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Results for “school functioning”

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At least 19 recordsLinked to original sources
PubMed1976

The comparative predictive efficiency of intellectual and nonintellectual components of high school functioning.

Much time is spent in elementary schools in assessment of cognitive attributes of children, little in measurement of noncognitive attributes. This study evaluates relative importance of early assessments of cognitive versus noncognitive variables as predictors of high school achievement and adjustment. Results demonstrate the critical, and frequently more important, contribution of the noncognitive attributes.

Achievement↗
PubMed1992

School functioning of US children with asthma.

Data from the 1988 US National Health Interview Survey on Child Health, a nationally representative cross-sectional survey, were used to determine national estimates of school outcomes (grade failure, learning disabilities, and suspension/expulsion) and mean number of absences for children with asthma (CWA) compared to well children without current health conditions. Families indicated that 536 (4.9%) of the 10,362 survey children in grades 1 through 12 had had asthma in the previous 12 months. Families reported 18% of CWA vs 15% of well children had grade failure, 9% of CWA vs 5% of well children had learning disabilities, and 5% of CWA vs 6% of well children had been expelled or suspended. Children with asthma averaged 7.6 school days absent compared with 2.5 days for the well group. Multiple logistic regression was used to compare the odds of grade failure, learning disabilities, and suspension/expulsion among CWA and well children, overall and stratified by income. Similar methods were used to assess the role of health status among asthmatic children. After adjustment for demographic factors, CWA had similar risks of grade failure and suspension/expulsion, but 1.7 times the risk of learning disability compared with well children. Also, among families with incomes below $20,000, CWA had twice the odds of grade failure compared with well children. For asthmatic children, reported health status was an important predictor of learning disability. Ten percent of CWA were reported to be in fair-poor health. After adjustment for demographic factors, those in fair-poor health were twice as likely to have a reported learning disability compared with those in good-excellent health.(ABSTRACT TRUNCATED AT 250 WORDS)

Absenteeism↗
PubMed1992

Non-right handedness among ELBW and term children at eight years in relation to cognitive function and school performance.

The relationship between handedness, neurological and cognitive deficits, and school difficulties was investigated in 114 extremely low-birthweight (ELBW) children and 145 term controls at eight years. The prevalence of non-right handedness (left and mixed) was 31 per cent for ELBW children and 19 per cent for controls. ELBW children with neurological impairments were significantly more likely to be non-right handed. No significant differences were noted between right-handed and non-right handed ELBW children and controls on tests of cognitive function, school performance and prevalence of learning difficulties. These findings suggest an association between neurological impairment and non-right handedness, but do not support the hypothesis of early brain insult resulting in subtle cognitive deficits and suboptimal school performance among non-right handed ELBW children.

Achievement↗
PubMed2025

ADHD in Youth With Major Depressive Disorder in the Texas Youth Depression and Suicide Research Network (TX-YDSRN): Clinical Correlates and Moderators.

OBJECTIVE: Depression is a major public health concern with a 19% lifetime prevalence in youth, often precipitating other concerns, including suicidal behavior, poor school performance, and worsened peer relationships. ADHD is also common among youth and frequently presents alongside major depressive disorder (MDD), with this comorbidity associated with increased impairment. More research is needed to elucidate the clinical characteristics of this comorbidity (MDD + ADHD), especially as it relates to youth with MDD and no ADHD (MDD - ADHD). The present study examined the clinical correlates of MDD + ADHD in youth and the presence of an ADHD diagnosis as a moderator of the relationship between depressive symptoms and suicidality, peer relationships, and school functioning, respectively. METHODS: Our sample included 797 youth with MDD ages 8 to 20 years (Mage = 15.5 years) with and without ADHD. RESULTS: Youth with MDD + ADHD experienced more severe depressive symptoms, higher levels of suicidality, impulsivity, and irritability, and worse academic performance compared to those with MDD - ADHD. ADHD diagnosis did not moderate the relationships between depression severity and suicidality, peer relationships, or school functioning, respectively, suggesting that having an ADHD diagnosis may not affect these outcomes in depressed youth in this way. CONCLUSION: Findings shed light on the impact of ADHD in depressed youth, which may allow for earlier and more tailored intervention efforts aimed at identifying and targeting depression, suicidality, peer relationships, and school functioning.

