Class Children Research Articles

PERSPEKTIF KEBIJAKAN PENDIDIKAN SISTEM ZONASI DI SEKOLAH MENENGAH ATAS (SMA) KOTA DEPOK

The purpose of this study is to determine the perspectives of the school's external (community/parents) and internal (schools) regarding the zoning system policies that have occurred and the effects that has been felt positively and negatively. Based on these objectives, this research is a qualitative one using a perspective approach. With the perspective approach can describe the results of data collection through observation, interviews and documentation. Based on research that has been done this zoning system policy will eliminate the nickname of favorite schools, leveling schools in every village in Depok, saving transportation costs because of the distance from schools that relatively close, completing existing facilities in every public school in Depok in order to improve quality service in each of these schools. Suggestions in this thesis are (1) if the regional or central government creates two schools with a large population in an area, (2) holds one or two special learning classes for children who have overrated academic abilities. (3) improving the teaching human resources and infrastructures for newly built or held public schools; (4) local governments must work together to encourage students when new they are recruited for housing.

Harcèlement scolaire et violence groupale : comment occuper une place dans le groupe par l’exclusion

The prevalence of school bullying (a deliberate, repeated act of verbal, physical or relational/social aggression occurring in a situation of inequality, including cyberbullying) is high in France (10 %) as well as in other countries like the United States (more than 40 % of school children have experienced harassment at some point in their school cursus). This frequency varies by country, source of observation, school, class, and age of children. Self-questionnaires where children have to self-identify as harassing or being harassed involve a clear bias of underevaluation (even for harassed children who can feel ashamed to report explicitly harassment). The method of peer nomination of who, according to each child, has harassed or has been harassed in recent months out of all children in a class, based on mean results, is the most objective method. However, it depends on the participation rate and is not easy to implement, as some professionals consider it to be based on a denunciatory system. The fight against school bullying is a priority with regard to its possible psychological, physical and educational effects on the harassed child/adolescent, but also on the harassing child/adolescent and the spectators. In addition, the consequences of harassment are amplified in our societies by social networks with the use of SMS and Internet on mobile phones and computers. The feeling of being pursued, not only by the harassing youth but also in the eyes of the spectators is no longer limited today to the walls of the school but is also found in other environments where the harassed child/adolescent could previously recuperate from harassement (home, places of extracurricular activity, etc.). Combating school bullying requires breaking the silence and understanding its mechanisms by questioning the roles and functions of all the actors. Bullying appears to be a question of place, a place to show leadership and power but also to gain popularity for the harassing child/adolescent, a place to maintain in the group for the spectators, and a place to defend or to be established for the harassed youth. The presence of spectators, essential to the existence and maintenance of school bullying, distinguishes it from abuse; without spectators, the show cannot take place. There are indeed various actors in harassment, all of them having a major role (roles of stalker, harassed and spectator), and without which the group dynamic could not continue. It opens new perspectives of intervention based on collective responsibility but also individual responsibility, knowing that if only one spectator opposes him/herself to school bullying, harassment can stop. A part focused on each of these protagonists is presented and discussed in this article. However, there is no typology that could be reported here regarding the harassed person, the harassing one or the spectator. A model linking the various protagonists of harassment is presented and proposes that interventions take place simultaneously on these different levels, by focusing on each actor separately but also jointly in the group concerned by school bullying using discussion and role-playing. This work focuses on the ability of cognitive empathy (ability to understand the emotions of others), apparently preserved even in harassing children, and more precisely on the transition from cognitive empathy to emotional empathy (ability to experience the emotions that others feel by putting oneself in their place). If one of the fundamentals of harassment relies on an issue of place, as hypothesized, role-playing and simulation games that consist of “putting oneself in the place of the other” can be powerful mobilizers to combat harassment by allowing a change in points of view, perspectives, positions, relational modalities and behaviors. It is also important to extend interventions to larger groups representing institutions (family, school, society) with their systems of rules and laws that guarantee ethics and protect the individual within institutions. Finally, it is necessary to be aware of the possible risk of antiharassment measures, to create or reinforce an identity of harasser, harassed and/or spectator. For this reason, neither the harassed child/adolescent is designated in this article as “the victim”, nor the harassing child/adolescent as “the author”. The substantives (and not adjectives), the victim and the author, suggest the existence of a permanent identity persisting even outside the context of harassment and defining the individual. Similarly, the proposal of a specialized consultation in psychology and child psychiatry for harassed or harassing children/adolescents does not seem appropriate with regard to this identity issue. This underlines the importance of antibullying interventions to help build spaces for thinking where all individuals can express their feelings and experience the feelings of others, in a secure framework based on human values and clear rules, respected both at an individual and collective level, and supported by fair institutions.

