A Brief Assessment of Learning for Orphaned and Abandoned Children in Low and Middle Income Countries

O’Donnell, Karen; Murphy, Robert A.; Ostermann, Jan; Masnick, Max; Whetten, Rachel; Madden, Elisabeth; Thielman, Nathan M.; Whetten, Kathryn

doi:10.1007/s10461-011-9940-z

Cited by 13 publications

(15 citation statements)

References 51 publications

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“…It was found that overall children in this sample had the lowest scores on the Planning sub-tests and on the Triangles sub-test of the Simultaneous sub-scale. This trend in performance has been observed in the literature from other LMIC contexts, with samples from Cambodia, Ethiopia, Kenya, India, Tanzania, Democratic Republic of Congo, and South Africa (Boivin et al, 2013; O’Donnell et al, 2012; Taljaard et al, 2013; Veena et al, 2010). While these trends have been observed, there is a dearth of literature which has examined potential factors contributing to weaker performance on certain KABC-II sub-tests.…”

Section: Discussionsupporting

confidence: 78%

Confirmatory factor analysis of the Kaufman assessment battery in a sample of primary school-aged children in rural South Africa

Mitchell

Tomlinson

Bland

et al. 2017

South African Journal of Psychology

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The Kaufman Assessment Battery for Children, Second Edition (KABC-II), measures cognitive processing, includes non-verbal sub-tests, and is increasingly used in low-and middle-income countries. While the KABC-II has been validated in the United States, a psychometric evaluation has not been conducted in Southern Africa. This study aims to establish the reliability and validity of the KABC-II among a sample of 376 primary schoolaged children in rural South Africa (7-11 years). We examined Cronbach alpha and conducted a confirmatory factor analysis. The battery showed good reliability (Mental Processing Index [α=.78]); and the originally validated structure of the KABC-II was maintained (χ 2 = 16.30, p=.432). Mean scores were low on the Planning sub-scale. On the Simultaneous sub-scale, the mean score was higher for the supplementary sub-test Block Counting versus the core sub-test Triangles. With translation and the inclusion of supplementary subtests, the KABC-II is an appropriate assessment to use in this context.

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Section: Discussionsupporting

confidence: 78%

Confirmatory factor analysis of the Kaufman assessment battery in a sample of primary school-aged children in rural South Africa

Mitchell

Tomlinson

Bland

et al. 2017

South African Journal of Psychology

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“…21 Furthermore, temporal aspects of relationships between sleep duration, sleepiness, reduced attention, and academic performance could not be evaluated in this study, thus further limiting our ability to evaluate causality. Important variables connected with academic achievements such as motivation, 22 memory consolidation, 23 personality, 24 presence of behavioral disorders, 25,26 respiratory diseases 27,28 or other environmental factors 29,30 were not assessed in our study. Therefore, our model should be regarded as a hypothesis-generating one to be further refined and enriched by adding other variables.…”

Section: Discussionmentioning

confidence: 99%

A Multi-Step Pathway Connecting Short Sleep Duration to Daytime Somnolence, Reduced Attention, and Poor Academic Performance: An Exploratory Cross-Sectional Study in Teenagers

