Associations between Park and Playground Availability and Proximity and Children’s Physical Activity and Body Mass Index: The BEACH Study

A cross-sectional study was designed to evaluate the relationship between the availability and proximity to parks and playgrounds and physical activity (PA). Moreover, the accessibility to parks and playgrounds and its association with active commuting to/from school (ACS) and body mass index (BMI) were analyzed. The sample was composed of children aged 6–12 years old from the BEACH (Built Environment and Active CHildren) study in Valencia, Spain. The availability and proximity to parks and playgrounds were calculated at different buffer sizes (250, 500, 1000 and 1250 m) using geographical information system data. PA out of school was assessed using accelerometers. Sociodemographics and ACS were measured with a parent questionnaire. Objectively measured weight and height were used to calculate BMI. Mixed linear regression analyses were conducted for each exposure variable, adjusting for sociodemographics, neighborhood walkability level, and participant clustering. The number of parks and playgrounds were positively associated with moderate to vigorous PA (MVPA) and total PA (TPA); including light PA and MVPA, during weekdays, in different buffer sizes. A negative relationship between distance to the nearest playground and TPA during weekdays was found. In addition, the number of playgrounds was positively related to ACS in different buffer sizes, whereas park land area was negatively related to the BMI percentile. This study highlights the importance of assessing the availability and proximity to parks and playgrounds in children’s neighborhoods when PA behavior and weight status are analyzed. Study findings may help policymakers when targeting interventions to promote health-enhancing behaviors in children.

National Standards: A secondary analysis of the NZCER 2010 Primary and Intermediate Schools National Survey

<p>This thesis describes a secondary analysis of the NZCER 2010 Primary and Intermediate Schools National Survey. The aim of this project was to conduct an exploratory investigation into the attitudes of education stakeholders toward National Standards. Open response data from the NZCER 2010 Primary and Intermediate Schools National Survey principal, teacher, trustee, and parent questionnaires was coded in two different ways. First, a thematic framework was developed and the open responses were coded against the themes. The open responses were then recoded as a binary attitude variable, according to whether they were considered to convey a negative or positive attitude toward the standards. Logistic regression and Fisher’s exact tests were used to determine statistically significant relationships between the binary attitude variable and other elements of the survey data, in the interests of finding predictors for attitude to the National Standards. These analyses were carried out with a selection of items from each of the principal, teacher, and trustee questionnaires; and with all of the items from the parent questionnaire. For teachers and principals (and to a lesser extent, trustees), findings from the thematic analysis of open responses largely reflected concerns about the standards being voiced by sector groups and academics around the time the survey was undertaken. Results from the statistical analysis of the binary attitude variable indicated that principal and teacher attitudes were associated with teaching experience and career plans. General findings from the analysis of parent responses included a suggestion that parents may lack knowledge and understanding of the National Standards, and may be expecting the standards to deliver something they are not designed for. Patterns in parent responses also indicated that attitudes to the National Standards might be related to wider perceptions of the purpose of education, and the various roles of education stakeholders. A similar pattern emerged in analysis of trustee responses. More specific findings related to parent attitude included associations with student year level, and with school reporting practice.</p>

National Standards: A secondary analysis of the NZCER 2010 Primary and Intermediate Schools National Survey

<p>This thesis describes a secondary analysis of the NZCER 2010 Primary and Intermediate Schools National Survey. The aim of this project was to conduct an exploratory investigation into the attitudes of education stakeholders toward National Standards. Open response data from the NZCER 2010 Primary and Intermediate Schools National Survey principal, teacher, trustee, and parent questionnaires was coded in two different ways. First, a thematic framework was developed and the open responses were coded against the themes. The open responses were then recoded as a binary attitude variable, according to whether they were considered to convey a negative or positive attitude toward the standards. Logistic regression and Fisher’s exact tests were used to determine statistically significant relationships between the binary attitude variable and other elements of the survey data, in the interests of finding predictors for attitude to the National Standards. These analyses were carried out with a selection of items from each of the principal, teacher, and trustee questionnaires; and with all of the items from the parent questionnaire. For teachers and principals (and to a lesser extent, trustees), findings from the thematic analysis of open responses largely reflected concerns about the standards being voiced by sector groups and academics around the time the survey was undertaken. Results from the statistical analysis of the binary attitude variable indicated that principal and teacher attitudes were associated with teaching experience and career plans. General findings from the analysis of parent responses included a suggestion that parents may lack knowledge and understanding of the National Standards, and may be expecting the standards to deliver something they are not designed for. Patterns in parent responses also indicated that attitudes to the National Standards might be related to wider perceptions of the purpose of education, and the various roles of education stakeholders. A similar pattern emerged in analysis of trustee responses. More specific findings related to parent attitude included associations with student year level, and with school reporting practice.</p>

