Typically Developing Children Children Research Articles

Investigating morphosyntactic and semantic measures in bilingual Azeri-Persian speaking children aged 5.5 to 6.5 years with and without language impairment

The present study aims to investigate morphosyntactic and semantic measures in bilingual Azeri-Persian-speaking children aged 5.5–6.5 years with and without language impairment. In this cross-sectional study, the bilingual participants were thirty children with language impairment (LI) and fifteen typically developing children (TD) who were selected from nurseries and Speech therapy clinics. The language samples were collected through story-telling in Azeri and Persian languages, separately. The linguistic analysis was done based on morphosyntactic and semantic parameters. The Alberta Language and Development Questionnaire (ALDeQ) parent report questionnaire was completed via interviewing with the parents to differentiate language impairment from language differences. Study findings revealed a significant difference between the morphosyntactic and semantic scores in two groups of bilingual Azeri-Persian speaking LI and TD children (p ˂ 0.05). Also, the results demonstrated no significant relationship between the scores of linguistic scores and age in LI and TD children (p < 0.05). According to the result of the study, morphosyntactic and semantic parameters of language samples in bilingual Azeri-Persian-speaking children could be utilized to provide diagnostic information for speech and language pathologists in LI children among bilingual Azeri-Persian communities.

The Comparative Study of Narrative Comprehension in Children according to Interactive Reading Strategies with Adults

Objectives: The purpose of this study was to investigate the effect of adult’s three reading strategies, eliciting questions, non-eliciting questions, and comments, on the narrative comprehension of typically developing children (TD) compared to vocabulary delayed children (VD) in order to find out the most effective reading strategy for children’s narrative comprehension. Methods: A total of 39 TD and 14 VD children aged 4-to 6-years old were randomly placed in groups using one of three reading strategies and then given two types of narrative comprehension tasks (literal comprehension, inferential comprehension) after a storybook reading session. Results: First, for literal comprehension, the main effects were found to be statistically significant in both the VD and TD children’s groups and reading strategies. And the interaction of reading strategies between child groups was found to be statistically significant. For the literal comprehension task, eliciting questions were found to be the most effective reading strategy for TD children, whereas non-eliciting was found to be the most effective for VD children. Secondly, for the inferential comprehension task, neither the main effect nor the interaction of the reading strategies between child groups was found to be statistically significant. Conclusion: The results suggest that the three reading strategies are effective in literal comprehension in both child groups. Among three strategies, eliciting questions will be the most helpful for TD children, while non-eliciting questions will be the most helpful for VD children. The study can further provide essential information for developing book reading intervention protocols that can enhance children’s narrative comprehension.

Spelling Development of Korean 1st Graders with and without Developmental Dyslexia

Objectives: This study examined the word writing abilities of Korean 1st graders with and without developmental dyslexia (DD) considering meaning accessibility and the structure of a Korean syllable. Methods: Fifteen typically developing children (TD) and fifteen children with developmental dyslexia were assigned word writing tasks in the first and second semesters of the first year. The word writing task contains ten words and ten non-words containing forty syllable-initial and syllable-medial graphemes, and twenty-two syllable-final graphemes. The analysis of the results was conducted in grapheme units, and the accuracy for each word/nonword and the error rate for each structure of a syllable was determined. Results: The DD group showed significant growth in both words/nonwords writing accuracy by the second semester, and the error rates of syllable-initial, syllable-medial, and syllable-final graphemes significantly decreased from the first to the second semester for the DD group. The TD group showed no significant difference in word/non-words writing, and there was no significant difference in error rates according to the structure of a syllable. Both the DD and TD groups showed higher error rates in final graphemes in both the first and second semesters. Conclusion: The word writing abilities of the DD group showed significant growth between the first and second semesters but still had difficulties, particularly in the final grapheme writing. The TD group developed word writing first, and nonword writing was still in development. But final grapheme writing was difficult even for TD group. Follow-up studies are needed to closely observe the developmental processes comparing with decoding level matched TD children.

