Automated Vocal Analysis of Children with Hearing Loss and Their Typical and Atypical Peers

PubMed Central

VanDam, Mark; Oller, D. Kimbrough; Ambrose, Sophie E.; Gray, Sharmistha; Richards, Jeffrey A.; Xu, Dongxin; Gilkerson, Jill; Silbert, Noah H.; Moeller, Mary Pat

2014-01-01

Objectives This study investigated automatic assessment of vocal development in children with hearing loss as compared with children who are typically developing, have language delays, and autism spectrum disorder. Statistical models are examined for performance in a classification model and to predict age within the four groups of children. Design The vocal analysis system analyzed over 1900 whole-day, naturalistic acoustic recordings from 273 toddlers and preschoolers comprising children who were typically developing, hard of hearing, language delayed, or autistic. Results Samples from children who were hard-of-hearing patterned more similarly to those of typically-developing children than to the language-delayed or autistic samples. The statistical models were able to classify children from the four groups examined and estimate developmental age based on automated vocal analysis. Conclusions This work shows a broad similarity between children with hearing loss and typically developing children, although children with hearing loss show some delay in their production of speech. Automatic acoustic analysis can now be used to quantitatively compare vocal development in children with and without speech-related disorders. The work may serve to better distinguish among various developmental disorders and ultimately contribute to improved intervention. PMID:25587667

Fricative Contrast and Coarticulation in Children With and Without Speech Sound Disorders

PubMed Central

Mailend, Marja-Liisa

2017-01-01

Purpose The purpose of this study was, first, to expand our understanding of typical speech development regarding segmental contrast and anticipatory coarticulation, and second, to explore the potential diagnostic utility of acoustic measures of fricative contrast and anticipatory coarticulation in children with speech sound disorders (SSD). Method In a cross-sectional design, 10 adults, 17 typically developing children, and 11 children with SSD repeated carrier phrases with novel words with fricatives (/s/, /ʃ/). Dependent measures were 2 ratios derived from spectral mean, obtained from perceptually accurate tokens. Group analyses compared adults and typically developing children; individual children with SSD were compared to their respective typically developing peers. Results Typically developing children demonstrated smaller fricative acoustic contrast than adults but similar coarticulatory patterns. Three children with SSD showed smaller fricative acoustic contrast than their typically developing peers, and 2 children showed abnormal coarticulation. The 2 children with abnormal coarticulation both had a clinical diagnosis of childhood apraxia of speech; no clear pattern was evident regarding SSD subtype for smaller fricative contrast. Conclusions Children have not reached adult-like speech motor control for fricative production by age 10 even when fricatives are perceptually accurate. Present findings also suggest that abnormal coarticulation but not reduced fricative contrast is SSD-subtype–specific. Supplemental Materials S1: https://doi.org/10.23641/asha.5103070. S2 and S3: https://doi.org/10.23641/asha.5106508 PMID:28654946

Empirical Implications of Matching Children with Specific Language Impairment to Children with Typical Development on Nonverbal IQ

ERIC Educational Resources Information Center

Earle, F. Sayako; Gallinat, Erica L.; Grela, Bernard G.; Lehto, Alexa; Spaulding, Tammie J.

2017-01-01

This study determined the effect of matching children with specific language impairment (SLI) and their peers with typical development (TD) for nonverbal IQ on the IQ test scores of the resultant groups. Studies published between January 2000 and May 2012 reporting standard nonverbal IQ scores for SLI and age-matched TD controls were categorized…

Elicited Production of Relative Clauses in German: Evidence from Typically Developing Children and Children with Specific Language Impairment

ERIC Educational Resources Information Center

Adani, Flavia; Stegenwallner-Schütz, Maja; Haendler, Yair; Zukowski, Andrea

2016-01-01

We elicited the production of various types of relative clauses in a group of German-speaking children with specific language impairment (SLI) and typically developing controls in order to test the movement optionality account of grammatical difficulty in SLI. The results show that German-speaking children with SLI are impaired in relative clause…

The Typicality Ranking Task: A New Method to Derive Typicality Judgments from Children.

