Academic literature on the topic 'Children's screen use'
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Journal articles on the topic "Children's screen use"
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McKnight, Lorna, and Brendan Cassidy. "Children's Interaction with Mobile Touch-Screen Devices." International Journal of Mobile Human Computer Interaction 2, no. 2 (April 2010): 1–18. http://dx.doi.org/10.4018/jmhci.2010040101.
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In this article, the authors investigate the usability of mobile touch-screen devices for children. This is a growing area, and as such there is currently a lack of definitive guidelines for mobile device designers. This article reports two studies that investigated input methods for touch-screens with children aged 7-10, concentrating on the interaction between the child and the devices. In the first study, a range of devices were observed in use, in order to gather overall impressions of interaction styles and user experience. In the second study, a more controlled comparison between stylus and finger input is made. The article concludes by offering a set of general design guidelines for the design of mobile devices for children.
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Hancock, David. "The effects of screen use on children's health and development." Journal of Health Visiting 9, no. 2 (February 2, 2021): 62–64. http://dx.doi.org/10.12968/johv.2021.9.2.62.
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Screen use by children has increased and starts at an earlier age; but in many cases evidence of the effects is not definitive. Dave Hancock reports on what is known, with some recommendations for advice for parents
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Paisi, Martha, Robert Witton, and Anastasios Plessas. "Is there an association between children's screen use and cariogenic diet?" Evidence-Based Dentistry 20, no. 4 (December 2019): 115–16. http://dx.doi.org/10.1038/s41432-019-0064-z.
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Paisi, Martha, Robert Witton, and Anastasios Plessas. "Is there an association between children's screen use and cariogenic diet?" BDJ Team 7, no. 2 (February 2020): 28–29. http://dx.doi.org/10.1038/s41407-020-0231-2.
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Pall, Martin L. "Science Has Not Proven That Screen Use Impacts Children's Brain Development." JAMA Pediatrics 174, no. 8 (August 1, 2020): 804. http://dx.doi.org/10.1001/jamapediatrics.2020.0625.
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Ophir, Yaakov, Refael Tikochinski, and Hananel Rosenberg. "Science Has Not Proven That Screen Use Impacts Children's Brain Development." JAMA Pediatrics 174, no. 8 (August 1, 2020): 805. http://dx.doi.org/10.1001/jamapediatrics.2020.0635.
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Wood, Charles T., Asheley Cockrell Skinner, Jane D. Brown, Callie L. Brown, Janna B. Howard, Michael J. Steiner, Andrew J. Perrin, Cary Levine, Sophie N. Ravanbakht, and Eliana M. Perrin. "Concordance of Child and Parent Reports of Children's Screen Media Use." Academic Pediatrics 19, no. 5 (July 2019): 529–33. http://dx.doi.org/10.1016/j.acap.2019.04.002.
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Almaqhawi, Abdullah, and Mohammed Albarqi. "The effects of technology use on children's physical activity: a cross-sectional study in the Eastern province of Saudi Arabia." Journal of Medicine and Life 15, no. 10 (October 2022): 1240–45. http://dx.doi.org/10.25122/jml-2022-0148.
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Recently, a considerable amount of literature has been concerned with the impact of screen time on physical activity. Furthermore, recent evidence reveals that children under 14 spend an average of 23 hours each week looking at screens, including watching TV and DVDs, playing video games, or using a computer or mobile device. This study aimed to determine the relationship between technology use and physical activity. 277 parents completed an online questionnaire in this cross-sectional investigation. The questionnaire comprised 44 closed-ended questions divided into three sections: demographics, the impact of technology on children, and the Children's Physical Activity Questionnaire (CPAQ). 88 (31.8%) of children reported up to 5 hours of screen time per day, while 189 (68.2%) reported 6 hours or more. According to the CPAQ, 131 (47.3%) children had a low level of physical activity, 96 (34.7%) had a moderate level, and 50 (18.1%) had a high level. There was a strong relationship between parental age and child screen time, with 24.9% of children with screen time greater than 6 hours having parents aged 35–40 years, compared to 28.4% of children with screen time less than 5 hours having parents aged 25–30 years. Inadequate physical activity in children was linked to the number of siblings, ownership of electronic devices, and screen time. Physical activity should be increased through lifestyle changes that the entire family can implement.
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Babusabgari, Shajeeda, and Bhavani Bangarkodi Balakrishna. "Exposure and use of digital media among under-five children." International Journal of Contemporary Pediatrics 8, no. 9 (August 23, 2021): 1539. http://dx.doi.org/10.18203/2349-3291.ijcp20213315.
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Background: The use of digital media, such as television, smart phones, tablets, iPod has become a significant part of children’s lives. Children's exposure to digital media is increasing, as are concerns about the impact that screen time has on children and families. The study evaluates the exposure and use of digital media among under five children.Methods: The study was conducted among mothers of under-five children attending Paediatric outpatient department of a hospital. The sample included 150 mothers of under-five children. A structured questionnaire was used to collect data on selected demographic variables. A modified rating scale was used to elicit data regarding the exposure and use of digital media among under-five children.Results: Around half of children were exposed to smartphones between 1-2 years of age. During infancy around forty percent of children were exposed to smart phones. More than half the mothers used mobile devices while doing household chores. A higher proportion of under five children had increased screen time and large proportion (65.3%) of under-five children had high levels of exposure to digital media.Conclusions: A significant number of under five children were using the digital media and screen time exposure exceeded than that of recommended limit.
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Daud, Ahmad Zamir Che, Nurul Afiq'ah Aman, Chi-Wen Chien, and Jenni Judd. "The effects of touch-screen technology usage on hand skills among preschool children: a case-control study." F1000Research 9 (November 9, 2020): 1306. http://dx.doi.org/10.12688/f1000research.25753.1.
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Background: Little is known on how time spent on touch-screen technology affects the hand skills development of preschool children. This study aimed to investigate the effects of touch-screen technology usage on hand skills among preschool children. Methods: Case-control design was employed to compare the hand skills of children who were engaged in touch-screen technology. A total of 128 participants aged between five and six years old who attended preschool were recruited and divided into two groups: high usage touch-screen technology (HUTSTG) and, low usage touch-screen technology (LUTSTG). Children's Hand Skills ability Questionnaire (CHSQ) and Assessment of Children's Hand Skills (ACHS) were used to evaluate the children's hand skills. Results: There were significant differences in the hand skills of preschool children between HUTSTG and LUTSTG. Results showed that preschool children in LUTSTG had better hand skills in all domains of CHSQ (p≤0.001) and ACHS (p<0.001) as compared to HUTSTG. Conclusion: Frequent use of touch-screen technology might cause disadvantages to the development of hand skills among preschool children.
Dissertations / Theses on the topic "Children's screen use"
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Selinder, Marita. ""Surfnacke"- ett växande hälsoproblem bland ungdomar? : Skärmbaserade aktiviteter, fysisk inaktivitet, muskuloskeletala symptom och smärtintensitet." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2841.
