Children With Amblyopia and Strabismus Take Longer To Complete Answer Forms

MedicalResearch.com Interview with:
multiple choice test takingKrista Kelly, PhD

Postdoctoral Fellow
Crystal Charity Ball Pediatric Vision Evaluation Center
Retina Foundation of the Southwest
Dallas, TX 75231

MedicalResearch.com: What is the background for this study? What are the main findings?

Response: We were interested in seeing whether the fine motor deficits typically seen in amblyopia (lazy eye) and strabismus (crossed eyes) translate to an academic setting. Namely, transferring answers to a multiple choice answer form widely used in standardized testing in schools.

Children with amblyopia and strabismus took about 28% longer than their peers transferring answers to a multiple choice answer form, even though they have good vision in one or both eyes.  Continue reading

Variety of Interventions Can Improve Childhood Self-Regulation Skills

MedicalResearch.com Interview with:
“Children Playing at Swyalana Lagoon” by Doug Hay is licensed under CC BY 2.0Dr Anuja Pandey

Population, Policy and Practice Programme,
UCL Great Ormond Street Institute of Child Health
London UK 

MedicalResearch.com: What is the background for this study? What are the main findings? 

Response: Evidence from longitudinal studies suggests that self-regulation skills can be a powerful predictor of positive health, educational, financial and social outcomes. Hence, self-regulation has received interest as an intervention target and a number of interventions have been evaluated in children and adolescents.

Our study summarised the evidence from 50 rigorously evaluated self-regulation interventions in children and adolescents including 23098 participants. We found that while most interventions were successful in improving self-regulation (66%), some of them did not produce a noticeable change (34%).Curriculum based approach was most commonly used to deliver interventions, and this involved training teachers, who implemented these interventions.  Continue reading

Grouping Students By Abilities Fosters Dependence and Caps Opportunities for Learning

MedicalResearch.com Interview with:
“Classroom” by frankjuarez is licensed under CC BY 2.0Dr Anna Mazenod

Institute of Education
University of London
UK

MedicalResearch.com: What is the background for this study? What are the main findings?

Response: In this paper we report baseline findings from a large study of grouping practices in state-funded secondary schools in England. The study seeks to improve our understanding of how students are grouped for their English and mathematics classes, and the potential impact of different grouping practices on student outcomes and experiences of schooling. This paper draws on a survey of 597 teachers and 34 teacher interviews in schools where students are grouped by their attainment for the subject. It focuses on teacher perspectives on teaching and learning in the lower attainment groups.

We found that students in the lower attainment groups were typically constructed as learners who benefit from specific approaches to learning justified through discourses of nurturing and protection. Most teachers felt that students in the lower attainment groups were not able to access learning independently from their teachers in comparison with their peers in the higher attainment groups. Some teachers for example described students in the lower attainment groups as ‘more dependent on people’ and students in the higher attainment groups as ‘independent learners.’

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Majority of Middle and High School Students Do Not Get Enough Sleep on School Nights

MedicalResearch.com Interview with:
“He isn't sleeping, he is mad. When we don't get our way pouting always works (okay.. It's worth a try at least!) #kids #dad #father #family #funny #like #parenting #photooftheday #instaphoto #instacute” by dadblunders is licensed under CC BY 2.0Anne G. Wheaton, Ph.D.
Epidemiologist
Centers for Disease Control and Prevention
National Center for Chronic Disease Prevention and Health Promotion
Division of Population Health
Epidemiology and Surveillance Branch
Atlanta, GA  30341-3717

MedicalResearch.com: What is the background for this study?

Response: Insufficient sleep among children and adolescents is associated with an increased risk for obesity, diabetes, injuries, poor mental health, and attention and behavior problems.

In previous reports, CDC had found that, nationwide, approximately two thirds of U.S. high school students report sleeping <8 hours per night on school nights. CDC conducted this study to provide state-level estimates of short sleep duration on school nights among middle school and high school students using age-specific recommendations from the American Academy of Sleep Medicine (AASM). AASM has recommended that children aged 6–12 years should regularly sleep 9–12 hours per 24 hours and teenagers aged 13–18 years should sleep 8–10 hours per 24 hours for optimal health.

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Starting School Before 8:30 AM Associated With More Anxiety and Depression in Adolescents

MedicalResearch.com Interview with:
Jack Peltz, Ph.D.

Clinical assistant professor in Psychiatry
Rochester Medical Center

MedicalResearch.com: What is the background for this study? What are the main findings?

Response: Approximately 90% of high-school aged adolescents get either
insufficient sleep during school nights or barely meet the required
amount of sleep (ie, 8–10 hours) expected for healthy functioning.(1)

In fact, sleep problems and insufficient sleep are so pervasive for
adolescents that they could be considered an epidemic due to their
adverse impact on adolescent mental and physical health.(2–5)

As a result,addressing insufficient adolescent sleep represents a critical
point of study and intervention. The growing body of evidence suggests
that later school start times (SST), 8:30 AM or later as recommended
by the American Academy of Pediatricians,6 convey
multiple benefits on adolescents, including improved sleep, better
mental and physical health, and improved academic outcomes.(7–10)

This research, however, has focused on the direct effects of delaying
school start times, or specifically how moving SST back directly predicts changes
in an outcome (eg, mental health, academic achievement). This
type of analysis precludes examining the important role that SST
might play as a condition or context under which other sleeprelated
processes take place. For instance, earlier school start times might exacerbate
the impact of sleep-related processes on adolescent behavioral
health outcomes. Thus, incorporating school start times as a larger contextual variable
that might moderate models of sleep and adolescent functioning
represents a gap in the literature and a unique opportunity to advance
conceptual models. Accordingly, the current study examines
the moderating role of school start times on the associations between sleep hygiene,
sleep quality, and mental health.

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