Functional Skills Research Articles

Improving general practitioners’ approaches to functional somatic syndromes: a pilot training program with a focus on compassion and communication

BackgroundFunctional somatic syndromes are common in primary care and represent a challenge for general practitioners (GPs), with a risk of deterioration in the doctor-patient relationship, and of compassion fatigue on the part of the physician. Little is known about how to teach better management of these symptoms.MethodsThe aim of our scientific team was to develop a training session about functional somatic syndromes for GPs, with the objective to improve the therapeutic attitude of the participants. The first session of the training was constructed as a pilot session, followed by a qualitative study to complete content validation. The educational framework of the training session is multimodal and includes theory on the pathophysiology of functional somatic syndromes, communication skills, and introspective learning including an introduction to compassion meditation. 20 physicians attended the pilot training session. 10 of them participated in the qualitative study. The qualitative study consisted of five individual semi-structured interviews and one focus group of five persons, investigating the impact of the training session on the clinical practices, as perceived by the participants. The interviews were analysed through an inductive method inspired by Malterud’s systematic text condensation strategy.ResultsWe identified three main themes in the responses of the participants: (1) the crucial issue of putting a name to chronic psychosomatic suffering; (2) the importance of self-compassion for physicians; (3) changes in therapeutic attitude fostering a reconciliation between “self” and “care”. Participants expressed a need for more regular meetings of this type. The opportunity to share their negative feelings about therapeutic relationship within a peer group, with compassionate supervision of the trainers, seemed to play an important role in the improvement of their self-compassionConclusionA multimodal teaching session seems to help the physicians to feel more comfortable and competent when treating patients with functional somatic syndromes. Including compassion meditation in the teaching seems a promising tool to prevent compassion fatigue.

A Live Video Resiliency Dyadic Intervention for Persons With Dementia and Their Care-Partners Early After Diagnosis: Protocol for Open Pilot of Resilient Together for Dementia.

Alzheimer disease and related dementias (ADRDs) are increasingly common progressive conditions that have a substantial impact on individuals and their primary care partners-together described as a dyad. The stressors experienced by dyad members at around the time of ADRD diagnosis commonly produce clinically elevated emotional distress (ie, depression and anxiety symptoms), which can become chronic and negatively impact health, relationships, and the overall quality of life. Dyads commonly report unmet needs for early support to address these challenges early after diagnosis. This study is part of a larger study that has the primary objective to develop, adapt, and establish the feasibility of Resilient Together for Dementia (RT-ADRD), a novel dyadic skills-based intervention aimed at preventing chronic emotional distress early after diagnosis. The present study protocol describes an open pilot of the RT-ADRD intervention. This study will allow the study team to gather feedback on intervention components, administration of study measures, issues within general protocol, and perceptions about live video interventions prior to a larger feasibility trial. All study procedures will be conducted on the web (via phone and health care system-supported videoconferencing) to optimize accessibility, inclusion, and representativeness. Eligible dyads will include couples (up to N=10) referred from Mount Sinai Hospital (MSH) clinics within 3 months of an ADRD diagnosis. Dyads will be referred by their diagnosing clinicians (eg, neurologists, geriatricians, and neuropsychologists) and screened for eligibility. Eligible dyads will have at least one member who exhibits clinically elevated emotional distress and will demonstrate capacity to consent to research participation on a standardized assessment. Consenting dyads will complete baseline assessments of emotional distress, quality of life, relationship functioning, and resiliency skills. Dyads will then participate in 6 weekly RT-ADRD sessions together (30-60 minutes each). After the conclusion of the intervention, dyad members will complete posttest assessments with similar measures as the pretest. Finally, dyads will participate together in a single 60-minute exit interview to gather information on intervention content and procedures to refine the intervention before a pilot feasibility trial. This study has been approved by the MSH institutional review board and is registered on ClinicalTrials.gov (NCT06421545). We anticipate that the study will be completed by late 2024. We will use these results to administer changes and develop procedures for a pilot feasibility trial of RT-ADRD relative to a minimally enhanced control condition. Our study will allow us to gather comprehensive information on proposed RT-ADRD procedures and content and the best ways of delivering prevention-focused interventions to reduce the potential for chronic emotional distress stemming from ADRDs. DERR1-10.2196/60382.

