Correction: Preventive child health care at elementary school age: The costs of routine assessments with a triage approach.
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ABSTRACT:
SUBMITTER: Bezem J
PROVIDER: S-EPMC5546600 | biostudies-other | 2017
REPOSITORIES: biostudies-other
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Project description:The time that children spend using digital devices is increasing rapidly with the development of new portable and instantly accessible technology, such as smartphones and digital tablets. Although prior studies have examined the effects of traditional media on children's development, there is limited evidence on the impact of mobile device use. The current study aimed to clarify the link between mobile device use and child adjustment. The sample included 1,642 children aged 6 in first grade at elementary schools in Japan. Parents completed a self-report questionnaire regarding their children's use of mobile devices and emotional/behavioral adjustment. We performed inverse probability of treatment weighted (IPTW) logistic regression to compute odds ratios (OR) for emotional/behavioral problems according to mobile device use. The values for IPTW analysis were computed based on variables assessing sociodemographics and child characteristics. Among the participants, 230 (14.0%) were regular users (60 minutes or more on a typical day) and 1,412 (86.0%) non-regular users (under 60 minutes on a typical day). Relative to non-regular use, regular use of mobile devices was significantly linked to conduct problems (IPTW-OR: 1.77, 95% CI: [1.03-3.04], p < .05) and hyperactivity/inattention (IPTW-OR: 1.82, 95% CI: [1.15-2.87], p < .01). Based on these results, routine and frequent use of mobile devices appear to be associated with behavioral problems in childhood.
| S-EPMC6059409 | biostudies-literature
Project description:PurposeEducational interventions to reduce Lyme disease (LD) among at-risk school children have had little study. The purpose of this study was to evaluate whether a short in-class LD education program based on social learning theory and the Health Belief Model (HBM) impacted a child's knowledge, attitude, and preventive behavior.MethodsStudents in grades 2-5 in 19 elementary schools were selected in an area that was highly endemic for LD. The children received an educational intervention or were on a wait list as controls. Their knowledge, attitudes, and self-reported preventive behaviors were surveyed before implementing the program and 1 year later. General linear regression analyses adjusting for age, gender, and baseline variables were used to measure the impact of the intervention.ResultsThere were 3570 participants in the study: 1562 received the intervention, and 2008 were controls. The mean age for both groups was 9.1 years, with 53% women in the intervention group and 50% women in the control group. The children in the intervention group increased their overall knowledge of LD more than the children in the control group (overall knowledge score improvement, mean difference (SD) 1.38 (1.3) vs. 0.36 (1.3) p < 0.0001). All children in classes receiving the intervention reported an increase in precautionary behavior, positive attitude toward taking precautions, and self-efficacy compared with the wait list controls. Two LD cases were confirmed during the follow-up period, one in the intervention group and one in the controls.ConclusionsThese findings demonstrate that a short in-class educational program that includes elements of the HBM, including: (1) awareness and knowledge about the disease, (2) benefits of preventive behavior, and (3) confidence in ability to perform preventive behaviors can improve knowledge, attitude, and self-reported precautionary behavior among at-risk children. www.clinicaltrials.gov : NCT00594997.
| S-EPMC4960477 | biostudies-literature
Project description:[This corrects the article DOI: 10.1371/journal.pone.0169361.].
| S-EPMC6380576 | biostudies-literature
Project description:IntroductionThis study measures effects on the receipt of preventive care among children enrolled in Georgia's Medicaid or Children's Health Insurance Program associated with the implementation of new elementary school-based health centers. The study sites differed by geographic environment and predominant race/ethnicity (rural white, non-Hispanic; black, small city; and suburban Hispanic).MethodsA quasi-experimental treatment/control cohort study used Medicaid/Children's Health Insurance Program claims/enrollment data for children in school years before implementation (2011-2012 and 2012-2013) versus after implementation (2013-2014 to 2016-2017) of school-based health centers to estimate effects on preventive care among children with (treatment) and without (control) access to a school-based health center. Data analysis was performed in 2017-2019. There were 1,531 unique children in the treatment group with an average of 4.18 school years observed and 1,737 in the control group with 4.32 school years observed. A total of 1,243 Medicaid/Children's Health Insurance Program-insured children in the treatment group used their school-based health centers.ResultsSignificant increases in well-child visits (5.9 percentage points, p<0.01) and influenza vaccination (6.9 percentage points, p<0.01) were found for children with versus without a new school-based health center. This represents a 15% increase from the pre-implementation percentage (38.8%) with a well-child visit and a 25% increase in influenza vaccinations. Increases were found only in the 2 school-based health centers with predominantly minority students. The 18.7 percentage point (p<0.01) increase in diet/counseling among obese/overweight Hispanic children represented a doubling from a 15.3% baseline.ConclusionsImplementation of elementary school-based health centers increased the receipt of key preventive care among young, publicly insured children in urban areas of Georgia, with potential reductions in racial and ethnic disparities.