Broad Autism Phenotype and Gait in Parents of Children With and Without Autism Spectrum Disorder.

Autism spectrum disorder (ASD) is a highly heritable neurodevelopmental disorder. Research has shown that parents and relatives of children with ASD often exhibit subthreshold ASD-like characteristics known as broad autism phenotype (BAP) as well as impairments in motor behaviours. The current study aimed to examine the BAP traits and motor behaviours, that is, gait in 44 parents of children with ASD and in 48 parents of typically developing children (TD). The BAP traits were measured using the broad autism phenotype questionnaire (BAPQ), and a low-cost computer vision-based framework was utilised to quantify the gait in children with ASD and their parents and TD children and their parents. The parents of children with ASD consistently displayed significantly higher scores on rigid personality and pragmatic language, however, there were no significant differences between the two group of parents on aloof personality of BAP traits. On gait parameters, the parents of children with ASD had a reduced gait speed in comparison to parents of TD children. There were no meaningful similarities in gait parameters of children with ASD and their parents. These findings support the presence of ASD-like traits in the parents of children with ASD and gait speed as a putative motor endophenotype of ASD.

The relationship between oral language abilities and reading: The case of children with developmental language disorder

Oral language abilities have been reported to be related to reading development. This relationship seems to be determined by orthographic systems and reading development. Children with developmental language disorder (DLD) show reading difficulties, although most studies focus on reading comprehension. The present study has two main objectives: to examine the reading performance of a group of Spanish-speaking children with DLD compared to a chronologically age-matched group of typically developing children (TD); and to study the relationship between oral language abilities and reading performance using network analysis. They were administered five standardized tests to obtain measures about oral language abilities and reading performance. Results showed that children with DLD were less accurate and slower in reading than TD children. Meanwhile, the network analyses suggest strong and stable connections between reading and oral production in the DLD group. This finding confirms the importance of language abilities for reading acquisition.

Analyzing lower body movements using machine learning to classify autistic children

Autism spectrum disorder is a neurological disorder that affects children at an early age and its symptoms appear in varying degrees. Early detection of ASD and follow-up of treatment by specialists help improve autistic people's lives and reduce the symptoms they suffer from. In the past few years, a group of studies conducted gait analysis to diagnose children with autism, and although the results of these studies showed weak motor skills of Autism Spectrum Disorder children (ASD) compared to their peers of Typically Developing children (TD), there are some challenges facing researchers in this field. The first is the ability to create A safe, effective, friendly environment that reduces tension in ASD children and helps classify children into ASD/TD effectively. And the second is the ability to create an automated ASD diagnosis system. In this work, a system based on machine learning and augmented reality technology has been proposed to create an effective and friendly interactive environment that helps diagnose ASD and classify children to ASD / TD. The movement of the lower limbs of 15 ASD children and 15 TD children are tracked via a marker-less technique through a Kinect v2 sensor when playing a specific game based on kicking the ball task, that is using augmented reality technology. Then the kinematics features are extracted through Linear Discriminant Analysis technology. To determine these features' ability in the classification process, three machine learning algorithms are used, namely Support Vector Machine, Linear Discriminant Analysis, and Decision Tree. The results showed that the obtained kinematics features can classify children into ASD/TD, where the Support Vector Machine classifier obtained a high accuracy of 96.7% with sensitivity equal to 93.3% and specificity equal to 100%. In addition, the Linear Discriminant Analysis classifier obtained less accuracy of 93.3% with sensitivity equal to 93.3% and specificity equal to 93.3% compared with the Support Vector Machine classifier. Where the Decision Tree classifier obtained the lowest accuracy of 80.0% with sensitivity equal to 73.3% and specificity equal to 86.7% compared with the Support Vector Machine and Linear Discriminant Analysis classifiers. In addition to that, when using Linear Discriminant Analysis to reduce dimensions and extract features, the accuracy, sensitivity, and specificity of the Support Vector Machine classifier were increased and achieved by 100%. Based on these results, it has been proven that the proposed method is effective in classifying children to ASD/TD.