The Impact of Digital Literacy Skills and ICT Self Efficacy on Academic and Functional Skills at Secondary Islamic School District Kotaddu South Pakistan

Amid present day’s fast technological development, the incorporation of information technology in teaching and learning can no longer be overlooked. However, the results found that despite the improved digital literacy skills and self-efficacy about ICT among the students of Kot Addu which was the DBGb/rDBG rural and semi-urban students there was have lack of research work that investigates the ways to strengthened the students’ learning outcomes through digital literacy and ICT self-efficacy. The effects of digital literacy and ICT self-efficacy on academic and functional skills of students of secondary Islamic schools in District Kot Addu, South Pakistan. In this quantitative study, the author assesses the participants’ levels of digital literacy, ICT self-efficacy, and functional skills using structured questionnaires on 300 students enrolled in 5 different secondary Islamic schools in the region. The quantitative data was collected using an Administration Questionnaire. The collected data was processed by calculating the percentage distribution of the demographics of the respondents. Cronbach Alpha score and the experts’ opinion was then utilized to establish the validity and reliability of the questionnaire during the pilot test conducted in Kot Addu district. Descriptive and inferential techniques were applied on the data collected from the participants to examine the correlation between the independent measures; digital literacy and ICT self-efficacy to the dependent measures; the academic performance and the functional skills. The findings also show a similar significant positive relationship between the following variables: digital literacy and students’ functional skills, ICT self-efficacy, and academic performance.

Confined spaces in space: Cerebral implications of chronic elevations of inspired carbon dioxide and implications for long-duration space travel.

Cerebrovascular regulation is critically dependent upon the arterial partial pressure of carbon dioxide ( ), owing to its effect on cerebral blood flow, tissue , tissue proton concentration, cerebral metabolism and cognitive and neuronal function. In normal environments and in the absence of pathology, at least over acute time frames, hypercapnia is usually managed readily via the respiratory chemoreflex arcs and/or acid-base buffering capacity, such that there is minimal impact on cerebrovascular and neurological function. However, in non-normal environments, such as enclosed spaces, or with pathology, extended exposures to elevations in can be detrimental to cerebral health. Given the direct effect of protons on cellular function, even if pH is normalized, it is feasible that higher proton concentrations could still produce detrimental effects. Although it seems that humans can work safely in mildly hypercapnic environments for extended periods, chronic respiratory acidosis can cause bone demineralization, renal calcification, perinatal developmental abnormalities, systemic inflammation and impairments in cognitive function and visuomotor skills and can produce cerebral acidosis, potentially inducing sustained alterations in cerebral function. With the advancement of new initiatives in spaceflight, including proposed long-duration missions to Mars, the study of the effects of chronic inspired CO2 on human health is relevant. In this review, we draw on evidence from preclinical, physiological and clinical research in humans to summarize the cerebral ramifications of prolonged and chronic exposures to elevated partial pressures of inspired CO2 and respiratory acidosis.

The contributions of language and inhibitory control to false belief reasoning over time

IntroductionThe role of language in false belief reasoning has been much debated for twenty-five years or more, especially the relative contributions of general language development, complement syntax, vocabulary, and executive function. However, the empirical studies so far have fallen short, in that they generally have too few participants for adequate statistical modeling; they do not include control variables; or they are cross-sectional rather than longitudinal, making inferences about causal direction much more tenuous.MethodsThe present study considers the role of these different variables in the development of false belief reasoning over several months of testing, with 258 children aged three to five years. The children are also from under-resourced communities, broadening the populations that generally contribute such data.ResultsA cross-sectional and a longitudinal regression analysis reveals the contribution of each variable to the children’s success on the false belief measures. Finally, a structural equation model tests the relative contribution of the different potential factors over time, how they interact, and change. The model is an excellent fit to the data. Inhibitory control, complement comprehension and vocabulary all have effects on false belief reasoning at the first time point (T1). However, at T3, the major proximal contribution is the child’s comprehension of complements, though the longitudinal pathways of vocabulary and inhibitory control also pave the way.DiscussionOur data confirm the specific contribution of complement syntax but also makes clear, as do training studies, that a certain amount of preparedness in vocabulary and in executive function skills is also necessary.