| S-EPMC8188727 | biostudies-literature
Project description:Objective: The aim of this study was to examine the association between parenting, including the parent-child interaction and child maltreatment in the first grade (6-7 years old), and school refusal in the second (7-8 years old) and fourth (9-10 years old) grades among elementary school children in Japan. Methods: Data were from the Adachi Child Health Impact of Living Difficulty (A-CHILD) longitudinal study conducted in 2015, 2016, and 2018 in Adachi City, Tokyo, Japan. A questionnaire was distributed to all the first-grade school children (N = 5,355) in 2015. Of the total 4,291 valid children (response rate: 80.1%), 3,590 and 3,070 children were followed up to the second and fourth grades, respectively. Caregivers responded to the questionnaire on the parent-child interaction and child maltreatment, including neglect, physical abuse, and psychological abuse in the first grade and school refusal in the second and fourth grades. We conducted multiple imputation for missing data. Multivariate logistic regression model was used for this analysis adjusting for child mental health in the first grade and sociodemographic characteristics. Results: Prevalence of school refusal was 1.8% (n = 64) in the second grade and 2% (n = 60) in the fourth grade. We found no association of the parent-child interaction and child maltreatment in the first grade and with school refusal in the second and fourth grades, respectively, after adjusting for covariates. Conclusions: Parenting, such as the parent-child interaction and child maltreatment, may not be associated with school refusal among elementary school children. Further longitudinal research is needed to elucidate other factors, such as peer relationships and school environment, which can affect school refusal.
| S-EPMC8032934 | biostudies-literature
Project description:Limited research has examined the relationship between neighborhood environment and mental health outcomes in elementary school students (middle childhood). In countries with high relative poverty, little is known about how neighborhood conditions are related to children's health after controlling for family socioeconomic status; thus, it is necessary to distinguish the particular neighborhood characteristics relevant to behavioral risk in children, independent of socioeconomic position. Using a self-report survey completed by parents, we assessed neighborhood environment characteristics, children's behavioral outcomes, and family socioeconomic status in fourth grade students from Nagoya, in Aichi prefecture, Japan (n = 695). A multiple linear regression was conducted to evaluate to what extent neighborhood characteristics predict child behaviors, after adjusting for socioeconomic variables. Greater aesthetic quality, walkability, accessibility of healthy foods, safety, and social cohesion were inversely linked to children's behavioral problems and positively linked to social competence, suggesting that quality of living environment may affect behavioral outcomes in children, even after controlling for socioeconomic factors. Developing a quality environment that matches these characteristics may minimize the negative impact of a family's socioeconomic distress and is likely to aid socioeconomically disadvantaged parents and their children. Thus, policies and programs that enhance the neighborhood environment for socioeconomically disadvantaged families should be promoted.
| S-EPMC7432741 | biostudies-literature
Project description:We advance current knowledge of school punishment by examining (1) the prevalence of exclusionary discipline in elementary school, (2) racial disparities in exclusionary discipline in elementary school, and (3) the association between exclusionary discipline and aggressive behavior in elementary school. Using child and parent reports from the Fragile Families Study, we estimate that more than 1 in 10 children born 1998-2000 in large US cities were suspended or expelled by age nine, when most were in third grade. We also find extreme racial disparity; about 40% of non-Hispanic black boys were suspended or expelled, compared to 8% of non-Hispanic white or other-race boys. Disparities are largely due to differences in children's school and home environments rather than to behavior problems. Next, consistent with social stress and strain theories, we find suspension or expulsion associated with increased aggressive behavior in elementary school. This association does not vary by race but is robust to a rich set of covariates, individual fixed-effects, and matching methods. In conjunction with what we find for racial disparities, our results imply that school discipline policies relying heavily on exclusionary punishment may be fostering childhood inequality.
