Language Delay Research Articles

Clinical characteristics and genetic variant analysis of a child with Snijders Blok-Campeau syndrome

To analyze the clinical phenotype and genetic variant of a child with Snijders Blok-Campeau syndrome (SBCS). A child who was diagnosed with SBCS in June 2017 at Henan Children's Hospital was selected as the study subject. Clinical data of the child was collected. Peripheral blood samples of the child and his parents were collected and the extraction of genomic DNA, which was subjected to trio-whole exome sequencing (trio-WES) and genome copy number variation (CNV) analysis. Candidate variant was verified by Sanger sequencing of his pedigree members. The main clinical manifestations of the child have included language delay, intellectual impairment and motor development delay, which were accompanied with facial dysmorphisms (broad forehead, inverted triangular face, sparse eyebrows, widely spaced eyes, narrow palpebral fissures, broad nose bridge, midface hypoplasia, thin upper lip, pointed jaw, low-set ears and posteriorly rotated ears). Trio-WES and Sanger sequencing revealed that the child has harbored a heterozygous splicing variant of the CHD3 gene, namely c.4073-2A>G, for which both of his parents were of wild-type. No pathogenic variant was identified by CNV testing. The c.4073-2A>G splicing variant of the CHD3 gene probably underlay the SBCS in this patient.

Effect of incredible years autism spectrum and language delays (IY-ASD) program on stress and behavioral management skills among parents of children with autism spectrum disorder in Palestine

PurposeThis study purposed to evaluate the effect of the Incredible Years Autism Spectrum and Language Delays (IY-ASD) program in reducing parents' stress and improving aggressive and disruptive behaviors in the parents among parents of children with autism spectrum disorder in Palestine. Design and methodsA one-group pre-posttest design was used. Thirty-four parents who enrolled in the Palestinian Child Institute in Nablus were recruited. ResultsFindings revealed a significant difference between parents' total stress pre and post-IY-ASD (t = 1.2, p < 0.01 and parents' behavioral management skills toward their children with autism spectrum disorder. The study demonstrated that the IY-ASD program for 16 sessions reduced stress among parents of children with autism spectrum disorder in Palestine and improved aggressive and disruptive behaviors in the parents. ConclusionThe IY-ASD program can be successfully implemented for parents of this cohort group. Practice implicationsHealthcare providers can adopt such a program for enhancing parenting roles with their children experiencing autism spectrum disorder.

Languag Skills in Preschool Children with Down Syndrome and Non-verbal Mental Age-matched Controls

Introduction: Down syndrome (DS) as a chromosomal abnormality has different symptoms including cognitive problems and language delay. Studies showed a heterogeneous profile of language skills in this group of children. This study aimed to provide further information about the most vulnerable area of language -grammatical skills- regarding the unanalyzable utterances, clauses, phrases, grammatical morphemes, and mean length of utterances (MLU) in children with DS and compare them with those of non-verbal age-matched controls.&#x0D; Materials and Methods: The grammatical structures of 12 children with DS (non-verbal age=39 months) were compared to those of 50 non-verbal mental age-matched controls (non-verbal age=41 months). Clause, phrase, and grammatical morphemes were investigated through spontaneous language sample analysis according to Persian-language assessment remediation and screening procedure (P-LARSP).&#x0D; Results: Children with DS had higher percentages of unanalysable text units compared with typically matched peers (P≤0.001). The MLU, number of phrases and clauses structures, and inflectional morphemes were significantly lower in children with DS compared with typical children (P&lt;0.001).&#x0D; Conclusion: Children with DS showed a noticeable gap in grammatical structures compared with typical children. The possibility of specific language problems in children with DS should be considered by future studies.

The development of a parent report instrument of early communication and language skills of infants and toddlers in mainland China.

