Parent Interviews Research Articles

The Human Connectome Project of adolescent anxiety and depression dataset

This article describes primary data and resources available from the Boston Adolescent Neuroimaging of Depression and Anxiety (BANDA) study, a novel arm of the Human Connectome Project (HCP). Data were collected from 215 adolescents (14–17 years old), 152 of whom had current diagnoses of anxiety and/or depressive disorders at study intake. Data include cross-sectional structural (T1- and T2-weighted), functional (resting state and three tasks), and diffusion-weighted magnetic resonance images. Both unprocessed and HCP minimally-preprocessed imaging data are available within the data release packages. Adolescent and parent clinical interview data, as well as cognitive and neuropsychological data are also included within these packages. Release packages additionally provide data collected from self-report measures assessing key features of adolescent psychopathology, including: anxious and depressive symptom dimensions, behavioral inhibition/activation, exposure to stressful life events, and risk behaviors. Finally, the release packages include 6- and 12-month longitudinal data acquired from clinical measures. Data are publicly accessible through the National Institute of Mental Health Data Archive (ID: #2505).

Postoperative care for children after ventilation tube surgery: A qualitative study of parents' experiences over time in Norway

ObjectiveTo explore the parents' experience of postoperative care during the first two years after ventilation tube (VT) surgery in a setting where the check-ups were conducted either by otolaryngologists or their regular general practitioner (GP). Methods55 individual interviews of parents at up to three different time points (<1, 6, and 24 months) after their child received VT-surgery, analyzed with reflexive thematic analysis. Results1. Parents' trust in the healthcare system and responsibility for booking check-ups. Nearly all parents seemed to maintain trust in the healthcare system and felt safeguarded regardless of where they had their check-ups. Still, they would prefer otolaryngologist-led care if they could choose from the top shelf. They took responsibility for seeking healthcare when needed and experienced that their GP referred their child if necessary. 2. As time goes by, parental worries are reduced. Most experienced that their child stayed healthy after surgery, and their demand for postoperative check-ups decreased. For the children who faced ongoing issues, most parents experienced that their child's challenges had been handled professionally, and they became less worried. Some parents attribute other diagnoses to their child's behavior or speech delays, refining their understanding of their child's condition. 3. The desire for closure. Parents sought reassurance about their child's recovery and desired professional evaluation for closure. While some advocated for audiometry, others trusted their own assessments about hearing. The transition to school marked a pivotal time, prompting concerns about social inclusion. ConclusionOverall, the parents experienced that their child was safeguarded irrespective of whether postoperative care was provided by otolaryngologists or GPs. Still, many preferred check-ups by an otolaryngologist. The parental worries and focus on the VTs were reduced as time went by after surgery, but even so many wanted a ‘closure’ to be sure that the hearing was as good as it could be and the VTs rejected. We advocate for an individualized approach to postoperative care that addresses specific medical needs without imposing unnecessary check-ups.

Therapist &amp; Parent Interviews to Guide the Development of GoMove: A Website for Individuals With Unilateral Cerebral Palsy

Abstract Date Presented 03/22/24 Therapists and parents of children with unilateral cerebral palsy were interviewed to seek input on creating a mobile website. The interviews provided valuable information about the functionality, features, content, and naming of the website. Primary Author and Speaker: Angela Shierk Additional Authors and Speakers: Heather Roberts Contributing Authors: Youstina Habeeb, Madison Trahan, Nancy Clegg, Mauricio R. Delgado, Nigar Dursan, Cigdem Cekmece, Marcin Bonikowski, Weronika Pyrzanowska, Jorge Carranza, Gabriela Granados Garcia

How Do Socioeconomic Differences Among Low-Income and Racially Minoritized Students Shape Their Engagement and Access in School Choice Systems?

Socioeconomic differences among low-income and racially minoritized students may be consequential for understanding the dynamics of school choice—especially in high-poverty and racially segregated urban contexts that are often targeted by school choice policies. Yet school choice research largely focuses on differences between groups and relies on measures that broadly categorize students as low-income or not. Drawing on parent interviews in Detroit, this study describes socioeconomic differences among low-income and racially minoritized families and examines how those differences relate to their engagement in the school choice process. While families faced a similar landscape of choice, relied on similar types of resources, and did not have drastically different preferences, relative socioeconomic disadvantages translated to more constrained access and engagement in school choice.

