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Martini, Rose. "Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD)." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38503.
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Metacognition is the monitoring, evaluating, and correction of one's own performance while engaged in an intellectual task. It has been explored within educational psychology in various cognitive and academic domains, for example, general problem solving, physics, reading, writing, and mathematics, and with different populations including children who are gifted, children who have learning disabilities, as well as children who have intellectual delays. Research in these areas has demonstrated that the use of metacognition differs with different levels of ability. Metacognition has rarely been mentioned in the psychomotor literature. It is not known whether children of different psychomotor abilities use metacognition differently. This study used a think-aloud protocol to compare the active use of metacognition in children with different psychomotor abilities---high skill (N = 8), average (N = 9), developmental coordination disorder (DCD) (N = 5)---during a novel motor task. Children with DCD did not verbalize fewer or different metacognitive concepts than either the average or high skill children, however, relative to their counterparts, a significant proportion of the concepts verbalized by children with DCD were found to be inappropriate or inaccurate. These findings reflect ineffective metacognitive processing by children with DCD during a psychomotor task. In general, the results of this study parallel those found in the cognitive domain. This study showed that children with differing psychomotor abilities also demonstrated differences in use of metacognition.
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Lloyd, Meghann. "Self-regulation of sport specific and educational problem-solving tasks by children with and without developmental coordination disorder." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79787.
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The purpose was to examine the domain specificity of the self-regulatory skills of children with Developmental Coordination Disorder (DCD) compared to their peers without DCD. Participants included 10 children with DCD and 10 without. A sport specific problem-solving task (shooting at a hockey net) and an educational problem-solving task (peg solitaire) were compared. Zimmerman's (2000) social cognitive model of self-regulation was used; it has three phases (a) forethought, (b) performance or volitional control, and (c) self-reflection. Participants were taught to think aloud during both tasks to access cognitive processes (Ericsson & Simon, 1984/1993). Codes were developed under five major categories, (a) goals, (b) knowledge, (c) emotion, (d) monitoring, and (e) evaluation. Verbalizations were transcribed and coded using the NUD*IST Vivo software. Results indicated that children with DCD have decreased knowledge in the motor domain, may have general difficulties with planning and set less challenging goals. The findings also support previous research regarding their negative emotions attached to motor tasks.
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Arbour, Laura. "The inheritance of macrocrania and it's association with psychomotor impairment /." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61741.
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Norrlin, Simone. "Mobility, Sitting Posture and Reaching Movements in Children with Myelomeningocele." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3751.
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Carvalho, Mariana Coelho 1987. "Programa de intervenção psicomotora para crianças com transtorno de déficit de atenção e hiperatividade - TDAH = Psychomotor intervention program for children with attention deficit hyperactivity disorder - ADHD." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/312551.
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Orientador: Cintia Alves Salgado Azoni<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas<br>Made available in DSpace on 2018-08-28T03:56:06Z (GMT). No. of bitstreams: 1
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Previous issue date: 2015<br>Resumo: Este estudo teve como objetivo verificar a eficácia de um programa de intervenção psicomotora em crianças com Transtorno do Déficit de Atenção e Hiperatividade (TDAH). Especificamente o estudo comparou o desempenho psicomotor e cognitivo (atenção e funções executivas), pré e pós testagem, em crianças com TDAH submetidas ao programa de intervenção psicomotora; comparou o desempenho psicomotor e cognitivo (atenção e funções executivas), pré e pós testagem, em crianças com TDAH não submetidas ao programa de intervenção psicomotora; além da comparação do desempenho psicomotor e cognitivo de crianças com TDAH e crianças controle na avaliação pré e pós-testagem. Participaram do estudo 26 crianças do gênero masculino, sendo 14 com TDAH, divididas em grupo experimental I e II (GEI e GEII) e 12 com desenvolvimento típico agrupados no grupo controle (GC), com idade cronológica entre 07 e 11 anos (M=9,00) e cursando do 2º ao 6º ano do ensino fundamental de escolas públicas e particulares. As crianças passaram por avaliação psicomotora e cognitiva. Os resultados deste estudo foram organizados em dois artigos, o primeiro referente ao desempenho psicomotor de crianças com TDAH e o segundo apresentando o efeito de um programa de intervenção psicomotora em crianças com TDAH. Os dados apresentados no primeiro artigo mostrou que as crianças com TDAH foram classificadas como "Eupráxico" 2(42,9%), 7(50%) "Dispráxico" e 1(7,1%) "Deficitário". Enquanto no grupo controle 11(91,7%) crianças foram classificadas como "Bom" e 1(8,3%) como "Superior". O desempenho psicomotor dos sujeitos com TDAH foi pior que do grupo controle em todas as áreas avaliadas. Os resultados sugerem que meninos com TDAH apresentam dificuldades psicomotoras que podem estar associadas a características do próprio quadro. A avaliação psicomotora pode favorecer o processo diagnóstico e de intervenção no TDAH. Os resultados apresentados no segundo artigo sugerem que a intervenção psicomotora foi eficiente para o tratamento de crianças com TDAH, uma vez que houve diferenças estatisticamente significativas nos escores de classificação do perfil psicomotor e nos testes de atenção e funções executivas. Além disso, houve melhora