Pengaruh Oral Motor Excersice terhadap Kesulitan Makan Anak Prasekolah di Kota Ambon
Bibliographic record
Abstract
Difficulty Eating difficulties in preschool children are challenges that can affect the growth, development, and health of children. One of the main causative factors is oral motor disorders that inhibit the child's ability to chew and swallow food. Oral Motor Exercise (OME) has been proposed as an effective intervention to improve eating skills by stimulating and training oral muscles. This study aims to analyze the effect of OME on eating difficulties in preschool children in Ambon City. The research method used a quasi-experiment with a pre-test and post-test design with a control group involving 30 preschool children divided into intervention and control groups. The intervention group received OME training for four weeks, while the control group only received education about healthy eating patterns. The Montreal Children's Hospital Feeding Scale (MCH-FS) measured eating difficulties before and after the intervention. The results showed that the intervention group experienced significant improvements in eating skills compared to the control group. This suggests that OME effectively improves oral motor coordination and reduces eating difficulties in preschool children. These findings support the integration of OME into pediatric nursing intervention programs and the development of public health policies related to the prevention of eating disorders in children.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.018 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".