Siblings Of Students Research Articles

Outbreak Associated with SARS-CoV-2 B.1.617.2 (Delta) Variant in an Elementary School - Marin County, California, May-June 2021.

On May 25, 2021, the Marin County Department of Public Health (MCPH) was notified by an elementary school that on May 23, an unvaccinated teacher had reported receiving a positive test result for SARS-CoV-2, the virus that causes COVID-19. The teacher reported becoming symptomatic on May 19, but continued to work for 2 days before receiving a test on May 21. On occasion during this time, the teacher read aloud unmasked to the class despite school requirements to mask while indoors. Beginning May 23, additional cases of COVID-19 were reported among other staff members, students, parents, and siblings connected to the school. To characterize the outbreak, on May 26, MCPH initiated case investigation and contact tracing that included whole genome sequencing (WGS) of available specimens. A total of 27 cases were identified, including that of the teacher. During May 23-26, among the teacher's 24 students, 22 students, all ineligible for vaccination because of age, received testing for SARS-CoV-2; 12 received positive test results. The attack rate in the two rows seated closest to the teacher's desk was 80% (eight of 10) and was 28% (four of 14) in the three back rows (Fisher's exact test; p = 0.036). During May 24-June 1, six of 18 students in a separate grade at the school, all also too young for vaccination, received positive SARS-CoV-2 test results. Eight additional cases were also identified, all in parents and siblings of students in these two grades. Among these additional cases, three were in persons fully vaccinated in accordance with CDC recommendations (1). Among the 27 total cases, 22 (81%) persons reported symptoms; the most frequently reported symptoms were fever (41%), cough (33%), headache (26%), and sore throat (26%). WGS of all 18 available specimens identified the B.1.617.2 (Delta) variant. Vaccines are effective against the Delta variant (2), but risk of transmission remains elevated among unvaccinated persons in schools without strict adherence to prevention strategies. In addition to vaccination for eligible persons, strict adherence to nonpharmaceutical prevention strategies, including masking, routine testing, facility ventilation, and staying home when symptomatic, are important to ensure safe in-person learning in schools (3).

School-Based Support for Families of Students with Traumatic Brain Injuries

Families of children with traumatic brain injuries (TBIs) often experience emotional burden related to the sudden onset, intensity, and duration of the recovery process. Family support can improve outcomes; however, parents and siblings of students with TBI often do not receive the help they need, which can impede the injured child’s recovery. This qualitative study involved focus groups with school psychologists who have worked with students with TBIs. Participants were asked about challenges experienced by families of students with TBI and how school psychologists could better support families of children with TBI. Themes included: guilt, change, lack of time and resources, and inconsistent or fragmented advice and services. Four specific areas of opportunity for developing improved school-based services are discussed. These include facilitating collaborative consultation, being a direct source of support, teaching coping and resilience strategies, and elevating awareness.

Examine the Presence of ADHD in Families of Students with/without ADHD

Attention- Deficit/Hyperactivity Disorder (ADHD) is taken for granted as a neurobiological reality (Hatt, 2009). Some studies define ADHD as a familial disorder (Faraone &Biderman, 1994. Adler, 2008. Nijmeijer, 2011). The aim of this research was to examine the presence of ADHD in parents and siblings of students with/ without ADHD. The research design was descriptive- comparative. The sample group was consisting of 136 students with/ without ADHD (aged range 6-9 years) whom were selected randomly from the elementary schools of Tehran. Students with ADHD were diagnosed by DSM-IV-TR rating scale. Chi Square test was used to analyzing data. Due to available literature, it was expected that the presence of ADHD in parents and/or siblings of students with ADHD be more than students without ADHD, but the findings of this research reveal there's no differences between them. Also, other findings show that academic problems and other behavioral disorders in students with ADHD are more than students without ADHD.

