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Castro M, Fernández V, Martínez A, Alcántara M, Campillo A, López-Soler C. Relationship Between Neurodevelopmental Areas and Difficulties in Emotional-Behavioural Variables in Children With Typical Development Under 2 Years of Age: Sex Differences. Psychol Belg 2024; 64:129-144. [PMID: 39247396 PMCID: PMC11378711 DOI: 10.5334/pb.1203] [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: 12/30/2022] [Accepted: 07/17/2024] [Indexed: 09/10/2024] Open
Abstract
The aim of this study was to examine the relationship between neurodevelopmental areas and possible difficulties in emotional-behavioural variables, and to determine if sex moderated this relationship. A community sample of 231 boys and girls with typical development and with a mean age of 19.84 months was evaluated, using the Bayley-III and CBCL 1.5-5 scales. The main results confirmed: (1) better linguistic abilities in girls in both language areas (receptive communication and expressive communication), finding more evidence according to the Bayesian analysis in expressive communication; (2) in the emotional-behavioural area girls had higher scores in withdrawal; (3) significant negative correlations of low magnitude were found between the Bayley and CBCL scales, particularly in the areas of language and cognitive and internalising and externalising problems; (4) children with low cognitive abilities and those with poor receptive communication showed more inter and externalising difficulties; (5) no significant predictive value or moderating effect of sex was found, (6) the number of participants who simultaneously manifested significant deficits in both domains (neurodevelopmental and emotional-behavioural) was very reduced. Future research should corroborate these results and the characteristics of the relationship found at these early ages. Detecting the population at risk in the first two years of life would enable the implementation of interventions aimed at improving neurodevelopmental deficits and emotional-behavioural problems. Thus, identification of deficits in one domain should lead to evaluation of the other.
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Affiliation(s)
| | | | - Antonia Martínez
- Faculty of Psychology, University of Mrucia, 30100 Murcia, Spain
| | - Mavi Alcántara
- Faculty of Psychology, University of Mrucia, 30100 Murcia, Spain
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Moeller MP, Gale E, Szarkowski A, Smith T, Birdsey BC, Moodie STF, Carr G, Stredler-Brown A, Yoshinaga-Itano C, Holzinger D. Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Foundation Principles. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2024; 29:SI53-SI63. [PMID: 38422441 DOI: 10.1093/deafed/enad037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 06/26/2023] [Accepted: 06/28/2023] [Indexed: 03/02/2024]
Abstract
This article is the fifth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The 10 FCEI-DHH Principles are organized conceptually into three sections (a) Foundation Principles, (b) Support Principles, and (c) Structure Principles. Collectively, they describe the essential Principles that guide FCEI for children who are DHH and their families. This article describes the Foundation Principles (Principles 1 and Principle 2). The Foundation Principles emphasize the essential elements of ensuring that families with children who are DHH can access early intervention (EI) and other appropriate supports, as well as highlight the need for provision of EI that is family-centered. Implementation of these FCEI-DHH Principles is intended to improve the lives and the outcomes of children who are DHH and their families around the globe.
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Affiliation(s)
- Mary Pat Moeller
- Center for Childhood Deafness, Language & Learning, Boys Town National Research Hospital, Omaha, NE, United States
| | - Elaine Gale
- School of Education, Deaf and Hard-of-Hearing Program, Hunter College, City University of New York, New York, NY, United States
| | - Amy Szarkowski
- The Institute, Children's Center for Communication/Beverly School for the Deaf, Beverly, MA, United States
- Institute for Community Inclusion, University of Massachusetts Boston, Boston, MA, United States
| | | | - Bianca C Birdsey
- Global Coalition of Parents of Children who are Deaf or Hard of Hearing (GPODHH), Durban, South Africa
| | - Sheila T F Moodie
- Health Sciences, School of Communication Sciences & Disorders, Western University, London, ON, Canada
| | - Gwen Carr
- Early Hearing Detection and Intervention and Family Centered Practice, London, United Kingdom
| | - Arlene Stredler-Brown
- Colorado Early Hearing Detection and Intervention Program, Colorado Department of Human Services, Denver, CO, United States
| | | | - Daniel Holzinger
- Institute of Neurology of Senses and Language, Hospital of St. John of God, Linz, Austria
- Research Institute for Developmental Medicine, Johannes Kepler University, Linz, Austria
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Szarkowski A, Moeller MP, Gale E, Smith T, Birdsey BC, Moodie STF, Carr G, Stredler-Brown A, Yoshinaga-Itano C, Holzinger D. Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Support Principles. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2024; 29:SI64-SI85. [PMID: 38422442 DOI: 10.1093/deafed/enad039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2022] [Revised: 07/07/2023] [Accepted: 08/31/2023] [Indexed: 03/02/2024]
Abstract
This article is the sixth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The Support Principles article is the second of three articles that describe the 10 Principles of FCEI-DHH, preceded by the Foundation Principles, and followed by the Structure Principles, all in this special issue. The Support Principles are composed of four Principles (Principles 3, 4, 5, and 6) that highlight (a) the importance of a variety of supports for families raising children who are DHH; (b) the need to attend to and ensure the well-being of all children who are DHH; (c) the necessity of building the language and communication abilities of children who are DHH and their family members; and (d) the importance of considering the family's strengths, needs, and values in decision-making.
