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Rook J, Llufriu S, de Kok D, Rofes A. Language impairments in people with autoimmune neurological diseases: A scoping review. JOURNAL OF COMMUNICATION DISORDERS 2023; 106:106368. [PMID: 37717472 DOI: 10.1016/j.jcomdis.2023.106368] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Revised: 08/02/2023] [Accepted: 08/16/2023] [Indexed: 09/19/2023]
Abstract
INTRODUCTION Autoimmune neurological diseases (ANDs) are a specific type of autoimmune disease that affect cells within the central and peripheral nervous system. ANDs trigger various physical/neuropsychiatric symptoms. However, language impairments in people with ANDs are not well characterized. Here we aimed to determine the kinds of language impairment that most commonly emerge in 10 ANDs, the characteristics of the patients (demographic, neurological damage), and the assessment methods used. METHODS We followed the PRISMA Extension for Scoping Reviews (PRISMA-ScR). PubMed and Google Scholar were searched. We used a list of search terms containing 10 types of ANDs (e.g., multiple sclerosis, acute disseminated encephalomyelitis) in combination with the terms aphasia, dysphasia, fluency, language, listening, morphology, phonology, pragmatics, reading, semantics, speaking, syntax, writing. The reference lists and citations of the relevant papers were also investigated. The type of AND, patient characteristics, neurological damage and examination technique, language tests administered, and main findings were noted for each study meeting the inclusion criteria. RESULTS We found 171 studies meeting our inclusion criteria. These comprised group studies and case studies. Language impairments differed largely among types of ANDs. Neurological findings were mentioned in most of the papers, but specific language tests were rarely used. CONCLUSIONS Language symptoms in people with ANDs are commonly reported. These are often not full descriptions or only focus on specific time points in the course of the disease. Future research needs to assess specific language functions in people with ANDs and relate their language impairments to brain damage at different stages of disease evolution.
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Affiliation(s)
- Janine Rook
- Center for Language and Cognition, University of Groningen, Groningen, The Netherlands; Research School of Behavioural and Cognitive Neurosciences, University of Groningen, Groningen, The Netherlands
| | - Sara Llufriu
- Center of Neuroimmunology, Laboratory of Advanced Imaging in Neuroimmunological Diseases, Hospital Clinic Barcelona, August Pi i Sunyer Biomedical Research Institute (IDIBAPS), University of Barcelona, Barcelona, Spain
| | - Dörte de Kok
- Center for Language and Cognition, University of Groningen, Groningen, The Netherlands
| | - Adrià Rofes
- Center for Language and Cognition, University of Groningen, Groningen, The Netherlands.
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2
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Neri E, De Pascalis L, Agostini F, Genova F, Biasini A, Stella M, Trombini E. Parental Book-Reading to Preterm Born Infants in NICU: The Effects on Language Development in the First Two Years. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182111361. [PMID: 34769878 PMCID: PMC8582730 DOI: 10.3390/ijerph182111361] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 10/24/2021] [Accepted: 10/25/2021] [Indexed: 11/16/2022]
Abstract
Background: After preterm birth, infants are at high risk for delays in language development. A promising intervention to reduce this risk is represented by the exposure to parental voices through book-reading in Neonatal Intensive Care Units (NICU). This study investigated the possible advantages of book-reading to preterm neonates during their NICU stay on their subsequent language development. Methods: 100 families of preterm infants were recruited. The parents of 55 preterm infants (Reading Group) received a colored picture-book on NICU admission and were supported to read to their neonate as often as possible and to continue after hospital discharge. Forty-five infants (Control Group) were recruited before the beginning of the intervention. Infant language development was assessed with the Hearing and Language quotients of the Griffith Mental Development Scale at the corrected ages of 3, 6, 9, 12, 18 and 24 months. Results: Regardless of group membership, Hearing and Language mean quotients decreased between 9 and 18 months; nevertheless, this decrease was considerably reduced in the Reading group, compared to the Control Group. Conclusions: Reading in NICUs represents a suitable intervention that could positively influence language development and parent-infant relationships in preterm children. The study findings support its implementation as a preventive measure.
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Affiliation(s)
- Erica Neri
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy; (L.D.P.); (F.G.); (E.T.)
- Correspondence: (E.N.); (F.A.)
| | - Leonardo De Pascalis
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy; (L.D.P.); (F.G.); (E.T.)
| | - Francesca Agostini
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy; (L.D.P.); (F.G.); (E.T.)
- Correspondence: (E.N.); (F.A.)
| | - Federica Genova
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy; (L.D.P.); (F.G.); (E.T.)
| | - Augusto Biasini
- Donor Human Milk Bank Italian Association (AIBLUD), 20126 Milan, Italy;
| | - Marcello Stella
- Pediatric and Neonatal Intensive Care Unit, Maurizio Bufalini Hospital, 47521 Cesena, Italy;
| | - Elena Trombini
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy; (L.D.P.); (F.G.); (E.T.)
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3
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Songül Yalçın S, Aydın B, Yalçınkaya F. How to Improve Language Development of Preschoolers in Home Care. Turk Arch Pediatr 2021; 56:350-355. [PMID: 35005730 PMCID: PMC8655963 DOI: 10.5152/turkarchpediatr.2021.20140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Accepted: 12/12/2020] [Indexed: 11/22/2022]
Abstract
BACKGROUND/AIM The home environment is important for early childhood neurodevelopment. The objective of this cross-sectional survey was to research the association between family characteristics and language development in healthy preschoolers under isolated home care. METHODS This cross-sectional study included 115 children aged 5-60 months in isolated home care. The preschool language scale (PLS) assessed the receptive and expressive language scores of children. The scores of PLS were graded into 3 levels: high for the top 20-30%, low for the bottom 20-30%, and moderate for the children in between. RESULTS When the covariates including parental education, age of the enrolled child, gender, number of children, and household size were adjusted, multiple logistic regression analysis (Model 1) revealed that excessive paternal screen usage (≥4 hours) had elevated odds ratios for both low receptive and low expressive PLS than counterparts, whereas early initiation (<12 months of age) of book reading significantly declined low expressive PLS compared to late initiation of book reading. Preschoolers having grandparents' social support have a lower odds ratio for low receptive PLS than those having no support. Additionally, after controlling for covariates, all the predictors, including paternal heavy screen usage, late initiation of book reading, and absence of grandparent support (Model 2), increased risks for low expressive language level. CONCLUSION Poor language scores in a child might be the outcome of late initiation of book reading in a child, absence of the grandparents' social support for the mother in child-rearing, and excessive paternal television viewing.
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Affiliation(s)
| | - Beril Aydın
- Department of Pediatrics, Başkent University School of Medicine, Ankara, Turkey
| | - Fulya Yalçınkaya
- Department of Audiology, Biruni University Faculty of Health Sciences, İstanbul, Turkey
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Chweya CM, May MM, DeJong MD, Baas BS, Lohse CM, Driscoll CLW, Carlson ML. Language and Audiological Outcomes Among Infants Implanted Before 9 and 12 Months of Age Versus Older Children: A Continuum of Benefit Associated With Cochlear Implantation at Successively Younger Ages. Otol Neurotol 2021; 42:686-693. [PMID: 33710159 DOI: 10.1097/mao.0000000000003011] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
OBJECTIVE To compare language and audiological outcomes among infants (<9 and <12 mo) and older children receiving cochlear implantation (CI). STUDY DESIGN Retrospective chart review. SETTING Tertiary academic referral center. PATIENTS Pediatric patients receiving CI between October 1995 and October 2019. INTERVENTION Cochlear implantation. MAIN OUTCOME MEASURES Most recent language and audiological assessment scores were evaluated by age group. RESULTS A total of 118 children were studied, including 19 who were implanted <9 months of age, 19 implanted 9 to <12 months of age, and 80 implanted 12 to <36 months of age. The mean duration of follow-up was 7.4 ± 5.0 years. Most recent REEL-3 receptive (88 ± 12 vs. 73 ± 15; p = 0.020) and expressive (95 ± 13 vs. 79 ± 12; p = 0.013) communication scores were significantly higher in the <9 months group compared to the 9 to <12 months group. PLS and OWLS auditory comprehension and oral expression scores were significantly higher in the <12 months group compared to the 12 to <36 months group. The difference in NU-CHIPS scores between <12 and 12 to <36 months was statistically significant (89% ± 6 vs. 83% ± 12; p = 0.009). LNT scores differed significantly between <9 and 9 to <12 months (94% ± 4 vs. 86% ± 10; p = 0.028). CONCLUSIONS The recent FDA expansion of pediatric CI eligibility criteria to include infants as young as 9 months of age should not serve as a strict clinical cutoff. Rather, CI can be pursued in appropriately selected younger infants to optimize language and audiological outcomes.
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Affiliation(s)
| | | | | | | | - Christine M Lohse
- Department of Health Sciences Research, Mayo Clinic, Rochester, Minnesota
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Keute M, Miller MT, Krishnan ML, Sadhwani A, Chamberlain S, Thibert RL, Tan WH, Bird LM, Hipp JF. Angelman syndrome genotypes manifest varying degrees of clinical severity and developmental impairment. Mol Psychiatry 2021; 26:3625-3633. [PMID: 32792659 PMCID: PMC8505254 DOI: 10.1038/s41380-020-0858-6] [Citation(s) in RCA: 30] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/01/2020] [Revised: 07/24/2020] [Accepted: 07/28/2020] [Indexed: 11/18/2022]
Abstract
Angelman Syndrome (AS) is a severe neurodevelopmental disorder due to impaired expression of UBE3A in neurons. There are several genetic mechanisms that impair UBE3A expression, but they differ in how neighboring genes on chromosome 15 at 15q11-q13 are affected. There is evidence that different genetic subtypes present with different clinical severity, but a systematic quantitative investigation is lacking. Here we analyze natural history data on a large sample of individuals with AS (n = 250, 848 assessments), including clinical scales that quantify development of motor, cognitive, and language skills (Bayley Scales of Infant Development, Third Edition; Preschool Language Scale, Fourth Edition), adaptive behavior (Vineland Adaptive Behavioral Scales, Second Edition), and AS-specific symptoms (AS Clinical Severity Scale). We found that clinical severity, as captured by these scales, differs between genetic subtypes: individuals with UBE3A pathogenic variants and imprinting defects (IPD) are less affected than individuals with uniparental paternal disomy (UPD); of those with UBE3A pathogenic variants, individuals with truncating mutations are more impaired than those with missense mutations. Individuals with a deletion that encompasses UBE3A and other genes are most impaired, but in contrast to previous work, we found little evidence for an influence of deletion length (class I vs. II) on severity of manifestations. The results of this systematic analysis highlight the relevance of genomic regions beyond UBE3A as contributing factors in the AS phenotype, and provide important information for the development of new therapies for AS. More generally, this work exemplifies how increasing genetic irregularities are reflected in clinical severity.
