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Disadvantaged Children (disadvantaged + child)
Selected AbstractsInequalities in the dental treatment provided to children: an example from the UKCOMMUNITY DENTISTRY AND ORAL EPIDEMIOLOGY, Issue 5 2002Martin Tickle Abstract Objectives: To identify the relationship between the socioeconomic status of frequently attending children and the dental care of their primary dentition provided by dentists working in the General Dental Service (GDS) of the UK National Health Service (NHS). Methods: The study design involved a retrospective investigation of the case notes of 658 children who were regularly attending patients of 50 General Dental Practitioners (GDPs) working in the North West of England. The socioeconomic status of each subject was measured using the Townsend score of their electoral ward of residence. Logistic regression models, taking into account the clustering of the subjects within dental practices, were fitted to identify whether or not socioeconomic status was significantly associated with the proportion of carious teeth that were restored, all dental extractions, dental extractions for pain or sepsis alone and courses of antibiotics prescribed after controlling other variables. Results: A significant association between socioeconomic status and caries experience could not be found. There was also no association between socioeconomic status and the proportion of carious teeth filled or courses of antibiotics prescribed. Disadvantaged children were significantly more likely to have teeth extracted than their more affluent peers, but there was no association between deprivation and extractions for pain or sepsis alone. Conclusions: Children from deprived backgrounds who regularly attended this group of UK dentists were more likely to have extractions than their more affluent peers, irrespective of their caries experience. [source] The social and economic consequences of childhood-onset Type 1 diabetes mellitus across the lifecourse: a systematic reviewDIABETIC MEDICINE, Issue 8 2006B. Milton Abstract Background The incidence of childhood-onset (Type 1) diabetes is high, and increasing, particularly among the very young. The aim of this review was to determine the longer-term social consequences of having diabetes as a child and to determine whether adverse consequences are more severe for disadvantaged children. Methods Results from published and unpublished studies were synthesized narratively to examine the impact of diabetes on education, employment and income in adulthood. The question of whether the impact differed for different social groups was also examined. Results Case-control studies found that children with diabetes missed more school than healthy children. Most studies of attainment found no differences between children with diabetes and non-diabetic control subjects or the local population, although poor metabolic control, early-onset, longer illness duration and serious hypoglycaemic events were associated with underachievement. People with childhood-onset diabetes may experience disadvantage in employment, and have a lower income in adulthood, although diabetic complications appear to be the most important determinant of social consequences in later life. Conclusions Many children with diabetes,especially late-onset,perform equally well at school despite increased rates of absence, but it is not yet clear whether specific subgroups are at greater risk of educational underperformance. People with childhood-onset diabetes, however, do appear to experience some disadvantage in adult employment. Qualitative research and cohort studies are needed to fill key gaps in the existing evidence base. Future research must also examine the impact of diabetes-related risk factors on socio-economic consequences. [source] Improving mother,child interaction in low-income Turkish,Dutch families: A study of mechanisms mediating improvements resulting from participating in a home-based preschool intervention programINFANT AND CHILD DEVELOPMENT, Issue 4 2004Cathy van Tuijl Abstract This study examined whether the effects on cognitive and language outcomes of a recently developed home-based educational intervention program, Opstap Opnieuw, for 4,6-years-old disadvantaged children could be explained by improved mother,child interaction. The present sample (n=30) was drawn from a larger sample of Turkish,Dutch families (n=181) for which in a previous study significant effects of Opstap Opnieuw were found on children's (first) language and cognitive pre-math skill, 5 months after the program ended. The present study focused on two facets of interaction quality as possible mediators of these program effects: the mean cognitive distancing level of mothers' communication and instruction behaviour as an indicator of the cognitive and verbal stimulation provided, and the degree of cooperation as an indicator of mothers' social-emotional support to their children. Both measures were based on systematic observation of mother,child interaction during sorting tasks. Participation in the program appeared to improve mothers' social-emotional support behaviour substantially, but not their cognitive distancing behaviour. For Turkish (first language) vocabulary, about half of the program effect appeared to be mediated by the improved social-emotional support. For cognitive pre-mathematical skills, two-thirds of the program effect appeared to be mediated by improved social-emotional support. Mothers' cognitive distancing was moderately-strongly related to children's vocabulary development, but did not mediate program effects. Some implications of the results are discussed. Copyright © 2004 John Wiley & Sons, Ltd. [source] Summer learning and its implications: Insights from the Beginning School StudyNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 114 2007Karl L. Alexander There is perhaps no more pressing issue in school policy today than the achievement gap across social lines. Achievement differences between well-to-do children and poor children and between disadvantaged racial and ethnic minorities and majority whites are large when children first begin school, and they increase over time. Despite years of study and an abundance of good intentions, these patterned achievement differences persist, but who is responsible, and how are schools implicated? The increasing gap seems to suggest that schools are unable to equalize educational opportunity or, worse still, that they actively handicap disadvantaged children. But a seasonal perspective on learning yields a rather different impression. Comparing achievement gains separately over the school year and the summer months reveals that much of the achievement gap originates over the summer period, when children are not in school. The authors review Beginning School Study research on differential summer learning across social lines (that is, by family socioeconomic level) and its implications for later schooling outcomes, including high school curriculum placements, high school dropout, and college attendance. These studies document the extent to which these large summer learning differences impede the later educational progress of children of low socioeconomic status. Practical implications are discussed, including the need for early and sustained interventions to prevent the achievement gap from opening wide in the first place and for high-quality summer programming focused on preventing differential summer learning loss. [source] Constructed-response spelling and literacy development: an application in an urban classroomBEHAVIORAL INTERVENTIONS, Issue 2 2006Amy Lee-Vieira The purpose of this study was to examine the effectiveness of constructed-response spelling procedures with disadvantaged children attending a public inner-city elementary school. Ten students of primarily Cape Verdean descent participated in the study as part of a classroom-wide implementation of constructed-response procedures. A multiple-treatment design was used to assess the effectiveness of the constructed-response strategy versus traditional spelling instruction. The dependent variable was the percent of words spelled correctly on weekly spelling tests. Results indicated that mean spelling scores were higher during both constructed-response conditions than during traditional instruction for 9 of the 10 students. The relationship between spelling proficiency and literacy development is discussed. Copyright © 2006 John Wiley & Sons, Ltd. [source] | |||||||||||||