qualitativa, indicada pelo aumento das médias das funções de noção de corpo, equilibração, estruturação espaço temporal, praxia fina, lateralidade e tonicidade, respectivamente<br>Abstract: This study aimed to determine the effectiveness of a psychomotor intervention program for children with ADHD. Specifically, the study compared the psychomotor and cognitive performance (attention and executive functions), pre and post testing in children with ADHD, subject to psychomotor intervention program; He compared the psychomotor and cognitive performance (attention and executive functions), pre and post testing in children with ADHD not subject to psychomotor intervention program; beyond comparison psychomotor and cognitive performance of children with ADHD and control children in pre- and post-testing. The study included 26 male children, 14 with Attention Deficit Disorder and Hyperactivity Disorder (ADHD), divided into experimental group I and II (GEI and GEII) and 12 with typical development grouped in the control group (CG), aged chronological between 7:11 years (M = 9.00) and attending the 2nd to 6th grade of elementary school of public and private schools. The children underwent cognitive psychomotor assessment and pre and post-intervention. The results of this study were divided into two articles, the first referring to the psychomotor performance of children with ADHD and the second showing the effect of a psychomotor intervention program for children with ADHD. The data presented in the first article showed that children with ADHD were classified as "Eupráxico" 2 (42.9%), 7 (50%) "dyspraxic" and 1 (7.1%) "Underfunded". While in the control group 11 (91.7%) children were classified as "good" and 1 (8.3%) and "Superior". Psychomotor performance of subjects with ADHD was worse than the control group in all areas assessed. The results suggest that children with ADHD have psychomotor problems that may be associated with the frame itself features. Psychomotor assessment may favor the diagnosis and intervention process in ADHD. The results presented in the second article suggested that psychomotor intervention is effective for treating children with ADHD, since there were statistically significant differences in scores of psychomotor profile classification and tests of attention and executive functions. In addition, there was a qualitative improvement, indicated by the increase in average body notion of functions, balancing, timeline structure, fine praxis, laterality and tone respectively<br>Mestrado<br>Ciencias Biomedicas<br>Mestra em Ciências Médicas
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Polotskaia, Anna. "Response of motor and cognitive speed to increasing doses of methylphenidate in children diagnosed with attention deficithyperactivity disorder." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116112.
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This study has examined the effect of 3 doses of Methylphenidate (MPH) on the speed of motor and cognitive performance in children diagnosed with ADHD. Thirty children clinically diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) aged 6-12 years were recruited through the ADHD Clinic and the Severe and Disruptive Behavior Disorders Program at the Douglas Mental Health University Institute. The three doses of MPH were administered according to a double blind randomized cross-over three day trial (0.3; 0.5 0.8 mg/kg/day in a bid schedule). An improvement across all three doses of MPH on motor, cognitive and behavioural measures was observed. The improvement is significant at low doses of MPH and an increase of dose up to 0.8 mg/kg/day does not lead to further improvement of the speed of simple motor task, but might be beneficial to specific cognitive tasks. No deterioration was observed in association with higher doses of MPH.
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França, Cristiani de. "Desordem coordenativa desenvolvimental em crianças de 7 e 8 anos de idade." Universidade do Estado de Santa Catarina, 2008. http://tede.udesc.br/handle/handle/381.
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Previous issue date: 2008-03-14<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The goal of this study was to characterize the motor performance of children and to investigate the prevalence of the Developmental Coordination Disorder (DCD). The population of this study was all the 4.255 children from 7 to 8 years old, male and female, regularly enrolled on the 37 elementary public city schools of Florianópolis, capital of Santa Catarina, a southern state of Brazil. The final sample was comprised by 417 children. The instrument used was the Movement Assessment Battery for Children - M-ABC. In order to characterize the prevalence and severity of the children s motor difficulties we used descriptive statistic of frequency distribution. To verify the prevalence associations of DCD among ages and gender we used the chi-squared test (X²) and the Cramer s V coefficient. To verify the difference between the groups (gender and age) in the total motor performance of the tasks of M-ABC we used the Variance Analysis (ANOVA two-way). To verify the types of motor abilities that the children performed better we utilized the ANOVA for repeated measures. To analyze the general differences between groups in a group of dependable variables (which comprise the types of abilities according to the M-ABC test) and later to fragment the analyses per dependable variable (manual dexterity, balance and ball skills), the Multivariate Variance Analysis was used, as well as to verify the interactive effects of the gender and age variables. Both the variance analyses were done using a model with two independent variables, gender and age group (2x2). For all the analyses the significance level was 5%. The results demonstrated that 10.8% of the children were identified with DCD and 12% presented risk of DCD. The results indicate that children showed more difficulties in the motor skills related to manual dexterity. The analysis revealed a statistically significant difference among genders and ages. Analyzing the individual dependent variables, separated through the analysis of the main effects, we can observe a statistically significant difference between genders and ages only in the ball skills. These results suggest that the boys presented a better performance in the ball skills, as well as the 8 year-old children. The prevalence of children with DCD in the city schools of Florianópolis, SC - Brazil exceeded the 4-6% of prevalence in 5 to 11 year-old children pointed by the literature. The early identification of children with motor difficulties is essential for the proper building of intervention strategies made by professionals in the area.