PubMed

Djalal, Farah Mutiasari; Ameel, Eef; Storms, Gert

2016-01-01

An alternative method for deriving typicality judgments, applicable in young children that are not familiar with numerical values yet, is introduced, allowing researchers to study gradedness at younger ages in concept development. Contrary to the long tradition of using rating-based procedures to derive typicality judgments, we propose a method that is based on typicality ranking rather than rating, in which items are gradually sorted according to their typicality, and that requires a minimum of linguistic knowledge. The validity of the method is investigated and the method is compared to the traditional typicality rating measurement in a large empirical study with eight different semantic concepts. The results show that the typicality ranking task can be used to assess children's category knowledge and to evaluate how this knowledge evolves over time. Contrary to earlier held assumptions in studies on typicality in young children, our results also show that preference is not so much a confounding variable to be avoided, but that both variables are often significantly correlated in older children and even in adults.

The Typicality Ranking Task: A New Method to Derive Typicality Judgments from Children

PubMed Central

Ameel, Eef; Storms, Gert

2016-01-01

An alternative method for deriving typicality judgments, applicable in young children that are not familiar with numerical values yet, is introduced, allowing researchers to study gradedness at younger ages in concept development. Contrary to the long tradition of using rating-based procedures to derive typicality judgments, we propose a method that is based on typicality ranking rather than rating, in which items are gradually sorted according to their typicality, and that requires a minimum of linguistic knowledge. The validity of the method is investigated and the method is compared to the traditional typicality rating measurement in a large empirical study with eight different semantic concepts. The results show that the typicality ranking task can be used to assess children’s category knowledge and to evaluate how this knowledge evolves over time. Contrary to earlier held assumptions in studies on typicality in young children, our results also show that preference is not so much a confounding variable to be avoided, but that both variables are often significantly correlated in older children and even in adults. PMID:27322371

An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder.

PubMed

Berger, Natalie I; Ingersoll, Brooke

2015-08-01

Previous work has indicated that both typically developing children and children with Autism Spectrum Disorder (ASD) display a range of imitation recognition behaviors in response to a contingent adult imitator. However, it is unknown how the two groups perform comparatively on this construct. In this study, imitation recognition behaviors for children with ASD and typically developing children were observed during periods of contingent imitation imbedded in a naturalistic imitation task. Results from this study indicate that children with ASD are impaired in their ability to recognize being imitated relative to typically developing peers as demonstrated both by behaviors representing basic social attention and more mature imitation recognition. Display of imitation recognition behaviors was independent of length of contingent imitation period in typically developing children, but rate of engagement in imitation recognition behaviors was positively correlated with length of contingent imitation period in children with ASD. Exploratory findings also suggest a link between the ability to demonstrate recognition of being imitated and ASD symptom severity, language, and object imitation for young children with ASD. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Face inversion effects in autism: a combined looking time and pupillometric study.

PubMed

Falck-Ytter, Terje

2008-10-01

Previous research has found that in typically developing individuals, behavioral performance declines and electrophysiological brain responses are altered when the face is inverted. Such effects are generally attributed to disruption of configural information. Individuals with autism spectrum disorder (ASD) have been found to show less pronounced inversion effects, a result in line with the view that featural processing of faces is enhanced in ASD. No study has determined if, or how, such local bias is reflected in the eye movements used in face observation. In this eye tracking study, looking time and pupil dilation were investigated during the presentation of upright and inverted faces in preschool children with ASD and typically developing preschoolers. On average, both children with ASD and typically developing children looked less at the face and the eye areas during inverted presentations than during upright presentations. Nevertheless, individuals with ASD had a stronger tendency than typically developing children to look at the same face features during upright and inverted presentations, which is suggestive of a local bias. Pupil dilation, reflecting increased processing load, was larger for inverted than upright faces in the ASD group only, and pupillary inversion effects were stronger in ASD than in typically developing children.

REM Theta Activity Enhances Inhibitory Control in Typically Developing Children but not Children with ADHD Symptoms

PubMed Central

Cremone, Amanda; Lugo-Candelas, Claudia I.; Harvey, Elizabeth A.; McDermott, Jennifer M.; Spencer, Rebecca M. C.

