Peabody Picture Vocabulary Test Research Articles

Differential effects of gender and ethnicity on children’s receptive language scores after a Canadian two-generation preschool program: follow-up to adolescence

ABSTRACT Preschool programs for socially vulnerable children are believed to affect school readiness and language development but infrequently include follow-up to adolescence; observational measurement of receptive vocabulary is rare. The purpose of this longitudinal cohort study (55 children and 41 parents) was to report the trajectory of receptive vocabulary development for socially vulnerable children of diverse ethnicities (Indigenous, other Canadian-born, and Immigrant) who participated in a two-generation preschool program. English receptive vocabulary scores were measured at 5-time points: (a) program intake, (b) program exit, (c) age 7 years, (d) age 10 years, and (e) adolescence, using the Peabody Picture Vocabulary Test – Third Edition (PPVT-III). For all children, PPVT-III scores increased the most between program intake and exit and positive changes were sustained until adolescence. When the sample was examined by gender, PPVT-III scores were higher for boys than girls at all time points. When the sample was examined by ethnicity, other Canadian-born children scored higher than Indigenous and Immigrant children at all time points. Immigrant children scored lowest until age 7 years, and at age 10 years and adolescence scored higher than Indigenous children. Using mixed-effects modeling, PPVT-III scores increased when English was the primary language spoken at home at intake. PPVT-III scores increased slightly as caregiver age and caregiver Adverse Childhood Experiences score increased. PPVT-III scores were lower for Immigrant girls and Indigenous boys than other sub-groups of children. Differential effects of the two-generation preschool program by gender and ethnicity suggest tailoring programming to increase equitability of receptive vocabulary development for immigrant girls and Indigenous boys. Children with intergenerational adversity may require additional support.

Clinical Characteristics, Developmental Trajectory, and Caregiver Burden of Patients With Creatine Transporter Deficiency (SLC6A8).

Creatine transporter deficiency (CTD) is a rare X-linked genetic disorder characterized by intellectual disability (ID). We evaluated the clinical characteristics and trajectory of patients with CTD and the impact of the disease on caregivers to identify relevant endpoints for future therapeutic trials. As part of a French National Research Program, patients with CTD were included based on (1) a pathogenic SLC6A8 variant and (2) ID and/or autism spectrum disorder. Families and patients were referred by the physician who ordered the genetic analysis through Reference Centers of ID from rare causes and inherited metabolic diseases. After we informed the patients and their parents/guardians about the study, all of them gave written consent and were included. A control group of age-matched and sex-matched patients with Fragile X syndrome was also included. Physical examination, neuropsychological assessments, and caregiver impact were assessed. All data were analyzed using R software. Thirty-one patients (27 male, 4 female) were included (25/31 aged 18 years or younger). Most of the patients (71%) had symptoms at <24 months of age. The mean age at diagnosis was 6.5 years. Epilepsy occurred in 45% (mean age at onset: 8 years). Early-onset behavioral disorder occurred in 82%. Developmental trajectory was consistently delayed (fine and gross motor skills, language, and communication/sociability). Half of the patients with CTD had axial hypotonia during the first year of life. All patients were able to walk without help, but 7/31 had ataxia and only 14/31 could walk tandem gait. Most of them had abnormal fine motor skills (27/31), and most of them had language impairment (30/31), but 12/23 male patients (52.2%) completed the Peabody Picture Vocabulary Test. Approximately half (14/31) had slender build. Most of them needed nursing care (20/31), generally 1-4 h/d. Adaptive assessment (Vineland) confirmed that male patients with CTD had moderate-to-severe ID. Most caregivers (79%) were at risk of burnout, as shown by Caregiver Burden Inventory (CBI) > 36 (significantly higher than for patients with Fragile X syndrome) with a high burden of time dependence. In addition to clinical endpoints, such as the assessment of epilepsy and the developmental trajectory of the patient, the Vineland scale, PPVT5, and CBI are of particular interest as outcome measures for future trials. ANSM Registration Number 2010-A00327-32.

Pupils Dilate More to Harder Vocabulary Words than Easier Ones.