유아기 기질의 종단적 프로파일과 학령 초기 학교 적응

This study identifies patterns of change in temperament among infants aged 2 to 4 years old, and investigates the relationships between such patterns and school adjustments in the first grade of elementary school. Five distinct latent classes for patterns of change in children’s temperament emerged through latent profile analysis using three-year data from the Panel Study on Korean Children (N = 1,869): a) inactive & shy child (13.5%), b) decreasing activity & mild child (44.0%), c) highly emotional & unsociable child (13.4%), d) decreasing emotionality & highly sociable child (14.7%), and e) emotional & sociable child (14.4%). Significant associations with the five profiles of temperament were found for both gender and birth order of the children. Only the inactive & shy child class had more girls than boys; 47.1% of the children in the highly emotional & unsociable child class were the second child, while all other classes had more first children. Each child in the inactive & shy child class had a higher level of adjustment to school life than those in the highly emotional & unsociable child and the decreasing emotionality & highly sociable child classes when the children were seven years old. As for academic achievement, children in the decreasing activity & mild child class, in the decreasing emotionality & highly sociable child, and in the emotional & sociable child class exhibited more adjustments than those in the highly emotional & unsociable child class. Among the sub-domains of school adjustment, peer adjustment and teacher adjustment for the first grade of elementary school did not have significant associations with longitudinal profiles of temperament. The findings indicate that temperament through early childhood predicts adjustment to school life and academic achievement at an early school age.

방과 후 고려인 아동의 이중언어 수업에 대한 담당 강사의 수업 이해와 의미

This study was conducted to explore the understanding and meaningfulness of after -school bilingual class for Russian-Korean children. For this, participation observation of after-school bilingual class for Russian-Korean children and in-depth interviews with two instructors were conducted. Collected data were transcribed and qualitative analysis was conducted. The results were as follows: First, Instructors overlooked understanding children’s experiences and learning contexts. This caused the instructors to made trials and errors in the teaching and learning process. Afterwards, they gave the children more opportunities to participate in class and give presentations, and showed the process of getting to know children and their families through emotional bonds. Second, the instructors showed recognition of the necessity of setting goals and directions for bilingual classes, and the need for stable operation and direction of bilingual classes reflecting the characteristics of Russian-Korean families and children. Based on the above results, discussions and suggestions were made on the operation of after -school bilingual classes for Russian-Korean children and family connection.

Developing Prediction Model for Children’s Social Competence Using Machine Learning

Objectives: This study aims to identify the types of latent classes of children’s social competence, and to develop a model using machine learning to predict the type and identify relatively important variables.Methods: Data were collected from 466 children aged three to five years and their mothers. Children’s social competence was classified by level. Latent class analysis, machine learning model construction, and performance evaluation were performed using R 3.6.1 and R-Studio 1.2.5033. The machine learning algorithms used were logistic regression, lasso logistic regression, random forest, and gradient-boosted decision tree models.Results: First, according to the characteristics of the latent class of children’s social competence, it was classified into two types: ‘high level’ and ‘low level’. Second, a machine learning algorithm was applied according to the latent class. The best performing model was the random forest model. Third, the most important variable in predicting the social competence type was identified as ‘harm avoidance’ in the children’s temperament. Fourth, another major variable was a ‘shift’ in the children’s executive functions.Conclusion: This study is meaningful as it suggests the possibility of predicting and discriminating children’s social competence and various developmental aspects by applying machine learning, the latest technique, to predict the types of children’s social competence.

