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.
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Korneev, Aleksei A., Ekaterina Yu Matveeva, and Tatiana V. Akhutina. "Elaboration of Neuropsychological Evaluation of Children: Structural Analysis of Test Results." Psychology in Russia: State of the Art 14, no. 4 (2021): 18–37. http://dx.doi.org/10.11621/pir.2021.0402.
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Background. Modern neuropsychology is discussing the possibility of combining qualitative and quantitative approaches in the evaluation of cognitive functions. In Russia a battery of tests called “Methods of neuropsychological assessment for children 6–9 years old” (Akhutina et al., 2016) has been proposed; it is based on the Lurian approach to diagnosis and combines qualitative and quantitative approaches to testing. The present paper describes the development of this combined qualitative and quantitative assessment of various groups of cognitive functions in preschool and primary school children. Structural modeling enables us to analyze a possible combination of integral indices of functions that includes the results of both a face-to-face neuropsychological assessment and computerized testing. Objective. To develop a combined qualitative and quantitative neuropsychological assessment of children, in order to 1) check the structural reliability of integral indicators of various cognitive functions; and 2) confirm the correctness of combining the results of face-to-face and computerized tests. Design. A sample of 299 children between the ages of 6 and 9 years old (111 preschoolers, 82 first graders, and 106 second graders) underwent a Lurian face-to-face neuropsychological examination adapted for 6-to-9 year-old children, and five tests from the Computerized Neuropsychological Assessment for 6–9 Year-old Children. The five were the “Dots” test, the Schulte Tables, the Cancellation test, the Corsi Tapping Block test, and the Understanding of Similar Sounding Words test. In each of the tests (face-to-face and computerized), key parameters were identified to evaluate various cognitive functions. Results. A confirmatory factor analysis verified the composition of the neuropsychological indices that were based on the results of the face-to-face neuropsychological assessment. At the same time, when the computer test data were added to the model, the fit indices of the model considerably improved.
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Pradibta, Hendra, and Usman Nurhasan. "Marc-doa for Cognitive and Psychomotor Learning: Preliminary Design and Evaluation." Journal of Computing Research and Innovation 6, no. 2 (September 1, 2021): 64–74. http://dx.doi.org/10.24191/jcrinn.v6i2.201.
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Marc-doa application is Mobile Augmented Reality cubes used as a learning media for children, focusing on cognitive and psychomotor learning. The contents of this application are daily prayers for Muslim children and designed in the form of audio-video animations. The development of the Marc-doa application uses the Multimedia Development Life Cycle method. This research aims to discuss the design and evaluation of Marc-doa. Evaluation and technical tests are conducted on several aspects, specifically on the detection process, distance, angle, and surface area. In addition, the testing process is to identify the ideal conditions for the use of Marc-doa. From the evaluation and testing process, four markers showed good results. Only one marker does not show the results as expected. The ideal distance for using Marc-doa application between 25-40 cm. The angle for ideal reception between 0-30 degrees and the surface area Marc-doa application can detect markers correctly between 50%-100% surface area. The ideal distance, surface area, and conditions for utilising Marc-doa application were obtained from this research.
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Huang, Jia. "An Evaluation Model for Green Manufacturing Quality of Children’s Furniture Based on Artificial Intelligence." International Journal of Design & Nature and Ecodynamics 15, no. 6 (December 26, 2020): 921–30. http://dx.doi.org/10.18280/ijdne.150618.
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With the differentiation of the furniture market, there is a growing demand for children’s furniture. The design of children’s furniture must fully consider the special cognition and preference of children, highlight environmental friendliness and health, and benefit the physical and mental development of children. These design objectives are similar to those of green furniture. Therefore, it is necessary to accurately evaluate the quality of green manufacturing, the key link of green furniture production, with the aid of the excellent data processing technique of artificial intelligence (AI). Thus, this paper summarizes the AI applications in quality testing of children’s furniture and statistical analysis on its greenness, and constructs an evaluation model for green manufacturing quality of children’s furniture. Firstly, the authors introduced the architecture of the green manufacturing system for children’s furniture, and analyzed the product lifecycle and environmental pollutions. On this basis, a complete and scientific evaluation index system (EIS) was constructed. Next, the weight coefficients of the goal layer and criteria layer were determined by the entropy method, and the initial evaluation result were provided. Finally, a comprehensive evaluation model was established for the green manufacturing quality of children’s furniture, based on backpropagation neural network (BPNN), and genetic algorithm with adaptive mutation (AMGA). The proposed EIS and model were proved effective through experiments. The research results provide a reference for the quality evaluation in other fields.
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Escobar, José-Pablo, Camila Castro, Marion Garolera, Angélica Sepúlveda, Martín Santa Cruz, and Ricardo Rosas. "Testing of a Drawing Toy for Children with Blindness: The Kuwu Experience." International Journal of Early Childhood Special Education 13, no. 1 (May 5, 2021): 71–79. http://dx.doi.org/10.9756/int-jecse/v13i1.211009.
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Play is a fundamental activity in early childhood and a source of cognitive development. One ludic activity in early childhood is drawing, a semiotic activity in which children can build and transform symbols and meanings in a way to reflect their thoughts and emotions. However, drawing has a visual component that is a challenge for some children with blindness or visual impairment. This research aims to evaluate a prototype of a haptic pencil called Kuwu. Through user’s usability tests and expert heuristic inspection, we evaluated 10 children with blindness or visual impairments between 5 and 8 years old, from 2 schools of Santiago, Chile. Heuristics evaluation shows the minimalist design, ease, and flexibility of use of the pencil that allows children to draw independently. Usability testing is a foundational phase in any technological development, especially when creating from a universal design perspective.
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Plourde, Vickie, and Brian L. Brooks. "Is Computerized Cognitive Testing Useful in Children and Adolescents with Moderate-to-Severe Traumatic Brain Injury?" Journal of the International Neuropsychological Society 23, no. 4 (February 20, 2017): 304–13. http://dx.doi.org/10.1017/s1355617717000066.
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AbstractObjectives: Children and adolescents with moderate-to-severe traumatic brain injury (TBI) present with short and long-term neuropsychological deficits following their injury. The aim of this study was to investigate the utility of a brief computerized test battery for evaluating cognitive functioning sub-acutely following a TBI. Methods: Participants (n=33) sustained a moderate-to-severe TBI, were between 8 and 18 years old, and were assessed using CNS Vital Signs (CNSVS) within 6 months post-injury (median=0.6 month). Participants with TBI were matched to 33 healthy controls based on age, sex, and handedness to compare their cognitive functioning on the CNSVS battery. Results: Children and adolescents with moderate-to-severe TBI had significantly lower scores and large effect sizes on Reaction Time, Complex Attention, and Cognitive Flexibility domains, as well as medium effect sizes on two Visual Memory test scores and one Psychomotor Speed test score. A significantly higher percentage of participants with TBI had cognitive impairment on Reaction Time domain score compared to the control group. Finally, CNSVS domain scores correctly categorized 76% of participants as either group with TBI or control group. Conclusions: CNSVS may be a useful tool for screening cognitive abilities in children and adolescents who are early in their recovery from a moderate-to-severe TBI, particularly when a rapid screening evaluation can help guide management, interventions, and track recovery. (JINS, 2017, 23, 304–313)
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B, Tross, Briggs K, Brown S, Lewandowski A, and Lewandowski C. "A-193 Comprehensive Neuropsychological Assessment of a Nine-year-old Child with a Rare Congenital Growth Hormone Deficiency: A Case Study of Cognitive Dysfunction Accompanying the IGF-1-R Mutation." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 988. http://dx.doi.org/10.1093/arclin/acaa068.193.
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Abstract Objective The insulin growth factor 1 receptor (IGF-1-R) gene plays a pivotal role in human growth and development (Kannian & Ryan, 2019). Heterozygous IGF-1-R mutations represent a rare subtype of congenital growth hormone deficiencies (Abuzzahab et al., 2003). The very few cases that have been reported implicate lower volume in brain structures that include the splenium, right global pallidus, hippocampus, and left thalamus (Webb et al., 2012). As a result, physical anomalies in children are expressed through short stature, microcephaly, and atypical facial morphology, as well as intellectual and academic deficits (Essakow et al., 2016; Webb et al., 2012). Given the limited case studies of this gene mutation, the neuropsychological implications are unclear (Yang et al., 2019). Method This case study is of a nine-year-old male child with mild physical anomalies, fine motor deficits, inattention, and cognitive delay, referred by pediatrics for differential diagnoses of impaired cognition vs. amotivation vs. emotional-behavioral problems. Impairment on an initial educational screening evaluation indicated the need for a more comprehensive and broad-based assessment which is presented here. Results Findings revealed cognitive impairment on measures of intellect, fine motor integration, complex and sustained attention and vigilance, executive functioning, memory, learning, language comprehension, phonological knowledge, encoding, decoding, reading comprehension, and arithmetic. Emotional testing was normal. Conclusion Neuropsychological assessment provided detailed information for pediatricians, parents, teachers, and allied health providers for treatment planning, and led to genetic testing that confirmed the diagnosis of the rare IGF-1-R mutation and furthered clinical understanding of this child’s social, academic, and neuropsychological needs.
