Interdependent Living: Program for Older Children in Care Changes Name, Focus

2007 ◽  
Author(s):  
Lane Simpson
Keyword(s):  
Older Children ◽  
Children In Care

RTS,S/AS01, a vaccine targeting pre-erythrocytic stages of Plasmodium falciparum

2017 ◽  
Vol 1 (6) ◽  
pp. 533-537
Author(s):  
Lorenz von Seidlein ◽  
Borimas Hanboonkunupakarn ◽  
Podjanee Jittmala ◽  
Sasithon Pukrittayakamee
Keyword(s):  
Protective Efficacy ◽  
Age Groups ◽  
Sub Saharan Africa ◽  
Phase Iii ◽  
European Medicines Agency ◽  
Older Children ◽  
Pivotal Phase ◽  
Malaria Epidemiology ◽  
Maximum Benefit ◽  
Sub Saharan

RTS,S/AS01 is the most advanced vaccine to prevent malaria. It is safe and moderately effective. A large pivotal phase III trial in over 15 000 young children in sub-Saharan Africa completed in 2014 showed that the vaccine could protect around one-third of children (aged 5–17 months) and one-fourth of infants (aged 6–12 weeks) from uncomplicated falciparum malaria. The European Medicines Agency approved licensing and programmatic roll-out of the RTSS vaccine in malaria endemic countries in sub-Saharan Africa. WHO is planning further studies in a large Malaria Vaccine Implementation Programme, in more than 400 000 young African children. With the changing malaria epidemiology in Africa resulting in older children at risk, alternative modes of employment are under evaluation, for example the use of RTS,S/AS01 in older children as part of seasonal malaria prophylaxis. Another strategy is combining mass drug administrations with mass vaccine campaigns for all age groups in regional malaria elimination campaigns. A phase II trial is ongoing to evaluate the safety and immunogenicity of the RTSS in combination with antimalarial drugs in Thailand. Such novel approaches aim to extract the maximum benefit from the well-documented, short-lasting protective efficacy of RTS,S/AS01.

Sentence Repetition: A Clinical Marker for Developmental Language Disorder in Danish

2019 ◽  
Vol 62 (12) ◽  
pp. 4450-4463
Author(s):  
Rikke Vang Christensen
Keyword(s):  
Language Disorder ◽  
Future Research ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Older Children ◽  
Likelihood Ratios ◽  
Clinical Marker ◽  
Sentence Repetition ◽  
Good Identification ◽  
Syntactic Properties

Purpose The aim of the study was to explore the potential of performance on a Danish sentence repetition (SR) task—including specific morphological and syntactic properties—to identify difficulties in children with developmental language disorder (DLD) relative to typically developing (TD) children. Furthermore, the potential of the task as a clinical marker for Danish DLD was explored. Method SR performance of children with DLD aged 5;10–14;1 (years;months; n = 27) and TD children aged 5;3–13;4 ( n = 87) was investigated. Results Compared to TD same-age peers, children with DLD were less likely to repeat the sentences accurately but more likely to make ungrammatical errors with respect to verb inflection and use of determiners and personal pronouns. Younger children with DLD also produced more word order errors that their TD peers. Furthermore, older children with DLD performed less accurately than younger TD peers, indicating that the SR task taps into morphosyntactic areas of particular difficulty for Danish children with DLD. The classification accuracy associated with SR performance showed high levels of sensitivity and specificity (> 90%) and likelihood ratios indicating good identification potential for clinical and future research purposes. Conclusion SR performance has a strong potential for identifying children with DLD, also in Danish, and with a carefully designed SR task, performance has potential for revealing morphosyntactic difficulties. Supplemental Material https://doi.org/10.23641/asha.10314437

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

Screening for haemorrhagic disorders in paediatric patients by means of a questionnaire

2009 ◽  
Vol 29 (S 01) ◽  
pp. S87-S89 ◽  
Author(s):  
I. Music ◽  
M. Novak ◽  
B. Acham-Roschitz ◽  
W. Muntean
Keyword(s):  
Predictive Value ◽  
Laboratory Diagnosis ◽  
Von Willebrand Disease ◽  
Control Group ◽  
Older Children ◽  
Mild Disease ◽  
History Of ◽  
Von Willebrand ◽  
Specific Symptoms ◽  
Infants And Young Children

SummaryAim: In children, screening for haemorrhagic disorders is further complicated by the fact that infants and young children with mild disease in many cases most likely will not have a significant history of easy bruising or bleeding making the efficacy of a questionnaire even more questionable. Patients, methods: We compared the questionnaires of a group of 88 children in whom a haemorrhagic disorder was ruled out by rigorous laboratory investigation to a group of 38 children with mild von Willebrand disease (VWD). Questionnaires about child, mother and father were obtained prior to the laboratory diagnosis on the occasion of routine preoperative screening. Results: 23/38 children with mild VWD showed at least one positive question in the questionnaire, while 21/88 without laboratory signs showed at least one positive question. There was a trend to more specific symptoms in older children. Three or more positive questions were found only in VWD patients, but only in a few of the control group. The question about menstrual bleeding in mothers did not differ significantly. Sensitivity of the questionnaire for a hemostatic disorder was 0.60, while specifity was 0.76. The negative predictive value was 0.82, but the positive predictive value was only 0.52. Conclusions: Our small study shows, that a questionnaire yields good results to exclude a haemostatic disorder, but is not a sensitive tool to identify such a disorder.

Instruction Helps and Hinders Young Children’s Feature Learning

2018 ◽  
Author(s):  
Charles Kalish ◽  
Nigel Noll
Keyword(s):  
Young Children ◽  
Feature Learning ◽  
Irrelevant Information ◽  
Diagnostic Feature ◽  
Older Children ◽  
Prediction Task ◽  
Feature Correlation ◽  
The Future

Existing research suggests that adults and older children experience a tradeoff where instruction and feedback help them solve a problem efficiently, but lead them to ignore currently irrelevant information that might be useful in the future. It is unclear whether young children experience the same tradeoff. Eighty-seven children (ages five- to eight-years) and 42 adults participated in supervised feature prediction tasks either with or without an instructional hint. Follow-up tasks assessed learning of feature correlations and feature frequencies. Younger children tended to learn frequencies of both relevant and irrelevant features without instruction, but not the diagnostic feature correlation needed for the prediction task. With instruction, younger children did learn the diagnostic feature correlation, but then failed to learn the frequencies of irrelevant features. Instruction helped older children learn the correlation without limiting attention to frequencies. Adults learned the diagnostic correlation even without instruction, but with instruction no longer learned about irrelevant frequencies. These results indicate that young children do show some costs of learning with instruction characteristic of older children and adults. However, they also receive some of the benefits. The current study illustrates just what those tradeoffs might be, and how they might change over development.

Automatic Encoding of Gender by Three-Year-Old Children

2017 ◽  
Author(s):  
Gina T Bednarek ◽  
Kristin Shutts
Keyword(s):  
Test Phase ◽  
Older Children ◽  
Memory Errors ◽  
Automatic Encoding ◽  
Target Children

The present research tested whether three-year-old children – like older children and adults – automatically encode other people’s gender. Three-year-old participants (N = 24) learned facts about unfamiliar target children who varied in gender and were asked to remember facts about the targets during a test phase. At test, children made more within-category memory errors (e.g., misattributing a fact associated with one girl to another girl) than between-category errors (e.g., misattributing a fact associated with a girl to a boy). The findings suggest that at least as early as three years of age, children automatically encode whether someone is a boy or a girl upon first meeting them. The results have implications for our understanding of the automaticity and emergence of stereotyping processes.

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