<br>O objetivo deste estudo foi caracterizar o desempenho motor de crianças e investigar a prevalência de Desordem Coordenativa Desenvolvimental. A população deste estudo foi representada por todas as 4.255 crianças de 7 e 8 anos de idade, de ambos os sexos, regularmente matriculadas nas 37 escolas, básicas e desdobradas, da rede pública municipal da cidade de Florianópolis, capital de Santa Catarina. A amostra final foi composta por 417 crianças. O instrumento utilizado foi o Movement Assessment Battery for Children - M-ABC. Para caracterizar a prevalência e a severidade das dificuldades motoras das crianças foi utilizada estatística descritiva de distribuição de freqüência. Para verificar as associações de prevalência de DCD entre as idades e sexo, foi utilizado o teste do Qui-quadrado (X²) e o coeficiente de Cramer s V. Para verificar a diferença entre os grupos (sexo e idade) no desempenho motor total das tarefas do M-ABC foi utilizada a Análise de Variância (ANOVA two-way). Para verificar em que tipos de habilidades motoras as crianças demonstraram um desempenho melhor foi utilizada a ANOVA para medidas repetidas. Para analisar as diferenças gerais entre os grupos em um conjunto de variáveis dependentes (que constituem os tipos de habilidades de acordo com o teste M-ABC) e depois fragmentar as análises por variável dependente (destrezas manuais, equilíbrio e habilidades com bolas) foi utilizado a Análise Multivariada de Variância, assim como para verificar os efeitos interativos das variáveis de sexo e idade. Ambas as análises de variância foram feitas utilizando um modelo com duas variáveis independentes, sexo e faixa etária (2X2). Para todas as análises estatísticas foi adotado o nível de significância de 5%. Os resultados demonstraram que 10,8% das crianças foram indicadas com DCD e 12% apresentou risco de DCD. Os resultados indicam que as crianças apresentaram mais dificuldades motoras nas habilidades relacionadas às destrezas manuais. As análises revelaram uma diferença estatisticamente significativa entre os sexos e entre as idades. Ao analisar as variáveis dependentes individuais, separadas por meio da análise dos efeitos principais, pode-se observar que houve diferença estatisticamente significativa entre os sexos e as idades somente para as habilidades com bola. Estes resultados sugerem que os meninos tiveram o desempenho melhor nas habilidades com bola, assim como as crianças com 8 anos. A prevalência de crianças com DCD nas escolas municipais de Florianópolis SC Brasil, excedeu aos 4-6% de prevalência de DCD nas crianças de 5 a 11 anos apontado pela literatura. A identificação precoce de crianças com dificuldades motoras é essencial para o embasamento de estratégias de intervenção por profissionais da área.
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Lundberg, Staffan. "Rolandic Epilepsy : A Neuroradiological, Neuropsychological and Oromotor Study." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4133.
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Caon, Giane. "Acompanhamento neuropsicomotor ambulatorial de crianças de alto risco neurológico." Universidade do Estado de Santa Catarina, 2005. http://tede.udesc.br/handle/handle/339.
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Previous issue date: 2005-12-20<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Neuropsychomotor impairment prevention becomes essential when progresses in obstetrics and neonatology áreas promote larger survival of risk babies. Neonatology High Risk Clinics have been implemented to provide attendance for these children, that usually have prevalence of neurological risk factors. Promoting the attention for their Neuropsychomotor Development, this study aimed to present a proposal of High Neurological Risk Children Clinical Neuropsychomotor Follow up, what is in implantation in Clinic of Neonatolgy High Risk from Academical Hospital at Santa Catarina Federal University. In the evaluation protocol were used: File of Biopsychossocial Data Register (risk factors verification and notes of assessments accomplished in consultations), Neonatal Medical Índex (for preterm neurobehavioral risk categorization), and Brunet-Lèzine Test (in adaptation by SOUZA, 2003, for determination of neuropsychomotors data Developmental Ages and Quotients/ DA and DQ - in Postural, Eye-Hand Coordination, Language, Social and Global areas,). From setember/04 to setember/05, 87 evaluations were accomplished, distributed among 40 infants. Preterm birth was the more frequent risk factor (85%), with Moderate (44,1%) and Extreme (55,9%) degree; NMI III was the more commom manifestation (44,1%) and there was significant lineal relationship between neurobehavioral risk and DQ in Social area /DQS (P=0,026). In follow up analysis, DQs tended to decrease, with smaller scores in Eye-Hand Coordination area, and statistical significance in prematuridade degree (P=0,025) in this area. DQS performance presented significant difference among evaluations of first and second year of life (P=0,019). Females have better neuropsychomotor performance either in the first (Posture and Eye-Hand Coordination, P=0,025 and P=0,008) and second year of life (Posture, Language and Global, P=0,017, P=0,047 and P=0,036). High Neurological Risk Children Clinical Neuropsychomotor Follow up proposal seems to linked child attendance and neurpsychomotor research. Its continuity aim to reinforce the neuropsychomotor intervention program, in order to promote health and quality of life for chidren and their families, with an approach more global and efficient.