Direct Assessment Measures Research Articles

Neurocognitive and psychosocial outcomes in survivors of childhood leukemia with Down syndrome.

The primary aim of this study was to assess the feasibility of a developmentally tailored neurocognitive assessment in survivors of childhood acute leukemia with Down syndrome (DS-leukemia). A secondary aim was to compare outcomes in the DS-leukemia group to a historical comparison group of individuals with DS and no history of childhood cancer. Survivors of DS-leukemia (n = 43; 56% male, mean [SD] age at diagnosis = 4.3 [4.5] years; age at evaluation = 15 [7.9] years) completed a neurocognitive assessment battery that included direct measures of attention, executive function, and processing speed, and proxy ratings of attention problems and executive dysfunction. Direct assessment outcomes were compared to a historical comparison cohort of individuals with DS and no history of childhood cancer (DS-control; n = 117; 56% male, mean [SD] age at evaluation = 12.7 [3.4] years). Rates of valid task completion ranged from 54% to 95%, suggesting feasibility for most direct assessment measures. Compared to the DS-control group, the DS-leukemia group had significantly lower completion rates on measures of executive function (p = 0.008) and processing speed (p = 0.018) compared to the DS-control group. There were no other significant group differences in completion rates. Compared to the DS-control group, the DS-leukemia group had significantly more accurate performance on two measures of executive function (p = 0.032; p = 0.005). Compared to the DS-control group, the DS-leukemia group had significantly more problems with executive function as identified on proxy ratings (6.5% vs. 32.6%, p = <0.001). Children with Down syndrome (DS) are at increased risk for developing acute leukemia compared to the general population but are systematically excluded from neurocognitive outcome studies among leukemia survivors. This study demonstrated the feasibility of evaluating neurocognitive late effects in leukemia survivors with DS using novel measures appropriate for populations with intellectual developmental disorder.

Characterizing Communicative Participation in Multilingual Jamaican Preschoolers.

This study characterized communicative participation and related aspects of functional communication for Jamaican Creole (JC)-English-speaking preschoolers with and without functionally defined speech sound disorders (fSSDs). This study included parent reports and direct assessment measures from an existing corpus of baseline data collected prior to the COVID-19 pandemic. The communicative participation of typically developing (TD; n = 226) bilingual JC-English-speaking preschoolers and those with fSSDs (n = 39) was documented using the Focus on the Outcomes of Communication Under Six (FOCUS). Functional speech intelligibility was recorded using the Intelligibility in Context Scale (ICS) in English and JC (ICS-JC). Objective measures of speech production were collected through direct child assessment in both languages and then transcribed and calculated for percent of consonants (PCC), vowels (PVC), and phonemes correct (PPC). Within-group relationships were explored using association testing, and differences between groups were explored through multivariate analyses. FOCUS scores and ICS and ICS-JC scores were found to be minimally to moderately related for Jamaican preschoolers in the TD group (r = .28-.34, p < .002) and strongly related in the fSSD group (r = .56-.60, p < .002). No relations were observed between the FOCUS scores and PCC/PVC/PPC in either language. There was a statistically significant difference between all FOCUS scores for Jamaican preschoolers in the TD and fSSD groups (p ≤ .002). These findings provide additional evidence for using the FOCUS beyond documenting change in communicative participation to support clinical decision-making in planning and developing speech-language interventions. This study also documents an important characterization of JC-English-speaking children with and without fSSDs, offering data on children's abilities that can be used in future comparisons of communicative participation and speech functioning observed during the COVID-19 pandemic and beyond.