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The aim of this study was to analyse ninth graders self reported screen based activities, sedentary time and musculoskeletal symptoms and pain intensity. The other aim was to examine changes regarding musculoskeletal pain and inactivity between ninth graders from a cross sectional study in year 2004. To meet this aim, following questions were designed: How is the relationship between screen based activities, inactivity, musculoskeletal symptoms, pain intensity and differences between girls and boys? How have musculoskeletal symptoms and screen time changed since year 2004? Method: The method used for this study was a quantitative method. The research was carried out using a questionnaire that was answered by pupils from 11 schools from all over Sweden. The response rate was 85 % (n=465). The level of statistical significance was set at p<0.05. Results: Mobile phones were used three times more by girls and TV Games were used seven times more by the boys. Tablet computers were used more randomly by 80% of the youths. Headache occurred 58% and neck pain occurred 68 % with those who used mobile phone >3 and >5 hours per day. Backache occurred with 19% of those watching TV > 3 hrs. Headache ongoing for more than a month occurred twice as much among the girls and was perceived as having a severe effect on everyday life. Boys reported neck ache and shoulder ache longer than a month somewhat to a greater extent. Nearly twice as many of the boys considered themselves being more physical active and resemble the most active person. Total sedentary time was not significant but a third of the youths reported that sitting time for 7-9 hrs during weekdays and 4-6 hrs during weekends. Differences between 2004 and 2013 showed that occurrence of ache and continuous back pain decreased whilst headache and continuous back pain increased with the boys. Conclusions: Headaches, neck pain and backaches are common among 9th graders and it seems to be a relationship with time exposure to different screen activities. Further research investigating gender differences and pain is important, in particular among girls who seem to be more vulnerable.Studiens syfte var att analysera niondeklassares självrapporterade skärmbaserade aktiviteter, fysisk inaktivitet samt muskuloskeletala symptom, smärtintensitet och påverkan i vardagen. Vidare var syftet att göra jämförelser med resultat från en tvärsnittsstudie år 2004 i samma skolor för att se eventuella skillnader. Frågeställningarna var: Hur ser sambandet ut med skärmbaserade aktiviteter, fysisk inaktivitet samt muskuloskeletala symtom, smärtintensitet och påverkan i vardagen? Finns några könsskillnader? Hur har muskuloskeletala besvär, inaktivitet och skärmbaserad tid förändrats i jämförelse med niondeklassare år 2004? Metod: En kvantitativ tvärsnittsstudie med enkäter som besvarades av 465 elever (85 %) på 11 skolor. Populationen hämtades från SIH projektet år 2004 som bestod av ett slumpmässigt urval från skolor i hela Sverige. Resultat: Mobiltelefonen användes av tre gånger så många flickor, TV spel av sju gånger så många pojkar. Surfplatta användes aldrig eller sällan av 80 %. Nackvärk och huvudvärk förekom ofta bland 68 % respektive 58 % av de som använde mobilen >3 timmar eller mer. Ryggvärk förekom bland 19 % som tittade TV > 3 timmar. Huvudvärk mer än en månad förekom dubbelt så ofta hos flickor och upplevdes ha en svår påverkan i vardagen. Dubbelt så många pojkar ansåg sig mest fysiskt aktiva i vardagen och ansåg sig likna den person som är mest fysiskt aktiv. Stillasittande tid var inte signifikant men en tredjedel av ungdomarna uppgav att de sitter stilla 7-9 h på vardag och 4-6 h på helgdag. Mellan år 2004 och år 2013 ökade förekomsten av huvudvärk och pågående ryggsmärta bland pojkar. Slutsats: Smärta i huvud, nacke och rygg är ofta förekommande bland niondeklassare och samband tycks finnas med långvarig exponering av olika skärmbaserade aktiviteter Självrapporterad smärta har i jämförelse med en tvärsnittsstudie år 2004 minskat förutom huvudvärk och ryggsmärta som ökat bland pojkar. Vidare forskning kring könsskillnader och smärta är angeläget i synnerhet bland flickor som är mer drabbade.
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Schlembach, Sue. "Parent's Beliefs, Attitudes and Behaviors: An Examination into the Interactions Between Parents and their Young Children During Household Screen Media Use." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337363793.
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Salminen, Matilda, and Cecilia Axelsson. "Barns påverkan av skärmtid - ur ett hälsoperspektiv." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27116.
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Axelsson C & Salminen M. Barns påverkan av skärmtid. En systematisk litteraturstudie. Magisteruppsats i pediatrisk omvårdnad 15 högskolepoäng. Malmö universitet: Fakulteten för hälsa och samhälle, Institutionen för vårdvetenskap, 2019.Bakgrund: Skärmtid har ökat explosionsartat den senaste tiden och kan ses som en naturlig del av vardagen i alla åldrar. Barnsjuksköterskor inom barnhälsovården träffar flera olika barn och föräldrar, och numera ingår även skärmtid som en del av det hälsofrämjande arbetet. Barn som går på BVC befinner sig i en känslig utvecklingsfas där många olika funktioner, fysiska som psykiska formas. Av den anledningen är det viktigt att kunskapen kring skärmtids påverkan på barn i denna ålder ökar.Syfte: Syftet med litteraturstudien var att undersöka hur barns hälsa påverkas av skärmtid.Metod: En systematisk litteraturstudie som baserades på 15 artiklar med kvantitativ ansats. Databassökningen gjordes i Cinahl, PubMed och PsycInfo genom olika sökblock. Studierna granskades med SBU:s granskningsmall för observationsstudier. Resultaten analyserades och presenterades i tabellform samt deskriptiv form.Resultat: Resultatet som framkom kunde ses utifrån olika hälsoperspektiv relaterat till barns skärmtid vilka var sömn, beteende och kognitiv utveckling samt BMI och kardiometabolisk påverkan. En negativ påverkan identifierades på barns sömn, beteende och kognitiva funktion samt även ett förhöjt BMI. Däremot sågs ingen kardiometabolisk påverkan.Konklusion: Det finns flera samband mellan barns skärmtid och hälsa vilket är en viktig aspekt att förhålla sig till som barnsjuksköterska inom barnhälsovården. Genom att samtala med föräldrar och barn om skärmtid kan hälsan förbättras.Nyckelord: Barnhälsa, hälsa, förskolebarn, media, spädbarn, tvAxelsson C & Salminen M. Children's influence of screen time. A systematic literature study. Master's thesis in pediatric nursing 15 credits. Malmö University: Faculty of Health and Society, Department of Health Care Sciences, 2019.Background: Screen time has increased explosively lately and can be seen as a natural part of the everyday life of all ages. Pediatric nurses in child health care meet several different children and parents, and nowdays screen time is as part of the health promotion work. Children who attend the BVC are in a sensitive development phase where many different functions, physical and mental, are formed. For this reason, it is important that the knowledge of screen time affects children of this age increases.Aim: The aim of the literature study was to investigate how children's health is affected by screen time.Method: A systematic literature study based on 15 articles with a quantitative approach. The database search was done in Cinahl, PubMed and PsycInfo through various search blocks. The studies were examined with SBU's review template for observation studies. The results were analyzed and presented in tabular and in descriptive form.Result: Three different themes in relation to children's screen time were reported in the result which were sleep, behaviour and cognitive development as well as BMI and cardiometabolic influence. A negative impact was identified on children's sleep, behaviour and cognitive function as well as an elevated BMI. However, no cardiometabolic effect was seen.Conclusion: There are several connections between children's screen time and health, which is an important aspect to relate to as a pediatric nurse in child health care. By talking to parents and children about screens, health can be improved.Keywords: child health, health, infants, preschool children, television, media.
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Emens, Rebecca Anne. "The use of a behavior screener to predict outcomes on high stakes tests for elementary school students." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-07212008-084944.
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Thesis (Ph.D.)--Mississippi State University. Department of Counseling, Educational Psychology, and Special Education [Department of Counseling and Educational Psychology]Title from title screen. Includes bibliographical references.
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Martin, Katie Bianca. "Interventions to control children’s screen use and their effect on sleep: a systematic review and meta-analysis." Thesis, 2021. http://hdl.handle.net/2440/130158.
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Prolonged viewing of screen-based media is associated with poor sleep in children. Previous systematic reviews have analysed the effectiveness of interventions aiming to limit children’s screen use, however, none have evaluated their effect on sleep. The objective of the systematic review and meta-analysis presented in this thesis was to determine the effect of interventions that incorporate strategies to control children’s screen use on improving screen use and sleep. The databases PubMed, Embase, Eric, Scopus and PsycINFO were searched in October 2017 and updated in February 2019. Studies selected for inclusion used an experimental design to assess interventions to control screen use in children aged two to 14 years and reported outcomes for both screen use and sleep. From 3,872 initial records, 11 studies (six randomised controlled trials [RCT], four cluster-RCTs and one cluster, quasi-experimental) were eligible for inclusion. A total of 4,656 children aged two to 13 years were included. Studies generally inadequately controlled for potential sources of bias, particularly the use of subjective measures for screen-use and sleep. The included interventions focussed on education to control screen-use, delivered to the carer and/or child at school or home, either via face-to-face, online or posted hard-copy. Common behaviour modification strategies to control screen use included use of media budgeting, goal setting, provision on alternative activities, ensuring mealtimes and bedtimes are screen-free and ‘screen-free’ challenges. Interventions ranged from two weeks to 12 months duration. The mean reduction in screen time was 0.56 hours (33 minutes) per day (95% CI = 0.92, 0.20; seven studies) and the mean sleep duration increased by 0.19 hours (11 minutes) per day (95% CI = 0.05, 0.33; nine studies). Weekday bedtime advanced by 0.16 hours (10 minutes) and by 1.0 hour on the weekend. Subgroup analyses indicated that improvements in sleep duration and reduced screen time was greater with interventions of shorter duration (less than three months); that specifically targeted screen use or sleep or had direct participant contact. In conclusion, small improvements in screen time and sleep duration can be achieved in children through interventions designed to control screen use. It is not possible to determine if a reduction in screen time directly improves sleep due to the limited number of studies, the presence of co-interventions, and issues with study methodological quality and heterogeneity. It is recommended that future research employ objective measures of screen use and sleep outcomes and attempt to measure or control factors known to influence these outcomes, such as background screen use and exposure to age-inappropriate or violent content.Thesis (MClinSc) -- University of Adelaide, School of Public Health, 2021
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Chuang, Shu-Yuan, and 莊淑媛. "A Study of 3C Product Use, Behavioral Performance, and Learning Attitude among Young Children of the Touch-Screen Generation." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/sf5vhg.
