Don't Delay School for Summer-Born or Premature Kids
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MONDAY, March 9, 2015 (HealthDay News) -- Delaying the start of school for a year for children with ...
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A study from Stanford University found that children in high-performing schools who spend an average of over 3 hours per night on homework experience high levels of stress and health issues. The researchers studied over 4,300 students and found that while homework increased engagement, it also led to stress, lack of sleep, headaches, and stomach problems. Students reported that homework often took priority over activities, hobbies, and spending time with friends. The article provides tips for parents if their children seem overwhelmed, such as checking workload, study habits, procrastination, medical issues, and communicating with teachers.
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journal homepage: www.elsevier.com/locate/neubiorev
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Sally Ozonoffa,⁎, Ana-Maria Iosifb
a Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California – Davis, 2825 50th Street, Sacramento CA, 95817, USA
b Department of Public Health Sciences, University of California – Davis, Medical Sciences 1C, Davis CA, 95616, USA
A R T I C L E I N F O
Keywords:
Autism spectrum disorder
Onset patterns
Regression
Prospective studies
A B S T R A C T
Until the last decade, studies of the timing of early symptom emergence in autism spectrum disorder (ASD) relied
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and validity of such data. Questions about when and how behavioral signs of autism emerge may be better
answered through prospective studies, in which infants are enrolled near birth and followed longitudinally until
the age at which ASD can be confidently diagnosed or ruled out. This review summarizes the results of recent
studies that utilized prospective methods to study infants at high risk of developing ASD due to family history.
Collectively, prospective studies demonstrate that the onset of ASD involves declines in the rates of key social
and communication behaviors during the first years of life for most children. This corpus of literature suggests
that regressive onset patterns occur much more frequently than previously recognized and may be the rule rather
than the exception.
1. Introduction
The onset of behavioral signs of autism spectrum disorder (ASD) is
usually conceptualized as occurring in one of two ways: an early onset
pattern, in which children demonstrate delays and deviances in social
and communication development early in life, and a regressive pattern,
in which children develop largely as expected for some period and then
experience a substantial decline in or loss of previously developed
skills. While it was long believed that the majority of children with ASD
demonstrated an early onset pattern, more recent studies suggest that
regressive onset occurs more frequently than previously recognized
(Brignell et al., 2017; Hansen et al., 2008; Kern et al., 2015; Pickles
et al., 2009; Shumway et al., 2011; Thurm et al., 2014; for a review, see
meta-analysis by Barger et al., 2013). Studies occasionally also identify
a third onset pattern, that of developmental stagnation or plateau
(Shumway et al., 2011), that is characterized by intact early skills that
fail to progress or transform into more advanced developmental
achievements. This onset pattern is distinct from regression, in that the
child does not lose acquired skills, but instead fails to make expected
gains.
1.1. Methods for measuring onset patterns
The most common procedure fo ...
Evaluating PICCOLO Scores Against the Crowell Is the PICCOLO Valid with Pare...