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Affiliation(s)
- Amy Szarkowski
- The Institute, Children's Children's Center for Communication/Beverly School for the Deaf, Beverly, MA, United States
- Institute for Community Inclusion, University of Massachusetts Boston, Boston, MA, United States
| | - Mary Pat Moeller
- Center for Childhood Deafness, Language & Learning, Boys Town National Research Hospital, Omaha, NE, United States
| | - Elaine Gale
- School of Education, Deaf and Hard-of-Hearing Program, Hunter College, City University of New York, New York, NY, United States
| | | | - Bianca C Birdsey
- Global Coalition of Parents of Children who are Deaf or Hard of Hearing (GPODHH), Durban, South Africa
| | - Sheila T F Moodie
- Health Sciences, School of Communication Sciences & Disorders, Western University, London, ON, Canada
| | - Gwen Carr
- Early Hearing Detection and Intervention and Family Centered Practice, London, United Kingdom
| | - Arlene Stredler-Brown
- Colorado Early Hearing Detection and Intervention Program, Colorado Department of Human Services, Denver, CO, United States
| | | | - Daniel Holzinger
- Institute of Neurology of Senses and Language, Hospital of St. John of God, Linz, Austria
- Research Institute for Developmental Medicine, Johannes Kepler University, Linz, Austria
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Löytömäki J, Laakso ML, Huttunen K. Social-Emotional and Behavioural Difficulties in Children with Neurodevelopmental Disorders: Emotion Perception in Daily Life and in a Formal Assessment Context. J Autism Dev Disord 2023; 53:4744-4758. [PMID: 36184695 PMCID: PMC10627915 DOI: 10.1007/s10803-022-05768-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/13/2022] [Indexed: 10/10/2022]
Abstract
Children with neurodevelopmental disorders often have social-emotional and behavioural difficulties. The present study explored these difficulties in children (n = 50, aged 6-10 years) with autism spectrum disorder, attention-deficit/hyperactivity disorder and developmental language disorder. Parents, teachers and therapists evaluated children's social-emotional and behavioural difficulties through a self-devised questionnaire and the Strengths and Difficulties Questionnaire. Additionally, the children, along with their typically developing age peers (n = 106), completed six emotion discrimination tasks. Analysis revealed some impaired emotion discrimination skills that were predictive for behavioural challenges in daily life and associated with the parent-reported existence of friends. Timely intervention in these children is needed, and it should also include emotion perception training.
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Affiliation(s)
- Joanna Löytömäki
- Faculty of Humanities/Research Unit of Logopedics, University of Oulu, P.O. Box 1000, 90014, Oulun yliopisto, Finland.
