Views of Peidu: Mothers Accompanying Children with Autism and Other Developmental Disorders to School in China

ABSTRACTThe Special Issue on Early Care and Education (ECE) collaboration presents seven articles – followed by a commentary – that describe collaborations among different ECE programs. The articles present conceptual frameworks of ECE collaboration, explore the ways that organizations form and sustain ECE collaborations, and share findings regarding the outcomes of the collaborations. The studies employ a range of methods, including qualitative approaches, descriptive statistical analyses, regression analyses of survey data, network analysis, and mixed methods analyses. The articles and commentary in this special issue describe specific implications for policy and practice.

Visual impairment is common among children in rural China, but fewer than one-third of children with poor vision own and wear eyeglasses. To study the effect of hospital-based vision centers on academic performance, ownership of eyeglasses, and eyeglasses-wearing behavior in rural Chinese children. Cluster randomized, investigator-masked, clinical trial from September 2014 through June 2015. A vision center capable of providing refractive services was established in the Hospital of Yongshou County, a nationally designated poor county in rural Shaanxi Province, western China. All 31 rural primary schools in Yongshou County participated; participants were all children in grades 4 through 6 (aged approximately 10-12 years) with uncorrected visual acuity of Snellen 6/12 or worse in either eye (2613 children). Data analysis was conducted March through May 2016, and data were analyzed by the intention-to-treat principle. After teacher-led vision screening early in the school year (September-October 2014), schools were randomly assigned to either early referral (December 2014-February 2015) to the vision center for refraction and free eyeglasses if needed or late referral (March-June 2015) for the identical intervention. The primary outcome was score on a study-administered mathematics test (June 2015) adjusted for baseline score. Secondary outcomes were self-reported eyeglasses ownership and wear at final examination (June 2015). All 2613 children evaluated were of Han Chinese race/ethnicity, and 1209 (46.3%) were female. Twelve hundred children (45.9%) met the vision criteria. Among these, 543 (45.3%) were randomized to early screening and 657 (54.7%) to late screening; 433 (79.7%) of the early screening group and 516 (78.5%) of the late screening group completed the study. Of eligible children, 120 (27.7%) owned eyeglasses at baseline. The adjusted effect on test scores comparing early and late groups was 0.25 SD (95% CI, 0.01-0.48; 1-sided P = .04), with the point estimate equivalent to half a semester of additional learning. At the end of the study, 347 of the 433 participants in the early group (80%) reported owning eyeglasses and 326 (75%) reported wearing eyeglasses; among the 516 participants in the late group, 371 (61%) reported owning and 286 (55%) reported wearing eyeglasses. In this study, early provision of free eyeglasses was seen to improve children's academic performance and wearing of spectacles. These findings suggest that a county hospital-based vision center may be an effective way to improve children's educational opportunities in rural China. isrctn.org Identifier: ISRCTN03252665.

Cardiovascular disease (CVD) represents a major cause of mortality and disability in China's population. Ambient particulate matter pollution (APMP) has been established as a significant risk factor contributing to CVD development. Analysis of data from 1990 to 2021 reveals a substantial increase in APMP-attributable CVD mortality across China. While recent trends show decreased mortality risk associated with APMP-attributable CVD, birth cohort analysis demonstrates continued risk elevation in males but declining risk in females born after 1971. Enhanced surveillance and regulation of APMP, coupled with targeted health promotion strategies, are crucial, particularly for elderly populations and males who show increased vulnerability.

Objective – To investigate collaboration in LIS doctoral education, in particular the extent and perception of collaboration between advisors and advisees, and the dissertation as a collaborative product.
 
 Design – Quantitative and qualitative analysis of questionnaire data. Qualitative analysis of interviews. Bibliometric analysis of curricula vitae (CVs) and dissertation citations. 
 
 Setting – American Library Association (ALA)-accredited, doctorate-granting schools in the United States and Canada.
 
 Subjects – A total of 374 full-time, tenured faculty members with the rank of associate or full professor (advisor group) and 294 assistant professors (advisee group) comprised the pool of faculty members (n=668) who were sent the questionnaire. Of these, 30 individuals participated in follow-up telephone interviews, which were equally split between the two groups. There were 97 faculty members from the original pool of 668 faculty members were included in the bibliometric analyses.
 
