A Review of the Literature on Functional Behavioral Assessments and Function-Based Interventions in Early Childhood Educational Settings

The diagnosis, prognosis, and treatment of mild traumatic brain injuries (mTBIs), such as concussions, are significant unmet medical issues. The kinetic forces that occur in mTBI adversely affect the cerebral vasculature, making cerebrovascular injury (CVI) a pathophysiological hallmark of mTBI. Given the importance of a healthy cerebrovascular system in overall brain function, CVI is likely to contribute to neurological dysfunction after mTBI. As such, CVI and related pathomechanisms may provide objective biomarkers and therapeutic targets to improve the clinical management and outcomes of mTBI. Despite this potential, until recently, few studies have focused on the cerebral vasculature in this context. This article will begin by providing a brief overview of the cerebrovascular system followed by a review of the literature regarding how mTBI can affect the integrity and function of the cerebrovascular system, and how this may ultimately contribute to neurological dysfunction and neurodegenerative conditions. We then discuss promising avenues of research related to mTBI biomarkers and interventions that target CVI, and conclude that a clinical approach that takes CVI into account could result in substantial improvements in the care and outcomes of patients with mTBI.

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Neural correlates of socioeconomic status in early childhood: a systematic review of the literature

Child Neuropsychology ◽

10.1080/09297049.2021.1879766 ◽

2021 ◽

pp. 1-34

Author(s):

Lindsay Olson ◽

Bosi Chen ◽

Inna Fishman

Keyword(s):

Systematic Review ◽

Socioeconomic Status ◽

Early Childhood ◽

Neural Correlates ◽

Review Of The Literature

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Assessment of Growth and Development During Infancy and Early Childhood

Pediatrics in Review ◽

10.1542/pir.13.3.88 ◽

1992 ◽

Vol 13 (3) ◽

pp. 88-96

Author(s):

Victor C. Vaughan

Keyword(s):

Early Childhood ◽

Cognitive Development ◽

Skinfold Thickness ◽

Fine Motor ◽

Developmental Assessment ◽

Physical Size ◽

Infant And Young Child ◽

Standard Values ◽

Infancy And Early Childhood ◽

And Function

A prime function of the pediatrician is to monitor the developmental status of his or her patients. Sensitive monitoring demands a broad knowledge of developmental processes and issues and the ability to assess the data made available from the clinical examination accurately and efficiently. Areas of Developmental Assessment Developmental assessment is made in four broad areas during early childhood: physical or physiologic, neurodevelopmental, cognitive, and psychosocial. PHYSICAL OR PHYSIOLOGIC DEVELOPMENT This area comprises the changes in physical size, shape, and function that come with age. Many of these changes can be measured, such as height, weight, skinfold thickness, head circumference, body surface area, blood counts, enzyme activities, and hormone levels. These measurements can be compared with standard values that indicate the range of normal findings. NEURODEVELOPMENTAL MATURATION This area comprises changes in behavior that evolve with the passage of time, particularly those changes that depend primarily upon maturation. They include some reflex activities and many gross and fine motor skills, including visuomotor and other intersensory functions. These behaviors are assessed primarily by observation, often informally, but sometimes (when more critical appraisal is required) in a carefully structured setting. COGNITIVE DEVELOPMENT Cognitive development and neurodevelopmental maturation are closely related, and it is sometimes difficult to distinguish between them in the infant and young child.

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MURAL MELATIH KREATIVITAS VISUAL ANAK USIA DINI (STUDI KASUS TK FAJAR HARAPAN)

PRATAMA WIDYA : JURNAL PENDIDIKAN ANAK USIA DINI ◽

10.25078/pw.v6i1.1796 ◽

2021 ◽

Vol 6 (1) ◽

pp. 1

Author(s):

I Gde Suryawan ◽

Ida Bagus Komang Sindu Putra ◽

I Putu Suyasa Ari Putra

Keyword(s):