Turkish parents’ perspectives on the roles and responsibilities of paraeducators: framing experiences

Objectives Paraeducators provide crucial support for individuals with special needs in inclusive educational settings, but their roles and responsibilities lack clarity. The resulting ambiguity emphasizes the need for clear role definitions. In inclusive education, paraeducators are perceived as the individuals who are most in communication with families. In this process, the perspectives of parents, who are important stakeholders, are crucial. Our purpose in this study was to examine the experiences and perspectives of parents with respect to the assistance given by paraeducators in inclusive educational settings. Methods We used a phenomenological research design to collect data, and we conducted semi-structured interviews with 14 parents of children with special needs. We reached the participants through snowball sampling. We collected the data using a 11-item Parent Interview Form developed based on the literature and expert opinion. We analyzed the data through thematic analysis. Results Data analysis revealed five themes: (a) preservice process; (b) employment process; (c) experiences and views related to roles and responsibilities during school time; (d) experiences and views related to roles and responsibilities outside of school time; and (e) expectations, needs, and recommendations. Conclusions The findings emphasize the importance of legal regulations, clear guidelines, and standardized qualifications for employing paraeducators in schools. We found that families managed the pre-service process on their own without any support. In the service processes, paraeducators were found to take on complex and non-standard roles. Among the issues reported by families as needs were the implementation of paraeducator supports within an official structure and training programs to enhance paraeducator qualifications. Additionally, families reported financial support needs in paraeducator employment. Based on the research findings, we can propose the establishment of vocational training institutions for paraeducator training and the planning of paraeducator employment in schools by official institutions within a specific protocol framework.

Promoting Speaking Skills Through English Storytelling in Madrasah Diniyah: An Islamic Non-Formal School in Indonesia

Since English is used frequently in everyday life, exposure to it is essential in non-formal education. Using storytelling techniques and incorporating English as local content can help create a new learning environment and combat boredom that stems from formal school fatigue. This study investigated how English storytelling can enhance speaking ability and foster a positive attitude toward learning English among non-formal school students. The research involved 52 students at Madrasah Diniyah, an Islamic non-formal school in Central Java utilizing test, questionnaire, and parent interviews. The research findings showed that the English Storytelling Technique can increase students' motivation to learn in non-formal schools and also improve their speaking ability. This is evidenced by the significant improvement in students' speaking ability, increasing from the initial level of 55% to 87% at the final level. The student's parents believe that because the Islamic non-formal school offers English language instruction, their children are more encouraged to learn the language. Therefore, the study suggests that the exposure of English learning should be given more and intensively to non-formal school in the future learning.

The path from home to school: study on migrant workers' children in Haining, Zhejiang Province

With the rapid development of urbanization in China, the number of migrant workers is increasing. As a result, the problem of whether children move with them has arisen, which has led to the emergence of a group of children who are in urgent need of child-friendly attention. At the institutional level, the most important measure of the Chinese government is to ensure the enrollment of migrant children, but now the institutional optimization is not enough. For example, the ' enrollment difficulty ' still exists, and many migrant children are forced to go to schools far away from home. This also leads to the lack of non-institutional level, such as the long distance to school so that these children cannot go to school independently. Through the data of parent interviews and behavior logs, this study verifies that the transfer of children significantly increases the cost of childcare for migrant workers, indirectly verifies the importance of school distance, and proposes that schools and matching public service facilities should be configured near industrial parks where migrant children are concentrated.

Examination of the Life Habits of Preschool Children Based on Their Screen Use Patterns.

Children who open their eyes to a digital world begin interacting with screens in the early years of life. The interaction between screens and children starts from the very first moments of life and intensifies over time. The aim of this study is to examine the effects of screen use patterns on the life habits of preschool children. In this context, the relationships between problematic media use, eating habits, and self-care skills among preschool children are analyzed from various perspectives. Structured according to a mixed-methods research approach, this study employs both qualitative and quantitative research designs. The study group consists of 582 children continuing their education in preschool institutions across seven different regions and nine different provinces in Turkey, along with 20 of their parents. Random and non-random sampling methods were used to form the study group. Quantitative data were collected using the Problematic Media Use Measure, Children's Eating Behavior Inventory, and Preschool Children (36-72 months) Self-Care Skills Scale-Teacher Form, while qualitative data were gathered through a semi-structured parent interview form. The study results indicate that problematic media use and eating behaviors significantly vary according to the screen time of children, with an increase in problematic media use linked to a rise in negative eating behaviors. Parents are found to perceive the use of media devices during mealtime as a necessity, thus employing them, and believe that their children's social behaviors are shaped according to screen content.

