Josephine N. Booth

Do tasks make a difference? Accounting for heterogeneity of performance of children with reading difficulties on tasks of executive function: findings from a meta-analysis.

Research studies have implicated executive functions in reading difficulties (RD). But while some studies have found children with RD to be impaired on tasks of executive function other studies report unimpaired performance. A meta-analysis was carried out to determine whether these discrepant findings can be accounted for by differences in the tasks of executive function that are utilized. A total of 48 studies comparing the performance on tasks of executive function of children with RD with their typically developing peers were included in the meta-analysis, yielding 180 effect sizes. An overall effect size of 0.57 (SE .03) was obtained, indicating that children with RD have impairments on tasks of executive function. However, effect sizes varied considerably suggesting that the impairment is not uniform. Moderator analysis revealed that task modality and IQ-achievement discrepancy definitions of RD influenced the magnitude of effect; however, the age and gender of participants and the nature of the RD did not have an influence. While the childrens RD were associated with executive function impairments, variation in effect size is a product of the assessment task employed, underlying task demands, and definitional criteria.

Obesity impairs academic attainment in adolescence: findings from ALSPAC, a UK cohort

Objective:While being overweight or obese in adolescence may have detrimental effects on academic attainment, the evidence base is limited by reliance on cross-sectional studies with small sample sizes, failure to take account of confounders and lack of consideration of potential mediators. The present study aimed to address these limitations and examine longitudinal associations between obesity in adolescence and academic attainment.Design:Associations between weight status at 11 years old and academic attainment assessed by national tests at 11, 13 and 16 years were examined in the Avon Longitudinal Study of Parents and Children. Healthy weight was defined as body mass index (BMI) Z-score <1.04; overweight as BMI Z-score 1.04–1.63; obesity as BMI Z-score ⩾1.64.Participants:Data from 5966 participants with objectively measured weight status were examined: 71.4% were healthy weight (1935 males; 2325 females), 13.3% overweight (372 males; 420 females) and 15.3% obese (448 males; 466 females).Results:Girls obese at 11 years had lower academic attainment at 11, 13 and 16 years compared with those of a healthy weight, even after controlling for a wide range of confounders. Associations between obesity and academic attainment were less clear in boys. The potential mediating effects of depressive symptoms, intelligence quotient (IQ) and age of menarche in girls were explored, but when confounders were included, there was no strong evidence for mediation.Conclusions:For girls, obesity in adolescence has a detrimental impact on academic attainment 5 years later. Mental health, IQ and age of menarche did not mediate this relationship, suggesting that further work is required to understand the underlying mechanisms. Parents, education and public health policy makers should consider the wide reaching detrimental impact of obesity on educational outcomes in this age group.

Posttraumatic stress disorder after cancer diagnosis in adults: a meta-analysis

Since the introduction of serious illness as a potential traumatic stressor in the fourth version of the Diagnostic and Statistical Manual of Mental Disorders (DSM‐IV), research on the prevalence and predictors of posttraumatic stress disorder (PTSD) after cancer diagnosis has proliferated. Studies have reported widely varying estimates of the number of people with PTSD after cancer. The aim of this review is to synthesize quantitative data from studies reporting the proportion of people with PTSD among groups of cancer survivors.

Associations between obesity and cognition in the pre-school years

To test the hypothesis that obesity is associated with impaired cognitive outcomes in the pre‐school years.

The relationship between inhibition and working memory in predicting children's reading difficulties

The study evaluated the role of working memory and inhibition in predicting children’s word reading difficulties. Twenty-one participants with word reading difficulties were individually matched to two other participants to form the chronological-age-matched and the reading-level-matched group. All participants were administered measures of performance IQ, inhibition and working memory. Multinomial logistic regression revealed that tasks of working memory and a composite measure of inhibition discriminated between the groups above the impact of performance IQ when the working memory task was verbally based, but only inhibition discriminated when a nonverbal working memory task was used. This suggests domain-specific deficits on tasks of working memory, independent of the influence of inhibition on reading difficulties. The implications for theory and assessment practice are discussed.

The role of inhibitory functioning in children’s reading skills

Executive functions, including inhibition, have been implicated in children’s reading ability. This study investigates whether children’s performance on an inhibition task is more indicative of reading ability than a measure of another executive function, that is, planning. Fifty‐three male participants were administered a reading test and tests of inhibition and planning not requiring a verbal response. Regression analyses revealed that only inhibition significantly predicted reading. Previous inconsistencies may reflect the modality of the tasks used to measure inhibition. Therefore non‐verbal measures may have highest utility for educational psychologists.

A cross-sectional pilot study of the Scottish early development instrument: a tool for addressing inequality