| | - Marja-Leena Laakso
- Department of Education, University of Jyvaskyla, Finland PL 35, 40014, Jyvaskylan yliopisto, Finland
| | - Kerttu Huttunen
- Faculty of Humanities/Research Unit of Logopedics, University of Oulu, P.O. Box 1000, 90014, Oulun yliopisto, Finland
- Department of Otorhinolaryngology, Head and Neck Surgery, Oulu University Hospital, Oulu, Finland
- Medical Research Center Oulu, Oulu, Finland
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Coelho V, Peixoto C, Azevedo H, Machado F, Soares M, Espain A. Effects of a Portuguese social-emotional learning program on the competencies of elementary school students. Front Psychol 2023; 14:1195746. [PMID: 37265946 PMCID: PMC10230249 DOI: 10.3389/fpsyg.2023.1195746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Accepted: 04/26/2023] [Indexed: 06/03/2023] Open
Abstract
Introduction It is widely recognized that socio-emotional learning (SEL) interventions can contribute to supporting students' positive development of socio-emotional skills (SES) and positive relationships with peers and teachers. Thus, interest in promoting students' SES through universal evidence-based programs is spreading around the world, including in Portuguese schools. Methods This quasi-experimental study examines the efficacy of a SEL classroom-based program, infused into the curriculum, on students' communication, self-regulation, and classroom peer relationships. Participants included 208 third- to fourth-grade students from three Portuguese public elementary schools: 143 in the intervention group (54.5% boys; Mage = 8.72; SD = 0.61); 65 in the comparison group (52.3% boys; Mage = 8.66; SD = 0.59). Measures included: Study on Social and Emotional Skills, parent, child, and teacher versions; and Classroom Peer Context Questionnaire, completed by students. The study followed a pre- and post-test design, with a 16-week intervention. Results For the overall participants, results show a positive effect of the program on students' assertiveness (family report), peer conflict and peer cooperation. Effects were analyzed separately by school grade. A statistically significant positive effect of the program on third-grade students' assertiveness and sociability was found. For fourth-grade students, a positive effect was found on - emotional control). classroom conflicts, isolation, cooperation and cohesion behaviors. Discussion These positive effects support the expansion of universal interventions when aiming at strengthening SEL in Portuguese school settings, underlining the relevance of embedding SEL into the curricula and daily practices at schools.
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Affiliation(s)
- Vera Coelho
- University of Maia, Department of Social and Behavioral Sciences, Research Unit in Psychology and Human Development, Maia, Portugal
- Center for Psychology at the University of Porto, Porto, Portugal
| | - Carla Peixoto
- University of Maia, Department of Social and Behavioral Sciences, Research Unit in Psychology and Human Development, Maia, Portugal
- Center for Research and Innovation in Education (inED), School of Education, Porto Polytechnic, Porto, Portugal
| | - Helena Azevedo
- University of Maia, Department of Social and Behavioral Sciences, Research Unit in Psychology and Human Development, Maia, Portugal
| | - Francisco Machado
- University of Maia, Department of Social and Behavioral Sciences, Research Unit in Psychology and Human Development, Maia, Portugal
| | - Mónica Soares
- University of Maia, Department of Social and Behavioral Sciences, Research Unit in Psychology and Human Development, Maia, Portugal
- Higher School of Education of Paula Frassinetti, Porto, Portugal
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Domek GJ, Silveira L, Kuffel H, Szafran LH, Jimenez-Zambrano A, Camp BW. Using the Ages & Stages Questionnaire to assess later effects of an infant intervention promoting language in primary care. BMC Pediatr 2023; 23:162. [PMID: 37024860 PMCID: PMC10077687 DOI: 10.1186/s12887-023-03953-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Accepted: 03/14/2023] [Indexed: 04/08/2023] Open
Abstract
BACKGROUND Positive relational experiences during infancy have a profound impact on child development and are critical for future health and school readiness. We have been evaluating a simple finger puppet intervention that takes one minute and costs $1USD to deliver in the primary care setting to promote caregiver-infant interactions. We explored using developmental trajectories to determine later outcomes of our early intervention program by comparing trajectories to age 36 months to assess optimal intervention timing when delivered in early versus late infancy. METHODS Three cohorts were enrolled and given a puppet at 2 months (early intervention) and 6 or 12 months (late intervention). Child development was assessed using the Ages & Stages Questionnaires (ASQ-3), which were independently collected during well visits. Scanned ASQ-3 forms from 2 to 36 months were obtained retrospectively through the electronic medical record. To compare longitudinal scores at different ages, all raw scores were first converted to z-scores. Longitudinal mixed effects models examined the trajectories of participant ASQ-3 scores over time by comparing the average intercepts and slopes. RESULTS Of 180 children enrolled, 172 (96%) completed 2 or more ASQ-3 questionnaires and were included in the analysis, with a mean of 4.9 and a total of 843 questionnaires. Most children (85%) were on government-sponsored insurance. There were no statistical differences comparing cohort intercepts, while early intervention had a significant difference in slope compared to late intervention for the Personal-Social domain (0.12, p=0.018), resulting in higher predicted scores at 36 months. Early compared to late intervention had a difference in slope approaching significance for Communication (0.14, p=0.056) and the combined non-motor score (0.33, p=0.052). There were no significant differences in slope for Problem Solving (0.05, p=0.48), Gross Motor (-0.009, p=0.84), Fine Motor (0.06, p=0.22), and total ASQ-3 (0.32, p=0.17) scores. CONCLUSIONS Finger puppets may provide a simple and scalable way to encourage responsive caregiver-infant interactions promoting language and social-emotional development, especially when provided in early versus late infancy. Our trajectory analysis also demonstrates a useful and potentially cost-effective approach to evaluating long-term developmental outcomes of an early intervention.
