Attention-Deficit-Disordered Children
Conditions
Brief summary
To explore the relationship between children's digital media usage and attention, activity, parenting pressure; to explore the relationship between family basic data factors and screen usage.
Detailed description
Background: Digital products are inseparable from life. Parents may feel that teaching materials are educational because of their high availability.Meaning, busy work, helping to share care or short respite, etc., and providing digital products for children, it is very important to understand children's behavior, usage habits, and the relationship between parents.According to the American Academy of Pediatrics, parents should limit their exposure to most types of screen time until the child is 2 years old , and children 2-5 years old should be less than one hour per day, and it is recommended to watch high Quality program content, accompanied by adults. The standards for screen time in various countries generally follow this policy.However, many studies have found that most children spend far more screen time than recommended guidelines. Research in Canada and the United States indicates that children aged three to five spend more than two hours a day on average. According to a tracking study, children aged three to five were surveyed on their In terms of screen use, it was found that compared with children who watched less than half an hour, children who used more than two hours a day had more significant implicit and explicit behavioral problems, namely withdrawal, nervousness, anxiety, irritability and attention deficit, and restless behavior. Objective: To explore the relationship between children's digital media usage and attention, activity, parenting pressure; to explore the relationship between family basic data factors and screen usage. Methods: Individual caregivers were interviewed through paper or electronic questionnaires to assess children's and families' digital media usage habits, children's activity levels, and parental stress. The following assessment tools were used. Including digital media use survey at home (refer to Surveillance of digital-Media habits in earLy childhood Questionnaire, SMALLQ™), Chinese version of parental child activity scale (Werry-Weiss Peters Activity Scale Chinese version, WWPAS), parental stress scale brief Form (Parenting Stress Index: Short form, PSI/SF)
Interventions
None listed
Sponsors
Taipei Medical University Shuang Ho Hospital
Study design
Observational model
COHORT
Time perspective
RETROSPECTIVE
Eligibility
Sex/Gender
ALL
Age
20 Years to 75 Years
Inclusion criteria
* Caregivers whose children are currently receiving early treatment and who can cooperate with the questionnaire; * The child's family has the habit of using digital media devices; * The child's main complaints include inattention and impulsivity; * The child's age is 3 to 6 years old.
Exclusion criteria
* The child has other specific diagnosed diseases, such as autism group, sensory disorder, known genetic and genetic diseases, etc.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Surveillance of digital-Media habits in earLy childhood Questionnaire, SMALLQ™ | Baseline at first evaluate time | An survey used to estimate the weekday & weekend parent-reported on-screen & off-screen media habits of preschoolers, among other things. The information including three segments: (i) digital media use, parent concern, knowledge and practice of guidelines, outside of school on weekday and weekend; (ii) non-digital media habits: indoor and outdoor play, day time naps, non-screen reading, and drawing; (iii) parent educational attainment and household income, additional child information: height, weight, wearing spectacles or not, and night-time sleep. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Werry-Weiss Peters Activity Scale Chinese version, WWPAS | Baseline at first evaluate time | It is a 27 items inventory completed by parents, aimed at evaluating the child's activity level in a family context, in various situations of daily life (e.g., during meals, watching television, while playing, in activities abroad). The total result is obtained by adding directly the scores of all the items and represents a general measure of the child's activity level. Parents rated the frequency of their child's behaviors as occurring none, some, or much of the time . However, interparent interrater reliability was reported to be good (Barkley, 1988). No information regarding the test-retest reliability or internal consistency was located (Barkley, 1988). |
| Parental stress scale brief Form | Baseline at first evaluate time | The scale assessing parents' feelings about their parenting role, exploring both positive aspects (e.g. emotional benefits, personal development) and negative aspects of parenthood (e.g. demands on resources, feelings of stress). It contains various measures of stress, emotion and role satisfaction, including perceived stress, work/family stress, loneliness, anxiety, guilt, marital satisfaction/commitment, job satisfaction, and social support. The PSI has 36 items with a 5-point Likert scale, with response options ranging from strongly agree to strongly disagree. Responses on the measure are summed to create a total stress (TS) composite, which provides an indication of the amount of stress adults are experiencing due to their role as a parent (Abidin 1995). Internal consistency reliability was high for TS (α = .90). |
Countries
Taiwan
Outcome results
None listed