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Morris S, Farran EK, Gilligan-Lee K. Exploring relative strengths in people with Down syndrome: Spatial thinking and its role in mathematics. J Exp Child Psychol 2024; 246:105986. [PMID: 38917683 DOI: 10.1016/j.jecp.2024.105986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Revised: 04/02/2024] [Accepted: 05/07/2024] [Indexed: 06/27/2024]
Abstract
There is convincing evidence that training spatial abilities leads to improved mathematics performance in typically developing (TD) children. However, a lack of information on mathematical development and spatial-mathematical associations in people with Down syndrome (DS) hinders the translation of these interventions. Here, we established developmental trajectories of mathematics and explored whether spatial ability predicts attainment on different mathematics measures in individuals with DS. Participants with DS (n = 36; ages 9-35 years) and TD children (n = 132; ages 4-11 years) completed three groups of tasks: spatial tasks assessing different subdomains of spatial thinking; mathematics tasks assessing early mathematics skills, mathematical reasoning, arithmetic, and geometry; and IQ tasks. The developmental trajectories of mathematics performance against mental age revealed similar starting points of the trajectories and similar rates of development for DS and TD groups. Furthermore, after controlling for verbal skills, spatial skills explained 5.8% to 18.1% of the variation in mathematical performance across different mathematics tasks, and the pattern of spatial-mathematical relations was similar for DS and mental age-matched TD groups. This shows that mathematical development in DS groups appears to mirror that in TD children, indicative of delay only. Strong spatial-mathematical relations were observed for individuals with DS, like those seen for TD participants. This is the vital preliminary knowledge needed to support the design and use of spatial intervention for improving mathematics in individuals with DS.
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Affiliation(s)
- Su Morris
- School of Psychology, University of Surrey, Guildford, Surrey GU2 7XH, UK.
| | - Emily K Farran
- School of Psychology, University of Surrey, Guildford, Surrey GU2 7XH, UK; Centre for Educational Neuroscience, Birkbeck, University of London, London WC1H 0AP, UK
| | - Katie Gilligan-Lee
- School of Psychology, University of Surrey, Guildford, Surrey GU2 7XH, UK; Centre for Educational Neuroscience, Birkbeck, University of London, London WC1H 0AP, UK; School of Psychology, University College Dublin, Ireland
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Hennessy A, Nichols ES, Al-Saoud S, Brossard-Racine M, Duerden EG. Identifying cognitive profiles in children with neurodevelopmental disorders using online cognitive testing. Clin Child Psychol Psychiatry 2024; 29:591-607. [PMID: 38282296 PMCID: PMC10945998 DOI: 10.1177/13591045241228889] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/30/2024]
Abstract
Children with neurodevelopmental disorders (NDDs) such as autism spectrum disorder (ASD), and attention deficit hyperactivity disorder (ADHD) tend to exhibit similar deficits in attention and memory ability. Early screening of cognitive deficits in children with NDDs, particularly in preschool children, is fundamental to improving cognitive and academic outcomes. In order to determine cognitive profiles in children with ASD and ADHD, we developed accessible audiovisual instructions for an online battery of 13 cognitive tests. Children ages 4-16 who were diagnosed with ADHD (n = 83), or ASD (n = 37), or who were typically developing children (TD) (n = 86) were recruited. Data were analyzed using a stepwise Discriminant Analysis to determine which cognitive tasks were the strongest discriminators between the diagnostic groups. Results revealed four tasks reflective of working memory, reasoning, and attentional processes, which correctly classified approximately 53-60% of each group. The ADHD group had lower scores on attentional tasks compared to TD, while ASD group had lower scores on reasoning tasks compared to the TD children, and made more attempts across all four tasks. The results from this study stress the need for cognitive screening assessments that include domain-specific items to improve the characterization of executive function deficits and promote academic achievement in all children with NDDs.
