Signs In Children Research Articles

Development of a Family-Based Early Intervention Program to Develop Sign Language Skills in Deaf Children

Family-based early intervention needs to be provided for children who experience obstacles, this aims to ensure that the obstacles experienced by children can be overcome from an early age. The obstacles that are overcome from now on will have a positive impact in the future development. This research aims to develop a family-based intervention program to develop sign language skills for deaf children. The research method used in this research is the descriptive qualitative method. The subject in this study was a 5-yearold deaf child and the child's parents. The results of this research are an intervention program based on family resources to develop deaf children's sign language skills as a modality for children to communicate with the community and a modality in educational settings in elementary schools. It is hoped that this research can help deaf children, parents, and teachers to develop sign language skills in deaf children.

Parents' Trigger Tool for Children with Medical Complexity - PAT-CMC: Development of a recognition tool for clinical deterioration at home.

To develop a trigger tool for parents and lay caregivers of children with medical complexity (CMC) at home and to validate its content. This was a multi-method study, using qualitative data, a Delphi method and a concept mapping approach. A three-round electronic Delphi was performed from December 2021 to April 2022 with a panel of 23 expert parents and 30 healthcare providers, supplemented by a preliminary qualitative exploration of children's signs of deterioration and three consensus meetings to develop the PArents' Trigger Tool for Children with Medical Complexity (PAT-CMC). Cognitive interviews with parents were performed to assess the comprehensiveness and comprehensibility of the tool. The COREQ checklist, the COSMIN guidelines and the CREDES guidelines guided the reporting respectively of the qualitative study, the development and content validity of the trigger tool and the Delphi study. The PAT-CMC was developed and its content validated to recognize clinical deterioration at home. The tool consists of 7 main clusters of items: Breathing, Heart, Devices, Behaviour, Neuro-Muscular, Nutrition/Hydration and Other Concerns. A total of 23 triggers of deterioration were included and related to two recommendations for escalation of care, using a traffic light coding system. Priority indicators of clinical deterioration of CMC were identified and integrated into a validated trigger tool designed for parents or other lay caregivers at home, to recognize signs of acute severe illness and initiate healthcare interventions. The PAT-CMC was developed to guide families in recognizing signs of deterioration in CMC and has potential for initiating an early escalation of care. This tool may also be useful to support education provided by healthcare providers to families before hospital discharge. Parents of CMC were directly involved in the selection of relevant indicators of children's clinical deterioration and the development of the trigger tool. They were not involved in the design, conducting, reporting or dissemination plans of this research.

IOT Based Smart Baby Cradle

Abstract: An infant/toddler care monitoring system utilizing IOT is a system that uses the Internet of Things (IoT) to monitor and care for a baby while they are in their cradle is known as an infant/toddler care monitoring system. A microcontroller, a cloud-based platform, and a cradle with sensors and actuators typically make up the system. The sensors can track the temperature, respiration rate, and heart rate of the infant. They can be used to track the baby's movements and cries. The cradle's swinging motion as well as other elements like a nightlight and lullaby music player can be controlled by the actuators. The microcontroller, which also controls the actuators, processes the sensor data. Additionally, it is in charge of interacting with the cloud-based platform. The cloud-based technology retains the sensor data and makes it accessible to parents via a web or mobile app. Parents can watch their child's vital signs, get warnings if something is wrong, and manage the cradle's capabilities using the web or a mobile app. For instance, if the infant starts to cry, the parent can start the cradle swaying or play lullaby music from a distance to assist in soothing the child.