This study was designed to produce a new parent-report measure, the Diagnostic Receptive Expressive Assessment of Mandarin-Infant Toddler Assessment of Communication and Language (DREAM-IT) in order to provide norms for the developmental skills of children aged 0-36 months in four areas: expressive language, receptive language, cognitive play and social skills. The scale was designed to be both broader and deeper than existing instruments that neglect one or more of these significant domains involved in early language. Items were chosen by a group of specialists with clinical experience working with the age group and with attention to the developmental literature. Caregivers were tested individually by a trained person who asked the questions and provided examples. In addition to an extensive health questionnaire, caregivers answered questions in Mandarin about their child's behaviour using a scale of 'not yet', 'sometimes' or 'always' or listing out words and/or sounds understood or said by the child. The 476 participating caregivers were recruited at maternal and child healthcare clinics centred in Chengdu, China, 191 of whom were tested a second time seven months later. The children were sampled in three-month age-bands from 0 to 36 months. The sample was balanced for child gender by age band, and parental education was balanced. Caregivers of 0-24-month-old children and caregivers of 12-36 months were each asked a different set of questions, to determine the appropriate age range and cutoff points for each question, requiring the sample size to be doubled for children aged 12-24 months. The results were subject to item-response theory analysis to remove outlying items, and the resulting internal reliability was high for each domain (average Cronbach's alpha=0.87). The final instrument (between 67 and 113 questions in total) was refined to include the least redundant questions that had the highest intercorrelations, with attention paid to coverage of all domains across the age range. Two scales were developed: one for children 0-18 months, the second for children aged 18-36 months. The longitudinal design permitted the creation of growth curves and norms for each domain for six-month intervals from 0 to 36 months. A small sample of 32 parents of children with Down syndrome aged 18-36 months provided validation that the scales are highly sensitive to developmental delay. The instrument shows considerable promise for detecting early communication problems in children in China. What is already known on the subject In China, efforts were made in recent years to develop language assessments for infants and toddlers, but limitations existed with the domains included and number of items included per age group. Many clinical practitioners also continued to rely on language subtests of general developmental scales, which were limited in depth and breadth of language skills tested and were never intended for diagnosis of language delay. What this paper adds to existing knowledge This paper discusses the development of a valid caregiver report instrument for early communication and language skills of infants and toddlers in mainland China. The Diagnostic Receptive Expressive Assessment of Mandarin-Infant Toddler (DREAM-IT) includes foundational domains necessary for language and communication development in young children (receptive language, expressive language, cognitive play and social communication domains). The results show strong internal reliability (Cronbach's alpha) for each domain on a sample of 716 children sampled in three-month age bands from 0 to 36 months. The external validity proved strong when tested on a group of 32 young children with Down syndrome. What are the potential or actual clinical implications of this work? Besides helping to inform the diagnosis of language delays in infants and toddlers in China, the caregiver report instrument has special features to support clinical practitioners in a field that is just emerging in China. The unique support features include the automatic generation of a profile of relative strengths and weaknesses of the child on the report and the recommendation of child-specific caregiver coaching videos on a companion app.

Parents' Efforts in Supporting A Child with Speech Delay

Language of a child continue to develop in accordance with stimulus from the surrounding environment particularly families (parents), teachers and community. This study aims to identify speech delay in terms of efforts of parents in stimulating their child by using a case study approach. Early intervention of the parents is critical for children with speech and language delays, as it can prevent further developmental delays and improve their communication skills. Parents play a crucial role in their child's language development and can make a significant difference by providing a supportive and stimulating environment for their child to learn and practice language skills. The participants in this study were child and parents and the data were collected through observation and interview. The results of this study indicated that the type of speech delay found were speech and language expressive disorder. The factors which contribute to speech delay are the lack of parental stimulation, the use of gadgets, the type of program the child watch on his gadget and the use of language in the program he watched. The study also discussed the efforts made by parents in stimulating child's language development including changing the style of communication (speaking softly and repetitively, not responding if only pointing or giving gestures when asked to respond, always involving child in speaking, changing the type of questions from YES/NO to WH questions), reading story before going to bed and asking child to respond by various questions, inviting child to play, always giving a picture book and color pencil and asking the child's work, and inviting child to therapy to a pediatrician on a regular basis once a week for 1 hour.