Attentional Bias to Angry Faces: Contrasting Responses in Typically Developing Children and Children with Autism Spectrum Disorder

IntroductionHuman faces generally attract immediate attention. However, it has been found that children with autism spectrum disorder (ASD) tend to allocate relatively less attention to faces. Previous research showed that typically developing children (TD) exhibited an attentional bias to angry faces, regardless of their anxiety levels, but it’s unclear if this applies to children with ASD. Therefore, the present study aims to investigate attentional bias induced by angry and/or happy faces in children with ASD.ObjectivesWe explored attentional bias toward angry faces in both TD children and children with ASD. We hypothesize that while TD children will show attentional capture effects in response to angry faces, children with ASD will not exhibit such attentional bias to facial stimuli, irrespective of their emotional content.MethodsBy now, five ASD participants (all male) and 34 TD participants (17 male), aged 6-12, have completed a continuous performance task. In this task, irrelevant distractors (angry or happy faces) appeared and disappeared abruptly, while the orientation of the target changed every 1,250 ms. Participants were asked to respond as quickly and accurately as possible to the orientaiton of the target. We designated the time when the distractor first appeared as T1, and subsequent time intervals at 1,250 ms increments were labeled as T2, T3, and T4. The time intervals when no distractor was present were labeled as TB (baseline). If the reaction time (RT) at T1 was significantly slower compared to TB, it indicated attentional bias by the distractor.ResultsFor the RT data, separate repeated measures ANOVAs with 2 (emotion) * 5 (time) factors were conducted for each group. The results revealed a significant main effect of time (F(4, 132) = 17.59, p &lt; .01) and a significant interaction between emotion and time (F(3.27, 107.74) = 4.92, p &lt; .01) only in TD. Post hoc t-tests indicated that TD children exhibited significantly slower RT at T1 compared to TB, but this difference was observed only for angry faces (t(33) = 4.84, p &lt; .01). In contrast, no significant effect was found in children with ASD. In other words, TD demonstrated attentional bias only when exposed to angry faces, while ASD children did not exhibit attentional bias to either emotion.ConclusionsThis study aimed to investigate attentional bias to angry faces in both TD and ASD children. The results indicate that TD children exhibited an attentional bias when exposed to angry faces, whereas ASD children did not display such bias. These findings are consistent with previous research suggesting that TD children tend to show attentional bias towards angry faces, regardless of their anxiety levels. Furthermore, the absence of attentional bias to angry faces in ASD suggests that their characteristic of reduced attention to faces may contribute to the lack of attentional bias towards angry faces.Disclosure of InterestNone Declared

Identifying cognitive profiles in children with neurodevelopmental disorders using online cognitive testing.

Children with neurodevelopmental disorders (NDDs) such as autism spectrum disorder (ASD), and attention deficit hyperactivity disorder (ADHD) tend to exhibit similar deficits in attention and memory ability. Early screening of cognitive deficits in children with NDDs, particularly in preschool children, is fundamental to improving cognitive and academic outcomes. In order to determine cognitive profiles in children with ASD and ADHD, we developed accessible audiovisual instructions for an online battery of 13 cognitive tests. Children ages 4-16 who were diagnosed with ADHD (n = 83), or ASD (n = 37), or who were typically developing children (TD) (n = 86) were recruited. Data were analyzed using a stepwise Discriminant Analysis to determine which cognitive tasks were the strongest discriminators between the diagnostic groups. Results revealed four tasks reflective of working memory, reasoning, and attentional processes, which correctly classified approximately 53-60% of each group. The ADHD group had lower scores on attentional tasks compared to TD, while ASD group had lower scores on reasoning tasks compared to the TD children, and made more attempts across all four tasks. The results from this study stress the need for cognitive screening assessments that include domain-specific items to improve the characterization of executive function deficits and promote academic achievement in all children with NDDs.

Delayed development of basic numerical skills in children with developmental dyscalculia.