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Shaban, Adel, Victor Chang, and Andrew Bingham. "Development and Evaluation of a Cognitive Training Application for Children With Learning Difficulties." Journal of Global Information Management 29, no. 6 (November 2021): 1–21. http://dx.doi.org/10.4018/jgim.20211101.oa47.
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The studies targeting cognitive training via computerized applications focused on suggesting varied types of Working Memory's (WM) tasks rather than offering those tasks in a user-friendly way or suggesting practical guidelines targeting the end-user. Therefore, the purpose of the current study is to adopt the design based-research method (DBR) to design, develop, and evaluate a cognitive training application in the light of a set of proposed guidelines. This developed application is targeting children with LDs at primary schools. The current study focused on end-user testing by evaluating the children's perceived experience during and after engagement in the application. The results showed that most of the children (86.5%) perceived a good experience with the application as well as their verbal and no-verbal WM performance improved significantly after the training period. A set of theoretical and practical implications derived from the study was embedded for future research.
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Lerner, Neil D., Susanne A. Denham, and Catherine A. Sedney. "Preschool Children and the Cigarette Lighter." Proceedings of the Human Factors Society Annual Meeting 33, no. 15 (October 1989): 923–27. http://dx.doi.org/10.1177/154193128903301505.
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Fire is the leading cause of death in the home for children under the age of five. Many of these fires are caused by the children themselves, and the common disposable butane lighter has emerged as a frequent source of ignition. The children involved are typically quite young, with three-fourths under age five. The work reported in this paper addressed human factors concerns in children operating cigarette lighters to start fires. It included a review of literature on child fire setting; an analysis of in-depth accident investigations; a survey of the child developmental literature to identify physical, cognitive, and behavioral factors related to lighter operation; the development of strategies for enhancing the child-resistance of lighters; and the development and pilot testing of a detailed formal evaluation protocol for assessing the child-resistance of lighters. The overall findings of the project indicate the significance of the fire safety problem involving cigarette lighters, and the susceptibility of the problem to human factors solutions. The general strategies identified for improving the product provide a starting point for creative, and cost effective, design approaches. The evaluation protocols developed provide an objective means for assessing child-resistance, and should prove useful for research, evaluation, and regulation.
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Jerger, James, Rose Chmiel, Ross Tonini, Emily Murphy, and Marilyn Kent. "Twin Study of Central Auditory Processing Disorder." Journal of the American Academy of Audiology 10, no. 10 (November 1999): 521–28. http://dx.doi.org/10.1055/s-0042-1748542.
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AbstractWe compared auditory, cognitive, and language test results in a pair of dizygotic twins, one of whom showed symptoms of central auditory processing disorder (CAPD). Results highlight the importance of testing binaural function. In particular, electrophysiologic measures of dichotic listening effectively demonstrated the auditory-specific nature of this child's listening problems. The importance of a thorough and comprehensive evaluation of children suspected of CAPD is stressed. Abbreviations: ABR = auditory brainstem response, CAPD = central auditory processing disorder, CELF = Clinical Evaluation of Language Functions, ERP = event-related potential, PPST = Pitch Pattern Sequence Test, PST = Phonemic Synthesis Test, RASP = Rapidly Alternating Speech Perception, SCAN = Screening Test for Auditory Processing, SSW = Staggered Spondaic Word Test, TTC = Token Test for Children, WISC-III = Wechsler Intelligence Scale for Children-III
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Smith, Alphonso. "A-264 Neurodevelopmental Disorder associated with 8p23.1 Microdeletion Syndrome: A Pediatric Case Study." Archives of Clinical Neuropsychology 37, no. 6 (August 17, 2022): 1413. http://dx.doi.org/10.1093/arclin/acac060.264.
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Abstract Objective: 8p23.1 microdeletion syndrome is a rare genetic disorder involving a partial deletion of chromosome 8. Children with this microdeletion are at increased risk for prenatal growth deficiency, congenital heart defects, craniofacial abnormalities, seizures, intellectual deficits, language impairments, motor deficits, and behavioral disorders which emphasizes the need for comprehensive neuropsychological assessment and intervention for these individuals. Method: This case study presents on the neuropsychological profile of a 9-year-old female with 8p23.1 microdeletion syndrome who had a history of absence seizures, heart valve disease, microcephaly, and developmental delays. The patient previously underwent psychological testing at age 8 and the findings revealed deficits in attention and intellectual functioning; however, her parents now had concerns for her social functioning. Results: Neuropsychological testing showed broad impairments in intellectual functioning, adaptive functioning, language, academic achievement, attention, executive functioning, memory, visuomotor skills, and social cognition. Conclusions: Recommendations were made to modify the patient’s special education academic goals, initiate various interventional services at school (e.g., speech therapy, occupational therapy, and social work), and start private ABA therapy. Continued monitoring and medication management with neurology and psychiatry were recommended as well given the patient’s history of absence seizures and problems with attentional-behavioral regulation. This case demonstrates the importance of comprehensive neuropsychological evaluation and treatment of children with certain rare genetic disorders such as 8p23.1 microdeletion syndrome in order to help improve neurodevelopmental outcomes in these patients.
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McDermott, Erin E., Jennifer L. Smart, Julie A. Boiano, Lisa E. Bragg, Tiffany N. Colon, Elizabeth M. Hanson, Diana C. Emanuel, and Andrea S. Kelly. "Assessing Auditory Processing Abilities in Typically Developing School-Aged Children." Journal of the American Academy of Audiology 27, no. 02 (February 2016): 072–84. http://dx.doi.org/10.3766/jaaa.14050.
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Background: Large discrepancies exist in the literature regarding definition, diagnostic criteria, and appropriate assessment for auditory processing disorder (APD). Therefore, a battery of tests with normative data is needed. Purpose: The purpose of this study is to collect normative data on a variety of tests for APD on children aged 7–12 yr, and to examine effects of outside factors on test performance. Research Design: Children aged 7–12 yr with normal hearing, speech and language abilities, cognition, and attention were recruited for participation in this normative data collection. Study Sample: One hundred and forty-seven children were recruited using flyers and word of mouth. Of the participants recruited, 137 children qualified for the study. Participants attended schools located in areas that varied in terms of socioeconomic status, and resided in six different states. Data Collection and Analysis: Audiological testing included a hearing screening (15 dB HL from 250 to 8000 Hz), word recognition testing, tympanometry, ipsilateral and contralateral reflexes, and transient-evoked otoacoustic emissions. The language, nonverbal IQ, phonological processing, and attention skills of each participant were screened using the Clinical Evaluation of Language Fundamentals-4 Screener, Test of Nonverbal Intelligence, Comprehensive Test of Phonological Processing, and Integrated Visual and Auditory-Continuous Performance Test, respectively. The behavioral APD battery included the following tests: Dichotic Digits Test, Frequency Pattern Test, Duration Pattern Test, Random Gap Detection Test, Compressed and Reverberated Words Test, Auditory Figure Ground (signal-to-noise ratio of +8 and +0), and Listening in Spatialized Noise-Sentences Test. Mean scores and standard deviations of each test were calculated, and analysis of variance tests were used to determine effects of factors such as gender, handedness, and birth history on each test. Results: Normative data tables for the test battery were created for the following age groups: 7- and 8-yr-olds (n = 49), 9- and 10-yr-olds (n = 40), and 11- and 12-yr-olds (n = 48). No significant effects were seen for gender or handedness on any of the measures. Conclusions: The data collected in this study are appropriate for use in clinical diagnosis of APD. Use of a low-linguistically loaded core battery with the addition of more language-based tests, when language abilities are known, can provide a well-rounded picture of a child’s auditory processing abilities. Screening for language, phonological processing, attention, and cognitive level can provide more information regarding a diagnosis of APD, determine appropriateness of the test battery for the individual child, and may assist with making recommendations or referrals. It is important to use a multidisciplinary approach in the diagnosis and treatment of APD due to the high likelihood of comorbidity with other language, learning, or attention deficits. Although children with other diagnoses may be tested for APD, it is important to establish previously made diagnoses before testing to aid in appropriate test selection and recommendations.
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Ikemenogo, Princess, Taniya Varughese, Allison L'Hotta, Kamilya Hunter, Anna Bauer, Regina Abel, and Allison A. King. "Cerebrovascular Disease and Cognition in Adults with Sickle Cell Disease." Blood 134, Supplement_1 (November 13, 2019): 789. http://dx.doi.org/10.1182/blood-2019-127283.