2017-01-01

Sleep disturbances impair cognitive functioning in typically developing populations. Children with attention-deficit/hyperactivity disorder (ADHD), a disorder characterized by impaired inhibitory control and attention, commonly experience sleep disturbances. Whether inhibitory impairments are related to sleep deficits in children with ADHD is unknown. Children with ADHD (n = 18; Mage = 6.70 years) and typically developing controls (n = 15; Mage = 6.73 years) completed a Go/No-Go task to measure inhibitory control and sustained attention before and after polysomnography-monitored overnight sleep. Inhibitory control and sustained attention were improved following overnight sleep in typically developing children. Moreover, morning inhibitory control was positively correlated with rapid eye movement (REM) theta activity in this group. Although REM theta activity was greater in children with ADHD compared to typically developing children, it was functionally insignificant. Neither inhibitory control nor sustained attention were improved following overnight sleep in children with ADHD symptoms, and neither of these behaviors was associated with REM theta activity in this group. Taken together, these results indicate that elevated REM theta activity may be functionally related to ADHD symptomology, possibly reflecting delayed cortical maturation. PMID:28246970

A comparison of the function, activity and participation and quality of life between down syndrome children and typically developing children.

PubMed

Jung, Hee-Kyoung; Chung, EunJung; Lee, Byoung-Hee

2017-08-01

[Purpose] To compare function, activity, participation, and quality of life of Down syndrome children and typically developing children according to age. [Subjects and Methods] A total of 16 Down syndrome children and 20 children with typical development were included as subjects for this study. International Classification of Functioning, Disability, and Health (ICF) Child and Youth version (CY) developed by the World Health Organization (WHO) and a questionnaire were used to measure children's functioning, activity, and participation. To measure quality of life, KIDSCREEN 52-HRQOL questionnaire was used in this study. [Results] ICF-CY function, activity, participation, and quality of life showed statistically significant differences between Down syndrome children and typically developing children. Down syndrome children with higher functions showed higher activities and participation. Higher function, activity and participation features were correlated with better quality of life. Higher function resulted in better quality of life. [Conclusion] Function, activity, participation, quality of life, and several common factors of Down syndrome children depend on the ability of children. Function of Down syndrome children affects their activity, participation, and quality of life. Activities and participations also affect quality of life. Therefore, children's functional aspect is the foundation for quality of life.

Theory of mind understanding and empathic behavior in children with autism spectrum disorders.

PubMed

Peterson, Candida

2014-12-01

This paper begins with a review of past research on theory of mind and empathy in children with ASD. Using varied operational definitions of empathy ranging from physiological heart rate through story vignettes to reports by privileged observers (e.g., teachers) of children's empathic behavior, results of previous studies are limited and contradictory. Thus new evidence is needed to answer two key questions: Are children with ASD less empathic than typically developing children? Do individual differences in theory of mind (ToM) understanding among children with ASD predict differences in their behavioral empathy? An original empirical study of 76 children aged 3-12 years (37 with ASD; 39 with typical development) addressed these. Results showed that children with ASD were significantly less empathic, according to their teachers, than typically developing children. However, this was not because of their slower ToM development. Findings showed equally clearly that ToM understanding was unrelated to empathy in children with ASD. The same was true for typically developing children once age and verbal maturity were controlled. Indeed, even the subgroup of older children with ASD in the sample who passed false belief tests were significantly less empathic than younger preschoolers who failed them. Copyright © 2014 ISDN. Published by Elsevier Ltd. All rights reserved.

Disembedding performance in children and adolescents with Asperger syndrome or high-functioning autism.

PubMed

Kaland, Nils; Mortensen, Erik Lykke; Smith, Lars

2007-01-01

The aim of the present study was to assess the findings, reported in earlier studies, that individuals with autism spectrum disorders process visuo-spatial tasks faster than typically developing control persons. The participants in the present study were children and adolescents with Asperger syndrome (AS) or high-functioning autism (HFA) (N = 13), and a matched group of typically developing children and adolescents (N = 13). The results showed that the participants in the clinical group performed marginally less well than those in the control group on both the Block Design Test and the Embedded Figures Test, but the differences were not statistically significant. Thus, earlier findings suggesting that individuals with autism spectrum disorders solve non-social cognitive tasks faster than typically developing control persons were not replicated. The results are discussed with special reference to the hypothesis of weak central coherence.

Everyday social and conversation applications of theory-of-mind understanding by children with autism-spectrum disorders or typical development.