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Affiliation(s)
- Abagail Hennessy
- Applied Psychology, Faculty of Education, Western University, Canada
| | - Emily S Nichols
- Applied Psychology, Faculty of Education, Western University, Canada
- Western Institute for Neuroscience, Western University, Canada
| | - Sarah Al-Saoud
- Applied Psychology, Faculty of Education, Western University, Canada
| | | | - Emma G Duerden
- Applied Psychology, Faculty of Education, Western University, Canada
- Western Institute for Neuroscience, Western University, Canada
- Neuroscience, Schulich School of Medicine and Dentistry, Western University, Canada
- Psychiatry, Schulich School of Medicine and Dentistry, University of Western Ontario, Canada
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Keenan PM, Doody O. An update of the reported effects of the COVID-19 pandemic on person with intellectual disability and their carers: a scoping review. Ann Med 2023; 55:2196437. [PMID: 37070369 PMCID: PMC10120563 DOI: 10.1080/07853890.2023.2196437] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Accepted: 03/23/2023] [Indexed: 04/19/2023] Open
Abstract
BACKGROUND The effects of the COVID-19 pandemic has been felt by all groups in society and people with intellectual disability are especially vulnerable due to underlying conditions/health problems, multi-morbidity, limitations in understanding, frailty and social circumstances. This places people with intellectual disability, their families and carers at increased risk of stress and in need of support. OBJECTIVE To update and chart the evidence of the effects of the COVID-19 pandemic on people with intellectual disability, their families and carers reported within the research in 2021. METHODS A scoping review of research published in 2021 across 7 databases. RESULTS 84 studies met the inclusion criteria, and the findings highlight people with intellectual disability are at a greater risk to COVID-19 health outcomes due to underlying health concerns and access issues. The effects of COVID-19 can be seen from a personal, social and health perspective for people with intellectual disability, their carers and families. However, COVID-19 did have some unanticipated benefits such as: less demand on time, greater opportunity to engage with people of value and building resilience. CONCLUSIONS COVID-19 presents many challenges but for people with intellectual disability compounding existing obstacles encountered in access issues, service provision and supports available. There is a need to identify and describe the experiences of people with intellectual disability, their families and carers in the medium-long term during COVID-19. Greater supports and evidence of effective interventions to promote health, deliver services and support individual with intellectual disability is needed as there is little evidence of clinical care for people with intellectual disability during COVID-19.
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Affiliation(s)
| | - Owen Doody
- Department of Nursing and Midwifery, Health Research Institute, University of Limerick, Limerick, Ireland
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Tuerk C, Saha T, Bouchard MF, Booij L. Computerized Cognitive Test Batteries for Children and Adolescents-A Scoping Review of Tools For Lab- and Web-Based Settings From 2000 to 2021. Arch Clin Neuropsychol 2023; 38:1683-1710. [PMID: 37259540 PMCID: PMC10681451 DOI: 10.1093/arclin/acad039] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Revised: 03/20/2023] [Accepted: 04/20/2023] [Indexed: 06/02/2023] Open
Abstract
OBJECTIVE Cognitive functioning is essential to well-being. Since cognitive difficulties are common in many disorders, their early identification is critical, notably during childhood and adolescence. This scoping review aims to provide a comprehensive literature overview of computerized cognitive test batteries (CCTB) that have been developed and used in children and adolescents over the past 22 years and to evaluate their psychometric properties. METHOD Among 3192 records identified from three databases (PubMed, PsycNET, and Web of Science) between 2000 and 2021, 564 peer-reviewed articles conducted in children and adolescents aged 3 to 18 years met inclusion criteria. Twenty main CCTBs were identified and further reviewed following PRISMA guidelines. Relevant study details (sample information, topic, location, setting, norms, and psychometrics) were extracted, as well as administration and instrument characteristics for the main CCTBs. RESULTS Findings suggest that CCTB use varies according to age, location, and topic, with eight tools accounting for 85% of studies, and the Cambridge Neuropsychological Test Automated Battery (CANTAB) being most frequently used. Few instruments were applied in web-based settings or include social cognition tasks. Only 13% of studies reported psychometric properties. CONCLUSIONS Over the past two decades, a high number of computerized cognitive batteries have been developed. Among these, more validation studies are needed, particularly across diverse cultural contexts. This review offers a comprehensive synthesis of CCTBs to aid both researchers and clinicians to conduct cognitive assessments in children in either a lab- or web-based setting.