<br>Enfatizar a prevenção de distúrbios neuropsicomotores torna-se fundamental à medida que os avanços em obstetrícia e neonatologia promovem maior sobrevivência de bebês de risco. Ambulatórios de Alto Risco em Neonatologia têm sido implementados para proporcionar o acompanhamento dessas crianças, em que geralmente há predomínio de fatores de risco neurológico. Promovendo a atenção ao Desenvolvimento Neuropsicomotor de tal população, este estudo busca apresentar uma proposta de Acompanhamento Neuropsicomotor Ambulatorial de Crianças de Alto Risco Neurológico, que está em implantação junto ao Ambulatório de Alto Risco em Neonatologia do Hospital Universitário, Universidade Federal de Santa Catarina. No protocolo de avaliação foram utilizados: Ficha de Registro de Dados Biopsicossocias (verificação de fatores de risco e registro de avaliações realizadas nas consultas), Neonatal Medical Index (Índice Médico Neonatal, para categorização do risco neurocomportamental em prematuros), e Escala de Brunet-Lèzine (na adaptação de SOUZA, 2003, para determinação de dados neuropsicomotores - Idades e Quocientes de Desenvolvimento/ID e QD - nas áreas Postural, Coordenação Óculo-Motriz, Linguagem, Social e Global). De setembro/04 a setembro/05 foram realizadas 87 avaliações, distribuídas entre 40 lactentes. Nascimento pré-termo foi o fator de risco mais freqüente (85%), com grau Moderado (44,1%) e Extremo (55,9%), sendo que a categoria III no NMI foi de maior manifestação (44,1%) e houve relação linear significativa entre risco neurocomportamental e QD na área Social/QDS (p=0,026). Em análise longitudinal, os QDs tenderam a decrescer, com menores escores na Coordenação Óculo-Motriz, e significância estatística em relação ao grau de prematuridade (p=0,025) nesta área. O desempenho do QDS apresentou diferença significativa entre avaliações de primeiro e segundo ano de vida (p=0,019). Foi observado melhor desempenho neuropsicomotor no sexo feminino, tanto no primeiro (Postura e Coordenação Óculo-Motriz, p=0,025 e p=0,008) como no segundo ano de vida (Postura, Linguagem e Global, p=0,017, p=0,047 e p=0,036). A proposta de Acompanhamento Neuropsicomotor Ambulatorial de crianças de risco parece ter conseguido promover a veiculação da assistência à saúde da criança com a pesquisa sobre o desenvolvimento infantil. Sua continuidade prossegue em termos do fortalecimento do programa de intervenção neuropsicomotora, a fim de promover de forma mais global e efetiva saúde e qualidade de vida das crianças e suas famílias.
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Ruffolo, Jessica Somerville. "Visuoconstructional impairement : what are we assessing, and how are we assessing it? /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3147803.
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Kalantari-Darani, Mehrdad. "Conduct disorders in preschool children." Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241820.
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Boggs, Teresa. "Eating Disorders in Young Children." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1507.
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Elangovan, Saravanan. "Auditory Processing Disorders in Children." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1577.
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Ng, Kwok-keung Daniel. "Sleep related breathing disorders in children /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36223724.
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Ng, Kwok-keung Daniel, and 吳國強. "Sleep related breathing disorders in children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007688.
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McClean, Patricia. "Studies into diarrhoeal disorders in children." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335969.
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Trickett, Jayne K. "Sleep in children with neurodevelopmental disorders." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8328/.
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Profiles of sleep disturbance and sleep quality of children with the specific neurodevelopmental disorders of Smith-Magenis syndrome (SMS), Angelman syndrome (AS), autism spectrum disorder (ASD) and tuberous sclerosis complex (TSC) and the relationships between behavioural and health characteristics, age and sleep were described in these groups. Interview data demonstrated that children with AS's sleep disturbance had a negative impact on both parents and children. A homogeneous sleep disturbance profile of severe night waking and early morning waking affected over 70% of children with SMS but more heterogeneous profiles were found for children with AS, TSC and ASD using cross-group questionnaire data comparisons and when compared to typically developing (TD) children. A heightened risk of sleep-related breathing disorders was identified for children with AS and SMS. Compared to TD children, children with SMS had significantly earlier morning wake times and children with AS and SMS had significantly earlier bedtimes according to actigraphy and sleep diary data. Increased daytime sleepiness in children with SMS was associated with increased overactivity and impulsivity. This thesis includes the largest samples of actigraphy data for children with SMS and AS to date. The importance of aetiology of intellectual disability in the profiling of sleep disturbance was evidenced. Areas for further assessment and intervention include sleep-related breathing disorders for children with AS and SMS and individualized assessment of circadian rhythm disorders for both groups.
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Dotson, Deborah, Michelle Johnson, and Christy Isbell. "Treating Children With Sensory Processing Disorders." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8281.
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Singhania, Rajeshree. "Design and standardisation of a developmental test for Indian children : the Indian Picture Puzzle Test." Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309449.
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Crowe, Barbara Jean. "Attitudes of adults and children toward children with mild articulation disorders." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1335455941.
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Crowe, Barbara J. "Attitudes of adults and children toward children with mild articulation disorders /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708093.
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Ng, Kwok-hang Ashley. "Phonological processing in children with speech disorders." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209193.
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Thesis (B.Sc)--University of Hong Kong, 1995.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 1995." Also available in print.
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Hus, Yvette. "Central auditory processing disorders in minority children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/NQ39797.pdf.
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陸婷芝 and Ting-chi Betty Luk. "Emotion regulation and mood disorders in children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41715366.