Association Between the Language Development and Behavioral-Emotional Problems in Children With Ankyloglossia

Background and Objectives The study attempted to clarify the correlation between the degree of behavioral-emotional problems and language development in patients with ankyloglossia and to identify pre- and post-operative changes in pronunciation, language, and behavioral- emotional problems.Subjects and Method This prospective cohort study was conducted at a tertiary academic center. Patients with ankyloglossia exhibiting articulation disorders were divided into normal and language delay groups according to the degree of language development. Articulation was evaluated using the Korean-specific Urimal Test of Articulation and Phonation (U-TAP), and language development was evaluated using the Preschool Receptive-Expressive Language Scale (PRES). The difference in the degree of behavioral-emotional development between the two groups was analyzed using the Strengths and Difficulties Questionnaire test. Moreover, changes in articulation, language development, and behavioral-emotional development scores were compared before and 3 months post-operatively in the two groups.Results Thirty patients with ankyloglossia were enrolled and classified into the normal group (n=11) and language delay group (n=19). Children of the language delay group exhibited significantly delayed improvements in emotional symptoms compared to those in the normal group (2.55±1.04 vs. 1.68±1.49 in language delay vs. normal group, respectively; p=0.037). The UTAP and PRES test scores were improved three months post-operatively in the entire group, but there was no significant difference after surgery when compared between the two groups.Conclusion Behavioral-emotional development was delayed in patients with ankyloglossia accompanied by language delay. Furthermore, articulation and language development improved three months after frenoplasty in all patients. However, behavioral-emotional development was delayed in patients with ankyloglossia accompanied by language delay.

Gathering Perspectives on Video- and App-Based Language Instruction: A Technology-Based Coaching Intervention to Increase Spanish-Speaking Latino Caregivers' Use of Naturalistic Language Intervention Strategies

Purpose: Few caregiver-implemented naturalistic language interventions (NLIs) are available for Spanish-speaking Latinos who have young children under 3 years with language delays, and there is a scarcity of studies that provide information about intervention development or social validity of interventions for this group. This study introduces Video- and App-Based Language Instruction (VALI) as a technology-based caregiver-coaching intervention being developed to increase caregivers' use of Spanish language-promoting strategies in everyday activities with their infants and toddlers. Method: Fifteen participants including caregivers, speech-language pathologists, and researchers completed an online survey and participated in focus groups to share their perspectives on the feasibility, acceptability, and usefulness of the first iteration of VALI. Data were summarized with descriptive statistics and thematic analysis. Results: Participants generally provided support for VALI and thought caregivers could use the technology-based intervention within naturalistic interactions. VALI materials received positive ratings for appearance, inclusivity, and understandability. Specific suggestions were provided for semantic and syntactic adjustments. Participants shared comments to improve individual VALI strategies and help ensure the asynchronous coaching procedures and targeted outcomes were culturally acceptable. Conclusions: The first iteration of VALI appears to be a promising NLI for use by Spanish-speaking Latino caregivers with their young children. After initial adaptations are made based on findings from this study, additional feasibility and efficacy evaluations should be conducted. Recommendations for further development of VALI have implications for application in similar interventions for Spanish-speaking Latino caregivers. Supplemental Material: https://doi.org/10.23641/asha.22280845

Posterior superior temporal cortex connectivity is related to social communication in toddlers

The second year of life is a time when social communication skills typically develop, but this growth may be slower in toddlers with language delay. In the current study, we examined how brain functional connectivity is related to social communication abilities in a sample of 12-24 month-old toddlers including those with typical development (TD) and those with language delays (LD). We used an a-priori, seed-based approach to identify regions forming a functional network with the left posterior superior temporal cortex (LpSTC), a region associated with language and social communication in older children and adults. Social communication and language abilities were assessed using the Communication and Symbolic Behavior Scales (CSBS) and Mullen Scales of Early Learning. We found a significant association between concurrent CSBS scores and functional connectivity between the LpSTC and the right posterior superior temporal cortex (RpSTC), with greater connectivity between these regions associated with better social communication abilities. However, functional connectivity was not related to rate of change or language outcomes at 36 months of age. These data suggest an early marker of low communication abilities may be decreased connectivity between the left and right pSTC. Future longitudinal studies should test whether this neurobiological feature is predictive of later social or communication impairments.

From Cohort to Cohort: A Similar Mixture Approach (SMACH) to Evaluate Exposures to a Mixture Leading to Thyroid-Mediated Neurodevelopmental Effects Using NHANES Data.

