Measures Of Receptive Language Research Articles

Language and Ageing in Adults With Down Syndrome: An Analysis of Receptive and Expressive Language Measures.

The evidence on the effect of age on the receptive and expressive language skills of individuals with Down syndrome is inconclusive. Recent research highlights the relevance of having tools to detect age-related changes in language skills. Data were collected on 45 adults with Down syndrome. All were assessed with the Peabody test, token test, verbal fluency tasks and an expressive language sample. Scores on token and Peabody showed a decline in older adults, whereas no significant effect of age was observed for expressive language measures. A quadratic regression confirmed the association between age and receptive language measures. Highly significant associations were also found between the performance on receptive and expressive language measures. Receptive language skills are more age-sensitive than the expressive language skills. In addition to expressive language skills, receptive language skills should be measured because they show age associated changes not observed in expressive language.

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.

Associations between rapid auditory processing of speech sounds and specific verbal communication skills in autism.

The ability to rapidly process speech sounds is integral not only for processing other's speech, but also for auditory processing of one's own speech, which allows for maintenance of speech accuracy. Deficits in rapid auditory processing have been demonstrated in autistic individuals, particularly those with language impairment. We examined rapid auditory processing for speech sounds in relation to performance on a battery of verbal communication measures to determine which aspects of verbal communication were associated with cortical auditory processing in a sample of individuals with autism. Participants were 57 children and adolescents (40 male and 17 female) ages 5-18 who were diagnosed with an Autism Spectrum Disorder (ASD). Rapid auditory processing of speech sounds was measured via a magnetoencephalographic (MEG) index of the quality of the auditory evoked response to the second of two differing speech sounds ("Ga" / "Da") presented in rapid succession. Verbal communication abilities were assessed on standardized clinical measures of overall expressive and receptive language, vocabulary, articulation, and phonological processing. Associations between cortical measures of left- and right-hemisphere rapid auditory processing and verbal communication measures were examined. Rapid auditory processing of speech sounds was significantly associated with speech articulation bilaterally (r = 0.463, p = 0.001 for left hemisphere and r = 0.328, p = 0.020 for right hemisphere). In addition, rapid auditory processing in the left hemisphere was significantly associated with overall expressive language abilities (r = 0.354, p = 0.013); expressive (r = 0.384, p = 0.005) vocabulary; and phonological memory (r = 0.325, p = 0.024). Phonological memory was found to mediate the relationship between rapid cortical processing and receptive language. These results demonstrate that impaired rapid auditory processing for speech sounds is associated with dysfunction in verbal communication in ASD. The data also indicate that intact rapid auditory processing may be necessary for even basic communication skills that support speech production, such as phonological memory and articulatory control.

Visual Motor Reaction Times Predict Receptive and Expressive Language Development in Early School-Age Children.

Proficiency of multisensory processing and motor skill are often associated with early cognitive, social, and language development. However, little research exists regarding the relationship between multisensory motor reaction times (MRTs) to auditory, visual and audiovisual stimuli, and classical measures of receptive language and expressive vocabulary development in school-age children. Thus, this study aimed to examine the concurrent development of performance in classical tests of receptive (Peabody Picture Vocabulary Test; abbreviated as PPVT) and expressive vocabulary (Expressive Vocabulary Test; abbreviated as EVT), nonverbal intelligence (NVIQ) (determined with the aid of Raven's Colored Progressive Matrices; abbreviated as RCPM), speed of visual-verbal processing in the Rapid Automatic Naming (RAN) test, Eye-Hand Co-ordination (EHC) in the SLURP task, and multisensory MRTs, in children (n = 75), aged between 5 and 10 years. Bayesian statistical analysis showed evidence for age group differences in EVT performance, while PPVT was only different for the youngest group of children aged 5-6, supporting different developmental trajectories in vocabulary acquisition. Bayesian correlations revealed evidence for associations between age, NVIQ, and vocabulary measures, with decisive evidence and a higher correlation (r = 0.57 to 0.68) between EVT, MRT tasks, and EHC visuomotor processing. This was further supported by regression analyses indicating that EVT performance was the strongest unique predictor of multisensory MRTs, EHC, and RAN time. Additionally, visual MRTs were found to predict both receptive and expressive vocabulary. The findings of the study have important implications as accessible school-based assessments of the concurrent development of NVIQ, language, and multisensory processing; and hence as rapid and timely measures of developmental and neurodevelopmental status.