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Surtees, Andrew D. R. "Sleep problems in children with developmental disorders." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6958/.
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This thesis comprises two volumes. The first chapter of Volume One contains a meta-analysis of studies comparing sleep in people with and without intellectual disabilities. The key finding was that people with intellectual disabilities slept for, on average, 23 minutes less each night and experienced poorer sleep quality. Chapter Two details an empirical study of sleep in children with Autism Spectrum Disorders (ASD) and a parent-identified sleep problem. Actigraphy and diary measures found no differences between the children with ASD and a typically developing comparison group. Questionnaires identified numerous sleep problems that were more commonly reported in the children with ASD. Chapter Three is a lay summary of the previous chapters. Volume Two comprises four Case Practice Reports. Chapter One details the formulation of a 58-year-old man with Obsessive Compulsive Disorder, from Cognitive-Behavioural (CBT) and Systemic perspectives. Chapter Two is a service evaluation of a group intervention for people with Long Term Conditions. Chapter Three is a Single Case Experimental Design to evaluate the effectiveness of a CBT intervention for sleep and mood problems in a 14-year-old girl. Chapter Four is a case study of a behavioural intervention for challenging behaviour with a 26-year-old man with a severe intellectual disability.
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Marriott, Elise. "Parents with neurodevelopmental disorders and their children." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:c5db001c-26df-4c3a-afc3-96c572050c1a.
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Adults with neurodevelopmental disorders, such as Attention-Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD) face a varying degree of associated challenges and impairment. However, there is a scarcity of literature regarding those adults who go on to become parents. Understanding the experiences of parents with neurodevelopmental disorders and their children is vital in providing the appropriate, specialist support. The first paper systematically reviewed the literature relating to parental ADHD and child externalising, internalising, social and cognitive outcomes. Despite the well-established link between parental ADHD and child ADHD, little is known about other important child outcomes. Twenty-one eligible studies were identified, synthesised and critiqued. The review found that parental ADHD was associated with child externalising problems. However, this was not found for child oppositional defiance disorder. Parenting and parental gender were highlighted as important moderating and mediating factors. Due to low study numbers and quality issues, results were inconclusive regarding child internalising, social and cognitive outcomes. The review highlighted the importance of future research, theory and services addressing the needs of both parents with ADHD and their children. The second paper sought to explore the parenting experiences of adults with ASD who have children with ASD. Little is known about these parents, despite the challenges known to be associated with adult ASD and with parenting a child with ASD. Eight parents were interviewed, and data was analysed using Interpretative Phenomenological Analysis, revealing four superordinate themes. These captured parents' experiences of the parent-child relationship, the personal impact of parenting, the acceptance and challenge of living with a child with ASD and managing the complexities of professional services. These findings highlighted the need to provide integrated services which address the multiple needs of families with ASD. Future research and theoretical implications were also considered.
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Wood, David. "Lipid Screening and Lipid Disorders in Children." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7684.
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Dotson, Deborah, Michelle Johnson, and Christy Isbell. "Caring for Children With Sensory Processing Disorders." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8282.
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Luk, Ting-chi Betty. "Emotion regulation and mood disorders in children." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41715366.
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Svedberg, Lena. "Cold feet in children with neurological disorders /." Gothenburg : Institute of Neuroscience and Physiology, Clinical Neuroscience and Rehabilitation, Sahlgrenska Academy, University of Gothenburg, 2009. http://hdl.handle.net/2077/21042.
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Williams, A. Lynn. "Speech Disorders Resource Guide for Preschool Children." Digital Commons @ East Tennessee State University, 2002. https://www.amzn.com/0769300804.
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Speech Disorders Resource Guide for Preschool Children provides detailed information about assessment, analysis and intervention methods pertaining to childhood speech disorders. Also covers intervention outcomes and treatment efficacy. A concise, easy-to-use format makes it an ideal clinical resource tool for students and clinicians.<br>https://dc.etsu.edu/etsu_books/1181/thumbnail.jpg
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Williams, A. Lynn. "Updates in Treating Speech Disorders in Children." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2021.
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Curry, Joseph Laurence. "The relationship of intellectual ability and psychomotor skills to the academic achievement of bilingual students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184568.
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This study was designed to investigate the relationship between discrete areas of cognitive processing and academic achievement in minority children. There have been many questions about the fairness of current testing practices as they have been applied to students from differing ethnicities. These students are entitled by law to a meaningful, nonbiased assessment of their abilities. The minority children targeted for study were bilingual Hispanic students. Cognitive processing tasks were drawn from established measures of perceptual-motor development, auditory recall, and nonverbal intellectual ability. Academic achievement was measured by two comprehensive tests, one that was English-based and another that was Spanish-based. One hundred fifty-eight students enrolled in eleven third grade classrooms were examined. The subjects participated in group administrations of the Bender Visual-Motor Gestalt Test, Raven's Standard Progressive Matrices, and a bilingual version of the Digit Span subtest from the Wechsler Intelligence Scale for Children-Revised. The Spanish-based achievement test was La Prueba Riverside de Realizacion en Espanol. The English-based achievement test was the Iowa Test of Basic Skills. Data were first analyzed by a stepwise multiple regression procedure to determine which of the experimental measures would predict academic achievement. Results indicated that the strongest predictor of academic achievement were scores from the test of nonverbal intellectual ability, which held true for both achievement tests. Scores in immediate auditory recall in English predicted achievement in certain achievement areas, but only on the Spanish-based test. Scores on the perceptual-motor test also predicted achievement on the Spanish-based test only. Auditory recall in Spanish did not predict achievement in any area on either test. The study concludes with a discussion of the viability of the independent measures as a meaningful, comprehensive test battery to be used with minority children in schools. Implications for future research and administrative planning are discussed.
