infancy, are established with specialists and general pediatric care immediately, and receive continuity in care. A percentage of patients diagnosed with SCD fall within a vulnerable, at-risk population. This population may face greater social barriers that lead to missed or late diagnosis and therefore delayed management, significantly increasing the risk of morbidity and mortality. Screening tools such as state newborn screens help to identify the diagnosis early. However, patients in vulnerable, at-risk populations who are not established in the health care system may not receive timely communication about their illness and necessary next steps for care. We present a case of a 12-month-old female who is an example of one of the many patients who despite having undergone newborn screening, fell through the cracks due to social barriers including housing instability, food insecurity, and lack of access to transportation. This paper emphasizes the need for and provides a real example of the benefit of access to longitudinal primary care for vulnerable patients. We also demonstrate the role of primary care in clearing the care gaps and coordinating services quickly to ultimately prevent life-threatening complications specifically for children with previously undiagnosed chronic illnesses. [ABSTRACT FROM AUTHOR]

Deaf and hard-of-hearing (DHH) children experience systematic barriers to equitable education due to intentional or unintentional ableist views that can lead to a general lack of awareness about the value of natural sign languages and insufficient resources supporting sign language development. Furthermore, an imbalance of information in favor of spoken languages often stems from a phonocentric perspective that views signing as an inferior form of communication that also hinders the development of spoken language. On the contrary, research demonstrates that early adoption of a natural sign language confers critical protection from the risks of language deprivation without endangering spoken language development. In this position paper, we draw attention to deep societal biases about language in the information presented to parents of DHH children, against early exposure to a natural sign language. We outline actions that parents and professionals can adopt to maximize DHH children's chances for on-time language development. [ABSTRACT FROM AUTHOR]

Background: The use of games for social skill development in the classroom is accelerating at a tremendous rate. At the same time, the research surrounding games designed for teaching social skills remains fragmented. This systematic review summarizes the current existing literature on social skill serious games for young people ages 5 to 19 and is the first review of serious games to note the demographic and geographic component of these studies. Method: This review included papers that: evaluated a game designed to teach social skills ; included measurable, quantitative outcomes; have a translation or be published in English; were peer-reviewed; date from January 2010 to May 2020; and have a nonclinical study population between ages of 5 to 19. Keywords were obtained from the CASEL 5 framework. Results: Our findings are mixed but suggest that serious games may improve social skills when used alongside in-person discussion. We also found potential effects of the length of time of gameplay, intervention, and follow-up on social skill serious game effectiveness. Although this review found promising research conducted in East Asian countries and with minority samples in the United States, the majority of social skill serious game research takes place in the United States and Australia, with unreported demographic information and white-majority samples. Conclusions: Due to the limited number of published studies in this area and studies lacking methodological rigor, the effectiveness of using games to teach social skills and the impact of background on social skill learning require further discussion. [ABSTRACT FROM AUTHOR]

According to the Hospital for Special Surgery, approximately 60 million children between the ages of 6 and 18 in the United States participate in organized sports activities every year. This involves approximately 75% of American families, with at least one child participating in an organized sports activity. The stated purposes of participation in organized sports activities are to assist children and teens in building skills, forming friendships, learning the value of teamwork, and possibly obtaining a scholarship to college. There are, however, related challenging issues. According to the Centers for Disease Control , the obesity rate for children and adolescents ages 2–19 living in the United States is 19.3%, affecting approximately 14.4 million children and adolescents. A sedentary lifestyle for children and teenagers contributes to this epidemic, while participation in sports is seen by many as protective. Challenges in participation, including increasing sports-related injuries, a 70% attrition rate by the time a child is 13 years of age, and programs overemphasizing winning are additional problems encountered in pre-teen and teen sports. The effect of pre-teen and teen participation in sports on family relationships is another potential source of stress and anxiety. This is the primary focus of this paper. The family relationships considered are the children, the parents, the couple, and the grandparents. Therapeutic suggestions and intervention considerations are then provided. [ABSTRACT FROM AUTHOR]

Albert Beckham, who was the first Black school psychologist in the U.S., frequently used intelligence tests with Black children. This usage required clinical decision making to explain the results obtained from psychoeducational assessments. In their discussion of this aspect of Beckham's work, introduce the concept of Culturally Relevant Clinical Judgement. This paper discusses issues related to the continued use of cognitive assessment instruments as it relates to clinical judgment in special education eligibility decision-making in comparison to alternatives such as Response-to-Intervention (RtI). [ABSTRACT FROM AUTHOR]

In 2016, the US Preventive Services Task Force concluded that there was "insufficient" ("I" statement) evidence to support universal primary care screening for autism spectrum disorder. The statement led to controversy among research and clinical communities. Although a number of papers have since been published arguing for the potential benefit of autism spectrum disorder screening, none adequately address the potential harms of autism spectrum disorder screening. This evidence gap may relate to confusion regarding how the US Preventive Services Task Force conceptualizes and evaluates potential harm. In this commentary, we explore how the US Preventive Services Task Force operationalizes harm and discuss how the potential for harm was described in the "I" statement on autism spectrum disorder screening. This information can serve as a guide for investigators working to study the benefits and harms of autism spectrum disorder screening in order to fill the research gaps cited by the US Preventive Services Task Force report. Finally, we recommend future research directions for exploring harms of autism spectrum disorder screening, filling cited research gaps, and ultimately ensuring that the benefits of autism spectrum disorder screening truly outweigh the harms for all children and their families. [ABSTRACT FROM AUTHOR]

