Academic literature on the topic 'Children who failed first grade'
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Journal articles on the topic "Children who failed first grade"
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Bowen, François, Frank Vitaro, Margaret Kerr, and Daniel Pelletier. "Childhood internalizing problems: Prediction from kindergarten, effect of maternal overprotectiveness, and sex differences." Development and Psychopathology 7, no. 3 (1995): 481–98. http://dx.doi.org/10.1017/s0954579400006647.
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AbstractResearch on the development of childhood internalizing problems has largely failed to consider that there may be different developmental paths for boys and girls. Additionally, studies have begun with elementary school children who are well beyond their first social experiences. This study follows 144 boys and 125 girls from kindergarten (for most children the time of first social experiences) to fifth grade. We identify the best predictors of fifth grade internalizing problems from kindergarten measure of anxiety-withdrawal, shyness, adaptability, and popularity. We also test whether maternal overprotectiveness moderates the link between kindergarten predictors and fifth-grade internalizing problems. Throughout, we consider boys and girls separately. Peer-rated unpopularity was the best predictor of later problems for both boys and girls, followed by peer-rated shyness for boys and teacher-rated anxiety-withdrawal for girls. Maternal overprotectiveness was more important for boys than girls. For boys overprotectiveness reduced the predictive link between some kindergarten variables and some fifth-grade outcomes; for girls overprotectiveness did not significantly moderate the predictive link. We discuss the advantages of different perspectives (peers, teachers, and mothers) for predicting internalizing problems. We also discuss the roles of early temperament, early social experience, and maternal overprotectiveness versus close temporal experience in developing internalizing problems.
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Harris, Richard E., Erin Morris, Phyllis Warkentin, Adrianna Vlachos, Myron Chang, and Mitchell S. Cairo. "Safety and Efficacy of CBV Followed by Autologous PBSC Transplant in Children with Lymphoma after Failed Induction or First Relapse - a Children’s Oncology Group Study." Blood 104, no. 11 (2004): 899. http://dx.doi.org/10.1182/blood.v104.11.899.899.
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Abstract Purpose: To determine the safety and efficacy of high dose cyclophosphamide, BCNU and etoposide (CBV) chemotherapy followed by autologous non-purged PBSCT in children with Hodgkin’s (HD) and non-Hodgkin’s lymphoma (NHL) who have either failed primary induction therapy or have experienced a first relapse. Methods: At study entry, patients received 2–4 courses of reinduction therapy as determined by the local institution. When a CR or PR was achieved, G-CSF mobilized PBSCs were harvested and patients underwent autologous PBSCT after a preparative therapy of cyclophosphamide 6000 mg/m2, BCNU 450–300 mg/m2, and etoposide 2400 mg/m2. Patients were to receive a set dose of 5x106 CD34 cells/kg. Patients were followed for disease status and toxicities. 69 patients (38 HD, 31 NHL) were entered onto study between April 1998 and June 2002. Survival statistics were calculated as Kaplan Meier estimates. Results: 41/69 (27/38 HD, 14/31 NHL) achieved a CR/PR at the conclusion of reinduction; 14 failed due to PD; 7 had SD; 7 were inevaluable. 38 patients (27 HD, 11 NHL) proceeded to autologous PBSCT. Overall 28/38 (20 HD, 8 NHL) of the transplanted patients survive and 21/28 (15 HD, 6 NHL) are progression free. The survival rates at 12 months and 24 months were 88%(±6) (HD 92%(±6), NHL 78%(±14)) and 73%(±10) (HD 76%(±11), NHL 65%(±22)), respectively. The rates of PFS at 12 months and 24 months were 65%(±8)(HD 72%(±9); NHL 46%(±17)) and 53%(±11) (HD 56%(±12); NHL 46%(±19)), respectively. 10 patients died after PBSCT. The causes of death were PD (N=5), infection (N=4), and toxicity (N=1). The first 17 patients received BCNU 450 mg/m2 and 8 of these experienced grade 3 or 4 pulmonary or renal toxicity. The dose was thus dropped to 300 mg/m2 and an additional 21 patients underwent PBSCT and 3 of these patients developed grade 3 or 4 pulmonary or renal toxicity. The incidence of grade 3 or 4 pulmonary of renal toxicity at 300mg/m2 was significantly lower than that at 450 mg/m2 (p=0.04, Fisher’s exact test). Conclusions: For children with primary resistant or first relapsed lymphoma who achieve a CR or PR after reinduction, CBV preparative therapy followed by PBSCT for children with primarily resistant or relapsed lymphoma results in an acceptable survival but a lower PFS due to a high relapse rate following transplant. A BCNU dose of 300 mg/m2, but not a dose of 450 mg/m2 is well tolerated by these heavily treated patients.
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Rossberg, Siri, Uwe Pleyer, and Susanne Lau. "Omalizumab in three children with severe vernal keratoconjunctivitis." Allergo Journal International 29, no. 6 (2020): 181–86. http://dx.doi.org/10.1007/s40629-020-00128-4.
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Summary Background Vernal keratoconjunctivitis (VKC) is a rare, recurrent form of ocular allergy that can be refractory to topical and systemic treatment. It typically presents as acute and chronic keratoconjunctival inflammation that may lead to visual impairment due to corneal ulcers and scaring. Patients often suffer from atopic IgE-driven comorbidities, especially atopic eczema. Children are frequently affected and often do not tolerate topical treatment well, especially if photophobia and pain impair therapy adherence. We present three children with severe VKC who were not controlled by first- and second-line topical and systemic therapy and finally responded to treatment with the monoclonal anti-IgE antibody omalizumab as third-line treatment. Methods and results We retrospectively analyzed three patients with VKC having failed response to first- and second-line treatment. All three boys had very early allergic rhinoconjunctivitis from age 1–3 with polysensitization: birch, grass pollen, house dust mite, and/or pets. All received subcutaneous or sublingual immunotherapy (SCIT/SLIT) for birch and/or grass pollen without major success. Two patients had comorbidities: allergic asthma and severe atopic dermatitis (AD). For at least 6 months after the first administration, monoclonal anti-IgE antibody omalizumab (150 or 300 mg) was administered subcutaneously every 2–6 weeks in all patients achieving improvement of the clinical grading scale from VKC grade 3–4 to grade 1–2. One patient had a relapse mainly of his AD and achieved complete control of AD and VKC by introduction of dupilumab. Conclusion Although the clinical benefit of omalizumab in asthma and chronic spontaneous urticaria (CSU) has been established in several clinical trials, there are very little data about its effect on severe VKC. In addition to few previously reported cases we can report the rapid effectiveness of omalizumab in VKC clinically and in terms of quality of life. Randomized trials are needed to include omalizumab in third-line treatment of VKC for prevention of visual impairment and further sequelae such as corneal damage.