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碩士國立臺中教育大學
幼兒教育學系碩士在職專班
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The purpose of this study was to investigate the current statuses of, differences in, and correlations between 3C product use, behavioral performance, and learning attitude among young children of the “Touch-Screen Generation”. The instrument was a self-developed “Questionnaire on the touch-screen generation’s 3C product use”. This questionnaire was administered to students of registered public and private kindergartens nationwide as well as their parents. A total of 1000 copies of the questionnaires were distributed, and 876 valid responses were returned. Data were analyzed using methods including descriptive statistics, independent sample t-test, one-way ANOVA, and Pearson product-moment correlation. The main findings were as follows: 1. Using 3C products was extremely common among the young children of the touch-screen generation. 2. The parents’ scores on “The scale of overall attitude toward young children’s 3C product use” varied significantly by parents’ “parenting role”, “education degree”, “occupation”, and “monthly household income”. 3. The young children’s scores on “The scale of overall behavioral performance” varied significantly by “length of time of using”, “age of initial use”, “frequency of using”, and “duration of each use”; their scores on “The scale of overall learning attitude” differed significantly across “durations of each use”. 4. The parents’ scores on “The scale of overall attitude toward young children’s 3C product use” also varied significantly by young children's “length of time of using”, “age of initial use”, “frequency of using”, and “duration of each use”. 5. “Parents’ attitude toward young children’s 3C product use”, “young children’s behavioral performnce”, and “young children’s learning attitude” were positively correlated. 6. All the items about “young children’s 3C product use” were found to be significantly related to “parents’ attitude toward young children’s 3C product use”, “young children’s behavioral performance”, and “young children’s learning attitude”. Results of this study can be a reference for parents, preschool educator, government authorities, and future researchers.
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Marques, Inês dos Santos. "Ecrãs ao fim do dia, tipo diurno, sono e sintomas psicológicos em crianças do pré-escolar e do 1.º CEB: Potencial impacto dos ecrãs ao fim do dia sobre o sono." Master's thesis, 2021. http://hdl.handle.net/10316/99339.
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Dissertação de Mestrado Integrado em Psicologia apresentada à Faculdade de Psicologia e de Ciências da EducaçãoO uso de ecrãs, por parte de crianças de idade pré-escolar e escolar, mostra-se cada vez mais elevado, sendo superior ao recomendado. Um maior uso de ecrãs encontra-se associado a mais problemas de sono. O objetivo principal do presente estudo centrou-se na compreensão da relação entre o uso de ecrãs ao fim do dia e o padrão de sono-vigília em crianças de idade pré-escolar e escolar. Para além disso, pretendeu-se averiguar se o tempo de utilização dos ecrãs ao fim do dia se mantinha um preditor significativo das variáveis de sono, quando controladas outras variáveis, como o tipo diurno. O presente estudo conta com uma amostra total de 605 crianças, sendo 186 de idade pré-escolar (4-6 anos) e 419 de idade escolar (7-9 anos). Os resultados sobre o uso de ecrãs, sono e sintomatologia psicológica foram obtidos através das respostas dos encarregados de educação a diferentes instrumentos de avaliação (QCTC, PSVC, QUEN e SDQ-Por). Um grande número de crianças utiliza ecrãs ao fim do dia, não se verificando diferenças entre crianças de idade pré-escolar e escolar ou entre os tipos diurnos. Este estudo proporcionou os primeiros dados sobre o uso de ecrãs ao fim do dia, em crianças, em função do tipo diurno. O uso de ecrãs ao fim do dia associa-se a diferentes variáveis de sono, como horas de levantar e de deitar mais tardias ou um período de sono mais reduzido. Além disso, o tempo de utilização de ecrãs ao fim do dia mostrou-se um preditor significativo dos parâmetros de sono mencionados, mesmo após o controlo de outras variáveis como o tipo diurno das crianças.
The screen use, by preschool and primary school-age children, is increasingly high, being higher than recommended. This has been associated with more sleep problems.The main goal of the present study was to understand the relationship between evening screen use and the sleep-wake pattern in preschool and primary school-age children. In addition, it was intended to investigate whether evening screen time remained a significant predictor of sleep variables, when controlling for other variables, such as diurnal type.The present study has a total sample of 605 children, being 186 of preschool-age (4-6 years) and 419 of school-age (7-9 years). The results of screen use, sleep and psychological symptoms were obtained through parents’ responses to different assessment instruments (QCTC, PSVC, QUEN and SDQ-Por).A large number of children use screens at the end of the day, with no differences between preschool and school-age children or between morning, intermediate and evening children. This study provided the first data on the evening screen use, in children, as a function of diurnal type.The evening screen use is associated with different sleep variables, such as later get-up times and bedtimes or a shorter sleep period. Furthermore, the evening screen time was a significant predictor of those sleep variables, even after controlling for other variables such as the children’s diurnal type. Abstract: The screen use, by preschool and primary school-age children, is increasingly high, being higher than recommended. This has been associated with more sleep problems.The main goal of the present study was to understand the relationship between evening screen use and the sleep-wake pattern in preschool and primary school-age children. In addition, it was intended to investigate whether evening screen time remained a significant predictor of sleep variables, when controlling for other variables, such as diurnal type.The present study has a total sample of 605 children, being 186 of preschool-age (4-6 years) and 419 of school-age (7-9 years). The results of screen use, sleep and psychological symptoms were obtained through parents’ responses to different assessment instruments (QCTC, PSVC, QUEN and SDQ-Por).A large number of children use screens at the end of the day, with no differences between preschool and school-age children or between morning, intermediate and evening children. This study provided the first data on the evening screen use, in children, as a function of diurnal type.The evening screen use is associated with different sleep variables, such as later get-up times and bedtimes or a shorter sleep period. Furthermore, the evening screen time was a significant predictor of those sleep variables, even after controlling for other variables such as the children’s diurnal type.
FCT
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Herold, M. P. (Marina Patricia). "The use of word prediction as a tool to accelerate the typing speed and increase the spelling accuracy of primary school children with spelling difficulties." Diss., 2004. http://hdl.handle.net/2263/28139.
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Word prediction has been offered as support for children with spelling difficulties. The literature however has shown wide-ranging results, as the use of word prediction is at the cost of time and fatigue due to increased visual-cognitive demands. Spelling support with word prediction is through word completion, keystroke reduction and the interactive process between spelling and reading. The research project was a cross-over within-subject design using 80 Grade 4 – 6 children with spelling difficulties in a school for special needs. The research task took the form of entering 30 words through an on-screen keyboard, with and without the use of word prediction software. The subjects were divided into four groups, who completed the research task in combinations of one of two equivalent wordlists and the presentation order of the typing method used. The Graded Word Spelling Test, administered before the study began, served to investigate whether there was a relationship between the children’s current spelling knowledge and word prediction efficacy. The results indicated an increase in spelling accuracy with the use of word prediction, but at the cost of time and the tendency to use word approximations, which decreased as grade and age increased. Children’s current spelling knowledge could not serve as an indicator of who would be most likely to benefit from word prediction use. The cross-over design counter-balanced the effects of the inequalities in the two wordlists and the effects of practice and fatigue noted in the presentation order. Further research into the impact that more extensive training and practice would have on word prediction efficacy and the usefulness of word prediction in more functional writing is necessary.Dissertation (M (Augmentative and Alternative Communication))--University of Pretoria, 2005.