Folk-modern dance as the method of development choreographic skills for performers in aerial acrobatics and pylon sports

Aerial silks and pylon sports are technical and aesthetic directions that help develop the physical qualities of the performer, but it is possible to improve their choreographic skill, which is a component of theperformance, due to the folk-modern classes. Due to the classes in choreography, children and adults improve their performing skills, develop artistry and character, in the process of forming technical qualities. Folk dance develops the performer's acting skills, helps to get acquainted with different types of performance and create a unique national style during the performance of aerial acrobatics. Performance with the use of folk choreography are more emotionally saturated, bright, characteristic, they convey the feelings of the performers, their belonging to a certain national stratum. Therefore, the purpose of our research is to determine the influence of folk-stage and folk-modern choreography on the development of performing abilities in aerial acrobatics and pole sports. The issue of choreographic training of athletes in technical and aesthetic sports, such as artistic and athletic gymnastics, figure skating, synchronized swimming, etc., as well as the involvement of folk and stage choreography in this process, was studied by such scientists as Rumba O.H. (2006), V.Yu. Sosina (2009), V.G. Todorova (2018) and others. Methodological recommendations in folk-stage choreography were studied in the work of modern scientists on folk-stage choreography, such as E. Zaitsev and Yu. Kolesnichenko (2007), etc.The issue of the development of such directions as pylon sports, aerial silks, rings, and hammocks was studied by scientists such as Hanna Oleynyk (2017), Irina Kartali (2018), Steven Santos (2013), Pony Poison (2013), and others. However, the question of using folk-modern as a method of choreographic training of performers in aerial acrobatics and pole sports has not been raised in modern literature yet. Due to our research, we have studied in detail the conducted scientific works devoted to the application of folk-stage choreography in the process of training performers in technical and aesthetic sports, and developed a program for improving choreographic skills in such areas as aerial acrobatics and pylon sports.

Integrated parent-child music classes for preschoolers with and without autism: Parent expectations and experiences.

Integrated recreational programs designed to support neurodiverse children and their families are important vehicles for community participation. In this mixed-methods study, we investigated the mechanisms by which parent-child music classes for autistic and neurotypical children can support community participation. Parents of autistic (n = 33) and typically developing (TD; n = 28) preschoolers were interviewed about their expectations for and experiences of participating in a 12-week psychoeducational parent-child music program. Parents completed ratings of momentary affect and social connection, and researchers coded children's behavioral engagement during classes at multiple time points throughout the program. Primary motivations for enrolling in an integrated music class included children's interest in music and opportunities for child socialization. Parent-focused reasons were less frequently endorsed as primary motivations for participation. Yet, momentary ratings indicated that music classes supported parents' affect regulation and social connection with other parents at the level of individual classes and across the program. These in-class experiences were echoed by interviews following program completion, which additionally highlighted the use of new parenting strategies through the musical activities. Since parental emotional experiences of activities, supportive community relationships, and parenting confidence are all linked with increased community participation, integrated music classes may support participation and satisfaction with community experiences.

VHRShips: An Extensive Benchmark Dataset for Scalable Deep Learning-Based Ship Detection Applications

The classification of maritime boats and ship targets using optical satellite imagery is a challenging subject. This research introduces a unique and rich ship dataset named Very High-Resolution Ships (VHRShips) from Google Earth images, which includes diverse ship types, different ship sizes, several inshore locations, and different data acquisition conditions to improve the scalability of ship detection and mapping applications. In addition, we proposed a deep learning-based multi-stage approach for ship type classification from very high resolution satellite images to evaluate the performance of the VHRShips dataset. Our “Hierarchical Design (HieD)” approach is an end-to-end structure that allows the optimization of the Detection, Localization, Recognition, and Identification (DLRI) stages, independently. We focused on sixteen parent ship classes for the DLR stages, and specifically considered eight child classes of the navy parent class at the identification stage. We used the Xception network in the DRI stages and implemented YOLOv4 for the localization stage. Individual optimization of each stage resulted in F1 scores of 99.17%, 94.20%, 84.08%, and 82.13% for detection, recognition, localization, and identification, respectively. The end-to-end implementation of our proposed approach resulted in F1 scores of 99.17%, 93.43%, 74.00%, and 57.05% for the same order. In comparison, end-to-end YOLOv4 yielded F1-scores of 99.17%, 86.59%, 68.87%, and 56.28% for DLRI, respectively. We achieved higher performance with HieD than YOLOv4 for localization, recognition, and identification stages, indicating the usability of the VHRShips dataset in different detection and classification models. In addition, the proposed method and dataset can be used as a benchmark for further studies to apply deep learning on large-scale geodata to boost GeoAI applications in the maritime domain.

