Children's Engagement Research Articles

Describing Caregiver and Clinician Experiences with Pediatric Telerehabilitation Across Clinical Disciplines

Scope: This study describes the high and low points of caregiver and clinician experiences with pediatric telerehabilitation with consideration for the sustainable adoption of pediatric telerehabilitation beyond the COVID-19 pandemic context. Methods: As part of a larger study, this project analyzed data from qualitative interviews to describe caregivers’ (n = 27) and clinicians’ (n = 27) experiences with pediatric telerehabilitation. Findings: Caregiver and clinician experiences with pediatric telerehabilitation are described according to four touchpoints identified: (1) child engagement in telerehabilitation; (2) perceived value of telerehabilitation services and caregiver engagement; (3) preparing the people and environment for telerehabilitation services; (4) fit of using a telerehabilitation model; and (5) providing family with choice. Discussion: Findings highlight the importance of being informed about the telerehabilitation service model, feeling prepared for telerehabilitation appointments and being responsive to families’ choice. Recommendations to address these areas are discussed.

Use and Perceptions of Telehealth by Pediatric Occupational Therapists Post COVID-19 Pandemic

Telehealth was widely adopted in pediatric occupational therapy practice during the COVID-19 pandemic; however, there is limited knowledge on telehealth use post-pandemic. This study collected 132 responses to a mixed-methods survey from March-October 2023 to explore pediatric occupational therapists’ current use and perceptions on telehealth. Results indicated that over half of respondents continue to use telehealth. Frequency of use was differentiated by setting, with a significantly lower proportion of school-based respondents using telehealth compared to outpatient (p<.001) or early intervention (p<.001). The median rate of use was low with 10% of services delivered via telehealth. Respondents view telehealth as moderately effective and satisfactory. Rationale for use of telehealth included parent coaching, access to the natural environment, caregiver involvement, travel convenience, and to accommodate family illness. Challenges included lack of child engagement, limited parent involvement, and regulatory barriers.

The Impact of a Music- and Movement-Based Intervention on Motor Competence, Social Engagement, and Behavior in Children with Autism Spectrum Disorder

Background/Objectives: The main objective of this manuscript is to evaluate the effects of training, music, and movement intervention on motor functions, social engagement, and behaviors in autistic children. Methods: Twenty-one children with a diagnosis of mild autism spectrum disorder (ASD), with an age range of 5-to-13 years, were divided into two groups: the experimental group (n = 10) and the control group (n = 11). All participants were examined before (T0) and after the intervention (T1) to evaluate their motor functions (Bruininks–Oseretsky Motor Performance Test (BOT-2)), maladaptive behavior (RCS (Response to Challenge Scale)), and enjoyment and engagement (PACES (Physical Activity Enjoyment Scale)). Results: Statistical analysis showed that music and movement intervention significantly improved motor functions such as balance and bilateral coordination (p < 0.0001), social engagement (p = 0.002), and adaptive behaviors (p = 0.005) in children with ASD. Our research supports the feasibility of music and movement intervention and documents the interest in participating in children with ASD. Conclusions: This study demonstrates the benefits of movement and music interventions and can be considered a useful way to manage autism spectrum disorders in the future.

Exploring the Impact of Adherence to 24-h Movement Guidelines on Psychological Health and Academic Engagement in Children and Adolescents with Speech/Language Impairment

Exploring the Impact of Adherence to 24-h Movement Guidelines on Psychological Health and Academic Engagement in Children and Adolescents with Speech/Language Impairment

Video-feedback intervention for promoting social engagement in children with neurodevelopmental disabilities

Video-feedback intervention for promoting social engagement in children with neurodevelopmental disabilities

Integrating Balinese Gamelan Music with Sensorimotor Rhythm Intervention to Improve Brain Wave Synchrony and Language Processing in Autistic Children

