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Diabetes may impact physical and psychosocial well-being; the diabetes incidence has seen a drastic increase globally. There is also a rise in poor mental health and well-being in children with and without chronic illness; problems are being seen at a younger age. The objective of this review was to understand the determinants of these problems in a family context. We conducted a systematic review to investigate what lifestyle and psychological factors influence children with Type 1 diabetes and their parents. A focused literature search was performed using a combination of keywords that covered the relevant terminology for diabetes, target population, and associated emotional distress, using electronic bibliographic databases containing publications until May 2022. Methodological quality was assessed using the Quality Assessment Tools for Quantitative Studies. Twenty articles met the inclusion criteria. Quality scores were weak because of a lack of comparison groups, information about the type of therapy, or adequate sample sizes. Many of the studies included a wide age range in their sample. The majority of the studies reported that parents and their children showed depression symptoms, fear of hypoglycaemia, and higher parenting stress. We conclude that sufficiently powered studies employing appropriate control groups and measures are needed to elucidate the psychological variables associated with Type1 diabetes in children and the effects on parents, especially considering primary-age children who are increasingly reported to suffer from poor mental health, and its implications. This should help to introduce better targeted interventions and improve behavioural outcomes. [ABSTRACT FROM AUTHOR]

Background: There is a growing interest in low-cost interventions that modify obesogenic environments and encourage positive behavior change. We conducted a systematic review of studies that used behavioral nudges to promote a healthy school cafeteria environment. Methods: A literature search was conducted using 5 databases; of 381 papers noted, we included 25 and assessed them using the Quality Assessment Tool for Quantitative Studies. Results: Most studies used relatively small, convenience samples and data collection methods that could not be described as robust, necessitating cautious interpretation of their results. A range of behavioral nudges were employed. Seventeen studies reported positive effects on children's selection and 11 studies reported improvements in their consumption of target foods, effected by changing the order of serving; increasing the convenience, attractiveness, and normativeness of selecting healthy options; increasing the variety available; and attractive target food labeling. Conclusions: Overall, this review identified the requirement for well-designed and well-controlled investigations into the effects of changing the choice architecture in school cafeterias, assessing short-, medium-, and long-term changes in individual children's consumption, utilizing validated measures, and conducted across a variety of settings, including dining rooms of schools outside the United States.

Most children in the UK are not eating enough fruit and vegetables to support optimum health. Evidence-based interventions are needed to change this trend. In the present pilot study, effectiveness of simple behavioural nudges on children's lunchtime consumption of fruit and vegetables was tested in two primary (elementary) schools. Children's (n = 107) lunchtime consumption was measured directly through the use of a validated digital photography protocol; measures were taken at baseline and again after a 3-week long intervention. Changes to the choice architecture of dining rooms included improved presentation and provision of target foods, attractive advertisements and labelling, and prompting by staff. For children who took school lunches (n = 67), both selection and consumption of fruit increased as the result of the intervention. Their selection of vegetables did not change over time, however, and their consumption ether remained unchanged or declined. No changes were observed in the comparison group (n = 40), who brought their lunch boxes from home. These results caution against using selection (serving sizes), as estimates of consumption or a measure of behaviour changes. They also show that all evaluations should consider the effects of each intervention on children's eating overall, rather than just report changes in target item consumption, to check for any unintended consequences of the intervention., Author(s): Mihela Erjavec [sup.1] , Samantha Williams [sup.1] , Simon Viktor [sup.1] , Mariel Marcano-Olivier [sup.2] Author Affiliations: (1) Bangor University, Bangor, UK (2) Birmingham City University, Birmingham, UK Background [...]