Research suggests that children with developmental dyscalculia (DD) have deficits in basic numerical skills. However, there is conflicting evidence on whether basic numerical skills in children with DD are qualitatively different from those in typically developing children (TD) or whether basic numerical skills development in children with DD is simply delayed. In addition, there are also competing hypotheses about deficits in basic numerical skills, assuming (1) a general deficit in representing numerosities (Approximate Number System, ANS), (2) specific deficits in an object-based attentional system (Object Tracking System, OTS), or (3) deficits in accessing numerosities from symbols (Access Deficit, AD). Hence, the purpose of this study was to investigate whether deficits in basic numerical skills in children with DD are more indicative of a developmental delay or a dyscalculia-specific qualitative deviation and whether these deficits result from (selective) impairment of core cognitive systems involved in numerical processing. To address this, we tested 480 children (68 DD and 412 TD) in the 2nd, 3rd, and 4th grades with different paradigms for basic numerical skills (subitizing, counting, magnitude comparison tasks, number sets, and number line estimation tasks). The results revealed that DD children's impairments did not indicate qualitatively different basic numerical skills but instead pointed to a specific developmental delay, with the exception of dot enumeration. This result was corroborated when comparing mathematical profiles of DD children in 4th grade and TD children in 2nd grade, suggesting that DD children were developmentally delayed and not qualitatively different. In addition, specific deficits in core markers of numeracy in children with DD supported the ANS deficit rather than the AD and OTS deficit hypothesis.

Behaviors related to autism spectrum disorder in children with developmental language disorder and children with 22q11.2 deletion syndrome.

Children with Developmental Language Disorder (DLD) are at an increased risk to develop behaviors associated with Autism Spectrum Disorder (ASD). The relationship between early language difficulties and the occurrence of ASD-related behaviors in DLD is poorly understood. One factor that may hinder progress in understanding this relationship is the etiological heterogeneity of DLD. We therefore study this relationship in an etiologically homogeneous group of children, who share phenotypic characteristics with children with DLD: children with the 22q11.2 Deletion Syndrome (22q11DS). We compare children with 22q11DS, to children with DLD and age-matched typically developing children (TD). 44 children with 22q11DS, 65 children with DLD and 81 TD children, between 3.0-6.5 years old, participated in a longitudinal cohort study that included a baseline measure and a follow-up measure with a 1-year interval. A parental questionnaire (SRS-2) was used to measure the incidence of behaviors in two key behavioral domains associated with ASD: Social Communication and Interaction and Restricted Repetitive Behaviors and Interests. At baseline, we assessed children's expressive and receptive language abilities as well as their intellectual functioning with standardized tests. We compared the distribution of ASD-related behaviors between the three groups. We used regression analyses to investigate whether language abilities at baseline predict ASD-related behavior at follow-up, accounting for ASD-related behavior at baseline, demographic variables and intellectual functioning. Both the children with 22q11DS and the children with DLD displayed significantly more ASD-related behaviors than the TD children. Over 30% of children in both clinical groups had scores exceeding the subclinical threshold for ASD in both behavioral domains. Both in 22q11DS and DLD, baseline receptive language scores were negatively correlated with ASD-related behaviors 1 year later, when controlling for baseline SRS-scores. However, this association was statistically significant only in children with 22q11DS, even when controlled for IQ-scores, and it was significantly stronger as than in the TD group. The strength of the association did not differ significantly between 22q11DS and DLD. Both children with 22q11DS and children with DLD present with elevated rates of ASD-related behaviors at a preschool-age. Only in children with 22q11DS we observed that weaker receptive language skills were related to increased behavioral problems in the domain of social communication and interaction one year later. Our findings indicate that relations between early language impairment and other behavioral phenotypes may be more feasible to detect in a subgroup of children with a homogeneous etiology, than in a group of children with a heterogeneous etiology (such as children with DLD). Our results in 22q11DS reveal that receptive language is especially important in predicting the occurrence of ASD-related behaviors. Future research is needed to determine to what extent receptive language predicts the occurrence of ASD-related behaviors in children with DLD, especially among those children with DLD with the weakest receptive language. Clinically, screening for ASD-related behaviors in children with developmental language difficulties is recommended from a young age, especially among children with receptive language difficulties.

