Academic literature on the topic 'Cognition in children – Testing – Evaluation'
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Journal articles on the topic "Cognition in children – Testing – Evaluation"
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Kauliņa, Anda. "Cognitive Analysis of 9 to 11-Year-Old Children With Intellectual Development Disorders." Journal of Pedagogy and Psychology "Signum Temporis" 9, no. 1 (December 20, 2017): 16–22. http://dx.doi.org/10.1515/sigtem-2017-0006.
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Abstract Cognitive development significantly influences efficiency and results of child’s understanding and comprehension of the world. Attention and cognition play a significant role to ensure academic achievement and success. Attention is essential for purposeful planning of action and systematic work. Attention is necessary to follow the study material and for physical survival in everyday life. Cognition is significant in decision making and evaluating possible outcomes, being especially important in children with cognitive development disorders. The aim of the present study was to find out the peculiarities of the cognitive processes in 9 to 11-year-old children with cognitive development disorders. Previous literature suggests that children with intellectual development disorders are at increased risk of general cognitive disorders. To test this assumption and establish cognitive abilities in children with intellectual development disorders, the following subtests of the Vienna Test System (VTS) were used: CPM/S2 (Raven's Coloured Progressive Matrices), B19 (Double Labyrinth Test) and WAFF (Perception and Attention Functions: Focused Attention). VTS is one of the leading computer-based psychophysiological testing systems in Europe. In addition to testing, behavioural observations were also carried out. Study results reveal that children with a shared diagnosis are not as similar when it comes to cognition and attention. Not all children within the sample group exhibited reduced attention and concentration, although the whole participant sample was diagnosed with intellectual development disorder. Meanwhile, risk factors hindering normal cognitive development were identified.
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Mietchen, Jonathan, Alanna Kessler-Jones, Shawn Damodharan, and Diane Puccetti. "NCOG-37. THE UTILITY OF NEUROPSYCHOLOGICAL SCREENING IN MULTIDISCIPLINARY CLINICS FOR PEDIATRIC NEURO-ONCOLOGY POPULATIONS." Neuro-Oncology 23, Supplement_6 (November 2, 2021): vi160. http://dx.doi.org/10.1093/neuonc/noab196.627.
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Abstract BACKGROUND The purpose of this project was to examine the utility of neuropsychological screening in multidisciplinary clinics for pediatric neuro-oncology populations and determine whether a brief evaluation can adequately screen children for cognitive dysfunction or psychiatric comorbidities. METHODS Children underwent neuropsychological screening as part of their multidisciplinary clinic visit. This screening evaluation consisted of clinical interview, neuropsychological testing, and the completion of emotional/behavioral checklists. Our neuropsychological test battery included the Kaufman Brief Intelligence Test-Second Edition (KBIT-2) and the NIH Toolbox Fluid Cognition Composite (consisting of 6 subtests). RESULTS Over a six-month period 40 children and adolescents with CNS tumors and/or NF1 were seen in our neuropsychology screening clinic. Females made up 37.5% of the sample. The average age was 11.1 years (range=5-25 years). The average time to complete neuropsychological testing was 56.8 minutes. On average, children in this sample met criteria for 1.8 neuropsychological diagnoses with an average of 1.2 new diagnoses that had not been given prior to their neuropsychological screening. The most common new diagnoses were major or mild neurocognitive disorder (mild=27.5%, major=20%), anxiety (27.5%), ADHD (15%), mood disorder (12.5%), and intellectual disability (10%). On average, these children performed lower than expectation on neurocognitive tests, including intellectual functioning (KBIT-2 Verbal IQ=93.1; KBIT-2 Nonverbal IQ=88.7; KBIT-2 Total IQ=90.1), attention (NIH Flanker T-Score=44.1), working memory (NIH Working Memory T-Score=42.9), processing speed (NIH Processing Speed T-Score=39.9), cognitive flexibility (NIH Card Sort T-Score=43.4), memory (NIH Picture Memory T-Score=44.5), and fluid cognition (NIH Fluid Cognition Composite T-Score=38.7). Behavioral health recommendations were needed for 72.5% of this sample. Educational recommendations were needed for 62.5%. CONCLUSIONS Brief neuropsychological screening completed as part of multidisciplinary clinics for pediatric neuro-oncology patients was efficient and useful in identifying neuropsychological diagnoses in children.
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Cato, M. Allison, Nelly Mauras, Paul Mazaika, Craig Kollman, Peiyao Cheng, Tandy Aye, Jodie Ambrosino, et al. "Longitudinal Evaluation of Cognitive Functioning in Young Children with Type 1 Diabetes over 18 Months." Journal of the International Neuropsychological Society 22, no. 3 (January 20, 2016): 293–302. http://dx.doi.org/10.1017/s1355617715001289.
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AbstractObjectives:Decrements in cognitive function may already be evident in young children with type 1 diabetes (T1D). Here we report prospectively acquired cognitive results over 18 months in a large cohort of young children with and without T1D.Methods:A total of 144 children with T1D (mean HbA1c: 7.9%) and 70 age-matched healthy controls (mean age both groups 8.5 years; median diabetes duration 3.9 years; mean age of onset 4.1 years) underwent neuropsychological testing at baseline and after 18-months of follow-up. We hypothesized that group differences observed at baseline would be more pronounced after 18 months, particularly in those T1D patients with greatest exposure to glycemic extremes.Results:Cognitive domain scores did not differ between groups at the 18 month testing session and did not change differently between groups over the follow-up period. However, within the T1D group, a history of diabetic ketoacidosis (DKA) was correlated with lower Verbal IQ and greater hyperglycemia exposure (HbA1c area under the curve) was inversely correlated to executive functions test performance. In addition, those with a history of both types of exposure performed most poorly on measures of executive function.Conclusions:The subtle cognitive differences between T1D children and nondiabetic controls observed at baseline were not observed 18 months later. Within the T1D group, as at baseline, relationships between cognition (Verbal IQ and executive functions) and glycemic variables (chronic hyperglycemia and DKA history) were evident. Continued longitudinal study of this T1D cohort and their carefully matched healthy comparison group is planned. (JINS, 2016,21, 293–302)
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Mietchen, Jonathan, Alanna Kessler-Jones, Shawn Damodharan, and Diane Puccetti. "QOL-18. Neuropsychological screening in a pediatric neuro-oncology multidisciplinary clinic." Neuro-Oncology 24, Supplement_1 (June 1, 2022): i137. http://dx.doi.org/10.1093/neuonc/noac079.501.