Predicting children's differential trajectories of emotion dysregulation: A study on the intergenerational transmission of child and caregiver maltreatment

BackgroundChild maltreatment and caregiver history of abuse is negatively associated with the development of emotion regulation, and maltreatment in early childhood may be particularly disruptive. ObjectiveWe examined patterns of emotion dysregulation and the contribution of caregiver victimization and early maltreatment history on the development of distinct emotion dysregulation trajectories. ParticipantsThe current study sample (n = 1354) came from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN), a longitudinal study of the antecedents and consequences of child maltreatment. Children had a varied risk of maltreatment from high risk but not referred to child protective services to children who were removed from parental care. MethodWe employed a growth mixture modeling approach to model differential trajectories of children's emotion dysregulation from age four to age ten and assessed whether children's experiences of maltreatment prior to age four and caregiver histories of abuse were associated with children's probable class membership in the identified trajectories. ResultsWe identified three classes of emotion dysregulation trajectories: Well-Regulated, Increasingly Dysregulated, and Highly Dysregulated. Early experiences of multiple maltreatment types and caregiver history of abuse were associated with higher odds that children would be in the Increasingly Dysregulated and Highly Dysregulated classes compared to the Well-Regulated class. ConclusionThe current study extends the literature on the negative associations of caregiver histories of abuse and child experiences of multiple maltreatment types to children's emotion dysregulation, which may be long-lasting. Furthermore, our findings highlight the need for intervening early as a crucial component of breaking the intergenerational impact of maltreatment.

Professional competence of teachers: Improving reading comprehension in classes for children with autism spectrum disorder (ASD)

In Israel, many pupils with autism learn in self-contained special education classes. Many teachers report having challenges with academic interventions in general and with reading comprehension interventions specifically. We conducted a qualitative intervention study examining seven special education teachers' feelings of professional competence before and after implementing a specific teaching-model intervention developed for improving reading comprehension. It was designed according to the teachers' needs and focused on evidence-based practices of classroom management skills and research-based reading-comprehension strategies. The teachers reported an improvement in their pupils' reading comprehension which, in turn, led to improvements in their feelings of competence and professional efficacy.

Quality of Life, Participation, and Individualized Support in a Community-Based Yoga Class: A Case Series.

To assess quality of life and participation in children with disabilities following a community-based yoga class, to examine the feasibility of implementing a community-based program with individualized support, and to make recommendations for the development of future programs. Four children participated in a 10-week yoga class, with doctor of physical therapy students providing individualized physical and behavioral support. Children improved in components of the Children's Assessment of Participation and Enjoyment (CAPE) following the program; however, changes in quality of life on the Pediatric Quality of Life Inventory (PedsQL) were inconsistent. Parents provided feedback regarding the family's experience and reported that the children improved behavior, communication, and relationships following the yoga class. A community-based yoga class for children with disabilities using individualized support is feasible and can improve participation and enjoyment in recreational activities.