Understanding cognitive effort expended during assessments is essential to improving efficiency, accuracy, and accessibility within these assessments. Pupil dilation is commonly used as a psychophysiological measure of cognitive effort, yet research on its relationship with effort expended specifically during language processing is limited. The present study adds to and expands on this literature by investigating the relationships among pupil dilation, trial difficulty, and accuracy during a vocabulary test. Participants (n = 63, Mage = 19.25) completed a subset of trials from the Peabody Picture Vocabulary Test while seated at an eye-tracker monitor. During each trial, four colored images were presented on the monitor while a word was presented via audio recording. Participants verbally indicated which image they thought represented the target word. Words were categorized into Easy, Medium, and Hard difficulty. Pupil dilation during the Medium and Hard trials was significantly greater than during the Easy trials, though the Medium and Hard trials did not significantly differ from each other. Pupil dilation in comparison to trial accuracy presented a more complex pattern, with comparisons between accurate and inaccurate trials differing depending on the timing of the stimulus presentation. These results present further evidence that pupil dilation increases with cognitive effort associated with vocabulary tests, providing insights that could help refine vocabulary assessments and other related tests of language processing.

Bilingualism Profile of Boys and Girls from 6 to 9 Years of Age in a Bilingual Educational Institution

The objective of this study was to make approaches towards the construction of a bilingualism profile, and with it an articulated approach program with teachers, parents, and students, and speech therapists that favors better and more important educational performances from early childhood when immersed in a bilingual educational institution. The study was exploratory quantitative and involved the participation of 4 children from a bilingual institution in Bogota between 6 and 9 years of age. Data collection instruments included an interview and the application of the Peabody Picture Vocabulary Test PPVT-III in Spanish and English. Within the results, it was found that factors such as the school career of the children and the level of mastery and use of the language by the parents have a great influence on the second language performance of the students, which could be considered a profile of bilingualism and thus predict their future school performance and likewise offer actions and programs to avoid major difficulties.

Direct and indirect effects of mother's spatial ability on child's spatial ability: What role does the home environment play?

Individual differences in spatial thinking are predictive of children's math and science achievement and later entry into Science, Technology, Engineering, and Mathematics (STEM) disciplines. Little is known about whether parent characteristics predict individual differences in children's spatial thinking. This study aims to understand whether, and to what extent, mother's intrinsic (i.e., mental rotation) and extrinsic (i.e., spatial scaling) spatial ability directly and indirectly, via the variation in home spatial environment, predicts children's intrinsic and extrinsic spatial ability. A total of 165 mothers and their 4-6-year-old children were recruited to participate in a remote video session with an experimenter. Mothers were administered a forced-choice Intrinsic Spatial Toy Preference Task gauging their preference for highly spatial versus less spatial toys and asked questions with the Home Intrinsic Spatial Environmental Questionnaire about the frequency with which they engage their child in spatial activities at home. Mothers completed a Mental Rotations Test and a Spatial Scaling Task adapted for adults. Children were administered the Picture Rotation Task, the Spatial Scaling Task, and the Peabody Picture Vocabulary Test. Structural equation modeling was used to examine direct and indirect, via home spatial environment and toy choices, influences of mother spatial ability on child spatial ability. Contrary to our predictions, we did not find direct, nor indirect, relations between mother and child spatial ability. These findings suggest that researchers should consider alternative conceptualizations of the early home spatial environment beyond the frequency of spatial play in the home. RESEARCH HIGHLIGHTS: The identification of factors that predict individual differences in children's spatial ability is important in order to maximize STEM learning outcomes. Data collection was conducted remotely rather than in traditional preschool or laboratory settings. Contrary to our pre-registered hypotheses, no significant relations between mother spatial ability, the early home spatial environment, and children's development of spatial skills were found. Future research should consider examining the amount of spatial language used in the home or the quality of parent-child interactions during spatial play as potential explanations for individual differences in children's spatial ability.

Revisiting bilingual foreign language learning advantages: The role of extramural exposure

Aims and objectives: Prior research shows that bilingual pupils may have foreign language learning advantages over monolinguals, but evidence is controversial. Investigating English as a foreign language (EFL) in the context of the Netherlands, we hypothesized that the conflicting findings may be partly explained by differences in extramural EFL exposure. We further predicted that amount and length of EFL exposure might moderate the effects of bilingualism on EFL learning and cross-language relationships between English and the previously acquired languages. Approach: Twelve- to 14-year-old Turkish–Dutch bilinguals ( n = 30) and Dutch monolinguals ( n = 31) participated. The Peabody Picture Vocabulary Test was used to measure receptive vocabulary in English, Dutch, and Turkish. Grammatical ability was measured with a sentence repetition task. A questionnaire was used to obtain information on children’s language exposure. Data and analysis: Data were analyzed by means of multilevel linear regression. Amount and length of extramural exposure were used as control variables in the analyses comparing EFL skills of bilinguals and monolinguals. The role of exposure as a moderator of bilingual effects and cross-language relationships was also tested. Findings/conclusions: If differences in exposure were not taken into account, the bilinguals were outperformed by the monolinguals on EFL vocabulary, but not on grammar. However, the between-group difference disappeared once exposure measures were controlled for. Bilinguals with little exposure to English performed worse than monolingual peers, but at higher exposure levels, bilinguals outperformed monolinguals. In the bilingual sample, Dutch vocabulary predicted English vocabulary, but Turkish proficiency did not predict English skills. Originality: This is the first study to include measures of extramural exposure in investigating the effects of bilingualism on EFL learning. Significance/implications: This research shows that differences between monolingual and bilingual EFL learners can be either concealed or inflated if exposure is not controlled for. Furthermore, exposure moderates bilingual effects in EFL learning.