The Influence of Caregiver Language on the Association Between Child Temperament and Spoken Language in Children Who Are Deaf or Hard of Hearing.

To examine the interaction between child temperament and caregiver linguistic input (i.e., syntactic complexity and lexical diversity) on receptive language in children who are deaf or hard of hearing (DHH). Families of 59 DHH children ( Mage = 5.66 years) using spoken language for communication participated in this cross-sectional study. Caregivers completed the Child Behavior Questionnaire-Short Form, which measured child temperament across three established factors (i.e., effortful control, negative affectivity, surgency-extraversion) and participated with their child in a semi-structured, dyadic play interaction that occurred during a home visit. Caregivers' language during the play interaction was quantified based on lexical diversity and syntactic complexity. Children also completed norm-referenced receptive language measures (i.e., Comprehensive Assessment of Spoken Language-2, age-appropriate Clinical Evaluation of Language Fundamentals) during the home visit that were combined into a composite measure of child receptive language. When caregivers used lower to moderate levels of lexical diversity, child effortful control was positively related to child receptive language. However, when caregivers used higher levels of lexical diversity, child effortful control and child receptive language were not related to each other. Family environments rich in caregiver lexical input to children might provide a protective influence on DHH child language outcomes by helping to ensure DHH children with varying self-regulatory abilities achieve better spoken language comprehension. These findings highlight the importance of encouraging caregivers to provide rich and stimulating language-learning environments for DHH children.

The Development of Left Hemisphere Lateralization for Sentence-Level Prosodic Processing.

The fine-tuning of linguistic prosody in later childhood is poorly understood, and its neurological processing is even less well studied. In particular, it is unknown if grammatical processing of prosody is left- or right-lateralized in childhood versus adulthood and how phonological working memory might modulate such lateralization. Furthermore, it is virtually unknown how prosody develops neurologically among children with cochlear implants (CIs). Normal-hearing (NH) children ages 6-12 years and NH adults ages 18-28 years completed a functional near-infrared spectroscopy neuroimaging task, during which they heard sentence pairs and judged whether the sentences did or did not differ in their overall prosody (declarative, question, with or without narrow focus). Children also completed standard measures of expressive and receptive language. Age group differences emerged; children exhibited stronger bilateral temporoparietal activity but reduced left frontal activation. Furthermore, children's performance on a nonword repetition test was significantly associated with activation in the left inferior frontal gyrus-an area that was generally more activated in adults than in children. The prosody-related findings are generally consistent with prior neurodevelopmental works on sentence comprehension, especially those involving syntax and semantics, which have also noted a developmental shift from bilateral temporal to left inferior frontal regions typically associated with increased sensitivity to sentence structure. The findings thus inform theoretical perspectives on brain and language development and have implications for studying the effects of CIs on neurodevelopmental processes for sentence prosody. https://doi.org/10.23641/asha.22255996.

The Effects of Language Experience in Both Home and School Environments for Spanish-English Bilingual Children: A Preliminary Study

ABSTRACT The amount of language input bilingual children receive influences their language acquisition. This three-year quasi-longitudinal study determined the extent home language input influences measures of expressive and receptive English vocabulary among Spanish-English school-age bilingual children. The study also determined whether a relationship exists between school of attendance and measures of expressive and receptive English vocabulary among the same group of children. One Spanish-English dual-immersion school and one English-only school in Utah participated in the study. Participants were administered two formal measures of receptive and expressive English once a year for three consecutive years. Results indicate that regardless of their home language, all children demonstrated improvements in receptive and expressive English language skills after three years. Between year one and three, the increase in English receptive language measures were statistically significant among the children who primarily heard Spanish at home. Results revealed that all children made advancements in expressive and receptive vocabulary skills, regardless of their home language and the type of school they attended. Findings suggest that exposure to a language other than English at home is not a detriment to English language development. Additionally, bilingual education is as effective as English-only education in fostering children‘s vocabulary skills in English.

Early Identification of Children at Risk of Communication Disorders: Introducing a Novel Battery of Dynamic Assessments for Infants.

