RESUMO
The fetal environment has been increasingly implicated in later psychological health, but the role of lipids is unknown. Drawing on the ethnically diverse Born in Bradford (BiB) birth cohort, the current study related levels of high-density lipoprotein (HDL), very-low-density lipoprotein (VLDL), and triglycerides in umbilical cord blood to 1,369 children's teacher-rated psychosocial competence approximately 5 years later. Results of ordinal logistic regressions indicated that low levels of HDL, high levels of VLDL, and high levels of triglycerides predicted greater likelihood of being rated as less competent in domains of emotion regulation, self-awareness, and interpersonal functioning. Furthermore, these results generalized across ethnic background and children's sex and were not accounted for by variables reflecting mothers' psychological or physical health, children's physical health, or children's special education status. Together, these results identify fetal exposure to anomalous lipid levels as a possible contributor to subsequent psychological health and social functioning.
Assuntos
Emoções/fisiologia , Desenvolvimento Fetal/fisiologia , Lipídeos/sangue , Saúde Mental/etnologia , Adulto , Conscientização/fisiologia , Educação Inclusiva/tendências , Inglaterra/etnologia , Feminino , Sangue Fetal/metabolismo , Nível de Saúde , Humanos , Recém-Nascido , Lipoproteínas HDL/sangue , Lipoproteínas VLDL/sangue , Masculino , Mães/psicologia , Ajustamento Social , Habilidades Sociais , Triglicerídeos/sangueRESUMO
The number of students entering post-secondary education with already diagnosed disabilities is on the rise and mirrors the percentage of children in primary and secondary public schools with registered disabilities. Requirements governed by civil rights laws fundamentally change when comparing the support schools have to provide to students during primary and secondary school with disability access in postsecondary higher education. Psychiatrists may be asked to assist with scholastic disability at any stage of education and need to know about available supports and the parameters of disability in schools. Specifically, special attention should to be made in preparation for transition to postsecondary education when prior accommodations exist.
Assuntos
Crianças com Deficiência , Educação de Pessoa com Deficiência Intelectual/organização & administração , Educação Inclusiva , Deficiência Intelectual , Pessoas com Deficiência Mental , Instituições Acadêmicas/normas , Estudantes/psicologia , Adolescente , Criança , Pré-Escolar , Crianças com Deficiência/psicologia , Educação de Pessoa com Deficiência Intelectual/tendências , Educação Inclusiva/organização & administração , Educação Inclusiva/tendências , Feminino , Humanos , Lactente , Deficiência Intelectual/psicologia , Masculino , Pessoas com Deficiência Mental/psicologiaRESUMO
BACKGROUND: Previous research has identified working memory (WM) as a possible risk factor for problem drinking in adolescence. At the same time, results suggest that WM functioning is negatively influenced by the use of alcohol. To get a better understanding of the nature of this relationship, the present study examined the prospective bidirectional association between alcohol use and WM in a sample of young adolescents at risk for problem drinking. METHODS: Adolescents were all 8th graders from 17 different Special Education Schools (for youth with externalizing behavior problems). At the beginning of the study, 374 adolescents participated (mean age of 13.6 years). Approximately every 6 months, adolescents completed a questionnaire to establish alcohol use and a Self-Ordered Pointing Task (SOPT) to assess WM. RESULTS: Cross-lagged analyses revealed that alcohol use at T1 negatively predicted WM functioning 6 months later (p < 0.001). WM functioning at T2 and at T3 predicted alcohol use 6 months later (p < 0.01). CONCLUSIONS: WM functioning has been identified as both risk factor for and as function negatively influenced by alcohol use. Findings indicate that early alcohol use in at-risk adolescents negatively influences the development of subsequent WM functioning, which in turn constitutes as a risk factor for later alcohol use problems. Implications for early interventions are discussed.
Assuntos
Comportamento do Adolescente/psicologia , Consumo de Bebidas Alcoólicas/psicologia , Consumo de Bebidas Alcoólicas/tendências , Educação Inclusiva/tendências , Memória de Curto Prazo , Adolescente , Consumo de Bebidas Alcoólicas/epidemiologia , Criança , Feminino , Seguimentos , Humanos , Estudos Longitudinais , Masculino , Países Baixos/epidemiologia , Fatores de RiscoRESUMO
LAY ABSTRACT: The novel coronavirus (COVID-19) disrupted how special educators provided supports and services for students with autism spectrum disorder. School closures and the related pivoting between learning modalities (i.e. virtual, hybrid, and face-to-face) were difficult for all students, but especially for students with autism, who rely on routine and require individualized instruction. In this study, we surveyed 106 special education teachers, behavior specialists, and speech pathologists who work with autistic students to learn about how they adapted instruction to comply with the complex social distancing rules and changing expectations of the pandemic. Participants reported "making the best out of a bad situation" and "constantly using 'trial & error' to find the best way for our students to eLearn." They emphasized the importance of collaboration with parents, who helped deliver intervention and monitor progress across settings. They made alterations to Individualized Education Programs, by adding individualized contingency learning plans, adjusting service minutes, and sometimes eliminating social goals. Participants were surprised that while students with more intense needs struggled, others actually preferred virtual instruction. This raises concerns for what will happen in the future, when social expectations resume. Despite the overwhelming challenges posed by COVID-19, participants demonstrated remarkable resiliency and an innovative ability to adapt instruction.