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Affiliation(s)
- Marius Keute
- grid.417570.00000 0004 0374 1269Roche Pharma Research and Early Development, Neuroscience and Rare Diseases, Roche Innovation Center Basel, Basel, Switzerland ,grid.5807.a0000 0001 1018 4307Department of Neurology, Otto-von-Guericke-University, Magdeburg, Germany
| | - Meghan T. Miller
- grid.417570.00000 0004 0374 1269Roche Pharma Research and Early Development, Neuroscience and Rare Diseases, Roche Innovation Center Basel, Basel, Switzerland
| | - Michelle L. Krishnan
- grid.417570.00000 0004 0374 1269Roche Pharma Research and Early Development, Neuroscience and Rare Diseases, Roche Innovation Center Basel, Basel, Switzerland
| | - Anjali Sadhwani
- grid.2515.30000 0004 0378 8438Department of Psychiatry, Boston Children’s Hospital, Boston, MA USA ,grid.38142.3c000000041936754XHarvard Medical School, Boston, MA USA
| | - Stormy Chamberlain
- grid.63054.340000 0001 0860 4915Department of Genetics and Genome Sciences, University of Connecticut, Farmington, CT USA
| | - Ronald L. Thibert
- grid.32224.350000 0004 0386 9924Department of Neurology, Massachusetts General Hospital, Boston, MA USA
| | - Wen-Hann Tan
- grid.38142.3c000000041936754XHarvard Medical School, Boston, MA USA ,grid.2515.30000 0004 0378 8438Division of Genetics and Genomics, Boston Children’s Hospital, Boston, MA USA
| | - Lynne M. Bird
- grid.266100.30000 0001 2107 4242Department of Pediatrics, University of California, San Diego, CA USA ,grid.286440.c0000 0004 0383 2910Department of Genetics/Dysmorphology, Rady Children’s Hospital, San Diego, CA USA
| | - Joerg F. Hipp
- grid.417570.00000 0004 0374 1269Roche Pharma Research and Early Development, Neuroscience and Rare Diseases, Roche Innovation Center Basel, Basel, Switzerland
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Brito NH, Troller-Renfree SV, Leon-Santos A, Isler JR, Fifer WP, Noble KG. Associations among the home language environment and neural activity during infancy. Dev Cogn Neurosci 2020; 43:100780. [PMID: 32510343 PMCID: PMC7200831 DOI: 10.1016/j.dcn.2020.100780] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2019] [Revised: 03/31/2020] [Accepted: 04/01/2020] [Indexed: 02/06/2023] Open
Abstract
Characteristics of the home language environment, independent of socioeconomic background, may account for disparities in early language abilities. Past studies have reported links between the quantity of language input within the home and differences in brain function during early childhood. The current study examined associations between home language input and EEG brain activity in a socioeconomically diverse sample of 6- to 12-month-old infants (N = 94). Replicating past studies, a positive correlation was found between measures of socioeconomic status and language input. Examining links between language input and brain activity, analyses yielded a negative association, with children who heard more adult words in the home demonstrating reduced EEG beta power (13-19 Hz) in the parietal region. Exploratory analyses revealed a significant interaction between language input and the amount of chaos and disorganization in the home. Specifically, among children living in high-chaos households, children who heard more adult words tended to have reduced EEG activity. Among children living in low-chaos homes, there was no link between adult word count and children's EEG activity. These findings demonstrate the importance of the early home environment context in shaping neurocognitive trajectories.
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Affiliation(s)
- Natalie H Brito
- Department of Applied Psychology, New York University, New York, NY, 10003, United States.
| | - Sonya V Troller-Renfree
- Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, NY, 10027, United States
| | - Ana Leon-Santos
- Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, NY, 10027, United States
| | - Joseph R Isler
- Department of Pediatrics, Columbia University Medical Center, New York, NY, 10032, United States
| | - William P Fifer
- Department of Pediatrics, Columbia University Medical Center, New York, NY, 10032, United States; Division of Developmental Neuroscience, New York State Psychiatric Institute, New York, NY, 10032, United States
| | - Kimberly G Noble
- Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, NY, 10027, United States
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7
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Guevara JP, Erkoboni D, Gerdes M, Winston S, Sands D, Rogers K, Haecker T, Jimenez ME, Mendelsohn AL. Effects of Early Literacy Promotion on Child Language Development and Home Reading Environment: A Randomized Controlled Trial. THE JOURNAL OF PEDIATRICS: X 2020; 2:100020. [PMID: 37332625 PMCID: PMC10236559 DOI: 10.1016/j.ympdx.2020.100020] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Revised: 12/31/2019] [Accepted: 12/31/2019] [Indexed: 11/20/2022] Open
Abstract
Objective To determine if early literacy promotion, which consisted of board books and reading promotion beginning with newborns, is more effective than standard literacy promotion beginning at 6 months. Study design Hybrid type 1 randomized controlled implementation trial of Medicaid-eligible newborns. Prior to 6 months of age, early literacy promotion participants received board books and reading promotion at well visits plus weekly text messages on reading, while standard literacy promotion participants only received weekly text messages on safety. Both groups received board books and reading promotion at well visits after 6 months as part of Reach Out and Read. Measures included proportion who received board books to assess implementation and StimQ Read Subscale (SQRS) scores and Preschool Language Scale-Fifth Edition (PLS-5) scores at 6 and 24 months to assess outcomes. Differences in measures were assessed using intention-to-treat analysis. Results Of 120 newborns enrolled, most were African American, resided with a single parent, or had a parent with ≤high school education. Overall 82% of early literacy promotion participants received books/counseling at well visits <6 months old. Children in the early literacy promotion arm had greater SQRS scores (11.0 vs 9.4, P = .006) but similar PLS-5 scores at 6 months, but there were no differences in SQRS or PLS-5 scores between groups at 24 months. Conclusions Implementation of a literacy promotion program early in infancy was associated with richer home reading environments at 6 months but did not improve language development. Although an early literacy program was feasible, additional study may be needed to assess other potential benefits. Trial registration Clinicaltrials.gov: NCT02713659.
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Affiliation(s)
- James P. Guevara
- PolicyLab, Center to Bridge Research, Practice, and Policy, The Children's Hospital of Philadelphia, Philadelphia, PA
- Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia, PA
- Center for Clinical Epidemiology & Biostatistics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA
| | - Danielle Erkoboni
- PolicyLab, Center to Bridge Research, Practice, and Policy, The Children's Hospital of Philadelphia, Philadelphia, PA
- National Clinicians Scholars Program, University of Pennsylvania, Philadelphia, PA
| | - Marsha Gerdes
- PolicyLab, Center to Bridge Research, Practice, and Policy, The Children's Hospital of Philadelphia, Philadelphia, PA
| | - Sherry Winston
- PolicyLab, Center to Bridge Research, Practice, and Policy, The Children's Hospital of Philadelphia, Philadelphia, PA
| | - Danielle Sands
- PolicyLab, Center to Bridge Research, Practice, and Policy, The Children's Hospital of Philadelphia, Philadelphia, PA
| | - Kirsten Rogers
- Reach Out and Read Philadelphia, The Children's Hospital of Philadelphia, Philadelphia, PA
| | - Trude Haecker
- Reach Out and Read Philadelphia, The Children's Hospital of Philadelphia, Philadelphia, PA
| | - Manuel E. Jimenez
- Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, Rutgers University, New Brunswick, NJ
| | - Alan L. Mendelsohn
- Departments of Pediatrics and Population Health, New York University School of Medicine, New York, NY
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8
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Mitchell RM, Christianson E, Ramirez R, Onchiri FM, Horn DL, Pontis L, Miller C, Norton S, Sie KCY. Auditory comprehension outcomes in children who receive a cochlear implant before 12 months of age. Laryngoscope 2019; 130:776-781. [PMID: 31087657 DOI: 10.1002/lary.28061] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2018] [Revised: 04/18/2019] [Accepted: 04/22/2019] [Indexed: 11/10/2022]
Abstract
OBJECTIVE The U.S. Food and Drug Administration guidelines for cochlear implantation (CI) include age greater than 12 months. Studies have suggested that implantation in children younger than 12 months with congenital deafness may be associated with better spoken language outcomes. Compare auditory comprehension (AC) outcomes for children with congenital deafness who received CI less than 12 months of age to those implanted at 12 to 24 months of age. METHODS Retrospective review of prospectively collected data in consecutively implanted patients under 2 years of age who received CI and had post-CI Preschool Language Scale (PLS)-AC scores. Receptive language was assessed with the AC subtest of the PLS. Patients without pre-CI PLS-AC scores were excluded. The association between age at implantation and post-CI PLS-AC scores up to 2 years after CI surgery was modeled using a linear mixed-effects model. Time from CI surgery, number of implants, risk factors for language delay, pre-CI PLS-AC score, and sex were included in the model. Patients implanted less than 12 months of age were compared to those implanted between 12 and 24 months. RESULTS Twenty-nine patients who had CI surgery by 12 months and 82 who had CI surgery between 12 and 24 months were included in the analysis. Younger age at implantation and better pre-CI PLS-AC scores were significantly associated with better post-CI PLS-AC scores. CONCLUSION Cochlear implantation in children with congenital deafness less than 12 months of age was associated with better PLS-AC than in children implanted over 12 months of age up to 2 years after implantation. LEVEL OF EVIDENCE 4 Laryngoscope, 130:776-781, 2020.
