Typical Development

The rising prevalence of online gaming among children has reduced physical activity, impaired fundamental movement skill development and led to poor motor coordination. This study aims to determine the basic locomotor skills of students in elementary school. This research is a study that describes the importance of physical activity on students using a quantitative approach. A total of 34 students contributed to this study with the sampling technique, namely Proportional Stratified Random Sampling. The instrument used was the Test of Gross Motor Development, 2nd edition (TGMD-2). This study was conducted using 6 test sub-items, namely: run test, gallop test, hop test, leap test, horizontal jump test, and slide test, and then the data was analyzed using Pearson correlation. The results of Pearson's correlation showed a significant relationship between running and sliding (r = 0.438, p < 0.01), running and jumping (r = 0.418, p < 0.05), and jumping and sliding (r = 0.418, p < 0.05). Other skills did not show significant correlations. These findings indicate that some dynamic skills have similar motor interrelationships, which could form the basis of physical education program development.

This paper reports on a study of engineering graduates identified as high performers by their work supervisors. The study involved 20 graduates from different universities working in seven companies covering electrical, civil, mechanical, telecommunications and environmental engineering. The aim of the study was to identify the capabilities that were seen to be most important for successful engineering practice during the first few years after graduation, and to evaluate the extent to which universities were typically developing these capabilities. The reported study is a pilot for a larger scale study of a number of professional disciplines which will be used to shape the ongoing evolution of the undergraduate programmes in these disciplines at UTS. The results reaffirm the fact that while technical expertise is a necessary capability for successful practice it is certainly not sufficient. A range of 'emotional intelligence' capabilities appears to be judged by graduates and their supervisors alike as being very significant success factors. By focusing on the entire undergraduate experience rather than just what is taught, course designers can do much to provide learning opportunities to develop the capabilities identified. Extensive data are available from a wide range of national and institutional satisfaction surveys of students currently enrolled in or just graduated from Australia's universities. 1 Such studies consistently suggest students perceive universities to be of higher quality when they provide learning content and experiences that are demonstrably relevant to subsequent professional practice. However, until graduates have come to grips with the realities of sustained full-time work, they are not really in a position to make specific recommendations about what sorts of university assessment, curriculum and support constitute the best preparation for the complexities of current professional practice. Yet it is hard to find studies that have followed up graduates during their first 3-5 years of professional work to investigate this issue. Of course, universities do use a range of procedures already to 'backward map' (Elmore 1979) from professional experience in order to improve undergraduate learning programmes. Common practices include the use of Course or Faculty

In database marketing, data mining has been used extensively to find the optimal customer targets so as to maximize return on investment. In particular, using marketing campaign data, models are typically developed to identify characteristics of customers who are most likely to respond. While these models are helpful in identifying the likely responders, they may be targeting customers who have decided to take the desirable action or not regardless of whether they receive the campaign contact (e.g. mail, call). Based on many years of business experience, we identify the appropriate business objective and its associated mathematical objective function. We point out that the current approach is not directly designed to solve the appropriate business objective. We then propose a new methodology to identify the customers whose decisions will be positively influenced by campaigns. The proposed methodology is easy to implement and can be used in conjunction with most commonly used supervised learning algorithms. An example using simulated data is used to illustrate the proposed methodology. This paper may provide the database marketing industry with a simple but significant methodological improvement and open a new area for further research and development.

Systems using distributed object technology offer many advantages and their use is becoming widespread. Distributed object systems are typically developed without regard to the locations of objects in the network or the nature of the communication between them. However, this approach often leads to performance problems due to latency in accessing remote objects and excessive overhead for communication. Thus, it is important to provide support for early assessment of the performance characteristics of such systems. This paper presents extensions to the software performance engineering process and its associated models for assessing distributed object systems, and illustrates with a case study. 1 Waldo, et. al. also note that ignoring the difference between local and remote objects can lead to other problems due to memory access, concurrency and partial failure. transparency may require that a local object be accessed using remote procedure calls rather than a more efficient mechanism, such as shared memory. The performance of these systems must then be "tuned" by fixing the locations of critical objects (e.g., making remote objects local) and replacing slow communication mechanisms with more efficient ones (e.g., replacing remote procedure calls by shared memory communication for local objects). This "fix-it-later" approach introduces a number of problems. Systems delivered with poor performance result in damaged customer relations, lost productivity for users, lost revenue, cost overruns due to tuning or redesign, and missed market windows. Moreover, "tuning" code to improve performance is likely to disrupt the original design, negating the benefits obtained from using the object-oriented approach. Finally, it is unlikely that "tuned" code will ever equal the performance of code that has been engineered for performance. In the worst case, it will be impossible to meet performance goals by tuning, necessitating a complete redesign or even cancellation of the project. Most performance failures are due to a lack of consideration of performance issues early in the development process. Poor performance is more often the result of problems in the design rather than the implementation. As Clements and Northrup note: "Performance depends largely upon the volume and complexity of inter-component communication and coordination, especially if the components are physically distributed processes."