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Affiliation(s)
- Carola Tuerk
- Department of Psychology, Concordia University, 7141 Sherbrooke Street West, Montreal, QC H4B 1R6, Canada
- Sainte-Justine Hospital Research Center, 3175 Côte-Sainte-Catherine Road, Montreal, QC H3T 1C5, Canada
| | - Trisha Saha
- Department of Environmental and Occupational Health, School of Public Health, University of Montreal, 7101 Park Avenue, Montreal, QC H3N 1X9, Canada
| | - Maryse F Bouchard
- Sainte-Justine Hospital Research Center, 3175 Côte-Sainte-Catherine Road, Montreal, QC H3T 1C5, Canada
- Department of Environmental and Occupational Health, School of Public Health, University of Montreal, 7101 Park Avenue, Montreal, QC H3N 1X9, Canada
- Institut National de la Recherche Scientifique, 531 des Prairies Blvd, Laval, QC H7V 1B7, Canada
| | - Linda Booij
- Department of Psychology, Concordia University, 7141 Sherbrooke Street West, Montreal, QC H4B 1R6, Canada
- Sainte-Justine Hospital Research Center, 3175 Côte-Sainte-Catherine Road, Montreal, QC H3T 1C5, Canada
- Department of Psychiatry and Addictology, University of Montreal, 2900 Boulevard Edouard Montpetit, Montreal, QC H3T 1J4, Canada
- Department of Psychiatry, McGill University, 1033 Pine Avenue West, Montreal, Quebec H3A 1A1, Canada
- Research Centre, Douglas Mental Health University Institute, 6875 Boulevard LaSalle, Verdun, QC H4H 1R3, Canada
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McElwain NL, Hu Y, Li X, Fisher MC, Baldwin JC, Bodway JM. Zoom, Zoom, Baby! Assessing Mother-Infant Interaction During the Still Face Paradigm and Infant Language Development via a Virtual Visit Procedure. Front Psychol 2022; 12:734492. [PMID: 35250686 PMCID: PMC8888453 DOI: 10.3389/fpsyg.2021.734492] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 12/27/2021] [Indexed: 11/13/2022] Open
Abstract
The COVID-19 pandemic has necessitated innovations in data collection protocols, including use of virtual or remote visits. Although developmental scientists used virtual visits prior to COVID-19, validation of virtual assessments of infant socioemotional and language development are lacking. We aimed to fill this gap by validating a virtual visit protocol that assesses mother and infant behavior during the Still Face Paradigm (SFP) and infant receptive and expressive communication using the Bayley-III Screening Test. Validation was accomplished through comparisons of data (i.e., proportions of missing data for a given task; observed infant and maternal behaviors) collected during in-person laboratory visits and virtual visits conducted via Zoom. Of the 119 mother-infant dyads who participated, 73 participated in lab visits only, 13 participated in virtual visits only, and 33 dyads participated in a combination of lab and virtual visits across four time points (3, 6, 9, and 12 months). Maternal perspectives of, and preferences for, virtual visits were also assessed. Proportions of missing data were higher during virtual visits, particularly for assessments of infant receptive communication. Nonetheless, comparisons of virtual and laboratory visits within a given time point (3, 6, or 9 months) indicated that mothers and infants showed similar proportions of facial expressions, vocalizations and directions of gaze during the SFP and infants showed similar and expected patterns of behavioral change across SFP episodes. Infants also demonstrated comparable expressive and receptive communicative abilities across virtual and laboratory assessments. Maternal reports of ease and preference for virtual visits varied by infant age, with mothers of 12-month-old infants reporting, on average, less ease of virtual visits and a preference for in-person visits. Results are discussed in terms of feasibility and validity of virtual visits for assessing infant socioemotional and language development, and broader advantages and disadvantages of virtual visits are also considered.
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Affiliation(s)
- Nancy L McElwain
- Department of Human Development and Family Studies, College of Agricultural, Consumer, and Environmental Sciences, University of Illinois at Urbana-Champaign, Urbana, IL, United States.,Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Yannan Hu
- Department of Human Development and Family Studies, College of Agricultural, Consumer, and Environmental Sciences, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Xiaomei Li
- Department of Human Development and Family Studies, College of Agricultural, Consumer, and Environmental Sciences, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Meghan C Fisher
- Department of Human Development and Family Studies, College of Agricultural, Consumer, and Environmental Sciences, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Jenny C Baldwin
- Department of Human Development and Family Studies, College of Agricultural, Consumer, and Environmental Sciences, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Jordan M Bodway
- Department of Human Development and Family Studies, College of Agricultural, Consumer, and Environmental Sciences, University of Illinois at Urbana-Champaign, Urbana, IL, United States
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