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Im, Ho Joon, Kyung Nam Koh, Yoshiyuki Takahashi, et al. "Haploidentical Hematopoietic Stem Cell Transplantation in Pediatric Patients with Acquired Severe Aplastic Anemia: Collaborative Study of Three Eastern Asian Countries." Blood 124, no. 21 (2014): 2556. http://dx.doi.org/10.1182/blood.v124.21.2556.2556.
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Abstract Haploidentical hematopoietic stem cell transplantation (HHCT) is indicated for patients with severe aplastic anemia (SAA) who need emergent HCT or for those with refractory SAA who lack a matched related or unrelated donor.°°We evaluated the outcomes of children and adolescents with acquired SAA who received HHCT at three transplant centers in Eastern Asia. This collaborative study reports the feasibility and efficacy of HHCT in children and adolescents with acquired SAA. Between May 2006 and February 2014, 33 patients received HHCT at Asan Medical Center Children’s Hospital in Seoul (n=18), Shanghai Children’s Medical Center (n=8), and Nagoya University Hospital (n=7). Eighteen patients received in vitro T cell-depleted transplantation (TCD-HHCT) and 15 received a graft without in vitro manipulation (non-TCD-HHCT). Of the 33 patients, 27 had failed immnosuppressive therapy prior to HHCT. The donors were the mother in 15 patients, the father in 14, and a sibling in four. The conditioning regimen consisted of fludarabine (FLU), cyclophosphamide (CY), and rabbit ATG (r-ATG) with or without total body irradiation (TBI) in 18 patients who received TCD-HHCT. In the 15 patients who received non-TCD-HHCT, FLU/CY/ATG was used as a conditioning regimen for eight patients and FLU/melphalan/r-ATG/TBI for seven patients. Among the 33 patients, 31 achieved neutrophil engraftment at a median of 12 days (range, 9–34 days) after HHCT. Two patients (one with TCD-HHCT and one with non-TCD-HHCT) failed to achieve primary engraftment. An additional four patients who received TCD-HHCT experienced graft rejection (GR) soon after engraftment, although no patients who received non-TCD-HHCT experienced GR. All of the five patients who experienced early graft failure (GF) after TCD-HHCT received a second HHCT and achieved sustained engraftment. The patient who experienced GF after non-TCD-HHCT died of infection after the second HHCT from the same donor at D+54 from the first HHCT. Acute graft versus host disease (aGVHD) was assessed in 27 patients, excluding the six patients with early GF. Thirteen of the 27 patients developed grade II to IV aGVHD (8 grade II, 4 grade III and 1 grade IV) leading to a cumulative incidence of 48.1%. And five patients developed extensive chronic GVHD. Of the total of 33 patients, three patients (one with TCD-HHCT and two with non-TCD-HHCT) died of TRM. One patient died of severe autoimmune hemolytic anemia after a booster infusion of CD34+ cells for poor graft function at +457 days, one died of infection after salvage transplantation for GF at +54 days from his first HHCT, and one died of pulmonary complications at +236 days. At a median follow-up of 28 months (range, 4-99 months), the overall survival at 2 years was 90.1% (95% CI, 80.7-100%) and all 30 surviving patients were transfusion-independent. Our study suggests that HHCT with or without in vitro T cell depletion is a realistic therapeutic option for pediatric patients with SAA who lack a matched related or unrelated donor. Disclosures No relevant conflicts of interest to declare.
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Vassal, Gilles, Dominique Couanet, Elizabeth Stockdale, et al. "Phase II Trial of Irinotecan in Children With Relapsed or Refractory Rhabdomyosarcoma: A Joint Study of the French Society of Pediatric Oncology and the United Kingdom Children's Cancer Study Group." Journal of Clinical Oncology 25, no. 4 (2007): 356–61. http://dx.doi.org/10.1200/jco.2006.06.1960.
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PurposeThis phase II study was designed to evaluate the efficacy of irinotecan administered intravenously once every 3 weeks in pediatric patients with recurrent or refractory rhabdomyosarcoma.Patients and MethodsA total of 35 patients younger than age 20 years, with refractory or relapsed rhabdomyosarcoma for which standard treatments have failed, received irinotecan at 600 mg/m2administered as a 60-minute infusion every 3 weeks. Concomitant treatments included atropine for cholinergic symptoms, loperamide for diarrhea at the first liquid stool, and preventive antiemetic treatment. Tumor response was assessed every two cycles until progression according to WHO criteria.ResultsThe best overall response rate to irinotecan was 11.4% (95% CI, 3.2 to 26.7%; 2.9% complete responses, 8.5% partial responses) from all patients recruited. The median times to progression and survival were 1.4 and 5.8 months, respectively. A total of 112 cycles were administered, with a median number of two cycles per patient (range, 1 to 16). The most common grade 3/4 toxicities were neutropenia (46%), abdominal pain or cramping (17%), cholinergic syndrome (14%), nausea/vomiting (11%), anemia (11%), thrombocytopenia (9%), and diarrhea (6%).ConclusionIn heavily pretreated children with a high tumor burden who have been treated with multiagent chemotherapy, irinotecan administered intravenously as a single agent, at 600 mg/m2every 3 weeks, showed an interesting objective response rate and a good tolerance profile in rhabdomyosarcoma.
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Presch, C., O. Eberhardt, T. Wirth, and F. F. Fernandez. "Comparison of arthroscopic and open reduction of conservatively irreducible dislocated hips of children." Journal of Children's Orthopaedics 13, no. 4 (2019): 377–84. http://dx.doi.org/10.1302/1863-2548.13.190057.
