scholarly journals Small airway dysfunction is an independent dimension of wheezing disease in preschool children

2021 ◽  
Author(s):  
Plamen Bokov ◽  
Donies Jallouli‐Masmoudi ◽  
Flore Amat ◽  
Véronique Houdouin ◽  
Christophe Delclaux
Keyword(s):  
Preschool Children ◽  
Small Airway ◽  
Independent Dimension

scholarly journals Small airway dysfunction is an independent dimension of wheezing disease in preschool children

2021 ◽  
Author(s):  
Plamen Bokov ◽  
Donies Masmoudi ◽  
Flore Amat ◽  
Véronique Houdouin ◽  
Christophe Delclaux
Keyword(s):  
Preschool Children ◽  
Respiratory System ◽  
Peripheral Resistance ◽  
Impedance Measurement ◽  
Principal Component ◽  
Mean Value ◽  
Small Airway ◽  
Impulse Oscillometry ◽  
Recurrent Wheeze ◽  
Gina Guidelines

Background. Whether small airway dysfunction (SAD), which is prevalent in asthma, helps to characterize wheezing phenotypes is undetermined. The objective was to assess whether SAD parameters obtained from impedance measurement and asthma probability are linked. Methods. One hundred and thirty-nine preschool children (mean age 4.7 years, 68% boys) suffering from recurrent wheeze underwent impulse oscillometry that allowed calculating peripheral resistance and compliance of the respiratory system (markers of SAD) using the extended RIC model (central and peripheral Resistance, Inertance and peripheral Compliance of the respiratory system). Children were classified using the probability-based approach of GINA guidelines (few, some, most having asthma). A principal component analysis (PCA) that determined the dimensions of wheezing disease evaluated the links between SAD and asthma probability. Results. Forty-seven children belonged to the few, 28 to the some and 64 to the most having asthma groups. Whereas their anthropometrics and measured parameters were similar, the most having asthma group exhibited the lowest mean value of airway inertance after bronchodilator probably due to airway inhomogeneities. PCA characterized nine independent dimensions including a peripheral resistance (constituted by baseline peripheral resistance, AX, R5-20Hz, X5Hz), a central resistance (baseline central resistance, R20Hz) and an airway size dimension (post-bronchodilator inertance and central resistance). PCA showed that the SAD markers were independent from clinical dimensions (control and asthma probability were two other dimensions) and did not help to define wheezing phenotypes. Conclusions. Lung function parameters obtained from impulse oscillometry and asthma probability were belonging to independent dimensions of the wheezing disease.

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii

The Elicitation of Vocal Responses From Preschool Children

1993 ◽  
Vol 24 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Elizabeth Hyne Champley ◽  
Moya L. Andrews
Keyword(s):  
Preschool Children ◽  
Assessment Protocol ◽  
Vocal Responses

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.

The Preschool Stuttering Screen for Health Care Professionals

2011 ◽  
Vol 21 (2) ◽  
pp. 59-62
Author(s):  
Joseph Donaher ◽  
Christina Deery ◽  
Sarah Vogel
Keyword(s):  
Risk Factors ◽  
Health Care ◽  
Differential Diagnosis ◽  
Preschool Children ◽  
Health Care Professionals ◽  
Healthcare Professionals ◽  
Evidence Based ◽  
Developmental Profile

Healthcare professionals require a thorough understanding of stuttering since they frequently play an important role in the identification and differential diagnosis of stuttering for preschool children. This paper introduces The Preschool Stuttering Screen for Healthcare Professionals (PSSHP) which highlights risk factors identified in the literature as being associated with persistent stuttering. By integrating the results of the checklist with a child’s developmental profile, healthcare professionals can make better-informed, evidence-based decisions for their patients.

Sharing Expository Texts with Preschool Children in Special Education

2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Expository Texts ◽  
Speech Language Pathologists ◽  
Narrative Texts ◽  
Preschool Special Education ◽  
Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

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