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Abstract BACKGROUND: The purpose of this project was to examine the usefulness of neuropsychological screening in a multidisciplinary clinic for neuro-oncology populations and determine whether a brief evaluation can adequately screen children for cognitive dysfunction or psychiatric comorbidities. METHODS: Thirty-one children or young adults with a history of CNS tumor had neuropsychological screening as part of their multidisciplinary clinic visit. This screening evaluation consisted of clinical interview, neuropsychological testing, and the completion of emotional/behavioral checklists. Our neuropsychological test battery included the Kaufman Brief Intelligence Test-Second Edition (KBIT-2) and the NIH Toolbox Fluid Cognition Composite, which consists of 6 subtests - flanker task, working memory, processing speed, oral reading, card sort, and memory. RESULTS: Over a 15-month period 31 children, adolescents, and young adults with CNS tumors were seen in our neuropsychology screening clinic. Females made up 39% of the sample. The average age was 12.7 years (range=5–24 years). The average time to complete neuropsychological testing was 60.3 minutes. Thirty-six percent did not have any new neuropsychological diagnoses, 42% had one new diagnosis, 19% had two new diagnoses, and 3% had three new diagnoses. The most common new diagnoses were mild or major neurocognitive disorder (mild=29%, major=6%), anxiety (32%), ADHD (10%), and mood disorder (13%). Neurocognitive test scores were mostly in the average range (Verbal-IQ=97.7; Nonverbal-IQ=95.3; Total IQ=96.2; Flanker T-Score=46.1; Working Memory T-Score=44.0; Card Sort T-Score=43.7; Picture Memory T-Score=48.5). Processing speed and fluid cognition composite scores for the group were in the low-average range (Processing Speed T-Score=42.7; Fluid Cognition Composite T-Score=41.4). Behavioral health recommendations were needed for 71% of this sample. Educational recommendations were needed for 58%. CONCLUSIONS: Brief neuropsychological screening completed as part of multidisciplinary clinics for pediatric neuro-oncology patients was efficient and useful in identifying neuropsychological diagnoses in children and assisted with informing necessary behavioral health and academic interventions.
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Teplitzky, Taylor B., Kristen Angster, Lauren E. Rosso, Anne R. Ferruggiaro, Amal Isaiah, and Kevin D. Pereira. "The Role of Cognitive Evaluation in Predicting Successful Audiometric Testing among Children." Otolaryngology–Head and Neck Surgery 160, no. 6 (February 19, 2019): 1106–10. http://dx.doi.org/10.1177/0194599819832510.
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Objective To determine the role of cognitive testing in predicting age-appropriate audiometric responses among children aged 30 to 42 months. Study Design Prospective. Setting Tertiary care audiology clinic. Subjects and Methods Subjects included primary English–speaking children aged 30 to 42 months. A certified pediatric audiologist performed the cognitive aspect of the Developmental Assessment of Young Children–Second Edition (DAYC-2). A second, blinded audiologist performed age-appropriate audiometry. The raw, age-equivalent, percentile, and standard DAYC-2 scores were compared by agreement between speech reception threshold (SRT) and pure tone average (PTA). Optimal DAYC-2 thresholds were also calculated for prediction of SRT-PTA agreement and assessed for sensitivity, specificity, and positive and negative predictive values. P < .05 was considered significant. Results Complete data were obtained from 37 children. The mean age was 34.9 months (95% CI, 33.5-36.2), and 15 (41%) were female. Among the 37 children, 24 (65%) and 13 (35%) underwent visual reinforcement audiometry and conditioned play audiometry, respectively. SRT-PTA agreement was seen in 32 (87%) tests. Mean DAYC-2 raw score grouped by SRT-PTA agreement was 39.4 versus 33.4 for nonagreement (2.8-9.3, P < .001). The mean age-equivalent score grouped by SRT-PTA agreement was 29.6 versus 23.0 for nonagreement (2.7-10.6, P = .002). Optimal cut points based on DAYC-2 scores achieved moderate overall prediction performance (area under the curve, 0.73-0.77) with a positive predictive value of 100%. Conclusion The DAYC-2 is a useful screen to identify children likely to complete an age-appropriate audiogram.
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Brenneman, Lauren, Elizabeth Cash, Gail D. Chermak, Linda Guenette, Gay Masters, Frank E. Musiek, Mallory Brown, et al. "The Relationship between Central Auditory Processing, Language, and Cognition in Children Being Evaluated for Central Auditory Processing Disorder." Journal of the American Academy of Audiology 28, no. 08 (September 2017): 758–69. http://dx.doi.org/10.3766/jaaa.16119.
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AbstractPediatric central auditory processing disorder (CAPD) is frequently comorbid with other childhood disorders. However, few studies have examined the relationship between commonly used CAPD, language, and cognition tests within the same sample.The present study examined the relationship between diagnostic CAPD tests and “gold standard” measures of language and cognitive ability, the Clinical Evaluation of Language Fundamentals (CELF) and the Wechsler Intelligence Scale for Children (WISC).A retrospective study.Twenty-seven patients referred for CAPD testing who scored average or better on the CELF and low average or better on the WISC were initially included. Seven children who scored below the CELF and/or WISC inclusion criteria were then added to the dataset for a second analysis, yielding a sample size of 34.Participants were administered a CAPD battery that included at least the following three CAPD tests: Frequency Patterns (FP), Dichotic Digits (DD), and Competing Sentences (CS). In addition, they were administered the CELF and WISC. Relationships between scores on CAPD, language (CELF), and cognition (WISC) tests were examined using correlation analysis.DD and FP showed significant correlations with Full Scale Intelligence Quotient, and the DD left ear and the DD interaural difference measures both showed significant correlations with working memory. However, ∼80% or more of the variance in these CAPD tests was unexplained by language and cognition measures. Language and cognition measures were more strongly correlated with each other than were the CAPD tests with any CELF or WISC scale. Additional correlations with the CAPD tests were revealed when patients who scored in the mild–moderate deficit range on the CELF and/or in the borderline low intellectual functioning range on the WISC were included in the analysis.While both the DD and FP tests showed significant correlations with one or more cognition measures, the majority of the variance in these CAPD measures went unexplained by cognition. Unlike DD and FP, the CS test was not correlated with cognition. Additionally, language measures were not significantly correlated with any of the CAPD tests. Our findings emphasize that the outcomes and interpretation of results vary as a function of the subject inclusion criteria that are applied for the CELF and WISC. Including participants with poorer cognition and/or language scores increased the number of significant correlations observed. For this reason, it is important that studies investigating the relationship between CAPD and other domains or disorders report the specific inclusion criteria used for all tests.
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Jacobs, Emilie, and Nathalie Nader-Grosbois. "Affective and Cognitive Theory of Mind in Children With Intellectual Disabilities: How to Train Them to Foster Social Adjustment and Emotion Regulation?" Journal of Education and Training Studies 8, no. 4 (February 9, 2020): 80. http://dx.doi.org/10.11114/jets.v8i4.4757.
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Affective and cognitive Theory of Mind (ToM) is known to be deficit or delayed in children with intellectual disabilities (IDs), when compared with typically developing children matched for developmental age. Yet, little is known about causal contribution of affective and cognitive ToM on emotion regulation or social adjustment in these children. Studies that aimed to answer this problematic, implemented training focusing on the nine mental states – mainly on beliefs and emotions – and in toddlers and adolescents’ samples, rarely compared to control group. The present study aims at testing whether training ToM abilities notably affective and cognitive mental states in children with IDs could foster ToM, but also their emotion regulation and social adjustment. 30 children with mild or moderate IDs functioning at preschool developmental age, took part in a pre-test session involving measures on cognition and ToM. Teachers and/or parents completed questionnaires evaluating children’s emotion regulation and social adjustment. Secondly, children were allocated to control or experimental group which benefits from the specific “ToM program for children”. It was delivered in eight sessions, by an experimented searcher to sub-groups of three children. Finally, all children took part in a post-test session. Results showed significant improvement of affective and cognitive ToM abilities in children with IDs in experimental groups. After ToM training, they displayed a better understanding of cognitive mental states and of consequences of emotions. In post-tests, they are perceived as more socially adjusted by teachers.