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Purpose Children with sonographic grade IV hip dysplasia according to Graf and with failed conservative treatment usually need surgical reduction afterwards. Surgical reduction of the hip can lead to severe complications, the occurrence of residual acetabular dysplasia, osteonecrosis, redislocation and other postoperative complications. This paper investigates whether arthroscopic reduction is a promising alternative to open reduction. Methods We retrospectively examined 66 patients (78 hips) who were not older than two years at the first time of surgery. Arthroscopic reduction was performed on 17 children (19 hips) and open reduction on 49 children (59 hips). Patient records were used to determine redislocation, postoperative complication and residual dysplasia. Radiographs were used to determine Tönnis classification for osteonecrosis and pathological acetabular (AC) angle for residual dysplasia. We considered data up to a two-year follow-up. Statistical evaluation was performed with binary logistic regression. Results After arthroscopic reduction, 6% showed osteonecrosis, compared with 20% with open reduction (p = 0.334). Redislocation was not observed after arthroscopic reduction but for 29% after open reduction (p = 0.005). An improvement of femoral head coverage was achieved with residual dysplasia of 23.5% after arthroscopic reduction, compared with 62% after open reduction (p = 0.002). Conclusion The arthroscopic procedure represents a meaningful alternative to the open procedure due to a lower complication rate, a safe setting, a lower rate of residual dysplasia, no observed redislocation and occurrence of osteonecrosis only once in the arthroscopic group of developmental dysplasia of the hip. The arthroscopic procedure should be tested in further studies and in other clinics in order to broaden the empirical base. Level of Evidence: Level III (retrospective cohort study)
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Li, Chi Kong, Vincent Lee, Frankie WT Cheng, et al. "Unrelated Umbilical Cord Blood Transplant for Children with Leukemia: Single or Double Unit Transplant." Blood 112, no. 11 (2008): 4422. http://dx.doi.org/10.1182/blood.v112.11.4422.4422.
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Abstract Unrelated umbilical cord blood transplant (UCBT) was performed in 24 children (16 M, 8 F) with leukemia in a single institution from June 1998 to May 2008. The leukemia types were Acute Lymphoblastic Leukemia (ALL, n=13), Acute Myeloid Leukemia (AML, n=9) and Juvenile Myelomonocytic Leukemia (JMML, n=2). The disease status was CR2 in 13, CR3/4 in 3, refractory or relapse in 8. Fifteen patients received single unit (SU) and 9 patients received double unit (DU) UCBT. The mean age and body weight were 5.7 ± 3.7 year and 19.5 ± 7.9 kg for SU, 7.7 ± 4.0 year and 24.6 ± 9.9 kg for DU, respectively. The sources of cord blood units were from local public CB bank (n=20) and 4 overseas public CB banks (n=4). The cord blood units were not more than 2 HLA antigen mismatches from the patients, and the DU cord blood were also not more than 2 antigen mismatches between each other. The minimal requirement was nucleated cell (NC) dose > 2.5×107/kg for SU, and > 3.7 ×107/kg for DU. The conditioning was TBI based for ALL and busulphan-based for myeloid leukemia. ATG was routinely included except in 5 patients. The engraftment rate was 70.8% for the whole group, and 66.7% and 77.8% for SU and DU, respectively. All the 4 overseas UCBT failed to engraft and the engraftment rate for local CB bank units was 85%. The 2 JMML had failed engraftment, one received SU and 1 DU. There was no significant difference in the transplanted cell dose for SU and DU (combined dose), NC 6.2±3.8×107/kg vs 8.2±3.5×107/kg, CD34 cell 5.0±7.2 ×105/kg vs 3.8±1.3×105/kg, respectively. However patients who had successful engraftment received higher cell dose, NC 7.9±3.9×107/kg vs 4.5±1.8×107/kg (p=0.042), CD34 cell 5.4±6.3 ×105/kg vs 2.2±1.6×105/kg (p=0.073), respectively. All the 9 DU UCBT showed signs of engraftment with donor DNA detected, but two did not achieve neutrophil engraftment and subsequently failed engraftment. On the first chimerism study on Day 7–10, 3 had mixed chimerism (MC, 50–60% vs 40–50%) and 2 became single donor complete chimerism (CC) in the second week study, one had persistent MC up to 1 month but required second transplant for failed neutrophil engraftment. Six patients had CC with single CB unit since the week 1 and were maintained in 5, and another one had failed neutrophil engraftment. Finally 7 DU UCBT had sustained CC with single donor unit, however the finally successfully engrafted unit had lower CD34 cell dose as compared to the non-engrafted unit (1.5±0.5×105/kg vs 2.4±1.1 ×105/kg, p=0.004), and the NC dose of the 2 units in DU was similar (3.6±1.7.×107/kg vs 4.4±1.8×107/kg (p=0.042). There was no difference in the degree of HLA mismatch between the engrafted and non-engrafted units of DU. The neutrophil engraftment was more rapid with SU as compared with DU, 14.5 vs 19.7 days, p=0.021, the platelet engratment and number of red cell and platelet transfusion was not different. All those with engraftment developed acute GVHD, and the incidence of grade III–IV was similar between SU and DU (33.3% vs 28.6%), and none died from AGVHD. Nine patients died of non-engraftment or transplant related mortality, 3 from leukemia relapse and 12 were alive (7 patients > 3 years). The 2-year survival after UCBT was 47%. In conclusion, DU cord blood could achieve a higher NC dose, but the engraftment of DU was always single unit and 33% had transient MC in the very early week of UCBT. The DU approach may enhance the engraftment of the finally engrafted unit even that had a lower CD34 cell dose.
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Strumberg, D., M. E. Scheulen, R. A. Hilger, et al. "Safety, efficacy and pharmacokinetics of nimotuzumab, a humanized monoclonal anti-epidermal growth factor receptor (EGFR) antibody, as monotherapy in patients with locally advanced or metastatic pancreatic cancer (PC)." Journal of Clinical Oncology 24, no. 18_suppl (2006): 12504. http://dx.doi.org/10.1200/jco.2006.24.18_suppl.12504.
