Journal articles on the topic 'TD children'
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ENGBERG-PEDERSEN, ELISABETH, and RIKKE VANG CHRISTENSEN. "Mental states and activities in Danish narratives: children with autism and children with language impairment." Journal of Child Language 44, no. 5 (November 2, 2016): 1192–217. http://dx.doi.org/10.1017/s0305000916000507.
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AbstractThis study focuses on the relationship between content elements and mental-state language in narratives from twenty-seven children with autism (ASD), twelve children with language impairment (LI), and thirty typically developing children (TD). The groups did not differ on chronological age (10;6–14;0) and non-verbal cognitive skills, and the groups with ASD and TD did not differ on language measures. The children with ASD and LI had fewer content elements of the storyline than the TD children. Compared with the TD children, the children with ASD used fewer subordinate clauses about the characters’ thoughts, and preferred talking about mental states as reported speech, especially in the form of direct speech. The children with LI did not differ from the TD children on these measures. The results are discussed in the context of difficulties with socio-cognition in children with ASD and of language difficulties in children with LI.
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Horne, R. S., A. Sakthiakumaran, A. Bassam, J. Thacker, M. J. Davey, and G. M. Nixon. "0891 Cardiovascular Control is Impaired in Children With Down Syndrome and Sleep Disordered Breathing." Sleep 43, Supplement_1 (April 2020): A339. http://dx.doi.org/10.1093/sleep/zsaa056.887.
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Abstract Introduction Children with Down Syndrome (DS) are at increased risk for sleep disordered breathing (SDB). In typically developing (TD) children, SDB is associated with adverse cardiovascular effects including elevated heart rate and blood pressure and impaired autonomic control. The aim of this study was to compare the cardiovascular effects of SDB in children with DS to those of TD children with and without SDB. Methods 44 children with DS (3-18 y) were age and gender matched with 44 TD children without SDB (TD-) and with TD children with matched severity of SDB (TD+). Height, weight and blood pressure were measured and BMI, systolic and diastolic z-scores calculated. Heart rate variability (HRV) was calculated for 2 min artefact free epochs overnight. Power spectral density for the low frequency (LF), high frequency (HF), total power (TP) and the LF/HF ratio (sympathovagal balance) were calculated. Data were compared between groups with Kruskal-Wallis one-way ANOVA. Results Wake heart rate, systolic and diastolic z-scores were not different between groups. LF/HF was higher in the DS group compared to both TD+ (p<0.05) and TD- (p<0.01) in wake and total sleep time. During total sleep HF power was lower in DS compared to TD+ (p<0.01). In N2 TP and HF were lower and LF/HF higher in DS compared to both TD+ (p<0.01) and TD- (p<0.05). In N3 HF was lower in DS compared to TD+ (p<0.05) and LF/HF was higher compared to both TD+ and TD- (p<0.001 for both) and in REM LF/HF was higher compared to TD+ (p<0.01). Conclusion In children with DS and SDB, autonomic cardiovascular control is impaired compared to TD children matched for SDB severity and to non-snoring TD children. Our findings demonstrate significantly reduced parasympathetic activity (reduced HF power) and increased sympathovagal balance, that may contribute to increased risk of cardiovascular disease later in life. Support This study was funded by the Jack Brockhoff Foundation.
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Sugimoto, Dai, Amy E. Rabatin, Jodie E. Shea, Becky Parmeter, Benjamin J. Shore, and Andrea Stracciolini. "Attitudes and Behaviors of Physical Activity in Children with Cerebral Palsy: Findings from PLAY Questionnaire." Children 9, no. 7 (June 29, 2022): 968. http://dx.doi.org/10.3390/children9070968.
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To investigate the domains of physical activity in children with cerebral palsy (CP) and to compare these findings to typically developed (TD) children. Methods: A cross-sectional study design. Responses of the four domains in Play Lifestyle and Activity in Youth (PLAY) questionnaire were descriptively analyzed and compared between children with CP (GMFCS I-II) and TD children. Results: Fifty-three children with CP (N = 53, 36 males and 17 females, age of 8.4 ± 1.7 years) and 58 TD children (N = 58, 34 males and 24 females, age of 7.6 ± 1.4 years) participated in this study. In analyses of daily behavior, reported participation in weekly (adaptive) physical education (PE) and sports were more frequent in children with CP (0.6 ± 0.5 days per week) compared to TD children (0.4 ± 0.6 days per week, p = 0.040). Outside play time including free play, organized (adaptive) sports and recess were higher in children with CP (2.7 ± 0.8 days per week) than TD children (2.4 ± 0.7 days per week, p = 0.022). About motivation/attitudes, a higher proportion of TD children feel sad if they are not able to play sports during the day (74.1%) compared to children with CP (48.7%, p < 0.001). Conclusion: Physical activity level was comparable between children with CP and age-matched TD children, while TD children showed higher scores in knowledge and understanding, motivation/attitudes, and physical competence.
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Kennedy, Rachel A., Kate Carroll, Graham Hepworth, Kade L. Paterson, Monique M. Ryan, and Jennifer L. McGinley. "Falls in paediatric Charcot-Marie-Tooth disease: a 6-month prospective cohort study." Archives of Disease in Childhood 104, no. 6 (August 13, 2018): 535–40. http://dx.doi.org/10.1136/archdischild-2018-314890.
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ObjectiveTo prospectively study falls in children and adolescents with Charcot-Marie-Tooth disease (CMT).DesignProspective cohort study.SettingNeuromuscular outpatient clinic of a tertiary paediatric hospital.PatientsSixty children and adolescents (‘children’) aged 4–18 years, 30 with CMT and 30 typically developing (TD).Main outcome measuresFalls rate over 6 months and falls characteristics questionnaire.ResultsTwenty-two children with CMT reported falling at least once in 6 months compared with eight TD children (CMT 2819 (0–1915), TD 31 (0–6) total falls (range)). Detailed falls characteristics were collected from 242 individual falls (CMT 216, TD 26). Injurious falls were reported by 19 children with CMT (74 falls) compared with 2 TD children (3 falls), with cuts, grazes and bruising most common. No fractures were sustained and no child required hospitalisation. However, 12 injuries from falls in children with CMT required management by a healthcare provider, versus none in TD children. Tripping was the most common mechanism of falls in both groups. Age was the strongest predictor of falls (ρ=−0.53, p=0.006) with all children (CMT and TD) aged <7 years falling. Balance was the strongest impairment-related predictor of falls (ρ=−0.47, p=0.02). The conservative estimate of risk of falls in children and adolescents with CMT was 33 times higher than their TD peers (incidence rate ratio=32.8, 95% CI 10.2 to 106.0).ConclusionsChildren and adolescents with CMT fall more often than TD peers and sustain more injuries when they fall.
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VOGT, SUSANNE, and CHRISTINA KAUSCHKE. "Observing iconic gestures enhances word learning in typically developing children and children with specific language impairment." Journal of Child Language 44, no. 6 (January 23, 2017): 1458–84. http://dx.doi.org/10.1017/s0305000916000647.
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AbstractResearch has shown that observing iconic gestures helps typically developing children (TD) and children with specific language impairment (SLI) learn new words. So far, studies mostly compared word learning with and without gestures. The present study investigated word learning under two gesture conditions in children with and without language impairment. Twenty children with SLI (age four), twenty age-matched TD children, and twenty language-matched TD children were taught words that were presented with either iconic or non-iconic gestures. Results showed that children of all groups benefited more successfully from observing iconic gestures for word learning. The iconic gesture advantage was similar across groups. Thus, observing iconic gestures prompts richer encoding and makes word learning more efficient in TD and language impaired children.
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Luisier, Anne-Claude, Geneviève Petitpierre, Annick Clerc Bérod, Anne-Raphaëlle Richoz, Junpeng Lao, Roberto Caldara, and Moustafa Bensafi. "Visual and Hedonic Perception of Food Stimuli in Children with Autism Spectrum Disorders and their Relationship to Food Neophobia." Perception 48, no. 3 (February 13, 2019): 197–213. http://dx.doi.org/10.1177/0301006619828300.