Assuntos
Transtorno do Espectro Autista , Transtorno Autístico , COVID-19 , Educação Inclusiva/tendências , Educação a Distância/normas , Humanos , EstudantesRESUMO
The 'long tail' nature of rural special education (RSE) suggests that it simultaneously possesses the private nature of discreteness and the public nature of externalities, which can easily cause provision insufficiency. However, this mismatch may have a dynamic intertemporal correction mechanism impacted by different expenditures of supply sectors (governments and other social sectors). This paper uses different models and data from 30 provinces in China from 2003-2014 to analyze this dynamic correction mechanism. This research finds that different kinds of expenditures from different suppliers have divergent effects on this correction. Capital expenses (especially infrastructure construction) have significantly positive effects on the correction, but administrative expenses have significant dual effects on the correction. These effects may be caused by the various governance efficiencies and motivations of all stakeholders in RSE. This paper concludes that we should pay more attention to the accurate recognition and effective satisfaction of RSE affected by the governance efficiency and motivation of different suppliers to achieve this dynamic correction.
Assuntos
Educação Inclusiva/economia , Avaliação das Necessidades , População Rural/estatística & dados numéricos , Criança , China , Custos e Análise de Custo , Educação Inclusiva/tendências , HumanosRESUMO
There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on high school students receiving special education services (NLTS-2), this study examined the malleable predictors of employment during the transition and developed a model to examine the relationships between predictors and employment outcomes. The findings suggested two pathways for youth with ASD. For youth with higher daily functioning skills (DFS), academic performance mediated the relationship between parent participation and employment. For youth with lower DFS, school-based transition supports was the key mediator.
Assuntos
Transtorno do Espectro Autista/terapia , Educação Inclusiva/tendências , Emprego/tendências , Análise de Classes Latentes , Instituições Acadêmicas/tendências , Estudantes , Adolescente , Transtorno do Espectro Autista/psicologia , Educação Inclusiva/métodos , Emprego/métodos , Emprego/psicologia , Feminino , Previsões , Humanos , Estudos Longitudinais , Masculino , Pais/psicologia , Estudos Prospectivos , Estudantes/psicologiaRESUMO
While there is evidence that impaired psychosocial wellbeing can compromise the effective performance of work-related roles, little is known about the wellbeing of teachers working with children with developmental disabilities. We interviewed 68 special education schoolteachers (response rate = 70.8%) in a Nigerian state with 12-item General Health Questionnaire and an adapted Zarit Burden Interview. About four in every ten teachers had psychological distress, representing many-fold the rates reported in the general population, and significant burden was prevalent in 51.5%. Perceived burden correlated significantly with psychological distress, anxiety/depression and social dysfunction (rs = .3). While increased burden predicted psychological distress, longer teaching experience was protective against distress. These findings underscore the need for psychosocial support for special education schoolteachers to enhance their wellbeing and roles.
Assuntos
Educação Inclusiva/tendências , Angústia Psicológica , Professores Escolares/psicologia , Instituições Acadêmicas/tendências , Adulto , Transtorno do Espectro Autista/epidemiologia , Transtorno do Espectro Autista/psicologia , Criança , Estudos Transversais , Feminino , Humanos , Masculino , Nigéria/epidemiologia , Estresse Psicológico/epidemiologia , Estresse Psicológico/psicologiaRESUMO
Parents of children with Special Educational Needs and Disabilities in the UK (n = 241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed.
