Assessment Of Cognitive Development Research Articles

Developmental Assessment in Children at Higher Likelihood for Developmental Delays - Comparison of Parent Report and Direct Assessment.

Accurate assessment of cognitive development of young children is a vital component of developmental evaluations. Direct assessment of developmental skills is not always feasible, but there is limited information on the agreement between direct assessment and caregiver-reported cognitive skills. There is limited information regarding the accuracy of the parent-reported Developmental Profile 4 (DP-4) in comparison to the widely-used developmental measure, the Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4). The purpose of the current study was to evaluate whether a standardized parent interview can effectively identify children at risk for cognitive developmental delays. We compared the agreement between the Bayley-4 Cognitive and the Developmental Profile 4 (DP-4) in young children being evaluated in-person for early developmental delays. 182 children (134 with an autism diagnosis), ages 6-42 months, completed both assessments. Results showed that Bayley-4Cognitive scores had a moderately strong correlation with DP4-Cognitive scores (r = 0.70, p < 0.001). A cutoff of 70 or 69 on the DP-4 Cognitive was determined as ideal for identifying developmental delay based on diagnosis of global developmental delay or the Bayley-4 Cognitive. Our analyses revealed good agreement between DP-4 and Bayley-4 Cognitive scores, even after controlling for confounding variables such as degree of ASD characteristics, age, and sex. These results suggest that caregiver-report measures can be a valid and useful tool in the assessment of young children, particularly when direct developmental assessment is not feasible.

UNITY: A low-field magnetic resonance neuroimaging initiative to characterize neurodevelopment in low and middle-income settings

Measures of physical growth, such as weight and height have long been the predominant outcomes for monitoring child health and evaluating interventional outcomes in public health studies, including those that may impact neurodevelopment. While physical growth generally reflects overall health and nutritional status, it lacks sensitivity and specificity to brain growth and developing cognitive skills and abilities. Psychometric tools, e.g., the Bayley Scales of Infant and Toddler Development, may afford more direct assessment of cognitive development but they require language translation, cultural adaptation, and population norming. Further, they are not always reliable predictors of future outcomes when assessed within the first 12–18 months of a child’s life. Neuroimaging may provide more objective, sensitive, and predictive measures of neurodevelopment but tools such as magnetic resonance (MR) imaging are not readily available in many low and middle-income countries (LMICs). MRI systems that operate at lower magnetic fields (< 100mT) may offer increased accessibility, but their use for global health studies remains nascent. The UNITY project is envisaged as a global partnership to advance neuroimaging in global health studies. Here we describe the UNITY project, its goals, methods, operating procedures, and expected outcomes in characterizing neurodevelopment in sub-Saharan Africa and South Asia.

Subgroup analyses of a randomized trial of DHA supplementation for infants born preterm with assessments of cognitive development up to 7-years of age: What happens in infants born

A recent trial showed that high-dose docosahexaenoic acid (high-DHA) supplementation of infants born <29 weeks’ gestation improves intelligence quotient (IQ) at five years’ corrected age. However, this finding has not been detected by other trials of DHA, which either did not measure IQ or included more mature infants. We analyzed the subgroup of 204 infants born <29 weeks’ from our earlier randomized trial of high-DHA (∼1 % total fatty acids) or standard-DHA (∼ 0.3 % total fatty acids). Participants were assessed for cognition at 18 months, and IQ and behavior at seven years’ corrected age. No group differences were detected for mean cognitive, IQ or behavior scores. At 18 months, 18.8 % of children in the high-DHA group had a cognitive score <85, compared with 31.1 % of children in the standard-DHA group, but at seven years there was no difference. Although an underpowered post-hoc subgroup analysis, this study provides limited support to recommendations that infants born <29 weeks’ gestation require supplemental DHA.

Cross-sectional and longitudinal assessment of cognitive development in Williams syndrome.