Many children with communication disorders (CDs) experience lengthy gaps between parental reporting of concerns and formal identification by professionals. This means that children with CDs are denied access to early interventions that may help support the development of communication skills and prevent possible negative sequelae associated with long-term outcomes. This may be due, in part, to the lack of assessment instruments available for children younger than 3 years of age. This study therefore reports on promising preliminary data from a novel set of valid dynamic assessment (DA) measures designed for infants. We recruited 53 low-risk children and two groups of children considered to be at high risk for CDs (n = 17, social high risk, and n = 22, language high risk) due to family members with language and social communication difficulties. The children were between 1 and 2 years of age and were assessed using a battery of five DA tasks related to receptive vocabulary, motor imitation, response to joint attention, turn taking, and social requesting. A set of standardized measures were also used. The DA tasks showed high levels of interrater reliability and relationships with age across a cross-sectional sample of children from the low-risk group. Three tasks showed moderate to strong correlations with standardized measures taken at the same age, with particularly strong correlations between the DA of receptive vocabulary and other receptive language measures. The DA of receptive vocabulary was also the only task to discriminate between the three risk groups, with the social high risk group scoring lower. These results provide preliminary information about early DA tasks, forming the basis for further research into their utility. DA tasks might eventually facilitate the development of new methods for detecting CDs in very young children, allowing earlier intervention and support.

Concurrent Predictors of Supplementary Sign Use in School-Aged Children With Childhood Apraxia of Speech.

Manual sign is a common alternative mode of communication taught to children with childhood apraxia of speech (CAS). Gesture use is positively related to later increases in vocabulary and syntactic complexity in typical development, but there is little evidence supporting the use of manual sign for children with CAS. We sought to identify the communicative functions of signs and gestures produced by children with CAS and to identify concurrent factors suggesting which children are more likely to benefit from sign-supported speech intervention. Measures of receptive and expressive language were gathered from 19 children (ages 3.8-11.1 years) with CAS in a school-based sign-supported speech program. Fourteen of the children produced a total of 145 manual signs, which included both gestures and signs from American Sign Language (M = 10.4 per child, SD = 11.6). Manual signs were coded according to whether they conveyed information that was semantically redundant with (complemented) or added information to (supplemented) their speech. Children produced 107 complementary manual signs (75.4%) and 38 supplemental (24.6%) manual signs. Of the 38 supplemental signs, 24 (63.2%) provided additional information in the presence of unintelligible or no speech and 14 (36.8%) provided additional information in the presence of intelligible speech. Children's expressive language scores significantly predicted and accounted for 38.4% of the variance in the number of supplemental signs that children used. Children with CAS whose oral expressive language was relatively more impaired produced the most supplementary signs, suggesting that children with oral expressive language challenges are more likely to rely on them for communicating words they cannot yet speak. https://doi.org/10.23641/asha.21217814.

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.

Long-term English Learners: Untangling Language Acquisition and Learning Disabilities

AbstractStudents who have remained classified as English Learners (ELs) for more than six years are often labeled “Long-term English Learners” (LTELs). The present study examined the English Language Development (ELD) test scores and demographic information in a group of 560 students identified as LTELs. Despite assumptions that these students are still learning English, results showed many students who are labeled LTELs exhibited advanced English skills, especially on measures of expressive and receptive oral language (i.e., speaking and listening subtests). At the same time, ELD assessments showed many of these students struggled with literacy skills, especially reading. Perhaps due to these overlapping circumstances, we found many LTELs were also identified with learning disabilities. Based on these findings, we explored the impact of restricting domains needed for reclassification as English proficient on reclassification rates. Compared with existing decision rules in the students’ state, proposed models allow many more LTELs to reclassify as English proficient, and most LTELs not reclassifying are students in special education. Discussion focuses on interpreting ELD scores for students who have remained classified as ELs for more than a few years.

Effect Of Speech Therapy in Children with Cochlar Implant

Hearing loss is the absence or difficulty in hearing. And its levels range from mild severe to profound while the term deafness is used for the person who cannot hear it. Objective: To determine the effect of speech therapy in children with cochlear implant. Methods: This descriptive study was carried out at Fatima Memorial College Medicine and Dentistry, from 1st October 2021 to December 2021 to determine the effect of speech therapy in children with cochlear implant. For this purpose a total of 30 children who were implanted and receiving speech therapy were evaluated. Effect of speech therapy was determined by collecting data from the parents of cochlear implant children by using a questionnaire. The questionnaire constituted the receptive and expressive language measures that determine the effect of speech therapy. Questionnaire which was used as data collecting instrument that was designed by expert opinion and literature review. Results: Result indicated that out of 30 children who were implanted and receiving speech therapy, 30 (100%) were communicating verbally using word phrase and sentence. These findings suggested that children with cochlear implant were communicating verbally instead of sign language or gestural mode of communication and improved intelligibility. Conclusions: It is concluded that speech therapy is effective in children with cochlear implant

Preliminary evidence supporting the clinical utility of an Analog Task of Prosocial Helping.