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Background: Sickle cell disease (SCD) is a genetic hematologic condition affecting more than 300,000 individuals worldwide. Most of the 100,000 individuals with SCD in the United States are African-American. An estimated 50% of those with the most severe genotype of SCD (HbSS) will have an overt or silent cerebral infarct (SCI) by age 30. While a significant number of studies have addressed the cognitive function and brain imaging of children with SCD, very few have included adults. As disease modification has increased over the last decade, a modern assessment of adults with SCD is needed. The aims of this study are to: 1. Determine the prevalence of cognitive impairment in adults with SCD 2. Determine if adults with SCD have deficits in functional task performance skills 3. Assess if and how cognitive function and task performance change over time Methods: This is a cross-sectional analysis of a prospective, observational cohort study. Adults, 18 years of age or older, with any form of SCD were recruited from the SCD clinics at Washington University in St. Louis. During baseline testing, participants completed the Wechsler Abbreviated Scale of Intelligence (WASI-II), National Institutes of Health Toolbox Cognition Battery (NIHTB-CB), and the Medication subtest of the Executive Function Performance Test (EFPT-M). The WASI-II and NIHTB-CB were repeated annually. Mean participant data from the baseline WASI-II and NIHTB-CB were compared with normative individual measure and composite scores using a one-sample t-test. The NIHTB-CB normative mean is a t-score of 50 with a SD of 10. Baseline results on Medication subtest of the EFPT were compared to previously tested control and stroke groups. Higher scores on the EFPT are indicative of greater executive dysfunction. Differences between Time 1 and Time 2 scores were evaluated using a paired-samples t-test. Univariate analyses were used to describe relationships between cognition and patient factors. Annual magnetic resonance imaging (MRI) was also conducted to assess infarct classification, with completion limited to 12-18 months from consent. Radiographical analyses were reviewed and recorded by the study neuroradiologists. Results: Forty participants were assessed at baseline; 9 completed Time 2 testing. Participant demographic information is presented in Table 1. Compared to the normative population, no significant differences were found on the WASI-II. On the NIHTB-CB, participants scored significantly lower on subtests measuring processing speed (Mean difference -13.8, p <.001), executive function (Mean difference -8.93, p = .001), attention (Mean difference -13.15, p < .001), working memory (Mean difference -5.68, p = .001), overall fluid cognition (Mean difference -13.08, p < .001), and total cognition (Mean difference -5.87, p = .002). Participants scored significantly higher than previously tested control (Mean difference 1.68,p <.001) and mild-stroke groups (Mean difference 1.18, p < .001) on the EFPT-M. Deficits in self-awareness were noted on all performance-based measures. No significant differences were found between participant means on Time 1 vs. Time 2 testing (Mean = 1.02 years, Range =.97-1.12). Participants with more severe phenotypes of SCD (HbSS or HbS-beta thal0) performed lower on the NIHTB test of attention when compared to those with HbSC (Mean difference -6.26, p=.039). History of stroke or use of disease modifiers had no relationship with cognitive outcomes. Of the 59 participants consented to yearly MRI evaluation, 45 have completed baseline imaging and 1 completed Time 2 imaging. Radiographical impressions reported: 1) overt strokes in 2 participants on transfusions (TF), 1 on hydroxyurea (HU), and 1 on no disease-modifying regimen (ND); 2) SCIs in 6 participants on TF, 6 on HU, and 4 on ND; 3) no infarct in 1 participant on TF, 18 on HU, and 9 on ND. Conclusion: Adults with SCD in this relatively highly educated cohort have marked deficits in executive function, attention, working memory, processing speed, and self-awareness. Cognitive deficits lead to difficulty completing everyday functional and disease-related activities, ranging from medication adherence to productivity in education and employment. Healthcare providers who treat individuals with SCD should be aware of the cognitive impairments in this population. Routine cognitive screening is needed to initiate referrals for cognitive rehabilitation. Disclosures King: Magenta Therapeutics: Membership on an entity's Board of Directors or advisory committees; Novimmune: Research Funding; RiverVest: Consultancy; Tioma Therapeutics (formerly Vasculox, Inc.):: Consultancy; WUGEN: Equity Ownership; Incyte: Consultancy; Amphivena Therapeutics: Research Funding; Cell Works: Consultancy; Bioline: Consultancy; Celgene: Consultancy.
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P. Hessels, Marco G., Jean-Louis Berger, and Mélanie Bosson. "Group Assessment of Learning Potential of Pupils in Mainstream Primary Education and Special Education Classes." Journal of Cognitive Education and Psychology 7, no. 1 (January 2008): 43–69. http://dx.doi.org/10.1891/194589508787381971.
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The authors present a Rasch scaled instrument for the standardized assessment of children’s learning potential. The test was constructed on the basis of theoretical and empirical considerations regarding the evaluation of general cognitive abilities in children with learning difficulties. It can be administered both individually and in groups. The results of the first two studies show that the pretest—training—posttest procedure allows discriminating between learners with and without learning disorders. Significant training effects are found in the experimental group and the posttest scores of these children improve the prediction of school related criteria. The test appears less related to non-cognitive factors that may influence performance than a classical intelligence testing procedure.
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Buzolich, Marilyn Jean. "Communication Sampling and Analysis." Perspectives on Augmentative and Alternative Communication 18, no. 3 (September 2009): 88–95. http://dx.doi.org/10.1044/aac18.3.88.
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Abstract Research has shown that communication sampling is important when analyzing communication behavior for individuals who have complex communication needs. Communication sampling and analysis (CSA) is an assessment tool designed for infants, toddlers, and children with multiple physical, sensory, speech, and/or cognitive, linguistic challenges. The purpose of the CSA is to capture and qualify the nature and extent of communication behavior of the communicatively challenged child with partners during interactive settings and contexts. This is important for establishing baseline levels of communicative functioning, setting goals for intervention, and evaluating the effectiveness of treatment. More reliability testing is needed to determine whether the direct sampling of communication behavior is a viable method for evaluation.
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Odermatt, Salome D., Wenke Möhring, Silvia Grieder, and Alexander Grob. "Cognitive and Developmental Functions in Autistic and Non-Autistic Children and Adolescents: Evidence from the Intelligence and Development Scales–2." Journal of Intelligence 10, no. 4 (November 21, 2022): 112. http://dx.doi.org/10.3390/jintelligence10040112.
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Autistic individuals often show impairments in cognitive and developmental domains beyond the core symptoms of lower social communication skills and restricted repetitive behaviors. Consequently, the assessment of cognitive and developmental functions constitutes an essential part of the diagnostic evaluation. Yet, evidence on differential validity from intelligence and developmental tests, which are commonly used with autistic individuals, varies widely. In the current study, we investigated the cognitive (i.e., intelligence, executive functions) and developmental (i.e., psychomotor skills, social–emotional skills, basic skills, motivation and attitude, participation during testing) functions of autistic and non-autistic children and adolescents using the Intelligence and Development Scales–2 (IDS-2). We compared 43 autistic (Mage = 12.30 years) with 43 non-autistic (Mage = 12.51 years) participants who were matched for age, sex, and maternal education. Autistic participants showed significantly lower mean values in psychomotor skills, language skills, and the evaluation of participation during testing of the developmental functions compared to the control sample. Our findings highlight that autistic individuals show impairments particularly in motor and language skills using the IDS-2, which therefore merit consideration in autism treatment in addition to the core symptoms and the individuals’ intellectual functioning. Moreover, our findings indicate that particularly motor skills might be rather neglected in autism diagnosis and may be worthy of receiving more attention. Nonsignificant group differences in social–emotional skills could have been due to compensatory effects of average cognitive abilities in our autistic sample.
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Kanaya, Tomoe, and Stephen Ceci. "Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical Data." Journal of Intelligence 6, no. 4 (October 8, 2018): 45. http://dx.doi.org/10.3390/jintelligence6040045.
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The overwhelming majority of the research on the historical impact of IQ in special education has focused on children with cognitive disorders. Far less is known about its role for students with emotional concerns, including Emotional Disturbance (ED). To address this gap, the current study examined IQ trends in ED children who were repeatedly tested on various combinations of the WISC, WISC-R, and WISC-III using a geographically diverse, longitudinal database of special education evaluation records. Findings on test/re-test data revealed that ED children experienced IQ trends that were consistent with previous research on the Flynn effect in the general population. Unlike findings associated with test/re-test data for children diagnosed with cognitive disorders, however, ED re-diagnoses were unaffected by these trends. Specifically, ED children’s declining IQ scores when retested on newer norms did not result in changes in their ED diagnosis. The implications of this unexpected finding are discussed within the broader context of intelligence testing and special education policies.
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Girling-Butcher, Robyn D., and Kevin R. Ronan. "Brief Cognitive-Behavioural Therapy for Children with Anxiety Disorders: Initial Evaluation of a Program Designed for Clinic Settings." Behaviour Change 26, no. 1 (April 1, 2009): 27–53. http://dx.doi.org/10.1375/bech.26.1.27.