Historians have examined the role of psychiatric institutions in the USA and addressed whether this form of care helped or harmed patients (depending on the perspective of the time period, historical actors, and historians). But the story for children's mental institutions was different. At the time when adult institutions were in decline, children's mental hospitals were expanding. Parents and advocates clamoured for more beds and more services. The decrease in facilities for children was more due to economic factors than ideological opposition. This paper explores a case study of a hospital in Michigan as a window into the different characteristics of the discussion of psychiatric care for children. [ABSTRACT FROM AUTHOR]

Objective: Our goal was to compare data collected from 3- and 7-day Infant with Clefts Observation Outcomes (iCOO) diaries. Design: Secondary data analysis of an observational longitudinal cohort study. Caregivers completed the daily iCOO for 7 days before cleft lip surgery (T0) and for 7 days after cleft lip repair (T1). We compared 3- and 7-day diaries collected at T0 and 3- and 7-day diaries collected at T1. Setting: United States. Participants: Primary caregivers of infants with cleft lip with and without cleft palate (N = 131) planning lip repair and enrolled in original iCOO study. Main Outcomes Measure(s): Mean differences and Pearson correlation coefficients. Results: Correlation coefficients were high for global impressions (>0.90) and scaled scores (0.80–0.98). Mean differences were small across iCOO domains at T0. T1 comparisons reflected the same pattern. Conclusions: Three-day diary data is comparable to 7-day diaries for measuring caregiver observations using iCOO across T0 and T1. [ABSTRACT FROM AUTHOR]

Background: Early detection of autism spectrum disorder (ASD) has the potential to significantly reduce the impact of the condition, however previous reviews have found little evidence to support screening programs for ASD in young children. Methods: We conducted a review with the aim of updating evidence on 3 aspects: (a) diagnostic stability of ASD in young children; (b) accuracy of ASD screening tools in young children; and (c) the benefits of early interventions in screen-detected young children with ASD. Results: A total of 33 studies were included in our review. Five studies looking at diagnostic stability reported estimates ranging from 71.9% to 100%, however the majority only included a follow-up of 24 months and all studies raised concerns regarding the risk of bias due particularly to lack of blinding, sample size, and patient flow. A total of 25 studies, reported in 26 articles, were identified that reported accuracy data on 11 screening tools. Most of the reports were concerned with versions of M-CHAT, reporting sensitivity estimates from 0.67 to 1.0; however, many of these were deemed to be of high risk of bias due to lack of blinding and follow-up. Four studies reported on early interventions in screen-detected children; however, the majority did not find significant improvements on the relevant outcomes. Conclusions: Overall, the evidence on screening for ASD in young children captured by this review is not conclusive regarding the 3 aspects of screening in this population. Future studies should attempt to ensure blinded diagnostic assessments, include longer follow-up periods and limit attrition. [ABSTRACT FROM AUTHOR]

In the past, physical barriers such as geography and distance limited global communication. In this paper, we explore how young children in immigrant families engage in transnational literacy practices. Specifically, we explore the transnational funds of knowledge that result from those experiences. This three-year longitudinal collective case study involves ten children from immigrant families who have come to the United States from around the world. The students entered the study in four-year-old kindergarten, grade 1 or grade 2. Each year, we collected observations, spoken data and student-created artefacts (e.g. writing samples, maps, photographs). Data sources were designed to highlight the various spaces that the immigrant families occupy or have occupied over time (i.e. home/neighbourhood/ school; native country/country of residence). Our reading and rereading of coded data across the sample led us to focus on families' digital transnational practices and children's transnational awareness. We argue that these funds of knowledge should be recognized in classrooms and schools and that they have the potential to contribute to the nurturing of cosmopolitan perspectives for all children. [ABSTRACT FROM AUTHOR]

Introduction: This study examined potential legal precedent set by holdings in administrative due process hearings where instruction in the expanded core curriculum (ECC) for school-age children was decided. Methods: This study used an analogical reasoning approach. This legal research method includes examining the rule of law, presenting cases for comparison, and applying the fact pattern to predict outcomes of current or future cases. Results: The results demonstrate that the inclusion of the ECC in an Individualized Education Program (IEP) varies from state to state. Only two states have passed legislation requiring instruction in the ECC. These statutes have been referenced in case holdings. Administrative hearings from four different jurisdictions in the United States have held that the ECC must be included in the IEP to some extent. Discussion: The ECC is a critical component of the education of students with visual impairments and must be incorporated in some form within their IEPs. Depending upon the jurisdiction, the ECC may have to be explicitly stated in the IEP, while in other locales it may have to be embedded within the IEP. In some states, specific statutes governing instruction in the ECC form the rule of law. Implications for Practitioners: School administrators and teachers of students with visual impairments should be knowledgeable of the legislation governing the ECC in their state and the legal precedents that have been created in their state. School administrators and teachers of students with visual impairments should carefully consider how the principles of a legal precedent can be applied to situations within their own communities to understand their obligations and likelihood of prevailing in any legal dispute. Finally, parents and students with visual impairments should be aware of the legal precedent created for the ECC in their state and use the dispute resolution process to inform change in their own communities as the families did in these exemplar cases. [ABSTRACT FROM AUTHOR]

Literacy researchers often include young children in the research process. Yet discussions about the complexities of gaining and keeping assent are often missing in research reports. In this paper, we report on our attempts to make the assent process, a typical requirement for Institutional Review Boards, an educative experience for children in a critical literacy Kindergarten classroom. We asked: When assent is treated as a text to be read, revisited, interpreted and negotiated, what meanings are made by young children? We designed research lessons and collected artefacts of students’ learning, including interviews. Our analysis traced children’s developing recognition and critical analysis of concepts such as voluntary participation, understanding of procedures, confidentiality, benefits and risks of the study, and the right to ask questions. We found that when assent is treated as an educative process, particularly in the context of critical literacy education, young children learn and make meaning about their rights and responsibilities as participants. We present evidence of meaning-making, transfer and voluntariness of each ethical concept. Implications for literacy research with young children are discussed. [ABSTRACT FROM AUTHOR]