Examining the Relationship Between Multiple Tests of Receptive Vocabulary.

Numerous tasks have been developed to measure receptive vocabulary, many of which were designed to be administered in person with a trained researcher or clinician. The purpose of the current study is to compare a common, in-person test of vocabulary with other vocabulary assessments that can be self-administered. Fifty-three participants completed the Peabody Picture Vocabulary Test (PPVT) via online video call to mimic in-person administration, as well as four additional fully automated, self-administered measures of receptive vocabulary. Participants also completed three control tasks that do not measure receptive vocabulary. Pearson correlations indicated moderate correlations among most of the receptive vocabulary measures (approximately r = .50-.70). As expected, the control tasks revealed only weak correlations to the vocabulary measures. However, subsets of items of the four self-administered measures of receptive vocabulary achieved high correlations with the PPVT (r > .80). These subsets were found through a repeated resampling approach. Measures of receptive vocabulary differ in which items are included and in the assessment task (e.g., lexical decision, picture matching, synonym matching). The results of the current study suggest that several self-administered tasks are able to achieve high correlations with the PPVT when a subset of items are scored, rather than the full set of items. These data provide evidence that subsets of items on one behavioral assessment can more highly correlate to another measure. In practical terms, these data demonstrate that self-administered, automated measures of receptive vocabulary can be used as reasonable substitutes of at least one test (PPVT) that requires human interaction. That several of the fully automated measures resulted in high correlations with the PPVT suggests that different tasks could be selected depending on the needs of the researcher. It is important to note the aim was not to establish clinical relevance of these measures, but establish whether researchers could use an experimental task of receptive vocabulary that probes a similar construct to what is captured by the PPVT, and use these measures of individual differences.

Neurodevelopmental assessments used to measure preschoolers' cognitive development in Latin America: a systematic review.

The objective of this study was to systematically review the standardized neurodevelopmental assessments used to study preschool-aged children's cognitive development in Spanish-speaking Latin America. The authors systematically searched PubMed, PsycINFO, and ERIC databases for peer-reviewed articles from Spanish-speaking Latin American countries. Articles were included if they measured cognitive development among children aged 2-6 years using at least one standardized assessment tool; 97 articles were included and reviewed in accordance with PRISMA guidelines to assess their use of these tools. Ninety-seven studies across 13 countries used a total of 41 assessments to measure cognitive development; most widely used were the Wechsler intelligence scales (n = 46/97), particularly the Wechsler Preschool and Primary Scale of Intelligence and Wechsler Intelligence Scale for Children (n = 23 and 29, respectively). Other common assessments included the McCarthy Scales of Children's Abilities (n = 9), Raven's Progressive Matrices (n = 9), Child Neuropsychological Assessment (n = 8), and Peabody Picture Vocabulary Test (n = 7). In regions where normative data for a given assessment were unpublished, authors commonly used norms from the United States, Mexico, or Spain or did not report standard scores in their analyses. The wide range of tools used in these studies presents a challenge for generalizing results when measuring the neurodevelopment of Latin American preschool-aged children. The low availability of normative data for specific regions reveals concerns if some tools are culturally and linguistically appropriate even when Spanish is a common language, particularly in low-resource settings. Future work to forge greater consistency in the use of validated measures, clarity in reporting research methods, and publication of regional normative data would benefit the field.