Humans↗
PubMed1992

Parasitic helminth infection and cognitive function in school children.

The study examines the effect of moderate to high worm burdens of Trichuris trichiura infection on the cognitive functions of 159 school children (age 9-12 years) in Jamaica, using a double-blind placebo-controlled protocol. Results were evaluated by using a forward-stepwise multiple linear regression. Removal of worms led to a significant improvement in tests of auditory short-term memory (p less than 0.017; p less than 0.013), and scanning and retrieval of long-term memory (p less than 0.001). Nine weeks after treatment, there were no longer significant differences between the treated children and an uninfected Control group in these three tests of cognitive function. It is concluded that whipworm infection has an adverse effect on certain cognitive functions which is reversible by therapy.

Albendazole↗
PubMed1979

Intensive psychiatric care for adolescents and young adults: a model for treatment and evaluation.

The authors' model for the hospital treatment of severely disordered adolescents and young adults calls for a categorization of the patient's major characteristics that are relevant to treatment along six axes: symptoms and signs, previous course of the disorder, social functioning, work or school functioning, family or other living situation, and sense of identity. They present a case study of a 19-year-old male patient to demonstrate how the model works.

Adolescent↗
PubMedDate not supplied

Ventilatory function in normal Nigerian school children.

Lung function studies were performed on 522 school children in Ibadan to determine normal values among Nigerian School children. From four schools 257 boys and 265 girls aged 7 - 18 with different socio-economic background were selected. The forced vital capacity (FVC) and forced expiratory volume in 1 second (FEV1) wee estimated using the wedge bellows vitalograph. It was observed from the results that the mean FVC and FEV1, values were lower than the predicted mean values matched for age, sex, height and weight. It was further observed that the values obtained were lower than those of the caucasian children. However, it was observed that the FVC values correlate significantly with age, weight and height (P less than 0.01).

Adolescent↗
PubMed2026

Symptom assessment and health-related quality of life in children with lower urinary tract dysfunction: A retrospective cross-sectional study.

INTRODUCTION: Lower urinary tract dysfunction (LUTD) significantly impacts children's health-related quality of life (HRQoL), but key determinants of this impairment remain incompletely understood within a patient-centered framework. METHODS: This retrospective cross-sectional study enrolled 272 children with LUTD. Clinical symptoms were assessed using the Dysfunctional Voiding Scoring System (DVSS) and the Overactive Bladder Symptom Score (OABSS), and HRQoL via the Pediatric Quality of Life Inventory (PedsQL&#x2122;) 4.0 Generic Core Scales. RESULTS: The mean total PedsQL score was 83.66 &#xb1; 16.07, with the School Functioning domain being the most impaired (73.75 &#xb1; 20.94). Univariate analysis identified older age (&#x2265;11 years), daytime urinary leakage, overactive bladder (OAB) symptoms, and abnormal DVSS scores as factors associated with reduced HRQoL (all P < 0.05); multivariate regression further confirmed only older age and abnormal DVSS were independent influencing factors (both P < 0.001). A significant negative correlation existed between the total DVSS score and the total PedsQL score (r = -0.390, P < 0.01), indicating that greater symptom severity predicts poorer overall HRQoL. CONCLUSION: This study indicates that in children with LUTD, the severity of voiding dysfunction (quantified by DVSS) is inversely correlated with HRQoL. Voiding dysfunction impairs multiple domains of daily functioning, including physical well-being, emotional adjustment, social interaction, and school performance. Shifting from a symptom-focused to a patient-centered care model and integrating routine HRQoL assessment into standard clinical management can optimize clinical practice for pediatric LUTD.

