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PubMed1984

Infantile behavioural regression and respiratory impairment.

Three girls showed psychomotor regression arising between the 1st and 2nd year of life, after an initially normal development. Language, gait, chewing and swallowing were especially affected, whereas elementary sensory and motor functions were relatively spared. All displayed a particular disorder of breathing, which was irregular and inadequate during wakefulness, returning to normal during sleep. There are similarities between these patients and the syndrome of cerebral atrophy with hyperammonaemia, even though brain CT and biochemical studies, including ammonaemia, were all normal.

Adolescent↗
PubMed1989

The Landau-Kleffner syndrome--case report and theoretical considerations.

The Landau-Kleffner syndrome is an acquired condition in children consisting of aphasia and epileptic discharges in the EEG with or without clinical manifestation of epilepsy. We describe a case of a very young child whose neurologic and language development before onset of the illness was uniquely well documented. Apart from her aphasia she showed several other disturbances of higher cortical functions in the acute phase of the illness. No anatomical basis has been discovered for this disease till the present day. We discuss the possibility of an electrical dysregulation in several parts of the cortex as a pathophysiological basis for this syndrome.

Aphasia↗
PubMed1986

Visual impairment, verbal humor, and conservation.

Through a cerebral hemispheric specialization model, I speculated that the reported discrepancy between visually impaired children's competency in language development and lags in cognition may be explained by the use of visual-spatial measurements of cognition. The performance of 51 visually impaired and 51 sighted children, ages 7 to 15 years, on a task of joke comprehension and conservation of weight scores was analyzed. I hypothesized that the ability to comprehend verbal humor would reflect the function of the left hemisphere of the brain and the ability to perform a Piagetian visual-spatial task would reflect the function of the right hemisphere. The findings indicate that although age and IQ contributed significantly to predicting joke comprehension, the ability to conserve did not have a unique contribution. In conclusion, I suggest that the cerebral hemispheric specialization model be considered when investigating language and cognition of visually impaired children.

Adolescent↗
PubMed1995

Multichannel cochlear implantation with inner ear malformation: case report of performance and management.

A small percentage of children who have received the Nucleus multichannel cochlear implant have cochlear malformations of the inner ear and consequent partial electrode insertions. This case describes one child with a cochlear "common cavity" who received an implant at a young age. The case has been further complicated by a gradual malfunction of the electrode array, although the device has not failed completely. Despite the increase in the number of nonfunctional electrodes over time, the subject has continued to improve in auditory, speech production, and language development over a 30-month period. Methods are discussed for clinical monitoring of both performance and the stability of electrodes over time. The circumstances of this case reinforce the importance of postimplant collaboration with families and school staff and highlight the need for objective measures to evaluate both longitudinal changes in performance and device integrity.

Audiometry, Speech↗
PubMed2001

Individual and group-based parenting programmes for improving psychosocial outcomes for teenage parents and their children.

BACKGROUND: Rates of births to teenage parents are high and there is also a high incidence of poor outcomes among the children of teenage parents including developmental and learning problems, and child maltreatment. Parenting programmes may have an important role to play in improving outcomes for both teenage parents and their children. OBJECTIVES: The aim of this review was to examine the effectiveness of individual and/or group based parenting programmes in improving psychosocial and developmental outcomes in teenage mothers and their children. SEARCH STRATEGY: A range of biomedical and social science databases were searched including MEDLINE, EMBASE, CINAHL, PsychLIT, Sociofile, Social Science Citation Index, ASSIA, the Cochrane Library including SPECTR, CENTRAL, National Research Register (NRR) and ERIC. SELECTION CRITERIA: Only randomised controlled trials were included in which participants had been randomly allocated to an experimental and a control group, the latter being a waiting-list, no-treatment or a placebo control group. Studies had to include at least one standardised instrument measuring maternal psychosocial health or infant health and development. DATA COLLECTION AND ANALYSIS: The included studies were critically appraised using a number of criteria including the method of allocation concealment. The treatment effect for each outcome in each study was standardised by dividing the mean difference in post-intervention scores for the intervention and treatment group, by the pooled standard deviation, to produce an effect size. Due to the presence of significant heterogeneity it was not possible to combine the results in a meta-analysis. MAIN RESULTS: The results of the review are based on data from four studies. These showed that both individual and group-based parenting programmes produced results favouring the intervention group on a range of maternal and infant measures of outcome including mother-infant interaction, language development, parental attitudes, parental knowledge, maternal mealtime communication, maternal self-confidence and maternal identity. REVIEWER'S CONCLUSIONS: The conclusions which can be drawn from this review are limited due to the small number of included studies, and the use of a restricted number of outcomes measures. The conclusions are also limited by some of the methodological deficiencies of the included studies. Despite these problems the findings of the included studies suggest that parenting programmes may be effective in improving outcomes for both teenage mothers and their infants. There is, however, a need for further research into the effectiveness of parenting programmes for teenage parents.

