Background and aims Previous research into word learning in children with developmental language disorder (DLD) indicates that the learning of word forms and meanings, rather than form-referent links, is problematic. This difficulty appears to arise with impaired encoding, while retention of word knowledge remains intact. Evidence also suggests that word learning skills may be related to verbal working memory. We aimed to substantiate these findings in the current study by exploring word learning over a series of days. Methods Fifty children with DLD (mean age 6; 11, 72% male) and 54 age-matched typically developing (TD) children (mean age 6; 10, 56% male) were taught eight novel words across a four-day word learning protocol. Day 1 measured encoding, Days 2 and 3 measured re-encoding, and Day 4 assessed retention. At each day, word learning success was evaluated using Naming, Recognition, Description, and Identification tasks. Results Children with DLD showed comparable performance to the TD group on the Identification task, indicating an intact ability to learn the form-referent links. In contrast, children with DLD performed significantly worse for Naming and Recognition (signifying an impaired ability to learn novel word forms), and for Description, indicating problems establishing new word meanings. These deficits for the DLD group were apparent at Days 1, 2, and 3 of testing, indicating impairments with initial encoding and re-encoding; however, the DLD and TD groups demonstrated a similar rate of learning. All children found the retention assessments at Day 4 difficult, and there were no significant group differences. Finally, verbal working memory emerged as a significant moderator of performance on the Naming and Recognition tasks, such that children with DLD and poor verbal working memory had the lowest levels of accuracy. Conclusions This study demonstrates that children with DLD struggle with learning novel word forms and meanings, but are unimpaired in their ability to establish new form-referent links. The findings suggest that the word learning deficit may be attributed to problems with encoding, rather than with retention, of new word knowledge; however, further exploration is required given the poor performance of both groups for retention testing. Furthermore, we found evidence that an impaired ability to learn word forms may only be apparent in children who have DLD and low levels of verbal working memory. Implications When working with children with DLD, speech-language pathologists should assess word learning using tasks that evaluate the ability to learn word forms, meanings, and form-referent links to develop a profile of individual word learning strengths and weaknesses. Clinicians should also assess verbal working memory to identify children at particular risk of word learning deficits. Future research should explore the notion of optimal intervention intensity for facilitating word learning in children with poor language and verbal working memory.
Purpose To evaluate the effectiveness of school-based physiotherapy interventions for improving students’ participation in school settings.Method A systematic review was reported using PRISMA guidelines. Four databases were searched for studies investigating physiotherapy outcomes of school-based physiotherapy interventions in children. Studies were categorised by intervention type and evaluated based on evidence level and conduct.Results Fifteen intervention types (23 studies) met criteria. Strong positive evidence supported treadmill training without bodyweight support (n = 1), and upper limb interventions (n = 2). Moderate positive evidence supported robotic-assisted gait training (n = 1), Gross Motor Activity Training with Multimodal Education-Based Therapy (GMAT + MET) (n = 2), neurodevelopmental treatment (n = 2), and rock climbing (n = 1). Weak positive evidence supported environmental modifications (n = 1), Ergonomic Health Literacy (n = 3), GMAT (n = 1), GMAT with progressive resistance exercise (GMAT-PRE) (n = 1), hippotherapy (n = 1), MET alone (n = 7), overground gait training (n = 2), treadmill training with partial body-weight support (n = 1), and non-immersive virtual reality (n = 3).Conclusion There is preliminary supporting evidence for a variety of school-based physiotherapy interventions which is consistent with evidence for interventions with established efficacy in other contexts. The evidence for interventions in school contexts alone is insufficient to guide current practice. Future research should specifically evaluate the effectiveness of physiotherapy approaches in school settings.