Effects of a Sibling Support Program Focused on Stress Management on Stress Coping Behavior and Self-Efficacy in Siblings of Students with Severe/Multiple Disabilities

본 연구는 스트레스 관리 중심의 형제지원 프로그램이 중도ㆍ중복 장애학생 형제자매의 스트레스 대처행동과 자기효능감에 어떠한 영향을 미치는지 알아보기 위해, 중도ㆍ중복 장애학생의 형제자매 20명을 대상으로 실시되었다. 이 중 실험집단 10명에게 스트레스 관리 중심의 형제지원 프로그램을 10회기에 걸쳐 실시한 결과, 프로그램에 참여한 형제자매의 스트레스 대처행동 중 적극적 대처행동, 회피적 대처행동, 사회지지 추구적 대처행동이 증가하였고 소극적 대처행동을 감소된 것으로 나타났으며, 공격적 대처행동에는 변화가 없었다. 그에 반해 통제집단은 소극적 대처행동, 공격적 대처행동, 회피적 대처행동이 증가하고, 적극적 대처행동, 사회지지 추구적 대처행동은 감소하였다. 자기효능감의 변화정도는 두 집단간 차이가 없는 것으로 나타났다. 본 연구는 그동안 우리나라에서 제대로 논의되지 못했던 중도ㆍ중복 장애학생 형제자매의 지원에 실천적인 행보를 제시하였으며, 장애학생의 형제자매에게 더욱 다양한 분야에서의 지원 프로그램이 필요함을 시사했다는 데 그 의의가 있다.

Un estudio sobre la fratría ante la discapacidad intelectual

Research has shown that siblings of a person with intellectual disabilities can present problems of identification and socialization, the need for compensation, early adoption of large responsibilities, feelings of abandonment, guilt, shame or sadness. Nevertheless, if the needs of these brothers and sisters are facing, disability can become a source of personal and family enrichment. This article presents the initial conclusions drawn after a series of personal interviews conducted with siblings of students in a special education school. Awareness of the issue leads us to approach this study with the aim of providing guidelines of intervention to help siblings to minimize the potential negative impact of having a brother or sister with intellectual disabilities, and facilitate the development of attitudes and behaviours that enable them to face stressful situations in a constructive manner. Thanks to the direct experience of those who have been confronted with this situation, is issued to prevent psychosocial problems associated with having a brother or sister with these features.

Measles Vaccination

Recently, outbreaks of measles have occurred across the United States among infants and young children with low rates of immunization, and among schoolage and college students with high rates of immunization. Because of these outbreaks, the Committee on Infectious Diseases of the American Academy of Pediatrics has changed its recommendations for measles vaccination. New recommendations for routine vaccination are two doses of MMR, one at 15 months and one at age 11 or 12, when a child enters middle school. For infants and children considered to be at increased risk, three doses are recommended: the first at 12 months, the second at 15 months and the third at 11 or 12 years. With school outbreaks, revaccination is recommended for all students, siblings of students and school personnel born on or after January 1, 1957, who did not receive two doses of MMR after 12 months of age. Primary care providers have the opportunity to be on the front lines for the education of the public, the implementation of the recommendations and the ultimate eradication of the disease.

Teachers' expectations for the younger siblings of learning disabled students.

Recent research has suggested that special education labels influence teachers' expectations not only for students but also for their younger siblings. Two investigations were conducted to ascertain teachers' expectations for the performance of the younger siblings of LD students. In the first study teachers were asked to make predictions about the performance of students they were currently teaching; these students had older siblings (either learning disabled or normal) whom the teacher had previously taught. In the second study teachers rated the expected performance of hypothetical younger siblings of LD students they were currently teaching. Results of both investigations indicated that teachers held lower expectations for younger siblings of LD than of non-LD students. Specific content areas in which lower performance was expected are delineated. The results suggest not only that educators must be wary of the deleterious effects of the label learning disabled on the student but also that they must be aware that this label may taint their expectations for, and therefore their behavior toward, siblings of that student.