 Methods – The author developed two questionnaires, one for the advisors (associate and full professors) and one for the advisees (assistant professors), and sent the surveys to faculty members at ALA-accredited schools in the United States and Canada. The questionnaires gathered information about the extent of collaboration and perceptions of collaboration in LIS doctoral education. The author also collected contact information from those interested in participating in a follow-up interview. The author selected the first 30 individuals who responded as the interview participants. The interview participants were split equally between advisors and advisees. 
 
 A separate subpopulation of 97 faculty members was chosen for the bibliometric analysis phase of the study. These faculty members were chosen with the following criteria: graduation from an ALA-accredited school; full-text of dissertation available online; and a current, full CV available online. CVs were searched to determine the level of co-authoring before and after graduation.
 
 Main Results – A total of 215 faculty members completed the questionnaires. The results from the surveys showed that more than 61% of the advisors reported collaborating with at least half of their advisees, while 58% of the advisees reported collaborating with their advisors. Both advisors and advisees defined collaboration mainly as publishing, researching, and presenting together. More than 50% of the advisors reported co-publishing with half of their advisees during the advisees’ doctoral education. The advisors reported co-publishing with less than 30% of their advisees after the students completed their doctoral education. Advisees reported similar numbers: 44% and 31%, respectively. 
 
 Following graduation, the majority of advisees (96%) planned to publish from their dissertations. Of these, 78% did not plan to include their advisor as co-author in these publications. 42% of the advisors reported that none of their advisees included them as co-authors, while 3% of advisors stated that their advisees always included them as co-authors. 
 
 After the 30 interview transcripts were coded using inductive and deductive approaches, the results showed that advisees saw research as a process whereby they became collaborators with their advisors. Advisees also found collaboration with other doctoral students as “kind of key” (p. 7). Advisors saw collaboration as a form of mentorship. However, both advisees and advisors reported that the dissertation itself was not a collaborative product, with the responsibilities of the dissertation tasks falling more heavily on the advisees than the advisors, except in the realm of reviewing and approving the final version of the dissertation. 
 
 Analysis of the CVs for co-publishing between advisees and their advisor and/or committee members showed that 41% of the advisees published with their advisors and 34% published with at least one committee member before receiving their doctorate. After receiving their doctorates, 31% of the advisees published with their advisors and 32% published with a committee member. 
 
 Conclusion – The author concluded that a majority of advisors and advisees see collaboration as joint publication during the period of doctoral studies. Both advisors and advisees see the doctoral dissertation as a solo-authored monograph and not a collaborative product. However, other forms of collaboration among advisees and their advisors, committee members, and fellow doctoral students are viewed as important parts of the doctoral education experience. Based on these findings, the author suggests that the profession may need to adapt its model of doctoral education to become more aligned with the increasingly collaborative nature of LIS research.

Night sleep and parental bedtime practices have rarely been investigated in late talkers. This study aimed to explore: night sleep, parental bedtime practices, and their associations in late talkers as well as individual, socio-demographic, and socio-relational factors affecting them. Parents of 47 30-month-old late talkers, born low-risk preterm (n = 24) or full-term (n = 23), with an expressive vocabulary size ≤10th percentile measured by the MacArthur-Bates Communicative Development Inventory Words and Sentences, and normal cognitive abilities measured by the Bayley Scales, completed the Infant Sleep Questionnaire, the Parental Interactive Bedtime Behaviour Scale, and the Parenting Stress Index Short Form. Results showed slight settling difficulties, night wakings, and frequent co-sleeping in late talkers. Encouraging autonomy practices were frequently used by parents, rather than active physical comforting ones. Recurrent settling difficulties were reported by parents who often applied encouraging autonomy practices, whereas greater night waking problems and frequent co-sleeping were reported by parents who often left their child crying. Low-risk preterm birth and mother's parenting stress predicted total sleep difficulties and night wakings; first-born, high maternal education level and mother's parenting stress predicted settling difficulties; mother's parenting stress was the only predictor for co-sleeping and leaving to cry. These findings have relevant implications for improving late talkers' night sleep and their parents' bedtime practices.

