Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “school functioning”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,027 records · Page 57Linked to original sources
PubMed1986

[Chronic abdominal pain in childhood].

Recurrent abdominal pain in childhood can be caused structurally, functionally, metabolically or psychosomatically. In the neonatal period there occur malformations, in infancy chronic inflammations of bowel as well as obstructions due to adhesions following laparotomies or chronic intussusceptions or volvulus. In pre-school and school-age symptoms of appendicitis, lymphadenitis, Crohn's disease or Colitis ulcerosa occur. But every 8th to 9th child of school-age suffers from functional abdominal pain without structural origin, probably caused by an "irritable colon".

Abdomen↗
PubMed1999

Menstrual and premenstrual issues in female military cadets: a unique population with significant concerns.

CONTEXT: There is a strong need to determine what effect, if any, menstruation has on the performance of duty as a Cadet at the United States Military Academy (USMA) at West Point, and to determine what impact, if any, the USMA environment has on the menstrual cycle. STUDY OBJECTIVES: To study menstrual function and premenstrual symptoms in a structured, rigorous military environment; determine the perceived impact of menstrual and premenstrual symptoms on academic, physical, and military activities; and evaluate the difficulties inherent to menstruation in a military setting. DESIGN, SETTING, AND PARTICIPANTS: A survey about high school menstrual and premenstrual function, and the Premenstrual Assessment Form (PAF), were completed by all 158 freshman female Cadets in July 1991. In May 1992, 83 participants completed a survey assessing menstrual and premenstrual symptoms, including interference with activities during the year. MAIN OUTCOME MEASURES: Menstrual regularity, premenstrual symptoms, interference with activities. RESULTS: Participants reported menstrual patterns and premenstrual symptoms in high school similar to other females their age. Most (62%) predicted a change in menstruation at the USMA, half were worried that physical symptoms would interfere with activities, one-fourth were worried that premenstrual symptoms would interfere with activities, and one-fourth were worried that obtaining and changing menstrual materials would interfere with activities. Almost all respondents (91%) reported changes in menstruation during the year, most commonly less regular, less frequent, shorter, lighter, and less crampy periods. Menstrual and premenstrual symptoms interfered with physical activities (66.2%, 61.4% respectively) more so than academic (50.6%, 45.7% respectively) or military activities (39.8%, 47.0% respectively). Female Cadets described significant difficulties with changing (62.6%), obtaining (51.8%), and disposing of (38.5%) menstrual materials. CONCLUSIONS: The data demonstrate major changes in menstrual function in over 90% of female Cadets; a significant perceived impact of menstrual and premenstrual symptoms on academic, physical, and military activities; and difficulties in obtaining, changing, and disposing of menstrual materials in a military setting. These findings have implications for females in the military, as well as for young women generally.

Adolescent↗
PubMed1985

The effectiveness of imagery and sentence strategy instructions as a function of visual and auditory processing in young school-age children.

The relationship between auditory and visual processing modality and strategy instructions was examined in first- and second-grade children. A Pictograph Sentence Memory Test was used to determine dominant processing modality as well as to assess instructional effects. The pictograph task was given first followed by auditory or visual interference. Children who were disrupted more by visual interference were classed as visual processors and those more disrupted by auditory interference were classed as auditory processors. Auditory and visual processors were then assigned to one of three conditions: interactive imagery strategy, sentence strategy, or a control group. Children in the imagery and sentence strategy groups were briefly taught to integrate the pictographs in order to remember them better. The sentence strategy was found to be effective for both auditory and visual processors, whereas the interactive imagery strategy was effective only for auditory processors.

Attention↗
PubMed2005

Constructional functions and figure copying in illiterates or low-schooled Hispanics.

Figure copying and constructional abilities were examined in 15 healthy adult participants qualifying for illiteracy, following UNESCO criteria. A set of 14 figures was used for copying, 3 of them in perspective. Four figures of the same protocol were used to reproduce with sticks. Mean age of the sample was of 63.86 years old. They were matched for age and gender to schooled (6-7 years) controls. Illiteracy was due to social, cultural or economic factors. The most frequent and relevant findings were an inability to reproduce the perspective (13/15), unfolding (4/15) and unstructured copying (3/15). No errors were made on the stick construction task. None of these findings appeared in control subjects. The pattern is similar to that reported mostly in left-hemisphere lesion patients. Neglecting the cultural or academic background may, then, bias interpretation in these tasks.

Adult↗
PubMed2001

Pupil injury risks as a function of physical and psychosocial environmental problems experienced at school.

