Accuracy of Self-Reported Energy Intakes in Low-Income Urban 4th Grade Minority Children

Obesity ◽  
2010 ◽  
Vol 18 (11) ◽  
pp. 2220-2226 ◽  
Author(s):  
Oralia Garcia-Dominic ◽  
Linda A. Wray ◽  
Jenny H. Ledikwe ◽  
Diane C. Mitchell ◽  
Alison K. Ventura ◽  
...  
Keyword(s):  
Low Income ◽  
Minority Children

Treating Obesity in Low-Income Minority Children: Familial Self-Monitoring

2006 ◽  
Author(s):  
Julie N. Germann ◽  
Daniel S. Kirschenbaum ◽  
Barry H. Rich
Keyword(s):  
Low Income ◽  
Minority Children ◽  
Self Monitoring

scholarly journals Why Is There Learning Disabilities? A Critical Analysis of the Birth of the Field in Its Social Context

2010 ◽  
Vol 30 (2) ◽  
Author(s):  
Christine Sleeter
Keyword(s):  
Learning Disabilities ◽  
Social Context ◽  
Middle Class ◽  
Low Income ◽  
Critical Analysis ◽  
Low Achievers ◽  
Social Conditions ◽  
Minority Children ◽  
Degree Of Protection ◽  
White Middle Class

This chapter presents an interpretation of why the category of learning disabilities emerged, that differs from interpretations that currently prevail. It argues that the category was created in response to social conditions during the late 1950s and early 1960s which brought about changes in schools that were detrimental to children whose achievement was relatively low. The category was created by white middle class parents in an effort to differentiate their children from low-achieving low-income and minority children. The category offered their children a degree of protection from probable consequences of low achievement because it upheld their intellectual normalcy and the normalcy of their home backgrounds, and it suggested hope for a cure and for their ability eventually to attain higher status occupations than other low achievers.

Ocular Problems in Low-Income and Minority Children

2013 ◽  
Vol 50 (6) ◽  
pp. 363-368 ◽  
Author(s):  
Daniel J. Frick ◽  
Scott E. Olitsky ◽  
Annette Campbell ◽  
Alan G. Glaros
Keyword(s):  
Low Income ◽  
Minority Children

scholarly journals Assessing the scale and spread of an experiential teaching kitchen in after-school programming among school-age children

2020 ◽  
pp. 1-8
Author(s):  
William J Heerman ◽  
Yasmeen Elsakary ◽  
Evan C Sommer ◽  
Juan Escarfuller ◽  
Shari L Barkin
Keyword(s):  
Low Income ◽  
Fruits And Vegetables ◽  
Community Setting ◽  
Urban Setting ◽  
School Age Children ◽  
After School ◽  
Minority Children ◽  
Parks And Recreation ◽  
Experiential Teaching ◽  
School Programming

Abstract Objective: To scale-out an experiential teaching kitchen in Parks and Recreation centres’ after-school programming in a large urban setting among predominantly low-income, minority children. Design: We evaluated the implementation of a skills-based, experiential teaching kitchen to gauge programme success. Effectiveness outcomes included pre–post measures of child-reported cooking self-efficacy, attitudes towards cooking, fruit and vegetable preference, intention to eat fruits and vegetables and willingness to try new fruits and vegetables. Process outcomes included attendance (i.e., intervention dose delivered), cost, fidelity and adaptations to the intervention. Setting: After-school programming in Parks and Recreation Community centres in Nashville, TN. Participants: Predominantly low-income minority children aged 6–14 years. Results: Of the twenty-five city community centres, twenty-one successfully implemented the programme, and nineteen of twenty-five implemented seven or more of the eight planned sessions. Among children with pre–post data (n 369), mean age was 8·8 (sd 1·9) years, and 53·7 % were female. All five effectiveness measures significantly improved (P < 0·001). Attendance at sessions ranged from 36·3 % of children not attending any sessions to 36·6 % of children attending at least four sessions. Across all centres, fidelity was 97·5 %. The average food cost per serving was $1·37. Conclusions: This type of nutritional education and skills building experiential teaching kitchen can be successfully implemented in a community setting with high fidelity, effectiveness and organisational alignment, while also expanding reach to low-income, underserved children.

scholarly journals Child Consumption of Whole Fruit and Fruit Juice Following Six Months of Exposure to a Pediatric Fruit and Vegetable Prescription Program

Nutrients ◽  
2019 ◽  
Vol 12 (1) ◽  
pp. 25 ◽  
Author(s):  
Amy Saxe-Custack ◽  
Jenny LaChance ◽  
Mona Hanna-Attisha
Keyword(s):  
Low Income ◽  
Fruit Juice ◽  
Sugar Content ◽  
Daily Intake ◽  
Office Visit ◽  
Fruit And Vegetable ◽  
Daily Consumption ◽  
Minority Children ◽  
Farmers Market ◽  
Low Income Children

Public health recommendations suggest limiting child consumption of fruit juice in favor of whole fruit due to juice’s high sugar content, lack of fruit fiber, and potential for excess intake. However, replacing juice with whole fruit may be particularly challenging for low-income and minority children, who report the highest intake of 100% juice. To address access and affordability challenges among low-income children, researchers partnered with pediatricians in an urban food desert community, to introduce a fruit and vegetable prescription program (FVPP) that provided a $15 prescription for fresh produce to every child during each office visit. Participating vendors included a farmers’ market and local mobile market. This study assessed changes in daily consumption of total fruit and whole fruit among 108 pediatric patients following six months of exposure to the FVPP. Child-reported mean daily intake of whole fruit increased significantly from the baseline to the 6-month follow-up (p = 0.03): 44% of children reported an increased intake of at least ¼ cup per day, and 30% reported an increased intake of at least ½ cup per day. Changes in total fruit intake (including fruit juice) were not significant. Results suggest a pediatric FVPP may have meaningful impacts on children’s dietary behaviors, particularly with regard to the intake of whole fruits.

To reduce the average age of autism diagnosis, screen preschoolers in primary care

Autism ◽  
2020 ◽  
pp. 136236132096897
Author(s):  
Katharine E Zuckerman ◽  
Sarabeth Broder-Fingert ◽  
R Christopher Sheldrick
Keyword(s):  
Primary Care ◽  
Autism Spectrum Disorder ◽  
Low Income ◽  
Primary Care Providers ◽  
Autism Spectrum ◽  
Additional Treatment ◽  
Spectrum Disorder ◽  
Screening Tools ◽  
Care Providers ◽  
Minority Children

The American Academy of Pediatrics recommends autism spectrum disorder screening at the 18- and 24-month well-child visits. However, despite widespread toddler screening, many children are not diagnosed until school age, and delayed diagnosis is more common among low-income and minority children. Offering autism spectrum disorder screening at preschool well-child checks might reduce disparities and lower the overall age of diagnosis and service initiation. However, screening tools that span the preschool ages and are tailored for primary care are needed. Lay abstract Pediatric primary care providers check for autism signs, usually using a standard checklist, at 18- and 24-month well-child visits. When the checklist shows possible autism, children should be referred for additional treatment and evaluation with an autism specialist. However, many children with autism spectrum disorder are not detected as toddlers. Low-income and minority children are particularly likely to have a late autism spectrum disorder diagnosis. Checking for autism at preschool-aged well-child visits might be one way to identify autism spectrum disorder earlier, especially for low-income and minority children.

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