Task-specificity and transfer of skills in school-aged children with and without developmental coordination disorder

AimTo compare the effects of two Active Video Game (AVG) protocols on transfer of learning in children with and without Developmental Coordination Disorder (DCD). MethodsFifty children, aged 6–10 years were randomly allocated to either group A or B. Children in group A participated in a set of Nintendo Wii ball games whereas group B played agility games (8 DCD and 17 typically developing children (TD) per group). Participants in each group practiced Wii games for 20 min twice a week for 10 weeks. All children also practiced ball and agility games in real-world settings, once per week. ResultsBoth protocols yielded positive effects with the largest effect sizes shown on agility and balance items of the PERF-FIT and KTK tests. No interaction was found on learning real-world games and the virtual protocol, except for a Ping-Pong game. A significant interaction of time by protocol group indicated that the Ball group improved more on BOT-2-Upper-Limb Coordination than the Agility group. Importantly, children with DCD improved comparably with TD peers in virtual and real-world games. ConclusionIndependent of training protocol, both children with DCD and TD children performed better on trained and non-trained ball, balance and agility tasks after 10 weeks of training.

What underlies emotion regulation abilities? An innovative programme based on an integrative developmental approach to improve emotional competencies: Promising results in children with Prader-Willi syndrome.

This study aimed to test the effect of a new training programme on emotional competencies, named EMO-T, and to show the value of an integrative developmental approach. This approach postulates that the emotion regulation disturbances commonly observed in neurodevelopmental disorders are the consequence of potential disruptions in the prerequisite emotion skills. This integrative approach is particularly suitable in the case of complex and multidimensional disorders such as Prader-Willi syndrome (PWS), a rare genetic disease. We examined the emotion expression, recognition, comprehension, and regulation skills in 25 PWS children aged 5-10 and 50 typically developing children (TD) aged 3-10. After a pre-test session, half of the PWS children participated in the EMO-T programme with their regular therapist for 6 weeks, while the other half continued their usual rehabilitation programme. Two post-test sessions were conducted, one at the end of the programme and one 3 months later. At pre-test, PWS children displayed a deficit in the four emotional competencies (EC). PWS children who participated in the EMO-T programme showed a significant and sustainable post-test improvement regarding voluntary expression and emotion recognition abilities, such that the level reached was no longer different from the baseline level of TD children. They also tended to improve in their emotion regulation, although they received no specific training in this skill. These results support that emotion regulation abilities require prerequisite emotion skills, which should be more fully considered in current training programmes. Because emotion regulation disorders strongly impact all areas of life, an integrative developmental approach appears crucial especially in the case of neurodevelopmental disorders. Further studies should be conducted to explore this perspective.

RJAfinder: An automated tool for quantification of responding to joint attention behaviors in autism spectrum disorder using eye tracking data.

Deficits in responding to joint attention (RJA) are early symptoms of autism spectrum disorder (ASD). Currently, no automated tools exist for identifying and quantifying RJA behaviors. A few eye tracking studies have investigated RJA in ASD children but have produced conflicting results. In addition, little is known about the trajectory of RJA development through developmental age. Here, a new video was designed including 12 clips of an actor pointing to or looking at an object. Eye tracking technology was used to monitor RJA in three groups: 143 ASD children assessed with the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS) (4-7 years old), 113 age- and gender-matched typically developing children (TDC), and 43 typically developing adults (TDA) (19-32 years old). RJAfinder was developed in R and MATLAB to quantify RJA events from the eye tracking data. RJA events were compared among the three groups. Spearman correlation coefficients between total number of RJA events in ASD and the Social Responsiveness Scale (SRS) scores were calculated. A logistic regression model was built using the average valid sampling rate and the total number of RJA events as two predictive variables to classify ASD and TDC groups. ASD children displayed statistically significantly less RJA events than the TDC and TDA groups with medium-to-large-sized effects. ASD and TDC children both displayed more RJA events in response to pointing stimuli than to looking stimuli. Our logistic regression model predicted ASD tendency with 0.76 accuracy in the testing set. RJA ability improved more slowly between the ages of 4-7 years old in the ASD group than in the TDC group. In ASD children, RJA ability showed negative correlation with SRS total T-score as well as the scores of five subdomains. Our study provides an automated tool for quantifying RJA and insights for the study of RJA in ASD children, which may help improve ASD screening, subtyping, and behavior interventions.