RECK gene polymorphisms in hepatitis B-related hepatocellular carcinoma: A case-control study

Background and study aimsChronic hepatitis B (CHB) infection is a major risk factor for hepatocellular carcinoma (HCC). The RECK gene is a critical tumor suppressor gene. This study aimed to assess the association between RECK gene single nucleotide polymorphisms (SNPs) and the development of HCC in Egyptian patients with chronic hepatitis B. Patients and methodIn this case-control study, we enrolled patients with CHB from the Gastroenterology Department, Benha University, from June 2016 to February 2018. The RECK gene SNP rs10814325 was identified using real-time PCR allelic discrimination via TaqMan SNP genotyping assays (Applied Biosystems, USA). ResultsWe enrolled 140 participants in this study. The participants were divided into Group I, which comprised 50 participants with CHB only, Group II, which comprised 50 participants with CHB and HCC, and Group III, which comprised 40 healthy participants. A significantly higher hepatitis B virus DNA viremia level was found in patients with HCC. The predominant RECK genotype was the T/T allele, followed by the T/C allele; however, no significant difference in the distribution of RECK gene SNPs was found between the study groups. No statistically significant difference in RECK gene SNPs was reported among patients with HCC of different Child classes or based on the number, site, size of HCC, and lymph node involvement. Receiver operating characteristic curves showed that a serum alpha-fetoprotein level of 92 ng/ml was 96 % sensitive and 100 % specific for the detection of HCC, with an area under the operating characteristic curve of 0.98. ConclusionRECK gene SNPs have no significant association with the development and characteristics of hepatitis B-related HCC in Egyptian patients.

Pandemic and Online Learning: Is it for protection from Covid-19 or Health destruction? Voice of Indian parents

Background: Globally, 1.2 billion children are out of the classroom due to schools shut across the world owing to the covid -19 pandemic. Besides children, parents too struggled to embrace this sudden change and adapt to online learning. The present study aimed to assess parental perception towards children's online learning during the covid-19 pandemic. Methods: A cross-sectional web-based survey was carried out among 550 parents of children attending classes online during the covid-19 pandemic. Data were collected after obtaining ethical approval using a self-report questionnaire on parental perception of children's online learning and online class characteristics. Collected data were analyzed using R software. Results: Out of 550 parents approached online, only 300 had responded to the survey with a response rate of 55%. More than half of the children attended online classes using an android mobile phone (71.1%), in the Zoom app (52.2%) with an average duration of online classes was 180±30 minutes/day. Mean parental perception towards online learning score was16±6.3. Parents (80.3%) were concerned about children's general health, including vision, due to continuous exposure to screen in online classes quandary, they agreed (93.3%) online learning protects children from covid infection. Parents were interested in traditional classroom teaching and only 26.1% perceived online learning was effective. Conclusion: Parents, students are eagerly waiting to get rid of home-schooling. The success of online learning relies upon the cooperation of the school authority, teachers, parents, and students. The school education department has a great scope to understand and attend to parental concerns, also maintaining healthy schooling once shut down get relaxed. Also, it should focus on strengthening and supporting home-schooling and helping children balance physical and psychological health.

An Empirical Study on Self-Efficacy of Online Learning of Overseas Chinese Children in Europe

In the post Covid-19 pandemic era, it is relatively difficult for some Chinese schools in Europe which used to provide offline extra classes for overseas Chinese children after hours of local public school as before. In order to meet the multifaceted learning needs of students, online extra classes teaching, including online Chinese language classes and some online art classes are increasingly offered as a supplement to the diversity of teaching activities in Chinese schools in Europe, which ultimately is intended to enhance the learning abilities of overseas Chinese children as well as to alleviate the pressure of teaching resources of the schools. Children’s learning self-efficacy in online extra courses has its own uniqueness, which can be considered from three dimensions, including learning confidence, learning ability, and self-assessment ability. This study aims to examine the factors influencing the self-efficacy of Chinese overseas children and to make optimization suggestions of better teaching methods. In search of that, an online questionnaire survey with 127 participants from Chinese overseas children aged 5 to 15 was collected. Results show that the role of learning confidence of overseas Chinese children dominates over their learning ability and self-assessment ability. Gender and age have less effect on self-efficacy but have an impact on learning confidence. In order to improve the online self-efficacy of overseas Chinese children, Chinese schools in Europe do not need to show gender difference when doing classroom activities in online teaching, and efforts should also be made to keep the courage of higher-aged students to trial and error. For teachers, they are supposed to explore more of their students’ individual characteristics in future classrooms, rather than adopting a uniform and unchanging teaching model.