The determinants of generalized imitation of manual gestures were investigated in 1- to 2-year-old infants. Eleven infants were first trained eight baseline matching relations; then, four novel gestures that the infants did not match in probe trials were selected as target behaviors. Next, in a generalized imitation test in which matching responses to baseline models were intermittently reinforced, but matching responses to target models were not eligible for reinforcement, the infants matched baseline models but not the majority of their target behaviors. To ensure their failure to match the target behaviors was not due to motor constraints, the infants were trained, in a multiple-baseline procedure, to produce the target responses under stimulus control that did not include an antecedent model of the target behavior. There was no evidence of generalized imitation in subsequent tests. When the infants were next trained to match each target behavior to criterion (tested in extinction) in a multiple-baseline-across-behaviors procedure, only 2 infants continued to match all their targets in subsequent tests; the remaining infants matched only some of them. Seven infants were next given mixed matching training with the target behaviors to criterion (tested in extinction); they subsequently matched these targets without reinforcement when interspersed with trials on which matching responses to baseline models were intermittently reinforced. In repeat tests, administered at 3-week intervals, these 7 children (and 2 that did not take part in mixed matching training) continued to match most of their target behaviors. The results support a trained matching account, but provide no evidence of generalized imitation, in 1- to 2-year-old infants. (Contains 3 tables and 7 figures.)

A series of three experiments explored the relationship between 3-year-old children's ability to name target body parts and their untrained matching of target hand-to-body touches. Nine participants, 3 per experiment, were presented with repeated generalized imitation tests in a multiple-baseline procedure, interspersed with step-by-step training that enabled them to (i) tact the target locations on their own and the experimenter's bodies or (ii) respond accurately as listeners to the experimenter's tacts of the target locations. Prompts for on-task naming of target body parts were also provided later in the procedure. In Experiment 1, only tact training followed by listener probes were conducted; in Experiment 2, tacting was trained first and listener behavior second, whereas in Experiment 3 listener training preceded tact training. Both tact and listener training resulted in emergence of naming together with significant and large improvements in the children's matching performances; this was true for each child and across most target gestures. The present series of experiments provides evidence that naming--the most basic form of self-instructional behavior--may be one means of establishing untrained matching as measured in generalized imitation tests. This demonstration has a bearing on our interpretation of imitation reported in the behavior analytic, cognitive developmental, and comparative literature. (Contains 2 tables and 10 figures.)

This study investigated infants' rapid learning of two novel words using a preferential looking measure compared with a preferential reaching measure. In Experiment 1, 21 13-month-olds and 20 17-month-olds were given 12 novel label exposures (6 per trial) for each of two novel objects. Next, in the label comprehension tests, infants were shown both objects and were asked, "Where's the [label]?" (looking preference) and then told, "Put the [label] in the basket" (reaching preference). Only the 13-month-olds showed rapid word learning on the looking measure; neither age group showed rapid word learning on the reaching measure. In Experiment 2, the procedure was repeated 24 h later with 10 participants per age group from Experiment 1. After a further 12 labels per object, both age groups now showed robust evidence of rapid word learning, but again only on the looking measure. This is the earliest looking-based evidence of rapid word learning in infants in a well-controlled (i.e., two-word) procedure; our failure to replicate previous reports of rapid word learning in 13-month-olds with a preferential reaching measure may be due to our use of more rigorous controls for object preferences. The superior performance of the younger infants on the looking measure in Experiment 1 was not straightforwardly predicted by existing theoretical accounts of word learning. (Contains 4 figures.)

Twenty children, ten 2-year-olds and ten 3-year-olds, participated in an AB procedure. In the baseline phase, each child was trained the same four matching relations to criterion under intermittent reinforcement. During the subsequent imitation test, the experimenter modeled a total of 20 target gestures (six trials each) interspersed with intermittently reinforced baseline trials. In each session, target gestures were selected in a pre-randomized sequence from: Set 1--ear touches; Set 2--shoulder touches; Set 3--midarm touches; and Set 4--wrist touches; subjects' responses to targets were not reinforced. In each target set, half the gestures featured in nursery matching games and were termed "common targets" whereas the remainder, which were topographically similar but did not feature in the games, served as "uncommon targets". The children produced significantly more matching responses to common target models than to uncommon ones. Common responses were also produced as mismatches to uncommon target models more often than vice versa. Response accuracy did not improve over trials, suggesting that "parity" did not serve as a conditioned reinforcer. All children showed a strong bias for "mirroring"--responding in the same hemispace as the modeler. The 2-year-olds produced more matching errors than the 3-year-olds and most children showed a bias for responding with their right hands. The strong effects of training environment (nursery matching games) are consistent with a Skinnerian account, but not a cognitive goal theory account, of imitation in young children. (Contains 4 tables and 6 figures.)

