Identification Of Children Research Articles

Identification of Children at Very Low Risk of Clinically-Important Brain Injuries After Head Trauma: A Prospective Cohort Study

Identification of Children at Very Low Risk of Clinically-Important Brain Injuries After Head Trauma: A Prospective Cohort Study

Screening and Identification of Children and Adolescents at Risk for Depression During a Diabetes Clinic Visit

In Brief Among patients with type 1 or type 2 diabetes, depression is one of the most commonly occurring comorbid conditions. A dual diagnosis of depression and diabetes has been linked to poor adherence and decreased daily diabetes self-care and often leads to suboptimal metabolic control and increased diabetes-related complications. Pediatric diabetes clinicians are in a unique position to identify behavior changes over time and provide early identification and preventive intervention for children and adolescents at risk for depression. This article provides an overview of the differential diagnosis process that pediatric clinicians face and practical advice for providers when evaluating and addressing depressive symptoms during routine diabetes clinic visits.

Cause for Hope or Despair? Limits to Theory and Policy in Relation to Contemporary Developments in Promoting Mental Health and Well-Being in Schools in the UK and Implications for Children's Rights

In recent years increased anxiety has been expressed about the apparent deterioration in children's social and emotional well-being in contemporary Western society. This anxiety has stimulated significant investment by governments and other agencies in policy initiatives and programmes aimed at promotion of children's mental health and early identification of mental disorder. A widespread consensus has emerged that the school is a ‘natural’ setting for such intervention, and so the best place to target resources and effort. Almost universally it is assumed that such initiatives are an unequivocal ‘good’. This challenges both assumptions, and offers a critical social scientific analysis of policy developments in the UK with particular reference to power, politics and the implications for children's rights.

Demographic Factors Associated With the Early Identification of Children With Special Needs

Early and accurate identification of special needs, coupled with an appropriate course of treatment and educational plan, is important to academic progress, in particular for economically disadvantaged children with fewer family resources to catch up if they fall behind. A first step in improving mechanisms to promote early identification is to uncover factors influencing the timing of identification. This study investigates how early identification—defined as identification prior to kindergarten entry—varies by demographic characteristics. Using data from the California Department of Education, the authors find systematic differences in the timing of identification, even after adjusting for disability and other factors. Girls are less likely to be identified with special needs prior to kindergarten entry than boys. African Americans are less likely than children of other races to be identified early, despite disproportionately high overall identification rates. English learners are less likely than non-English learners to be identified early.

Stress, Supportive Interviewing, and Children's Identification Accuracy

Although little is known about the effects of stress on children’s lineup identification accuracy, stress appears to be detrimental to adults’ identification accuracy. If stress is similarly detrimental to children, it is important to understand why such effects occur and, if possible, identify ways to mitigate these effects. The current study investigated the effects of stress on children’s identification abilities and whether interviewer-provided social support moderated these effects. 159 7-8 and 12-14 year olds completed a high or low stress version of a challenging laboratory task that involved interacting with an adult male and female experimenter. Two weeks later, children’s memory for the interaction, including the identity of the male experimenter via a photo lineup, was examined. Lineups varied in whether the identification target was present or absent, and interviewers behaved in either a supportive or nonsupportive manner. Identification accuracy, especially in terms of correctly rejecting the target absent line ups, was highest among children who experienced the high stress laboratory task and were later interviewed in a supportive manner. Results have implications for forensic settings in which child witnesses are asked to identify a perpetrator encountered under stressful circumstances.

Identification of Children With Language Impairment: Investigating the Classification Accuracy of the MacArthur–Bates Communicative Development Inventories, Level III

This study tested the accuracy with which the MacArthur-Bates Communicative Development Inventories, Level III (CDI-III), a parent report measure of language ability, discriminated children with language impairment from those developing language typically. Parents of 58 children, 49 with typically developing language (age 30 to 42 months) and 9 with language impairment (age 31 to 45 months) completed the CDI-III, a 2-page questionnaire that includes 100 vocabulary items, 12 sentence pairs, and 12 questions regarding linguistic concepts. A discriminant analysis indicated that the CDI-III total score together with age classified children into language status groups with 96.6% accuracy overall. The corresponding likelihood ratios supported this strong level of accuracy, although precision may not be as high as indicated by broad confidence intervals. Results of this study contribute to the accumulating evidence on the types of valid inferences that may be made from the CDI-III, specifically its classification accuracy. Further research should continue to investigate classification accuracy in larger samples with broader maternal education levels and with different types of language impairments. Additional research should also investigate the classification accuracy when the CDI-III is used in combination with other tests.