Increased Severity of Presentation Signs in Children with Newly Diagnosed Type 1 Diabetes during the COVID-19 Pandemic: A Tertiary Center Experience

Introduction: Diabetic ketoacidosis (DKA) is an important complication of type 1 diabetes mellitus (T1DM) which is worsened when the diagnosis of T1DM is delayed. The aim of this study was to evaluate the presentation patterns, severity, autoantibody status, and seasonal variability of newly diagnosed T1DM patients during the pandemic period of 2 years compared to those in the pre-pandemic period. Methods: In this single tertiary center retrospective cohort study, newly diagnosed T1DM patients were grouped as pre-pandemic and pandemic period. Age, gender, the month of diagnosis, hemoglobin A1c, venous blood gas parameters, duration of symptoms, glutamic-acid-decarboxylase-antibody (anti-GAD), islet-cell antibody (ICA), and insulin autoantibody levels were recorded. The data obtained were compared between the groups. Results: Number of patients presenting with DKA was significantly higher during the pandemic period (92 [65.7%] vs. 62 [40.8%] patients, p < 0.001). In terms of clinical severity of DKA, pH, and HCO3 levels were lower during the pandemic period (p < 0.001), while the number of patients presenting with severe DKA was significantly higher during the pandemic period (41 [44.6%] vs. 17 [27.4%] patients, p = 0.031). ICA positivity was significantly higher in patients admitted during the pandemic period (47 [36.4%] vs. 21 patients [16.9%], p < 0.001), especially in the second year of the pandemic (p < 0.001). Anti-GAD-ICA co-positivity was significantly higher in patients admitted during the pandemic period and also in second year of the pandemic (p < 0.001). Conclusion: DKA rates increased in newly diagnosed T1DM cases during the pandemic. Despite the relaxation of bans, the second year of the pandemic also saw increased rates of DKA and severe DKA compared to the pre-pandemic period. The significantly increased ICA positivity in the pandemic may support the effects of COVID-19 on autoimmune T1DM.

Effects of Task Interference on Kinematics and Dual-Task Cost of Running in Early Childhood.

Children aged 3-8 are in a critical period for motor development and postural control. Running is a basic motor skill that children need to master in early childhood. While running, children are prone to dangerous events such as falls. This study investigates the kinematic characteristics of running by children associated with different interference tasks, i.e., normalized running, cognitive dual-tasks, and obstacle crossing tasks, and provides a theoretical foundation for the interference mechanism of children's dynamic postural control and for screening of motor disorders. Two hundred children aged 3-8 were recruited. The BTS Bioengineering infrared motion capture system was used to collect spatiotemporal and kinematic running data under three tasks. Repeated measures of variance analysis were used to compare the effects of different interference tasks and ages on children's running signs. The main and interaction effect tests were compared by the Bonferroni method. The results and conclusions are as follows: (1) Running characteristics of early childhood are influenced by interference tasks and age. With interference tasks, the overall characteristics of running by children aged 3-8 showed an increasing trend in running cycle time and a decreasing trend in stride length, step length, cadence, and speed. (2) Both cognitive and obstacle crossing tasks had costs, and cognitive task costs were greater than obstacle crossing costs. Children adopted a "task first" running strategy with different interference tasks. When facing cognitive tasks, their overall joint motion decreased, and they reduced joint motions to promote task completion. When facing obstacle crossing tasks, because of the characteristics of the task itself, children increased joint motions to cope with interference. (3) In terms of age, the running characteristics showed a nonlinear development trend in various indicators, with a degree of recurrence and high variability in adjacent age groups. (4) The dual-task interference paradigm of "postural-cognition" can be used as a motor intervention tool to promote the development of basic motor skills in early childhood.

Investigating the early signs of ASD in preschool children in the UAE as a model for GCC countries

