School-aged Participants Research Articles

Treatment for School-Age Children Who Stutter: A Systematic Review of Japanese Literature.

This systematic review identified and synthesized published research articles, written in Japanese, on the clinical effectiveness of a broad range of nonpharmacological interventions for school-age children who stutter. A systematic review of Japanese literature published between January 1, 1980, and July 7, 2020, reporting interventions for school-age children who stutter, was carried out through a search of two databases (CiNii Article database and Japan Medical Abstract Society database) using the key words "stuttering" and "school-age" or "child" or "primary school students" or "children" or "school child" in Japanese. To be included in the review, the articles must report studies where data were subjectively reported by clinicians, where school-age participants were treated for developmental stuttering, where participants received interventions conducted by clinicians, and where quantitative outcomes (pre- and/or posttreatment) were measured; and they must be published in Japanese. Forty articles met all the inclusion criteria. Most articles adopted a case series or single-case study design. A total of 179 intervention programs were identified from all the articles and broadly classified into speech therapy, psychological therapy, interventions for modifying the child's environment, and others. Our systematic review provided a broad overview of the treatments used for school-age children who stutter in Japan. Future research should focus on gathering more reliable, systematic, and rigorous evidence to establish the effectiveness of stuttering treatments for school-age children and thereby develop evidence-based practices.

Thinking Time in Music Practice

We asked school- and college-aged instrumentalists ( N = 32) to imagine an ideal performance of a brief passage of music, record a performance of the passage, and describe discrepancies they noticed between their imagined and actual performances. The more experienced participants took at least as much time to imagine their idealized performances as it took to perform them; less experienced participants took less time to imagine what they were about to play. There were no differences among experience levels in the numbers or types of discrepancies identified. The differences between more and less experienced participants were also evident in a subsequent practice period. More experienced musicians’ practice included more frequent moments of pause, whereas school-aged participants seldom paused and tended to address performance issues other than those identified in their commentaries.

Computer-Aided Screening of Autism Spectrum Disorder: Eye-Tracking Study Using Data Visualization and Deep Learning.

BackgroundThe early diagnosis of autism spectrum disorder (ASD) is highly desirable but remains a challenging task, which requires a set of cognitive tests and hours of clinical examinations. In addition, variations of such symptoms exist, which can make the identification of ASD even more difficult. Although diagnosis tests are largely developed by experts, they are still subject to human bias. In this respect, computer-assisted technologies can play a key role in supporting the screening process.ObjectiveThis paper follows on the path of using eye tracking as an integrated part of screening assessment in ASD based on the characteristic elements of the eye gaze. This study adds to the mounting efforts in using eye tracking technology to support the process of ASD screeningMethodsThe proposed approach basically aims to integrate eye tracking with visualization and machine learning. A group of 59 school-aged participants took part in the study. The participants were invited to watch a set of age-appropriate photographs and videos related to social cognition. Initially, eye-tracking scanpaths were transformed into a visual representation as a set of images. Subsequently, a convolutional neural network was trained to perform the image classification task.ResultsThe experimental results demonstrated that the visual representation could simplify the diagnostic task and also attained high accuracy. Specifically, the convolutional neural network model could achieve a promising classification accuracy. This largely suggests that visualizations could successfully encode the information of gaze motion and its underlying dynamics. Further, we explored possible correlations between the autism severity and the dynamics of eye movement based on the maximal information coefficient. The findings primarily show that the combination of eye tracking, visualization, and machine learning have strong potential in developing an objective tool to assist in the screening of ASD.ConclusionsBroadly speaking, the approach we propose could be transferable to screening for other disorders, particularly neurodevelopmental disorders.