Reading performance in children with ADHD: an eye-tracking study

Reading disabilities have a profound impact on the academic performance and achievement of children. Although oculomotor pattern abnormalities during reading in children with dyslexia are well known, those in individuals with attention deficit and hyperactive disorders (ADHD) - who also frequently exhibit a reading impairment - remain largely undetermined. The objective of the present study was to evaluate the peculiarities of oculomotor pattern abnormalities during a reading task. An eye-tracker was used to record eye movements in four distinct groups of children with neurodevelopmental disorders: children with dyslexia, children with ADHD with and without comorbid dyslexia, and in a group of typically developing children (TD). Ninety-six children participated in the study (24 children per group, IQ- and age-matched groups). The duration of fixation, the total reading time, and the number of forward and backward saccades were similar in children with dyslexia and ADHD + dyslexia, but were significantly different from those observed in children with ADHD and with TD. Our findings suggest a link between dyslexia and oculomotor reading impairments in both children with dyslexia and children with ADHD + dyslexia, indicating that the oculomotor pattern in children with ADHD without comorbid dyslexia is similar to that observed in TD children. We suggest that an objective eye movement recording during a reading task could help clinicians to better evaluate the possible presence of comorbid dyslexia in children with ADHD. Furthermore, children with ADHD with and without comorbid dyslexia could also have working memory deficiencies. Further studies are needed to confirm this finding.

New Technological Approach for the Evaluation of Postural Control Abilities in Children with Developmental Coordination Disorder.

Background: Developmental Coordination Disorder (DCD) causes difficulties in postural control which are crucial to assess due to their impact on everyday life. There is a lack of suitable tools to acquire quantitative data and deeply analyze postural control, especially during the developmental age. The aim of this study is to investigate postural control skills in children with DCD and typically developing children (TD) using the Virtual Reality Rehabilitation System (VRRS). Methods: 18 children with DCD and 30 TD children (mean age 9.12 ± 2.65 and 7.12 ± 2.77 years, respectively) were tested by using the Movement Assessment Battery for Children Second Edition (MABC-2) and a VRRS stabilometric balance platform. A t-test was performed to identify differences in the VRRS parameters between the two groups. Furthermore, we investigated whether a correlation exists between the VRRS data and the MABC-2. Results: Significant differences (p < 0.05) in mean distance and frequency of the COP are found in the two groups. These parameters also correlate with the MABC-2 total score (p ≤ 0.05) and balance subscales (p ≤ 0.05). Conclusions: This study opens a new frontier for the assessment of postural skills in children with DCD and represents a potential basis for a tailored rehabilitation program, from which their postural stability and, consequently, their everyday life will benefit.

Evidence of graphomotor dysfunction in children with dyslexia: A combined behavioural and fMRI experiment