Central post-stroke pain (CPSP), historically eponymized as Dejerine-Roussy syndrome, represents a complex and often debilitating central neuropathic pain condition arising from cerebrovascular lesions that disrupt the spinothalamic tract anywhere along its neuraxial course. Despite advances in stroke care, CPSP remains underrecognized, frequently misdiagnosed, and notoriously difficult to manage, with prevalence estimates ranging from 8% to 46% depending on diagnostic criteria and study methodology. This review provides a comprehensive examination of the conceptual evolution from thalamic syndrome to the contemporary understanding of CPSP as a network-level dysfunction of somatosensory processing. The pathophysiology is multifactorial, encompassing central disinhibition secondary to GABAergic deafferentation, central sensitization driven by NMDA receptor-mediated plasticity, and aberrant integration between intact lemniscal and damaged spinothalamic pathways. Clinically, CPSP presents with a triad of spontaneous constant pain, spontaneous paroxysmal pain, and evoked pain (allodynia, hyperalgesia), with characteristic spinothalamic sensory dissociation. Management demands a structured, stepwise approach grounded in evidence-based pharmacotherapy-initiating with tricyclic antidepressants (e.g., amitriptyline), followed by anticonvulsants (e.g., gabapentin, carbamazepine), with judicious consideration of NMDA receptor antagonists or opioids in refractory cases, complemented by neuromodulatory techniques such as repetitive transcranial magnetic stimulation. Given the high burden of psychiatric comorbidity, functional disability, and reduced quality of life, an interprofessional team-integrating neurology, pain medicine, pharmacy, nursing, and rehabilitation-is essential to optimize outcomes. Early recognition, patient and caregiver education, and vigilant monitoring for complications including depression and suicide risk are paramount. This review underscores that effective CPSP management extends beyond analgesia to encompass functional restoration, psychosocial support, and the mitigation of iatrogenic harm.

Elimination disorders (EDs) comprise the three broad categories of fecal incontinence (FI), daytime urinary incontinence (DUI), and nocturnal enuresis (NE). They are very common and distressing disorders in children. Thus, 1-3% of typically developing 7-year-old children are affected by Fl. 2-3% by DUL and up to 10% by NE [1]. These rates are even higher in children with special needs, for example those with intellectual disability (2). Untreated, they can persist into adolescence and even adult-hood. In addition, the rate of comorbid child psychiatric disturbances is markedly increased in children with ED-30-50% of children with FI, 20-40% of those with DUL. And 20-30% of those with NE are affected by clinically relevant behavioural or emotional disorders [3]. EDs are a heterogenous group of disorders with specific signs. Symptoms, aetiologies, and treatment approaches. Although the ICD-11(4) and DSM-5 [5] classification systems provide a general framework, they do not reflect the current state of research [6]. Most of the expanding research on EDs in the past decades has been conducted by pediatricians (especially nephrologists and gastroenterologists), as well as by paediatric urologists, epidemiologists. And basic scientists. Unfortunately, few contributions have come from the field of child psychiatry, despite the high comorbidity rate of psychiatric disorders and the preponderance and effectivity of cognitive behavioural treatment approaches. This output has resulted in two important classification systems, which have superseded those of the ICD11 [4] and the DSM-5 [5] in clinical practice and research: The International Children's Continence Society (ICCS) for DUI and NE [7]. The Rome IV classification system for FI and constipation [8].

