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Andersson AK, Almqvist L, Strand Brodd K, Harder M. Meaningful everyday life situations from the perspective of children born preterm: A photo-elicitation interview study with six-year-old children. PLoS One 2023; 18:e0284217. [PMID: 37578940 PMCID: PMC10424858 DOI: 10.1371/journal.pone.0284217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 03/27/2023] [Indexed: 08/16/2023] Open
Abstract
AIM The aim of the study was to explore meaningful everyday life situations as perceived by six-year-old children born preterm. MATERIALS AND METHODS The study had a descriptive qualitative design with an inductive approach. Ten, six-year-old children born preterm, not diagnosed with any disabilities, participated. Data was collected by photo-elicitation interviews to stimulate and help the children to describe their meaningful everyday life situations. A qualitative content analysis according to Elo and Kyngäs was applied. RESULTS The children's descriptions of meaningful everyday life situations can be understood as being in an active and dynamic process, representing the core category. The analysis resulted in three generic categories, as the children described the significance of having significant circumstances and doing things. The experiences the children gain when they do things create their desire for further development. DISCUSSION The results reveal that children born preterm are able to reflect on and give detailed descriptions of situations of importance to them. The study suggests that if six-year-old children born preterm are given the opportunity to share their views they can take an active role e.g. in planning and carrying through of interventions by health care services.
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Affiliation(s)
| | - Lena Almqvist
- School of Health, Care and Welfare, Mälardalen University, Västerås, Sweden
| | - Katarina Strand Brodd
- Department of Women´s and Children’s Health, Perinatal, Neonatal and Pediatric Cardiology Research Uppsala University, Uppsala, Sweden
| | - Maria Harder
- School of Health, Care and Welfare, Mälardalen University, Västerås, Sweden
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Gustafsson BM, Steinwall S, Korhonen L. Multi-professional and multi-agency model PLUSS to facilitate early detection and support of pre-school children with neurodevelopmental difficulties - a model description. BMC Health Serv Res 2022; 22:419. [PMID: 35354442 PMCID: PMC8966250 DOI: 10.1186/s12913-022-07815-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Accepted: 03/21/2022] [Indexed: 11/29/2022] Open
Abstract
Background Neurodevelopmental difficulties, such as problems in social inter-relatedness, communication, motor coordination, and attention, are frequent in preschoolers and constitute a risk for later negative consequences. This article describes the development of a multi-professional and multi-agency model, PLUSS, to facilitate care and interventions for preschoolers with neurodevelopmental difficulties. Methods The PLUSS model was developed for children aged 1.5–5 years with a need for a further assessment of neurodevelopmental symptoms. The model is evaluated using a quasi-experimental study design along with qualitative interviews that study preschool teacher, and parent experiences of PLUSS. Outcomes of interest are a) implementation, b) effectiveness related to processes and multi-agency collaboration, c) capacity building among professionals, d) child-related outcomes with a longitudinal follow-up as well as d) parental wellbeing and satisfaction. Results The model was launched in 2019 and so far, approximately 130 children have been assessed. Results from a pilot study with 62 children (27–72 months; boys: girls 2.65:1) show that the total mean SDQ score in parental rating was 15 ± 6 and in preschool teacher ratings 14 ± 7, exceeding the Swedish cut-off of 12. 54 parents have participated in parental training and rate high levels of satisfaction (mean score 4.5, max 5.0). In addition, 74 pre-school professionals have been trained in early signs of neurodevelopmental difficulties to facilitate early detection. Feedback from participants indicates high satisfaction with educational activities (mean score 4.2, max 5.0 = very satisfied). Conclusions The pilot study shows that the screening procedure can detect children with clinically significant problems. In addition, participant satisfaction is high in parent- and preschool teacher training. The longitudinal study approach enables both child follow-up and evaluation of interventions provided by the working model. Trial registration Clinical Trials 2021, PLUSS identifier, NCT04815889. First registration 25/03/2021.
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Affiliation(s)
- Berit M Gustafsson
- Department of Psychiatry and Rehabilitation, Psychiatric Clinic, Högland Hospital, Region Jönköping County, Jönköping, Sweden. .,Department of Child and Adolescent Psychiatry and Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden.
| | - Samina Steinwall
- Department of Child and Adolescent Psychiatry, Division of Psychiatry and Rehabilitation, Region Jönköping County, Jönköping, Sweden
| | - Laura Korhonen
- Department of Child and Adolescent Psychiatry and Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden.,Barnafrid and Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden
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Wallin Ahlström S, Janeslätt G, Almqvist L. Feasibility of an intervention to facilitate time and everyday functioning in preschoolers. Scand J Occup Ther 2021; 29:337-352. [PMID: 34618656 DOI: 10.1080/11038128.2021.1981434] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
BACKGROUND Children in need of special support (INS) often display delays in time-processing ability (TPA) affecting everyday functioning. Typically developing (TD) children are not yet mature to use the information of a clock. AIM To investigate the feasibility of an intervention program, MyTime, to facilitate TPA and everyday functioning in pre-school children, including the subjective experiences of pre-school staff and the children. MATERIALS AND METHODS The intervention sample consisted of 20 children: 4 INS and 16 TD. Intervention was given daily in 8 weeks with MyTime in the pre-school environment. Data collection procedures were evaluated and children were assessed for TPA pre- and post intervention. Everyday functioning were assessed by teachers, parents and children. Experiences of the intervention were assessed by a group interview with teachers and a Talking Mats© evaluation with children. RESULTS MyTime worked well in pre-school and indicated an increase in the children's TPA and everyday functioning. The program was perceived simple to use by teachers and children highlighted the importance to understand the duration of time. CONCLUSION The program MyTime was found to be feasible in the pre-school environment. Significance: The assessment and program design can be used to investigate intervention effectiveness in a randomised study.
