Psychosocial correlates of eating behavior in children and adolescents: a review

<p>Abstract</p> <p>Background</p> <p>Understanding the correlates of dietary intake is necessary in order to effectively promote healthy dietary behavior among children and adolescents. A literature review was conducted on the correlates of the following categories of dietary intake in children and adolescents: Fruit, Juice and Vegetable Consumption, Fat in Diet, Total Energy Intake, Sugar Snacking, Sweetened Beverage Consumption, Dietary Fiber, Other Healthy Dietary Consumption, and Other Less Healthy Dietary Consumption in children and adolescents.</p> <p>Methods</p> <p>Cross-sectional and prospective studies were identified from PubMed, PsycINFO and PsycArticles by using a combination of search terms. Quantitative research examining determinants of dietary intake among children and adolescents aged 3–18 years were included. The selection and review process yielded information on country, study design, population, instrument used for measuring intake, and quality of research study.</p> <p>Results</p> <p>Seventy-seven articles were included. Many potential correlates have been studied among children and adolescents. However, for many hypothesized correlates substantial evidence is lacking due to a dearth of research. The correlates best supported by the literature are: perceived modeling, dietary intentions, norms, liking and preferences. Perceived modeling and dietary intentions have the most consistent and positive associations with eating behavior. Norms, liking, and preferences were also consistently and positively related to eating behavior in children and adolescents. Availability, knowledge, outcome expectations, self-efficacy and social support did not show consistent relationships across dietary outcomes.</p> <p>Conclusion</p> <p>This review examined the correlates of various dietary intake; Fruit, Juice and Vegetable Consumption, Fat in Diet, Total Energy Intake, Sugar Snacking, Sweetened Beverage Consumption, Dietary Fiber, Other Healthy Dietary Consumption, and Other Less Healthy Dietary Consumption in cross-sectional and prospective studies for children and adolescents. The correlates most consistently supported by evidence were perceived modeling, dietary intentions, norms, liking and preferences. More prospective studies on the psychosocial determinants of eating behavior using broader theoretical perspectives should be examined in future research.</p

The Ursinus Weekly, May 8, 1975

From the cluttered desk of the U.S.G.A. President • Band finishes • B.C. to A.D. • Record review: Straight shooter - Bad Company • Letters to the editor • Parents\u27 Day plea: Donations for care • Spring Parents\u27 Day events scheduled • Track team takes fourth • Lantern elects • Placement Office active for students • Award to Noar • Telethon • Night school • How to Succeed • Suds abound in Shampoo • Baseball drops two • Girls winhttps://digitalcommons.ursinus.edu/weekly/1038/thumbnail.jp

Genetic errors of immunity distinguish pediatric non-malignant lymphoproliferative disorders

Background Pediatric non-malignant lymphoproliferative disorders (PLPD) are clinically and genetically heterogeneous. Long-standing immune dysregulation and lymphoproliferation in children may be life-threatening, and a paucity of data exists to guide evaluation and treatment of children with PLPD. Objective The primary objective of this study was to ascertain the spectrum of genomic immunologic defects in PLPD. Secondary objectives included characterization of clinical outcomes and associations between genetic diagnoses and those outcomes. Methods PLPD was defined by persistent lymphadenopathy, lymph organ involvement, or lymphocytic infiltration for more than 3 months, with or without chronic or significant EBV infection. Fifty-one subjects from 47 different families with PLPD were analyzed using whole exome sequencing (WES). Results WES identified likely genetic errors of immunity in 51% to 62% of families (53% to 65% of affected children). Presence of a genetic etiology was associated with younger age and hemophagocytic lymphohistiocytosis. Ten-year survival for the cohort was 72.4%, and patients with viable genetic diagnoses had a higher survival rate (82%) compared to children without a genetic explanation (48%, p = 0.03). Survival outcomes for individuals with EBV-associated disease and no genetic explanation were particularly worse than outcomes for subjects with EBV-associated disease and a genetic explanation (17% vs. 90%; p = 0.002). Ascertainment of a molecular diagnosis provided targetable treatment options for up to 18 individuals and led to active management changes for 12 patients. Conclusion PLPD therefore defines children with high risk for mortality, and WES informs clinical risks and therapeutic opportunities for this diagnosis

Post-intervention Status in Patients With Refractory Myasthenia Gravis Treated With Eculizumab During REGAIN and Its Open-Label Extension

