Checklist Parent Research Articles

Parental report of vocabulary in 3- to 6-year-old Polish children: Reliable but not valid.

For over 30 years, parental reports have been used to study the vocabulary of children under 4 years of age. Research exploring parental checklists as a measure of vocabulary in older children is very limited. Typically, authors of parental checklists report the reliability of the developed tools but do not explore validity in terms of the agreement between parental assessments and the children's actual word knowledge. We aimed to explore the reliability and validity of a parental checklist for assessing vocabulary in children aged between 3 and 6 years. Furthermore, we aimed to evaluate the agreement between indirect (parental checklist) and direct (picture naming and picture recognition tasks) assessments of children's vocabulary. A group of 94 typically developing monolingual Polish-speaking children aged between 3 and 6 years were first directly tested onsite with picture naming and picture recognition tasks (Cross-Linguistic Lexical Tasks). Subsequently, the participants' parents completed an online checklist containing the same set of 128 items and marked all the words that they had ever heard in their child's spontaneous speech. The parental checklist demonstrated very high internal consistency. The scores of the parental checklist and vocabulary tasks were moderately correlated. We compared the total number of words marked by parents and the number of items correctly identified by children in the picture naming and picture recognition tasks. In picture naming, we found no difference between the children's scores and the number of words selected by parents. However, parents selected significantly fewer words than children correctly recognised in the picture recognition task. When data were analysed at the level of individual items (i.e., whether parents selected exactly the same items that children answered correctly), we found that the level of agreement was low. The level of agreement correlated negatively with the children's vocabulary; that is, the more words a child knew, the lower the agreement between the direct measure and the parental checklist. Parental checklists should be used with caution in children aged between 3 and 6 years, especially if the assessed children have a large vocabulary and if item analysis is planned. Such checklists may be of more use in younger children or in children with limited vocabulary. What is already known on the subject Parental checklists are commonly used to assess the vocabulary of children younger than 4 years of age. Previous research has indicated that parental checklists are reliable in terms of internal consistency and valid in terms of predictive and convergent validity. What this paper adds to the existing knowledge This study introduces a parental checklist designed for assessing the vocabulary of monolingual Polish-speaking children aged between 3 and 6 years. Statistical analyses reveal that while the parental checklist exhibits high reliability, and the scores on the checklist correlate with direct measures of vocabulary, the agreement between parental reports and direct vocabulary measures (i.e., validity) is notably low, particularly when examining individual test items. What are the clinical implications of this work? These findings underscore the importance of exercising caution when using parental vocabulary checklists with children aged between 3 and 6 years. These checklists can serve as a replacement for direct vocabulary tests only when the general/overall score is needed. However, when specific words are the subject of interest, parental reports may not be a valid measure.

The Contribution of Noun and Verb Lexicon Sizes to Later Grammatical Outcomes in Mandarin-Speaking Children With Cochlear Implants.

The present study evaluated the applicability of the sentence-focused framework to Mandarin-speaking children with cochlear implants (CIs) by examining the relative contribution of receptive/expressive noun and verb lexicon sizes to later grammatical complexity. Participants were 51 Mandarin-speaking children who received cochlear implantation before 30 months of age. At 12 months after CI activation, parents were asked to endorse words that their child could understand only or understand and say using the infant version of the Early Vocabulary Inventory. At 24 months after CI activation, parents were asked to endorse the grammatical structures that their children were able to say using the Grammatical Complexity subtest in the Mandarin Communicative Development Inventory-Taiwan. Children's receptive/expressive noun and verb lexicon sizes and grammatical complexity scores were computed from these parent checklists. Correlational analyses showed that children's receptive/expressive noun and verb lexicon sizes at 12 months after CI activation were all highly correlated with their grammatical complexity scores at 24 months after CI activation (ρs = .52-.63, ps < .001). Regression analyses further revealed that verb lexicon sizes at 12 months after CI activation outweighed noun lexicon sizes in accounting for grammatical complexity at 24 months after CI activation. Our findings supported the prediction of the sentence-focused framework. Emphasizing the role of verbs in early intervention has the potential to enhance grammatical outcomes in Mandarin-speaking children with CIs. https://doi.org/10.23641/asha.26129044.