Adolescent↗
PubMed1996

Role of ocular involvement in the prediction of visual development and clinical prognosis in Aicardi syndrome.

AIMS/BACKGROUND: This study was undertaken to document visual function and acuity in patients with Aicardi syndrome, and to determine whether there is any relation between ocular features of the syndrome exhibited at birth and later visual function. METHODS: Fourteen patients with Aicardi syndrome, all examined and followed by the same ophthalmologist, were reviewed between 1975 and 1992 and their ocular characteristics and visual acuity described. It was hypothesised that larger lacunae may be associated with poorer clinical outcome and therefore the relation between these two variables was investigated. RESULTS: Visual acuity as documented by Snellen, Sheridan-Gardner, preferential looking, or pattern visual evoked potential tests was in the normal to low normal range in six eyes of four patients. Visual function correlated significantly with macular appearance. Good visual function was preserved if the fovea appeared normal on funduscopic examination and was uninvolved by lacunae. The size of the largest chorioretinal lacuna also correlated significantly with clinical outcome: patients with large lacunae were more likely to be immobile and to have no language skills. CONCLUSION: It was concluded that good visual function in patients with Aicardi syndrome may be anticipated if the fovea is normal. Although many patients have severe psychomotor retardation, the presence of predominantly small chorioretinal lacunae may indicate a better prognosis for mobility and language development.

Abnormalities, Multiple↗
PubMed2001

Early effects of the healthy steps for young children program.

OBJECTIVE: The Healthy Steps for Young Children Program (HS) incorporates early child development specialists and enhanced developmental services into routine pediatric care. An evaluation of HS is being conducted at 6 randomization and 9 quasi-experimental sites. Services received, satisfaction with services, and parent practices were assessed when infants were aged 2 to 4 months. METHODS: Telephone interviews with mothers were conducted for 2631 intervention (response rate, 89%) and 2265 control (response rate, 87%) families. Analyses were conducted separately for randomization and quasi-experimental sites and adjusted for baseline differences between intervention and control groups. Hierarchical linear models assessed overall adjusted effects, while accounting for within-site correlation of outcomes. RESULTS: Intervention families were considerably more likely than controls to report receiving 4 or more developmental services and home visits and discussing 5 infant development topics. They also were more likely to be satisfied and less likely to be dissatisfied with care from their pediatric provider and were less likely to place babies in the prone sleep position or feed them water. The program did not affect breastfeeding continuation. Differences in the percentage of parents who showed picture books to their infants, fed them cereal, followed routines, and played with them daily were found only at the quasi-experimental sites and may reflect factors unrelated to HS. CONCLUSIONS: Intervention families received more developmental services during the first 2 to 4 months of their child's life and were happier with care received than were control families. Future surveys and medical record reviews will address whether these findings persist and translate into improved language development, better utilization of well-child care, and an effect on costs.

Adult↗
PubMed1996

Evaluation of an automated auditory brainstem response infant hearing screening method in at risk neonates.