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The present study examined whether children with autism spectrum disorder (ASD) and typically developing (TD) children differed in visual perception of food stimuli at both sensorimotor and affective levels. A potential link between visual perception and food neophobia was also investigated. To these aims, 11 children with ASD and 11 TD children were tested. Visual pictures of food were used, and food neophobia was assessed by the parents. Results revealed that children with ASD explored visually longer food stimuli than TD children. Complementary analyses revealed that whereas TD children explored more multiple-item dishes (vs. simple-item dishes), children with ASD explored all the dishes in a similar way. In addition, children with ASD gave more negative appreciation in general. Moreover, hedonic rating was negatively correlated with food neophobia scores in children with ASD, but not in TD children. In sum, we show here that children with ASD have more difficulty than TD children in liking a food when presented visually. Our findings also suggest that a prominent factor that needs to be considered is time management during the food choice process. They also provide new ways of measuring and understanding food neophobia in children with ASD.
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Pangelinan, Melissa M., Bradley D. Hatfield, and Jane E. Clark. "Differences in movement-related cortical activation patterns underlying motor performance in children with and without developmental coordination disorder." Journal of Neurophysiology 109, no. 12 (June 15, 2013): 3041–50. http://dx.doi.org/10.1152/jn.00532.2012.
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Behavioral deficits in visuomotor planning and control exhibited by children with developmental coordination disorder (DCD) have been extensively reported. Although these functional impairments are thought to result from “atypical brain development,” very few studies to date have identified potential neurological mechanisms. To address this knowledge gap, electroencephalography (EEG) was recorded from 6- to 12-yr-old children with and without DCD ( n = 14 and 20, respectively) during the performance of a visuomotor drawing task. With respect to motor performance, typically developing (TD) children exhibited age-related improvements in key aspects of motor planning and control. Although some children with DCD performed outside this TD landscape (i.e., age-related changes within the TD group), the group developmental trajectory of the children with DCD was similar to that of the TD children. Despite overall similarities in performance, engagement of cortical resources in the children with DCD was markedly different from that in their TD counterparts. While the patterns of activation are stable in TD children across the age range, the young children with DCD exhibited less engagement of motor cortical brain areas and the older children with DCD exhibited greater engagement of motor cortical brain areas than their TD peers. These results suggest that older children with DCD may employ a compensatory strategy in which increased engagement of relevant motor resources allows these children to perform comparably to their TD peers. Moreover, the magnitude of activation was related to several kinematic measures, particularly in children with DCD, suggesting that greater engagement in motor resources may underlie better behavioral performance.
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Skogli, Erik Winther, Per Normann Andersen, Kjell Tore Hovik, and Merete Øie. "Development of Hot and Cold Executive Function in Boys and Girls With ADHD." Journal of Attention Disorders 21, no. 4 (July 28, 2016): 305–15. http://dx.doi.org/10.1177/1087054714524984.
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Objective: To investigate the development of executive function with pronounced emotional salience (hot EF) and less pronounced emotional salience (cold EF) in boys and girls with ADHD relative to typically developing (TD) children. Method: Seventy-five children with ADHD and 47 TD children were assessed with hot and cold EF tests at baseline and after 2 years. Results: Despite considerable maturation, the ADHD group remained impaired on all cold EF tests relative to TD children after 2 years. There was no effect of gender on cold EF test results. Females with ADHD outperformed TD counterparts on hot EF at baseline. Females with ADHD showed deteriorating hot EF performance, while TD counterparts showed improved hot EF performance across time. Conclusion: Enduring cold EF impairments after 2 years may reflect stable phenotypic traits in children with ADHD. Results indicate divergent developmental trajectories of hot EF in girls with ADHD relative to TD counterparts.
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Plym, Jade, Pekka Lahti-Nuuttila, Sini Smolander, Eva Arkkila, and Marja Laasonen. "Structure of Cognitive Functions in Monolingual Preschool Children With Typical Development and Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 64, no. 8 (August 9, 2021): 3140–58. http://dx.doi.org/10.1044/2021_jslhr-20-00546.
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Purpose Developmental language disorder (DLD) is defined by persistent difficulties with language, but a growing body of evidence suggests that it is also associated with domain-general and nonverbal information-processing deficits. However, the interconnections between cognitive functions, both nonverbal and language related, are still unclear. With the aim of gaining more comprehensive insight into the cognitive deficits related to DLD, we investigated and compared the cognitive structure of children with DLD and typically developing (TD) children. Method As a part of the Helsinki longitudinal SLI study, monolingual Finnish preschoolers ( N = 154; TD group: n = 66, DLD group: n = 88) were assessed with 23 tasks measuring nonverbal and verbal reasoning, language processing, memory, visuomotor functions, attention, and social cognition. Exploratory factor analysis and structural equation modeling were performed to examine latent constructs and to test measurement invariance between the TD and DLD groups. Results Measurement invariance was not found across the TD and DLD groups. Best fitting structure for TD children included factors reflecting verbal abilities, processing speed/short-term memory, visuomotor functions, and visuoconstructive abilities/nonverbal reasoning. The DLD group's structure comprised nonverbal abilities, naming/expressive language, verbal comprehension, and verbal/declarative memory. Conclusions The findings suggest that the structure of cognitive functions differs in TD children and children with DLD already at preschool age. Nonverbal functions seem more unified, whereas verbal functions seem more varying in preschoolers with DLD compared to TD children. The results can be used in future research for prognosis of DLD and planning interventions.
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Park, Jisook, Carol A. Miller, Teenu Sanjeevan, Janet G. van Hell, Daniel J. Weiss, and Elina Mainela-Arnold. "Bilingualism and Attention in Typically Developing Children and Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 62, no. 11 (November 22, 2019): 4105–18. http://dx.doi.org/10.1044/2019_jslhr-l-18-0341.
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Purpose The aim of the current study was to investigate whether dual language experience modulates the efficiency of the 3 attentional networks (alerting, orienting, and executive control) in typically developing (TD) children and in children with developmental language disorder (DLD). Method We examined the attentional networks in monolingual and bilingual school-aged children (ages 8–12 years) with and without DLD. TD children (35 monolinguals, 23 bilinguals) and children with DLD (17 monolinguals, 9 bilinguals) completed the Attention Network Test ( Fan et al., 2002 ; Fan, McCandliss, Fossella, Flombaum, & Posner, 2005 ). Results Children with DLD exhibited poorer executive control than TD children, but executive control was not modified by bilingual experience. The bilingual group with DLD and both TD groups exhibited an orienting effect, but the monolingual group with DLD did not. No group differences were found for alerting. Conclusions Children with DLD have weak executive control skills. These skills are minimally influenced by dual language experience, at least in this age range. A potential bilingual advantage in orienting may be present in the DLD group.
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Gİrli, Alev. "Comparison of the Advanced Theory of Mind Skills in Turkish Children with Autism and Typically Developing Children." International Journal of Learning and Teaching 9, no. 2 (August 2, 2017): 305–16. http://dx.doi.org/10.18844/ijlt.v9i2.1156.
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Theory of mind (ToM) has been applied in an attempt to explain the social impairments that characterize children with autism spectrum disorder (ASD). However, an examination of several Turkish ToM studies revealed that ToM belief tests often have been used inappropriately to assess typically developing (TD) children and those adult versions of the Eyes Test and other ToM tests have been used inappropriately to assess adults with psychiatric disorders. Among the studies examined, none had used advanced ToM tests such as the Eyes Test and the Strange Stories Test to compare TD children and children with autism. The objective of this study was to examine the ToM levels attained by children with autism and TD children between the ages of 7 and 13 years, using the advanced ToM Strange Stories and Eyes tests. Compared with ASD children, TD children achieved higher scores on the Eyes and Strange Stories tests.
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CHONDROGIANNI, VASILIKI, THEODOROS MARINIS, SUSAN EDWARDS, and ELMA BLOM. "Production and on-line comprehension of definite articles and clitic pronouns by Greek sequential bilingual children and monolingual children with specific language impairment." Applied Psycholinguistics 36, no. 5 (May 15, 2014): 1155–91. http://dx.doi.org/10.1017/s0142716414000101.
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ABSTRACTThe present study compared production and on-line comprehension of definite articles and third person direct object clitic pronouns in Greek-speaking typically developing, sequential bilingual (L2-TD) children and monolingual children with specific language impairment (L1-SLI). Twenty Turkish Greek L2-TD children, 16 Greek L1-SLI children, and 31 L1-TD Greek children participated in a production task examining definite articles and clitic pronouns and, in an on-line comprehension task, involving grammatical sentences with definite articles and clitics and sentences with grammatical violations induced by omitted articles and clitics. The results showed that the L2-TD children were sensitive to the grammatical violations despite low production. In contrast, the children with SLI were not sensitive to clitic omission in the on-line task, despite high production. These results support a dissociation between production and on-line comprehension in L2 children and for impaired grammatical representations and lack of automaticity in children with SLI. They also suggest that on-line comprehension tasks may complement production tasks by differentiating between the language profiles of L2-TD children and children with SLI.