The main objective of this study was to explore the effectiveness of combining Balinese Gamelan music with sensorimotor rhythm intervention in improving brain wave synchronization and language processing abilities in autistic children. This study used a qualitative method with an ethnographic case study approach to explore how the integration of Balinese gamelan music and sensorimotor rhythm intervention has the potential to affect brain wave synchronization and language development in autistic children. This study in-depth examines the experiences of autistic participants in the context of a culture-based intervention, which combines elements of traditional rhythm with sensorimotor therapy in a natural and authentic environment. Participants were selected through purposive sampling technique, consisting of parents of children with autism spectrum who experience limitations in language processing, aged between 5 and 15 years, who had been selected based on parental willingness and therapist recommendations. The number of participants was estimated at 25 children, sufficient for in-depth data collection and considering the variability of responses to the intervention. This study shows that the integration of Balinese gamelan music with sensorimotor rhythm intervention has the potential to improve motor synchronization, focus ability, emotional engagement, and language processing in autistic children. This intervention was also able to create a positive atmosphere that supported children's engagement in a structured musical environment. In addition, preliminary data from EEG suggests that gamelan rhythms may help create more regular brainwave synchronization, although these findings require further research to confirm. Overall, the results of this study provide new insights into the role of traditional music in supporting sensorimotor and cognitive development in children on the autism spectrum, especially in unique cultural contexts.

Learning method innovation: Integrating projects for holistic development of early childhood.

Background : Innovative learning methods are essential in early childhood education to support their holistic development, encompassing cognitive, social, emotional, and physical aspects. However, the implementation of monotonous learning methods often reduces children's interest in learning. The Project-Based Learning (PjBL) model offers a relevant approach to enhancing children's creativity and collaborative skills.Aim.:This study aims to analyze the implementation of PjBL in improving the creativity and collaboration skills of early childhood learners and to provide practical guidance for educators.Methode:This study employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation.Result : The findings reveal that the implementation of PjBL through thematic, partial, and occasional approaches is effective in enhancing children's engagement in the learning process. Children demonstrated improved creativity, independence, and collaboration skills. Teachers also played a significant role as facilitators throughout the project implementation process.Conclusion.: This research provides a new contribution by exploring the implementation of PjBL in a local context, specifically in early childhood education in Indonesia. It bridges the gap between theory and practice, which has previously focused more on general applications without emphasizing children's creativity and collaboration. These findings support the development of the Merdeka Curriculum by prioritizing active, collaborative, and contextual learning relevant to the developmental needs of early childhood learners. Thus, PjBL proves to be a relevant learning model, encouraging active exploration, mastery of 21st-century skills, and meaningful learning experiences, while simultaneously serving as a solution to improve the quality of learning aligned with children's developmental needs.

The Exploration Of Early Childhood Science Through Daily Equipment: A Study At Nurul Huda Yapis Kindergarten, Keerom Regency

This article aims to explain the use of everyday life supplies to teach science related to volume, floating, sinking and solution materials in order to improve understanding of scientific concepts, active participation, and practical skills of early childhood. This article emphasizes a qualitative approach, in data collection and analysis, by directly observing learning activities and conducting in-depth interviews with teachers of Nurul Huda Yapis Kindergarten, Keerom Regency whose data are then juxtaposed with existing literature to enrich the analysis. This article found 3 things: First, the use of daily living supplies in science practicum provides opportunities for children to experience more concrete and interactive learning. Secondly, the use of living supplies in science learning activities can increase children's engagement to develop important practical skills. Thirdly, the equipment used is easy to find and safe, so learning activities can be conducted with minimal risk. Overall, the use of everyday living supplies in science learning at Nurul Huda Yapis Kindergarten not only enriches academic understanding but also supports children's holistic development, preparing them for more in-depth learning in the future.

Teachers' perspectives on including children with disabilities in virtual motor play activities during online learning

AbstractStructured motor play is crucial to the motor and social development of children with disabilities. However, many teachers report that including children with disabilities in motor play is challenging, especially during virtual learning. The purpose of this interview study was to explore 26 preschool teachers' perspectives on engaging children with disabilities in motor play in virtual environments and the strategies they used to involve students. Teachers believed that including children with disabilities in virtual motor play activities is important for their physical development, sense of belonging, and exploration of potential. Teachers also indicated that understanding the motor abilities and interests of children with disabilities and making adaptations to support each child during virtual motor play is important. Additionally, seeing therapists as resources for motor play ideas and sharing resources with parents were strategies suggested by participants to facilitate the engagement of children with disabilities in motor play during virtual learning. Findings suggest that an interdisciplinary approach to teaching motor play is crucial for children with disabilities regardless of the service delivery model.