PubMed

Peterson, Candida C; Garnett, Michelle; Kelly, Adrian; Attwood, Tony

2009-02-01

Children with autism-spectrum disorders (ASD) often fail laboratory false-belief tests of theory of mind (ToM). Yet how this impacts on their everyday social behavior is less clear, partly owing to uncertainty over which specific everyday conversational and social skills require ToM understanding. A new caregiver-report scale of these everyday applications of ToM was developed and validated in two studies. Study 1 obtained parent ratings of 339 children (85 with autism; 230 with Asperger's; 24 typically-developing) on the new scale and results revealed (a) that the scale had good psychometric properties and (b) that children with ASD had significantly more everyday mindreading difficulties than typical developers. In Study 2, we directly tested links between laboratory ToM and everyday mindreading using teacher ratings on the new scale. The sample of 25 children included 15 with autism and 10 typical developers aged 5-12 years. Children in both groups who passed laboratory ToM tests had fewer everyday mindreading difficulties than those of the same diagnosis who failed. Yet, intriguingly, autistic ToM-passers still had more problems with everyday mindreading than younger typically-developing ToM-failers. The possible roles of family conversation and peer interaction, along with ToM, in everyday social functioning were considered.

Limitations in social anticipation are independent of imaginative and Theory of Mind abilities in children with autism but not in typically developing children.

PubMed

Angus, Douglas Jozef; de Rosnay, Marc; Lunenburg, Patty; Meerum Terwogt, Mark; Begeer, Sander

2015-07-01

Anticipating future interactions is characteristic of our everyday social experiences, yet has received limited empirical attention. Little is known about how children with autism spectrum disorder, known for their limitations in social interactive skills, engage in social anticipation. We asked children with autism spectrum disorder and their typically developing counterparts to consider an interaction with another person in the near future. Our results suggest that children with autism spectrum disorder and typically developing children performed similarly when anticipating the age, gender, and possible questions of another person, but children with autism spectrum disorder struggled more to anticipate what they would say in response to an anticipated interaction. Furthermore, such responses were robustly associated with imaginative capacities in typically developing children but not children with autism spectrum disorder. Our findings suggest that the cognitive mechanisms of social anticipation may differ between these groups. © The Author(s) 2014.

Preschool children's performance on Profiling Elements of Prosody in Speech-Communication (PEPS-C).

PubMed

Gibbon, Fiona E; Smyth, Heather

2013-07-01

Profiling Elements of Prosody in Speech-Communication (PEPS-C) has not been used widely to assess prosodic abilities of preschool children. This study was therefore aimed at investigating typically developing 4-year-olds' performance on PEPS-C. PEPS-C was presented to 30 typically developing 4-year-olds recruited in southern Ireland. Children were judged to have completed the test if they produced analysable responses to >95% of the items. The children's scores were compared with data from typically developing 5-6-year-olds. The majority (83%) of 4-year-olds were able to complete the test. The children scored at chance or weak ability levels on all subtests. The 4-year-olds had lower scores than 5-6-year-olds in all subtests, apart from one, with the difference reaching statistical significance in 8 out of 12 subtests. The results indicate that PEPS-C could be a valuable tool for assessing prosody in young children with typical development and some groups of young children with communication disorders.

Foveal Processing Under Concurrent Peripheral Load in Profoundly Deaf Adults

PubMed Central

2016-01-01

Development of the visual system typically proceeds in concert with the development of audition. One result is that the visual system of profoundly deaf individuals differs from that of those with typical auditory systems. While past research has suggested deaf people have enhanced attention in the visual periphery, it is still unclear whether or not this enhancement entails deficits in central vision. Profoundly deaf and typically hearing adults were administered a variant of the useful field of view task that independently assessed performance on concurrent central and peripheral tasks. Identification of a foveated target was impaired by a concurrent selective peripheral attention task, more so in profoundly deaf adults than in the typically hearing. Previous findings of enhanced performance on the peripheral task were not replicated. These data are discussed in terms of flexible allocation of spatial attention targeted towards perceived task demands, and support a modified “division of labor” hypothesis whereby attentional resources co-opted to process peripheral space result in reduced resources in the central visual field. PMID:26657078

Brain responses to sexual images in 46,XY women with complete androgen insensitivity syndrome are female-typical.