OBJECTIVE: To evaluate whether eculizumab helps patients with anti-acetylcholine receptor-positive (AChR+) refractory generalized myasthenia gravis (gMG) achieve the Myasthenia Gravis Foundation of America (MGFA) post-intervention status of minimal manifestations (MM), we assessed patients' status throughout REGAIN (Safety and Efficacy of Eculizumab in AChR+ Refractory Generalized Myasthenia Gravis) and its open-label extension. METHODS: Patients who completed the REGAIN randomized controlled trial and continued into the open-label extension were included in this tertiary endpoint analysis. Patients were assessed for the MGFA post-intervention status of improved, unchanged, worse, MM, and pharmacologic remission at defined time points during REGAIN and through week 130 of the open-label study. RESULTS: A total of 117 patients completed REGAIN and continued into the open-label study (eculizumab/eculizumab: 56; placebo/eculizumab: 61). At week 26 of REGAIN, more eculizumab-treated patients than placebo-treated patients achieved a status of improved (60.7% vs 41.7%) or MM (25.0% vs 13.3%; common OR: 2.3; 95% CI: 1.1-4.5). After 130 weeks of eculizumab treatment, 88.0% of patients achieved improved status and 57.3% of patients achieved MM status. The safety profile of eculizumab was consistent with its known profile and no new safety signals were detected. CONCLUSION: Eculizumab led to rapid and sustained achievement of MM in patients with AChR+ refractory gMG. These findings support the use of eculizumab in this previously difficult-to-treat patient population. CLINICALTRIALSGOV IDENTIFIER: REGAIN, NCT01997229; REGAIN open-label extension, NCT02301624. CLASSIFICATION OF EVIDENCE: This study provides Class II evidence that, after 26 weeks of eculizumab treatment, 25.0% of adults with AChR+ refractory gMG achieved MM, compared with 13.3% who received placebo

Minimal Symptom Expression' in Patients With Acetylcholine Receptor Antibody-Positive Refractory Generalized Myasthenia Gravis Treated With Eculizumab

The efficacy and tolerability of eculizumab were assessed in REGAIN, a 26-week, phase 3, randomized, double-blind, placebo-controlled study in anti-acetylcholine receptor antibody-positive (AChR+) refractory generalized myasthenia gravis (gMG), and its open-label extension

Priming the Pump: A Case Study of Implementation of Response to Intervention in Preschool

This qualitative study examined Response to Intervention (RtI) in a rural preschool program. The researcher sought to understand the implementation of RtI and how it actually looked in an in vivo setting. Purposeful sampling was used to select the preschool site, and criterion sampling was used to select participants for interviews. Two focus group sessions were digitally recorded, transcribed, and analyzed. Ten preschool staff members including seven regular education pre kindergarten teachers, one speech language pathologist, and two special education teachers were interviewed. In addition, eight parents were interviewed individually. Interviews were tape recorded using a Sony ICD BX 700 digital recorder, and results were transcribed. Other data sources included continuous field notes and memos maintained by the researcher classroom observations of interventions, lesson plans maintained by teachers, anecdotal records, RtI referral forms, and other documents. Data was organized into coded sections and using the NVivo 8 data analysis computer software, themes were identified. Categories and themes were analyzed using the grounded theory approach as the dominant method of analysis via categorical aggregation. Data analysis through categorical aggregation indicated that the following factors appeared to positively impact RtI implementation in preschool: knowing childrens backgrounds, frequent contact with parents, and getting help from special education personnel. Factors negatively impacting the process included the following: increasing demands on teacher time, managing red tape and legal issues, lack of clear guidance with too much ambiguity, and concerns about accountability. RtI resulted in fewer referrals to special education, but the long term ramifications are not known.ii TABLE OF CONTENTS Chapter I. INTRODUCTION Background ..............................................................................................................1 The Problem .................................................................................................2 Need for Current Study ................................................................................3 Purpose of Study ......................................................................................................5 Research Questions ..................................................................................................6 Context .....................................................................................................................6 Definitions of Terms ................................................................................................8 Summary ................................................................................................................10 II. LITERATURE REVIEW Introduction ............................................................................................................12 Historical and Legal Background ..............................................................12 Exclusionary Factors and Disproportionality ............................................17 RtI and Early Literacy ................................................................................19 SST in Georgia .......................................................................................................20 RtI Models and SST ...................................................................................21 Georgia Pyramid of Interventions ...........................................................22 National Models of RtI ..........................................................................................24 iii Heartland, Iowa ..........................................................................................25 Vanderbilt University, Tennessee ..............................................................25 Outcome Driven Model .............................................................................27 Reschlys Four Tier Model ........................................................................27 Barnett and Colleagues ..............................................................................28 Sugai and Colleagues .................................................................................28 Problem Validation Screening Model ........................................................29 Recognition and Response .........................................................................31 Integrated Preschool Model .......................................................................31 RtI and Use in Preschool........................................................................................32 Georgias Preschool Programs and RtI ..................................................................34 Summary ................................................................................................................35 III. METHOD Choosing a Qualitative Inquiry ..............................................................................36 Instrumental Case Study ........................................................................................40 Grounded Theory ...................................................................................................42 Researcher as Interpreter ........................................................................................44 Trustworthiness ......................................................................................................50 iv IV. PROCEDURES Data Collection ......................................................................................................55 Participants .............................................................................................................60 Data Analysis .........................................................................................................66 V. RESULTS Case Study .............................................................................................................71 Vignetttes .............................................................................................................126 Categorical Aggregation ......................................................................................176 VI. DISCUSSION AND SUMMARY OF RESULTS Discussion..................................................................................189 Implications of RtI Implementation in Preschool....................................196 Recommendations for Practice.........................................................197 Recommendations for Future Research ...............................................................201 Concluding Thoughts ...........................................................................................202 A Tale of Preschool Past: Priming the Pump REFERENCE LIST APPENDICES Appendix A: IRB Approval and Extension .........................................................227 Appendix B Participant consent...........................................................................231 Appendix C: Questionnaire Guides .....................................................................234 Appendix D: RtI Referral Forms .........................................................................237 Appendix E: Concept Map ...................................................................................241 Appendix F: RtI Flow Chart and Procedures .......................................................243 Appendix G: Sample Lesson Plan with RtI Embedded .......................................249 Appendix H: Parent Consent ...............................................................................252 Appendix I: Table of Research Questions, Categories, Codes, and Data ...........255 Appendix J: Tiers of Intervention Guide for Preschool .......................................264 Appendix K: Pre referral Forms for RtI ..............................................................280 Appendix L: Descriptions of Tests ......................................................................291 Appendix M: Sample Georgia Eligibility form 2007 and 2009 ..........................295 Appendix N: Preschool ABC Data Collection Tool ............................................315 Appendix 0: Tier 2 Intervention Plan for Marquez .............................................317 Appendix P: Kindergarten Readiness Test ..........................................................323 Appendix Q: Letter and Numeral Fluency Forms ...............................................326 Appendix R: Checklist for Speech/Language Monitoring...................................330Clevenger-Schmertzing, LorraineSchmertzing, Richard W.Hilgert, LarryBarnette, RonEd.D.Educatio

