Receptive Language Functions Research Articles

Research gaps in the neurodevelopmental assessment of children with complex congenital heart defects: a scoping review

BackgroundChildren with congenital heart defects (CHD) are at risk for a range of developmental disabilities that challenge cognition, executive functioning, self-regulation, communication, social-emotional functioning, and motor skills. Ongoing developmental surveillance is therefore key to maximizing neurodevelopmental outcome opportunities. It is crucial that the measures used cover the spectrum of neurodevelopmental domains relevant to capturing possible predictors and malleable factors of child development.ObjectivesThis work aimed to synthesize the literature on neurodevelopmental measures and the corresponding developmental domains assessed in children aged 1−8 years with complex CHD.MethodsPubMed was searched for terms relating to psycho-social, cognitive and linguistic-communicative outcomes in children with CHD. 1,380 papers with a focus on complex CHD that reported neurodevelopmental assessments were identified; ultimately, data from 78 articles that used standardized neurodevelopmental assessment tools were extracted.ResultsThirty-nine (50%) of these excluded children with syndromes, and 9 (12%) excluded children with disorders of intellectual development. 10% of the studies were longitudinal. The neurodevelopmental domains addressed by the methods used were: 53% cognition, 16% psychosocial functioning, 18% language/communication/speech production, and 13% motor development-associated constructs.ConclusionsData on social communication, expressive and receptive language, speech motor, and motor function are underrepresented. There is a lack of research into everyday use of language and into measures assessing language and communication early in life. Overall, longitudinal studies are required that include communication measures and their interrelations with other developmental domains.

Neuropsychological profile associated with KAT6A syndrome: Emergent genotype-phenotype trends

BackgroundKAT6A (Arboleda-Tham) syndrome is a Mendelian disorder of the epigenetic machinery caused by pathogenic variants in the lysine acetyltransferase 6 A (KAT6A) gene. Intellectual disability and speech/language impairment (e.g., minimally verbal) are common features of the disorder, with late-truncating variants associated with a more severe form of intellectual disability. However, much of the cognitive phenotype remains elusive given the dearth of research.Participants and methodsThis study examined non-verbal and social skills of 15 individuals with molecularly-confirmed diagnoses of KAT6A syndrome (Mean age = 10.32 years, SD = 4.12). Participants completed select subtests from the DAS-II, the NEPSY-II, and the Beery Buktenica Developmental Test of Visual Motor Integration 6th Edition, and their caregivers completed an assortment of behavior rating inventories.ResultsFindings suggest global cognitive impairment with nonverbal cognition scores similar to those for receptive language. Autism-related features, particularly restricted interests and repetitive behaviors, and broad adaptive deficits were common in our sample juxtaposed with a relatively strong social drive and low frequency of internalizing and externalizing behavioral problems. A general trend of lower performance scores on nonverbal and receptive language measures was observed among those with protein-truncating variants vs. missense variants; however, no effect was observed on caregiver rating inventories of daily behaviors. Late and early truncating variants yielded comparable neuropsychological profiles.ConclusionsOverall, study results show the cognitive phenotype of KAT6A syndrome includes equally impaired nonverbal cognition and receptive language functioning, paired with relatively intact social drive and strengths in behavior regulation. Emergent genotype-phenotype correlations suggest cognition may be more affected in protein-truncating than missense mutations although similar neurobehavioral profiles were observed.

Evidence of Language Development Using Brief Animated Stimuli: A Systematic Review.

There is limited evidence regarding the effect of animation compared to static pictures on children's language development. The aim was to systematically review the available literature for evidence concerning the effect of brief animation on spoken language responses (receptive-listening or expressive-speaking) in typically developing (TD) children aged 3 to 9 years. Five databases were searched, resulting in seven included studies. The characteristics of animated stimuli, the manner of presentation, and the language-related tasks were recorded, and questions were posed about the effect of brief animation on children's receptive and expressive language abilities. The evidence suggests that animation may have a positive effect on expressive language abilities of children compared to static pictures. As far as the effect of animation on receptive language performance is concerned, the evidence is less concrete. Future directions regarding the potential of animation on language development are discussed.