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Affiliation(s)
- Ryan M Mitchell
- Department of Otolaryngology-Head and Neck Surgery, University of Washington, Seattle, Washington, U.S.A.,Division of Pediatric Otolaryngology-Head and Neck Surgery, Seattle Children's Hospital, Seattle, Washington, U.S.A
| | - Erin Christianson
- Childhood Communication Center, Seattle Children's Hospital, Seattle, Washington, U.S.A
| | - Rebecca Ramirez
- Childhood Communication Center, Seattle Children's Hospital, Seattle, Washington, U.S.A
| | - Frankline M Onchiri
- Children's Core for Biomedical Statistics, Seattle Children's Research Institute, Seattle, Washington, U.S.A
| | - David L Horn
- Department of Otolaryngology-Head and Neck Surgery, University of Washington, Seattle, Washington, U.S.A.,Division of Pediatric Otolaryngology-Head and Neck Surgery, Seattle Children's Hospital, Seattle, Washington, U.S.A
| | - Lauren Pontis
- Division of Audiology, Seattle Children's Hospital, Seattle, Washington, U.S.A
| | - Craig Miller
- Department of Otolaryngology-Head and Neck Surgery, University of Washington, Seattle, Washington, U.S.A.,Division of Pediatric Otolaryngology-Head and Neck Surgery, Seattle Children's Hospital, Seattle, Washington, U.S.A
| | - Susan Norton
- Department of Otolaryngology-Head and Neck Surgery, University of Washington, Seattle, Washington, U.S.A.,Division of Pediatric Otolaryngology-Head and Neck Surgery, Seattle Children's Hospital, Seattle, Washington, U.S.A.,Childhood Communication Center, Seattle Children's Hospital, Seattle, Washington, U.S.A.,Division of Audiology, Seattle Children's Hospital, Seattle, Washington, U.S.A
| | - Kathleen C Y Sie
- Department of Otolaryngology-Head and Neck Surgery, University of Washington, Seattle, Washington, U.S.A.,Division of Pediatric Otolaryngology-Head and Neck Surgery, Seattle Children's Hospital, Seattle, Washington, U.S.A.,Childhood Communication Center, Seattle Children's Hospital, Seattle, Washington, U.S.A
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Dempsey EE, Smith IM, Flanagan HE, Duku E, Lawrence MA, Szatmari P, Zwaigenbaum L, Vaillancourt T, Volden J, Mirenda P, Waddell C, Georgiades S, Elsabbagh M, Ungar WJ, Bennett T. Psychometric Properties of the Merrill–Palmer–Revised Scales of Development in Preschool Children With Autism Spectrum Disorder. Assessment 2018; 27:1796-1809. [DOI: 10.1177/1073191118818754] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Psychometrically sound tests of intellectual ability are indispensable for research and assessment of children with autism spectrum disorder (ASD), yet few tests have been validated for use with this population. The Merrill–Palmer–Revised Scales of Development (M-P-R) is a standardized test of intellectual ability that was validated for use with typically developing preschoolers. The current study’s aim was to investigate the criterion validity of the M-P-R for assessing cognitive skills in preschoolers with ASD ( N = 180). Good concurrent validity was demonstrated, with a large positive correlation between the M-P-R Receptive Language domain and the PLS-4 Auditory Comprehension subscale. The Cognitive domain of the M-P-R showed a medium positive correlation with later WISC-4 scores, showing acceptable predictive validity. Cognitive strengths and weaknesses assessed using the M-P-R mirrored those described for other measures, with most children obtaining higher standard scores on the Cognitive than the Receptive Language domain. An exploratory factor analysis suggested that one factor accounted for the majority of variability in M-P-R domains.
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Affiliation(s)
| | - Isabel M. Smith
- Dalhousie University, Halifax, Nova Scotia, Canada
- IWK Health Centre, Halifax, Nova Scotia, Canada
| | - Helen E. Flanagan
- Dalhousie University, Halifax, Nova Scotia, Canada
- IWK Health Centre, Halifax, Nova Scotia, Canada
| | - Eric Duku
- McMaster University, Hamilton, Ontario, Canada
| | | | | | | | | | | | - Pat Mirenda
- University of British Columbia, Vancouver, British Columbia, Canada
| | | | - Stelios Georgiades
- McMaster University, Hamilton, Ontario, Canada
- Hamilton Health Sciences University, Hamilton, Ontario, Canada
| | | | - Wendy J. Ungar
- The Hospital for Sick Children Research Institute, Toronto, Ontario, Canada
| | - Teresa Bennett
- McMaster University, Hamilton, Ontario, Canada
- Hamilton Health Sciences University, Hamilton, Ontario, Canada
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Van Bergen P, Salmon K, Dadds MR. Coaching mothers of typical and conduct problem children in elaborative parent-child reminiscing: Influences of a randomized controlled trial on reminiscing behaviour and everyday talk preferences. Behav Res Ther 2018; 111:9-18. [PMID: 30261350 DOI: 10.1016/j.brat.2018.09.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Revised: 08/27/2018] [Accepted: 09/17/2018] [Indexed: 01/09/2023]
Abstract
This study compared the effects of mother-child reminiscing coaching on mothers of typically developing children (community sample) and mothers of children with conduct problems (clinical sample). It also tested whether intervention effects generalize to mothers' preferences for elaborative and mental-state oriented talk with their children in other contexts. Mother-child dyads (n = 88) in each sample were randomly allocated to condition: reminiscing intervention or active control. Pre-intervention, sample differences emerged. Mothers in the community sample were more elaborative during reminiscing than mothers in the clinical sample, and also expressed stronger preferences for elaborative talk in everyday contexts. Post-intervention, an intervention effect emerged. In both the community and clinical samples, mothers who had participated in the elaborative reminiscing intervention were more elaborative and emotion-focused during reminiscing than mothers in the active control condition. They also increased their preferences for elaborative and mental-state-oriented language in everyday contexts. While the mothers in the community sample remained more elaborative than mothers in the clinical sample, both experienced equivalent intervention gains. These findings highlight the value of reminiscing coaching for changing mothers' interactional preferences and behaviours.
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11
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A Longitudinal Investigation of the Home Literacy Environment and Shared Book Reading in Young Children With Hearing Loss. Ear Hear 2018; 38:441-454. [PMID: 28234669 DOI: 10.1097/aud.0000000000000414] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES The principle goal of this longitudinal study was to examine parent perceptions of home literacy environment (e.g., frequency of book reading, ease of book reading with child) and observed behaviors during shared book reading (SBR) interactions between parents and their children with hearing loss (HL) as compared with parents and their children with normal hearing (NH) across 3 time points (12, 24, and 36 months old). Relationships were also explored among home literacy environment factors and SBR behaviors and later language outcomes, across all three time points for parents of children with and without HL. DESIGN Participants were a group of parents and their children with HL (N = 17) and typically developing children with NH (N = 34). Parent perceptions about the home literacy environment were captured through a questionnaire. Observed parent behaviors and their use of facilitative language techniques were coded during videotaped SBR interactions. Children's oral language skills were assessed using a standardized language measure at each time point. RESULTS No significant differences emerged between groups of parents (HL and NH) in terms of perceived home literacy environment at 12 and 36 months. However, significant group differences were evident for parent perceived ease of reading to their child at 24 months. Group differences also emerged for parental SBR behaviors for literacy strategies and interactive reading at 12 months and for engagement and interactive reading at 36 months, with parents of children with HL scoring lower in all factors. No significant relationships emerged between early home literacy factors and SBR behaviors at 12 months and oral language skills at 36 months for parents of children with NH. However, significant positive relationships were evident between early home literacy environment factors at 12 months and oral language skills at 36 months for parents and their children with HL. CONCLUSIONS Although both groups of parents increased their frequency of SBR behaviors over time, parents of children with HL may need additional support to optimize SBR experiences to better guide their toddlers' and preschoolers' language skills. Early intervention efforts that focus on SBR interactions that are mutually enjoyed and incorporate specific ways to encourage parent-child conversations will be essential as children with HL acquire language.
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Houtrow AJ, Burrows PK, Thom EA. Comparing neurodevelopmental outcomes at 30 months by presence of hydrocephalus and shunt status among children enrolled in the MOMS trial. J Pediatr Rehabil Med 2018; 11:227-235. [PMID: 30507586 DOI: 10.3233/prm-170481] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
PURPOSE To evaluate for differences in neurodevelopmental outcomes at 30 months of age for children enrolled in the Management of Myelomeningocele Study (MOMS) based on the presence of hydrocephalus and cerebral shunts. METHODS Children with no hydrocephalus (N= 27), children with shunted hydrocephalus (N= 108), and children with unshunted hydrocephalus (N= 36) were compared at 30 months of age on the Bayley II Mental and Psychomotor Indices, the Peabody Developmental Motor Scales-2 and the Preschool Language Scale, 4th edition. Generalized linear models were used to adjust for factors significantly different between the groups at baseline. Additional analyses were conducted to evaluate the impact of the severity of hydrocephalus. RESULTS In unadjusted comparisons, statistically significant differences were noted between the three groups on the Peabody Gross Motor Quotient and thus the Total Motor Quotient. After adjustment, no statistically significant differences were identified. In subanalyses, children with more severe hydrocephalus fared worse on the Peabody Fine Motor Quotient (median 88 versus 94, p= 0.005), the Total Motor Quotient (median 70 versus 73, p= 0.02) and both Preschool Language Scale subtests (auditory comprehension: median 93 versus 104, p= 0.02 and expressive communication: median 95 versus 104.5, p= 0.01) and thus the total score (median 92 versus 105, p= 0.004). These results remained significant in the multivariable adjusted model. CONCLUSION No neurodevelopmental differences were noted with children enrolled in MOMS across the three hydrocephalus/shunt groups, although severity of hydrocephalus was associated with poorer outcomes.