Centre for Augmentative and Alternative Communication (CAAC)
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Books on the topic "Children's screen use"
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Meeusen, Meghann. Children's Books on the Big Screen. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496828644.001.0001.
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Adaptation studies scholars suggest that no matter how interesting it may be to pick apart a film’s consistency with and departure from its source, these approaches can be limiting because books and movies operate as two very different mediums. Children’s Books on the Big Screen moves away from this approach by tracing a pattern across films for young viewers to highlight a consistent trend: when films are adapted from children’s and YA books, concepts like self/other, male/female, and adult/child become more strongly contrasted and more diametrically opposed in the film version. Children’s Books on the Big Screen describes this as binary polarization, suggesting that more stark opposition between concepts leads to shifts in the messages that texts send, particularly when it comes to representations of gender, race, and childhood. After introducing why critics need a new way of thinking about children’s adapted texts, Children’s Books on the Big Screen uses middle-grade fantasy adaptations to consider the reason for binary polarization and looks at the ideological results of polarized binaries in adolescent films and movies adapted from picturebooks. The text also explores movies adapted from The Wonderful Wizard of Oz to dig into instances when multiple films are adapted from a single source and ends with pragmatic classroom application, suggesting teachers might utilize this theory to help students think critically about movies created by the Walt Disney corporation. Drawing from numerous popular contemporary examples, Children’s Books on the Big Screen posits a theory that can begin to explain what happens—and what is at stake—when children’s and young adult books are made into movies.
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Phillips, Katharine A. Assessment of Body Dysmorphic Disorder : Screening, Diagnosis, Severity, and Insight. Edited by Katharine A. Phillips. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190254131.003.0017.
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This chapter discusses assessment of body dysmorphic disorder (BDD), including diagnosis and screening as well as potential diagnostic pitfalls and how to avoid them. Measures used to screen for BDD, diagnose BDD, and assess BDD severity and BDD-related insight are reviewed, and guidelines for their use are provided. This chapter also discusses assessment of BDD in children and adolescents and assessment of patients who seek cosmetic procedures (such as surgery or dermatologic treatment) for appearance concerns. Because BDD is common, often severe, and usually missed in clinical settings, clinicians and researchers should routinely screen for BDD. Screening is especially recommended in mental health, substance abuse, dermatology, cosmetic surgery, and other cosmetic treatment settings. It is also important to screen for BDD when patients manifest clues suggesting a possible diagnosis of BDD (e.g., BDD rituals, camouflaging of disliked body areas, and social anxiety or avoidance).
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Puntis, John. Obesity. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198759928.003.0022.
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Obesity is the most common nutritional disorder affecting children in the developed world. The marked increase in prevalence is linked to environmental and behavioural changes; children’s energy expenditure has undoubtedly decreased. Obese children often become obese adults; children from lower socioeconomic groups are more likely to be obese. Obesity is a risk factor for ischaemic heart disease, hypertension, stroke, type 2 diabetes, depression, and certain cancers. There is no proven preventive strategy but limiting time in front of computer and TV screens appears important. Obese children are relatively tall; the combination of obesity with short stature suggests underlying disease (e.g. hypothyroidism; Cushing’s syndrome should be considered). Treatment should be considered if body mass index is greater than the 98th centile and the family are willing to make the necessary lifestyle changes. Drug and surgical treatments have a role in a small number of children, but should always be used on a background of a behavioural weight management programme.
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Collard, Dorine CM, Joske Nauta, and Frank JG Backx. Epidemiology and prevention of injuries in physical education. Edited by Neil Armstrong and Willem van Mechelen. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198757672.003.0041.
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Since physical education (PE) classes are often obligatory, the number of injuries sustained during physical education classes is high. The most frequently reported type of injury in PE classes changes as children grow older. Young children (under 12 years of age) most often injure their wrist and elbow, while the incidence of injuries in older children (over 12 years of age) is highest in the hand and ankle. PE classes containing activities like gymnastics and ball games result in the most damage, and PE teachers must play a key role in the prevention of PE-related injuries. PE teachers are responsible for creating a safe environment for sports and play, not only by ensuring that protective devices are used properly, but that equipment is in good order. They should also modify rules as well as screen their pupils for any physical limitations.
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Screen-Smart Parenting: How to Find Balance and Benefit in Your Child's Use of Social Media, Apps, and Digital Devices. Guilford Publications, 2014.
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Gold, Jodi, and Tory Burch. Screen-Smart Parenting: How to Find Balance and Benefit in Your Child's Use of Social Media, Apps, and Digital Devices. Guilford Publications, 2014.
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Screen-smart parenting: How to find balance and benefit in your child's use of social media, apps, and digital devices. The Guilford Press, 2015.
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Phillips, Katharine A. Body Dysmorphic Disorder in Children and Adolescents. Edited by Katharine A. Phillips. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190254131.003.0014.
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Body dysmorphic disorder (BDD) usually has its onset during childhood or adolescence. Prevalence studies indicate that BDD is common in adolescents. BDD symptoms in children and adolescents appear largely similar to those in adults, although BDD may be somewhat more severe in youth. Youth with BDD typically have poor psychosocial functioning and mental health–related quality of life. BDD often causes academic underachievement, social avoidance, and other types of psychosocial impairment; it may lead to school refusal and dropping out of school. Suicidal ideation and attempts, physical aggression behavior that is attributable to BDD symptoms, and substance use disorders are common risk behaviors in youth with BDD. BDD can derail the developmental trajectory, which makes appropriate treatment especially important during childhood and adolescence. Youth in mental health settings and cosmetic treatment settings, as well as youth who express suicidal ideation or have attempted suicide, should be screened for BDD.
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Baron, Naomi S. How We Read Now. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.001.0001.
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The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now offers a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policy makers need to select classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital reading compare when the aim is learning. Yet the gap between what scholars and the larger public know is huge. How We Read Now closes the gap. The book begins by sizing up the state of reading today, revealing how little reading students have been doing. The heart of the book connects research insights to practical applications. Baron draws on work from international researchers, along with results from her collaborative studies of student reading practices ranging from middle school through college. The result is an impartial view of the evidence, including points on which the jury is still out. The book closes with two challenges. The first is that students increasingly complain print is boring. And second, for all the educational buzz about teaching critical thinking, digital reading is inherently ill suited for cultivating these habits of mind. Since screens and audio are now entrenched—and valuable—platforms for reading, we need to rethink how to help learners use them wisely.
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Rice, Christina. Mean...Moody...Magnificent! University Press of Kentucky, 2021. http://dx.doi.org/10.5810/kentucky/9780813181080.001.0001.
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By the early 1950s, Jane Russell (1921-2011) should have been forgotten. Her career was launched on what is arguably the most notorious advertising campaign in cinema history, which invited filmgoers to see Howard Hughes's The Outlaw (1943) and to "tussle with Russell." Throughout the 1940s, she was nicknamed the "motionless picture actress" and had only three films in theaters. With such a slow, inauspicious start, most aspiring actresses would have given up or faded away. Instead, Russell carved out a place for herself in Hollywood and became a memorable and enduring star.Christina Rice offers the first biography of the actress and activist perhaps most well-known for her role in Gentlemen Prefer Blondes (1953). Despite the fact that her movie career was stalled for nearly a decade, Russell's filmography is respectable. She worked with some of Hollywood's most talented directors—including Howard Hawks, Raoul Walsh, Nicholas Ray, and Josef von Sternberg—and held her own alongside costars such as Marilyn Monroe, Robert Mitchum, Clark Gable, Vincent Price, and Bob Hope. She also learned how to fight back against Howard Hughes, her boss for more than thirty-five years, and his marketing campaigns that exploited her physical appearance.Beyond the screen, Rice reveals Russell as a complex and confident woman. She explores the star's years as a spokeswoman for Playtex as well as her deep faith and work as a Christian vocalist. Rice also discusses Russell's leadership and patronage of the WAIF foundation, which for many years served as the fundraising arm of the International Social Service (ISS) agency. WAIF raised hundreds of thousands of dollars, successfully lobbied Congress to change laws, and resulted in the adoption of tens of thousands of orphaned children. For Russell, the work she did to help unite families overshadowed any of her onscreen achievements.On the surface, Jane Russell seemed to live a charmed life, but Rice illuminates her darker moments and her personal struggles, including her empowered reactions to the controversies surrounding her films and her feelings about being portrayed as a sex symbol. This stunning first biography offers a fresh perspective on a star whose legacy endures not simply because she forged a notable film career, but also because she effectively used her celebrity to benefit others.