PurposeIdentifying autism spectrum disorder (ASD) in children’s early years significantly impacts their academic performance and future life. It allows them to receive special support services and the required early intervention. Preschool teachers spend considerable time with their students, which allows them to observe their behaviors in different settings like classrooms and playgrounds. However, teachers need to be knowledgeable of ASD early assessment to detect them. Whereas, all well-known ASD assessment tools are designed for populations from different cultures than the Gulf Cooperation Councils' (GCC) culture. This study emphasizes the importance of preschool age, from 3 to 5, in indicating children's early signs of ASD. This paper aims to indicate the early signs of ASD in preschool children in the UAE as a model for other GCC countries.Design/methodology/approachA qualitative method consisting of interviews with preschool teachers and the ASD children’s parents was conducted to investigate the ASD early symptoms in children.FindingsThe findings of the study show that there is a direct connection between the opinions expressed by preschool teachers and the parents of children with ASD (Autism Spectrum Disorder). These results also highlight the presence of early indications of ASD among preschool-aged children in the United Arab Emirates, such as difficulties in communication, repetitive actions, delayed speech, excessive focus on tablets, trouble paying attention, hyperactivity, sleep problems, and aggressive behavior.Originality/valueThe outcomes suggest a strong connection between the feedback from preschool teachers and the parents of children with ASD. The study uncovers initial indications of ASD in preschool-aged children from the United Arab Emirates, such as difficulties in communication, repetitive actions, delayed speech, excessive fascination with tablets, problems with attention, hyperactivity, sleep disturbances, and aggressive behavior.

2.13 A Study of Neurological Soft Signs in Children With ADHD: Patterns and Correlations

2.13 A Study of Neurological Soft Signs in Children With ADHD: Patterns and Correlations

Sign learning of hearing children in inclusive day care centers-does iconicity matter?

An increasing number of experimental studies suggest that signs and gestures can scaffold vocabulary learning for children with and without special educational needs and/or disabilities (SEND). However, little research has been done on the extent to which iconicity plays a role in sign learning, particularly in inclusive day care centers. This current study investigated the role of iconicity in the sign learning of 145 hearing children (2;1 to 6;3 years) from inclusive day care centers with educators who started using sign-supported speech after a training module. Children's sign use was assessed via a questionnaire completed by their educators. We found that older children were more likely to learn signs with a higher degree of iconicity, whereas the learning of signs by younger children was less affected by iconicity. Children with SEND did not benefit more from iconicity than children without SEND. These results suggest that whether iconicity plays a role in sign learning depends on the age of the children.

Teaching of the Quran and Hadiths Using Sign Language to Islamic Boarding School Students with Hearing Impairment

Islamic boarding school students with hearing impairment experience speech, language, and communication barriers due to their hearing impairment. The teaching of the Quran with standardized fluent pronunciation and of hadiths with complex sentences needs to be adjusted according to the disabilities of these students. The purpose of this research is to describe the teaching pattern of the Quran and hadiths which has been adjusted for Islamic boarding school students with hearing impairment at Darul Ashom Islamic Boarding School for the Hearing Impaired, Yogyakarta, Indonesia. This research used a qualitative approach with a case study design with observations, interviews, and documentation as the data collection techniques with five teachers and five students selected using the purposive sampling method. Validation of the research instrument was done by expert judgment, while data reliability was determined through data triangulation. Data analysis was carried out by condensing the data, presenting the data, and then drawing conclusions. The results show that the students at Darul Ashom learn to read and memorize the Quran using the hijaiyah (Arabic letters) sign language through four learning stages. This included introducing the hijaiyah sign letters, parsing and stringing the letters to those in the Quran, reading the mushaf and memorizing using the hijaiyah sign letters, and then writing down the memorized letters (kitabah). In addition, the hadiths were taught using four stages, namely specifically simplifying the sentences, interpreting using sign language, explaining the meaning, and repeating (takrar) the important words or phrases in sign language. This study also shows the importance of teacher awareness in each stage of the students’ learning process based on differences in cognitive abilities by adjusting the learning objectives and the length of each student’s learning stages. The findings of this research indicate that the use of sign language when learning the Quran and hadiths, which is carried out in various stages, can help children with hearing impairment at Islamic boarding schools. It is hoped that using the description in this study will be a solution to the learning problems encountered by children with hearing impairment in other institutions. Furthermore, it is hoped that further research can examine the group dynamics that occur when learning the Quran and hadiths with sign language for children with hearing impairment so that appropriate group-dynamic content can be developed in the learning model.