Effect of Bullying on Learners with Autism Spectrum Disorder: A Case of a Selected Special Unit at the Mainstream in Kabwe Zambia

This manuscript was a study which focused on the effects of bullying learners with Autism Spectrum Disorder in mainstream. The main objectives of the study were to assess the reasons of bullying learners with autism Spectrum Disorder, to establish how bulling affected learners with autism and to find out interventions the school had to put in place to stop bullying of learners with Autism Spectrum Disorder. The study was conducted at the special unit at the mainstream and homes for learners with autism because that is where these learners were found. The study was qualitative in nature. Thus the instruments for data collection were the focused group discussion for parents, special education teachers, regular teachers and school administrators, structured interview guide for regular and Guidance teacher and lastly observation checklist for parents. The study revealed that the reasons for bulling learners with autism were as a result of failing to socialize with peers, being violent towards friends and having an antisocial behavior, failing to speak properly when with friends and not looking at the person they were talking to. The study also established the negative effects bulling had on these leaners such as increased violence, changing of antisocial behavior from bad to worse, they became more depressed and their low self-esteem became worse too. With regards interventions that were put in place by the school to stop bullying of learners with autism, the school plan helped learners develop and regain their loss of confidence by involving them in school activities such as academic work and giving them simpler work and reward them through praise or giving them something for doing something commendable, by helping them improve on their social interactions through encouraging them to interact more frequently with peers in order to correct their lost confidence. Suggested recommendations from the study includes, putting up a deliberate policy by the school to help autistic learners develop commutative skills, socialize frequently and positively with peers at least every day. Introduction of anti-bullying club at school to make other learners respect and accept these children’s condition without segregation. It was also recommended that the future study on the effects of bulling learners with autism in the mainstream would be necessary to establish more challenges faced by these learners in the mainstream and the research concerning autistic learners should be included in all mainstream schools in central province of Zambia in order to help these learners fully.

A Comparison of Expressive Vocabulary in Spontaneous Language Sample and Parent Checklist of Young Children with Autism Spectrum Disorder

Objectives: This study aims to examine the differences in vocabulary abilities in children with autism spectrum disorder (ASD) using a parent checklist and spontaneous language analysis.Methods: Participants included 10 children with ASD, aged 18-30 months, and 10 typically developing children matched for language age. Data were collected using the Korean version of the MacArthur-Bates Communicative Development Inventory (K M-B CDI) vocabulary checklist and spontaneous language analysis. The total number of vocabulary and the number of 5 word classes of vocabulary were measured and a repeated measures analysis of variance (ANOVA) and Pearson correlation analysis was performed to compare the two groups.Results: Children with ASD demonstrated a higher total vocabulary according to the parent checklist compared to typically developing children. However, there was no significant difference in the results of spontaneous language analysis. While the parent checklist indicated higher vocabulary across all five word classes for ASD children, spontaneous language analysis revealed that they predominantly used nouns and verbs, with fewer occurrences of determiners, independent words, and relational words. Moreover, the vocabulary overlap between the two methods was lower in the ASD group compared to the typically developing group. Conclusion: This study highlights the challenges faced by children with ASD in appropriately using their known vocabulary. It emphasizes the importance of considering not only the parent checklist but also analyzing spontaneously used vocabulary in real communication situations. This integrated approach may provide valuable insights for developing personalized interventions and therapeutic strategies for language development in children with ASD.

Behavioral and Emotional Problems in Children and Adolescents with Obesity: A Preliminary Report.