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12504 Background: Nimotuzumab (OSAG101, Theraloc) is a humanized monoclonal antibody (mAb) that binds to the EGFR. In preclinical studies the antibody has shown potent antitumor activity. Based on phase I data, the recommended dose has been established at 200 mg weekly. A previous phase II study in children with high grade brain tumors showed activity of nimotuzumab as a monotherapeutic agent, even in prognostically very unfavorable pontine glioma. No drug related side effects were reported. The present ongoing phase II study was aimed at evaluating the safety and efficacy of nimotuzumab monotherapy in patients (pts) with locally advanced or metastatic PC. Methods: Pts who failed standard chemotherapy with gemcitabine or another first line regimen for advanced disease and had at least one measurable lesion were eligible for the study. Nimotuzumab was given iv as induction therapy at 200 mg once weekly for 6 weeks. Follow up by CT was performed after 8 weeks. Pts continued receiving treatment 3-weekly until disease progression or unacceptable toxicity occurred. Endpoints included tumor response (RECIST), time to disease progression, and safety. Blood samples were collected prior to first dose, at end of infusion, and 3h, 6h, 48h, as well as every time before subsequent nimotuzumab doses were administered. Nimotuzumab concentrations in serum were measured by cellular ELISA. Results: Enrollment is complete, with treatment ongoing. In total, 55 pts were treated (28 women/ 27 men; ECOG status of 1 [n= 41] or 0 [n=14], median age 63.6 yrs [range 46–83 yrs]). Pts evaluable for response: n= 36; CR:0; PR:0; SD:6 pts (median TTP 19.2 weeks; 14.1–26.1). The only reported treatment-related adverse event was rash grade 1 in 1 pt. After 200 mg single dose, the mean value of Cmax was calculated to 141 ± 33 μg/ml. The t1/2 was calculated to 45 h, volume of distribution to 1.46 ± 0.3 l, respectively. The total clearance was determined to 23 ± 6 ml/h. The trough values after 168 h were 6.2 ± 6.3 μg/ml. Conclusions: These data confirm that nimotuzumab is safe and well tolerated. To improve efficacy, a combination trial with gemcitabine is planned. [Table: see text]
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Rao, Vasudha, Katherine Clesham, Jack Luke Bartram, et al. "Excellent Response to Blinatumomab in Children and Young Adults with Refractory B Lineage Acute Lymphoblastic Leukaemia for Persistent MRD or after Debulking Chemotherapy for Higher Disease Burden." Blood 132, Supplement 1 (2018): 5201. http://dx.doi.org/10.1182/blood-2018-99-117051.
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Abstract Introduction: A recent phase I/II study of blinatumomab in children with relapsed/refractory B cell acute lymphoblastic leukaemia (B-ALL), found 39-51% achieved complete, often MRD negative, remission after two cycles of therapy. Higher responses were observed in patients with less than 50% bone marrow blasts, compared to greater than 50% (55.6% vs 32.7% (95% CI 30.8-78.5 and 20.3-47.1 respectively)1. Furthermore, an adult study showed complete minimal residual disease (MRD) response rates of 78% when blinatumomab was used to treat MRD-positive ALL in haematological remission 2. Hence response rates (and toxicity) to blinatumomab are highly correlated with pre-treatment disease burden. We present preliminary data showing an excellent response to blinatumomab in children and young adults with resistant B-ALL who had persistent MRD, or after debulking chemotherapy to achieve a partial remission. Methods: Eleven patients were identified through a national survey. The mean age of patients was 10 years (range 0.7-22 years, 3 infants and 1 Down syndrome ALL). All patients had B-lineage ALL which was CD19 positive. None had active CNS disease at the point of receiving blinatumomab. Prior to administration of blinatumomab, all patients either had persistent MRD following several courses of intensive chemotherapy or received debulking chemotherapy for heavier marrow infiltrates. Pre-blinatumomab chemotherapy to which the patients had failed to obtain an adequate MRD response included UKALL 2011 Regimens A or C, UKALL R3, Interfant 06 or NOPHO high risk blocks. Patients received 5-15 µg/m2 of blinatumomab for 1-2 cycles prior to definitive therapy. Results: Pre-blinatumomab, all patients except one were in morphological remission with MRD measurable by PCR (0.003-1%), the remaining patient had 9% marrow disease by morphology. After 1-2 cycles of blinatumomab all patients had negative MRD when measured by flow cytometry and/or by PCR, giving a 100% response rate. This was followed by Haemopoietic stem cell transplant (HSCT) in nine patients and the remaining two are awaiting transplant. Further data on patient characteristics, CNS status, relapse and survival outcome are being collected and will be presented at the meeting. Minimal toxicity was observed; of the seven patients in whom toxicity data were available, three had grade 1 CRS, which resolved spontaneously without interruption of therapy or treatment with corticosteroids or Tocilizumab. One patient reported grade 1 neurotoxicity. This preliminary UK experience demonstrates that excellent MRD response is observed with minimal toxicity in children and young adults who receive blinatumomab for persistent MRD or after debulking chemotherapy. This provided a bridge to transplant in patients who would otherwise not have benefited from the procedure because of persistent MRD. We are planning to extend these observations by undertaking a study of this strategy in first high-risk B-ALL relapse. Stackelberg Av, Locatelli F, Zugmaier G, et al. Phase I/Phase II Study of Blinatumomab in Pediatric Patients With Relapsed/Refractory Acute Lymphoblastic Leukemia. Journal of Clinical Oncology. 2016;34(36):4381-4389. Gokbuget N, Dombret H, Bonifacio M, et al. Blinatumomab for minimal residual disease in adults with B-cell precursor acute lymphoblastic leukemia. Blood. 2018;131(14):1522-1531. Disclosures Ghorashian: Celgene: Other: travel support; Novartis: Honoraria. Marks:Novartis: Consultancy; Pfizer: Consultancy; Amgen: Consultancy. Vora:Amgen: Other: Advisory board; Novartis: Other: Advisory board; Jazz: Other: Advisory board; Medac: Other: Advisory board; Pfizer: Other: Advisory board.
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Teachey, David T., TIffaney Vincent, Kim Smith-Whitley, et al. "Targeting mTOR Signaling Leads To Complete and Durable Responses In Children With Multi-Lineage Autoimmune Cytopenias, Including ALPS, SLE, Evans and CVID." Blood 122, no. 21 (2013): 330. http://dx.doi.org/10.1182/blood.v122.21.330.330.