Two experiments were conducted to investigate generalized imitation of manual gestures in 1- to 2-year-old infants. In Experiment 1, 6 infants were first trained four baseline matching relations (e.g., when instructed "Do this," to raise their arms after they saw the experimenter do so). Next, four novel gestures that the infants did not match in probe trials were selected as target behaviors during generalized imitation Test 1; models of these gestures were presented on unreinforced matching trials interspersed with intermittently reinforced baseline matching trials. None of the infants matched the target behaviors. To ensure that these behaviors were in the infants' motor skills repertoires, the infants were next trained to produce them, at least once, under stimulus control that did not include an antecedent model of the target behavior. In repeat generalized imitation trials (Test 2), the infants again failed to match the target behaviors. Five infants (3 from Experiment 1) participated in Experiment 2, which was identical to Experiment 1 except that, following generalized imitation Test 1, the motor-skills training was implemented to a higher criterion (21 responses per target behavior), and in a multiple-baseline, across-target-behaviors procedure. In the final generalized imitation test, 1 infant matched one, and another infant matched two target behaviors; the remaining 17 target behaviors still were not matched. The results did not provide convincing evidence of generalized imitation, even though baseline matching was well maintained and the target behaviors were in the infants' motor skills repertoires, raising the question of what are the conditions that reliably give rise to generalized imitation. (Contains 2 tables, 5 figures and 1 footnote.)

Experimental studies are conducted to investigate the generalized imitation of manual gestures in one to two-year-old infants. The result of study provides little evidence of generalized imitation in the sample subjects.

BACKGROUND: There is a growing interest in low‐cost interventions that modify obesogenic environments and encourage positive behavior change. We conducted a systematic review of studies that used behavioral nudges to promote a healthy school cafeteria environment. METHODS: A literature search was conducted using 5 databases; of 381 papers noted, we included 25 and assessed them using the Quality Assessment Tool for Quantitative Studies. RESULTS: Most studies used relatively small, convenience samples and data collection methods that could not be described as robust, necessitating cautious interpretation of their results. A range of behavioral nudges were employed. Seventeen studies reported positive effects on children's selection and 11 studies reported improvements in their consumption of target foods, effected by changing the order of serving; increasing the convenience, attractiveness, and normativeness of selecting healthy options; increasing the variety available; and attractive target food labeling. CONCLUSIONS: Overall, this review identified the requirement for well‐designed and well‐controlled investigations into the effects of changing the choice architecture in school cafeterias, assessing short‐, medium‐, and long‐term changes in individual children's consumption, utilizing validated measures, and conducted across a variety of settings, including dining rooms of schools outside the United States. [ABSTRACT FROM AUTHOR]

The article explains the experiment done on ten 2-year-old and ten 3-year-old to find out the determinants of imitation of hand-to-body gestures by giving them training. Findings show that the 2-year-olds produced more matching errors that the ten 3-year-olds and most showed bias for responding with their right hands.