Parent-child agreement regarding emotional and behavioral problems in adolescents with obesity was measured. One hundred Italian adolescents with obesity (36 males, 64 females, mean age ± SD: 15.3 ± 1.61 years, mean body mass index, BMI: 37.9 ± 5.48 kg/m2), hospitalized for a 3-week multidisciplinary body weight reduction program at Istituto Auxologico Italiano, Piancavallo-Verbania, Italy, and one of their parents (n = 100, 40 fathers, 60 mothers) participated in the study. Achenbach's Child Behavior Checklist (CBCL) for parents and the Youth Self Report (YSR) for teens were administered. Most of the CBCL and YSR scores were normal, with more borderline and clinical scores being found in CBCL (29% of borderline scores in attention problems, 28% in affective problems, and 26% in ADHD; 32% of clinical scores in affective problems, 23% in withdrawn/depressed, and 22% in anxiety problems and somatic complains subscales) than in YSR (19% of borderline scores in affective behaviors and 17% in somatic complains; 15% of clinical scores in anxiety problems and 17% in withdrawn/depressed subscale). Young females reported greater anxiety problems (p = 0.009), oppositional defiant problems (p = 0.029), anxiety/depressed (p = 0.030), and internalizing problems (p = 0.045) than males. Pearson's coefficients ranged between 0.273 to 0.517. This study provides information on the cross-informant evaluation of psychological profiles with CBCL and YSR in a clinical sample of adolescents with obesity and their parents.

Investigation of the Impact of Dyslexia on Mathematics Achievements Among Secondary Level Students in Nepal

Dyslexia, a specific learning difficulty, has a profound impact on reading skills, language processing and mathematical abilities. It hampers word recognition, spelling, comprehension and decoding skills. The objective of this study was to ascertain the occurrence of dyslexia and its influence on mathematics achievement among secondary school students in Nepal. A mixed-method research design was employed for this purpose. The sample included 904 students from grade IX selected randomly. To identify dyslexic students, quantitative data was collected using adapted assessment tools such as the dyslexic student’s checklist for teachers (DSCT), dyslexic students’ checklist for parents (DSCP) and dyslexia identification self-assessment questionnaire (DISQ). These tools were utilized to screen for dyslexia. Qualitative data was gathered through an observation checklist and semi-structured interviews with selected students to verify the presence of dyslexia. The findings of the study revealed a prevalence rate of 5.53% for dyslexic students at the secondary level, with a slightly higher prevalence among male students (5.94%) compared to female students (5.22%). Moreover, the research demonstrated that dyslexic students exhibited significantly lower achievement scores in mathematics when compared to their non-dyslexic peers.

Word usage as measured by parental checklists and language samples: trends, comparisons, and implications.

Although parental checklists are well-known for their potential in indexing young children's lexicon size, they can also be used to track children's acquisition of individual words. Word-level data can be used to identify the checklist words most and least commonly employed across groups of children. Like parent-completed vocabulary checklists, samples of spontaneous language use collected from multiple children can also generate measures of word commonality, concerned with the numbers of children producing individual words. To our knowledge, comparisons of word usage as determined by parental checklist and language sample data obtained in parallel from the same children have not been carried out. Also scarce in the empirical literature are item-level analyses of early bilingual lexicons that explore word usage across two emerging languages. The present study aimed to contribute toward bridging both gaps through the analysis of data generated by a bilingual Maltese-English adaptation of the vocabulary checklist of the MacArthur Communicative Development Inventories: Words and Sentences (CDI: WS) and spontaneous language samples for the same children. An additional objective was to derive implications for revising the current version of the vocabulary checklist, in preparation for its eventual standardization. For 44 Maltese children aged 12, 18, 24, and 30 months, the words reported by their main caregivers on the vocabulary checklist were identified, along with their respective semantic categories. For the same children, 20-min language samples obtained during free play with the caregiver were transcribed orthographically. Words identified through parental report and language sampling were analyzed for commonality, i.e., the number of children producing each word. Comparison of the word usage patterns obtained through both methods indicated differences in the words most commonly sampled and those most commonly reported, particularly in relation to grammatical categories. Notwithstanding these differences, positive and significant correlations emerged when considering all grammatical categories and languages across commonality levels. The commonality scores based on parental checklist data have implications for reconsidering the length and language balance of the Maltese-English adaptation of the CDI: WS vocabulary checklist. Sampled word usage patterns can contribute additional objectivity in updating the reporting instrument in preparation for its eventual standardization.