Racial/Ethnic Disparities in the Identification of Children With Autism Spectrum Disorders

We sought to examine racial and ethnic disparities in the recognition of autism spectrum disorders (ASDs). Within a multisite network, 2568 children aged 8 years were identified as meeting surveillance criteria for ASD through abstraction of evaluation records from multiple sources. Through logistic regression with random effects for site, we estimated the association between race/ethnicity and documented ASD, adjusting for gender, IQ, birthweight, and maternal education. Fifty-eight percent of children had a documented autism spectrum disorder. In adjusted analyses, children who were Black (odds ratio [OR] = 0.79; 95% confidence interval [CI] = 0.64, 0.96), Hispanic (OR = 0.76; CI = 0.56, 0.99), or of other race/ethnicity (OR = 0.65; CI = 0.43, 0.97) were less likely than were White children to have a documented ASD. This disparity persisted for Black children, regardless of IQ, and was concentrated for children of other ethnicities when IQ was lower than 70. Significant racial/ethnic disparities exist in the recognition of ASD. For some children in some racial/ethnic groups, the presence of intellectual disability may affect professionals' further assessment of developmental delay. Our findings suggest the need for continued professional education related to the heterogeneity of the presentation of ASD.

Early Identification of Children at Risk for Developing Posttraumatic Stress Symptoms Following Traumatic Injuries

Child injuries are the largest cause of morbidity and mortality among youth in the United States. However, there has been less research attention focused on psychiatric sequelae of serious childhood injuries than on other types of childhood trauma. This article reviews psychiatric sequelae following childhood injury and examines the risk and resilience factors relative to developing posttraumatic stress symptoms following a traumatic injury. Practical applications of risk and protective factors are illustrated through a hospital consultation regarding a 12-year-old girl who sustained an injury following an accident with a lawn mower. Diagnostic and clinical implications regarding psychiatric sequelae following childhood injuries are discussed.

A Study on Speaker Identification of Children with Cochlear Implant

A Study on Speaker Identification of Children with Cochlear Implant

Identification of Children’s Stuttered and Nonstuttered Speech by Highly Experienced Judges: Binary Judgments and Comparisons With Disfluency-Types Definitions

The purposes of this study were (a) to determine whether highly experienced clinicians and researchers agreed with each other in judging the presence or absence of stuttering in the speech of children who stutter and (b) to determine how those binary stuttered/nonstuttered judgments related to categorizations of the same speech based on disfluency-types descriptions of stuttering. Eleven highly experienced judges made binary judgments of the presence or absence of stuttering for 600 audiovisually recorded 5-s speech samples from twenty 2- to 8-year-old children who stuttered. These judgments were compared with each other and with disfluency-types judgments in multiple interval-by-interval assessments and by using multiple definitions of agreement. Interjudge agreement for the highly experienced judges in the binary stuttered/nonstuttered task varied from 39.0% to 89.1%, depending on methods and definitions used. Congruence between binary judgments and categorizations based on disfluency types also varied depending on methods and definitions, from 21.6% to 100%. Agreement among highly experienced judges, and congruence between their binary judgments of stuttering and categorizations based on disfluency types, were relatively high using some definitions and very low using others. These results suggest the use of measurement methods other than those based on disfluency types for quantifying or describing children's stuttering. They also suggest both the need for, and potential methods for, training to increase judges' accuracy and agreement in identifying children's stuttering.