Similarities and differences across countries in the development of executive functions in children: A systematic review

AbstractA systematic review was conducted to gain a more nuanced understanding of similarities and distinctions across countries in the development of executive functions (EF). The review includes 26 studies, with child and adolescent participants, that were published between 2006 and 2018. Both similarities and differences within developmental patterns of EF are identified across different countries. Across countries, bilingual children are shown to outperform their monolingual peers. Task improvement with age is not consistently reported in all studies, with no linear effects apparent in children from developing countries or regions. Gender differences on EF measures also vary between countries. Girls perform better than boys on EF tasks and parent and teacher ratings of EF in both Western and East Asian samples. Yet, in Iran and Tanzania, boys receive higher EF scores. From preschool age through adolescence, East Asians outperform Western counterparts on direct assessment measures of EF. However, strong discrepancies can be found between measures of direct EF assessment and parent and teacher ratings of children's EF. Chinese parents rate their children's EF as lower compared with parents from other countries. The role of contextual factors explaining differences in EF development is discussed.Highlights This paper presents the first systematic review on the topic of cross‐national variation in children's EF development. A clearly defined conceptual framework regarding EF facets and analysis of a wide age span underpin this review. From preschool age through adolescence, East‐Asian children outperform their Western counterparts on direct assessment measures of EF.

Sensory over-responsivity: parent report, direct assessment measures, and neural architecture

BackgroundSensory processing difficulties are common across neurodevelopmental disorders. Thus, reliable measures are needed to understand the biological underpinnings of these differences. This study aimed to define a scoring methodology specific to auditory (AOR) and tactile (TOR) over-responsivity. Second, in a pilot cohort using MRI Diffusion Tensor Imaging, we performed a proof of concept study of whether children with AOR showed measurable differences in their white matter integrity.MethodsThis study included children with AOR and TOR from a mixed neurodevelopmental disorder cohort including autism and sensory processing dysfunction (n = 176) as well as neurotypical children (n = 128). We established cohorts based on sensory over-responsivity using parent report (Short Sensory Profile (SSP)) and direct assessment (Sensory Processing-Three Dimensions: Assessment (SP-3D:A)) measures. With a subset of the children (n = 39), group comparisons, based on AOR phenotype, were conducted comparing the white matter fractional anisotropy in 23 regions of interest.ResultsUsing direct assessment, 31% of the children with neurodevelopmental disorders had AOR and 27% had TOR. The inter-test agreement between SSP and SP-3D:A for AOR was 65% and TOR was 50%. Children with AOR had three white matter tracts showing decreased fractional anisotropy relative to children without AOR.ConclusionsThis study identified cut-off scores for AOR and TOR using the SSP parent report and SP-3D:A observation. A combination of questionnaire and direct observation measures should be used in clinical and research settings. The SSP parent report and SP-3D:A direct observation ratings overlapped moderately for sensory related behaviors. Based on these preliminary structural neuroimaging results, we suggest a putative neural network may contribute to AOR.

English language and literacy proficiency of students in an urban Fiji primary school

ABSTRACTFiji is a multicultural and multilingual community and English is one language taught in Fiji schools. This study aimed to describe the English language proficiency of Fiji primary school students. Direct assessment measures of 75 students’ English language (listening and speaking) and literacy (reading and writing) skills were obtained (Year 1: n = 35; Year 4: n = 40). These were examined in relation to students’ academic performance and the main language spoken at home. English home language status was correlated with better English language proficiency and academic performance for students in Year 1, but not for students in Year 4. In year 4, higher proficiency on English language tasks was correlated with speaking Fiji Hindi at home. The importance of obtaining information about home languages in culturally and linguistically diverse contexts is emphasised. The findings of this study have implications for assessing the English proficiency of linguistically multi-competent children learning in immersion education settings.

Spanish and Kaqchikel-Maya: A study in town and village in Guatemala’s central highlands

AbstractThis article examines patterns of maintenance and shift affecting Kaqchikel-Maya in contact with Spanish in a municipality of the central highlands of Guatemala. It examines self-reported skills in the use of Spanish and Kaqchikel-Maya as well as directly assessed knowledge of Kaqchikel in relation to ethnicity, generations, and gender in town and village in the municipality. The study draws on fieldwork between 2011 and 2013 in the municipality of Parramos, Chimaltenango. Two researchers in collaboration with native Spanish-and-Kaqchikel-speaking assistants surveyed 280 speakers. Data are based on responses to an orally administered questionnaire that included self-reporting of language skills and direct assessment measures focusing on knowledge of Kaqchikel vocabulary as well as on the ability to respond to conversational questions in Kaqchikel. Results are interpreted in relation to stability vs. instability in the use of the two languages and to the asymmetry of the bilingualism that distinguishes the ethnic communities.