Assuntos
COVID-19/psicologia , Pessoas com Deficiência/psicologia , Educação Inclusiva/tendências , Família/psicologia , Saúde Mental/tendências , Adolescente , Ansiedade/epidemiologia , Ansiedade/psicologia , Transtorno do Espectro Autista/epidemiologia , Transtorno do Espectro Autista/psicologia , COVID-19/epidemiologia , Criança , Pré-Escolar , Feminino , Humanos , Masculino , Pais/psicologia , Reino Unido/epidemiologiaRESUMO
The purpose of this paper is to present some emerging issues in health and education in the Asia-Pacific region. Special attention will be given to the education of speech-language pathologists (SLP) and to service provision for the people with communicative disorders whenever possible. Information on the education of SLP in Asia-Pacific is not easy to gather because of the geographical distances between areas, language differences in the data compiled and the lack of consistent collaboration and information exchanges. In this article, a case study from Singapore is also presented. Implications for clinical services and education are discussed at the end of this paper.
Assuntos
Comparação Transcultural , Atenção à Saúde/tendências , Patologia da Fala e Linguagem/educação , Ásia , Sudeste Asiático , Audiologia/educação , Audiologia/tendências , Criança , Pré-Escolar , Transtornos da Comunicação/reabilitação , Currículo/tendências , Educação Inclusiva/tendências , Ásia Oriental , Previsões , Necessidades e Demandas de Serviços de Saúde/tendências , Humanos , Lactente , Terapia da Linguagem/educação , Multilinguismo , Ilhas do Pacífico , Fonoterapia/educação , Patologia da Fala e Linguagem/tendênciasRESUMO
There is a lack of information on early childhood inclusive education and the parental perspectives towards the inclusion of autistic children in Kuwait. The aim of this study was to explore the perspectives and experiences amongst mothers of young autistic children regarding the inclusion of their children in general education kindergarten settings. Focus group and individual semi-structured interviews were conducted with (n = 34) Kuwaiti mothers of children with (ASD). The study participants were of the opinion that the behaviours unique to (ASD) can only be managed in highly structured special education settings. The themes that emerged from the interviews demonstrate that the general view amongst the study participants is that the inclusive educational model will not meet the autistic children's needs.
Assuntos
Transtorno do Espectro Autista/epidemiologia , Transtorno do Espectro Autista/psicologia , Educação Inclusiva/métodos , Mães/psicologia , Pesquisa Qualitativa , Atitude , Criança , Pré-Escolar , Educação Inclusiva/tendências , Feminino , Humanos , Kuweit/epidemiologia , Masculino , Pais/psicologia , Instituições Acadêmicas/tendênciasRESUMO
OBJECTIVES: Analyze the effect of first aid training on the knowledge of multidisciplinary teams from special education schools, in school accidents. METHODS: A quasi-experimental, before-and-after study with a single comparison group. Descriptive statistics and McNemar's test were used to evaluate the effect of the intervention. RESULTS: This study had the participation of 162 higher education professionals, predominantly teachers (82.1%), female (97.5%), aged over 40 (69.2%). An increase in correct answers was observed, with statistical significance (≤0.05), especially in proper handling in case of fall with traumatic brain injury, electric shock, and burn due to hot liquid (98.1%, 98.1% and 96.9% of proper response, respectively). CONCLUSIONS: First aid training for child accidents, through content exhibition, in a dialogical and practical way, proved to be efficient for multidisciplinary teams from special education schools for people with disabilities.
Assuntos
Educação Inclusiva/métodos , Primeiros Socorros/métodos , Educação em Saúde/normas , Instituições Acadêmicas/organização & administração , Adulto , Educação Inclusiva/tendências , Feminino , Educação em Saúde/métodos , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Masculino , Pessoa de Meia-Idade , Inquéritos e QuestionáriosRESUMO
BACKGROUND: Previous research has demonstrated how negative affect (i.e., depression, anxiety, stress) is often a correlate of and precursor to nicotine dependence. Although recent evidence shows a gradual decline in tobacco use in the United States, subgroups that report higher levels of negative affect may continue to be at risk of becoming dependent on nicotine. One high-risk subgroup is students who attend alternative high schools. The current longitudinal investigation examined the effect of negative affect on nicotine dependence in this youth population. METHODS: 1060 students from 29 alternative high schools in Southern California completed a series of attitudinal and behavioral measures once per year over a three-year period. The main outcome was nicotine dependence i.e., feeling a strong urge to use nicotine products or experiencing withdrawal symptoms after a period of abstinence, measured using a version of the Fagerstrom Tolerance Questionnaire designed for adolescents. A latent growth curve model was utilized to examine the effect of negative affect on nicotine dependence during this timeframe. RESULTS: The analysis revealed that negative affect had both a concurrent and prospective relationship with nicotine dependence. Moreover, the association between negative affect and nicotine dependence in the present was not statistically significant once the influence of negative affect reported one year earlier was accounted for. CONCLUSIONS: Negative affect may play a critical role in the persistence of nicotine dependence among high-risk youth. Providing resources to help manage negative affect may be critical to curtailing nicotine dependence in this population.