Evaluating PICCOLO Scores Against the Crowell Is the PICCOLO Valid with Pare...Felicia Nicole Ghrist
This document discusses using the PICCOLO assessment tool to evaluate parenting skills with parents in the child welfare system. It summarizes previous research showing poor outcomes for infants who experience maltreatment. The study aims to validate the PICCOLO for use with maltreating parents by comparing PICCOLO scores to the Crowell assessment during free play and teaching tasks. It hypothesizes the PICCOLO scales will correlate with Crowell scales, and scores during teaching will correlate stronger. The study analyzes videos of 10 parent-child dyads before and after a parenting program through a Baby Court project.1 7Annotated Bib
1
Factor 6 and 7
Name
Department, Institutional Affiliation
Course
Instructor
Date
Factor 6
Student Progress and Advancements for Whole Groups and Entire Class
Pre- and Post-Assessment Reports
Table 1
Pre-Assessment Table
Date
Topic
Activity
Learning Goals
Assessment
Week
Pre-assessment
Pretest
1
Test answer key
1
history
Question and Answer session
2
Understanding reasons for studying history and traditions
Understanding relationships between past and present
2
geography
Group discussion
3
Use of maps and globes awareness
Locate places using relative terms, such as near, far, or next to
Locate china, the united states, and Mexico on the map
3
civics
Individual homework
3
Understanding various roles of leaders in the community
Importance of rules in the community
Participate in classroom voting process
4
culture
pretest
4
Value multicultural society dimension
Understand, how and why people celebrate
Understand how different cultures are expressed through holidays and traditions
5
Contemporary applications
Examination
1
Recognize responsibility as a member of various groups, including school and community
Table 2
Post-Assessment Table
Date
Topic
Activity
Learning Goals
Assessment
Week in Advance
Post Assessment
Test
1
Test answer key
1
History
Question and answer session
2
Understanding reasons for studying history and traditions
Understanding relationships between past and present
2
Geography
Group discussion
3
Use of maps and globes awareness
Locate places using relative terms, such as near, far, or next to
Locate china, the united states, and Mexico on the map
3
Civics
Individual homework
3
Understanding various roles of leaders in the community
Importance of rules in community Participate in classroom voting process
4
Culture
Pretest
4
Value multicultural society dimension
Understand, how and why people celebrate
Understand how different cultures are expressed through holidays and traditions
5
Contemporary applications
Examination
1
Recognize responsibility as a member of various groups, including school and community
Figure 1
Graphical Representation of Student Performance and Progress
Table 3
Student Mean Performance
Learning Duration
Student Mean Performances
Day 1
37
Day 2
45
Day 3
58
Day 4
72
Day 5
85
Summary of What the Graphs Say about the Student
Assessment frames learning, creates learning activity, and orients all aspects of the knowledge acquisition process. Nonetheless, it attempts to introduce more realistic and meaningful tasks, providing broader and reliable indicators of student achievement. Several positive effects on learning have been identified and students strongly support new methods of assessment. Problems inevitably arise, since the level playing field of the exam room remains unchallenged and should be replaced with new means of establishing fairness, reliability, and validity, by embracing innovative a ...
R E S E A R C H A R T I C L EPeer Acceptance in the School.docx
R E S E A R C H A R T I C L E
Peer Acceptance in the School Class and
Subjective Health Complaints: A Multilevel
Approach
YLVA B. ALMQUIST, PhDa BITTE MODIN, PhDb LILLY AUGUSTINE, PhDc
ABSTRACT
BACKGROUND: Feeling accepted by peers is important for young people’s health but few studies have examined the overall
degree of acceptance in school and its health consequences. The purpose of the study was to investigate whether health
complaints among Swedish students can be attributed to the acceptance climate in their school class even when the health
effects of their own (individual) acceptance score have been taken into account.
METHODS: The data used were from the Health Behaviour in School-aged Children (HBSC) study for the years 2001 to 2002,
2005 to 2006, and 2009 to 2010, consisting of 13,902 5th-, 7th-, and 9th-grade Swedish students nested into 742 school classes.
The statistical analyses were performed by means of linear regression multilevel analysis.
RESULTS: The results indicated that the variation in subjective health complaints could be ascribed partly to the school-class
level (boys: 5.0%; girls: 13.5%). Peer acceptance at the individual level demonstrated a clear association with health: the lower
the acceptance, the higher the complaint scores. For girls, but not for boys, the overall degree of peer acceptance in the school
class demonstrated a contextual effect on health, net of acceptance at the student level. Interaction analyses also revealed an
increasingly favorable health among poorly accepted girls as the acceptance climate in the school class declined.
CONCLUSIONS: A lower overall degree of peer acceptance in the school class is associated with poorer health among girls.
However, girls who themselves feel poorly accepted are not as negatively affected health-wise by a poor acceptance climate, as
are well-accepted girls.