Prenatal exposure to a mixture (MIX N) of eight endocrine-disrupting chemicals has been associated with language delay in children in a Swedish pregnancy cohort. A novel approach was proposed linking this epidemiological association with experimental evidence, where the effect of MIX N on thyroid hormone signaling was assessed using the Xenopus eleuthero-embryonic thyroid assay (XETA OECD TG248). From this experimental data, a point of departure (PoD) was derived based on OECD guidance. Our aim in the current study was to use updated toxicokinetic models to compare exposures of women of reproductive age in the US population to MIX N using a Similar Mixture Approach (SMACH). Based on our findings, 66% of women of reproductive age in the US (roughly 38 million women) had exposures sufficiently similar to MIX N. For this subset, a Similar Mixture Risk Index (SMRIHI) was calculated comparing their exposures to the PoD. Women with SMRIHI > 1 represent 1.1 million women of reproductive age. Older women, Mexican American and other/multi race women were less likely to have high SMRIHI values compared to Non-Hispanic White women. These findings indicate that a reference mixture of chemicals identified in a Swedish cohort-and tested in an experimental model for establishment of (PoDs)-is also of health relevance in a US population.

발달 지연 영유아 조기중재를 위한 보호자용 모바일앱 개발 및 적용 효과

This study was conducted to investigate the effect of early intervention applied through mobile apps for guardians on infants and toddlers with developmental delays. To this end, mobile apps for guardians was developed and early intervention was applied to the test subjects through the developed mobile apps, and the effect was verified through pre- and post-examinations of the test subjects. As a result, first, it was found to have a positive effect on the overall development of infants and toddlers with developmental delays. Second, it was found to have a positive effect on the language development of infants and toddlers with developmental delays. Third, it was found to have a positive effect on the emotional development of infants and toddlers with developmental delays.&#x0D; Last, it was found that as the number of use increased, promotes the growth of developmental delays in overall development, language, and emotional developments, by checking the frequency of mobile apps usage respectively. This study is meaningful in that it expanded the role of mobile apps as an early intervention tool and attempted to enable early intervention for infants and toddlers with developmental delays at home through mobile apps.

Neurodevelopmental and genetic findings in neonates with intracranial arteriovenous shunts: A case series.

Despite the latest advances in prenatal diagnosis and postnatal embolization procedures, intracranial arteriovenous shunts (AVSs) are still associated with high mortality and morbidity rates. Our aim was to evaluate the presentation and clinical course, the neurodevelopmental outcome, and the genetic findings of neonates with AVSs. In this retrospective observational study, medical records of neonates with cerebral AVSs admitted to our hospital from January 2020 to July 2022 were revised. In particular, we evaluated neuroimaging characteristics, endovascular treatment, neurophysiological features, neurodevelopmental outcomes, and genetic findings. We described the characteristics of 11 patients with AVSs. Ten infants (90.9%) required embolization during the first three months of life. In 5/9 infants, pathological electroencephalography findings were observed; of them, two patients presented seizures. Eight patients performed Median Nerve Somatosensory Evoked Potentials (MN-SEPs): of them, six had an impaired response. We found normal responses at Visual Evoked Potentials and Brainstem Auditory Evoked Potentials. Eight patients survived (72.7%) and were enrolled in our multidisciplinary follow-up program. Of them, 7/8 completed the Bayley-III Scales at 6 months of corrected age: none of them had cognitive and language delays; conversely, a patient had a moderate delay on the Motor scale. The remaining survivor patient developed cerebral palsy and could not undergo Bayley-III evaluation because of the severe psychomotor delay. From the genetic point of view, we found a novel pathogenic variant in the NOTCH3 gene and three additional genomic defects of uncertain pathogenicity. We propose SEPs as an ancillary test to discern the most vulnerable infants at the bedside, particularly to identify possible future motor impairment in follow-up. The early identification of a cognitive or motor delay is critical to intervene with personalized rehabilitation treatment and minimize future impairment promptly. Furthermore, the correct interpretation of identified genetic variants could provide useful information, but further studies are needed to investigate the role of these variants in the pathogenesis of AVSs.

Dodecyl creatine ester improves cognitive function and identifies key protein drivers including KIF1A and PLCB1 in a mouse model of creatine transporter deficiency.