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Affiliation(s)
- Amy J Houtrow
- Department of Physical Medicine and Rehabilitation, University of Pittsburgh, Pittsburgh, PA, USA
| | - Pamela K Burrows
- The George Washington University Biostatistics Center, Rockville, MD, USA
| | - Elizabeth A Thom
- The George Washington University Biostatistics Center, Rockville, MD, USA
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13
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Zhou V, Munson JA, Greenson J, Hou Y, Rogers S, Estes AM. An exploratory longitudinal study of social and language outcomes in children with autism in bilingual home environments. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2017; 23:394-404. [PMID: 29237275 DOI: 10.1177/1362361317743251] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Little is known about outcomes of early intervention for children with autism spectrum disorder reared in bilingual homes. There are concerns that social communication deficits among children with autism spectrum disorder may reduce the developmental benefits of early intervention for children with autism spectrum disorder raised in bilingual environments. We conducted an exploratory analysis of cross-sectional and longitudinal data from a larger study to explore associations between home language environment and language ability and social skills in response to early autism spectrum disorder intervention. Participants, aged 12-26 months when recruited, were a subset of a larger 2-year, randomized intervention trial (ClinicalTrials.gov identifier: NCT00698997). Children from bilingual homes ( n = 13) began intervention with lower gesture use but otherwise demonstrated equal baseline language and social abilities as compared with age and nonverbal IQ-matched children from monolingual homes ( n = 24). Significant language growth was exhibited by children from both language groups and there was no moderating effect of home language environment. The bilingual home group demonstrated increased gesture use over the course of intervention as compared with the monolingual home group. Preliminary data revealed no basis for concerns regarding negative impact of a bilingual home environment on language or social development in young children with autism spectrum disorder.
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Affiliation(s)
| | | | | | - Yan Hou
- 2 Harbin Medical University School of Public Health, China
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14
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Longitudinal Study of Sensory Features in Children with Autism Spectrum Disorder. AUTISM RESEARCH AND TREATMENT 2017; 2017:1934701. [PMID: 28932599 PMCID: PMC5592014 DOI: 10.1155/2017/1934701] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/25/2017] [Revised: 07/19/2017] [Accepted: 07/24/2017] [Indexed: 01/23/2023]
Abstract
BACKGROUND Between 45 and 95% of children with Autism Spectrum Disorder (ASD) present sensory features that affect their daily functioning. However, the data in the scientific literature are not conclusive regarding the evolution of sensory features in children with ASD. The main objective of this study was to analyze the sensory features of children within the age of 3-4 (T1) when they received their ASD diagnosis and two years later (T2) when they started school. METHODS We conducted a prospective cohort study to assess sensory features in 34 children with ASD over time. The data were collected using a standardized assessment tool, the Sensory Profile. RESULTS Our analyses show that sensory features in children with ASD are stable from the age of three to six years. The stability of sensory scores is independent of correction by covariates, such as cognitive level and autism severity scores. CONCLUSIONS Children with ASD have sensory features that persist from the time of diagnosis at the age of 3 to 4 years to school age. This persistence of sensory features from an early age underscores the need to support these children and their parents. Sensory features should be detected early and managed to improve functional and psychosocial outcomes.
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15
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Santoro SL, Atoum D, Hufnagel RB, Motley WW. Surgical, medical and developmental outcomes in patients with Down syndrome and cataracts. SAGE Open Med 2017; 5:2050312117715583. [PMID: 28680631 PMCID: PMC5480628 DOI: 10.1177/2050312117715583] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2016] [Accepted: 05/21/2017] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND Individuals with Down syndrome have an increased risk for congenital cataracts, but descriptions of surgical, medical and developmental outcomes are sparse. MATERIALS AND METHODS Retrospective review of medical charts of patients with Down syndrome with visits to Cincinnati Children's Hospital from 1988 to 2013 was performed. A case series of five patients with Down syndrome and cataracts is presented. A total of 47 patients with Down syndrome without cataracts were used as a developmental control. Developmental quotients were compared using an independent-sample, unequal variance t-test. RESULTS Post-operative cataract complication rates ranged from 20% to 60%. Visual outcomes were varied; significant associations between complication rate and visual outcome were not found. Developmental quotients did not show an association with number of complications, but were lower for children with Down syndrome with cataracts requiring surgery compared to children with Down syndrome without cataracts. CONCLUSION In children with Down syndrome and congenital cataract, surgical intervention has risk for post-operative complications. Further investigation is needed to determine if there is an association between surgical complications and visual or developmental outcomes.
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Affiliation(s)
- Stephanie L Santoro
- Nationwide Children's Hospital Medical Center, Columbus, OH, USA.,The Ohio State University, Columbus, OH, USA
| | - Dema Atoum
- Division of Ophthalmology, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Robert B Hufnagel
- Ophthalmic Genetics and Visual Function Branch, National Institutes of Health, Bethesda, MD, USA
| | - William W Motley
- Division of Ophthalmology, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, OH, USA
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Melvin SA, Brito NH, Mack LJ, Engelhardt LE, Fifer WP, Elliott AJ, Noble KG. Home Environment, But Not Socioeconomic Status, is Linked to Differences in Early Phonetic Perception Ability. INFANCY 2017; 22:42-55. [PMID: 32874141 DOI: 10.1111/infa.12145] [Citation(s) in RCA: 49] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Infants perceptually tune to the phonemes of their native languages in the first year of life, thereby losing the ability to discriminate non-native phonemes. Infants who perceptually tune earlier have been shown to develop stronger language skills later in childhood. We hypothesized that socioeconomic disparities, which have been associated with differences in the quality and quantity of language in the home, would contribute to individual differences in phonetic discrimination. Seventy-five infants were assessed on measures of phonetic discrimination at 9 months, on the quality of the home environment at 15 months, and on language abilities at both ages. Phonetic discrimination did not vary according to socioeconomic status (SES), but was significantly associated with the quality of the home environment. This association persisted when controlling for 9-month expressive language abilities, rendering it less likely that infants with better expressive language skills were simply engendering higher quality home interactions. This suggests that infants from linguistically richer home environments may be more tuned to their native language and therefore less able to discriminate non-native contrasts at 9 months relative to infants whose home environments are less responsive. These findings indicate that home language environments may be more critical than SES in contributing to early language perception, with possible implications for language development more broadly.
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Meinzen-Derr J, Wiley S, Phillips J, Altaye M, Choo DI. The utility of early developmental assessments on understanding later nonverbal IQ in children who are deaf or hard of hearing. Int J Pediatr Otorhinolaryngol 2017; 92:136-142. [PMID: 28012515 DOI: 10.1016/j.ijporl.2016.11.024] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/10/2016] [Revised: 11/22/2016] [Accepted: 11/23/2016] [Indexed: 10/20/2022]
Abstract
OBJECTIVE In children who are deaf or hard of hearing (DHH), it is helpful to have meaningful early measures of development in order to provide effective interventions and offer benchmarks that help recognize varied developmental trajectories. The main objective of this study was to compare results of an early developmental assessment prior to 3 years of age to later nonverbal IQ assessed between 3 and 6 years of age in children who are DHH. METHODS This study included children 3-6 years of age with bilateral permanent hearing who were enrolled in a prospective cohort study on developmental outcomes. As part of the study, children received the Leiter International Performance Scale-Revised, which provided a nonverbal Brief IQ, as well as standardized language assessment and behavioral checklists. Children were included in this analysis if they had received an early developmental assessment with the Gesell Developmental Schedules-Revised as part of a clinical visit with a developmental pediatrician. Correlation coefficients and multiple regression analysis were used to associate the scores on the Gesell (using a developmental quotient) with scores on the Leiter-R Brief IQ. RESULTS Forty-five participants who enrolled in the observational study had available evaluation results from the Gesell and complete Brief IQ results from the Leiter-R. The adaptive domain of the Gesell had good correlation (r = 0.61, p < 0.0001) with the Brief IQ on the Leiter-R. Children who had stable developmental or intelligence classifications based on scores (<70, 70 to <85, 85 to <100, ≥100) over time were older (>24 months) at the early Gesell assessment. Degree of hearing loss or maternal education did not appear to confound the relationship between the Gesell and the Leiter-R. CONCLUSIONS The adaptive domain of the Gesell Developmental Schedules - Revised administered in early childhood (under 3 years of age) has good correlation with the nonverbal Brief IQ on the Leiter International Performance Scale-R. Because children who are DHH have a higher likelihood of having a developmental disability compared to the general population, early developmental assessments are often important. Although early developmental assessments have their limitations, our results indicate that they are fairly robust indicators of later development. Such early indicators can be extremely useful in the clinical and educational management of children who are DHH.