Prosocial helping is a fundamental communication behaviour that supports successful social relationships. This study investigated the clinical utility of the Analog Task of Prosocial Helping (AToP-H): a tool for assessing how helping is influenced by the communicative function it serves and the cues used to elicit helping in young children with and without a social communication disorder. To present evidence of the AToP-H's reliability, validity and clinical utility. The AToP-H examines three communicative functions expressed through helping-instrumental (request-based), informative (information-based) and empathic (emotion-based) helping-within a naturalistic context. Prosocial helping is elicited using semi-structured interactions in which increasingly explicit cues are provided to scaffold child responses. To gather reliability and validity evidence, the AToP-H was administered to 20 children with autism spectrum disorder (ASD) (49-79 months) and 20 with typical development (37-77 months). Procedural reliability and inter-observer agreement for the AToP-H were high. Item-level codes were consistent with overall task performance, showing strong internal consistency. Supporting construct validity, higher scores were observed in older children with ASD, consistent with an expectedly protracted developmental period for prosocial helping. Children with ASD required more cues to elicit helping overall and informative and empathic helping in particular. Furthermore, more children with ASD did not respond or required explicit cues to respond with informative and empathic helping. Supporting criterion-related validity, total helping cue scores were significantly correlated with measures of social cognition, social abilities and receptive language, but were only weakly correlated with general language. The AToP-H shows promise in measuring helping performance as an indicator of young children's social communication strengths and weaknesses as well as scaffolding cues to facilitate intervention planning. What is already known on the subject Prosocial helping is critical for successful relationships, which can be difficult for children with social communication disorders such as ASD. Two factors that influence helping are the communicative function of the helping behaviour and the cues used to elicit helping. Existing helping tasks have been developed for research purposes, focusing on internal validity with little attention to applying or generalizing results to clinical settings or groups. Thus, assessing factors that influence helping behaviours in naturalistic, ecologically valid contexts could provide clinicians with critical information to improve prosocial helping in children with social communication disorders. What this paper adds to existing knowledge This paper presents preliminary psychometric evidence for a naturalistic clinical task: the AToP-H, which assesses instrumental (request-based), informative (information-based) and empathic (emotion-based) helping elicited with increasingly explicit cues. What are the potential or actual clinical implications of this work? Evidence from samples of young children with and without ASD supports the reliability and validity of AToP-H scores. The AToP-H shows promise as a clinical tool to effectively assess and plan interventions targeting social communication, prosocial helping and associated interactions.

Predictive language processing in young autistic children.

Recent theories propose that domain-general deficits in prediction (i.e., the ability to anticipate upcoming information) underlie the behavioral characteristics associated with autism spectrum disorder (ASD). If these theories are correct, autistic children might be expected to demonstrate difficulties on linguistic tasks that rely on predictive processing. Previous research has largely focused on older autistic children and adolescents with average language and cognition. The present study used an eye-gaze task to evaluate predictive language processing among 3- to 4-year-old autistic children (n= 34) and 1.5- to 3-year-old, language-matched neurotypical (NT) children (n= 34). Children viewed images (e.g., a cake and a ball) and heard sentences with informative verbs (e.g., Eat the cake) or neutral verbs (e.g., Find the cake). Analyses of children's looking behaviors indicated that young autistic children, like their language-matched NT peers, engaged in predictive language processing. Regression results revealed a significant effect of diagnostic group, when statistically controlling for age differences. The NT group displayed larger difference scores between the informative and neutral verb conditions (in looks to target nouns) compared to the ASD group. Receptive language measures were predictive of looking behavior across time for both groups, such that children with stronger language skills were more efficient in making use of informative verbs to process upcoming information. Taken together, these results suggest that young autistic children can engage in predictive processing though further research is warranted to explore the developmental trajectory relative to NT development. LAY SUMMARY: This study found that 3- to 4-year-old autistic children and younger, language-matched neurotypical (NT) children both used verbs to predict upcoming nouns in sentences like "Eat the cake." For both autistic and NT children, those with stronger language skills were able to predict upcoming nouns more quickly.

