Effect of Zinc supplementation on child development: a systematic review and meta-analysis Protocol

Abstract Child development is one of the principal aspects of pediatrics. It is a multidimensional process, on which many factors may have different effects. Zinc is a nutritional trace element that has an essential rolein neuronal activity and, consequently, in brain development. Since Zinc deficiency is prevalent in developing countries, some clinical trials were conducted to evaluate the impact of zinc supplementation on child development. Thus, we decided to run a systematic review in this area to identify the effectiveness of zinc supplements on child development.This systematic review protocol will include randomized controlled trials studies (RCTs) in which zinc supplementation was used versus placebo or no intervention, zinc supplementation with other micronutrients versus the same micronutrients without zinc. We will evaluate the effect of zinc alone and zinc co-supplementation with iron on child development. We will search the Medline,Pubmed, EMBASE, ERIC, Psychinfo, the Cochrane Central Register of Controlled Trials (CENTRAL), clinicaltrials.gov, WHO International Clinical Trials Registry Platform (ICTRP), ISRCTNRegistry CINAHL, Web of Science and Scopus databases. The clinicaltrials.gov and the Cochrane Library website will also be searched for randomized trials which were registered and completedbut not published yet. Two researchers will independently screen titles and abstracts of citations and read the full texts of potentially relevant studies. The data extraction and quality assessment ofthe papers will be done independently. Any disagreements that arise between the reviewers in the above-mentioned steps will beresolved through discussion. We will report our findings based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and use the Cochrane Collaboration’s tool for assessing the risk of bias. We will aim to synthesize the results in a meta-analysis if the interventions are similar in methods. Based on the similarities and differences of primary studies, we will use the best statistical methods.This is a protocol of systematic Review and meta-analysis of the effect of zinc supplementation on child development.The strengths of this protocol after meta-analysis are as follows: ● We will identify the strengths and weaknesses of each study.● We will also study if zinc alone and zinc co-supplementation withiron are useful for improving child development in terms of their age, their nutritional status, dose of the zinc supplementation, type of the zinc supplementation (salt), duration of the intervention andiron or other nutrient co supplementations.● We will assume that the measures used for the outcome will be heterogeneous between studies. We know that each study has its own quantity. We will use the random effect models for these heterogeneous data

Well-Being and Coping Capacities of Adolescent Students with Hearing Loss in Mainstream Schools

AbstractObjectivesCoping strategies used by adolescents has an important role in Preventing or decreasing their stresses and also increasing their wellbeings.This study aimed at evaluating the coping capacity and wellbeing of adolescent students with hearing loss in mainstream schools and also the correlations between their coping strategies and positivecharacteristics of well-being (engagement, perseverance, optimism,connectedness and happiness (EPOCH).Materials & MethodsIn this correlational study, 122 adolescent students with hearing loss were randomly selected from mainstream schools. Data collection was done by EPOCH Measure of Adolescent Well-Being and the Ways of Coping Questionnaire (WAYS). The Spearman correlation coefficient was used for determining the correlations between variables.ResultsThe mean scores of using different coping strategies varied from 1.36i n problem solving to 1.44 in seeking support. Among the positive characteristics of well-being, happiness had the lowest (11.04) and connectedness showed the highest score (12.33). The findings also showed a significant correlation between all coping strategies and EPOCH, however there was a strong positive correlation between total coping strategy score and perseverance (0.648) and happiness(0.629).ConclusionBased on the results, the score of happiness in students with hearingl oss was the lowest among positive characteristics of well-being and also happiness showed a strong association with total scores in coping strategies. Accordingly, interventional studies are needed to examine whether training students with hearing loss to use coping strategies is effective in increasing their happiness and overall well-being

Comparison the Effect of Simultaneous Sensory Stimulation and Current Occupational Therapy Approaches on Motor Development of the Infants with Down Syndrome