Williams syndrome (WS) is a rare genetic syndrome. As with all rare syndromes, obtaining adequately powered sample sizes is a challenge. Here we present legacy data from seven UK labs, enabling the characterisation of cross-sectional and longitudinal developmental trajectories of verbal and non-verbal development in the largest sample of individuals with WS to-date. In Study 1, we report cross-sectional data between N=102 and N=209 children and adults with WS on measures of verbal and non-verbal ability. In Study 2, we report longitudinal data from N=17 to N=54 children and adults with WS who had been tested on at least three timepoints on these measures. Data support the WS characteristic cognitive profile of stronger verbal than non-verbal ability, and shallow developmental progression for both domains. Both cross-sectional and longitudinal data demonstrate steeper rates of development in the child participants than the adolescent and adults in our sample. Cross-sectional data indicate steeper development in verbal than non-verbal ability, and that individual differences in the discrepancy between verbal and non-verbal ability are largely accounted for by level of intellectual functioning. A diverging developmental discrepancy between verbal and non-verbal ability, whilst marginal, is not mirrored statistically in the longitudinal data. Cross-sectional and longitudinal data are discussed with reference to validating cross-sectional developmental patterns using longitudinal data and the importance of individual differences in understanding developmental progression.

Cognitive Development Assessment of Pre-Primary School Children in Pokhara

This study focused on evaluating cognitive development in urban pre-schoolers in Pokhara. It aimed to assess the socioeconomic and cognitive statuses of early childhood development (ECD), and explored influencing factors. The research involved 160 children aged 4-5 from eight ECD centers in Pokhara, with ECD facilitators, parents, and principals as respondents. It used Jean Piaget's and Lev Vygotsky’s theories, employing mixed methods. The research tools involved observation checklist sand interview guidelines whereas the statistical analysis involved regression analysis-ANOVA. The findings showed that most kids were from Dalit and Janajati communities, relying on daily wage labor and lacking permanent homes. About two-thirds of them displayed cognitive progress. The influential factors included teacher training, home learning environment, family income, and housing ownership. Overall, their cognitive development was unsatisfactory in the researched context. The study suggests towards collaboration among stakeholders and policy changes for improvement.

Statistical word segmentation: Anchoring learning across contexts.

The present experiments were designed to assess infants' abilities to use syllable co-occurrence regularities to segment fluent speech across contexts. Specifically, we investigated whether 9-month-old infants could use statistical regularities in one speech context to support speech segmentation in a second context. Contexts were defined by different word sets representing contextual differences that might occur across conversations or utterances. This mimics the integration of information across multiple interactions within a single language, which is critical for language acquisition. In particular, we performed two experiments to assess whether a statistically segmented word could be used to anchor segmentation in a second, more challenging context, namely speech with variable word lengths. The results of Experiment 1 were consistent with past work suggesting that statistical learning may be hindered by speech with word-length variability, which is inherent to infants' natural speech environments. In Experiment 2, we found that infants could use a previously statistically segmented word to support word segmentation in a novel, challenging context. We also present findings suggesting that this ability was associated with infants' early word knowledge but not their performance on a cognitive development assessment.

Assessing cognitive presence in online inquiry‐based discussion through text classification and epistemic network analysis

AbstractProviding coaching to participants in inquiry‐based online discussions contributes to developing cognitive presence (CP) and higher‐order thinking. However, a primary issue limiting quality and timely coaching is instructors' lack of tools to efficiently identify CP phases in massive discussion transcripts and effectively assess learners' cognitive development. This study examined a computational approach integrating text mining and co‐occurrence analysis for assessing CP and cognitive development in online discussions based on the community of inquiry (CoI) framework. First, text classifiers trained on different language models were evaluated for identifying and coding the CP phases. Second, epistemic network analysis (ENA) was employed to model cognitive patterns reflected by co‐occurrences between the coding elements. Results indicated that text classifiers trained on the state‐of‐the‐art language model Bidirectional Encoder Representations from Transformers (BERT) can address the efficiency issue in coding CP phases in discussion transcripts and obtain substantial agreements (Cohen's k = 0.76) with humans, which outperformed other baseline classifiers. Furthermore, compared to traditional quantitative content analysis, ENA can effectively model the temporal characteristics of online discourse and detect fine‐grained cognitive patterns. Overall, the findings suggest a feasible path for applying learning analytics to tracking learning progression and informing theory‐based assessments. Practitioner notesWhat is already known about this topic Cognitive presence is an important construct describing the progression of thinking in online inquiry‐based discussions. Most studies used self‐report instruments or quantitative content analysis to measure and assess cognitive presence. More efficient and effective approaches were needed by instructors to support assessment of cognitive development and determine coaching strategies. What this paper adds An integrated computational approach for the developmental and formative assessment of cognitive presence was proposed and evaluated. A BERT‐based text classification model could efficiently code massive transcripts and achieve substantial agreements with human coders. Epistemic network analysis effectively revealed the process of cognitive development and identified representative discussion patterns and behaviours. Implications for practice and/or policy The proposed approach can considerably reduce the pressure on instructors, enabling them to focus on quality coaching and feedback. Compared to frequencies of individual codes, the connective features between codes carry more insights for assessing cognitive patterns. Learners in a discussion group play different roles and produce diverse paths of cognitive development.

