Gender Differences in Wechsler Performance Scores of School-Age Children Who Are Deaf or Hard of Hearing

1996 ◽  
Vol 141 (1) ◽  
pp. 19-23 ◽  
Author(s):  
John R. Slate ◽  
Julianna Fawcett
Keyword(s):  
Gender Differences ◽  
Hard Of Hearing ◽  
School Age Children ◽  
School Age

Clinical interpretation of acetonemic vomiting in pediatries

2013 ◽  
Vol 4 (3) ◽  
pp. 74-76
Author(s):  
Lyubov Aleksandrovna Reshetnik ◽  
Yelena Olegovna Parfenova ◽  
Nadezhda Sergeyevna Krivickaya
Keyword(s):  
Gender Differences ◽  
Average Duration ◽  
Age Groups ◽  
The Other ◽  
School Age Children ◽  
Cyclic Vomiting Syndrome ◽  
School Age ◽  
Pediatric Hospital ◽  
Number Of Children ◽  
Cyclic Vomiting

Acetonemic vomiting is a syndromic condition that occurs in 4–7-year-old children more often than in the other age groups (t = 53,5; p(0,001). Girls are more exposed to acetonemia (t = 55,5; p(0,001), but its severity is more expressed in boys (the average duration of ketoacidosis for boys is 1,58 days, for girls — 1,17 days (t = 3,8; p(0,001). There is also more expressed ketoacidosis in pre-school children as compared with toddlers (t = 2,9; p(0,01) and compared with school-age children (t = 2,8; p(0,01). There are no reliable gender differences in ketoacidosis’ severity. Now the number of children hospitalized to Ivano-Matreninskaya state pediatric hospital with cyclic vomiting syndrome (CVS) has increased by 8 times in the last 10 years.

scholarly journals Effects of Grade and School Services on Children's Responsibility for Hearing Aid Care

2019 ◽  
Vol 28 (3) ◽  
pp. 673-685 ◽  
Author(s):  
Kelsey E. Klein ◽  
Meredith Spratford ◽  
Alexandra Redfern ◽  
Elizabeth A. Walker
Keyword(s):  
Hearing Aids ◽  
Hard Of Hearing ◽  
Maternal Education ◽  
Hearing Aid ◽  
Individualized Education Program ◽  
School Age Children ◽  
School Age ◽  
Self Advocacy ◽  
School Services ◽  
504 Plan

Purpose We investigated trends in hearing aid maintenance and assumption of responsibility for hearing aids in school-age children who are hard of hearing. Specifically, we examined the extent to which families own necessary hearing aid maintenance equipment, whether and by whom hearing aid maintenance tasks are being completed, and the effects of grade and receipt of an Individualized Education Program (IEP) or 504 plan on a child's assumption of responsibility for hearing aid care. Method Participants included 167 children who are hard of hearing in 1st to 4th grade. Caregivers reported whether the families owned various types of hearing aid maintenance equipment (listening tube, battery tester, and dri-aid kit) and who normally completes various hearing aid maintenance tasks. Information about children's audiological characteristics was also collected. Results Thirty-two percent of families reported not owning at least 1 piece of hearing aid maintenance equipment. Using a battery tester and performing a listening check were the maintenance tasks completed the least frequently, with 49% and 28% of caregivers reporting that these tasks are not completed regularly, respectively. Children's responsibility for hearing aid maintenance increased with grade. After controlling for maternal education and degree of hearing loss, children with an IEP or 504 plan took more responsibility for hearing aid maintenance tasks than children without these services. Conclusion Important hearing aid maintenance tasks, such as listening checks, are not completed regularly for many children, even when families own the necessary equipment. Ensuring that children who are hard of hearing have an IEP or 504 plan throughout elementary school may support self-advocacy and encourage children to take responsibility for their hearing aids, which may lead to more consistent hearing aid functioning.

scholarly journals A Gendered Pandemic: Childcare, Homeschooling, and Parents’ Employment During COVID-19

2020 ◽  
Author(s):  
Richard Petts ◽  
Daniel L. Carlson ◽  
Joanna R. Pepin
Keyword(s):  
Gender Differences ◽  
Young Children ◽  
Father Involvement ◽  
Empirical Support ◽  
Employment Outcomes ◽  
School Age Children ◽  
Full Time ◽  
School Age ◽  
Data Limitations ◽  
Increased Risk