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Varghese, Aiswarya L., Chinnu Thomas, Megha Mohan, and Sudhin Karuppali. "A Comparative Study of the Communication Profile of Typically Developing Children and Children with Receptive-Expressive Language Disorders: A Parental Perceptive." Clinical Practice & Epidemiology in Mental Health 17, no. 1 (January 12, 2021): 177–86. http://dx.doi.org/10.2174/1745017902117010177.
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Background: Parental concerns pertaining to communication abilities are essential as it does aid in the identification of the children at risk of physical and mental health problems. Objectives: The current study followed a cross sectional study design. The study focussed on developing a questionnaire targeting the parental concerns in Typically developing (TD) children and children with Receptive-Expressive Language Disorders (CWRELD) between 3.7 and 6.6 years of age; to administer the developed questionnaire on parents of TD children and CWRELD; and to analyse and compare the concerns faced by parents of TD children and CWRELD across 3.7 and 6.6 years of age. Methods: Fifty-one parents of TD children and 51 parents of CWRELD participated in the study. The study was carried out in three phases- Phase I included the development and validation of questionnaire; Phase II included data collection using the developed questionnaire; and Phase III included performing statistical analysis. Descriptive statistics was done to determine the mean and standard deviation (SD) for both the TD and CWRELD groups. Results: The results revealed that the concerns exhibited by parents of CWRELD were significantly higher than that of parents of TD children. Chi square results indicated statistically significant findings across all the domains between TD children and CWRELD (p<0.05). Conclusion: The developed questionnaire can be used in clinical settings to help track parental concerns which may aid in the early identification of children at risk of various communication disorders. Additionally, this questionnaire may be considered for monitoring parental concerns throughout the course of the intervention program.
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Hong, Yitian, Fang Zhou, Si Chen, Angel Wing Shan Chan, Tempo Po Yi Tang, Eunjin Chun, Bei Li, et al. "Phonetic entrainment of Cantonese-speaking children with autism spectrum disorder (ASD)." Journal of the Acoustical Society of America 151, no. 4 (April 2022): A274. http://dx.doi.org/10.1121/10.0011314.
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Individuals with Autism Spectrum Disorder (ASD) typically show less engagement in social interactions. Previous studies in verbal communication found that they are less able to entrain the phonetic features to their interlocutors, compared to their Typically Developing (TD) counterparts. In this study, we examined the phonetic adjustment of 15 Cantonese-speaking ASD children (mean age = 8.5 years, range = 6–10.8) and 9 Cantonese-speaking TD children (mean age = 7.9 years, range = 6.4–9.6) when using the designed sentences to answer questions raised by the same experimenter. There are three main findings: (1) ASD children tended to disentrain the minimum f0 from the experimenter while TD children showed consistent minimum f0 through the experiment, possibly because TD children noticed the convergence made by the experimenter; (2) TD children significantly entrained the intensity towards the experimenter, but no entrainment was found in ASD children; and (3) both groups demonstrated an increase of speech rate, catching up with the speech rate of the experimenter. Although children at this age range might not fully acquire entrainment skills, our results suggested that compared to TD children, ASD children started to show atypicality of phonetic adjustment in conversations. This study of Cantonese speakers makes cross-linguistic contribution to the literature of ASD children's language acquisition.
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Larson, Caroline, Ishanti Gangopadhyay, Margarita Kaushanskaya, and Susan Ellis Weismer. "The Relationship Between Language and Planning in Children With Language Impairment." Journal of Speech, Language, and Hearing Research 62, no. 8 (August 15, 2019): 2772–84. http://dx.doi.org/10.1044/2019_jslhr-l-18-0367.
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Purpose This study examined the relationship between language and planning, a higher order executive function skill, in children with specific language impairment (SLI) and typically developing (TD) children. We hypothesized differences between groups in planning performance and in the role of verbal mediation during planning. Method Thirty-one children with SLI and 50 TD age-matched peers (8–12 years) participated in the study. We assessed language ability via a standardized language measure and planning via a dual-task Tower of London paradigm with 3 conditions: no secondary task (baseline), articulatory suppression secondary task (disrupted verbal mediation), and motor suppression secondary task (control for secondary task demand). Results We found similar overall accuracy between children with SLI and TD peers on the Tower of London. Children with SLI executed trials more slowly at baseline than TD peers but not under articulatory suppression, and children with SLI spent less time planning than TD children at baseline and under articulatory suppression. There was a significant interaction among group, language ability, and planning time under articulatory suppression. Children with SLI who had relatively better language ability spent less time planning than children with SLI who had poorer language ability when verbal mediation was disrupted. This pattern was reversed for TD children. Conclusions This study provides evidence for a relationship between language and planning, yet this relationship differed between children with SLI compared to TD peers. Findings suggest that children with SLI use nonlinguistic perceptual strategies to a greater degree than verbal strategies on visuospatial planning tasks and that intervention might address strategy use for planning.
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Nip, Ignatius S. B., Carlos R. Arias, Kristen Morita, and Hannah Richardson. "Initial Observations of Lingual Movement Characteristics of Children With Cerebral Palsy." Journal of Speech, Language, and Hearing Research 60, no. 6S (June 22, 2017): 1780–90. http://dx.doi.org/10.1044/2017_jslhr-s-16-0239.
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Purpose This preliminary study compared the speech motor control of the tongue and jaw between children with cerebral palsy (CP) and their typically developing (TD) peers. Method Tongue tip and jaw movements of 4 boys with spastic CP and 4 age- and sex-matched TD peers were recorded using an electromagnetic articulograph during 10 repetitions of “Dad told stories today.” The duration, path distance, average speed, and speech movement stability of the movements were calculated for each repetition. Results The children with CP had longer durations than their TD peers. Children with CP had longer path distances and faster average speed as compared with their TD peers for both articulators. The TD group but not the CP group had longer path distances and faster average speeds for the tongue than the jaw. The CP group had reduced speech movement stability for the tongue as compared with their TD peers, but both groups had similar speech movement stability for the jaw. Conclusions Children with CP had impaired speech motor control of the tongue and jaw as compared with their TD peers, and these speech motor control deficits were more pronounced in the tongue tip than the jaw.
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Alhazmi, Ayman, Reneva Petersen, and Kirsten A. Donald. "Quality of life among parents of South African children with autism spectrum disorder." Acta Neuropsychiatrica 30, no. 4 (March 22, 2018): 226–31. http://dx.doi.org/10.1017/neu.2018.5.
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AbstractObjectiveTo describe the quality of life (QOL) of South African parents caring for children with autism spectrum disorder (ASD) as compared with parents of typically developing (TD) children from the same community.MethodsA cross-sectional study was done evaluating the QOL of parents of 52 children (26 parents of children with ASD versus 26 parents of TD children) using a structured measure, (World Health Organization Quality of Life Assessment-BREF).ResultsThe mean age of the children with ASD was 64.9 months (SD 14.5) versus 60.1 months (SD 13.5) for TD group. There was a male predominance among group of children with ASD (48 boys, four girls). The mean parental age of the ASD group was 32.9 years (SD 7.8) compared with 33.8 years (SD 6.8) for the TD group. As compared with parents of the TD children, parents of children with ASD had lower mean QOL scores in the four QOL domains: physical, psychological, social and environmental health (p<0.0001). the domain where the discrepancy between groups was greatest was the physical domain Where the mean score was 52.1 (SD 18.7) in the ASD group and 92 (SD 10.4) in the TD group. Lower income, severity level of ASD and lack of access to school placement of children with ASD were found significantly associated with parents’ QOL domains.ConclusionQOL of parents of children with ASD is significant lower than that of the parents of their TD peers across all domains and is an important component in management of the family which needs to be explored and addressed.
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Leonard, Laurence B., Patricia Deevy, Marc E. Fey, and Shelley L. Bredin-Oja. "Sentence Comprehension in Specific Language Impairment: A Task Designed to Distinguish Between Cognitive Capacity and Syntactic Complexity." Journal of Speech, Language, and Hearing Research 56, no. 2 (April 2013): 577–89. http://dx.doi.org/10.1044/1092-4388(2012/11-0254).
