Children's Engagement Research Articles

Estimating the Efficacy of CBT for Children on the Autism Spectrum Using a Home-Based Video Assessment of Autism-Related Solitary Behavior.

While laboratory and school playground-based independent evaluator (IE) rated measures of intervention outcome have been used in some clinical trials for autistic individuals (Dawson Pediatrics 125:e17-e23, 2010), IE ratings of children's behavior in their home environments are virtually nonexistent in published clinical trials in autism. In the present study, IE-rated measure of children's social isolation in the home setting pre and post intervention is utilized to evaluate treatment effects from a cognitive behavioral therapy (CBT) treatment for school-aged children on the autism spectrum (Wood et al. J Consult Clin Psychol 89:110-125, 2021). Twenty-nine of the 68 families of participants from a CBT intervention for autistic youth (Wood et al. J Consult Clin Psychol 89:110-125, 2021) who recorded home-based videos at pre-treatment also did so at post-treatment. Two measures were used by IEs to rate pre- and post-treatment home video recordings on children's social isolation (Children's Household-Environment Engagement Rating Scale; CHEERS, (Wood et al. Br J Clin Psychol, 2024) and Social Interaction Rating Scale (SIRS; Ruble et al. Topics Early Childhood Special Educ). Children in the CBT condition had a statistically significantly greater decline in CHEERS Solitary scores than did children in the Enhanced Standard Community Treatment (ESCT) condition. An increase in SIRS Responsive Parenting scores from pre- to post-treatment was statistically significantly linked with a decrease in Solitary scores. This study suggests that CBT-based interventions may be able to facilitate a positive impact on children's social engagement in their home environment. This study provides an informative lens for considering the contextual validity of interventions for autistic children with IE-rated measures.

How does activity context relate to parents' responses to preschoolers' errors and correct math statements?

Research shows that parent-child math activities in the home positively relate to children's math learning. Although there is evidence suggesting that the nature of parent guidance during these interactions is important for children's math learning, it is unclear how parents respond to preschoolers' errors and correct math statements and whether responses vary across activity contexts. We examined parents' responses to errors and correct statements during structured math activities with 49 dyads of parents and 4- and 5-year-olds. Dyads were assigned to either an Informal Learning condition (n=25) or a Formal Learning condition (n=24). We identified instances where children responded correctly or incorrectly to math prompts and coded parents' feedback based on the extent to which it supported children's autonomy and learning. Overall, parents most frequently responded in ways that encouraged children's continued math engagement and thinking (elaborative guidance). However, multiple regression analyses revealed that parents were more likely to not respond to errors during informal learning than during formal learning, and parents were more likely to give the correct answer following an error during formal learning compared with during informal learning. Parents in both conditions were equally likely to offer elaborative support following errors. Moreover, parents did not differ in their responses following children's correct statements across conditions. These findings suggest, irrespective of activity context, that parents can realize opportunities to effectively support preschoolers' math learning. Yet, given differences in parents' responses to errors, the findings have implications as to how we can tailor recommendations to promote high-quality parent-child math interactions.

Effects of an Inclusive Group-Based Naturalistic Developmental Behavioral Intervention on Active Engagement in Young Autistic Children: A Preliminary Study.

Despite group-level improvements in active engagement and related outcomes, significant individual variability in response to early intervention exists. The purpose of this preliminary study was to examine the effects of a group-based Naturalistic Developmental Behavioral Intervention (NDBI) on active engagement among a heterogeneous sample of young autistic children in a clinical setting. Sixty-three autistic children aged 24-60 months (M = 44.95, SD = 10.77) participated in an inclusive group-based NDBI over a period of 10 months. Speech-language pathologists used an abbreviated version of the measure of active engagement to rate children's active engagement at three treatment time points. Linear mixed-effects regression analyses revealed that active engagement significantly increased from Time 1 to Time 2 (after 6 months of the group-based NDBI) and persisted through Time 3 (after 10 months of the group-based NDBI). Symmetrized percent change analyses revealed that 48% of the sample (n = 30) exhibited an increasing trajectory, 29% were stable, and 24% showed a decreasing trajectory. Age and parent-reported social pragmatic concerns at program entry, as well as the length of time participating in the group-based NDBI, were differentially associated with the identified subgroups, signaling baseline child characteristics that may be associated with NDBI response. These findings highlight the importance of careful monitoring of active engagement to guide clinical decision making regarding changing intervention strategies, targets, or the intensity of the NDBI if gains are not observed.

