1
|
Fatić S, Stanojević N, Jeličić L, Bilibajkić R, Marisavljević M, Maksimović S, Gavrilović A, Subotić M. Beta Spectral Power during Passive Listening in Preschool Children with Specific Language Impairment. Dev Neurosci 2024:1-14. [PMID: 38723615 DOI: 10.1159/000539135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2023] [Accepted: 04/18/2024] [Indexed: 06/19/2024] Open
Abstract
INTRODUCTION Children with specific language impairment (SLI) have difficulties in different speech and language domains. Electrophysiological studies have documented that auditory processing in children with SLI is atypical and probably caused by delayed and abnormal auditory maturation. During the resting state, or different auditory tasks, children with SLI show low or high beta spectral power, which could be a clinical correlate for investigating brain rhythms. METHODS The aim of this study was to examine the electrophysiological cortical activity of the beta rhythm while listening to words and nonwords in children with SLI in comparison to typical development (TD) children. The participants were 50 children with SLI, aged 4 and 5 years, and 50 age matched TD children. The children were divided into two subgroups according to age: (1) children 4 years of age; (2) children 5 years of age. RESULTS The older group differed from the younger group in beta auditory processing, with increased values of beta spectral power in the right frontal, temporal, and parietal regions. In addition, children with SLI have higher beta spectral power than TD children in the bilateral temporal regions. CONCLUSION Complex beta auditory activation in TD and SLI children indicates the presence of early changes in functional brain connectivity.
Collapse
Affiliation(s)
- Saška Fatić
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
- Department of Speech, Language, and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Nina Stanojević
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
- Department of Speech, Language, and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Ljiljana Jeličić
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
- Department of Speech, Language, and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Ružica Bilibajkić
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
| | - Maša Marisavljević
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
- Department of Speech, Language, and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Slavica Maksimović
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
- Department of Speech, Language, and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Aleksandar Gavrilović
- Faculty of Medical Sciences, Department of Neurology, University of Kragujevac, Kragujevac, Serbia
- Clinic of Neurology, Clinical Center Kragujevac, Kragujevac, Serbia
| | - Miško Subotić
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
| |
Collapse
|
2
|
Flores Camas RA, Leon-Rojas JE. Specific Language Impairment and Executive Functions in School-Age Children: A Systematic Review. Cureus 2023; 15:e43163. [PMID: 37692582 PMCID: PMC10484522 DOI: 10.7759/cureus.43163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/08/2023] [Indexed: 09/12/2023] Open
Abstract
This systematic review examines the relationship between specific language impairment (SLI) and executive functions (EFs) in school-age children. The study investigates the impact of SLI on EF in comparison to children who develop normally. A total of 2,658 articles from three databases (PubMed, Scopus, and Virtual Health Library) were assessed for inclusion. Ultimately, 22 articles were selected for analysis, which contained information on both SLI and EF. The findings indicate that children diagnosed with SLI exhibit deficits, low performance, and, in some cases, significant deterioration in the development of EF when compared to typically developing children in 62%-91% of cases as early as three to four years of age; the most commonly found alterations were in working memory (including phonological, auditory, and visual/verbal memory), followed by deficits in attention, processing speed, inhibition, planning, cognitive flexibility, and internalized speech. We also discuss the close relationship and importance between language and EF in SLI children.
Collapse
Affiliation(s)
| | - Jose E Leon-Rojas
- Department of Medicine, Universidad de las Américas, Quito, ECU
- Health Sciences Research Department, Medignosis, Quito, ECU
- Medical Research Department, NeurALL Research Group, Quito, ECU
| |
Collapse
|
3
|
Corrêa CDC, Maximino LP, Abramides DVM, Weber SAT. Oral language skills in Brazilian children with obstructive sleep apnea. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 128:104300. [PMID: 35810542 DOI: 10.1016/j.ridd.2022.104300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2022] [Revised: 05/22/2022] [Accepted: 06/28/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Obstructive sleep apnea (OSA) is associated with a negative impact on neurocognitive development in children. Receptive/expressive oral language is a complex process, with limited investigations on the repercussion of OSA. This study aimed to analyze receptive and expressive oral language skills in children with obstructive sleep apnea (OSA). METHODOLOGY This study included 52 children (27 females, 51.92 %) with a mean age of 7 ± 2 years (age range of 4-11 years), which underwent type 3 polysomnography (PSG). The participants were divided into N-OSA (n = 16) and OSA (n = 36) groups based on the apnea-hypopnea index. The speech-language therapist evaluated hearing and oral language for phonology, expressive semantics, syntax, receptive semantics (Peabody Image Vocabulary Test), pragmatics, and understanding of verbal instructions (Token Test). RESULTS Oral language assessments showed a difference in the pragmatics subsystem (p = 0.047), with positive correlation between OSA severity and oral language functions such as pragmatics and syntax (desaturation index, p = 0.045). CONCLUSION Obstructive sleep apnea (OSA) had a negative impact on oral language skills, including the syntax and pragmatics subsystems.