Circadian Sleep-Activity Rhythm across Ages in Down Syndrome

Across all ages, individuals with Down syndrome (DS) experience high rates of sleep problems as well as cognitive impairments. This study sought to investigate whether circadian rhythm disruption was also experienced by people with DS and whether this kind of sleep disorder may be correlated with cognitive performance. A cross-sectional study of 101 participants (58 with DS, 43 with typical development) included individuals in middle childhood (6–10 years old), adolescence (11–18 years old), and young adulthood (19–26 years old). Sleep and markers of circadian timing and robustness were calculated using actigraphy. Cognitive and behavioral data were gathered via a novel touchscreen battery (A-MAPTM, Arizona Memory Assessment for Preschoolers and Special Populations) and parent questionnaire. Results indicated that children and adolescents with DS slept the same amount as peers with typical development, but significant group differences were seen in phase timing. The circadian robustness markers, interdaily stability and intradaily variability of sleep-wake rhythms, were healthiest for children regardless of diagnostic group and worst for adults with DS. Amplitude of the 24-h activity profile was elevated for all individuals with DS. In analyses of the correlations between sleep quality, rhythms, and cognition in people with DS, interdaily stability was positively correlated with reaction time and negatively correlated with verbal and scene recall, a finding that indicates increased stability may paradoxically correlate with poorer cognitive outcomes. Further, we found no relations with sleep efficiency previously found in preschool and adult samples. Therefore, the current findings suggest that a thorough examination of sleep disorders in DS must take into account age as well as circadian robustness to better understand sleep-cognitive correlations in this group.

Comparing the impact of the first and second wave of COVID-19 lockdown on Slovak families with typically developing children and children with autism spectrum disorder

The aim of this research was to compare the mental health of families with children diagnosed with autism spectrum disorder or typically developing children, during the first and the second wave of COVID-19 outbreak in Slovakia. The study is mainly focused on the prevalence of depression, anxiety, and stress among the parents and maladaptive behavior or sleep disturbances of their children. Our research sample consisted of 332 caregivers, 155 of which have children with autism spectrum disorder; 179 surveyed during the first wave and 153 during the second wave. Extensive online parent questionnaire was created, including demographic and specific topic–related questions; Depression, Anxiety, and Stress Scale–42 questionnaire; and two subscales of Vineland Adaptive Behavior Scales—internalizing and externalizing maladaptive behavior. During the first wave, high levels of anxiety were found in parents of autism spectrum disorder children. During the second wave, all parents experienced increased levels of anxiety, stress, and depression, but especially severe for parents of children with autism spectrum disorder. Internalizing maladaptive behavior of children with autism spectrum disorder grew significantly between the waves. Parental depression, anxiety, and stress positively correlated with maladaptive behavior in both autism spectrum disorder and neurotypical children, suggesting a need for therapy options for whole families. Lay abstract A global pandemic caused by a new coronavirus (severe acute respiratory syndrome coronavirus 2) affected everyday lives of all people, including individuals with special needs, such as autism spectrum disorder. The aim of this research was to compare the mental health of families with children with autism spectrum disorder to families with typically developing children, and between the first and the second wave of COVID-19 outbreak in Slovakia. This mainly included symptoms of depression, anxiety, and stress of parents and problem behavior or sleeping difficulties of their children. The research sample consisted of 332 parents (155 of which have children with autism spectrum disorder), 179 surveyed during the first wave and 153 during the second wave. Online parent questionnaire was created, including demographic and specific topic questions, Depression Anxiety and Stress Scale–42 questionnaire, and internalizing and externalizing maladaptive behavior subscales from Vineland Adaptive Behavior Scales. Our results show that during the first wave, parents of autism spectrum disorder children suffered high levels of anxiety. During the second wave, both groups of parents suffered increased anxiety, stress, and depression, but especially severe for parents of children with autism spectrum disorder. Internalizing maladaptive behavior of autistic children grew significantly between the waves. Parental depression, anxiety, and stress were interconnected with maladaptive behavior of both autism spectrum disorder and typically developing children, suggesting the importance of the therapy options for whole families.

Flexible and innovative learning spaces: An exploration of parental perspectives on change, consultation and participation

The role played by innovative educational environments to support learning for the 21st century has attracted the interest of the Organisation for Economic Cooperation and Development at the global governance level and at the national policy level internationally. This article draws on global, European and Australasian research and data from a qualitative study of consultation and participation in the development of innovative and flexible learning spaces in the New Zealand context. It focuses specifically on the role of parents, drawing data from relevant policies and documents, a parent questionnaire and interviews of parents, architects and Ministry of Education Delivery Managers, responsible for delivering large capital works projects. While the architect participants believe their bold designs are inspirational and promote new pedagogical styles, and positive relationships, some parents view these open-plan learning areas (and associated pedagogies) as needlessly experimental, placing the needs and education of their children at risk. Delivery Managers are focussed on seeing the projects to conclusion, on time and on budget. The critical analysis considers the findings in relation to the research question and reflects on the dual themes of innovation and risk. Further questions for research are suggested.