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Abstract Unlike children with single lineage autoimmune cytopenias, children with autoimmune destruction of multiple cell lineages often have chronic therapy-refractory disease. Many patients develop significant morbidity from long-term corticosteroids, and novel therapeutic approaches are needed. We previously demonstrated that treatment with sirolimus (rapamycin) led to complete responses (CRs) in a small cohort of children (5 of 5) with autoimmune lymphoproliferative syndrome (ALPS) in a retrospective case series. We opened a prospective IRB-approved clinical trial treating children with treatment-refractory ALPS with sirolimus. Based on an early efficacy signal, we broadened the inclusion criteria to any children with autoimmune cytopenias who failed or were intolerant to standard immunosuppressive therapy. We have now treated 27 children on the trial. Twelve of the children have ALPS (aged 18 mo. to 18 yrs). Of these, 10 had a durable CR, which was rigorously defined as resolution of autoimmune cytopenias (normal CBC), lymphoproliferation, and other autoimmune manifestations. One child had a near-CR (NCR) with resolution of autoimmunity but mild breakthrough adenopathy with viral illness. One child had a partial response (PR) with improvement in autoimmune disease. This child had only been on therapy for 2 months. Double negative T cells, the biologic hallmark of ALPS, are no longer detectable in 8 of 12 children, suggesting sirolimus targets the pathogenic cell population. In addition to the 12 children on the trial, we have advised clinicians treating an additional 28 children with ALPS at our own institution and at other centers in the USA and from 13 different countries. By report, the majority of these patients (24 of 28) have had complete and durable responses with sirolimus. These additional anecdotal cases support our finding of a >80% CR rate on our prospective trial. Many of these children have successfully tolerated sirolimus for over 5 years. Correlative studies in murine models in our laboratory demonstrate mTOR signaling is dysregulated in ALPS, suggesting sirolimus is targeted therapy. Two children with common variable immunodeficiency (CVID) and two with systemic lupus erythematosus (SLE) with refractory multi-lineage autoimmune cytopenias were treated on the trial, and 3 of 4 had a CR. One had NCR with resolution of autoimmune destruction of 2 cell lineages but persistent immune thrombocytopenia (ITP; mean platelet count pre-treatment <20,000/mm3; post-treatment > 50,000/mm3). Six children with Evans syndrome (ES) have been treated on the trial with 3 CR, 1 PR, and 2 non-responders (NRs). We have treated 5 children with refractory single lineage autoimmune cytopenias (4 ITP, 1 autoimmune hemolytic anemia) with 1 CR, 1 PR, and 3 NR. Overall CR rates for the trial are 83% (10 of 12) for ALPS, 60% for non-ALPS multi-lineage autoimmune cytopenias (6 of 10), 20% for single lineage disease (1 of 5), and 63% for the entire cohort (17 of 27). The CR + PR rate for children with multi-lineage autoimmune cytopenias is 91% (20 of 22). Of responding patients, all were steroid-refractory or intolerant and most had failed multiple agents (avg: 3; range 2-6). Side effects were mild and included grade (gr) 1-2 mucositis (10 children; resolved after 1 month in most without therapy modification), gr1 diarrhea (1 child), gr2 acne (2), gr1-2 headache (3), and gr2 hyperlipidemia requiring therapy (2 with fish oil and 1 with statin; all responded). One child had such a rapid reduction in splenomegaly that she developed a splenic infarct potentially attributable to the sirolimus. Studies of immune function were performed on a subset of patients. Remarkably, ALPS patients treated with sirolimus had improvement in immune function and developed normal B and T cell numbers and function. In contrast, patients with non-ALPS immune cytopenias developed mild B and T cell immune suppression, as expected. No child developed any documented serious or opportunistic infection. In summary, sirolimus led to complete and durable responses in a majority of children with multi-lineage autoimmune cytopenias. The responses in ALPS were profound, and these results suggest sirolimus should be considered as first-line for these children based on its efficacy and lack of significant toxicity or immunosuppression. More studies are needed for children with ES, CVID, and SLE; however, initial results of this trial are encouraging. Disclosures: Off Label Use: Sirolimus for autoimmune cytopenias. Smith-Whitley:GlycoMimetics, Inc: Research Funding. Lambert:GSK: Research Funding; Nestle: Consultancy; Amgen: Research Funding.
Dissertations / Theses on the topic "Children who failed first grade"
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Riddle, Marsha. "A closer look below the bar : skills and patterns that characterize the reading of students who failed to demonstrate proficiency on the fourth grade reading section of the 1998 Washington State Assessment of Student Learning (WASL) /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7696.
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Chen, Chiou-Huei, and 陳秋惠. "The Study of School Adjustment in General Class of the First Grade Children with Autism Who Had Participated in Pre-school Summer Program." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/13375826273997536097.
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碩士<br>國立臺灣師範大學<br>特殊教育學系<br>98<br>This study focused on five children with autism who had participated in pre-school summer program before entering elementary school. The qualitative method was used and data were collected by observing their performances in classes and interviewing the children, their parents and class teachers in depth. The purpose of this research was to make suggestions to the pre-school program according to exploring these children’s school adjustments as first graders in general classes, including the aspects of life, social and learning adjustments.
The main findings were : (1) these five autistic children had good life adjustment, especially in following the school schedule and routines; (2) these five autistic children thirsted for social interaction with others but most of them lacked social skills; (3) all of them had good learning participation and achievement, except one autistic child due to low ability; (4) the autistic children, their parents, and teachers had different perspectives on school adjustments with different parts; (5) the pre-school summer program could improve the life adjustment ability such as following the school schedule and routines, however the effects on social adjustment were not so obvious; (6) the basic learning skills built by pre-school summer program was beneficial for children’s school adjustments although it didn’t emphasize on learning adjustments. We further recommended that the pre-school summer program should extend the duration and include the social skills training courses in order to promote the efficiency of the kind of programs.
Books on the topic "Children who failed first grade"
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The Gospel according to first grade: Humorous devotions for teachers (and others) who nurture the dreams of children. Zondervan, 1995.
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Hresko, Wayne P. Young Children's Achievement Test: A measure to help identify preschool, kindergarten, and first-grade children who are at risk for school failure : examiner's manual. Pro-Ed, 2000.
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Fox, Dov. Birth Rights and Wrongs. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190675721.001.0001.
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Today, tens of millions of Americans rely on reproductive advances to help them carry out decisions more personal and far-reaching than almost any other they will ever make: They use birth control or abortion to delay or avoid having children; surrogacy or tissue donation to start or grow a family; and genetic diagnosis or embryo selection to have offspring who survive and flourish. This is no less than the medicine of miracles: It fills empty cradles; frees families from debilitating disease; and empowers them to plan a life that doesn’t include parenthood. But accidents happen: Embryologists miss ailments; egg vendors switch donors; obstetricians tell pregnant women their healthy fetuses will be stillborn. The aftermaths can last a lifetime, yet political and economic forces conspire against regulation to prevent negligence from happening in the first place. After the fact, social stigma and lawyers’ fees stave off lawsuits, and legal relief is a long shot: Judges and juries are reluctant to designate reproductive losses as worthy of redress when mix-ups foist parenthood on patients who didn’t want it, or childlessness on those who did. Some courts insist that babies are blessings, planned or not; others shrug over the fact that infertile couples weren’t assured offspring anyway. The result is a society that lets badly behaving specialists off the hook and leaves broken victims to pick up the pieces. Failed abortions, switched donors, and lost embryos may be First World problems—but these aren’t innocent lapses or harmless errors: They’re wrongs in need of rights.