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Purpose This study examined sentence comprehension in children with specific language impairment (SLI) in a manner designed to separate the contribution of cognitive capacity from the effects of syntactic structure. Method Nineteen children with SLI, 19 typically developing children matched for age (TD-A), and 19 younger typically developing children (TD-Y) matched according to sentence comprehension test scores responded to sentence comprehension items that varied in either length or their demands on cognitive capacity, based on the nature of the foils competing with the target picture. Results The TD-A children were accurate across all item types. The SLI and TD-Y groups were less accurate than the TD-A group on items with greater length and, especially, on items with the greatest demands on cognitive capacity. The types of errors were consistent with failure to retain details of the sentence apart from syntactic structure. Conclusions The difficulty in the more demanding conditions seemed attributable to interference. Specifically, the children with SLI and the TD-Y children appeared to have difficulty retaining details of the target sentence when the information reflected in the foils closely resembled the information in the target sentence.
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Promsorn, Sawika, and Soontharee Taweetanalarp. "The multi-directional reach test in children with Down syndrome." Hong Kong Physiotherapy Journal 41, no. 01 (February 10, 2021): 65–74. http://dx.doi.org/10.1142/s1013702521500062.
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Objective: This study investigated the limits of stability (LOS) and the movement patterns during reaching by applying the Multi-Directional Reach Test (MDRT) in children with Down syndrome (DS) aged 7–12 years old. Methods: Thirty children with DS and 30 age and gender typical development (TD) matched children, aged 7–12 years old were recruited. Each child was asked to reach as far as possible during standing in four directions using a self-selected movement pattern. The movement patterns were classified by two experienced pediatric physical therapists. Results: The reach distance in children with DS aged 7–9 years old was significantly shorter than TD children aged 7–9 years old for the forward and backward directions. Also, the reach distance in DS children aged 7–9 years old was significantly smaller than that of TD children aged 10–12 years old for all directions. For children with DS aged 10–12 years old, the reach distance was significantly less than that of TD children only in the backward direction. All children with DS in this study adopt a hip and mixed strategy during forward and backward reaching. In contrast, TD children adopt an adult-like movement pattern. Conclusion: The boundary of stability in an anteroposterior (AP) direction of children with DS aged 7–12 years old was lesser than the matched TD children, especially for the backward direction. These findings may assist therapists in detecting postural control and balance problems in children with DS.
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Sanjeevan, Teenu, Elina Mainela-Arnold, Martha W. Alibali, and Julia L. Evans. "The temporal relationship between speech and manual communicative gesture in children with specific language impairment." Gesture 15, no. 3 (November 28, 2016): 321–39. http://dx.doi.org/10.1075/gest.15.3.03san.
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This study examined the relationship between word frequency and timing of communicative gestures in children with specific language impairment (SLI) and typically-developing (TD) children. Nine children with SLI and twelve age-matched TD children produced a narrative after watching an animated cartoon. Redundant gesture-speech pairs were identified and coded for temporal alignment between gesture and speech onset and gesture duration. Word frequency for the co-occurring words was determined using the SUBTLEXus database. No significant group differences were found for temporal alignment or gesture duration. However, word frequency was associated with temporal alignment and gesture duration in TD children, but not in children with SLI. This finding suggests that the role communicative gestures play in lexical access may be different in children with SLI relative to TD children.
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Lučić, Lana. "Parents of Children with Developmental Difficulties and Parents of Typically Developed Children: What Happens in a Year?" Behavioral Sciences 10, no. 1 (December 18, 2019): 4. http://dx.doi.org/10.3390/bs10010004.
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Parents of children with developmental difficulties (DD) face many challenges on an everyday basis and, compared to a parent of a typically developed child (TD), are at risk to experience lower well-being. Earlier, as a part of the CRO-WELL project, we explored differences in the well-being of parents of children with DD and a matching group of parents of TD children. Results showed that both groups of parents were equally happy and satisfied with their lives in general, with only a difference in satisfaction with free time. The aim of the current study was to explore what happened in one-year’s time. Out of the initial sample of 41 parents by group, the second wave was completed by 19 parents of DD children and 27 parents of TD children. Results showed that parents of children with DD were less satisfied with life in general, as well as less happy and less satisfied with health, family, friends, and safety compared to parents of TD children. They also experienced three times more negative events than parents of TD children. Having a child with developmental difficulties reflects on many life domains and these results could serve as a guidepost in the design of support for families of children with developmental difficulties. All authors have read and agreed to the published version of the manuscript.
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Learmonth, Amy E., Madeline Lui, Emily Janhofer, Rachel Barr, and Peter Gerhardstein. "Comparison of Imitation From Screens Between Typically Developing Preschoolers and Preschoolers With Autism Spectrum Disorder." Journal of Cognitive Education and Psychology 18, no. 2 (October 1, 2019): 108–30. http://dx.doi.org/10.1891/1945-8959.18.2.108.
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Typically developing (TD) children exhibit a transfer deficit imitating significantly less from screen demonstrations compared to a live demonstrations. Although many interventions for children with autism spectrum disorder (ASD) include video materials, little research exists comparing the effectiveness of video demonstration over live instruction. The current study compared imitation learning from live and screen-based demonstrations of how to make a puzzle by 3- to 4.5-year-old TD children (n = 68) and children with ASD (n = 17). Children were tested on either on a three-dimensional (3D) magnet board (MB) with magnetic puzzle pieces or a 2D touch screen (TS) with virtual puzzle pieces. Neither TD nor ASD children exhibited a transfer deficit suggesting that for this task, the transfer deficit ends around 3 years of age. Children with ASD were less efficient overall than TD children on the task and performed worse than their TD counterparts when they were tested with the 3D MB puzzle. These findings suggest that children with ASD have greater difficulty acting on 3D objects than 2D TSs. Future studies should investigate if TSs can be used to teach children with ASD other tasks (184 words).
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GALEOTE, MIGUEL, PILAR SOTO, EUGENIA SEBASTIÁN, ELENA CHECA, and CONCEPCIÓN SÁNCHEZ-PALACIOS. "Early grammatical development in Spanish children with Down syndrome." Journal of Child Language 41, no. 1 (January 3, 2013): 111–31. http://dx.doi.org/10.1017/s0305000912000591.
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ABSTRACTThe objective of this work was to analyze morphosyntactic development in a wide sample of children with Down syndrome (DS) (n = 92) and children with typical development (TD) (n = 92) with a mental age (MA) of 20 to 29 months. Children were individually matched for gender and MA (Analysis 1) and for vocabulary size (Analysis 2). Information about morphosyntax was obtained using an adaptation of the CDI for children with DS. In both analyses, the number of children with DS and with TD who combined words was similar. Analysis 1 showed that children with DS produced shorter utterances, with less morphosyntactic complexity and less morphological suffixes than children with TD, despite having the same mental age. The developmental pattern was similar, although slower in children with DS. Analysis 2 showed that the performance of children with DS was lower than the performance of children with TD in relation to morphosyntactic complexity and morphological suffixes.
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Basile, Alexandra, Maggie E. Toplak, and Brendan F. Andrade. "Using Metacognitive Methods to Examine Emotion Recognition in Children With ADHD." Journal of Attention Disorders 25, no. 2 (November 16, 2018): 245–57. http://dx.doi.org/10.1177/1087054718808602.
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Objective: This study investigated confidence accuracy associations for emotion recognition (ER) in children with ADHD and typically developing children (TD). Method: Thirty-nine children with ADHD and 42 TD ( M = 9 years, 11 months, SD = 14.92 months, 26 females) completed an ER task. Intelligence and executive function task performance were also measured. Results: The ADHD group was more confident on ER compared with TD, but no group differences were found on their overall accuracy. Specifically, the ADHD group was more confident in its recognition of sad and angry faces compared with the TD group. On a metacognitive index, the ADHD group displayed lower resolution, suggesting that the TD group was better at discriminating correct from incorrect responses. Higher resolution was associated with lower ADHD symptoms. Conclusion: Confidence ratings with reference to performance on a specific task can provide an index of social-cognition in children with ADHD.
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STOJANOVIK, VESNA, VITOR ZIMMERER, JANE SETTER, KERRY HUDSON, ISIL POYRAZ-BILGIN, and DOUG SADDY. "Artificial grammar learning in Williams syndrome and in typical development: The role of rules, familiarity, and prosodic cues." Applied Psycholinguistics 39, no. 2 (July 17, 2017): 327–53. http://dx.doi.org/10.1017/s0142716417000212.