ObjectiveNeuromuscular characteristics in Down syndrome result in generalized muscular hypotonia, developmental delays and sensory integration deficits. The aim of this study was to compare the effects of simultaneous sensory stimulations and current occupational therapy approaches on motor functions development of infants with Down syndrome.Materials & MethodsEighteen infants with Down syndrome, aged 6 -18 months, were evaluated in two groups: intervention group (simultaneous sensory stimulation and occupational therapy) and control group (occupational therapy alone). They attended the program 3 times a week for 6 months and each session lasted 45 minutes. Motor functions were assessed before, during, and after intervention in the two groups, using GMFM test.ResultsMean motor function increased in both groups according to the GMFM test (P = 0.000). Comparison of the changes showed that although the mean difference of this variable was higher in the intervention group, the difference was not statistically significant (P = 0.576).Mean motor deficit reduced in both groups during the period of the study,which was statistically significant (P < 0.05). Comparison of the difference in mean motor deficit in the first and last evaluations showed that this difference was more in the intervention group but statistically insignificant (P = 0.617)ConclusionEarly use of simultaneous sensory stimulations can improve the quality of motor skills in Down syndrome infants. It is suggested that it may be used as an early intervention in association with other methods in the rehabilitation of these patients. However, more studies in this regard are warranted

The Effectiveness of Attribution Retraining on Health Enhancement of Epileptic Children

How to Cite This Article: Najafi Fard T, Pourmohamadreza-Tajrishi M, Sajedi F, Rezasoltani P, Delavar Kasmaei H. The Effectiveness of Attribution Retraining on Health Enhancement of Epileptic Children. Iran J Child Neurol. Spring 2016; 10(2):53-59.AbstractObjectiveEpilepsy is a chronic neurological disease. Evidence has indicated that epilepsy has an impact on mental and physical health of children. The present study aimed to determine the effectiveness of attribution retraining on health enhancement of epileptic children.Materials & MethodsThis was an experimental study with a pre-test and a post-test design with a control group. Thirty students with epilepsy (11 female and 19 male students) were selected in convenience from Iranian Epilepsy Association. They were assigned to experimental and control groups and their mothers completed Child Health Questionnaire (CHQ-PF.28) before and after the intervention.The experimental group attended to eleven sessions (each session 45 minutes; twice a week). Subjects were trained by attribution retraining program, but control group was not. Multivariate analysis of covariance (MANCOVA) was used for analyzing the data.ResultsHealth (both psychosocial and physical) of experimental group enhanced significantly after the intervention sessions compared to control group.ConclusionAttribution retraining is an effective intervention to enhance the psychosocial and physical health of epileptic children. References 1. Sadock B, Sadock V, Ruiz P. Comprehensive textbook of psychiatry. Philadelphia: Williams and wilkins. 2009.2. Walter G, Bradley R. Neurology in clinical practice. B & H Elsevier. 