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Norton ES, Manning BL, Harriott EM, Nikolaeva JI, Nyabingi OS, Fredian KM, Page JM, McWeeny S, Krogh-Jespersen S, MacNeill LA, Roberts MY, Wakschlag LS. Social EEG: A novel neurodevelopmental approach to studying brain-behavior links and brain-to-brain synchrony during naturalistic toddler-parent interactions. Dev Psychobiol 2022; 64:e22240. [PMID: 35312062 PMCID: PMC9867891 DOI: 10.1002/dev.22240] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 10/26/2021] [Accepted: 10/29/2021] [Indexed: 01/26/2023]
Abstract
Despite increasing emphasis on emergent brain-behavior patterns supporting language, cognitive, and socioemotional development in toddlerhood, methodologic challenges impede their characterization. Toddlers are notoriously difficult to engage in brain research, leaving a developmental window in which neural processes are understudied. Further, electroencephalography (EEG) and event-related potential paradigms at this age typically employ structured, experimental tasks that rarely reflect formative naturalistic interactions with caregivers. Here, we introduce and provide proof of concept for a new "Social EEG" paradigm, in which parent-toddler dyads interact naturally during EEG recording. Parents and toddlers sit at a table together and engage in different activities, such as book sharing or watching a movie. EEG is time locked to the video recording of their interaction. Offline, behavioral data are microcoded with mutually exclusive engagement state codes. From 216 sessions to date with 2- and 3-year-old toddlers and their parents, 72% of dyads successfully completed the full Social EEG paradigm, suggesting that it is possible to collect dual EEG from parents and toddlers during naturalistic interactions. In addition to providing naturalistic information about child neural development within the caregiving context, this paradigm holds promise for examination of emerging constructs such as brain-to-brain synchrony in parents and children.
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Affiliation(s)
- Elizabeth S. Norton
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
- Department of Medical Social Sciences and Institute for Innovations in Developmental Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
| | - Brittany L. Manning
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
| | - Emily M. Harriott
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
| | - Julia I. Nikolaeva
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
| | - Olufemi S. Nyabingi
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
| | - Kaitlyn M. Fredian
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
| | - Jessica M. Page
- Department of Medical Social Sciences and Institute for Innovations in Developmental Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
| | - Sean McWeeny
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
| | - Sheila Krogh-Jespersen
- Department of Medical Social Sciences and Institute for Innovations in Developmental Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
| | - Leigha A. MacNeill
- Department of Medical Social Sciences and Institute for Innovations in Developmental Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
| | - Megan Y. Roberts
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
- Department of Medical Social Sciences and Institute for Innovations in Developmental Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
| | - Lauren S. Wakschlag
- Department of Medical Social Sciences and Institute for Innovations in Developmental Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
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Manning BL, Harpole A, Harriott EM, Postolowicz K, Norton ES. Taking Language Samples Home: Feasibility, Reliability, and Validity of Child Language Samples Conducted Remotely With Video Chat Versus In-Person. J Speech Lang Hear Res 2020; 63:3982-3990. [PMID: 33186507 PMCID: PMC8608210 DOI: 10.1044/2020_jslhr-20-00202] [Citation(s) in RCA: 34] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2020] [Revised: 07/02/2020] [Accepted: 07/26/2020] [Indexed: 05/15/2023]
Abstract
Purpose There has been increased interest in using telepractice for involving more diverse children in research and clinical services, as well as when in-person assessment is challenging, such as during COVID-19. Little is known, however, about the feasibility, reliability, and validity of language samples when conducted via telepractice. Method Child language samples from parent-child play were recorded either in person in the laboratory or via video chat at home, using parents' preferred commercially available software on their own device. Samples were transcribed and analyzed using Systematic Analysis of Language Transcripts software. Analyses compared measures between-subjects for 46 dyads who completed video chat language samples versus 16 who completed in-person samples; within-subjects analyses were conducted for a subset of 13 dyads who completed both types. Groups did not differ significantly on child age, sex, or socioeconomic status. Results The number of usable samples and percent of utterances with intelligible audio signal did not differ significantly for in-person versus video chat language samples. Child speech and language characteristics (including mean length of utterance, type-token ratio, number of different words, grammatical errors/omissions, and child speech intelligibility) did not differ significantly between in-person and video chat methods. This was the case for between-group analyses and within-child comparisons. Furthermore, transcription reliability (conducted on a subset of samples) was high and did not differ between in-person and video chat methods. Conclusions This study demonstrates that child language samples collected via video chat are largely comparable to in-person samples in terms of key speech and language measures. Best practices for maximizing data quality for using video chat language samples are provided.