Desarrollo motor, cognitivo y conductual tras encefalopatía hipóxico-isquémica neonatal

IntroductionThe current neurodevelopmental status of patients with neonatal hypoxic-ischaemic encephalopathy (HIE) in Spain is unknown. Recent European studies highlight a shift of severe pathology towards mild motor disorders and emotional problems. The aim of this study was to analyse neurodevelopmental outcomes in a cohort of neonates with HIE at age 3years. Patients and methodMulticentre observational study of neonates born at 35 or more weeks of gestation with moderate to severe HIE in 2011-2013 in 12 hospitals in a large Spanish region (91,217m2), with the recruitment extended through 2017 in the coordinating hospital. We analysed the findings of neonatal neuroimaging and neurodevelopmental test scores at 3years (Bayley-III, Peabody Picture Vocabulary Test and Child Behavior Checklist). The sample included 79 controls with no history of perinatal asphyxia. ResultsSixty-three patients were recruited, of whom 5 (7.9%) were excluded due to other pathology and 14 (24%) died. Of the 44 survivors, 42 (95.5%) were evaluated. Of these 42, 10 (24%) had adverse outcomes (visual or hearing impairment, epilepsy, cerebral palsy or developmental delay). Other detected problems were minor neurological signs in 6 of the 42 (14%) and a higher incidence of emotional problems compared to controls: introversion (10.5% vs. 1.3%), anxiety (34.2% vs. 11.7%) and depression (28.9% vs. 7.8%) (P<.05). The severity of the lesions on neuroimaging was significantly higher in patients with motor impairment (P=.004) or who died or had an adverse outcome (P=.027). ConclusionIn addition to classical sequelae, the follow-up of patients with neonatal HIE should include the diagnosis and treatment of minor motor disorders and social and emotional problems.

Investigating the EFL Learners’ Visual Word Recognition: Words’ Frequency, Length, Regularity and Superiority Effects in Comparison

This study scrutinized the effects of words’ superiority, regularity, frequency and length on the intermediate and advanced EFL learner's visual word recognition. Moreover, it attempted to check whether each of these parameters could be statistically a significant predictor on recognition tasks. Accordingly, 118 intermediate and 127 advanced adult EFL learners were selected randomly from English Language Institutes based on their performance on the McMillan Placement Test (MPT). The needed data was collected through a developed Visual Word Recognition Test (WORT) and the Peabody Picture Vocabulary Test (PPVT). The findings indicated that all the mentioned factors significantly affected both the intermediate and the advanced EFL learners’ overall word recognition by varying degrees (words’ frequency, length, superiority and regularity, respectively), however, the advanced learners’ recognition was generally faster on both recognition tests. Moreover, words' regularity was found to play a more effective role for the intermediates than the advanced learners on recognition tasks. Furthermore, words’ frequency, regularity and length were found to be proper predictors on comprehension tasks.

Does Vocabulary Grow in Nature? Exploring the Impacts of Nature-Based Early Learning on Young Children's Receptive Vocabulary Development

Abstract: This study examined the effect of nature-based practices on preschoolers' receptive vocabulary. We administered the Peabody Picture Vocabulary Test to 134 children from 11 preschool classes at the beginning and end of the preschool year. Results suggest incorporating nature-based practices into preschool supported significant vocabulary growth, but that effectiveness varied by public vs. private school setting and children's socioeconomic status. This study contributes to the literature regarding effective practices for supporting vocabulary development and adds to the growing body of research surrounding the impact of play in natural environments on child development and school readiness.

A community-based child health and parenting intervention to improve child HIV testing, health, and development in rural Lesotho (Early Morning Star): a cluster-randomised, controlled trial

When caregivers live in remote settings characterised by extreme poverty, poor access to health services, and high rates of HIV/AIDS, their caregiving ability and children's development might be compromised. We aimed to test the effectiveness of a community-based child health and parenting intervention to improve child HIV testing, health, and development in rural Lesotho. We implemented a matched cluster-randomised, controlled trial in the Mokhotlong district in northeastern Lesotho with 34 community clusters randomly assigned to intervention or wait-list control groups within a pair. Eligible clusters were villages with non-governmental organisation partner presence and an active preschool. Participants were caregiver-child dyads, where the child was 12-60 months old at baseline. The intervention consisted of eight group sessions delivered at informal preschools to all children in each village. Mobile health events were hosted for all intervention (n=17) and control (n=17) clusters, offering HIV testing and other health services to all community members. Primary outcomes were caregiver-reported child HIV testing, child language development, and child attention. Assessments were done at baseline, immediately post-intervention (3 months post-baseline), and 12 months post-intervention. We assessed child language by means of one caregiver-report measure (MacArthur-Bates Communicative Development Inventory [CDI]) and used two observational assessments of receptive language (the Mullen Scales of Early Learning receptive language subscale, and the Peabody Picture Vocabulary Test 4th edn). Child attention was assessed by means of the Early Childhood Vigilance Task. Assessors were masked to group assignment. Analysis was by intention to treat. This trial was registered with ISRCTN.com, ISRCTN16654287 and is completed. Between Aug 8, 2015, and Dec 10, 2017, 1040 children (531 intervention; 509 control) and their caregivers were enrolled in 34 clusters (17 intervention; 17 control). Compared with controls, the intervention group reported significantly higher child HIV testing at the 12-month follow-up (relative risk [RR] 1·46, 95% CI 1·29 to 1·65, p<0·0001), but not immediately post-intervention. The intervention group showed significantly higher child receptive language on the caregiver report (CDI) at immediate (effect size 3·79, 95% CI 0·78 to 6·79, p=0·028) but not at 12-month follow-up (effect size 2·96, 95% CI -0·10 to 5·98, p=0·056). There were no significant group differences for the direct assessments of receptive language. Child expressive language and child attention did not differ significantly between groups. Integrated child health and parenting interventions, delivered by trained and supervised lay health workers, can improve both child HIV testing and child development. United States Agency for International Development (USAID) and the President's Emergency Plan for AIDS Relief (PEPFAR).