O48 Urban, Low-Income Teens’ Opinions on Game-Based Classroom Nutrition and Physical Activity Lessons

<h3>Background</h3> A novel concept for educating teens is "game-based learning (GBL)" or "gamification." GBL is an educational approach evoking motivation and engagement while learning through playing games. International studies have reported successful gamification outcomes, including favorable changes in fruit and vegetable intake, physical activity levels, overall well-being, nutrition knowledge, and peer influence. <h3>Objective</h3> The purpose of this study was to obtain opinions from urban, low-income, high school-aged teens' regarding their acceptance of gamified nutrition lessons, as well as to identify what knowledge they retained when this methodology was employed. <h3>Study Design, Setting, Participants</h3> This was a descriptive study using a purposive, convenience sample of high school-aged participants who were recruited from a cohort that had attended 6 sample lessons at the John F Kennedy High School in Passaic City, and the YMCA in Newark, New Jersey. Data were collected through semi-structured, face-to-face group interviews. <h3>Measurable Outcome/Analysis</h3> Two independent coders performed a thematic analysis of interview transcripts. Findings were discussed until both researchers came to a consensus on the final themes. <h3>Results</h3> A total of 25 teens (12 females) participated in 4 focus groups. Participants reported improved knowledge and perceptions of healthy eating and behavior changes they had made regarding their choices at fast-food restaurants, their intake of energy-dense snacks, their reduced intake of sugar-sweetened beverage intake, and overall healthier choices. Teens reported positive attitudes towards gamified classroom activities. They said the lessons were, "fun," "interactive," and "creative." They were particularly fond of the activities that involved music or sound effects, prizes, and the use of technology. <h3>Conclusion</h3> These preliminary results suggest that GBL nutrition lessons can lead to an increase in knowledge and improvements in the dietary behaviors of low-income, urban teens over the short-term. Additional research is needed with additional teens and to assess this approach's long-term impacts.

The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock–Johnson IV

The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression. However, subtests’ specific task demands can influence the relationships among these components within the models. As a result, practitioners should know the degree to which various test batteries operationalize these frameworks. Using correlations from school-age participants provided in the technical manual, these analyses investigated the SVR and SVW within the Woodcock–Johnson IV battery through structural equation modeling. Results suggest that the battery’s measures conform to many of the expectations stemming from the SVR/SVW. However, its comprehension and written expression measures appear less language-influenced and more affected by decoding/spelling. Implications for psychoeducational practice are discussed.

Is the Age of Developmental Milestones a Predictor for Future Development in Down Syndrome?

Down Syndrome (DS) is the most common genetic alteration responsible for intellectual disability, which refers to deficits in both intellectual and adaptive functioning. According to this, individuals with Down Syndrome (DS) reach developmental milestones (e.g., sitting, walking, and babbling) in the same order as their typically developing peers, but later in life. Since developmental milestones are the first blocks on which development builds, the aims of the current study are to: (i) expand the knowledge of developmental milestone acquisition; and (ii) explore the relationship between developmental milestone acquisition and later development. For this purpose 105 children/adolescents with DS were involved in this study, divided in two groups, Preschoolers (n = 39) and School-age participants (n = 66). Information on the age of acquisition of Sitting, Walking, Babbling, and Sphincter Control was collected, together with cognitive, motor, and adaptive functioning. Sitting predicted later motor development, but, with age, it became less important in predicting motor development in everyday life. Babbling predicted later language development in older children. Finally, Sphincter Control emerged as the strongest predictor of motor, cognitive, language, and adaptive skills, with its role being more evident with increasing age. Our data suggest that the age of reaching the milestones considered in the study has an influence on successive development, a role that can be due to common neural substrates, the environment, and the developmental cascade effect.

Psychosocial outcomes in young adolescents with type 1 diabetes participating in shared medical appointments.

For youth with type 1 diabetes (T1D), the early adolescent period is associated with worsening diabetes management and high rates of negative psychosocial issues, including depressive symptoms and family conflict. Alternative clinical models may help improve both diabetes and psychosocial outcomes. Our study aims to investigate whether Team Clinic, a shared medical appointment model developed specifically for adolescents with T1D, will improve psychosocial outcomes for middle school-aged youth. Youth with T1D, 11-13 years of age, and their caregivers, participated in a randomized controlled trial comparing Team Clinic to traditional clinic visits (control group). Diabetes characteristics were obtained at every visit. Participants and caregivers completed depression screening and family conflict questionnaires at baseline and end of study. Changes in mean scores on clinical and psychosocial outcomes from baseline to end of study were compared between groups using linear mixed-effects models. Eighty-six youth (51% female; 74% White; 10% Hispanic) completed at least one visit during the 12-month study period. At the end of the study, control group participants reported increases in Emotional Problems compared to Team Clinic participants, including higher levels of Negative Mood/Physical Symptoms (p= 0.02). Team Clinic participants reported reduced family conflict surrounding diabetes at study end, compared to control group participants (p= 0.03). Caregivers did not report change in depressive symptoms or family conflict during the study. Hemoglobin A1C levels did not change over time in either group. Participation in Team Clinic was associated with improved psychosocial outcomes in middle school-aged participants with T1D.