Background: Since parents of children suffering from autism disorder have more psychiatric problems compared to parents of normal children or those with other developmental disorders, the present research aimed to study anxiety, depression, general health and quality of life among parents of children with autism disorders in comparison to the control group. Methods: This descriptive-analytical, cross-sectional study was performed on parents of autism children visiting the pediatric psychologist at Besat psychiatric clinic and one of the rehabilitation centers in Kerman, Iran. The autism diagnosis was confirmed by a child and adolescent psychiatrist and based on DSM-IV-TR criteria. The control group was selected from parents of children over two years with somatic problems. 66 people were selected in each of the control and case groups and in each group there was 33 men and 33 women. All participants were asked to fill out Hamilton Depression and Hamilton Anxiety questionnaires as well as general health questionnaire (GHQ-28) and quality of life (WHOQOL-BREIF) questionnaire. Data analysis was performed using t-test. Results: Mean scores of depression, anxiety, and quality of life were significantly different between the case and control groups (P<0.001). However, in terms of general health, mean scores of the two groups showed no statistically significant difference. Conclusion: Parents of children suffering from autism spectrum disorders are more susceptible to anxiety and depression and have lower quality of life.

Background: Autistic is a developmental disorder that affects some aspects of how children see the world and how to learn through experience. Children with autistic disorder usually less able to feel the social contact. Children with autism tend to be aloof and avoid contact with the surrounding environment. One method that is famous for teaching behavioral therapy is applied behavior analysis (ABA) therapy use a system that gives special training in children by providing positive reinforcement (reward / praise). Purpose: To determine the influence of ABA methods to social interaction skills of children with autism. Methods: Type of this research to be conducted in this study were pre-experimental research. With One group pretest posttest design. The population in this study were students from kindergarten to elementary school classes in the School of Autism BinaAnggita Yogyakarta as many as 10 children. This study uses total sampling technique. Respondent data collected using observation sheet ATEC. Analysis of the data used is using a paired t-test. Results: The results of this study are significant infuence that ABA therapy has an effect on the ability to interact socially autistic children. With the result that sig is 0,001 <0,05. Based on these results it is concluded that H0 is rejected and Ha accepted.

Autism is a complex, behaviorally defined, static disorder of the immature brain that is of great concern to the practicing pediatrician because of an astonishing 556% reported increase in pediatric prevalence between 1991 and 1997, to a prevalence higher than that of spina bifida, cancer, or Down syndrome. This jump is probably attributable to heightened awareness and changing diagnostic criteria rather than to new environmental influences. Autism is not a disease but a syndrome with multiple nongenetic and genetic causes. By autism (the autistic spectrum disorders [ASDs]), we mean the wide spectrum of developmental disorders characterized by impairments in 3 behavioral domains: 1) social interaction; 2) language, communication, and imaginative play; and 3) range of interests and activities. Autism corresponds in this article to pervasive developmental disorder (PDD) of the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition and International Classification of Diseases, Tenth Revision. Except for Rett syndrome--attributable in most affected individuals to mutations of the methyl-CpG-binding protein 2 (MeCP2) gene--the other PDD subtypes (autistic disorder, Asperger disorder, disintegrative disorder, and PDD Not Otherwise Specified [PDD-NOS]) are not linked to any particular genetic or nongenetic cause. Review of 2 major textbooks on autism and of papers published between 1961 and 2003 yields convincing evidence for multiple interacting genetic factors as the main causative determinants of autism. Epidemiologic studies indicate that environmental factors such as toxic exposures, teratogens, perinatal insults, and prenatal infections such as rubella and cytomegalovirus account for few cases. These studies fail to confirm that immunizations with the measles-mumps-rubella vaccine are responsible for the surge in autism. Epilepsy, the medical condition most highly associated with autism, has equally complex genetic/nongenetic (but mostly unknown) causes. Autism is frequent in tuberous sclerosis complex and fragile X syndrome, but these 2 disorders account for but a small minority of cases. Currently, diagnosable medical conditions, cytogenetic abnormalities, and single-gene defects (eg, tuberous sclerosis complex, fragile X syndrome, and other rare diseases) together account for 1 affected family member; 2) cytogenetic studies that may guide molecular studies by pointing to relevant inherited or de novo chromosomal abnormalities in affected individuals and their families; and 3) evaluation of candidate genes known to affect brain development in these significantly linked regions or, alternatively, linkage of candidate genes selected a priori because of their presumptive contribution to the pathogenesis of autism. Data from whole-genome screens in multiplex families suggest interactions of at least 10 genes in the causation of autism. Thus far, a putative speech and language region at 7q31-q33 seems most strongly linked to autism, with linkages to multiple other loci under investigation. Cytogenetic abnormalities at the 15q11-q13 locus are fairly frequent in people with autism, and a "chromosome 15 phenotype" was described in individuals with chromosome 15 duplications. Among other candidate genes are the FOXP2, RAY1/ST7, IMMP2L, and RELN genes at 7q22-q33 and the GABA(A) receptor subunit and UBE3A genes on chromosome 15q11-q13. Variant alleles of the serotonin transporter gene (5-HTT) on 17q11-q12 are more frequent in individuals with autism than in nonautistic populations. In addition, animal models and linkage data from genome screens implicate the oxytocin receptor at 3p25-p26. Most pediatricians will have 1 or more children with this disorder in their practices. They must diagnose ASD expeditiously because early intervention increases its effectiveness. Children with dysmorphic features, congenital anomalies, mental retardation, or family members with developmental disorders are those most likely to benefit from extensive medical testing and genetic consultation. The yield of testing is much less in high-functioning children with a normal appearance and IQ and moderate social and language impairments. Genetic counseling justifies testing, but until autism genes are identified and their functions are understood, prenatal diagnosis will exist only for the rare cases ascribable to single-gene defects or overt chromosomal abnormalities. Parents who wish to have more children must be told of their increased statistical risk. It is crucial for pediatricians to try to involve families with multiple affected members in formal research projects, as family studies are key to unraveling the causes and pathogenesis of autism. Parents need to understand that they and their affected children are the only available sources for identifying and studying the elusive genes responsible for autism. Future clinically useful insights and potential medications depend on identifying these genes and elucidating the influences of their products on brain development and physiology.