The Power of Share Wave Elastography in Evaluating Portal Hypertension Signs in Children

The Power of Share Wave Elastography in Evaluating Portal Hypertension Signs in Children

Phonological and Articulatory Deficits in the Production of Novel Signs in Children With Developmental Language Disorder.

Sign language, like spoken language, incorporates phonological and articulatory (or motor) processing components. Thus, the learning of novel signs, like novel spoken word forms, may be problematic for children with developmental language disorder (DLD). In the present work, we hypothesize that phonological and articulatory deficits in novel sign repetition and learning would differentiate preschool-age children with DLD from their typical peers. Children with DLD (n = 34; aged 4-5 years) and their age-matched typical peers (n = 21) participated. Children were exposed to four novel signs, all iconic, but only two linked to a visual referent. Children imitatively produced these novel signs multiple times. We obtained measures of phonological accuracy and articulatory motion stability as well as of learning of the associated visual referent. Children with DLD showed an increased number of phonological feature (i.e., handshape, path, and orientation of the hands) errors when compared with their typical peers. While articulatory variability did not overall differentiate children with DLD from typical peers, children with DLD showed instability in one novel sign that obligated bimanual oppositional movement. Semantic aspects of novel sign learning were unaffected in children with DLD. Deficits that have been documented in phonological organization of spoken words in children with DLD are also evident in the manual domain. Analyses of hand motion variability suggest that children with DLD do not show a generalized motor deficit, but one that is restricted to the implementation of coordinated and sequential hand motion.

Embedding key word sign prompts in a shared book reading activity: The impact on communication between children with Down syndrome and their parents.

Children with Down syndrome have speech and language difficulties that are disproportionate to their overall intellectual ability and relative strengths in the use of gesture. Shared book reading between parents and their children provides an effective context in which language development can be facilitated. However, children with Down syndrome often take a passive role in shared book reading and the use of key word signing (KWS) as a shared book reading technique has never been investigated. This study aimed to compare children with Down syndrome's participation and use of KWS across two methods of shared book reading - one in which a book had key-word sign prompts embedded (signed condition) and the other in which a book was read as normal (unsigned condition). Measures of child and parent communicative behaviour were taken in each condition to establish if differences emerged. A total of 36 children with Down syndrome (aged between 18 and 61 months) and their mothers took part in the study. Parent-child dyads were videoed at home reading two books, one in a signed and one in an unsigned condition. Child measures included total number of signs produced in each condition and levels of attention and initiation as measured by the Pivotal Behaviour Rating Scale. Parent measures included total number of utterances, mean length of utterance (MLU) in morphemes and vocabulary diversity (VOCD). Parental measures were transcribed using the Codes for Human Analysis Transcripts (CHAT) software and analysed by the Computerised Language Analysis software (CLAN). Contrasts in outcomes between the signed and unsigned conditions were estimated using Poisson and linear mixed-effects models, determined by the type of data. Results showed that children attempted to sign significantly more in the signed than unsigned condition, as well as showing significant increases in their levels of attention and initiation. There was also a significant increase in the total number of utterances used by parents in the signed versus unsigned condition and a decrease in MLU. VOCD was similar in both conditions. This study shows that the simple act of embedding key word signs into commercially available books, during shared book reading between parents and young children with Down syndrome, positively affects children's participation (initiation and attention) and use of KWS. The use of KWS as a core shared book reading technique may therefore be a fruitful avenue to facilitate growth in the language abilities of young children with Down syndrome. What is already known on this subject Most children with Down syndrome have significant speech and language difficulties, with relative strengths in the use of gesture. Shared book reading is an activity reported to positively affect language. However, children with Down syndrome are reported to take a passive role in shared book reading and are therefore more dependent on their parents to use techniques that facilitate their levels of participation, in order to maximise potential benefits. To the best of our knowledge, the communicative effects of embedding key word signing (KWS) in shared book reading have never been examined with children with Down syndrome. What this paper adds to existing knowledge This is the first study to investigate the communicative impact of parents embedding KWS in a shared book reading activity with their young children with Down syndrome. Our findings show that this relatively simple manipulation resulted in Increase in children's sign attempts. Increase in children's overall participation in shared book reading (indicated by levels of attention and initiation). Increase in the number of utterances produced by parents (primarily as a result of repetitions). Decrease in parental mean length of utterance. These findings suggest that embedding KWS in shared book reading is likely to facilitate increased language abilities in this cohort. What are the potential or actual clinical implications of this work? Shared book reading is part of the daily routine for many parents and their children with Down syndrome. Integrating KWS is a relatively simple adaptation to this activity which is likely to enhance children's language skills. Therapists can encourage parents to do this at home to support work carried out at school and in a clinical setting.