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Porritt, J., H. Rodd, A. Morgan, C. Williams, E. Gupta, J. Kirby, C. Creswell, et al. "Development and Testing of a Cognitive Behavioral Therapy Resource for Children’s Dental Anxiety." JDR Clinical & Translational Research 2, no. 1 (November 2, 2016): 23–37. http://dx.doi.org/10.1177/2380084416673798.
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Cognitive Behavioral Therapy (CBT) is an evidence-based treatment for dental anxiety; however, access to therapy is limited. The current study aimed to develop a self-help CBT resource for reducing dental anxiety in children, and to assess the feasibility of conducting a trial to evaluate the treatment efficacy and cost-effectiveness of such an intervention. A mixed methods design was employed. Within phase 1, a qualitative “person-based” approach informed the development of the self-help CBT resource. This also employed guidelines for the development and evaluation of complex interventions. Within phase 2, children, aged between 9 and 16 y, who had elevated self-reported dental anxiety and were attending a community dental service or dental hospital, were invited to use the CBT resource. Children completed questionnaires, which assessed their dental anxiety and health-related quality of life (HRQoL) prior to and following their use of the resource. Recruitment and completion rates were recorded. Acceptability of the CBT resource was explored using interviews and focus groups with children, parents/carers and dental professionals. For this analysis, the authors adhered to the Mixed Methods Appraisal Tool criteria. There were 24 families and 25 dental professionals participating in the development and qualitative evaluation of the CBT resource for children with dental anxiety. A total of 56 children agreed to trial the CBT resource (66% response rate) and 48 of these children completed the study (86% completion rate). There was a significant reduction in dental anxiety (mean score difference = 7.7, t = 7.9, df = 45, P < 0.001, Cohen’s d ES = 1.2) and an increase in HRQoL following the use of the CBT resource (mean score difference = -0.03, t = 2.14, df = 46, P < 0.05, Cohen’s d ES = 0.3). The self-help approach had high levels of acceptability to stakeholders. These findings provide preliminary evidence for the effectiveness and acceptability of the resource in reducing dental anxiety in children and support the further evaluation of this approach in a randomized control trial. Knowledge Transfer Statement: This study details the development of a guided self-help Cognitive Behavioral Therapy resource for the management of dental anxiety in children and provides preliminary evidence for the feasibility and acceptability of this approach with children aged between 9 and 16 y. The results of this study will inform the design of a definitive trial to examine the treatment- and cost-effectiveness of the resource for reducing dental anxiety in children.
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Nightengale, Emily E., Kristine Wolter-Warmerdam, Patricia J. Yoon, Dee Daniels, and Fran Hickey. "Behavioral Audiology Procedures in Children With Down Syndrome." American Journal of Audiology 29, no. 3 (September 3, 2020): 356–64. http://dx.doi.org/10.1044/2020_aja-19-00076.
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Purpose Normative data regarding behavioral audiologic testing procedures are based upon the general population and often do not apply to children with Down syndrome (DS). Testing children with DS can be challenging, and outcomes may be unreliable due to their different cognitive demands and delays. The aim of this study was to assess optimal audiologic testing procedures for specific age groups of children with DS. Method This study used a retrospective investigation of 273 children with DS (145 boys, 128 girls; average age at evaluation = 5.92 ± 4.74 years) who received an audiologic evaluation during 2013 as part of their medical care at a large pediatric hospital (satellite facilities included). Results Age ranges for the completion of audiometry procedures in children with DS are provided. Average age to reliably complete behavioral testing in children with DS was delayed by up to 30 months compared to typically developing children. The majority of children with DS achieved at least good-to-fair reliability for audiologic results starting at 16 months (85.7%) and two ear results at 6–10 years (76.1%). Though not statistically significant, the use of a two-tester assistant compared to a single tester appeared to be helpful in obtaining reliable results. Conclusion The results provide a guide to optimal audiologic test procedures for children with DS, as the standard audiologic guidelines for typically developing infants and children do not apply.
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Ing, Caleb H., Charles J. DiMaggio, Eva Malacova, Andrew J. Whitehouse, Mary K. Hegarty, Tianshu Feng, Joanne E. Brady, et al. "Comparative Analysis of Outcome Measures Used in Examining Neurodevelopmental Effects of Early Childhood Anesthesia Exposure." Anesthesiology 120, no. 6 (June 1, 2014): 1319–32. http://dx.doi.org/10.1097/aln.0000000000000248.
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Abstract Introduction: Immature animals exposed to anesthesia display apoptotic neurodegeneration and neurobehavioral deficits. The safety of anesthetic agents in children has been evaluated using a variety of neurodevelopmental outcome measures with varied results. Methods: The authors used data from the Western Australian Pregnancy Cohort (Raine) Study to examine the association between exposure to anesthesia in children younger than 3 yr of age and three types of outcomes at age of 10 yr: neuropsychological testing, International Classification of Diseases, 9th Revision, Clinical Modification–coded clinical disorders, and academic achievement. The authors’ primary analysis was restricted to children with data for all outcomes and covariates from the total cohort of 2,868 children born from 1989 to 1992. The authors used a modified multivariable Poisson regression model to determine the adjusted association of anesthesia exposure with outcomes. Results: Of 781 children studied, 112 had anesthesia exposure. The incidence of deficit ranged from 5.1 to 7.8% in neuropsychological tests, 14.6 to 29.5% in International Classification of Diseases, 9th Revision, Clinical Modification–coded outcomes, and 4.2 to 11.8% in academic achievement tests. Compared with unexposed peers, exposed children had an increased risk of deficit in neuropsychological language assessments (Clinical Evaluation of Language Fundamentals Total Score: adjusted risk ratio, 2.47; 95% CI, 1.41 to 4.33, Clinical Evaluation of Language Fundamentals Receptive Language Score: adjusted risk ratio, 2.23; 95% CI, 1.19 to 4.18, and Clinical Evaluation of Language Fundamentals Expressive Language Score: adjusted risk ratio, 2.00; 95% CI, 1.08 to 3.68) and International Classification of Diseases, 9th Revision, Clinical Modification–coded language and cognitive disorders (adjusted risk ratio, 1.57; 95% CI, 1.18 to 2.10), but not academic achievement scores. Conclusions: When assessing cognition in children with early exposure to anesthesia, the results may depend on the outcome measure used. Neuropsychological and International Classification of Diseases, 9th Revision, Clinical Modification–coded clinical outcomes showed an increased risk of deficit in exposed children compared with that in unexposed children, whereas academic achievement scores did not. This may explain some of the variation in the literature and underscores the importance of the outcome measures when interpreting studies of cognitive function.
Dissertations / Theses on the topic "Cognition in children – Testing – Evaluation"
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Nijakowski, S. Rachel Marie. "The relationship among cognitive functioning, adaptive behavior, and language acquisition for a referred preschool population." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722241.
