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Background and Objectives: Students with borderline intellectual functioning ("slow learners") underperform in all school subjects. The primary objective of this study was to evaluate the self-perceived anxiety symptoms of slow learners. Its secondary objective was to analyze impact of sociodemographic variables on their symptoms. Settings and Design: Cross-sectional single-arm questionnaire-based study was conducted in the learning disability clinic of a public medical college in Mumbai. Subjects and Methods: One hundred slow learners aged ≥8 to <18 years were recruited by non-probability sampling. Their anxiety symptoms scores were measured using the Screen for Child Anxiety Related Disorders-Child version (SCARED-C) instrument. Statistical Analysis: Multivariate regression analysis was performed for determining the "independent" impact that variables had on the SCARED-C ("individual subscales" and "overall") scores. Results: Symptoms of "separation anxiety" were present in 40%, followed by "social anxiety" in 32%, "generalized anxiety" in 31%, "panic" in 26%, "significant school avoidance" in 24%; and "overall anxiety" in 38% of slow learners. Multivariate analysis revealed that: (i) co-occurring attention-deficit/hyperactivity disorder was significantly associated with having panic symptoms (P = 0.040), and, (ii) studying in a Secondary School Certificate or Higher Secondary Certificate educational board-affiliated school was significantly associated with having symptoms of "generalized anxiety," "social anxiety," and "overall anxiety" (P = 0.009, P = 0.026, and P = 0.046, respectively). Conclusions: Many slow learners in our city have symptoms of anxiety disorders and overall anxiety. There is an urgent need to screen them for anxiety disorders to facilitate their optimum rehabilitation. [ABSTRACT FROM AUTHOR]

Background and Objectives: School students with specific learning disabilities (SpLDs) endure academic difficulties, anxiety, and social maladaptation. The primary objective of the present study was to evaluate the emotional intelligence (EI) abilities of these afflicted students. Its secondary objective was to analyze the impact of socio-demographic variables on their EI abilities. Settings and Design: Cross-sectional single-arm questionnaire-based study was conducted in the Learning Disability clinic in a public medical college in Mumbai. Subjects and Methods: SpLD students studying in class standards VII–IX were recruited by non-probability sampling. Their EI (overall, subscales, and settings) scores were measured using the Four EsScale of Emotional Intelligence-Adolescents (FESEI-A) questionnaire; and compared with Indian norm scores by utilizing the Mann - Whitney U test. To evaluate the unadjusted impact that each of the "variables" had on the FESEI-A scores, linear regression or the Mann-Whitney U test, or the Kruskal-Wallis test, was utilized as applicable. Results: SpLD students had similar "overall" EI abilities as their regular peers. Their EI scores in school setting were significantly lower (P = 0.001), but significantly higher in social setting (P = 0.005). At univariate level, presence of co-occurring attention-deficit/hyperactivity disorder was significantly associated with a lower "school setting" score (P = 0.040). Higher socioeconomic status was significantly associated with a higher "overall" score and "family setting" score (P = 0.023 and P= 0.041, respectively). Conclusions: There is an urgent need to evaluate the EI abilities of SpLD students to identify deficits so that optimum rehabilitation can be facilitated. [ABSTRACT FROM AUTHOR]

Background and Objectives: Students with borderline intellectual functioning ("slow learners") underperform in all school subjects. The primary objective of this study was to evaluate the parental-perceived health-related quality of life (HRQoL) of these students. Its secondary objective was to analyze the impact of sociodemographic variables on their HRQoL. Settings and Design: Cross-sectional single-arm questionnaire-based study was conducted in the learning disability clinic in a public medical college in Mumbai. Subjects and Methods: One hundred parents of slow learners aged 8 to 16 years were recruited by non-probability sampling. Their HRQoL scores were measured using the English DISABKIDS chronic generic module parent (proxy) long-version ("DCGM-37-P") instrument. Statistical Analysis: Multiple regression analysis was carried out for determining the "independent" impact that sociodemographic variables had on a poor facet and total score outcomes. Results: Clinically significant deficits were detected in 4 facets, namely: small deficit in "social inclusion"; medium deficits in "independence", "emotion", and "social exclusion"; and large deficit in "total score". Multivariate analysis revealed that: (i) being an only child predicted a poor "emotion" and "social exclusion" facet score outcomes (P = 0.039 and P = 0.024, respectively); (ii) being a female predicted a poor "social inclusion" facet score outcome (P = 0.022); and, (iii) studying in a single-gender school predicted a poor "limitation" facet score outcome (P = 0.020). Conclusions: Parents of slow learners perceive their psychosocial and total HRQoL to be significantly compromised. There is a need to evaluate the HRQoL of slow learners so that optimum rehabilitation can be facilitated. [ABSTRACT FROM AUTHOR]