Book chapters on the topic "Children's screen use"
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Lu, Chengdong, and Douglas Frye. "Mastering the machine: A comparison of the mouse and touch screen for children's use of computers." In Computer Assisted Learning, 417–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_88.
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Nevski, Elyna, and Andra Siibak. "Young children’s (0–3 years) touch-screen use and parental mediation." In Early Childhood Education and Change in Diverse Cultural Contexts, 192–207. Abingdon, Oxon : New York, NY : Routledge, 2018. | Series: Routledge research in early childhood education: Routledge, 2018. http://dx.doi.org/10.4324/9780203732052-13.
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Sipes, Megan, and Johnny L. Matson. "Measures Used to Screen and Diagnose ASD in Young Children." In Handbook of Early Intervention for Autism Spectrum Disorders, 87–103. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0401-3_5.
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Sabry, Tarik, and Nisrine Mansour. "The Poetics of Self-Reflexivity: Arab Diasporic Children in London and Media Uses." In Children and Screen Media in Changing Arab Contexts, 33–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04321-6_2.
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Ivory, Yvonne. "Prussian Discipline and Lesbian Vulnerability: Christa Winsloe’s Children in Uniform at the Gate." In Cultural Convergence, 193–216. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57562-5_8.
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Abstract This chapter examines the Dublin production and critical reception of Christa Winsloe’s Children in Uniform, which ran to full houses at the Gate for three weeks in April 1934. The play, which deals with the love between a Prussian schoolgirl and her female teacher, had premiered in Leipzig (1930), run successfully in Berlin (1931), and been adapted for the screen as Mädchen in Uniform (1931) before it was translated into English for a successful London run in 1932-1933. Edwards and mac Liammóir probably saw the original German play in Berlin in 1931. Using the prompt copy, lighting plots, photographs and reviews, the chapter shows how Edwards used expressionistic lighting and sonic leitmotifs to underscore the authoritarian regime within which the relationship between the women develops. In following the Berlin staging, Edwards produced a more subversive version of the play than that seen by London audiences or cinema goers.
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D’Onofrio, Grazia, Annamaria Petito, Antonella Calvio, Giusi Antonia Toto, and Pierpaolo Limone. "Robot Assistive Therapy Strategies for Children with Autism." In Psychology, Learning, Technology, 103–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_7.
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AbstractBackground: Autism spectrum disorder (ASD) is a category of neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction across multiple contexts as well as restricted, repetitive patterns of behaviour, interests, or activities. Social robots offer clinicians new ways to interact and work with people with ASD. Robot-Assisted Training (RAT) is a growing body of research in HRI, which studies how robots can assist and enhance human skills during a task-centred interaction. RAT systems have a wide range of application for children with ASD.Aims: In a pilot RCT with an experimental group and a control group, research aims will be: to assess group differences in repetitive and maladaptive behaviours (RMBs), affective states and performance tasks across sessions and within each group; to assess the perception of family relationships between two groups before and post robot interaction; to develop a robotic app capable to run Raven’s Progressive Matrices (RPM), a test typically used to measure general human intelligence and to compare the accuracy of the robot to capture the data with that run by psychologists.Material and Methods: Patients with mild or moderate level of ASD will be enrolled in the study which will last 3 years. The sample size is: 60 patients (30 patients will be located in the experimental group and 30 patients will be located in the control group) indicated by an evaluation of the estimated enrolment time. Inclusion criteria will be the following: eligibility of children confirmed using the Autism Diagnostic Observation Schedule −2; age ≥ 7 years; clinician judgment during a clinical psychology evaluation; written parental consent approved by the local ethical committee. The study will be conducted over 10 weeks for each participant, with the pretest and post test conducted during the first and last weeks of the study. The training will be provided over the intermediate eight weeks, with one session provided each week, for a total of 8 sessions. Baseline and follow-up evaluation include: socioeconomic status of families will be assessed using the Hollingshead scale; Social Communication Questionnaire (SCQ) will be used to screen the communication skills and social functioning in children with ASD; Vineland Adaptive Behavior Scale, 2nd edition (VABS) will be used to assess the capabilities of children in dealing with everyday life; severity and variety of children’s ripetitive behaviours will be also assessed using Repetitive Behavior Scale-Revised (RBS-R). Moreover, the perception of family relationships assessment will be run by Portfolio for the validation of parental acceptance and refusal (PARENTS).Expected Results: 1) improbe communication skills; 2) reduced repetitive and maladaptive behaviors; 3) more positive perception of family relationships; 4) improved performance.Conclusions: Robot-Assisted Training aims to train and enhance user (physical or cognitive) skills, through the interaction, and not assist users to complete a task thus a target is to enhance user performance by providing personalized and targeted assistance towards maximizing training and learning effects. Robotics systems can be used to manage therapy sessions, gather and analyse data and like interactions with the patient and generate useful information in the form of reports and graphs, thus are a powerful tool for the therapist to check patient’s progress and facilitate diagnosis.
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Pitchford, Nicola. "Customised E-Learning Platforms." In Introduction to Development Engineering, 269–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86065-3_11.
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AbstractMore than 617 million children and adolescents lack the basic reading and mathematics skills required to live healthy and productive lives. Malawi ranks particularly poorly, with an average pupil to teacher ratio of 77:1 and a 50% dropout rate among primary school children. Established in 2013, the Unlocking Talent initiative uses e-Learning technology to help overcome educational challenges. It equips touch-screen tablets with customisable software that delivers lessons through multisensory experiences (e.g. pictures, sound, video and animation). Throughout Malawi, small groups of students in public primary schools have accessed these tablets during weekly sessions on-site. This case study describes a series of evaluations of this e-Learning technology in Malawi, conducted in tandem with experiments in other countries (including the United Kingdom, Brazil, South Africa, Tanzania, Kenya and Ethiopia). Following a pilot evaluation to assess the feasibility of e-Learning in raising learning outcomes, multiple large-scale randomised control trials were conducted. Learning gains hold across multiple cohorts of children and across different countries, generating more than a 3-month advantage in basic mathematics and more than a 4-month advantage in basic reading on average. The intervention also bridges gender gaps in mathematics skills attainment in Malawi.
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Domoff, Sarah E., Aubrey L. Borgen, and Chelsea Robinson. "Problematic use of screen media and mobile devices." In Clinician's Toolkit for Children's Behavioral Health, 175–98. Elsevier, 2020. http://dx.doi.org/10.1016/b978-0-12-816024-4.00008-5.
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Kaya, Idris, Duygu Mutlu-Bayraktar, and Gamze Inan-Kaya. "Digital Media Use of Preschool-Aged Children During the COVID-19 Pandemic." In Policies and Procedures for the Implementation of Safe and Healthy Educational Environments, 182–202. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9297-7.ch011.
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Digital media technologies have been widely accessible in the modern household for almost a decade. Coronavirus pandemic has also shown that these technologies have become indispensable in daily lives. During the pandemic lockdown, many parents have worked remotely and children have been attending distance education. Thus, these technologies are commonly used by all family members in this period. This study aimed to investigate preschoolers' screen use, and parental views, and approaches related to their children's digital media use during the pandemic. It was asked to parents the questions on screen time, content, and type of devices children use in digital media. Additionally, they answered some questions on their views, concerns, and approaches to digital risks and opportunities for their children. The findings show that screen time was over the recommended limit for most preschoolers, whereas content remained similar to times before the pandemic. Maternal work status was related to how parents approached some risks or learning opportunities in regulating their children's digital media use.
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Mullan, Killian. "Time for Health." In A Child's Day, 59–86. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529201697.003.0003.
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This chapter examines associations between children's time use and a range of different health outcomes. Concerns about the prevalence of obesity and being overweight among children, and associated health problems, have drawn attention to questions around whether children are spending too much time in sedentary screen-based activities on the one hand and not enough time in active physical activities on the other. Technological change has greatly enhanced the capacity for children to spend time in a wide variety of screen-based activities, and persistent concerns about children's safety outdoors have led to increasing restrictions on the time children spend outside. These factors have likely coalesced over recent decades, resulting in children leading lives that are less active and spent indoors focused on screens. The widespread view is that this is indeed the case. Considering the evidence for this, the chapter analyses long-term trends in screen time (comprised of time watching TV, using computers, and playing video games) alongside trends in physical activities such as sport and exercise, play outside the home, and active travel (walking and cycling).