A - 101 A Neuropsychological Case Study of Progressive Bulbar Palsy.

There has been limited literature regarding cognitive dysfunction associated with progressive bulbar palsy. This case study presents the neuropsychological profile of a 66-year-old White male diagnosed with progressive bulbar palsy (evolving primary lateral sclerosis) with speech production difficulties. The patient was referred by his neurologist for a neuropsychological evaluation of progressively worsening cognitive changes over the past two years, including difficulties with reading directions, spelling, structuring sentences, thinking of words to write down, and counting. He also described progressively worsening speech production difficulties. During the evaluation, the patient communicated solely through written means. Available MRI results demonstrated subtle evidence of anterior temporal atrophy bilaterally. Additional relevant history includes chronic obstructive pulmonary disease and a remote history of recreational opioid use. Given the patient's speech production difficulties, measures were selected to include those that did not require verbal responses. For the few measures that did require verbal responses, administration was adjusted to allow him to provide written responses. On evaluation, he demonstrated intact orientation, processing speed, receptive language, and visuospatial functioning. In contrast, he demonstrated relative weaknesses on measures of attention, executive functioning (i.e., problem solving and cognitive flexibility), and free recall of information (with intact recognition). Behavioral features were also noted during the evaluation, including impulsivity and disorganization. The case provides preliminary data regarding possible cognitive profiles associated with progressive bulbar palsy, including possible areas of cognitive strengths and weaknesses. This case also highlights the need for further investigation of cognitive profiles of the condition which may assist with treatment planning.

Effects of preterm birth and postnatal exposure to metal mixtures on neurodevelopment in children at 24 months of age.

The effects of early-life metal exposure on neurodevelopment in very low birth weight preterm (VLBMP) children (with a birth weight of <1500 g and a gestational age of <37 weeks) have not been clearly established. We aimed to investigate associations of childhood exposure to multiple metals and preterm low birth weight with neurodevelopment among children at 24 months of corrected age. VLBWP children (n = 65) and normal birth weight term (NBWT) children (n = 87) were enrolled from Mackay Memorial Hospital in Taiwan between December 2011 and April 2015. Lead (Pb), cadmium (Cd), arsenic (As), methylmercury (MeHg), and selenium (Se) concentrations in the hair and fingernails were analyzed as biomarkers for metal exposure. The Bayley Scale of Infant and Toddler Development, Third Edition, was used to determine neurodevelopment levels. VLBWP children had significantly lower scores in all development domains compared to NBWT children. We also investigated preliminary exposure levels of VLBWP children to metals as reference values for future epidemiological and clinical survey. Fingernails are a useful biomarker for metal exposure to evaluate the effects on neurological development. A multivariable regression analysis revealed that fingernail Cd concentrations were significantly negatively associated with cognition (β = -0.63, 95% confidence interval (CI): -1.17 to -0.08) and receptive language function (β = -0.43, 95% CI: -0.82 to -0.04) among VLBWP children. VLBWP children with a 10-μg/g increase in the As concentration in their nails had a 8.67-point lower composite score in cognitive ability and a 1.82-point lower score in gross-motor functions. Effects of preterm birth and postnatal exposure to Cd and As were associated with poorer cognitive, receptive language, and gross-motor abilities. VLBWP children are at risk for neurodevelopmental impairments when exposed to metals. Further large-scale studies are needed assess to the risk of neurodevelopmental impairments when vulnerable children are exposed to metal mixtures.