2008; 66:63-74.3. Baker GA, Hargis E, Hsih MMS, Mounfield H, Arzimanoglou A, Glauser T, et al. Perceived impact of epilepsy in teenagers and young adults: an international survey. Epilepsy Behav 2008; 12(3):395-401.4. Konda K, Ablah E, Kond K, Liow K. Health behavior and conditions of persons with epilepsy: A bivariate analysis of 2002 Buffs data 2009; 16:120-127.5. Mushi D, Hunter E, Mtuya C, Mshana G, Aris E, Walker R. Social–cultural aspects of epilepsy in Kilimanjaro Region, Tanzania: knowledge and experience among patients and carers. Epilepsy Behav 2011; 20(2):338-43.6. Loughin J. College and epilepsy. J Clin Psychiat 2011; 38(3):295-300.7. Rodenburg R, Wagner JL, Austin JK, Kerr M, Dunn DW. Psychosocial issues for children with epilepsy. Epilepsy Behav 2011; 22(1):47-54.8. Quintas R, Raggi A, Giovannetti AM, Pagani M, Sabariego C, Cieza A, et al. Psychosocial difficulties in people with epilepsy: a systematic review of literature from 2005 until 2010. Epilepsy Behav 2012; 25(1):60-7.9. Vázquez C, Jiménez F, Saura F, Avia MD. The importance of “importance”: A longitudinal confirmation of the attributional-stress model of depression measuring the importance of the attributions and the impact of the stressor. Personal Individual Diff 2001; 31(2):205-14.10. Sepahvand T, Gilani B, Zamani R. Relationship between Attributional Styles with Stressful Life Events and General Health. Psychol Res 2007; 9(3,4): 33-46.11. Endermann M. Predictors of health-related and global quality of life among young adults with difficult-to-treat epilepsy and mild intellectual disability. Epilepsy Behav 2013; 26(2):188-95.12. Jackson B, Sellers R, Peterson C. Pessimistic explanatory style moderate the effect of stress on physical illness. Personal Individual Diff 2002; 32:567-73. 13. Seligman ME, Walker EF, Rosenhan DL, Norton W. Abnormal psychology. 4, editor. New York: Norton London; 2001.14. Schultz D, Schultz S. Theories of personality. Tehran: Virayesh Publication; 2010.15. Seligman ME. The optimistic child: A proven program to safeguard children against depression and build lifelong resilience. Tehran: Roshd Publication; 2004.16. Saif A. Modern educational psychology (psychology of learning and instruction). Tehran: Dowran Publishing Company; 2008.17. Salehi M, Haghighat S. Attribution retraining on student achievement an successful girl. Psychol Res 2008; 1(1):27-39.18. Rosendal M, Fink P, Bro F, Olesen F. Somatization, heartsink patients, or functional somatic symptoms? Towards a clinical useful classification in primary health care. Scandinavian J Primary Health Care 2005; 23(1):3-10.19. Larisch A, Schweickhardt A, Wirsching M, Fritzsche K. Psychosocial interventions for somatizing patients by the general practitioner: a randomized controlled trial. J Psychosom Res 2004; 57(6):507-514.20. Vazehie Ashtiani A. Effect of training documents on attributional style, self-esteem, performance and persistence in mathematics students. J Psychiatr Clin Psychol 2003; 35-87.21. Qaympnah Z, Azadfallah P, & Tabatabai K. [Psychometric standards and standardization of the Persian version of the Child Health Questionnaire. (Persian)]. Journal of Kermanshah University of Medical Sciences 2013;17(7), 431-441 (In Persian).22. Ashouri M, Pourmohamadreza-Tajrishi M, Jalil-Abkenar S, & Ashouri J.[The effectiveness of learning strategies and attribution retraining instruction methods on mathematics problem solving in intellectually disabled students (Persian).] Developmental Psychology: Iran Psychol J 2011;8(31), 247-255.23. Holder EE, Levi DJ. Mental health and locus of control: SCL-90-R and Levenson’s IPC scales. J Clin Psychol 1988; 44(5):753-5.24. Wang D, Wang Y, Zhang Y. The relationship between locus of control, depression, shame, and self esteem. J Mental Health 1992; 6(5):207-21.25. Iravani M, Izadi M. Relationship between attribution and mental health in student of Azad University Khorasegan Branch. Knowledge Res Appl Psychol 2000; (1):7-20. 26. Peterson C, Seligman ME. Explanatory style and illness. J Personal 1987; 55(2):237-65.27. Pourmohamadreza-Tajrishi M, Abbasi S, Najafi Fard T, Yousefi S, Malek Abadi AM, Delavar Kasmaei H. Efficacy of attribution retraining on mental health of epileptic children. Iran Red Cresc Med J 2015; 17(10):1-7