Aims: The primary objective of the present study was to evaluate the economic burden of specific learning disability (SpLD) by estimating its direct, indirect, and intangible costs. A secondary objective was to assess the impact of variables on the economic burden. Settings and Design: Cross-sectional single-arm descriptive study. Setting: Learning disability clinic in a public medical college in Mumbai. Subjects and Methods: The study cases (aged ≥8 years) were recruited by non-probability sampling. A structured questionnaire was used to interview the parent/guardian to collect data related to direct and indirect costs. Intangible costs data were collected by documenting the willingness-to-pay value using the contingent valuation technique. Statistical Analysis Used: A quantile regression model was used to assess the impact of predictor variables on the costs. Results: The direct, indirect, and intangible costs due to SpLD were Indian Rupees (INR) 5,936,053, 29,261,220, and 42,295,000, respectively. Indirect costs comprised 83.1% of the total costs. Expenditure on tuitions and remedial education comprised 61.61% and 64.39% of the indirect and direct costs, respectively. The average annual learning disability clinic costs were INR 2,169,888. The average annual total costs per student were INR 90,773. Longer duration of poor school performance was predictive of higher direct, indirect, and total costs; and higher socioeconomic status was predictive of lower intangible costs. Conclusion: SpLD is a cost-intensive disability (intangible > indirect > direct costs). Tuitions, which are not the therapy for SpLD, are the most costly component of indirect costs. Remedial education is the most costly component of direct costs. [ABSTRACT FROM AUTHOR]

Aims: The primary objective of this study was to evaluate the economic burden of slow learners (students with "borderline intellectual functioning") by estimating its direct, indirect, and intangible costs. The secondary objective was to assess the impact of variables on the economic burden. Settings and Design: Cross-sectional, single-arm descriptive study. Setting: Learning disability clinic in a public medical college in Mumbai. Materials and Methods: The study cases (age ≥5 - 18 years) were recruited by nonprobability sampling. A structured questionnaire was used to interview the parent to collect data related to direct and indirect costs. Intangible costs data were collected by documenting the willingness-to-pay value using the contingent valuation technique. Statistical Analysis Used: A quantile regression model was used to assess the impact of predictor variables on the costs. Results: The direct, indirect, and intangible costs of slow learners were INR 6,065,915, 10,298,613, and 145,172,800, respectively. Indirect costs comprised 62.9% of the total costs. Expenditure on tuitions, medications, and remedial education comprised 57.38%, 16.18%, and 10.30% of the direct costs, respectively. The average annual total costs of slow learners were INR 3,544,880. The average annual learning disability clinic costs were INR 2,250,194. The average annual total costs per student were INR 57,951. Longer duration of poor school performance was predictive of higher direct and total costs. Conclusion: The economic burden of slow learners is enormous (intangible > indirect > direct costs). Tuitions are the most costly component of direct costs. Parental loss of earnings is the most costly component of indirect costs. [ABSTRACT FROM AUTHOR]

Aim: Anxiety disorders usually remain undiagnosed in school students owing to the internalized nature of their symptoms. The present study was conducted with the primary objective of evaluating the prevalence of anxiety symptoms in school students in Mumbai. A secondary objective was to assess the impact of variables (age, gender, presence of sibling, and type of school curriculum or school) on anxiety symptoms. Materials and Methods: Study cases (8–15 year olds) were recruited by nonprobability sampling from four English-medium schools. Anxiety was measured using Spence Children's Anxiety Scale (SCAS)-child self-report questionnaire. T-scores (total and subscales) were calculated and cut-off scores of >60 were considered as significant. Results: Symptoms of overall anxiety were present in 10.8% (53/493) of the students. Older students (12–15 year olds) had greater odds of having overall anxiety symptoms (crude OR = 4.36, 95% CI 2.27 to 8.39, P < 0.0001). Symptoms of all anxiety disorders were present in the 493 participants, with obsessions/compulsions and fears of physical injury being the most common (in 29.6% and 27.2%, respectively). Older students and boys had greater odds of having obsessions/compulsions (crude OR = 2.32, 95% CI 1.56 to 3.44, P < 0.0001; and crude OR = 1.54, 95% CI 1.04 to 2.27, P= 0.035, respectively]. Students with sibling (s) had greater odds of having fears of physical injury (crude OR = 0.48, 95% CI 0.30 to 0.78, P= 0.003). Conclusions: There is an urgent need to screen school students in our city for anxiety disorders. [ABSTRACT FROM AUTHOR]