Homeschool Student Physical Activity Compared to Public/Private School Students: The 2017 US National Household Travel Survey.

School is an important place for physical activity (PA); however, little is known about how homeschool students' PA levels compare with public and private school students. This study estimated the national prevalence of PA levels of homeschool students compared to public and private school students. We used the 2017 National Household Travel Survey for school-aged participants (N=31,486) to compare weekly PA (not active, light or moderate activity, or vigorous activity) by school type (public/private or homeschool) and school level (elementary, middle, and high school). Unadjusted analyses found higher prevalence of physical inactivity for homeschool students, 14.2% (95% CI, 9.7-18.7%), compared to public/private school students, 8.0% (95% CI, 7.1-9.0%). For students who reported any PA, there was no difference in mean number of episodes for light or moderate PA [public/private: 4.2 (95%, CI, 4.1-4.3), homeschool: 4.3 (95% CI, 3.9-4.6)], or vigorous PA [public/private: 5.6 (95% CI, 5.5-5.7); homeschool: 5.5 (95% CI, 4.9-6.0)]. Results were comparable for covariate-adjusted analyses. A higher percentage of homeschool students report being physically inactive compared to public/private school students. However, data with more specific measures of PA intensity and duration are required to determine the potential magnitude of reported differences in behavior.

The Communication Benefits of Participation in Camp Dream. Speak. Live.: An Extension and Replication.

School-based guidelines often require that treatment focuses on minimizing or eliminating stuttered speech. The purpose of this study was to examine the benefits of explicit training in communication competencies to children who stutter without targeting stuttered speech. Thirty-seven children (ages 4-16) completed Camp Dream. Speak. Live., an intensive group treatment program which targets the psychosocial needs and communication of children who stutter. Outcome measures included the Overall Assessment of the Speaker's Experience of Stuttering (OASES), the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (KiddyCAT), and the Patient Reported Measurement Information System (PROMIS) Pediatric Peer Relationships Short Form (PROMIS Peer Relationships) and Parent Proxy Peer Relationships Short Form (PROMIS Parent Proxy). Pre- and posttreatment public presentations were rated on nine core verbal and nonverbal communication competencies by a neutral observer. Similar to previous studies, participants demonstrated significant improvements in communication attitudes (OASES) and perceived ability to establish peer relationships (PROMIS Peer Relationships), particularly school-aged participants (ages 7-16). Participants also demonstrated significant improvement in eight of the nine communication competencies. Findings suggest that, in addition to the psychosocial gains of programs such as Camp Dream. Speak. Live., children who stutter benefit from explicit training in communication skills, and these gains are not dependent on the presence of stuttered speech.

Mindfulness and Self-Regulation in a Summer Camp Setting: An EBP Project

BackgroundGuidelines for pediatric mental/behavioral health promotion call for preventative mental health services. Previous studies have found mindfulness an effective approach to addressing self-regulation/behavior concerns. Behavioral and self-regulation concerns had been identified in a summer camp program held in a large urban setting. Camp directors sought methods to address concerns, nurture the whole child and improve the overall program. PurposeThe purposes of this evidence-based practice (EBP) project in a summer day-camp setting were to (1) implement an evidence-based mindfulness program for children and (2) evaluate the impact on child self-regulation skills and behavior. MethodologyTwo questions consistent with the purpose guided this project: 1) How can a mindfulness program be implemented in a summer camp setting 2) What impact does a mindfulness program have on self-regulation of school age participants in a camp setting? To achieve the purpose of this EBP project, an eight-week program guided by the Mindful Schools© curricula was implemented in a summer day camp program in a large urban setting. Descriptive statistics and qualitative methods were used for evaluation of the program. ResultsWe were able to show a decrease in emotional distress and assess the mindful strategies which most connected with a school age population. In addition, camp counselor responses illuminated the value of dyad instruction approach in which child and counselors engaged in the Mindful Schools© guided program. ConclusionsUse of an evidenced-based programs allows for sustainability of programs in community settings outside of schools setting to broaden the reach of mental health promotion in a pediatric population.

Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

Virtual reality has impacted education, where progressively more educational institutionsconsider its inclusion. The research problem derives from the need to study the educational possibilitiesprovided by integrating augmented reality into the curriculum, and its effect on academic achievement ina diverse class, specifically in the chemistry subject. This study examines 60 school-age participants withandwithout special educational needs, and addresses three overarching questions: (a)Would integratingaugmented reality (AR) technology result in better academic achievement? (b)Would knowledge beretained longer by using AR? (c) Is there any relationship between academic achievement, acceptanceand motivation regarding the use of this technology? Embracing the socio-constructivist theory oflearning and collaborative and immersive learning as a framework, this study was carried out usinga quantitative approach and a pre-experimental design. The AR VR Molecules Editor applicationwas used in chemistry lessons. Main results showed significant immediate academic achievementand content retention. Despite classroom diversity, immersive technologies enhance students’ learningregardless of whether they have special educational needs (SEN) or not. They also acknowledge that ARis a suitable sustainable technology that may foster social and cognitive justice and inclusive education,and train students that are equally prepared for the dynamic future.

Predicting food allergy: The value of patient history reinforced.

BackgroundEAACI guidelines emphasize the importance of patient history in diagnosing food allergy (FA) and the need for studies investigating its value using standardized allergy‐focused questionnaires.ObjectiveTo determine the contribution of reaction characteristics, allergic comorbidities and demographics to prediction of FA in individuals experiencing food‐related adverse reactions.MethodsAdult and school‐age participants in the standardized EuroPrevall population surveys, with self‐reported FA, were included. Penalized multivariable regression was used to assess the association of patient history determinants with “probable” FA, defined as a food‐specific case history supported by relevant IgE sensitization.ResultsIn adults (N = 844), reproducibility of reaction (OR 1.35 [95% CI 1.29‐1.41]), oral allergy symptoms (OAS) (4.46 [4.19‐4.75]), allergic rhinitis (AR) comorbidity (2.82 [2.68‐2.95]), asthma comorbidity (1.38 [1.30‐1.46]) and male sex (1.50 [1.41‐1.59]) were positively associated with probable FA. Gastrointestinal symptoms (0.88 [0.85‐0.91]) made probable FA less likely. The AUC of a model combining all selected predictors was 0.85 after cross‐validation. In children (N = 670), OAS (2.26 [2.09‐2.44]) and AR comorbidity (1.47 [CI 1.39‐1.55]) contributed most to prediction of probable FA, with a combined cross‐validation‐based AUC of 0.73. When focusing on plant foods, the dominant source of FA in adults, the pediatric model also included gastrointestinal symptoms (inverse association), and the AUC increased to 0.81.ConclusionsIn both adults and school‐age children from the general population, reporting of OAS and of AR comorbidity appear to be the strongest predictors of probable FA. Patient history particularly allows for good discrimination between presence and absence of probable plant FA.

Acceptability and Feasibility of Best Practice School Lunches by Elementary School-Aged Children in a Serve Setting: A Randomized Crossover Trial.

Background: National School Lunch Program (NSLP) standards have improved school lunch dietary quality (DQ), however, further improvements could be made. Acceptability and feasibility of higher DQ are potential barriers. Thus, the purpose is to compare acceptability and feasibility of best practice (BPSL, optimizing DQ) with typical school lunches (TSL, meeting minimum NSLP standards) served separately and concurrently. Methods: Forty elementary school-aged participants were recruited for a randomized crossover trial. Participants attended three meal conditions (MC) choosing one of two meal types—MC1) BPSL1/BPSL2, MC2) TSL1/TSL2, MC3) BPSL/TSL. Acceptability included taste test surveys, weighted plate waste assessments, and hunger scales. Feasibility included meal cost, time, and skill and equipment requirements. Results: There were no significant differences in total taste test score, average total plate waste, or change in hunger (ps > 0.017) before or after adjusting for covariates. TSL was selected significantly more often in MC3 (TSL = 83.3%, BPSL = 16.7%, p = 0.001). Meal cost (p = 0.783) and skill and equipment requirements were not significantly different between meal types. BPSL required significantly longer preparation time (TSL = 60 ± 25 min, BPSL = 267 ± 101 min, p = 0.026). Conclusions: Results indicate few differences in acceptability and feasibility between BPSL and TSL. This study could inform decision and policy-makers seeking to improve school lunch DQ and acceptance of higher DQ meals.