Assuntos
Afeto/fisiologia , Educação Inclusiva/tendências , Pessimismo/psicologia , Estudantes/psicologia , Tabagismo/epidemiologia , Tabagismo/psicologia , Adolescente , California/epidemiologia , Feminino , Seguimentos , Humanos , Estudos Longitudinais , Masculino , Estudos Prospectivos , Distribuição Aleatória , Instituições Acadêmicas/tendênciasRESUMO
The current study, based on a survey of 1799 parents, explored parental perspectives of school absence in relation to approved grades, challenges, demands and obstacles in education for children with autism spectrum disorder. The results revealed a relatively high rate of school absenteeism for reasons other than illness. Girls had higher rates of absenteeism than boys for short durations of absence. Absenteeism was primarily caused by a lack of teacher competence regarding autism and inadequate adaptation of teaching. There were no significant differences between genders in approved grades, but the rate of failure to achieve approved grades was approximately 50%. The most common form of educational support was support from special needs teachers and adapted pedagogy.
Assuntos
Absenteísmo , Transtorno do Espectro Autista/psicologia , Educação Inclusiva/métodos , Escolaridade , Pais/psicologia , Inquéritos e Questionários , Adolescente , Transtorno do Espectro Autista/epidemiologia , Criança , Educação Inclusiva/tendências , Feminino , Humanos , Masculino , Instituições Acadêmicas/tendênciasRESUMO
BACKGROUND: Children with nonsyndromic orofacial clefts (NS OFCs) may require exceptional children's (EC) services for academic delays. We examined EC service use of children with and without NS OFCs in NC in elementary school. METHODS: We included 559 children with NS OFCs and 6,822 children without birth defects who had NC educational records. We estimated prevalence ratios, trends in enrollment, and characteristics of eligibility classification using descriptive statistics and logistic regression by cleft subtype and race/ethnicity. We estimated the odds of third grade retention by EC enrollment using logistic regression with inverse probability of treatment weights. RESULTS: Children with NS OFCs were 3.02 (95% CI: 2.50, 3.64) times as likely to receive third grade special education (SE) services compared to unaffected peers. The prevalence odds was highest among children with CL+P (OR: 4.61, 95% CI: 3.49, 6.09) declining by 54% by fifth grade. The prevalence odds of SE for white children was approximately 1.50 times that for African American children in fourth and fifth grades. Approximately 33% of children with NS OFCs within each racial/ethnic group received SE in third grade. African American children were twice as likely to receive services under specific learning disability. Children with NS OFCs receiving EC services were 44% (OR: 0.56; 95% CI: 0.13, 2.38) less likely to be retained in third grade compared to children with NS OFCs who were not receiving services. CONCLUSIONS: Children with NS OFCs are more likely to receive SE services in elementary school compared to their unaffected peers. The eligibility category differed by racial/ethnic group.
Assuntos
Educação Inclusiva/tendências , Utilização de Instalações e Serviços/tendências , Negro ou Afro-Americano/educação , Criança , Fenda Labial/epidemiologia , Fissura Palatina/epidemiologia , Educação Inclusiva/métodos , Feminino , Humanos , Modelos Logísticos , Masculino , Razão de Chances , Prevalência , Instituições Acadêmicas , População Branca/educaçãoRESUMO
In the last decade, the prevalence of children with autism spectrum disorder (ASD) without intellectual disability (ID) in schools has increased. However, there is a paucity of information on special education placement, service use, and relationships between service use and demographic variables for children with ASD without ID. This study aimed to describe and explore variation in type and amount of special education services provided to (N = 89) children with ASD. Results indicated that the largest percentage of children received services under the Autism classification (56.2%) and were in partial-inclusion settings (40.4%). The main services received were speech (70.8%) and occupational (56.2%) therapies, while few children received behavior plans (15.7%) or social skills instruction (16.9%). Correlates with service use are described.
Assuntos
Transtorno do Espectro Autista/psicologia , Transtorno do Espectro Autista/terapia , Educação Inclusiva/métodos , Instituições Acadêmicas , Habilidades Sociais , Transtorno do Espectro Autista/epidemiologia , Criança , Educação Inclusiva/tendências , Feminino , Humanos , Deficiência Intelectual/epidemiologia , Deficiência Intelectual/psicologia , Deficiência Intelectual/terapia , Masculino , Prevalência , Instituições Acadêmicas/tendências , Fala/fisiologiaRESUMO
The objective was to delineate the prevalence of criminal behavior and school discipline in juvenile justice-involved youth (JJY) with autism. A sample of 143 JJY with autism was matched to comparison groups of JJY without a special education classification, JJY with learning disabilities, and JJY with other special educational needs (N = 572). Results showed that JJY with autism committed significantly fewer property crimes. With regard to school discipline, JJY with autism were least likely to receive policy violations, out-of-school suspensions, and in-school suspensions. Finally, regardless of special education classification, JJY who had a history of fighting in school were more likely to recidivate. Our results suggest that JJY with autism are not more likely to commit crimes compared to JJY without SEN.