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The purpose of this study was to examine the relationship among measures of cognitive functioning, adaptive behavior, and language acquisition for a referred preschool population. The subjects were 115 preschoolers (75 boys and 40 girls) under the age of 6 years who had received a psychoeducational battery of tests for either suspected learning difficulties, emotional problems, or attention disorders. This data was collected from the archival records in a children's hospital.Pearson product moment correlations were used to examine the relationship among measures of cognitive functioning, adaptive behavior, and language acquisition. Correlation matrices were formulated to investigate the relationship.Three groups were delineated dependent on the instrument used to assess the preschoolers: Group 1 received the Bayley Intelligence Scale for Children and the Wisconsin Adaptive Behavior Scale; Group 2 received the Bayley Intelligence Scale for Children and the Vineland Adaptive Behavior Scale; and Group 3 received the Stanford-Binet LM, the Vineland, and the Preschool Language Scale.The correlations obtained in Group 1 were all statistically significant (p<.01); these correlations for cognitive functioning and adaptive behavior were the highest of all the three groups. In fact, considerably higher than might be predicted after the review of the literature that contends that cognitive functioning and adaptive behavior are separate yet related constructs. Moderate correlations between cognitive functioning and adaptive behavior were found for the other two groups in alignment with earlier studies.In examining cognitive functioning and adaptive behavior for this referred preschool population it seems that the relationship changes as the child gets older. This study was not longitudinal; however, a greater separation of the constructs of cognitive functioning and adaptive behavior existed for the older child in this sample.In addition to examining the relationship between cognitive functioning and adaptive behavior, this study also looked at language acquisition in relationship to cognitive functioning and adaptive behavior. Statistically significantly high correlations were found for cognitive functioning and language acquisition for this study. The Preschool Language Scale Expressive subdomain was slightly more highly correlated with the Stanford-Binet LM than the Preschool Language Scale Receptive subdomain. This is consistent with the Vineland's Expressive subdomain correlating higher with the Stanford-Binet LM than the Vineland's Receptive subdomain. This suggests the age of the child has something to do with measuring language acquisition in the areas of receptive and expressive language.Given the moderate to high correlations for cognitive functioning, adaptive behavior, and language acquisition for this referred preschool population, it was concluded that measures of adaptive behavior and language acquisition assess constructs similar, yet distinct to cognitive functioning. Therefore, they are both valuable components in comprehensive assessment especially of children "at-risk".Department of Educational Psychology
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Hunt, Madeline S. "A joint confirmatory factor analysis of the Kaufman Assessment Battery for Children, second edition, and the Woodcock-Johnson Tests of Cognitive Abilities, third edition, with preschool children." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379123.
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The purpose of this study was to explore the construct validity of the Kaufman Assessment Battery for Children, Second Edition (KABC-II; Kaufman & Kaufman, 2004a) and the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition (WJ-III COG; Woodcock, McGrew, & Mather, 2001) with a sample of 200 preschool children, ranging in age from 4 years, 0 months to 5 years, 1 1 months, and attending preschool and daycare programs in and around a Midwestern city. This study attempted to determine if the Cattell-Horn-Carroll (CHC) factor structure represented on these tests can be identified with young children. Individual confirmatory factor analyses were conducted separately with the KABC-II and WJ-III COG. Moreover, a joint confirmatory factor analysis was conducted using both the KABC-II and WJ-III COG. The results of the individual KABC-II factor analyses indicated a two-tiered Gf Gc model provided the best fit to the data, although the three-tiered CHC model also fit the data well. This suggests the underlying factor structure of the KABC-II is well represented by the CHC theory. The WJ-III COG was best represented by an alternative CHC model, in which the Gf factor and subtests had been removed, indicating not all CHC constructs represented on the WJ-III COG can be reliably identified among young children. The joint confirmatory factor analysis indicated the strongest measures of the shared CHC factors on the KABCII and WJ-III COG, which can help to guide cross-battery assessment with preschool children. Overall, the results confirmed multiple CHC abilities can be assessed with young children, implying clinicians should be using preschool tests that provide scores for several cognitive abilities. This study also revealed the constructs of the CHC theory may be represented somewhat differently on preschool tests due to developmental influences. Strong correlations were evident between unrelated tasks, primarily because the verbal and linguistic demands of many subtests caused them to load unexpectedly on the Gc factor. Suggestions for future research include conducting the same study using preschool children with suspected disabilities, as well as with older children, examining other instruments that include a Gf factor, and conducting exploratory factor analysis with subtests from the KABC-II and WJ-III COG that contain significant components of more than one ability.Department of Educational Psychology
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Williams, Tasha H. "A joint-confirmatory factor analysis using the Woodcock-Johnson III tests of cognitive ability and the Stanford-Binet Intelligence Scales, fifth edition, with high achieving children." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318454.
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A considerable about of research has concentrated on studying the performance of high achieving children on measures of intellectual functioning. Findings have indicated high achieving children display differences in performance patterns as well as in the cognitive constructs measured when compared to their average peers. The conceptualization of intelligence has evolved over time and contemporary theories of intelligence have described cognitive ability as consisting of multiple constructs which are often interrelated. Currently. one of the most comprehensive and empirically supported theories of intelligence is the Cattell-Horn-Carroll (CHC) theory (Cattell, 1941; Horn, 1968: Carroll, 1993). The multidimensional and hierarchical CHC theory has served as the foundation for the development and recent revisions of cognitive ability measures such as the Woodcock-Johnson Tests of Cognitive Ability– Third Edition (WJ-III COG; McGrew & Woodcock 2001) and the Stanford-Binet Intelligence Scales – Fifth Edition (SBS: Raid, 2003b). The purpose of this study was to explore the construct validity of the WJ-III COG and SB5 with a sample of high achieving children. Individual confirmatory factor analyses were conducted using the WJ-III COG and SB5. Additionally. a joint confirmatory factor analysis was conducted using both the WJ-III COG and SB5. The results indicated an alternative six-factor WJ-IlI COG and four-factor SB5 models provided the best fit to the data of a high achieving sample, supporting previous research suggesting high achieving children display differences in cognitive constructs when compared with their average counterparts. The joint-confirmatory factor analysis indicated the best measures for the CHC factors measured by both the WJ-III COG and SB5 to help guide cross-battery assessments with high functioning children. Clinical applications of the findings are discussed.Department of Educational Psychology
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Eichenhofer, David J. "Auditory and visual factors of the Kaufman Assessment Battery for Children : a confirmatory factor analysis." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514707.
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The Kaufman Assessment Battery for Children is a relatively new instrument designed to measure the cognitive abilities of children ages 2 1/2 to 12 1/2. The battery was predominantly based upon Luria's theory of cognitive processing which proposes a simultaneous and sequential dichotomy for the analysis of information. Exploratory and confirmatory factor analyses have generally supported this theory. However, across different age groups and with special populations, analyses have been inconsistent.Few alternative structures for the battery have been tested, especially with special populations.The purpose of the present study was to assess the viability of a two factor structure based upon the modality of input for a group of students referred for learning difficulties. One hundred and twelve students, ages 7 to 12 1/2, who had been referred by teachers because of learning difficulties were used in the study. The thirteen subtests of the K-ABC were specified as being associated with a visual input factor, an auditory input factor, or both. Confirmatory factor analysis, as performed by the LISREL VI computer program, was then used to test this hypothesis. Unreasonable parameter estimates led to the rejection of the model for this sample. This lack of confirmation is discussed in terms of high correlations among estimates, misspecification of the model, sample homogeneity, and lack of independence among the subtests in terms of input modality. It was concluded that input modality was not a major factor in performance on the battery for this particular sample.
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Miller, Angela L. "Cognitive processes associated with creativity scale development and validation /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/763.
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Orrison, Nancy Lynn Robertson. "Adequate and appropriate intelligence testing of moderately mentally retarded children." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618394.