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ABSTRACTArtificial grammar learning is an empirical paradigm that investigates basic pattern and structural processing in different populations. It can inform how higher cognitive functions, such as language use, take place. Our study used artificial grammar learning to assess how children with Williams syndrome (WS; n = 16) extract patterns in structured sequences of synthetic speech, how they compare to typically developing (TD) children (n = 60), and how prosodic cues affect learning. The TD group was divided into a group whose nonverbal abilities were within the range of the WS group, and a group whose chronological age was within the range of the WS group. TD children relied mainly on rule-based generalization when making judgments about sequence acceptability, whereas children with WS relied on familiarity with specific stimulus combinations. The TD participants whose nonverbal abilities were similar to the WS group showed less evidence of relying on grammaticality than TD participants whose chronological age was similar to the WS group. In absence of prosodic cues, the children with WS did not demonstrate evidence of learning. Results suggest that, in WS children, the transition to rule-based processing in language does not keep pace with TD children and may be an indication of differences in neurocognitive mechanisms.
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SCHOPICK, DAVID. "Watch for TD in Children and Teens." Clinical Psychiatry News 33, no. 7 (July 2005): 17. http://dx.doi.org/10.1016/s0270-6644(05)70501-4.
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Checa, Elena, Miguel Galeote, and Pilar Soto. "The Composition of Early Vocabulary in Spanish Children With Down Syndrome and Their Peers With Typical Development." American Journal of Speech-Language Pathology 25, no. 4 (November 2016): 605–19. http://dx.doi.org/10.1044/2016_ajslp-15-0095.
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Purpose There are very few studies, and at present none in Spanish, on vocabulary composition in children with Down syndrome (DS). Nor has the topic been widely assessed in Spanish-speaking children with typical development (TD). This study analyzed the composition of early vocabularies in a large sample of Spanish-speaking children with DS and compared it with that of children with TD. Method We studied 108 children with DS and 108 children with TD with mental ages between 8 and 29 months, matched for size of productive vocabulary and gender. The MacArthur-Bates Communicative Development Inventories (Fenson et al., 1993, 2007), adapted to the language development profile of children with DS, were used. The categories examined were nouns, predicates, closed-class words, and social words. Results The performance of children with DS was similar to that of children with TD with the same vocabulary size. The only significant difference was the larger production of nouns by children with DS. The trends of development in the different classes of words were also similar. Conclusions The strategies used by children with DS to learn vocabulary may be similar to those used by children with TD in the first stages of language learning.
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Yi, Li, Yubing Liu, Yunyi Li, Yuebo Fan, Dan Huang, and Dingguo Gao. "Visual Scanning Patterns during the Dimensional Change Card Sorting Task in Children with Autism Spectrum Disorder." Autism Research and Treatment 2012 (2012): 1–11. http://dx.doi.org/10.1155/2012/123053.
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Impaired cognitive flexibility in children with autism spectrum disorder (ASD) has been reported in previous literature. The present study explored ASD children’s visual scanning patterns during the Dimensional Change Card Sorting (DCCS) task using eye-tracking technique. ASD and typical developing (TD) children completed the standardized DCCS procedure on the computer while their eye movements were tracked. Behavioral results confirmed previous findings on ASD children’s deficits in executive function. ASD children’s visual scanning patterns also showed some specific underlying processes in the DCCS task compared to TD children. For example, ASD children looked shorter at the correct card in the postswitch phase and spent longer time at blank areas than TD children did. ASD children did not show a bias to the color dimension as TD children did. The correlations between the behavioral performance and eye moments were also discussed.
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Almeida, Laetitia de, Sandrine Ferré, Eléonore Morin, Philippe Prévost, Christophe dos Santos, Laurie Tuller, Racha Zebib, and Marie-Anne Barthez. "Identification of bilingual children with Specific Language Impairment in France." Linguistic Approaches to Bilingualism 7, no. 3-4 (February 6, 2017): 331–58. http://dx.doi.org/10.1075/lab.15019.alm.
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Abstract We report on the usefulness of three LITMUS tools in distinguishing bilingual children with SLI (Bi-SLI) from bilingual children with typical development (Bi-TD), in France: LITMUS-NWR-FR (non-word repetition), LITMUS-SR-FR (sentence repetition), and LITMUS-PABIQ (parental questionnaire). 82 bilingual children, aged 5–8, who had all been exposed to both French and either Arabic, Portuguese or Turkish, recruited both in ordinary schools and in SLP practices, were divided into Bi-TD (n = 61) and Bi-SLI (n = 21) groups based on parental questionnaire (LITMUS-PABIQ) information and standardized language scores in each language. Monolingual controls included 17 children with SLI and 37 TD children. NWR and SR significantly distinguished between the Bi-TD and the Bi-SLI children, and there was minimal impact of different factors related to bilingual development on children’s performance.
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Whyte, Elisabeth M., Keith E. Nelson, and K. Suzanne Scherf. "Idiom, Syntax, and Advanced Theory of Mind Abilities in Children With Autism Spectrum Disorders." Journal of Speech, Language, and Hearing Research 57, no. 1 (February 2014): 120–30. http://dx.doi.org/10.1044/1092-4388(2013/12-0308).
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Purpose When researchers investigate figurative language abilities (including idioms) in children with autism spectrum disorder (ASD), syntax abilities may be more important than once considered. In addition, there are limitations to the overreliance on false-belief tasks to measure theory of mind (TOM) abilities. In the current study, the authors investigated idiom, syntax, and advanced TOM abilities in children with ASD compared to children with typical development (TD). Method Twenty-six children with ASD, ages 5 to 12 years, were compared to individuals in each of 2 control groups of children with TD: 1 matched on chronological age and nonverbal IQ, and 1 matched on syntax age-equivalence and raw scores. Idiom comprehension, syntax, vocabulary, and 2 measures of advanced TOM abilities were examined. Results Although children with ASD performed worse on idiom comprehension compared to the age-matched group with TD, they exhibited comparable idiom performance to the syntax-matched group with TD. Advanced TOM abilities were related to idiom comprehension for children with ASD, but not for children with TD, above the contributions of basic language abilities. Conclusion Syntax abilities should be used as a matching variable when examining figurative or other late-developing language skills.
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Maryniak, Agnieszka. "How children with developmental language disorders solve nonverbal tasks." Psychology of Language and Communication 26, no. 1 (January 1, 2022): 154–68. http://dx.doi.org/10.2478/plc-2022-0008.
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Abstract While solving tasks that test their intelligence, children suffering from developmental language disorders (DLD) usually receive lower scores than their typically developing (TD) peers. The present study aimed to assess how children with DLD solve typical nonverbal tasks. Sixty-five children (ages 6-9 years), monolingual users of the Polish language, participated in this study (34 with DLD, 31 TD). The Test of Language Development (TLD) was used to assess language development. Three tasks from the ABC II Kaufmann were used: triangles, story completion, and conceptual thinking. Children with DLD scored significantly lower than TD children in conceptual thinking and story completion. Scores on the triangles test did not correlate significantly with scores on the linguistic tests, whereas conceptual thinking and story completion were highly intercorrelated. While solving the task that required choosing an object that does not match other objects, children with DLD frequently selected different answers than TD children.
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Maryniak, Agnieszka. "How children with developmental language disorders solve nonverbal tasks." Psychology of Language and Communication 26, no. 1 (January 1, 2022): 154–68. http://dx.doi.org/10.2478/plc-2022-0008.
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Abstract While solving tasks that test their intelligence, children suffering from developmental language disorders (DLD) usually receive lower scores than their typically developing (TD) peers. The present study aimed to assess how children with DLD solve typical nonverbal tasks. Sixty-five children (ages 6-9 years), monolingual users of the Polish language, participated in this study (34 with DLD, 31 TD). The Test of Language Development (TLD) was used to assess language development. Three tasks from the ABC II Kaufmann were used: triangles, story completion, and conceptual thinking. Children with DLD scored significantly lower than TD children in conceptual thinking and story completion. Scores on the triangles test did not correlate significantly with scores on the linguistic tests, whereas conceptual thinking and story completion were highly intercorrelated. While solving the task that required choosing an object that does not match other objects, children with DLD frequently selected different answers than TD children.
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Hilvert, Elizabeth, Jill Hoover, Audra Sterling, and Susen Schroeder. "Comparing Tense and Agreement Productivity in Boys With Fragile X Syndrome, Children With Developmental Language Disorder, and Children With Typical Development." Journal of Speech, Language, and Hearing Research 63, no. 4 (April 27, 2020): 1181–94. http://dx.doi.org/10.1044/2019_jslhr-19-00022.