Equitable Access to Sports: Youth Gymnastics Coaches’ Perceptions on Promoting Inclusivity for Athletes with Autism Spectrum Disorder

Aims The purpose of the study was to explore youth gymnastics coaches’ perceptions on inclusive sports participation following an educational module. The study aims to explore implications for occupational therapy professionals’ role in inclusive sports. Methods A qualitative descriptive approach was utilized with convenience sampling occurring through online platforms. Nine participants completed an educational module on autism spectrum disorder including strategies to promote inclusion in sports and address sensory and motor issues, prior to completing a semi-structured interview. Interviews were transcribed and coded prior to the determination of themes with triangulation and member checking employed. Results Thematic analysis resulted in the following themes: (1) occupational engagement in sports benefits both neurodiverse and neurotypical children; (2) sociocultural and physical environments create barriers to autistic youth’s participation in sports; and (3) grace and knowledge enhance coaches’ ability to promote inclusive occupational participation in sports for autistic youth. Themes were representative of the interconnected occupational components impacting inclusive sports of which occupational therapists are poised to address. Conclusion Lack of participation in sports for all children and children with disabilities is a complex system of physical, social, psychological, cultural, and environmental elements. Occupational therapists are equipped to educate youth sports providers and demonstrate leadership in advocating for inclusive sports programs to facilitate equitable sports participation, health, and wellness for children.

Exploring the Use of Smartwatches and Activity Trackers for Health-Related Purposes for Children Aged 5 to 11 years: Systematic Review.

Digital health interventions targeting behavior change are promising in adults and adolescents; however, less attention has been given to younger children. The proliferation of wearables, such as smartwatches and activity trackers, that support the collection of and reflection on personal health data highlights an opportunity to consider novel approaches to supporting health in young children (aged 5-11 y). This review aims to investigate how smartwatches and activity trackers have been used across child health interventions (for children aged 5-11 y) for different health areas, specifically to identify the population characteristics of those beingtargeted, describe the characteristics of the devices being used, and report the feasibility and acceptability of these devices for health-related applications with children. We searched 10 databases (CINAHL, Embase, ACM Digital Library, IEEE Xplore, Cochrane Library, PsycINFO, Web of Science, PubMed, Scopus, and MEDLINE) to identify relevant literature in March 2023. The inclusion criteria for studies were as follows: (1) peer-reviewed, empirical studies; (2) published in English; (3) involved a child aged 5 to 11 years using a smartwatch for health-related purposes. Two researchers independently screened articles to assess eligibility. One researcher extracted data relating to the 3 aims and synthesized the results using narrative and thematic synthesis. The database searches identified 3312 articles, of which 15 (0.45%) were included in this review. Three (20%) articles referred to the same intervention. In 77% (10/13) of the studies, the devices were used to target improvements in physical activity. Other applications included using smartwatches to deliver interventions for emotional regulation and asthma management. In total, 9 commercial devices were identified, many of which delivered minimal data feedback on the smartwatch or activity tracker, instead relying on a partner app running on a linked parental smartphone with greater functionality. Of the 13 studies, 8 (62%) used devices designed for adults rather than children. User feedback was positive overall, demonstrating the acceptability and feasibility of using these devices with children. However, the studies often lacked a child-focused approach, with 3 (23%) studies gathering user feedback only from parents. Interventions involving smartwatches and activity trackers for children aged 5 to 11 years remain limited, primarily focusing on enhancing physical activity, with few studies investigating other health applications. These devices often provide limited data feedback and functionality to support children's independent engagement with the data, relying on paired smartphone apps managed by caregivers, who control access and facilitate children's interaction with the data. Future research should adopt child-centered methods in the design and evaluation of these technologies, integrating children's perspectives alongside their caregivers, to ensure that they are not only feasible and acceptable but also meaningful and effective for young children. PROSPERO CRD42022373813, https://tinyurl.com/4kxu8zss.

Parental Psychological Control and Children's Learning Engagement and Life Satisfaction: The Moderating Role of Perceived Social Mobility

ABSTRACTExploring the child factors that alleviate the negative effects of parental psychological control has important practical value. This study aimed to uncover whether perceived social mobility moderates the relationships between parental psychological control and children's learning engagement and life satisfaction. A total of 1725 Chinese children participated in this study (M age = 10.77 years; 53.20% boys). The results showed that perceived social mobility moderated the correlation between parental psychological control and learning engagement. For children with lower perceived social mobility, parental psychological control was negatively related to learning engagement; for children with higher perceived social mobility, parental psychological control was not correlated with learning engagement. Moreover, perceived social mobility did not moderate the negative relationship between parental psychological control and life satisfaction. These findings suggested that perceived social mobility is a child resilience factor that protects children's learning engagement from the adverse effects of parental psychological control.

