Search Results (11)

Background/Objectives: Although specific language impairment (SLI) was thought to be a language impairment, recent studies suggest that it is also associated with domain-general and nonverbal deficits such as deficits in nonverbal working memory, visual short-term memory, executive functions, etc. This study aimed to examine if applied visual strategy when copying the Rey–Osterrieth complex figure (ROCF) correlates with language abilities in children with SLI. Methods: The sample consisted of 37 children diagnosed with SLI, divided into two groups based on the strategy used when copying ROCF. We used ROCF to assess perceptual organization and planning, and the Peabody Picture Vocabulary Test, Boston Naming Test, Token Test, Grammatical Judgment, The Children’s Grammar, and Global Articulation Test for language measurement. Univariate ANOVA was used for statistical analysis. Results: The results indicate that children who used a more mature strategy when copying ROCF achieved better results on tests used to assess grammar and articulation status. Conclusions: These results support the conclusion that there are neurocognitive mechanisms underlying both grammatical and visuospatial deficits. The obtained results suggest the importance of examining visual and visuospatial functions in children with SLI and the need for more comprehensive treatment of those children. Full article

Objective: To evaluate the psychometric properties of the Shortened Version of the Token Test (SVTT), the Peabody Picture Vocabulary Test (PPVT-III), and the Rey–Osterrieth Complex Figure (ROCF) using an item response theory (IRT) framework and to establish normative data for Waranka children and adolescents based on their ability scores. Methods: A total of 436 healthy people aged between 6 and 17 participated in this study. The factor structure was evaluated using confirmatory factor analysis (CFA) and the difficulty and discrimination parameters using IRT through the two-parameter logistic model for the SVTT and PPTV-III, while for the ROCF, the graded response model was used. The ordinal alpha and McDonald’s omega were used for reliability. Results: For most items, a low ability was enough to achieve the highest scores for the ROCF and SVTT. For the PPVT-III, the items aligned sequentially based on the difficulty, and a low level of ability was enough to achieve the highest score for the first 40 items. The ROCF, SVTT, and PPVT-III demonstrated adequate reliability. The ROCF copy and immediate recall scores were influenced by the mean parents’ years of education (MPE) and quadratic age interaction. The SVTT performance was affected by the quadratic age and sex interaction, and the PPVT-III by the interaction effect of the MPE and quadratic age. Conclusions: This is the first study to analyze the psychometric properties of the ROCF, SVTT, and PPVT-III through IRT models that are accurate and relevant for the validity of the obtained data and generate normative data in the under-represented nation of Ecuador for clinical and research purposes. Full article

Background/Objectives: Autism Spectrum Disorder (ASD) are neurodevelopmental disorders marked by challenges in social interaction, communication, and repetitive behaviors. People with ASD may exhibit repetitive behaviors, unique ways of learning, and different ways of interacting with the world. The term “spectrum” reflects the wide variability in how ASD manifests in individuals, including differences in abilities, symptoms, and support needs, and conditions characterized by difficulties in social interactions, communication, restricted interests, and repetitive behaviors. Inflammation plays a crucial role in the pathophysiology, with increased pro-inflammatory cytokines in cerebrospinal fluid. Previous studies with transcranial magnetic stimulation have shown promising results, suggesting nervous system susceptibility to electromagnetic fields, with evidence indicating that extremely low-frequency electromagnetic field (ELF-EMF) treatment may modulate inflammatory responses through multiple pathways, including the reduction of pro-inflammatory cytokines like IL-6 and TNF-α, and the enhancement of anti-inflammatory mediators. Methods: This pilot study included 20 children (ages 2–13) with a confirmed diagnosis of ASD. A 15-week protocol involved ELF-EMF treatments using the SEQEX device, with specific day and night programs. Assessment was conducted through standardized pre- and post-treatment tests: Achenbach Child Behavior Checklist, Peabody Picture Vocabulary Test-4, Expressive One Word Picture Vocabulary Test-4, and Conner’s 3GI. Results: Statistically significant improvements were observed in receptive language (PPVT-4: from 74.07 to 90.40, p = 0.002) and expressive language (EOWPVT-4: from 84.17 to 90.50, p = 0.041). Notable reductions, with statistical significance, were found in externalizing problems across both age groups (1.5–5 years: p = 0.028; 6–18 years: p = 0.027), with particular improvement in attention and behavioral problems. The results were observed over a short period of 15 weeks, therefore excluding the possibility of coincidental age-related gains, that would typically occur during a normal developmental timeframe. Parent evaluations showed significant reduction in ASD symptoms, particularly in the 1.5–5 years group (p = 0.046). Conclusions: ELF-EMF treatment demonstrated a high safety profile and efficacy in mitigating ASD-related symptoms. The observed improvements suggest both direct effects on central and autonomic nervous systems and indirect effects through inflammatory response modulation. Further studies are needed to confirm these promising results through broader demographics and randomized control designs. Full article