Bilingual advantages in foreign language learning: evidence from primary-school pupils with developmental language disorder

IntroductionOne of the bilingual advantages often reported in the literature on typically-developing children involves advantages in foreign language learning at school. However, it is unknown whether similar advantages hold for bilingual pupils with learning disabilities. In this study, we compare the performance of monolingual and bilingual primary-school children with developmental language disorder (DLD) learning English as a school subject in special education schools in the Netherlands.MethodsThe participants were monolingual (N = 49) and bilingual (N = 22) children with DLD attending Grade 4−6 of special education (age 9–12). The bilingual participants spoke a variety of home languages. The English tests included a vocabulary task, a grammar test and a grammaticality judgement task. The Litmus Sentence Repetition Task and the Peabody Picture Vocabulary Test were used as measures of, respectively, grammatical ability and vocabulary size in Dutch (majority/school language). In addition, samples of semi-spontaneous speech were elicited in both English and Dutch using the Multilingual Assessment Instrument for Narratives. The narratives were analysed for fluency, grammatical accuracy, lexical diversity, and syntactic complexity. A questionnaire was used to measure amount of exposure to English outside of the classroom.Results and discussionThe results for Dutch revealed no differences between monolinguals and bilinguals on the narrative measures, but monolinguals performed significantly better on both vocabulary and grammar. In contrast, bilinguals outperformed monolinguals on all English measures, except grammatical accuracy of narratives. However, some of the differences became non-significant once we controlled for amount of out-of-school exposure to English. This is the first study to demonstrate that foreign language learning advantages extend to bilingual children with DLD. The results also underline the need to control for differences in out-of-school exposure to English when comparing bilingual and monolingual pupils on foreign language outcomes.

Association between maternal sensitivity and child receptive language development: Quasi-causal evidence using a sibling comparison design.

Observational studies have shown that caregiver sensitivity predicts child language skills. These studies, however, have entirely relied on between-family designs (single parent-child dyad per family), which cannot rule out the contribution of shared family confounds (e.g., genetics, books in home). The current study investigates whether observed caregiver sensitivity predicts changes in child receptive language using a sibling comparison design. Participants were 890 Canadian children (51.7% male; 52.4% White) nested within 447 families from diverse socioeconomic backgrounds with children between the ages of 2 and 3.5 years (Wave 1) and 3.5 and 5 years (Wave 2). Independent observers provided ratings of maternal sensitivity with each sibling using several coding protocols (i.e., Coding of Attachment-Related Parenting and the Parent-Child Interaction System). Child receptive language was assessed using the Peabody Picture Vocabulary Test. Maternal sensitivity predicted within-person change in receptive language. That is, the sibling that receives comparatively more sensitivity from the caregiver showed more development in language over time when compared to their sibling. The obverse association, child language to later maternal sensitivity, was not observed, pointing to a unidirectional association of maternal sensitivity on child receptive language. Our sibling comparison design rules out the role of shared family confounders, which provides a strong test of causal processes within an observational design. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Differences in Social Knowledge Between Persons with Intellectual Disability and Persons with Dual Diagnoses