Computerized Assessment of Cognitive Development in Neurotypical and Neurodivergent Children

This study aims to observe the differences in the shared intentionality magnitude in mother-child dyads with neurotypical (NT) children and neurodivergent (ND) children aged 3-6 years. The quality of shared intentionality in infancy is associated with cognitive development. Our results showed that ND children scored six times higher (on average) in quiz-test than NT children. Children with difficulties in interaction (ND children) are more likely to use shared intentionality in conversation than NT children. We believe that this knowledge can contribute to developing computerized assessment methods which can diagnose developmental disabilities in such children.

Assessing cognitive development through maternal report: validity evidence from the dimensional inventory for child development assessment

ABSTRACT Substantial evidence endorses the early assessment of cognitive development to promote children’s developmental health and well-being. Especially in the Brazilian context, there is a paucity of standardized screening and assessment tools with normative data to evaluate young children. This study provided initial reliability and validity evidence to support the use of the Cognitive Scale of the Dimensional Inventory for Child Development Assessment (IDADI) in a Brazilian sample of 1,174 4 to 72-months-olds. The inventory includes 106 maternal report items that assess increasingly sophisticated cognitive skills attained by children. Rasch analysis indicated excellent internal consistency of scores and optimal participant discrimination. Person separation was 10.67 and reliability was 0.99. Items sufficiently spanned cognitive abilities with an item separation of 35.81 and reliability of 1.00 (mean infit=0.95 [SD=0.28], mean outfit=1.63 [SD=1.97]). Items’ hierarchy was consistent with expectations regarding the developmental difficulty of various cognitive skills. Cluster analysis indicated different patterns of association between cognitive development and age, and a cluster predominantly of children with developmental disorders. IDADI scores correlated with relevant criteria variables, such as age, developmental diagnosis, maternal education, and the Strengths and Difficulties Questionnaire, supporting the use of IDADI as a psychometrically sound measure of cognitive development.

Assessment of cognitive development in patients with neuronopathic mucopolysaccharidosis type II treated with intrathecal idursulfase-IT using Projected Retained Ability Score (PRAS): A post hoc analysis

Assessment of cognitive development in patients with neuronopathic mucopolysaccharidosis type II treated with intrathecal idursulfase-IT using Projected Retained Ability Score (PRAS): A post hoc analysis

Monitoring Children Cognitive Development Activities AEPS&amp;lt;sup&amp;gt;&amp;amp;reg;&amp;lt;/sup&amp;gt;: 3 - 6 Embedded in the Teaching and Learning Early Science with Inquiry

Science is not only consisting of knowledge and information, it is also a process of research and finding answers,which is called inquiry. Inquiry process is one of the approaches in teaching and learning early science. Inquiry learning approach refers to the student-oriented learning approach which encourages one’s active participation in the exploration of new knowledge. The instrument of cognitive development assessment AEPS®: 3 - 6 (Assessment, Evaluation & Programming System®: 3 - 6) is a set of intervention, assessment, and program for typical and non-typical children from 0 - 6 years old. This study aims to obtain a clear picture on the cognitive development activities, which is implemented by teachers in teaching and learning early science by using inquiry approach. The study which involves children from age five to six years old is conducted under naturalistic observation method. The observation shows that activities using the concept application criteria are the activity element which is mostly used. Even though this module is using the inquiry approach and is provided with teaching aids, the activity under the playing criteria could not be observed throughout all the four observations conducted.