Assuntos
Transtorno Autístico/psicologia , Comportamento Criminoso , Educação Inclusiva , Instituições Acadêmicas , Adolescente , Transtorno Autístico/diagnóstico , Transtorno Autístico/epidemiologia , Crime/psicologia , Crime/tendências , Educação Inclusiva/tendências , Feminino , Humanos , Deficiências da Aprendizagem/diagnóstico , Deficiências da Aprendizagem/epidemiologia , Deficiências da Aprendizagem/psicologia , Estudos Longitudinais , Masculino , Prevalência , Instituições Acadêmicas/tendênciasRESUMO
There has been little evidence to support the hypothesis that diagnostic substitution may contribute to increases in the administrative prevalence of autism. We examined trends in assignment of special education codes to British Columbia (BC) school children who had an autism code in at least 1 year between 1996 and 2004, inclusive. The proportion of children with an autism code increased from 12.3/10,000 in 1996 to 43.1/10,000 in 2004; 51.9% of this increase was attributable to children switching from another special education classification to autism (16.0/10,000). Taking into account the reverse situation (children with an autism code switching to another special education category (5.9/10.000)), diagnostic substitution accounted for at least one-third of the increase in autism prevalence over the study period.
Assuntos
Transtorno Autístico/epidemiologia , Transtorno Autístico/classificação , Transtorno Autístico/diagnóstico , Transtorno Autístico/psicologia , Colúmbia Britânica , Criança , Pré-Escolar , Estudos Transversais , Avaliação da Deficiência , Educação Inclusiva/tendências , Humanos , Incidência , Encaminhamento e Consulta/tendênciasRESUMO
This investigation employs categorical content analysis processes as a mechanism to examine trends and issues in a sampling of highly cited (100+) literature in special education journals. The authors had two goals: (a) broadly identifying trends across publication type, content area, and methodology and (b) specifically identifying articles with disaggregated outcomes for students with learning disabilities (LD). Content analyses were conducted across highly cited (100+) articles published during a 20-year period (1992-2013) in a sample ( n = 3) of journals focused primarily on LD, and in one broad, cross-categorical journal recognized for its impact in the field. Results indicated trends in the article type (i.e., commentary and position papers), content (i.e., reading and behavior), and methodology (i.e., small proportions of experimental and quasi-experimental designs). Results also revealed stability in the proportion of intervention research studies when compared to previous analyses and a decline in the proportion of those that disaggregated data specifically for students with LD.
Assuntos
Bibliografias como Assunto , Educação Inclusiva/tendências , Humanos , Pesquisa QualitativaRESUMO
OBJECTIVE: Although data on publicly available special education are informative and offer a glimpse of trends in autism spectrum disorder (ASD) and use of educational services, using these data for population-based public health monitoring has drawbacks. Our objective was to evaluate trends in special education eligibility among 8-year-old children with ASD identified in the Autism and Developmental Disabilities Monitoring Network. METHODS: We used data from 5 Autism and Developmental Disabilities Monitoring Network sites (Arizona, Colorado, Georgia, Maryland, and North Carolina) during 4 surveillance years (2002, 2006, 2008, and 2010) and compared trends in 12 categories of special education eligibility by sex and race/ethnicity. We used multivariable linear risk regressions to evaluate how the proportion of children with a given eligibility changed over time. RESULTS: Of 6010 children with ASD, more than 36% did not receive an autism eligibility in special education in each surveillance year. From surveillance year 2002 to surveillance year 2010, autism eligibility increased by 3.6 percentage points ( P = .09), and intellectual disability eligibility decreased by 4.6 percentage points ( P < .001). A greater proportion of boys than girls had an autism eligibility in 2002 (56.3% vs 48.8%). Compared with other racial/ethnic groups, Hispanic children had the largest increase in proportion with autism eligibility from 2002 to 2010 (15.4%, P = .005) and the largest decrease in proportion with intellectual disability (-14.3%, P = .004). CONCLUSION: Although most children with ASD had autism eligibility, many received special education services under other categories, and racial/ethnic disparities persisted. To monitor trends in ASD prevalence, public health officials need access to comprehensive data collected systematically, not just special education eligibility.