An exploration of teachers' current perceptions of children with emotional and behavioural difficulties

Difficulties exist in identifying and providing services for children with social, emotional and behavioural difficulties (SEBD). As teacher referral is an essential link in service delivery this study investigated teachers' current perceptions of SEBD by examining characteristics of children nominated by their teachers as having SEBD. While the majority of children were nominated for externalizing behaviours, teachers rated girls as having more severe externalizing difficulties than boys. In contrast, there was no significant difference between teachers' internalizing ratings of boys and girls, despite the fact that girls reported more severe depressive symptomatology. Moreover, teachers rated gender‐contrary behaviours more severely than gender‐consistent behaviours. Consistent with achievement results, teachers rated the majority of children as having moderate to severe academic difficulties. Little agreement was found between characteristics reported by teachers and children. Implications are discussed within the context of the school psychologist's role in working with teachers to increase awareness of the profile of these children.     

Meeting the mental health needs of children and youth: using evidence-based education worldwide

In this paper, we review the factors that impact the mental health of children and youth, highlight the magnitude of the mental health problem based on data from selected countries, emphasise the influence that culture has on the development of children and youth, and delineate several strategies and programmes proven to be effective when working with children and youth in educational settings.     

ZPI基因外显子-3多态性与妊娠高血压疾病子痫前期的相关性探讨

目的：探讨蛋白z依赖的蛋白酶抑制物（ZPI）基因外显子-3（exon-3）多态性与妊娠高血压疾病子痫前期的相关性。方法：选择健康孕妇30例、妊娠高血压疾病子痫前期36例,用ELISA竞争法测定其血浆ZPI水平。用直接DNA测序法对ZPI基因exon-3测序。结果：ZPI含量健康妊娠组为（144．32±75．45）pg／mL,妊娠高血压疾病子痫前期组为（137．61±42．95）pg／mL,两组之间无显著性差异（F=0．131,P=0．719）。ZPI基因外显子-3测序结果,发现在exon-3137A〉G、181A〉G、481A〉T存在基因多态性,但这三种基因型频率和等位基因频率分布,两组之间均无统计学差异（均P〉0．05）。结论：ZPI基因exon-3137A〉G、181A〉G、481A〉T存在基因多态性,但与妊娠高血压疾病子痫前期关系不大。     

Discourse comprehension intervention for high‐functioning students with autism spectrum disorders: preliminary findings from a school‐based study

Many students with autism spectrum disorders (ASD) demonstrate comprehension difficulties. In the present study, 12 high‐functioning Swedish students with ASD (aged 10–15 years) took part in a naturalistic classroom‐based intervention to support comprehension of connected narrative discourse. An effective approach for supporting discourse comprehension in children with ASD was assumed to include: (i) providing teachers and students with a shared and explicit set of concepts for talking and thinking about the activity of comprehension, that (ii) can structure the child's discourse comprehension under scaffolding and modelling from the teacher. In the pre‐testing session, the students with ASD presented with poor discourse comprehension but receptive vocabulary and reading decoding skills close to normative performance. Post‐intervention test results, following 4 weeks of training, indicated specific and significant improvements in discourse comprehension. Support for the potential of this type of teaching was also obtained from teachers and students. The teachers reported that they would continue to use the same or similar comprehension instruction for 11 out of 12 students, and for multiple reasons, and students were also mostly positive to the training. Implications for practice and further research are discussed, as are limitations of the study.     

Specific Language Disorders in Singaporean Children: Four Case Studies

Children with specific disorders of language have failed to develop normal means of spoken and written communication. International studies suggest that 5–10% of children enter school with a significant language disorder that puts them at risk educationally and also affects their social and emotional development.

The invisible nature of language disorders makes early detection and remediation difficult. In multilingual settings, such as Singapore, early detection may be particularly difficult, and remediation is complicated by the desirability of maintaining the range of languages used in the home and at school. Two case studies of specific spoken language disorder and two of written language disorder are presented to illustrate means of remediation and the importance of early intervention.     

Torey Hayden’s teacher lore: classroom behavior management of children with emotional and behavioral disorders

Torey Hayden’s portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: One child, Somebody else’s kids, Just another kid, Ghost girl and Beautiful child. Each of these books unfolds within the space of an elementary age, self‐contained classroom for children with emotional and behavioral disorders. Each technique Hayden used to respond to her students’ problem behaviors in the five books was categorized according to Fritz Redl’s theory on managing behavior problems. Redl identified five strategies educators can use to handle their students’ behavior problems: changing, managing, tolerating, preventing and accommodating. The methodology used to categorize Hayden’s techniques was analogous to constant comparative analysis of documents. Hayden is portrayed through Redl’s strategies as a teacher who relies on managing without consequences and changing techniques. Narrative passages illustrating these techniques are presented. The roles of altruism and student empowerment in Hayden’s storied model of classroom management are presented. Implications for Hayden as a role model for teachers of children with emotional and behavioral disorders are discussed.     