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Affiliation(s)
- Jareen Meinzen-Derr
- Division of Biostatistics and Epidemiology, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States; Division of Pediatric Otolaryngology, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States.
| | - Susan Wiley
- Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
| | - Jannel Phillips
- Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States; Henry Ford Health System, Detroit, MI, United States
| | - Mekibib Altaye
- Division of Biostatistics and Epidemiology, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
| | - Daniel I Choo
- Division of Pediatric Otolaryngology, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
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Udo IE, Sharps P, Bronner Y, Hossain MB. Maternal Intimate Partner Violence: Relationships with Language and Neurological Development of Infants and Toddlers. Matern Child Health J 2016; 20:1424-31. [PMID: 26992715 PMCID: PMC4932915 DOI: 10.1007/s10995-016-1940-1] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
Objectives This longitudinal study examined the influence of Intimate Partner Violence (IPV) experience of pregnant women participating in the Domestic Violence Enhanced Home Visitation Program on the language and neurological development of infants and toddlers. Methods A total of 210 infants and toddlers born to women reporting low, moderate, and high levels of IPV were included in the analysis. Logistic regression analysis was used to determine the bivariate association between maternal IPV and risk of language and neurological delay of infants and toddlers and between covariates and language and neurological delay. Generalized estimating equation models with logit link was used to predict the risk of language and neurological delay of infants and toddlers as a result of maternal IPV. Results Infants and toddlers born to women exposed to moderate levels of IPV had increased odds of language delay compared to infants and toddlers of women who experienced low levels of violence (OR 5.31, 95 % CI 2.94, 9.50, p < 0.001). Infants and toddlers born to women who experienced moderate and high levels of IPV were at higher risk of neurological delay respectively, compared to infants and toddlers of women who experienced low levels of IPV (OR 5.42, 95 % CI 2.99, 9.82, p < 0.001 and OR 2.57, 95 % CI 1.11, 5.61, p = 0.026). Conclusions for Practice Maternal IPV is associated with increased risk of language and neurological delay of infants and toddlers. These findings have implications for health care for women and infants exposed to IPV. Clinicians including pediatricians working with pregnant women should screen for IPV throughout pregnancy to identify women and children at risk. Interventions to reduce maternal IPV and early intervention services for infants and toddlers exposed to IPV are necessary for optimal maternal and child health.
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Affiliation(s)
- Ifeyinwa E Udo
- Center for Interdisciplinary Research on AIDS, Yale School of Public Health, New Haven, CT, USA.
| | - Phyllis Sharps
- Department of Community Public Health, Johns Hopkins University School of Nursing, Baltimore, MD, USA
| | - Yvonne Bronner
- Department of Behavioral Health Science, School of Community Health and Policy, Morgan State University, Baltimore, MD, USA
| | - Mian B Hossain
- Department of Public Health Analysis, School of Community Health and Policy, Morgan State University, Baltimore, MD, USA
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Cairney J, Clinton J, Veldhuizen S, Rodriguez C, Missiuna C, Wade T, Szatmari P, Kertoy M. Evaluation of the revised Nipissing District Developmental Screening (NDDS) tool for use in general population samples of infants and children. BMC Pediatr 2016; 16:42. [PMID: 26983782 PMCID: PMC4794856 DOI: 10.1186/s12887-016-0577-y] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/01/2014] [Accepted: 03/08/2016] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND There is widespread interest in identification of developmental delay in the first six years of life. This requires, however, a reliable and valid measure for screening. In Ontario, the 18-month enhanced well-baby visit includes province-wide administration of a parent-reported survey, the Nipissing District Developmental Screening (NDDS) tool, to facilitate early identification of delay. Yet, at present the psychometric properties of the NDDS are largely unknown. METHOD 812 children and their families were recruited from the community. Parents (most often mothers) completed the NDDS. A sub-sample (n = 111) of parents completed the NDDS again within a two-week period to assess test-retest reliability. For children 3 or younger, the criterion measure was the Bayley Scales of Infant Development, 3rd edition; for older children, a battery of other measures was used. All criterion measures were administered by trained assessors. Mild and severe delays were identified based on both published cut-points and on the distribution of raw scores. Sensitivity, specificity, positive and negative predictive values were calculated to assess agreement between tests. RESULTS Test-retest reliability was modest (Spearman's rho = .62, p < 001). Regardless of the age of the child, the definition of delay (mild versus severe), or the cut-point used on the NDDS, sensitivities (from 29 to 68 %) and specificities (from 58 to 88 %) were poor to moderate. CONCLUSION The modest test-retest results, coupled with the generally poor observed agreement with criterion measures, suggests the NDDS should not be used on its own for identification of developmental delay in community or population-based settings.
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Affiliation(s)
- John Cairney
- Department of Family Medicine, McMaster University, 175 Longwood Road South, Suite 109A, Hamilton, ON, L8P 0A1, Canada. .,Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada. .,CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada. .,Centre for Addiction and Mental Health, Health Systems Research and Consulting Unit, Toronto, ON, Canada.
| | - Jean Clinton
- Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada.,Department of Psychiatry and Behavioral Neurosciences, McMaster University, Hamilton, ON, Canada
| | - Scott Veldhuizen
- Department of Family Medicine, McMaster University, 175 Longwood Road South, Suite 109A, Hamilton, ON, L8P 0A1, Canada
| | - Christine Rodriguez
- Department of Family Medicine, McMaster University, 175 Longwood Road South, Suite 109A, Hamilton, ON, L8P 0A1, Canada
| | - Cheryl Missiuna
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada.,School of Rehabilitation Sciences, McMaster University, Hamilton, ON, Canada
| | - Terrance Wade
- Department of Community Health Sciences, Brock University, St Catharines, ON, Canada
| | - Peter Szatmari
- Department of Psychiatry, University of Toronto, Toronto, ON, Canada.,Child, Youth and Family Program, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Marilyn Kertoy
- School of Communication Sciences and Disorders, Western University, London, ON, Canada
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20
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Betancourt LM, Brodsky NL, Hurt H. Socioeconomic (SES) differences in language are evident in female infants at 7months of age. Early Hum Dev 2015; 91:719-24. [PMID: 26371987 DOI: 10.1016/j.earlhumdev.2015.08.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/19/2014] [Revised: 08/05/2015] [Accepted: 08/14/2015] [Indexed: 11/18/2022]
Abstract
BACKGROUND Language skills, strongly linked to academic success, are known to differ by socioeconomic status (SES), with lower SES individuals performing less well than higher SES. AIMS To examine the effect of SES on infant language at 7months of age and the relationship between maternal vocabulary skills and infant language function. To determine if the relationships between SES and infant language are mediated by maternal vocabulary skills. STUDY DESIGN Longitudinal follow-up of healthy term female African American infants born to mothers in two SES groups: Low SES (income-to-needs≤1, no education beyond high school) and Higher SES (Income-to-Needs >1, at least a high school diploma). SUBJECTS 54 infants tested at 7months of age; 54 mothers tested at infant age 7months. OUTCOME MEASURES Preschool Language Scale-5 (PLS-5), Vocabulary and Matrix Reasoning subtests of the Wechsler Adult Intelligence Scale-IV. RESULTS Low SES infants (n=29) performed less well than Higher SES (n=25) on PLS-5 Total Language, Auditory Comprehension, and Expressive Communication (p≤0.012). Maternal Vocabulary subtest scores were lower in Low SES than Higher SES (p=0.002), but not related to infant PLS Language scores (p≥0.17). Maternal vocabulary did not mediate the relationship between SES and infant language skills at age 7months. CONCLUSIONS In this single sex and race cohort of healthy, term, female infants, lower SES exerted negative effects on infant language by 7months of age. While maternal vocabulary scores showed no relation with infant language skills at 7months, continued study of the relations between SES, infant outcomes and maternal characteristics is needed to determine how low SES conditions impact early language. These findings underscore the importance of early interventions, as well as policies designed to improve socioeconomic conditions for infants and families.
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Affiliation(s)
- Laura M Betancourt
- Division of Neonatology, The Children's Hospital of Philadelphia, 34th and Civic Center Blvd, Philadelphia, PA 19104, United States.
| | - Nancy L Brodsky
- Division of Neonatology, The Children's Hospital of Philadelphia, 34th and Civic Center Blvd, Philadelphia, PA 19104, United States
| | - Hallam Hurt
- Division of Neonatology, The Children's Hospital of Philadelphia, 34th and Civic Center Blvd, Philadelphia, PA 19104, United States
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King-Dowling S, Missiuna C, Rodriguez MC, Greenway M, Cairney J. Reprint of “Co-occurring motor, language and emotional–behavioral problems in children 3–6years of age”. Hum Mov Sci 2015; 42:344-51. [DOI: 10.1016/j.humov.2015.06.005] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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22
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Noble KG, Engelhardt LE, Brito NH, Mack LJ, Nail EJ, Angal J, Barr R, Fifer WP, Elliott AJ. Socioeconomic disparities in neurocognitive development in the first two years of life. Dev Psychobiol 2015; 57:535-51. [PMID: 25828052 PMCID: PMC4821066 DOI: 10.1002/dev.21303] [Citation(s) in RCA: 82] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2014] [Accepted: 02/12/2015] [Indexed: 11/12/2022]
Abstract
Socioeconomic status (SES) is strongly associated with cognition and achievement. Socioeconomic disparities in language and memory skills have been reported from elementary school through adolescence. Less is known about the extent to which such disparities emerge in infancy. Here, 179 infants from socioeconomically diverse families were recruited. Using a cohort-sequential design, 90 infants were followed at 9 and 15 months, and 89 were followed at 15 and 21 months. SES disparities in developmental trajectories of language and memory were present such that, at 21 months of age, children of highly educated parents scored approximately .8 standard deviations higher in both language and memory than children of less educated parents. The home language and literacy environment and parental warmth partially accounted for disparities in language, but not memory development.
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Affiliation(s)
- Kimberly G Noble
- Pediatrics, Office of Physicians and Surgeons, Columbia University, New York, NY.
