Our investigation was designed to assess the saccular function of the vestibular system upon postural control dysfunction amongst children with spastic cerebral palsy (CP) using recording of cervical vestibular evoked myogenic potentials (cVEMPs), as well as to compare such findings with those in healthy subjects. Sixty two children (aged 7-12 years) were enrolled and assigned into two groups. There were 31 cases of spastic CP with the functional levels of I or II according to the Gross Motor Function Classification System in the patient group and 31 aged-matched healthy children as controls. The examined parameters were the latencies of the P 13 and N 23 waves, P 13 -N 23 peak-to-peak amplitude, amplitude asymmetry ratio (AAR) and the cVEMP threshold. The cVEMP responses were recorded in 93.5 % of cases in the CP group and in all healthy subjects. Only 51.6% of the CP-group cases were within the normal AAR spectrum range. There were significant differences between the two groups with regard to the N 23 wave latency (P < 0.001), P 13 -N 23 wave amplitude (P < 0.001) and cVEMP threshold (P<0.05). The significant difference in the cVEMP measured values between the CP cases and healthy controls may be attributed to a motor development delay and deficits in the vestibulo-collic reflex pathway. Our findings suggest that cVEMP recording may be considered an auxiliary tool for the assessment of the vestibular system in children with spastic CP. Such a test is expected to help more adequate planning for interventions.
Background:Early childhood is the most important step throughout the lifespan and it is a critical period continuing to the end of 8-year-old. Mothers’ knowledge is one of the important aspects of child development. The goals of this study were to determine the situation of knowledge in Iranian parents about the concept and the importance of early childhood development (ECD) and determining the sources of parental knowledge about ECD from the perspective of parents and grandparents.Methods:This qualitative study was conducted based on the directional content analysis in 2016. The purposive sampling method is utilized to select 24 participants among parents and grandparents in Tehran. The inclusion criteria consisted of speaking in Persian and having a child or grandchild <3-year-old. Data were collected through four focus group discussions and four individual interviews.Results:Iranian parental knowledge about integrative ECD is not enough, their knowledge about motor development and speech and language are relatively better, about cognitive development is little and socialemotional is very little. They said parents and other caregivers influence the process of children's development. Parents’ knowledge resources about ECD included human resources, physical resources, virtual space, and the media. According to the majority of participants, “pediatricians are the most reliable source of parents’ knowledge about ECD” even though the main focus of pediatricians is on treating diseases, physical health, and growth of children.Conclusions:According to the results, the knowledge of Iranian parent is not enough about ECD; therefore, actions must be taken to increase their knowledge in these domains. Parents look for reliable and valid sources to enhance their knowledge and they rely the most on pediatricians in this regard. Therefore, more studies on assessing parents’ knowledge in community and the practical methods for knowledge promotion in this field is recommended.
Background : Development is a process that continues from childhood to death, and most developmental changes occur during childhood. UNICEF introduced early storybook-reading (ESR) and storytelling as part of child care indicators. The aim of this study was to investigate the status of book-reading to children and its relationship with early childhood development in Iran. Methods: This is a descriptive-analytic study conducted in Tehran April-May 2017. In total, 272 mothers of children aged 3-30 months, who were referred to health centers, were selected using a convenience sampling method. Exclusion criteria was scoring below the cutoff point of any developmental domains of the Ages and Stages Questionnaire (ASQ). ESR was assessed by checklist and child development was assessed by the ASQ. Data were analyzed using SPSS. Results: The mean number of children’s books owned was 10.23±8.642, and 84.75% had at least 3 books. The average book reading, storytelling and singing duration for children was 10±9.65, 11.48±11.756, and 23.88 ±17.880 min per day, respectively. Average book reading, storytelling, and singing duration was significantly greater in children 18-30 months than <17 months. There was a significant relationship between the number of books and a child's age, mother's age, family income, income satisfaction, father's employment, and parents’ education. The score of communication domain in the ASQ questionnaire was significantly related to the number of books, duration of reading and storytelling, while problem-solving had a significant relationship only with the number of books (p˂0.05). Based on linear regression, child's age, income, and mother's and father's educational level were models for predicting the number of children's books (p=0.0001 for all). Conclusions: ESR was associated with some developmental domains of communication and problem-solving in the present study. Therefore, creation of ESR culture in Iranian families as an integral part of the life of children is necessary from birth.
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