Study Protocol: Pegasus: psychotherapy incorporating horses for ‘therapy-resistant’ adolescents with autism spectrum disorders, a study with series of randomised, baseline controlled n-of-1 trials

BackgroundFor people with autism spectrum disorder (ASD), daily life can be highly stressful with many unpredictable events that can evoke emotion dysregulation (ED): a strong difficulty with appropriately negative affect regulation. For some of the patients with ASD, treatment as usual does not prove to be effective for ED. They may be at risk of life-long impairment, development of other disorders and loss of motivation for most regular forms of therapy. A highly promising method that may prove effective for therapy-resistant individuals with ASD is Psychotherapy incorporating horses (PIH). PIH uses the interactions of the horse and the patients on the ground and does not include horseriding. While often met with prejudgment and scepticism, reports from parents and therapists as well as a recent systematic review suggest that PIH may have beneficial effects on youths with ASD. Therefore, we examine clinical outcomes both in the short and in the long terms of PIH offered to adolescents with ASD and severe ED despite regular therapy.MethodsA total of 35 adolescents aged 11–18 years with ASD will receive PIH during 15 sessions once a week with randomization to five different groups differentiating in baseline phase from 2 to 6 weeks. PIH uses horses to promote social awareness and self-awareness as well as relationship management and self-management. The primary outcome is the response to treatment on the Emotion Dysregulation Index (EDI). The secondary outcome measures include ASD symptom severity, quality of life, self-esteem, global and family functioning, and goal attainment. Assessments take place at the baseline (T0), at the end of baseline phase A (T1), after completion of intervention phase B (T2), after the end of post-measurement phase C (T3) and after one year (T4). Qualitative interviews of participants, parents and therapists will be held to reveal facilitators and barriers of PIH and a cost-effectiveness study will be performed.DiscussionThis study aims at contributing to clinical practice for adolescents with ASD and persistent emotion regulation problems despite 1.5 year of treatment by offering Psychotherapy incorporating horses in a study with series of randomised, baseline controlled n-of-1 trials.Trial registrationwww.ClinicalTrials.gov NCT05200351, December 10th 2021.

Comprehensive Analysis of Breastfeeding's Influence on Child Health Outcomes: A Cross-Sectional Study.

Background Breastfeeding is recognized as a crucial determinant of child health and development, yet its multifaceted effects remain underexplored in many contexts. This cross-sectional study investigates the association between breastfeeding practices and various health and developmental outcomes in infants and young children, focusing on exclusive breastfeeding, partial breastfeeding, and formula feeding. Done at Khyber Teaching Hospital, Pakistan, the research aims to provide comprehensive insights into the nuanced impacts of breastfeeding on child well-being. Objectives This study aims to assess the association between breastfeeding duration and practices with the incidence of infectious diseases in infants and young children. It investigates the relationship between different breastfeeding practices: exclusive breastfeeding, partial breastfeeding, and formula feeding and cognitive development outcomes in early childhood. Additionally, the study evaluates the role of breastfeeding in the development of motor skills in infants and young children. Methodology A cohort of 390 participants, aged one month to three years, participated in the study. Data collection encompassed parental interviews, clinical assessments using standardized tools such as the Bayley Scales of Infant Development, and reviews of medical records. Statistical analyses, including frequency analysis and chi-square tests, were conducted to elucidate the relationships between breastfeeding practices and health outcomes. Results Exclusive breastfeeding exhibited a significantly lower incidence of infectious diseases compared to partial breastfeeding and formula feeding. Specifically, among exclusively breastfed children, incidences of colds, pneumonia, and diarrhea were 32%, 39.7%, and 40%, respectively. These rates were notably higher in partially breastfed and formula-fed children. Cognitive development outcomes also varied significantly across feeding groups. Exclusively breastfed children demonstrated superior cognitive performance, with 34.2% rated above average, compared to only 6.5% in the formula-fed group. Additionally, the prevalence of developmental delays was lowest among exclusively breastfed children (14.1%), contrasting with 62.8% in the partial breastfeeding group and 77.0% in the formula-feeding group. Conclusions The study underscores the pivotal role of exclusive breastfeeding in promoting optimal child health and development. Exclusive breastfeeding is associated with significantly reduced incidences of infectious diseases, superior cognitive development outcomes, and a lower prevalence of developmental delays. These findings highlight the importance of supportive interventions and policies aimed at encouraging exclusive breastfeeding practices, ultimately enhancing child well-being and developmental trajectories.

