Function In School-aged Children Research Articles

Chanting and meditation: an 8-week intervention to promote executive functions in school-age children

The present study investigated the effectiveness of a newly developed 8-week meditation program, which included chanting and meditation, on executive functions (EFs) in school-age children. Twenty-five students assigned to an experimental group participated in the meditation program, engaging in daily and weekly activities for 8 weeks. Another 25 students served as a control group and participated in regular school activities. Pretest and posttest assessments included the n-back task for working memory, the go/no-go task for inhibition, and the Wisconsin Card Sorting Test (WCST) for cognitive flexibility. A mixed repeated measures ANOVA was conducted to analyze interaction effects, within-group differences, and between-group differences. The experimental group demonstrated greater improvement compared to the control group across several measures: (1) reaction time in the 1-back task, (2) correct responses in the no-go condition of the go/no-go task, and (3) percentage of correct responses, errors, perseverative errors, non-perseverative errors, perseverative responses, and conceptual level responses in the WCST (p < 0.001). These findings underscore the potential benefits of an 8-week school-based meditation program incorporating chanting and meditation for enhancing EFs in school-age children.

A study protocol for a randomized controlled trial on the effect of Surya Nadi Pranayama practice on cognitive abilities in school children

Abstract Background Surya Nadi Pranayama is a yogic breathing technique that involves controlled breathing through the right nostril. The study aims to evaluate the effects of the 20-min practice of Surya Nadi pranayama (4 weeks) on cognition among schoolchildren, comparing it to observing a normal breathing pattern. Methods A randomized control study design will be adopted for this study with 100 school children with 12–16 years of age, will be recruited. Subjects will be randomly divided into the study and control groups. The study group will be advised to practice Surya Nadi Pranayama (n = 50), whereas the control group (n = 50) will be asked to relax in a sitting posture between 9 am and 10 am, Monday to Friday, for 20 min daily over 30 days. Results A baseline and post-intervention assessment will be performed for all the subjects a day before and after the intervention. The primary outcome measures are visual reaction time and auditory reaction time. The secondary outcome is critical flicker fusion frequency. Conclusion The potential benefits of this yogic breathing technique and the findings of this research may contribute to the development of interventions aimed at improving cognitive functioning in school-aged children. The study is prospectively registered in the Clinical Trial Registry of India (CTRI/2024/05/067441).

Associations among screen time, sleep, mental health and cognitive functioning in school-aged children during the COVID-19 pandemic, November 2020 through to August 2022

ObjectiveTo examine children’s screen time use and sleep patterns over 2 years of the pandemic and the downstream associations with children’s executive functions and behavioural problems, as well as the moderating effects of parental factors. MethodThis longitudinal cohort study examined school-aged children’s lifestyle and behavioural changes over 2 years of the pandemic across 6 timepoints (November 2020 to August 2022). Latent growth modeling (LGM) was used to identify changes in screen time and sleep duration and multivariate LGM was used to determine how parental stress, positive parenting, changes in children’s screen time and sleep over time were associated with children’s executive functions and mental health outcomes at the final time point. ResultsA total of 198 parents (children’s mean age = 9.14 years) were recruited and followed up. Non-school screen time was elevated at the initial timepoint (3.6 ± 2.3 h). Positive parenting at the initial timepoint was associated with lower screen time use in children (β = −.19, p < .001; β = −.19, p < .001, in internalizing and externalizing models). Children whose screen time use was constant during the pandemic had shorter sleep durations (β = −.45, p < .05 in internalizing model). Executive function was predicted by sleep duration at the first timepoint (β = −.55, p < .001; β = .73, p < .001, in internalizing and externalizing models) and changes in screen time during the pandemic was associated with both internalizing and externalizing symptoms (β = .58, p < .05; β = .54, p < .05, in internalizing and externalizing models). ConclusionChildren’s screen time decreased slightly but remained significantly higher than Canadian and International guidelines during 2 years of the pandemic. Positive parenting styles can have a significant impact on children's screen time use. Reducing excessive screen time can help improve sleep patterns and, consequently, cognitive, and emotional well-being in children.