UNLABELLED: An automated auditory brainstem response (ABR) method-the ALGO-1 Plus- has been developed for hearing screening in healthy neonates. The aim of this study was to test the validity of this automated ABR screening method in at-risk neonates in a neonatal intensive care unit. Two hundred and fifty at-risk neonates were selected for screening according to the criteria of the American Joint Commerce on Infant Hearing. All 250 neonates were screened with the ALGO-1 Plus for bilateral hearing loss. When two consecutive screenings pointed to bilateral hearing loss ("refer") further audiological investigations were performed and where necessary therapeutic measures were taken. All children who "passed" the screening unilateral or bilateral enrolled in a nationwide behavioural screening programme at the age of 9 months as well as in a 6-monthly follow up programme documenting speech and language development. A total of 245 (98%) neonates passed the ALGO-1 screening, 230 (92%) at the first attempt and 15 (6%) at the second attempt. Five (2%) were referred with bilateral hearing loss. One of these died of congenital rubella shortly after screening and bilateral congenital hearing loss of > 35 dB was confirmed in the other 4. None of the infants who passed the screening were discovered to have moderate to severe bilateral hearing loss (> 40 dB) with behavioural screening (n = 183/233) or at follow up (n = 233/233). In this study, all at-risk neonates with bilateral congenital hearing loss were detected with ALGO-1 Plus screening. No false-negatives were discovered. CONCLUSION: The ALGO-1 Plus infant hearing screener can be used as a valid automated ABR-screener to detect hearing loss in at-risk neonates in a neonatal intensive care setting.

Evoked Potentials, Auditory, Brain Stem↗
PubMed1989

An experimental analysis of milieu language intervention: teaching the action-object form.

The syntactic and pragmatic effects of a milieu language teaching intervention implemented to teach the action-object form were investigated. Subjects were 3 young children with borderline to moderate levels of mental retardation, all in the early stages of productive language development. After a prolonged baseline period, each subject received three to four training sessions per week in a small group interactive play situation. Experimental control was demonstrated by a multiple baseline design across subjects. Generalization was measured along a variety of dimensions. Results indicated that subjects learned to generatively produce action-object combinations. These combinations were used in nonobligatory conversational situations as requests for objects/actions and as declaratives. Subjects also began to respond correctly to probe questions. The results support the conclusion that milieu training procedures can be used to enhance the acquisition and generative use of basic syntactic-semantic forms. The results also suggest that systemic adult commenting, child conversational "scaffolding," and spontaneous imitation may play significant roles for some children in the acquisition and generalization of language taught via a milieu approach.

Child↗
PubMed1990

Thinking about thinking: a discussion of the development of cognition and language in deaf children.

Teachers of the deaf are challenged to facilitate maximum cognitive and linguistic growth in each student. Often these teachers are not given models to use in assessment and classroom intervention practice with their students. This article suggests that a Piagetian approach to education of the deaf can be applied to other bodies of research to understand what occurs as a deaf child comes to a point of knowledge. The article reviews current research in language acquisition and cognitive development. It makes suggestions for the application of this research to education of the deaf.

Child↗
PubMed2002

[Developmental amnesias].

OBJECTIVE: The literature on clinical and physiophatologic characteristics of the spectrum of memory disorders in childhood is reviewed in this article. DEVELOPMENT: There are only a few detailed reports of permanent specific memory disorders in children. Early anoxo ischaemic bihippocampal injuries can cause a selective permanent impairment of episodic daily life memory with preservation of semantic learning and general intelligence; this dissociation has been related to partial hippocampal damage whilst the entorhinal, parahippocampal and prefrontal cortices, which are critical to systematized memorizing and work memory, keep normal. Biological psychiatry research has shown that early childhood amnesias after psychological maltreatment or abuse could be related to damage in neuronal systems which support memory, caused by glutamatergic cascade. Both severe bilateral hippocampal sclerosis (also mediated by toxic neurotransmitters) in early malignant epilepsies, and massive bilateral damage of mesial temporal lobes due to herpex virus encephalitis or Reye's syndrome, cause severe amnesic deficits, frequently accompanied by absence of any language development and autism with features of Klüver-Bucy syndrome. There are also on record some examples of Korsakoff's syndrome in children with midfossa tumors. CONCLUSIONS: All types of classical amnesias described in adults have been observed in children. Developmental amnesias are probably more frequent than currently presumed. It must be paid special attention to selective autobiographical memory impairments in individuals who underwent a partial bihippocampal damage in perinatal or early postnatal periods; they are to be distinguished from, although it may coexist with, other clinical situations such as attention deficit disorder or semantic pragmatic disorder.