Reciprocal relations between dimensions of attention-deficit/hyperactivity and anxiety disorders from preschool age to adolescence: sex differences in a birth cohort sample.

Symptoms of anxiety and attention-deficit/hyperactivity disorder (ADHD) are prospectively related from childhood to adolescence. However, whether the two dimensions of ADHD-inattention and hyperactivity-impulsivity-are differentially related to anxiety and whether there are developmental and sex/gender differences in these relations are unknown. Two birth cohorts of Norwegian children were assessed biennially from ages 4 to 16 (N = 1,077; 49% girls) with diagnostic parent interviews used to assess symptoms of anxiety and ADHD. Data were analyzed using a random intercept cross-lagged panel model, adjusting for all unobserved time-invariant confounding effects. In girls, increased inattention, but not hyperactivity-impulsivity, predicted increased anxiety 2 years later across all time-points and increased anxiety at ages 12 and 14 predicted increased inattention but not hyperactivity-impulsivity. In boys, increased hyperactivity-impulsivity at ages 6 and 8, but not increased inattention, predicted increased anxiety 2 years later, whereas increased anxiety did not predict increased inattention or hyperactivity-impulsivity. The two ADHD dimensions were differentially related to anxiety, and the relations were sex-specific. In girls, inattention may be involved in the development of anxiety throughout childhood and adolescence and anxiety may contribute to girls developing more inattention beginning in early adolescence. In boys, hyperactivity-impulsivity may be involved in the development of anxiety during the early school years. Effective treatment of inattention symptoms in girls may reduce anxiety risk at all time-points, while addressing anxiety may decrease inattention during adolescence. Similarly, treating hyperactivity-impulsivity may reduce anxiety risk in boys during late childhood (at ages 8-10).

Individualized Numeric Rating Scale to Assess Pain in Critically Ill Children With Neurodevelopmental Disabilities.

Pain is a significant burden for children with neurodevelopmental disabilities but is difficult for clinicians to identify. No pain assessment tools for children with neurodevelopmental disabilities have been validated for use in pediatric intensive care units. The Individualized Numeric Rating Scale (INRS) is an adapted 0-to-10 rating that includes parents' input on their child's pain indicators. To evaluate the reliability, validity, and feasibility and acceptability of use of the INRS for assessing pain in critically ill children with neurodevelopmental disabilities. This observational study enrolled critically ill patients with neurodevelopmental disabilities aged 3 to 17 years in 2 pediatric intensive care units at a children's hospital using a prospective repeated-measures cohort design. Structured parent interviews were used to populate each patient's INRS. Bedside nurses assessed pain using the INRS throughout the study. The research team completed independent INRS ratings using video clips. Participating parents and nurses completed feasibility and acceptability surveys. Psychometric properties of the INRS and survey responses were evaluated with appropriate statistical methods. For 481 paired INRS pain ratings in 34 patients, interrater reliability between nurse and research team ratings was moderate (weighted κ = 0.56). Parents said that creating the INRS was easy, made them feel more involved in care, and helped them communicate with nurses. The INRS has adequate measurement properties for assessing pain in critically ill children with neurodevelopmental disabilities. It furthers goals of patient- and family-centered care but may have implementation barriers.

"Our Generation Is Trying to Break Some of That Resistance to Emotions"-A Mixed-Methods Pilot Examination of Tuning in to Kids for Black Parents of Preschoolers in the United States.

