The scales of children development from the West are usually used as a main guide for parents and professionals in monitoring the development of children due to the limited resources being reported and the assumption that children development in Malaysia and Western countries are similar. Based on previous studies, many have questioned the suitability of these scales to assess the communicative development of Malaysian children. Therefore, this preliminary study was conducted to develop a set of data that could be use as a guide to monitor the communicative development of Malaysian toddlers. In this study, translation and adaptation was done on The Integrated Scales of Development for toddlers aged between 16 to 30 months which was further divided to three subscales according to age ie. 16 to 18 months, 19 to 24 months and 25 to 30 months. Validity and reliability measurements were conducted on the adapted scales. Based on the validity assessment, two items were omitted from the subscale 16-18 months and eight items were omitted from each subscale 19-24 months and subscale 25-30 months. The value of Cronbach alpha showed high reliability on the subscale 16-18 months (α = 0.872). However, the value of Cronbach alpha in subscale 19-24 months (α = 0.626) and in subscale 25-30 months (α = 0.628) demonstrated low reliability. As a conclusion, the adapted scale is suitable to be used as a guide to monitor children communicative development but not as a major tool of assessment.

Soil transmitted helminth (STH) infection is a major public health concern among the indigenous children of Malaysia. Precarious living conditions at home including unavailability of water, drinking of contaminated water, poor sanitation and livestock presence, are known risk factors for the infection. In order to provide better living conditions, these children are enrolled in boarding schools. This study was conducted to determine whether boarding schools is a solution in reducing soil transmitted helminth infection among Orang Asli children in Sg Siput, Perak, Malaysia. An analytical cross-sectional study was conducted among 204 schoolchildren aged 7-17 years from three boarding schools in Sungai Siput, Perak from January to March 2017. Stool samples were collected and examined using direct smear and Kato-Katz technique. Information on sociodemographic and environmental conditions were collected using a modified Demographic Health Survey (DHS) questionnaire. Data analysis was done using IBM SPSS Statistics Processor 20.0.Out of a total of 204 children, only 48% (n= 97) were infected with at least one type of STH species which showed a reduced prevalence as compared to previous studies conducted among home dwelling schoolchildren with overall prevalence of 78-97%. Majority of the children had monoparasitism (31%; n=63) with moderate intensity by T trichuira (n=51, 25%). Univariate analysis shows that unavailability of water at home has a statistically significant association with STH infection among boarding school children (OR=0.73; 95% CI= 0.56-0.95 p=0.021). Multivariate analysis proves children who had unavailability of water at home has 2.1 times more likelihood of getting an STH infection (OR= 2.08; 95%CI= 1.07-4.07; p= 0.032).This study demonstrates a reduced STH prevalence among Orang Asli boarding school children as better living condition there limits the spread of STH infection among them.

Neurophobia, defined as ‘the fear of neural sciences and neurology’ is reported among medical students, which threatenedtheir performance in neurology course. This phenomenon has not been studied among rehabilitation sciences studentsdespite the significance of neurology as an area for rehabilitation. In this study we aim to assess the perceptions of neurologycourse and the possibility of neurophobia existence among rehabilitation sciences students of Universiti KebangsaanMalaysia (UKM). We also aimed to identify learning methods which are regarded as useful among the students. A surveyusing self-administered questionnaires was conducted among 73 students from School of Rehabilitation Sciences of theuniversity. Questions in the questionnaire were adapted from previous studies, in which neurophobia was indicated by poorknowledge and low confidence level in managing neurology course. Results showed that the percentage of participantswho perceived having good knowledge of neurology was significantly higher than the percentage who claimed of havingpoor knowledge level (90.4% versus 9.6%, p < 0.01). Similarly, the percentage of participants who claimed having highconfidence to handle neurology cases was higher than the percentage who expressed lack of confidence (79.2% versus20.8%, p = 0.03). However, neurology course was perceived as difficult by majority of the participants (78.1%) whencompared to other courses. Majority of the participants (97.3%) perceived clinical teaching as a useful method of learningrehabilitation science courses including neurology followed by problem-based learning (90.4%). While limited exposureto neurology cases was claimed as the main reason to why neurology is difficult. In conclusion, although neurology isperceived as a difficult course among rehabilitation sciences students, the students did not report lack of knowledge andconfidence in the course. This implies that neurophobia does not exist among UKM rehabilitation students. Enhancementof learning methods may assist in reducing the level of difficulty of neurology course among the students.

Aphasia assessment is crucial in diagnosing aphasia, determining the extent of language impairment, and identifying factors that may support or restrict aphasia recovery to design an appropriate plan of care for people with aphasia. Speech-language therapists (SLTs) play a major role in conducting aphasia assessments. Little is known about the practices of SLTs in assessing aphasia in low-resource regions. The present study aims to identify aphasia assessment practices among Malaysian SLTs and related challenges, as well as strategies for improving aphasia assessments from SLTs’ perspectives. A total of 32 SLT participants who have been practicing in Malaysia completed an online survey to gather their background information, data pertaining to practices and challenges in conducting aphasia assessments, and suggestions for improving aphasia assessments. Descriptive analyses were conducted for all numerical data. Suggestions for improving aphasia assessment practices were analysed qualitatively using the thematic content analysis approach. SLT practices in aphasia assessment were found to be consistent in certain aspects, but not all. Two major challenges were identified: (a) linguistic barriers between clinicians and clients/caregivers, and (b) a lack of standardized assessment tools for aphasia evaluations. Participants suggested “Internal Strategies” and “External Strategies” for improving aphasia assessment practices.