Moving Targets: The Effect of Animation on Identification of Action Word Representations

This study examined the conditions under which action representations – presented in both static and dynamic formats – were most readily identified. Preschoolers without disabilities selected graphics corresponding to a spoken word from a computerized four-choice array. Although pre-tests confirmed that the children had all of the stimulus words in their lexical repertoires, their demonstration of that knowledge when the stimuli were presented in graphical form was less robust. The children were generally more challenged by the static representations than the dynamic ones, and their performances were most accurate with the most realistic dynamic representations. A developmental effect was noted, as children's symbol identification became more accurate across the range of representational forms as they got older.

Children's subjective identification with social groups: a self‐stereotyping approach

We contend that previous work on children's identification with social groups has looked at the mere categorization of the self in group terms and not subjective identification properly conceived. Drawing upon self-categorization theory, the present research operationalizes identification as self-stereotyping (i.e. the ability to conceive of the self in group-relevant terms). Children's self-stereotyping was explored in two studies using gender as the relevant ingroup. Study 1 required 5-, 7- and 10-year-old children, on two separate occasions, to rate their similarity to, and difference from, same-sex peers. Relative to the control condition, when gender had been made salient, children perceived significantly greater similarity, and smaller difference, between themselves and same-sex peers, thus providing evidence of a capacity for self-stereotyping and, hence, for subjective identification with a social category. Similarly, Study 2 sought trait ratings of the self both when gender had been made salient and when it had not. Boys of all ages (though not girls) rated ingroup-stereotypical traits (such as bravery and strength) to be more characteristic of the self when gender was salient than when it was not. Together, these findings suggest that the capacity for subjective identification with social groups is present at least by the age of 5 years. Moreover, they demonstrate that children's self-conceptions are contextually variable.

The effects of Storybook Reading on word identification of Children with Cerebral Palsy

The effects of Storybook Reading on word identification of Children with Cerebral Palsy

Finding a safe place to cross the road: the effect of distractors and the role of attention in children's identification of safe and dangerous road‐crossing sites

AbstractNegotiating traffic requires the ability to focus attention on the traffic environment and ignore distracting stimuli. The aims of this study were (1) to examine the effect of distractors on children's ability to identify safe and dangerous road‐crossing sites and (2) to examine the relationship between identification of safe/dangerous sites and attention (selective attention, attention switching, sustained attention and divided attention). Participants were 88 children (aged between 6 and 11 years) and 29 adults. Ability to identify safe and dangerous road‐crossing sites was assessed using computer presentations of sites with and without visual and auditory distractions. Measures of attention were examined using the Test of Everyday Attention (child and adult versions). The ability to identify safe and dangerous road‐crossing sites and performance on the attention tests were found to improve with increasing age. Correct identification of safe/dangerous road‐crossing sites was related to selective attention and divided attention for children but not for adults. Road safety training should take into account the development of these skills. Copyright © 2007 John Wiley & Sons, Ltd.

Posttraumatic stress disorder symptoms following media exposure to tragic events: Impact of 9/11 on children at risk for anxiety disorders

With the extensive media coverage on September 11, 2001, adults and children indirectly witnessed the terrorist attacks leading to the deaths of almost 3,000 people. An ongoing longitudinal study provided the opportunity to examine pre-event characteristics and the impact of this media exposure. We assessed symptoms of PTSD in 166 children and 84 mothers who had no direct exposure to the 9/11 attacks. The sample included children who had parents with or without anxiety and mood disorders, and who had been assessed for the presence or absence of temperamental behavioral inhibition (BI). We found a 5.4 percent rate of symptomatic PTSD in response to 9/11 in children and 1.2 percent in their mothers. Children's identification with victims of the attack, and for younger children, the amount of television viewing predicted increased risk of PTSD symptoms. Parental depression was associated with higher symptoms, and pre-event levels of family support was associated with a lower risk for PTSD symptoms. BI in children was also linked to lower rates of PTSD symptoms, suggesting that a cautious and fearful approach to novelty may offer protection against exposure to media-based traumatic images. Media viewing of tragic events is sufficient to produce PTSD symptoms in vulnerable populations such as children. Given the links between PTSD symptoms and viewing habits, parental monitoring of media exposure may be important for younger children.