Early Childhood ◽

Cultural Values ◽

Visual Art ◽

Communication Theory ◽

Empty Space ◽

Visual Sensitivity ◽

Implicit Function ◽

The Social ◽

New Ideas ◽

And Function

Abstract Murals are one of the alternative media for street visual art / street visual art that functions as a forum for people's aspirations through paintings. The attractiveness of art gives a strong impression, in line with visual communication theory which assumes that the use of art in educational media is very important. One of these forms of art is a mural. The purpose and function of the mural itself is still developing today. The making of murals in early childhood schools is basically a form of utilizing empty space by incorporating educational missions, such as: as a medium for recognizing local cultural values (folklore). Because through folklore, it indirectly represents the social reality that is around us. Thus basically the implicit function of making murals in empty spaces in early childhood schools is to train students' sensitivity.The environment is a factor that can affect a child's imagination. By placing murals on the walls of early childhood schools, apart from functioning as decoration, indirectly has the function of stimulating children's sensitivity to visuals. This visual sensitivity indirectly develops children's imagination. Thus, murals can stimulate the imaginary environment or imaginary world of children that penetrate the developer of their imagination. Art will always develop, which will be the source of ideas in the process of its creation. Like children who are inspired by murals in creating their works. Seeing this, students will be more open and sensitive to the environment around us so that new ideas will emerge fresh and close to us as a source of ideas for creating works.

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Dimensiones e indicadores de la competencia mediática en Educación Infantil

Media Education ◽

10.36253/me-10269 ◽

2021 ◽

Vol 12 (1) ◽

pp. 67-78

Author(s):

Irene Melgarejo Moreno

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Media Literacy ◽

Review Of The Literature ◽

Childhood Education

Media literacy is based on dimensions that include a series of indicators that address knowledge, skills and attitudes of the so-called media competence. The purpose of this study is to facilitate the promotion of media competence in the Second Cycle of Early Childhood Education, for which it is necessary to carry out a selection and adaptation of the dimensions and indicators in relation to the characteristics of the child, which facilitate its implementation in the classroom by teachers and the progressive acquisition of this competence in students. An exhaustive review of the literature on media literacy and in relation to the nature of childhood is carried out in order to adapt the indicators to the particularities of this educational stage.

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Functional Behavioral Assessments: Legal Requirements and Challenges

School Psychology Review ◽

10.1080/02796015.2001.12086112 ◽

2001 ◽

Vol 30 (2) ◽

pp. 239-251 ◽

Cited By ~ 10

Author(s):

Erik Drasgow ◽

Mitchell L. Yell

Keyword(s):

Legal Requirements ◽

Functional Behavioral Assessments ◽

Behavioral Assessments

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Developmental neuropsychopathology of attention deficit and impulsiveness

Development and Psychopathology ◽

10.1017/s0954579499002230 ◽

1999 ◽

Vol 11 (3) ◽

pp. 607-628 ◽

Cited By ~ 48

Author(s):

ERIC TAYLOR

Keyword(s):

Early Childhood ◽

Basal Ganglia ◽

Cognitive Performance ◽

Expressed Emotion ◽

Developmental Psychopathology ◽

Structure And Function ◽

Mediating Factors ◽

Antisocial Conduct ◽

Brain States ◽

And Function

Recent research on the disorders of attention and activity has indicated inherited variants of genes controlling aspects of neurotransmission, abnormalities of structure and function in regions of frontal lobes and basal ganglia, failures to suppress inappropriate responses, and a cascade of failures in various kinds of cognitive performance and organization of behavior. This review integrates the neurodevelopmental findings with findings from developmental psychopathology. It outlines several developmental tracks by which constitutional factors interact with the psychological environment. In one set of tracks, altered brain states lead to cognitive alteration. An understimulating environment is evoked by (and may be genetically associated with) an inattentive and cognitively impulsive style during early childhood. In another track, impulsive and inattentive behavior shows direct continuity through childhood into late adolescence. In yet another track, impulsiveness evokes (and may be genetically associated with) critical expressed emotion from parents and inefficient coping strategies, which in turn contribute to the development of antisocial conduct. This formulation emphasizes the need for several types of research: the mapping of biological findings onto different components of disorder, the combination of genetically informative designs with direct measurement of relevant aspects of the environment, and the use of longitudinal studies to examine predictive and mediating factors separately for different aspects of outcome.

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