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Sixth Grade (sixth + grade)
Selected AbstractsRECENT STUDIES ON THE HPV VACCINE GARDASIL: ADDENDUM TO OCTOBER 2008 NOTEFAMILY COURT REVIEW, Issue 1 2009Giuseppe Aguanno This Note advocates that states require all females entering the sixth grade to be vaccinated with the HPV vaccine Gardasil, as a means of preventing cervical cancer deaths in the United States. States that do pass such a mandate would receive federal funding to help disperse the cost of the expensive three-dose vaccine, especially to those females most in need. Subject to each individual state's mandate, parents would be allowed to opt their children out of such a mandate for either, religious, medical, and/or philosophical reasons. [source] Children with behaviour problems: the influence of social competence and social relations on problem stability, school achievement and peer acceptance across the first six years of schoolINFANT AND CHILD DEVELOPMENT, Issue 4 2006Lisbeth Henricsson Abstract The aims of the present study were to investigate the role for problematic children of the child's social competence, teacher relations and behaviour with peers for later problem persistence, school performance and peer acceptance, in terms of moderating (protective and exacerbating) and independent effects. Groups of children with externalizing (n=26) and internalizing (n=25) problems and a non-problematic group (n=44) were followed from grade 1,6. Teachers rated behaviour problems and social competence in the first, third and sixth grades, the teacher,child relationship in third grade, and school achievement in sixth grade. Behaviour with peers was assessed in observations in later elementary school. Peer acceptance was assessed through peer nominations in sixth grade. Both problem groups had lower social competence, school achievement and peer acceptance in sixth grade than the non-problematic group. There were moderating and independent effects of social competence, teacher and peer relations on outcomes, but these applied mainly to children with internalizing problems. Copyright © 2006 John Wiley & Sons, Ltd. [source] A vicious cycle in the oral health status of schoolchildren in a primary school in rural CambodiaINTERNATIONAL JOURNAL OF DENTAL HYGIENE, Issue 3 2007Emiko Koito Shidara Abstract, Objective:, To investigate the oral health status and the risk factors contributing to dental caries and gum disease of schoolchildren in Cambodia. Methods:, A cross-sectional survey was conducted in a primary school in the Puok District, Siem Reap Province of Cambodia. An oral examination and self-reported questionnaire were used to evaluate oral health status of schoolchildren, ranging in age from 6,16. Of the 512 children that were enrolled in first through sixth grade at the primary school, 332 children (62.8%) participated. Results:, Of the schoolchildren that were involved in this study, the prevalence of dental caries in permanent dentition was 53.5% and gum disease was present in 46.2%. Among the participants 80% had plaque, 68.6% suffered from tooth pain and only 44.2% of the schoolchildren owned their own toothbrush. There was an association between the schoolchildren that suffered from tooth pain and those that had dental caries (P < 0.03). Plaque was related to dental caries in permanent dentition (P < 0.003), calculus (P < 0.0001) and gum disease (P < 0.0001) and was linked to the schoolchildren who did not own a toothbrush (P < 0.03) and who suffered from tooth pain (P < 0.03). Conclusion:, The following sequence of events may result in a vicious cycle in the oral healthcare of schoolchildren in rural Cambodia: the lack of a personal toothbrush leads to plaque buildup, which may increase the incidence of dental caries, which has been linked to tooth pain and gum disease. Ultimately, this poor oral healthcare impacts an individual's quality of life and can lead to more serious health issues later in life. [source] Positive Marital Quality, Acculturative Stress, and Child Outcomes Among Mexican AmericansJOURNAL OF MARRIAGE AND FAMILY, Issue 4 2009Melinda S. Leidy Previous research suggests that the quality of parents' relationships can influence their children's adjustment, but most studies have focused on the negative effects of marital conflict for children in White middle-class families. The current study focuses on the potential benefits of positive marital quality for children in working-class first generation Mexican American families using observational and self-report data. This study examined the links between positive marital quality and child internalizing and externalizing behaviors 1 year later when the child was in sixth grade (N = 134 families). Positive marital quality was negatively correlated with child internalizing behaviors. Parent acculturative stress was found to mediate the relationship between positive marital quality and child internalizing behaviors in sixth grade. [source] Parents of Elementary School Students Weigh in on Height, Weight, and Body Mass Index Screening at SchoolJOURNAL OF SCHOOL HEALTH, Issue 10 2006Martha Y. Kubik However, there are little empirical data available to guide decision making about the acceptability and safety of programs. A pilot study was conducted using a quasiexperimental research design. In fall 2004, children in 4 suburban elementary schools (kindergarten to sixth grade) in the St Paul/Minneapolis, MN, metropolitan area completed height/weight screening. The following spring, parents in 2 schools received letters containing height/weight and BMI results. A self-administered post-only survey examined parents' opinions and beliefs regarding school-based BMI screening and parent notification programs (response rate: 790/1133 = 70%). The ,2 test of significance was used to examine differences in program support by treatment condition, child's weight status, and sociodemographic characteristics. Among all parents, 78% believed it was important for schools to assess student's height/weight annually and wanted to receive height, weight, and BMI information yearly. Among parents receiving the letter, 95% read most/all of the letter. Most parents (80%) and children (83%) reported comfort with the information in the letter. Parents of overweight children were more likely to report parental discomfort as well as child discomfort with letter content. There was considerable parental support for school-based BMI screening and parent notification programs. Programs may be a useful overweight prevention tool for children. However, continued attention to how best to support parents and children affected by overweight is required. (J Sch Health. 