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The intelligence of moderately mentally retarded (MR) children is difficult to assess because they often have concurrent physical or sensory impairments which adversely affect their test performance. The purpose of this study was to determine if necessary adaptations are made when assessing children who are moderately MR for educational placement in the State of Virginia.;A survey was sent to public school psychologists in the State of Virginia as identified by the 1990-91 roster obtained from the Virginia Department of Education. The survey inquired as to their normal methods of intelligence testing used with the moderately mentally retarded population. The results of the survey and a review of literature were used to determine methods of successful assessment of children who are moderately mentally retarded.;The results of the study indicate that more than one intelligence measure must be made to validate the results. The inclusion of adaptive behavior scales is necessary to satisfy the criteria for mental retardation. Modifications are often necessary to prevent physical handicaps from suppressing the child's scores on standard intelligence tests. What is needed are precisely stated modifications, included with standard intelligence tests, which accommodate for the needs of moderately mentally retarded children.
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Moreno, Sala María Teresa. "The influence of perceptual shift, cognitive abilities and environmental factors on young children's development of absolute and relative pitch perception /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85941.
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The main purpose of the present study was to investigate whether a shift from absolute to relative pitch perception occurs during early childhood. Other factors that can influence the development of absolute pitch, such as cognitive abilities and the child's environment were examined. Young children completed (n=88): (1) a variety of pitch tasks (absolute and relative pitch tests) prior to and after two months of focused instruction on absolute and relative pitch, (2) tests of cognitive abilities, and (3) a questionnaire gathering information about family musical environment.The results indicate that a shift from absolute to relative perception occurs between the ages of 5 and 7. Children younger than six demonstrated limited ability to perform relational tasks such as ordering bells, identifying transposed intervals, and comparing pitches. However, they memorized target pitches better than the older children, matched target tones on the xylophone and sang newly learned songs in their original key more often than did the older children. Older children benefited to a larger extent from the training on relative pitch. Cognitive and spatial abilities were related to absolute pitch development: children who identified pitches better had a more sequential and a less simultaneous way of processing information. Family musical environment seems to have influenced the development of absolute pitch. Implications for the acquisition of absolute pitch are discussed.
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Jordan, Sharon Teresa. "Correlates of cognitive skills used by boys and girls on sequencing and construction tasks." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/214.
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Horn, Jocelyn L. "An examination of shortened measures of intelligence in the assessment of giftedness." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354647.
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The overall purpose of this study was to examine the relationships between two recently revised measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition and Stanford Binet Intelligence Scale, Fifth Edition) and three shortened measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability Score, Stanford Binet Intelligence Scale, Fifth Edition Abbreviated IQ, and the Kaufman Brief Intelligence Test IQ Composite). Specifically, this study examined the accuracy of the three shortened scores in their ability to predict giftedness based on children's scores on the two full measures, with the intention of examining the implications of using shortened measures in a screening process for gifted identification.Participants were a group of 202 third-grade students enrolled in a suburban school district located in the Midwest. These students were selected for the study based on high achievement and/or cognitive scores on a state standardized test. The participants ranged in age from 8 years, 4 months to 10 years, 11 months and were assessed during the spring of their third grade year in 2003 and 2004. These children were administered the three measures over a two day period in a counterbalanced order.A set of univariate and multivariate procedures were used to examine hypothesized relationships between full and shortened measures. Significant positive relationships were observed between all five measures examined, although the highest correlations were produced between the full measure scores and their short forms. Discriminant function analyses were conducted to determine the accuracy of the three shortened measures in their prediction of giftedness based on five separate criteria using two full scale measures of intelligence. The results of all five multivariate discriminant function analyses were significant, indicating that the three shortened measures were able to group children accurately as compared to full scale scores, with classification rates ranging between 76.7 and 90.6. These analyses further revealed that the WJ III COG BIA was best able to predict giftedness in most cases, regardless of the criteria used. These results are intended to provide educators with information about the accuracy of three different shortened measures of intelligence so that informed decisions can be made regarding the use of these measures in selection processes for gifted programming.Department of Educational Psychology
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Huxford, Bonnie L. "Relationships between the California Verbal Learning Test - Children's Version and the Wechsler Intelligence Test for Children - Third Edition." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191107.
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This study looked at the relationship between the 27 indices on the California Verbal Learning Test - Children's Version (CVLT-C) and the 19 scores on the Wechsler Intelligence Test for Children - Third Edition (WISC-III). The sample consisted of 58 children, ages 6-16 from a clinical population. The subgroups with Attention Deficit Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and High Ability (HA) were compared to children with no clinical diagnosis (ND) on WISC-III Full Scale IQ, Verbal IQ, and Performance IQ; on CVLT-C Total Recall Trials 1-5; and on CVLC factors of Attention Span, Learning Efficiency, Free Delayed Recall, Cued Delayed Recall, and Inaccurate Recall. Twelve significant correlations were found between the CVLT-C and WISC-III including Full Scale IQ with Total Recall Trials 1-5, Discriminability, and False Positives; Verbal IQ with False Positives; Vocabulary with Total Recall Trials 1-5; Information with Serial Cluster Ratio; Digit Span with Total Recall Trials 1-5 and Discriminability; Processing Speed with Discriminability and False Positives; and Symbol Search with False Positives, all within the moderate range. In comparing clinical subgroups, children with ADHD did not differ significantly from those without a clinical diagnosis (ND) on any selected measures. Children diagnosed with learning disabilities were significantly lower on Total Recall Trials 1-5, Attention Span, and Cued Delayed Recall. Children with high abilities (HA) were significantly higher on WISC-III Full Scale IQ, Verbal IQ, Performance IQ, CVLT-C Total Recall Trials 1-5, Learning Efficiency, and Free Delayed Recall. This study empirically supported a positive relationship between memory processes and cognitive abilities while also confirming that each are a part of a larger cognitive process.Department of Educational Psychology
Books on the topic "Cognition in children – Testing – Evaluation"
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Blagg, Nigel. Can we teach intelligence?: A comprehensive evaluation of Feuerstein's Instrumental Enrichment Program. Hillsdale, N.J: Lawrence Erlbaum Associates, 1991.
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Schneider, Lidz Carol, ed. Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford Press, 1987.
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Schneider, Lidz Carol, and Elliott Julian 1955-, eds. Dynamic assessment: Prevailing models and applications. Amsterdam: JAI, 2000.
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Wilkes, Elizabeth M. Cottage acquisition scales for listening, language & speech: User's guide. San Antonio, TX: Sunshine Cottage School for Deaf Children, 1999.
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ʻAṭīyah, Naʻīm. Dalīl mīzān al-ahlīyah lil-tafkīr al-istidlālī ladá al-aṭfāl. Tūnis: Jāmiʻat al-Duwal al-ʻArabīyah, 1985.
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József, Nagy. A rendszerezési képesség kialakulása: Gondolkodási műveletek. Budapest: Akadémiai Kiadó, 1987.
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Mark, Wilson. Measuring stages of growth: A psychological model of hierarchical development. Hawthorn, Vic., Australia: Australian Council for Educational Research, 1985.
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Watching children read and write: Observational records for children with special needs. Portsmouth, NH: Heinemann, 1990.