Effects of Music Therapy on Vital Signs in Children with Chronic Disease

Background: Recent research found evidence supporting music therapy for hospitalized children with chronic diseases. The aim of this study was to investigate the effect of music therapy on hospitalized children’s vital signs. Methods: In this prospective study, children with chronic gastroenterological and nephrological diseases received active or receptive music therapy two to four times a week until discharge from hospital at the pediatric special care unit (SCU) and pediatric intensive care unit (ICU). Baseline and post-therapy heart rate, oxygen saturation and blood pressure were recorded and analyzed as control values at three points on the same day when the children were alone in their patient room at rest. Results: A total of 83 children, median 3 age of years (range one month to eighteen years) received music therapy. In total, 377 music therapy sessions were treated: 200 receptive therapy (78 ICU, 122 SCU) and 177 with active therapy (0 ICU, 177 SCU). Music therapy interventions showed changes in vital signs during music therapy sessions. After music therapy, heart rates decreased by 18 beats per minute (95% confidence interval (CI), −19.4 to (−16.8)), oxygen saturation increased by 2.3% (95% CI, 2.2 to 2.5), systolic blood pressure decreased by 9.2 (95% CI, −10.6 to −7.7) and diastolic blood pressure decreased by 7.9 (95% CI, −9.6 to −6.3). When music therapy was applied at the SCU (ICU), heart rates significantly reduced by 17.9 (18.9) beats per min, oxygen saturation increased by 2.4% (2.1%) and blood pressure reduced by 9.2 (2.8) mmHg (systolic) and 7.9 (0.3) mmHg (diastolic). Almost all control values were better than directly before the intervention. However, after music therapy intervention, the children showed better values in vital signs compared to being alone in their patient room. Conclusion: Music therapy is an added value for children with kidney and liver/gastrointestinal diseases during their hospital stay.

Baby Sign Language in the development of young hearing children: A review of selected studies

The aim of this theoretical article is to increase the cognitive value of the subject of Baby Sign Language, in particular their positive impact and significance for the development of a hearing child. Addressing this problem seems important because of constant interest in sign language for children, both among parents and scientists. Equally important is the argument of the lack of a sufficient number of Polish studies in this area. The article consists of a short introduction and four thematically and logically arranged parts. The first contains a synthetic description of the process of language acquisition and development as well as the communication of a young child. The second part presents the history of the Baby Sign Language, its basic assumptions and principles. The third part discusses the importance and benefits of using the Baby Sign Language in the development of a young child. The study ends with a short summary with final conclusions, which show, based on the presented empirical material, that the Baby Sign Language has a positive significance for the child's development in almost all its spheres, i.e. e.g. in the linguistic, cognitive, emotional and motor spheres.

Early Developmental Signs in Children with Autism Spectrum Disorder: Results from the Japan Environment and Children's Study.