Humans↗
PubMed1992

Psychosocial issues in hemophilia before and after the HIV crisis: a review of current research.

The human immunodeficiency virus (HIV) has had a fundamental impact on quality of life, delivery of care, and directions of research efforts for the hemophilia community. Studies of psychosocial issues in hemophilia before and after the HIV crisis are reviewed. Before this crisis, research addressed personality factors and coping, family functioning, impact of psychological factors on bleeding, effects of home treatment, and school functioning. After HIV problems surfaced, research focused on psychosocial impact of the epidemic, HIV knowledge assessments, and HIV transmission prevention efforts. HIV-positive children with hemophilia have not received sufficient attention. Future directions for research are suggested.

Adaptation, Psychological↗
PubMed1975

Photochemical air pollution: its effects on respiratory function of elementary school children.

The effects of photochemical air pollution on respiratory function of Tokyo elementary school children were investigated. Nine types of environmental factors were continuously recorded. Seven categories of respiratory function tests were performed on 20 normal 11-year-old children once a week from June to December 1972, as a general rule. The correlation coefficients between respiratory function measurements and each of the environmental factors were calculated. The maximum expiratory flow rate (V max) showed high correlation with the largest number of environmental factors. Among environmental factors, temperature highly affected various respiratory function tests. The O3 was significantly associated with airway resistance (Raw) or specific airway conductance (Gaw/Vtg), NO or NO2 with V max, and temperature with Raw, Gaw/Vtg, and V max. Two subjects among all subjects were considered as the reactors to the environmental factors.

Air Pollutants↗
PubMed1977

Perceptual-motor functioning in children with phenylketonuria.

Children with treated phenylketonuria (PKU) have been described as being at high risk for perceptual-motor dysfunction. In this study, the Wechsler Intelligence Scale for Children (WISC) and the Bender Gestalt test were administered to 19 school age children with treated PKU and of average intelligence who have been off diet from five months to six years four months. Perceptual-motor performance was evaluated, and school functioning was rated by classroom teachers. Substantial impairment of perceptual-motor functioning as measured by the Bender Gestalt test and lower WISC performance IQs than verbal IQs were observed in children of average intelligence. Quality of dietary control was found to be associated with performance on the Bender Gestalt test. These findings suggest the possibility of a specific deficit that could seriously interfere with academic progress, but which is not signalled by obvious impairment of overall intellectual functioning.

Achievement↗
PubMed1976

The use of teacher checklists to identify children at risk for later behavioral and emotional problems.

Measures of child behavior based on teacher checklists have been shown to be reliable and valid indicators of a child's current school functioning. Such measures, however, are not very accurate predictors of behavior in other settings, or of the development of future behavior problems; they should not be used to label a child as "high risk." The primary care physician could help the teacher decide which children to refer for more thorough evaluation by providing the teacher with information on the child's development and neurologic status, home behavior, and family situation. Follow-up studies suggest that many behavioral disturbances seen in pre-school settings are transient situational disturbances that could be adequately managed through use of behavior modification techniques or simply through the passage of time.

Affective Symptoms↗
PubMedDate not supplied

Goodness of fit in the home: its relationship to school behavior and achievement in children with learning disabilities.

This study examined whether a "goodness of fit" theoretical model, applied to families with and without children with learning disabilities, would be valuable in understanding the children's performance in school. A home interview was conducted with 63 families with a child with learning disabilities and 53 families with a comparable child without learning disabilities. The mothers were asked to rate how their own child fit into the family's expectations for children. It was found that, for both groups of families, children who were rated as a "poor fit" in the home demonstrated less positive behavior in the classroom and poorer achievement over the elementary school years. There was some evidence that poor fit in the home was even more negatively related to outcomes for children with learning disabilities. Discussion is centered on the importance of this theoretical model for understanding the importance of the home on successful school function.

Achievement↗