This article provides an historical perspective on the Journal of Pediatric Psychology (JPP) on the occasion of its 50th anniversary. Former and current editors of JPP participated in a symposium at the 2019 Society of Pediatric Psychology Annual Conference (SPPAC), each highlighting prominent types of articles published during their terms, the influence of these papers over time, and their reflections on the next 50 years of the journal. Their presentations were summarized and integrated for this article. Additional data on editorial teams, special issues, and publication metrics over time are included. The data demonstrate changes over time in the growth, scope, and impact of JPP. The article also shows the consistency in areas of emphasis over time. Anticipated topics for the future were quite consistent across editors and included increased use of technology, broader attention to teams and approaches, and methodological advances as the field will continue to grow. This article p...

The present study aims to evaluate the distinct patterns of working memory (WM) capacity of children with Developmental Language Disorder (DLD), High-functioning children with Autism Spectrum Disorder (ASD) and children with Down syndrome (DS). More specifically, the current study investigates the complex relationship of fluid intelligence and WM between 39 children with DLD, 20 H igh-functioning children with ASD, and 15 children with DS. All children were evaluated in different measures of Phonological Working Memory, Visual-spatial Working Memory whereas Fluid Intelligence was measured with Raven Progressive Matrices. The result analysis revealed a significant difference among the three groups, both among each function separately and the correlations among them, as well. The results revealed that the DLD groups and High-functioning ASD group exhibited a common picture or an overlap of performances in all Phonological and Visuo-spatial working memory measures, except Backward Digi...

Autism Diagnostic Observation Schedule (ADOS) module 4 was investigated in an independent sample of high-functioning adult males with an autism spectrum disorder (ASD) compared to three specific diagnostic groups: schizophrenia, psychopathy, and typical development. ADOS module 4 proves to be a reliable instrument with good predictive value. It can adequately discriminate ASD from psychopathy and typical development, but is less specific with respect to schizophrenia due to behavioral overlap between autistic and negative symptoms. However, these groups differ on some core items and explorative analyses indicate that a revision of the algorithm in line with Gotham et al. (J Autism Dev Disord 37: 613-627, 2007) could be beneficial for discriminating ASD from schizophrenia.

Cast shadows in visual scenes can have profound effects on visual perception. Much as they are informative, they also constitute noise as they are salient features of the visual scene potentially interfering with the processing of other features. Here we asked i) whether individuals with autism can exploit the information conveyed by cast shadows; ii) whether they are especially sensitive to noise aspects of shadows.Twenty high-functioning children with autism and twenty typically developing children were asked to recognize familiar objects while the presence, position, and shape of the cast shadow were systematically manipulated. Analysis of vocal reaction time revealed that whereas typically developing children used information from cast shadows to improve object recognition, in autistic children the presence of cast shadows--either congruent or incongruent--interfered with object recognition. Critically, vocal reaction times were faster when the object was presented without a cas...

This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities.

Many professionals argue that animals in animal-assisted interventions are able to perceive people's developmental disabilities and to adapt to them. To date, there is no scientific evidence in support of this hypothesis. Humans and animals use cues to modulate their interspecific interactions. However, the potential underlying mechanisms for these cues are unknown. Thus, we hypothesized that animals could perceive particular behaviours such as developmental disabilities present in children. To test this hypothesis, guinea pigs' or GP behaviours were compared between two groups of children (N = 44, aged between 6 to 12 yo) with typical development (TD) and with autism spectrum disorders (ASD). We evidenced that GP behaviours in the presence of children differed slightly when encountering ASD children versus TD children: more positive behaviours toward ASD children at the onset, and more feeding and resting in the presence of TD children toward the end of an interaction. One could explain this by GP curiosity toward ASD children behaviours (e.g., no marked behaviours such as attempts to touch), whereas GPs seemed calmer at the end with TD children (i.e., interacting with ASD children may be a little stressful). This partly gave support to our study's hypothesis. GPs seemed to perceive developmental disabilities during a first encounter with children and to adjust their behaviours to that of children. We discuss the issues of animal training, animals' well-being and acute stress, whether they are pets or used in animal-assisted interventions, and we propose perspectives that would help further our understanding.

