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Biomedical subjects

V Seitz

Publications and source records attributed to V Seitz.

11 recordsLinked to original sources
PubMed1994

Effects of a school for pregnant students on the incidence of low-birthweight deliveries.

To evaluate effects of an alternative public school for pregnant teenagers in New Haven, CT, medical and school records were reviewed for a 1-year birth cohort of 230 adolescent mothers. Nearly three-quarters of all school-aged primiparas who were enrolled in the city's public schools when they became pregnant attended the alternative school. Because of summer vacation, however, students who conceived in January through April began attending later in pregnancy than did those who conceived in May through December; these mothers were significantly more likely to deliver a preterm, low-birthweight infant. No such seasonal effects were found for other teenagers in the city who were not enrolled in public school at conception. Positive birth outcomes for early program attenders are similar to those reported for a nurse-home-visitation program. The results suggest that school programs have considerable potential to be an effective service delivery model for providing prenatal intervention to adolescents.

Adolescent↗
PubMed1994

Parent-focused intervention: diffusion effects on siblings.

This study examined whether intervention provided to parents of firstborn children produced delayed benefits for later-born children. We studied younger siblings of children in the Yale Child Welfare Project, a family support program previously shown to result in better school adjustment for the firstborns. Information was obtained from the siblings' teachers and school records for 3 academic years. As was true for the older children, intervention group siblings had better school attendance than did control group siblings, were less likely to need supportive or remedial services, and were more likely to be making normal school progress. The results suggest that changes in the caregiving environment resulting from early family support lead to benefits for all the family's children. Parent-focused programs thus appear to provide a particularly efficient strategy for intervention efforts.

Child↗
PubMed1993

Adolescent mothers and repeated childbearing: effects of a school-based intervention program.

This study examined the effectiveness of a public school program for pregnant teenagers in preventing rapid repeated childbearing. Students permitted to attend longer than seven weeks postpartum were much more likely to avoid having another child in the next five years than were students required to return to their regular schools. The results indicate the potential of school-based programs to improve life outcomes for adolescent mothers and their children.

Adolescent↗
PubMed1991

Effects of an intervention program for pregnant adolescents: educational outcomes at two years postpartum.

Examined postpartum effects of a school-based intervention program for pregnant adolescents. Interviews were conducted with 102 innercity black, low-income, school-aged mothers who had attended the program, and their academic and medical records were reviewed. For teenagers who had been poor students prior to becoming pregnant, a strong linear effect was found for duration of program attendance: with sufficient time in the program, poorer students became indistinguishable from better students in educational success. Most of the better students were educationally successful at 2 years postpartum, independent of their length of time in the program. For all students, longer durations of postnatal intervention were predictive of lower likelihood of subsequent childbearing. Numerous academic, medical, social, and demographic variables were ruled out as possible confounding factors that might have produced the positive educational outcomes for poorer students. The results suggest that adolescents who appear to have minimal academic promise prior to their pregnancy are nevertheless very responsive to school-based intervention.

Adolescent↗
PubMed1989

Imitation, recall, and imitativeness in children with low intelligence of organic and familial etiology.

Groups of noninstitutionalized organic and familial mentally retarded and borderline mentally retarded children at two CA levels were given tasks designed to assess imitation. In contrast to findings from studies of average IQ children, organic low IQ children showed as much imitativeness at the older as at the younger age levels. Consistent with expectations, etiology, independent of IQ, was found to be significant. Familial low IQ children showed more absolute imitation and recall, whereas organic children were more imitative and responsive to the irrelevant behaviors modeled. Findings are discussed in terms of the developmental approach to imitation.

Attention↗
PubMed1985

Effects of family support intervention: a ten-year follow-up.

The delivery to impoverished mothers of a coordinated set of medical and social services, including day-care for their children, had effects that were evident a decade after the intervention ended. Intervention mothers were more likely to be self-supporting, and they had higher educational attainment and smaller family sizes than did control mothers. Intervention children had better school attendance, and boys were less likely to require costly special school services than were corresponding control children. The financial implications of these results were considerable, totaling about $40,000 in extra estimated welfare costs and documented school service costs needed by the 15 control families in the single year in which these follow-up data were gathered. There were no indications that the intervention had lasting effects on the children's IQ scores. The results suggest that family support procedures, including quality day-care, have considerable promise as a general model for intervention programs.

Achievement↗
PubMed1982

Is an intervention program necessary in order to improve economically disadvantaged children's IQ scores?

The hypothesis was investigated that alleviation of negative motivational factors underlies much of the 10-point IQ increase commonly found in economically disadvantaged children's performance following a preschool intervention program. Head Start and non-Head Start groups were tested on IQ and motivational measures 3 times before and during the Head Start year (pretest, retest, posttest). Both groups showed comparable IQ gains on retesting, but only the Head Start group showed continued gain from retest to posttest. Parallel changes were found on a motivational measure of wariness of an unfamiliar examiner. The test-retest improvement of both groups was interpreted as resulting from increased familiarity with the testing situation. The continued improvement of the Head Start children was interpreted as reflecting changes in the children's motivational structures as a result of attending a preschool intervention program.

Child, Preschool↗
PubMed1975

On "an experimental evaluation of sensorimotor patterning": a critique.

A critique was presented of a study by Neman, Roos, McCann, Menolascino, and Heal (1975) in which a sensorimotor training method of treatment for retarded children was evaluated. They presented evidence which they interpreted as support for the effectiveness of this treatment method in benefiting their sample of retarded individuals. Many shortcomings of the Neman et al. study were pointed out in the areas of evaluating the theoretical rationale underlying the treatment, subject selection, procedure, statistical analyses, and interpretation of the findings. In addition, the problems raised by the premature release of the findings to the press were discussed. Special note was made of the potential harmful effects of this publicity on retarded children and their families. The important role and responsibility of the National Association for Retarded Citizens in endorsing and recommending treatment methods for retarded individuals was also discussed.

Adolescent↗