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Affiliation(s)
- Sara Wallin Ahlström
- School of Health, Care and Social Welfare (HVV), Mälardalen University, Västerås, Sweden.,Center for Clinical Research Dalarna, Falun, Sweden.,Habilitation Services in Dalarna, Sweden
| | - Gunnel Janeslätt
- Center for Clinical Research Dalarna, Falun, Sweden.,Habilitation Services in Dalarna, Sweden.,Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden
| | - Lena Almqvist
- School of Health, Care and Social Welfare (HVV), Mälardalen University, Västerås, Sweden
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Gustafsson BM, Gustafsson PA, Granlund M, Proczkowska M, Almqvist L. Longitudinal pathways of engagement, social interaction skills, hyperactivity and conduct problems in preschool children. Scand J Psychol 2020; 62:170-184. [PMID: 33314170 PMCID: PMC8048902 DOI: 10.1111/sjop.12700] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Accepted: 10/26/2020] [Indexed: 11/26/2022]
Abstract
Preschool children's engagement/social interaction skills can be seen as aspects of positive functioning, and also act as protective aspects of functioning. On the other hand, hyperactivity/conduct problems are risk aspects that negatively affect children's everyday functioning. Few studies have investigated such orchestrated effects on mental health in young children over time. The aims of the study are first, to identify homogeneous groups of children having similar pathways in mental health between three time points. Second, to examine how children move between time points in relation to risk and protective factors. Alongitudinal study over 3 years, including 197 Swedish preschool children was used. Questionnaire data collected from preschool teachers. Statistical analysis using person-oriented methods with repeated cluster analyses. Children high in engagement/social skills and low in conduct problems continue to function well. Children with low engagement/social skills exhibiting both hyperactivity and conduct problems continue to have problems. Children with mixed patterns of protective factors and risk factors showed mixed outcomes. The stability of children's pathways was quite high if they exhibited many positive protective factors but also if they exhibited many risk factors. Children exhibiting a mixed pattern of protective and risk factors moved between clusters in a less predictable way. That stability in mental health was related to the simultaneous occurrence of either many protective factors or many risk factors supports the notion of orchestrated effects. The results indicate that early interventions need to have a dual focus, including both interventions aimed at enhancing child engagement and interventions focused on decreasing behavior problems.
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Affiliation(s)
- Berit M Gustafsson
- Center for Social and Affective Neuroscience Department of Clinical and Experimental Medicine, Linköping University, Linköping, Sweden.,Division of Psychiatrics & Rehabilitation/Region Jönköping, Psychiatric Clinic, Högland Hospital, Jonkoping, Sweden.,CHILD research environment, SIDR, Jönköping University, Jonkoping, Sweden
| | - Per A Gustafsson
- Center for Social and Affective Neuroscience Department of Clinical and Experimental Medicine, Linköping University, Linköping, Sweden.,Department of Child and Adolescent Psychiatry, Linköping University, Linköping, Sweden
| | - Mats Granlund
- CHILD research environment, SIDR, Jönköping University, Jonkoping, Sweden.,Dept. Of Special Education, Oslo University, Norway
| | - Marie Proczkowska
- Center for Social and Affective Neuroscience Department of Clinical and Experimental Medicine, Linköping University, Linköping, Sweden
| | - Lena Almqvist
- CHILD research environment, SIDR, Jönköping University, Jonkoping, Sweden.,School of Health, Care, and Social Welfare, Mälardalen University, Västerås, Sweden
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FitzGerald TL, Kwong AKL, Cheong JLY, McGinley JL, Doyle LW, Spittle AJ. Body Structure, Function, Activity, and Participation in 3- to 6-Year-Old Children Born Very Preterm: An ICF-Based Systematic Review and Meta-Analysis. Phys Ther 2018; 98:691-704. [PMID: 29912447 DOI: 10.1093/ptj/pzy050] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/29/2017] [Accepted: 04/17/2018] [Indexed: 02/09/2023]
Abstract