Objective Having a child with speech and language disorders, while creating a sense of great therapeutic responsibility towards them, will significantly affect the psychological dimensions of parents, especially mothers as the primary caregiver. They are more exposed to the pressures and stress that result from the sense of responsibility towards their children. The aim of this study was to compare the level of stress, depression, and quality of life (QoL) among mothers of children with speech and language disorders whose children have received rehabilitation services for different periods of time. Materials & Methods The current descriptive-analytical cross-sectional study was conducted on 185 mothers of children with speech and language disorders who needed to receive rehabilitation services. Data collection was done using: a short form of parenting stress index (PSI-SF) to measure stress, the Beck depression inventory-2nd edition (BDI-II) to measure maternal depression rate, a health survey questionnaire (a 36-item short form) (SF-36) to measure the QoL. Based on the duration of receiving rehabilitation services, mothers participating in this study were divided into four groups: 1) For less than one month, 2) Between 1 to 6 months, 3) Between 7 to 11 months, and 4) For more than 12 months. The data were analyzed by one-way repeated measures analysis of variance and multivariate ANOVA. Results Comparing the mean scores of PSI, BDI-II, and SF-36 between four groups of mothers was significant (P<0.001). The results showed that mothers whose children had received rehabilitation services for a longer period of time had lower mean stress and depression scores and higher mean QoL scores (P<0.001). The factor of the type of child's disorder had a significant effect on the results (P<0.05). Conclusion The lowest score of stress and depression and the highest score of QoL in mothers who had received rehabilitation services for more than 12 months can indicate that mothers who receive rehabilitation services for a longer period of time see the improvement of their children. They are also better able to use stress coping strategies to deal with their child's problem. [ABSTRACT FROM AUTHOR]

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The purpose of the present study was to provide a Turkish cultural adaptation (EFORTS-T) of the Executive Functions and Occupational Routines Scale (EFORTS) and to investigate its psychometric quality in children with dyslexia. We culturally adapted the original English version of this instrument with internationally suggested methods. Participants included the mothers of either randomly selected children with dyslexia (study group, n = 158) or age and sex-matched typically developing children (control group, n = 167). These participants completed a demographic form, the EFORTS-T, and the Behavior Rating Inventory of Executive Function-Parent form (BRIEF-P). For internal consistency, the alpha coefficient of the new instrument was excellent (.93), and it showed satisfactory test-retest reliability over a 14-day interval (.91). The criterion-related validity between the EFORTS-T and the BRIEF-P was moderate (.73). Fit indices of the model supported its factor structure. In conclusion, our findings support the validity and reliability of the new Turkish version of EFORTS for evaluating EF and contributing to the daily occupational routines of children with dyslexia for Turkish respondents. Further studies are needed to apply this instrument to children of different age groups and psychiatric conditions. [ABSTRACT FROM AUTHOR]

Background: In the disability sector globally, and specifically in Australia, assessments of functioning have become key to diagnostic processes, and accessing therapy and funding. Over half of all individuals accessing support through Australia's National Disability Insurance Scheme have a neurodevelopmental condition diagnosis. Little is known about assessments of functioning for this population. Methods: A mixed methods online survey was designed to understand the current assessment of functioning practices (including clinical contexts, concepts being assessed, and assessment methods) and barriers and facilitators to clinicians using best practice. Results were analysed descriptively, and differences between professions calculated where possible. Content analysis was used to explore qualitative comments. Results: Clinicians from various medical and allied health backgrounds completed the survey (n = 93), with varying ranges of age, experience, and education. Clinicians reported that they assessed functioning across age, setting, sector, funding body, and individuals with a wide variety of diagnoses. Missing from current practice is a clear transdisciplinary conceptualisation of functioning. The largest barriers to best practice were limited time, large caseloads, availability of appropriate tools, and lack of clarity from funding bodies. Conclusions: Missing from current practice is a clear transdisciplinary conceptualisation of functioning.These results will help inform steps forward to improve assessment of functioning practices to ensure that all individuals receive appropriate and sufficient support. [ABSTRACT FROM AUTHOR]