A growing body of literature examines the utility of emotion-focused parenting programs, as behaviorally based programs currently dominate the parenting literature. Few of those studies examine differences in how Black parents may benefit. This mixed-methods pilot study examined preliminary fidelity, efficacy, and acceptability of Tuning in to Kids (TIK), an emotion-focused parenting program targeting parenting practices and children's emotion regulation through a strengths-based approach. Pre, post, and one-month follow-up measurements were collected from 21 parents in the United States who were randomly assigned to a treatment (i.e., TIK) or waitlist control group. They were assessed across several self-report parent measures (parental emotion regulation, emotion socialization parenting practices and beliefs) and parent-report of children's social-emotional competence. Parents in the TIK group completed interviews to further understand their experience participating in the intervention. Descriptive analyses showed general improvements and positive change in parenting practices, beliefs, parental emotion regulation, and children's self-regulation. Large effect sizes indicate reductions of parents emotion dismissing and distressed reactions to children's negative emotions. TIK was overall rated as a highly acceptable intervention. Parent interviews offer essential information to provide context to Black parents' experiences utilizing TIK as well as themes related to challenges in raising Black children with self-regulation difficulties. Overall, these preliminary mixed-methods outcomes suggest that TIK is a promising parenting program to improve Black parents' emotion regulation, emotion coaching beliefs and positive parenting practices. Further research is needed to investigate the effectiveness of TIK and other emotion-focused parenting programs with Black parents and assess the necessity of future cultural adaptations.

Exposure of Young Children to Permethrin and Cypermethrin Insecticides in the Residential Environment.

The aims of this study were to evaluate the exposure to permethrin and cypermethrin of young children aged between 2 and 5 years in Nakhon Pathom and Sing Buri provinces, Thailand. A questionnaire that included general demographic information, household characteristics, insecticide usage and exposure-related behavior in children was used to interview parents or family caregivers. Permethrin and cypermethrin concentrations on floor surfaces and children's hands, as well as their urinary metabolites, were analyzed by gas chromatography coupled with mass spectrometry. The results showed that permethrin and cypermethrin were detected in 62% and 83% of the children's hand wipe samples, with geometric mean (GM) levels of 0.02 µg and 0.04 µg, respectively. Permethrin and cypermethrin were detected in 79% and 93% of floor surface wipe samples, with GM levels of 0.90 µg/m2, and 1.49 µg/m2, respectively. For children's urine, the GM concentrations of cis- and trans-DCCA, 3-PBA, and total pyrethroid metabolites were 0.84, 0.31 and 1.23 nmol/g creatinine, respectively. This study found that household insecticide product usage and having a tile floor were associated with increased permethrin concentrations on the children's hands and floor surfaces. However, cypermethrin concentrations on floor surfaces were significantly higher in families using aerosol insecticide sprays and insecticide products in the living room and bedroom. The predictors of the total pyrethroid, DCCA and 3-PBA metabolites are permethrin on children's hands or floor surfaces and cypermethrin on floor surfaces.

Classroom coping strategies of children with motor difficulties

ABSTRACT Children with low motor competency have additional classroom struggles when coping with their first year of mainstream education. This study identified and examined the classroom coping strategies and behaviours of children with motor difficulties. Eleven students were recruited after the Test of Gross Motor Skills (TGMD 2nd) identified as having poor gross motor development. The primary research method was classroom observations conducted after obtaining ethical approval and parental consent. Parental Interviews and a nine-month observation period commenced in term two of the Australian School System, which aimed to identify specific behaviours and the coping strategies adopted by the individual participants in the classroom. The participants were observed on different school days at various times so individual coping behaviours could be recorded. An inductive approach and thematic analysis identified emerging themes, behaviours, and coping strategies. Results indicated that all participants demonstrated multifaceted coping behaviours, divided into several common emerging categories: emotional, physical, social, and cognitive responses. Coping strategies were further classified as productive (positive) or non-productive (negative), emotionally based or problem-solving. The lack of motor competency significantly influenced the participants’ behaviours when displaying strategies to cope with classroom activities.