Conference papers on the topic "Children's screen use"
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"Mobile Devices and Parenting [Extended Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.
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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.
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Yim, Jee Bin, Donghyeon Ko, and Woohun Lee. "Romi: Screen Peripheral Companion for Mediating Children’s Healthy Screen Use." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3465179.
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Duygulu, Serap, and Zeliha Hepkon. "Technological Addiction or Technological Competence? Investigation of Young People's Approaches to Technology Use in the Context of Increasing Screen Time Due to the Covid-19 Pandemic." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.029.
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Due to Covid-19 disease, which has an increasing negative impact on the world day by day and has been classified as a pandemic by the World Health Organization, continuing education remotely at various levels has brought with it very important discussions. Perhaps, one of the most crucial of these is the increased screen usage times. The intensive use of digital media in all areas of our social life has brought to mind the frequent handling of the time spent by children and young people in front of the screen in the pre-pandemic period by academia and nonacademies. However, with the pandemic, the education process is carried out entirely in distance; in addition to that, with the elimination of the need for socialization, entertainment and information due to screens, which became the sole medium for socialization, entertainment and information, has further increased the importance of studies that reveal the effect of screen usage time on children and young people. From this perspective, our study is based on Sonia Livingstone's approach to addressing screen use not only through "risks" but also through "opportunities". When it comes to screen use and "screen time", parents and teachers evaluate screen time within the framework of technological addiction; they did not focus on the nature of screen use and how to convert it into technological competence. The main purpose of this study is to reveal the approaches of parents and teachers regarding screen times of high school students. In this context, the literature within the framework of "screen time", "technological addiction" and "technological competence" has been scanned for the research part of the study, in-depth interviews were conducted with the parents and teachers of students of different types of high schools throughout Istanbul. Due to the pandemic conditions during our time, the interviews were conducted digitally through a questionnaire; different questionnaire have been prepared for teachers and families. The findings obtained as a result of in-depth interviews were evaluated with six main headings. Headings are as foolows: screen times of young people, risks that young people may face during media use, parents' perception of technological proficiency, teachers' perception of technological proficiency, parents' approaches to screen time of young people and teachers' approaches to screen time. It is hoped that the study will contribute to the literature on the axis of digital technologies and education.
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Ismail, Rozita, and Azizah Jaafar. "Interactive screen-based design for dyslexic children." In 2011 International Conference on User Science and Engineering (i-USEr 2011). IEEE, 2011. http://dx.doi.org/10.1109/iuser.2011.6150559.
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Erthal, Jullyane Lutterbach, and Caroline Matos de Souza Franco Rêgo. "The relationship between tension headache and screen exposure in children and adolescents." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.307.
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Background: Primary headaches are idiopathic or genetic conditions without a known secondary cause. Primary tension-type headache is characterized by bilateral, non-throbbing pain, of mild to moderate intensity. Nowadays, with greater exposure to electronics, a relationship was observed between screen time and increased tension headache among children and adolescents. Objective: Elucidate the association between tension-type headache and increased screen exposure among children and adolescents. Methods: A literature review was carried out after analyzing scientific articles from 2014 to 2020, on Scielo, UPTODATE and Pubmed, in Portuguese and English. Results: With technological development and behavioural changes, the use of electronics has grown among children and adolescents. However, its overuse causes consequences such as a sedentary lifestyle, stress, reduced socialization and complaints of headache. In children, the most prevalent primary headaches are tension-type and migraine. The tension-type headache is characterized by bilateral location, in pressure, with photophobia or phonophobia, without nausea or vomiting. The hypothesis that best explains the association between tension headache and screen exposure is that consecutive periods of electronic activities cause sustained muscle tension and pain. Furthermore, there is an influence of genetic factors, diet and psychological stress. Therefore, it is necessary to raise awareness of the importance of an approach to avoid triggers for headache in children, such as controlling screen time and maintaining healthy habits. Conclusions: The correlation between excessive screen time and headache is substantial and admits an educational performance by health professionals to avoid harmful consequences to growth.
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Wong, CM, HC Koh, J. Lin, SHR Chiong, S. Singhal, N. Riard, F. Muller-Riemenschneider, and I. Magiati. "G343 The influence of parental screen time and attitudes on screen use in preschool children attending a developmental clinic." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.332.
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Barmomanesh, Sahar, and Shahper Vodanovich. "Use of touch screen devices among children 0–5 years of age: Parental perception." In 2017 IEEE 21st International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2017. http://dx.doi.org/10.1109/cscwd.2017.8066681.
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Imbaquingo, Daisy, Macarthur Ortega-Bustamante, José Jácome, Tatyana Saltos-Echeverria, and Roger Vaca. "Detection of inappropriate images on smartphones based on computer vision techniques." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001443.
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In recent years, the use of smartphones in children and adolescents has increased by a considerable number and, therefore, the dangers faced by this population are increasing. Due to this, it is important to develop a technological solution that allows combat this problem by making use of computer vision. Through a bibliographic review, it has been detected those children and adolescents frequently view violent and pornographic images, this allowed us to build a dataset of this type of images to develop an artificial intelligence model. It was successfully developed under the training and validation phases using a google supercomputer (Google Colab), while for the testing phase it was implemented on an android mobile device, using screenshots, images were extracted that the screen projected, and thus later the results were analyzed under statistics using R studio. The computational model detected, with a large percentage of true positives, images and videos of a pornographic and violent nature captured from the screen resolution of a smartphone while the user was using it normally.
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Zirakashvili, Medea, Tamar Mikiashvili, Nana Mebonia, and Maia Gabunia. "PREVALENCE AND COMORBIDITIES OF AUTISM SPECTRUM DISORDERS IN REPUBLIC OF GEORGIA." In 23° Congreso de la Sociedad Española de Patología Dual (SEPD) 2021. SEPD, 2021. http://dx.doi.org/10.17579/sepd2021o011.
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Introduction Autism spectrum disorder (ASD), complex neurodevelopmental condition with lifelong impacts, typically identified in early childhood. Despite the fact that 95% of all <5 years of age with developmental disabilities including ASD live in low- and middle-income countries, the prevalence of ASD in many these countries is unknown. Objectives and goals The study aimed to identify the prevalence and clinical characteristics of ASD and its comorbidities among 8-10 y old schoolchildren in Republic of Georgia. Material and Methods The study conducted in four steps: screening, sampling, diagnostic assessment, and quality control of best-estimate diagnosis with target population of 3rd grade students of five main cities (Tbilisi, Kutaisi, Batumi, Zugdidi, Telavi) of Georgia (N=22,553). To determine children at risk for ASD the Autism Spectrum Screening Questionnaire (ASSQ) was used completed by parents and teachers. Parents of children who screened positive were offered comprehensive assessment using standardized diagnostic procedures. Results and Conclusions 16654 (response rate 74%) parents were agreed to participate in the screening stage. Cut-off scores for 99-95 percentiles (top 1-5%) was defined. For the 1168 sampled screen-positive students 704 (60.3%) consented to participate in the diagnostic assessment, and 215 among them (30.5%) completed full assessment. The control group of 23 children (from non in top 10%) were fully assessed for ASD. The prevalence of ASD was estimated to be 1.34% (95%CI=2.15-4.41). From ASD group 77.5% of cases were undiagnosed to have any neurodevelopmental disorder. Comorbidity of Intellectual disability was in 22.5% of children with ASD (IQ<70), and 31% have IQ>111. The study defined need for the use of broader screening in primary healthcare and school settings to identify children with special needs and ensure their adequate services.
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Conde Gómez, Ana Lucia, Ignasi de Bofarull Torrents, and María Cerrato Lara. "YOUNG CHILDREN AND SCREEN-TIME: SPANISH RESEARCH GAP AND FUTURE INVESTIGATIONS PROPOSALS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end089.