This study evaluates the epidemiology of nonfatal head injuries among children aged 1 to 4 years associated with consumer products and identifies the specific consumer products associated with these injuries. Data for children aged 1 to 4 years who presented to emergency departments (EDs) from 2015 to 2019 for a nonfatal head injury were extracted from the National Electronic Injury Surveillance System. An estimated 1 032 429 (95% confidence interval [CI]: 675 822-1 389 063) children presented to US EDs for head injuries, averaging 566 injuries daily. The average rate of head injury did not change over the 5-year study period (slope = −0.003; P =.852); it was highest among children aged 1 year (2.06 per 100 children aged 1 year), which was nearly 3 times that of children aged 4 years (rate ratio = 2.75; 95% CI: 2.73-2.77). Most injuries occurred at home (80.4%) and occurred from interacting with home furnishings (45.1%). This study underscores the need for increased head injury mitigation efforts among young children. [ABSTRACT FROM AUTHOR]

Objective: Worsening rates of infant and maternal mortality in the United States serve as an urgent call for multi-modal intervention. Infant Well Child Visits (WCVs) provide an opportunity for prevention, however not all infants receive the recommended schedule of visits, with infants of low-income and Black families missing a higher portion of WCVs. Due to diverse experiences and needs of under-resourced communities throughout the United States, caregiver voice is essential when designing improvement efforts. Methods: Purposeful sampling and interviewing of 10 caregivers in Cincinnati, OH was performed by community peer researchers. Interview transcripts were evaluated by the research team, with identification of several important themes. Results: Nine out of 10 caregivers self-identified as Black. All young children of the interviewed caregivers had Medicaid as their insurance provider. All interviews highlighted rich perspectives on caregiver hopes for their child, family, and selves. Establishing trust through empathy, shared decision making, and the nurturing of interpersonal patient-practitioner relationships is crucial for fostering a positive healthcare experience. Levels of mistrust was perceptibly high across several interviews, with lack of racial concordance between medical provider and family exacerbating the issue for some caregivers. Caregivers voiced a tendency to rely on family and community members for when to seek out health care for their children, and additionally cited racism and perceptions of being rushed or judged as barriers to seeking further care. Conclusion: This study emphasizes the importance of being community-informed when considering interventions. Prior research on the topic of missed WCV's often focused on material resource availability and limitations. While that was commented on by caregivers in this study as well, equal—if not more—attention was directed toward interpersonal relationship formation, the presence or absence of trust between practitioner and caregiver, and the importance of social-emotional support for caregivers. We highlight several opportunities for systemic improvements as well as future directions for research. [ABSTRACT FROM AUTHOR]

Teachers set the tone for their classrooms, but what teacher beliefs shape students' sense of belonging? We investigate how teachers' mindsets—or their beliefs about learning and school—relate to adolescents' individual and collective reports of classroom belonging. Our pre-registered analyses include a multilevel design of how 1,200 US middle school students (ages 11–13; 50% female; 49% low income; 40% White, 30% Latinx, 13% Black, 9% Asian) and their teachers responded to surveys on educational mindsets. We find teachers' growth mindset and confidence in teaching positively relate to students' math class belonging—explaining between 30 and 40% of belonging among classes. Our data suggest a teacher's own sense of school belonging is unrelated to the belonging students feel in class, suggesting teachers' broad feelings of belonging may not influence students' specific classroom feelings of belonging as anticipated. These findings reinforce the notion that what teachers think and believe influence how students feel when in class. [ABSTRACT FROM AUTHOR]

Schools' health screenings can identify students' missed health concerns. Data from the 2016 School Health Policies and Practices Study were used to determine the proportion of U.S. school districts with physical and mental health screening policies and the proportion that arrange off-campus mental health services. We also examined differences between districts with and without mental health screening policies regarding having physical health screening policies, patterns of these policies, and off-campus mental health service arrangements. Eleven percent of districts had no policies on any of the four physical health screenings assessed, and 87% lacked policies on mental health screenings, the latter especially concerning considering the impact of COVID-19. Districts with policies on mental health screenings were significantly more likely to have body mass index (p <.01) and oral health (p <.001) screening policies, and to arrange for off-campus case management (p <.001), family counseling (p <.05), group counseling (p <.01), self-help (p <.05) and intake evaluation (p <.05). [ABSTRACT FROM AUTHOR]

This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student's primary educational setting: autism-only (n = 28), mixed-disability (n = 25), and general early education (n = 25). Recommended practice use across setting types and developmental changes were compared using generalized estimating equations. Autism-only settings had the highest implementation of classroom structure, classroom environment, and curriculum and instruction. General early education had greater implementation of practices to support social and peer relationships. Supporting social and peer relationships was the largest predictor of gains, controlling for setting type; the association was greater for children with lower initial receptive language or developmental skills. These findings highlight the importance of supporting and promoting peer engagement in students with ASD across preschool placement types. [ABSTRACT FROM AUTHOR]