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Purpose This study compared and characterized the tense and agreement productivity of boys with fragile X syndrome (FXS), children with developmental language disorder (DLD), and children with typical development (TD) matched on mean length of utterance. Method Twenty-two boys with FXS ( M age = 12.22 years), 19 children with DLD ( M age = 4.81 years), and 20 children with TD ( M age = 3.23 years) produced language samples that were coded for their productive use of five tense markers (i.e., third-person singular, past tense –ed , copula BE , auxiliary BE , and auxiliary DO ) using the tense and agreement productivity score. Children also completed norm-referenced cognitive and linguistic assessments. Results Children with DLD generally used tense and agreement markers less productively than children with TD, particularly third-person singular and auxiliary BE . However, boys with FXS demonstrated a more complicated pattern of productivity, where they were similar to children with DLD and TD, depending on the tense marker examined. Results revealed that children with DLD and TD showed a specific developmental sequence of the individual tense markers that aligns with patterns documented by previous studies, whereas boys with FXS demonstrated a more even profile of productivity. Conclusions These findings help to further clarify areas of overlap and discrepancy in tense and agreement productivity among boys with FXS and children with DLD. Additional clinical implications of these results are discussed.
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Sivathasan, Shalini, Hadas Dahary, Jacob A. Burack, and Eve-Marie Quintin. "Basic emotion recognition of children on the autism spectrum is enhanced in music and typical for faces and voices." PLOS ONE 18, no. 1 (January 11, 2023): e0279002. http://dx.doi.org/10.1371/journal.pone.0279002.
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In contrast with findings of reduced facial and vocal emotional recognition (ER) accuracy, children on the autism spectrum (AS) demonstrate comparable ER skills to those of typically-developing (TD) children using music. To understand the specificity of purported ER differences, the goal of this study was to examine ER from music compared with faces and voices among children on the AS and TD children. Twenty-five children on the AS and 23 TD children (6–13 years) completed an ER task, using categorical (happy, sad, fear) and dimensional (valence, arousal) ratings, of emotions presented via music, faces, or voices. Compared to the TD group, the AS group showed a relative ER strength from music, and comparable performance from faces and voices. Although both groups demonstrated greater vocal ER accuracy, the children on the AS performed equally well with music and faces, whereas the TD children performed better with faces than with music. Both groups performed comparably with dimensional ratings, except for greater variability by the children on the AS in valence ratings for happy emotions. These findings highlight a need to re-examine ER of children on the AS, and to consider how facilitating strengths-based approaches can re-shape our thinking about and support for persons on the AS.
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Gagarina, Natalia, Stefanie Gey, and Natalie Sürmeli. "Identifying early preschool bilinguals at risk of DLD: a composite profile of narrative and sentence repetition skills." ZAS Papers in Linguistics 62 (September 12, 2019): 168–89. http://dx.doi.org/10.21248/zaspil.62.2019.448.
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For this study one hundred sixty-seven Russian-/Turkish-German preschool children were tested with a battery of language proficiency tests in both languages. On the basis of 1.5 SD below monolingual norm for L2 German and 1.25 SD below bilingual mean for either home language, 9 children at risk of developmental language disorders (DLD) (mean age of 4 years and 5 months) were identified and 16 age-matched TD children were selected out of the cohort. All these children were tested with the LITMUS-MAIN and –SR tests in German. The results across TD and at risk of DLD group were compared. TD clearly outperformed at risk of DLD in SR. In elicited narratives, macrostructure and microstructure were scrutinized across groups. Similar to the previous findings, our results show significant differences between at risk of DLD und TD in the microstructure, e.g. total number of word tokens and verb-based communication units and SR. For the macrostructure, TD outperformed at risk children only for story complexity. The study expands our knowledge on the cut-off criteria for the identification of bilinguals at risk of DLD, scrutinized very early narratives for bilinguals at risk of DLD features and questions the similarity of cognitive skills in TD and at risk of DLD children.
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Vuolo, Janet, and Lisa Goffman. "Vowel Accuracy and Segmental Variability Differentiate Children With Developmental Language Disorder in Nonword Repetition." Journal of Speech, Language, and Hearing Research 63, no. 12 (December 14, 2020): 3945–60. http://dx.doi.org/10.1044/2020_jslhr-20-00166.
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Purpose Poor nonword repetition accuracy is a hallmark of children with developmental language disorder (DLD). However, other diagnostic categories also show impaired nonword repetition performance relative to children with typical development (TD); therefore, this task is currently a sensitive but nonspecific index of DLD. In this study, we investigated segmental and kinematic aspects of nonword repetition performance to further specify the diagnostic utility of nonword repetition tasks (NRTs) in diagnosing DLD. Method Forty children, ages 48–86 months, participated, including children with DLD ( n = 12), speech sound disorder (SSD; n = 14), and TD ( n = 14). All children completed an assessment battery to determine group classification, a classic NRT ( Dollaghan & Campbell, 1998 ), and an experimental NRT designed to measure segmental and articulatory (specifically lip aperture) variability. We assessed nonword repetition accuracy in the classic and experimental NRTs and segmental and kinematic variability in the experimental NRT. Results In both the classic and experimental NRTs, children with SSD and DLD produced nonwords with lower phoneme and consonant accuracy compared to children with TD. Children with DLD produced more vowel errors compared to children with TD in both tasks. In the experimental NRT, children with DLD produced nonwords with high levels of segmental variability compared to children with TD. Children with SSD did not differ from children with TD or children with DLD in the vowel accuracy or the segmental variability measures. The articulatory variability measure did not reveal any group differences. Conclusions In the presence of speech sound difficulties, low nonword repetition accuracy does not aid in the diagnosis of DLD. However, vowel accuracy and segmental variability appear specific to DLD status in NRTs.
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Sun, J., L. Guo, M. Huang, X. Huang, and Q. Gong. "P02 - 360 Magnetic resonance imaging study of basal ganglia in the first-episode tic disorders onset during child and adolescent." European Psychiatry 26, S2 (March 2011): 956. http://dx.doi.org/10.1016/s0924-9338(11)72661-x.
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IntroductionDespite strong evidence that the pathophysiology of tic disorders (TD) involves structural and functional disturbances of the basal ganglia, inconsistent findings from several TD imaging studies have supported contradictory conclusions.ObjectiveTo find brain structural differences between children with of TD and the health children and verify the pathogenesis hypothesis of that basal ganglia play an important role in this disorder.MethodThe right handedness, first-episode TD children were chosen. Yale global tic severity scale (YGTSS) was used to assess the tic severity. MRI scan was performed on TD children and the controls. The volumes of caudate nucleus, putamen, globus pallidus and total intracranial volume were measured on high resolution MR images. We compared the volumes, relative volumes and asymmetry index, AI between groups.ResultsTotally 11 patients finished this study with two excluded for the unclear image caused by tic and 18 subjects (9 TD patients and 9 controls) were finally analyzed. The right globus pallidus is significantly larger in TD patients. The volumes of left caudate increased significantly in both TD patients and controls. There was no significant difference in asymmetry index between two groups, relative volumes did not correlate significantly with the severity of tic and the course of disease.ConclusionThe right globus pallidus may be the primary pathological change of TD. Asymmetry indexes between the two groups are not significantly different. The relative volume of any structure of basal ganglia has no significant correlation with the severity of tic and the course of disease.
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Thiemann-Bourque, Kathy S., Steven F. Warren, Nancy Brady, Jill Gilkerson, and Jeffrey A. Richards. "Vocal Interaction Between Children With Down Syndrome and Their Parents." American Journal of Speech-Language Pathology 23, no. 3 (August 2014): 474–85. http://dx.doi.org/10.1044/2014_ajslp-12-0010.
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Purpose The purpose of this study was to describe differences in parent input and child vocal behaviors of children with Down syndrome (DS) compared with typically developing (TD) children. The goals were to describe the language learning environments at distinctly different ages in early childhood. Method Nine children with DS and 9 age-matched TD children participated; 4 children in each group were ages 9–11 months, and 5 were between 25 and 54 months. Measures were derived from automated vocal analysis. A digital language processor measured the richness of the child's language environment, including number of adult words, conversational turns, and child vocalizations. Results Analyses indicated no significant differences in words spoken by parents of younger versus older children with DS and significantly more words spoken by parents of TD children than parents of children with DS. Differences between the DS and TD groups were observed in rates of all vocal behaviors, with no differences noted between the younger versus older children with DS, and the younger TD children did not vocalize significantly more than the younger DS children. Conclusions Parents of children with DS continue to provide consistent levels of input across the early language learning years; however, child vocal behaviors remain low after the age of 24 months, suggesting the need for additional and alternative intervention approaches.