Efficiency and accuracy of visual search develop at different rates from early childhood through early adulthood

Most studies of visual search across the life span have focused on classic feature and conjunction searches in which observers search for a fixed, simple shape target among relatively homogeneous distractors over a block of multiple trials. In the present study, we examine a more realistic task in which participants (4 to 25 years-old) look for images of real objects, presented amongst a heterogeneous array of other objects. The target is unique on every trial, unlike in previous developmental studies of visual search. Our new touchscreen-based “Pirate-Treasure” search also allows the testing of younger children within a video-game-like task. With this method, we tested a large sample (n = 293) of typically developing children and young adults. We assessed the developmental course of different search metrics like search efficiency, motor response differences, and accuracy (misses and false-alarm errors). Results show the most rapid time courses in development for accuracy. Search slopes reach the young adult level most slowly. The intercepts of the Reaction Time (RT) × Set Size function are often attributed to nonsearch perceptual and motor components of the task. The intercept time course is intermediate between accuracy and slope. Interestingly, these developmental functions follow time courses proposed in neuropsychological models of executive function development. This suggests that a single, video-game-like search task could be useful in routine assessments of cognitive development.

A Study of the Long-Term Influence of Early Childhood Education and Care on the Risk for Developing Special Educational Needs

Specialized preschool programs can enhance the development of vulnerable young children at risk of special educational needs (SEN). Less is known about the potential of early childhood education and care (ECEC) provided for the general population. This study includes 2,857 children attending 141 ECEC centres in England and 310 with no ECEC. ECEC quality and effectiveness were assessed. Children’s scores on assessments of cognitive development, numeracy, and literacy, and teacher reports of socio-emotional problems at ages 5, 7, 11, and 16 years were used to identify risk of SEN (1 standard deviation beyond the mean). Trend analyses (none vs. low, medium, and high ECEC quality or effectiveness) examined impact of ECEC on risk for cognitive or socio-emotional SEN. Better quality and more effective ECEC reduced risk of cognitive SEN at 5, 11, and 16 years of age, with similar results for socio-emotional SEN. The discussion considers the consistency of the association between children’s ECEC experience and risk for SEN, which is found for alternative measures of ECEC, quality derived from observations and effectiveness derived from progress in child outcomes. These different sources for the ECEC measures add credibility to the results. Also the implications for policy and practice are discussed including the recommendation for universal provision of high quality ECEC and ensuring that the most at-risk populations receive the best ECEC available.

Meeting the World Health Organization Maternal Antenatal Care Guidelines Is Associated with Improved Early and Middle Childhood Cognition in Ethiopia

To assess the association between meeting the World Health Organization (WHO) maternal antenatal care attendance guidelines and early and middle childhood cognition among impoverished Ethiopian children. A total of 1914 impoverished Ethiopian children from the Young Lives longitudinal cohort study were included. Childhood cognition was assessed via the Cognitive Development Assessment (CDA) and Peabody Picture Vocabulary Test (PPVT) at ages 4-5years; PPVT, Early Grade Reading Assessment (EGRA), and Math Test at ages 7-8years; and PPVT, Math Test, and Reading Test at ages 11-12years. Linear regression models were used to examine the association between maternal antenatal care attendance and childhood academic achievement test scores. In the univariable analysis, children of mothers who received the WHO recommended 4+ antenatal care visits or received the WHO recommended first antenatal care visit during the first trimester scored higher on all academic achievement tests. In the multivariable analysis, children of mothers who received 4+ antenatal care visits scored significantly higher on the CDA at ages 4-5years and Math Test at ages 7-8years. Children of mothers who received antenatal care in the first trimester scored higher on the CDA at ages 4-5years and Math Test scores at ages 11-12years. Children of mothers who received both antenatal care in the first trimester and 4+ antenatal care visits scored significantly higher on the CDA at ages 4-5years and Math Test at both ages 7-8 and 11-12years. Children of mothers who received the WHO recommended number and timing of antenatal care visits had significantly higher academic achievement scores across multiple domains during early and middle childhood. Promotion of antenatal care visit attendance may improve cognition through middle childhood.