Emotional and Behavioral Problems among Preschool Children

It is essential to recognize the rapid pace of growth and maturation from birth to age 5, which has multiple implications for assessment and treatment. For the primary types of problem behaviour discussed in this chapter (i.e., disruptive and emotional problems), identification and diagnosis based purely on child behaviour have been shown to have limited stability and prognostic implications until at least 24 months of age. Objectives To assess psychological issues (behaviour and psychological problems) among preschool children and To find out the relationship between psychological issues with child and parent personal characteristics (age, gender, father life, mother live, father job, mother job, level of education, residence area, and monthly income). Methodology A descriptive design cross-sectional study was carried out throughout the present study to identify psychological issues among preschool children, starting from 1st February 2018 to 1st May 2018 in Najaf city. A non-probability purposive sample of (269) children with psychological issues among preschool children, who were children of the schools of education directorate at Najaf. The data are collected through the use utilization of the developed questionnaire and utilizing a checklist technique, which consists of two parts (1) A socio-demographic characteristics form that consists of 10 items (2) Child Symptom Inventory-4 (CSI-4) is a DSM-IV-referenced rating scale that screens for emotional and behavioural symptoms of childhood disorders. Parent (97 items) and teacher versions (77 items). The CSI-4: Parent Checklist contains screens for 15 emotional and behavioural disorders, and the CSI-4: Teacher Checklist contains screens for 13 emotional and behavioural disorders. The CSI-4 can be scored to derive Symptom Count Scores or Symptom Severity scores. The reliability of the questionnaire is determined through a pilot study and the validity through a panel of (15) experts. Results The findings of the present study indicate that preschool children's socio-characteristics affect the emotional and behavioural problems domains. The maximal effect is presented by the father and mother characteristics domains. There is a significant relationship between a live father, alive mother, father job, and mother job with emotional and behavioural symptoms of childhood disorders domains. There is a non-significant relationship between the age of the child, gender, class number, and sequence of a child with emotional and behavioural symptoms of childhood disorders domains. Conclusion: The study concludes that the emotional and behavioural symptoms of childhood disorders most commonly occurs among preschool children in male than in the female child. Emotional and behavioural problems in children most occur at the age of five years. Behavioural problems in children do not affect a child's age, gender, and sequence. Also, the study confirmed that the behavioral problems of children affect negatively the parent's jobs. Recommendations The study recommends providing support for families of children with emotional and behavioural problems, especially psychological ones, and working on introducing caregivers to know wide information about the early detection of emotional and behavioural problems in children to prevent them and ways to deal with behaviours of odd and Family to Family Education Programs to existing services in community mental health programs. And health-oriented mass media approach should be employed by the Ministry of Health and Ministry of Education to increase population knowledge and awareness about emotional and behavioural problems among preschool children.

Continuous Theta-Burst Stimulation in a 9-year-old girl with a history of neurotoxicity after Acute Lymphoblastic Leukemia B