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Affiliation(s)
- Brittany L. Manning
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Alexandra Harpole
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Emily M. Harriott
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Kamila Postolowicz
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Elizabeth S. Norton
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
- Department of Medical Social Sciences and Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL
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Manning BL, Roberts MY, Estabrook R, Petitclerc A, Burns JL, Briggs-Gowan M, Wakschlag LS, Norton ES. Relations Between Toddler Expressive Language and Temper Tantrums in a Community Sample. J Appl Dev Psychol 2019; 65:101070. [PMID: 33707806 PMCID: PMC7946112 DOI: 10.1016/j.appdev.2019.101070] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
This study examined the frequent clinical observation that toddlers with less expressive language have more severe temper tantrums. A representative sample of 2,001 mothers reported on their toddler's expressive vocabulary and frequency of different temper tantrum behaviors, a prominent feature of irritability and an emergent marker of mental health risk. Results revealed that 12- to 38-month-olds with fewer spoken words demonstrated more severe (frequent and dysregulated) temper tantrums. Toddlers who were late talkers at 24-30 months also had more severe tantrums; their relative risk of having severe tantrums was 1.96 times greater than peers with typical language. These results are the first to show that language and temper tantrums are related, and that this relation is present in the second year of life. These findings point to the importance of assessing both language and mental health risk in order to promote earlier identification and intervention for early childhood disorders.
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Affiliation(s)
- Brittany L. Manning
- Roxelyn and Richard Pepper Department of Communication
Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
| | - Megan Y. Roberts
- Roxelyn and Richard Pepper Department of Communication
Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
- Northwestern University Institute for Innovations in
Developmental Sciences, Chicago, Illinois, USA
- Department of Medical Social Sciences, Feinberg School of
Medicine, Northwestern University, Chicago, Illinois, USA
| | - Ryne Estabrook
- Northwestern University Institute for Innovations in
Developmental Sciences, Chicago, Illinois, USA
- Department of Medical Social Sciences, Feinberg School of
Medicine, Northwestern University, Chicago, Illinois, USA
| | - Amélie Petitclerc
- Northwestern University Institute for Innovations in
Developmental Sciences, Chicago, Illinois, USA
- Department of Medical Social Sciences, Feinberg School of
Medicine, Northwestern University, Chicago, Illinois, USA
| | - James L. Burns
- Department of Medical Social Sciences, Feinberg School of
Medicine, Northwestern University, Chicago, Illinois, USA
| | - Margaret Briggs-Gowan
- Department of Psychiatry, University of Connecticut School
of Medicine, Farmington, Connecticut, USA
| | - Lauren S. Wakschlag
- Northwestern University Institute for Innovations in
Developmental Sciences, Chicago, Illinois, USA
- Department of Medical Social Sciences, Feinberg School of
Medicine, Northwestern University, Chicago, Illinois, USA
- Institute for Policy Research, Northwestern University,
Evanston, Illinois, USA
| | - Elizabeth S. Norton
- Roxelyn and Richard Pepper Department of Communication
Sciences and Disorders, Northwestern University, Evanston, Illinois, USA
- Northwestern University Institute for Innovations in
Developmental Sciences, Chicago, Illinois, USA
- Department of Medical Social Sciences, Feinberg School of
Medicine, Northwestern University, Chicago, Illinois, USA
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Abstract
We present a technique for the treatment of prominent ears using a diamond burr to produce a very natural and stable antihelical fold. Our experience in the treatment of over 43 ears over a ten-year period has been very satisfactory for both patient and surgeon. This procedure overcomes many of the shortcomings of more traditional techniques of otoplasty, including suture pull-through, widened antihelical fold, and an unpredictable, unstable result.
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