Keywords: school class; children; peer acceptance; health complaints; multilevel analysis; Sweden.
Citation: Almquist YB, Modin B, Augustine L. Peer acceptance in the school class and subjective health complaints: a multilevel
approach. J Sch Health. 2013; 83: 690-696.
Received on August 3, 2011
Accepted on August 2, 2012
The need to feel accepted by others is one of thegreat forces that drive human behavior.1 This is
perhaps especially true during adolescence, which is a
period in life when young people invest much energy
in peer relationships.2 The school class constitutes a
central context for peer interaction, where students
are required to interact with peers on a daily basis
to maintain their social anchorage.3 It is, therefore,
reasonable to assume that students who feel accepted
by their classmates enjoy better health and well-being
compared to those who do not. The ‘‘classroom
climate’’ in terms of overall acceptance toward peers
aResearcher, ([email protected]), Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, SE-106 91 Stockholm, Sweden.
bAssociate ...
Lack of Parental Supervision and Psychosocial Development of Children of Scho...
This study sought to investigate lack of parental supervision and psychosocial development of children of school going age in Buea sub division of the South West Region. A mixed research method was used. Data collected from the administration of questionnaires with pupils and the interview data from interview sessions with parents were analysed using both quantitative and qualitative data analytical techniques respectively. In relation to questionnaire data, we adopted the quantitative technique of data analysis consisting of both descriptive and inferential statistics. This consisted mainly to the closed ended questions which consist of both single response and Likert scale sets of questions. The open ended questions were analysed using thematic analysis. After receiving questionnaires from the field, the data was entered and analysed using the Statistical Package for Social Sciences SPSS Standard version, Release 21.0 IBM Inc. 2012 and data validation and cleaning were carried out. Descriptive results revealed that parents offer assistance to their children with regards to their assignments but do not exercise full supervision with regards to whether their children need private teaching at home there is high level of parental supervision over children works also there is parental supervision with respect to discussion of issues concerning the future of children parents and guardians create time to supervise their children to determine if they have done their assignments before going to bed as well as offer attention to children. Findings reveled that in cases of increase in lack of Parental supervision, there is an increase in social withdrawal amongst children r=0.461, p 0.01 , increase in anger levels amongst children of school going age r=0.263, p 0.01 , decrease in anxiousness in children r= 0.164, p 0.01 , but an increase in self esteem levels in children of school going age r=0.363, p 0.01 , and an increase in depression amongst children r=0.399, p 0.01 , and an overall increase in psychosocial development in r=0.345, p 0.01 of children of school going age in Buea Sub Division. Lack of parental supervisor determines 15.9 variation R2= 0.159 F=66.088 P 0.01 in pupil’s level of depression, 21.2 variation R2= 0.212 F=94.094 P 0.01 in children’s level of social withdrawal, 6.7 variation R2= 0.067 F=26.029 P 0.01 in level of anger amongst children, 2.7 variation R2= 0.027 F=9.613 P 0.01 in pupil’s level of anxiousness, 13.2 variation R2= 0.132 F=53.070 P 0.01 in pupil’s level of self esteem and 11.9 variation R2= 0.119 F=47.184 P 0.01 in overall psychosocial development of children of school going. This confirms the hypothesis results that t=6.869, P 0.01 lack of parental supervision has a significant effect on the psychosocial development of children of school going age in Buea Sub Division. Njikang Christina Senge Tanyi | Therese Mugah Shalloh Tchombe | Patrick Fonyuy Shey "Lack of Parental Supervision and Psychosocial Development of Childre
(Cayzer & Stotler, 2019) Psychological risk and protective factors / Prenatal...
Archival research on instigating psychological protective factors and mitigating psychological risk factors in children by practices during gestation.