Adult↗
PubMed1994

Cognitive therapy with children and adolescents: from theory to practice.

Cognitive therapies are now well established as a component for the treatment of a wide range of child behaviour problems. There is a great deal of evidence to suggest that deficits and distortions in cognitive processes play a role in disorders of affect and behaviour in children and adults alike. This has led to the development of many different cognitive therapy approaches which aim to influence cognitive products, structures and operations. Cognitive assessment methods continue to lag behind the developments in therapy, and there is a marked need for the development of reliable and valid measures. Empirical studies support the value of cognitive interventions, although it is recognised that most cognitive therapies include aspects of behavioural techniques, making it difficult to draw valid conclusions. Certainly, the results of recent meta-analytic studies have produced optimistic conclusions and justify the continued use of cognitive therapy methods in clinical practice, with a wide range of behavioural problems. Cognitive therapy techniques have something to offer with internalising and externalising disorders alike. Future research should now focus on the identification of methods to enhance the effects of cognitive therapies and to determine the characteristics of children who are most likely to benefit from these methods. There is some evidence to suggest that younger children may benefit less from cognitive therapies than do adolescents. This perhaps reflects differences in cognitive and language development. Further consideration needs to be given to adapting cognitive therapy methods to the developmental level of younger children. Cognitive therapy approaches are now well entrenched within many multi-component programmes for most emotional and behavioural disorders in children. The degree to which cognitive therapies add to the effectiveness of behavioural methods, however, remains to be demonstrated for many types of behaviour problem. It is also unclear whether the changes in affect and overt behaviour produced in these intervention programmes is actually related to improvements in the cognitive activities that were targeted in therapy. From a theoretical perspective, however, cognitive therapies have a high degree of face validity. If deficits or excesses in specific cognitive events or processes are found during assessment, which can be hypothesised to underlie disturbances of affect of behaviour, then there is a strong case for attempting to change these aspects of cognition.

Adaptation, Psychological↗
PubMed1999

Pune low birth weight study--a six year follow up.

OBJECTIVE: To evaluate the intelligence, visuo-motor perception, emotional problems and preschool skills in low birth weight (LBW) infants and the impact of social and environmental factors on their development. DESIGN: A prospective cohort study. SETTING: Infants discharged from a Neonatal Special Care Unit of a referral hospital with birth weight less than 2000 g followed up in the High Risk Clinic. METHODS: Low birth weight infants were assessed by Stanford Binet Scales of intelligence, Bender Gestalt Test for visuo-motor perception, Human Figure Drawing for emotional indicators and occupational therapy assessment. A detailed evaluation of their environment and socio-economic status was done. Hearing and ophthalmic assessment was also done and the school progress report was scrutinized. RESULTS: Two hundred and one LBW and seventy one control children were assessed. The mean IQ of LBW children was within normal limits (94.3), though significantly lower than controls (101.3). Preterm SGA children had the lowest mean IQ. Visuo-motor perception and preschool skills and language development was poorer in LBW children. There was no difference in the emotional indicators. Thirteen per cent of LBW children had borderline IQ, as compared to 5.6% in controls (p<0.05). Mother's education and spaciousness of the house had a positive impact and chronic medical problems had a negative impact on the IQ. CONCLUSIONS: The mean IQ of LBW children was within normal limits. The incidence of children with borderline intelligence (IQ 70-85) was significantly higher than controls. Mother's education had a positive impact on the intelligence of the children. A longer follow up is necessary to identify "slow learners".

Cognition Disorders↗
PubMed1989

Nutritional status of infants aged 4 to 18 months on macrobiotic diets and matched omnivorous control infants: a population-based mixed-longitudinal study. II. Growth and psychomotor development.