Objective:To develop a new observational code of parents playing with their infant in the first 18 months.Background:There is a lack of observational codes to analyse early interactions between parents and infants. We developed and tested this measure – the Parent Infant Play Observation code (PIPOc) – to be developmentally appropriate for infants, brief and easy to code after training, reliable and potentially suitable for clinical and research use.Method:The PIPOc was developed for use in a repeated measures trial of a new parenting programme. Mothers were filmed at home playing with their infant for 10 minutes with a six-month follow-up visit. The author also collected IT-HOME inventory data at the homes. A coding manual was developed to train an independent coder.Results:Six positive parenting behaviours were coded (Talk, Play, Touch, Move, Mind and Respond) with excellent to very good inter-rater reliability between the author and independent coder. Principal component analysis of the coded behaviours resulted in a three-component model termed -positive physical encouragement, sensitive parenting and verbal engegement components. A further analysis for the scores at follow-up resulted in the same component solution. Concurrent validity of the three components with subscale scores from the IT-HOME inventory subscales is reported.Conclusions:The PIPOc shows promising psychometric properties which are robust and reliable over six months. More extensive use of the PIPOc observation scores comparing intervention and control parents’ scores on the observation components will further test the code’s sensitivity to change over time. [ABSTRACT FROM PUBLISHER]

There is growing interest in supporting families during children's early years to encourage optimal infant development. The data were collected from an evaluation of the Incredible Years (IY) eight-week parenting group for parents and their babies. Feedback obtained from parents (n= 34) and leaders (n= 13) was positive. Retention and attendance rates were high. A detailed costing for the groups indicated that this programme can be delivered for a reasonable cost to meet health visitor objectives with families in the first postpartum months and provides an opportunity to inform parents about resources and other support available for them and their infants. [ABSTRACT FROM AUTHOR]

A series of three experiments explored the relationship between 3-year-old children's ability to name target body parts and their untrained matching of target hand-to-body touches. Nine participants, 3 per experiment, were presented with repeated generalized imitation tests in a multiple-baseline procedure, interspersed with step-by-step training that enabled them to (i) tact the target locations on their own and the experimenter's bodies or (ii) respond accurately as listeners to the experimenter's tacts of the target locations. Prompts for on-task naming of target body parts were also provided later in the procedure. In Experiment 1, only tact training followed by listener probes were conducted; in Experiment 2, tacting was trained first and listener behavior second, whereas in Experiment 3 listener training preceded tact training. Both tact and listener training resulted in emergence of naming together with significant and large improvements in the children's matching performances; this was true for each child and across most target gestures. The present series of experiments provides evidence that naming -the most basic form of self-instructional behavior-may be one means of establishing untrained matching as measured in generalized imitation tests. This demonstration has a bearing on our interpretation of imitation reported in the behavior analytic, cognitive developmental, and comparative literature. [ABSTRACT FROM AUTHOR]

The article focuses on the importance to produce long-term improvements in implementing a healthy eating programme that should start with children in Great Britain. It mentions the Food Dudes Healthy Eating Programme, which makes a valuable contribution to the fight against obesity and brings a range of other health benefits to children. It notes that the food programme is based on behaviour change principles which include role-modelling, rewards, and repeated tastings.

A series of three experiments explored the relationship between 3-year-old children's ability to name target body parts and their untrained matching of target hand-to-body touches. Nine participants, 3 per experiment, were presented with repeated generalized imitation tests in a multiple-baseline procedure, interspersed with step-by-step training that enabled them to (i) tact the target locations on their own and the experimenter's bodies or (ii) respond accurately as listeners to the experimenter's tacts of the target locations. Prompts for on-task naming of target body parts were also provided later in the procedure. In Experiment 1, only tact training followed by listener probes were conducted; in Experiment 2, tacting was trained first and listener behavior second, whereas in Experiment 3 listener training preceded tact training. Both tact and listener training resulted in emergence of naming together with significant and large improvements in the children's matching performances; this was true for each child and across most target gestures. The present series of experiments provides evidence that naming--the most basic form of self-instructional behavior--may be one means of establishing untrained matching as measured in generalized imitation tests. This demonstration has a bearing on our interpretation of imitation reported in the behavior analytic, cognitive developmental, and comparative literature.