Prevention of vision disorders at school age: view of secondary school teachers on the problem

Background. The relevance of the study is due to the importance of maintaining full vision functions from childhood, which allows for having healthy visual perception for a quality life, learning and work capacity in adolescence and adulthood. The problem is gaining global importance, because according to the forecasts of international experts, the spread of ophthalmic pathology in 2050 will reach such a scale that almost a third of the planet’s population will have impaired vision, with most of cases diagnosed already in childhood. Scientific studies reveal an increase in the frequency of visual impairment among school-aged children. Thus, 8–10 % of the first-graders are diagnosed with ophthalmic pathology, and upon completion of schooling, this indicator can increase to 30–50 %. The purpose was to study the awareness of teachers and lecturers of secondary educational institutions (schools, lyceums) regarding the problems of visual impairment among schoolchildren, their attitude to the problem and willingness to participate in preventive measures. Materials and methods. The materials for the research were the results of a sociological survey of educators of secondary educational institutions from all regions of Ukraine (lecturers, teachers at schools and lyceums), a total of 6,215 questionnaires were subject to analy­sis. The tool for conducting sociological research was the deve­loped Questionnaire of secondary school educators regarding their awareness and willingness to participate in preventive programs to preserve eyesight from childhood. The procedure for filling out the questionnaire included an interview with an interviewer, who verbally informed about the purpose, tasks of sociological research, and its anonymity. Only after obtaining preliminary voluntary verbal consent to participate in the study, respondents were offered to proceed to filling out the questionnaire, which took an average of 15–20 minutes. The research methods were sociological survey, analytical-synthetic, medical-statistical methods, in particular the latter was used to calculate the representativeness and reliability of the survey results. Results. The results of the study prove the importance of the participation of secondary school educators in measures to prevent impairment of visual functions in school-aged children. Despite the high readiness of lecturers and secondary school teachers to engage in preventive activities, their awareness of preventing visual impairment among schoolchildren was found to be insufficient, as was the level of preventive work of medical personnel in schools. It was found that most educators are convinced that a school education worker should be aware of the signs of visual impairment in children (90.46 ± 0.37 %), participate in preventive measures and be familiar with the hygienic norms of visual stress in children (86.39 ± 0.43 %). Most respondents expressed the feasibility of introducing regular systematic supervision of vision functions in school-aged children (99.40 ± 0.10 %) and supporting the implementation of state preventive programs to preserve vision from childhood in Ukraine (97.38 ± 0.20 %), self-critically recognizing the need for informational support regarding the detection of signs and symptoms of these diseases in children (71.70 ± 0.57 %). Conclusions. Visual impairments in children of different ages are of great medical and social importance, as they affect the formation of disorders of socialization and human performance. The results of the study open the prospect of involving secondary school educators in the activities of interdisciplinary comprehensive programs to prevent the development of ophthalmic pathology among school-aged children. The search for effective ways of informational support for educators on the issues of modern preventive technologies, risk factors for the formation of visual impairments in schoolchildren in order to prevent the formation of stigma about children with disabilities and visual impairments in their environment requires scientific justification.

Impact of elexacaftor/tezacaftor/ivacaftor therapy on lung clearance index and magnetic resonance imaging in children with cystic fibrosis and one or two F508del alleles.

We recently demonstrated that elexacaftor/tezacaftor/ivacaftor (ETI) improves the lung clearance index (LCI) and abnormalities in lung morphology detected by magnetic resonance imaging (MRI) in adolescent and adult patients with cystic fibrosis (CF). However, real-world data on the effect of ETI on these sensitive outcomes of lung structure and function in school-age children with CF have not been reported. The aim of this study was therefore to examine the effect of ETI on the LCI and the lung MRI score in children aged 6-11 years with CF and one or two F508del alleles. This prospective, observational, multicentre, post-approval study assessed the longitudinal LCI up to 12 months and the lung MRI score before and 3 months after initiation of ETI. A total of 107 children with CF including 40 heterozygous for F508del and a minimal function mutation (F/MF) and 67 homozygous for F508del (F/F) were enrolled in this study. Treatment with ETI improved the median (interquartile range (IQR)) LCI in F/MF (-1.0 (-2.0- -0.1); p<0.01) and F/F children (-0.8 (-1.9- -0.2); p<0.001) from 3 months onwards. Further, ETI improved the median (IQR) MRI global score in F/MF (-4.0 (-9.0-0.0); p<0.01) and F/F children (-3.5 (-7.3- -0.8); p<0.001). ETI improves early abnormalities in lung ventilation and morphology in school-age children with CF and at least one F508del allele in a real-world setting. Our results support early initiation of ETI to reduce or even prevent lung disease progression in school-age children with CF.

