published_or_final_version / abstract / Linguistics / Master / Master of Philosophy

published_or_final_version / abstract / Speech and Hearing Sciences / Master / Master of Science in Audiology

published_or_final_version / Paediatric Dentistry / Master / Master of Dental Surgery

abstract / Human Performance / Doctoral / Doctor of Philosophy

The purpose of this study was to evaluate the effect of parent education on increasing parental awareness of vegetable servings needed by preschool children, lowering barriers to increase vegetable consumption in their children's diets, increasing confidence in their ability to increase vegetables in their children's meals, and promoting parent-child interaction to increase vegetable consumption by preschool children. The study was conducted with parents enrolled in the Kid-co Head Start program in Albany and Corvallis. The study protocol consisted of an experimental (n=10 parents) and control (n=4 parents) group. Parents in the experimental group attended a family night event about vegetables on February 13th of 2003. This event was followed by an in-school activity and a delivery of reinforcement material about vegetables, one week after family night event took place. Parents in the control group attended a family night event about healthy snacking on February 13th of 2003. Parents from both groups participated in a follow-up phone interview. A high proportion of participants (75%) of the control group were Hispanics. In the experimental group, 70% were whites and 30% were Hispanics. Levels of education of participants of both groups ranged from 6 years of school up to college degrees. Findings revealed vegetable availability in participants' homes. Fresh vegetable availability in control and experimental group combined ranged from 2 to 7 types of vegetables, before the intervention, and 2 to 5 types after the intervention. Seventy one percent of participants of combined experimental and control groups had frozen vegetables and 85.7% had canned vegetables (before and after the intervention). Daily vegetable consumption was reported by 64.3% of the parents from both experimental and control groups combined. A high proportion of parents (71.4%) from combined experimental and control groups reported that their children eat vegetables every day. Dinner, lunch and snacks are meals in which children eat most vegetables. No significant difference was found about parents' awareness of the daily recommended number of vegetable servings needed by young children between experimental and control group. Similarly, no significant difference was found in experimental group responses before and after the intervention. Findings before the intervention indicate that 50% of participants in the experimental group didn't know the recommendation needed by young children. After the intervention 10% of participants responded that they didn't know the recommendation. No significant difference was found about parents' confidence in their ability to increase vegetables in their children's diets between control and experimental groups responses (before and after the intervention). Similarly, no significant difference was found in experimental group responses before and after the intervention. However, high levels of confidence were reported in both groups. Before the intervention, 75% and 50% of parents in the control and experimental group respectively, reported they felt "very confident." After the intervention, 75% and 40% of parents in the control and experimental group respectively, reported they still felt "very confident." Before the intervention most participants in both groups reported they have barriers to increase the amount of vegetables in their children's diets at least sometimes. The barrier "My child doesn't like vegetables" was reported by 60% of parents in the experimental group and by 100% in the control group, at least sometimes. "Too much time to prepare vegetables" was reported by 25% and 10% of participants in the control and experimental group, respectively. Fifty percent of parents in the control group indicated they have lack of preparation skills, while only 10% of parents in the experimental group reported the same barrier. None of participants in the control group considered "cost of vegetables" a barrier. However, 50% in the experimental group reported the barrier "cost of vegetables." I can't get satisfactory vegetables" was reported by 25% and by 40% of participants in the control and experimental group, respectively. After the intervention, 25% and 30% of parents in the control and experimental group reported that "Nothing" is consider a barrier. However, "My child doesn't like vegetables" was a barrier for 50% of parents in the control group and 10% in the experimental group. Not enough time and energy to cook were barriers reported by 30% and 20% of participants in the experimental group only. Lack of preparation skills was reported by 25% of participants in the control group and by 10% in the experimental group. Only 20% of parents in the experimental group tried the vegetable recipes provided in the handouts. However, 90% of parents in the experimental group reported they tried to give more vegetables to their child since the family event. Ninety percent of parents reported preparing vegetables with their children. Letting their children choose a vegetable in the store was another parent-child interaction activity practiced by 60% of parents from the experimental group. All parents from the experimental group agreed that our educational material helped them to interact with their children. Ninety percent of parents agreed it helped to save money and 70% agreed it helped to prepare more vegetables for their child. Forty percent of parents reported that their child ate more vegetables after the family event. / Graduation date: 2004