The Effectiveness of Hybrid Telepractice and In-Person Fluency Treatment for a School-Aged Child: A Case Study

Purpose This case study assessed the effects of hybrid telepractice and in-person delivery of the Smooth Speech Treatment (Craig, 2010) for a school-aged child who stutters. Method The participant was an 8-year-old child who stuttered. Telepractice or in-person delivery were randomly assigned to treatment sessions in a single-subject AB design. The primary outcome measures were the percentage of syllables stuttered in conversation and reading probes taken at the beginning and end of each treatment session. Communication attitudes were measured before treatment began and at a posttreatment maintenance session. The pattern of treatment gains by delivery platform was also evaluated. Results Visual inspection of trends for outcome measures supported an association between the overall treatment package and a reduction in syllables stuttered. Pre- to post- treatment measures indicated an improvement in the child's attitudes toward stuttering. Within-session gains for telepractice sessions were more variable than in-person sessions. Conclusions These results indicate that fluency treatment delivered using a blend of telepractice and in-person delivery can be effective for a school-aged child who stutters. The findings align with prior studies showing the effectiveness of telepractice-delivered treatment for preschool children and adolescents. Replications of these results are needed with additional school-aged participants. Additional research is also warranted on factors that contribute to the variability of telepractice treatment effects for school-aged children.

Neurocognitive development and capabilities in boys with 49,XXXXY syndrome

49,XXXXY was previously associated with profound to severe intellectual deficits. However, prior research papers on the cognitive profiles of this population were confounded by small samples sizes, wide age spreads, and incomplete histories of testosterone replacement therapy. This study is the first comprehensive, international investigation of the neurocognitive aspects of 49,XXXXY, and the potential effects of biological treatment on this profile. Sixty-seven boys from infancy to 11 years of age were enrolled in this longitudinal study, with the majority of boys postnatally diagnosed though chromosomal analysis. These boys received a comprehensive neurocognitive evaluation tailored to specific language-based deficits and cognitive challenges. Results revealed higher neurocognitive capacities, both verbally and nonverbally, than previously reported in this disorder. Infant boys with 49,XXXXY who received early hormonal therapy (EHT) had significantly higher scores on the cognitive domain of the Bayley Scales of Infant Development than untreated infants (p=.013). In addition, treated school-aged participants had significantly better scaled scores than untreated boys in form completion (p=.042), a task that requires deductive reasoning, on nonverbal testing on the Leiter International Performance Scales. This study indicates greater cognitive capacities with a wide range of abilities in the child with 49,XXXXY, thus warranting further investigation to identify and understand the critical influences on the etiology and the variability of those capacities.

Acceptability of Best Practice School Lunches by High School-Aged Participants in an Offer Setting

Abstract Objectives A major barrier to improving school lunch dietary quality (DQ) is perceived low acceptability, currently investigated through participation, selection, and plate waste in school settings. The purpose of this study was to investigate differences in acceptability of NSLP-qualifying school lunches of high [Healthy Eating Index (HEI) = 90–95/100, best practice school lunch, BPSL] and moderate (HEI = 75/100, typical school lunch, TSL) DQ in a controlled offer setting by high school-aged children. Methods This randomized crossover trial included a convenience sample of 40 high school-aged students recruited from local National School Lunch Program (NSLP)-participating schools. Instruments included hunger scale, selection record, taste test survey, and weighted plate waste assessment. Participants were randomized into three groups, attending three meal conditions in a different order. Meal conditions (MC) had two options for each NSLP meal component: 1) BPSL/BPSL, 2) TSL/TSL, 3) BPSL/TSL. Data analysis included descriptive statistics, Cronbach's alpha, one-way ANOVA, ANCOVA, chi-squared, and regression analysis. Results Preliminary analysis showed one significant difference in acceptability between MC, for grain % plate waste (P &amp;lt; 0.001), such that MC1 was significantly greater than MC2 and MC3 (ps &amp;lt; 0.017, mean differences = 27.0% and 26.8%, respectively). Conclusions Preliminary results suggest minimal differences in acceptability between BPSL and TSL amongst high school students. Funding Sources Oklahoma State University.