Kate E. Alexander, Georgina Leigh Clutterbuck, Leanne M. Johnston
INTRODUCTION: Children who have sustained a serious injury or who have a chronic health condition, such as diabetes or epilepsy, may have their school performance adversely impacted by the condition, treatment of the condition and/or time away from school. Examining the potential adverse impact requires the identification of children most likely to be affected and the use of objective measures of education performance. This may highlight educational disparities that could be addressed with learning support. This study aims to examine education performance, school completion and health outcomes of children in New South Wales (NSW), Australia, who were hospitalised with an injury or a chronic health condition compared with children who have not been hospitalised for these conditions. METHOD AND ANALYSIS: This research will be a retrospective population-level case-comparison study of hospitalised injured or chronically ill children (ie, diabetes, epilepsy, asthma or mental health conditions) aged ≤18 years in NSW, Australia, using linked health and education administrative data collections. It will examine the education performance, school completion and health outcomes of children who have been hospitalised in NSW with an injury or a chronic health condition compared with children randomly drawn from the NSW population (matched on gender, age and residential postcode) who have not been hospitalised for these conditions. ETHICS AND DISSEMINATION: The study received ethics approval from the NSW Population Health Services Research Ethics Committee (2018HRE0904). Findings from the research will be published in peer-reviewed journals and presented at scientific conferences.
Rebecca J Mitchell, Cate M Cameron, Reidar P. Lystad et al.
Engaging in meaningful activities (e.g., leisure, spiritual, fitness) significantly affects caregivers' quality of life (QoL), yet the determinants of participation in caregivers of Autistic children remain largely unknown. The current study examined child and caregiver correlates of primary caregiver participation in meaningful activities. One hundred and six primary caregivers of Autistic children (7-12 years) were recruited from three unique cohorts of Autistic children in this cross-sectional study. Primary caregivers completed online questionnaires measuring occupational gaps (i.e., desired activities caregivers are not participating in), QoL, parenting stress, perceived family outcomes, and social support. In addition to undertaking direct assessments of children's cognition and language, primary caregivers also reported on their child's adaptive behavior, social-emotional skills, and participation. Caregivers reporting fewer occupational gaps (i.e., ≤2 desired activities) were more likely to have Autistic children with no co-occurring conditions, who were older, and with better adaptive behaviors, social-emotional skills, and more frequent home and school participation, compared to caregivers reporting many gaps (i.e., ≥3 desired activities). Caregivers with fewer occupational gaps also reported improved QoL, parenting stress, social support, perceived community inclusiveness, and family outcomes. Logistic regression analysis identified child age, child adaptive behavior, social-emotional skills, home participation, and the caregivers' perceived family outcomes and QoL as important predictors of their occupational gaps. The findings demonstrate that caregiver participation in desired activities was associated with increased functional ability and independence of the child, as well as their perceived capacity to meet their child's needs. Supporting parents' sense of efficacy in meeting their children's needs and building their skills and knowledge will serve to improve both caregiver and child outcomes.
Gemma Davy, Josephine Barbaro, Katy L. Unwin et al.
Recent decades have witnessed increased empirical and policy interest in children’s citizenship, particularly since the ratification of the United Nations Declaration of Children’s Rights. However, support for children’s active citizenship is often hindered by the pervasiveness of discourses that characterise children as innocent, developing, and free from responsibility. Public and governmental decision-making largely excludes children’s consultation and contributions, often determined by age alone. To quantifiably assess the amount of public support for children’s political participation, we commissioned a Likert scale survey question on degrees of support for children and youth (across four age groups between 3 and 18 year olds) having the opportunity to influence government decisions, in the Australian and New Zealand 2016 versions of the International Social Survey Programme (ISSP). Analysis of responses to this question in relation to demographic survey data indicate variation in preferences for different age groups, and that age, gender, and political party preference of respondents were variables of significance for both nations. These variables point to potential predictors of attitudes toward political participation of children and youth which have relevance for policymakers and educators in relation to provision of programmes that will increase the engagement of children and youth in government decision-making.
Louise Gwenneth Phillips, Jenny Ritchie, Francisco Perales
Children frequently share stories as they play. Oral storytelling brings forth matters to do with language competence, and thus may present challenges for those with varying linguistic ability or those who are have a first language other than the dominant language of the setting. This article reports on a study of children’s playground interaction in a culturally and linguistically diverse preschool in Brisbane, Australia. An extended sequence of interaction is showcased in which one bilingual child (aged four years), speaking in his second language, takes up the role of storyteller in a designated ‘storytelling chair’. Sequential analyses using conversation analysis show how scaffolding is collaboratively achieved through a teacher’s responsiveness and the children’s demonstrated competence as storyteller and story recipients. By focusing on the interactional contributions of the members rather than individuals’ linguistic development, findings offer understandings about the co-productive and interactive communicative resources required for scaffolding storytelling.