Passive functional mapping of receptive language cortex during general anesthesia using electrocorticography

ObjectiveTo investigate the feasibility of passive functional mapping in the receptive language cortex during general anesthesia using electrocorticographic (ECoG) signals. MethodsWe used subdurally placed ECoG grids to record cortical responses to speech stimuli during awake and anesthesia conditions. We identified the cortical areas with significant responses to the stimuli using the spectro-temporal consistency of the brain signal in the broadband gamma (BBG) frequency band (70–170 Hz). ResultsWe found that ECoG BBG responses during general anesthesia effectively identify cortical regions associated with receptive language function. Our analyses demonstrated that the ability to identify receptive language cortex varies across different states and depths of anesthesia. We confirmed these results by comparing them to receptive language areas identified during the awake condition. Quantification of these results demonstrated an average sensitivity and specificity of passive language mapping during general anesthesia to be 49±7.7% and 100%, respectively. ConclusionOur results demonstrate that mapping receptive language cortex in patients during general anesthesia is feasible. SignificanceOur proposed protocol could greatly expand the population of patients that can benefit from passive language mapping techniques, and could eliminate the risks associated with electrocortical stimulation during an awake craniotomy.

Using a Direct Instruction Procedure in Teaching Receptive Language to Children With Autism

Children with autism have problems with receptive language. The purpose of this study was to evaluate the effect of using direct instruction in teaching receptive language skills to children with autism. The sample consisted of 18 students with autism, their age ranged between five and seven years. All participants had autism that affected their receptive language performance. An experimental design was used to compare the receptive language skills of nine students in the experimental group who received a direct instruction program with nine students in the control group who received traditional instruction. The teachers carried out 14 sessions. The results indicated that there were significant improvement differences between the two groups in favor of receptive language skills of children with autism in favor of the experimental group. The study was practical, low cost, and easy to implement the procedure to improve receptive language skills for children with autism. The results and their implications are discussed further.

Executive functioning and spoken language skills in young children with hearing aids and cochlear implants: Longitudinal findings.

Deaf or hard-of-hearing (DHH) children who use auditory-oral communication display considerable variability in spoken language and executive functioning outcomes. Furthermore, language and executive functioning skills are strongly associated with each other in DHH children, which may be relevant for explaining this variability in outcomes. However, longitudinal investigations of language and executive functioning during the important preschool period of development in DHH children are rare. This study examined the predictive, reciprocal associations between executive functioning and spoken language over a 1-year period in samples of 53 DHH and 59 typically hearing (TH) children between ages 3–8 years at baseline. Participants were assessed on measures of receptive spoken language (vocabulary, sentence comprehension, and following spoken directions) and caregiver-completed executive functioning child behavior checklists during two in-person home visits separated by 1 year. In the sample of DHH children, better executive functioning at baseline (Time 1) was associated with better performance on the higher-order language measures (sentence comprehension and following spoken directions) 1 year later (Time 2). In contrast, none of the Time 1 language measures were associated with better executive functioning in Time 2 in the DHH sample. TH children showed no significant language-executive functioning correlations over the 1-year study period. In regression analyses controlling for Time 1 language scores, Time 1 executive functioning predicted Time 2 language outcomes in the combined DHH and TH samples, and for vocabulary, that association was stronger in the DHH than in the TH sample. In contrast, after controlling for Time 1 executive functioning, none of the regression analyses predicting Time 2 executive functioning from Time 1 language were statistically significant. These results are the first findings to demonstrate that everyday parent-rated executive functioning behaviors predict basic (vocabulary) and higher-order (comprehension, following directions) spoken language development 1 year later in young (3–8 year old) DHH children, even after accounting for initial baseline language skills.

Linking early maternal input during shared reading to later theory of mind through receptive language and executive function: A within- and between-family design

This study explored whether early maternal input during shared reading predicted later theory of mind (ToM) understanding through children’s receptive language and executive function (EF). Maternal input plays a prominent role in the development of children’s language skills, which are crucial for both EF and ToM development. There is also an abundance of behavioral evidence suggesting a directional link from EF to ToM. This relation raises the possibility of a cognitive cascade in which maternal input during shared reading promotes ToM development sequentially through receptive language and EF. The sample included 656 children clustered within 328 ethnically and sociodemographically diverse families. The shared reading sessions occurred when the younger and older siblings were 1.5 and 4 years old, respectively. Receptive language, EF, and ToM were measured when the siblings were approximately 5 years old to account for age differences. Multilevel modeling using Bayesian estimation was used to account for the effect of family-wide confounds (i.e., shared between the siblings in the family) while isolating child-specific processes (i.e., unique to each child within the family). The results supported two indirect paths from shared reading to children’s ToM: one through receptive language alone and another that operated sequentially through receptive language and EF. These paths were observed only at the family level. These findings emphasize the importance of maternal input during early shared reading for cognitive development and suggest a cascade from maternal input to ToM via language and EF during the preschool period.