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ʻAṭiyah, Naʻīm. Mīzān al-numuw al-ʻaqlī lil-aṭfāl: Marḥalat al-rawḍah : al-shakl - A -. Bayrūt, Lubnān: al-Dār al-ʻArabīyah lil-ʻUlūm, 1992.
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Practice Test 1 for the CogAT - form 7: Cognitive abilities test level 7 (grade 2). San Bernardino, CA]: Smart Cookie Ink, 2011.
Find full textBook chapters on the topic "Cognition in children – Testing – Evaluation"
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Jose, Pedro A., and Robin A. Felder. "Clinical Testing and Evaluation of Glomerular Function." In Renal Disease in Children, 71–83. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3260-5_5.
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Dandarova-Robert, Zhargalma, Christelle Cocco, Grégory Dessart, and Pierre-Yves Brandt. "Where Gods Dwell? Part II: Embodied Cognition Approach and Children’s Drawings of Gods." In When Children Draw Gods, 171–87. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-94429-2_7.
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AbstractEmpirical demonstrations of the embodied and grounded cognition approach, involving diverse areas and phenomena, have increased exponentially in recent years. However, little research has been done in the religious domain. To the best of our knowledge, no study based on this theoretical framework has explored spatial dimension in pictorial representation of the divine in children’s drawings or in religious art in general. The present study represents the very first attempt to investigate if and how spatiality is involved in the way children depict the divine in their drawings. Drawings collected from four groups of participants (n = 1156, ages 6–15) characterized by different cultural and religious environments: Japanese (Buddhism and Shinto), Russian-Buryat (Buddhism, Shamanism), Russian Slavic (Christian Orthodoxy), and French-speaking Swiss (Catholic and reformed Christianity) were annotated using the Gauntlet annotation tool and then analysed. The main result indicates that children from all four groups generally depict god (the centre of the annotated representation) in the upper part of their drawings. Further testing indicates that the type of composition (for instance, god depicted alone or as standing on the ground where the sky is also depicted) did not serve as a major influence on the child’s placement of god.
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Duda, S. "Design and empirical testing of a checklist for the evaluation of multimedia software for children." In Designing Effective and Usable Multimedia Systems, 191–204. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35370-8_15.
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Szczałuba, Krzysztof, Anna Jakubiuk-Tomaszuk, Marta Kędzior, Joanna Bernaciak, Jolanta Zdrodowska, Wiesław Kurzątkowski, Marek Radkowski, and Urszula Demkow. "Cytogenomic Evaluation of Children with Congenital Anomalies: Critical Implications for Diagnostic Testing and Genetic Counseling." In Advances in Experimental Medicine and Biology, 11–19. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/5584_2016_234.
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Almeida, A., F. Ramos, L. Cotrim, and T. Ferreira. "Testing and Evaluation of an On-Line Collaborative Environment to Support the Rehabilitation of Children with Trisomy 21." In Computers and Education, 13–24. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1122-7_2.
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Kaiser, Colleen, and Ginger Butcher. "Exploring Evaluation Techniques for Children’s Websites." In Cases on Usability Engineering, 1–25. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4046-7.ch001.
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Children are an important target group on the web and assessing their user experience presents a unique challenge. Special consideration when conducting sessions with children includes: their difficulty articulating their thoughts, getting shy children to open up, keeping their attention focused on the test activities, understanding their non-verbal cues, and providing enough encouragement without “leading” the participant. Additionally, children have a broad range of cognitive skills, reading skills, and vocabulary comprehension, which makes it difficult to ascertain whether they understand the given task and difficult to ensure their responses are valid. Usability tests for children not only need to be designed to effectively solicit subjective preferences and objective content comprehension, but also to assess how well they are able to use the site. Verifying their understanding of the task activities (to ensure the efficacy of their response) is critical for the validity of the data. This study reports on a two-phased testing approach and the lessons learned in redesigning an agency’s web portal for science content targeting 5-12 year olds.
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Marschark, Marc, Harry G. Lang, and John A. Albertini. "Cognitive Development and Deaf Children." In Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.003.0011.
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There is a long history of investigations reporting that deaf children lag behind hearing peers in learning, problem solving, and creativity. In this chapter we describe the kinds of evidence that led to such conclusions and the extent to which they appear to be valid today. Early research concerning cognitive development in deaf children often was aimed at understanding intellectual growth “in the absence of language.” Other investigations involved tasks that required comprehension of English or histories of reading. More recently, we have come to understand that both kinds of evaluation might be biased against deaf children. Still, ways in which deaf children’s atypical histories of language functioning and educational experience might influence their cognitive development are largely unexplored. There have been a variety of studies dealing with deaf children’s cognitive skills, and especially memory, sometimes including consideration of language fluencies and degree of hearing loss. More recently, various tests of cognitive ability have been developed that are nonverbal in nature or can be administered through sign language. The extent to which those tests accurately reflect the thinking skills of deaf children still remains poorly understood, as does the question of whether such tests tap the same skills that they do in hearing children. Further, some people still make the appealing but dubious assumption that cognitive development is essentially the same for deaf and hearing children (see Braden, 2001; Marschark & Lukomski, 2001, for discussion). Studies of intelligence and academic abilities of minority and underprivileged children during the 1960s and 1970s led to a concern about the lack of cultural fairness in testing. It was recognized at the time that the nature of children’s early environments could influence later performance on intelligence measures and academic achievement. This issue was never adequately addressed with regard to deaf children, most of whom clearly have early childhood experiences that could cause differences in test performance. As a result, deaf children were often described as “deficient” or as “concrete, literal thinkers” who were unlikely to be able to grasp the kinds of abstract concepts necessary for academic success.
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Eskildsen, Søren, Kasper Rodil, and Matthias Rehm. "Identification and Analysis of Primary School Children’s Knowledge Acquisition." In Packaging Digital Information for Enhanced Learning and Analysis, 333–54. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4462-5.ch015.
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Measuring a learning effect can be a difficult task and is not made any easier with all the parameters that can be taken into account. This chapter provides an insight into what to consider as interesting parameters when evaluating an interactive learning tool. The authors introduce a visual approach to enlighten children and teachers. This is done by visualizing logging data that has been collected during learning sessions with the Virtual Savannah software. They do not leave out traditional means like observation and usability testing, since they believe a holistic view is important, and a single method of data collection is not enough to base conclusions on. To understand the authors’ approach, a short introduction on various perspectives on visualization is essential. The authors also discuss how multimedia can be used on a cognitive level to satisfy more pupils with different learning styles. Lastly, the authors present their approach and results from an in situ evaluation on primary school children.
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Lindberg, Daniel M., Brenda Beaty, Elizabeth Juarez-Colunga, Joanne N. Wood, and Desmond K. Runyan. "Testing for Abuse in Children With Sentinel Injuries." In Child Abuse: Overview and Evaluation, 78–85. American Academy of Pediatrics, 2019. http://dx.doi.org/10.1542/9781610022927-testing.
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Charles, C. Spiker, and Joan H. Cantor. "Components in the Hypothesis-Testing Strategies of Young Children." In Perception, Cognition, and Development, 163–201. Psychology Press, 2019. http://dx.doi.org/10.4324/9781315792316-6.
Full textConference papers on the topic "Cognition in children – Testing – Evaluation"
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Finocchietti, Sara, Giulia Cappagli, Lope Ben Porquis, Gabriel Baud-Bovy, Elena Cocchi, and Monica Gori. "Evaluation of the Audio Bracelet for Blind Interaction for improving mobility and spatial cognition in early blind children - A pilot study." In 2015 37th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2015. http://dx.doi.org/10.1109/embc.2015.7320248.