White Matter Microstructure is Associated with Auditory and Tactile Processing in Children with and without Sensory Processing Disorder.

Sensory processing disorders (SPDs) affect up to 16% of school-aged children, and contribute to cognitive and behavioral deficits impacting affected individuals and their families. While sensory processing differences are now widely recognized in children with autism, children with sensory-based dysfunction who do not meet autism criteria based on social communication deficits remain virtually unstudied. In a previous pilot diffusion tensor imaging (DTI) study, we demonstrated that boys with SPD have altered white matter microstructure primarily affecting the posterior cerebral tracts, which subserve sensory processing and integration. This disrupted microstructural integrity, measured as reduced white matter fractional anisotropy (FA), correlated with parent report measures of atypical sensory behavior. In this present study, we investigate white matter microstructure as it relates to tactile and auditory function in depth with a larger, mixed-gender cohort of children 8–12 years of age. We continue to find robust alterations of posterior white matter microstructure in children with SPD relative to typically developing children (TDC), along with more spatially distributed alterations. We find strong correlations of FA with both parent report and direct measures of tactile and auditory processing across children, with the direct assessment measures of tactile and auditory processing showing a stronger and more continuous mapping to the underlying white matter integrity than the corresponding parent report measures. Based on these findings of microstructure as a neural correlate of sensory processing ability, diffusion MRI merits further investigation as a tool to find biomarkers for diagnosis, prognosis and treatment response in children with SPD. To our knowledge, this work is the first to demonstrate associations of directly measured tactile and non-linguistic auditory function with white matter microstructural integrity – not just in children with SPD, but also in TDC.

Suicide et évaluation. Revue des outils disponibles en français : approche non dimensionnelle et autoquestionnaires

Suicide prevention represents a major challenge to public health, and the suicide risk is a permanent concern in psychiatry. But the main difficulty is its diagnosis. What resources are available in French which seem to help therapists in this process? We can distinguish the non-dimensional approach, the use of self-administered questionnaires or interviewer-administrated questionnaires. In this paper, for reasons of editing constraints, we are interested only in a non-dimensional approach and direct assessment measures by self-assessment, analysing the strengths and limitations of each and taking into account scientific studies that have been devoted to them and their clinical relevance. We first considered various aspects of non-dimensional approach through suicidal risk factors research, suicidal emergency and suicidal potential concepts, Shea approach, the model of Mann and some recommended evaluations. This type of approach has a number of advantages, but also limitations. Dimensional approach allows going further. In this article, we also discuss the existing self-assessment tools in French as for example dedicated item for Beck Depression Inventory (BDI) or specific scales such as Reasons for Living Inventory (RFL), Suicidal Probability Scale (SPS), Beck Hopelessness Scale (BHS) and self-administered Suicide Risk Assessment Scale of Ducher (aRSD). These last two seem to be used as a priority regarding result of their validation studies. The strong correlation between the self-administered questionnaire aRSD and the interviewer-administered Suicide Risk Assessment Scale of Ducher RSD (r=0.92; P<10−7) shows the ability of patients to express their suicidal ideation if we want to invite them to do so.