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Affiliation(s)
- Gretchen J Domek
- Department of Pediatrics, University of Colorado Anschutz Medical Campus, 13123 E 16th Ave, B065, Aurora, CO, 80045, USA.
- Center for Global Health, Colorado School of Public Health, Mail Stop A090, 13199 E Montview Blvd, Suite 310, Aurora, CO, 80045, USA.
| | - Lori Silveira
- Department of Pediatrics, University of Colorado Anschutz Medical Campus, 13123 E 16th Ave, B065, Aurora, CO, 80045, USA
| | - Helene Kuffel
- University of Colorado School of Medicine, 13001 E 17th Pl, Aurora, CO, 80045, USA
| | - Lauren Heller Szafran
- Center for Global Health, Colorado School of Public Health, Mail Stop A090, 13199 E Montview Blvd, Suite 310, Aurora, CO, 80045, USA
| | - Andrea Jimenez-Zambrano
- Center for Global Health, Colorado School of Public Health, Mail Stop A090, 13199 E Montview Blvd, Suite 310, Aurora, CO, 80045, USA
- Adult & Child Center for Outcomes Research & Delivery Science, University of Colorado Anschutz Medical Campus, 1890 N Revere Ct, F443, Aurora, CO, 80045, USA
| | - Bonnie W Camp
- Department of Pediatrics, University of Colorado Anschutz Medical Campus, 13123 E 16th Ave, B065, Aurora, CO, 80045, USA
- Department of Psychiatry, University of Colorado Anschutz Medical Campus, 13001 E 17th Place, Aurora, CO, 80045, USA
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A Preliminary Longitudinal Study on Infant-Directed Speech (IDS) Components in the First Year of Life. CHILDREN 2023; 10:children10030413. [PMID: 36979971 PMCID: PMC10047274 DOI: 10.3390/children10030413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Revised: 02/15/2023] [Accepted: 02/17/2023] [Indexed: 02/24/2023]
Abstract
Infant-directed speech (IDS) is an essential factor of mother–infant interaction and facilitates early language processing and word learning during dyadic interactions. This study aimed to longitudinally investigate emotional and prosodic components of IDS in the first year of life by analyzing children’s responses to the different prosodic trends that mothers use during the observation of mother–child interactions. Seventeen mothers and infants were recruited for this study during their first hospitalization. The study involved observing communication changes in face-to-face interactions between the mother and child at three, six, and nine months after the child’s birth. We analyzed the relationship between gaze direction, smiling, speech speed, and clarity. The results showed that the IDS differs in production when compared to the age of the child; at only nine months, there is high intensity. The same is evident from the results related to the elocution velocity. The verbal sensitivity of the mother and the ability to tune in to the affective states of the child, especially at nine months, can predict the child’s understanding of future language.
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Ramkumar V, Krumm M. Tele-audiology diagnostic testing services for children with disabilities in a school setting: A pilot study. Int J Pediatr Otorhinolaryngol 2023; 165:111426. [PMID: 36587539 DOI: 10.1016/j.ijporl.2022.111426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 12/18/2022] [Accepted: 12/22/2022] [Indexed: 12/31/2022]
Abstract
OBJECTIVE Children with disabilities (CWDs) having comorbidities face challenges in accessing and completing diagnostic hearing evaluations. This study was conducted to determine whether a tele-audiology diagnostic test battery can be administered to school-aged CWDs having comorbidities in a school-setting. DESIGN A proof-of-concept pilot study using a cross-sectional design. STUDY SAMPLE Ten typically developing children between 3 years 9 months and 10 years 9 months of age; mean age of 8 years 3 months (pilot-norm group) and seven CWDs having comorbidities between 3 years and 8 years and 1 month of age; mean age of 5 years and 2 months (CWD group) participated in the study. A diagnostic test protocol delivered via tele-audiology was first administered to the pilot-norm group to ensure its efficiency and suitability for use in the CWD group. Following modifications, the diagnostic test protocol was delivered for CWDs. RESULTS We identified key aspects, including the role of the facilitator in conducting a diagnostic test battery using tele-audiology on CWDs, the usefulness of having co-facilitators to support child-friendly testing, as well as technology-related requirements. With respect to tele-audiology diagnostic testing, it was possible to quickly assess peripheral hearing using synchronous tele video-otoscopy, tympanometry, and DPOAEs. We identified limitations in conducting behavioral audiometry and completing tone-burst ABRs in CWDs. CONCLUSION Evidence was obtained from this exploratory pilot study that a tele-audiology diagnostic test battery can be administered in a school setting to school-aged CWDs having comorbidities. Tele-audiology can be considered to provide hearing healthcare services to school-aged CWDs who may otherwise not receive these services.