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AbstractFour anxiety disordered 8- to 11-year-old children and their parents participated in a shortened version of an efficacious cognitive–behavioural program for anxiety in children, designed to reflect therapy conditions found in usual clinical practice. A modified multiple-baseline design was used that combined clinic setting pragmatics with a necessary level of methodological protection. For ongoing evaluation, weekly measures of the child's trait anxiety and coping ability were obtained from the child and parents. In addition, a battery of measures was used to evaluate outcomes following treatment and at two follow-up intervals. Emphasising increased parent involvement and earlier exposure sessions, the program was found to lead to marked changes in child functioning. In particular, all children showed improvement on self-report, parent report, and independent clinician's ratings over the course of treatment. Moreover, scores on relevant indices were all within a nondeviant range following intervention, and all four children no longer qualified for an anxiety diagnosis at posttreatment and at 3- and 12-month followup. Findings are discussed in terms of implementation and evaluation in practice settings (e.g., critical components of treatment, use of pragmatic single case designs). Suggestions for future research include testing the effectiveness of this brief program on a large and diverse sample of children. Additional research is also required to find out to what extent increased parent involvement and earlier exposure sessions enhance the impact of treatment in the larger context of addressing features of the research-practice gap. Overall, findings provide preliminary support for the effectiveness of a brief cognitive–behavioural program for treating anxiety disorders in children, along with an evaluation strategy, compatible with some of the needs of service delivery settings.
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Moore, David R., Stephanie L. Sieswerda, Maureen M. Grainger, Alexandra Bowling, Nicholette Smith, Audrey Perdew, Susan Eichert, et al. "Referral and Diagnosis of Developmental Auditory Processing Disorder in a Large, United States Hospital-Based Audiology Service." Journal of the American Academy of Audiology 29, no. 05 (May 2018): 364–77. http://dx.doi.org/10.3766/jaaa.16130.
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AbstractChildren referred to audiology services with otherwise unexplained academic, listening, attention, language, or other difficulties are often found to be audiometrically normal. Some of these children receive further evaluation for auditory processing disorder (APD), a controversial construct that assumes neural processing problems within the central auditory nervous system. This study focuses on the evaluation of APD and how it relates to diagnosis in one large pediatric audiology facility.To analyze electronic records of children receiving a central auditory processing evaluation (CAPE) at Cincinnati Children’s Hospital, with a broad goal of understanding current practice in APD diagnosis and the test information which impacts that practice.A descriptive, cross-sectional analysis of APD test outcomes in relation to final audiologist diagnosis for 1,113 children aged 5–19 yr receiving a CAPE between 2009 and 2014.Children had a generally high level of performance on the tests used, resulting in marked ceiling effects on about half the tests. Audiologists developed the diagnostic category “Weakness” because of the large number of referred children who clearly had problems, but who did not fulfill the AAA/ASHA criteria for diagnosis of a “Disorder.” A “right-ear advantage” was found in all tests for which each ear was tested, irrespective of whether the tests were delivered monaurally or dichotically. However, neither the side nor size of the ear advantage predicted the ultimate diagnosis well. Cooccurrence of CAPE with other learning problems was nearly universal, but neither the number nor the pattern of cooccurring problems was a predictor of APD diagnosis. The diagnostic patterns of individual audiologists were quite consistent. The number of annual assessments decreased dramatically during the study period.A simple diagnosis of APD based on current guidelines is neither realistic, given the current tests used, nor appropriate, as judged by the audiologists providing the service. Methods used to test for APD must recognize that any form of hearing assessment probes both sensory and cognitive processing. Testing must embrace modern methods, including digital test delivery, adaptive testing, referral to normative data, appropriate testing for young children, validated screening questionnaires, and relevant objective (physiological) methods, as appropriate. Audiologists need to collaborate with other specialists to understand more fully the behaviors displayed by children presenting with listening difficulties. To achieve progress, it is essential for clinicians and researchers to work together. As new understanding and methods become available, it will be necessary to sort out together what works and what doesn’t work in the clinic, both from a theoretical and a practical perspective.
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Rodríguez-Mercedes, Silvanys L., Camerin A. Rencken, Khushbu F. Patel, Gabrielle G. Grant, Erin M. Kinney, Frederick J. Stoddard, Lewis E. Kazis, Jeffrey C. Schneider, and Colleen M. Ryan. "3 Development of School-Aged Life Impact Burn Recovery Evaluation (SA-LIBRE 5–12) Profile: Item Pool." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S7—S8. http://dx.doi.org/10.1093/jbcr/irab032.008.
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Abstract Introduction The transition from early childhood to teen years (5–12) is a critical time of development, which can be made particularly challenging by a burn injury. Currently, few validated standardized measures exist for this age group. This study aimed to generate item pools to create a computer adaptive test (CAT) assessing post-burn recovery in school-aged children. Methods Item pool development was based on the School-Aged Life Impact Burn Recovery Evaluation (SA-LIBRE5-12) Conceptual Model and the World Health Organization’s International Classification of Functioning, Disability, and Health for Children and Youth. Additional elements included a literature review, expert consensus meetings, and parent cognitive interviews. Candidate items assessing health outcomes were extracted from existing legacy measures during the literature review. Details of expert consensus meetings and parent cognitive interviews are in Table 1. Results Items assessing health outcomes (n=3,732) were extracted during the literature review. Experts binned items across three domains: 1) Physical Functioning (55 items), 2) Psychological Functioning (80 items), and 3) Family and Social Functioning (57 items). Six cognitive interviews were conducted. Qualitative data resulted in further review of 86 items. The results of the cognitive interviews indicated that item stems and response choices were interpretable by respondents. Conclusions This study developed an item pool (n=192) to assess post-burn recovery of school-aged children. The next step in the SA-LIBRE5-12 CAT Profile development will be field-testing for the calibration and item response theory-based validation of the assessment.
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Gross, Steven J., Terri A. Slagle, Diane B. D'Eugenio, and Barbara B. Mettelman. "Impact of a Matched Term Control Group on Interpretation of Developmental Performance in Preterm Infants." Pediatrics 90, no. 5 (November 1, 1992): 681–87. http://dx.doi.org/10.1542/peds.90.5.681.
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One hundred twenty-four children who were born at 24 to 31 weeks' gestation and 124 term children matched in social background underwent serial developmental evaluations. The Bayley Mental Developmental Index at 6, 15, and 24 months and the McCarthy General Cognitive Index at 4 years were used to classify cognitive outcome for preterm children as normal (indices higher than 1 SD below the mean), mild-moderately delayed (indices between 1 and 2 SD below the mean), or severely delayed (indices ≥2 SD below the mean). Classifications based on norms derived from the performance of the term control group were compared with those based on published standardized test scores. The control group had substantially higher mean (±SD) Bayley Mental Developmental Indices at 6 (111 ± 11), 15 (114 ± 13), and 24 months (115 ± 21) than the published test mean (100 ± 16). Consequently, significantly more preterm children were classified as normal when the Bayley test mean was used than when the performance of the control group was used to define the normal range (84% vs 52% at 6 months, 82% vs 49% at 15 months, and 70% vs 47% at 24 months). Severe cognitive delays were infrequent when defined by test mean (6% to 11%) but two to three times greater when the control group scores were used. In contrast, the control group had a mean McCarthy General Cognitive Index at 4 years (102 ± 14) that was similar to the published test mean (100 ± 16). Thus, while the preterm group demonstrated a small decrease in mean cognitive scores between 2 and 4 years (Mental Developmental Index, 95 ± 19 and General Cognitive Index, 92 ± 15), this represented a significant improvement in performance relative to the 13-point fall in mean scores in the control group over this same period (115 ± 21 to 102 ± 14). These data highlight the importance of a control group to provide normative data for current populations of children and to provide a reference for comparing outcome over time using different testing instruments in the evaluation of high-risk children.
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Oluwole, Olubusola, Kleber Yotsumoto Fertrin, and Rebecca Kruse-Jarres. "Neurocognitive Assessment of Adults with Sickle Cell Disease: A Descriptive Study." Blood 138, Supplement 1 (November 5, 2021): 4172. http://dx.doi.org/10.1182/blood-2021-145808.