Study protocol: optimized complementary feeding study (OTIS): a randomized controlled trial of the impact of a protein-reduced complementary diet based on Nordic foods

BackgroundWhat we eat as infants and children carries long-term consequences. Apart from breastfeeding, the composition of the complementary diet, i.e. the foods given to the infant during the transition from breast milk/infant formula to regular family foods affects the child’s future health. A high intake of protein, a low intake of fruits, vegetables and fish and an unfavorable distribution between polyunsaturated and saturated fats are considered to be associate with health risks, e.g. obesity, type 2 diabetes and dyslipidemia later in life.MethodsIn a randomized, controlled study from 6 to 18 months of age we will compare the currently recommended, Swedish complementary diet to one based on Nordic foods, i.e. an increased intake of fruits, berries, vegetables, tubers, whole-grain and game, and a lower intake of sweets, dairy, meat and poultry, with lower protein content (30% decrease), a higher intake of vegetable fats and fish and a systematic introduction of fruits and greens. The main outcomes are body composition (fat and fat-free mass measured with deuterium), metabolic and inflammatory biomarkers (associated with the amount of body fat) in blood and urine, gut microbiota (thought to be the link between early diet, metabolism and diseases such as obesity and insulin resistance) and blood pressure.We will also measure the participants’ energy and nutrient intake, eating behavior and temperament through validated questionnaires, acceptance of new and unfamiliar foods through video-taped test meals and assessment of cognitive development, which we believe can be influenced through an increased intake of fish and milk fats, notably milk fat globule membranes (MFGM).DiscussionIf the results are what we expect, i.e. improved body composition and a less obesogenic, diabetogenic and inflammatory metabolism and gut microbiota composition, a more sustainable nutrient intake for future health and an increased acceptance of healthy foods, they will have a profound impact on the dietary recommendations to infants in Sweden and elsewhere, their eating habits later in life and subsequently their long-term health.Trial registrationNCT02634749. Registration date 18 December 2015.

Development, feasibility and acceptability of a gamified cognitive DEvelopmental assessment on an E-Platform (DEEP) in rural Indian pre-schoolers – a pilot study

ABSTRACTBackground: Assessment of cognitive development is essential to identify children with faltering developmental attainment and monitor the impact of interventions. A key barrier to achieving these goals is the lack of standardized, scalable tools to assess cognitive abilities.Objective: This study aimed to develop a tablet-based gamified assessment of cognitive abilities of 3-year-old children which can be administered by non-specialist field workers.Methods: Workshops among domain experts, literature search for established and gamified paradigms of cognitive assessments and rapid review of mobile games for 3-year-old children was done to conceptualize games for this study. Formative household visits (N = 20) informed the design and content of the games. A cross-sectional pilot study (N = 100) was done to assess feasibility of the tool and check if increasing levels of difficulty and the expected variability between children were evident in game metrics. In-depth interviews (N = 9) were conducted with mothers of participating children to assess its acceptability.Results: Six cognitive domains were identified as being integral to learning – divided attention, response inhibition, reasoning, visual form perception and integration and memory. A narrative, musical soundtrack and positive reinforcement were incorporated into the tool to enhance participant engagement. Child performance determined level timers and difficulty levels in each game. Pilot data indicate that children differ in their performance profile on the tool as measured by the number of game levels played and their accuracy and completion time indicating that it might be possible to differentiate children based on these metrics. Qualitative data suggest high levels of acceptability of the tool amongst participants.Conclusions: A DEvelopmental assessment on an E-Platform (DEEP) has been created comprising distinct games woven into a narrative, which assess six cognitive domains, and shows high levels of acceptability and generates metrics which may be used for validation against gold standard cognitive assessments.

Early Life Interventions for Childhood Growth and Development in Tanzania (ELICIT): a protocol for a randomised factorial, double-blind, placebo-controlled trial of azithromycin, nitazoxanide and nicotinamide

IntroductionIn many developing areas in the world, a high burden of enteric pathogens in early childhood are associated with growth deficits. The tryptophan-kynurenine-niacin pathway has been linked to enteric inflammatory...

Multiple Autologous Bone Marrow-Derived CD271+ Mesenchymal Stem Cell Transplantation Overcomes Drug-Resistant Epilepsy in Children.