Creatine transporter deficiency (CTD), a leading cause of intellectual disability is a result of the mutation in the gene encoding the creatine transporter SLC6A8, which prevents creatine uptake into the brain, causing mental retardation, expressive speech and language delay, autistic-like behavior and epilepsy. Preclinical in vitro and in vivo data indicate that dodecyl creatine ester (DCE) which increases the creatine brain content, might be a therapeutic option for CTD patients. To gain a better understanding of the pathophysiology and DCE treatment efficacy in CTD, this study focuses on the identification of biomarkers related to cognitive improvement in a Slc6a8 knockout mouse model (Slc6a8-/y) engineered to mimic the clinical features of CTD patients which have low brain creatine content. Shotgun proteomics analysis of 4,035 proteins in four different brain regions; the cerebellum, cortex, hippocampus (associated with cognitive functions) and brain stem, and muscle as a control, was performed in 24 mice. Comparison of the protein abundance in the four brain regions between DCE-treated intranasally Slc6a8-/y mice and wild type and DCE-treated Slc6a8-/y and vehicle group identified 14 biomarkers, shedding light on the mechanism of action of DCE. Integrative bioinformatics and statistical modeling identified key proteins in CTD, including KIF1A and PLCB1. The abundance of these proteins in the four brain regions was significantly correlated with both the object recognition and the Y-maze tests. Our findings suggest a major role for PLCB1, KIF1A, and associated molecules in the pathogenesis of CTD.

Infants less than or equal to 2.5 kg have increased mortality and worse motor neurodevelopmental outcomes at 2 years of age after Norwood–Sano palliation

ObjectivesIn infants with single-ventricle congenital heart disease, prematurity and low weight at the time of the Norwood operation are risk factors for mortality. Reports assessing outcomes (including neurodevelopment) post Norwood palliation in infants ≤2.5 kg are limited. MethodsAll infants who underwent a Norwood–Sano procedure between 2004 and 2019 were identified. Infants ≤2.5 kg at the time of the operation (cases) were matched 3:1 with infants >3.0 kg (comparisons) for year of surgery and cardiac diagnosis. Demographic and perioperative characteristics, survival, and functional and neurodevelopmental outcomes were compared. ResultsTwenty-seven cases (mean ± standard deviation: weight 2.2 ± 0.3 kg and age 15.6 ± 14.1 days at surgery) and 81 comparisons (3.5 ± 0.4 kg and age 10.9 ± 7.9 days at surgery) were identified. Post-Norwood, cases had a longer time to lactate ≤2 mmol/L (33.1 ± 27.5 vs 17.9 ± 12.2 hours, P < .001), longer duration of ventilation (30.5 ± 24.5 vs 18.6 ± 17.5 days, P = .005), greater need for dialysis (48.1% vs 19.8%, P = .007), and greater need for extracorporeal membrane oxygenation support (29.6% vs 12.3%, P = .004). Cases had significantly greater postoperative (in-hospital) (25.9% vs 1.2%, P < .001) and 2-year (59.2% vs 11.1%, P < .001) mortality. Neurodevelopmental assessment showed the following for cases versus comparisons, respectively: cognitive delay (18.2% vs 7.9%, P = .272), language delay (18.2% vs 11.1%, P = .505), and motor delay (27.3% vs 14.3%, P = .013). ConclusionsInfants ≤2.5 kg at Norwood–Sano palliation have significantly increased postoperative morbidity and mortality up to 2-year follow-up. Neurodevelopmental motor outcomes were worse in these infants. Additional studies are warranted to assess the outcome of alternative medical and interventional treatment plans in this patient population.

Characterisation of ASD traits among a cohort of children with isolated fetal ventriculomegaly

Fetal ventriculomegaly is the most common antenatally-diagnosed brain abnormality. Imaging studies in antenatal isolated ventriculomegaly demonstrate enlarged ventricles and cortical overgrowth which are also present in children with autism-spectrum disorder/condition (ASD). We investigate the presence of ASD traits in a cohort of children (n = 24 [20 males/4 females]) with isolated fetal ventriculomegaly, compared with 10 controls (n = 10 [6 males/4 females]). Neurodevelopmental outcome at school age included IQ, ASD traits (ADOS-2), sustained attention, neurological functioning, behaviour, executive function, sensory processing, co-ordination, and adaptive behaviours. Pre-school language development was assessed at 2 years. 37.5% of children, all male, in the ventriculomegaly cohort scored above threshold for autism/ASD classification. Pre-school language delay predicted an ADOS-2 autism/ASD classification with 73.3% specificity/66.7% sensitivity. Greater pre-school language delay was associated with more ASD symptoms. In this study, the neurodevelopment of children with isolated fetal ventriculomegaly, associated with altered cortical development, includes ASD traits, difficulties in sustained attention, working memory and sensation-seeking behaviours.