AimChildren with dyslexia (DYS) have a deficit in spelling (i.e., central processes of writing), and past experiments have suggested that they also frequently experience difficulties in handwriting (i.e., motor peripheral processes of writing) compared with typically developing children (TD). However, the presence of handwriting difficulties in dyslexia is controversial. This experiment aimed to better understand the writing difficulties in DYS children, investigating both the central and peripheral processes of writing and combining cognitive and neuroimaging data. MethodParticipants were 14 DYS and 14 TD (Mage = 9.5) children. They were assessed on behavioural measures (i.e., spelling, handwriting and manual dexterity). Structural and functional magnetic resonance imaging (MRI) data were collected. The fMRI task was a word-dictation task performed using pencil and paper and a head coil mirror providing visual feedback. ResultsBehavioural results revealed a clear spelling deficit and poorer handwriting in DYS than in TD. DYS and TD performed equally in handwriting speed and gross manual dexterity. fMRI data were analysed with an ROI approach using nine central ROIs and 10 peripheral ROIs, which constitute the writing network identified in past literature. fMRI results revealed less brain activation in both central and peripheral ROIs in DYS. The main peripheral differences were located in right lobule VI of the cerebellum. Structural data strengthened the presence of bilateral cerebellar abnormalities in dyslexia. ConclusionThe present findings constitute a first piece of evidence that children with dyslexia's writing difficulties are not limited to the central processes of writing (i.e., spelling) and that they extend to the peripheral processes of writing (i.e., handwriting). This experiment is the first study to use an fMRI handwriting task to investigate DYS's writing abilities. These results encourage researchers to continue investigating DYS's spelling and handwriting difficulties with a neuroimaging approach. Future experiments are needed to determine whether the functional and structural anomalies observed are consequences of deviant literacy development or whether they could have a causal role in dyslexia.

Trajectories of imitation skills in preschoolers with autism spectrum disorders

BackgroundImitation skills play a crucial role in social cognitive development from early childhood. Many studies have shown a deficit in imitation skills in children with autism spectrum disorders (ASD). Little is known about the development of imitation behaviors in children with ASD. This study aims to measure the trajectories of early imitation skills in preschoolers with ASD and how these skills impact other areas of early development.MethodsFor this purpose, we assessed imitation, language, and cognition skills in 177 children with ASD and 43 typically developing children (TD) aged 2 to 5 years old, 126 of which were followed longitudinally, yielding a total of 396 time points.ResultsOur results confirmed the presence of an early imitation deficit in toddlers with ASD compared to TD children. The study of the trajectories showed that these difficulties were marked at the age of 2 years and gradually decreased until the age of 5 years old. Imitation skills were strongly linked with cognitive and language skills and level of symptoms in our ASD group at baseline. Moreover, the imitation skills at baseline were predictive of the language gains a year later in our ASD group. Using a data-driven clustering method, we delineated different developmental trajectories of imitation skills within the ASD group.ConclusionsThe clinical implications of the findings are discussed, particularly the impact of an early imitation deficit on other areas of competence of the young child.

Urine Organic Acids as Metabolic Indicators for Global Developmental Delay/Intellectual Disability in Chinese Children.

Objective: The purpose of this study was to search for differential metabolites in urine organic acids, and to characterize metabolic features that can be used to identify metabolites for exploration of global developmental delay (GDD)/intellectual disability (ID) etiology and pathogenesis. Methods: We screened positive test results that could explain GDD/ID from 1,253 cases, and the major differential metabolites in 132 urine organic acids from the 1,230 cases with negative results (863 GDD cases, 367 ID cases), and 100 typically developing children (TD). Non-supervisory principal component analysis and orthogonal partial least squares discriminant analysis were used to develop models to distinguish GDD/ID from TD children, and to detect major differential metabolites. Results: We get 23 positive results that could identify the cause of GDD/ID from 1253 cases diagnosed with GDD/ID. Among 1,230 negative results, we get the differential metabolites of the GDD group and the ID group had the same trend compared with the TD group. Twenty four differential metabolites were obtained from the GDD group, and 25 from the ID group (VIP > 1.0, p < 0.01). These differential metabolites were mainly related to the following pathways: the synthesis and degradation of ketone bodies, citrate cycle, alanine, aspartate and glutamate metabolism, pyrimidine metabolism, butanoate metabolism, pyruvate metabolism, fatty acid biosynthesis, valine, leucine and isoleucine degradation. Conclusion: The use of metabolomics research methods to detect urine organic acids of children with GDD/ID can discover differential metabolites, which might be valuable for future research on the etiology, pathogenesis, prognosis and possible interventions of GDD/ID. The significantly altered differential metabolites indicators could therefore be potential diagnostic biomarkers for GDD/ID.