Many professionals argue that animals in animal-assisted interventions are able to perceive people's developmental disabilities and to adapt to them. To date, there is no scientific evidence in support of this hypothesis. Humans and animals use cues to modulate their interspecific interactions. However, the potential underlying mechanisms for these cues are unknown. Thus, we hypothesized that animals could perceive particular behaviours such as developmental disabilities present in children. To test this hypothesis, guinea pigs' or GP behaviours were compared between two groups of children (N = 44, aged between 6 to 12 yo) with typical development (TD) and with autism spectrum disorders (ASD). We evidenced that GP behaviours in the presence of children differed slightly when encountering ASD children versus TD children: more positive behaviours toward ASD children at the onset, and more feeding and resting in the presence of TD children toward the end of an interaction. One could explain this by GP curiosity toward ASD children behaviours (e.g., no marked behaviours such as attempts to touch), whereas GPs seemed calmer at the end with TD children (i.e., interacting with ASD children may be a little stressful). This partly gave support to our study's hypothesis. GPs seemed to perceive developmental disabilities during a first encounter with children and to adjust their behaviours to that of children. We discuss the issues of animal training, animals' well-being and acute stress, whether they are pets or used in animal-assisted interventions, and we propose perspectives that would help further our understanding.

The World Health Organization's Quality of Life Bref (WHOQoL-Bref) is a well-validated, cross-cultural tool for measuring Quality of Life (QoL) across different populations. This study translated the WHOQoL-Bref into the Hausa language, through a forward-back translation phase, which involved two rounds of back translation. In addition, the translated Hausa version was investigated for validity and reliability among patients with spinal cord injury (SCI). Individuals with spinal cord injury (ISCI) and their sex-and age-matched apparently healthy individuals (AHI), participated in this correlational study. The ISCI and AHI were recruited using purposive sampling technique from physiotherapy clinics of tertiary health institution in Northern Nigeria. The ISCI completed both English and Hausa versions and a re-completion of the Hausa version of WHOQoL-Bref after two weeks, while the AHI completed the Hausa version only. Descriptive and inferential statistics were used at p<0.05. The ISCI (38 males; 11 females) and AHI (38 males; 11 females) were aged 32.86±7.15years and 33.68±7.15years respectively. The mean duration of SCI is 20.43±9.03 months. Domain scores on the Hausa version of the WHOQoL-Bref correlated significantly with English version (r=0.514-0.638, p=<0.0001). There were differences between scores obtained by participants with SCI and those without SCI on the Hausa version. Domain scores on the Hausa version of WHOQoL-Bref obtained on the first and second administrations correlated significantly (r=0.413-0.766, p=<0.0001). The Hausa version of WHOQoL-Bref is a valid, reliable and acceptable instrument for assessing QoL of spinal cord injury survivors. It is recommended for use in Hausa-speaking populations.

A preponderance of males with autism spectrum disorders (ASD) has been evident since the initial writings on the topic. This male predominance has consistently emerged in all ASD research to date in epidemiological as well as clinical populations. Despite this long recognized gender disparity in ASD, surprisingly there is a paucity of research addressing gender as it relates to core ASD symptom presentation. Gender differences may manifest with regard to symptom domains, severity, breadth, and so forth. The present review will discuss background (e.g., history, prevalence), assessment issues, gender differences in typically developing individuals in domains relevant to ASD, an in depth review of the literature base on the nature and etiology of gender differences in ASD, as well as future research directions and implications.

This study seeks to investigate how the differences in age of acquisition (AoA) for sequential learners affect the acquisition of French object clitics. To answer this question, 16 anglophone children were tested, who are second language (L2) French learners (8-11 years old, mean age 9-year-old). Participants are enrolled in immersion schools in the Greater Toronto Area (Peel, North York and Milton). Results for the elicited production task show that the production of object clitics is even lower in our group when compared to the sequential and simultaneous bilinguals in Strik et al. (2015).

Individuals diagnosed with Autism Spectrum Disorder (ASD) face an amalgam of language related deficits in the areas of and not exclusive to: expressive language, receptive vocabulary, comprehension of extensive directions, initiating communication and engaging in reciprocal conversations. Children with diagnosis of ASD often use neologisms and idiosyncratic language significantly more than both age-matched and language matched peers . Communication problems can range from mutism, pronominal reversal, and unusual speech characteristics such as echolalia to a lack of spontaneous language. Spontaneous language has become the focal point of communication training in children with ASD. It represents a core, central and crucial deficit in the majority of these children. Without intervention 21-66% of children with ASD do not develop communicative speech (Lord & McGee, 2001). Between 14 and 20% of 9 years old with ASD are non-verbal and are considered to have deviant language systems (Rice, . The exact nature of language impairments experienced by individuals with ASD remains unclear. In addition, functional communication skills never fully develop for the majority of children with ASD or related disorders who begin to speak . Children with ASD rarely initiate appropriate speech and tend to speak only when spoken to . Most children with ASD fail to engage in typical social interactions such as asking