EDUCATION AND SUPPORT FOR BIOLOGICAL FAMILIES WITH CHILDREN: MODERN EXPERIENCE OF THE CZECH REPUBLIC AND UKRAINE

The scientific article emphasizes the importance of teaching and supporting biological families with children to ensure the well-being of the child and the family. A description of the best experiences and innovations of learning and parental capacity building in the Czech Republic and Ukraine is provided. Various special training programs in the Czech Republic aimed at supporting vulnerable families with children are described, and the project activities of the family and community center in Ostrava are highlighted. It was found that the education of families with children, their support is aimed at strengthening family values and intergenerational relationships, strengthening parental role in society, promoting legal protection of the family, motherhood and equal opportunities for all, promoting a healthy lifestyle of each family member in a healthy environment, ensuring harmony between work and family life, supporting modern multicultural environment, encouraging participation in public events for families in the region and the whole the country. The essence and peculiarities of the introduction of the social service "School of Parental Competence" in Ukraine have been revealed. Emphasis is placed on the importance of using an interdisciplinary approach for this. The authors describe the purpose, tasks and features of the implementation of the social service "School of Parental Competence" as well as the main directions of its provision (training sessions for parents and creating a self-help group; therapeutic and developmental classes for children; individual consultations for parents). The stages of preparation of specialists for the implementation of such a service (educational, practical) are determined. The article uses materials developed within the project commissioned by the Ministry of Social Policy of Ukraine and financial support of the World Bank "Reforming Institutions of Institutional Care and Upbringing of Children in Ternopil Region", 2020-2021, as well as materials collected during the scientific and pedagogical internship in the Czech Republic in 2022 under the Erasmus + academic mobility program.

Children’s School Feelings and Adaptation During the Transition From Kindergarten to Primary School in China

ABSTRACT Research Findings: This study investigated children’s feelings about school and their adaptation to primary school after leaving kindergarten. Altogether, 28,334 Chinese children (ages 6–8 years) were sampled and surveyed online. The descriptive statistic, latent class analysis (LCA) approach, and logistic regression analysis indicated that: (1) children generally had positive feelings toward school, especially about teacher-student relationships. However, the self-perception of academic abilities was less positive; (2) children’s social adaptation had the highest scores, followed by life and physical adaptation, and then academic adaptation; (3) there were significant differences between children from only child and non-only child families both in school feelings and adaptation; (4) three latent classes of children’s school adaptation emerged: the Well-Adapted Children were girls, only children in eastern China; the Moderately-Adapted Children were boys, non-only children in central China; the Poorly-Adapted Children were boys, non-only children in western China; and (5) children’s school feelings significantly predicted their class membership for adaptation. Practice or Policy: These findings suggest that we need to focus more on children’s feelings and academic school adjustment issues. Targeted support is needed for children at risk of school adaptation to help them transition smoothly to primary school.

Psychoeducation of Parents of Children with Autism Spectrum Disorders

IntroductionThe family of a child with a mental illness is a significant source for his support in harmonizing his development and achieving successful socialization.ObjectivesThe objective of the survey is to develop a psychoeducational program for parents.MethodsQuestionnaire “Parental attitude to children’s illnesses” (V.E. Kagan, I.P. Zhuravleva) Parents of 39 (22 mothers and 17 fathers) children aged from 3 to 6 with ASD - autism spectrum disorders (F84.01; F84.02; F84.11).ResultsParents of children with ASD often do not realize the morbid nature of changes in the children`s behavior and interpret them as spontaneity, pamperedness or even giftedness. Most parents underestimated the doctor’s recommendations for compliance with the treatment regime. Taking into account the parents` complaints and the difficulties of understanding the child`s problems, a psychoeducational course was developed, including 7 sessions: 1. acquaintance; 2. the concept of ASD, etiological factors, features of manifestation; 3. the role of the family in the treatment and rehabilitation process; 4. development of mental functions in children with ASD; 5. emotional development of children with ASD; formation of communication skills and social adaptation; 6. training organization and correctional and developmental classes for children with ASD; 7. summing up. The psychoeducational course is carried out in the form of group thematic seminars 7 meetings once a week for 1.5-2 hours. After completing the course, some families remain on individual psychological follow-up.ConclusionsCompleting a psychoeducational course makes it possible to fill the lack of information regarding the disease and treatment tactics, increases compliance and harmonizes parent-child relationships.DisclosureNo significant relationships.