To review clinical trials and reports describing the efficacy and safety of atypical antipsychotics (olanzapine, ziprasidone, quetiapine, aripiprazole) in the treatment of autistic or other pervasive developmental disorders. English-language publications from the MEDLINE database (1966-February 2007) including clinical trials, case reports, and retrospective series were reviewed. Relevant data were extracted from studies of selected atypical antipsychotics in the treatment of autistic disorder in children, adolescents, and adults. Most literature found was in the form of case reports or case series; however, several open-label and double-blind trials were also identified. Autistic disorder is a chronic neurodevelopmental disorder with limited treatment options. Nonpharmacologic approaches may be the most beneficial, but pharmacologic agents are needed for some patients with significant behavioral manifestations of the disorder. The atypical antipsychotics (olanzapine, ziprasidone, quetiapine, aripiprazole) have shown some efficacy in improving certain behavioral symptoms of autistic disorder--primarily aggressiveness, hyperactivity, and self-injurious behavior. Efficacy was based on observation or changes from baseline in behavioral rating scores. Data appear to be strongest for olanzapine compared with quetiapine, with several open-label trials suggesting its efficacy. Weight gain and sedation were frequently reported adverse events with both agents. Aripiprazole has demonstrated efficacy in limited case series, with minimal adverse effects reported. Atypical antipsychotics represent a treatment option for symptoms associated with autistic disorder. However, these drugs do not affect the core symptoms of autistic disorder and are associated with potentially significant adverse effects. In addition, there is a lack of randomized controlled trials to determine the true efficacy and long-term safety of these agents in the pediatric population.

Eighteen preschool children diagnosed according to the Diagnostic and Statistical Manual of Mental Disorders Third Edition Revised (DSM III-R) as having Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) were compared to 176 children with DSM III-R Autistic Disorder (AD), and to 311 non-autistic children with developmental language disorders (DLD) (N = 201) or low IQ (N = 110). All children were partitioned into "high" and "low" cognitive subgroups at a nonverbal IQ of 80. Within cognitive subgroups, the 18 PDD-NOS children did not differ significantly from either the DLD or the AD children in verbal and adaptive skills and obtained scores intermediate between those of these groups. The PDD-NOS did not differ from the AD children in maladaptive behaviors. Both the PDD-NOS and AD children had many more of these behaviors than the non-autistic comparison groups. Children in the "high" and "low" cognitive subgroups of AD, but not of PDD-NOS, differed substantially on most measures, with the children with lower cognitive scores significantly more impaired on all measures. Similarity of PDD-NOS children to AD children in maladaptive behaviors and an intermediate position between autistic and non-autistic groups on virtually all measures explains the difficulty clinicians encounter in classifying children with PDD and raises questions about the specificity of these diagnostic subtypes of the autistic spectrum.