Encyclopedia on Early Childhood Development .docx
Encyclopedia on Early Childhood Development 1
©2004 Centre of Excellence for Early Childhood Development
Rimm-Kaufman S
School Transition and School Readiness:
An Outcome of Early Childhood Development
SARA RIMM-KAUFMAN, PhD
University of Virginia, USA
(Published online February 25, 2004)
Topic
School transition
Introduction
Recent research has redefined what it means for a child to “be ready” for kindergarten.
This primary objective of Goals 2000 set by the National Education Goals Panel1 was “to
insure that all children enter school ready to learn.” Historically, views on readiness have
placed differing levels of priority on children’s social and academic preparedness.
Subject
Researchers have been examining the topic of school transition and readiness for several
decades. The recurrent questions emerge: What does it mean to be ready for school? How
do different stakeholders prioritize different aspects of school readiness? What are the
antecedents of school readiness? This short report summarizes evidence on the school
transition and readiness with the goal of describing stakeholders’ definitions of readiness,
characteristics of child readiness, and readiness as an outcome of early childhood
experiences.
Problems
Children and their families experience a large discontinuity as they make the transition
into kindergarten. This shift is notable despite the fact that more than 80% of American
children received care on a regular basis from a non-parental caregiver prior to this
transition.2 The change in priorities and the heightened academic rigour present
challenges to children as they begin their formal education.
The current educational climate in the U.S. has furthered the experience of discontinuity
for American children. The emphasis on accountability has forced a “push down
curriculum” in which children are expected to perform at higher academic levels at earlier
ages. The transition to kindergarten has become an increasingly visible issue as federal
and state governments consider the merits of federally funded preschool programs.
Further, the children entering kindergarten are different from those of a generation ago;
they are increasingly diverse with regard to racial, ethnic, economic and language
backgrounds.3
SCHOOL TRANSITION
School readiness leads to school success. Research suggests that children’s school
outcomes, especially achievement, remain remarkably stable after the first years of
school.4,5 Further, there is evidence that interventions are more likely to be successful in
the early school years.6 As a result of this evidence, researchers, policy-makers, educators
and parents are grappling with what it means for children to be “ready” for school.
Research Context
Numerous large-scale studies currently target the success of the transition to school as ...
High-Stakes Testing's Psychological Impact.pdf
One issue with standardized testing is that we don't completely grasp what they are measuring. On the surface, they appear to be intended to provide an objective assessment of knowledge, or perhaps even inherent intellect.
Articulo hong kong
The study investigated the relationships between high parental expectations, adolescents' academic performance, and depression in Hong Kong. It found that high parental expectations were positively associated with academic performance but also positively associated with depression. The relationships were partially mediated by adolescents' value of academic success, self-efficacy, and social support from parents and school. The findings suggest parental expectations can have both benefits and costs for adolescents and social support may play a role in the effects of expectations.
Article Review.docx
This article summarizes a study that examined the associations between perinatal risk factors (such as prenatal substance exposure, prematurity, and low birthweight) and developmental outcomes in approximately 100 infants adopted from foster care. The study found that perinatal risks like low birthweight correlated with poorer cognitive outcomes, while adoption helped improve developmental outcomes over time, especially for children placed before age 1. The results suggest adoption can help buffer the impact of prenatal risks on infant development.
Psychiatric Outcomes in Young Children with a History of Institutionalization
Children raised in institutions, considered an extreme example of social deprivation, are one group through which we can better understand the impact of neglect on child health and development.
Developmental Assessment and the Child Essay Paper.docx
1) The document discusses developmental assessment of school-aged children between 5-12 years old. Assessment techniques differ based on a child's age and should be modified to match their developmental stage.
2) An example is given of assessing an 8-year old, who at this age can typically dress/groom themselves, understand history/time concepts, and achieve certain physical milestones.
3) Applying Erikson's theory of psychosocial development, an assessment of an 8-year-old would examine reading/writing ability, ask about peers and friendships to evaluate self-esteem, and engage the child to achieve cooperation.