Emerging research highlights the potential of non-traditional lifestyle sports, such as parkour, in promoting child and adolescent health, well-being and engagement in physical activity. This scoping review aimed to identify and summarise the current evidence-base relating to the benefits, adverse experiences and research gaps associated with child and adolescent participation in parkour. A literature search was conducted across multiple platforms/databases, including EBSCOhost, Ovid, ProQuest, SAGE Journals Online, ScienceDirect, Scopus and Taylor & Francis Online. Findings of included studies were extracted and synthesised via descriptive content analysis. 10152 studies were initially identified, with 11 included in the review. Included studies identified numerous physical, social, psychological, executive function and other benefits of parkour. Minimal evidence explored parkour-related adverse experiences. Future studies should employ more rigorous methodologies and investigate adverse experiences, including injury risk factors and preventative strategies, to allow the benefits of parkour to be realised in safe contexts for child populations.
Adolescents encounter numerous online challenges, including privacy breaches, cyberbullying, and online sexual harm, jeopardizing their well-being. Traditional interventions like counseling and educational programs are crucial but face accessibility and resource constraints. However, emerging technologies present new possibilities. Chatbots, known for their versatility in providing support, are gaining traction as a viable solution for adolescent online safety and mental health. This study investigates the potential of chatbots in aiding adolescents affected by online harms by conducting focus groups with students and pastoral care staff. Through thematic analysis, functional requirements for an effective chatbot were developed, revealing their capability to deliver immediate, personalized support, thereby mitigating barriers like cost and stigma associated with seeking professional help. This research underscores the importance of participatory design in crafting interventions that effectively meet adolescents’ mental health needs and combat online harms.
Erin Roehrer, Panatchakorn Pokawinkoon, Paul Watters et al.
INTRODUCTION: Cerebral palsy (CP) is the most common cause of physical disability in children, with an estimated 600-700 infants born with CP in Australia each year. CP is typically associated with motor impairments, but nearly half of all children with CP also experience cognitive impairment, potentially impacting educational and vocational achievement. This paper reports the protocol for a randomised controlled trial of a computerised cognitive training intervention based on behavioural principles: Strengthening Mental Abilities through Relational Training (SMART). The study aims to investigate SMART's effect on fluid reasoning, executive function and academic achievement in children with CP. METHODS AND ANALYSIS: Sixty children with mild to moderate CP (Gross Motor Function Classification Scale I-IV) aged between 8 years and 12 years will be recruited. Participants will be randomly allocated to two groups: SMART cognitive training and waitlist control. Families will access the programme at home over a 4-month period. Assessments will be administered at baseline, 20 weeks and at 40 week follow-up for retention. The primary outcome will be fluid intelligence, while academic achievement, executive function and social and emotional well-being will be secondary outcomes. ETHICS AND DISSEMINATION: This study has approval from the Children's Health Queensland Hospital and Health Service Research Ethics Committee (HREC/14/QRCH/377) and The University of Queensland (2017001806). If the computerised cognitive training programme is found to be effective, dissemination of these findings would assist children with CP by providing an accessible, cost-effective intervention that can be completed at home at the individual's own pace. REGISTRATION DETAILS: The study was registered prospectively on 10 November 2017 to present. Recruitment is now under way, and we aim to complete recruitment by June 2019, with data collection finalised by March 2020. TRIAL REGISTRATION NUMBER: ACTRN12617001550392; Pre-results.
Jane Wotherspoon, Koa Whittingham, Roslyn Nancy Boyd et al.
Many young children aged 3-5 years use the internet in their daily lives with research and policy calling for online safety education to be provided in early learning settings. However, existing online safety education for older children and adolescents does not meet the learning needs of young children, especially given the pedagogical role of play-based learning in the early years. This study investigated how early childhood educators facilitate young children's understanding of the internet through play-based learning as a basis for online safety education. A quasi-experimental approach was used with educators to generate play-based learning experiences with children. Findings suggested four main pedagogical strategies with implications for policy and practice emphasising the important of providing children with opportunities for pretend play about the internet to facilitate online safety education.
Susan Edwards, Michael Henderson, Andrea Nolan et al.