PubMed

Hamann, Stephan; Stevens, Jennifer; Vick, Janice Hassett; Bryk, Kristina; Quigley, Charmian A; Berenbaum, Sheri A; Wallen, Kim

2014-11-01

Androgens, estrogens, and sex chromosomes are the major influences guiding sex differences in brain development, yet their relative roles and importance remain unclear. Individuals with complete androgen insensitivity syndrome (CAIS) offer a unique opportunity to address these issues. Although women with CAIS have a Y chromosome, testes, and produce male-typical levels of androgens, they lack functional androgen receptors preventing responding to their androgens. Thus, they develop a female physical phenotype, are reared as girls, and develop into women. Because sexually differentiated brain development in primates is determined primarily by androgens, but may be affected by sex chromosome complement, it is currently unknown whether brain structure and function in women with CAIS is more like that of women or men. In the first functional neuroimaging study of (46,XY) women with CAIS, typical (46,XX) women, and typical (46, XY) men, we found that men showed greater amygdala activation to sexual images than did either typical women or women with CAIS. Typical women and women with CAIS had highly similar patterns of brain activation, indicating that a Y chromosome is insufficient for male-typical human brain responses. Because women with CAIS produce male-typical or elevated levels of testosterone which is aromatized to estradiol these results rule out aromatization of testosterone to estradiol as a determinate of sex differences in patterns of brain activation to sexual images. We cannot, however, rule out an effect of social experience on the brain responses of women with CAIS as all were raised as girls. Copyright © 2014 Elsevier Inc. All rights reserved.

Posterior alpha oscillations reflect attentional problems in boys with Attention Deficit Hyperactivity Disorder.

PubMed

Vollebregt, Madelon A; Zumer, Johanna M; Ter Huurne, Niels; Buitelaar, Jan K; Jensen, Ole

2016-05-01

This study aimed to characterize alpha modulations in children with ADHD in relation to their attentional performance. The posterior alpha activity (8-12Hz) was measured in 30 typically developing children and 30 children with ADHD aged 7-10years, using EEG while they performed a visuospatial covert attention task. We focused the analyses on typically developing boys (N=9) and boys with ADHD (N=17). Alpha activity in typically developing boys was similar to previous results of healthy adults: it decreased in the hemisphere contralateral to the attended hemifield, whereas it relatively increased in the other hemisphere. However, in boys with ADHD this hemispheric lateralization in the alpha band was not obvious (group contrast, p=.018). A robust relation with behavioral performance was lacking in both groups. The ability to modulate alpha oscillations in visual regions with the allocation of spatial attention was clearly present in typically developing boys, but not in boys with ADHD. These results open up the possibility to further study the underlying mechanisms of ADHD by examining how differences in the fronto-striatal network might explain different abilities in modulating the alpha band activity. Copyright © 2016 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Event-based prospective memory in mildly and severely autistic children.

PubMed

Sheppard, Daniel P; Kvavilashvili, Lia; Ryder, Nuala

2016-01-01

There is a growing body of research into the development of prospective memory (PM) in typically developing children but research is limited in autistic children (Aut) and rarely includes children with more severe symptoms. This study is the first to specifically compare event-based PM in severely autistic children to mildly autistic and typically developing children. Fourteen mildly autistic children and 14 severely autistic children, aged 5-13 years, were matched for educational attainment with 26 typically developing children aged 5-6 years. Three PM tasks and a retrospective memory task were administered. Results showed that severely autistic children performed less well than typically developing children on two PM tasks but mildly autistic children did not differ from either group. No group differences were found on the most motivating (a toy reward) task. The findings suggest naturalistic tasks and motivation are important factors in PM success in severely autistic children and highlights the need to consider the heterogeneity of autism and symptom severity in relation to performance on event-based PM tasks. Copyright © 2015 Elsevier Ltd. All rights reserved.

Coping and Well-Being in Parents of Children with Autism Spectrum Disorders (ASD).

PubMed

Lai, Wei Wei; Goh, Tze Jui; Oei, Tian P S; Sung, Min

2015-08-01

This study examined psychological well-being and coping in parents of children with ASD and parents of typically developing children. 73 parents of children with ASD and 63 parents of typically developing children completed a survey. Parents of children with ASD reported significantly more parenting stress symptoms (i.e., negative parental self-views, lower satisfaction with parent-child bond, and experiences of difficult child behaviors), more depression symptoms, and more frequent use of Active Avoidance coping, than parents of typically developing children. Parents of children with ASD did not differ significantly in psychological well-being and coping when compared as according to child's diagnosis. Study results reinforced the importance of addressing well-being and coping needs of parents of children with ASD.

On the robustness of vocal development: an examination of infants with moderate-to-severe hearing loss and additional risk factors.

