Piloting a Developmental Screening Tool Adapted for East African Children

There is a need for developmental screening that is easily administered in resource-poor settings. We hypothesized that known risk factors would predict failed developmental screening on an adapted screening tool in East African children living in poverty. The sample included 100 healthy Ugandan children aged 6–59 months. We adapted a parent-reported developmental screener based on the Child Development Review chart. The primary outcome was failure to meet age-appropriate milestones for any developmental domain. Venous blood was analyzed for lead, and caregivers completed a demographics questionnaire. We used multivariate logistic regression models to determine if elevated blood lead and stunting predicted failure on the screener, controlling for maternal education level, age in months past the lower bound of the child’s developmental age group, and absence of home electricity. In the sample, 14% (n = 14) of children failed one or more milestones on the screener. Lead levels or stunting did not predict failing the screener after controlling for covariates. Though this tool was feasibly administered, it did not demonstrate preliminary construct validity and is not yet recommended for screening in high-risk populations. Future research should include a larger sample size and cognitive interviews to ensure it is contextually relevant

Implementing Green Walls in Schools

Numerous studies in applied pedagogical design have shown that, at all educational levels, direct exposure to the natural environment can enhance learning by improving student attention and behaviors. Implementing green walls—a “vertical garden,” or “living wall” interior wall that typically includes greenery, a growing medium (soil or substrate) and a water delivery system—provides environmental health benefits, but also provides a practical application within classrooms for minimizing directed attention fatigue in students by connecting them to “outdoor nature” within the indoor environment. Hands-on “project-based” learning is another pedagogical strategy that has proved to be effective across the spectrum of educational levels and across subject areas. Green walls have the potential to inspire critical thinking through a combination of project-based learning strategies and environmental education. The authors have outlined a curriculum involving the implementation of an indoor living wall system within a classroom-learning environment, incorporating project-based learning modules that interact with the wall. In conjunction with the passive health benefits of a green wall, project-based curriculum models can connect students interactively with indoor nature and have the potential to inspire real-world thinking related to science, technology, engineering, art, and mathematics fields within the indoor learning environment. Through a combination of these passive and interactive modes, students are connected to nature in the indoor environment regardless of weather conditions outdoors. Future research direction could include post-construction studies of the effectiveness of project-based curricula related to living walls, and the long-term impacts of implementing green walls in classrooms on school achievement and student behaviors

Data_Sheet_1_Implementing Green Walls in Schools.DOCX

<p>Numerous studies in applied pedagogical design have shown that, at all educational levels, direct exposure to the natural environment can enhance learning by improving student attention and behaviors. Implementing green walls—a “vertical garden,” or “living wall” interior wall that typically includes greenery, a growing medium (soil or substrate) and a water delivery system—provides environmental health benefits, but also provides a practical application within classrooms for minimizing directed attention fatigue in students by connecting them to “outdoor nature” within the indoor environment. Hands-on “project-based” learning is another pedagogical strategy that has proved to be effective across the spectrum of educational levels and across subject areas. Green walls have the potential to inspire critical thinking through a combination of project-based learning strategies and environmental education. The authors have outlined a curriculum involving the implementation of an indoor living wall system within a classroom-learning environment, incorporating project-based learning modules that interact with the wall. In conjunction with the passive health benefits of a green wall, project-based curriculum models can connect students interactively with indoor nature and have the potential to inspire real-world thinking related to science, technology, engineering, art, and mathematics fields within the indoor learning environment. Through a combination of these passive and interactive modes, students are connected to nature in the indoor environment regardless of weather conditions outdoors. Future research direction could include post-construction studies of the effectiveness of project-based curricula related to living walls, and the long-term impacts of implementing green walls in classrooms on school achievement and student behaviors.</p

Piloting a Developmental Screening Tool Adapted for East African Children

The study is about Piloting a Developmental Screening Tool Adapted for East African ChildrenThere is a need for developmental screening that is easily administered in resource-poor settings. We hypothesized that known risk factors would predict failed developmental screening on an adapted screening tool in East African children living in poverty. The sample included 100 healthy Ugandan children aged 6–59 months. We adapted a parent-reported developmental screener based on the Child Development Review chart. The primary outcome was failure to meet age-appropriate milestones for any developmental domain. Venous blood was analyzed for lead, and caregivers completed a demographics questionnaire. We used multivariate logistic regression models to determine if elevated blood lead and stunting predicted failure on the screener, controlling for maternal education level, age in months past the lower bound of the child’s developmental age group, and absence of home electricity. In the sample, 14% (n = 14) of children failed one or more milestones on the screener. Lead levels or stunting did not predict failing the screener after controlling for covariates. Though this tool was feasibly administered, it did not demonstrate preliminary construct validity and is not yet recommended for screening in high-risk populations. Future research should include a larger sample size and cognitive interviews to ensure it is contextually relevant

Piloting a Developmental Screening Tool Adapted for East African Children.

There is a need for developmental screening that is easily administered in resource-poor settings. We hypothesized that known risk factors would predict failed developmental screening on an adapted screening tool in East African children living in poverty. The sample included 100 healthy Ugandan children aged 6⁻59 months. We adapted a parent-reported developmental screener based on the Child Development Review chart. The primary outcome was failure to meet age-appropriate milestones for any developmental domain. Venous blood was analyzed for lead, and caregivers completed a demographics questionnaire. We used multivariate logistic regression models to determine if elevated blood lead and stunting predicted failure on the screener, controlling for maternal education level, age in months past the lower bound of the child\u27s developmental age group, and absence of home electricity. In the sample, 14%