Background. Children with a specific learning disability (SLD) have deficits in everyday occupations along with executive function in addition to academic issues. Objective. The present study is aimed at investigating the effectiveness of Occupational Performance Coaching (OPC) and the Four-Quadrant Model of Facilitated Learning (4QM) interventions on the participation in occupational performance and executive function skills in children with SLD. Method. This study was a single-case experimental design (multiple baselines) in which six children with SLD were randomly assigned to three groups. In the baseline phase, three groups of children underwent repeated executive function assessments using the Stroop Color and Word Test (SCWT) and the Wisconsin Card Sorting Test (WCST) in the multiple baselines. In the intervention phase, all six mothers of children with SLD individually received OPC and 4QM interventions once a week for 14 sessions of 60 minutes and during this period, children were evaluated six more times for executive function skills according to SCWT and WCST. In addition, The Canadian Occupational Performance Measure (COPM) and Behavior Rating Inventory of Executive Function (BRIEF) at the beginning and the end of the baseline phase and the end of the intervention phase were completed by mothers of children with SLD. Results. More than 50% PND of the SCWT and WCST in the visual analysis graph's information along with significant changes in COPM scores and large effect size of BRIEF subscales (Cohen's d ≥ 0.8) in pre- and postintervention showed the effectiveness of OPC and 4QM on the participation in occupational performance and executive function skills in children with SLD. Conclusion. The results of the study support the effectiveness of OPC and 4QM interventions on children with SLD. However, research with more participants and experimental methods can provide further evidence. [ABSTRACT FROM AUTHOR]

Background: Patient safety culture is a critical element in promoting safety and improving the quality of patient care. To enhance this culture, evaluation of the present culture is necessary. This study aims to investigate the dimensions of patient safety culture from the perspective of the staff of Saveh teaching hospitals, Saveh City, Iran. Methods: This descriptive cross-sectional study was performed in two hospitals affiliated with Saveh University of Medical Sciences in 2019. The research sample consisted of 196 medical staff selected through the proportional stratified sampling method. The study data were collected through the Hospital Survey on Patient Safety Culture (HSOPSC) questionnaire and analyzed by the independent t-test and Mann-Whitney test in SPSS software v. 21. The level of significance was set as P<0.05. Results: Among the 12 dimensions of the questionnaire, intra-organizational teamwork, by taking 76% of the total score (4.12±0.28), was desirable and considered the best dimension. However, teamwork among organizational units, by taking 36.6% of the total score (2.92±0.83), was in the poorest condition. There was a significant relationship between gender and patient safety culture, and women were more responsive to patient safety than men (P<0.05). Conclusion: According to the study findings, improving patient safety culture and intercommunication between hospital units is necessary. It is recommended to provide a more intimate environment for communication between hospital personnel. [ABSTRACT FROM AUTHOR]

Introduction: Executive functions are a set of high-level cognitive abilities that are related to the educational problems of children. Aim: This research aimed to investigate psychometric properties of the Persian version of the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) and compare its indices among children with different types of specific learning disabilities (SLD). Method: This study was descriptive psychometric and causal-comparative research. The statistical population consisted of the 6-12-year-old-girls and boys with SLD, Isfahan city, in 2020-2021. A total of 346 students were selected using a convenience sampling method. The achievement tests were then taken, and BRIEF-2 was completed by their parents. The data were analyzed using confirmatory factor analysis, differentiation analysis, Cronbach's alpha coefficient, split-half reliability coefficient, and multivariate analysis of variance (MANOVA) via SPSS.23.0 and AMOS.24.0 software. Results: Confirmatory factor analysis results showed that this scale has acceptable fit indices values (RMSEA=0.072), and construct validity and discriminant validity are confirmed (P<0.001). In addition, the results of Cronbach's alpha coefficient (0.896) and split-half reliability coefficient (0.814) showed that the questionnaire has good reliability. Furthermore, MANOVA results indicated a significant difference between the indices of the BRIEF-2 and the type of learning disabilities (P<0.05). Conclusion: The BRIEF-2 has good psychometric properties to evaluate the executive functions in 6-12-year-old children with SLD. Considering the significant relationship between the indices of the BRIEF-2 and the type of learning disabilities, the weakness in the indices of executive functions may be probably associated with children' learning problems. [ABSTRACT FROM AUTHOR]