Knowledge of volcanic systems and the hazards they produce is rapidly advancing as internet resources become more readily accessible, new and more sensitive field techniques are developed, and ever greater amounts of data are collected. Such rapid advances drive the need for an online collaborative knowledge management system that enables the sharing of volcanological information, and modeling and analysis tools. Vhub ( http://vhub.org ) is a community cyberinfrastructure platform designed for collaboration in volcanology research, education, outreach, and discovery that complements existing volcano databases and other cyberinfrastructure projects. Vhub is unique in its functionality as a nucleus for the creation of collaborative groups focused on issues such as code development, field research, education, and hazard mitigation. In addition, Vhub serves as a clearinghouse and virtual platform for computational tools relating to volcanic processes and data analysis, as well as documentation to aid in the use and understanding of these tools. By providing a means for scientists to easily disseminate data, models, and ideas, Vhub aims to promote collaboration amongst scientists and to provide resources for science education while advancing the state of understanding of volcanoes and the hazards they produce. This paper introduces the Vhub cyberinfrastructure and provides an overview of select hub features and resources.

Toddlerhood is a critical period that determines the growth and development of children. According to UNICEF in 2015, the number of motor development disorders in children was 3 million (27.5%). The results of the 2012 SDKI showed that the number of early childhood (0-6 years) was 26.1 million, about 14.1 per cent had developmental delays. Based on the results of monitoring in the Kampa Community Health Centre working area, Tanjung Berulak village is the village with the highest percentage of developmental delays in toddlers. The purpose of the study was to analyse the relationship between education, occupation, and parenting patterns of mothers with the development of mokorik toddlers in the working area of the Kampa puskesmas in Kampar district in 2022. This study used a cross sectional design. The population is all toddlers who have KMS. Samples were taken from a total population of 52 toddlers. The research location is in Tanjung Berulak village, Kampa health centre working area, Kampar Regency. Data analysis using Fisher's Exact statistical test. The results of the study showed a relationship between education, occupation, and parenting of mothers with motor development of toddlers in the Kampa Health Centre Working Area in 2022. It is expected that health workers can increase preventive efforts through health promotion for mothers of toddlers related to delays in motor development.

The number of children diagnosed with Autism Spectrum Disorder (ASD) has increased in the past few years and the root cause of the symptom cannot yet be determined. The diagnosis today relies heavily on the observation of children's behaviors. This paper presents a technique to investigate the behavior factor associations, and to classify these relations using classification based on association (CBA). Our experiments used actual patient profiles from two hospitals in Thailand. This dataset was categorized by doctors into two types: Autism and Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS). Our analysis results show several interesting behavior patterns in autism disorder. These results provide valuable information for doctors to conduct further studies in the early intervention of autistic symptoms. The goal of our research is to develop a data analysis tool to aid doctors in the diagnosis process in the future.

Students with disabilities (SWD), compared to their non-disabled peers, are at a higher risk for high school dropout and academic failure following the middle to high school transition. The purpose of this study was to investigate teachers' understanding of the elements associated with the middle to high school experience for SWD. Guided by Bronfenbrenner's ecological systems theory, this study explored the following research question: How do teachers make sense of their students' ecological transitions, inclusive pedagogy, and stakeholder involvement and its impact on the social emotional and academic development of students with disabilities transitioning from middle to high school? Using case study methodology, interviews were conducted with five Boston special education teachers who had experience in working with ninth grade SWD. The data analysis was conducted in three phases: (1) categorical aggregation with key terms, (2) direct interpretation of participants' experiences, and (3) categorical aggregation of key words in context. Research findings revealed four key themes that provided more insight on the middle to high school transition for SWD: the diverse learners, bridging the gap, educational stakeholder collaboration, and caregiver involvement. The findings also revealed a general understanding on meeting the needs of SWD and suggested participants' limited knowledge on students' ecological systems and how it impacted the academic and social emotional development of adolescent SWD. Future research in special education and the middle to high school transition must consider how the implementation of inclusive practices in school visions and professional practice through stakeholder collaboration can foster a community of continuity and support for SWD during this critical period of transition.--Author's abstract

This research wants to see how religious figures play a role in cases or control the actions of teenagers who are considered to violate the values ​​of decency, propriety and various kinds in the village of Onan Lama, Dairi Regency. The method used is qualitative research. The research location was carried out in Onan Lama Village, Dairi Regency, Sidikalang City. In this case, to obtain the data in question, researchers carried out observations, interviews and documentation. The techniques used in data analysis are data collection, data reduction, data presentation and drawing conclusions. The results of this research show that religious leaders carry out their role in preventing juvenile delinquency in Onan Lama Village through several activities such as: (1) religious activities (2) alcohol and drug education (3) discussions and collaboration with parents. Furthermore, Onan Lama Village religious leaders carry out social control to prevent juvenile delinquency by: (1) approaching individuals (2) participating in religious activities (3) religious practices