Student engagement and academic performance of accountancy, business and management students in Zamboanga del Norte National High School, Dipolog City

This study aimed to determine the level of student engagement and how it affects the academic performance of the Accountancy, Business and Management students in Zamboanga del Norte National High School during the school year 2023-2024. A descriptive correlational research method was employed. There were two hundred thirty-five (235) respondents involved. Weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient (Spearman rho) were the statistical tools used. The study revealed that the level of students’ engagement was high while the level of students’ academic performance was outstanding. There was no significant relationship between the level of students’ engagement and students’ academic performance. Based on the findings, the author recommends that the School Principals and Assistant School Principals use the findings of the study as the basis for looking at other factors affecting the relationship between student engagement and academic performance. The teachers would utilize the result of the investigation as material that would help them find strategies to further improve the level of student engagement. The parents would also look into the output of this research as important information in monitoring their children's engagement in school activities. The students could also reflect on their engagement in school activities based on this study.

Exploring Early Childhood Linguistic Intelligence Through English Language Learning Methods

This study investigates the effectiveness of interactive learning methods; playing, singing, and storytelling in enhancing linguistic intelligence among early childhood learners in English language settings. Adopting a qualitative case study approach, data were collected through classroom observations, semi-structured interviews with teachers and parents, and field notes. The findings reveal that interactive methods significantly improve children's engagement, vocabulary acquisition, and ability to construct simple sentences. Activities such as singing and storytelling not only boost verbal responses but also build children's confidence in using English both in and outside the classroom. Parents observed enhanced communication skills and self-confidence at home. Additionally, these methods contributed to cognitive development, fostering critical thinking and creativity. The study concludes that interactive English learning activities are instrumental in fostering linguistic intelligence in early childhood while providing a strong foundation for future academic and communication skills. Recommendations for integrating these methods into preschool curricula are provided, highlighting their potential for global adaptation in early language education.

The interference effect of low-relevant animated elements on digital picturebook comprehension in preschoolers: An eye-movement study.

Digital picture-book (DPB) with animated elements can enhance children's engagement, but irrelevant animations may interfere with their comprehension. To determine the effect of the relevance of animated elements on preschoolers' comprehension, an experimental study was conducted. Thirtythree preschoolers between the aged 4-5 years engaged with DPB in three conditions: high- and lowrelevant animations and a static control while listening to the story; their eye movements were recorded simultaneously. The study found that preschoolers had lower comprehension when exposed to low-relevant animation, but had comparable scores to the static condition with high-relevant animation. The results of eye-movement analysis showed that children who focused less on highrelevant or more on low-relevant elements had poorer comprehension. Those exposed to low-relevant animations looked less at high-relevant elements and more at low-relevant elements than those in the static and high-relevant conditions. These results suggested that low-relevant animations in DPB interfered with children's comprehension by directing their visual attention away from crucial, highrelevant elements and more to less relevant elements. Therefore, designers creating DPBs, as well as parents and caregivers selecting DPBs for children, should consider the importance of the relevance of animated elements. And the corresponding mechanism of animation effect in DPB comprehension was discussed.

The moderating effect of maternal modeling on age-related decline in children's physical activity.

Maintaining adequate levels of physical activity is challenging for many children. Parents, particularly mothers, play a pivotal role in children's engagement in health behaviors. This longitudinal study investigated the moderating role of maternal physical activity-related modeling behaviors on the typical age-related decline in children's physical activity. A total of six waves of 1-week ecological momentary assessments were conducted with mother-child dyads (N = 202) of 8- to 12-year-old children. The results indicated that both maternal physical activity and physical activity in the presence of their child attenuated the typical decline in the children's physical activity over time. These findings underscore the importance of maternal physical activity-related behaviors in shaping children's physical activity habits over time. The discussion centers on the need to further explore the mechanisms underlying these moderation effects and outlines implications for interventions targeting children's physical activity. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Impaired processing of spatiotemporal visual attention engagement deficits in Chinese children with developmental dyslexia.