The Lived Experiences of Paternal Parents as Primary Caregivers in Raising Children with Developmental Disabilities

This study delves into the lived experiences of paternal parents raising children with developmental disabilities within the City of Cabuyao Laguna. It aims to comprehend their unique challenges, explore how the distress of raising a child with developmental disabilities is manifested in them, and identify their coping strategies. Eight (8) paternal parents, acting as primary caregivers for children with Autism, Down syndrome, and Intellectual disability who were also reported to experience significant stress, were interviewed. The study used a Parental Stress Scale and interviews to collect data. By using a phenomenological research approach, three main themes emerged through thematic analysis: (1) Navigating Parenting Challenges and Sacrifices; under this theme are the subthemes: (1.1) lifestyles, (1.2) financial issues, and (1.3) social stigma. (2) Holistic Well-being Under Stress, its subthemes are (2.1) physical manifestation, (2.2) emotional impact, and (2.3) impact on the body. (3) Balancing Approach to Personal Development and Well-being, under this main theme are these subthemes: (3.1) coping and fostering resilience, (3.2) positive mindset in maintaining children’s growth and well-being, (3.3) engaging diverse activities. The study recommends a Stress Management Program for Paternal Parents of Children with Developmental Disabilities, which aims to support paternal parents in raising children with developmental disabilities by providing them with essential stress management tools and fostering a supportive community. Throughout the 5-week program, participants will engage in interactive sessions focused on understanding stress, exploring coping strategies, strengthening physical health, enhancing parent-child interactions, building support networks, and accessing resources for ongoing support.

Co-designing complex therapy interventions with parents as partners in the care of children with cerebral palsy: An Experience-based Co-design study in England

BackgroundParents of children with hemiplegic cerebral palsy are increasingly involved in therapy intervention delivery. Enhancing the ways that parents are supported in delivery is key to optimising outcomes. This study aimed to refine an existing programme in England to better support parents partnering in their child’s intervention delivery. Methods and proceduresExperience-based Co-design (EBCD) fostered collaboration between parents and therapists to identify shared improvement priorities and develop solutions. The study included eighteen interviews and sixteen co-design meetings involving twenty parents and eight therapists in total. Intervention development followed the MRC Framework for developing and evaluating complex interventions. Outcomes and resultsThemes from parent and therapist interviews informed priority setting for the co-design work. Three key shared priorities emerged a) accessing rehabilitation; b) fostering partnership and c) parent learning. Aligned with these priorities, three mixed parent and therapist co-design teams produced a) a parent booklet; an education outline for healthcare professionals; b) partnership principles; adaptations to intervention logbooks c) an online parent education session. Conclusions and implicationsEngaging parents and therapists in a structured co-design process using EBCD yielded innovative interventions supporting parents in delivering therapy for children with hemiplegia. This collaborative approach is anticipated to enhance programme implementation and effectiveness.

Predictive factors reducing the effectiveness of the rehabilitation process in patients with congenital orofacial clefts combined with malformations in other organs and systems

Relevance. The successful completion of the rehabilitation process for patients with complex congenital defects, specifically those with a combination of orofacial clefts (OFC) and malformations in other organs and systems, presents a significant challenge. This challenge is pertinent not only to medical practice but also to the socio-psychological development of the child.Objective. To identify predictive factors that diminish the success of the rehabilitation process in patients with congenital OFC combined with malformations in other organs and systems by systematising and addressing these factors at various stages of specialised care.Materials and methods. An analysis of medical records was conducted for 2,475 patients with congenital orofacial clefts (OFC) over a 24-year period (1998-2022) who were under dispensary observation at the "Bonum" Center in Yekaterinburg. Among these patients, 823 (33.25%) had OFC combined with malformations in other organs and systems. A comprehensive study was conducted among these 823 individuals within the framework of dynamic observation and treatment, focusing on patients who had reached 18 years of age and were subsequently removed from dispensary observation. The study included an examination of staged treatment and discharge summaries, alongside the clinical characteristics of the restored midface area following surgical correction of OFC amidst correction for concomitant congenital malformations.Results. Among the 823 individuals surveyed, a retrospective study registered 591 (71.81%) who had completed the main stages of comprehensive specialised care amidst concomitant malformations, while the remaining 232 (28.19%) continue to receive combined rehabilitation. Within the 591 patients, a subgroup of 123 (20.81%) individuals who had reached 18 years of age, completed the full cycle of medical-social rehabilitation at the "Bonum" Center, and were removed from dispensary observation due to age, was selected and studied in detail. Questionnaires, parent interviews, and analysis of the results obtained were conducted. The study identified predictive factors reducing the effectiveness of the rehabilitation process in patients with congenital orofacial clefts (OFC) combined with malformations in other organs and systems.Conclusion. The multifaceted study conducted has facilitated the identification and systematisation of predictive factors that reduce the success of the rehabilitation process. Consequently, this enables the enhancement of comprehensive specialised treatment outcomes for this category of patients.