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Abstract Introduction: Sickle cell disease (SCD) causes devastating complications that can affect any organ in the body. Particularly, SCD can present with neurological complications of overt strokes, silent infarcts and cognitive impairment. As patients are living longer with SCD, cognitive functioning is an important aspect of their disease as deficits can impact education, employment, or adherence to medications. Most of the studies assessing cognitive impairment in this population have been in children with limited data on adults. This study explored the results of cognitive testing in adult patients with SCD when compared to normative data. This study also sought to determine any association between psychological factors (baseline anxiety and depression) as well as biological factors (i.e. hemoglobin levels). Methods: This was a cross-sectional study conducted at the Sickle Cell Center of Southern Louisiana in New Orleans.The study included adults with a diagnosis of sickle cell disease regardless of subtype who were over the age of 18. Patients were excluded if they were not able to physically complete the tasks. Executive function, memory, psychomotor speed, and memory were assessed using the following tasks from standardized pencil-and-paper cognitive tasks from the Cambridge Neuropsychological Automated Battery (CANTAB) test: Stocking of Cambridge (SOC),Delayed Matching to Sample (DMS), Paired Associates Learning (PAL), Motor Screening Task (MOT), Intra-Extra Dimensional Set Shift (IED), Spatial Working Memory (SWM). The Hospital Anxiety and Depression Subscale (HADS) clinical assessment tool was used to screen for anxiety and depression at the time of testing. A HADS score >8 denotes significant anxiety or depression. Results: A total of 22 patients (59% females, mean age 29.6±2.1 years) were included in this study. Attention and psychomotor speed were relatively preserved cognitive domains with 59.1% of patients scoring greater than 75 thpercentile relative to normative mean. Conversely, executive functioning often appeared impaired with 72.7% and 77.3% of patients scoring below 25 thpercentile in outcome measures of IED and SWM, respectively. Similarly, a significant percentage of patients scored below 25 thpercentile in outcome measures of visual memory, PAL and DMS, 63.6% and 45.4%, respectively. Fifteen participants (68%) screened positive for anxiety while two screened positive for depression. Patients with anxiety tended to perform worse on most cognitive tasks, although the differences in scores did not reach statistical significance. Additional analyses of association of biologic factors and neurocognitive functioning are currently underway. Discussion and Conclusion: Our results support that adults with sickle cell disease often suffer from cognitive deficits, which was expected based on pediatric studies demonstrating cognitive impairment in children with SCD. Interestingly, we observed a predominance of poor executive function over changes in attention and psychomotor speed in this study. This is in contrast with what providers familiar with "mini mental assessment" for dementia may expect. Typical dementia patients develop attention and memory changes before executive function is affected. Therefore, it is possible that cognitive impairment in SCD may go by unnoticed without proper testing. Additionally, in this cohort, anxiety was frequent and tended to associate with worse performance. Since this is a cross-sectional study, it is unclear whether cognition is progressively impaired over the years. Prospective studies are required to help determine whether and how fast progression occurs and what risk factors are implicated in the development and progression of cognitive impairment. Such deficits have been demonstrated to be associated with difficulties around employment and adherence to medication, which ultimately jeopardizes long term outcomes. Overall, we recommend neurocognitive and psychological evaluations as part of the routine care for adult SCD patients since abnormal findings seem common and may not be obvious without adequate testing for different domains. Treatment of anxiety disorder and cognitive rehabilitation may prove helpful to improve cognition in SCD patients. Disclosures Fertrin: Sanofi Genzyme: Consultancy, Membership on an entity's Board of Directors or advisory committees; Agios Pharmaceuticals: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau. Kruse-Jarres: Genentech/Roche: Speakers Bureau; Pfizer: Consultancy; CSL Behring: Consultancy; CRISPR: Consultancy; Biomarin: Consultancy; Genentech: Consultancy, Research Funding.
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Austvoll-Dahlgren, Astrid, Daniel Semakula, Allen Nsangi, Andrew David Oxman, Iain Chalmers, Sarah Rosenbaum, and Øystein Guttersrud. "Measuring ability to assess claims about treatment effects: the development of the ‘Claim Evaluation Tools’." BMJ Open 7, no. 5 (May 2017): e013184. http://dx.doi.org/10.1136/bmjopen-2016-013184.
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ObjectivesTo describe the development of the Claim Evaluation Tools, a set of flexible items to measure people's ability to assess claims about treatment effects.SettingMethodologists and members of the community (including children) in Uganda, Rwanda, Kenya, Norway, the UK and Australia.ParticipantsIn the iterative development of the items, we used purposeful sampling of people with training in research methodology, such as teachers of evidence-based medicine, as well as patients and members of the public from low-income and high-income countries. Development consisted of 4 processes: (1) determining the scope of the Claim Evaluation Tools and development of items; (2) expert item review and feedback (n=63); (3) cognitive interviews with children and adult end-users (n=109); and (4) piloting and administrative tests (n=956).ResultsThe Claim Evaluation Tools database currently includes a battery of multiple-choice items. Each item begins with a scenario which is intended to be relevant across contexts, and which can be used for children (from age 10 and above), adult members of the public and health professionals. People with expertise in research methods judged the items to have face validity, and end-users judged them relevant and acceptable in their settings. In response to feedback from methodologists and end-users, we simplified some text, explained terms where needed, and redesigned formats and instructions.ConclusionsThe Claim Evaluation Tools database is a flexible resource from which researchers, teachers and others can design measurement instruments to meet their own requirements. These evaluation tools are being managed and made freely available for non-commercial use (on request) through Testing Treatments interactive (testingtreatments.org).Trial registration numbersPACTR201606001679337 and PACTR201606001676150; Pre-results.
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Lapierre, D., C. M. J. Braun, and L. Le Pailleur. "A 54-Point Verbal-Performance IQ Discrepancy on the WISC-R: Cognitive Functioning of a Child from an Alternative School." Behavioural Neurology 5, no. 2 (1992): 97–106. http://dx.doi.org/10.1155/1992/453721.
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Marked WISC-R verbal-performance discrepancy commonly leads to the assumption that such children have brain pathology or cognitive disorders. Children without brain dysfunction may also exhibit wide discrepancy, but a discrepancy score of 30 is assumed to occur in only 2% of the population. The actual investigation presents an 11-year-old child showing a 54-point discrepancy between the two scales of the WISC-R. Results of wide ranging testing and other considerations strongly suggested that this child didn't manifest any kind of brain dysfunction. It was concluded that the particular academic environment of the child, an alternative school, exerted a very strong influence on her results on the WISC-R. This conclusion is furthermore supported by the results of a follow-up evaluation, done 1 year after the child has been transferred to a traditional school, which revealed a WISC-R verbal-performance discrepancy of only 12 points.
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Adams, M., M. Robling, J. Grainger, J. Tomlins, A. Johnson, S. Morris, M. Velangi, and M. Jenney. "Quality of life Evaluation in patients receiving Steroids (the QuESt tool): initial development in children and young people with acute lymphoblastic leukaemia." Archives of Disease in Childhood 101, no. 3 (December 23, 2015): 241–46. http://dx.doi.org/10.1136/archdischild-2015-309139.
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BackgroundThe powerful cytotoxic and immunomodulatory effects of corticosteroids are an important element of the success that has been achieved in the treatment of acute lymphoblastic leukaemia (ALL). In addition to physical side effects, corticosteroids can adversely influence behaviour, cognitive function and mood leading to significantly impaired quality of life (QoL). A number of tools exist for assessing QoL, but none of these specifically examines changes attributable to steroids.MethodsChildren and young adults aged 8–24 years and parents of children receiving maintenance therapy for ALL from four UK centres were invited to participate. The study comprised three stages carried out over 2 years: (1) focus groups and interviews where participants were asked to describe their experiences of dexamethasone; (2) analysis of questionnaires sent to healthcare professionals and patients to evaluate the importance and relevance of the questions; and (3) cognitive interviewing.ResultsInterpretative phenomenological analysis of focus group and interview transcripts identified that dexamethasone adversely influenced behaviour, appetite, body image, mood and family relationships. 157 electronic survey responses were analysed leading to further item development. Cognitive interviewing confirmed face validity and internal consistency. QuESt comprises 28 questions within four domains and has three age-specific versions.ConclusionsQuESt is the first treatment-specific QoL measure for children and young adults receiving corticosteroids. It can be completed in 10–15 min by children aged ≥8 years. Further validity and reliability testing will be undertaken. Although the initial application is for ALL, QuESt may also be a valuable tool for understanding the impact of corticosteroids in other paediatric conditions.
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Jia, Margaret R., Alexandra K. Medoro, Traci Pifer, Manish Rijal, Teresa Borghese, Ursula M. Findlen, S. Malhotra, et al. "1187. Neurodevelopmental Outcomes of Children with Congenital Cytomegalovirus (cCMV) Infection: Does Antiviral Treatment Matter?" Open Forum Infectious Diseases 8, Supplement_1 (November 1, 2021): S685. http://dx.doi.org/10.1093/ofid/ofab466.1379.
