860 research outputs found
P57 Inequalities in screen time during the early years: findings from a prospective cohort study
No full textPoster P57Mary Brushe, John Lynch, Edward Melhuish, Sheena Reilly, Sally Brinkma
Equity and access to services for children with language difficulties
No full textCare injustice, sometimes termed the ‘postcode lottery’ arises when individuals cannot access services simply because of where they reside. The distribution and access to health and education services for children with language difficulties is explored in this chapter. There is a body of literature demonstrating that service availability and accessibility can differ markedly between metropolitan and rural settings. Here, we draw on available evidence to discuss the relationship between health inequities and inequalities, proposing a place-based approach as a potential solution, which encourages the location and distribution of services based on community need. This chapter also addresses the way in which many services have been historically developed, that is, along the traditional ‘clinical’ model rather than a model which considers and reviews the needs of a community from a population health perspective and likely needs of the child population. We conclude by highlighting some key steps that need to be taken to ensure the design and delivery of services to meet the future needs of the population, and outline some of the challenges in adopting this approach
Supplemental_Material_App1 - Research data management in practice: Results from a cross-sectional survey of health and medical researchers from an academic institution in Australia
No full textSupplemental_Material_App1 for Research data management in practice: Results from a cross-sectional survey of health and medical researchers from an academic institution in Australia by Michelle A Krahe, Julie Toohey, Malcolm Wolski, Paul A Scuffham, and Sheena Reilly in Health Information Management Journal</p
Supplemental Material, sj-pdf-1-him-10.1177_1833358320917207 - Developing a strategy to improve data sharing in health research: A mixed-methods study to identify barriers and facilitators
No full textSupplemental Material, sj-pdf-1-him-10.1177_1833358320917207 for Developing a strategy to improve data sharing in health research: A mixed-methods study to identify barriers and facilitators by Michelle A Krahe, Malcolm Wolski, Sharon Mickan, Julie Toohey, Paul Scuffham and Sheena Reilly in Health Information Management Journal</p
The education word gap emerges by 18 months: findings from an Australian prospective study
No full textData source: Supplementary Information, https://doi.org/10.1186/s12887-021-02712-1Background The idea of the '30 million word gap' suggests families from more socioeconomically advantaged backgrounds engage in more verbal interactions with their child than disadvantaged families. Initial findings from the Language in Little Ones (LiLO) study up to 12 months showed no word gap between maternal education groups. Methods Families with either high or low maternal education were purposively recruited into a five-year prospective study. We report results from the first three waves of LiLO when children were 6, 12 and 18 months old. Day-long audio recordings, obtained using the Language Environment Analysis software, provided counts of adult words spoken to the child, child vocalizations and conversational turns.ResultsBy the time children were 18 months old all three measures of talk were 0.5 to 0.7 SD higher among families with more education, but with large variation within education groups. Changes in talk from 6 to 18 months highlighted that families from low educated backgrounds were decreasing the amount they spoke to their children (- 4219.54, 95% CI -6054.13, - 2384.95), compared to families from high educated backgrounds who remained relatively stable across this age period (- 369.13, 95% CI - 2344.57, 1606.30). Conclusions The socioeconomic word gap emerges between 12 and 18 months of age. Interventions to enhance maternal communication, child vocalisations and vocabulary development should begin prior to 18 months.Mary E. Brushe, John Lynch, Sheena Reilly, Edward Melhuish, Murthy N. Mittinty and Sally A. Brinkma
Writers Talk featuring authors Troy Hicks and Elaine Wolf
No full textElaine Wolf, author of Camp, talks to OSU students Erin Reilly-Sanders and Allison Fetzer. Author and teacher Troy Hicks talks to OSU employee Kevin Cordi about the impact of technology on the teaching of writing.The media can be accessed here: http://streaming.osu.edu/knowledgebank/WritersTalk-Audio/WT_2013-3-18-Hicks_Wolf.mp3Ohio State University. Center for the Study and Teaching of Writin
Corrigendum to “The Satisfaction with Communication in Everyday Speaking Situations (SCESS) scale: An overarching outcome measure of treatment effect” [J. Fluency Disord. (2018), 58, 77–85]
No full textCreating the conditions for robust early language development for all—Part 1: Evidence‐informed child language surveillance in the early years