Women's Roles and Well-Being, 1956-1990

This study is not yet available for use. This study explores the involvement of women over a thirty-year period in three general areas - family life, employment, and volunteer activity. Among the many purposes of the study, researchers sought to map out the dynamics of women's involvement in these three domains over their lives and to examine variations that may exist across different ages. They also sought to examine the relationship between women's role trajectories in adulthood and their own appraisals of their current situations. Finally, the study assessed the transmission of life aspirations and orientations to adult daughters as it is mediated by the experiences of mothers. In 1956, a random sample of 427 women who were wives and mothers living in upstate New York was interviewed. Women in the sample ranged in age from 23 to 51 years old. The majority of participants had a high school education and was of working class socioeconomic status. In 1986, follow-up data were collected from 313 of the original participants, and from 1987-1988, one daughter from each of 246 of these women was interviewed. The original 1956 interview addressed a variety of topics in the women's lives, including career, family, and social life concerns. From 1986 to 1988, detailed life history calendars specifying the events in the mothers' and daughters' lives were filled out by the contributors either through in-person or telephone interviews. In addition, self-administered questionnaires were completed by the mothers and daughters at this time. Topics addressed included homemaking, work and volunteer roles, family and individual situation, relationship with parents, thoughts about self, etc. In 1990, mothers were also asked to write letters describing how they experienced significant historical events and what personal experiences were especially critical in their lives. The Murray Archive holds additional analogue materials for this study (paper). If you would like to access this material, please apply to use the data. The remainder of the original paper records (313 interviews with mothers and 246 interviews with daughters) may be accessed at the Kroch Library at Cornell University (or through inter-library loan)

Police brutality, medical mistrust and unmet need for medical care

Police brutality is a social determinant of health that can directly impact health status. Social determinants of health can also impact health indirectly by shaping how people access health care. In this study, we describe the relationship between perceived police brutality and an indicator of access to care, unmet need. We also examine medical mistrust as a potential mechanism through which perceived police brutality affects unmet need. Using data from the 2018 Survey of the Health of Urban Residents (N = 4,345), direct effects of perceived police brutality on unmet need and indirect effects through medical mistrust were obtained using the Karlson-Holm-Breen method of effect decomposition. Experiencing police brutality was associated with greater odds of unmet need. Controlling for covariates, 18 percent of the total effect of perceived police brutality on unmet need was explained by medical mistrust. Experiences outside of the health care system matter for access to care. Given the association between police brutality and unmet need for medical care, addressing unmet need among marginalized populations requires public health leaders to engage in conversations about reform of police departments. The coronavirus pandemic makes this even more critical as both COVID-19 and police brutality disproportionately impact Black, Indigenous, Latinx and other communities of color