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Abstract Background cCMV infection is a major contributor to childhood neurologic and cognitive disabilities including sensorineural hearing loss (SNHL). Neonatal treatment with ganciclovir/valganciclovir improves hearing outcomes, but its impact on neurodevelopmental outcomes remains an important knowledge gap. We describe the neurodevelopmental outcomes of children with cCMV infection and evaluate the effect of neonatal antiviral therapy on outcomes. Methods Since 2013, infants with cCMV infection referred to Nationwide Children’s Hospital’s NEO-ID Clinic have had a complete evaluation at diagnosis as well as follow-up neurodevelopmental assessments. Pertinent demographic, clinical, laboratory, radiographic, and follow-up data were obtained and managed using REDCap. Neurodevelopmental assessments were performed using Bayley Scales of Infant and Toddler Development (BSID) III/IV (cognitive, language, motor domains) at ~ 24 months of age. The Gross Motor Function Classification System was used to classify functional motor impairment. Neurodevelopmental outcomes were compared by receipt of antiviral therapy in early infancy. Results 95 infants (mean ± SD; gestational age 35 ± 5 wk, birth weight 2121 ± 948 g; Table 1) with cCMV infection had follow-up neurodevelopmental assessments. 62% had central nervous system involvement, 37% had SNHL, 23% developed cerebral palsy (CP), and 6% were diagnosed with autism spectrum disorder. The majority had normal BSID scores (≥ 85) in cognitive and motor domains (65% and 54%, respectively) while 48% had normal scores in the language domain. 35% had severe impairment (< 70) in ≥ 1 domain (Table 2). 9 children had clinically inapparent cCMV infection; 2 (22%) had abnormalities on BSID testing (1, cognitive score: 80; 1, cognitive, language, and motor scores: 65, 68, 73, respectively). 11 (12%) children, including 6 who received antiviral therapy, had severe neurodevelopmental impairment, with CP and severe (< 70) BSID scores in both the cognitive and motor domains. Table 1. Demographic and Clinical Characteristics of 95 Children with Congenital CMV Infection by Receipt of Antiviral Treatment Table 2. Neurodevelopmental Outcomes Based on Testing with the Bayley Scales of Infant and Toddler Development (BSID) III/IV Conclusion A substantial proportion of children with cCMV infection had moderate (29%) or severe (33%) neurodevelopmental impairment, CP, or autism spectrum disorder, irrespective of antiviral treatment. Urgency exists for antenatal preventive strategies and vaccine development. Disclosures Asuncion Mejias, MD, PhD, MsCS, Janssen (Grant/Research Support, Advisor or Review Panel member)Merck (Grant/Research Support, Advisor or Review Panel member)Roche (Advisor or Review Panel member)Sanofi (Advisor or Review Panel member)
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Olani, Ararso Baru, Tariku Bekelcho, Asfawosen Woldemeskel, Kibreyesus Tefera, and Degefe Eyob. "Evaluation of the Amharic version of the London measure of unplanned pregnancy in Ethiopia." PLOS ONE 17, no. 6 (June 13, 2022): e0269781. http://dx.doi.org/10.1371/journal.pone.0269781.
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Background Unplanned pregnancy is an important public health problem in both the developing and developed world, as it may cause adverse social and health outcomes for mothers, children, and families as a whole. London Measure of Unplanned Pregnancy (LMUP) has been formally and informally validated in multiple and diverse settings. However, there is a dearth of literature on the validation of LMUP in Ethiopia either in the Amharic version or other languages. Objective The general objective of this study was to translate the LMUP into Amharic and evaluate its psychometric properties in a sample of Amharic-speaking women receiving antenatal care (ANC) service at public health facilities in Arbaminch and Birbir towns. Methods A cross-sectional study design was used for the study. Forward and backward translation of original English LMUP to Amharic was done. A cognitive interview using a pretested structured questionnaire was used to collect the data from respondents. The collected data was analyzed using SPSS version 25. Reliability was assessed using Cronbach’s alpha, inter-item correlations, and corrected item-total correlations while construct validity was assessed using principal components analysis and hypothesis testing. Results Data was collected from 320 women attending antennal care services at selected public health care facilities. LMUP range of 1to 11 was captured. The prevalence of unplanned pregnancies was 19(5.9%), while 136(42.5 were ambivalent and 165(51.6%) were planned pregnancies. The reliability testing demonstrated acceptable internal consistency (Cronbach’s alpha = 0.799) and the validity testing confirmed the unidimensional structure of the scale. In addition, all hypotheses were confirmed. Conclusions Amharic version of LMUP is a valid and reliable tool to measure pregnancy intention so that it can be used by Amharic speaking population in Ethiopia. It can also be used in research studies among Amharic-speaking women to measure unplanned pregnancy.
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Saez-Flores, E., S. H. Tawfik, and V. R. Mora. "Consideration of Bilingual Language Proficiency When Testing Pediatric Cancer Survivors: A Case Study." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1293. http://dx.doi.org/10.1093/arclin/acz029.60.
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Abstract Objective This case study illustrates the importance of considering English-language proficiency (ELP) when testing linguistically diverse individuals with medical conditions. Case Description Julia is a 10-year-old girl born to immigrant parents. She was primarily exposed to Spanish at home. At 4 years, she was diagnosed with medulloblastoma, had a craniotomy (gross total resection), craniospinal radiation, and 1 year of chemotherapy. Although in remission, lasting effects included ataxia, fine-and gross- motor impairment, hand-dominance switch, and mild hearing loss. Moreover, Julia’s schooling was delayed until she was 6 years old. Julia has struggled academically with vocabulary, phonemic awareness, reading fluency/comprehension, and listening comprehension. At 9 years, Julia was evaluated in English only and was reported to be in the Extremely Low range of cognitive function, attributed to her medical history. Despite her history of bilingual language acquisition, Julia’s ELP was not assessed and her abilities were likely underestimated. When Julia was 10 years old, a bilingual clinician conducted an evaluation to better assess Julia’s cognitive ability. Her performance greatly improved when tested in Spanish (increase in scores of >1 standard deviation). Diagnostic Impressions and Outcomes Julia was diagnosed with mild neurocognitive disorder due to another medical illness. However, her performance was likely impacted by her ELP as well, which was not being addressed. Discussion In order to accurately assess bilingual children with neurocognitive deficits resulting from medical complications, ELP and acquisition should be considered. In Julia’s case, her brain tumor, radiation, and chemotherapy likely disrupted her cognitive development during a critical time for language development.
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Faur, Mihaela-Liana, Romana Benea, and Corina Pantea. "Contribution of harmonious physical development exercises to increase bio-motor process at preschool children." Timisoara Physical Education and Rehabilitation Journal 11, no. 20 (September 1, 2018): 59–66. http://dx.doi.org/10.2478/tperj-2018-0009.
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Abstract Introduction: A child turns into a well-defined personality after a long educational process based on a curriculum, a process that is the first step on a learning path. The kindergarten, as Florinda Golu states, is “the first institution that ensures an intense learning process through a methodic activity framed in a play, effort, and interrelation regimen. This leads to acquisitions and progress in the cognitive, affective and psychomotor fields of a pre-school child”. [6, pg.140] The aim of this paper is to amend the instructive and educational process at pre-school level by developing the psychomotor activities/physical education (PE) lessons through using the physical exercises as a main resort for a harmonious physical development. Materials and methods: The experiment took place at the P.P. no.9 Kindergarten during the 2015-2016 school year, and included 30 children from the upper preschool group, 17 girls and 13 boys, aged 5-6. The test used included the following: somatic evaluation and motricity evaluation. Results: After applying the motricity evaluation content proposed in the paper, and after the initial and final testing (five motricity tests), we were able to see an amendment in the indices we tested for, and through direct observation we detected a “self-overcoming” will power in the children. These aspects validate the proposed hypothesis. Conclusions: The progress was materialized in: number of repetitions, centimeters, and number of points scored – they further strengthened our determination that balanced physical development exercises at this age (5-6) have a positive influence on the correct posture of children, that they make up the basis of general movement, and that they enhance the values of motricity indexes.
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Faur, Mihaela-Liana, Romana Benea, and Corina Pantea. "Contribution of harmonious physical development exercises to increase bio-motor process at preschool children." Timisoara Physical Education and Rehabilitation Journal 10, no. 19 (December 1, 2017): 130–36. http://dx.doi.org/10.1515/tperj-2017-0030.
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Abstract Introduction A child turns into a well-defined personality after a long educational process based on a curriculum, a process that is the first step on a learning path. The kindergarten, as Florinda Golu states, is “the first institution that ensures an intense learning process through a methodic activity framed in a play, effort, and interrelation regimen. This leads to acquisitions and progress in the cognitive, affective and psychomotor fields of a pre-school child”. The aim of this paper is to amend the instructive and educational process at pre-school level by developing the psychomotor activities/physical education (PE) lessons through using the physical exercises as a main resort for a harmonious physical development. Materials and methods The experiment took place at the P.P. no.9 Kindergarten during the 2015-2016 school year, and included 30 children from the upper preschool group, 17 girls and 13 boys, aged 5-6. The test used included the following: somatic evaluation and motricity evaluation. Conclusion After applying the motricity evaluation content proposed in the paper, and after the initial and final testing (five motricity tests), we were able to see an amendment in the indices we tested for, and through direct observation we detected a “self-overcoming” will power in the children. These aspects validate the proposed hypothesis. The progress was materialized in: number of repetitions, centimeters, and number of points scored – they further strengthened our determination that balanced physical development exercises at this age (5-6) have a positive influence on the correct posture of children, that they make up the basis of general movement, and that they enhance the values of motricity indexes.
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Валентина Воронецька. "IMPLEMENTATION STAGES OF THE MODEL OF DEVELOPMENT OF STUDENTS’ CREATIVE POTENTIAL OF A HUMANITARIAN GYMNASIUM." Problems of Modern Teacher Training, no. 2(22) (October 1, 2021): 41–48. http://dx.doi.org/10.31499/2307-4914.2(22).2020.219388.