Auditory evoked response to an oddball paradigm in children wearing cochlear implants

ObjectiveAlthough children with cochlear implants (CI) achieve remarkable success with their device, considerable variability remains in individual outcomes. Here, we explored whether auditory evoked potentials recorded during an oddball paradigm could provide useful markers of auditory processing in this pediatric population. MethodsHigh-density electroencephalography (EEG) was recorded in 75 children listening to standard and odd noise stimuli: 25 had normal hearing (NH) and 50 wore a CI, divided between high language (HL) and low language (LL) abilities. Three metrics were extracted: the first negative and second positive components of the standard waveform (N1-P2 complex) close to the vertex, the mismatch negativity (MMN) around Fz and the late positive component (P3) around Pz of the difference waveform. ResultsWhile children with CIs generally exhibited a well-formed N1-P2 complex, those with language delays typically lacked reliable MMN and P3 components. But many children with CIs with age-appropriate skills showed MMN and P3 responses similar to those of NH children. Moreover, larger and earlier P3 (but not MMN) was linked to better literacy skills. ConclusionsAuditory evoked responses differentiated children with CIs based on their good or poor skills with language and literacy. SignificanceThis short paradigm could eventually serve as a clinical tool for tracking the developmental outcomes of implanted children.

The Emotional Effects of Extended Breaks on Elementary Students in School Speech Therapy Programs

&#x0D; With the COVID-19 pandemic drastically affecting everyone across the United States and the rest of the world, people of all ages have experienced, and continue to experience, a wide variety of social and emotional challenges. Unforeseen closures have subsequently affected people’s lives, across the globe. Many of these people rely on school, work, and a variety of other special programs for academic, financial, psychological, and emotional support. With lack to these support systems, many are left feeling lost and falling behind.&#x0D; Language delays are seen in 1.9 to 2.3 percent of children between the ages of two and seven years. (McLaughlin, 2011). With that being said, school speech therapy programs are essential to the success and development of students across the country; especially in cases where private speech therapy is not feasible. Although these programs have proven to be both necessary and important, very limited research have been done on the emotional effects of the specific methods in use.&#x0D;

MORPHOSYNTACTIC ABILITIES IN CHILD WITH INTELECTUAL DISABILITIES: A CASE STUDY

This research is a case study on the ability of children with intellectual disabilities in morphosyntax abilities. It is well-known that the language skills of children with intellectual disabilities do not compare with those of other normal children, where they will have language delays and even language disorders. The subject of this study was KH, a 12-year-old child with mild intellectual disability, before doing speech therapy was only able to say one or two words. After 30 speech therapy sessions, the researcher wanted to know the morphological ability in the use of affixes when speaking and the syntax abilities in the use of phrases and the use of sentence types. The methods used in collecting data were observation and interview. Researchers also used fishing techniques with flashcards and were asked to tell the daily activities of KH. The results of this study show that after 30 times of speech therapy, KH is able to use affixation and is able to use simple sentences and complex sentences when communicating

Corpus callosum organization and its implication to core and co-occurring symptoms of Autism Spectrum Disorder.