Autism spectrum disorder (ASD) is a developmental disability in early childhood. Early identification and intervention in children with ASD are essential for children and their families. This study aimed to identify the earliest signs of ASD. Using a large cohort including data from 104,062 fetal records in the Japan Environment and Children’s Study, we examined the Ages and Stages Questionnaires® (ASQ-3TM) scores of children with and without ASD. The ASQ-3 comprises five domains: communication, gross motor, fine motor, problem solving, and personal-social. The ASQ-3 scores were obtained at ages 6 months, 1 year, and 3 years. There were 64,501 children with available ASQ-3 data. The number of children diagnosed with ASD was 188 (0.29%) at 3 years of age. The highest relative risk (RR) for any domain below the monitoring score at 6 months was in the communication (RR 1.90, 95% CI 1.29–2.78, p = 0.0041), followed by fine motor (RR 1.50, 95% CI 1.28–1.76, p < 0.0001) domain. A low ASQ-3 score in the communication domain at 6 months was related to an ASD diagnosis at 3 years of age. The ASQ-3 score at 6 months can contribute to the early identification of and intervention for ASD.

Clinical Utility and Validity of Exercise Vital Sign in Children.

We reviewed charts of 14,446 sports medicine patients, children aged 5 to 18 years, over a 3-year period to determine the discriminant validity of Exercise Vital Sign (EVS) questions. A logistic regression analyzed factors related to any moderate to vigorous physical activity (MVPA). A linear regression analyzed factors related to amount of MVPA for those who participated in any weekly MVPA. Overall, 48% of children reported meeting physical activity guidelines for 420 min·wk-1. Overall, children reported 400.36 ± 280.04 min·wk-1 of MVPA. Those with depression had significantly less MVPA than those without (95% confidence interval [CI], -96.65 to -26.31). Girls had significantly less MVPA than boys (95% CI, -59.15 to -40.31). Overweight and obese children reported less MVPA compared with normal weight children (95% CIs, -42.65 to -17.29 and -91.61 to -65.50, respectively). EVS demonstrates strong discriminant validity to detect differences between groups as a function of sex, body mass index, and depression.

Fun and the benefits of Sign Supported Big Books in mainstream Indonesian kindergartens

ABSTRACT Inclusive kindergarten provision remains relatively rare in Indonesia. This article indicates factors that contribute to this situation (stigmatisation, lack of resources and training) and reports on an approach to begin to address it. Sign Supported Big Books were evaluated in mainstream kindergartens (i.e. classes without children with special educational needs) as a way of enhancing their inclusive affordances. These books used Signalong Indonesia, a keyword signing approach, to support whole class stories with 76 children in five kindergarten classes. Four classes used books with signs and one used a book without signs as part of their everyday activities. Five teacher interviews suggested that the approach enhanced pupils’ engagement and was enjoyable and fun for pupils and teachers alike. There were also positive effects for children's story comprehension and sign learning. The findings of this study support the novel position that having a disabled child in a class is not necessary in order to justify using an inclusive keyword signing approach. The implications of these findings are discussed for developing a proactive approach to facilitate inclusive practices in Indonesian kindergartens.

A qualitative description of how Ghanaian radiographers identify suspected child physical abuse

IntroductionChild physical abuse is intentionally inflicted injury of a child and presents a challenging diagnosis to clinicians mostly as a result of doubts about whether the findings were perpetrated by carers of these children. Suspected child physical abuse cannot be reported without its initial identification, substantiation and reporting. Imaging findings is one way of providing evidence of abuse in court. MethodsA qualitative design was used to gather data. Twenty (20) radiographers were recruited using purposive criterion sampling to share their experiences of mode of identification of suspected child physical abuse. Semi-structured interviews were conducted to gain deeper insight into their experiences. ResultsRadiographers' suspicion or identification of child physical abuse was based on four (4) constructs: pre-radiographic observation; child's physical signs; caregiver secrecy and imaging findings. These observations provoked further investigations through questioning of the child (if of verbal age), parent or both. Their initial suspicion through assessment of cases was sometimes strengthened by the imaging findings. ConclusionRadiographers suspected child physical abuse using several approaches some of which were found to be unacceptable although it led to other important information, such as additional imaging performed by the radiographers without doctor consultation. However, being able to identify child physical abuse is important in child protection activities. Implication for practiceIdentification and reporting of suspected abuse to the appropriate child protection authorities are imperative for child protection. The possibility that some experienced radiographers may fail to deal with serious instances of child abuse exist. A radiographer's inability to identify such cases, could that the victim would miss the required protection from the professional.