Background: Cognition is the mental process of acquiring knowledge, understanding senses and synchronizing all the electrical activity that is constantly received and generated through the eye. Purpose of the present study was to assess the effectiveness of yogic visual concentration (Trataka) on cognitive performance and anxiety among adolescents studying in selected schools at Chennai. Methodology: This study was designed to assess cognitive performance and anxiety among students using quantitative approach. True Experimental study design was used for this study. Pretest assessment of cognitive performance and anxiety was done by standardized tools (Stroop color word test, Hamilton anxiety scale) for Experimental and Control groups. Intervention of yogic visual concentration (Trataka) was experimented in one group. Control group were kept on routine activities. Post test assessment of cognitive performance and anxiety by standardized tools was performed on experimental and control groups. The data were analyzed by descriptive statistics and inferential statistics. The 0.05 level of significance was used. Results: A significant difference in the mean difference of color word score, color score, word score and inference score between the study and control groups at the level of p<0.0001 was observed. Results indicate an association in the cognitive performance (word) with background variables such as, gender, father's occupation in the study group during the post test and no association in the control group. There were no associations between anxiety cognitive performance (color and word) and demographic variables in both groups. Conclusion: The study concluded that there is a greater effect on Yogic visual concentration (Trataka) on cognitive performance and anxiety among adolescent students, therefore the study proved the hypothesis. [ABSTRACT FROM AUTHOR]

Background and Objectives: Reliance on almighty God in all situations makes people's hearts peaceful and this inner peace gives hope and improves their quality of life (QOL). The present study aimed to determine the effectiveness of group training of reliance therapy components (Tawakkul) on QOL and resilience of mothers of children with learning disabilities in Zahedan, Iran. Methods: The current research was a semi-experimental study with pre- and post-test and a control group. The sample population constituted of mothers of all the students with learning disabilities in Zahedan, Iran, who were selected through simple random sampling. A total of 30 mothers were assigned into two groups of experimental (n=15) and control (n=15). The used tools were the Conner-Davidson Resilience Scale (2003) and the World Health Organization questionnaire of QOL (2002). The collected data were analyzed using a univariate analysis of covariance. Results: The results of the present study showed that the mean of resilience and QOL of mothers who were trained were higher than those who were not. Group training of reliance therapy components had a significant impact on resiliency (F=18.83, P<0.01) and on the QOL enhancement (F=15.12, P<0.01) of mothers of children with learning disabilities. Conclusion: Based on the obtained results, the educational program of group training of reliance therapy components had a positive impact on improving the resilience and QOL of mothers of children with learning disabilities; therefore, it is recommended to provide this program for mothers of children with learning disabilities. [ABSTRACT FROM AUTHOR]

Context: Children of alcoholics (COAs) face risks of behavioral problems during childhood and mental health problems in adult life. Identifying these problems at the earliest can significantly reduce the problems in future. Aims: To compare the anxiety, depression, and self-esteem between COA and non-COA parents. Settings and Design: A cross-sectional comparative survey research design was adopted for the present study. The study was conducted at selected government high school located in Bangalore urban. Subjects and Methods: The simple random sampling technique was used. A total of 200 children comprising 100 children of each alcoholic parents and nonalcoholic were recruited for the study. A screening test (modified) was used for identifying COA. Spence Children's Anxiety Scale, Center for Epidemiological Studies Depression Scale for Children (CES-DC), and Rosenberg Self-Esteem Scale were used to assess anxiety, depression, and self-esteem, respectively. Statistical Analysis Used: Data were analyzed using Statistical Package for the Social Sciences software package (version 23). Results: The results show that there is statistically significant difference between COA and non-COA group with regard to anxiety, depression, self-esteem, separation anxiety, social phobia, obsessive compulsive problems, and physical injury. Conclusion: The study concludes that COAs are having higher rate of anxiety, depression, and low self-esteem compared with children of nonalcoholics. [ABSTRACT FROM AUTHOR]