Capstone Research Paper. Fall 2015. Huang, Nguyen & Zhang
This study examines the impact of early childhood education programs, particularly Head Start, on children's non-cognitive outcomes using a national longitudinal dataset. The results indicate that children who attended Head Start improved in both internalizing and externalizing behaviors between 3rd and 8th grade compared to children who attended other pre-K programs or had no pre-K. However, Head Start children from low-income families did not fare as well in externalizing behaviors compared to children in other pre-K programs. This highlights the need to improve aspects of Head Start that address externalizing behaviors and enhance program quality for low-income children.
ALERT Presetation - Update Wermter - IPSSW 2014
This progress report summarizes the work of the International Network for Simulation-based Pediatric Innovation, Research and Education (INSPIRE) in improving pediatric life support (PALS) courses using simulation tools. INSPIRE aims to increase implementation and reduce confounding factors by shifting from PALS courses with mixed experience levels to training homogenous groups without prior experience. INSPIRE has expanded to include two new partners and plans to integrate PALS training into nursing education programs. Key challenges include lack of standardization in PALS courses and difficulties within healthcare systems. INSPIRE seeks help revising its re-elaborated project and expanding its work over the next year.
Early Head Start Relationships Associationwith Program Outc.docx
Early Head Start Relationships: Association
with Program Outcomes
James Elicker
Human Development and Family Studies, Purdue University
Xiaoli Wen
Early Childhood Education, National College of Education, National Louis University
Kyong-Ah Kwon
Department of Early Childhood Education, Georgia State University
Jill B. Sprague
Human Development and Family Studies, Purdue University
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have
been recommended as essential aspects of early childhood intervention. This study explored the
associations of these relationships with program outcomes for children and parents in 3 Early Head
Start programs. A total of 71 children (8–35 months, M ¼ 20), their parents, and 33 program
caregivers participated. The results showed that caregiver–child relationships were moderately
positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent
relationships were generally positive and temporally stable. Caregiver–child relationships were more
positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relation-
ships were more positive when parents had higher education levels and when staff had more years of
experience, had more positive work environments, or had attained a Child Development Associate
credential or associate’s level of education rather than a 4-year academic degree. Hierarchical linear
modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger
predictor of both child and parent outcomes than was the quality of the caregiver–child relationship.
There were also moderation effects: Stronger associations of caregiver–parent relationships with
observed positive parenting were seen in parents with lower education levels and when program
caregivers had higher levels of education. Practice or Policy: The results support the importance
of caregiver–family relationships in early intervention programs and suggest that staff need to be
prepared to build relationships with children and families in individualized ways. Limitations of this
study and implications for program improvements and future research are discussed.
Early Head Start is a federally funded community-based program for low-income families with
infants and toddlers and pregnant women, with goals to enhance child development and promote
healthy family functioning (Early Head Start National Resource Center, 2008). A guiding
Correspondence regarding this article should be addressed to James Elicker, PhD, Department of Human Development
& Family Studies, Purdue University, Fowler Memorial House, 1200 West State Street, West Lafayette, IN 47906-2055.
Early Education and Development, 24: 491–516
Copyright # 2013 Taylor & Francis Group, LLC
ISSN: 1040-9289 print/1556-6935 online
DOI: 10.1080/10409289.2012.695519
principle of Early Head Start is the importance of building pos ...
Parental Stress among Parents of Children with Autistic, Language Impairment ...