ABSTRACT Introduction Social knowledge is an important aspect of social cognition that pertains to broader knowledge of social concepts and norms. People with intellectual disabilities are more likely to experience mental health challenges, and it’s important to pay special attention to how comorbid conditions can affect their social cognition skills, potentially weakening these skills. Consequently, the present study seeks to compare social knowledge between two groups of adults in Bosnia and Herzegovina: those with intellectual disabilities and those diagnosed with a dual diagnosis encompassing intellectual disability and psychiatric conditions. An additional goal was to identify the factors contributing to social knowledge in these groups. Methods The study sample included 62 adults with mild intellectual disability, divided into two groups based on their comorbid psychiatric condition. We used a demographic questionnaire, Raven’s Progressive Matrices, Peabody Picture Vocabulary Test (PPVT), MINI PAS – ADD scale, and The Social Knowledge Test to assess social knowledge and intellectual functioning. We compared the social knowledge scores between the two groups and identified the predictors of social knowledge in each group. Results The results indicated that adult participants with dual diagnoses had lower social knowledge scores than those with intellectual disabilities only, even after controlling for intellectual functioning and verbal abilities. The predictors of social knowledge differed between the two groups, with age being the only statistically significant predictor in both groups. In individuals with intellectual disabilities, age and the presence of obsessive-compulsive disorder symptoms were important predictors of social knowledge, while in the group of participants with dual diagnoses, age and PPVT were significant predictors of social knowledge. Conclusion This study highlights the importance of social knowledge in individuals with intellectual disabilities and dual diagnoses. The findings suggest that individuals with dual diagnoses may have a specific deficit in social knowledge that is not fully explained by their intellectual functioning or verbal abilities. Clinicians and educators should focus on identifying and addressing social knowledge deficits in individuals with dual diagnoses to improve their overall social functioning.

Association of screen use trajectories from early childhood with cognitive development in late childhood: The EDEN mother–child cohort

Screen use has been related to children's cognitive development, but more evidence from longitudinal studies is needed. We investigated the association of screen use trajectories from age 2 to 11–12 years and cognitive development at 11–12 years in 459 children from the EDEN cohort. Parents reported how frequently TV was on during family meals at age 2, 3, 5 and 8 years and children's screen time at the same ages up to 11–12 years. Intellectual abilities were derived from subtests of the Wechsler Intelligence Scale for Children, and the Peabody Picture Vocabulary Test at 11–12 years. Trajectories of screen time and TV on during family meals were identified and examined in relation with intellectual abilities using multivariable linear regression models. Four screen time trajectories were identified: low (11%), average (50%), high (32%), and very high (6%) user. The three trajectories of TV on during family meals were never (41%), sometimes (34%), and often/always (25%). Screen time trajectories were not associated with intellectual abilities at 11–12 years. TV on sometimes (vs never), but not often/always, during family meals was associated with reduced non-verbal and general intellectual abilities. Future studies need to consider the context of screen use, not just the time.

‘Eating’, ‘drinken’ or both?

Network analytical approaches have been applied to the study of young bilinguals’ word learning strategies by a growing body of research in various settings (for a review, see Wojcik, 2018). They have investigated the effect of one language on the structure of the other’s network or compared both networks, trying to identify similarities. These studies have identified features that influence bilinguals’ acquisition process: frequency, phonological features (Bilson et al., 2015), the presence of translation equivalents and cognates (Bosch &amp; Ramon-Casas, 2014), and familiarity (Wojcik, 2018), among others.The present study was an exploratory attempt to capture the structure of the receptive vocabulary networks of young bilingual children, by combining both of their languages. Network analysis can model the connections or links of word-nodes based on selected lexical features. The links in the present social networks were determined by how many of the participating children knew two words at the same time. This knowledge was previously tested with the English (Dunn &amp; Dunn, 1997) and Dutch (Schlichting, 2005) versions of the Peabody Picture Vocabulary Test (PPVT) with children with early exposure to both languages (Aalberse et al. [MIND-team], 2021). Exposure to Dutch and English at children's homes and daycare centers for each individual child was assessed through a parental and daycare questionnaire respectively (MIND-team, 2021). Social network analysis, using the ORA-lite software (Altman &amp; Reminga, 2018), was used to create a network for all the children (N=297; MAge= 34.5 months, SDAge= 6.5 months) and two networks of two subgroups based on exposure (Group A: higher English than Dutch exposure, and Group B: higher Dutch than English exposure). Average exposure scores were used as a threshold and cut-off point to determine ‘high’ and ‘low’ exposure groups. The Leiden algorithm was applied to the networks (Traag et al., 2019). The algorithm is designed to identify groups, sets, and clusters within dense networks with many nodes and links.The comparison of these three networks revealed the role of exposure in acquisition and hints at the strategies employed by bilingual children in word learning. The total group of children, without exposure factored in, showed clear clustering along the language divide, with Dutch words being more central in the network. To account for exposure, the total group was divided into two subgroups, one with higher exposure to Dutch (N=118; MAge= 34.84 months) and one with higher exposure to English (N=100, MAge= 34.23 months). Whereas the subgroup with higher Dutch exposure mirrored the clustering trends of the total group of children, the subgroup with higher English exposure showed higher cross-language clustering, with both English and Dutch words being in the same Leiden cluster more consistently in the network. In the group with higher Dutch exposure, the three node-sets detected, through the Leiden algorithm, were 1) central Dutch words, 2) peripheral Dutch words and 3) peripheral English words. Contrastively, for the group with higher English exposure, the central node-set included words from both languages. This marks a group of words (from both languages) with increased learnability and potential links with each other.Joint membership in frequent semantic categories (animal names, food, clothing, small household items, and body parts) and phonological features (word length and initial sound) are the most likely candidates that guided cross-language clustering. Word difficulty affected the structure of the network as a whole: words belonging to higher PPVT sets were known by fewer children than the ones in lower sets.Overall, exposure scores were shown to have an important effect on cross-language clustering and network structure. To which relative the children spoke to and for how long they spoke to them per day (MIND-team, 2021) could determine the centrality of words in the network. Children growing up in the Netherlands have a high exposure to Dutch, as the societal language. That meant that the English group (higher English exposure) had more exposure to Dutch than the Dutch group (higher Dutch exposure) had to English. For the English group, that led to a more balanced exposure to both languages, which most likely led to higher cross-language clustering for learned words.This study offers a new methodology for studying lexical acquisition, with the aim of capturing the interconnected nature of bilinguals’ languages. The results from the balanced exposure group are in accordance with emergentist accounts of language acquisition (Claussenius-Kalman et al., 2021), suggesting that ‘one word [might utilize] the conceptual packaging invoked by a word in the other language' (Bilson et al., 2015). There were semantic and phonological features that linked words across languages in learning. No strong effect of cross-linguistic learning was found for translation equivalents and cognates, because these items were rare between the English and Dutch versions of the PPVT. Nonetheless, the contributions of the present study are an added step to the investigation of the factors that might drive connectivity in lexical acquisition.