Introduction: Differentiating between normal language variation and abnormal language development can be difficult for clinicians working with young children who present with slow language development, so-called “late talkers”. Although the language difficulties of many late talkers resolve spontaneously, there is clearly a group of children whose problems persist, either for a long period or possibly permanently (after the age of five, often referred to as children with specific language impairment: SLI). There is a lack of research examining potential markers of language difficulties in young children which may enable the early detection of children at risk of SLI. The aim of this thesis was to determine the most suitable measure, or combination of measures, that can predict which late talkers at age 3;0 to 4;0 will be likely to have SLI at age 4;0 to 5;0. Methods Forty seven late talkers and 47 children with typical language development (TLD) aged from 3;0 to 4;0 were assessed on a number of language, IQ and marker tasks (baseline assessment). The children were recruited from 13 nurseries and one family centre in Aberdeen city. The children were reassessed one year later on a number of language, IQ and marker tasks (follow-up assessment). Results: Characteristics of the child or family examined were not associated with membership of the expressive language delay group at follow-up. Within the late talker group only, the Preschool Language Scale-3 Expressive Communication (PLS-3 EC) and Recalling Sentences scores at baseline were the best predictors of persistent expressive language delay at follow-up. Late talkers performance on the PLS-3 EC and Recalling Sentences tasks at age 3;0 to 4;0 has potential as predictors of persistent expressive language delay (children likely to have SLI) at age 4;0 to 5;0. Conclusions: A sizeable proportion of children identified as late talkers at age 3;0 to 4;0 have persistent language problems a year later at follow-up. The language measure PLS-3 EC has the potential to differentiate between late talkers who are going to have more persistent problems from those who recover. The marker task Recalling Sentences also has the potential to differentiate between late talkers who are going to have more persistent problems from those who recover. Given the simplicity of Recalling Sentences, this task has the potential to be a useful screening test in clinical practice although this needs to be evaluated in further research.

The purpose of this study was to identify the relationship between attachment and emotion understanding in preschoolers. Data was collected from 16 preschool children and their mothers recruited from a private learning center in a downtown metropolitan area. Attachment was measured by use of the Attachment Q-sort, 3.0 (Waters, 1995), while emotion understanding was assessed through use of Denham's (1986) affective perspective-taking task and interviews of children concerning naturally occurring emotions and emotion causes (Fabes et al., 1991). Results included a significant correlation (p < .05) between secure attachment and preschooler's ability to decipher the cause of another's emotion; however, a significant correlation was not found between secure attachment and preschooler's perspective-taking ability or ability to name other's emotions. Thus, conclusions about the impact of attachment upon emotion understanding were mixed, and more research on the subject was implicated.