Relationship of Mothers’ Psychological Status with Development of Kindergarten Children

How to Cite This Article: Firoozeh Sajedi F, Ahmadi Doulabi M, Vameghi R, Mazaheri MA, Akbarzadeh Baghban AR. Relationship of Mothers’ Psychological Status with Development of Kindergarten Children. Iran J Child Neurol. Summer 2016; 10(3):61-72. AbstractObjectiveGiven the importance of children’s development and the role of psychological status of mothers in this regard, this study investigated the relationship of mothers’ psychological status (stress, anxiety and depression) with the development of children aged 36-60 months.Materials & MethodsThis descriptive study was performed on 1036 mothers and their children, aged 36 to 60 months, in different kindergartens in Tehran City, Iran, in 2014-2015.Participants were selected through multi-stage random sampling. The following instruments were used in this study: A demographic and obstetric specification questionnaire, children specification questionnaire, the Beck Depression Inventory, Spiel Berger Test, Perceived stress questionnaire and the Ages and Stages Questionnaire to determine the status of the children’s development.Data were analyzed using SPSS20 software, Mann-Whitney; independent t-test and logistic-Regression model were used.ResultsThe prevalence of developmental delay in children aged 36-60 months was 16.2%. The independent t-test showed a relationship between maternal stress and developmental delay in children. The Mann-Whitney test revealed a significant relation between mothers’ depression level and developmental delay in their children. There was a significant relation between trait anxiety and developmental delay in children. Moreover, a significant relation was found between maternal stress and developmental delay in fine motor skills.The logistic regression model showed a significant relationship of child gender, economic and social states with developmental delay.ConclusionThis study showed mothers’ psychological status probably is an effective factor in developmental delay. The assessment of mothers’ psychological status is suggested for early interventions. ReferencesIrwin LG, Siddiqi A, Hertzman C. Early child development: a powerful equalizer. Final report to the WHO Commission on social determinants of health, Geneva. 2007.Guralnick MJ. Early Intervention for Children with Intellectual Disabilities: Current Knowledge and Future Prospects. J Appl Res Intellect Disabil 2005;18(4):313-24.Marmot M, Friel S, Bell R, Houweling TA, Taylor S. Commission on Social Determinants of Health. Closing the gap in a generation: health equity through action on the social determinants of health. 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Cross-cultural adaptation, validation and standardization of Ages and Stages Questionnaire (ASQ) in Iranian children. Iran J Publ Health 2013;42(5):522.Chiang T-L, Lin S-J, Shu B-C. Parental mental health and child development from six to thirty-six months in a birth cohort study in Taiwan. J Perinat Med 2009;37(4):397-402.Benjamin J, Sadock, Virginia A. Kaplan comprehensive Text book of psychiatry,7 th ed:Lippincott Williams.2000,1284-1338.Sajadi H, Vameghi M, Setare forozan A, Rafiey H, Mohgheghee Kamal SH, Nosrat abadi M. Prevalence, risk factors and interventions of depression during pregnancy in Iranian Studies (1997-2011): A systematic review. North Khorasan Univ Med Sci 2013;5(2):521-30.Ali NS, Mahmud S, Khan A, Ali BS. Impact of postpartum anxiety and depression on child’s mental development from two peri-urban communities of Karachi, Pakistan: a quasi-experimental study. Bmc Psychiatrry 2013;13(1):274.Hadley C, Tegegn A, Tessema F, Asefa M, Galea S. Parental symptoms of common mental disorders and children’s social, motor, and language development in sub-Saharan Africa. Ahb Ann Hum Biol 2008;35(3):259-75.Brennan PA, Hammen C, Andersen MJ, Bor W, Najman JM, Williams GM. Chronicity, severity, and timing of maternal depressive symptoms: relationships with child outcomes at age 5. Dev Psychol 2000;36(6):759.Coyl D, Roggman L, Newland L. Stress, maternal depression and negative mother-infant interactions in relation to infant attachment. Infant Ment Health J 2002; 23: 145-163.Brouwers EP, van Baar AL, Pop VJ. Maternal anxiety during pregnancy and subsequent infant development. Infant Behav Dev 2001;24(1):95-106.McLearn KT, Minkovitz CS, Strobino DM, Marks E, Hou W. The timing of maternal depressive symptoms and mothers’ parenting practices with young children: implications for pediatric practice. Pediatrics 2006;118(1):e174-e82.Van der Toorn SL, Huizink AC, Utens EM, Verhulst FC, Ormel J, Ferdinand RF. Maternal depressive symptoms, and not anxiety symptoms, are associated with positive mother–child reporting discrepancies of internalizing problems in children: a report on the TRAILS Study. Eur Child Adolesc Psychiatry 2010;19(4):379-88.Cooper PJ, Tomlinson M, Swartz L, Woolgar M, Murray L, Molteno C. Post-partum depression and the mother-infant relationship in a South African peri-urban settlement. Br J Psychiatry 1999;175(6):554-8.Tomlinson M, Cooper P, Murray L. The Mother–Infant Relationship and Infant Attachment in a South African Peri-Urban Settlement. Child Dev 2005;76(5):1044-54.DeMulder EK, Radke-Yarrow M. Attachment with affectively ill and well mothers: Concurrent behavioral correlates. Dev Psychopppathol 1991;3(03):227-42.Winnicott DW. The theory of the parent-infant relationship. Int Rev Psychoanal 1960;41(6):585-95.Petrozzi A, Gagliardi L. Anxious and depressive components of Edinburgh Postnatal Depression Scale in maternal postpartum psychological problems1). 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The development of an interventional package on "receptive vocabulary” for cochlear implanted children