Language performance within three months of early childhood traumatic brain injury.

To examine language outcomes in the short-term stage (i.e., within three months) of early childhood traumatic brain injury (TBI). A retrospective chart review over a 10-year period (January 1, 2007 to December 31, 2016) was completed at a single-site inpatient rehabilitation hospital. Inclusion criteria were children aged 15 months to five years 11 months with a diagnosis of closed TBI. Twenty-four charts were included in the descriptive analysis of language; there were fewer children with expressive language scores (n = 18) than receptive language scores (n = 24), likely due to word retrieval difficulties as per clinical documentation. Effects of TBI on language performance were more pronounced in receptive than expressive language. For children with scores in both receptive and expressive language areas (n = 18), five children had below average scores. These children were described as having language delays pre-injury (n = 2), lower exposure to English (n = 1), information processing difficulties (n = 1), and difficulties with formulation and organization of language (n = 1). This study represents an initial step in understanding expressive and receptive language performance shortly after early childhood TBI. Challenges with assessment as well as directions for future research are discussed.

Longitudinal MRI brain volume changes over one year in children with mucopolysaccharidosis types IIIA and IIIB

ObjectiveTo quantify changes in segmented brain volumes over 12 months in children with mucopolysaccharidosis types IIIA and IIIB (MPS IIIA and IIIB). MethodsIn order to establish suitable outcome measures for clinical trials, twenty-five children greater than 2 years of age were enrolled in a prospective natural history study of MPS IIIA and IIIB at Nationwide Children's Hospital. Data from sedated non-contrast brain 3 T MRIs and neuropsychological measures were reviewed from the baseline visit and at 12-month follow-up. No intervention beyond standard clinical care was provided. Age- and sex-matched controls were gathered from the National Institute of Mental Health Data Archive. Automated brain volume segmentation with longitudinal processing was performed using FreeSurfer. ResultsOf the 25 subjects enrolled with MPS III, 17 children (4 females, 13 males) completed at least one MRI with interpretable volumetric data. The ages ranged from 2.8 to 13.7 years old (average 7.2 years old) at enrollment, including 8 with MPS IIIA and 9 with MPS IIIB. At baseline, individuals with MPS III demonstrated reduced cerebral white matter and corpus callosum volumes, but greater volumes of the lateral ventricles, cerebellar cortex, and cerebellar white matter compared to controls. Among the 13 individuals with MPS III with two interpretable MRIs, there were annualized losses or plateaus in supratentorial brain tissue volumes (cerebral cortex −42.10 ± 18.52 cm3/year [mean ± SD], cerebral white matter −4.37 ± 11.82 cm3/year, subcortical gray matter −6.54 ± 3.63 cm3/year, corpus callosum −0.18 ± 0.62 cm3/yr) and in cerebellar cortex (−0.49 ± 12.57 cm3/year), with a compensatory increase in lateral ventricular volume (7.17 ± 6.79 cm3/year). Reductions in the cerebral cortex and subcortical gray matter were more striking in individuals younger than 8 years of age. Greater cerebral cortex volume was associated with higher fine and gross motor functioning on the Mullen Scales of Early Learning, while greater subcortical gray matter volume was associated with higher nonverbal functioning on the Leiter International Performance Scale. Larger cerebellar cortex was associated with higher receptive language performance on the Mullen, but greater cerebellar white matter correlated with worse adaptive functioning on the Vineland Adaptive Behavioral Scales and visual problem-solving on the Mullen. ConclusionsLoss or plateauing of supratentorial brain tissue volumes may serve as longitudinal biomarkers of MPS III age-related disease progression compared to age-related growth in typically developing controls. Abnormally increased cerebellar white matter in MPS III, and its association with worse performance on neuropsychological measures, suggest the possibility of pathophysiological mechanisms distinct from neurodegeneration-associated atrophy that warrant further investigation.