BACKGROUND The World Health Organization's International Classification of Functioning, Disability, and Health framework, Children and Youth Version (ICF-CY), provides a valuable method of conceptualizing the multidomain difficulties experienced by children born very preterm (VP). Reviews investigating motor outcomes at preschool age across ICF-CY domains are lacking. PURPOSE The purpose of this review is to identify and compare motor outcomes of 3- to 6-year-old children born VP and children born full-term (FT) within the ICF-CY framework. DATA SOURCES Four electronic databases and reference lists of included and key articles were searched. STUDY SELECTION Studies comparing motor outcomes of 3- to 6-year-old children born VP (<32 weeks' gestation or birth weight <1500 g) with peers born FT were included. DATA EXTRACTION Two independent authors extracted data and completed quality assessments. DATA SYNTHESIS Thirty-six studies were included. Activity motor performance of children born VP was consistently poorer compared with peers born FT: standardized mean difference (SMD) was -0.71 (95% CI = -0.80 to -0.61; 14 studies, 2056 participants). Furthermore, children born VP had higher relative risk (RR) of motor impairment (RR = 3.39; 95% CI = 2.68 to 4.27; 9 studies, 3466 participants). Body structure and function outcomes were largely unable to be pooled because assessment tools varied too widely. However, children born VP had higher RR of any neurological dysfunction (Touwen Neurological Examination) (RR = 4.55; 95% CI = 1.20 to 17.17; 3 studies, 1363 participants). There were no participation outcome data. LIMITATIONS Limitations include the lack of consistent assessment tools used in VP follow-up at preschool age and the quality of the evidence. CONCLUSIONS Children born VP experience significant motor impairment across ICF-CY activity and body structure and function domains at preschool age compared with peers born FT. Evidence investigating participation in VP preschool-age populations relative to children born at term is sparse, requiring further research.
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Affiliation(s)
- Tara L FitzGerald
- Department of Physiotherapy, The University of Melbourne, Victoria, Australia.,Newborn Research Centre, The Royal Women's Hospital, Victoria, Australia.,Victorian Infant Brain Studies, Clinical Sciences, Murdoch Children's Research Institute, The Royal Children's Hospital, 50 Flemington Rd, Parkville, Melbourne, Victoria 3052, Australia
| | - Amanda K L Kwong
- Department of Physiotherapy, The University of Melbourne, Victoria, Australia.,Newborn Research Centre, The Royal Women's Hospital, Victoria, Australia.,Victorian Infant Brain Studies, Clinical Sciences, Murdoch Children's Research Institute, The Royal Children's Hospital, 50 Flemington Rd, Parkville, Melbourne, Victoria 3052, Australia
| | - Jeanie L Y Cheong
- Newborn Research Centre, The Royal Women's Hospital, Victoria, Australia.,Victorian Infant Brain Studies, Clinical Sciences, Murdoch Children's Research Institute, The Royal Children's Hospital, 50 Flemington Rd, Parkville, Melbourne, Victoria 3052, Australia.,Department of Obstetrics and Gynaecology, The University of Melbourne, The Royal Women's Hospital
| | - Jennifer L McGinley
- Department of Physiotherapy, The University of Melbourne, Victoria, Australia
| | - Lex W Doyle
- Newborn Research Centre, The Royal Women's Hospital, Victoria, Australia.,Victorian Infant Brain Studies, Clinical Sciences, Murdoch Children's Research Institute, The Royal Children's Hospital, 50 Flemington Rd, Parkville, Melbourne, Victoria 3052, Australia.,Department of Obstetrics and Gynaecology, The University of Melbourne, The Royal Women's Hospital.,Department of Paediatrics, The University of Melbourne, The Royal Women's Hospital
| | - Alicia J Spittle
- Department of Physiotherapy, The University of Melbourne, Victoria, Australia.,Newborn Research Centre, The Royal Women's Hospital, Victoria, Australia.,Victorian Infant Brain Studies, Clinical Sciences, Murdoch Children's Research Institute, The Royal Children's Hospital, 50 Flemington Rd, Parkville, Melbourne, Victoria 3052, Australia
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Balance in children born prematurely currently aged 6–7. BIOMEDICAL HUMAN KINETICS 2017. [DOI: 10.1515/bhk-2017-0025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Summary
Study aim: Premature birth is one of the major problems of obstetrics, leading to numerous complications that are associated with prematurity, for instance balance disorders. The aim of the study was to assess the impact of premature birth on the ability to maintain balance in children commencing their school education. Material and methods: The study included children aged 6-7 years. The study group consisted of 59 children (31 girls and 28 boys, mean age 6.38 ± SD 0.73) born prematurely between 24 and 35 weeks of gestation. The control group consisted of 61 children (28 girls and 33 boys, mean age 6.42 ± 0.58) born at term. The research utilized standardized test tools - one-leg open-eyed and closed-eyed standing test, one-leg jumping test - and an original questionnaire survey. Results: The children born at term achieved better results in the majority of tests. The comparison of girls and boys born prematurely and at term showed no statistically significant difference between them in terms of dynamic balance, static balance or total balance control. The comparison of the tests performed on the right and left lower limb in prematurely born children showed no statistically significant differences. Conclusion: Premature birth affects the ability to maintain body balance. The results of the study indicate the need to develop coordination skills that shape body balance in prematurely born children.
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