Developmental Traits of Impulse Control Behavior in School Children under Controlled Attention, Motor Function, and Perception.

This research surveyed the characteristics of the developmental traits of impulse control behavior in children through parent-report questionnaires. After matching for gender and attention behavior, as well as controlling for variables (motor and perception) which might confound impulse control, 710 participants (355 girls and 355 boys; grade, 1-5; age, 7-12 years) were recruited from a database of 1763 children. Results demonstrated that there was a significant difference between grade 1 and grade 5 in impulse control. Conversely, no significant differences were found when comparing other grades. The present findings indicate that a striking development of impulse control occurs from grade 4 to 5. Moreover, the plateau of impulse control development from grade 1 to 4 implies that a long transition period is needed to prepare children to develop future impulse control. In conclusion, the age-dependent maturation associated with stage-wise development is a critical characteristic of impulse control development in school age children. Further discussions are made regarding this characteristic, such as from the perspective of frontal lobe development.

Health information technology use among older adults in the United States, 2009-2018.

Objectives: The purpose of this study was to assess (1) the trends of and (2) the factors associated with health information technology (HIT) use among older adults in the U.S.Methods: A decade (2009-2018) of data from the U.S. National Health Interview Survey (NHIS) was used. The trends of HIT use among older adults (aged 65 over) were reported and compared to younger adults (aged 18-64) using weighted percentages adjusted by NHIS complex sampling design. HIT use, which was assessed with five questions asking whether respondents used the internet to (1) look up health information, (2) use chat groups to learn about health topics, (3) fill a prescription, (4) schedule medical appointments, and (5) communicate with health care providers by email. Andersen's Behavioral Model of Health Services Use was used to select and categorize the covariates. Multivariable logistic regression models were conducted to identify the predictors of HIT use.Results: The prevalence of HIT use significantly increased from 9.3 million (24.8% of the 37.3 million older adults) in 2009 to 22.3 million (43.9% of the 50.9 million older adults) in 2018 (p < .01). Among U.S. older adults, young-older, white females, higher education, higher income, insurance coverage, and good health status were more likely to report HIT use.Conclusions: This study found an increasing trend of HIT use among older adults in the U.S. from 2009 to 2018. Healthcare providers should be conscious of older adults' increased HIT use patterns and guide them to proper health management.

The proposed changes for DSM-5 for SLD and ADHD: international perspectives--Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, United Kingdom, and United States.

This article presents an international perspective of the proposed changes to the DSM-5 for learning disabilities (LD) and attention-deficit/hyperactivity disorders (ADHD) across ten countries: Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, the United Kingdom, and the United States. We provide perspectives of the present situation for youth with LD and youth with ADHD and describe the legislation, prevalence rates, and educational systems that serve students with disabilities in the respective countries. We also present a discussion of the expected impact of the proposed changes for the diagnosis of LD and ADHD in each country.

Coincidence of homophone spelling errors and attention problems in schoolchildren: a survey study.

This article examines the relationship between writing and attention problems and hypothesizes that homophone spelling errors coincide with attention deficits. We analyze specific types of attention deficits, which may contribute to Attention Deficits Hyperactivity Disorder (ADHD); rather than studying ADHD, however, we focus on the inattention dimension of behavior. Our methodology was to develop a survey study for exploring the coincidence of homophone errors and attention problems in schoolchildren. Two sets of parent-questionnaires characterizing individually types of Chinese handwriting errors and behavioral problems in schoolchildren were developed by the research team. Our participants were 491 Taiwanese children from the first to fifth grades in an elementary school in Taipei; they all used traditional Chinese as their primary written language of communication. Based on the ratings of the parent-questionnaires, two groups with proficient and non-proficient homophonic writing were formed. One consisted of children known to have made heterographic homophone errors (words with correct pronunciation but different spellings). The other (control group) consisted of children known to be proficient in Chinese homophone spellings. In each group, there were 54 boy and girl pupils, matched by gender, age, school and grade. A significant correlation was found between attention deficits and homophone errors. This survey study confirms our hypothesis and strengthens a currently underdeveloped theory in the literature of handwriting that attention impairments play an important role in the production of homophone errors.

Special education for intellectual disability: current trends and perspectives.

PURPOSE OF REVIEW: To inform readers of current issues in special education for individuals with intellectual disabilities and summarize recent research and opinion. RECENT FINDINGS: Two issues dominate special education for students with intellectual disabilities in the early 21st century. First, what should be taught to such students and who should teach them? Second, where should such students be taught - in 'inclusive' settings alongside normal peers or in special settings dedicated to their special needs? Research on teaching reading, arithmetic, and functional daily living skills to students with disabilities suggests the superiority of direct, systematic instruction. Universal design is often seen as supportive of inclusion. Inclusion has been seen as the central issue in special education but is gradually giving way to concern for what students learn. SUMMARY: Direct, systematic instruction in reading, arithmetic, and daily living skills is the most effective approach to teaching students with intellectual disabilities. Basic concepts and logic suggest that special and general education cannot be equivalent. We conclude that what students are taught should be put ahead of where they are taught. Our fundamental concern is that students with intellectual disabilities be respected and be taught all they can learn.