IntroductionTranscranial Magnetic Stimulation is a non invasive brain stimulation technique used for several neuropsychiatric conditions. The treatment of Acute Lymphoblastic Leukaemia (ALL) involves many cytotoxic drugs that inhibit the rapid growth of cancer cells, but also damage healthy cells, resulting in a wide range of adverse effects (Śliwa-Tytko et al., 2022). Studies have shown that approximately 10-30% of paediatric ALL patients suffer from psychiatric disorders. Therefore, new therapeutic tools are needed, and repetitive transcranial magnetic stimulation (rTMS) has demonstrated tolerability, effectiveness and safety in children (Allen et al., 2017).ObjectivesWe discuss the first case of a 9-year-old girl diagnosed with acute lymphoblastic leukaemia B in who underwent Continuous Theta-Burst StimulationMethodsCase Presentation. In this study, we describe a case of a 9-year-old girl diagnosed with acute lymphoblastic leukaemia B in November 2016 who completed treatment in July 2019. Since April 2018 she presented symptoms of intracranial hypertension and encephalopathy with behavioural alterations, attention deficit secondary to toxicity. Psychotic outbreaks after toxicity from different treatments was also present. Since starting pericyazine (July 2022) there has been a slight improvement, but her symptoms continue to have a severe impact in her daily functioning. Baseline developmental profile assessed with the Battelle Inventory was significantly below the expected level in all developmental areas except for gross motor skills. Treatment. The TMS intervention consisted of the application on right DLPFC (F4), inhibitory cTBS protocol (5Hz bursts and 3 pulses of 50 Hz each). The protocol consisted in delivering 2 sessions per day for 15 days (separated by 55 minutes), 4 minutes per session (3600 pulses/session), 30 sessions in total. An intensity of 100% of resting motor threshold (C4). TMS was performed with the Magventure Magpro X100 MagOption equipment, Cool DB-80 double cone coil. The Child Behaviour Checklist (CBCL) for parents was used to assess intervention effects.ResultsCBCL results reflect improvements in both internalising and externalising total scores after treatment. Specifically, the patient presents clinically significant decreases in several dimensions such as anxious/depressed symptoms, somatic complaints, and social problems. No adverse effects have been reported since the beginning of the intervention.ConclusionsInternalising and externalising behaviours severity were reduced after 30 TMS sessions. In accordance with the latest systematic reviews on the safety of TMS in the paediatric patient (Zewdie et al, 2020) we propose the development of paediatric guidelines to offer this technique to patients with a history of intolerability or poor drug response.Disclosure of InterestNone Declared

Impact of Environment on Motor Function and Methods of Mobility in Children with Cerebral Palsy: A Cross-sectional Study

Introduction: Activities of Daily Living (ADL) in children with Cerebral Palsy (CP) include a variety of environmental settings. Environmental setting plays an important role in clinical assessment and therapeutic intervention to improve the mobility in children with CP. There are various environmental factors like movable surfaces, stairs, carpeting, physical obstacles, which facilitate or constrain the mobility of children with CP. Aim: To study the differences in motor function and gait speed at different environmental settings and find out the usual mobility methods of children with CP in home, school and community settings. Materials and Methods: A cross-sectional study was conducted in the Outpatient Department (OPD) of Paediatrics at Rajah Muthiah Medical College and Hospital, Annamalai University, Chidambaram, Tamil Nadu, India. The duration of the study was seven months, from February 2022 to August 2022. A total of 50 CP children aged between 4-12 years were included and demographic details were collected. Type of CP, gross motor function, gait speed and methods of mobility were evaluated at home, community and school in all the children with CP. Gross Motor Function Measurement (GMFM 88-E), One-Minute Walk Test (1MWT) and parent checklist for mobility methods were used as outcome measures to collect the data and analysed with Wilcoxon signed-rank test and Friedman test. Results: The mean age of the study population was 8.34±1.62 years, which included 29 (58%) male children and 21 (42%) female children. Gross motor function and gait speed varied across the environment and statistically significant differences (p-value=&lt;0.001) were observed in the home, community and school. Results related to methods of mobility showed that, most of the children, 38 (76%) walk alone in the home and are carried by adults in the community 30 (60%) and use all mobility methods in school. Conclusion: The present study concluded that, the gross motor function, gait speed and methods of mobility varied across the different environmental settings (home, community and school). Motor function and gait speed were better at home, followed by the school than the community. The common method of mobility was walking alone at home and being carried by adults in the community

Psychiatric Diagnoses and Medications in Wolfram Syndrome.