- Teachers College, Columbia University, New York, NY.
| | | | | | - Luke J Mack
- Center for Health Outcomes and Prevention Research, Sanford Research, Sioux Falls, SD
| | | | - Jyoti Angal
- Center for Health Outcomes and Prevention Research, Sanford Research, Sioux Falls, SD
| | - Rachel Barr
- Department of Psychology, Georgetown University, Washington, DC
| | - William P Fifer
- Department of Psychiatry and Pediatrics, Columbia University, New York, NY
| | - Amy J Elliott
- Center for Health Outcomes and Prevention Research, Sanford Research, Sioux Falls, SD
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Rice T, Coffey B. Pharmacotherapeutic challenges in treatment of a child with "the triad" of obsessive compulsive disorder, attention-deficit/hyperactivity disorder and Tourette's disorder. J Child Adolesc Psychopharmacol 2015; 25:176-9. [PMID: 25782100 DOI: 10.1089/cap.2015.2522] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Timothy Rice
- Icahn School of Medicine at Mount Sinai , Department of Psychiatry, New York, New York
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King-Dowling S, Missiuna C, Rodriguez MC, Greenway M, Cairney J. Co-occurring motor, language and emotional-behavioral problems in children 3-6 years of age. Hum Mov Sci 2014; 39:101-8. [PMID: 25436914 DOI: 10.1016/j.humov.2014.10.010] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2014] [Revised: 10/06/2014] [Accepted: 10/27/2014] [Indexed: 10/24/2022]
Abstract
PURPOSE Developmental Coordination Disorder (DCD) has been shown to co-occur with behavioral and language problems in school-aged children, but little is known as to when these problems begin to emerge, or if they are inherent in children with DCD. The purpose of this study was to determine if deficits in language and emotional-behavioral problems are apparent in preschool-aged children with movement difficulties. METHOD Two hundred and fourteen children (mean age 4years 11months, SD 9.8months, 103 male) performed the Movement Assessment Battery for Children 2nd Edition (MABC-2). Children falling at or below the 16th percentile were classified as being at risk for movement difficulties (MD risk). Auditory comprehension and expressive communication were examined using the Preschool Language Scales 4th Edition (PLS-4). Parent-reported emotional and behavioral problems were assessed using the Child Behavior Checklist (CBCL). RESULTS Preschool children with diminished motor coordination (n=37) were found to have lower language scores, higher externalizing behaviors in the form of increased aggression, as well as increased withdrawn and other behavior symptoms compared with their typically developing peers. CONCLUSIONS Motor coordination, language and emotional-behavioral difficulties tend to co-occur in young children aged 3-6years. These results highlight the need for early intervention.
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Affiliation(s)
- Sara King-Dowling
- McMaster University, Department of Kinesiology, Hamilton, Ontario, Canada; Infant and Child Health Lab, McMaster University, Hamilton, Ontario, Canada.
| | - Cheryl Missiuna
- McMaster University, School of Rehabilitation Science and CanChild, Hamilton, Ontario, Canada; Infant and Child Health Lab, McMaster University, Hamilton, Ontario, Canada
| | - M Christine Rodriguez
- McMaster University, Department of Family Medicine, Hamilton, Ontario, Canada; Infant and Child Health Lab, McMaster University, Hamilton, Ontario, Canada
| | - Matt Greenway
- Brock University, Department of Kinesiology, St. Catharines, Ontario, Canada
| | - John Cairney
- McMaster University, Department of Kinesiology, Hamilton, Ontario, Canada; McMaster University, Department of Family Medicine, Hamilton, Ontario, Canada; Infant and Child Health Lab, McMaster University, Hamilton, Ontario, Canada
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Doyle LW, Anderson PJ, Battin M, Bowen JR, Brown N, Callanan C, Campbell C, Chandler S, Cheong J, Darlow B, Davis PG, DePaoli T, French N, McPhee A, Morris S, O’Callaghan M, Rieger I, Roberts G, Spittle AJ, Wolke D, Woodward LJ. Long term follow up of high risk children: who, why and how? BMC Pediatr 2014; 14:279. [PMID: 25399544 PMCID: PMC4289257 DOI: 10.1186/1471-2431-14-279] [Citation(s) in RCA: 93] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/23/2014] [Accepted: 10/15/2014] [Indexed: 12/11/2022] Open
Abstract
BACKGROUND Most babies are born healthy and grow and develop normally through childhood. There are, however, clearly identifiable high-risk groups of survivors, such as those born preterm or with ill-health, who are destined to have higher than expected rates of health or developmental problems, and for whom more structured and specialised follow-up programs are warranted. DISCUSSION This paper presents the results of a two-day workshop held in Melbourne, Australia, to discuss neonatal populations in need of more structured follow-up and why, in addition to how, such a follow-up programme might be structured. Issues discussed included the ages of follow-up, and the personnel and assessment tools that might be required. Challenges for translating results into both clinical practice and research were identified. Further issues covered included information sharing, best practice for families and research gaps. SUMMARY A substantial minority of high-risk children has long-term medical, developmental and psychological adverse outcomes and will consume extensive health and education services as they grow older. Early intervention to prevent adverse outcomes and the effective integration of services once problems are identified may reduce the prevalence and severity of certain outcomes, and will contribute to an efficient and effective use of health resources. The shared long-term goal for families and professionals is to work toward ensuring that high risk children maximise their potential and become productive and valued members of society.
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Affiliation(s)
- Lex W Doyle
- />Department of Obstetrics and Gynaecology, The University of Melbourne, Melbourne, Victoria Australia
- />Department of Paediatrics, The University of Melbourne, Melbourne, Victoria Australia
- />Victorian Infant Brain Studies, Clinical Sciences, Murdoch Childrens Research Institute, Parkville, Victoria Australia
- />Premature Infant Follow-up Program, The Royal Women’s Hospital, Parkville, Victoria Australia
- />Department of Obstetrics and Gynaecology, The Royal Women’s Hospital, 20 Flemington Road, Parkville, Victoria 3052 Australia
| | - Peter J Anderson
- />Department of Paediatrics, The University of Melbourne, Melbourne, Victoria Australia
- />Victorian Infant Brain Studies, Clinical Sciences, Murdoch Childrens Research Institute, Parkville, Victoria Australia
- />Premature Infant Follow-up Program, The Royal Women’s Hospital, Parkville, Victoria Australia
| | - Malcolm Battin
- />National Women’s Hospital, Auckland City Hospital, Auckland, New Zealand
| | - Jennifer R Bowen
- />Department of Neonatology, Royal North Shore Hospital, Sydney, New South Wales Australia
| | - Nisha Brown
- />Department of Obstetrics and Gynaecology, The University of Melbourne, Melbourne, Victoria Australia
- />Department of Paediatrics, The University of Melbourne, Melbourne, Victoria Australia
- />Newborn Services, The Royal Women’s Hospital, Parkville, Victoria Australia
| | - Catherine Callanan
- />Premature Infant Follow-up Program, The Royal Women’s Hospital, Parkville, Victoria Australia
| | - Catherine Campbell
- />Neonatal Paediatrics, King Edward Memorial Hospital, Perth, Western Australia Australia
| | - Samantha Chandler
- />Department of Obstetrics and Gynaecology, The Royal Women’s Hospital, 20 Flemington Road, Parkville, Victoria 3052 Australia
| | - Jeanie Cheong
- />Department of Obstetrics and Gynaecology, The University of Melbourne, Melbourne, Victoria Australia
- />Victorian Infant Brain Studies, Clinical Sciences, Murdoch Childrens Research Institute, Parkville, Victoria Australia
- />Premature Infant Follow-up Program, The Royal Women’s Hospital, Parkville, Victoria Australia
| | - Brian Darlow
- />Department of Paediatrics, University of Otago, Christchurch, New Zealand
| | - Peter G Davis
- />Department of Obstetrics and Gynaecology, The University of Melbourne, Melbourne, Victoria Australia
- />Premature Infant Follow-up Program, The Royal Women’s Hospital, Parkville, Victoria Australia
| | - Tony DePaoli
- />Department of Paediatrics, Royal Hobart Hospital, Hobart, Tasmania Australia
| | - Noel French
- />Neonatal Paediatrics, King Edward Memorial Hospital, Perth, Western Australia Australia
| | - Andy McPhee
- />Neonatal Services, Women’s and Children’s Health Network, North Adelaide, South Australia Australia
| | - Shusannah Morris
- />Department of Obstetrics and Gynaecology, The Royal Women’s Hospital, 20 Flemington Road, Parkville, Victoria 3052 Australia
| | - Michael O’Callaghan
- />Paediatrics and Child Health, Mater Clinical School, University of Queensland, Brisbane, Queensland Australia
| | - Ingrid Rieger
- />Department of Neonatal Medicine, Royal Prince Alfred Hospital, University of Sydney, Sydney, New South Wales Australia
- />Faculty of Medicine, University of Sydney, Sydney, New South Wales Australia
| | - Gehan Roberts
- />Department of Paediatrics, The University of Melbourne, Melbourne, Victoria Australia
- />Victorian Infant Brain Studies, Clinical Sciences, Murdoch Childrens Research Institute, Parkville, Victoria Australia
- />Community Child Health, The Royal Children’s Hospital, Parkville, Victoria Australia
| | - Alicia J Spittle
- />Victorian Infant Brain Studies, Clinical Sciences, Murdoch Childrens Research Institute, Parkville, Victoria Australia
- />Department of Physiotherapy, The University of Melbourne, Parkville, Victoria Australia
| | - Dieter Wolke
- />Department of Psychology, The University of Warwick, Coventry, UK
| | - Lianne J Woodward
- />Department of Pediatric Newborn Medicine, Brigham and Women’s Hospital, Harvard Medical School, Boston, USA
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Chang KWC, Yang LJS, Driver L, Nelson VS. High prevalence of early language delay exists among toddlers with neonatal brachial plexus palsy. Pediatr Neurol 2014; 51:384-9. [PMID: 25160543 PMCID: PMC4792271 DOI: 10.1016/j.pediatrneurol.2014.04.021] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/18/2013] [Revised: 04/17/2014] [Accepted: 04/20/2014] [Indexed: 11/28/2022]
Abstract
AIM An association of language impairment with neonatal brachial plexus palsy has not been reported in the literature. The current treatment paradigm for neonatal brachial plexus palsy focuses on upper extremity motor recovery with little formal assessment of other aspects of development, such as language. We performed a cross-sectional pilot study to investigate early language delay prevalence in toddlers with neonatal brachial plexus palsy and potential neonatal brachial plexus palsy-related factors involved. METHOD Twenty toddlers with neonatal brachial plexus palsy were consecutively recruited (12 males and eight females; mean age, 30 months). Preschool Language Scale Score (4th edition), demographics, and socioeconomic status were collected. Neonatal brachial plexus palsy-related factors such as palsy side, treatment type, Narakas grade, muscle Medical Research Council score, and Raimondi hand score were reported. Student t test, chi-square test, or Fisher exact test were applied. Statistical significance level was established at P < 0.05. RESULTS Of study participants, 30% had language delay, whereas the prevalence of language delay in the population with normal development in this age range was approximately 5-15%. INTERPRETATION We observed high language delay prevalence among toddlers with neonatal brachial plexus palsy. Although our subject sample is small, our findings warrant further study of this phenomenon. Early identification and timely intervention based on type of language impairment may be critical for improving communication outcome in this population.