Association of screen-based sedentary behavior with executive function in school-aged children: A functional near-infrared spectroscopy study

Screen-based sedentary behavior (SSB) is a significant risk factor for the health of school-aged children, and guidelines recommend limiting SSB to 2 hr per day. This study aimed to examine association and potential mechanisms between SSB and executive function (EF) by comparing Stroop performance and frontal hemodynamic responses between children with and without excessive SSB. A total of 70 children aged 10 to 15 years were recruited and divided into two groups: excessive screen time (≥2 hr/day; n = 35; ES group) and normal screen time (<2 hr/day; n = 35; NS group). The Chinese version of the Adolescent Sedentary Activities Questionnaire was used to assess SSB, whereas EF was evaluated using the Stroop task. The frontal hemodynamic responses during the Stroop task were measured using functional near-infrared spectroscopy. The results indicated that the ES group had lower accuracy, longer reaction times, and greater activation in the bilateral dorsolateral prefrontal cortex (DLPFC) and left pre-supplementary motor area (Pre-SMA) compared with the NS group. Furthermore, significant correlations were observed between Stroop performance and cortical activation in the left DLPFC and Pre-SMA. These findings demonstrate that excessive SSB is associated with poor EF, which may be explained by a decrease in neural efficiency of the left DLPFC and Pre-SMA.

Executive functioning in child victims of sexual abuse: A multi-informant comparative study

BackgroundResearch examining the association between child sexual abuse and executive functions is limited. Yet, exposure to traumatic situations at a young age has been associated with changes in the prefrontal cortex, which hosts executive functions (Wesarg et al., 2020). These functions are crucial for social adaptation, as they make it possible to inhibit maladaptive behavior and respond flexibly to the demands of the environment. As middle childhood is a sensitive period for the development of self-regulatory abilities, exploring executive functioning in school-age children could provide potential intervention targets (Dajani & Uddin, 2015). ObjectiveUsing multiple informants, this study compared executive functioning of sexually abused children to that of non-sexually victimized children and examined whether the differences were moderated by sex. MethodsThe sample consisted of 225, 6-to-12 years old children with a history of child sexual abuse (CSA) and 97 children without a history of CSA. Children completed two executive functioning tasks measuring cognitive flexibility and inhibition. Parents and teachers completed questionnaires evaluating children's executive functioning. ResultsIn comparison to non-abused children, children with a history of CSA displayed greater executive functioning difficulties as assessed by both informant-reported questionnaires and self-completed tasks. Significant interaction effects were found, such as CSA predicting lower inhibition and executive functions at school in boys but not in girls. ConclusionThis study is a first step in understanding the association between CSA and executive functioning and offers a clearer picture of the differential impact of sexual trauma according to children's sex.

The Impact of Screen Time on Sleep Patterns in School-Aged Children: A Cross-Sectional Analysis.

