Neurodevelopmental delay among HIV-infected preschool children receiving antiretroviral therapy and healthy preschool children in Soweto, South Africa

Neurodevelopmental delay has been documented in up to 97.5% of HIV-infected children in Soweto who were not yet on antiretroviral treatment (ART). With growing numbers of children in South Africa being successfully treated with ART, the effects of ART on neurocognitive functioning in children require investigation. The objective of this study was to determine the extent of neurodevelopmental delay in stable HIV-infected preschool children (aged five to six years) receiving ART and compare it to an apparently healthy (unconfirmed HIV-status) group of preschool children. Thirty HIV-infected preschool children (virologically and immunologically stable on ART for more than one year) were conveniently sampled from 350 eligible children on ART at the Harriet Shezi Children's Clinic in Soweto, Johannesburg. The comparison group comprised 30 well-nourished preschool children attending the Lilian Ngoyi Primary Health Care Clinic in Soweto for routine immunizations. Each child was assessed using the Griffiths Mental Development Scales-Extended Revised Version (GMDS-ER), at a single point in time. The overall developmental z-scores on GMDS-ER were <-2 (indicating severe delay) in 27 (90%) children in the HIV-infected group compared to 23 (76%) in the comparison group (p?=?0.166). Mental handicap (overall GQ?相似文献   

Relations among musical skills,phonological processing,and early reading ability in preschool children

We examined the relations among phonological awareness, music perception skills, and early reading skills in a population of 100 4- and 5-year-old children. Music skills were found to correlate significantly with both phonological awareness and reading development. Regression analyses indicated that music perception skills contributed unique variance in predicting reading ability, even when variance due to phonological awareness and other cognitive abilities (math, digit span, and vocabulary) had been accounted for. Thus, music perception appears to tap auditory mechanisms related to reading that only partially overlap with those related to phonological awareness, suggesting that both linguistic and nonlinguistic general auditory mechanisms are involved in reading.     

Teaching directional skills to preschool and kindergarten children

Studied a new device and training procedure for teaching the directional orientation and sentence tracking skills used in reading and writing western languages. Twelve preschool and 14 kindergarten children were randomly assigned to E and C groups. Between pre- and posttests, Es practiced for a total of 20 min. over a two-week period with an electronic device which flashed a correct signal only when S scribed left-to-right through successive sentences from top to bottom of the display. Any error in sequence extinguished the signal. Cs received only pre- and posttests. On test sentences prior to practice neither Es nor Cs were able to show where the sentences began or how they went from beginning to end. After using the device, Es tripled their orientation and tracking scores, while Cs not given access to the device did not improve (p < .002). Left-right and up-down directional confusion, often the subject of many hours of remedial training, were shown to be rapidly corrected in normal children by the use of a simple electronic device providing clear feedback distinguishing correct from incorrect responses. Implications for prereading instruction are discussed.     

Measuring functional skills in preschool children at risk for neurodevelopmental disabilities

Approximately 400,000 preschool children have a major neurodevelopmental disorder impacting on mobility, cognitive-adaptive, or communicative skills. As many as 1 in 3 children live at psychosocial disadvantage because of poverty, parental mental illness or substance misuse, or low parental educational (i.e. less than high school). In the past decade over 500,000 preschool children have survived being born with very low birth weight (1001-1500 g) or extremely low birth weight status (< or =1000 g). Given the scope of these risks and the importance of optimizing outcomes for vulnerable children, this review will highlight advances in functional assessment using adaptive and multiattribute health-related quality of life measures. A framework based on the International Classification of Functioning, (ICF) World Health Organization and the Dynamic Kaleidoscope Model of the Institute of Medicine (IOM) will be described and illustrated with examples of children receiving new biomedical technologies. Assessment scales were chosen for review if they measured adaptive skills or multiattribute health status and had been used in child disability populations. Instruments reviewed include the Infant and Toddler Quality of Life Questionnaire (ITQOL), The Netherlands Office of Prevention Assessment of Preschool Quality of Life (TAPQOL), the Health Status Classification System-PreSchool (HSCS-PS), the Pediatric Evaluation of Disability Inventory (PEDI), the Vineland Adaptive Behavior Scale (VABS), the Warner Inventory of Developmental and Emerging Adaptive and Functional Skills (Warner IDEA-FS), the Scales of Independent Behavior Revised (SIB-R) Early Development Form, the Pediatric Functional Independence Measure (WeeFIM), and the Pediatric Quality of Life Inventory Version 4 (PedsQL 4.0). By measuring functional and adaptive skills and health-related quality of life, we can help devise intervention strategies that optimize developmental independence, family supports, and community participation among children who are at risk for neurodevelopmental disabilities or who have evolving established neurodevelopmental disabilities.     

