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Evaluating the Experience of Stuttering and Quality of Life among Polish School-age Children: Psychometric Investigation with the OASES-S-PL

100%
Boroń A., Gurok E., Kowalczyk Ł., Kosacka K., Węsierska K., Yaruss J. S.
Logopedia
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2022
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vol. 51
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issue 1
63-79
EN
The Overall Assessment of the Speaker’s Experience of Stuttering (OaSES; yaruss & Quesal, 2006; 2016) is a comprehensive evaluation tool designed to support holistic, evidence-based diagnostic and therapeutic decision-making for children, teenagers, and adults who stutter. The OASES is based on the World Health Organization’s International Classification of Functioning, Disability, and Health (WHO, 2001) as adapted to stuttering by Yaruss and Quesal (2004; see also Tichenor & Yaruss, 2019). It enables diagnosticians to gather information about the totality of the stuttering experience, including its social, emotional, and cognitive aspects. It also allows a deep exploration of the quality of life of an individual who stutters. This paper presents the study results for the Polish version of the OASES-S (for school-age children, ages 7 to 12). The general purpose of the study was to develop the Polish translation of the OASES-S and then to evaluate the validity and reliability of that translation. The OASES-S-PL was evaluated based on a sample of 55 Polish-speaking school-age children who stutter. The study findings show that OASES-S-PL can be considered a high validity test. Given the limited number of evidence-based and standardized Polish diagnostic tools, the OASES-S-PL has important therapeutic implications for the treatment of stuttering in the population of polish children.
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Acquisition of Word-Formation Categories by Children with Hearing Loss

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Muzyka E.
Psychology of Language and Communication
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2008
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vol. 12
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issue 2
45-67
EN
The article describes the competence of children with hearing loss in comprehending and producing derivational (word-formation constructions) belonging to various categories. The skills of children with hearing loss are compared with the skills of hearing children. The extensive field of observation - the object of study were all word-formation categories (productive in contemporary Polish) - caused this article to focus exclusively on quantitative analyses. The conclusions that follow from them allow us to determine the hierarchy of word-formation categories, ordered according to the degree of difficulty, and to compare the level of their acquisition by hearing children, hard-of-hearing children (using the hearing sense) and by deaf ones (not using the hearing sense). This hierarchy is different in the area of interpreting than in the area of producing derivational (word-formation) constructions. The degree of complication of the semantic structure of the categories investigated has a distinct effect on the level of their acquisition. If we adopt the view that the categorization of the world by the learning mind is reflected in derivational constructions, analyses of the abilities of children with hearing loss in this sphere of linguistic functions allow us to access the available subjective ways of how they perceive and interpret the phenomena of treality. The analyses proper are preceded by a description of the investigation instrument employed: a word-formation questionnaire, which is a methodological proposal for studying word formation in school-age children.
3
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Leisure Time Physical Activity of 11-year-old Children from the District of Rzeszow