Prediction of baseline expressive and receptive language function in children with focal epilepsy using diffusion tractography-based deep learning network

PurposeFocal epilepsy is a risk factor for language impairment in children. We investigated whether the current state-of-the-art deep learning network on diffusion tractography connectome can accurately predict expressive and receptive language scores of children with epilepsy. MethodsWe studied 37 children with a diagnosis of drug-resistant focal epilepsy (age: 11.8 ± 3.1 years) using 3 T MRI and diffusion tractography connectome: G = (S, Ω), where S is an adjacency matrix of edges representing the connectivity strength (number of white-matter tract streamlines) between each pair of brain regions, and Ω reflects a set of brain regions. A convolutional neural network (CNN) was trained to learn the nonlinear relationship between ‘S (input)’ and ‘language score (output)’. Repeated hold-out validation was then employed to measure the Pearson correlation and mean absolute error (MAE) between CNN-predicted and actual language scores. ResultsWe found that CNN-predicted and actual scores were significantly correlated (i.e., Pearson’s R/p-value: 0.82/<0.001 and 0.75/<0.001), yielding MAE: 7.77 and 7.40 for expressive and receptive scores, respectively. Specifically, sparse connectivity not only within the left cortico-cortical network but also involving the right subcortical structures was predictive of language impairment of expressive or receptive domain. Subsequent subgroup analyses inferred that the effectiveness of diffusion tractography-based prediction of language outcome was independent of clinical variables. Intrinsic diffusion tractography connectome properties may be useful for predicting the severity of baseline language dysfunction and possibly provide a better understanding of the biological mechanisms of epilepsy-related language impairment in children.

Speech-Language Profile Groups in School Aged Children with Cerebral Palsy: Nonverbal Cognition, Receptive Language, Speech Intelligibility, and Motor Function

ABSTRACT Purpose: To explore the relationship of intelligibility, receptive language, executive functioning, and motor skills to nonverbal cognitive skills among children with cerebral palsy (CP) in different speech-language profile groups. Method: Twenty-seven children with CP aged 10–12 years old participated in the study. They completed a battery of standard clinical assessments. The relationship of various skillsets with nonverbal cognitive ability was explored using correlational procedures. Additionally, we examined pairwise differences in nonverbal cognitive skills among profile groups. Cohen’s Kappa and Chi-square tests were used to study the consistency of receptive language and nonverbal cognitive performance. Results: Children who showed better nonverbal cognitive abilities demonstrated better motor, receptive language, and intelligibility skills. Nonverbal cognition was generally consistent with receptive language. Conclusion: Nonverbal cognitive impairment often co-occurs with language and speech motor impairment among children with CP. Speech-language profile groups are a useful framework for describing both communication and cognitive abilities.

Investigating a new tablet-based telerehabilitation app in patients with aphasia: a randomised, controlled, evaluator-blinded, multicentre trial protocol

IntroductionAphasia is a common language disorder acquired after stroke that reduces the quality of life of affected patients. The impairment is frequently accompanied by a deficit in cognitive functions. The...

Toddlers' Language Development: The Gradual Effect of Gestational Age, Attention Capacities, and Maternal Sensitivity.