Event-Related Potentials to Speech Relate to Speech Sound Production and Language in Young Children

ABSTRACT This research was funded through the American Speech and Hearing Foundation’s 2012 StudentResearch Grant in Early Childhood Language Development awarded to Vanessa Harwood as well as an anonymous generous donation to Haskins Laboratories. Electrophysiological measures of language within early childhood provide important information about neurolinguistic development. We investigated associations between amplitude and latency of the P1 and N2 event-related potential components in response to spoken pseudowords, and clinical measures of language performance within a sample of 58 typically developing children between 24 and 48 months. N2 amplitude differences between repeated and new tokens were correlated with measures of expressive and receptive language and speech sound production. Phonemic sensitivity measured by the N2 component may reflect the integrity of neural networks that are important for speech perception and production in young children.

"Spazio Huntington": Tracing the Early Motor, Cognitive and Behavioral Profiles of Kids with Proven Pediatric Huntington Disease and Expanded Mutations > 80 CAG Repeats.

The “Spazio Huntington—A Place for Children” program was launched in 2019. The aim was to contact at risk kids within Huntington disease (HD) families, to provide counseling to their parents and to start a prospective follow-up of kids suspicious to manifest pediatric HD (PHD). We met 25 at risk kids in two years, four of whom with PHD and highly expanded (HE) mutations beyond 80 CAG repeats. We rated motor, neuropsychological and behavioral changes in all PHD kids by the Unified HD Rating Scale (UHDRS)-total motor score (TMS) and additional measures of (1) cognitive level (Leiter International Performance Scale), (2) adaptive functioning (Adaptive Behavior Assessment Systems), (3) receptive language (Peabody Picture Vocabulary Test) and (4) behavioral abnormalities (Child Behavior Check List and Children’s Yale–Brown Obsessive Compulsive Scale). All PHD kids showed a severe progression of neurological and psychiatric manifestations including motor, cognitive and behavioral changes. The magnetic resonance imaging contributed to confirm the suspicious clinical observation by highlighting very initial striatum abnormalities in PHD. Spazio Huntington is a program to prospectively study PHD, the most atypical face of HD, and may represent the basis to recruit PHD patients in future clinical trials.

The impact of cochlear implantation on speech and language outcomes in children with asymmetric sensorineural hearing loss

IntroductionCochlear implantation (CI) is considered in children with asymmetric sensorineural hearing loss (ASHL), or severe to profound sensorineural hearing loss in one ear, and better hearing contralaterally. The benefits of a CI in these children are not well established. This study investigated the impact of unilateral CI on speech and language outcomes in pediatric patients with ASHL. MethodsThe retrospective chart review identified pediatric patients who underwent cochlear implantation for ASHL at a tertiary single center institution between 2014 and 2017. Children who underwent cochlear implantation in the poorer ear and maintained a hearing aid in the better ear were included, while children with cognitive impairment or prior cochlear nerve deficiency and auditory neuropathy were excluded. Speech and language measures were evaluated prior to implantation and at regular six-month intervals postoperatively. Ear specific Audiometry was evaluated at every visit and varied developmentally appropriate speech recognition tasks, including questionnaires, closed-set, and open-set measures, accounted for advancing childhood milestones. Specific measures of speech articulation, expressive and receptive language, and vocabulary were assessed including: Goldman Fristoe Test of Articulation (GFTA-3), Clinical Evaluation of Language Fundamentals (CELF-P2 or CELF-5), Receptive One-Word Picture Vocabulary Test (ROWPVT) and Expressive One Word Picture Vocabulary Test (EOWPVT). The mean difference and standard deviation of speech and language outcomes at preoperative and postoperative evaluations were calculated. The change in outcomes were further assessed over each post-operative time point. ResultsTwenty-six children with asymmetric sensorineural hearing loss were included in the analysis, with 11 (42%) having bilateral enlarged vestibular aqueducts (EVA). At time of CI, unaided mean Pure Tone Average (PTA-4) for the better ear was 62Db HL, and worse ear was 92Db HL. There was an improvement in speech recognition in the implanted ear as expected. All preoperative speech and language evaluations were conducted within 7 months of cochlear implantation. Twenty-three patients had at least 1 postoperative re-evaluation. Fourteen children had preoperative and postoperative assessments with the same tool, with 13 patients (93%) showing improvement in at least 1 domain. For patients with repeated assessment within 12 months of surgery, we observed an average improvement in standard scores of: GFTA-3 (+11.2), CELF-P2 Core Language (+10.3), CELF-5 Core Language (+7.0), ROWPVT (+2.8) and EOWPVT (+4.5). Individual results are described. ConclusionImprovement in speech and language measures can be demonstrated in children undergoing unilateral cochlear implantation for asymmetric sensorineural hearing losses. These children, who are not typical CI candidates, can benefit from a CI in the poorer ear.