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Natalia Milewska N., Agnieszka Wiśniowska-Szurlej A., Ewelina Rejman E., Agnieszka Ćwirlej-Sozańska A., Anna Wilmowska-Pietruszyńska A.
Medical Review
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2016
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issue 4
382-391
EN
Introduction: Physical activity is an integral part of human life. Younger school age is a period in which child’s development is conditioned by their activity. Physical stimulation during this period is important from a medical and psychological perspective. The aim of the study was to evaluate the influence of sociodemographic factors on the level of physical activity and ways of spending leisure time by 11-year-old children from the district of Rzeszow. Material and methods: The study group consisted of 313 primary school children from the district of Rzeszow, 75 pupils from the city and 238 from rural areas, 164 girls and 149 boys aged 11. The study was conducted by means of a diagnostic survey in a form of a questionnaire prepared by the researchers. Results: In the study group, no significant statistical differences between a place of residence and a number of days devoted to physical activity by children were found. The most common form of activity in their leisure time were classes at the swimming pool and table tennis. The most popular passive form of leisure was watching TV. Statistically significant differences between gender and the amount of time spent at the computer were found. Boys spent more time at the computer than girls. Conclusions: There was no relationship between social environment and the level of physical activity and the way of spending leisure time in the tested children. Boys spent more time on passive forms of recreation. Statistically significant correlation between gender and time spent at the computer was found.
PL
Wstęp: Aktywność fizyczna jest nieodłącznym elementem życia człowieka. Młodszy wiek szkolny to okres, w którym rozwój dziecka uwarunkowany jest jego aktywnością. Stymulacja fizyczna w tym okresie ma duże znaczenie z medycznego oraz psychologicznego punktu widzenia. Celem pracy była ocena wpływu czynników socjodemograficznych na poziom aktywności fizycznej oraz sposobu spędzania wolnego czasu przez 11-letnie dzieci z powiatu rzeszowskiego. Materiał i metody: Grupę badaną stanowiło 313 dzieci szkół podstawowych na terenie powiatu rzeszowskiego, 75 uczniów z miasta i 238 z terenów wiejskich, 164 dziewczęta i 149 chłopców w wieku 11 lat. Badania przeprowadzono za pomocą sondażu diagnostycznego z zastosowaniem kwestionariusza ankiety własnego autorstwa. Wyniki: W badanej grupie nie wykazano istotnych statystycznych różnic pomiędzy miejscem zamieszkania a ilością dni poświęcanych przez dzieci na aktywność fizyczną. Najczęstszą formę aktywności w czasie wolnym stanowiły zajęcia na basenie oraz tenis stołowy. Do najczęstszych biernych form spędzania czasu należało oglądanie telewizji. Wykazano istotne statystycznie różnice pomiędzy płcią a ilością spędzanego czasu przed komputerem. Chłopcy spędzali więcej czasu przed komputerem niż dziewczęta. Wnioski: Nie wykazano zależności między środowiskiem społecznym a poziomem aktywności fizycznej oraz sposobem spędzania wolnego czasu przez badane dzieci. Chłopcy więcej czasu poświęcili na bierne formy wypoczynku. Wykazano istotną statystycznie zależność między płcią a czasem spędzanym przed komputerem.
4
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Zaburzenia funkcji wzrokowych u dzieci w wieku szkolnym oraz ich wpływ na naukę czytania i pisania

84%
Walkiewicz-Krutak M.
Forum Pedagogiczne
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2020
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vol. 10
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issue 2
61-74
EN
The article describes disorders of visual functioning and selected conditions of visual perception that cause difficulties with academic skills, especially reading and writing. Symptoms of visual impairment indicating the occurrence of specific difficulties in students have been presented and the need for a comprehensive assessment of visual skills of children who have or may have these difficulties.
PL
W artykule opisano zaburzenia funkcji wzrokowych i wybrane uwarunkowania percepcji wzrokowej, mające wpływ na trudności w zakresie umiejętności szkolnych, zwłaszcza czytania i pisania. Wskazano na objawy zaburzeń widzenia sygnalizujące występowanie określonych trudności u uczniów oraz na potrzebę przeprowadzania kompleksowej diagnozy możliwości wzrokowych dzieci, u których te trudności wystąpiły lub mogą wystąpić.
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РЕГЛАМЕНТАЦІЯ НАВЧАЛЬНОГО НАВАНТАЖЕННЯ ДЛЯ ДІТЕЙ ШКІЛЬНОГО ВІКУ