Supply Chain Management Skills in Business and Humanitarian Contexts

This study explores the differential skill requirements within supply chain management (SCM) across commercial and humanitarian contexts and career levels. Analysing 116 responses regarding context and 96 concerning career levels, the research confirms the applicability of the T-shaped model, highlighting the distinct skills critical for each sector. Significant discrepancies were found: humanitarian SCM prioritizes functional logistics, while business SCM places a larger emphasis on information technology, customs, transportation, and port/airport management. These findings suggest a dynamic skillset evolution, where functional skills, essentialat entry-level positions, give way to general management capabilities as one progresses. This shift is more pronounced by experience rather than job title in the humanitarian sector. The implications for educational institutions and SCM practice are profound, necessitating curriculum updates to meet changing industry demands and support logistics practitioners transitioning between sectors.

Fathers’ involvement in early childhood education practices and their influence on cognitive development of children aged 5 to 6 years in Kasama and Mungwi Districts, Zambia

Introduction: Early Childhood Education (ECE) practices support the development and learning of young children, typically from birth to age 8. They also promote holistic growth in areas such as cognitive, social-emotional, physical, and linguistic development. In this study, the focus was on children between 5 and 6 years old. Objective: The purpose of the study was to establish the specific early childhood education practices fathers were involved in that influenced the cognitive development of children aged 5 to 6 years. Methodology: A descriptive survey research design was used in the study. Structured questionnaires and child assessment tools were used to collect data including the Behaviour Rating Inventory of Executive Functioning (BRIEF), Rapid Neuro Developmental Assessment tool (RNDA) and Peabody Picture Vocabulary Test (PPVT). A total of 210 participants were included in the study of which 10 were early childhood teachers, 100 fathers and 100 children ages 5 and 6 years were drawn from 10 public early childhood centres in Kasama and Mungwi districts. Results: The study revealed that 51% of fathers helped children with homework given from school while 63% of fathers were involved in reading a book with a child. Further, the study showed a correlation of .968 which is a very strong positive relationship between a father's involvement in early childhood education practices and a child's cognitive development. This suggests that as the father becomes more involved in the child's life, there is a highly consistent and positive impact on the child's cognitive abilities. Through their involvement in early childhood education practices, children developed executive function skills such as memory retention, better inhibition and shift skills. Conclusion: Based on the findings, the study recommends that fathers need to be highly involved in their children’s early education practices at a tender age to foster cognitive development.

Gender Differences in Digital Literacy: An Analysis

Abstract. Objective: This study investigates gender differences in various dimensions of digital literacy, including ethical responsibility, general knowledge and functional skills, daily usage, professional production, privacy and security, and social dimensions. Method: We employed a quantitative approach. We used independent samples t-tests to analyze survey data collected from 255 participants, divided into male (m =96) and female (f = 159) groups. The survey included questions across multiple digital literacy dimensions, and the data were assessed for differences in means between genders. Results: The analysis revealed significant gender differences in several dimensions. Specifically, males scored higher in general knowledge and functional skills, as well as in professional production and privacy and security aspects. Females demonstrated higher scores in ethical responsibility and daily usage dimensions. However, no significant differences were observed in the social dimension of digital literacy. Conclusion: The study highlights notable gender-based variations in digital literacy, suggesting that males and females engage differently with digital tools and platforms. with digital tools and platforms differently. These findings have implications for targeted digital literacy programs and educational interventions designed to address specific needs and improve overall digital competency across genders.