The COVID-19 pandemic has dramatically affected employment, particularly for mothers. Many believe that the loss of childcare and homeschooling requirements are key contributors to this trend, but previous work has been unable to test these hypotheses due to data limitations. This study uses novel data from 989 partnered, US parents to empirically examine whether the loss of childcare and new homeschooling demands are associated with employment outcomes early in the pandemic. We also consider whether the division of childcare prior to the pandemic is associated with parents’ employment. For parents with young children, the loss of full-time childcare was associated with an increased risk of unemployment for mothers but not fathers. Yet, father involvement in childcare substantially buffered against negative employment outcomes for mothers of young children. For parents with school-age children, participation in homeschooling was associated with adverse employment outcomes for mothers but not fathers. Overall, this study provides empirical support for the current discourse on gender differences in employment during the pandemic and also highlights the role fathers can play in buffering against reduced labor force participation among mothers.

scholarly journals ANALYSIS OF THE MOTOR STATUS OF YOUNGER SCHOOL AGE CHILDREN IN RELATION TO THEIR NUTRITIONAL STATUS

2019 ◽  
pp. 111 ◽  
Author(s):  
Vladan Pelemiš ◽  
Darijan Ujsasi ◽  
Velibor Srdić ◽  
Danica Džinović ◽  
Slobodan Pavlović
Keyword(s):  
Gender Differences ◽  
Motor Skills ◽  
Motor Development ◽  
First Grade ◽  
The Body ◽  
School Age Children ◽  
School Age ◽  
Obese Children ◽  
Normal Mass ◽  
And Gender

The aim of the research is to determine whether there are gender differences between younger school-age children, and whether those differences within the sub-sample are influenced by the state of mass and motor skills. The whole sample included 285 respondents age 7.27±0.43, of which 144 boys (50.52%), and 141 girls (49.48%) who attended the first grade on the territory of the Province of Vojvodina (Republic of Serbia). The Eurofit battery of tests was used. The research results show that the prevalence of children with severe thinness in the whole sample is low 3.87%; children with normal mass 65.26%; pre-obese children only 18.59% and obese children only 12.28%, so that gender differences in motor skills considering the whole sample, apart from the mass, are between average values for boys considering explosive strength of the lower extremities, repetitive strength of the body and agility. Statistically significant differences within the sub-sample considering motor abilities were seen neither in boys nor in girls of different mass. The research findings show that there is significant percentage of children with normal mass and that the flow of their mass is within their growth and development. Their motor development within the sub-sample also flows equally, and gender differences are present because of differentiation of motor skills, which appears in this period. The authors think that greater differences and variables in respect to mass and motor activities are to be seen in the period of pre-puberty.

Mental rotation performance in primary school age children: Are there gender differences in chronometric tests?

2013 ◽  
Vol 28 (1) ◽  
pp. 51-62 ◽  
Author(s):  
P. Jansen ◽  
A. Schmelter ◽  
C. Quaiser-Pohl ◽  
S. Neuburger ◽  
M. Heil
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
Mental Rotation ◽  
School Age Children ◽  
School Age ◽  
Primary School Age

Introduction to Clinical Forum

1997 ◽  
Vol 28 (4) ◽  
pp. 344-347
Author(s):  
Laura W. Kretschmer
Keyword(s):  
At Risk ◽  
Qualitative Research ◽  
Best Practices ◽  
Sign Language ◽  
Hard Of Hearing ◽  
At Risk Students ◽  
Teacher Talk ◽  
School Age Children ◽  
School Age ◽  
Sign Systems

The issues presented in this forum concerning the development of communication and literacy abilities in school-age children who are deaf or hard of hearing are introduced in this article. The author organized this forum in an effort to renew conversation on the topics of teacher talk, the contemporary assessment of communication, best practices in the mainstream, interpersonal and school discourse as organizers for intervention, choosing sign language and sign systems, and working with marginal/at-risk students who are deaf or hard of hearing. The benefits of qualitative research to clinicians and teachers who seek local answers regarding these topics is stressed in the conclusion.

Human fascioliasis infection: gender differences within school-age children from endemic areas of the Nile Delta, Egypt

2007 ◽  
Vol 101 (2) ◽  
pp. 155-160 ◽  
Author(s):  
Filippo Curtale ◽  
Yehia Abdel Wahab Hassanein ◽  
Paolo Barduagni ◽  
Mohamed Mostafa Yousef ◽  
Aly El Wakeel ◽  
...  
Keyword(s):  
Gender Differences ◽  
Nile Delta ◽  
School Age Children ◽  
School Age ◽  
Human Fascioliasis ◽  
Endemic Areas
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