Enteral Nutrition Improves Vital Signs in Children With Bronchiolitis on Noninvasive Ventilation

In children hospitalized for bronchiolitis, enteral nutrition (EN) practices during noninvasive ventilation (NIV) vary widely. We sought to assess the potential impact of EN by observing changes in physiometric indices (heart rate [HR] and respiratory rate [RR]) before and after EN initiation. We performed a retrospective cohort study in children <2 years of age hospitalized for bronchiolitis receiving NIV from 2017 to 2019 in a quaternary ICU. The primary outcome was patient HR and RR before and after EN initiation. Descriptive data included demographics, anthropometrics, comorbidities, NIV parameters, EN characteristics, and general hospital outcomes. Analyses included paired comparative and descriptive statistics. Of the 124 children studied, 85 (69%) were permitted EN at a median of 12 (interquartile range [IQR]: 7 to 29) hours. The route was oral (76.5%), nasogastric (15.3%), or postpyloric (8.2%) and was predominantly started during high-flow nasal cannula (71%) at flow rates of 1 (IQR: 0.7 to 1.4) L/kg per minute. After EN initiation, reductions in the median RR (percentage change: -11 [IQR: -23 to 3]; P < .01) and HR (percentage change: -5 [IQR: -12 to 1]; P < .01) were noted. Those permitted EN were younger (5 [IQR: 2 to 11] vs 11 [IQR: 3 to 17] months; P < .01) and more likely to have bronchopulmonary dysplasia (19% vs 5%; P = .04). Malnutrition rates, comorbidities, admission timing, flow rates, length of stay, and NIV duration did not differ for those provided or not provided EN. No aspiration events were observed. Reductions between pre- and postprandial RR after EN initiation among children hospitalized for bronchiolitis on NIV were observed without clinically significant aspiration. These findings support existing data that suggest that EN is safe during NIV and may lessen distress in some patients.

Effectiveness of Warm Water Footbath on Temperature and Fatigue among Children with Fever

Contents: A fever can have various causes. Fever can be the only sign of a sick child. It may be combined with several problems. &#x0D; Aim: Evaluate warm water footbath effectiveness on the temperature and fatigue level among children with fever.&#x0D; Methods: Quasi-experimental pre/post, study, and control groups design was used. A non-probability purposive sample composed of 100 children, 50 in each study and control groups, their age ranged from 6-12 years with fever. The study was conducted in the Medical and Surgical wards, Emergency Unit (ER), Oncology and Hematology Units, and Pediatric Intensive Care Unit (PICU) at Children Hospital affiliated to Ain Shams University. Four tools were used. A Structured Interviewing Questionnaire. It is composed of two parts; the first part was concerned with the socio-demographic characteristics of children. The second part was concerned with the child's medical history. The second tool was the Child's Vital Signs Chart (pre &amp; post). It was used to assess the child's vital signs, especially temperature. The third tool was Fatigue Scale Child (FS-C), and the fourth tool was Fatigue Scale Staff (FS-S) (pre &amp; post) were used to assess the fatigue level among children pre- and post-applying warm water footbath from child perceptions and researcher's evaluation as a staff. The intervention was a warm water footbath applied for 20-30 minutes.&#x0D; Results: The mean score level of children's age was 10±1.3 &amp; 10±1.5 years for both the study and control groups, respectively. Nearly two-thirds of them (68% &amp;62%) were boys in the study and control groups, respectively. There were significant differences in the temperature and fatigue score among children with a fever between the study and control groups after the application of warm water footbath therapy. Also, statistically significant differences between the children mean scores of temperature and fatigue pre- and post-footbath in the study group children.&#x0D; Conclusion: Warm water footbath is effective in reducing the temperature and fatigue level among children with fever. Recommendations: Warm water footbath should be involved in fever management protocol for children as a complementary therapy, and further studies with a large sample and another age group of children in another setting are also recommended.