Objectives:Due to the shortage of language intervention protocols which specifically concentrate on language acquisition in cochlear implanted children and considering the importance of timely language intervention programs in this group of children, the aim of the present study was to develop an interventional package on “receptive vocabulary” based on the process of vocabulary development in normal children.  Materials and Methods:By reviewing the literature related to language acquisition theories in normal and language disordered children, as well as literature on production of intervention protocols, especially those for language impaired children, and also considering the normal process of language and speech development in normal children, the first draft of the intervention protocol was prepared. Then, with the collaboration of 10 expert pediatricians, speech and language pathologists and linguistic experts as members of a Delphi team, the face and content validity of the intervention protocol was assessed through three Delphi rounds and finally approved.Results:A step by step language intervention protocol entitled “An educational package on receptive vocabulary development of 12-48 months old Persian speaking cochlear implanted children “was developed based on developmental, cognitive and behavioral models and the normal process of language and speech development in children.Conclusion: The interventional package produced is believed to facilitate language acquisition in cochlear implanted children, according to expert qualitative assessment and approval. However, experimental research is required for verification of this assumption

Path Analysis Association between Domestic Violence, Anxiety, Depression and Perceived Stress in Mothers and Children’s Development

How to Cite This Article: Vameghi R, Amir Ali Akbari S, Sajedi F, sajjadi H, Alavi Majd H. Path Analysis Association between Domestic Violence, Anxiety, Depression and Perceived Stress in Mothers and Children’s Development. Iran J Child Neurol. Autumn 2016; 10(4):36-48.AbstractObjectiveGiven that several factors involved in the incidence or exacerbation of developmental disorders in children, the present study aimed to investigate the relationship between some of the risk factors affecting mothers’ health and development in children using path analysis. Materials & MethodsThe present cross-sectional analytical study was conducted on 750 mothers and their children in health centers in Tehran, Iran in 2014 enrolled through multi-stage random sampling. Data were collected using a demographic and personal information questionnaire, the Perceived Stress Scale, Beck’s depression Inventory, Spielberger’ anxiety inventory, the WHO domestic violence questionnaire and an ages & stages questionnaire for assessing children’s development. Data were analyzed using SPSS.19 (Chicago, IL, USA) and Lisrel 8.8. ResultsDevelopmental delay was observed in 12.1% of the children. The mean stress score was 23.94±8.62 in the mothers, 50.7% of whom showed mild to severe depression, 84.2% moderate to severe anxiety and 35.3% had been subjected to domestic violence. The path analysis showed that children’s development was affected directly by perceived stress (β=-0.09) and depression (β=-0.17) and indirectly by domestic violence (β=-0.05278) and anxiety (β=-0.0357). Of all the variables examined, depression had the biggest influence on development in the children (β=-0.17). The proposed model showed a good fit (GFI=1, RMSEA=0.034). ConclusionChildren’s development was influenced indirectly by domestic violence and anxiety and directly by perceived stress and depression in mothers. It is thus suggested that more concern and attention be paid to women’s mental health and the domestic violence they experience. References1. R. de Moura D, Costa JC, Santos IS, D. Barros AJ, Matijasevich A, Halpern R, and et al. Risk factors for suspected developmental delay at age 2 years in a Brazilian birth cohort. Paediatr Perinat Epidemiol 2010; 24(3): 211–221.2. Karimzadeh P, Kuimarsi A, Yousefi M. A Survey of Pediatrics Resident Knowledge of Growth & Development. Iran J Child Neurol 2011; 5(2):11-16.3. Baker R. Pediatric Primary Care Well-Child Care. USA. Lippincott Williams and Wilkins Publish. 2001.4. Sachdeva S, Amir A, Alam S, Khan Z, Khalique N, Ansari MA. Global developmental delay and its determinants among urban infants and toddlers: a cross sectional study. 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Socioeconomic Status Index to Interpret Inequalities in Child Development