Manual behavior, lateralization of manual skills and cognitive performance of preschool children

Direction and degree of manual specialization (functional asymmetry between the hands) on a pegboard task, and fine motor ability (total number of pegs inserted) of both hands were correlated with verbal and visuospatial performances for 47 preschool children. No significant differences were found between right-, and left-, and mixed-handers even though the best motor skills were shown by the 6 mixed-handed subjects, who also had the highest scores on cognitive tasks. Verbal and visuospatial performances were not correlated with degree or direction of manual specialization. They were instead correlated with the level of motor ability of both hands. Motor maturation should be viewed, then, as a process that implies a richer motor performance of both hands and could be interpreted as a more specific diagnostic parameter than the traditional indices of handedness in cognitive fields.     

Social interactions among teachers, handicapped children, and nonhandicapped children in a mainstreamed preschool

The emotional tone and social integration of two mainstreamed preschool classes were studied to determine whether or not the findings of an earlier study would be repeated. Although most variables showed no differences between handicapped and nonhandicapped children's peer-directed and teacher-directed behaviors, result did suggest that, particularly in one class, nonhandicapped children tended to selectively interact with other nonhandicapped (as opposed to handicapped) children when engaging in more complex (associative) social play. Handicapped children did not show the same tendency to interact more within their own group. At the same time, handicapped children received more help and affection from peers, and were more effectionate towards peers, than nonhandicapped children. Teachers refused handicapped children's requests and corrected their behavior more often; however they also gave them more help and more affection than nonhandicapped children. The results were generally congruent with those of an earlier study but did show more segregation on the part of nonhandicapped children.     

Sex differences in social memory among preschool children

Preschool children, 17 boys and 18 girls, attending a day-care center, were presented with photographs of all 37 children in the center and required to supply the name of each pictured child. Girls made significantly fewer errors in identification than boys (p<.05), although boys spent more time in the day-care program (p<.025). Girls were, on the average, 4 months older than boys (p<.01), but age was not significantly correlated with number of identification errors. No sex differences were obtained on the Peabody Picture Vocabulary Test, memory, or perceptual-performance scales of the McCarthy Scales of Children's Abilities. Results were consistent with previous findings for college students and were interpreted in terms of differential child-rearing practices and observational learning.This research was supported by Grant 216-15-36 from the Cooperative State Research Service, U. S. Department of Agriculture, to the University of Maryland, Eastern Shore.     

Programming generalization of social skills in preschool children with hearing impairments.

The efficacy of a social skills training package in producing stimulus generalization, both with and without the systematic application of generalization programming techniques, was evaluated with 5 preschool children with hearing impairments. The evaluation was conducted within a multiple baseline design. Generalization probes were conducted daily. The social skills training package was implemented in a training setting and produced high, stable rates of social interaction in that setting. However, generalization of the social skills to new teachers, peers, and play activities did not occur until generalization programming strategies were applied in the original training setting. Using sufficient stimulus exemplars and contacting natural consequences appeared to be the key strategies for promoting generalization of social interaction. In addition, the use of supplementary procedures (e.g., a fluency criterion and treatment integrity checks) may have contributed to stimulus generalization.     

Reconciliation pattern after aggression among Japanese preschool children

Using an ethological observation method (the PC‐MC comparison method), this study investigated patterns of reconciliation after aggression among Japanese preschool children, focusing on factors that influenced its occurrence or acceptance, as well as on strategies and function. There were several factors among four‐year‐olds that facilitated reconciliatory attempts and acceptance, such as proximity after the aggression; among three‐year‐olds there were no such factors. Depending on the situation during and after aggression, children used ‘explicit’ (e.g., apologizing, compromising, and offering objects) and ‘implicit’ (e.g., being friendly, talking without apologizing, and touching the opponent gently) reconciliatory strategies. Reconciliation occurred more often among friends than among non‐friends, particularly among four‐year‐olds. However, after considering the baseline affiliation level, the conciliatory tendency among non‐friends was higher than that among friends in four‐year‐olds. Victims' self‐directed behavior (SDB) ‐ a behavioral index of stress ‐ was elevated following aggression, but decreased following reconciliation. This suggests that reconciliation functions to reduce the post‐conflict stress suffered by the targets of aggression. Aggress. Behav. 31:000–000, 2005. © 2005 Wiley‐Liss, Inc.     

Social aggression and power relations among preschool children

Social agonism and dominance relations were assessed in two preschool groups. An average of 30 hours of observational data was obtained for each group during free-play over a six-week period. A Social Agonism Inventory describing specific initiation and response behaviors during episodes of social conflict was used to code agonistic activity. Dyadic interactions were examined to determine whether the resolution of agonistic interactions conformed to a linear model of social dominance. Although there were group differences in the relative frequency of different forms of conflict, systematic comparison of agonistic wins and losses re vealed similarly rigid and linear dominance structures at both preschools. The relation of aggression and dominance was empirically examined by comparing the initiation and receipt of agonism by high vs low dominance status children. Higher dominance status children engaged in more agonistic interactions, but a majority of these interactions were directed toward other high-ranking group members.     

