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Public health checkups are conducted on 3-year-old children in Japan. However, it is often difficult to detect or provide ongoing support to children with developmental disorders without MR. Therefore we have conducted health checkups on 5 year olds.
The objectives are to describe the results and follow-up of health checkups in 5-year-old children and examine the utility of such checkups.
The aims are to make clear the utility of health checkups in 5-year-old children for screening for developmental disorders.
The subjects were 303 children of 5-year-old that lived in Kanie-cho and participated in health checkups. in the checkups, a child psychiatrist examined the children, and made a provisional diagnosis of a developmental disorder.
Eighty-two children were provisionally diagnosed as having developmental disorders. the follow-up allowed final diagnosis of developmental disorders (suspect diagnosis included) to be made in 39 children (12.9%), and pinpointed 19 children with ADHD, 9 children with PDD, 9 children with mild MR, and 2 children with motor skills disorder.
All children with PDD had already been informed about the possible occurrence of developmental disorders at 3 years of age. However, most of ADHD, mild MR, and motor function disorder were diagnosed in these children during the checkups at the age of 5 years.
The health checkup in 5-year-old children is useful not only as a tool to detect developmental disorders that are difficult to diagnose at the age of 3 years but also as an approach in patients lost to follow-up.
Children with Learning Disorders (LD) are susceptible to decreased self-esteem and willingness because of their difficulty learning, which can lead to exacerbation of the learning difficulty in a vicious cycle. Appropriate learning supports may help not only in terms of learning, but also psychologically.
The purpose of this study was to investigate the psychological effect of learning supports for children with LD.
The aims are to make clear that psychological changes occur for children by the learning supports.
We conducted 10 learning support sessions for 12 children (age 8–11 years) diagnosed as LD. Afterward, we gave a questionnaire on motivation and self-efficacy in learning to the children and their parents, and a questionnaire on positive participation in class to the children's teachers.
The children's responses showed increased intrinsic motivation with high autonomy, and decreased extrinsic motivation with low autonomy and self-efficacy after supports. the parents’ responses indicated increased self-efficacy and decreased motivation overall after supports, while the teachers’ responses indicated increased positive class participation after supports.
Parents and teachers see that willingness for learning improve through learning supports, but the children themselves feel decreased efficacy. At the same time, the children came to have more autonomous intrinsic motivation for learning. Both of motivation and willigness increased through learning supports, but conversely the children came to notice their own weaknesses (true abilities), which is thought to have led to decreased self-efficacy. with continuing support improvement of true efficacy may be expected.
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