2006;76(10):496-501) [source] Children's self-regulated learning profile in language and mathematics: The role of task value beliefsPSYCHOLOGY IN THE SCHOOLS, Issue 8 2010Panayiota Metallidou This study explored the self-regulated learning (SRL) profile of upper elementary (fifth and sixth grade) school children who were differentiated in their task value beliefs (low and high) in language and mathematics. Students' SRL profile involved their teachers' ratings of achievement outcomes and SRL behaviors. The subscale of task value beliefs from the Motivational Self-Regulated Learning Questionnaire (MSLQ) was administered to the children, and their teachers completed a battery of scales and measurements concerning students' achievement and SRL behaviors. The results confirm previous evidence indicating that SRL involves high levels of motivation, metacognition, and strategic action. Furthermore, the results support the domain-specific character of task value beliefs. Differences in teachers' evaluations about the achievement outcomes and SRL behaviors regarding the two groups of students (low and high in task value beliefs) were found significant mostly in the domain of mathematics. Students with high value beliefs in mathematics were described as more cognitively, metacognitively, and motivationally competent learners as compared to students with lower value beliefs. The results suggest that future intervention studies should focus on strengthening task value beliefs in "threatening" school subjects, such as mathematics, from the elementary school years. © 2010 Wiley Periodicals, Inc. [source] Predictors of hyperactive,impulsive,inattention and conduct problems: A comparative follow-back investigationPSYCHOLOGY IN THE SCHOOLS, Issue 7 2005Frank M. Gresham Disruptive behavior patterns are particularly challenging for parents, teachers, and peers as these behaviors often interfere with classroom instruction, frequently lead to academic underachievement, and are associated with social skills acquisition and performance deficits. Children who exhibit a combination of hyperactivity,impulsivity,inattention and conduct problems (HIA + CP) have been shown to be at greater risk for negative social, behavioral, and legal outcomes than children with HIA-only or CP-only behavior patterns. This investigation explored the degree to which academic, social, and behavioral characteristics in Grade 4 could differentiate sixth-grade students with HIA + CP (n = 61), HIA-only (n = 29), and CP-only (n = 14). Results showed that the HIA-only group had higher academic achievement in Grade 4 as measured by teacher judgments and standardized tests than the HIA + CP and CP-only groups. By Grade 6, the HIA-only and HIA + CP groups showed lower academic competence than the CP-only group suggesting that by sixth grade, children having HIA alone or in combination with conduct problems are at greater risk for academic failure. Additionally, HIA + CP and CP-only groups had poorer social skills than the HIA-only group. Consistent with past research, students in the three risk groups showed no difficulties in either academic or social self-concept. Early screening and identification methods using a multiple-gating model were recommended as a means of proactive approaches to intervention design and prevention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 721,736, 2005. [source] Using behavioral and academic indicators in the classroom to screen for at-risk statusPSYCHOLOGY IN THE SCHOOLS, Issue 2 2005Laura Belsito The present study validated a brief at-risk screening instrument designed for easy use by teachers in the elementary school. School performance measures were collected for students in first to sixth grade one year following initial teacher ratings using the Screening For At-Risk Status screening instrument. Findings indicated that the instrument is best seen as measuring a single at-risk construct with items drawn from three domains: academic skills, social confidence, and social cooperation. Correlations between at-risk scores and school performance measures taken one year later demonstrated predictive validity. The screening instrument correctly identified at-risk students with 88% accuracy and not-at-risk students with 74% accuracy. There were 12% false negatives. Use of the instrument provides teachers with a quick, easy screening of students who may develop difficulties in the future. For schools, the screening can be used as the first step in a supportive response system to assist at-risk students from developing serious school difficulties and possibly failure in the longer term. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 151,158, 2005. [source] Parents Do Matter: Trajectories of Change in Externalizing and Internalizing Problems in Early AdolescenceCHILD DEVELOPMENT, Issue 2 2003Nancy L. Galambos This study examined the relative influence of three parenting behaviors (support, behavioral control, and psychological control) and deviant peers on trajectories of externalizing and internalizing problems in early adolescence. A white, working-to-middle-class sample of adolescents and their mothers and fathers in two-earner families participated in a 3½-year longitudinal study (N=lies). The study began when the adolescents were in sixth grade (M age=rs). Analyses showed that parents' firm behavioral control seemed to halt the upward trajectory in externalizing problems among adolescents with deviant peers. Initial levels of internalizing problems were higher among adolescents with parents who reported lower levels of behavioral control and among adolescents with deviant peers. This study suggests that parenting exerts an important influence in adolescents' lives and may do so even in the face of potentially negative peer influence. [source] Children with behaviour problems: the influence of social competence and social relations on problem stability, school achievement and peer acceptance across the first six years of schoolINFANT AND CHILD DEVELOPMENT, Issue 4 2006Lisbeth Henricsson Abstract The aims of the present study were to investigate the role for problematic children of the child's social competence, teacher relations and behaviour with peers for later problem persistence, school performance and peer acceptance, in terms of moderating (protective and exacerbating) and independent effects. Groups of children with externalizing (n=26) and internalizing (n=25) problems and a non-problematic group (n=44) were followed from grade 1,6. Teachers rated behaviour problems and social competence in the first, third and sixth grades, the teacher,child relationship in third grade, and school achievement in sixth grade. Behaviour with peers was assessed in observations in later elementary school. Peer acceptance was assessed through peer nominations in sixth grade. Both problem groups had lower social competence, school achievement and peer acceptance in sixth grade than the non-problematic group. There were moderating and independent effects of social competence, teacher and peer relations on outcomes, but these applied mainly to children with internalizing problems. Copyright © 2006 John Wiley & Sons, Ltd. [source] | ||||||||||||||||