Educational Values of Latino Families Participating in a School Readiness Intervention: Hopes and Implications for Pediatrics.

To explore Latino parents' educational values and hopes for their preschool-aged children after a clinic school readiness (SR) intervention. Qualitative analysis of semi-structured interviews of Latino parents regarding their perceptions of a novel SR coaching intervention (2016-2017). Parents who received the intervention were approached for interview (n = 74); 59 postintervention interviews were completed in English or Spanish, audio recorded, transcribed, and translated into English. Iterative team-based coding and inductive thematic analysis of 47 interviews were conducted by 3 team members using Dedoose. Children were on average 4.5 years old, with the majority speaking Spanish at home (57%), and having preschool experience (81%). Mothers mostly had no paid employment (53%) and limited formal education. Four domains emerged: 1) education is valued and seen as a pathway to a successful life for children, and 2) while structural and cultural barriers exist, 3) Latino families are motivated and 4) trust providers to offer SR support. Parents suggested pediatricians could provide more SR knowledge to families and offer programs within primary care. Integration of findings are summarized in a framework for clinical practice. Latino parents' trust in their pediatric providers, combined with their strong educational aspirations for their children, offers the pediatric clinic an opportunity to partner with families to reduce systemic SR barriers. Pediatric providers can support Latino parents in preparing their children for school through culturally responsive, strengths-based approaches that build on their educational aspirations, value existing SR efforts, offer SR knowledge around early literacy and math, and build connections to early childhood programs.

Assessment of affective dysregulation in children: development and evaluation of a semi-structured interview for parents and for children

BackgroundChildren with affective dysregulation (AD) show an excessive reactivity to emotionally positive or negative stimuli, typically manifesting in chronic irritability, severe temper tantrums, and sudden mood swings. AD shows a large overlap with externalizing and internalizing disorders. Given its transdiagnostic nature, AD cannot be reliably and validly captured only by diagnostic categories such as disruptive mood dysregulation disorder (DMDD). Therefore, this study aimed to evaluate two semi-structured clinical interviews—one for parents and one for children.MethodsBoth interviews were developed based on existing measures that capture particular aspects of AD. We analyzed internal consistencies and interrater agreement to evaluate their reliability. Furthermore, we analyzed factor loadings in an exploratory factor analysis, differences in interview scores between children with and without co-occurring internalizing and externalizing disorders, and associations with other measures of AD and of AD-related constructs. The evaluation was performed in a screened community sample of children aged 8–12 years (n = 445). Interrater reliability was additionally analyzed in an outpatient sample of children aged 8–12 years (n = 27).ResultsOverall, internal consistency was acceptable to good. In both samples, we found moderate to excellent interrater reliability on a dimensional level. Interrater agreement for the dichotomous diagnosis DMDD was substantial to perfect. In the exploratory factor analysis, almost all factor loadings were acceptable. Children with a diagnosis of disruptive disorder, attention-deficit/hyperactivity disorder, or any disorder (disruptive disorder, attention-deficit/hyperactivity disorder, and depressive disorder) showed higher scores on the DADYS interviews than children without these disorders. The correlation analyses revealed the strongest associations with other measures of AD and measures of AD-specific functional impairment. Moreover, we found moderate to very large associations with internalizing and externalizing symptoms and moderate to large associations with emotion regulation strategies and health-related quality of life.ConclusionsThe analyses of internal consistency and interrater agreement support the reliability of both clinical interviews. Furthermore, exploratory factor analysis, discriminant analyses, and correlation analyses support the interviews’ factorial, discriminant, concurrent, convergent, and divergent validity. The interviews might thus contribute to the reliable and valid identification of children with AD and the assessment of treatment responses.Trial registrationADOPT Online: German Clinical Trials Register (DRKS) DRKS00014963. Registered 27 June 2018.