SURVEY OF NATIONALLY CERTIFIED SCHOOL PSYCHOLOGISTS’ ROLES AND TRAINING IN PSYCHOPHARMACOLOGY

A randomly selected group of Nationally Certified School Psychologists (NCSPs; n = 817) were mailed the 42-item School Psychopharmacology Roles and Training Evaluation (SPRTE) which inquired about their caseloads, practice roles as proposed by DuPaul and Carlson (2005), and prior training in psychopharmacology. A modified Tailored Design Methodology (TDM; Dillman, Smyth, & Christian, 2009), involving four mail-based contacts, was used to yield a 74% survey return rate (n = 607). Of the returned surveys, a 72% (n = 548) usable response rate was obtained and used in the present study. Consistent with prior literature, nearly all (99.6%) school psychologists reported serving at least one student taking psychotropic medication. Primary direct servicerolesincludedmonitoringbehavioralresponsetopsychotropictreatment(28%),monitoring treatment side-effects (23%), and developing psychotropic treatment goals from direct assessment measures (14%). Primary indirect service roles included providing behavior management consultation to teachers of students taking medication (96%), implementing adjunctive psychosocial supports (87%), and providing assessment data to physicians for diagnostic purposes (84%). Despite differencesin established psychopharmacologicaltraining standards, actual practiceroles and training received did not differ between NCSPs from APA-accredited programs and those from National Association ofSchoolPsychologists (NASP)-approvedprograms.Implications forschool psychopharmacology practice, training and research are addressed. C � 2014 Wiley Periodicals, Inc.

Social Communication and Theory of Mind in Boys with Autism and Fragile X Syndrome

Impairments in the social use of language, or pragmatics, constitute a core characteristic of autism. Problems with pragmatic language have also been documented in fragile X syndrome (FXS), a monogenic condition that is the most common known genetic cause of autism. Evidence suggests that social cognitive ability, or theory of mind, may also be impaired in both conditions, and in autism, may importantly relate to pragmatic language ability. Given the substantial overlap observed in autism and FXS, this study aimed to better define those social-communicative phenotypes that overlap in these two conditions by comparing pragmatic language ability and theory of mind in children with idiopathic autism and children with FXS, with and without autism, as well as children with Down syndrome and typically developing controls. We further examined correlations between these cognitive-behavioral phenotypes and molecular genetic variation related to the Fragile X Mental Retardation-1 gene (FMR1) in the FXS group. Results indicated that children with idiopathic autism and those with FXS and autism performed comparably on direct-assessment measures of pragmatic language and theory of mind, whereas those with FXS only did not differ from controls. Theory of mind was related to pragmatic language ability in all groups. Pragmatic language and theory of mind also correlated with genetic variation at the FMR1 locus (Cytosine-Guanine-Guanine repeats and percent methylation). These results point toward substantial overlap in the social and language phenotypes in autism and FXS and suggest a molecular genetic basis to these phenotypic profiles.

Early Language Patterns of Toddlers on the Autism Spectrum Compared to Toddlers with Developmental Delay

This study characterized early language abilities in toddlers with autism spectrum disorders (n = 257) using multiple measures of language development, compared to toddlers with non-spectrum developmental delay (DD, n = 69). Findings indicated moderate to high degrees of agreement among three assessment measures (one parent report and two direct assessment measures). Performance on two of the three measures revealed a significant difference in the profile of receptive-expressive language abilities for toddlers with autism compared to the DD group, such that toddlers with autism had relatively more severe receptive than expressive language delays. Regression analyses examining concurrent predictors of language abilities revealed both similarities in significant predictors (nonverbal cognition) and differences (frequency of vocalization, imitation) across the diagnostic groups.

Utility of the MacArthur—Bates Communicative Development Inventory in Identifying Language Abilities of Late-Talking and Typically Developing Toddlers

The present study investigated the validity of the MacArthur-Bates Communicative Development Inventory (CDI) for a group of toddlers 30 months of age. Study 1 examined the concurrent validity of the CDI for a group of 38 late talkers. Significant correlations were found between the CDI and direct measures of language abilities. Study 2 used likelihood ratio analysis to determine how well the CDI sorted 100 toddlers (38 late talkers and 62 children with a history of normal language development) according to language status based on direct assessment measures. The analyses showed that the CDI was effective in identifying children with low language skills up to the 11th percentile and in identifying children with normal language skills above the 49th percentile.