OBJECTIVES: To investigate relations between physical and psychosocial environmental problems in schools, as perceived by school principals, and injuries among pupils. METHOD: Proportionate injury ratios (PIRs) were computed for 77 public sector Swedish schools (33,248 pupils), and divided into four classes based on types of environmental problems reported. Sports related injuries, injuries during recesses, and violence related injuries were considered. RESULTS: The schools reporting psychosocial problems (9.1% of schools and 7.3% of pupils) had more injuries than expected by chance than all types of injuries aggregated (PIR = 1.92; 95% confidence interval (CI) 1.64 to 2.27), and in the case of sports related injuries (PIR = 1.79; 95% CI 1.37 to 2.34) and injuries due to physical violence (PIR = 2.20; 95% CI 1.33 to 3.65). There were no significant excess risks of injuries for schools facing physical problems or a combination of physical and psychosocial problems. CONCLUSIONS: Psychosocial problems may exacerbate the risk of intentional and unintentional injuries among pupils. The results offer a reminder that school environment must be planned as part of any assessment of youth safety.

Accidents↗
PubMed1990

Student error patterns as a function of curriculum design: teaching fractions to remedial high school students and high school students with learning disabilities.

This study evaluated the relative effectiveness of a curriculum that incorporated three empirically derived principles of curriculum design with a basal approach in teaching basic fractions concepts to students with learning disabilities and other low performing students in high school remedial math classes. The components of effective mathematics instruction articulated by Good and Grouws (1979) were implemented in both conditions. Thus, the curriculum design variables were isolated by keeping all other aspects of instruction constant. Results indicated that, although both programs were reasonably successful in teaching the material, the curriculum program utilizing sophisticated principles of curriculum design was significantly more effective. Mean scores on a curriculum-referenced test were 96.5% for that group and 82.3% for the basal group. Secondary analyses of item clusters revealed that areas of weakness in the performance of the basal group could be directly linked to hypothesized flaws in its curriculum design.

Adolescent↗
PubMed2006

Insomnia in school-age children with Asperger syndrome or high-functioning autism.

BACKGROUND: Asperger syndrome (AS) and high-functioning autism (HFA) are pervasive developmental disorders (PDD) in individuals of normal intelligence. Childhood AS/HFA is considered to be often associated with disturbed sleep, in particular with difficulties initiating and/or maintaining sleep (insomnia). However, studies about the topic are still scarce. The present study investigated childhood AS/HFA regarding a wide range of parent reported sleep-wake behaviour, with a particular focus on insomnia. METHODS: Thirty-two 8-12 yr old children with AS/HFA were compared with 32 age and gender matched typically developing children regarding sleep and associated behavioural characteristics. Several aspects of sleep-wake behaviour including insomnia were surveyed using a structured paediatric sleep questionnaire in which parents reported their children's sleep patterns for the previous six months. Recent sleep patterns were monitored by use of a one-week sleep diary and actigraphy. Behavioural characteristics were surveyed by use of information gleaned from parent and teacher-ratings in the High-Functioning Autism Spectrum Screening Questionnaire, and in the Strengths and Difficulties Questionnaire. RESULTS: Parent-reported difficulties initiating sleep and daytime sleepiness were more common in children with AS/HFA than in controls, and 10/32 children with AS/HFA (31.2%) but none of the controls fulfilled our definition of paediatric insomnia. The parent-reported insomnia corresponded to the findings obtained by actigraphy. Children with insomnia had also more parent-reported autistic and emotional symptoms, and more teacher-reported emotional and hyperactivity symptoms than those children without insomnia. CONCLUSION: Parental reports indicate that in childhood AS/HFA insomnia is a common and distressing symptom which is frequently associated with coexistent behaviour problems. Identification and treatment of sleep problems need to be a routine part of the treatment plan for children with AS/HFA.

Affective Symptoms↗
PubMed2004

Innovative treatment for children with serious emotional disturbance: preliminary outcomes for a school-based intensive mental health program.

This article describes the development, implementation, and preliminary evaluation of a school-based Intensive Mental Health Program (IMHP) for 50 children (42 boys, 8 girls) with severe, early-onset, serious emotional disturbances (SED). Eighty-four percent of the children showed clinically significant improvement in overall functioning as measured by the Child and Adolescent Functional Assessment Scale (CAFAS). Child functioning at home and school, behavior toward others, regulation of moods and emotions, self-harm, and problems in thinking improved significantly. Results provide initial support for the IMHP as a promising approach to serving the needs of children with SED.

Adolescent↗
PubMed2002

Judgments about length, weight, and width covariation as a function of intelligence and depth of processing in elementary school children: a preliminary study.

28 elementary school students were assessed for intelligence, then blindfolded and asked to explore objects manually before rendering judgments about how weight and width were related to length. Exploration time for each object was hypothesized to reflect the level of processing engaged in by the participants. It was also predicted that more intelligent children would produce the most accurate judgments. Inconsistent with the predictions, analysis indicated that children of higher intelligence did not produce the most accurate judgments. However, longer exploration times reflected a tendency to refrain from endorsing a negative correlation between length and width. Depth of processing is, therefore, presumed to aid in reasoning about covariation.

Child↗