Dissertation submitted in partial compliance with the requirements for a Masters Degree in Technology: Homeopathy, Durban University of Technology, 2009. / Introduction The aim of this study was to determine the knowledge and perceptions of parents towards homeopathy. Parents with children below 5 years, who attended a registered Crèche or Educare within the central Durban area (Appendix H – ‘Register’ and Appendix I ‘Map’) were approached. Objective The objective of the study was to determine the knowledge, attitudes and parent’s experience with paediatric health care provision towards homeopathy. The awareness of parents with regard to the benefits of homeopathic treatment for children as a possible alternative was also determined. Methodology A survey method in the form of a questionnaire was employed to investigate the perceptions of parents towards homeopathy in the treatment of their children. The target population for this survey was parents, whose children were below 5 years of age and attended a registered Crèche or Educare in the central Durban, Berea, Musgrave and Morningside areas (Appendix I – ‘Map’). The data accumulated was evaluated and analyzed statistically using the SPSS version 17.1. Results A total of 300 questionnaires were distributed and a total of 140 (46.6%) questionnaires were returned. With regards to legitimacy of homeopathy most parents (72.1%) perceived homeopathy to be a legitimate form of medicine. 70.92% of all respondents were aware that homeopathy has a scientific basis. It was encouraging to note that 10.64% of the sample consults with a homeopath when their child is ill or indisposed. The majority of respondents (77.14%) indicated that homeopathic treatment should be available in hospitals and clinics. Only 3.57% felt that it should not be incorporated in hospitals and clinics. This indicates that most respondents perceive that integrated medicine is needed in a hospital setting. The majority of respondents (90.71%) felt that there should be more awareness of homeopathy. Despite the lack of knowledge, a large number of respondents indicated that homeopathy should be available for most medical conditions. Conclusion This study reveals that most respondents had a positive view of homeopathy in general and were enthusiastic to learn more about homeopathy. Although people are aware that homeopathy exists, a lack of knowledge and understanding of its methods and principles prevents them from seeking homeopathic treatment. A need to provide basic homeopathic education to the public exists. Education initiatives should aim to differentiate homeopathy from other alternative therapies, to dispel the confusion and to eliminate misconceptions about homeopathy. This study indicates that by educating the public on paediatric homeopathy, more individuals would be likely to seek homeopathic treatment for their children. / M

Dissertation submitted in partial compliance with the requirements for a Masters Degree in Technology: Homoeopathy, Durban University of Technology, 2009. / Introduction More and more people are becoming concerned about the effects of drugs, particularly in relation to children. There is an alternative in homoeopathy (Speight, 1983). Families need more options. Homoeopathy is a wonderful option because homoeopathic remedies are safe, cause no side effects or allergic reactions, and are inexpensive. They are easy to use because they taste good and above all, they are curative, not suppressive (Ullman, 1992). It was therefore necessary to determine the perception or perceptions towards homoeopathy as a treatment method and in terms of a primary health care option. The study population selected for this research is required to attend pre primary school in the Pinetown district. This district was chosen for the diversity in race, religion, and socio-economic factors, as well as the mixture of both rural and urban areas in this district. Purpose/Aim The purpose of this survey was to assess the perception, extent of knowledge and general understanding of as well as misconceptions about homoeopathy, including attitudes towards homoeopathy as a primary health care option in order to determine possible needs for homoeopathic services. The aim of this study is to develop and improve the knowledge and general understanding of homoeopathy and the perception towards the profession of homoeopathy amongst the general public by means of an information pamphlet (Appendix E). Methodology The research instrument used was a quantitative questionnaire (Appendix A), aimed at parents of children aged 3 to 7 years old in pre primary schools in the Pinetown district , as laid out by the KwaZulu-Natal Department of Education – map version 2 October 2007 (Appendix H and I) EduAction (2007). It was introduced to the principals of randomly selected (stratified random sampling method was used) pre primary schools (Appendix J) of the Pinetown district, and arrangements were made with those principals for distribution and collection of the completed questionnaires. The questionnaire was adapted from Moys, (1998) Small, (2005) Paruk, (2006) and Khoosal, (2007). Anonymity was maintained as no names, addresses or other information was required, thereby preventing identification of the respondents. The data accumulated was evaluated and analyzed statistically using the SPSS® version 15.0 for Windows™ and Excel® XP™. According to statistician Tonya Esterhuizen, a p-value <0.05 was considered as statistically significant. Comparisons between demographics and areas were achieved using Pearson‟s chi-square tests. Descriptive analysis involved frequency tables showing counts and percentages of categorical variables. Bar or pie charts were used to show responses graphically. The profession can then use this information to decide what steps can be taken to rectify the misconceptions, improve general knowledge and attitudes towards homoeopathy; through education, media, community talks and the like. This information can also be used to plan for the necessary services required for the children (Khoosal, 2007). Results Of the 1400 questionnaires distributed, 508 questionnaires 36.3% from 13 different schools (Appendix J) were completed and considered evaluative. Not every question was answered on every questionnaire giving rise to some results that do not tally. Respondents answered questions on the extent of knowledge and general understanding (as well as misconceptions) regarding homoeopathy and it was found that more than half 56.1% had heard of homoeopathy. Of the sample, 22.7% had previously taken their child to a homoeopath for treatment, and the level of satisfaction with homeopathic treatment was 48.6%. According to the respondents 40.9% of children were in good health, while 33.9% was in excellent health and 24% in reasonable health. As anticipated a number of the respondents were unsure of the various roles of a homoeopath or did not know enough to comment. While 46% thought homoeopaths emphasize a healthy lifestyle, 45% thought that homoeopaths boost the immune system and 39% thought they prescribe plant extracts. Over half (51.2%) thought that homoeopathy had a valid scientific basis. And 32.4% agreed that homoeopathy takes longer to work than orthodox medicine although most (42.4%) were unsure about this question. On analyzing the attitudes towards homoeopathy as a primary health care option only 12.8% of respondents would contact a homoeopath if their child were ill. Most would contact a General Practitioner (GP) (61.3%). The majority (65.6%) thought homoeopathic treatment should be available in hospitals and clinics. While 40% saw homoeopathy as preventative medicine, 37.6% saw it as supportive and 35.7% as first choice treatment. On analyzing the conditions for which respondents would seek homoeopathic treatment, allergies ranked highest (43.5%) for which they would seek treatment, while hay fever was second (38.1%), followed by eczema (37.6%). The condition that was least agreed on was toothache (11.3%). A small percentage (3%), of respondents had a religious objection to seeking treatment from a homoeopath. Conclusion It can be concluded from the study that more than half of the public surveyed (56.1%) were aware of homoeopathy but levels of understanding and knowledge were lower than expected even where there had been partial experience with a practitioner. More detailed education on this modality of medicine is required in order to improve exposure to homoeopathy and to allow more informed decisions. It can also be concluded that a majority of respondents (65.6%) are in favour of homoeopathy having a place in primary health care. This study actually found that 65.6% of respondents felt that homoeopathy should be available in hospitals and clinic – this may not mean as a primary health service, but perhaps as an available alternative. / M

