Impact of parent and teacher concordance on diagnosing attention deficit hyperactivity disorder and its sub-types

Objective  This study examines the extent to which parents and teachers agree on the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) and its subtypes, as per the DSM IV criteria. It assesses whether the extent of agreement between informants improves by making the ADHD criteria more flexible. Methods  Parents and teachers of 119 clinic-referred sample of children (mean age=8.4 years, S.D= 2.48) with disruptive behavioral symptoms completed the Vanderbilt Attention Deficit Hyperactivity Disorder Diagnostic Parent and Teacher Rating Scales, respectively. Concordance of parent and teacher reports for the presence or absence of diagnosis of ADHD and type of ADHD was examined by percent agreement and the kappa statistics. Results  Of the 119 children referred for disruptive behavior disorders, 96 (80.6%) met criteria for any type of ADHD according to the parents’ report; and only 68 (57.1%) met criteria according to the teachers’ report. Parent and teacher agreement for the diagnosis of any type of ADHD was only 52% :(k= .11, n.s); and the agreement regarding diagnosis of sub-type was even poorer. Making the criteria more flexible vis-à-vis impairment or number of symptoms did not improve agreement between the informants. Conclusion  Clear guidelines are needed to reconcile the differences between informants in order to promote uniform diagnostic practices among clinicians working with children having ADHD.     

Relations between harsh discipline from teachers,perceived teacher support,and bullying victimization among high school students

This study examined how the experience of harsh discipline from teachers is related to students' experience of bullying victimization in a Philippine high school. Respondents were 401 first- to fourth-year high school students of an urban public school in the Philippines. Using structural equation modeling, a hypothesized model with direct associations between harsh discipline and bullying victimization, and an indirect path via students' perception of teacher support, was tested. The data adequately fit the model and showed that experiences of harsh teacher discipline predicted higher bullying victimization and students' negative perception of teacher support. There were no significant indirect effects. The findings suggest that school discipline strategies may have repercussions on students' behaviors and relationships, highlighting the teacher's role in modeling and setting norms for acceptable behaviors. Future studies can examine further how teachers' harsh or positive discipline behaviors relate to bullying.     

Do children with reading delay benefit from the use of personal FM systems in the classroom?

Abstract

FM systems have been used to compensate for poor signal-to-noise ratios in classrooms. This study evaluates benefits of a 6-week trial of personal FM systems used during the school day for children with reading delay aged 6–11 years, using a randomized control design. Teachers and children completed the LIFE-UK questionnaire. Test-retest reliability of the LIFE-UK children's version was confirmed in a separate group of 18 children from the same school. The 23 children in the FM group had significantly improved teacher ratings, and the children's ratings of classroom listening for difficult situations were significantly better after the trial. These changes did not occur for the 23 control-group children. Most children (92%) commented positively about the FM after the trial. It is likely that a longer FM trial or a specific reading intervention combined with FM will be required for the benefits of enhanced listening to affect performance on standardized reading tests.

Sumario

Los sistemas FM han sido utilizados para compensar las tasas pobres de señal-ruido en el salón de clases. Este estudio evalúa los beneficios de un ensayo de 6 semanas usando sistemas personales FM durante el día escolar en niños con retardo en la lectura, en edades de 6 a 11 años, usando un diseño de control aleatorio. Tantos los niños como los maestros llenaron un cuestionario LIFE-UK. La confiabilidad test-retest de la versión infantil del LIFE-UK fue confirmada en un grupo separado de 18 niños de la misma escuela. Los 23 niños del grupo FM lograron apreciaciones significativamente mejoradas de sus maestros, y la apreciación de los propios niños sobre su audición en clase para situaciones difíciles fue significativamente mejor después del ensayo. Estos cambios no ocurrieron para el grupo control de 23 niños. La mayoría de los niños (92%) comentaron positivamente después del estudio acerca del sistema FM. Es posible que una prueba más larga con un sistema FM o una intervención específica en cuanto a la lectura combinada con un sistema FM se requiera para que los beneficios de una lectura mejorada afecten el desempeño en pruebas estandarizadas de lectura.     

中小学生急救观念及技术研究

目的 调查分析郑州市中小学生急救观念及相关基本急救技术的掌握情况.方法 采用问卷调查方式,抽样调查郑州市二七区中小学三所学校六个班级,填写自行设计的问卷,并当堂收回,进行分析评价.结果 中小学生对于急救知识的掌握有一定的程度,但相应的急救基本技术还很欠缺,尤其是救命的重要技术不知道的有36％,其他技术掌握不准确的或处理错误的占10％～45％.结论 中小学生的急救观念和基本急救技术有待于提高,小学生对老师的依赖程度高,老师对急救意识和技术的提高对于中小学生急救的普及有重要作用.     

浅谈教师专业道德

教师专业化及教师专业道德的发展越来越得到社会各界的重视,相关研究也日益成为研究热点。本文通过分析教师专业道德的内涵和特性,探讨教师专业道德在教师专业化发展中的作用,为促进教师专业化的健康发展提供了理论依据。     

护理本科生临床带教教师持证上岗制的实践与体会

我院是三级甲等综合性教学医院,多年来接收护理专业的毕业实习任务。2004年开始配合医学院21世纪教改课题,在护理临床带教模式上进行了有益的探索与实践,在护理本科生生产实习阶段实行临床带教教师持证上岗制,收到了良好效果。     

浅谈专业化视角下的康复教师培训

全国康复教师的基本现状表明,对在职康复教师进行专业化培训是迫在眉睫的工作。康复教师培训要有专业化视角,即要做到培训机构专业化、培训目标专业化．培训制度专业化、培训内容和过程专业化、培训效果评估专业化。     

Protective effects of the alcohol dehydrogenase-ADH1B allele in children exposed to alcohol during pregnancy

OBJECTIVES: To examine alcohol use for mothers with and without an ADH1B*3 allele and the moderating effects of the maternal and child ADH1B*3 allele on a broad range of infant and 7.5-year outcomes. STUDY DESIGN: Blood samples from 263 black mother/child pairs (217 mothers and 239 children) were analyzed to determine incidence of the ADH1B allele and the relation of the maternal allele to pregnancy drinking assessed at every prenatal clinic visit. Moderating effects of ADH1B were examined by dichotomizing the moderator variable and performing regression analyses on the 2 groups. RESULTS: Pregnancy drinking at conception was less frequent in the presence of the ADH1B*3 allele, and virtually no adverse effects were found in children whose mothers had at least one ADH1B*3 allele. By contrast to the maternal allele, we found no consistent pattern of greater vulnerability in children lacking the ADH1B*3 allele. CONCLUSIONS: These data are consistent with the hypothesis that the maternal ADH1B*3 allele provides some protection to the fetus from prenatal alcohol exposure.