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Swanson, Leah Terese. "Anticipatory Coarticulation in Typically Developing Children and in Children with Speech Disorders." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/297455.
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Purpose: To assess the differences in anticipatory coarticulation in adults, typically developing children, and children with speech sound disorders, to address whether children develop smaller speech motor plans from larger speech motor plants, and to determine whether children with speech sound disorders exhibit abnormal coarticulation. Method: Speech samples from 10 adult women, 8 typically-developing children (aged 5 to 11 years), and 6 speech sound disordered children. Nine CVC nonwords were elicited using combinations of /s/, /j/, /i/, and /u/. Results: Adults exhibited whole utterance modifications. Younger children appeared to exhibit less coarticulation than adults. Children with speech sound disorders had idiosyncratic findings. Conclusions: These preliminary data support the hypothesis that children start with smaller units. This implies that children over time develop greater coarticulation. The data also showed that children with speech sound disorders have idiosyncratic coarticulation. Clearer patters and stronger conclusions may emerge with a larger sample size.
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Sabo, Jason M. "Relative risk of comorbid disorders with childhood and adolescent depressive disorders." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379125.
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The purpose of this research was to examine the proportion of clients diagnosed with a depressive disorder who also exhibit one or more comorbid disorders. In addition, this study examined multiple aspects of age and gender associated with comorbid disorders in an attempt to better inform treatment and diagnosis of depressive disorders and associated disorders and to answer two questions: 1) What is the proportion of clients diagnosed with a depressive disorder who also exhibit one or more comorbid disorders; and 2) Are there significant differences in number of comorbid disorders among developmental stages and gender. The current study helps to shed light on the understanding of comorbid disorders related to childhood and adolescent depression. Previously, no other study had investigated the changes in comorbidity that take place across childhood development.The present study used an archival data set obtained from the Dean-Woodcock Neurological Battery. Participants included patients that had been referred for psychological and neuropsychological evaluation and treatment at a large outpatient Midwestern neurology practice. For the purpose of the present study, participants were selected from the data set for analysis if he or she were diagnosed with a depressive disorder and were than nineteen-years of age. The sample included 136 males and 74 females (n=210). The ages of the participants ranged from 4 year-old to 18 years-old. Results of an ordinal regression revealed that males were significantly more likely to have a greater number of comorbid diagnoses than females. Additionally, participants appeared to exhibit a greater number of comorbid disorders as the age of the participant increased.<br>Department of Educational Psychology
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Wong, Lai-wan Livia. "Cantonese paediatric hearing screening test : a pilot study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19859922.
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Masdottir, Thora. "Phonological development and disorders in Icelandic-speaking children." Thesis, University of Newcastle Upon Tyne, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493054.
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It is generally accepted that children with speech sound disorders show error pattems similar to those of younger typically developing children (Beers, 1995; Dinnsen, Chin, Elbert, & Powell, 1990; Grunwell, 1987; Schwartz, Leonard, Folger, & Wilcox, 1980). Language-Specific pattems require research to be carried out in the language in which the disordered child is being treated.
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Rollins, Nigel C. "Nutritional disorders and interactions Tanzanian pre-school children." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318953.
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Phillips, Deborah. "Developmental Pathways for Children with Disruptive Behavior Disorders." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/67.
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The purpose of this study was to incorporate attachment theory and psychopathy into a transactional model to explain the development of disruptive behavior disorders in children. The model tested in this study proposed two broad pathways leading to the development of disruptive behavior disorders. Each pathway was characterized by an atrisk child temperament, negative reactivity and psychopathy, which when embedded in an at-risk environment, would result in conduct problems. Hyperactivity and negative life events were hypothesized to be broad band risk factors for both pathways. The first pathway, characterized by callous-unemotional traits (CU), was hypothesized to be positively associated with thrill seeking behavior and proactive aggression in the child, and insecure attachment in the caregiver. A second pathway, characterized by child negative reactivity, was hypothesized to be positively associated with reactive aggression in the child and disorganized attachment in the caregiver. Data was collected from 48 low income caregiver/child dyads. Children were between the ages of 6 and 12 (mean age=9.3, SD=1.85), and received services from a state mental health clinic. A series of hierarchical regression analyses were performed to evaluate the relationship between the predictor variables and conduct problems. A primary finding was an extremely strong positive correlation between CU traits and conduct problems. Also, several distinct differences were found between groups of children low and high on CU traits. For those children low on CU traits, thrill seeking behaviors were positively associated with conduct problems, while negative life events, attachment insecurity, and attachment disorganization were all negatively associated with conduct problems. For the children high on CU traits, thrill seeking and attachment insecurity had no meaningful impact on conduct problems, while negative life events and attachment disorganization were positively associated with conduct problems. Hyperactivity, proactive aggression, reactive aggression, and negative reactivity were all broad risk factors for conduct problems in this study. The findings of this study suggest that several developmental pathways do exist for children who develop conduct problems, and that future research should utilize developmental models that include a number of broad risk factors, as well as factors that may be specific to certain developmental pathways.
