ORCID Profile
0000-0001-6213-2488
Current Organisation
Telethon Kids Institute
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Publisher: Wiley
Date: 06-2017
DOI: 10.1002/BDR2.1041
Abstract: School absence is associated with lower performance on standardized tests. Children born with orofacial clefts (OFC) are likely to have more absence than children without OFC however, school absence for children with OFC has not been quantified. We aimed to describe school absence and its relationship with school performance for children with and without OFC. Population-based record-linked cohort study of children (402 with OFC, 1789 without OFC) enrolled in schools in Western Australia, 2008 to 2012. We compared median school absence rates using Wilcoxon rank tests, and investigated the impact of school absence on standardized scores from reading, numeracy, and writing tests, using multivariable models fitted by generalized estimating equations. In Semester 1, at each primary school year level, children without OFC and children with cleft lip only or cleft palate only had similar median absence rates (approximately 1 week). Children with cleft lip and palate had significantly higher absence rates in Years 4 to 6 (between 1 and 2 weeks). During secondary school, median absence rates were higher (2 weeks) for all children, but not statistically different between children with and without OFC. Higher absence was significantly associated with lower standardized reading, numeracy, and writing scores. However, having a cleft of any type had little influence on the association between absence and test scores. School absence affected school performance for all children. Absence did not differentially disadvantage children born with OFC, suggesting current practices to identify and support children with OFC are minimizing effects of their absence on school performance. Birth Defects Research 109:1048-1056, 2017. © 2017 Wiley Periodicals, Inc.
Publisher: Informa UK Limited
Date: 03-11-2020
Publisher: S. Karger AG
Date: 26-11-2014
DOI: 10.1159/000365541
Publisher: Springer Science and Business Media LLC
Date: 15-04-2021
Publisher: Informa UK Limited
Date: 16-05-2017
Publisher: Springer Science and Business Media LLC
Date: 09-11-2013
Publisher: Wiley
Date: 02-2008
Publisher: Springer Science and Business Media LLC
Date: 13-03-2017
Publisher: Public Library of Science (PLoS)
Date: 16-07-2015
Publisher: BMJ
Date: 21-05-2013
DOI: 10.1136/BMJ.F2539
Publisher: Elsevier BV
Date: 2017
Publisher: Wiley
Date: 12-10-2020
DOI: 10.1002/AJS4.138
Abstract: In this paper, we aim to contribute to the understanding of the multidimensional nature of school readiness. In a s le of over 4,000 Australian children in their first year of school, we used latent class analysis to examine patterns of school readiness based on child, family, school and community characteristics, and examine the relationship between these patterns of school readiness and subsequent outcomes (reading comprehension, school absence and emotional and behavioural difficulties). We identified four distinct groups: a Developmentally Enabled group (70 per cent of children), a Parenting Risk group (16 per cent of children), an Emotionally Immature Risk group (7 per cent of children) and a Language and Developmental Risks group (7 per cent of children). The four profiles showed differential patterns of association with low reading comprehension and emotional and behavioural difficulties at age 8, but no association with school absence. The study highlights the importance of family, school and community factors when considering school readiness.
Publisher: Wiley
Date: 16-03-2017
DOI: 10.1002/BERJ.3267
Publisher: Wiley
Date: 02-03-2022
DOI: 10.1002/AJS4.206
Abstract: There is a large volume of research on the persistence of advantage and disadvantage across generations. Intergenerational studies typically address family resources as independent factors, which ignores how risks cluster together and accumulate over time. Using data from the Longitudinal Study of Australian Children, we conducted two latent class analyses to separately identify latent classes based on grandparent and parent characteristics for study children. We then examined the association between our identified latent classes and grandchild educational outcomes in Years 3 to 9. Five distinct latent classes of grandparent characteristics and four latent classes of parent characteristics were identified. There was association between parent and grandparent latent classes indicating intergenerational multiple disadvantage. Grandchildren in at‐risk parent latent classes tended to have significantly lower literacy and numeracy scores from Years 3 to 9. The effects of grandparent latent classes were inconsistent. The developmental circumstances of children can be defined using the characteristics of both parents and grandparents, and the role of grandparents on children's development extends beyond the influence they have on parent outcomes. This study highlights that addressing intergenerational transfers of disadvantage requires multiple, integrated and coordinated policy approaches that go beyond in idual indicators of disadvantage.
Publisher: Springer International Publishing
Date: 11-11-2016
Publisher: Informa UK Limited
Date: 15-02-2018
Publisher: Public Library of Science (PLoS)
Date: 04-05-2015
Publisher: American Speech Language Hearing Association
Date: 06-10-2022
DOI: 10.1044/2022_LSHSS-21-00178
Abstract: Children who are Deaf and Hard of Hearing (DHH), their parents, Teachers of the Deaf, and other community stakeholders were involved in co-designing a web-based resource to support students' social–emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4–6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention. A pre–post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student–teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents ( n = 37), and their classroom teachers ( n = 40) participated in the intervention program and were provided access to the resource. In total, 19 students, 22 parents, and 17 teachers completed both pre- and postsurvey measures. Paired t tests revealed that there was a statistically significant increase in parents' self-efficacy scores from pre- to posttest. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found. The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents' self-efficacy. Further research is needed to confirm the benefits.
Publisher: Public Library of Science (PLoS)
Date: 23-06-2014
No related grants have been discovered for Kirsten Hancock.