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"Nowadays, technology and digital screens have become an essential part of our routine. At the same time, young children are being exposed to these screens at an earlier age. Literature suggests that there is a digital gap between those children who have been trained to use technology critically and effectively and those who have not. Considering the relevance of the topic in developed societies, we will analyze the current national (Spain) and international literature on the issue. The objective of the study is to recognize the needs and weaknesses of Spanish research with the aim to offer an effective data collection tool for future research. The literature review reveals that as a result of COVID-19 pandemic, several new articles have been produced with the aim of analyzing the situation, anticipating possible consequences and providing action strategies and healthy routines for families and schools. On the international scene, during the last 10 years the number of studies about experts' recommendations, health concerns and the benefits of educational Apps has increased consistently. Focusing on national research, most Spanish studies exclude young children (0-6 years) and those who include them, focus on a specific field or analyze a small sample. To cover the research gap from 0-6 years old, we have designed two surveys, one for caregivers and one for preschool teachers. Some semi-structured interviews are also being considered to complement the quantitative data with qualitative information related to the perceptions, experiences, beliefs and practices of parents and teachers. The sample is divided into the main caregivers of young children and early education tutors of preschools in the Metropolitan Area of Barcelona. To include different socioeconomic status (SES), should be conducted in at least 30 preschool education centers distributed as follows: 10 schools located in low-income neighborhoods, 10 schools located in middle-income neighborhoods and 10 schools located in high-income neighborhoods."
Reports on the topic "Children's screen use"
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Dominguez, Ximena, Elizabeth Rood, Danae Kamdar, Tiffany Leones, and Kayla Huynh. Splash and Bubbles for Parents App: Field Study Report. Digital Promise, June 2021. http://dx.doi.org/10.51388/20.500.12265/119.
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This report prepared for The Jim Henson Company shares findings of a field study examining the promise of the Splash and Bubbles for Parents app, a second-screen digital resource designed for parents and caregivers to support young children’s learning of ocean science. The study conducted in 2020 involved a two-group, quasi-experimental design in which family participants were randomly assigned to either the intervention condition (who watched the show and used the app) or the comparison condition (who watched the show but did not have access to the app). Findings from this study provided information about how the app supported families to talk about science together; what science concepts and practices children learned through engaging with the app and related science activities; and how families shifted their attitudes, beliefs, or practices around science and media. Another finding highlighted parents and caregivers’ need for support around ways to engage with and use the app given that this represents a new type of digital tool.
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Leones, Tiffany, Danae Kamdar, Kayla Huynh, Melissa Gedney, and Ximena Dominguez. Splash and Bubbles for Parents App: Station Study Report. Digital Promise, June 2021. http://dx.doi.org/10.51388/20.500.12265/120.
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This report, prepared for The Jim Henson Company, shares findings of a sub-study investigating the types of support parents and caregivers need when navigating and using the second-screen Splash and Bubbles for Parents app. This study originated from a prior field study finding indicating families would benefit from support around the app since it represents a new kind of digital tool. In partnership with local Public Broadcasting Service (PBS) stations, we provided parents and caregivers more detailed support around the features of the app. Based on survey and interview findings, parents and caregivers found the app helpful for supporting their children’s science learning, thus validating the field study findings. We also found that all sections of the app were used and could help promote conversations between parent/caregiver and child. Moreover, families expressed choosing to use a specific app section when they felt it was more relevant or developmentally appropriate for their child.
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Caulfield, Laura E., Wendy L. Bennett, Susan M. Gross, Kristen M. Hurley, S. Michelle Ogunwole, Maya Venkataramani, Jennifer L. Lerman, Allen Zhang, Ritu Sharma, and Eric B. Bass. Maternal and Child Outcomes Associated With the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC). Agency for Healthcare Research and Quality (AHRQ), April 2022. http://dx.doi.org/10.23970/ahrqepccer253.
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Objectives. The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) aims to safeguard the health of low-income, nutritionally at-risk pregnant and postpartum women and children less than 5 years old. This systematic review evaluates whether participation in WIC is associated with nutrition and health outcomes for women, infants, and children, and whether the associations vary by duration of participation or across subgroups. Because of major revisions to the WIC food package in 2009, we prioritized studies published since 2009 and included studies comparing outcomes before and after the 2009 food package change. Data sources. Using electronic publication databases, we conducted a literature search from January 2009 to September 2021 and a targeted search for selected outcomes from January 2000 to September 2021. Review methods. Paired team members independently screened search results, serially abstracted data, assessed risk of bias, and graded strength of evidence (SOE) using standard methods for observational studies. Results. We included 82 quantitative observational studies and 16 qualitative studies, with 49 studies comparing outcomes of WIC participants with WIC-eligible non-participants. WIC prenatal participation was associated with lower risk of three outcomes: preterm delivery (moderate SOE), low birth weight (moderate SOE), and infant mortality (moderate SOE). Prenatal WIC participation was associated with better maternal diet quality (low SOE), lower risk of inadequate gestational weight gain (low SOE), lower alcohol use in pregnancy (low SOE), and no difference in smoking (low SOE). Maternal WIC participation was associated with increased child preventive care and immunizations (each low SOE), and higher cognitive scores for children (low SOE). Child WIC participation was associated with better diet quality (moderate SOE), and greater intakes of 100 percent fruit juice, whole grain cereals, and age-appropriate milk (moderate SOE). Household WIC participation was associated with greater purchasing of healthy food groups (moderate SOE). Maternal WIC participation was not associated with breastfeeding initiation (moderate SOE). The evidence was insufficient for other outcomes related to maternal health and child growth. The evidence generally was insufficient on how WIC participation affects outcomes across subgroups. Conclusions. Maternal WIC participation was associated with improved birth outcomes, lower infant mortality, and better child cognitive development. WIC participation was associated with purchasing healthier foods and with improved diets for pregnant women and children. More research is needed on maternal health outcomes; food security; child growth, development, and academic achievement; and effectiveness of WIC in all segments of the eligible population.
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Gidengil, Courtney, Matthew Bidwell Goetz, Margaret Maglione, Sydne J. Newberry, Peggy Chen, Kelsey O’Hollaren, Nabeel Qureshi, et al. Safety of Vaccines Used for Routine Immunization in the United States: An Update. Agency for Healthcare Research and Quality (AHRQ), May 2021. http://dx.doi.org/10.23970/ahrqepccer244.
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Objective. To conduct a systematic review of the literature on the safety of vaccines recommended for routine immunization in the United States, updating the 2014 Agency for Healthcare Research and Quality (AHRQ) report on the topic. Data sources. We searched MEDLINE®, Embase®, CINAHL®, Cochrane CENTRAL, Web of Science, and Scopus through November 9, 2020, building on the prior 2014 report; reviewed existing reviews, trial registries, and supplemental material submitted to AHRQ; and consulted with experts. Review methods. This report addressed three Key Questions (KQs) on the safety of vaccines currently in use in the United States and included in the Centers for Disease Control and Prevention’s (CDC) recommended immunization schedules for adults (KQ1), children and adolescents (KQ2), and pregnant women (KQ3). The systematic review was supported by a Technical Expert Panel that identified key adverse events of particular concern. Two reviewers independently screened publications; data were extracted by an experienced subject matter expert. Studies of vaccines that used a comparator and reported the presence or absence of adverse events were eligible. We documented observed rates and assessed the relative risks for key adverse events. We assessed the strength of evidence (SoE) across the existing findings from the prior 2014 report and the new evidence from this update. The systematic review is registered in PROSPERO (CRD42020180089). Results. A large body of evidence is available to evaluate adverse events following vaccination. Of 56,608 reviewed citations, 189 studies met inclusion criteria for this update, adding to data in the prior 2014 report, for a total of 338 included studies reported in 518 publications. Regarding vaccines recommended for adults (KQ1), we found either no new evidence of increased risk for key adverse events with varied SoE or insufficient evidence in this update, including for newer vaccines such as recombinant influenza vaccine, adjuvanted inactivated influenza vaccine, and recombinant adjuvanted zoster vaccine. The prior 2014 report noted a signal for anaphylaxis for hepatitis B vaccines in adults with yeast allergy and for tetanus, diphtheria, and acellular pertussis vaccines. Regarding vaccines recommended for children and adolescents (KQ2), we found either no new evidence of increased risk for key adverse events with varied SoE or insufficient evidence, including for newer vaccines such as 9-valent human papillomavirus vaccine and meningococcal B vaccine. The prior 2014 report noted signals for rare adverse events—such as anaphylaxis, idiopathic thrombocytopenic purpura, and febrile seizures—with some childhood vaccines. Regarding vaccines recommended for pregnant women (KQ3), we found no evidence of increased risk for key adverse events with varied SoE among either pregnant women or their infants following administration of tetanus, diphtheria, and acellular pertussis vaccines during pregnancy. Conclusion. Across this large body of research, we found no new evidence of increased risk since the prior 2014 report for key adverse events following administration of vaccines that are routinely recommended. Signals from the prior report remain unchanged for rare adverse events, which include anaphylaxis in adults and children, and febrile seizures and idiopathic thrombocytopenic purpura in children. There is no evidence of increased risk of adverse events for vaccines currently recommended in pregnant women. There remains insufficient evidence to draw conclusions about some rare potential adverse events.