| S-EPMC6599586 | biostudies-literature
Project description:BackgroundUse frequency and times are critical parameters for estimating realistic chemical exposures associated with the use of consumer products. Very limited information is available in the published literature for children's use patterns of art and craft materials at home and school.ObjectiveConduct a year-long survey of art materials use at home and school by pre-school and elementary school children, teachers, and parents which can be used to refine chemical exposure assessments for these consumer products.MethodsParent and teacher online surveys were conducted on the daily use of markers and monthly use of fifteen additional art and craft materials.ResultsDaily marker use by elementary children was widespread at home and school (65% and 80%, respectively). On average, pre-school and elementary students used markers for 27 min per day, more than double daily home use. Adults used markers for longer durations relative to their children/students with teachers reporting the highest average daily usage time. School use of general art materials exceeded home use for both age groups, with elementary children using art materials more frequently than their pre-school counterparts. Examples of how these data can be used to refine exposure estimates are provided.SignificanceAccurate art material usage data contributes to refined estimates of chemical exposure for these consumer products.Impact statementA year-long online survey was conducted which measured daily frequency and duration use for markers and comparable monthly use of other art materials for pre-school and elementary school children, their parents and teachers. Such use information is critical for estimating chemical exposures associated with this class of consumer products.
| S-EPMC9885928 | biostudies-literature
Project description:Despite increasing reliance on licensed practical nurses (LPNs) to provide health services in schools, we do not know whether this is a cost-effective prevention strategy against student absenteeism. Therefore, we evaluated the costs and effectiveness of an LPN-based school nursing program for improving attendance and chronic absenteeism at a large, urban school district in the southeastern USA. We first identified a matched set of 46 elementary schools (23 nurse, 23 no-nurse) by using an optimal multilevel matching algorithm based on student- and school-level characteristics. We then conducted a cost-effectiveness analysis on the matched set, using the ingredients method to estimate societal costs and multilevel regression to estimate effects. The results indicated that despite substantial incremental costs of $68,228 per school, the presence of a full-time LPN was associated with at best negligible improvements, and at worst slight disimprovements, in attendance and chronic absenteeism. We recommend a careful review of the theory of change for LPN-based school nursing programs to clarify the specific inputs and activities that are expected to lead to improved student outcomes. Education agencies should develop explicit assignment, training, monitoring, and auditing plans to ensure LPNs are equitably distributed and that their activities are aligned with the theory of change. Education agencies should also explore whether expanded Medicaid billing can reduce their share of the nursing cost burden.
| S-EPMC9670058 | biostudies-literature
Project description:Studies have reported a dose-dependent relationship between gestational age and poorer school readiness. The study objective was to quantify the risk of developmental vulnerability for children at school entry, associated with gestational age at birth and to understand the impact of sociodemographic and other modifiable risk factors on these relationships. Linkage of population-level birth registration, hospital, and perinatal datasets to the Australian Early Development Census (AEDC), enabled follow-up of a cohort of 64,810 singleton children, from birth to school entry in either 2009, 2012, or 2015. The study outcome was teacher-reported child development on the AEDC with developmental vulnerability defined as domain scores < 10th percentile of the 2009 AEDC cohort. We used modified Poisson Regression to estimate relative risks (RR) and risk differences (RD) of developmental vulnerability between; (i) preterm birth and term-born children, and (ii) across gestational age categories. Compared to term-born children, adjustment for sociodemographic characteristics attenuated RR for all preterm birth categories. Further adjustment for modifiable risk factors such as preschool attendance and reading status at home had some additional impact across all gestational age groups, except for children born extremely preterm. The RR and RD for developmental vulnerability followed a reverse J-shaped relationship with gestational age. The RR of being classified as developmentally vulnerable was highest for children born extremely preterm and lowest for children born late-term. Adjustment for sociodemographic characteristics attenuated RR and RD for all gestational age categories, except for early-term born children. Children born prior to full-term are at a greater risk for developmental vulnerabilities at school entry. Elevated developmental vulnerability was largely explained by sociodemographic disadvantage. Elevated vulnerability in children born post-term is not explained by sociodemographic disadvantage to the same extent as in children born prior to full-term.
| S-EPMC8282628 | biostudies-literature