This research is a comparative study of stress between parents having normal children, and parents having children with autism, speech and hearing impairment. The study conducted was on parents of children between the age group of 4 to 15 years old and the age group of parent was 25 60. The study was conducted on 30 parents of children with autism and 30 parents of children with speech hearing impairment 30 parents with normal children. The parental stress scale by Judy O Berry and Warron H Jones was used for the study. The responses were scored according to the manual and the data was analyzed employing appropriate statistical methods using SPSS. The results show that parental stress was high on parents of children with autism than parents with normal children and speech hearing impairment children. Parents of children having autism scored highest mean 48.700 which shows autistic child’s parent experience more stress. The results indicate that parent’s age is a differentiator on parental stress among parents with normal children. The age group of parents with 25 35 got higher mean rank 20.11 than the other age groups 36 45 and 46 60 which shows that as the age increases stress levels decreases. Dr. R Krishnan Bhatt | Dr. Kiran Babu N. C | Ms. Grace Rini Roy "Parental Stress among Parents of Children with Autistic, Language Impairment and Normal Children" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33480.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/psychology/33480/parental-stress-among-parents-of-children-with-autistic-language-impairment-and-normal-children/dr-r-krishnan-bhatt
A. Identify a gap in the developmental psychology research present.docx
A. Identify a gap in the developmental psychology research presented in your chosen track.
B. Develop a basic research question addressing the identified gap.
C. Determine an appropriate research design that addresses your research question regarding developmental psychology and explain why it was chosen.
D. Explain how you will account for issues of ethics associated with your proposed research design.
E. Explain how your approach to accounting for issues of ethics was informed by your review of the research presented in your chosen track.
Your will submit the completed Research Design Worksheet document with double spacing, 12-point Times New Roman font, one inch margins, and any sources cited in APA format.
PSY 211 Research Design Worksheet
Complete each section of this worksheet. You will use this worksheet to inform the Research Design section of your final project submission.
Citation of Literature
[Include the citation(s) of the reviewed resources in APA format.]
Gap Identification
[Identify a gap in the developmental psychology research presented in your chosen track. For this exercise, you will only need to focus on the articles included in this course. You are not responsible for more recent developments in the field.]
Research Question
[Develop a basic research question addressing the identified gap]
Research Design
[Some Questions to consider:
· Will you conduct descriptive research, correlational research, or experimental research, and why did you make that choice?
· If relevant, what are your independent and dependent variables?
· How will you choose your study population? If relevant, how will you assign participants to experimental and control groups?
· How long will your study last?
· What types of bias might affect your study, and how will you address that?]
Issues of Ethics
[Explain how you will account for issues of ethics associated with your proposed research design.]
PSY 211 Literature Worksheet
Article One
Citation of Literature
Watson, S. M., Westby, C. E., & Gable, R. A. (2007). Preventing School Failure. A Framework for Addressing the Needs of Students Prenatally Exposed to Alcohol and Other Drugs, 25-33.
Authors’ Claims
In the introduction, the authors review how children who are prenatally exposed to alcohol and other drugs delays or effect their learning and behavoiral problems by focusing on their abilities to shifting tasks, maintaining attention, and manipulating information based off memory. They believed that if educators have a better understanding of the nature of the disorder, they may be prone to selecting more effective classroom interventions that aligns with the deficits of those students based off the various risk factors related the prenatal exposure to drugs and/or alcohol.
Influence of Factors on Human Development
Based off the readings from the article it is to believe that environmental factor influenced the development of this study. A lot of the studies were school-based in.
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- 1. Don't Delay School for Summer-Born or Premature Kids MONDAY, March 9, 2015 (HealthDay News) -- Delaying the start of school for a year for children with summer birthdays or those born prematurely may lead to worse academic performance later, new British research suggests. "Our study shows that delaying school entry has no effect on Year 1 teacher ratings of academic performance. But it is associated with poorer performance in age-standardized tests of reading, writing, mathematics and attention as the children get older," the study's corresponding author, Professor Dieter Wolke, from the Department of Psychology at the University of Warwick, said in a university news release. Due to the study's design, the researchers can't say that delaying the start of school was what caused poorer performance later, only that there was a link between these factors. The study was published recently in the Journal of Developmental Medicine and Child Neurology. In conducting the study, the researchers examined data on nearly 1,000 children from the Bavarian Longitudinal Study in German. Of these children, 472 were born prematurely. The researchers pointed out that Bavarian policy requires all children to be assessed by a community pediatrician three to 12 months before they start school to determine their readiness.
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