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Affiliation(s)
| | - Lynda J-S Yang
- Department of Neurosurgery, University of Michigan, Ann Arbor, Michigan
| | - Lynn Driver
- Department of Speech-Language Pathology, University of Michigan, Ann Arbor, Michigan
| | - Virginia S Nelson
- Department of Physical Medicine and Rehabilitation, University of Michigan, Ann Arbor, Michigan.
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Wright FV, Majnemer A. The concept of a toolbox of outcome measures for children with cerebral palsy: why, what, and how to use? J Child Neurol 2014; 29:1055-65. [PMID: 24820336 DOI: 10.1177/0883073814533423] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/02/2014] [Accepted: 04/03/2014] [Indexed: 11/15/2022]
Abstract
Accurate and well-targeted measurement of a child's abilities and participation in daily activities pre- and post-intervention is essential to understanding the effects of therapies provided by pediatric practitioners. There is growing interest in identification of outcome core sets for specified client groups. This article elaborates on the concepts to consider when selecting and interpreting measures from an outcomes toolbox for children with cerebral palsy. Principles discussed include use of self-report measures to open a dialogue with the child/parent; a holistic assessment approach to identify a child's challenges, strengths, and contextual factors that can influence functioning; links between measurement and heightened engagement of the child/family in the rehabilitation process and goals; and the need to plan the evaluation and dialogue aspects of the assessment process. If clinicians across the international rehabilitation community draw from the same toolbox, the end result could be a cohesive approach and common language to outcome measurement.
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Affiliation(s)
- F Virginia Wright
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada Department of Physical Therapy, University of Toronto, Toronto, Canada
| | - Annette Majnemer
- School of Physical & Occupational Therapy, McGill University, Montréal, Quebec, Canada Montreal Children's Hospital-McGill University Health Centre, Montréal, Quebec, Canada
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Abstract
OBJECTIVE The primary aim of this study was to investigate the relationship between language levels and communication and social function skills in young children who are deaf/hard-of-hearing. METHOD A cross-sectional design was used with participants sampled predominately from a single clinic setting. Children between 3 and 6 years of age with permanent bilateral hearing loss were enrolled in the study. All children received the Preschool Language Scales-Fifth Edition language assessment and a neurocognitive assessment using the Leiter International Performance Scale-Revised at the study visit. Communication and social function skills were measured using the Vineland Adaptive Behavior Scales-Second Edition (VABS-II; mean 100 ± 15) and the Pediatric Evaluation of Disability Inventory (PEDI; mean 50 ± 10). RESULTS Analysis included 65 children with mild to profound bilateral hearing loss (mean age 56.8 months, SD ± 14.1); 52% had hearing loss in the mild to moderate range. The mean nonverbal intelligence quotient (IQ) was 95.7 (±18.8), the mean receptive language standard score was 83.7 (±18.6), and mean expressive language standard score was 83.0 (±18.5). The mean VABS-II communication standard score was 89.1 (±17.5), and the mean PEDI social function score was 39.6 (±15.3). Both nonverbal IQ and receptive language relative to nonverbal IQ (the ratio of language to IQ) were significantly associated with communication and social functioning, explaining more than 50% of the variance in communication function scores. Children with language commensurate with their IQ had significantly higher communication and social function scores than children with language significantly lower than IQ. This finding was consistent across different levels of IQ and independent of degree of hearing loss. CONCLUSION Even with early identification and intervention, hearing loss continues to have a life-long impact on functioning. It is important to identify when language levels are not meeting a child's capabilities in order to intervene most effectively.
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Outcomes of early- and late-identified children at 3 years of age: findings from a prospective population-based study. Ear Hear 2014; 34:535-52. [PMID: 23462376 DOI: 10.1097/aud.0b013e3182857718] [Citation(s) in RCA: 188] [Impact Index Per Article: 18.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE To address the question of whether, on a population level, early detection and amplification improve outcomes of children with hearing impairment. DESIGN All families of children who were born between 2002 and 2007, and who presented for hearing services below 3 years of age at Australian Hearing pediatric centers in New South Wales, Victoria, and Southern Queensland were invited to participate in a prospective study on outcomes. Children's speech, language, functional, and social outcomes were assessed at 3 years of age, using a battery of age-appropriate tests. Demographic information relating to the child, family, and educational intervention was solicited through the use of custom-designed questionnaires. Audiological data were collected from the national database of Australian Hearing and records held at educational intervention agencies for children. Regression analysis was used to investigate the effects of each of 15 predictor variables, including age of amplification, on outcomes. RESULTS Four hundred and fifty-one children enrolled in the study, 56% of whom received their first hearing aid fitting before 6 months of age. On the basis of clinical records, 44 children (10%) were diagnosed with auditory neuropathy spectrum disorder. There were 107 children (24%) reported to have additional disabilities. At 3 years of age, 317 children (70%) were hearing aid users and 134 children (30%) used cochlear implants. On the basis of parent reports, about 71% used an aural/oral mode of communication, and about 79% used English as the spoken language at home. Children's performance scores on standardized tests administered at 3 years of age were used in a factor analysis to derive a global development factor score. On average, the global score of hearing-impaired children was more than 1 SD below the mean of normal-hearing children at the same age. Regression analysis revealed that five factors, including female gender, absence of additional disabilities, less severe hearing loss, higher maternal education, and (for children with cochlear implants) earlier age of switch-on were associated with better outcomes at the 5% significance level. Whereas the effect of age of hearing aid fitting on child outcomes was weak, a younger age at cochlear implant switch-on was significantly associated with better outcomes for children with cochlear implants at 3 years of age. CONCLUSIONS Fifty-six percent of the 451 children were fitted with hearing aids before 6 months of age. At 3 years of age, 134 children used cochlear implants and the remaining children used hearing aids. On average, outcomes were well below population norms. Significant predictors of child outcomes include: presence/absence of additional disabilities, severity of hearing loss, gender, maternal education, together with age of switch-on for children with cochlear implants.
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Albarran AS, Reich SM. Using Baby Books to Increase New Mothers' Self-Efficacy and Improve Toddler Language Development. INFANT AND CHILD DEVELOPMENT 2013. [DOI: 10.1002/icd.1832] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Del Vecchio T, Pochtar R, Rhoades K. The Impact of Children's Language Ability on Parent Cognitions and Harsh Discipline Practices. INFANT AND CHILD DEVELOPMENT 2013. [DOI: 10.1002/icd.1831] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Ahmadian A, Baa J AA, Garcia M, Carey C, Rodriguez L, Storrs B, Tuite GF. Decompressive craniectomy with massive intractable intraoperative cerebral edema: utilization of silicone sheet for temporary scalp closure. J Neurosurg Pediatr 2012; 10:195-9. [PMID: 22793163 DOI: 10.3171/2012.6.peds11567] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The authors present a case of extreme brain herniation encountered during decompressive craniectomy in a 21-month-old boy who suffered a trauma event that necessitated temporary scalp closure in which a sterile silicone sheet was placed. Although the clinical situation is usually expected to lead to brain death or severe disability, the patient's 3-year follow-up examination revealed a highly functional child with a good quality of life. The authors discuss the feasibility and advantages of temporary scalp expansion as a treatment option when extreme brain herniation is encountered during craniotomy.
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Affiliation(s)
- Amir Ahmadian
- Department of Neurosurgery, University of South Florida, Tampa, FL, USA
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Dykstra JR, Sabatos-DeVito MG, Irvin DW, Boyd BA, Hume KA, Odom SL. Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2012; 17:582-94. [DOI: 10.1177/1362361312446206] [Citation(s) in RCA: 63] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed.
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Affiliation(s)
- Jessica R Dykstra
- Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, USA
| | | | - Dwight W Irvin
- Department of Education, University of North Carolina at Chapel Hill, USA
| | - Brian A Boyd
- Division of Occupational Science and Occupational Therapy, University of North Carolina at Chapel Hill, USA
| | - Kara A Hume
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, USA
| | - Sam L Odom
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, USA
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Stagnitti K, O'Connor C, Sheppard L. Impact of the Learn to Play program on play, social competence and language for children aged 5-8 years who attend a specialist school. Aust Occup Ther J 2012; 59:302-11. [DOI: 10.1111/j.1440-1630.2012.01018.x] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/11/2012] [Indexed: 11/29/2022]
Affiliation(s)
- Karen Stagnitti
- School of Health and Social Development; Deakin University; Deakin; Victoria; Australia
| | - Chloe O'Connor
- School of Health and Social Development; Deakin University; Deakin; Victoria; Australia
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Comparison of the ASQ and PEDS in screening for developmental delay in children presenting for primary care. J Dev Behav Pediatr 2011; 32:499-511. [PMID: 21760526 DOI: 10.1097/dbp.0b013e31822552e9] [Citation(s) in RCA: 110] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES This study investigated the sensitivity and specificity of two brief, parent-completed developmental screening measures-the Ages and Stages Questionnaire (ASQ) and the Parents' Evaluation of Developmental Status (PEDS)-in children presenting to their primary care providers. METHOD A sample of 334 children aged 12 to 60 months was recruited. Parents completed the PEDS and the ASQ in their home or the primary care clinic of one of the investigators. The presence of ≥ 1 predictive concerns or abnormal domains was considered a positive screen. All children underwent evaluation (administered by a psychologist) with the following criterion measures: the Bayley Scales of Infant Development-Third Edition or the Wechsler Preschool and Primary Scale of Intelligence-Third Edition, the Preschool Language Scale-Fourth Edition, and the Vineland Adaptive Behavior Scales-Second Edition. RESULTS The mean age of children was 32.3 months. Developmental delay was identified in 34 children (10%). The PEDS had moderate sensitivity (74%) but low specificity (64%); comparatively, the ASQ had significantly higher sensitivity (82%) and specificity (78%). The ASQ had moderate sensitivity and specificity across age subgroups, whereas the PEDS had either low sensitivity or specificity in each of the age subgroups, except for the ≤ 30 month group, where there was moderate sensitivity (78%) and specificity (75%). Using ≥ 2 predictive concerns on the PEDS or ≥ 2 abnormal domains on the ASQ significantly improved specificity of both tests (89% and 94%, respectively) but resulted in very low sensitivity (41% and 47%, respectively). CONCLUSIONS These findings support the guidelines of the American Academy of Pediatrics, demonstrating that both the ASQ and, to a lesser extent, the PEDS have reasonable test characteristics for developmental screening in primary care settings. Although the ASQ seems to have higher sensitivity and specificity across a variety of age groups, the choice of which measure to use should be determined by the practice setting, population served, and preference of the physician.