60 Family Functioning Effects on Cognitive Abilities in Children with Sickle Cell Disease

Objective:Psychosocial factors show a significant relationship between child behavior problems, family functioning, and cognitive performance in children with Sickle Cell Disease, marking those as important targets for intervention among this population. The purpose of this research is to address the effects of psychosocial factors impact on specific cognitive domains.Participants and Methods:Archival data from the National Institutes of Health’s Cooperative Study of Sickle Cell Disease was used. Data was restricted to individuals aged 14 or younger (N= 2,408), with 47.8% (n = 1,152) identified as female and 52.2% (n = 1,256) as male. Black or African American (96.9%, n = 2,334) children made up the majority of the sample, with the remainder coded as “other” (2.8%, n = 68). The measures utilized included the Wechsler Intelligence Scale for Children-Revised (WISC-R), Wechsler Intelligence Scale for Children-Third Edition (WISC-III), Peabody Picture Vocabulary Test (PPVT), Achenbach Child Behavior Checklist, and Family Environment Scale (FES).Results:Bivariate correlations were completed with significant correlations found between FES and performance on the WISC-R/III and PPVT. Supportiveness subscale on the FES demonstrated several statistically significant correlations with WAIS FSIQ (r = .21, p = .000) as well as the Information (r = .22, p = .000), Similarities (r = .17, p = .001), Arithmetic (r = .13, p = .021), Block Design (r = .11, p = .036), Vocabulary (r = .22, p = .000), Object Assembly (r = .12, p = .033), Comprehension (r = .19, p = .000), and Digit Span (r = .13, p = .014) subscales. A statistically significant correlation was observed between the PPVT and the Supportiveness subscale (r = .34, p = .000).Conclusions:Various areas of cognitive functioning are affected by family dynamics. Improvement in family functioning would benefit the cognitive functioning of children with SCD. To increase aspects of family functioning including supportiveness, early identification of children with SCD, targeted interventions, and family and/or individual therapy for caregivers are suggested.