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Kaur, Maninderjit, Timothy Gifford, Kerry L. Marsh, and Anjana Bhat. "Effect of Robot–Child Interactions on Bilateral Coordination Skills of Typically Developing Children and a Child With Autism Spectrum Disorder: A Preliminary Study." Journal of Motor Learning and Development 1, no. 2 (June 2013): 31–37. http://dx.doi.org/10.1123/jmld.1.2.31.
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Background:Coordination develops gradually over development with younger children showing more unstable coordination patterns compared to older children and adults. In addition, children with Autism Spectrum Disorders (ASDs) display significant coordination impairments. In the current study, we examined whether robot–child interactions could improve bilateral coordination skills of typically developing (TD) children and one child with ASD.Method:Fourteen TD children between four and seven years of age and an 11-year-old child with ASD performed dual-limb and multilimb actions within a solo and social context during a pre- and posttest. Between the pre- and posttests, eight training sessions were offered across four weeks during a robot imitation context involving karate and dance actions.Results:Younger TD children and the child with ASD improved their solo coordination whereas the older TD children increased their social coordination.Limitations:This preliminary study lacked a control group.Conclusions:Robot–child interactions may facilitate bilateral coordination and could be a promising intervention tool for children with ASDs.
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ÖZÇALIŞKAN, ŞEYDA, SUSAN C. LEVINE, and SUSAN GOLDIN-MEADOW. "Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions." Journal of Child Language 40, no. 1 (December 5, 2012): 69–105. http://dx.doi.org/10.1017/s0305000912000220.
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ABSTRACTChildren with pre/perinatal unilateral brain lesions (PL) show remarkable plasticity for language development. Is this plasticity characterized by the same developmental trajectory that characterizes typically developing (TD) children, with gesture leading the way into speech? We explored this question, comparing eleven children with PL – matched to thirty TD children on expressive vocabulary – in the second year of life. Children with PL showed similarities to TD children for simple but not complex sentence types. Children with PL produced simple sentences across gesture and speech several months before producing them entirely in speech, exhibiting parallel delays in both gesture + speech and speech-alone. However, unlike TD children, children with PL produced complex sentence types first in speech-alone. Overall, the gesture–speech system appears to be a robust feature of language learning for simple – but not complex – sentence constructions, acting as a harbinger of change in language development even when that language is developing in an injured brain.
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JENSEN DE LÓPEZ, KRISTINE, LONE SUNDAHL OLSEN, and VASILIKI CHONDROGIANNI. "Annoying Danish relatives: Comprehension and production of relative clauses by Danish children with and without SLI." Journal of Child Language 41, no. 1 (December 3, 2012): 51–83. http://dx.doi.org/10.1017/s0305000912000517.
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ABSTRACTThis study examines the comprehension and production of subject and object relative clauses (SRCs, ORCs) by children with Specific Language Impairment (SLI) and their typically developing (TD) peers. The purpose is to investigate whether relative clauses are problematic for Danish children with SLI and to compare errors with those produced by TD children. Eighteen children with SLI, eighteen TD age-matched (AM) and nine TD language-matched (LM) Danish-speaking children participated in a comprehension and in a production task. All children performed better on the comprehension compared with the production task, as well as on SRCs compared to ORCs and produced various avoidance strategies. In the ORC context, children with SLI produced more reversal errors than the AM children, who opted for passive ORCs. These results are discussed within current theories of SLI and indicate a deficiency with the assignment of thematic roles rather than with the structural make-up of RCs.
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GOODWIN, ANTHONY, DEBORAH FEIN, and LETITIA NAIGLES. "The role of maternal input in the development of wh-question comprehension in autism and typical development." Journal of Child Language 42, no. 1 (January 24, 2014): 32–63. http://dx.doi.org/10.1017/s0305000913000524.
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ABSTRACTSocial deficits have been implicated in the language delays and deficits of children with autism (ASD); thus, the extent to which these children use language input in social contexts similarly to typically developing (TD) children is unknown. The current study investigated how caregiver input influenced the development of wh-question comprehension in TD children and language-matched preschoolers with ASD. Children were visited at four-month intervals over 1.5 years; mother–child play sessions at visits 1–2 were coded for maternal wh-question use. At visits 3–5 children watched videos in the Intermodal Preferential Looking paradigm, to assess their comprehension of subject and object wh-questions. Mothers' use of wh-questions with verbs and complex wh-questions positively predicted wh-question comprehension in the TD group; in contrast, mothers' use of wh-questions with ‘be’ as the main verb negatively predicted wh-question comprehension in the ASD group. Thus, TD children and children with ASD appear to use their linguistic input differently.
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Pavlikova, Maria I., Olga V. Frolova, and Elena E. Lyakso. "Intonation Characteristics of Speech in Children with Intellectual Disabilities." Vestnik Tomskogo gosudarstvennogo universiteta, no. 462 (2021): 31–39. http://dx.doi.org/10.17223/15617793/462/4.
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In the literature, data on the formation of intonation in Russian-speaking children with mild intellectual disabilities (mental retardation) without genetic syndromes and serious neurological disorders (for example, cerebral palsy) based on the instrumental analysis of children’s speech are absent. The aim of this study was to compare the intonation characteristics of speech in children, aged 5 to 7, with typical development and with mild intellectual disabilities. The participants of the study were 20 children aged 5 to 7: 10 children (5 girls and 5 boys) with typical development (TD group) and 10 children (6 boys and 4 girls) with mild intellectual disabilities (ID group, ICD-10-CM Code F70). Intellectual disabilities were not associated with genetic or severe neurological disorders (non-specific ID). Child speech was taken from the AD-CHILD.RU speech database. Audio and video recordings of speech and behavior of TD group children (in a kindergarten) and ID group children (in an orphanage) were made in the model situation of a “dialogue with an adult”. Two studies were conducted: a perceptual experiment (n=10 listeners – native speakers, researchers in the field of child speech development) and an instrumental spectrographic analysis of child speech. The instrumental analysis of speech was made in the Praat program. The duration of utterances and stressed vowels, pitch values (average, maximum and minimum), pitch range values of utterances, and pitch range values of vowels were analyzed. The perceptual experiment showed that the utterances of ID group children classified as less clear and more emotional than the utterances of TD group children. The task of phrase stress (words highlighted by voice) revealing was more difficult for adults when they were listening to the speech of ID group children vs. TD group children. In ID group children, the values of utterance duration are lower and the values of vowel duration are higher than in TD group children. The average, maximum, and minimum pitch values, the pitch range values of ID group children’s utterances are higher vs. the corresponding parameters of TD group children’s speech. The duration and pitch range values of stressed vowels from ID group children’s words highlighted by intonation are higher than these features of TD group children’s stressed vowels. The pitch contours of stressed vowels from TD group children’s words highlighted by intonation were presented in most cases by the rise of the pitch contour; the pitch contours of stressed vowels from ID group children’s words highlighted by intonation were presented by the fall of the pitch. The dome-shaped vowel pitch contour and U-shaped contour are more frequent in the speech of ID group children vs. TD group children. In the future, the intonation characteristics of speech of children with different diagnoses could be considered as additional diagnostic criteria of developmental disorders.
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Raspini, Benedetta, Margherita Prosperi, Letizia Guiducci, Elisa Santocchi, Raffaella Tancredi, Sara Calderoni, Maria Aurora Morales, et al. "Dietary Patterns and Weight Status in Italian Preschoolers with Autism Spectrum Disorder and Typically Developing Children." Nutrients 13, no. 11 (November 12, 2021): 4039. http://dx.doi.org/10.3390/nu13114039.
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Atypical eating habits are more common in children with autism spectrum disorders (ASD) than typically developing (TD) peers. Feeding problems may lead to the double burden of specific nutrient deficiencies and excessive weight gain, with a consequent increase in obesity prevalence. The dietary intake of Italian preschoolers with ASD compared to their TD peers and the impact of their dietary choices on their weight status and relationship to food selectivity (FS) were investigated. Dietary patterns and their associations with body mass index (BMI) were evaluated in 65 children with ASD and 82 peers with TD aged 1.3–6.4 years. Eating habits were assessed with a modified version of a parent-rated semi-quantitative Food Frequency Questionnaire. Moreover, the prevalence of FS and possible links with dietary patterns and BMI were investigated in the ASD group. Children with ASD consumed significantly higher amounts of simple sugars, processed and ultra-processed carbohydrates, both low- and high-fat animal proteins, and lower amounts of vegetables and fruits compared to peers with TD. The obesity rate was 1.5% in children with TD and more than fourfold (6.2%) in children with ASD, although the difference between groups was not statistically significant. FS was significantly more frequent in children with ASD than in peers with TD. Children with ASD and FS showed significantly lower annual intakes of vegetable proteins and fiber (considered essential nutrients for a healthy diet) than children with ASD without FS. Our results showed that children with ASD showed different dietary habits than those with TD, with the higher consumption of energy-dense foods and lower amounts of food-sourced fibers, which could place them at increased risk to develop overweight, obesity, and micronutrient deficiencies later in life.