Wolfram Syndrome is a rare genetic disorder usually resulting from pathogenic variation in the WFS1 gene, which leads to an exaggerated endoplasmic reticulum (ER) stress response. The disorder is typically characterized by diabetes insipidus, diabetes mellitus, optic nerve atrophy, hearing loss, and neurodegenerative features. Existing literature suggests it may also have psychiatric manifestations. To examine lifetime psychiatric diagnoses and medication history in Wolfram Syndrome. Child, adolescent, and young adult Wolfram Syndrome participants (n=39) were assessed by a child & adolescent psychiatrist to determine best estimate DSM-5 lifetime psychiatric diagnoses as well as psychoactive medication history. In addition, the Child & Adolescent Symptom Inventory-5 (CASI-5) Parent Checklist was used to determine likely psychiatric diagnoses based on symptom counts in Wolfram Syndrome patients (n=33), type 1 diabetes (n=15), and healthy comparison (n=18) groups. Study participants with Wolfram Syndrome had high lifetime rates of anxiety disorders (77%). Also, 31% had an obsessive-compulsive spectrum disorder, 33% had a mood disorder, 31% had a neurodevelopmental or disruptive behavior disorder, and 31% had a sleep-wake disorder. More than half of Wolfram Syndrome participants had taken at least one psychoactive medication, and one third had taken at least one selective serotonin reuptake inhibitor (SSRI). Some individuals reported poor response to sertraline but better response after switching to another SSRI (fluoxetine or citalopram). In general, people with Wolfram Syndrome often reported benefit from psychotherapy and/or commonly used psychoactive medications appropriate for their psychiatric diagnoses. Wolfram Syndrome may be associated with elevated risk for anxiety and obsessive-compulsive spectrum disorders, which seem generally responsive to usual treatments for these disorders.

Epidemiological Study on the Early Detection of Mental Disorders in Young Children in Russia.

Assessing the risk of children developing mental, behavioral, and developmental disorders (MBDDs), including autism spectrum disorders (ASDs), as well as achieving early detection of such disorders, has become one of the most important undertakings for public mental health professionals worldwide. This study aims to evaluate the risk of developing MBDDs and the prevalence of MBDDs among young children (18-48 months old) in Russia. A two-level epidemiological screening approach was developed and adopted for the purposes of this study. At the first level, the parents of all children between 18 and 48 months old were questioned using Russian national validated Screening Checklist for Parents for Identification of the Risk of Mental, Behavioral, and Developmental Disorders in Early Childhood in nine regions of Russia (Volgograd, Kirov, Moscow, Novosibirsk, Orenburg, Tver, Chelyabinsk, Yaroslavl, and Stavropol). At the second level, children identified at the first level of screening as being at risk of developing MBDDs were assessed by a child psychiatrist on a voluntary basis and diagnosed according to the International Classification of Diseases, Tenth Revision criteria. The present study revealed that the risk of developing MBDDs stands at 13.07% or 1,307 cases per 10,000 child population aged 18-48 months, whereas the prevalence of confirmed MBDDs is 1.51% or 151 cases per 10,000 among a Russian child population aged 18-48 months. Screening for the risk of developing MBDDs, including ASDs, in Russia among very young children is a promising area of preventive medicine. This initiative allows us to develop optimal algorithms for specialized care measures that could help prevent the development and aggravation of children mental health issues.

Externalizing Behavior Problems Among Hui Ethnicity Left-Behind Children in Rural China: A Cross-Sectional Study.

Objective This study aimed to investigate the prevalence of externalizing behavior problems (EBPs) and its influencing factors among Hui left-behind children (LBC) in rural China. Methods A cross-sectional study was conducted among school students from the southern rural areas in Ningxia, China (2012–2013). The general self-made questionnaire, Egma Minnen av Bardndosna Uppforstran, Eysenck Personality Questionnaire (for Children), Piers-Harris Children’s Self-Concept Scale, and Achenbach’s Child Behavior Checklist (for parents) were used to investigate the related information. Binary logistic regressions were conducted. Results The prevalence of EBPs in boys Hui LBC was significantly higher than that of non-LBC (12.37% vs. 6.84%, χ2=4.09, and p=0.04). Multivariate logistic regression analysis showed that low self-awareness of behavior (odds ratio [OR]=29.78), introversion (OR=21.67) and intermediate personality (OR=15.83), poor academic performance (OR=11.65) and both parent migrating (OR=2.73) were the risk factors for the EBPs of Hui LBC, while middle and high father refusal and denial (OR=0.11, OR=0.09) were their protective factors. Conclusion Our findings suggest that both parent migrating is a potential risk factor for EBPs among Hui LBC. Hui boys LBC should be paid more attention when formulating relevant policies.