Collapse
Affiliation(s)
| | - Luciana Paula Maximino
- Department of Speech-Language Pathology at Dentistry School of Bauru (FOB-USP), Bauru, SP, Brazil.
| | | | - Silke Anna Theresa Weber
- Department of Ophthalmology and Otorhinolaryngology, Botucatu Medical School, UNESP, Botucatu, SP, Brazil.
| |
Collapse
|
4
|
Magalhães CIDO, Labanca L, Gonçalves DU, Melo SMD, Pedra EDFP, Carvalho SADS, Oliveira EMPD. Hearing and language screening in preschoolers. REVISTA CEFAC 2021. [DOI: 10.1590/1982-0216/20212350121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Purpose: to describe the results of preschooler hearing and language screening and the association between them. Methods: a study with 75 children enrolled in preschool. The language was screened with the Behavior Observation Guide for 0-to-6-Year-Old Children. The hearing of children up to 1 year and 11 months old was screened with meatoscopy, acoustic immittance, behavioral hearing assessment, and otoacoustic emissions, while those in the age range 2 years or older were screened with meatoscopy, acoustic immittance, and play pure-tone audiometry. The children who failed the screening were referred for diagnosis. The results of the hearing and language assessments were compared with the McNemar test. Results: of the 75 children screened, 18 (24%) failed the hearing tests and 11 (15%) failed the language test. Hearing impairment was confirmed in 12 (66%) of those referred for diagnosis, and language impairment, in 10 (90%) of them. There was no association between hearing and language impairments (p = 0.230). Conclusion: hearing and language impairments were found in preschoolers. Although they were not associated, they can impact academic performance. This result emphasizes the need for developing strategies to implement preschooler screening programs that include hearing and language.
Collapse
|
5
|
Cross AM, Joanisse MF, Archibald LMD. Mathematical Abilities in Children With Developmental Language Disorder. Lang Speech Hear Serv Sch 2019; 50:150-163. [DOI: 10.1044/2018_lshss-18-0041] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
This review article provides a scoping review of the literature on mathematical abilities in developmental language disorder (DLD). Children with DLD typically struggle with learning in school; however, the mechanism by which DLD impacts academic success is unclear. Mathematics involves demands in the multiple domains and therefore holds potential for examining the relationship between language and academic performance on tasks mediated by verbal and nonverbal demands.
Method
A scoping review was performed via computerized database searching to examine literature on mathematics and DLD. The 21 review articles meeting inclusion criteria compared children with typical development or DLD on various tasks measuring numerical cognition.
Results
Children with DLD consistently performed below peers with typical development on number transcoding, counting, arithmetic, and story problem tasks. However, performance was similar to peers with typical development on most number line, magnitude comparison, and conceptual mathematics tasks.
Conclusions
The findings suggest a relationship between DLD and mathematics was characterized by more detrimental performance on tasks with higher verbal demands. Results are discussed with respect to typical academic curricula and demonstrate a need for early identification and intervention in DLD to optimize academic outcomes.