0915 Sleep Patterns and the Effect of Late Bedtime on School-Age Children and Adolescents: Preliminary Results

Abstract Introduction School-age children (6-13yrs) and teenagers (14-17yrs) should receive 9-11hrs and 8-10hrs of sleep/day, respectively. Several studies have shown, however, that these age groups are chronically sleep deprived. Our study assessed the sleep patterns of a sample of children and teenagers in Athens, Greece. The study is part of a larger project investigating the association between orthodontic treatment and sleep disturbances. Methods Participants (N=27; 69% females; 21 school-age children 9-13yrs, 6 teenagers 14-17yrs) were under treatment in the Orthodontic Clinic of the National and Kapodistrian University. Sleep was assessed with actigraphy/logs for 59±19 days. Results Participants slept on average 7.36±0.42hrs/day. Nighttime sleep was on average 7.23±0.43hrs (percentage sleep: 87.3%±3.38%). Four (14.8%) participants napped at least once/week. Compared to the lowest sleep duration recommended for their age group, participants showed a chronic sleep deficit of 1.42±0.52hrs/day (range: 0.32-2.15hrs). The younger age group had an average sleep deficit of ~1.6hrs compared to ~0.8hrs for the teenagers (p=0.006). During the school year, daily sleep duration increased by ~0.73hrs on weekends (7.78±0.67hrs) compared to school nights (7.05±0.48hrs; p&amp;lt;0.001). On average, school-age participants slept from 23:13 (±31min) until 7:19 (±22min) on school nights and from 23:23 (±2:72hrs) until 8:49 (±39min) on weekends. Teenagers slept from 00:34 (±36min) until 7:40 (±14min) on school nights and from 01:34 (±41min) until 10:34 (±48min) on weekends. Conclusion Our findings verify earlier survey results showing that restricted sleep is a problem for children and adolescents in Greece. To our surprise, both age groups go to bed quite late. The impact of late bedtime on sleep duration, however, is larger in the younger group due to their larger sleep needs. In contrast to earlier research in rural areas, napping was not common in our urban sample, probably due to extracurricular activities and studying at home. Support N/A

Classroom Listening Experiences of Students Who Are Deaf or Hard of Hearing Using Listening Inventory For Education-Revised.

Purpose This study examined classroom listening experiences reported by students who are deaf or hard of hearing using the Listening Inventory For Education-Revised (LIFE-R). Method Retrospective electronic survey responses from 3,584 school-age participants were analyzed using descriptive statistics to report student perceptions of listening difficulty in various classroom scenarios, including the strategies students used when they did not hear or understand. Stratified data were used to explore potential differences between grades and across degree of hearing loss or type of hearing technology. Results Average student listening appraisal ratings for 15 classroom, school, and social scenarios was 5.7 based on a 10-point Likert scale (0 = difficult, 10 = easy), highlighting listening difficulties encountered during the school day. This finding can be considered in context with the average rating of 7.2 reported from a previous study of students with typical hearing using the LIFE-R. The greatest difficulties were reported when trying to listen when other students in the class were making noise and in hearing the comments of other classmates. Average listening difficulty was greater for respondents in Grades 3-6 than those in Grades 7-12. Listening difficulty also generally increased relative to degree of hearing loss. When unable to hear, some students took proactive steps to improve their listening access; some reported they did nothing. Conclusions Students who are deaf or hard of hearing can face challenges in hearing and understanding throughout the school day. A functional tool to evaluate and monitor student experiences, such as the LIFE-R, can provide information to make necessary and effective adjustments to classroom instruction and the listening environment.