Neurodevelopmental outcomes for preschool-age children in the United States with in utero Zika virus (ZIKV) exposure have not yet been reported. We performed a case-control study to assess whether children exposed in utero to ZIKV have abnormal neurodevelopment at age 4–5 years compared to unexposed controls. Thirteen ZIKV-exposed cases that did not have microcephaly or other specific features of congenital Zika syndrome and 12 controls were evaluated between ages 4–5 years. Child neurodevelopment was assessed using the Pediatric Evaluation of Disability Inventory, Behavior Rating Inventory of Executive Function, Peabody Picture Vocabulary Test, Bracken School Readiness Assessment (BSRA), and Movement Assessment Battery for Children (MABC). Caregivers answered questions on the child’s medical history and family demographics. Cases and controls were evaluated at mean (SD) ages 4.9 (0.3) and 4.8 (0.4) years, respectively. Caregivers reported more behavior and mood problems in cases than controls. MABC scores showed more gross and fine motor coordination difficulties among cases than controls. Controls trended towards higher performance on concepts underlying school readiness on BSRA. Three cases had a diagnosis of autism spectrum disorder or global developmental delay. Continued follow-up through school age for children with prenatal ZIKV exposure is needed to understand the impact of in utero ZIKV exposure on motor coordination, cognition, executive function, and academic achievement. Full article

Proficiency of multisensory processing and motor skill are often associated with early cognitive, social, and language development. However, little research exists regarding the relationship between multisensory motor reaction times (MRTs) to auditory, visual and audiovisual stimuli, and classical measures of receptive language and expressive vocabulary development in school-age children. Thus, this study aimed to examine the concurrent development of performance in classical tests of receptive (Peabody Picture Vocabulary Test; abbreviated as PPVT) and expressive vocabulary (Expressive Vocabulary Test; abbreviated as EVT), nonverbal intelligence (NVIQ) (determined with the aid of Raven’s Colored Progressive Matrices; abbreviated as RCPM), speed of visual–verbal processing in the Rapid Automatic Naming (RAN) test, Eye–Hand Co-ordination (EHC) in the SLURP task, and multisensory MRTs, in children (n = 75), aged between 5 and 10 years. Bayesian statistical analysis showed evidence for age group differences in EVT performance, while PPVT was only different for the youngest group of children aged 5–6, supporting different developmental trajectories in vocabulary acquisition. Bayesian correlations revealed evidence for associations between age, NVIQ, and vocabulary measures, with decisive evidence and a higher correlation (r = 0.57 to 0.68) between EVT, MRT tasks, and EHC visuomotor processing. This was further supported by regression analyses indicating that EVT performance was the strongest unique predictor of multisensory MRTs, EHC, and RAN time. Additionally, visual MRTs were found to predict both receptive and expressive vocabulary. The findings of the study have important implications as accessible school-based assessments of the concurrent development of NVIQ, language, and multisensory processing; and hence as rapid and timely measures of developmental and neurodevelopmental status. Full article