Emerging evidence suggests that visuospatial attention plays an important role in reading among Chinese children with dyslexia. Additionally, numerous studies have shown that Chinese children with dyslexia have deficits in their visuospatial attention orienting; however, the visual attention engagement deficits in Chinese children with dyslexia remain unclear. Therefore, we used a visual attention masking (AM) paradigm to characterize the spatiotemporal distribution of visual attention engagement in Chinese children with dyslexia. AM refers to impaired identification of the first (S1) of two rapidly sequentially presented mask objects. In the present study, S1 was always centrally displayed, whereas the spatial position of S2 (left, middle, or right) and the S1-S2 interval were manipulated. The results revealed a specific temporal deficit of visual attentional masking in Chinese children with dyslexia. The mean accuracy rate for developmental dyslexia (DD) in the middle spatial position was significantly lower than that in the left spatial position at a stimulus onset asynchrony (SOA) of 140ms, compared with chronological age (CA). Moreover, we further observed spatial deficits of visual attentional masking in the three different spatial positions. Specifically, in the middle spatial position, the AM effect of DD was significantly larger for the 140-ms SOA than for the 250-ms and 600-ms SOA compared with CA. Our results suggest that Chinese children with dyslexia are significantly impaired in visual attentional engagement and that spatiotemporal visual attentional engagement may play a special role in Chinese reading.

Play Manners Education: A Storytelling Video For Autistic Children

Children with autism often face challenges in communication and social interaction, which can hinder their learning process, particularly in understanding Islamic values and manners. This study aims to develop a narrative video that focuses on teaching play manners in Islam to children with autism. The video is designed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model, which provides a structured framework for creating effective educational materials. The tools that used are IbisPaint, FlipaClip, Canva and Capcut for creating a storytelling video. The development process emphasizes the potential of narrative videos, enriched with visual and graphic elements, to enhance the engagement and comprehension of children with autism. A qualitative approach was employed for data collection and analysis, ensuring a comprehensive understanding of the target audience’s needs. Structured interviews were conducted with four respondents comprising parents and educators of autistic children to gather feedback and evaluations on the suitability of the produced storytelling video. The findings are expected to benefit parents, educators, and institutions by providing an innovative tool to support the integration of Islamic manners into the daily lives of children with autism.

Music therapy improves engagement and initiation for autistic children with mild intellectual disabilities: A randomized controlled study.

This study aimed to evaluate the effectiveness of music therapy (MT) for children with co-occurring autism spectrum disorder (ASD) and intellectual disabilities (ID) and explore whether pre-intervention quantitative electroencephalogram (qEEG) responses can predict outcomes. A randomized controlled trial was conducted with 33 children receiving MT and 34 receiving an active control therapy. Participants received either MT or a non-musical social skills intervention for 45 min weekly over 12 weeks. Primary outcomes were measured using the Childhood Autism Rating Scale (CARS-2), along with the parent-rated Social Responsiveness Scale (SRS-2) and video coding of social behaviors. Both conditions significantly improved in CARS-2 scores at 2 weeks and 4 months post-intervention, with no differences between MT and control conditions. No changes were found in SRS-2 scores. While both conditions showed reduced disengagement after intervention, only the MT condition showed increased engagement and initiation. Strong qEEG responses to social scenes and music predicted increased initiation, indicating its potential to help tailor interventions. These results support incorporating MT into standard services and further research on qEEG predictors.

Addressing Physical Inactivity in Mexican Children: The Role of Parents and Their Physical Literacy