A mixed-longitudinal study was carried out in the 1985 Dutch birth cohort of macrobiotic infants aged 4-18 months (n = 53) and 57 omnivorous control infants matched for month of birth, sex, parity, educational level of the father and the residential area. Study methods included regular anthropometric measurements and a psychomotor testing. Reported birth weight was 180 g lower in the macrobiotic group than in the control group and was positively associated with maternal weight increase during pregnancy. Between 4 and 18 months of age, mean values for all anthropometric parameters were considerably lower in the macrobiotic infants. From birth to 4 months, weight gain was less in macrobiotic infants, and from 6 months the rate of growth in weight and length decreased further, reaching its lowest value between 8 and 14 months of age. A similar pattern was also observed for other anthropometric parameters. Between 8 and 14 months, arm circumference showed an absolute decrease. During this period, increase in arm muscle mass in the macrobiotic group was only half of that in the control group. From 14 months of age, growth stabilized parallel to the 10th percentile of the Dutch references. Gross motor and language development were also slower in the macrobiotic infants. The paediatrician observed major wasting of skin and muscles in 30 per cent of them. The growth rate for weight and arm circumference was independently associated with the energy intake and the protein content of the macrobiotic diet. Growth in length was positively associated with protein content of the diet, but not with energy intake.

Anthropometry↗
PubMed1987

Neurologic development of children with severe chronic renal failure from infancy.

A literature review was conducted to summarize current understanding of the effects of severe chronic renal failure (CRF), when present from infancy, on neurologic development. Data were obtained from the results of 95 examinations performed in 85 patients, most of whom had been studied after 12 months of age, or following initiation of maintenance dialysis or successful transplantation. CRF was diagnosed at birth or during the neonatal period in 71.7% of these patients; serum creatinine concentrations or calculated clearances were greater than or equal to 2.0 mg/dl (177 mumol/l) or less than 15 ml/min per 1.73 m2, respectively, in 75.8%. Head circumferences were greater than 2 standard deviations below the mean for age in 33 of 51 (64.7%) patients. Developmental delay was identified in 63.2% of all cases, and in 29 of 48 (60.4%), 16 of 19 (84.2%), and 4 of 13 (30.7%) patients studied while receiving conservative management or maintenance dialysis, or following successful transplantation, respectively. Moderate to severe delays were commoner for gross motor and language development. No significant relationships could be identified between age or severity of CRF at diagnosis and either the prevalence or severity of developmental delay. Other factors that may have contributed to observed developmental delays are also discussed, including aluminum loading, hyperparathyroidism, undernutrition, and psychosocial problems. New data are presented and discussed, and recommendations for future studies provided.

Adolescent↗
PubMedDate not supplied

The influence of sonority on children's cluster reductions.

Two studies of consonant cluster reduction in children with normal language development were performed. Children ranged in age from 1;1 to 3;2. Both investigations tested a hypothesis of consonant cluster reduction based on the Sonority Theory. This hypothesis predicted that children would reduce clusters to whichever consonant would result in the least complex syllable as defined by sonority. More specifically, the hypothesis predicted that children would reduce initial clusters to whichever consonant produced the greatest rise in sonority and final clusters to whichever consonant produced a minimal sonority descent. Results of both studies support this sonority-driven account of cluster reduction.

Child Language↗
PubMedDate not supplied

Auditory fusion test in scholars.

BACKGROUND: Temporal resolution. AIM: To use an auditory fusion test with pure tone in children and to comparatively analyze the results in relation to gender, age and risk for presenting language development deficits, in group and individually. METHODS: 35 scholars, in the first or fourth grade, from a private school of Belo Horizonte were submitted to an auditory fusion test and had their life history analyzed. RESULTS: The mean values obtained for the resolution times when the test was performed in free camp, with headphones and per group were similar, and inferior to 15 ms. CONCLUSION: The presented test can be performed in scholars.

Age Distribution↗
PubMed2005

Infants can use distributional cues to form syntactic categories.

Nearly all theories of language development emphasize the importance of distributional cues for segregating words and phrases into syntactic categories like noun, feminine or verb phrase. However, questions concerning whether such cues can be used to the exclusion of referential cues have been debated. Using the headturn preference procedure, American children aged 1;5 were briefly familiarized with a partial Russian gender paradigm, with a subset of the paradigm members withheld. During test, infants listened on alternate trials to previously withheld grammatical items and ungrammatical items with incorrect gender markings on previously heard stems. Across three experiments, infants discriminated new grammatical from ungrammatical items, but like adults in previous studies, were only able to do so when a subset of familiarization items was double marked for gender category. The results suggest that learners can use distributional cues to category structure, to the exclusion of referential cues, from relatively early in the language learning process.

Child Language↗