Children are at risk of short- and long-term morbidity and mortality from COVID-19. We examine whether autistic children and children with mental health conditions have higher odds of underlying health conditions at high risk of severe disease from COVID-19. We use claims data from a national sample of Medicaid-enrolled children for the years 2008–2016. We examine (1) children with claims for autism and (2) a random sample of children covered by Medicaid, without autism claims but with mental health condition. The comparison group is a random sample of children without autism or any mental health condition. There were 888,487 autistic children, 423,397 with mental health conditions (but not autism or intellectual disability), and 932,625 children without autism or mental health condition. We found 29.5% of autistic children and 25.2% of children with mental health conditions had an underlying condition with high risk for severe illness from COVID, compared to 14.1% of children without these diagnoses. Autistic children had higher odds of having any underlying condition (odds ratio = 2.17; 99% confidence interval = 2.14–2.20), as did children with mental health conditions (odds ratio = 1.71; 99% confidence interval = 1.68–1.73), adjusting for basic demographic characteristics. Children with diagnoses of autism and mental health conditions may be at higher risk for severe COVID due to high-risk condition prevalence. Children are at risk of varying severity of illness and even death from COVID-19. We aim to determine whether autistic children or children with mental health conditions have more underlying health conditions that put people at risk of severe illness from COVID-19. We use data from a national sample of Medicaid-enrolled children for the years 2008–2016. These data include children across the 50 states and the District of Columbia. We compare the prevalence of underlying conditions among autistic children and children with mental health condition to that of other children in Medicaid. This study included 888,487 autistic children, 423,397 with any mental health condition (but not autism), and 932,625 children without any of these diagnoses. We found 29.5% of autistic children and 25.2% of children with mental health conditions had an underlying condition with high risk for severe illness from COVID, compared to 14.1% of children without these diagnoses. Autistic children had over twice the odds of having any underlying conditions, when accounting for age, race, sex, and other characteristics. Children with mental health conditions had 70% higher odds of having these underlying conditions. Mitigation measures in schools and other areas could minimize risk of short- and long-term impacts from COVID for autistic and all children. [ABSTRACT FROM AUTHOR]

The article presents a reply by the author to a note by sociologist Theodore Caplow on a paper related to the analysis of the family cycle in the U.S. The author of the present article wrote the paper. Caplow's article was published in the February 1, 1949 issue of the "American Sociological Review." The author states that Caplow used terms such as "typical" and "average" in a popular sense more freely than he would have done if he had visualized his audience as comprised entirely of seasoned statisticians. Furthermore, Caplow's remarks about the analytical inferences drawn regarding differences between median values for successive phases of the cycle merit further consideration. In preparing the paper, Caplow was cognizant of the fact that approximations would have to be accepted in many places where direct measures were not available. Second, using the average number of children ever borne by women 45 to 49 years old in 1940 to represent the average number of children per completed family as of the most recent date available seems quite defensible by Theodore.

As soon as the Institute of Nutrition of Central America and Panama (INCAP) began to study the poor nutritional status and stunting of children in the rural villages of Central America, it was apparent that infections, particularly diarrheas, were also a serious problem. Studies of kwashiorkor indicated that infections precipitated kwashiorkor and anemia in children who were already malnourished. In the 1940s there was almost no suggestion in the literature of a relation between nutrition and infection. INCAP gradually identified the mechanisms by which any infection worsens nutritional status and demonstrated that infections were more severe and more often fatal in malnourished children and adults. These studies ultimately led to the 1968 World Health Organization (WHO) monograph "Interactions of nutrition and infection" and widespread recognition by public health workers of the importance of this relationship for morbidity and mortality in poorly nourished populations. [ABSTRACT FROM AUTHOR]

Delays in autism spectrum disorder identification/services could impact developmental outcomes. Although trends are encouraging, children from historically underrepresented minority backgrounds are often identified later and have reduced engagement in care. It is unclear if disparities exist throughout the screen-evaluate-treat chain, or if early detection programs such as Get SET Early that standardize these steps are effective countermeasures. Pediatricians/primary care providers administered Communication and Symbolic Behavior Scales IT Checklist screens at 12-, 18-, and 24-month well-baby examinations, and parents designated race, ethnicity, and developmental concerns. Toddlers who scored in the range of concern, or whose pediatricians/primary care providers had concerns, were referred for evaluations. Rates of screening and evaluation engagement within ethnic/racial groups were compared to U.S. Census proportions. Age at screen, evaluation, and treatment and quantity was compared across groups. Regressions examined whether key factors were associated with ethnicity or race. No differences were found for mean age of screen, evaluation, initiation of behavioral therapy, or quantity received between racial and ethnic groups. Historically underrepresented minority children were more likely to fall into the range of concern, referred for evaluations, and have their parents express developmental concerns. Although there remain gaps within the pipeline, implementation of systemized programs can be effective in ensuring equitable access to resources across communities. Delays in autism spectrum disorder identification and access to care could impact developmental outcomes. Although trends are encouraging, children from historically underrepresented minority backgrounds are often identified at later ages and have reduced engagement in services. It is unclear if disparities exist all along the screen-evaluation-treatment chain, or if early detection programs such as Get SET Early that standardize, these steps are effective at ameliorating disparities. As part of the Get SET Early model, primary care providers administered a parent-report screen at well-baby examinations, and parents designated race, ethnicity, and developmental concerns. Toddlers who scored in the range of concern, or whose primary care provider had concerns, were referred for an evaluation. Rates of screening and evaluation engagement within ethnic/racial groups were compared to US Census data. Age at screen, evaluation, and treatment engagement and quantity was compared across groups. Statistical models examined whether key factors such as parent concern were associated with ethnicity or race. No differences were found in the mean age at the first screen, evaluation, or initiation or quantity of behavioral therapy between participants. However, children from historically underrepresented minority backgrounds were more likely to fall into the range of concern on the parent-report screen, their parents expressed developmental concerns more often, and pediatricians were more likely to refer for an evaluation than their White/Not Hispanic counterparts. Overall results suggest that models that support transparent tracking of steps in the screen-evaluation-treatment chain and service referral pipelines may be an effective strategy for ensuring equitable access to care for all children. [ABSTRACT FROM AUTHOR]