How to Cite This Article: Ahmadi Doulabi M, Sajedi F, Vameghi R, Mazaheri MA, Akbarzadeh Baghban AR. Socioeconomic Status Index to Interpret Inequalities in Child Development. Iran J Child Neurol. Spring 2017; 11(2):13-25.AbstractObjectiveThere have been contradictory findings on the relationship between Socioeconomic Status (SES) and child development although SES is associated with child development outcomes. The present study intended to define the relationship between SES and child development in Tehran kindergartens, Iran.Materials & Methods This cross-sectional survey studied 1036 children aged 36-60 month, in different kindergartens in Tehran City, Iran, in 2014-2015.The principal factor analysis (PFA) model was employed to construct SES indices. The constructed SES variable was employed as an independent variable in logistic regression model to evaluate its role in developmental delay as a dependent variable.Results The relationship between SES and developmental delay was significant at P=0.003. SES proved to have a significant (P<0.05) impact on developmental delay, both as an independent variable and after controlling risk factors.Conclusion There should be more emphasis on developmental monitoring and appropriate intervention programs for children to give them higher chance of having a more productive life.  1. Haghdoost AA. Complexity of the Socioeconomic Status and its Disparity as a Determinant of Health. Int J Prev 2012; 3(2):75. 2. Behavioral and social sciences research. Measuring Socioeconomic Status. e-Source 2013; Available from:http://www.esourceresearch.org 3. Bradley RH, Corwyn RF. Socioeconomic status and child development. 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Comparison of Developmental Status of Infants Less Than 24 Months Who Were Born from Mothers in High-Risk Age Groups

Abstract Introduction: Development in children is a qualitative change in their abilities. When children cannot acquire developmental skills according to age, it shows delayed development. Low and high maternal age during pregnancy is a kind of risk factor for developmental disorders in children. Methods: This is a cross-sectional descriptive comparative study that was performed on 400 women who had less than 19 and over 35 years old during pregnancy and now have 4-24-months infants that referred to health centers Kohgiluyeh and Boyer-Ahmad Province, Iran. Participants were selected through multi-stage random sampling. Data collection instruments were: A demographic, obstetric and the “Ages and Stages Questionnaires” for 4-24 months children. Data analysis was done by using the software SPSS 16, and independent t-test, chi-square and logistic-regression tests were used. Results: The prevalence of developmental delay in infants 4-24-months of mothers fewer than 19 and older than 35 years was 7 percent and 11 percent respectively. In mothers over 35 years old, all domains were higher than the others. In both groups of maternal age, the most delayed development was gross motor; the lowest prevalence of late event in a group of mothers less than 19 years was personal-social skills and in women over 35 years was problem-solving. Conclusions: Pregnancy in ages over 35 and less than 19 years are risk factors for the developmental delay of children and could be prevented by appropriate strategies and training

Marital Satisfaction and Depression in Mothers of 3-4 Year Old Children with Developmental Delay in Comparison with Mothers of Normal Children

ObjectivesThe present study evaluated the depression and marital satisfaction in mothers of 36-48 months old children with developmental delay in comparison with mothers of normal children.Materials & MethodsThis cross-sectional study was performed on 616 mothers and their children, aged 36 - 48 months, from Apr 2015 to Feb 2016, in some kindergartens in Tehran, Iran. Participants were selected through multi-stage random sampling. The children were divided according to the developmental status into two groups of normal development and developmental delay. The following instruments were used: A demographic and children specification questionnaire, marital satisfaction scale, the Beck Depression Inventory, and the Ages and Stages Questionnaire.  The data were analyzed using SPSS16 software. Independent t-test and Pearson correlation were employed at significance level of 0.05.Results The mean age of children with developmental delay and normal development was 41.94±4.48 and 42.17±5.02 months, respectively. The prevalence of developmental delay in children aged 36-48 months was 17.4% and in normal development children was 82.6%. Developmental delay in boys was 23%. The highest incidence of developmental delays was in fine motor skills. Independent t-test revealed a significant difference between mothers' depression and marital satisfaction with and without developmental delays (P=0.0001). In addition, the correlation was observed between the mother’s depression and marital satisfaction (P=0.0001).ConclusionMothers of children with developmental delay suffer more from depression and have less marital satisfaction compared to mothers of healthy children. Interventional studies to reduce depression and increase marital satisfaction and its impact on development status should be conducted.Keywords: Depression; Developmental delay; Marital status; Satisfactio