BackgroundEarly childhood is recognised as a key developmental phase with implications for social, academic, health and wellbeing outcomes in later childhood and indeed throughout the adult lifespan. Community level data on inequalities in early child development are therefore required to establish the impact of government early years’ policies and programmes on children’s strengths and vulnerabilities at local and national level. This would allow local leaders to target tailored interventions according to community needs to improve children’s readiness for the transition to school. The challenge is collecting valid data on sufficient samples of children entering school to derive robust inferences about each local birth cohort’s developmental status. This information needs to be presented in a way that allows community stakeholders to understand the results, expediting the improvement of preschool programming to improve future cohorts’ development in the early years. The aim of the study was to carry out a pilot to test the feasibility and ease of use in Scotland of the 104-item teacher-administered Early Development Instrument, an internationally validated measure of children’s global development at school entry developed in Canada.MethodsPhase 1 was piloted in an education district with 14 Primary 1 teachers assessing a cohort of 154 children, following which the instrument was adapted for the Scottish context (Scottish Early Development Instrument: SEDI). Phase 2 was then carried out using the SEDI. Data were analysed from a larger sample of 1090 participants, comprising all Primary 1 children within this school district, evaluated by 68 teachers.ResultsThe SEDI displayed adequate psychometric and discriminatory properties and is appropriate for use across Scotland without any further modifications. Children in the lowest socioeconomic status quintiles were 2–3 times more likely than children in the most affluent quintile to score low in at least one developmental domain. Even in the most affluent quintile though, 17% of children were ‘developmentally vulnerable’, suggesting that those in need cannot be identified by socioeconomic status alone.ConclusionsThe SEDI offers a feasible means of providing communities with a holistic overview of school readiness for targeting early years’ interventions.

Longitudinal Associations Between Childhood Obesity and Academic Achievement: Systematic Review with Focus Group Data

PurposeThe purposes of this study were to review the evidence on longitudinal associations between child and adolescent obesity and academic achievement and to provide perceptions of adolescents with obesity and their parents on this topic.Recent FindingsSynthesis of 31 studies (from 17 cohorts) suggested that relationships between obesity and academic achievement are not well established, except for adolescent girls’ maths attainment, potentially mediated by both weight-related bullying and executive cognitive functions. Focus groups with adolescent girls with obesity confirmed experiences of psychosocial distress at school particularly during Physical Education. Adolescents perceived that obesity was not related to academic achievement directly, but by their attitude to school.SummaryInterventions are warranted to promote psychosocial wellbeing and cognitive abilities linked to academic achievement in adolescent girls with obesity. Physical Education should be a positive experience for children and adolescents with obesity.

Translating research into practice: a cross-sectional study using the Early Development Instrument to assess early years interventions in local level public health practice

Abstract Background Evidence that early years interventions can reduce inequalities has led to Scottish Government policy recommending that local areas implement initiatives to improve early child development. How best to measure the effects of these interventions is, however, unclear. We conducted a pilot study of the first UK use of the teacher-administered Early Development Instrument (EDI), an internationally validated measure of global child development now used at school entry in all children in Australia and most of Canada. Methods The study, conducted in the primary school setting in 2011–12, was cross-sectional in design and used qualitative and quantitative methods. During phase 1 the EDI was adapted for the Scottish context. 14 teachers assessed 154 pupils, using the instrument. Focus groups and semi-structured questionnaires were used to gather feedback from teacher participants on the instrument and the process. Phase 2 collected and analysed data from 1090 pupil participants, comprising 98% of eligible school-entrants in East Lothian local authority, assessed by 68 teachers. The 104-item EDI questionnaire has five domains of child development: physical, social, emotional, language and cognitive, and communication and general knowledge. Data were analysed with SPSS (version 17.0). The psychometric properties of the EDI were assessed with Cronbachs α. Mean scores in the domains were linked to levels of deprivation and results were mapped using Geographic Information System. Phase 3 monitored subsequent dissemination and use of EDI results. The study was approved by the School of Psychological Sciences and Health Ethics Committee of the University of Strathclyde, Glasgow, UK; the Education Authority of the relevant school district; and the Chief Scientist Office of the Scottish Government. In line with EDI data collection in other countries, opt-out consent was used for parents of pupils. All teachers provided written, informed consent. Findings Children in the most deprived quintile were 2·8 times more likely than the most affluent to be developmentally vulnerable in one or more domains; however, substantial developmental vulnerability was found across all five quintiles, not only in the most deprived. The EDI was found to be user friendly and acceptable to teachers, demonstrating high levels of internal reliability. Dissemination of results created a forum for multidisciplinary discussion and raised awareness about the importance of early child development, domains of development, and how inequalities can be tackled, leading to new initiatives based on EDI data. Interpretation The EDI is a robust instrument able to highlight developmental differences in children between socioeconomic groups and small-scale geographical areas. Its simplicity and usability lend themselves easily to community-wide implementation. Funding Medical Research Council and Chief Scientist Office of the Scottish Government.

The Daily Mile: What factors are associated with its implementation success?

Background Despite the known benefits of a physically active lifestyle, there are few examples of interventions that have been successfully implemented at a population level over a long period of time. One such example is The Daily Mile, a school based physical activity initiative, where a teacher takes their class out daily during class time for a short bout of ambulatory activity. At one school, this activity appears has been sustained over a long period (6 years), has the whole school participating and is now incorporated into its daily routine. The aim of this paper was to understand how The Daily Mile was implemented in primary schools and to assess factors associated with its successful implementation. Methods Semi-structured interviews with school staff who had a significant role in implementing The Daily Mile were conducted at four primary schools in central Scotland. Interviews were digitally recorded and transcribed verbatim. Data were analysed using thematic analysis and descriptive analysis and interpretation of data undertaken. Details regarding the school grounds and facilities were also noted during the interviews. Results Having simple core intervention components, flexible delivery that supports teacher autonomy and being adaptable to suit the specific primary school context appear to be key aspects of The Daily Mile that are related to its implementation success. Other factors relating to how The Daily Mile was developed, trialled and rolled out might also have contributed towards its successful implementation. Conclusion The Daily Mile appears to have several factors which may relate to its implementation success. These are important considerations for others looking to implement The Daily Mile effectively in their primary school or in other contexts.