Considering gratitude as a virtue, rather than a positive emotion, requires measures different from those more commonly used and which conflate gratitude with appreciation. We here describe those measures, explaining why they are appropriate to the study of gratitude as a virtue. We then discuss how each measure was coded for this special issue, the manner of recruitment of our participants across the seven research sites (Brazil, Guatemala, the United States, Russia, Turkey, China, and South Korea), the overall hypotheses, and the analytic strategies used. [ABSTRACT FROM AUTHOR]

Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children's home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant Eurocentric perspective. Through this study, we share the perspectives of 22 U.S. parents of dual-language learners (DLLs) as they experienced an evaluation for preschool special education. Through a mixed-methods approach using survey and interview data, three primary themes emerged: (a) relationships and interactions, (b) home language and cultural context, and (c) the evaluation process. Significant differences in satisfaction emerged between those who had participated in Part C Early Intervention services versus those who had not. [ABSTRACT FROM AUTHOR]

Several types of professionals support families of young children with disabilities as they navigate the early intervention and early childhood special education systems (EI/ECSE). Medical professionals are often the first to discuss service provision with families, while EI/ECSE providers are responsible for evaluating, determining eligibility, and providing services. The alignment between these two groups can directly influence child and family outcomes. We explored the experiences of medical professionals and EI/ECSE providers working in one large Northeastern U.S. city to understand how each group views their respective roles within the system and to gauge the degree to which they collaborate. Our findings revealed that both groups are committed to the families they serve but are often frustrated by conflicting recommendations for EI/ECSE service delivery. We provide suggestions to improve opportunities to communicate and collaborate to increase the effectiveness of support for children and their families. [ABSTRACT FROM AUTHOR]

Background: The voices of children and adolescents have historically been substituted by the perspective of adults. There is growing recognition that children (<18 years old) are able to participate in research and appreciate the opportunity to participate in studies. Aim: To share the strategies employed by two research teams from USA and UK, who have successfully recruited children living with parental life-limiting illness as research participants. Findings: The researchers overcame common challenges when negotiating ethics committees by anticipating the IRB/REC concerns, providing the committees with detailed applications including distress protocols, and offering resources to their ethics committee to learn about conducting research with this population. The researchers navigated recruitment and gatekeeping by clinicians and parents by partnering with clinical agencies and nurturing relationships with practitioners who are supportive of the research, offering to present the findings of the study with continuing education credits, and developing children's, adolescents' and parents' project advisory groups to support recruitment, data collection and analysis. Conclusions: Simple strategies can be used to overcome barriers to recruitment, providing opportunities for children to be research participants and for their unique perspectives to be heard in palliative care research. [ABSTRACT FROM AUTHOR]

Objective: To provide state-level estimates of diagnosed ADHD and associated treatment among children in the United States in 2016 to 2019. Method: This study used the National Survey of Children's Health to produce national and state-level estimates of lifetime diagnosis and current ADHD among all children aged 3 to 17 years (n =114,476), and national and state-level estimates of medication and behavioral treatment use among children with current ADHD. Results: The state-level estimates of diagnosed ADHD ranged from 6.1% to 16.3%. Among children with current ADHD, state-level estimates of ADHD medication usage ranged from 37.8% to 81.4%, and state-level estimates of behavioral treatment ranged from 38.8% to 61.8%. Conclusion: There was substantial state-level variation for indicators of ADHD diagnosis and associated treatment. These state-level results can be used by policymakers, public health practitioners, health care providers, and other stakeholders to help address the service needs of children with ADHD in their states. [ABSTRACT FROM AUTHOR]

Objectives. Close, frequent contact between children and care providers in child-care centers presents many opportunities to spread human noroviruses. We compared state licensing regulations for child-care centers with national guidelines written to prevent human noroviruses. Methods. We reviewed child-care licensing regulations for all 50 U.S. states and the District of Columbia in effect in June 2015 to determine if these regulations fully, partially, or did not address 14 prevention practices in four topic areas: (1) hand hygiene, (2) exclusion of ill people, (3) environmental sanitation, and (4) diapering. Results. Approximately two-thirds (8.9) of the 14 practices across all state regulations were partially or fully addressed, with few (2.6) fully addressed. Practices related to exclusion of ill people and diapering were fully addressed most often, while practices related to hand hygiene and environmental sanitation were fully addressed least often. Conclusion. Regulations based on guidelines for best practices are one way to prevent the spread of human noroviruses in child-care facilities, if the regulations are enforced. Our findings show that, in mid-2015, many state child-care regulations did not fully address these guidelines, suggesting the need to review these regulations to be sure they are based on best practices [ABSTRACT FROM AUTHOR]

Objective. To assess the prevalence of food allergy in children presenting to a multidisciplinary feeding program. Methods. A retrospective chart review was conducted from 302 patients. We recorded history of food reaction, family history of any atopic disease, radioallergosorbent testing, prematurity, birth weight, breastfeeding history, Z-scores, age, and gastrointestinal mucosal biopsy reports with eosinophilic infiltrate. Three categories of possible food allergy were stratified based on increasing evidence of allergy. Results. Possible food allergy was found for 18% (n = 54), likely food allergy for 6% (n = 18), and very likely food allergy for 16% (n = 47) for a total of 40% classified in a food allergy group. Having been breastfed correlated with likelihood of food allergy but tube-feeding dependence did not. Conclusion. This study revealed a higher proportion of children in a feeding program with food allergy compared to the general population, but larger prospective studies are needed to confirm the association. [ABSTRACT FROM AUTHOR]