The word learning dynamic assessment protocol (WorLDAP): Exploring speech-language pathologists’ perceptions of the acceptability of a novel assessment tool

Purpose Few resources are available to support speech-language pathologists (SLPs’) dynamic assessment of vocabulary with school-aged children. We developed the Word Learning Dynamic Assessment Protocol (currently undergoing pilot testing). Framed by implementation science, in the current study we worked with speech-language pathologists to explore their perspectives on the acceptability of the Word Learning Dynamic Assessment Protocol. Method Eight speech-language pathologists who work with school-aged children watched a video demonstration of the Word Learning Dynamic Assessment Protocol being administered with a 6-year-old child and were then interviewed to share their thoughts on the Word Learning Dynamic Assessment Protocol’s acceptability. Result Six themes were generated using reflexive thematic analysis: 1) Structure, scripting, and resourcing builds confidence in speech-language pathologists, 2) gaining important insight into the learning process, 3) flexible assessment supports child engagement and diversity, 4) family buy-in is created with clear communication, 5) a worthwhile investment of time?, and 6) building a more tailored assessment. Conclusion The speech-language pathologists who took part in this study valued the structure and resourcing of the Word Learning Dynamic Assessment Protocol as a way of supporting their ability to evaluate a child’s strengths and challenges in vocabulary development in an engaging and individually tailored manner. Suggestions for further development will guide task refinement to meet the needs of speech-language pathologists.

Towards Enhancing Parental Engagement in Their Children Early Learning Opportunities

The purpose of this study was to explore how asset-based approach (ABA) can be used to enhance parental engagement in Tanzanian pre-primary schools. The study was qualitative in nature in which phenomenographical design was adopted. It consisted of six focus group sessions with a total 34 parents. Individual interviews with five pre-primary school teachers, four head teachers and five chair persons of the school committees was conducted in the six selected schools in Nzega district, Tabora region, Tanzania. Transcripts were thematically analysed using simultaneous inductive open coding and deductive coding using TCABA framework as an illustrative lens. The results revealed that the shift towards asset-based approach was felt to offer better opportunities in enhancing parental engagement in children’s early learning. However, a significant number participants were unable to provide specific examples of the assets that parents were possessing which could be utilised to support children’s learning in pre-primary schools. The results further showed that using asset-based approach was affected or enabled by different factors, which included community perspectives, lack of time time/resources and awareness. The results support the need for intervention programmes that empower parents to effectively utilise their skills, knowledge, and talents that are essential for supporting their children’s learning at home and in pre-primary schools.

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.

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. 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)). 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. 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.

Teachers' and Parents' Assessments of Primary School Children's Intellectual Investment as Predictors of Change in Need for Cognition.

The present study investigated whether parents' and teachers' evaluations of children's intellectual investment would predict a change in children's need for cognition (NFC) over one year. An exploratory look at how teachers' evaluations are predicted by a range of factors was also taken. N = 565 third-graders (298 girls; Mage = 8.40, SD = 0.59) and teachers (N = 39) were surveyed in 2021 and 2022. The parents (N = 452) provided the data in 2021. Longitudinal data were analyzed by means of latent change score models (LCSMs). Changes in the teachers' evaluations and in the children's cognitive engagement differed between the children. However, there was no effect of the parents' or teachers' assessments on the development of the children's NFC. The change in the teachers' assessment was negatively related to their initial judgment and the children's age; it was positively related to the pupils' fluid intelligence. The results and implications are discussed.

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.

Child engagement or engaging the child? Understanding child spectatorship on digital media platforms

Child engagement or engaging the child? Understanding child spectatorship on digital media platforms

The Influence of Interactive Digital Tools on Early Childhood Learning and Cognitive Development

This research explores the influence of interactive digital tools (IDTs) on the cognitive development and learning outcomes of children aged 3-6 years. The study focuses on how IDTs, such as educational apps and interactive e-books, foster engagement, problem-solving skills, and early literacy development in young children. The findings suggest that IDTs, when used appropriately, can enhance children’s learning experiences by offering personalized learning pathways and fostering curiosity, critical thinking, and creativity.

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.