Objectives The purpose of the present investigation was to identify the top 100 most highly cited ''classic'' articles in the Journal of Pediatric Psychology, from 1976 to 2006. Methods The Cited Reference search option of the Web of Science Õ was used, which allows for identification of variations in citations. Results One-hundred and four classic articles ranging in citations from 46 to 192 (M ¼ 71.66, SD ¼ 31.15) were identified. These articles were found to be mostly applied research that focused predominantly on children across several age groups with chronic illness. Citation trends among the classics revealed an inverted-u shape relationship between year since publication and citations per year, which peaked around seven years after publication. Conclusions The current findings highlight some of the influential works in the field, which have contributed to important advances not only the field of pediatric psychology but other fields as well.

The impact of significant family life events on child educational outcomes was examined for a sample of 204 families in Chapel Hill, North Carolina, whose children began kindergarten in 1992, 1993, or 1994. These children and families were part of the Head Start Transition Demonstration Project, a longitudinal study to assess benefits of services like those provided by Head Start to families and children during the first few years of public school. Families were interviewed, during which parent questionnaires--styled similarly to Life Event Scale--were completed. The most frequently occurring events were change in employment, death in the close family, gaining a new family member, and separation of the responding parent and her/his partner. Preliminary results included a significant negative relationship between the total number of life events a child experiences and his or her achievement scores. Children who experience more major life events achieve less in school. (Contains 10 references.) (BGC)

Children six, to eight years old each played a game. which was labeled either sex-appropriate, sex-nelitral, or sex-inappropriate. Measures of performance_and attractiveness of the game were obtained..For both boys and girls, performance was highest when the game was labeled sex-appropriate, intermediate when no sex label was given, and lowest phen the game was 'labeled sex-inappropriate. For attractiveness, the appropriate and neutral label conditions were similar and both were higher than the inappropriate condition. The IT Scale for children was used to test the hypothesis that children who were high sex-appropriate would be more influenced by the labels than children-who were bigh sex-inappropriate..This hypothesis was not confirmed but there is some reason to, doubt the ability of the IT Scale to distinguish preference, either within a. sex or between sexes.. (Author/WS) ',L11 N-00 Li ec0 Children's Performance on and Attraction to 'an Activity as a Function of Masculine; Feminine or Neutral Labels and Sex-Role Preference R ymond Adntemayor Michigan State University. U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING IT. POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY. 1 "female" task. Girls; however, spent about the same amount of time on each task.

Prior research on the linguistic abilities of Southern English- (SE) and African-American English-speaking children (SAAE) revealed unexpectedly high rates of risk for a language disorder (Christodoulou & Tsimpli 2021; Moland & Oetting 2021). This study examines the performance of 139 SE-, 46 SAAE-, and 35 Mainstream American English-speaking children (MAE), aged 2-13, and analyzes their performance, through twelve sections, in four key linguistic domains: syntax, semantics, pragmatics, and phonology, using a standardized assessment test. Results revealed a parallel performance across the three groups in all linguistic domains. The highest means of accuracy were noted with phonology and the lowest with semantics. Analysis of the participants’ performance by age evidenced a virtually identical performance across the three groups after age 6 or 7, but considerable variations were noted with younger children. Results from the current study contradict results from previous work showing ...

This research investigates the development of language in Southern English and Southern African American English (AAE), two relatively stigmatised varieties of American English. Earlier research as well as professionals working with these varieties focused on the differences between AAE and Standard American English using test norms obtained by children from “White middleclass Mainstream American English-speaking backgrounds” (Wyatt, 1995). A shift in the past 30 – 40 years in how the acquisition of this variety of American English has been studied has brought to surface numerous research concerns on how language research with AAE-speaking children is conducted. To date, there is no (comparative) research available on these two Southern varieties, especially with regard to language development. A growing, but still small, body of work on the developmental patterns in child AAE suggests stark contrasts, but also subtle differences as well as similarities across AAE and Mainstream Ame...