84%
Світлана Г., Олена Є., Алла П.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 4(68)
57-68
EN
The article is devoted to the development of criteria as to safety study load for the school-age children. The main methodological approach is to determine the influence of the factors of the educational process on the development of mental fatigue in children. In the 1092 school-age children we evaluated independent associations between educational load levels and the development of mental fatigue. It was established that the mental capacity and the mental fatigue are influenced by factors like the severity of subjects, the number of lessons per week, homework assignment time duration (the factors contributing is from 37,0 to 55,3 %; p < 0,05–0,01). The calculated risks of developing the severe mental fatigue that are influenced by too high level of the criterion indicators of the study load are 1,39–2,09 (p < 0,05–0,001). By developing predictive models was proven the school-age children proportions reduce with severe fatigue on 9 % with 5 lessons a day instead of 6–7. We developed specific hygienic recommendations for safe level of the quantitative and qualitative study load components, including homework assignment time duration which can be used to develop sanitary regulations for schools. The maximum permissible study load for the 1st grade students is 20 hours per week, the 2-nd – 21, the 3-rd – 22, the 4-th – 23, the 5-th – 27, the 6-th – 28, 7–9-th – 30, 10–11-th – 32. Homework assignment time duration is 1 hour for the 2–9-th grade students and 1,5 hours for the 10–11-th grade students. It is of current interest to review the content of the State Standard of Secondary Education in order to reduce the children’s perception of subjects as difficult, as well as to reduce the number of academic disciplines in the timetable up to 8 for junior students, 10–13 for middle and senior students. We developed and implemented an algorithm for calculating the mental fatigue assessment integral indicator for monitoring the school-age children’ organism functional condition. This will allow us to optimize the distribution of the study load during the school day and the week and improve the organization of the educational process in general, that will help preserve and strengthen school-age children’ health. The perspective of further research is to establish the optimal level of motor activity of students and the influence of lifestyle factors on the school-age children’ health.
6
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Disagreement between assessment of ASD utilizing the ADOS-2 and DSM-5 – A preliminary study

67%
Freudenstein O., Shimoni H. N., Gindi S., Leitner Y.
Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica
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2020
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vol. 13
17-26
PL
Niniejsze badanie dotyczy zróżnicowania diagnozy ASD ze względu na zastosowane narzędzia diagnostyczne. Dane uzyskane przy pomocy dwu narzędzi diagnostycznych – ADOS-2 i DSM-5 od czworga dzieci z podejrzeniem autyzmu w wieku od 8 do 10 lat zostały porównane pod kątem zgodności uzyskanych przy ich pomocy wyników. W wyniku analizy stwierdzono zróżnicowanie wyników ze względu na zastosowane narzędzia. Wstępne ustalenia wskazywały, że wiek oraz dodatkowo zdiagnozowane zaburzenia współwystępujące i nadmierna koncentracja na obserwacji mogą zniekształcić wyniki ADOS -2. W szczególności u dzieci ze zdiagnozowanymi innymi zaburzeniami objawiającymi się poprzez zachowania podobne do autystycznych, diagnoza uzyskana przy pomocy ADOS-2, może być zniekształcona, gdyż nie uwzględnia podstawowej przyczyny zaburzeń. Rozbieżność ta wskazuje na konieczność wykorzystania i połączenia wielu źródeł informacji w procesie diagnozowania ASD, a także sugeruje potrzebę specjalistycznego szkolenia klinicystów w zakresie diagnostyki autyzmu i innych współistniejących schorzeń u dzieci w wieku 8–10 lat. Te wstępne wyniki są obiecujące, lecz wymagają dalszego empirycznego potwierdzenia, szczególnie ze względu na częste obecnie wykorzystywanie ADOS-2 w praktyce klinicznej i badaniach.
EN
This study compares the classification of ASD using ADOS-2 with diagnoses using DSM-5 among children between 8 and 10 years old. Case series data were used on four children who were referred with suspected autism, and as a result a discrepancy was found between the ADOS-2 assessment and the overall diagnosis. Initial findings indicated that age, additional diagnoses, and over-reliance on observa- tion may bias the ADOS-2 classification. In particular, children who were diagnosed with other disorders that share symptoms with ASD exhibit behaviors that may bias the ADOS-2 classification as it relies on observed behavior without considering the underlying cause. This discrepancy points to the importance of utilizing and integrating multiple sources of information in the process of establishing an ASD diagnosis, and suggests a need for specialized clinical training in diagnosing autism and other related co-morbid conditions in children aged 8–10. This preliminary data calls for further research into the area, especially due to the cur- rent over-reliance on the ADOS-2 in clinical practice and research.
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