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Yao M, Wang J, Liu P, Guo Y, Xie Y, Zhang L, Su N, Li Y, Yu D, Hong Q, Chi X. Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland China. Front Neurol 2022; 13:918163. [PMID: 35911917 PMCID: PMC9326052 DOI: 10.3389/fneur.2022.918163] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 06/20/2022] [Indexed: 11/13/2022] Open
Abstract
BackgroundEarly identification of children at risk of learning disorders (LD) may mitigate the adverse effects of delayed intervention by guiding children to receive preventive services at an earlier age. However, there is no assessment tool for the early identification of children at risk of LD in Mainland China. Therefore, this study aimed to create a Chinese version of the Preschool Learning Skills Scale and investigate its validity and reliability.MethodsFirstly, a pilot scale was designed based on literature review and expert review. Secondly, a pre-survey of the pilot scale was conducted. In phase 3, a formal survey was carried out to test the reliability and validity of the scale by involving 2,677 preschool children from 7 kindergartens. Data were collected using a checklist for demographic characteristics, the preschool learning skills scale, the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P), and Conners' Rating Scales.ResultsThe final scale included 38 items under seven factors. The reliability and validity tests confirmed that the Cronbach's alpha, split-half reliability, and test–retest reliability coefficients of the scale were 0.946, 0.888, and 0.941, respectively. The Spearman correlations of factor-total score ranged from 0.685 to 0.876. The results of criterion-related validity showed a direct and significant association between the preschool learning skills scale with the BRIEF-P (r = 0.641, P < 0.001) and the cognitive problems factor of Conners' Rating Scales (r = 0.564, P < 0.001). The model had a good fit (χ2/df = 3.489, RMSEA = 0.047, RMR = 0.024, CFI = 0.912, TLI = 0.900, and IFI = 0.912). Multigroup confirmatory factor analysis supported the structural and measurement invariance on the preschool learning skills scale across gender and grade.ConclusionsThe developed preschool learning skills scale has good reliability and validity, indicating that the scale can be used to identify preschool children at risk of LD and can be recommended for use in clinical research and practice.
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Affiliation(s)
- Mengmeng Yao
- School of Public Health, Nanjing Medical University, Nanjing, China
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
| | - Jing Wang
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
- School of Pediatrics, Nanjing Medical University, Nanjing, China
| | - Panting Liu
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
| | - Yanru Guo
- School of Pediatrics, Nanjing Medical University, Nanjing, China
| | - Yachun Xie
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
- School of Pediatrics, Nanjing Medical University, Nanjing, China
| | - Lei Zhang
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
| | - Nan Su
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
| | - Yanwei Li
- School of Early-Childhood Education, NanJing XiaoZhuang University, Nanjing, China
| | - Dongchuan Yu
- Research Center of Learning Science, Southeast University, Nanjing, China
| | - Qin Hong
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
- *Correspondence: Xia Chi
| | - Xia Chi
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
- School of Pediatrics, Nanjing Medical University, Nanjing, China
- Qin Hong
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O'Shaughnessy KL, Fischer F, Zenclussen AC. Perinatal exposure to endocrine disrupting chemicals and neurodevelopment: How articles of daily use influence the development of our children. Best Pract Res Clin Endocrinol Metab 2021; 35:101568. [PMID: 34565681 PMCID: PMC10111869 DOI: 10.1016/j.beem.2021.101568] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
Substances that interfere with the body's hormonal balance or their function are called endocrine disrupting chemicals (EDCs). Many EDCs are ubiquitous in the environment and are an unavoidable aspect of daily life, including during early embryogenesis. Developmental exposure to these chemicals is of critical relevance, as EDCs can permanently alter developmental programs, including those that pattern and wire the brain. Of emerging interest is how these chemicals may also affect the immune response, given the cross-talk between the endocrine and immune systems. As brain development is strongly dependent on hormones including thyroid, androgens, and estrogens, and can also be affected by immunomodulation, this complicated interplay may have long-lasting neurodevelopmental consequences. This review focuses on data available from human cohorts, in vivo models, and in vitro assays regarding the impact of EDCs after a gestational and/or lactational exposure, and how they may impact the immune system and/or neurodevelopment.
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Affiliation(s)
- Katherine L O'Shaughnessy
- Center for Public Health and Environmental Assessment, Public Health Integrated Toxicology Division, US Environmental Protection Agency, Research Triangle Park, NC, USA.
| | - Florence Fischer
- Department of Environmental Immunology, Helmholtz Centre for Environmental Research, Leipzig, Germany
| | - Ana C Zenclussen
- Department of Environmental Immunology, Helmholtz Centre for Environmental Research, Leipzig, Germany.
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Kokkinos CM, Antoniadou N. Bullying and victimization experiences in elementary school students nominated by their teachers for Specific Learning Disabilities. SCHOOL PSYCHOLOGY INTERNATIONAL 2013. [DOI: 10.1177/0143034313479712] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study sought to investigate self-reported bullying and victimization experiences among students nominated by their teachers as meeting the criteria for Specific Learning Disabilities (SLD). A total of 346 students attending the upper three grade-levels of Greek primary schools participated in the study. Fifty of them were identified by their teachers as meeting the SLD criteria. All participants completed self-report measures of bullying and victimization and also provided their demographic data. Results showed that SLD students were more likely to act as bully/victims in bullying episodes, by using more direct verbal aggression; whereas the frequency of exhibiting aggressive behaviours, either as passive victims or aggressive bullies, did not differ from that of their non-SLD counterparts. These findings contradict existing research indicating that SLD students are subject to victimization more frequently than their regular peers.
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Byrne B, Wadsworth SJ, Boehme K, Talk AC, Coventry WL, Olson RK, Samuelsson S, Corley R. Multivariate genetic analysis of learning and early reading development. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2013; 17:224-242. [PMID: 23626456 PMCID: PMC3633536 DOI: 10.1080/10888438.2011.654298] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
The genetic factor structure of a range of learning measures was explored in twin children, recruited in preschool and followed to Grade 2 (total N = 2084). Measures of orthographic learning and word reading were included in the analyses to determine how these patterned with the learning processes. An exploratory factor analysis of the genetic correlations among the variables indicated a three-factor model. Vocabulary tests loaded on the first factor, the Grade 2 measures of word reading and orthographic learning, plus preschool letter knowledge, loaded on the second, and the third was characterized by tests of verbal short-term memory. The three genetic factors correlated, with the second (print) factor showing the most specificity. We conclude that genetically-influenced learning processes underlying print-speech integration, foreshadowed by preschool letter knowledge, have a degree of independence from genetic factors affecting spoken language. We also argue that the psychology and genetics of associative learning be afforded a more central place in studies of reading (dis)ability, and suggest some links to molecular studies of the genetics of learning.
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Affiliation(s)
- Brian Byrne
- Discipline of Psychology, School of Behavioural, Cognitive and Social Sciences, University of New England, Department of Behavioral Sciences, Linköping University
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