Language development in toddlerhood forms the foundation for speech and language comprehension throughout childhood. Children born moderately preterm are at increased risk for problems in receptive and expressive language functioning, and they may need specific support or interventions. To understand the underlying mechanisms of language development, an integrated model of gestational age, attention capacities, and maternal sensitivity was examined in relation to receptive and expressive language functioning in toddlerhood. Our sample included 221 children (gestational age between 32–41 + 6 weeks; 54.7% born moderately preterm; 51.6% boys; 69.1% highly educated mothers). At 18 months (corrected age), attention capacities were measured using an eye-tracking procedure and maternal sensitivity was observed during mother-child interaction. Language was assessed at 24 months (corrected age). Results showed children with a higher gestational age scored higher on receptive language. This association was direct, as well as indirect through the child’s alerting attention. Expressive language was related to maternal sensitivity. Gestational age and alerting attention capacities specifically were related to language comprehension, whereas maternal sensitivity was related to speech. As language comprehension and speech in toddlerhood show different associations with biological, child, contextual, and regulation factors, they should be viewed as separate constructs in research and practice.

Effects of Lamotrigine on Problem-Solving Abilities in Newly Diagnosed Pediatric Patients with Epilepsy.

Background and PurposeThis study aimed to determine the effects of lamotrigine (LTG) on language unction, including problem-solving abilities, in newly diagnosed pediatric epileptic patients.MethodsThis study included 112 newly diagnosed epileptic patients treated with LTG [69 males and 43 females aged 9.6±2.7 years (mean±SD)]. Repeated neurologic examinations, electroencephalography, neuroimaging studies, and standard language tests including the Test of Problem Solving (TOPS), mean length of utterance in words (MLU-w), Receptive and Expressive Vocabulary Test (REVT), and Urimal Test of Articulation and Phonology were performed before and after initiating LTG treatment. The starting LTG dosage was 1 mg/kg/day (maximum: 25 mg/day) for the first 14 days, which was increased to 2 mg/kg/day for the subsequent 14 days and then up to 7 mg/kg/day (or 200 mg/day) for maintenance.ResultsProblem-solving skills as assessed by TOPS scores significantly improved after initiating LTG treatment (33.5±14.5 vs. 35.7±14.25, p<0.01). Scores in the “determining causes” category (11.9±4.7 vs. 12.9±4.8, p<0.01), “making inferences” category (12.9±6.2 vs. 13.6±6.0, p<0.05), and “predicting” category (8.9±5.4 vs. 9.7±5.6, p<0.01) significantly improved after LTG treatment. The MLU-w score did not decrease after LTG treatment (4.7±1.9 vs. 5.0±2.1). There was a significant improvement in receptive language function as assessed using the REVT score (9.4±3.4 years vs. 9.9±3.3 years, p<0.01). Precise articulation also improved after initiating LTG treatment (97.8% vs. 98.5%).ConclusionsLanguage function including problem-solving skills improved after LTG treatment, suggesting that LTG can be administered without causing significant negative effects on language function in pediatric patients.

A new short version of the “Token Test” for Yawi native speakers

Background: The Token Test as originally conceived by De Renzi and Vignol is a subtle test of receptive language functions. Although it has been employed in numerous clinical studies since 1962, no one has studied the linguistic properties of the commands in in Yawi-speaking aphasic patients.&#x0D; Aims and Objectives: The study aimed to describe the development of the Yawi Token Test (YWTT) and to investigate the test performances of the normal Yawi-speaking participants before applying with the Yawi-Speaking aphasic patients.&#x0D; Materials and Methods: An adaptation of the Yawi Token Test (YWTT) was administered to one-hundred normal Yawi-speaking participants, ranging in age from 18-45 years, with minimal educational level of Prathom 4 who were living in Pattani Province, South of Thailand.&#x0D; Results: Performance on Part I-V and overall performance were reported. Overall, participants in the trial version performed not significantly on the Yawi Token Test (YWTT) overall composite score compared to final version. The mean Yawi Token Test (YWTT) score of the trail and final versions were 59.40 (S.D. = 1.29; range: 56 – 61) and 60.44 (S.D. = 1.39; range: 56 – 61), respectively. The mean Yawi Token Test (YWTT) score for overall (100 participants) was 60.42 (S.D. = 1.32; range score: 56 – 61). Comparing with the trial version, participants did obviously lower number of errors of all parts in the final version.&#x0D; Conclusion: Yawi Token Test (YWTT) was applicable to the differential diagnosis of the communicative abilities of Yawi-speaking aphasic patients. This test will be helpful for assessing auditory language comprehension Yawi-speaking aphasic patients.