Internalizing Behavior Problems Among the Left-Behind Children of the Hui Nationality in Rural China: A Cross-Sectional Study

BackgroundThe internalizing behavior problems (IBPs) of left-behind children (LBC) due to parental migration are a widespread public health concern in China. A previous study showed that the detection rate of behavioral problems in the Hui was far higher than in the LBC of the Han nationality. However, to date, limited research has focused on IBPs in Chinese LBC of the Hui nationality. The aims of this present study are to explore the prevalence of IBPs and the influencing factors among the Hui LBC in the rural areas of China.MethodsA cross-sectional study was conducted among school students from the southern rural areas in Ningxia, China (2012–2013). The caregivers or parents assessed IBPs using Achenbach’s Child Behavior Checklist for parents. The children completed the Egma Minnen av Bardndosnauppforstran, Junior Eysenck Personality Questionnaire and Piers–Harris Children’s Self-concept Scale. Data on 383 Hui LBC aged 6–16 y were included in this study. Multivariate logistic regression analysis was used to examine the relationships between the independent variables and children’s internalizing behaviors.ResultsAmong the Hui population, the prevalence of IBPs in LBC and non-left-behind children (non-LBC) was 21.67% (83 of 383) and 18.18% (104 of 572), respectively, with no significant difference between these two groups (χ2 = 1.77 and P = 0.18). However, among males of the Hui population, the prevalence of IBPs in LBC was 22.16%, which is significantly higher than in non-LBC (14.07%; χ2 = 5.07; and P = 0.02). By controlling for gender and age, the multivariate logistic regression analysis showed that a mother highly favoring the subject (odds ratio [OR] = 2.70), average levels of neuroticism (OR = 9.01), and high levels of neuroticism (OR = 8.44) were risk factors for IBPs in Hui LBC.ConclusionOur findings suggest that IBPs among male LBC of the Hui nationality in rural China were positively related to parental migration. Positive measures should be taken to prevent IBPs of male LBC of the Hui nationality in rural China in terms of personality development and parental childrearing patterns.

Humanistic Counseling with Latinx Youth from Low-income Communities

ABSTRACT The present study investigated the influence of a humanistic school-based mental health counseling intervention (HSBMHCI) on Latinx students’ (N = 18) behavioral and emotional problems at three Title I elementary schools. Upon completion of the 10-week HSBMHCI, the study employed a single-group, pretest-posttest design to examine change in the participants’ scores for internalizing and externalizing behaviors per both parent and teacher reports. Results identified that based on Child Behavior Checklist parent reports, the participants’ internalizing (ƞ2 = .497), externalizing (ƞ2 = .401), and total problem (ƞ2 = .575) scores exhibited significant improvement over time. However, teacher reports identified no change in the participants’ problem scores. In addition, no correlation was identified between parent and teacher report scores at posttest.

Excessive screen time is associated with emotional lability in preschool children.

Previous studies have found that excessive screen time or early screen exposure is associated with poor attention, lack of behavioral control, delayed language and deficit in executive functions. The aim of this study was to investigate the relationship between screen time and emotion regulation skills, which is one of the important life components affecting the social relations of children aged 2 to 5 years. This cross-sectional descriptive study was carried out in a university hospital between January 1, 2018 and March 1, 2018. Mothers of healthy children aged 2-5 years with a daily screen time of less than 1 hour or over 4 hours were included in the study. A structured survey and the Emotion Regulation Checklist for parents were applied to the mothers who agreed to participate. Of 240 children participating in the study, 98 (40.8 %) had ≥4 hours of screen time. Caring by mother, age at first screen exposure 12 months and older, not co-viewing with parents were found to be associated with ≥ 4 hours of screen time (p = 0.002, p = 0.002, p = 0.012, respectively). The ratio of participants with highlability/ negativity (L/N) score was significantly higher in children with screen time of ≥ 4 hours and not co-viewing with parents (p = 0.004, p = 0.033, respectively). This study investigating the relationship between the emotion regulation skill and screen time revealed that excessive screen time is associated with emotional lability in this early childhood period.