PENGGUNAAN METODE MATERNAL REFLEKTIF (MMR) UNTUK MENINGKATKAN KEMAMPUAN BERBICARA ANAK TUNARUNGU DI TK SLB PANGUDI LUHUR

Children with hearing impairement have difficulty communicating because of the language limitations so they will use sign language to communicate. Reflective Maternal Method (MMR) is one of the teaching methods that are expected to develop language skills especially for children with hearing impairment so it can communicate using oral language. The main focus of the study consisted of: (1) How the children speech ability and (2) How is the procedure of using Reflective Maternal Method (MMR). The research method used literature study and field study by observing the learning process in the class of children with hearing impairement using the Reflective Maternal Method (MMR). This research involves children with age range 6-8 years in SLB Pangudi Luhur Kindergarten, Jakarta which consists of 12 people. To illustrate the situation that occurred in the subject of research, this study used a qualitative approach. Research data collected in the form of observation, interview, and documentation data. From the results of this study, it is known that the Reflective Maternal Method (MMR) have a role in developing speech skills in children with hearing impairment. Based on the results of field studies, it can be described that the use of Reflective Maternal Method (MMR) in SLB Pangudi Luhur includes the following stages: (1) Preparation, (2) Integrated Speech, (3) Week Board, (4) Conversation, (5) Visualization, (6) Visualization Processing, (7) Copy visualization, and (8) Reading speech utterance.
 Keywords: Reflective Maternal Method (MMR), Speech Ability, Children with Hearing Impairement

Rising trends in Caesarean section in 6 Egyptian governorates.

Caesarean section (CS) is a life-saving operation when vaginal delivery is risky to the mother or baby. However, if not medically indicated or performed under suboptimal conditions, it can be harmful and resource-intensive. To estimate the prevalence of CS in 6 Egyptian governorates and identify possible risk factors (including demographic, social and healthcare services factors) stratified according to geographical areas. We used secondary data collected from a large survey to investigate the sociodemographic and health indicators of 6 purposefully selected Egyptian governorates with suboptimal health indicators: 3 from Upper Egypt (Sohag, Assiut and Menia) and 3 from Lower Egypt (Sharkia, Beheira and Ismailia). The survey data were gathered using an interview questionnaire that targeted household members. The CS rate was estimated at 55.1% for the 3 years preceding the study, and the highest rate was 67.8% in Behira and the lowest was 49.0% in Assiut. In most governorates, the CS rate was higher in rural than in urban areas, but the difference was not significant. High CS rates were significantly related to higher social class and lower number of children (≤ 3). In the governorates investigated, CS was performed more often, with higher rates than those reported in the 2015 Egypt Health Issue Survey. The adoption of protocols for elective CS should be enforced with a more multisectoral effort. Pregnant women should be well informed of the risks associated with CS and its medical indications.

Treatment of Attention-Deficit/Hyperactivity Disorder with Medication in Children with Autism Spectrum Disorder With and Without Intellectual Disability: A DBPNet Study.

Children with autism spectrum disorder (ASD) and intellectual disability (ID)/global delay (GD) frequently have symptoms of attention-deficit/hyperactivity disorder (ADHD). We describe the practice patterns of developmental behavioral pediatricians (DBPs) in the treatment of children with ASD and coexisting ADHD and compare medication classes for children with and without intellectual disability. In bivariate analyses, we compared demographic characteristics, co-occurring conditions, and medication classes for children with and without intellectual disability. Significantly more patients with ID/GD were prescribed α-agonists than patients without ID/GD, but the difference was no longer significant when controlling for age in logistic regression children with ID/GD had more comorbidities and were more likely to be prescribed more than on psychotropic medication. In conclusion, age rather than ID/GD was associated with medication choice.