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DeLuzio J, Girolametto L. Peer interactions of preschool children with and without hearing loss. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2011; 54:1197-1210. [PMID: 21173389 DOI: 10.1044/1092-4388(2010/10-0099)] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
PURPOSE Little is known about the social interaction skills of children with severe to profound hearing loss (SPHL) in terms of how they manage conversational exchanges with peers. This study compared the initiation and response skills of children with SPHL with those of children with typical hearing during group play in integrated preschool programs. METHOD Two groups of 12 children were matched on a number of variables and assessed for intelligence, language, speech, and social development. All initiations, responses, and resulting interactions during 20 min of group play were transcribed and coded. Outcome measures included number and type of initiation strategies, number of responses, and length of interactions. RESULTS Despite poorer speech, language, and social development, there were no significant differences in initiation and response skills measured between children with SPHL and their matched peers. The small sample size may have made differences difficult to detect; however, playmates initiated interactions less often with the children with SPHL and ignored their initiations more often than those of other children. CONCLUSIONS Preschool children with SPHL were excluded from interactions by their playmates. Having age-appropriate language skills did not ensure successful peer interactions. Inclusive preschool programs may consider offering classroom-wide social skills training to enhance interaction opportunities.
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O'Connor C, Stagnitti K. Play, behaviour, language and social skills: the comparison of a play and a non-play intervention within a specialist school setting. RESEARCH IN DEVELOPMENTAL DISABILITIES 2011; 32:1205-11. [PMID: 21282038 DOI: 10.1016/j.ridd.2010.12.037] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2010] [Revised: 12/20/2010] [Accepted: 12/27/2010] [Indexed: 05/11/2023]
Abstract
The aim of the present study was to investigate the play, behaviour, language and social skills of children aged 5-8 years participating in a play intervention (based on the 'Learn to Play' program) compared to a group of children participating in traditional classroom activities within a specialist school over a six month period. Thirty-five children participated in the study, 19 participated in the play intervention group and 16 participated in the comparison group. Fourteen staff members at the special school were involved. A quasi-experimental design was used with pre and post data collection. Children in the play intervention and the comparison group were assessed using the Child-Initiated Pretend Play Assessment (play), Goal Attainment Scaling (behaviour), the Preschool Language Scale (language) and the Penn Interactive Peer Play Scale (social skills) at baseline and at follow up. Findings revealed that children participating in the play intervention showed a significant decrease in play deficits, became less socially disruptive and more socially connected with their peers. Both groups improved in their overall language skills and significantly improved in their goal attainment. This study supports the use of a play intervention in improving a child's play, behaviour, language and social skills.
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Affiliation(s)
- Chloe O'Connor
- School of Health and Social Development, Deakin University, 1 Gheringhap Street, Geelong, Australia
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Tokgöz-Yilmaz S, Şahli S, Fitoz S, Sennaroğlu G, Tekin M. Audiological findings in otospondylomegaepiphyseal dysplasia (OSMED) associated with a novel mutation in COL11A2. Int J Pediatr Otorhinolaryngol 2011; 75:433-7. [PMID: 21208667 PMCID: PMC3040286 DOI: 10.1016/j.ijporl.2010.12.004] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/05/2010] [Revised: 12/05/2010] [Accepted: 12/06/2010] [Indexed: 01/22/2023]
Abstract
The aim of the study was to assess the audiological findings of a 4-year-old child with a homozygous COL11A2 mutation and to point out the role of continuous follow-ups in children with craniofacial syndromes after the newborn hearing screening. A 4-year-old boy with otospondylomegaepiphyseal dysplasia (OSMED) was followed up after birth for hearing loss. Transient Otoacoustic Emissions (TEOAEs), Distortion Product Otoacoustic Emissions (DPOAEs), Automated and Clinical Auditory Brainstem Response (AABR and ABR) measurements, Visual Reinforcement Audiometry, immitansmetric measurements and hearing threshold measurements were performed for audiological evaluation. The patient developed sensorineural hearing loss at 11 months of age while his hearing was normal at birth. Because of auditory-verbal training with hearing aids started at 20 months of age, he now has normal verbal communication with his peers. This study clearly demonstrates that hearing loss develops in infancy in patients with OSMED and underscores the importance of continued hearing screening beyond newborn period for early intervention of hearing impairment and communication problems.
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Affiliation(s)
- Suna Tokgöz-Yilmaz
- Division of Pediatric Genetics, Ankara University School of Medicine, Ankara, Turkey,Department of Audiology, Ankara University Vocational School of Health, Ankara, Turkey
| | - Sanem Şahli
- Department of Otorhinolaryngology, Hacettepe University Faculty of Medicine, Audiology and Speech Pathology Section, Ankara, Turkey
| | - Suat Fitoz
- Department of Radiology, Ankara University School of Medicine, Ankara, Turkey
| | - Gonca Sennaroğlu
- Department of Otorhinolaryngology, Hacettepe University Faculty of Medicine, Audiology and Speech Pathology Section, Ankara, Turkey
| | - Mustafa Tekin
- Division of Pediatric Genetics, Ankara University School of Medicine, Ankara, Turkey,Dr. John T. Macdonald Foundation Department of Human Genetics, Miller School of Medicine, University of Miami, Miami, USA,Correspondence to: Mustafa Tekin, M.D., 1501 NW 10th Avenue, BRB-610 (M-860), Miami, FL 33136, Ph: 305-243-2381, Fax: 305-243-2703,
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Guiberson M, Rodríguez BL. Measurement properties and classification accuracy of two spanish parent surveys of language development for preschool-age children. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2010; 19:225-237. [PMID: 20484705 DOI: 10.1044/1058-0360(2010/09-0058)] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
PURPOSE To describe the concurrent validity and classification accuracy of 2 Spanish parent surveys of language development, the Spanish Ages and Stages Questionnaire (ASQ; Squires, Potter, & Bricker, 1999) and the Pilot Inventario-III (Pilot INV-III; Guiberson, 2008a). METHOD Forty-eight Spanish-speaking parents of preschool-age children participated. Twenty-two children had expressive language delays, and 26 had typical language development. The parents completed the Spanish ASQ and the Pilot INV-III at home, and the Preschool Language Scale, Fourth Edition: Spanish Edition (PLS-4 Spanish; Zimmerman, Steiner, & Pond, 2002) was administered to the children at preschool centers. RESULTS The Spanish ASQ and Pilot INV-III were significantly correlated with the PLS-4 Spanish, establishing concurrent validity. On both surveys, children with expressive language delays scored significantly lower than children with typical development. The Spanish ASQ demonstrated unacceptably low sensitivity (59%) and good specificity (92%), while the Pilot INV-III demonstrated fair sensitivity (82%) and specificity (81%). Likelihood ratios and posttest probability revealed that the Pilot INV-III may assist in detection of expressive language delays, but viewed alone it is insufficient to make an unconditional screening determination. CONCLUSIONS Results suggest that Spanish parent surveys hold promise for screening language delay in Spanish-speaking preschool children; however, further refinement of these tools is needed.
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Smith LE, Akai CE, Klerman LV, Keltner BR. What mothers don't know and doctors don't say: Detecting early developmental delays. Infant Ment Health J 2010; 31:455-466. [DOI: 10.1002/imhj.20266] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Salmon K, Dadds MR, Allen J, Hawes DJ. Can emotional language skills be taught during parent training for conduct problem children? Child Psychiatry Hum Dev 2009; 40:485-98. [PMID: 19373551 DOI: 10.1007/s10578-009-0139-8] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/01/2008] [Accepted: 03/30/2009] [Indexed: 11/28/2022]
Abstract
To assess the effectiveness of providing training in elaborative, emotion rich reminiscing (emotional reminiscing, ER) as an adjunct to Parent Management Training (PMT) for parents of children (N = 38, M age = 56.9, SD = 15.8 months) with oppositional behaviors. Control parents received PMT and non-language adjunct intervention, child-directed play. All components of the intervention were manualized. Parents in both conditions received training in an abbreviated course of PMT. Parents in the ER condition additionally received brief training in discussing everyday past events with their child incorporating emotion labels and causes, "wh" questions, and detailed descriptive information. Parents in the control condition received training in allowing their child to lead during play sessions. Across both conditions, children's oppositional behaviors decreased between the beginning and end of training. Providing parents with training parents in an elaborative, emotion-rich reminiscing style resulted in greater parent and child use of elaborations and emotion references during shared conversations. Given findings in the literature of an association between parental emotion talk and children's emotional competence, developmental skills that are frequently compromised in oppositional children, the current pilot study has implications for interventions that broaden the focus of PMT.
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