Implications of a Remote Study of Children With Cerebral Visual Impairment for Conducting Virtual Pediatric Eye Care Research: Virtual Assessment Is Possible for Children With CVI

The Pandemic of 2020 impacted conducting in-person research. Our proposed project already had an asynchronous online component but was later morphed to add a synchronous online component, thereby eliminating the need for in-person assessment. The project compares the results of various tests between a group of children with Cerebral Visual Impairments (CVI) (N = 4) and an age-matched sample of children without CVI (N = 3) from a pediatric low vision clinic. This model was trialed with a small convenient sample of typically developing children in the same age range (N = 4). Given the positive feedback, recruitment for the larger study was done via encrypted e-mail rather than through traditional mailing. The asynchronous components included recruitment, pre-assessment information, the Flemish CVI questionnaire, Vineland-3 comprehensive parent questionnaire for assessment of age equivalent, and vision function tests, such as contrast sensitivity. The synchronous components were administered via Zoom telehealth provided by necoeyecare.org and included assessment of visual acuity via the Freiburg Visual Acuity and Contrast Test (FrACT) electronic software and assessment of visual perceptual batteries via the Children’s Visual Impairment Test for developmental ages 3–6-years (CVIT 3–6). Our virtual testing protocol was successful in the seven participants tested. This paper reviews and critiques the model that we utilized and discusses ways in which this model can be improved. Aside from public health considerations during the pandemic, this approach is more convenient for many families. In a broader perspective, this approach can be scaled for larger N studies of rare conditions, such as CVI without being confined by proximity to the researcher.

No evidence of an association between parental mind-mindedness at 9 months and language development at either 9 or 25 months in Swedish infants

Mind-mindedness (MM), the parent’s propensity to treat their young child as an individual with a mind of their own, has repeatedly been found to be positively associated with subsequent child development outcomes. In the current Swedish study, the first aim was to investigate the main features of MM in this cultural context and the second aim was to investigate its association with early child language development. Sixty-three parent-child dyads participated. MM was assessed by videotaped laboratory-based parent-child dyad free-play sessions. Language development was assessed using the parent questionnaire Swedish Early Communicative Development Inventory (SECDI), a Swedish adaptation of the internationally used MacArthur-Bates Communicative Development Inventories (MB-CDI). The ratio between Appropriate MM and Non-attuned MM was 4:1 and there was no statistically significant correlation between these two variables. There were no statistically significant correlations between Total MM or Appropriate MM and language ability ratings at either 9 or 25 months. This may be due to methodological issues concerning elicitation of MM in a Swedish context. We emphasize the importance of further theoretical and empirical studies of cross-cultural validation of MM.

The reliability and validity of the Turkish version of the school-based asthma and allergy screening questionnaires

Background Asthma is an important public health disease affecting children that may result in school absenteeism and hospitalization. This study aims to assess the validity, reliability, and diagnostic accuracy of the Turkish version of the asthma and allergy screening questionnaire. Methods This study included primary and secondary school students from grades 2 to 7 and their parents or caregivers. For validity, 40 children with asthma and 39 children with allergies diagnosed by the questionnaire were used to determine the sensitivity. The specificity was calculated by using the data of 100 children without asthma and allergies. The study was completed with the participation of 704 students and parents. The intraclass correlation coefficient (ICC) was used to assess item reliability. Receiver operating characteristic (ROC) analysis was used to assess validity. Results When the cutoff point of the questionnaire was 2/3 for asthma, the sensitivity was 80.0% and 82.5% and the specificity was 56.6% and 76.8% according to the student and parent form, respectively. When the cutoff point of the questionnaire was 0/1 for allergies, the sensitivity was 74.4% and 84.6% and the specificity was 66.3% and 54.2% according to the student (SQ) and parent questionnaire (PQ), respectively. The reliability of test-retest correlation values (≥0.68) of asthma and allergy questionnaires were found to be statistically significant. The internal consistency Cronbach’s α values of the asthma SQ and PQ were 0.72 and 0.80, respectively. Conclusions According to the Turkish questionnaire for students and their parents, the sensitivity of asthma and allergy questionnaires was similar in proportion to the original questionnaire. The Turkish version of the questionnaire can be used for asthma and allergy screening in schools.

Analysis of Psychological Assessments Affecting Patients Undergoing Treatment for Chest Wall Deformities

Aim This study aimed to review the literature with regard to the psychological aspects in patients with pectus excavatum (PE) and pectus carinatum (PC). Methods The literature was reviewed by analyzing articles on PubMed using the search terms “psychology” and “pectus.” Results The literature search revealed 22 articles that offered a total of 2214 patients for analysis. Regarding chest wall deformities (CWD), there were 15 articles referring to PE, 4 articles on PC, and 3 pertaining to both PE and PC. Authors used various types of questionnaires and 14 studies which also included a parent questionnaire. There are 14 reports which analyzed both the preoperative and postoperative psychological status and 4 reports in which a control group was used. Treatment of CWD was shown to have consistently positive results. There is no consensus regarding the correlation between severity of CWD and psychological issues. Only 2 studies found no statistically significant results after treatment. Conclusions The literature reveals a great concern for psychosocial issues in CWD patients. Most articles describe improvement in overall quality of life (QOL) after surgery. An increase in social and physical function, body image, and self-esteem was observed in CWD patients, which is supported by parent responses.