The association of exposure to air pollution and depression in women; a cross-sectional study of a middle-income country.

Air pollution exposure has been related with mental disorders, especially depression; however, the available evidence on these associations in Low and Middle-Income Countries (LMICs) is scarce. Therefore, we aimed to assess the relationship between particulate matter (PM) exposure and indicators of traffic with depressive symptoms in women of Sabzevar, Iran. This cross-sectional study was based on 741 women aged 15-45 years (adults) in 2019. The annual average of PM10, PM2.5 and PM1 at home was estimated using land use regression (LUR) models. Street map of Sabzevar was used to calculate the indicators of traffic, i.e., the proximity to major roads and total street length buffers with 100, 300 and 500 m radii around the participants' homes. We used the Center for Epidemiological Studies- Depression (CESD-20) Scale in the general population to measure depression scores. Quasi-Poisson models and logistic regression were used to examine the association and odds ratios of exposure to air pollution and depression scores adjusted for relevant covariates. Exposure to PM10, PM2.5 and PM1 and total street length in 100 m buffer were significantly associated with higher depression scores. In fully adjusted model, an interquartile range (IQR) increase in PM10, PM2.5 and PM1 concentration as well as total street length in 100 m buffer was associated with 1.25 (95% CI:1.03, 1.52, P-value = 0.02), 1.16 (95% CI: 1.06, 1.26, P-value< 0.01), 1.16 (95% CI: 1.03, 1.29, P-Value = 0.01) and 1.15 (95% CI: 1.06, 1.25, P-value< 0.01) odds of clinical depression, respectively. For street length in 300 and 500 m buffers and proximity to major roads, no statistically significant increased risk of clinical depression were observed. Overall, our findings recommended that air pollution exposure has increased the risk of clinical depression in women.

Success in changing stuttering attitudes: A retrospective analysis of 29 intervention studies.

BACKGROUND: Against the backdrop of hundreds of studies documenting negative stereotypes and stigma held by the public regarding people who stutter, a substantial number of investigations have attempted to improve public attitudes and measure their results with a standard instrument, the Public Opinion Survey of Human Attributes-Stuttering (POSHA-S). Although the majority of interventions have been moderately to quite successful, a substantial minority have been unsuccessful. PURPOSE: This study sought to determine what properties of interventions and demographic variables were predictive of least to most successful interventions. Preliminary to that, however, it required the division of samples into clearly differentiated categories of success. METHOD: Twenty-nine different study samples containing 934 participants were categorized into four levels of success of interventions according to pre versus post POSHA-S summary mean ratings. Intervention properties and demographic characteristics and for each success category were analyzed for their predictive potential of successful attitude improvement. RESULTS: Interventions characterized by high interest or involvement, meaningful material, and content that respondents found to be relevant, but not excessive, tended to be associated with more successful interventions. In contrast, demographic variables were weak predictors of intervention success. CONCLUSION: The authors hypothesize that maximally effective interventions reflect optimal matches between participant characteristics and intervention features, although the critical variables in each are not yet apparent.

Meaningful Words and Non-Words Repetitive Articulatory Rate (Oral Diadochokinesis) in Persian Speaking Children.

Repetitive articulatory rate or Oral Diadochokinesis (oral-DDK) shows a guideline for appraisal and diagnosis of subjects with oral-motor disorder. Traditionally, meaningless words repetition has been utilized in this task and preschool children have challenges with them. Therefore, we aimed to determine some meaningful words in order to test oral-DDK in Persian speaking preschool children. Participants were 142 normally developing children, (age range 4-6 years), who were asked to produce /motæka, golabi/ as two meaningful Persian words and /pa-ta-ka/ as non-word in conventional oral-DDK task. We compared the time taken for 10-times fast repetitions of two meaningful Persian words and the tri-syllabic nonsense word /pa-ta-ka/. Praat software was used to calculate the average time that subjects took to produce the target items. In 4-5 year old children, [Formula: see text] of time taken for 10-times repetitions of /pa-ta-ka, motæka, golabi/ were [Formula: see text], and [Formula: see text] seconds respectively, and in 5-6 year old children were [Formula: see text], and [Formula: see text] seconds respectively. Findings showed that the main effect of type of words on oral diadochokinesis was significant ([Formula: see text]). Children repeated meaningful words /motæka, golabi/ faster than the non-word /pa-ta-ka/. Sex and age factors had no effect on time taken for repetition of oral-DDK test. It is suggested that Speech Therapists can use meaningful words to facilitate oral-DDK test for children.

The scholastic achievement of profoundly deaf children with cochlear implants compared to their normal peers.

BACKGROUND: The scholastic achievement of children with cochlear implants is one of the most important determinants of recipients' quality of life after cochlear implantation. The present study aimed to study the scholastic achievement of 27 children with cochlear implants attending mainstream schools and to compare their scholastic performance to their normal-hearing peers. METHODS: From 30 children living in Tehran with an average age of 40 months at the time of cochlear implantation at our center, 27 participated in this study. The results of children's examinations and their performance in Persian literature, mathematics, and dictation in comparison to their normal peers and their overall scholastic performance during final examinations were the two measures utilized to assess the children's school performance. Parents reported their children's medical and educational history, characteristics of the family, and their participation in their children's therapy by completing questionnaires. RESULTS: Mean score was 18.84 (SD=2.86) for mathematics, 19.18 (SD=1.59) for Persian literature, 19.35 (SD=1.36) for dictation, and 19.19 (SD=1.54) for overall academic performance. Compared to their normal-hearing classmates, most children with cochlear implants had an above- average performance in mathematics, Persian literature, and dictation (59.3%, 66.7%, and 74.1%, respectively). The overall examination results showed that nearly half of them (48.1%) performed above average. CONCLUSION: The results of this study well indicate that children with cochlear implants can achieve a satisfactory scholastic performance in mainstream schools with their implant duration as the most important factor determining postimplant outcomes.