In a world filled with technology, there's concern about the impact of screen time on children and teenagers. A recent study of 11,875 children aged nine to 10 in the US explored how screen time affects mental health, behaviour, school performance, sleep, and friendships. The results indicate that more screen time is mildly linked to worse mental health, more behaviour problems, lower academic performance, and poorer sleep, but slightly better peer relationships. However, these connections were weak, with socioeconomic status (SES) having a stronger influence on these outcomes. The study doesn't prove that screen time causes these issues, suggesting that increased screen time might not be directly harmful to children in this age group. The research adds to the understanding of how screen time impacts children's well-being and highlights the importance of promoting healthy habits. Our study aims to add to this literature by examining how screen time impacts sleep quality, dream recall, and academic performance in school-aged children. Understanding the potential consequences of screen time is crucial for promoting healthy habits and ensuring the overall well-being of children. Our research seeks to provide further insights into the relationship between screen time and key aspects of children's lives as its prevalence continues to rise. The research incorporates a cohort of 1000 school-aged children, bifurcated evenly into two categories based on their daily screen exposure: a low screen time group (less than one hour daily, n = 500) and a high screen time group (over three hours daily, n = 500). The study probes into the correlation between screen time and various health parameters, such as sleep patterns, dream recall, and academic prowess. The analysis showed that children with low screen time had better sleep efficiency (90% vs. 75%), more frequent dream recall (70% vs. 30%), fewer nocturnal awakenings (0.5 vs. 1.5 times weekly), less daytime sleepiness (20% vs. 60%), and higher physical activity levels (60 vs. 30 minutes per day) compared to those with high screen time. They also had less weekend sleep variability (1.2 hours) and a lower risk of circadian rhythm disturbances (20% increased risk in the high screen time group). Additionally, a screen-free bedroom was more common in the low screen time group (85% vs. 30%), and parental involvement in sleep routines was higher (90% vs. 40%). Academically, the low screen time group achieved higher grades ('A' to 'A+' vs. 'B'), and they had more face-to-face social interactions (two vs. one hour per day). Escalating screen time is correlated with detrimental impacts on sleep efficiency, dream recall, physical activity, circadian rhythms, and academic performance in school-aged children. Fostering a screen-free bedroom environment and augmenting parental involvement in sleep routines may alleviate these adverse effects.

Reading performance in school going children with visual function anomalies

To compare reading performance in children with and without visual function anomalies. This cross-sectional study was carried out from May 2021 to April 2022 in a tertiary eye hospital of Bangladesh. This study included patients with 6-15 years of age who visited at Vision Therapy clinic. CISS-score was used to identify the asthenopia complaints and reading difficulties while having a normal vision and normal retinal function only selected for recruitment. Reading error, accuracy and reading speed were assessed with an N-notation chart with an N6 target size and the time taken to complete the task was recorded with a stopwatch. Both univariate and bivariate tables are used for analysis. Statistics analysis was performed accordingly, and the level of significance used was at 0.05. Out of 200 subjects, 46.5% boys and 53.5% girls. Of the total, 15.5% had NVF. The mean age of the participants was 12.04 (±2.44) years. Children with AVF had a higher number of reading errors and non-significant negative correlation (AVF=7.64 (±5.19); NVF 6.55 (±3.67); (r = -1.00, p=0.157). Lower Reading accuracy was noted in AVF as correlated to NVF and non-significant negative correlation (AVF=86.11 (±14.84); NVF=86.43 (±13.12); (r= -0.008, p=0.912). Similarly, lower reading speed was noted in AVF as correlated to NVF and non-significant negative correlation (AVF=79.47 (±39.20) wpm; NVF=84.51±36.84 wpm; (r= -0.047, p=0.507). A statistically significant difference was seen between AVF and NVF (p=0.001 at a 95% Confidence Interval of the differences). Children in the 1 to 5 grades presented a higher risk of reading impairment than the 6 to 10grades. Higher reading speed (112±20.69wpm) was noted in 10 grade. In this study, it was observed that poor reading performance is linked to abnormal visual function in school-aged children, but visual function and reading performance are not positively related.

Altered functional connectivity in default mode network maintains attention task performance in school-age children with frontal lobe tumor

This study examines functional brain network changes in children with frontal lobe tumors (FLT). Ten pediatric FLT patients from Beijing Tiantan Hospital and 20 healthy children were compared in terms of cognitive performance and resting-state functional magnetic resonance imaging (rs-fMRI) connectivity. The FLT group showed lower cognitive performance, particularly in visual and working memory domains, but had comparable attention abilities to the healthy controls. There were notable differences in connectivity between the default mode network (DMN) and sensorimotor network (SMN) in both groups. The FLT group also displayed a significant reduction in local efficiency in the left lateral parietal area within the DMN. Importantly, reduced DMN-SMN connections and increased DMN-lateral prefrontal cortex connectivity may facilitate maintaining attention and memory tasks in FLT children. This study sheds light on how the brains of children with FLT adapt, preserving “normal” attention functions despite frontal lobe damage.