Book chapters on the topic "Children who failed first grade"
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Brown, Jeannette E. "Chemists Who Are Leaders in Academia or Organizations." In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0008.
Full textAbstract:
Amanda Bryant-Friedrich (Fig. 4.1) is Dean of the College of Graduate Studies at the University of Toledo (Toledo). Amanda was born in Enfield, NC, a small town about fifteen miles from the North Carolina-Virginia border. Her father was a farmer and her mother was a housewife. Her father only had a sixth-grade education and did not read or write much. Her mother graduated from high school in Enfield. Her maternal grandfather was a child of a slave and her mother was one of twenty-two children from two wives. They lived on a farm owned by a man named Whitaker. As her mother’s family had been enslaved by the family that owned the farm, her last name was Whitaker. Amanda’s paternal grandfather was a businessman who owned his own farm, on the other side of town. He was also involved in the illegal production of moonshine. Amanda went to Unburden Elementary School in Enfield. Her first experience with school was dramatic, because she lived at the end of a dirt road and was really isolated from other families. The first day she went to kindergarten she saw all those little kids, and she was afraid because there were too many people there. But the daughter of her mother’s best friend was there and invited her to come in to the classroom. Her first science class was in general science in fourth or fifth grade. She was so fascinated, she changed her mind about her future career of secretary or teacher and decided on science. Amanda went to Enfield Middle school in Halifax County, then the second poorest county in the state. The school had only basic infrastructure for science classes. She remembers her middle school chemistry teacher, Ms. Crowley, who told the students to put a mercury thermometer in a cork and Amanda accidently stuck it in her hand. They did not have much in the school, but her teacher taught her what she could.
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Treiman, Rebecca. "Introduction." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0004.
Full textAbstract:
To be literate, people must be able to read and to write. There has been a large amount of research on the first aspect of literacy, reading. We now know a good deal about how adults read and about how children learn to read. We know much less about the second aspect of literacy, writing. One aspect of learning how to write is learning how to spell. How do children manage this, especially in a language like English that has so many irregular spellings? That is the topic of this book. In this book, I present a detailed study of the spellings produced by a group of American first-grade children. I ask what the children’s spellings reveal about their knowledge of language and about the development of spelling ability. In these days of computerized spelling checkers, is learning to spell correctly still necessary for being a good writer? I believe that it is. In her review of research on beginning reading, Marilyn Adams (1990, p. 3) states that “the ability to read words, quickly, accurately, and effortlessly, is critical to skillful reading comprehension— in the obvious ways and in a number of more subtle ones.” Similarly, the ability to spell words easily and accurately is an important pan of being a good writer. A person who must stop and puzzle over the spelling of each word, even if that person is aided by a computerized spelling checker, has little attention left to devote to other aspects of writing. Just as learning to read words is an important part of reading comprehension, so learning to spell words is an important part of writing. In the study reported in this book, I focus on a group of American first-grade children who were learning to read and write in English. These children, like an increasing number of children in America today, were encouraged to write on their own from the very beginning of the first-grade year. Their teacher did not stress correct spelling. Indeed, she did not tell the children how to spell a word even if they asked.
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Brown, Jeannette E. "Chemists Who Work for the National Labs or Other Federal Agencies." In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0009.
Full textAbstract:
Dr. Patricia Carter Sluby (Fig. 5.1) is a primary patent examiner retired from the US Patent and Trademark Office and formerly a registered patent agent. She is also the author of three books about African American inventors and their patented inventions. Patricia’s father is William A. Carter Jr., and her mother is Thelma LaRoche Carter. Her father was the first black licensed master plumber in Richmond, VA, and his father also had the same distinction in Columbus, OH, years earlier. Her father was born in Philadelphia, PA, and attended college. Her grandfather went from Virginia to look for work in Canada and became a stonemason. Later he relocated back to the United States, where he soon married in Boston, MA, and several of his children were born there. Later, the family moved to Philadelphia where Patricia’s father was born. Her mother, who attended Hampton Institute, taught school and later managed the office for Patricia’s father’s business. Patricia’s mother was born and raised in Richmond, as were most of her maternal relatives. Patricia had three brothers. They were all born during segregation in Richmond, the former capital of the Confederacy. Patricia was born on February 15, in Richmond. She attended kindergarten through eighth grade in segregated schools that were within walking distance of home. In school, they studied from hand-me-down books, but her black teachers were well trained and well informed. They had bachelor’s degrees; some had master’s or even PhD degrees. To go to high school, Patricia took a city bus across to the east side of town, to the newly built school for black students, which incorporated eighth grade through twelfth grade. Her teachers were excellent instructors who lived in her neighborhood and knew her parents quite well. The teachers looked out for the neighborhood kids and acted as surrogate parents outside the confines of the home. Teachers and principals were also great mentors, dedicated to their craft; they encouraged students to understand the world and function as responsible adults. Patricia excelled in science and math.
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Hornby, Simonetta Agnello. "The Children Act 1989: Success or failure." In Perinatal Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199676859.003.0029.
Full textAbstract:
Heralded as the most progressive legislation of the world, the Children Act of 1989 revolutionized children’s law in England and Wales. It is underpinned by six principles: the supremacy of the child’s interest in all decisions concerning their upbringing and education; the recognition that it is best for any chid to be brought up by their blood family, that his religious and ethnic background must be respected, and that siblings should not be separated; the abolition of the stigma of illegitimacy and its replacement with the attribution at birth of paternal responsibility to the child’s father; the unification of public and private law, and the creation of the ‘menu’ of Residence, Contact, Prohibition, and Specific Issue orders available to the court; the establisment of the new principle that time is of the essence in all cases relating to children; and the creation of the presumption that ‘no order is better than an order’ thus the ingerence of the court must be minimal. I believed in those principles and in the benefits that the Children Act would bring to my clients—children and parents alike. I had some reservations: the system was expensive to implement on two counts: first, it gave the child a ‘guardian’ (a qualified social worker appointed by the court through CAFCASS, a governmental agency), as well as their own solicitor paid for by Legal Aid, as was the representative of the parents, who had the right to instruct independent experts; second, because its requirements of social services and other agencies involved further training and increased resources, as well as further involvement of the judiciary, and increased court time. Hornby and Levy were at the forefront of its implementation: our entire staff received in-house training that was open to other disciplines, within the spirit of cooperation between agencies that permeated the Act and its implementation. I also lectured in Britain and abroad and was proud to tell others that social services were under a duty to keep families united, rather than removing children from parents, and make efforts to return to the family the child removed from it, or if this failed, to place the child within the extended family, or with adoptive parents, within a year.