The purpose of this study was to examine the effects of music training on electroencephalographic (EEG) coherence of preschool children. EEG coherence is a measurement of brain wave activity that reflects anatomical and neurophysiological parameters and functional connectivity between areas of the brain. Participants were 4- to 6-year-old children divided into two groups: one received music training for 20 minutes twice a week for 10 weeks while the other group served as controls. Nineteen channels of EEG data were collected from each child pre- and post-training. Data were collected from three conditions: eyes-open resting, listening to music, and performing the Object Assembly subtest of the Weschler Preschool and Primary Scale of Intelligence - Revised (1989). The hypothesis was that the music training group would show increased EEG coherence as compared to controls. The EEG data was reduced into seven bandwidths and analyzed separately for each condition. Multiple ANCOVAs were used to factor out pre-test variability and to maximize connectivity changes between the two groups. The dependent measures were the post-QEEG electrode pairs and the covariates were the pre-QEEG electrode pairs. Results indicated the eyes-open and listening to music conditions showed more significant changes between the groups than the Object Assembly condition. Overall, each condition showed increased connectivity for the music training group versus controls. The eyes-open condition differentiated children with and without music training during a resting condition, and showed similar patterns as those identified by other researchers comparing musicians versus nonmusicians. The listening to music condition identified connections including a topographical pattern of auditory analysis, increased working memory activation, increased activity between musically sensitive areas, and increased interhemispheric activity. Findings with the Object Assembly condition were not as robust as expected. However, patterns of increased connectivity associated with visuospatial processing were found with the music training group.