No full textBackground: The emergence of language in the early years is a major developmental accomplishment that underpins learning, enables social interaction and, later, is an indicator of well-being. Learning language is an effortless process for most, but can be challenging for others. There is a need to act early. First, because there are several social, environmental and family factors known to influence how language develops during the critical early years. Second, there is a robust association between a child's socio-economic circumstances and language outcomes. Put simply, children living in less advantaged circumstance have poorer language outcomes, which are apparent very early and persist across the lifespan. Third, children with demonstrated weaknesses in language learning in early childhood have poorer educational, employment, mental health and quality-of-life outcomes across the lifespan. Acting early to counter these impacts is important; however, there are several well-documented challenges in accurately identifying in the early years children who are at later risk of developmental language disorder (DLD) and to deliver prevention and intervention programmes to scale. This is critical because many services do not currently reach those who need them most; as many as 50% of children in need may not be receiving support. Aim: To determine whether an improved surveillance system, based on best evidence, could be developed for the early years. Methods & Procedures: We summarised findings from longitudinal, population or community studies that: (1) adopted bioecological models, (2) repeatedly measured language (including the early years) and (3) adopted similar methodologies, to identify factors that influence language outcomes. Main contribution: The evidence confirmed that language development is not always stable but is characterized by distinct trajectories and each has distinguishing social, environmental features. Children in the change or fluctuating groups tend to live in less advantageous circumstances that may not always support and enable language development. Risk factors tend to cluster and accumulate across the early years and beyond, thereby markedly increasing the likelihood of poorer language outcomes later in life. Conclusions & Implications: In this the first of two papers, designed to be read together, we integrate research on the social determinants of child language and propose they be embedded into surveillance models. This has the potential to reach more children and those living in disadvantaged circumstances. In the accompanying paper we combine this information with evidence-informed early prevention/intervention approaches and propose the design and implementation of an early language public health framework. What this paper adds. What is already known on the subject: There are several well-documented challenges in accurately identifying in the early years children who are at later risk of DLD and reaching those most in need of language support. What this study adds to existing knowledge: A combination of child, family and environmental determinants, collectively and cumulatively, play out over time and dramatically increase the risk of later language problems, in particular those children living in disadvantaged circumstances. We propose an improved surveillance system that incorporates these determinants be developed and that this be part of a whole of system approach to child language in the early years. What are the potential or actual clinical implications of this work? Clinicians intuitively act to prioritize children with multiple features or risks; however, they can only do so for those who present or are identified to be at risk. Given many children with language problems are not being reached by many early language services, it is reasonable to ask if this knowledge can be integrated to improve reach. Or is a different surveillance model required?Full Tex
Behavioural and emotional features in Rett syndrome
No full textPURPOSE/METHOD: There is increasing agreement that many genetic disorders have characteristic behavioural phenotypes; that is genetic anomalies have specific effects on behaviour. In this paper the existing literature is reviewed with an aim to identify behavioural and emotional features that are candidates for Rett syndrome (RS) specific behaviours. RESULT/CONCLUSION: A number of behavioural and emotional features have been reported to be common in individuals with RS. These behaviours may constitute an RS-specific profile of behaviour or behavioural phenotype. Alternatively, these behaviours may simply reflect the multiple disabilities found in individuals with severe or profound cognitive impairment. The diagnostic criteria for Rett syndrome include a number of the behavioural features, such as hand stereotypies and breathing difficulties, although other behavioural features are not included
Creighton University Window Fall 1991
No full textTHE WAR THAT CHANGED CREIGHTON: "WE WILL NEVER BE HAPPY LIKE THIS AGAIN" / REMEMBERING THE 'BIG WAR' 50 YEARS LATER; WWII CHANGED CREIGHTON FOREVER
Author Robert Reilly, long a denizen of the Creighton campus, recalls the days of World War II - preceding, during, and following ~ and the many changes it brought to the Hilltop and its people. Page 4.
EMERALD IMAGES / EMERALD IMAGES: FR. DOLL IN IRELAND
Creighton's famed Jesuit photographer, Rev. Don Doll, S.J., was among 75 photographers from around the world invited to capture "A Day in the Life of Ireland." Some of his images from the Emerald Isle appear starting on Page 10.
COLUMBUS QUINCENTENARY: YEAR OF CELEBRATION OR YEAR OF MOURNING / COLUMBUS QUINCENTENARY: IS IT CAUSE FOR CELEBRATION OR MOURNING?
Freelancer Cynthia Furlong Reynolds writes about the Columbus who is no longer "politically correct" and despite a 500th-year commemoration may not be thought of as the hero and discoverer of the New World. Meanwhile, Creighton produces a video play about Columbus. Page 17.
WHAT IS LIFE? / WHAT IS LIFE? A BIOLOGIST'S TEXTBOOK
Dr. Allen Schlesinger, professor of biology and a member of the Window editorial advisory board, shares part of a chapter from his forthcoming book. It examines the science and philosophy of life at its simplest levels. Page 20.
FROM RED TO PINK TO ... COMMUNISM SELF-DESTRUCTS / CHANGE IN THE SOVIET UNION: INSIDE THE RUSSIAN ENIGMA
Pamela Vaughn interviews Dr. Ross Homing, who shares insights on the momentous events occurring in Russia as Communism self-destructs. Page 24.1
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