ABSTRACTIntroductionChildhood obesity and physical inactivity rates in Mexico are among the highest in the world. While parenting is a key factor in shaping children's physical activity behavior, there is a lack of research in this area, particularly in Mexico.ObjectiveThis qualitative study aims to better understand aspects of parenting relevant to children's physical engagement, including what parents understand by physical activity, how engaged they are and how important they find it, that is, their physical literacy.MethodsSeven focus group discussions were conducted with 43 caregivers of overweight primary school children. Inquiry topics included components of physical literacy (i.e., motivation, confidence, physical competence, knowledge and understanding, engagement in physical activity), parenting practices, role modeling, perception of children's physical activity, parental self‐efficacy and general parenting style.ResultsAlthough many participants stated that they were aware of their child's health problems and that they did not set a good example themselves, most could not overcome personal obstacles to exercise such as lack of time and energy. Most participants showed a knowledge gap about appropriate levels of physical activity or underestimated its importance. Several reported increased motivation after participating in the focus group discussion and developed their own ideas to deal with barriers or to support their children, such as engaging in physical activity together and introducing family routines.ConclusionFollowing a participatory approach, future studies should use these ideas to develop context‐sensitive group interventions. Empowering parents by considering their physical literacy in children's weight management could be a valuable addition to theory‐based strategies in research and practice.

Parental support and influencing factors for school-age children's healthy movement behavior: a cross-sectional study

Introduction: Optimizing healthy lifestyles in children requires parental support for healthy movement behaviors. This study analyzed factors influencing parental support for school-age children's movement activities. Methods: This study employed an analytic descriptive design with a cross-sectional approach, involving a sample of 355 mothers with school-age children. The independent variables included family, child, and environmental factors, whereas the dependent variable was parental support for healthy movement behaviors, as assessed through a questionnaire. Data analysis was performed using binary logistic regression with backward elimination. Results: The factors that significantly influenced parental support for their children's engagement in light physical activities included the children's own level of participation in such activities (OR=2.52, 95% CI=0.76-6.67). Factors affecting support for moderate to vigorous activities were maternal exercise habits (OR=3.37; 95% CI=1.18-9.65), children's sports habits (OR=5.18; 95% CI=1.64-16.26), and the presence of personal gadgets (OR=0.45, 95% CI=0.23-0.86). Parental support for preventing sedentary behaviors was influenced by parental knowledge (OR=2.33; 95% CI=1.34-4.05), mother's sleep duration (OR=2.46; 95% CI=1.27-4.75), and gadgets (OR=0.55; 95% CI=0.31-0.95). Factors affecting support for adequate sleep included children's light activities (OR=3.42; 95% CI=1.27-9.23) and their ownership of personal gadgets (OR=0.44; 95% CI=0.24-0.79) Conclusions: Parental support is influenced by the knowledge and physical activity habits of both mother and child, as well as gadget use and maternal sleep patterns. Pediatric nurses can enhance this support through health education focused on promoting healthy movement behaviors within families.

Youth engagement in permanency planning within tribal child welfare systems: a qualitative study of current practice

ABSTRACT This qualitative study utilized interviews with American Indian/Alaskan Native young adults with lived expertise in foster care, Tribal child welfare workers and court professionals to gather training ideas to prepare the workforce for their role in supporting children and youth in achieving permanency (relational, cultural, and legal). Seven themes were identified: child engagement in court, service (in)sufficiency, definition of permanency, cultural connectedness, listening/respecting youth, benefits of authentic youth engagement, and recommendations for practice. This study expands the literature on youth involvement in permanency planning through a culturally aligned lens.

An investigation of parents’ decisions to enroll in Mandarin-English dual language immersion programs

ABSTRACT Mandarin-English dual language immersion (ME-DLI) programs have been growing rapidly in recent decades. Most dual language immersion programs are not mandated by the school or district but are initiated based on parents’ demands. To better understand the need for ME-DLI programs, this study explored factors associated with ethnic Chinese parents’ decisions to enroll their children in ME-DLI programs. We collected 235 parents’ survey responses. Participants were divided into six groups based on their enrollment status when ME-DLI programs were available (currently enrolled; currently enrolled in other Mandarin language programs; not currently enrolled) and willingness to enroll when unavailable (willing to enroll; may be willing to enroll; not willing to enroll). Results revealed that parents with positive attitudes toward bilingualism were more likely to enroll or willing to enroll in ME-DLI programs, suggesting a strong connection between parents’ attitudes and their enrollment decisions. Parents in the currently enrolled group also reported higher levels of English reading frequency and more advanced bilingual skills in their children than the not currently enrolled group. However, when ME-DLI programs were unavailable, parents who reported higher child engagement in English reading were less willing to enroll in ME-DLI programs.