Cognitive functioning in children and adolescents with cerebral palsy: protocol for the Danish CPCog-Youth study

BackgroundMany children and adolescents with cerebral palsy (CP) experience cognitive difficulties, impacting their academic, social, and emotional well-being. A Danish study from 2023 revealed that merely 40% of individuals with CP complete their elementary school education, and previous neuropsychological studies have found that most children and adolescents with CP experience cognitive difficulties. Yet, cognitive functioning is often assumed rather than assessed, and CP follow-up programs focus predominantly on physical functioning. Recognizing this gap, we aim to investigate cognitive functioning in children and adolescents with CP in mainstream schools in Denmark, using standardized neuropsychological tests. Our objective is to provide valuable insights to guide clinical practice on cognitive assessment and intervention, ultimately fostering a more effective support system for individuals with CP.MethodsThe study employs a cross-sectional design, involving 100 children and adolescents with CP aged 11–15 years attending mainstream schools in Denmark. Cognitive assessment includes the core battery from a proposed Nordic test protocol for children and adolescents with CP – the CPCog – encompassing general cognitive functioning (intelligence), executive functions, and visuo-motor skills. Supplementary tests cover verbal and nonverbal short-term memory, attention, fatigue, and mental health. The assessment protocol will also be evaluated by parents of participating children and adolescents with CP. The project is conducted collaboratively by the neuropsychological teams at three assessment sites, in conjunction with the Center for Cerebral Palsy, Rigshospitalet, Aarhus University Hospital, and Aalborg University Hospital. The study benefits from an external advisory board comprising leading international CP experts.DiscussionCognitive difficulties in children and adolescents with CP are often overlooked. Few cognitive studies exist, with some providing only estimated cognitive functioning. The CPCog-Youth study will help advance our understanding of the cognitive challenges experienced by children and adolescents attending mainstream schools. The findings will contribute to the development of targeted cognitive assessment and intervention programs for individuals with CP, addressing this commonly neglected aspect of care. By also seeking feedback from participating families and the involved neuropsychologists, we aim to investigate whether the proposed cognitive assessment is feasible and beneficial in real-world settings.Trial registrationThe study was registered on ClinicalTrials.gov on June 27, 2023 (ID: NCT05921422).

Examining the relationship between language development, executive function, and screen time: A systematic review.

This systematic review study examines the relationship between language development, executive function, and screen time in early childhood. The early childhood period is a crucial phase for the development of the brain, during which fundamental language and executive function skills undergo rapid evolution. This review synthesizes findings from 14 peer-reviewed studies that focused on language development, executive function, and screen time together to provide a comprehensive understanding of their relationship. The findings of current study were categorized under four themes: screen content and adherence to guidelines, parent-child interaction and the family context, passive and active screen time, and attention issues. The findings suggest that interactive and educational screen content may positively influence language development and executive functions when aligned with recommended screen time guidelines. In contrast, excessive passive screen time, such as watching television, has been associated with negative impacts on cognitive and social skills, particularly affecting attention, memory, and emotional regulation. The prevalence of attention problems is found to be higher in individuals who engage in high levels of screen time. This highlights the necessity for balanced consumption of screen media. The review emphasizes the pivotal role of parent-child interaction, where high-quality engagement and verbal scaffolding during screen time can mitigate adverse effects. Furthermore, socioeconomic and cultural factors also play a significant role. Higher socioeconomic status (SES) families are better able to manage screen time and leverage educational content to support development. These findings have the potential to inform the actions of parents, educators, and policymakers. Adherence to recommended screen time guidelines can mitigate the potential negative impact on executive functions and language skills. Furthermore, the importance of limiting passive screen time and ensuring a balance between screen use and real-world interactions and play opportunities is also highlighted.