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Silton, Nava R., Patrick Riley, and Amanda Anzovino. "Kindness Makes a Difference." In Advances in Medical Education, Research, and Ethics. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2940-9.ch006.
Full textAbstract:
High quality interventions, which employ an extended contact model, wherein stories, roleplaying, and other appealing informational media are used to promote more positive intergroup attitudes, tend to be effective at enhancing the attitudes, intentions, and interests of typical children toward their peers with differences. The following four studies assess the efficacy of The Realabilities comic book series and the Addy & Uno off-Broadway musical, which promote kindness, empathy, and a stop-bullying platform while teaching about disabilities and/or mental health disorders. The studies include 1) a qualitative study of 19 fourth grade students from an elementary school in Paramus, NJ, who viewed the Addy & Uno off-Broadway musical and participated in the full Realabilities educational comic book series intervention; 2) a qualitative study of 20 high school students with diverse disabilities, who participated in the full Realabilities comic book series intervention; 3) a quantitative study of 76 students from a high school in Long Island City, NY, who read the first mental health-based Realabilities comic book; and finally, 4) a quantitative study of 66 students from a high school in Long Island City, NY, who read the first and second mental-health based Realabilities comics. The researchers used a coding system to find principal themes in the qualitative data and used modified versions of the adjective checklist (ACL) and shared activities questionnaire (SAQ), along with a knowledge measure, to assess quantitative changes from pre to post-testing of the comic book series. Study findings help support the efficacy of an extended contact model and suggest that programs like these may serve as useful antidotes to counter negative attitudes of children and adolescents towards disabilities and mental health disorders, respectively.
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Silton, Nava R., Patrick Riley, and Amanda Anzovino. "Kindness Makes a Difference." In Research Anthology on Mental Health Stigma, Education, and Treatment. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch013.
Full textAbstract:
High quality interventions, which employ an extended contact model, wherein stories, roleplaying, and other appealing informational media are used to promote more positive intergroup attitudes, tend to be effective at enhancing the attitudes, intentions, and interests of typical children toward their peers with differences. The following four studies assess the efficacy of The Realabilities comic book series and the Addy & Uno off-Broadway musical, which promote kindness, empathy, and a stop-bullying platform while teaching about disabilities and/or mental health disorders. The studies include 1) a qualitative study of 19 fourth grade students from an elementary school in Paramus, NJ, who viewed the Addy & Uno off-Broadway musical and participated in the full Realabilities educational comic book series intervention; 2) a qualitative study of 20 high school students with diverse disabilities, who participated in the full Realabilities comic book series intervention; 3) a quantitative study of 76 students from a high school in Long Island City, NY, who read the first mental health-based Realabilities comic book; and finally, 4) a quantitative study of 66 students from a high school in Long Island City, NY, who read the first and second mental-health based Realabilities comics. The researchers used a coding system to find principal themes in the qualitative data and used modified versions of the adjective checklist (ACL) and shared activities questionnaire (SAQ), along with a knowledge measure, to assess quantitative changes from pre to post-testing of the comic book series. Study findings help support the efficacy of an extended contact model and suggest that programs like these may serve as useful antidotes to counter negative attitudes of children and adolescents towards disabilities and mental health disorders, respectively.
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Gordon, Robert B. "Resources Discovered." In A Landscape Transformed. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195128185.003.0005.
Full textAbstract:
The adventurers who entered Connecticut’s Western Lands in 1730 I began ironmaking more than a hundred years after colonists first exploited the ore and fuel resources of British North America. The early colonists who set about making iron for export met with ill fortune: in 1621 Indians massacred the artisans who had just completed a furnace and forge at Falling Creek, Virginia. Scarce capital, inadequate skills, and poor transatlantic communication bankrupted the proprietors of the Saugus, Massachusetts, and New Haven, Connecticut, ironworks by 1675. When King George I got Parliament to restrain trade between England and Sweden in 1717, British manufacturers, cut off from their supplies of Scandinavian iron, began investing in American forges and furnaces. Conclusion of the seventeenth-century Indian wars had left large areas rich in timber and ore along the east coast safe for industry. New immigrants, primarily from Britain and Germany, brought their metallurgical skills to America, and colonists supported by British investors built ironworks first in Maryland and then in Pennsylvania, Virginia, and New Jersey, to produce metal for the export market. Americans in the Middle Atlantic colonies made enough iron by 1750 to provoke British regulation of their trade. The colonists made themselves the world’s third-largest iron producers by 1775 and, despite the predominance of agriculture, had firmly established industry in British North America. New Englanders lagged behind the Middle Atlantic colonists in ironmaking. Artisans from the failed Saugus works in Massachusetts slowly reestablished smelting on a small scale and by 1730 were building new works in the southeastern part of their colony. In New York, Robert Livingston had by 1685 gained control of an enormous manor adjacent to northwestern Connecticut. In 1730 he wanted to add iron to his manor’s products so that he could ship metal down the Hudson River to colonial and overseas customers. However, neither Livingston nor the Massachusetts ironmakers had anything like the high-grade ore resources discovered by the adventurers in Connecticut’s Western Lands. Fifty-two years after English colonists established themselves in Connecticut, James II sent Edmund Andros to British North America to set up a unified government over the New England colonies.
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Bennett, Peggy D. "Rethinking student success." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0004.