Positive Parenting Behaviors: Impact on the Early Vocabulary of Infants/Toddlers With Cochlear Implants.

Purpose To extend our knowledge about factors influencing early vocabulary development for infants with cochlear implants (CIs), we investigated the impact of positive parenting behaviors (PPBs) from the Indicator of Parent Child Interaction, used in parent-child interactions during everyday activities. Method Implantation age for the sample recruited from CI clinics in Australia ranged from 6 to 10 months for 22 children and from 11 to 21 months for 11 children. Three observation sessions at three monthly intervals were coded for use of PPBs. Children's productive vocabulary, based on the MacArthur-Bates Communicative Development Inventories parent checklist, was collected approximately 6 and 9 months later. A repeated-measures negative binomial generalized linear mixed-effects model was used to investigate associations between the total PPBs per session, covariates (maternal education, gender, and time since implant), and the number of words produced. In follow-up analyses with the PPBs entered separately, variable selection was used to retain only those deemed informative, based on the Akaike information criterion. Results As early as Session 1, associations between the PPBs and vocabulary were identified. Time since implant had a positive effect. For different sessions, specific PPBs (descriptive language, follows child's lead, and acceptance and warmth) were identified as important contributors. Conclusions Complementing previous findings, valuable information was identified about parenting behaviors that are likely to impact positively the early vocabulary of infants with CIs. Of importance is providing parents with information and training in skills that have the potential to help create optimal contexts for promoting their child's early vocabulary development.

DIagnosys: An Analytical Framework for the Identification of Elementary School Students with Intellectual Disability

The identification of mild Intellectual Disability (ID) usually occurs late when the demands intrinsic to literacy reveal the typical signs to the educators. The study had two phases. The first phase aimed at developing a computation system (framework), named DIagnosys, an instrument designed to help educators identify students with characteristics compatible with ID, and to describe the operational, tactical, and strategic levels. The second phase verified the framework predictive sensitivity, using an artificial intelligence algorithm. For that purpose, the framework was applied in 51 teachers and their 1,758 students of 2nd and 4th grade, and their respective parents. We collected data using a checklist of signs compatible with ID, the Brief Problem Monitor (teacher and parent versions), the Wechsler Abbreviated Scale of Intelligence, and medical evaluation. The statistical analysis using a Confusion Matrix showed an accuracy of 82 and 95% for teacher and parent checklists, respectively. The decision-making model showed high indexes of sensitivity, providing evidence that teachers can be protagonists of the teaching-learning process mobilizing the parents to use the health care services.

Understanding children with Behavioral Inhibition

Behavioral inhibition (BI) is a temperament trait characterized by extreme fear in the face of novelty. BI has been associated with the development of mental disorders. However, there is a lack of research examining the socioemotional and behavioral characteristics of behaviorally inhibited children both in family and school settings. For a more comprehensive and in-depth overview of children’s behavior in each of these contexts, this study has collected data from both parents (mother and father – family setting) and from teachers (educational environment). The sample consisted of 109 children aged between four and six years old. Multi-informant approach was used: all fathers, mothers and teachers completed both the Preschool Behavioral Inhibition Scales, the Child Behavior Checklist for parents and teachers, and the Behavior Assessment System for Children and Adolescents. Our findings revealed that children classified as BI exhibit less socioemotional and behavioral adjustments than their uninhibited peers both in family and school contexts. Further, the shyness variable seemed to be strongly associated with behavioral inhibition, regardless of informant and context.

Chinese Translation and Validation of the Child and Adolescent Sleep Checklist for Parents

Chinese Translation and Validation of the Child and Adolescent Sleep Checklist for Parents