Supporting the Development of Executive Function Skills Through Structured Play: A Qualitative Study of South African Preschool Teachers

AbstractExecutive function encompasses various cognitive skills that govern our thoughts and actions when completing a task. The skills include self-regulation, memorisation, and cognitive flexibility to ultimately foster autonomy, planning, and problem solving skills. Various interventions have been used to develop executive function skills; however, the use of structured play has not been adequately assessed. Therefore, this qualitative study explored how the development of executive function skills can be supported in preschool settings using structured play. Since acquiring new knowledge and skills is particularly effective during social interaction, Vygotsky’s sociocultural theory was the conceptual framework. A qualitative approach was deemed the most suitable choice as it relied on direct observation of the phenomenon. Eight South African preschool teachers were selected from four preschools with different curricula (National Curriculum Framework, Independent School Association of South Africa curriculum, Montessori, and Reggio Emilia). Research data was obtained using semi-structured interviews and lesson observations. The data was then analysed and coded to arrive at six themes. The themes include: (1) guiding, (2) modelling, (3) instructing, (4) repeating, (5) incorporating child-led activities, and (6) considering children’s interests. Overall, the data supported active engagement through social experiences as a route to develop executive function skills. Given the psychosocial benefits of acquiring executive function skills at an early age, the contribution of this study suggests that play-based strategies are effective in enhancing executive function skills. These strategies are applicable in different learning environments.

Content Validity of a New Soccer (Football) Return-to-Play Test: The RONDO-TEST

Objectives: The aim was to assess the content validity of a new field test on general and soccer-specific motor skills before return to play. Methods: The RONDO-TEST was assessed by a Delphi panel for its content validity. It included a survey to evaluate 16 items related to the test consisting of four 10 m lines which cross over at their mid-point, resulting in eight 5 m sectors that include locomotor skills (speeding, moving sideways, side cutting, and jumping) and soccer-specific technical skills (dribbling, slalom course, and kicking/passing). The content validity was calculated with the Aiken’s V coefficient of acceptance at 0.69 and 95% of confidence interval. Results: Eight experts participated in the Delphi and agreed on the administration procedures after three rounds of suggestions. Major changes included the order of execution and the descriptions of the sectors. The results showed consensus (V = 1, maximum acceptance) for the clarity of instructions, the relevance of the skills to be evaluated, the order of execution, the materials and the relevance of measuring total and partial sector times. Conclusions: The RONDO-TEST may be feasible and simple to administer and evaluate technical functional skills (actions) and condition-related abilities (e.g., the ability to repeat the test, fatigue curve, etc.), which are relevant aspects for return to play under optimum conditions.

Cognitive Health Costs of Poor Housing for Women: Exploring Executive Function and Housing Stress in Urban Slums in India.

An increasing body of literature has investigated the implications of housing quality on health, confirming the negative consequences of poor housing quality on physical and mental health. Despite this increased focus on the salutogenic impacts of housing, the relationship between housing quality and cognitive health remains understudied. This study examined how the housing quality in urban informal settlements, where living conditions are often substandard, affects women's cognitive functioning, with a specific focus on executive function (EF) skills. EF is a decision-making system that enables us to make decisions using working memory and attentional control. This study addressed two key questions: (1) Is housing quality associated with EF skills? (2) Does perceived housing stress experienced by women mediate the housing-EF relationship? A standardized observer-based tool assessed housing quality, psychometric instruments measured EF skills, and a 12-item questionnaire evaluated perceived housing stress. Results indicated that better housing quality is positively associated with higher EF skills, with housing stress acting as a mediating factor in this relationship. These findings have important implications for both health and housing policies. Investments in improving housing conditions can yield cognitive health benefits for women, and addressing stress-inducing housing factors could further enhance cognitive outcomes.

PRODUTOS DE TECNOLOGIA ASSISTIVA E ACESSIBILIDADE DE PESSOAS COM DEFICIÊNCIA EM PROGRAMAS DE ATIVIDADE FÍSICA ADAPTADA

Assistive Technology (AT) consists of a set of resources, products, and services that contribute to providing or enhancing the functional skills of people with disabilities (PWD). The use of AT in Adapted Physical Activity (APA) represents the democratization of access opportunities for PWD to diverse physical activities, sports (adapted or not), and leisure programs. This study aimed to identify, compile, and describe some material resources and products available to people with disabilities within the context of APA, through searches on electronic websites. From a qualitative perspective, an exploratory and descriptive study was conducted, characterized by a combination of bibliographic and documentary research. Electronic searches for material resources and AT products applied to APA were employed as data collection instruments. Document analysis was used to process the data and classify the products found. The results indicate that the products used in APA practice will depend on the functionality of each individual and their specific needs, and that access to APA projects and programs for PWD does not always rely on highly sophisticated technological resources that may be economically inaccessible. It is suggested that further studies be conducted with a focus on the use of AT to improve the quality of life related to physical activity opportunities in populations with disabilities. Received: 2024/10/18 Reformulated: 2024/12/19 Accepted: 2024/12/23