Full textAbstract:
In today’s education, occupational (economic) life is the focus of our attention. We want every child to succeed, and this has come to mean that every child should be prepared for college and the sort of work that requires a college education. What of all the children who will become bus and truck drivers, retail sales clerks, appliance repair people, construction workers, materials handlers, heavy equipment operators, railway engineers and conductors, house painters, plumbers, bakers, farm workers, beauticians, postal workers, cooks, waiters, hotel clerks, house and office cleaners, auto mechanics and sales people, dog and horse groomers, telephone/ electric line workers, prison guards, hospital attendants, grounds keepers, maintenance workers, managers of laundromats and dry cleaning shops, installers of burglar alarms, carpet layers, window washers, steel workers, fishermen, sailors, caterers, cashiers, chimney sweeps, roofers, makers of china and glassware, decorators, musicians, florists, entertainers, moving men . . . and what would happen to our society if no one were willing to do this work? Do these people represent failures of schooling, or do we fail them when we lead them to believe that only economic success is success? Teachers and parents can lose perspective when achievement is narrowly defined. What messages are we sending students when grades, test scores, and academic achievement are the criteria for “success” during their twelve plus years of schooling? Many students who struggle in school thrive in their families, communities, and jobs once they leave school. For some, leaving school may be the first time they experience real success and a sense of personal, task- related satisfaction. As we teach them and before they leave us, have we given these “non- achieving” students hope that they will have the tenacity to excel? Confidence that they will find their path? Courage to trust their ability to figure it out? Many students struggle with undiagnosed anomalies that limit their capacity to learn school subjects. For those students whose minds cannot adjust to the “book learning” of schools, do we still communicate that we want the best for them? Do we let them know that they are worthy of our support and encouragement for their future? Do we let students know they are valued whether or not they meet our academic expectations?
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Treiman, Rebecca. "Vowel Omissions." In Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.003.0010.
Full textAbstract:
In this chapter and the following one, I turn to omission errors. These are errors in which children fail to represent a phoneme in their spelling. I ask which phonemes children tend to omit and why. This chapter focuses on omissions of vowels, while Chapter 8 considers omission errors on consonants. Also included in Chapter 8 is a comparison of vowel omission errors and consonant omission errors. The study of vowel omissions takes on particular importance in light of the claim that beginning spellers are particularly likely to omit vowels (Ehri, 1986; Morris & Perney, 1984). For example, Morris and Perney (1984) state that semiphonetic spellers often produce spellings like M or ML for mail, omitting the middle vowels of one-syllable words. Not until the phonetic stage, they say, do vowels begin to appear in children’s spellings of such words. Do children omit the vowel of mail because the phoneme is in the middle of the word or do they omit it specifically because it is a vowel? To find out, it is necessary to examine words whose phonemic structure is more complex than consonant-vowel-consonant. Only then will we be able to determine whether all phonemes in the middles of words are susceptible to omission, or just vowels. Consider the child who spelled rainy as RNIE. The spoken form of this word contains four phonemes—/r/, /e/, /n/, and /i/. The child who produced RNIE symbolized /r/ with r, /n/ with n, and /i/ with ie. The child failed to represent /e/ altogether, a vowel omission error. Other spellings that contain vowel omissions are HLP for help, in which /ɛ/ is deleted, and BLUN for balloon, in which the unstressed /ə/ of the first syllable is deleted. In this study, omission errors are defined by reference to the spoken form of the word, not by reference to its conventional spelling. Thus, the child who spelled said as SID is not considered to have made an omission error. This child did symbolize the vowel, albeit with i instead of with the correct ai.
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Berk, Laura E. "A New View of Child Development." In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0005.
Full textAbstract:
In my three decades of teaching university courses in child development, I have come to know thousands of students, many of whom were parents or who became parents soon after completing my class. I also served on boards of directors and advisory committees for child-care centers, preschools, elementary schools, and parent organizations. And my research continually drew me into classrooms, where for countless hours I observed and recorded preschool and school-age children’s activities, social interactions, and solitary behaviors, in hopes of answering central questions about how they learn. As a byproduct of those experiences, parents repeatedly approached me with concerns about how to foster their child’s development in the early years. Their fervent questions, at times riddled with doubt and anxiety, revealed that creating optimum learning environments for young children at home—and ensuring their access to development-enhancing experiences in child care, preschool, and school—have become mounting parental challenges. Consider the following problematic situations that parents recently raised with me: • Bob and Sharon, parents of a 4-year-old: Our daughter, Lydia, could recite her ABCs and count from 1 to 20 by age 2 1/2. When we looked for a preschool, many programs appeared to do little more than let children play, so we chose one with lots of emphasis on academics. To me, Lydia’s preschool seems like great preparation for kindergarten and first grade, but each morning, Lydia hates to go. Why is Lydia, who’s always been an upbeat, curious child, so unhappy? • Angela, mother of a 4-year-old and 6-year-old: My husband and I have demanding careers and need to bring work home in the evenings. I’ve read that it’s the quality of time we spend with our children that’s important, not the quantity. We try hard to give Victor and Jeannine our undivided attention, but they’re often whiny, demanding, and quarrelsome. Many times we end up sending them to their rooms or letting them watch TV, just to get some peace after a long day. What’s the best way to create quality parent–child time? • Talia, mother of a 7-year-old: My son Anselmo, a first grader, constantly asks us to help him with his homework.
Conference papers on the topic "Children who failed first grade"
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Do Thi, Hien. "Teaching Vietnamese to Deaf Children Using Sign Languages: Situations and Solutions." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.13-2.
Full textAbstract:
Human civilization has made tremendous progress, to improve its quality of life. However, there are still a number of people in society who suffer from grave disadvantages due to their disabilities. There are many reasons for this phenomenon, and even though science is rapidly developing, it is impossible to completely erase those causes. Ameliorating education and offering vocational training for the disabled are considered as effective solutions to provide these people with a satisfying life, especially children. For deaf children, the dream of normal schooling becomes great. Limited language proficiency leads to limited communication skills and reduces confidence when entering the first grade, adversely affecting their academic performance and later development. Therefore, in this article, we focus on first grade deaf children. Like the impact of normal language on normal children, sign language plays an important role in language development of deaf children. They use sign language to think and communicate. However, to study in textbook programs as does a normal child, in the classroom of deaf children, both the teachers and students must use finger alphabets to teach and learn Vietnamese. We thus study teaching Vietnamese to deaf children and suggest games to draw their attention to the lessons.
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Do Thi, Hien, and Thuy Nguyen Thi Thanh. "Socilaization through Sign Language for Deaf Children in Early School Years in Light of Communication Theory." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.7-2.
Full textAbstract:
Like the impact of natural language on normal children, sign language plays an important role in the comprehensive development of deaf children. Deaf children also use sign language to think, communicate and socialize. So how do we teach deaf children sign language? Is teaching sign language to deaf children the same as teaching language for normal children? In this article, considering the situation of many deaf children in the first grade who have few language skills and limited communicative competence, we discuss the factors affecting language teaching in these environments. Furthermore, we propose games which may enhance their language skills, and to assist them to develop and improve the quality of life, and thus to integrate into larger society.