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The article considers the stages of implementation of the model of development of students' creative potential of a humanitarian gymnasium, created on the basis of the provisions of personality-oriented, activity, competence, subject, culturological, environmental, acmeological and axiological approaches. In the course of the research it was found out that, the development of the students' creative potential of a humanitarian gymnasium should be carried out at the following stages: motivational-target, content-cognitive, activity and evaluation-effective. At the first, motivational-target stage, the tasks of testing the spiral of students' creative potential and “degrees of creativity” on the example of communities of children and adults in the humanitarian gymnasium were solved. Such communities have become the educational and cognitive community of classmates as the ones most likely to be organized at school. At the second, semantic and cognitive stage, the task was to test the “spiral of development of the students' creative potential” in the communities of children and adults formed in the institution of additional education. The implementation was carried out in various forms of activities: collective creative work, field creative meetings, creative reviews conducted in a non-traditional form. At the third, activity stage, the task of testing the idea of creating a variety of creative children and adults communities in the educational institution and ensuring the right of a child choice was solved. This allowed clarifying the types of pedagogically organized children and adults communities, to use fully the opportunities of coordinated professional activities of the “team of like-minded teachers” for the development of creative individuality of each child. At this stage, the following forms of work were used: talks-discussions, creative games, press conferences, marathons of thoughts, TV relays, and projective activities. The logic of the organization of the life of communities and the content of each stage are presented in accordance with the program “The Spiral of the Development of Student's Creative Potential”.
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Wahyuningtyas, Dessy Putri, and Faizatun Nafi’ah. "Pengembangan Media Pembelajaran Pop-Up Berbasis Sains Kelompok B RA Raden Fatah Podorejo." Madrasah 11, no. 1 (December 31, 2018): 46. http://dx.doi.org/10.18860/madrasah.v11i1.6166.
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Learning media development pop-up-based science is a means to help children understand and improve the cognitive ability of children in science. The purpose of this research is: (1) to develop learning science through the media pop-up, (2) to know the application of learning science through the media pop-up, (3) to find out about learning student understanding of science after using the media pop-up. This research uses the methods of research and development (R D &). This study refers to the development of the model of the Dick and Carey. Procedures for developing instructional media pop-up-based science uses several steps, as follows: needs analysis, product design, design and conduct formative evaluation (testing for individuals, the Council groups small, field trial), revision. The results of the validation of the content reaches the level of the validity of the 82%, design validation media reaches 91% and the validity of the classroom teacher reached 90%. This suggests that the learning media worthy and this can be used in the learning process. The cognitive ability of children who use the media pop-up learning increasing, it can be seen from the average percentage value before tests from 61.1 be 88.3. So, by using the pop-up media children understand more about the learning of science
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Kalnciema, Baiba, and Guna Svence. "CHANGES IN SCHOOL ANXIETY AND EMOTIONAL SELF-REGULATION OF AN ADOLESCENCE EXPERIMENTAL GROUP FOLLOWING THE ABKT-B PROGRAMME." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 253. http://dx.doi.org/10.17770/sie2020vol3.5160.
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The purpose of this study was to adapt the experimental programme MBCT-C (Randy J. Semple & Jennifer Lee’s programme “Mindfulness-Based Cognitive Therapy for Anxious Children”, 2011) in early adolescents and compare the changes in school anxiety and emotional regulation indicators before and after in the experimental and control group. The necessity for intervention with respect to school anxiety and emotional regulation among children with emotional regulation and school anxiety issues in the early adolescence group was indicated by research into problems connected with youth behaviour and difficulties in regulating emotions. The study analysed the results of six 6th grade students (12-13 years old) using the following instruments: The Emotion Questionnaire (Rydell, Berlin, & Bohlin, 2003, adapted by Grīvza, Brūdere-Ruska, & Raikova, 2014); the School Anxiety Questionnaire (Beeman N. Phillips, 1970, translated by Zalcmane, 2004), the Parent Evaluation Questionnaire (Semple & Lee, 2011) and the Children Evaluation Questionnaire (Semple & Lee, 2011) that have been used in research as assessment instruments. Testing was performed in two stages: before intervention and after 12 intervention sessions. The experimental group showed an improvement in all school anxiety results compared to the control group, but the school anxiety results of control group pupils deteriorated. Emotional regulation indicators for both groups decreased, but the main impact of the experiment was demonstrating that after 12 intervention sessions the level of school anxiety dropped, while scores related to emotional awareness compared to the control group increased.
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ten Kate, Chantal A. ten, Hanneke IJsselstijn, Michaela Dellenmark-Blom, E. Sofie van Tuyll van van Tuyll van Serooskerken, Maja Joosten, René M. H. Wijnen, and Michiel P. van Wijk van Wijk. "Psychometric Performance of a Condition-Specific Quality-of-Life Instrument for Dutch Children Born with Esophageal Atresia." Children 9, no. 10 (October 1, 2022): 1508. http://dx.doi.org/10.3390/children9101508.
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A condition-specific instrument (EA-QOL©) to assess quality of life of children born with esophageal atresia (EA) was developed in Sweden and Germany. Before implementing this in the Netherlands, we evaluated its psychometric performance in Dutch children. After Swedish–Dutch translation, cognitive debriefing was conducted with a subset of EA patients and their parents. Next, feasibility, reliability, and validity were evaluated in a nationwide field test. Cognitive debriefing confirmed the predefined concepts, although some questions were not generally applicable. Feasibility was poor to moderate. In 2-to-7-year-old children, 8/17 items had >5% missing values. In 8-to-17-year-old children, this concerned 3/24 items of the proxy-report and 5/14 items of the self-report. The internal reliability was good. The retest reliability showed good correlation. The comparison reliability between self-reports and proxy-reports was strong. The construct validity was discriminative. The convergent validity was strong for the 2-to-7-year-old proxy-report, and weak to moderate for the 8-to-17-year-old proxy-report and self-report. In conclusion, the Dutch-translated EA-QOL questionnaires showed good reliability and validity. Feasibility was likely affected by items not deemed applicable to an individual child’s situation. Computer adaptive testing could be a potential solution to customizing the questionnaire to the individual patient. Furthermore, cross-cultural validation studies and implementation-evaluation studies in different countries are needed.
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Sayorwan, Winai, Nutthida Phianchana, Kannika Permpoonputtana, and Vorasith Siripornpanich. "A Study of the Correlation between VEP and Clinical Severity in Children with Autism Spectrum Disorder." Autism Research and Treatment 2018 (2018): 1–8. http://dx.doi.org/10.1155/2018/5093016.
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Visual evoked potential (VEP) is a technique used to assess the brain’s electrical response to visual stimuli. The aims of this study were to examine neural transmission within the visual pathway through VEP testing in preschool children with autism spectrum disorder (ASD) and compare it to age-matched controls, as well as search for a correlation between the VEP parameters and the symptoms of ASD. Participants were composed of ASD children (9 males) and typically developing children (8 males and 4 females), aged between 3 and 5 years. Checkerboards were chosen as the pattern-reversal VEP. The clinical severity of ASD was assessed using the Autism Treatment Evaluation Checklist (ATEC) and the Vineland Adaptive Behavior Scales 2nd edition (VABS-II). Our findings demonstrated that children with ASD had significantly longer N145 latency compared to the controls. A longer N145 latency correlated with a higher score of ATEC within the sensory/cognitive awareness subdomain. In addition, a slower N145 response was also associated with a lower VABS-II score within the socialization domain. The correlation between longer VEP latency and abnormal behaviors in children with ASD suggests a delayed neural communication within other neural circuits, apart from the visual pathway. These lines of evidence support the possibility of using VEP, along with clinical parameters, for the assessment of ASD severity.
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Golubtsov, K. V., and O. Y. Orlov. "Flicker Fusion Frequency in Ophthalmic Express-Diagnosis." Perception 26, no. 1_suppl (August 1997): 157. http://dx.doi.org/10.1068/v970265.
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The critical flicker fusion frequency (CFF) for full-field illumination is an easily accessible measure for evaluating the functional state of the visual system. A decrease of the CFF is a symptom of some disorder and reason for medical care. Owing to the great number of components of the visual system (which includes the retina, neural pathways, and visual centres), however, diagnosis based on this single measure may be rather uncertain. This is possibly the reason why the diagnostic value of the CFF seems to be underestimated and why corresponding devices are not represented among everyday health evaluation procedures. We suggest a simple and convenient (even though not precise) device for CFF testing, useful for express-diagnosis of (i) general visual fatigue due to visual strain and (ii) abnormalities related to ophthalmopathology, implying the need of medical care. The simplicity and convenience of the device make it appropriate for monitoring, for example, school pupils in classrooms. A toy-like modification of the device enables testing of pre-school children. The diagnostic value of simple devices can be increased if the functional differences (relevant to the CFF: colour, movement, etc) of distinct parts of the human visual system are taken into account. Their deviations from the norm can be especially useful for selective diagnosis in some cases. This may be considered when developing further devices for simple express-diagnosis of ophthalmic diseases.
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Schumacher, R. E., T. W. Palmer, D. W. Roloff, P. A. LaClaire, and R. H. Bartlett. "Follow-up of Infants Treated With Extracorporeal Membrane Oxygenation for Newborn Respiratory Failure." Pediatrics 87, no. 4 (April 1, 1991): 451–57. http://dx.doi.org/10.1542/peds.87.4.451.