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Brickman, Dennis B. "Standard Infant Crib Testing Enhanced With Live Children Shaking." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-32460.
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An infant asphyxiated when a machine screw detached from a crib, the headboard separated from the crib rod, and the infant’s head stuck in the opening. The evaluation of infant cribs by inanimate standard test protocols is enhanced by live child crib shake testing. This live testing provides data for quantifying the horizontal push and pull forces that children actually apply to the sides of a crib. Comparisons are made between the live child shake test results and the inanimate test requirements contained in crib safety standards. Although the inanimate standard test protocols are inconsistent, the machine screw did not fail from normal use because the inanimate test requirements far exceed the maximum live results.
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Sandhu, K., D. Macdonald, D. Rampton, and S. Naik. "G199(P) Single centre service evaluation to determine appropriate use of faecal calprotectin testing in children." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 24–26 May 2017, ICC, Birmingham. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313087.196.
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Xu, Jing, and Duoduo Zhang. "From disembodied to embodied: the embodied transformation of children's architectural education learning situation design." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002386.
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The current traditional teaching mode of children's architectural education makes children's bodies detached from the situation, and there are problems such as abstract knowledge, single perception, and lack of practice. Based on the concept of embodied learning, this paper proposes a design strategy for embodied learning situations, and on this theoretical basis, designs and implements children's educational practice services based on Huayao's traditional architectural culture. Firstly, through literature research, based on situational learning and embodied cognition theory, analyze the characteristics of children's cognition, explore the internal connection between situation and children's architectural education, discuss the significance of embodied theory in the design of learning situations, and draw the conclusion of the learning process of embodied situations. Three stages, namely perception, engagement, and reflection on the situation. On this basis, it proposes the design strategy of embodied learning situation, and discusses four aspects: daily cultural situation, embodied resource situation, role task situation, and evaluation generation situation. Provide an effective reference for the design of architectural education activities for children, and design learning situations through embodied concepts to help children in architectural education activities to explore interaction, knowledge transfer, and cultural generation, and improve creativity and innovative thinking.
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Liu, Yuhan, and Baosheng Wang. "Promoting indigenous cultural awareness through participatory game design with children." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002406.
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As urbanization progresses in China's rural areas, so do the severity of social issues, including the decline of social assets, the recession of agricultural industries, the lack of community cohesion, and a weak sense of belonging. A decline in cultural awareness is the reason behind such phenomena, which stems from changes to residents' lifestyles and a lack of cultural beliefs. This issue also results in insufficient cultural awareness, weak cultural inheritance, and neglect of cultural values among community residents. To this end, this paper aims to examine an educational model to enhance the cultural awareness of local community residents.At present, there are two types of education methods to enhance cultural awareness: passive types and active types. For example, passive education refers to the enhancement of participants’ cultural qualities through the problem-solving style lesson and ‘implicit’ curriculum, while an active education might use reflective writing or PD to promote cultural awareness. Of the two, active education, represented by PD, is more conducive to participants' acceptance of cultural knowledge. PD is also an effective method for developing humanitarianism in developing countries. It can be applied to the special scenario of rural communities in China as a new solution for raising the cultural awareness of residents. This paper shares a specific case study of enhancing residents' cultural awareness in community collective memory using participatory game design.A total of eight subjects were selected in this study. Since children are the future of the community's cultural development, the subjects included 6 children and 2 adults. Unlike traditional PD, this study focused on attracting the interests of subjects and enhancing their abilities to inherit traditional culture through participatory game design. The study consisted of three workshops: the cultural exploration workshop, the game design workshop, and the game testing workshop. Activity theory was used as a basis to guide the choice of time, location, and power dynamics, from which a framework of participatory activities covering the four approaches of "probing", "telling", "acting", and "making" was developed for the workshops. To further enhance collaboration, participants were also provided with a complete set of toolkits during the three workshops, including role-playing tools, game idea cards, house of cards, scaffolding, etc. At the end of each workshop, the Cultural Awareness Scale, which contains the three elements of cultural cognition, cultural heritage, and cultural values, was administered to measure the change in cultural awareness of the subjects. A mixed methods approach was used in analysis to uncover underlying cultural associations. The study qualitatively analyzed the transcribed spoken words and behaviors of the subjects using multimodal analysis, and quantitatively analyzed the variations in the word count of the text and the level of detail in the elaboration. In summary, this case study is important for examining cultural education models and improving the cultural awareness of the population. It also provides a framework of activities for participatory design workshops, which can serve as a reference for further research.
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Subramani, Guru, Aubrey M. Fisher, Moria F. Bittmann, Andrea H. Mason, Brittany G. Travers, and Michael R. Zinn. "Development of a Robotic Motor Skills Assessment System for Children With Autism." In 2017 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dmd2017-3447.
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Autism is a developmental disorder characterized by atypical social interactions and repetitive behaviors/restricted interests[1]. It is found that children with autism also experience delayed or impaired motor skills development [2]. It would be advantageous to develop methods that precisely evaluate these motor skills impairments. The use of robots for evaluating upper limb motor competency have been looked at in the stroke literature [3]. We would like to leverage robotic tools for motor skills assessment but with focus for children with autism spectrum disorder. Robotic methodologies provide a unique way of testing upper limb motor skills. For instance, if a person holds on to the end of a robot arm and moves the robot arm in space, the robot can apply forces and prevent or assist the person with these motions. In this fashion, the robot can apply perturbations in a repeatable and precise manner with high fidelity. Since individuals with autism have anxieties interacting with other individuals[4], using an impersonal robot would alleviate the anxiety of social interactions. These individuals learn motor skills best with consistent repetition and strong reinforcement, qualities that robots provide. Therefore, a robot based evaluation strategy and therapy paradigm for children with Autism would be beneficial for the community.
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Melo Neto, Fernando de Paiva, Artêmio José Araruna Dias, Marinna Karla da Cunha Lima Viana, Maurício Vasconcelos Valadares Neto, Paulo Francisco Lucena de Araújo Espínola, Bruna Nadiely Victor da Silva, Isabella Araújo Mota Fernandes, and Rafael de Souza Andrade. "16p microtriplication case report associated with autistic spectrum disorder." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.540.
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Context: The literature on interstitial microtriplications at the 16p11.2 locus is scarce and unclear. We bring a rare case of microtriplications in the 16p11.2 locus associated with Syndromic Autistic Spectrum Disorder (ASD) and Intellectual Disability (ID) to stimulate discussion about this rare and complex condition. Case report: A.M.C., female, 10 years old, with history of agitation and aggression. Referred to neuropediatrician at 6 years old for behavioral change, socialization difficulties, agitation, heteroaggressiveness, developmental delay and school difficulty. She is not literate, has motor stereotypes when agitated, preferably plays with younger children, has tactile (water), taste (food) and sound sensory dysfunction, a low frustration threshold, difficulty in accepting routine changes and BMI of 14. Genetic evaluation showed interstitial triplication of 610Kb in the short arm of chromosome 16, raising diagnostic hypotheses of ASD and ID. Conclusions: Changes in microduplication in this locus are predisposing genetic factors for neurodevelopmental delays, ASD and ID. Changes in the number of 16p11.2 copies are believed to promote BMI index body change and brain changes in a dose-dependent manner on the phenotype. Brain changes include areas associated with reward, language and cognition. We bring this case to bring attention and discussion about to this rare condition.