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Snyder, MacKenzie Renee. "Symbolic Organization in Children with Autism Spectrum Disorders." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1367585378.
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Pidruzny, Jacquelyn N. "Children with Autism Spectrum Disorders and Violent Media." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404317555.
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Gibbon, Fiona E. "Lingual articulation in children with developmental speech disorders." Thesis, University of Bedfordshire, 1998. http://hdl.handle.net/10547/581284.
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This thesis presents thirteen research papers published between 1987-97, and a summary and discussion of their contribution to the field of developmental speech disorders. The publications collectively constitute a body of work with two overarching themes. The first is methodological: all the publications report articulatory data relating to tongue movements recorded using the instrumental technique of electropalatography (EPG). The second is the clinical orientation of the research: the EPG data are interpreted throughout for the purpose of informing the theory and practice of speech pathology. The majority of the publications are original, experimental studies of lingual articulation in children with developmental speech disorders. At the same time the publications cover a broad range of theoretical and clinical issues relating to lingual articulation including: articulation in normal speakers, the clinical applications of EPG, data analysis procedures, articulation in second language learners, and the effect of oral surgery on articulation. The contribution of the publications to the field of developmental speech disorders of unknown origin, also known as phonological impairment or functional articulation disorder, is summarised and discussed. In total, EPG data from fourteen children are reported. The collective results from the publications do not support the cognitive/linguistic explanation of developmental speech disorders. Instead, the EPG findings are marshalled to build the case that specific deficits in speech motor control can account for many of the diverse speech error characteristics identified by perceptual analysis in previous studies. Some of the children studied had speech motor deficits that were relatively discrete, involving, for example, an apparently isolated difficulty with tongue tiplblade groove formation for sibilant targets. Articulatory difficulties of the 'discrete' or specific type are consistent with traditional views of functional lingual articulation in developmental speech disorders articulation disorder. EPG studies of tongue control in normal adults provided insights into a different type of speech motor control deficit observed in the speech of many of the children studied. Unlike the children with discrete articulatory difficulties, others produced abnormal EPG patterns for a wide range of lingual targets. These abnormal gestures were characterised by broad, undifferentiated tongue-palate contact, accompanied by variable approach and release phases. These 'widespread', undifferentiated gestures are interpreted as constituting a previously undescribed form of speech motor deficit, resulting from a difficulty in controlling the tongue tip/blade system independently of the tongue body. Undifferentiated gestures were found to result in variable percepts depending on the target and the timing of the particular gesture, and may manifest as perceptually acceptable productions, phonological substitutions or phonetic distortions. It is suggested that discrete and widespread speech motor deficits reflect different stages along a developmental or severity continuum, rather than distinct subgroups with different underlying deficits. The children studied all manifested speech motor control deficits of varying degrees along this continuum. It is argued that it is the unique anatomical properties of the tongue, combined with the high level of spatial and temporal accuracy required for tongue tiplblade and tongue body co-ordination, that put lingual control specifically at risk in young children. The EPG findings question the validity of assumptions made about the presence/absence of speech motor control deficits, when such assumptions are based entirely on non-instrumental assessment procedures. A novel account of the sequence of acquisition of alveolar stop articulation in children with normal speech development is proposed, based on the EPG data from the children with developmental speech disorders. It is suggested that broad, undifferentiated gestures may occur in young normal children, and that adult-like lingual control develops gradually through the processes of differentiation and integration. Finally, the EPG fmdings are discussed in relation to two recent theoretical frameworks, that of psycho linguistic models and a dynamic systems approach to speech acquisition.
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Williams, A. Lynn, Sharynne McLeod, Rebecca J. McCauley, Steven F. Warren, and Marc E. Fey. "Interventions for Speech Sound Disorders in Children (CLI)." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/1598570188.
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With detailed discussion and invaluable video footage of 23 treatment interventions for speech sound disorders (SSDs) in children, this textbook and DVD set should be part of every speech-language pathologist's professional preparation. Focusing on children with functional or motor-based speech disorders from early childhood through the early elementary period, this textbook gives preservice SLPs critical analyses of a complete spectrum of evidence-based phonological and articulatory interventions.
This textbook fully prepares SLPs for practice with a vivid inside look at intervention techniques in action through high-quality DVD clips large and varied collection of intervention approaches with widespread use across ages, severity levels, and populations proven interventions in three categories: direct speech production, broader contexts such as perceptual intervention, and speech movements clear explanations of the evidence behind the approaches so SLPs can evaluate them accurately contributions by well-known experts in SSDs from across the US, Canada, Australia, and the UK
An essential core text for pre-service SLPs—and an important professional resource for practicing SLPs, early interventionists, and special educators—this book will help readers make the best intervention decisions for children with speech sound disorders.
Evidence-based intervention approaches—demonstrated in DVD clips—such as: minimal pairs perceptual intervention core vocabulary stimulability treatment intervention for developmental dysarthria the psycholinguistic approach<br>https://dc.etsu.edu/etsu_books/1180/thumbnail.jpg
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Williams, A. Lynn. "Frameworks for Analyzing Speech Sound Disorders in Children." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2015.