Background: Empirical evidence relating motor-free visual-perception (VP) skills and handwriting (HW) legibility and speed is sparse, despite the theoretical belief that VP is necessary for letter recognition and is an essential component of HW. Therefore, the study was carried out to investigate the effect of VP training on scanning skills, motor-free VP skills, and HW legibility and speed. Objectives: The main objective is to study the effect of VP training on HW legibility and speed; motor-free VP skills and scanning skills. Study Design: This was a single-arm interventional study design was chosen for the research. Methods: Single arm of 10 children of either gender between 6 and 10 years of age, with HW difficulties meeting the inclusion and exclusion criteria, was recruited by convenience sampling. They were assessed pre- and post-training (6th and 12th week) using the letter cancellation test (LCT), Test of VP Skills-3rd Edition (TVPS-3) and Evaluation Tool of Children's Handwriting (ETCH). The intervention included individualized VP training weekly twice along with home program. Results: The mean scores of LCT, TVPS-3, and Evaluation Tool of Children's Handwriting-Manuscript (ETCH-M) of n = 10 were analyzed. Post 12-week intervention, statistically significant improvement were found in mean scores of LCT (P < 0.05, 95% confidence interval [CI] [0.411,0.699]) and on TVPS- 3 subtests (P < 0.05, 95% CIs [13.14, 17.46], [11.60, 15.60], [11.46, 14.14], 11.73, 15.87], [11.33, 15.27], [11.66, 15.44] and [11.56, 15.44] sequentially) and on overall mean scores (P < 0.05, 95% CI [12.67, 16.13]). Statistically significant improvements were calculated on ETCH-M subtests- total letter, number, and word legibility scores (P < 0.05, 95% CIs [88.91, 95.69] [100,100] and [79.01, 93.19] respectively); and on near-point copying speed (P < 0.05, 95% CI [35.98, 55.42]) but non-significant improvement was seen on far-point copying speed (FPS) (P = 0.103, 95% CI [23.69, 36.31]). Conclusion: VP training, without HW practice, has an effect in improving scanning skills, motor-free VP skills, and HW legibility and speed (except FPS). Thus, VP training may influence HW legibility and speed. [ABSTRACT FROM AUTHOR]

Background: Children with cerebral palsy (CP) face particular challenges, e.g. daily pain that threaten their participation in school activities. This study focuses on how teachers, personal assistants, and clinicians in two countries with different cultural prerequisites, Sweden and South Africa, manage the pain of children in school settings. Method: Participants' statements collected in focus groups were analysed using a directed qualitative content analysis framed by a Frequency of attendance-Intensity of involvement model, which was modified into a Knowing-Doing model. Results: Findings indicated that pain management focused more on children's attendance in the classroom than on their involvement, and a difference between countries in terms of action-versus-reaction approaches. Swedish participants reported action strategies to prevent pain whereas South African participants primarily discussed interventions when observing a child in pain. Conclusion: Differences might be due to school- and healthcare systems. To provide effective support when children with CP are in pain in school settings, an action-and-reaction approach would be optimal and the use of alternative and augmentative communication strategies would help to communicate children's pain. As prevention of pain is desired, structured surveillance and treatment programs are recommended along with trustful collaboration with parents and access to "hands-on" pain management when needed. [ABSTRACT FROM AUTHOR]

Objectives: To determine the prevalence of uncorrected refractive errors (URE) among children 3-10 years and to affirm the necessity of a national school-based visual screening program for school-aged children. Methods: This retrospective cross-sectional study was conducted in Medina, Saudi Arabia in 2015. Children were selected through a multistage stratified random sampling from 8 kindergarten and 8 primary schools. Those included were screened to diagnose UREs using a visual acuity chart and an auto refractometer according to American guidelines. The prevalence and types of UREs were estimated. Results: Of the 2121 children enumerated, 1893 were examined, yielding a response rate of 89.3%. The prevalence of UREs was 34.9% (95% CI = 32.8%-37.1%), with significant differences in different age groups. The prevalence of astigmatism (25.3%) was higher compared to that of anisometropia (7.4%), hypermetropia (1.5%), and myopia (0.7%). Risk of uncorrected refractive error was positively associated with age, and this was noted in astigmatism, myopia, and anisometropia. In addition, the risk of hypermetropia was associated with boys and that of myopia was associated with girls. Conclusions: The prevalence of UREs, particularly astigmatism, was high among children aged 3-10 years in Medina, with significant age differences. Vision screening programs targeting kindergarten and primary schoolchildren are crucial to lessen the risk of preventable visual impairment due to UREs. [ABSTRACT FROM AUTHOR]