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The development of a consensus statement for the prescription of powered wheelchair standing devices in Duchenne muscular dystrophy

PURPOSE: To develop a consensus statement for the prescription of a Powered Wheelchair Standing Device (PWSD) in young people with Duchenne muscular dystrophy (DMD). MATERIALS AND METHODS: An international multidisciplinary panel comprising clinicians and users (young people with DMD) along with their parents was consulted. A literature review was undertaken and a Delphi method was utilised to generate consensus statements.

Meta-analysis of the neural correlates of vigilant attention in children and adolescents

Vigilant Attention (VA), defined as the ability to maintain attention to cognitively unchallenging activities over a prolonged period of time, is critical to support higher cognitive functions and many behaviours in our everyday life. Evidence has shown that VA rapidly improves throughout childhood and adolescence until young adulthood and tends to decline in older adulthood.

Long-term economic outcomes for interventions in early childhood: protocol for a systematic review

Investment in early childhood produces positive returns: for the child, the family and the community.

Associations Among Early Stimulation, Stunting, and Child Development in Four Countries in the East Asia–Pacific

This study examined associations among preschool attendance, home learning activities, stunting status, and early child development using data from the validation study of the East Asia–Pacific Early Child Development Scales (EAP-ECDS).

Developmental outcomes following vaccine-proximate febrile seizures in children

To compare the developmental and behavioral outcomes of children experiencing an initial vaccine-proximate (VP) febrile seizure (FS) to those having a non-VP-FS (NVP-FS) and controls who have not had a seizure.

Measuring early child development in low and middle income countries: Investigating the validity of the early Human Capability Index

Inclusion of early child development in the United Nations Sustainable Development Agenda raises issues of how this goal should be monitored, particularly in low resource settings. The aim of this paper was to explore the validity of the early Human Capability Index (eHCI); a population measure designed to capture the holistic development of children aged 3-5 years. Convergent, divergent, discriminant and concurrent validity were examined by exploring the associations between eHCI domains and child (sex, age, stunting status, preschool attendance) and family (maternal education, home learning environment) characteristics. Analyses were repeated using data from seven low and middle income countries.

How outreach facilitates family engagement with universal early childhood health and education services in Tasmania, Australia: An ethnographic study

This paper presents qualitative findings focusing on the scope and role of outreach in supporting family engagement in the Tasmanian early childhood services

The impact on service collaboration of co-location of early childhood services in tasmanian child and family centres: An ethnographic study

There is a global trend towards place-based initiatives (PBIs) to break the cycle of disadvantage and promote positive child development. Co-location is a common element of these initiatives and is intended to deliver more coordinated services for families of young children. This paper examines how co-locating early childhood services (ECS) from health and education in Child and Family Centres (CFCs) has impacted collaboration between services.

The influence of the early childhood education and care environment on young children’s physical activity

The PLAYCE Study instruments provide reliable measures of early childhood education and care physical activity environments

Review of the quality of evidence for preschool and school-based programs to support social and emotional skills, perseverance and academic self-concept

This project provides guidance to help school leaders review the evidence for different programs, as well as a review of universal, evidence-based pre-school and school-based social and emotional learning programs available in Australia.