Children’s Social and Emotional Functioning and Academic Success in Preschool: the Role of Internalizing Problems and Adaptive Skills

The present study investigated the role of children’s social and emotional functioning on their academic success in preschool. Data was collected from 81 children, and their teachers, in preschool programs in a Western Canadian municipality. Children completed measures of receptive language and academic functioning; teachers independently completed a standardized measure of children’s social and emotional functioning. Results indicated that children’s adaptive skills in the fall of preschool significantly predicted their academic scores in the fall and spring of their preschool year, with higher adaptive skills predicting higher academic scores. Children’s levels of internalizing problems were not found to significantly predict their academic skills during the preschool year. Children’s average levels of adaptive skills and internalizing problems significantly increased over the school year. This study highlights the connection between children’s social and emotional functioning and academic skills in preschool. Given these findings, early learning programs are encouraged to include components that promote the development of children’s adaptive skills, in addition to academic skills.

A influência de variáveis socioculturais e biológicas no desempenho da linguagem receptiva em pré-escolares

Introdução: O desenvolvimento infantil consiste em um processo de continuidade e mudanças em vários domínios interdependentes. A linguagem receptiva por sua vez se faz importante no desenvolvimento da comunicação, pois por meio dela a criança desenvolve habilidades de consciência fonológica, comportamentos de conversação, entre outros. Objetivo: Verificar a influência de aspectos socioculturais e biológicos no desempenho da linguagem receptiva de crianças pré-escolares. Métodos: Participaram do estudo 30 crianças na faixa etária entre 24 e 36 meses devidamente matriculadas no maternal I de dois centros municipais de educação infantil. Foi aplicado um questionário elaborado pelos pesquisadores para a coleta de dados biológicos, econômicos e sociais da amostra. As crianças com alterações auditivas, neurológicas e/ou visuais foram excluídas. Para verificar o desenvolvimento da linguagem foi aplicada a prova de linguagem receptiva da Escala Bayley III de Desenvolvimento Infantil. A pontuação do escore da Bayley foi correlacionada com variáveis sociais e biológicas no presente estudo. Resultados: Nos escores alcançados na escala Bayley III, 63,33% (n=19) crianças ficaram abaixo da média do teste de linguagem receptiva. As variáveis renda familiar e sexo e o escore de linguagem receptiva foram estatisticamente significativas. Conclusão: O desempenho da linguagem de pré-escolares foi inferior ao esperado para a faixa etária de acordo com os escores obtidos na Bayley III. Pode-se considerar que os aspectos biológicos são reconhecidos como pré-condição para aquisição e desenvolvimento da linguagem, enquanto os aspectos ambientais são determinantes para a qualidade das habilidades de linguagem.

Erken çocukluk gelişimine dair Türkiye bulgularına bakış

Erken çocukluk, beynin gelişiminin en yoğun olduğu, bilişsel ve sosyal becerilerin temellerinin atıldığı bir dönemdir. Bu makalede, erken çocukluk döneminde ortaya çıkan becerilerin bağlantılarını ve gelişimlerinde rolü olan unsurları farklı örneklemlerde (tipik ve atipik gelişim gösteren çocuklar, tipik ve atipik gelişimsel bağlamlarda yetişenler) incelediğimiz araştırmalarımızı özetliyor, sonuçlarını diğer literatür bulgularıyla birlikte değerlendiriyoruz. Bulgular iki becerinin, alıcı dil ve yönetici işlev becerilerinin çocuğun psikolojik esenliği ve optimal gelişimi için kritik olduğunu ortaya koyuyor. Bu becerilerin gelişimine hangi unsurların nasıl etki ettiğini gösteren araştırma sonuçlarımızı derliyor, uygulamaya dair önermelerini tartışıyoruz.