Differences in Attention Skill between Children with ADHD and Typically Developing Children in Indonesian Primary Schools

Background: Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychological developmental disorder in children. ADHD is characterized by inattention, overactivity, and impulsivity. However, the attention skill is not clearly studied in children with ADHD in Indonesia. Objective: The aim of the present study was to investigate the differences in attention skill between children with ADHD and typically developing children (TD), and identify the differences between ADHD subtypes at primary schools in Bandung city Indonesia in terms of the parameter of attention. Methods: This study used the quantitative method. The population of this study was children with ADHD and typically developing (TD) school-age children. The data sampling technique was purposive sampling, consisting of 30 children as a group of ADHD children and 30 children as a group of TD children. The instrument to collect data was Wechsler Intelligence Scale for Children (WISC), Indonesian ADHD Rating Scale (IARS), and The D2 test of attention. The analysis method used t-test and SPSS V.24 for Windows. Results: This study showed significant differences in attention skill performance between children with ADHD and TD children in the variables including the total number of tasks completed, omission, commission, error rate, total amount minus errors or selective attention skill, fluctuation rate and concentration performance. There have been observed significant differences between ADHD subtypes in terms of total number, omission, commission, error rate, total amount minus errors or selective attention skill, and concentration performance. Conclusion: Children with ADHD were found to have lower results than typically developing children in terms of attention skill, inhibiting control, and ability in performance accuracy. Children with ADHD-C subtypes were found to have more inattentive tendencies, hyperactive, and impulsive compared to ADHD-I and ADHD-H. ADHD-C subtype showed more deficits than ADHD-I and ADHD-H in response inhibition and accuracy of performance.

Functional Connectivity as a Potential Mechanism for Language Plasticity.

Task fMRI is a clinical tool for language lateralization, but has limitations, and cannot provide information about network-level plasticity. Additional methods are needed to improve the precision of presurgical language mapping. We investigate language resting-state functional connectivity (RS fMRI; FC) in typically developing children (TD) and children with epilepsy. Our objectives were to (1) understand how FC components differ between TD children and those with epilepsy; (2) elucidate how the location of disease (frontal/temporal epilepsy foci) affects FC; and (3) investigate the relationship between age and FC. Our sample included 55 TD children (mean age 12 years, range 7-18) and 31 patients with focal epilepsy (mean age 13 years, range 7-18). All participants underwent RS fMRI. Using a bilateral canonical language map as target, vertex-wise intrahemispheric FC map and interhemispheric FC map for each participant were computed and thresholded at top 10% to compute an FC laterality index (FCLI; [(L - R)/(L + R)]) of the frontal and temporal regions for both integration (intrahemispheric FC; FCLIi) and segregation (interhemispheric FC; FCLIs) maps. We found FC differences in the developing language network based on disease, seizure foci location, and age. Frontal and temporal FCLIi was different between groups (t[84] = 2.82, p < 0.01; t[84] = 4.68, p < 0.01, respectively). Frontal epilepsy foci had the largest differences from TD (Cohen d frontal FCLIi = 0.84, FCLIs = 0.51; temporal FCLIi = 1.29). Development and disease have opposing influences on the laterality of FC based on groups. In the frontal foci group, FCLIi decreased with age (r = -0.42), whereas in the temporal foci group, FCLIi increased with age (r = 0.40). Within the epilepsy group, increases in right frontal integration FCLI relates to increased right frontal task activation in our mostly left language dominant group (r = 0.52, p < 0.01). Language network connectivity is associated with higher verbal intelligence in children with epilepsy (r = 0.45, p < 0.05). These findings lend preliminary evidence that FC reflects network plasticity in the form of adaptation and compensation, or the ability to recruit support and reallocate resources within and outside of the traditional network to compensate for disease. FC expands on task-based fMRI and provides complementary and potentially useful information about the language network that is not captured using task-based fMRI alone.