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Affiliation(s)
- Vidya Ramkumar
- Faculty of Audiology and Speech, Language Pathology, Sri Ramachandra Institute for Higher Education and Research, Chennai, India.
| | - Mark Krumm
- Department of Speech Pathology and Audiology, School of Health Sciences, Kent State University, Kent, OH, USA
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Uchikawa H, Yamoto S, Saito M. Increase in children with developmental delay: Survey on 18-month-old children in Togane city, Japan. Brain Dev 2023; 45:278-284. [PMID: 36737295 DOI: 10.1016/j.braindev.2023.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Revised: 01/13/2023] [Accepted: 01/19/2023] [Indexed: 02/05/2023]
Abstract
BACKGROUND Individuals who visit hospitals with neurodevelopmental disorders have recently increased. To locate the cause for this increase, various factors, such as environmental and genetic ones, are being investigated. The objective of this study is to analyze the developmental delay in children and their background. METHODS The participants were children who underwent the checkup for 18-month-old children in Togane city, Japan, from 2011 to 2021; 4,145 children-2,147 boys and 1,998 girls with a mean age of 18.8 months-were included. To examine the tendency over time and the background, we used the questionnaire about development and lifestyle reported by parents. RESULTS The number of children who did not produce pointing gestures or respond to their names and low-volume sounds tended to increase over the survey period (p = 0.0125, p = 0.0435, p = 0.0275). Next, we examined the relationship between pointing gestures and lifestyle and found that there was a relationship between attending a nursery school and bedtime and pointing gestures. CONCLUSION A slow developmental trend over the last decade has been observed among children. The background was related to attending a nursery school and bedtime, suggesting that interaction with others and sleep are important for the development of children.
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Affiliation(s)
- Hideki Uchikawa
- Department of Pediatrics, Eastern Chiba Medical Center, Togane, Japan; Department of General Medical Science, Graduate School of Medicine, Chiba University, Chiba, Japan.
| | - Seika Yamoto
- Division of Health Promotion, Togane-shi Office, Togane, Japan
| | - Mika Saito
- Division of Health Promotion, Togane-shi Office, Togane, Japan
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Liu Y, Feng Q, Tong Y, Guo K. Effect of physical exercise on social adaptability of college students: Chain intermediary effect of social-emotional competency and self-esteem. Front Psychol 2023; 14:1120925. [PMID: 37034961 PMCID: PMC10074493 DOI: 10.3389/fpsyg.2023.1120925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2022] [Accepted: 02/21/2023] [Indexed: 04/11/2023] Open
Abstract
Objective To explore the relationship between physical exercise and college students' social adaptability, as well as the mediating role of social-emotional competency and self-esteem. Methods One thousand two hundred thirty college students were investigated by physical exercise questionnaire, social-emotional competency scale, self-esteem scale, and social adaptability scale. Data were analyzed by Pearson correlation analysis, structural equation model test and deviation-corrected percentile Bootstrap method. Results (1) Physical exercise was positively correlated with social adaptability (r = 0.397, p < 0.01), and the direct path of physical exercise on social adaptability was significant (β = 0.397, t = 15.174, p < 0.01). (2) Physical exercise positively predicted social-emotional competency (β = 0.399, t = 15.235, p < 0.01) and self-esteem (β = 0.305, t = 10.570, p < 0.01). Social-emotional competency positively predicted self-esteem (β = 0.130, t = 4.507, p < 0.01) and social adaptability (β = 0.169, t = 6.104, p < 0.01). Self-esteem positively predicted social adaptability (β = 0.189, t = 6.957, p < 0.01). (3) Social-emotional competency and self-esteem play a significant mediating role between physical exercise and social adaptability. The mediating effect includes three paths: physical exercise→social-emotional competency→social adaptability (the mediating effect value: 0.068); physical exercise→self-esteem→social adaptability (the mediating effect value: 0.059). Physical exercise→social-emotional competency→self-esteem→social adaptability (the mediating effect value: 0.010). Conclusion Physical exercise can not only directly affect social adaptability of college students, but also indirectly affect social adaptability through the independent intermediary role of social-emotional competency and self-esteem. Furthermore, physical exercise also affect social adaptability through the chain mediation of social-emotional competency and self-esteem.
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