There is a need among patients suffering from drug‐resistant epilepsy (DRE) for more efficient and less toxic treatments. The objective of the present study was to assess the safety, feasibility, and potential efficacy of autologous bone marrow cell transplantation in pediatric patients with DRE. Two females and two males (11 months to 6 years) were enrolled and underwent a combined therapy consisting of autologous bone marrow nucleated cells (BMNCs) transplantation (intrathecal: 0.5 × 109; intravenous: 0.38 × 109–1.72 × 109) followed by four rounds of intrathecal bone marrow mesenchymal stem cells (BMMSCs) transplantation (18.5 × 106–40 × 106) every 3 months. The BMMSCs used were a unique population derived from CD271‐positive cells. The neurological evaluation included magnetic resonance imaging, electroencephalography (EEG), and cognitive development assessment. The characteristics of BMMSCs were evaluated. Four intravenous and 20 intrathecal transplantations into the cerebrospinal fluid were performed. There were no adverse events, and the therapy was safe and feasible over 2 years of follow‐up. The therapy resulted in neurological and cognitive improvement in all patients, including a reduction in the number of epileptic seizures (from 10 per day to 1 per week) and an absence of status epilepticus episodes (from 4 per week to 0 per week). The number of discharges on the EEG evaluation was decreased, and cognitive improvement was noted with respect to reactions to light and sound, emotions, and motor function. An analysis of the BMMSCs' characteristics revealed the expression of neurotrophic, proangiogenic, and tissue remodeling factors, and the immunomodulatory potential. Our results demonstrate the safety and feasibility of BMNCs and BMMSCs transplantations and the considerable neurological and cognitive improvement in children with DRE. stem cells translational medicine 2018;7:20–33

Very low birth weight is associated with brain structure abnormalities and cognitive function impairments: A systematic review

Very low birth weight (VLBW) children are at risk of structural brain abnormalities and neurocognitive deficits. Since survival rate of the very low birth weight infants has increased over the past decade, a better understanding of the long-term neurocognitive outcomes is needed. The present systematic review investigated the association between VLBW and cognitive function as well as brain structure. PubMed/Medline, Google Scholar, Scopus and Web of Science databases were searched up from January 2000 to January 2015. The study was restricted to the articles that were about VLBW and its association with cognitive function and brain structure. The initial search yielded 721 articles. There were 44 studies eligible for inclusion after applying the exclusion criteria: 24 follow-up, 14 cohort, and 6 longitudinal studies. Based on this systematic review, we suggest that VLBW is positively related to several cognitive problems and brain structure abnormalities. These findings provide evidence about the importance of early assessment of cognitive development and brain structure to identify at-risk children and provide their specific requirements as early as possible.

The effect of early childhood stunting on children's cognitive achievements: Evidence from young lives Ethiopia.

There is little empirical evidence on the effect of childhood malnutrition on children's cognitive achievements in low income countries like Ethiopia. A longitudinal data is thus vital to understand the factors that influence cognitive development of children over time, particularly how early childhood stunting affects cognitive achievement of children up to the age of 8 years. To examine the effect of early childhood stunting on cognitive achievements of children using longitudinal data that incorporate anthropometric measurements and results of cognitive achievement tests such as Peabody Picture Vocabulary Test and Cognitive Development Assessment quantitative tests. Defining stunted children as those having a standardized height for age z-score less than -2; we used a Propensity Score Matching (PSM) to examine the effect of early childhood stunting on measures of cognitive performance of children. The balance of the propensity score matching techniques was checked and found to be satisfied (P<0.01). Early childhood stunting is significantly negatively associated with cognitive performance of children. Controlled for confounding variables such as length of breastfeeding, relative size of the child at birth, health problems of early childhood such as acute respiratory illness and malaria, baseline household wealth, child gender, household size and parental education, estimates from PSM show that stunted children scored 16.1% less in the Peabody Picture Vocabulary Test and 48.8% less in the Quantitative Assessment test at the age of eight, both statistically significant at P<0.01. It is important to realize the importance of early investment in terms of child health and nutrition until five years for the cognitive performance of children. As household wealth and parental education are particularly found to play an important role in children's nutritional achievements, policy measures that are directed in improving household's livelihood may have a spill-over impact in improving child nutritional status, and consequently cognitive development and schooling.