It is a common assumption that children with disabilities are more likely to experience victimization than their peers without disabilities. However, there is a paucity of robust research supporting this assumption in the current literature. In response to this need, we conducted a logistic regression analysis using a national dataset of responses from 26,572 parents/caregivers to children with and without disabilities across all 50 states, plus the District of Columbia. The purpose of our study was to acquire a greater understanding of the odds of victimization among children with and without intellectual disability (ID), while controlling for several child and parent/adult demographic correlates. Most notably, our study revealed that children with ID have 2.84 times greater odds of experiencing victimization than children without disabilities, after adjusting for the other predictors in the model. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

Young children with Down syndrome (DS) often demonstrate impaired oral vocabulary development; however, few intervention studies have focused on this population. One promising method to improve the oral vocabulary of young children with DS may be to train their parents to intervene at home. In this study, we used tele-education methods (e.g., videoconferences, email) to coach parents to implement an adapted version of Down Syndrome LanguagePlus (DSL+). Four children with DS (ages 5–6 years) participated in the multiple probe across behaviors (i.e., stories) single-case research design study. Increasing trends during baseline and data variability precluded confirmation of a functional relationship; however, results indicated that all participants increased their scores on mastery measures of targeted vocabulary. Three of the four parents implemented DSL+ with high fidelity and responded favorably to social validity interviews. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder and attention deficit/hyperactivity disorder are neurodevelopmental disorders with high rates of co-occurrence. However, there is a dearth of large, nationally representative studies examining the prevalence of co)occurring autism spectrum disorder and attention deficit/hyperactivity disorder among children. The aim of this study was to estimate the prevalence of parent-reported co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder in the United States and examine correlates of co-occurring autism spectrum disorder and attention deficit/ hyperactivity disorder by sociodemographic and household factors. Data were analyzed from the 2016–2018 National Survey of Children’s Health. A total of 88,051 children aged 3–17years were included in the analysis. Bivariate and multivariable analyses were conducted to assess the associations between sociodemographic and household characteristics and current co-occurrence of autism spectrum disorder and attention deficit/hyperactivity disorder. An estimated 1.2% of children (740,816) aged 3–17years had co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder. Sex, age, race/ethnicity, health status, and health insurance were associated with having co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder. Children who were Black, non-Hispanic (adjusted odds ratio=0.63; 95% confidence interval [0.40, 0.99]) or multi-racial/other, non-Hispanic (adjusted odds ratio=0.58; 95% confidence interval [0.42, 0.80]) had significantly lower odds of co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder than White non-Hispanics. Findings suggest implementing early developmental screening and surveillance for co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder and coordinating strategies that optimize early identification and intervention for all children suspected of having co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder, particularly those from underrepresented groups. [ABSTRACT FROM AUTHOR]

Childhood exposure to domestic violence (DV) can lead to mental health problems including internalizing symptoms. This systematic literature review aimed to identify individual-, familial-, and community-level factors that mediate or modify the effect of DV exposure on internalizing symptoms among children and adolescents. This systematic literature review was registered with PROSPERO, registration number: CRD42019127012. MEDLINE, EMBASE, and PsycINFO were searched between 1990 and 2018 for peer-reviewed, quantitative, longitudinal studies published in English. Backreferencing and key journal hand searches were conducted. Twelve longitudinal studies were included. These investigated how factors amenable to change either mediate or modify the effect of exposure to DV on internalizing symptoms (using validated measures) in children and adolescents up to 18 years within a general population. Study quality was assessed using the Newcastle–Ottawa risk of bias tool, and a sample of studies were second reviewed by authors. One individual-level mediator was identified, namely emotional intelligence, and two effect modifiers were identified: relational victimization and participation in extracurricular activities. Familial mediators included maladaptive parenting and parenting stress, while effect modifiers included positive parenting (maternal warmth and availability) and family social support. No community-level factors were identified. All research was conducted in the United States, most focused on risk, and the majority measured outcomes in middle childhood. Nevertheless, these findings suggest that interventions provided to families exposed to intimate partner violence need to target both child and familial factors in order to successfully reduce children's internalizing symptoms. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) is a multifaceted developmental disability requiring specialized supports. Due to the growing diagnoses of ASD, the demand for behavior treatment centers has also grown. These centers offer a wide range of beneficial services to children with ASD, including medication administration and management. While centers may employ highly educated and certified employees, there may be a gap in education related to medication administration and medication management knowledge. Using an evidence based education tool, this study sought to explore if clinicians in a behavior care center could gain knowledge in their ability to accurately administer and manage medications for children with ASD, and postulate if existing post-secondary curricula for behavior clinicians should be enriched to include medication administration and management training. This comprised two separate day long sessions of an implementation pilot study of best practice education in medication administration and medication management for behavior clinicians employed at a community behavior care center for children with ASD in the United States. Using the Statistical Package for the Social Sciences, 25 (SPSS), the paired samples t-test was applied for analysis. The quantitative results demonstrated the skill level treatment effect was statistically significant (p < .001). On the basis of the results the author makes recommendations regarding how to include medication administration and medication management education into existing behavior clinician curricula in the United States. [ABSTRACT FROM AUTHOR]

We examined US parent and youth perceptions of how life events, both positive and negative, associated with COVID-19 resulted in changes in family and youth functioning. Families (n = 105, 80% white, 48% male, and 87% mothers) completed surveys during the pandemic (May to July 2020) and 3 years prior (for youth ages M = 10.6, SD = 1.17 and M = 13.6, SD = 1.19). Declines in youth, though not parent, report of open family communication, parental support, and family satisfaction were found. Declines were associated with various domains of pandemic-related stress in parent report, though positive life events served as buffers. Pre-pandemic family functioning also predicted pandemic stress. Spillover effects in turn impacted youth functioning. The current findings shed light on how experiences of the pandemic are linked with family functioning and have implications for how to support families during this time. [ABSTRACT FROM AUTHOR]