Relationships Between Sensory Processing, Temperament Characteristics for Effortful Control, and Executive Function in School-Age Children

Relationships Between Sensory Processing, Temperament Characteristics for Effortful Control, and Executive Function in School-Age Children

Assessment of Executive Functioning in School-Age Children With And Without Stuttering: A case-control study

Background: Stuttering is defined as a neurodevelopmental disorder, with disruptions in the normal fluency and time patterning of speech that are inappropriate for the individual's age and language skills. Executive functions (EF) include various cognitive skills, such as directing the attention required for planning and maintaining thoughts and behaviors, suppressing inappropriate stimuli, keeping the processed information active, and providing the transition between the information. This study was aimed at investigating whether there is a difference between school-age children with and without stuttering about executive functions (EF) skills and attention. Method: Twenty-six children with stuttering (14 boys; mean age=10.1±2.88) and twenty-five children without stuttering (14 boys; mean age=10.2±2.77) aged between 7 and 12 were admitted to the study. The participants were administered the Visual Aural Digit Span Test-B Form (VADS-B), which evaluates working memory and audiovisual attention, and the Cancellation Tests (CT), which evaluates sustained attention. The Parents of the participants were applied the Behavior Rating Inventory of Executive Function (BRIEF), which was developed to evaluate executive functions, problem-solving skills and adaptive behaviors. Differences in mean subscores of VADS-B, CT, and BRIEF were analyzed using univariate analysis of covariance (ANCOVA) with participant group as the factor and VADS-B, CT, and BRIEF subscores as the dependent variable; Chronological age (years) was designated as a covariate. Results: This study was conducted between two groups that were equal in terms of age, gender, developmental steps (walking, talking, toilet training), family structure, and socioeconomic status (p&gt;0.05). All subscales of VADS-B (aural-verbal, aural-written, visual-verbal, visual-written) were found to be significantly lower in children with stuttering (p&lt;0.05). In cancellation test results, there was a significant difference between the groups in terms of hit scores and total number of errors in organized letter and random letter forms (p&lt;0.05). No difference was found between the two groups in the BRIEF scale completed by the parents (p&gt;0.05). Conclusion: This study demonstrated that school-aged children with stuttering had weaker working memory and sustained attention performance in performance-based tests. Thus, we believe that in the evaluation and treatment of stuttering, comprehensive approaches should be adopted to evaluate attention and executive functions and to improve these functions. In this area, studies with larger samples are needed in which stuttering, attention, and executive functions are evaluated more comprehensively with different tasks (computer-based performance tests, parent-teacher scales, etc.) and neuroimaging (magnetic resonance imaging [MRI]). Lastly, the tasks used in our study (VADS-B, CT, and BRIEF) were applied to Turkish-speaking school-age children with stuttering for the first time. In this regard, we think that our study will contribute to the literature.

Effectiveness of a mixed cognitive intervention program (computer-based and home-based) on improving cognitive and academic functions in school-aged children with specific learning disorder (SLD): A pilot study

Effectiveness of a mixed cognitive intervention program (computer-based and home-based) on improving cognitive and academic functions in school-aged children with specific learning disorder (SLD): A pilot study

Preliminary Speech Perception Performance Profiles of School-Age Children With Childhood Apraxia of Speech, Speech Sound Disorder, and Typical Development.