PATIENT-REPORTED AND OBJECTIVE MEASURES OF PHYSICAL ACTIVITY ARE NOT RELATED 6-MONTHS AFTER ACL RECONSTRUCTION

Background:When measured objectively, adults with ACL reconstruction (ACLR) are 2.5 times less likely to be physically active than by their healthy counterparts. Currently, it is unclear if patient-reported physical activity (PA) is related to objectively-measured PA among high school-aged individuals with ACLR.Purpose:To evaluate the relationship between patient-reported and objectively-measured moderate-to-vigorous PA (MVPA) among high school-aged individuals 6-months after ACLR.Methods:Seventeen participants (age= 15.9±1.3 years, BMI= 24.7±5.1 kg/m2, months since surgery= 6.3±0.7, graft source= 13 hamstring autograft, 3 patellar tendon autograft, and 1 quadriceps tendon autograft, ACL-RSI= 71.3±24.3) with primary unilateral ACLR were enrolled 6±1 months after surgery as part of a prospective cohort study. Participants completed the Tegner Activity and Marx Activity Scales to assess current physical activity level. Participants also completed the International Physical Activity Questionnaire Short Form (IPAQ-SF) to assess patient-reported MVPA (min/day). Objectively-measured MVPA (min/day) and step count (steps/day) were assessed using ActiGraph GTX9-Link accelerometers worn at the hip over a period of no less than 7 days. Wear time (min/day) was validated using recommendations of Choi et al and Evenson’s child cutpoints were utilized to categorize PA as light, moderate, vigorous, or very vigorous. Relationships between objectively-measured and patient-reported measures of physical activity were assessed using partial correlations (r) while controlling for total monitor wear-time. We also compared the number of participants who met physical activity guidelines (60 min/day MVPA) via patient-report and objective monitoring using a Fischer’s exact test.Results:Participants reported median Tegner activity levels of 5 [range: 5,9] and Marx activity scores of 16 [range: 4,16], and average IPAQ-SF MVPA of 130±80 [range: 0,300] min/day. Objectively, partipants engaged in 26±14 [9,60] min/day of MVPA and took 6140±1691 [range: 3613,9147] steps/day. Current Tegner activity level was moderately correlated to objectively-measured MVPA (r = 0.65) but Marx Activity Score (r= 0.14) and IPAQ-SF MVPA (r= 0.01) were not related to objectively-measured MVPA (Figure 1). Individuals who reported meeting MVPA guidelines were no more likely to actually meet objectively-measured MVPA guidelines as compared to participants who reported not meeting guidelines (OR= 1.08, CI= 0.93,1.25, p= 0.99).Conclusion:Objectively, 5.9% of participants were categorized as physically active 6-months following ACLR despite the fact that 82.4% of participants reported meeting PA guidelines. The relationship between objective and patient-reported measures of PA among high school-aged participants months post-ACLR is limited and utilization of patient-reported PA measures in this population should be done with caution.Figure 1.Scatterplots for the relationships between objectively-measured moderate-to-vigorous physical activity (min/day), patient-reported IPAQ-SF MVPA (r = 0.01), and Marx activity level (r = 0.14) among high school-aged individuals with ACLR.

The mental health status of children who have been evacuated or migrated from rural areas in Fukushima prefecture after the Fukushima daiichi nuclear power station accident:results from the Fukushima health management survey.

Introduction: We evaluated the mental health status of children residing in Kawauchi village (Kawauchi), Fukushima Prefecture, after the 2011 accident at the Fukushima Daiichi Nuclear Power Station, based on the children’s experience of the nuclear disaster. Methods: We conducted this cross-sectional study within the framework of the Fukushima Health Management Survey (FHMS); FHMS data on age, sex, exercise habits, sleeping times, experience of the nuclear disaster, and the “Strengths and Difficulties Questionnaire (SDQ)” scores for 156 children from Kawauchi in 2012 were collected. Groups with and without experience of the nuclear disaster — “nuclear disaster (+)” and “nuclear disaster (−)” — were also compared. Results: Our effective response was 93 (59.6%); the mean SDQ score was 11.4±6.8 among elementary school-aged participants and 12.4±6.8 among junior high school-aged ones. We statistically compared the Total Difficulties Scores (TDS) and sub-item scores of the SDQ between “elementary school” and “junior high school” or “nuclear disaster” (+) and (−). There was no significant difference between these items. Conclusions: We found indications of poor mental health among elementary and junior high school-aged children in the disaster area immediately following the accident, but no differences based on their experience of the nuclear disaster. These results indicate the possibility of triggering stress, separate to that from experiences related to the nuclear disaster, in children who lived in affected rural areas and were evacuated just after the nuclear disaster.