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Poirier, Abbey, and Penny Corkum. "Night-to-Night Variability of Sleep in Children With ADHD and Typically Developing Controls." Journal of Attention Disorders 22, no. 10 (March 18, 2015): 942–46. http://dx.doi.org/10.1177/1087054715575065.
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Objective: Research results on the nature of sleep problems in children with ADHD are highly inconsistent. It is frequently reported that children with ADHD show more night-to-night variability in sleep than their typically developing (TD) peers, but this finding is also inconsistent. Lack of methodological control may account for these inconsistent findings. The current study examined the night-to-night variability of sleep between TD children and children with ADHD who were rigorously diagnosed, medication naïve, and free from comorbid mental health disorders. Method: Sleep parameters were analyzed for night-to-night variability across 4 weekday nights using actigraphy in 50 children with ADHD and 50 age- and sex-matched TD children. Results: There was a significant night-to-night variability for only sleep duration, but this was similar in both groups. Conclusion: These findings suggest that sleep problems in children with ADHD are not due to greater variability in sleep parameters relative to their TD peers.
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Schwartz, Richard G., Arild Hestvik, Liat Seiger-Gardner, and Diana Almodovar. "Processing Binding Relations in Specific Language Impairment." Journal of Speech, Language, and Hearing Research 59, no. 6 (December 2016): 1384–94. http://dx.doi.org/10.1044/2016_jslhr-l-15-0107.
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Purpose This sentence processing experiment examined the abilities of children with specific language impairment (SLI) and children with typical language development (TD) to establish relations between pronouns or reflexives and their antecedents in real time. Method Twenty-two children with SLI and 24 age-matched children with TD (7;3–10;11 [years;months]) participated in a cross-modal picture priming experiment to determine whether they selectively activated the correct referent at the pronoun or reflexive in sentences. Triplets of auditory sentences, identical except for the presence of a pronoun, a reflexive, or a noun phrase along with a picture probe were used. Results The children with TD were slightly more accurate in their animacy judgments of pictures, but the groups exhibited the same reaction time (RT) pattern. Both groups were slower for sentences with pronouns than with reflexives or noun phrases. The children with SLI had longer RTs than their peers with TD. Conclusions Children with SLI activated only the appropriate antecedent at the pronoun or reflexive, reflecting intact core knowledge of binding as was true for their TD peers. The overall slower RT for children with SLI suggests that any deficit may be the result of processing deficits, perhaps attributable to interference effects.
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Kaganovich, Natalya, Jennifer Schumaker, Laurence B. Leonard, Dana Gustafson, and Danielle Macias. "Children With a History of SLI Show Reduced Sensitivity to Audiovisual Temporal Asynchrony: An ERP Study." Journal of Speech, Language, and Hearing Research 57, no. 4 (August 2014): 1480–502. http://dx.doi.org/10.1044/2014_jslhr-l-13-0192.
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Purpose The authors examined whether school-age children with a history of specific language impairment (H-SLI), their peers with typical development (TD), and adults differ in sensitivity to audiovisual temporal asynchrony and whether such difference stems from the sensory encoding of audiovisual information. Method Fifteen H-SLI children, 15 TD children, and 15 adults judged whether a flashed explosion-shaped figure and a 2-kHz pure tone occurred simultaneously. The stimuli were presented at 0-, 100-, 200-, 300-, 400-, and 500-ms temporal offsets. This task was combined with EEG recordings. Results H-SLI children were profoundly less sensitive to temporal separations between auditory and visual modalities compared with their TD peers. Those H-SLI children who performed better at simultaneity judgment also had higher language aptitude. TD children were less accurate than adults, revealing a remarkably prolonged developmental course of the audiovisual temporal discrimination. Analysis of early event-related potential components suggested that poor sensory encoding was not a key factor in H-SLI children's reduced sensitivity to audiovisual asynchrony. Conclusions Audiovisual temporal discrimination is impaired in H-SLI children and is still immature during mid-childhood in TD children. The present findings highlight the need for further evaluation of the role of atypical audiovisual processing in the development of SLI.
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Wu, Xiaoyin, Fang Lin, Weiting Sun, Tingzhen Zhang, Huiwen Sun, and Jun Li. "Relationship between Short-Range and Homotopic Long-Range Resting State Functional Connectivity in Temporal Lobes in Autism Spectrum Disorder." Brain Sciences 11, no. 11 (November 5, 2021): 1467. http://dx.doi.org/10.3390/brainsci11111467.
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To investigate the relationship between short-range and homotopic long-range resting state functional connectivity (RSFC) in children with autism spectrum disorder (ASD) and typically developing (TD) children, we analyzed functional near-infrared spectroscopy (fNIRS) RSFC in 25 children with ASD and 22 age-matched TD children. The resting state fNIRS signals, including spontaneous fluctuations in the oxygenated hemoglobin (HbO2) and deoxygenated hemoglobin (Hb) concentrations, were recorded from the bilateral temporal lobes. We found that (1) there was no difference in the short-range RSFC between the left and right hemisphere in either ASD or TD group; (2) both the short-range and homotopic long-range RSFC were weaker in the ASD than TD group; and (3) the short-range RSFC was stronger than the homotopic long-range RSFC in the ASD group, whereas no such difference was observed in the TD group. These observations might be helpful for a better understanding of the underlying cortical mechanism in ASD.
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MORGAN, GARETH P., M. ADELAIDA RESTREPO, and ALEJANDRA AUZA. "Comparison of Spanish morphology in monolingual and Spanish–English bilingual children with and without language impairment." Bilingualism: Language and Cognition 16, no. 3 (November 20, 2012): 578–96. http://dx.doi.org/10.1017/s1366728912000697.
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This study compares Spanish morphosyntax error types and magnitude in monolingual Spanish and Spanish–English bilingual children with typical language development (TD) and language impairment (LI). Performance across groups was compared using cloze tasks that targeted articles, clitics, subjunctives, and derivational morphemes in 57 children. Significant differences were observed between bilingual TD and LI groups on all tasks; however, no differences were observed between bilinguals with TD and monolinguals with LI except on a sum-score across all tasks. There were no observed differences between bilinguals and monolinguals with TD; however, 60% of bilinguals with TD were misclassified as LI when using a cut score derived from monolingual-only data. Results support evidence that Spanish morphosyntax is vulnerable to error in monolingual and bilingual Spanish–English children with LI. However, the grammatical deficit seems clinically relevant only when children are compared to the same language peer group (i.e., bilinguals compared to bilinguals).
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Barton-Hulsey, Andrea, Emily Lorang, Kallie Renfus, and Audra Sterling. "Maternal Input and Child Language Comprehension During Book Reading in Children With Down Syndrome." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1475–88. http://dx.doi.org/10.1044/2020_ajslp-19-00156.
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Purpose Communication interactions between parents and children during shared book reading impact a child's development of both language and literacy skills. This study examined maternal language input and child expressive communication during a shared book reading activity in children with Down syndrome (DS) and children with typical development (TD). Additionally, children's receptive language was examined to understand the relationship between maternal language input and child receptive language ability. Method Participants included 22 children with DS and 22 children with TD between 22 and 63 months of age and their mothers. Each mother–child dyad participated in a 7-min naturalistic shared book reading activity. Results Compared to mothers of children with TD, mothers of children with DS used significantly more utterances with less grammatical complexity, but a similar range of vocabulary diversity. Mothers of children with DS used more questions, descriptions, gestures, and labels, whereas mothers of children with TD used nearly half of their utterances to read directly from books. Children with DS communicated at a similar frequency compared to their peers with TD; however, they produced significantly fewer spoken words. Conclusions This study reveals important differences between early shared book reading interactions and provides implications for future research targeting parent-coached intervention strategies that may enhance children's learning during shared book reading by providing access to expressive language and print instruction.