The impact of parental stress, executive function and communication skills on challenging behaviors in children with autism spectrum disorder

PurposeThis study aims to examine the concurrent influence of parental stress, executive functions and communication skills on challenging behaviors in children with Autism Spectrum Disorder (ASD). These behaviors are frequently exhibited by children with ASD and can be attributed to a variety of factors, including the child’s environment and their own level of development.Design/methodology/approachThe current investigation was cross-sectional. Based on the inclusion criteria, 74 children with ASD were chosen, including those aged 4–7 years and 11 months, those with a moderate level of ASD and those without medical conditions or accompanying issues. Convenience sampling was implemented.FindingsIn children with ASD, challenging behaviors were observed to be significantly correlated with all three factors of parental stress, executive functions and communication skills (p < 0.05). Additionally, the executive functions were the most effective predictor of the frequency of challenging behaviors in these children. Furthermore, parental stress was the most effective predictor of the severity of challenging behaviors.Originality/valueIn previous research, the examination of the concurrent impact of factors that influence challenging behaviors demonstrated by children with ASD was restricted to the child’s level (executive functions and communication skills), whereas environmental factors such as parental stress were disregarded. To the best of the authors’ knowledge, this is the first research to look at the concurrent influence of three crucial factors: parental stress, executive functioning and communication abilities on challenging behaviors in children with ASD. The findings suggest that interventions targeting challenging behaviors in children with ASD may benefit from addressing the child’s executive function difficulties and parental stress.

The role of executive functioning in smoking cessation: A scoping review.

Creating and implementing a plan to successfully quit smoking likely requires executive function (EF) skills such as inhibition, cognitive flexibility, attention and working memory. This scoping review consolidates the research evidence evaluating the role of EF in smoking cessation. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR), researchers and a medical librarian searched PubMed, EMBASE, ERIC, CINAHL and PSYCINFO in June 2022, hand-search in September 2022 using relevant MeSH terms, and an updated search was completed in August 2024. Fifteen articles were included. Self-regulation was the most frequently evaluated EF across all studies. Performance on measures of impulsivity was most frequently related to successful smoking cessation. Across studies, performance on measures in areas of attention, working memory, cognitive flexibility and higher-level EF was variable as it relates to smoking cessation success. There was considerable variability in the measures used to evaluate EF and definitions of cessation success. Across studies, very little research evaluates higher-level EF. Differences in EF and cessation measures make comparisons across studies difficult. Future work is needed utilising common assessment and outcome measures that will improve our understanding of the complex cognitive skills needed for successful cessation. Particular consideration should be given to higher-level EFs including reasoning, planning, problem-solving and decision-making.

Adult’s perceptions after residential care: facilitating and inhibiting factors

This study explores the perceptions of formerly institutionalized adults in Portugal regarding the challenges they faced after leaving residential care. It aims to understand the feelings experienced upon leaving the institution; to infer the facilitating and inhibiting factors of post-institutionalization transition, and to outline proposals for improving support during this transition. Semi-structured interviews were conducted with 18 adults aged 24 to 39. The first and second-order categories were identified within three thematic axes. Results highlighted that the cessation of care was essentially remembered with negative feelings. Facilitating factors included academic commitment, social support, having or going to start a professional activity, and the transition to an independent living apartment emerged as facilitating factors. Poor functional skills, economic struggles, limited reality understanding, lack of formal support during the transition out of institutions, and social stigma emerged as inhibiting factors. Multiple personal and contextual factors influenced coping with transition challenges, emphasizing the need for qualified support and investment in promoting autonomy and self-confidence.

