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Impact of a multimodal exercise program on tibial bone health in adolescents with Development Coordination Disorder: an examination of feasibility and potential efficacyDevelopmental coordination disorder (DCD) compromises bone health purportedly due to lower levels of physical activity. The potential of an exercise intervention to improve bone health parameters in adolescents with DCD has not previously been studied. This study thus aimed to determine the impact of a multimodal exercise intervention on bone health in this population at-risk of secondary osteoporosis.
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Facing the Ethical Challenges: Consumer Involvement in COVID-19 Pandemic ResearchConsumer involvement in clinical research is an essential component of a comprehensive response during emergent health challenges. During the COVID-19 pandemic, the moderation of research policies and regulation to facilitate research may raise ethical issues.
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Associations between interpregnancy interval and preterm birth by previous preterm birth status in four high-income countries: a cohort studyTo investigate the effect of interpregnancy interval (IPI) on preterm birth (PTB) according to whether the previous birth was preterm or term.
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Targeting host-microbial interactions to develop otitis media therapiesOtitis media (OM; middle ear infection) is the most common reason for pre-school children to visit a doctor, be prescribed antimicrobials, or undergo surgery. Recent Cochrane reviews of clinical trials have identified that antibiotics and grommet surgery are only moderately effective in treating OM, with recurrent or persistent infection observed in one-third of children. Research efforts are focusing on developing improved therapies to treat OM and prevent disease recurrence.
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Gestational age and child development at school entryStudies have reported a dose-dependent relationship between gestational age and poorer school readiness. The study objective was to quantify the risk of developmental vulnerability for children at school entry, associated with gestational age at birth and to understand the impact of sociodemographic and other modifiable risk factors on these relationships. Linkage of population-level birth registration, hospital, and perinatal datasets to the Australian Early Development Census (AEDC), enabled follow-up of a cohort of 64,810 singleton children, from birth to school entry in either 2009, 2012, or 2015.
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Ontogeny of plasma cytokine and chemokine concentrations across the first week of human lifeEarly life is marked by distinct and rapidly evolving immunity and increased susceptibility to infection. The vulnerability of the newborn reflects development of a complex immune system in the face of rapidly changing demands during the transition to extra-uterine life.
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Optimal interpregnancy interval in autism spectrum disorder: A multi-national study of a modifiable risk factorIt is biologically plausible that risk of autism spectrum disorder (ASD) is elevated by both short and long interpregnancy intervals (IPI). We conducted a retrospective cohort study of singleton, non-nulliparous live births.
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Seroprevalence and associated risk factors of selected zoonotic viral hemorrhagic fevers in TanzaniaTo determine the seroprevalence of selected zoonotic viral hemorrhagic fevers (VHFs) and their associated risk factors in Tanzania.
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Review of Fetal Alcohol Spectrum Disorder (FASD) among Aboriginal and Torres Strait Islander peopleFetal Alcohol Spectrum Disorder (FASD) is a preventable, lifelong disability that disproportionately affects Aboriginal and Torres Strait Islander people. This review provides a comprehensive synthesis of the available information on FASD among Aboriginal and Torres Strait Islander people, with reference to the limitations on population-based data and evaluated programs.
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Supporting Parents as their Child’s First Teacher: Aboriginal Parents’ Perceptions of KindiLinkThis paper reports on Aboriginal parents’ perceptions about their involvement in a Western Australian pilot initiative called KindiLink. The program seeks to support parents as their child’s first teacher and thereby enhance Aboriginal children’s early-years development, while strengthening relationships between families and schools. A constructivist paradigm was used to inform the methodology which placed Aboriginal voices at the centre of the research.