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Follow-up studies were conducted to assess the medical and developmental outcome of 92 infants treated with extracorporeal membrane oxygenation at the University of Michigan. Of 118 near-term (>34 weeks' gestation) infants who received extracorporeal membrane oxygenation, 103 (87%) were surviving and available for follow-up at between 1 and 7 years of age. Ninety-two of these children were seen on at least one occasion. Each visit included a history and physical examination, an evaluation by a physical therapist, and developmental testing by a pediatric psychologist. Medical outcome during year 1 found 31% of the children rehospitalized, primarily with respiratory illness. Outpatient-treated lower respiratory tract illness was seen in an additional 31% of the children. New or nonstatic neurologic problems were noted in 6% of the children. Abnormal growth during year 1 occurred in 26% of the children. At last clinic visit 16% of the children exhibited moderate-to-severe neurologic abnormalities, and 8% had moderate-to-severe cognitive delay. Sensorineural hearing loss occurred in 4% of children. Nine percent of the children were receiving speech and language therapy; screening tests showed that an additional 6% had speech and language delay. Overall, at last visit 16 (20%) of the children exhibited some type of handicap. A review of the literature on follow-up studies of non-extracorporeal membrane oxygenation-treated infants with persistent pulmonary artery hypertension produced an impairment rate of 18.5%. Outcome post-extracorporeal membrane oxygenation appears similar to that seen in less ill cohorts of infants treated with more "conventional" therapy. Long-term follow-up of all such infants remains essential.
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Medlin, L., L. Bello-Espinosa, N. Desire, and W. MacAllister. "C-70 Neuropsychological Profiles of Patients With SCN8A-Related Epilepsy." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 1099. http://dx.doi.org/10.1093/arclin/acz034.232.
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Abstract Objective Two cases of SCN8A-related epilepsy (a sodium-channelopathy) are presented. SCN8A-related epilepsy with encephalopathy (SCN8A-REE), the most common form, is typically characterized by refractory seizures, developmental delays, and intellectual disability (ID) but recently discovered variants have shown broadly normal cognition. Current cases highlight the heterogeneity seen with differing de-novo pathogenic variants. Method Case 1, a 6-year-old right-handed girl, presented with SCN8A-REE and a missense pathogenic variant (c.802A>C), not previously documented. History includes speech and motor delay, with focal motor seizures starting at 4-months. Early EEG showed bilateral centroparietal epileptiform discharges. Case 2, an 8-year-old right-handed girl, presented with SCN8A-related epilepsy with c.5630A>G pathogenic variant with seizure onset at 5-months. Initial EEG showed right occipital spikes. Results Case 1 currently shows motor and language delays and prominent motor tics. Testing documented ID with fairly global neuropsychological deficits (i.e., academics, attention/executive functions, memory, visual-spatial skills, fine motor, language). In contrast, Case 2 shows low average intellect and average academics, but evaluation documented attention deficits, fine motor delays, and behavioral issues in addition to tics; she was diagnosed with Attention-Deficit/Hyperactivity Disorder, Oppositional Defiant Disorder, Obsessive Compulsive Disorder, and Tourette’s. Conclusion These cases expand limited knowledge regarding neuropsychological functioning of children with SCN8A-related epilepsy with unique de-novo pathogenic variants. While SCN8A-REE is clearly associated with ID, other pathogenic variants may show better preserved intellect, despite other neuropsychological and behavioral concerns.
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Sullivan-Bolyai, Susan, Carol Bova, and Kimberly Johnson. "Development and Psychometric Testing of the Peer-Mentor Support Scale for Parents of Children With Type 1 Diabetes and for Youths With Type 1 Diabetes." Diabetes Educator 46, no. 2 (March 5, 2020): 191–96. http://dx.doi.org/10.1177/0145721720907055.
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Purpose The purpose of this study was to develop and evaluate the psychometric properties of the Peer-Mentor Support Scale (PMSS), a measure of peer-mentor support provided to parents of children with type 1 diabetes (T1D) and to youths with T1D. Methods A multistage process was undertaken to include the following: item construction based on qualitive data from those who have experienced peer-mentor support, cognitive interviewing with parents and youths, content validity assessment, pilot testing of the scale, and psychometric evaluation of the PMSS with 165 participants. Results The final version of the PMSS included 17 items, scored on a 4-point Likert scale, with higher scores corresponding with greater peer-mentor support. The Cronbach’s alpha was .85 (n = 165), and the intraclass correlation coefficient was .78 (n = 38). No significant relationship was found between the PMSS score and general social support, suggesting that peer-mentor support is distinct from general social support. Principal components factor analysis with varimax rotation was performed, indicating that the scale was unidimensional and explained 59.3% of the variance in peer-mentor support. Conclusion The PMSS is a reliable and valid 17-item instrument that can be used to measure the unique contributions of peer mentorship for parents of children with T1DM and for youths with T1DM.
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Ivanovic, Lidija, Danijela Ilic-Stosovic, Snezana Nikolic, and Veselin Medenica. "Does neuromotor immaturity represents a risk for acquiring basic academic skills in school-age children?" Vojnosanitetski pregled 76, no. 10 (2019): 1062–70. http://dx.doi.org/10.2298/vsp170417011i.
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Background/Aim. Studies that investigated the presence of soft neurological signs in terms of neuromotor immaturity and impact on the ability of reading, writing and calculation are rare. At school age, cognitive development in children of the typical population is monitored over, while much less was focused on motor development. This is one of the important reasons for conducting this research. The aim of this study is to determine whether neuromotor immaturity of children poses a risk for the adoption of the basic academic skills in school children. Most authors investigated the presence of dysgraphia, dyslexia and dyscalculia in clinically diagnosed conditions. Methods. The data were obtained by testing. To assess neuromotor maturity, The Developmental Screening Test was used. The quality of handwriting was evaluated according to the criteria proposed by Simner and Eidlitz. Quality of reading skills is assessed by the Three-dimensional Reading Test. Evaluation of the presence of difficulties in numeracy was performed by a series of adapted tasks, taken from the Romanian Screening Instrument for Dyscalculia. Results. The sample was divided into two groups of pupils according to the results. The groups consisted of students with and without the presence of neuromotor immaturity. There was a significantly higher prevalence of students with difficulties in reading, writing and numeracy in the group of neuromotor immature students. Conclusion. The results clearly indicated that neuromotor immaturity of children represents a risk to the adoption of the basic academic skills in children in school age. We believe that the school age is very important time to monitor motor development of a child to the same extent as the cognitive development. In this way, we would have the opportunity to intervene on time and reduce a possibility of school failure. Wider studies in this area are urgently needed.
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Loddenkemper, Tobias, Gary Cosmo, Prakash Kotagal, Jennifer Haut, Patricia Klaas, Ajay Gupta, Deepak K. Lachhwani, William Bingaman, and Elaine Wyllie. "EPILEPSY SURGERY IN CHILDREN WITH ELECTRICAL STATUS EPILEPTICUS IN SLEEP." Neurosurgery 64, no. 2 (February 1, 2009): 328–37. http://dx.doi.org/10.1227/01.neu.0000336767.14252.76.
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Abstract OBJECTIVE Pediatric epilepsy surgery candidates with unilateral congenital or early-acquired brain lesions may present with refractory seizures and generalized electroencephalographic features such as electrical status epilepticus in sleep (ESES). The purpose of our study was to review the clinical presentation, neuroimaging findings, and outcome in a series of children with unilateral brain lesions and ESES undergoing resective surgery for refractory epilepsy. METHODS A total of 415 consecutive patients younger than 18 years of age undergoing video electroencephalographic evaluation and epilepsy surgery at Cleveland Clinic were reviewed for ESES, an underlying pathological lesion, and outcome after surgery. RESULTS Eight patients were included. All patients presented with medically refractory epilepsy, hemiparesis, and developmental delay. The pathogenesis was perinatal infarction in 7 patients and malformation of cortical development in 1 patient. Preoperative electroencephalography demonstrated generalized interictal spikes, electroencephalographic seizures, and ESES in all cases. Age at the time of surgery ranged from 3 to 14 years. Six patients underwent hemispherectomy, and 2 patients underwent focal resection. Six patients became seizure-free after resection. Two patients with functional hemispherectomy continued to have rare seizures, but were much improved. These patients also had perinatal infarctions in the hemisphere contralateral to the resection, possibly indicating a less beneficial outcome. Postoperative electroencephalography demonstrated resolution of generalized interictal discharges and ESES in all. Formal pre- and postoperative neuropsychological testing showed overall improvement of age-equivalent scores. CONCLUSION Children with unilateral brain lesions and seizures may become seizure-free after epilepsy surgery, even if the preoperative electroencephalogram shows generalized ESES. The lesion occurring early in life and the location of the lesion may play a role in the development of ESES. Cognitive impairment may be aggravated by the persistence of ESES. Preliminary developmental data in this small sample suggest that termination of seizures and possibly of ESES by epilepsy surgery may have developmental benefits.