The goal of this study was to provide key prevalence rates for experiences with cyberbullying among tweens (children between the ages of 9 and 12 years old). We were also interested in the extent to which tweens engaged in helping behaviors when they observed cyberbullying. American tweens (n = 1034; mean age = 10.52, SD = 1.12) completed an online survey in which they reported on their experience with cyberbullying victimization, offending, and witnessing. Respondents were also asked how being cyberbullied made them feel, and to describe if they helped when they observed online mistreatment. Results revealed that about one in five tweens has been exposed to cyberbullying as a witness, a target, or an aggressor. This population has been historically understudied when it comes to their online experiences, and these findings highlight the need for deeper inquiry as well as additional guidance and support. [ABSTRACT FROM AUTHOR]

This study investigated childhood family bullying and explored any ongoing impacts for young adults. Research has demonstrated that peer bullying leads to contemporaneous poor consequences and some inquiries establish adverse effects of peer bullying lasting into adult life. However, family bullying is much less studied and the effects are not well understood. While there is urgency to intervene in peer bullying, this does not extend to family bullying. The aims of this inquiry were to discover what types of childhood bullying occur in families, any ongoing consequences, and how young adults define bullying. The study was a retrospective qualitative inquiry with a purposive sample. There were 43 participants: the majority were female, mean age 24.3 years, and 27% represented minorities. A qualitative description approach based in naturalistic inquiry was employed for data analysis to understand the lived experiences of young adults. NVivo 11 was used for data storage and analysis. A multi-phase coding process was utilized along with thematic analysis. Types of family bullying and participants' definitions of bullying were generated. Thematic analysis revealed lasting consequences in (a) low self-esteem and shame, (b) eating disorders, and (c) behavioral issues and relationship problems. Outcomes indicate the importance of further research on childhood family bullying as it affects young adult life and the need for researchers as well as practitioners to understand its lifelong impact. [ABSTRACT FROM AUTHOR]

Although there has been rapid recent growth in the volume of research on both whiteness and childhood within geography, these literatures have only infrequently intersected explicitly. In this paper, I argue that a focus on narratives of childhood and child rearing can significantly enrich current understandings of how imaginative geographies of American (non)whiteness are sustained and reproduced. I develop this argument using a case study of recent narratives concerning one well-known program for children living in New York City, the Fresh Air Fund, which arranges for 'inner-city' children (most of whom identify as black or Latino) to spend portions of their summers living with host families (most of whom are white) in rural and suburban areas. The activities of the fund generate regular media coverage in both New York City and many of the destination communities, contributing to a wider public narrative concerning what white families and spaces have to offer 'inner-city' children. Drawing on journalistic accounts produced over the past two decades within one important destination site for the program, the US state of Vermont, I examine the racialized imaginative geographies of city, country, and suburb mobilized and reproduced within these stories of the Fund and its effects. I specifically argue that these accounts (re)script whiteness such that it becomes a solution to, rather than a source of, inequalities. [ABSTRACT FROM AUTHOR]

Dual-earner families in the United States and Europe struggle to balance the demands of work and family. These three books document these conflicts and, at times, propose solutions. They use quantitative and qualitative data to illuminate the demands and policies that should or could provide needed supports. They also inform theories relevant to work and family that are contemporary and more traditional. Data come from the United States, Great Britain, and Spain, thus adding a welcome comparative element to the evidence and perspectives in this area of scholarship. [ABSTRACT FROM AUTHOR]

Individuals with autism spectrum disorder and co-occurring intellectual disabilities experience substantial challenges in accessing needed supports. This research aimed to understand the prevalence and factors associated with food insecurity among families of children with autism spectrum disorder and co-occurring intellectual disabilities. Utilizing the National Survey of Children's Health (2016–2018) data, this article illustrated that the households of children with autism spectrum disorder and co-occurring intellectual disabilities were about two times more likely to be food insecure than the households of children without disabilities. Furthermore, the households of children with autism spectrum disorder were 1.5 times more likely, and those with other disabilities were 1.3 times more likely to be food insecure than the households of children without disabilities. Implications of these findings in the context of the COVID-19 pandemic are discussed. Families of children with autism spectrum disorder are more likely to experience financial strain and resulting food insecurity due to additional cost of care, disparate access to needed services, and loss of income resulting from parental job loss. Utilizing nationally representative data, this analysis indicates that the families of children with autism spectrum disorder and co-occurring intellectual disabilities are twice as likely to experience food insecurity than families of children without disabilities after adjusting for various factors. Several factors, ranging from state-level policies such as Medicaid expansion to individual-level factors such as higher utilization of emergency room services, were associated with the higher prevalence of food insecurity in families of children with autism spectrum disorder and co-occurring intellectual disabilities. Implications of these findings on programs and policies supporting families in the COVID-19 pandemic are discussed. [ABSTRACT FROM AUTHOR]

This study examined the effects of a 9-week auditory intervention on the auditory skills of five children with hearing loss who experienced prolonged auditory deprivation before receiving hearing aids. A single-case multiple baseline design across participants was used to examine the effect of the intervention on the children's auditory skills using a weekly probe. The analyses showed a moderate to high intervention effect for three out of five participants. Children demonstrated gains in detection, discrimination, and identification, and Participant 5 also showed gains in sentence comprehension. Findings provide preliminary support for offering auditory intervention to children with hearing loss who are late identified and aided in the presence of residual hearing. [ABSTRACT FROM AUTHOR]

