Early school-age children (ages 4 to 8)

2012 ◽  
pp. 73-88
Keyword(s):  
School Age Children ◽  
School Age ◽  
Early School ◽  
Early School Age

scholarly journals The Efficacy of an Explicit Intervention Approach to Improve Past Tense Marking for Early School-Age Children With Developmental Language Disorder

2020 ◽  
pp. 1-14
Author(s):  
Samuel D. Calder ◽  
Mary Claessen ◽  
Susan Ebbels ◽  
Suze Leitão
Keyword(s):  
Language Disorder ◽  
Control Measures ◽  
School Age Children ◽  
Past Tense ◽  
School Age ◽  
Developmental Language Disorder ◽  
Post Intervention ◽  
Standardized Measures ◽  
Early School ◽  
Early School Age

Purpose The aim of the study was to evaluate the efficacy of a theoretically motivated explicit intervention approach to improve regular past tense marking for early school-age children with developmental language disorder (DLD). Method Twenty-one children with DLD (ages 5;9–6;9 [years;months]) were included in a crossover randomized controlled trial (intervention, n = 10; waiting control, n = 11). Intervention included once-weekly sessions over 10 weeks using the SHAPE CODING system, in combination with a systematic cueing hierarchy to teach past tense marking. Once the first group completed intervention, the waiting control group crossed over to the intervention condition. The primary outcome was criterion-referenced measures of past tense marking with standardized measures of expressive and receptive grammar as the secondary outcome. Ancillary analyses on extension and behavioral control measures of morphosyntax were also conducted. Results There was a significant Time × Group interaction ( p < .001) with a significant difference in pre–post intervention improvement in favor of the intervention group ( p < .001, d = 3.03). Further analysis once both groups had received the intervention revealed no improvement for either group on past tense production during the 5-week pre-intervention period, significant improvement pre–post intervention ( p < . 001, d = 1.22), with gains maintained for 5 weeks postintervention. No significant differences were found on pre- to postintervention standardized measures of grammar, or on extension or control measures. Conclusions The efficacy of the theoretically motivated explicit grammar intervention was demonstrated. Results contribute to the evidence base supporting this intervention to improve past tense production in early school-age children with DLD, suggesting it is a viable option for clinicians to select when treating morphosyntactic difficulties for this population. Supplemental Material https://doi.org/10.23641/asha.13345202

Comparison of Lithium Dosage Methods for Preschool-and Early School-Age Children

1998 ◽  
Vol 37 (1) ◽  
pp. 60-65 ◽  
Author(s):  
OWEN R. HAGINO ◽  
ELIZABETH B. WELLER ◽  
RONALD A. WELLER ◽  
MARY A. FRISTAD
Keyword(s):  
School Age Children ◽  
School Age ◽  
Early School ◽  
Early School Age

scholarly journals The Evolution of Mothers' Beliefs About Overweight and Obesity in Their Early School-Age Children

2016 ◽  
Vol 16 (6) ◽  
pp. 565-570 ◽  
Author(s):  
Megan H. Pesch ◽  
Kaitlin A. Meixner ◽  
Danielle P. Appugliese ◽  
Katherine L. Rosenblum ◽  
Alison L. Miller ◽  
...  
Keyword(s):  
Overweight And Obesity ◽  
School Age Children ◽  
School Age ◽  
Early School ◽  
Early School Age

The Effect of Blood Manganese Level on Neurobehavioral Function in Early School Age Children

Epidemiology ◽  
2011 ◽  
Vol 22 ◽  
pp. S283
Author(s):  
Soo Eun Chung ◽  
Hae-Kwan Cheong ◽  
Ho-Jang Kwon ◽  
Mina Ha ◽  
Dongmug Kang ◽  
...  
Keyword(s):  
School Age Children ◽  
School Age ◽  
Neurobehavioral Function ◽  
Early School ◽  
Early School Age ◽  
Blood Manganese ◽  
Manganese Level

A Person-oriented Approach to Identifying Parenting Styles in Mothers of Early School-age Children

2014 ◽  
Vol 24 (2) ◽  
pp. 130-156 ◽  
Author(s):  
Amy E. Heberle ◽  
Margaret J. Briggs-Gowan ◽  
Alice S. Carter
Keyword(s):  
Parenting Styles ◽  
School Age Children ◽  
School Age ◽  
Early School ◽  
Early School Age ◽  
Oriented Approach
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