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Parsons, Helen M., Hamdi I. Abdi, Victoria A. Nelson, Amy M. Claussen, Brittin L. Wagner, Karim T. Sadak, Peter B. Scal, Timothy J. Wilt, and Mary Butler. Transitions of Care From Pediatric to Adult Services for Children With Special Healthcare Needs. Agency for Healthcare Research and Quality (AHRQ), May 2022. http://dx.doi.org/10.23970/ahrqepccer255.
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Objective. To understand the evidence base for care interventions, implementation strategies, and between-provider communication tools among children with special healthcare needs (CSHCN) transitioning from pediatric to adult medical care services. Data sources. We searched Ovid MEDLINE, Ovid Embase, the Cochrane Central trials (CENTRAL) registry, and CINAHL to identify studies through September 10, 2021. We conducted grey literature searches to identify additional resources relevant to contextual questions. Review methods. Using a mixed-studies review approach, we searched for interventions or implementation strategies for transitioning CSHCN from pediatric to adult services. Two investigators screened abstracts and full-text articles of identified references for eligibility. Eligible studies included randomized controlled trials, quasi-experimental observational studies, and mixed-method studies of CSHCN, their families, caregivers, or healthcare providers. We extracted basic study information from all eligible studies and grouped interventions into categories based on disease conditions. We summarized basic study characteristics for included studies and outcomes for studies assessed as low to medium risk of bias using RoB-2. Results. We identified 9,549 unique references, 440 of which represented empirical research; of these, 154 (16 major disease categories) described or examined a care transition intervention with enough detail to potentially be eligible for inclusion in any of the Key Questions. Of these, 96 studies met comparator criteria to undergo risk of bias assessment; however only 9 studies were assessed as low or medium risk of bias and included in our analytic set. Low-strength evidence shows transition clinics may not improve hemoglobin A1C levels either at 12 or 24 months in youth with type 1 diabetes mellitus compared with youth who received usual care. For all other interventions and outcomes, the evidence was insufficient to draw meaningful conclusions because the uncertainty of evidence was too high. Some approaches to addressing barriers include dedicating time and resources to support transition planning, developing a workforce trained to care for the needs of this population, and creating structured processes and tools to facilitate the transition process. No globally accepted definition for effective transition of care from pediatric to adult services for CSHCN exists; definitions are often drawn from principles for transitions, encompassing a broad set of clinical aspects and other factors that influence care outcomes or promote continuity of care. There is also no single measure or set of measures consistently used to evaluate effectiveness of transitions of care. The literature identifies a limited number of available training and other implementation strategies focused on specific clinical specialties in targeted settings. No eligible studies measured the effectiveness of providing linguistically and culturally competent healthcare for CSHCN. Identified transition care training, and care interventions to
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Viswanathan, Meera, Jennifer Cook Middleton, Alison Stuebe, Nancy Berkman, Alison N. Goulding, Skyler McLaurin-Jiang, Andrea B. Dotson, et al. Maternal, Fetal, and Child Outcomes of Mental Health Treatments in Women: A Systematic Review of Perinatal Pharmacologic Interventions. Agency for Healthcare Research and Quality (AHRQ), April 2021. http://dx.doi.org/10.23970/ahrqepccer236.
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Background. Untreated maternal mental health disorders can have devastating sequelae for the mother and child. For women who are currently or planning to become pregnant or are breastfeeding, a critical question is whether the benefits of treating psychiatric illness with pharmacologic interventions outweigh the harms for mother and child. Methods. We conducted a systematic review to assess the benefits and harms of pharmacologic interventions compared with placebo, no treatment, or other pharmacologic interventions for pregnant and postpartum women with mental health disorders. We searched four databases and other sources for evidence available from inception through June 5, 2020 and surveilled the literature through March 2, 2021; dually screened the results; and analyzed eligible studies. We included studies of pregnant, postpartum, or reproductive-age women with a new or preexisting diagnosis of a mental health disorder treated with pharmacotherapy; we excluded psychotherapy. Eligible comparators included women with the disorder but no pharmacotherapy or women who discontinued the pharmacotherapy before pregnancy. Results. A total of 164 studies (168 articles) met eligibility criteria. Brexanolone for depression onset in the third trimester or in the postpartum period probably improves depressive symptoms at 30 days (least square mean difference in the Hamilton Rating Scale for Depression, -2.6; p=0.02; N=209) when compared with placebo. Sertraline for postpartum depression may improve response (calculated relative risk [RR], 2.24; 95% confidence interval [CI], 0.95 to 5.24; N=36), remission (calculated RR, 2.51; 95% CI, 0.94 to 6.70; N=36), and depressive symptoms (p-values ranging from 0.01 to 0.05) when compared with placebo. Discontinuing use of mood stabilizers during pregnancy may increase recurrence (adjusted hazard ratio [AHR], 2.2; 95% CI, 1.2 to 4.2; N=89) and reduce time to recurrence of mood disorders (2 vs. 28 weeks, AHR, 12.1; 95% CI, 1.6 to 91; N=26) for bipolar disorder when compared with continued use. Brexanolone for depression onset in the third trimester or in the postpartum period may increase the risk of sedation or somnolence, leading to dose interruption or reduction when compared with placebo (5% vs. 0%). More than 95 percent of studies reporting on harms were observational in design and unable to fully account for confounding. These studies suggested some associations between benzodiazepine exposure before conception and ectopic pregnancy; between specific antidepressants during pregnancy and adverse maternal outcomes such as postpartum hemorrhage, preeclampsia, and spontaneous abortion, and child outcomes such as respiratory issues, low Apgar scores, persistent pulmonary hypertension of the newborn, depression in children, and autism spectrum disorder; between quetiapine or olanzapine and gestational diabetes; and between benzodiazepine and neonatal intensive care admissions. Causality cannot be inferred from these studies. We found insufficient evidence on benefits and harms from comparative effectiveness studies, with one exception: one study suggested a higher risk of overall congenital anomalies (adjusted RR [ARR], 1.85; 95% CI, 1.23 to 2.78; N=2,608) and cardiac anomalies (ARR, 2.25; 95% CI, 1.17 to 4.34; N=2,608) for lithium compared with lamotrigine during first- trimester exposure. Conclusions. Few studies have been conducted in pregnant and postpartum women on the benefits of pharmacotherapy; many studies report on harms but are of low quality. The limited evidence available is consistent with some benefit, and some studies suggested increased adverse events. However, because these studies could not rule out underlying disease severity as the cause of the association, the causal link between the exposure and adverse events is unclear. Patients and clinicians need to make an informed, collaborative decision on treatment choices.
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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie, and Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, August 2022. http://dx.doi.org/10.57022/pxwj3682.
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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.
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Priorities for Child and Adolescent Mental Health Research and Services in South Africa webinar. Academy of Science of South Africa (ASSAf), 2022. http://dx.doi.org/10.17159/assaf.2022/0010.
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Children and adolescents under the age of 18 years comprise 34% of the population, and child and adolescent Mental, Neurological and Substance Use (MNS) disorders are common and an important cause of disability and distress. Providers at all levels should be competent to screen for and identify common childhood mental disorders, which usually present with developmental delay, emotional and/or behavioural symptoms and/or learning difficulties. Given the burden of disease, the fact that many mental disorders begin in childhood, and that early intervention is most effective in childhood and adolescence, it is essential that effective promotion, prevention, treatment, care and rehabilitation interventions should be provided for children and adolescents. In this webinar, hosted by the Academy of Science of South Africa, leading experts in child and adolescent mental health presented their priorities for child and adolescent mental health services and research in South Africa.