Pérez-Lloret

Videla

Richaudeau

et al. 2013

Journal of Clinical Sleep Medicine

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Pediatric Daytime Sleepiness Scale (PDSS), we found that somnolence was independently and signifi cantly related to poor grades in language or math after adjusting for age, gender, body mass index (BMI), and the presence of snoring or apneas.2 Daytime somnolence in sleep deprived children may lead to reduced attention, causing impaired learning and academic failure.10 background: A multi-step causality pathway connecting short sleep duration to daytime somnolence and sleepiness leading to reduced attention and poor academic performance as the fi nal result can be envisaged. However this hypothesis has never been explored. Objective: To explore consecutive correlations between sleep duration, daytime somnolence, attention levels, and academic performance in a sample of school-aged teenagers. Methods: We carried out a survey assessing sleep duration and daytime somnolence using the Pediatric Daytime Sleepiness Scale (PDSS). Sleep duration variables included weekdays' total sleep time, usual bedtimes, and absolute weekdayto-weekend sleep time difference. Attention was assessed by d2 test and by the coding subtest from the WISC-IV scale. Academic performance was obtained from literature and math grades. Structural equation modeling was used to assess the independent relationships between these variables, while controlling for confounding effects of other variables, in one single model. Standardized regression weights (SWR) for relationships between these variables are reported. Results: Study sample included 1,194 teenagers (mean age: 15 years; range: 13-17 y). Sleep duration was inversely associated with daytime somnolence (SWR = -0.36, p < 0.01) while sleepiness was negatively associated with attention (SWR = -0.13, p < 0.01). Attention scores correlated positively with academic results (SWR = 0.18, p < 0.01). Daytime somnolence correlated negatively with academic achievements (SWR = -0.16, p < 0.01). The model offered an acceptable fi t according to usual measures (RMSEA = 0.0548, CFI = 0.874, NFI = 0.838). A Sobel test confi rmed that short sleep duration infl uenced attention through daytime somnolence (p < 0.02), which in turn infl uenced academic achievements through reduced attention (p < 0.002). Conclusions: Poor academic achievements correlated with reduced attention, which in turn was related to daytime somnolence. Somnolence correlated with short sleep duration. keywords: Sleep deprivation, daytime somnolence, attention, academic performance, structural equation modeling Citation: Perez-Lloret S; Videla AJ; Richaudeau A; Vigo D; Rossi M; Cardinali DP; Perez-Chada D. A multi-step pathway connecting short sleep duration to daytime somnolence, reduced attention, and poor academic performance: an exploratory cross-sectional study in teenagers. J Clin Sleep Med 2013;9(5):469-473.http://dx.doi.org/10.5664/jcsm.2668 S C I E N T I F I C I N V E S T I g A T I O N SI nsuffi cient sleep time in school-aged teenagers is a common phenomenon. A recent meta-analysis of 41 studies on adolescent sleep patterns surveys sh...

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“…The Strengths and Difficulties Questionnaire (SDQ) is a behavioral screening tool, designed for children ages [4][5][6][7][8][9][10][11][12][13][14][15][16], that measures psychosocial well-being across five dimensions: (1) emotional symptoms, (2) conduct problems, (3) hyperactivity/inattention, (4) peer relationship problems, and (5) prosocial behavior. Each subscale has 5 items, scored on a 3-point Likert scale (0-2).…”

Section: Study Measuresmentioning

confidence: 99%

Childhood Adversity, Recent Life Stressors and Suicidal Behavior in Chinese College Students

2015

Childhood Adversity and Developmental Effects

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Background: Development policymakers and child-care service providers are committed to improving the educational opportunities of the 153 million orphans worldwide. Nevertheless, the relationship between orphanhood and education outcomes is not well understood. Varying factors associated with differential educational attainment leave policymakers uncertain where to intervene. This study examines the relationship between psychosocial well-being and cognitive development in a cohort of orphans and abandoned children (OAC) relative to non-OAC in five low and middle income countries (LMICs) to understand better what factors are associated with success in learning for these children. Methods: Positive Outcomes for Orphans (POFO) is a longitudinal study, following a cohort of single and double OAC in institutional and community-based settings in five LMICs in Southeast Asia and sub-Saharan Africa: Cambodia, Ethiopia, India, Kenya, and Tanzania. Employing two-stage random sampling survey methodology to identify representative samples of OAC in six sites, the POFO study aimed to better understand factors associated with child well-being. Using cross-sectional and child-level fixed effects regression analyses on 1,480 community based OAC and a comparison sample of non-OAC, this manuscript examines associations between emotional difficulties, cognitive development, and a variety of possible co-factors, including potentially traumatic events.

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A Brief Assessment of Learning for Orphaned and Abandoned Children in Low and Middle Income Countries

Cited by 13 publications

References 51 publications

Confirmatory factor analysis of the Kaufman assessment battery in a sample of primary school-aged children in rural South Africa

Confirmatory factor analysis of the Kaufman assessment battery in a sample of primary school-aged children in rural South Africa

A Multi-Step Pathway Connecting Short Sleep Duration to Daytime Somnolence, Reduced Attention, and Poor Academic Performance: An Exploratory Cross-Sectional Study in Teenagers

Childhood Adversity, Recent Life Stressors and Suicidal Behavior in Chinese College Students

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