Children's and adults' eyewitness identification accuracy when a culprit changes his appearance: Comparing simultaneous and elimination lineup procedures

Adults' (N = 239) and children's (N = 177, age range 8–13 years) identification abilities were examined when a culprit underwent a change in appearance following the commission of a crime. Simultaneous and elimination lineup procedures were compared to determine the reliability of each under ‘change in appearance’ conditions. Participants viewed a staged, videotaped theft and then examined a target‐present or ‐absent lineup. Correct identifications (target‐present lineups) decreased following a change in appearance regardless of age of witness and lineup procedure. Children's correct rejection rates (target‐absent lineups) were lower than those of adults. The elimination procedure compared with the simultaneous procedure was more effective at increasing correct rejections when the lineup members matched the culprit's appearance for children and adults. When lineup members did not match the culprit's appearance, correct rejection rates were similar across the two identification procedures for both aged groups.

Children's identification of faces from lineups: The effects of lineup presentation and instructions on accuracy.

The authors investigated whether the type of lineup and instructions given to children 6-7 or 9-10 years of age affected their identification accuracy. Children witnessed a man stealing property and were later asked to identify him in either photo or video lineups. Some lineups contained the target and some did not. Two lineup procedures were used (standard or elimination), and 2 types of instruction were used (standard or cautioning about false identification). Standard lineups with cautioning instructions decreased target-absent errors with no associated reduction in correct identifications, but elimination lineups did not. Lineup media had an interaction effect whereby correct identifications were reduced in video but not photo elimination lineups. The results are discussed in a forensic context.

Children's Susceptibility to Misidentifying a Familiar Bystander From a Lineup: When Younger is Better.

Children from 5 to 12 years of age (N = 779) were shown a videotape where a preschool teacher has money stolen from her wallet. Children were shown a lineup, and for children in the bystander condition, the lineup contained a familiar bystander without the thief. Children in the control condition viewed the same lineup but they had not seen the bystander in the videotape. Among the 11-12-year olds, participants in the bystander condition were significantly more likely than control participants to misidentify the familiar bystander. This effect was not found in children from 5 to 10 years of age. When children in the control condition were shown a lineup that contained the thief without the bystander, the 11-12-year olds were significantly more likely than the younger children to correctly identify the thief. These findings demonstrate that age can both increase and decrease the accuracy of children's lineup identification accuracy depending on the task at hand and the content of a lineup.

Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services

An alternative to the IQ-achievement discrep ancy model for identifying students with learn ing disabilities is the response to intervention (RTI) model. There is a growing literature base in support of the RTI model, and within the reauthorization of IDEA there is an allowance for an RTI approach whereby RTI "may" be used by school psychologists when evaluating students for special education. The research base on RTI is expanding but there has been little empirical work directed toward understanding RTI as it is implemented by school-based practitioners. The current study examined a simple three-phase RTI model. Universal screening in mathematics was used in Phase I in conjunction with a brief skill/per formance deficit assessment to identify stu dents in need of instructional intervention. In Phase II, a classwide intervention was imple mented to evaluate the extent to which poor academic performance was a function of lack of instruction. Phase III provided intensive intervention to five students who did not respond adequately to the classwide interven tion. Only one student did not respond ade quately to individual intervention.

School District Resources and Identification of Children With Autistic Disorder

We estimated the effect of community and school district resources on the identification of children with autistic disorder. Latent growth curve regression models were applied to school district-level data from one large state. The rate of identification of autistic disorder increased on average by 1.0 child per 10000 per year (P<.001), with statistically significant district variation. After adjustment for district and community characteristics, each increase in decile of school revenue was associated with an increase of 0.16 per 10000 children identified with autistic disorder. The proportion of economically disadvantaged children per district was inversely associated with autistic disorder cases. District revenue was associated with higher proportions of children identified with autistic disorder at baseline and increasing rates of identification when measured longitudinally. Economically disadvantaged communities may need assistance to identify children with autistic spectrum disorders and other developmental delays that require attention.