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Siyal, Amaar, Chuangchuang Qi, Hadi Belhaj, Waleed AlAmeri, and Emad W. Al-Shalabi. "Optimization and Economic Evaluation of Unconventional Reservoirs Hydraulic Fracturing Treatment Based on a Combined Simulation and Machine Learning Approach." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/211033-ms.
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Abstract This study introduces a novel and refined workflow for optimizing the fracturing operations based on simulation-assisted machine learning technique. Large datasets, ample efforts, and intensive time-consuming pose uncertainty and risk that human cognition is incapable of deciphering using direct simulation techniques only. The objective of this paper is to investigate the enhancement of a project's NPV through fracture parameters optimization. This includes fracture extensions, conductivity, distribution, fracture fluids, proppant types, and fracture job design. Specific UCR case study was used, and results were analyzed to verify the validity of the proposed workflow. Tight gas reservoir of 1 mD has been used for this case study. The first step of the proposed workflow started with data acquisition and data input in MFRACTM fracturing simulator. A set of 25 proppants was chosen according to the fracture closure stress, schedule, conductivity, and project NPV. Afterwards, fracture fluid was optimized based on fluid loss coefficient, treatment schedule, productivity, etc. Furthermore, the CMG commercial simulator was utilized to generate the required mathematical model using optimized fracture proppant and fracturing fluid. Finally, a designated machine learning-assisted random forest algorithm was used to select the effective fracturing parameters. Optimization efforts showed the best proppant and fracturing fluid selection. Among the 25 proppants tested, HSP proppant resulted in the highest Net Present Value (NPV). This proppant enhanced the well productivity to 2.46 times of the original productivity and boosted the NPV to more than $13.88 Million. This optimized proppant was used for the investigation of different fracturing fluids. Among which H006 resulted in the highest fracture half-length and NPV as opposed to the other fluids. CMG simulator was used for data generation and an assisted machine learning Algorithm was used for optimizing other fracture parameters, such as the number of fractures and anisotropy that were found influential for the fracturing treatment. Neither over-fitting nor under-fitting was observed during training and testing of the ML model with a coefficient of determination value of 0.9795. This study provides more insight into optimization of hydraulic fracturing design through a combined simulation and machine learning approach. The paper promotes further application of hydraulic fracturing jobs in unconventional reservoirs based on the proposed efficient workflow.
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Saczalski, Kenneth J., Joseph Lawson Burton, Paul R. Lewis, Todd K. Saczalski, and Peter E. Baray. "Evaluation of Rear Impact Seat System Performance Using a Combined Load Neck Injury Criteria and Hybrid III Surrogates." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/amd-25444.
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Abstract Vehicle to vehicle rear impact crash tests and sled buck tests were run to evaluate seat system performance related to Hybrid III surrogate response and comparison with NHTSA proposed combined load injury assessment values, as well as standard injury criteria. The crash and sled buck test impact conditions were modeled after actual case study incidents where changes in the rear impacted vehicle speeds ranged from about 25 to 50 kph. With the exception of one baseline vehicle-to-vehicle rear impact test, the dynamic tests provided side-by-side comparisons, and test-to-test evaluations, of surrogate response in conventional yielding front seats versus much stronger seat systems such as the belt integrated seat designs. Head, neck and chest injury criteria were used in the evaluations, including both the proposed NHTSA combined load neck criteria and SAE J 885 injury values. The surrogate response injury levels for the conventional yielding seats correlated well with the actual case study injury results. The seat comparison response generally indicated much reduced head and neck injury potential to surrogates seated in the stronger seat designs. The dynamic tests also demonstrate the importance of testing within the full vehicle interior structure to insure that floor strength is compatible with seat strength, so as to attain optimum occupant protection in stronger seat designs, and to assess injury risk to occupants in yielding or collapsing seat designs, as well as rear seated occupants, such as children. The tests indicate that quasi-static seat strength measurements made with more realistic “torso body block” load devices can provide reasonable estimates on the ultimate failure modes and dynamic load capabilities of the seat systems if the seat systems are properly mounted to the vehicle. Quasi-static seat strength results are presented for a variety of conventional collapsing seat designs and stronger seat systems like the belt integrated designs. One sled buck test was run with a rear-seated child surrogate to demonstrate the hazard of front seat collapse into the rear seat occupant area. The results of these tests further demonstrate the need for dynamic testing to assess total seat system performance and full occupant protection in rear impacts.
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Oliveira, Ricardo F., José Carlos Teixeira, Helena Maria C. Marques, and Senhorinha F. Teixeira. "An Experimental Setup for API Assessment of a Valved Holding Chamber Device." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65111.
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Typically for young children and elders, the asthma treatment procedure using pMDI devices bring some usage coordination difficulties. Therefore, and accordingly to several asthma treatment guidelines, the prescription of a VHC, as an add-on device for the pMDI, is advisable. These devices consist of an expansion chamber where the air slows down, as well as, the pMDI spray plume. Allowing the patient to breathe whenever he wants, independently from the moment of the pMDI actuation, also reduces the “cold-freon” effect and allows a more effective evaporation of the propellant. The effectiveness evaluation of VHC and pMDI devices is made through the quantification of drug delivered to the patient lungs. A simple collection filter is not enough for an accurate assessment of the device. Since the size of the particles delivered matter the most, the use of an impaction apparatus is essential. Accordingly to the Canadian normative for VHC assessment (CAN/CSA/Z264.1-02:2008), the experimental testing shall be done by using a breath simulator instead of a constant flow pump. The evolution of these tests shall move towards more realistic testing conditions. This work reports the project and construction an experimental setup for a correct assessment of the VHC devices effectiveness. The experimental setup is based in the work of Foss & Keppel (1999) and the contribution of Finlay (1998) and Miller (2002). The project and optimization of the major components, such as, breath cycle simulator by means of a cam-follower mechanism, a mixing cone and the vacuum pump used, are herein described and discussed.
Reports on the topic "Cognition in children – Testing – Evaluation"
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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.
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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).
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Evaluation of United Nations-supported pilot projects for the prevention of mother-to-child transmission of HIV: Overview of findings. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1008.
Full textAbstract:
Worldwide about 800,000 children a year get HIV infections from their mothers—either during pregnancy, childbirth, or breastfeeding. Countries have the potential to prevent a large share of these infections through low-cost, effective interventions. UN agencies have taken the lead in helping developing countries mount programs for prevention of mother-to-child transmission (PMTCT). This working paper presents key findings from an evaluation of UN-supported pilot PMTCT projects in 11 countries: Botswana, Burundi, Cote d’Ivoire, Honduras, India, Kenya, Rwanda, Tanzania, Uganda, Zambia, and Zimbabwe. Key findings include feasibility and coverage, factors contributing to program coverage, program challenges, scaling up, the special case of low-prevalence countries, and recommendations. The pilot experience has shown that introducing PMTCT programs into antenatal care in a wide variety of settings is feasible and acceptable to a significant proportion of antenatal care clients who have a demand for HIV information, counseling, and testing. As they go to scale, PMTCT programs can learn from the pilot phase, during which hundreds of thousands of clients were successfully reached.