Browsing by Subject "preschool"

Now showing 1 - 3 of 3
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    Deworming Program In Low-Income Nicaraguan School
    (2020-04-24) Collins, Angela J.
    Infection of soil-transmitted helminths (STH), commonly referred to as intestinal worms, are estimated to plague over 1.5 billion of the world’s most impoverished communities. Developing countries bear the largest burden of STH infections due to lack of access to clean water, safe housing, sanitation infrastructure, education and healthcare. In 2017, the director of the World Health Organization’s Neglected Tropical Diseases department, stated, “There is now global consensus that periodic, large-scale deworming is the best way to reduce the suffering caused by intestinal worms,” [1]. In addition, numerous studies have shown significant efficacy particularly among school-based deworming interventions. Therefore, in order to best steward the health and wellbeing of their students, as well as to comply with the World Health Organization’s recommendations, the Granada Christian Education Center (GCEC) ― a primary school located in one of the poorest areas of Nicaragua ― is requesting $1000 in funding to establish a school-based deworming program among their growing student body.
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    Secondhand smoke exposure, parental depressive symptoms and preschool behavioral outcomes
    (Elsevier, 2015-01) Bauer, Nerissa S.; Anand, Vibha; Carroll, Aaron E.; Downs, Stephen M.; Department of Pediatrics, Indiana University School of Medicine
    Little is known about the association of secondhand smoke (SHS) exposure and behavioral conditions among preschoolers. A cross-sectional analysis was used to examine billing and pharmacy claims from November 2004 to June 2012 linked to medical encounter-level data for 2,441 children from four pediatric community health clinics. Exposure to SHS was associated with attention deficit-hyperactivity disorder/ADHD and disruptive behavior disorder/DBD after adjusting for potential confounding factors. Assessment of exposure to SHS and parental depressive symptoms in early childhood may increase providers' ability to identify children at higher risk of behavioral issues and provide intervention at the earliest stages.
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    Supporting Academic Success: Development of Resources to Optimize the Effectiveness of a Preschool Sensory Room
    (2025) Clayton, Ella; Breeden, Lori; Department of Occupational Therapy, School of Health and Human Sciences; Brown, Tammy
    Sensory processing challenges can significantly impact a student’s functional participation in educational activities, highlighting the importance of sensory rooms as therapeutic environments where sensory input can be modulated to support individual needs. This doctoral capstone project aimed to enhance the effectiveness of Pleasant View Elementary’s (PVE) preschool sensory room by providing education and resources to help educators adapt sensory input to students’ individual needs. To achieve this goal, the doctoral capstone student developed and implemented sensory resources, modified the sensory room layout and equipment, and provided staff education on sensory topics. Project efficacy was evaluated through pre- and post-surveys completed by preschool educators at PVE. Despite a limited survey response rate, results indicated that educators’ knowledge and confidence in supporting student’ sensory needs were increased after the sensory informational session. Additionally, educator responses and feedback indicated an overall increase in the perceived effectiveness of the sensory room in meeting students’ emotional and sensory regulation after the implementation of the doctoral capstone project. The outcomes of this project support the value of structured sensory environments and staff training in effectively supporting students with sensory processing challenges.