Autism Spectrum Disorder (ASD) is characterized by social interaction and communication deficits, repetitive behavior and often by co-occurring conditions such as language and non-verbal IQ development delays. Previous studies reported that those behavioral abnormalities can be associated with corpus callosum organization. However, little is known about the specific differences in white matter structure of the corpus callosum parts in children with ASD and TD peers and their relationships to core and co-occurring symptoms of ASD. The aim of the study was to investigate the volumetric and microstructural characteristics of the corpus callosum parts crucially involved in social, language, and non-verbal IQ behavior in primary-school-aged children with ASD and to assess the relationships between these characteristics and behavioral measures. 38 children (19 with ASD and 19 typically developing (TD) controls) were scanned using diffusion-weighted MRI and assessed with behavioral tests. The tractography of the corpus callosum parts were performed using Quantitative Imaging Toolkit software; diffusivity and volumetric measurements were extracted for the analysis. In the ASD group, fractional anisotropy (FA) was decreased across the supplementary motor area and the ventromedial prefrontal cortex, and axial diffusivity (AD) was reduced across each of the corpus callosum parts in comparison to the TD group. Importantly, the AD decrease was related to worse language skills and more severe autistic traits in individuals with ASD. The microstructure of the corpus callosum parts differs between children with and without ASD. Abnormalities in white matter organization of the corpus callosum parts are associated with core and co-occurring symptoms of ASD.

Grade 4 learners with reading and writing difficulties in Mauritius: Oral reading and spelling characteristics

Background: Learners with reading and writing difficulties (RWD) are accommodated in Mauritian government schools without formal curriculum adjustment and teacher support. Little is known about their RWD. The aim was to describe the characteristics of Grade 4 learners with RWD.Aim: To describe the characteristics of Grade 4 learners with RWD.Setting: Government primary schools in Mauritius, in urban and rural areas.Methods: Grade 4 learners with RWD from 20 randomly selected schools were identified with the Screening Tool for Learning Disorders (STLD). A comparative design was used. Parents of 67 learners with RWD (research group [RG]) gave consent. Forty-nine learners without RWD were selected as a control group (CG) based on academic performance and consent. Hearing loss and visual impairment were excluded. The Clinical Evaluation of Language Function Observation Rating Scale (CELF-5 ORS), the Schonell Spelling Test and the Gray Oral Reading Test were used.Results: The CELF-5 ORS showed a wide range of difficulties of the RG with speaking, listening, oral reading and writing. There were significant differences between the RG and CG with reading and spelling. Despite being in Grade 4 (mean age 9.0 years), the mean spelling age for the RG was 5.5 years, corresponding to a Grade 1 level. Positive correlations were found between the STLD and listening, speaking and reading on the CELF-5 ORS for the RG. The more likely it was that participants had specific learning disorders on the STLD, the worse the spelling. Those with a history of speech and language delay performed more poorly with reading and spelling.Conclusion: Difficulties were confirmed by all the measures. Diagnostic assessments for specific learning disorders are required to exclude intellectual disability and other comorbidities. There is a dire need for intervention programs for learners with RWD in mainstream government schools in Mauritius. Programs should include speech-language therapists and aim at prevention, identification, diagnosis and intervention.Contribution: The study is important for speech–language therapists working in the education system and primary school teachers. There is a dire need to implement intervention programs for learners with RWD in mainstream government schools in Mauritius.

Feasibility of Family-Centered Workshops for Children Aged 18-36 Months with Language Developmental Delay

BackgroundFamily-centered workshops' effects on children with language developmental delay remain unknown. This study assessed the feasibility of workshops for children with language developmental delay. MethodsA total of 122 children aged 18-36 months with language developmental delays and their parents participated in six sessions of 2-h family-centered multidisciplinary workshops for 6 weeks. The Mandarin-Chinese Communicative Development Inventory, Peabody Developmental Motor Scale, Emotional Competency Rating Scales, Pediatric Outcomes Data Collection Instrument, Child Health Questionnaire, Pediatric Quality of Life Inventory, Caregiver Strain Index, Impact on Family Scale, PedsQL Family Impact Module, and World Health Organization Quality of Life (QOL) were administered to the children and their parents before and after the workshop. ResultsWe found improvement of emotion (P = 0.037), upper extremity and physical function (P = 0.038), and transfer and basic mobility (P = 0.019) in children and parental QOL related to children's conditions (P = 0.049), with no effect on communication ability and QOL in children and family strain and function. We also noted more significant improvement in children with pure developmental language delay than in children with nonpure developmental language delay concerning the success rates (from delayed to normal development) for expressive vocabulary (P < 0.001) and word combination (P = 0.002). Satisfaction levels toward the workshop were high. ConclusionsFamily-centered workshops improved children's emotions, functional performance, and parental QOL. Although the samples were too small to test different conditions of the developmental delay, the workshops for children with language developmental delays are acceptable and feasible.