Associations of physical activity and gross motor skills with executive function in preschool children from low‐income South African settings

Executive function is foundational for cognitive development. Previous research has shown both gross motor skills and physical activity to be related to executive function. However, evidence for these relationships in the preschool years, as well as in low‐ and middle‐income countries is lacking. Therefore, this study aimed to investigate the relationships between components of executive function (inhibition, shifting and working memory) and gross motor skills (locomotor skills and object control skills) in a sample of preschool children from urban and rural low‐income settings in South Africa. Results revealed that inhibition and working memory, but not shifting, were associated with gross motor skills. More specifically: inhibition was associated with both locomotor [β = 0.20, p = 0.047] and object control skills [β = 0.24, p = 0.024], whereas working memory was only associated with locomotor skills [β = 0.21, p = 0.039]. Physical activity was not associated with inhibition and shifting but was negatively associated with working memory. These results elaborate a growing evidence base linking executive function and gross motor skills in the early years, and it is the first to look at specific associations of locomotor and object control skills with executive function in the South African context (a low‐ and middle‐income country).     

Race preferences in children: insights from South Africa

Minority-race children in North America and Europe often show less own-race favoritism than children of the majority (White) race, but the reasons for this asymmetry are unresolved. The present research tested South African children in order to probe the influences of group size, familiarity, and social status on children's race-based social preferences. We assessed South African children's preferences for members of their country's majority race (Blacks) compared to members of other groups, including Whites, who ruled South Africa until 1994 and who remain high in status. Black children (3-13 years) tested in a Black township preferred people of their own gender but not race. Moreover, Black, White, and multiracial children (4-9 years) tested in a racially diverse primary school showed in-group bias by gender but not by race: all favored people who were White. Relative familiarity and numerical majority/minority status therefore do not fully account for children's racial attitudes, which vary with the relative social status of different racial groups.     

Sex role flexibility and prosocial behavior among preschool children

The relationship between sex role flexibility and prosocial behavior among preschool children was investigated. Subjects included 16 boys and 18 girls, ranging in age from 36 to 60 months, from intact families of the upper middle class. A nonhierarchical multiple regression analysis was undertaken to determine the contributions of the predictor variables of sex, age, IQ, and sex role flexibility, as well as their interactions with prosocial behavior (criterion variable). Results indicated that while the overall regression model was not significant, the variable of Sex × Sex Role Flexibility did contribute significantly to the model. Inspection of the correlation coefficients associated with this variable revealed that while sex role flexibility and prosocial behavior among boys were significantly and positively related, among girls no significant relationship was found.     

Discrimination,alienation, and job satisfaction among Coloured and White employees in South Africa

To investigate the Mertonian model, which maintains that alienation is the result of exposure to conflicting social norms, a comparison was made between the degree to perceived discrimination, alienation and job satisfaction among 55 Coloured and 60 White clerks in South Africa. It is argued that the disadvantaged Coloureds face greater “conflict” than the privileged Whites in present-day South Africa. Hence, the fact that the Coloureds were significantly more alienated, less satisfied, and perceived themselves to be significantly more discriminated against than did the Whites, was taken as support for the Mertonian model. Negative correlations were also found between alienation and satisfaction and between perceptions of discrimination and alienation, in both samples. These results are regarded as suggestive evidence that reactions to society-in-general can influence job feelings.     

Tobacco Use Trends among Adolescents and Adults in South Africa

The purpose of this review is to synthesize the national prevalence data from eight surveys on tobacco use in South Africa over the past 13 years. Results from the national studies indicate that tobacco use among adults is on the decline in South Africa. The same applies to daily smoking and daily smokeless tobacco use among adolescents. However, onset of tobacco use and the prevalence of current smoking among adolescents seem not to have changed over the years. While exposure to tobacco smoke outside the home decreased from 56.5% in 1999 to 36.2% in 2002 among adolescents, exposure to tobacco smoke inside the home increased from 41.7% in 1999 to 73.3% in 2002. This change may be attributed to the introduction of the tobacco control act that from 2000 banned smoking in public places. The decline of overall daily smoking in South Africa may be attributed to the tobacco control strategy based on 1) rapidly increasing excise taxes on tobacco, and (2) comprehensive legislation, of which the most important features are banning all tobacco advertising and sponsorship, and prohibition of smoking in public and work places.     

The relationships among gender concepts and cognitive maturity in preschool children

Several aspects of gender concept development were investigated in 60 children of mixed socioeconomic background ranging in age from 3 to 6 years. Tasks were designed to assess gender constancy, knowledge of sex stereotypes, differential memory and preference for sex-typed material, and gender categorization. Cognitive maturity was assessed with a conservation task and total recall on a memory task. Performance improved linearly with age on the gender concepts, individual children of both sexes learned the gender concepts in the same sequence, and cognitive maturity measures were positively related to performance on the gender concept tasks.This research was supported by grants from the Graduate School and the Women's Studes Program, Indiana University. An earlier report of this research was presented at the meeting of the American Psychological Association, San Francisco, August 1977. The author thanks John E. Bates and Candace Schau for their advice and help throughout the project.