Organic vs. functional neurological disorders: The role of childhood psychological trauma

Although the relationship between psychological trauma and medically unexplained symptoms (MUS) is well established, this relationship is less well understood in people with medically unexplained neurological symptoms. In the present study, we set out to compare people with functional neurological disorders, and organic neurological disorders, in terms of childhood and adulthood traumatic events, traumatic stress, emotional dysregulation and symptoms of depression and anxiety. We have hypothesised that those with functional neurological disorders would be more likely to report childhood and adulthood traumatic life events, traumatic symptomatology, emotional dysregulation and symptoms of anxiety and depression, compared to those with organic neurological disorders. Sample consisted of a consecutive series of people with functional neurological disorders and with organic neurological disorders (n = 82) recruited from a hospital in Scotland. Participants completed measures of life events, traumatic stress, emotional regulation, anxiety and depression. The two groups were found to significantly differ in relation to all measures, with the MUS group being more likely to report childhood and adulthood life events, more severe emotional dysregulation, traumatic stress and symptoms of anxiety and stress. Logistic regression analysis revealed that exposure to childhood traumatic life events, specifically childhood sexual abuse, and childhood physical neglect, were the only factors which were significantly associated with membership of the medically unexplained neurological symptoms group. Although further research is required to confirm our findings, our results suggest that identifying and addressing the impact of childhood trauma, may alleviate distress and aid recovery from functional neurological disorders.     

Adverse childhood experiences and suicide attempts among those with mental and substance use disorders

Using the 2012–2013 National Epidemiologic Survey on Alcohol and Related Conditions data, we examined the associations of ten types of adverse childhood experiences (ACEs) with (1) lifetime suicide attempts and (2) number and age of attempts among U.S. adults aged 18+. In a case-control design, suicide attempters (5.14% of the full sample) were matched with never attempters (matched sample N = 3912) on nine mental and substance use disorders. ACE rates were higher among attempters (3.30 [SE = 0.07]) than their matched controls (2.19 [SE = 0.06]). Results from multivariable logistic regression analyses showed that sexual abuse and parental/other family member’s mental illness were associated with increased odds of having attempted suicide among both genders, and emotional neglect was also a factor for men. Population attributable risk fractions for sexual abuse were 25.75% for women and 8.56% for men. Sexual abuse and a higher number of ACEs were also related to repeated suicide attempts. A higher number of ACEs was associated with a younger first attempt age. Gay/bisexual orientation in men and the lack of college education in both genders were significant covariates. In conclusion, this study underscores that ACEs are significantly associated with lifetime suicide attempts even when mental and substance use disorders are controlled.     

Availability of pre-admission information to prospective graduate students in speech-language pathology

An extensive Internet search was conducted to obtain pre-admission information and acceptance statistics from 260 graduate programmes in speech-language pathology accredited by the American Speech-Language-Hearing Association (ASHA) in the United States. ASHA is the national professional, scientific and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language and hearing scientists; audiology and speech-language pathology support personnel and students. Data were collected for analysis from Internet websites of individual academic programmes and ASHA’s EdFind, an online directory for undergraduate and graduate programmes in communication sciences and disorders in the United States. Frequency counts were used to analyse the data. Since graduate programmes are not required by ASHA to report or publish entrance requirements, the information included on the individual websites and ASHA’s EdFind varies widely among the programmes with some information incomplete or not reported at all.     

重复经颅磁刺激(rTMS)提高睡眠质量的研究

目的:探讨重复经颅磁刺激(rTMS)改善睡眠的效果,为使用rTMS提高运动员的睡眠质量提供理论基础。方法:采用被试内设计,在被试脑干的中缝核区域分别施加假刺激(S)、无刺激(N)和磁刺激(T),比较刺激后主观感觉、生理及行为的变化。结果:在被试脑干的中缝核区域施加1 Hz,80%RMT,1 500次rTMS(持续10 s间隔2 s)后,被试的自评睡眠质量提高,状态焦虑降低;呼吸曲线的波动减少、呼吸频率降低,脉率降低,心率变异性(HRV)的相邻NN间期差值的均方根(RMSSD)和相邻NN间期差值的标准差(SDSD)降低;肢体活动减少。结论:rTMS能够提高睡眠质量,rTMS刺激后呼吸、脉率以及心率变异性(HRV)的变化在一定程度上可以对其生理效果进行解释。