Limited research exists assessing speech perception in school-age children with speech sound disorder (SSD) and childhood apraxia of speech (CAS); despite early evidence that speech perception may lead to error-prone motor planning/programming. In this study, we examine speech perception performance in school-age children with and without speech production deficits. Speech perception was assessed using the Wide Range Acoustic Accuracy Scale to determine the just-noticeable difference in discrimination for three consonant-vowel syllable contrasts (/bɑ/-/wɑ/, /dɑ/-/gɑ/, /ɹɑ/-/wɑ/), each varying along a single acoustic parameter for seven children with CAS with rhotic errors, seven children with SSD with rhotic errors, and seven typically developing (TD) children. Findings revealed statistically significant mean differences between perceptual performance of children with CAS when compared to TD children for discrimination of /ɹɑ/-/wɑ/ contrasts. Large effect sizes were also observed for comparisons of /ɹɑ/-/wɑ/ contrasts between children with CAS, SSD, and TD peers. Additionally, large effect sizes were observed for /dɑ/-/gɑ/ contrasts between children with CAS and SSD and TD children despite nonsignificant mean differences in group performance. Overall, mean outcome scores suggest that school-age children with CAS and persistent rhotic errors demonstrated less accurate speech perception skills relative to TD children for the /ɹɑ/-/wɑ/ contrasts. However, the relatively small sample sizes per group limit the extent to which these findings may be generalized to the broader population.

Sleep spindle activity is associated with state- and trait-based emotion in healthy school-aged children

BackgroundWhile connections between children's sleep and their daytime functioning are well established, less is known about the microstructural features of sleep that support emotional wellbeing. Investigating these relationships in healthy children may provide insight into adaptive emotional development. We therefore examined associations between non-rapid eye movement (N2) sleep spindles and both state- and trait-based measures of emotion. MethodsA sample of 30 children (7–11 years) without psychiatric disorders completed a baseline assessment, one night of at-home polysomnography (PSG), and an in-lab emotional state assessment the next day including self-reported arousal in response to affective images. Trait-based measures of anxiety and depression as well as savoring, a positive emotion regulatory strategy, were also completed. N2 sleep spindle parameters, including spindle density (number/min) and peak frequency in central regions, were detected using an automated algorithm. ResultsGreater spindle density was significantly associated with decreased state-based emotional arousal towards negative affective images, and greater spindle peak frequency was associated with greater trait-based use of savoring. However, neither spindle parameter was associated with child anxiety or depressive symptoms. ConclusionsFindings align with and expand on prior research to suggest that N2 sleep spindles support adaptive emotional functioning in school-aged children.

Subclinical neural hearing alterations in school children with type 1 diabetes mellitus

Background and objectivesEvidence has shown a cause-and-effect relationship between type 1 diabetes mellitus and auditory and cognitive dysfunctions. This study aimed to investigate the effect of type 1 diabetes mellitus (T1DM) on central auditory and cognitive functions in school-age children and adolescents. MethodsThe study sample consisted of 101 children and adolescents, 50 with T1DM, of both sexes, aged between 7 and 18 years. All participants were selected for a structured interview on hearing, behavioral, and cognitive health and assessment of brainstem auditory evoked potentials (BAEP) and event-related potentials (P300). ResultsSignificant differences were observed in memory (p=0.002) and attention (p=0.021) complaints between participants with and without T1DM. In the BAEP responses, there were differences between wave III latencies in the right (p=0.017) and left (p=0.019) ears and in wave V latencies in the left ear (p=0.001) between the evaluated groups. In addition, there was an association between BAEP findings and metabolic control in the T1DM group in the left ear in waves III (p=0.006) and V (p=0.005) and in the right ear in wave V (p=0.026). No differences were observed in the latencies of P300 between the evaluated groups. ConclusionThis study demonstrated the existence of a subclinical finding in the central auditory pathway, offering an increased risk for retrocollear alterations, which may be a consequence of poor metabolic control.