Collapse
Affiliation(s)
- Alexandra M. Cross
- School of Communication Sciences and Disorders, The University of Western Ontario, London, Canada
| | - Marc F. Joanisse
- Department of Psychology, The University of Western Ontario, London, Canada
| | - Lisa M. D. Archibald
- School of Communication Sciences and Disorders, The University of Western Ontario, London, Canada
| |
Collapse
|
6
|
Eisenwort B, Felnhofer A, Klier C. Mehrsprachiges Aufwachsen und Sprachentwicklungsstörungen. Eine Übersichtsarbeit. ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE 2018; 46:488-496. [DOI: 10.1024/1422-4917/a000599] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Für viele Kinder mit Migrationshintergrund ist das Erlernen der Zweitsprache im Aufnahmeland eine bedeutende Hürde für den Bildungserfolg. Durch die Vielzahl der Sprachen, die noch nicht detailliert linguistisch beschrieben sind, ist die Entwicklung von entsprechenden validen und reliablen Diagnoseinstrumenten und Screeningverfahren äußerst erschwert. Daraus entsteht ein diagnostisches Dilemma, da Kinder mit Erwerbsproblemen der Zweitsprache mit sprachentwicklungsgestörten Kindern (engl. Specific language impairment [SLI]) verwechselt werden können. Kinder mit Migrationshintergrund können linguistische Profile aufweisen, die oberflächlich an Kinder mit Sprachentwicklungsstörung erinnern. Der vorliegende Übersichtsartikel stellt ein selektives Review der relevanten Literatur dar und bietet Vorschläge für den Umgang mit den entsprechenden Herausforderungen. Es wird davon ausgegangen, dass die Prävalenz für die Sprachentwicklungsstörung bei mehrsprachig aufwachsenden Kindern nicht höher ist als bei einsprachig aufwachsenden Kindern und mehrsprachig aufwachsende Kinder ebenfalls subtile kognitive Schwächen zeigen können. Die Bedeutung von Sprachentwicklungsstörungen bei psychiatrisch erkrankten einsprachig und mehrsprachig aufwachsenden Kindern ist hinreichend belegt und muss bei der umfassenden Diagnostik mitbedacht werden. Eine essenzielle Maßnahme für jene Kinder mit Migrationshintergrund, die größere Probleme beim Erwerb der Zweitsprache haben, ist eine Sprachdiagnostik in der jeweiligen Muttersprache.
Collapse
Affiliation(s)
- Brigitte Eisenwort
- Universitätsklinik für Kinder- und Jugendheilkunde, Medizinische Universität, Wien
| | - Anna Felnhofer
- Universitätsklinik für Kinder- und Jugendheilkunde, Medizinische Universität, Wien
| | - Claudia Klier
- Universitätsklinik für Kinder- und Jugendheilkunde, Medizinische Universität, Wien
| |
Collapse
|
7
|
Zaki Ghali MG, Srinivasan VM, Wagner K, Rao C, Chen SR, Johnson JN, Kan P. Cognitive Sequelae of Unruptured and Ruptured Intracranial Aneurysms and their Treatment: Modalities for Neuropsychological Assessment. World Neurosurg 2018; 120:537-549. [PMID: 29966787 DOI: 10.1016/j.wneu.2018.06.178] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2018] [Revised: 06/20/2018] [Accepted: 06/21/2018] [Indexed: 10/28/2022]
Abstract
BACKGROUND Cognitive sequelae frequently follow subarachnoid hemorrhage (SAH) and include deficits across multiple domains of executive function. This factor affects overall functional outcomes negatively, especially in younger patients. Several clinical correlates predict development and severity of cognitive dysfunction after SAH. Hypothetical mechanisms of cognitive dysfunction in the absence of radiographic lesion include cerebral hypoperfusion and blood breakdown products, resulting in perturbed interneuronal communication and network synchrony, excitotoxicity, and altered microRNA expression. METHODS The PubMed database was searched for articles discussing cognitive outcomes in patients with unruptured and ruptured intracranial aneurysmal disease, sequelae of treatment, and modalities for neuropsychologic testing. RESULTS Treatment of unruptured intracranial aneurysms, although capable of preventing SAH, comes with its own set of complications and may also affect cognitive function. Neuropsychological tests such as the Montreal Cognitive Assessment, Mini-Mental Status Examination, and others have proved useful in evaluating cognitive decline. Studies using functional neurologic imaging modalities have identified regions with altered activation patterns during various cognitive tasks. The sum of research efforts in this field has provided useful insights and an initial understanding of cognitive dysfunction after aneurysm treatment and SAH that should prove useful in guiding and rendering future investigations more fruitful. CONCLUSIONS Development of finer and more sensitive neuropsychological tests in evaluating the different domains of cognitive function after aneurysm treatment and SAH in general will be useful in accurately determining outcomes after ictus and comparing efficacy of different therapeutic strategies.
Collapse
Affiliation(s)
| | | | - Kathryn Wagner
- Department of Neurosurgery, Baylor College of Medicine, Houston, Texas, USA
| | - Chethan Rao
- Department of Neurosurgery, Baylor College of Medicine, Houston, Texas, USA
| | - Stephen R Chen
- Department of Neurosurgery, Baylor College of Medicine, Houston, Texas, USA
| | - Jeremiah N Johnson
- Department of Neurosurgery, Baylor College of Medicine, Houston, Texas, USA
| | - Peter Kan
- Department of Neurosurgery, Baylor College of Medicine, Houston, Texas, USA.
| |
Collapse
|