We assessed the neurocognitive correlates of auditory executive attention in low socioeconomic status 9–12-year-old children—with and without training in a social music program (OrKidstra). Event-related potentials (ERPs) were recorded during an auditory Go/NoGo task utilizing 1100 Hz and 2000 Hz pure tones. We examined Go trials, which required attention, tone discrimination and executive response control. We measured Reaction Times (RTs), accuracy and amplitude of relevant ERP signatures: N100-N200 complex, P300, and Late Potentials (LP). Children also completed a screening test for auditory sensory sensitivity and the Peabody Picture Vocabulary Test (PPVT-IV) to assess verbal comprehension. OrKidstra children had faster RTs and larger ERP amplitudes to the Go tone. Specifically, compared to their comparison counterparts, they showed more negative-going polarities bilaterally for N1-N2 and LP signatures across the scalp and larger P300s in parietal and right temporal electrodes; some enhancements were lateralized (i.e., left frontal, and right central and parietal electrodes). Because auditory screening yielded no between-group differences, results suggest that music training did not enhance sensory processing but perceptual and attentional skills, possibly shifting from top-down to more bottom-up processes. Findings have implications for socially based music training interventions in school, specifically for socioeconomically disadvantaged children. Full article

The “Spazio Huntington—A Place for Children” program was launched in 2019. The aim was to contact at risk kids within Huntington disease (HD) families, to provide counseling to their parents and to start a prospective follow-up of kids suspicious to manifest pediatric HD (PHD). We met 25 at risk kids in two years, four of whom with PHD and highly expanded (HE) mutations beyond 80 CAG repeats. We rated motor, neuropsychological and behavioral changes in all PHD kids by the Unified HD Rating Scale (UHDRS)-total motor score (TMS) and additional measures of (1) cognitive level (Leiter International Performance Scale), (2) adaptive functioning (Adaptive Behavior Assessment Systems), (3) receptive language (Peabody Picture Vocabulary Test) and (4) behavioral abnormalities (Child Behavior Check List and Children’s Yale–Brown Obsessive Compulsive Scale). All PHD kids showed a severe progression of neurological and psychiatric manifestations including motor, cognitive and behavioral changes. The magnetic resonance imaging contributed to confirm the suspicious clinical observation by highlighting very initial striatum abnormalities in PHD. Spazio Huntington is a program to prospectively study PHD, the most atypical face of HD, and may represent the basis to recruit PHD patients in future clinical trials. Full article

Inadequate child physical growth and cognitive development share common individual-level risk factors. Less understood is how outcomes co-cluster at the community level and to what extent certain community-level characteristics influence the clustering. This study aims to quantify the extent to which child growth and development co-occur across communities, and to identify community-level characteristics associated with the clustering of the two development dimensions. We used longitudinal data from 1824 children (aged 5 years) across 98 communities in Andhra Pradesh, India in round 2 (2006) of the Young Lives study, who were followed up 3 years later in round 3 (2009). A multivariate, multilevel statistical model was estimated wherein the responses were nested within individuals, and communities. We used z-scores of height-for-age, weight-for-age, Peabody Picture Vocabulary Test, and a mathematics test in 2009 as outcome variables. At the community level, we included compositional variables representing community characteristics while controlling for child socio-demographic characteristics at the individual level. At the community level, children’s physical growth and cognitive development were strongly correlated (coefficient: 0.55–0.76) and, even after controlling for individual-level covariables, a more pronounced correlation was shown at the community level than individual level correlation. Greater local healthcare resources were associated with better physical growth. More local programs run by government and NGOs/charities were associated with higher child language skills. Local social problems were inversely associated with math scores. Our study showed that physical growth and cognitive development tended to be clustered and co-occurred within communities as well as individual children. Full article

This study investigated possible gender bias on a vocabulary test, using a method suggested by Andrich and Hagquist to detect “real” differential item functioning (DIF). A total of 443 adult ESL learners completed all 228 items of the Peabody Picture Vocabulary Test (PPVT-IV). The 310 female and 133 male participants were assumed to be of equal competence, corresponding to levels B1 and B2 on the Common European Framework of Reference for Languages. Male participants outscored female participants, possibly due to the multiple-choice format and to the fact that most gender-biased questions favored men rather than women. Finally, our analysis process yielded only seven items out of 228 as showing gender DIF, which is much lower than the numbers reported in the literature for ESL tests. This low figure suggests that the high number of gender-related DIF items reported in previous research might be attributed to the use of DIF detecting methods that do not take into account artificial DIF stemming from the cross-contamination of test items. Full article

