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Results for “school functioning”

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At least 37 records · Page 2Linked to original sources
PubMed1985

Psychosocial functioning in prepubertal major depressive disorders. II. Interpersonal relationships after sustained recovery from affective episode.

Psychosocial relationships with parents, peers, and siblings, as well as school functioning, were measured at two points in time by parental interview in 21 prepubertal children: during an episode of major depression and after they had sustained an affective recovery from the index episode for at least four months. School functioning was completely normalized, but deficits in the child's intrafamilial and extra-familial relationships had improved only partially. The pattern of improvement was merely quantitative. Moderate deficits during the depressive episode reached, after affective recovery, the level of the normal control group. In contrast, severe deficits only improved to a moderate level of severity. It is suggested that treating the affective disorder is not sufficient in many children with major depression and that efficacy studies of psychotherapeutic interventions in affectively recovered children are needed.

Achievement↗
PubMedDate not supplied

Pulmonary function tests in school children.

Pulmonary Function tests were measured in 261 healthy boys and 254 healthy girls in the age group of 6 to 15 years with standard Benidects Roth type recording spirometer and Wrights Peak Flow Meter. The values of Pulmonary Functions were found to be increased with increase in age. For vital capacity this relation was curvilinear. All values were higher in boys than girls. There was significant positive correlation between pulmonary Function Tests Vital Capacity, (VC), Maximum Voluntary Ventilation (MV), peak Expiratory Flow Rate (PEFR) and anthropometric parameters like height, weight and body surface area. Equations were formed for prediction of V.C., M.V.V. and PEFR values in relation to the height. The values of Pulmonary Functions were lower when compared with Western Standards, but were comparable with different Indian Studies.

Adolescent↗
PubMed1983

The pediatric early elementary examination: studies of a neurodevelopmental examination for 7- to 9-year-old children.

The Pediatric Early Elementary Examination (PEEX) is a neurodevelopmental assessment designed to evaluate children with learning problems between the ages of 7 and 9. The current study of this procedure focused on a sample of youngsters from two middle-class communities and a group of children referred for learning problems to the School Function Program, a specialty clinic at The Children's Hospital in Boston. During prior pilot testing, diagnostic criteria had been established for specific areas of development assessed on the Pediatric Early Elementary Examination. Findings were expressed as "areas of concern" or developmental weaknesses suggesting the need for further monitoring or referral. It was found that nearly half of the children in the community had at least one such finding. These areas of concern were spread fairly evenly over the seven developmental areas of concern correlated with results of the revised Wechsler Intelligence Scale for Children (WISC-R) and the California Achievement Test in the community. Youngsters referred to the School Function Program with learning problems also were more likely to have multiple areas of developmental concern. Results suggest that the Pediatric Early Elementary Examination shows promise as a reliable and valid system of observation for use by health care professionals.

Achievement↗
PubMed1988

[Cognitive functions and school achievement of children who were treated for acute lymphatic leukemia at a young age].

Neuropsychologic tests were performed in 40 children with acute lymphoblastic leukemia. They all had been treated at a young age with systemic chemotherapy, cranial irradiation and intrathecal methotrexate. The test results showed a high risk for learning disabilities. Visual motor integration problems were present early after cessation of treatment, but most cognitive defects became apparent about 2 years after stopping therapy. At that time 23% (9/40) of the children required special school types and 30% (12/40) needed additional help within their residential school. Problems with arithmetic were most prominent. Future study of patients who did not receive prophylactic irradiation of the brain will help to clarify the potential causative role of cranial irradiation in these cognitive defects.

Achievement↗
PubMedDate not supplied

Ventilatory function in normal Nigerian school children.

Lung function studies were performed on 522 school children in Ibadan to determine normal values among Nigerian School children. From four schools 257 boys and 265 girls aged 7 - 18 with different socio-economic background were selected. The forced vital capacity (FVC) and forced expiratory volume in 1 second (FEV1) wee estimated using the wedge bellows vitalograph. It was observed from the results that the mean FVC and FEV1, values were lower than the predicted mean values matched for age, sex, height and weight. It was further observed that the values obtained were lower than those of the caucasian children. However, it was observed that the FVC values correlate significantly with age, weight and height (P less than 0.01).

Adolescent↗
PubMed1989

Anaemia and mental functions in rural primary school children.

Mental functions of 388 (6-8 years of age) rural primary school children matched for social and educational status were assessed in relation to anaemia and nutritional status. Malin's intelligence scale for Indian children and an arithmetic test were administered to assess intelligence, attention and concentration. No significant differences were found between the IQ scores of anaemic and non-anaemic groups, except for the subtest digit span. In contrast, there was an effect of nutritional status on IQ scores. Observations on the arithmetic test showed that anaemia is associated with lower levels of attention and concentration.

Anemia↗