Discipline is one of the most challenging tasks for parents of young children. Parental choices of discipline can vary greatly by race and ethnicity (Coley et al., 2014). Research on Latino families' choices of discipline has been inconsistent and from a deficit lens (Rodriguez, 2008). The current qualitative study uses a Funds of Knowledge framework to understand how Latina mothers from the Western United States with young children make decisions about disciplining their children. A thematic analysis of 42 interviews revealed that discipline choices were grounded in the mothers' upbringing, education, and work history. The results of this study can inform parent educators, family therapists, and pediatricians to recognize that Latina mothers are not a homogeneous group and understand the underlying factors that determine their disciplinary strategies to better support their effort to discipline their children. [ABSTRACT FROM AUTHOR]

This study examines the lifetime prevalence and distribution of family/friend homicide exposure among children and adolescents age 2 to 17 in the United States, and assesses the impact of family/friend homicide on emotional and behavioral outcomes, while controlling for potential co-occurring factors. Data were collected by telephone about the experiences of youth in 2008, 2011, or 2014, as part of the National Surveys of Children's Exposure to Violence (NatSCEV). Analyses are based on a pooled sample (n =11,771) from these three surveys. Approximately 8% of all children and youth ages 2 to 17 were exposed to a family/friend homicide. Older adolescents, Black youth, those living in single parent and nonparent family households, those from lower socioeconomic status households, and youth living in large cities were overrepresented among youth experiencing family or friend homicide. Exposed youth were also substantially more likely to be poly-victims, experience other major adversities, and live in neighborhoods with more community disorder. Exposure to family/friend homicide was significantly related to trauma symptoms. However, when other co-occurring factors were taken into account, only family/friend homicide that occurred within the last 2 years remained significant. With respect to delinquency, only nonfamily homicide exposure remained significant with these other factors controlled. Findings suggest that family/friend homicide represents a powerful marker for a broad level of victimization risk and adversity, demonstrating that family/friend murder is often just one relatively small part of a more complicated life of adversity. Although recent exposure is certainly distressing to youth, it is the wider, co-occurring context of poly-victimization and other types of adversity that appears most impactful in the longer term. [ABSTRACT FROM AUTHOR]

Batterer intervention programs (BIPs) constitute the primary treatment for perpetrators of intimate partner violence (IPV). Systematic evaluations of BIPs, however, have yielded modest results in terms of these programs' ability to reduce perpetration. Descriptive studies, which can provide information on the contexts and process associated with BIPs, can provide insights into the underlying mechanisms that might promote change among BIP clients, and as such are important to improving efficacy measures for BIPs. To date, however, limited research exists on what challenges BIPs encounter in working with clients, and how those challenges present barriers to behavioral change among perpetrators at the intervention level. As part of a 2-year ethnographic study, we conducted 36 individual semistructured interviews with professionals working with BIPs. We identified six themes related to challenges to promoting behavioral change among men who perpetrate violence: (a) social acceptance of IPV, (b) hypermasculine attitudes, (c) emotional problems, (d) childhood exposure to violence, (e) co-morbid mental health issues, and (f) denial, minimization, and blame. Our results have implications for thinking about some of the contextual factors that may impede BIPs ability to produce desired outcomes and for identifying areas in which programs can be tailored to improve the overall client experience. Our results also point to the need for a more coordinated community response to IPV, and in particular to helping provide resources that support BIPs sustained, safe, and as effective as possible work. [ABSTRACT FROM AUTHOR]

Globally, respiratory syncytial virus (RSV) is a leading cause of hospitalization due to severe respiratory infections in infants of all gestational ages and children aged 5 years and younger, and it is associated with a substantial health care burden. Approximately, 1% to 3% of infants younger than 1 year are hospitalized with severe RSV disease in the United States. With no specific treatment or vaccine, palivizumab is the only licensed immunoprophylaxis for the prevention of severe RSV disease in high-risk pediatric populations, including infants born at or before 35 weeks' gestational age (wGA). In the United States, the American Academy of Pediatrics (AAP) periodically publishes its recommendation for the use of RSV immunoprophylaxis, which is largely followed by health care professionals and payers. In 2014, the AAP Committee on Infectious Diseases stopped recommending RSV immunoprophylaxis for otherwise healthy infants born at or after 29 wGA and stated that the RSV hospitalization rates in infants 29 to 34 wGA and full-term infants were similar. Several studies have demonstrated that a significant decline in palivizumab use following the AAP 2014 recommendations was accompanied by increases in rates of RSV hospitalization and disease severity and hospital costs in infants 29 to 34 wGA versus full-term infants. Despite the growing evidence demonstrating high RSV morbidity in infants 29 to 34 wGA, the AAP reaffirmed its 2014 policy in 2019. This article will discuss the critical roles and strategies of advocacy groups and nurses in providing the maximum protection with RSV immunoprophylaxis to all high-risk and label-eligible preterm infants. [ABSTRACT FROM AUTHOR]

Objective: We sought to determine variables associated with asthma among children from military and non-military families. Methods: We performed secondary data analysis on the 2016 Behavioral Risk Factor Surveillance System. Parents with and without military experience (n = 61,079) were asked whether a child ever had asthma and currently has asthma. We used two multiple logistic regression models to determine the influence of rurality and geographic region on "ever" and "current" asthma in children of military and non-military families, while controlling for socio-demographic and behavioral variables. Results: Overall childhood asthma prevalence for children in military families was lower than non-military families (ever, 9.7% vs. 12.9%; currently, 6.2% vs. 8.2%) in 2016. However, multiple logistic regression showed variation in "ever" and "current" asthma among children of military and non-military families by rurality and race. Discussion: Developers of public health asthma interventions should consider targeting African-American children of military families living in urban areas. This population is approximately twice as likely to have asthma as Caucasian children of non-military families. [ABSTRACT FROM AUTHOR]