Emerging coherence and relations to communication among executive function tasks in toddlers: Evidence from a Latin American sample.

Recent work within early executive function (EF) seems to suggest that toddlers show distinct patterns of development, involving poorly correlated performance across EF tasks and significant improvements over relatively short periods of time. The present study sought to extend these findings by investigating evidence for these patterns in toddlers and the existence of more traditional patterns of EF (e.g., correlations between tasks, links to language) when using the same tasks in a novel Latin American sample. Eighty toddlers (18-24months) and sixty young preschoolers (30-36) months completed a battery of EF tasks, early social communication, and receptive and expressive language measures. Results indicated that toddlers showed similar distinct patterns of development (i.e., few relations between tasks and links to responding to joint attention), but by early preschool a more cohesive EF and links to language were present. Further, work demonstrated significant age (older children outperformed younger children), gender (girls outperformed boys), and socioeconomic differences (satisfied basic needs outperformed unsatisfied basic needs, but only on the snack delay). This work provides evidence for patterns of emerging EF development within this novel cultural sample (and evidence for group differences) that may be supported by communicative and representational development.

Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles.

The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension and reading comprehension in children with and without a reading disorder. We used longitudinal data from the Avon Longitudinal Study of Parents and Children. We split children into four groups: Typical Readers, Dyslexics, Poor Comprehenders and Comorbid Reading Disorder. We included measures of single word reading, nonword reading, spelling, phonological processing, vocabulary, receptive language, nonverbal intelligence, selective attention and reading comprehension. We used analysis of variance, correlations and structural equation modelling to examine the relationship between SVA and reading. We fit two possible models: SVA Indirect and SVA Direct. The difference between these models was the inclusion of a direct path from SVA to reading comprehension. We examined an indirect model, where SVA predicted reading comprehension through word decoding and listening comprehension, and a direct model, which included a pathway from SVA to reading comprehension. Based on our analysis of variance and correlation results, we collapsed the Dyslexic, Poor Comprehenders and Comorbid Reading Disorder groups for the structural equation modelling. We found evidence that for Typical Readers, an indirect model was the best fit, whereas the direct model was the best model for children with a reading disorder. Selective visual attention is related to reading comprehension. This relationship differs for children with and without a reading disorder.

Cognitive Function in Adolescents and Young Adults With Youth-Onset Type 1 Versus Type 2 Diabetes: The SEARCH for Diabetes in Youth Study.

Poor cognition has been observed in children and adolescents with youth-onset type 1 (T1D) and type 2 diabetes (T2D) compared with control subjects without diabetes. Differences in cognition between youth-onset T1D and T2D, however, are not known. Thus, using data from SEARCH for Diabetes in Youth, a multicenter, observational cohort study, we tested the association between diabetes type and cognitive function in adolescents and young adults with T1D (n = 1,095) or T2D (n = 285). Cognition was assessed via the National Institutes of Health Toolbox Cognition Battery, and age-corrected composite Fluid Cognition scores were used as the primary outcome. Confounder-adjusted linear regression models were run. Model 1 included diabetes type and clinical site. Model 2 additionally included sex, race/ethnicity, waist-to-height ratio, diabetes duration, depressive symptoms, glycemic control, any hypoglycemic episode in the past year, parental education, and household income. Model 3 additionally included the Picture Vocabulary score, a measure of receptive language and crystallized cognition. Having T2D was significantly associated with lower fluid cognitive scores before adjustment for confounders (model 1; P < 0.001). This association was attenuated to nonsignificance with the addition of a priori confounders (model 2; P = 0.06) and Picture Vocabulary scores (model 3; P = 0.49). Receptive language, waist-to-height ratio, and depressive symptoms remained significant in the final model (P < 0.01 for all, respectively). These data suggest that while youth with T2D have worse fluid cognition than youth with T1D, these differences are accounted for by differences in crystallized cognition (receptive language), central adiposity, and mental health. These potentially modifiable factors are also independently associated with fluid cognitive health, regardless of diabetes type. Future studies of cognitive health in people with youth-onset diabetes should focus on investigating these significant factors.