Motor Competence in Autistic Children with Attention-Deficit Hyperactivity Disorder.

Children with autism exhibit deficits in fundamental motor skills, which are intensified when associated with attention-deficit/hyperactivity disorder (ADHD). To correlate motor competence in children with autism, autism levels according to the CARS scale, and the association with ADHD. This cross-sectional study assessed motor competence using the Motor Competence Assessment (MCA), the severity of Autism Spectrum Disorder by Childhood Autism Rating Scale (CARS), and the presence of clinical signs for ADHD using Swanson, Nolan, and Pelham (SNAP-IV) questionnaire. A total of 68 children were recruited; however, 23 were not included due to non-acceptance and/or were excluded because of associated pathologies, high autism severity. Consequently, 45 children (11 with ADHD) between the ages of 5 and 11 (Mean: 8.15; ±1.75) with 83.72% being male. Multiple linear regression revealed a significant inverse correlation between MCA scores and raw CARS data (p = 0.01), indicating that greater autism severity is associated with lower motor competence. The correlation was also observed in CARS classifications, with higher autism severity corresponding to lower motor percentiles (p = 0.05). However, the correlation between the presence of ADHD and motor competence in children with ASD did not reach significance. Overall, a significant correlation was observed (p = 0.006) when analyzing all variables (CARS scores, SNAP scores, and CARS classification). Therefore, it is believed that children with autism exhibit deficits in functional motor skills, with severity impacting motor competence. The findings underscore the need for systematic motor skill assessments in children with autism, emphasizing the importance of monitoring and intervention in this aspect of their development.

From behavioral synchrony to language and beyond.

Decades of research on joint attention, coordinated joint engagement, and social contingency identify caregiver-child interaction in infancy as a foundation for language. These patterns of early behavioral synchrony contribute to the structure and connectivity of the brain in the temporoparietal regions typically associated with language skills. Thus, children attune to their communication partner and subsequently build cognitive skills directly relating to comprehension and production of language, literacy skills, and beyond. This has yielded marked interest in measuring this contingent, synchronous social behavior neurally. Neurological measures of early social interactions between caregiver and child have become a hotbed for research. In this paper, we review that research and suggest that these early neural couplings between adults and children lay the foundation for a broader cognitive system that includes attention, problem solving, and executive function skills. This review describes the role of behavioral synchrony in language development, asks what the relationship is between neural synchrony and language growth, and how neural synchrony may play a role in the development of a broader cognitive system founded in a socially-gated brain. We address the known neural correlates of these processes with an emphasis on work that examines the tight temporal contingency between communicative partners during these rich social interactions, with a focus on EEG and fNIRS and brief survey of MRI and MEG.

Understanding Echoics: Identifying Predictive Indicators of Vocal Imitation

AbstractA growing body of literature supports the use of echoic prompts toward conditioning other functional language skills. However, many individuals with autism spectrum disorder do not emit echoic behavior. Identifying the prerequisite skills of an echoic repertoire may be beneficial for intervention planning and clinical decision making. A chart review was conducted for 118 patients with autism who received early intensive behavioral intervention. We examined the Level 1 scores on the Verbal Behavior Milestones Assessment and Placement Program (Sundberg, 2014) for all patients. Using their scores on the echoic skills subtest as a dependent variable, we ran a binomial logistic regression in which the remaining eight domains, along with age and sex, served as independent variables. Our logistic regression model was statistically significant: X2(10) = 109.61, p &lt; .001. The model explained 86.0% of the variance in echoic verbal behavior and correctly classified 95.8% of cases. Patients who demonstrated a mand repertoire were greater than 3.5 times more likely to also exhibit an echoic repertoire. Additionally, vocal play and motor imitation were associated with an increased ability to echo. Using binomial logistic regression, we identified three predictors influencing the echoic behavior of children with autism. Patients who demonstrated these three skills were statistically significantly more likely to echo the vocal verbal behavior of others. Additional research is now needed to confirm a functional relationship between each of these predictors and echoic control.