This study charts the lexical development of three sequential bilingual kindergarteners whose first language, Romanian, was acquired naturalistically at home, and whose second language, English, was acquired in kindergarten. The children’s lexical development in English and Romanian was assessed at five different points over a two-year period via the PPVT-4 (peabody picture vocabulary test 4) and a specially adapted PPVT-4 for Romanian. The children’s lexical repertoires were further analyzed to uncover home versus school and cognate versus non-cognate acquisitional differences. In addition, because there is no database of lexical items acquired by monolingual Romanian children, the PPVT-4 adapted for Romanian was administered to 22 monolingual six-year-old Romanian children in Sibiu, Romania. The findings indicate the following: (i) the three bilinguals’ receptive vocabulary in English was below average when they joined kindergarten, and at or above average two years later; (ii) their lexical growth in Romanian was steady; (iii) the bilinguals’ scores for words belonging to a home register reflected ceiling effects in English and Romanian (i.e., were very well known); (iv) academic words were known to an equal extent in English and Romanian, but scores were lower than for the home register; and (v) there was no definitive evidence of cognate facilitation. A comparison of the monolingual and bilingual Romanian repertoires reflects the following: (i) equally high scores for home items; (ii) differences in scores in the academic register in favour of the Romanian monolinguals; and (iii) important lifestyle and cultural differences between the groups. The Romanian children, for example, were more familiar than their Canadian counterparts with items related to home maintenance, such as șmirghăluiește (‘sanding’) and mistrie (‘trowel’), or items probably learned in school, such as foca (‘walrus’) and broască țestoasă (‘tortoise’). Full article

Monolingual French children have been observed to pass through a stage which is characterized by the production of target-deviant postverbal subjects of the following type (Jansen 2015, p. 272): est tombé Philippe ‘is fallen Philippe’ (Philippe, 2;2,10), écrit bien celui-là ‘writes well this one’ (Philippe, 2;2,2) (De Cat 2002; Déprez and Pierce 1993; Ferdinand 1993, 1996; Friedemann [1993] 1994; Labelle and Valois 1996; Pierce 1989). Interestingly, bilingual children who acquire French together with German produce postverbal subjects to an extremely low degree in mean length of utterance (MLU)-phases compared with monolingual children (Jansen 2015). Arguably, they skip the postverbal subject phase and are accelerated with respect to monolingual children. In our study, we tested whether multilingualism can speed up the acquisition process in French. A production test with 62 multilingual children (starting at 2;7 acquiring two, three, or four L1s) was administered in Spain and Germany to elicit finite verbs and DP (Determiner Phrase) subjects in French. The children’s proficiency in French was measured on the basis of the Peabody Picture Vocabulary Test (PPVT) (Dunn et al. 1993). In comparison with monolinguals studied in the literature, the bilingual children and the children who acquired more than two languages were accelerated with respect to the placement of subjects in the postverbal position. Although the multilingual children who ranked low in the PPVT exhibited all kinds of structures as responses to the test items that are characteristic of early French, such as null-subjects, root infinites and bare nouns, they did not use postverbal subjects. The absence of postverbal subjects was observed not only in children who acquired either German (or English) at the same time as French, as did the bilingual children in Jansen’s (2015) study, but also in children who acquired, in addition to French, a Romance language like Spanish, Catalan, or Italian, all null-subject languages which allow postverbal subjects in the adult language. Following (Biberauer and Richards 2006), the extended projection principle (EPP) feature of T (Tense) can be satisfied in different ways across languages: if a DP is necessary, which it is in adult French, it can be raised from Spec,vP (specifier of vP, of the small-verb Phrase) to Spec,TP (specifier of Tense Phrase) (in which case the finite verb surfaces in T). This is the default of EPP satisfaction in T. It is this option which is facilitated and boosts the acquisition of the preverbal subject position in early bilingual, trilingual, and multilingual French. The result that the children who acquired a null-subject language such as Spanish also enjoyed an advantage in French, adult Spanish being a language that allows for postverbal subjects, indicates that it is plausible that the default character of DP-raising for EPP satisfaction, instantiated in all languages involved, is the reason for its high relevance in the early French of bilingual, trilingual, and multilingual children. If our analysis of the multilingual data is plausible, monolingual French children exhibit more variation in satisfying the EPP-feature (in T) than children who acquire one or more other languages in addition to French, an observation which goes back to (Meisel 1989). Full article