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Bava, Sunita. "Reduced microstructural white matter integrity in a genetic metabolic disorder a diffusion tensor MRI study /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3274808.
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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2007.<br>Title from first page of PDF file (viewed January 8, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 75-84).
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Venker, Claire C. "Psychomotor Vigilance Task Performance in Children Ages 6-11: Results From the Tucson Children's Assessment of Sleep Apnea." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193324.
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Although the psychomotor vigilance task (PVT) is commonly used in adult sleep research, normative data for PVT performance in children have not been published and performance in children with sleep disordered breathing (SDB) has not been explored. This report describes PVT performance among children participating in the Tucson Children's Assessment of Sleep Apnea (TuCASA). A community-based sample of 360 Caucasian and Hispanic children completed a standard PVT trial. Participants were 48% female and 36% Hispanic; mean age was 8.9 years. Children with respiratory disturbance index (RDI) >1 event/hour and those with parent-reported sleep problems were excluded from the normative analysis. Among normal sleepers, performance on several measures improved with increasing age and differed between boys and girls. No ethnic differences were detected. Among children with SDB, no differences in performance were identified. Age and gender differences in PVT performance must be considered when the PVT is utilized in pediatric populations.
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Trumpff, Caroline. "Association of Neonatal Thyroid Stimulating Hormone Concentration with Intellectual, Psychomotor and Psychosocial Development of Preschool Children." Doctoral thesis, Universite Libre de Bruxelles, 2015. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/221567.
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Iodine is necessary for thyroid hormones synthesis which in turn are essential for brain development during fetal and early postnatal life. In these critical periods, severe iodine deficiency can induce irreversible brain damage in the fetus and the infant, resulting in retarded cognitive and/or psychomotor development. Despite the introduction of salt iodization programs such as national measures to control iodine deficiency, some European countries, including Belgium, are still affected by Mild Iodine Deficiency (MID) and MID during pregnancy may affect neurodevelopment of the offspring. Elevated thyroid stimulating hormone (TSH) concentration (>5mU/l) at birth has been used as an indicator of iodine deficiency during late pregnancy and at the population level. This doctoral research aimed to investigate the association between neonatal TSH level, used as a surrogate marker of MID during late pregnancy, and cognitive, psychomotor and psychosocial development of preschool children. It was hypothesized that elevation of TSH at birth is associated with impaired intellectual and psychomotor development and with behavioral problems at 4-5 years. As the use of TSH as an indicator of iodine deficiency has been criticized, we have also set out to assess the potential factors influencing neonatal TSH level measured through neonatal screening using a representative sample of TSH values between 0 and 15 mIU/L. Additionally, we aimed to reevaluate the neonatal TSH cut-off (5mIU/L) used to monitor iodine status in the population. The objective was to evaluate the cut-off point from which we can observe the impairment of children’s neurodevelopment. We hypothesized that this is a good way to establish the best cut-off value for identifying iodine deficiency.The study included 315 Belgian preschool children with a TSH concentration between 0 and 15 mU/L at screening. For each sex and TSH-interval (0-1 mU/L, 1-2 mU/L, 2-3 mU/L, 3-4 mU/L, 4-5 mU/L, 5-6 mU/L, 6-7 mU/L, 7-8 mU/L, 8-9 mU/L, 9-15 mU/L) 19 newborns were randomly selected after excluding infants with congenital hypothyroidism, low birth weight and premature infants. Neonatal TSH was measured in dried blood spots collected by heel stick 3 to 5 days after birth using the Autodelphia method. Cognitive abilities and psychomotor development were assessed using respectively the Wechsler Preschool and Primary Scale of Intelligence-III and the Charlop-Atwell scale of motor coordination. Psychosocial development was measured using the Child Behavior Check List for ages 1½-5 years. In addition, the mothers completed a self-administered questionnaire in order to account for confounding factors. No association between neonatal TSH within the range of 0 to 15 mIU/L - a surrogate marker for mild iodine deficiency during pregnancy and neurocognitive development was present in Belgian preschool children. The current level of iodine deficiency in Belgium is probably not severe enough to affect the neurodevelopment of children. In this study, we were able to identify several maternal and pregnancy related determinants of neonatal TSH levels. Higher TSH levels were associated with a lifetime (up to child birth) smoking behavior in the mother, a lower weight gain during pregnancy, a longer pregnancy duration. Higher TSH levels were found in spring and winter compared to summer and autumn. It is not advised to use elevated neonatal TSH levels at birth as an indicator of iodine deficiency during late pregnancy without taking potential covariates into account. Given the fact that no association was found between TSH and developmental scores in the children, we cannot evaluate the cut-off point from which we can observe the impairment of children’s neurodevelopment.<br>Doctorat en Sciences psychologiques et de l'éducation<br>info:eu-repo/semantics/nonPublished
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Rossberg-Gempton, Irene E. von. "Creative dance, potentiality for enhancing psychomotor, cognitive, and social-affective functioning in seniors and young children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24361.pdf.
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Shaw, Rhonwen Elisabeth. "Word awareness and grammatical awareness in normally developing children and children with specific language impairment." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243717.
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Eagle, Rose F. "An investigation of subtypes in children with autism spectrum disorders." Diss., Online access via UMI:, 2008.
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