Schools: First Promoters of a Good Visual Health

Abstract Vision plays an important role in the physical, cognitive and social development of children. Uncorrected vision problems can harm a child's development and interfere with learning. Visual functioning is a strong predictor of academic performance in school-aged children. Early detection and treatment are essential. The objective of our work is to establish the prevalence of visual disorders in children and to investigate the motivations for a consultation. This is a descriptive study carried out at the Vision Clinic of Tetouan-Morocco, including all pediatric patients (&amp;lt;16 years old) who presented to the consultation of the same doctor, between July 2022 and December 2022. All patients underwent a complete ophthalmological examination with measurement of refraction after cycloplegia. The study involved 450 children, including 254 girls and 196 boys. The average age was 9 years old. One of two children was consulting for the first time in ophthalmology. The average age at the first consultation is 8.5 years. The ophthalmological examination was requested by the school in 46% of the cases. In 34%, it is requested following observations made by the parents. In 10%, it is the child who reports the visual disturbance (these children were all over 8 years old). In 3% of cases, the ophthalmological examination is requested by the attending physician. 93% of these children required optical correction after measurement of refraction under cycloplegia and 45% had amblyopia of variable importance. One out of three amblyopic children was over 10 years old when the visual impairment was diagnosed. This work highlights the essential role of schools in the detection of visual impairment in children. Routine vision screening and eye exams are critical to detect vision problems before a child's development is compromised. Schools and teachers are the first and essential actors in a solid public health approach to children's vision and eye health. Key messages • Systematic screening for ametropia in children of school age &amp; Awareness of parents for the recognition of visual disorders. • A child who does not complain is not necessarily in good visual health.

Family Functioning in School-Aged Children: A Systematic Review of Research in Türkiye Using the McMaster Family Model

Family Functioning in School-Aged Children: A Systematic Review of Research in Türkiye Using the McMaster Family Model

Behavioural Profile, Linguistic skills, Adaptive Behaviours and Intellectual Functioning of School aged Children with History of Early Language Delay

Introduction: Language is a fundamental skill and a foundation stone for multiple cognitive and socio-emotional aspects of development. Considering that well-developed language abilities enable children to negotiate the social-relational demands of school life and provide the foundational knowledge upon which academic skills are built, there is a higher chance of scholastic difficulties, social and, behavioural and emotional maladjustments resulting in poor mental health in those who have language delay.&#x0D; Methods: An ambispective study conducted at a tertiary centre after taking ethical approval from the institutional review board. Children with isolated early language delay were reassessed at school age for intelligence quotient, language development, adaptive behaviours and behavioural issues.&#x0D; Results: out of 57 children, persistence of poor language skills was seen in 65%, mean IQ score was 90 ( ± 17. 067) and mean VABS score was 94 ( ± 15). 61.4% children had significant behavioural issues. On interview, most worrisome issue reported by children was ‘being teased by friends’ due to poor language skills. Additionally, lower social competence level was noted in children who had poor language skills.&#x0D; Conclusions: persistence of language, cognitive and behavioural dysfunctions in children with seemingly benign ‘speech and language delay’ at an early age, emphasizes the importance of comprehensive reassessment of these children at school age for early recognition and management.

Using Community Engagement Methods to Guide Study Protocol Decisions for School-Aged Children With Type 1 Diabetes.

Many challenges exist in developing multisite protocols for newly diagnosed children with type 1 diabetes. Our research team engaged community members to increase the likelihood of study success during a planning grant for a longitudinal study aimed at understanding risk and protective factors for neurocognitive function in school-aged children newly diagnosed with type 1 diabetes. Two methods were used to obtain caregiver input into study protocol decisions. The first was a survey given to caregivers of children with diabetes (n = 21) about which aspects of the study protocol would make families more or less likely to participate. The second was a Community Engagement (CE) Studio to obtain recommendations from a diverse group of caregivers of children with diabetes (n = 7) on key aspects of recruitment and enrollment. Results from both the survey and the CE Studio indicated that caregivers were interested and willing to participate in a longitudinal study of this nature. Both methods resulted in similar preferences for the type and amount of compensation, convenient study visits, flexible scheduling options, and receipt of neurocognitive test results. Recommendations from the CE Studio included additional strategies to minimize participant burden and enhance communication around study participation. Both the feasibility survey and the CE Studio were useful mechanisms to obtain caregiver input during the study's planning and design phase. Uniquely, the CE Studio approach offers researchers the ability to gain valuable community member input with minimal staff effort.