2 Validity and Reliability of Mobile Toolbox Cognitive Assessments

Objective:To present validation evidence for the first eight cognitive measures available through Mobile Toolbox (MTB). These measures use a remote self-administered platform to assess language, working memory, episodic memory, executive function, and processing speed.Participants and Methods:We used two separate samples, recruited as part of a larger study, to validate MTB measures. Sample I, comprised of 92 English-speaking adults ages 18-85, was used to assess internal consistency and construct validity. Participants were first administered “gold standard” cognitive measures (Wechsler Memory Scale-IV Verbal Paired Associates I and II; Wechsler Adult Intelligence Scale-IV Symbol Search, Digit Span, Coding, and Letter-Number Sequencing; Delis-Kaplan Executive Function System Color-Word Interference Test, Peabody Picture Vocabulary Test, Wechsler Individual Achievement Test-4 Spelling, and the Wisconsin Card Sorting Test), after which they completed MTB (pre-loaded on a study-provided smartphone) on their own. Internal consistency was evaluated using measure-appropriate indices (split-half reliability, Cronbach’s alpha or IRT-based indices). Pearson correlation coefficients between MTB tests and measures of similar constructs were used to evaluate concurrent validity. For two tests with timing-dependent scores, Arrow Matching and Shape-Color Sorting, separate analyses were performed for iOS and Android devices. Sample II, with 1,120 English-speaking participants ages 18-90, was used to evaluate age-related change. Participants completed MTB measures remotely on their own smartphones, in a preset order, within a 14-day period. Spearman correlation coefficients, corrected for education, were calculated to evaluate relationships between age and test scores.Results:Sample I participants were 67% female, 52% white, 99% non-Hispanic; average age=48 (SD= 17). Education was: &lt; high school (1%); high school (55%); some college (21%); college (15%); graduate degree (8%). Internal consistency estimates ranged from 0.81 to 0.99. Pearson correlations between MTB and external measures ranged from 0.41 to 0.86 (all p &lt; .01). Of the timed tests, only Shape-Color sorting showed significant score differences between Android and iOS devices. Sample II was 57% female, 13% Hispanic, 72% white, mean age = 45 (SD = 21). Education distribution was: &lt; high school (2%); high school (34%); some college (34%), college (20%); graduate degree (11%). Measures of executive function (r = -0.50; r=-0.57) and processing speed (r= -0.61) showed the expected negative correlation with age (all p &lt;0.001). Negative correlations, although weaker, were also seen on measures of working memory (r=-0.2) and episodic memory (r=-0.2, r=-0.37; p.&lt;.001). Vocabulary performance improved with age (r=0.4; p&lt;.001), while spelling scores remained stable (r=0.09).Conclusions:Initial studies support the validity and reliability of the first eight MTB cognitive measures in two diverse samples. MTB tests showed satisfactory construct validity, as demonstrated by the associations between MTB and well-established tests. Furthermore, most MTB measures correlated with age in the expected directions. Executive function, processing speed and memory typically decrease with age and this decrease was reflected in MTB test performance. In contrast, spelling and vocabulary, typically preserved as we age, did not decrease in our sample. Our results support the use of MTB in cognitive aging research.

Augmentative and alternative communication (AAC) in pediatric cochlear implant recipients with complex needs: A scoping review.

Augmentative and alternative communication (AAC) encompasses all forms of unaided and aided modes of communication, but typically excludes codified language such as spoken words or American Sign Language (ASL). In pediatric patients with a documented additional disability (population of interest), deficits in communication may pose a barrier to language development. While forms of AAC are frequently mentioned in the literature, recent innovations have permitted the use of high-tech AAC in the rehabilitation process. Our objective was to review the implementation of AAC in pediatric cochlear implant recipients with a documented additional disability. A scoping review of existing literature examining the use of AAC in pediatric CI recipients was conducted in the PubMed/MEDLINE and Embase databases. Studies with pediatric cochlear implant recipients with a concomitant diagnosis requiring additional therapeutic intervention outside the scope of standard post-CI follow-up care and rehabilitation from 1985 to 2021 met inclusion criteria (population of interest). Studies limited to spoken or formal sign language (e.g., American Sign Language, ASL) as communication modalities were excluded. Four hundred twenty studies were screened of which 29 were included. 13 were prospective, 10 were retrospective, 1 was cross-sectional, and 5 were case reports. Of these 29 studies, 378 patients met the inclusion criteria (age <18, CI user, additional disability, utilized AAC). Fewer studies (n=7) utilized AAC as the primary intervention for investigation. Autism spectrum disorder, learning disorder, and cognitive delay were frequently mentioned as additional disabilities in conjunction with AAC. Unaided forms of AAC included gesture/behavior, informal sign, and signed exact English, while aided AAC included a Picture Exchange Communication System (PECS), Voice Output Communication Aids (VOCA), and touchscreen programs such as TouchChat® HD. Various audiometric and language development outcome measures were mentioned, most commonly the Peabody Picture Vocabulary Test (PPVT) (n=4) and the Preschool Language Scale, Fourth Edition (PLS-4) (n=4). There is a gap in the literature regarding the use of aided and high-tech AAC in pediatric CI users with a documented additional disability. Given the use of multiple different outcome measures, additional exploration of the intervention of AAC is warranted.