PubMed

Nathani, Suneeti; Oller, D Kimbrough; Neal, A Rebecca

2007-12-01

Onset of canonical babbling by 10 months of age is surprisingly robust in infancy, suggesting that there must be deep biological forces that keep the development of this key vocal capability on course. This study further evaluated the robustness of canonical babbling and other aspects of prelinguistic vocal development. Longitudinal observation was conducted on 4 infants who were at risk for abnormal vocal development because of bilateral moderate-to-severe sensorineural hearing loss and additional risk factors for developmental delay. Two of the infants were delayed in the onset of canonical babbling and showed greater fluctuation in canonical babbling ratios following its onset than did typically developing infants. On the same measures, the remaining 2 infants were within normal limits, although their age of onset for canonical babbling was later than the mean for typically developing infants. Volubility was not notably different from typically developing infants. Differences from typically developing infants were, however, observed in proportions of various prelinguistic syllable types produced across time. Results provided further evidence of robustness of canonical babbling and indicated the need for a large parametric study evaluating effects of varying degrees of hearing loss and other risk factors on vocal development.

Statistical Parametric Mapping to Identify Differences between Consensus-Based Joint Patterns during Gait in Children with Cerebral Palsy.

PubMed

Nieuwenhuys, Angela; Papageorgiou, Eirini; Desloovere, Kaat; Molenaers, Guy; De Laet, Tinne

2017-01-01

Experts recently identified 49 joint motion patterns in children with cerebral palsy during a Delphi consensus study. Pattern definitions were therefore the result of subjective expert opinion. The present study aims to provide objective, quantitative data supporting the identification of these consensus-based patterns. To do so, statistical parametric mapping was used to compare the mean kinematic waveforms of 154 trials of typically developing children (n = 56) to the mean kinematic waveforms of 1719 trials of children with cerebral palsy (n = 356), which were classified following the classification rules of the Delphi study. Three hypotheses stated that: (a) joint motion patterns with 'no or minor gait deviations' (n = 11 patterns) do not differ significantly from the gait pattern of typically developing children; (b) all other pathological joint motion patterns (n = 38 patterns) differ from typically developing gait and the locations of difference within the gait cycle, highlighted by statistical parametric mapping, concur with the consensus-based classification rules. (c) all joint motion patterns at the level of each joint (n = 49 patterns) differ from each other during at least one phase of the gait cycle. Results showed that: (a) ten patterns with 'no or minor gait deviations' differed somewhat unexpectedly from typically developing gait, but these differences were generally small (≤3°); (b) all other joint motion patterns (n = 38) differed from typically developing gait and the significant locations within the gait cycle that were indicated by the statistical analyses, coincided well with the classification rules; (c) joint motion patterns at the level of each joint significantly differed from each other, apart from two sagittal plane pelvic patterns. In addition to these results, for several joints, statistical analyses indicated other significant areas during the gait cycle that were not included in the pattern definitions of the consensus study. Based on these findings, suggestions to improve pattern definitions were made.

Statistical Parametric Mapping to Identify Differences between Consensus-Based Joint Patterns during Gait in Children with Cerebral Palsy

PubMed Central

Papageorgiou, Eirini; Desloovere, Kaat; Molenaers, Guy; De Laet, Tinne

2017-01-01

Experts recently identified 49 joint motion patterns in children with cerebral palsy during a Delphi consensus study. Pattern definitions were therefore the result of subjective expert opinion. The present study aims to provide objective, quantitative data supporting the identification of these consensus-based patterns. To do so, statistical parametric mapping was used to compare the mean kinematic waveforms of 154 trials of typically developing children (n = 56) to the mean kinematic waveforms of 1719 trials of children with cerebral palsy (n = 356), which were classified following the classification rules of the Delphi study. Three hypotheses stated that: (a) joint motion patterns with ‘no or minor gait deviations’ (n = 11 patterns) do not differ significantly from the gait pattern of typically developing children; (b) all other pathological joint motion patterns (n = 38 patterns) differ from typically developing gait and the locations of difference within the gait cycle, highlighted by statistical parametric mapping, concur with the consensus-based classification rules. (c) all joint motion patterns at the level of each joint (n = 49 patterns) differ from each other during at least one phase of the gait cycle. Results showed that: (a) ten patterns with ‘no or minor gait deviations’ differed somewhat unexpectedly from typically developing gait, but these differences were generally small (≤3°); (b) all other joint motion patterns (n = 38) differed from typically developing gait and the significant locations within the gait cycle that were indicated by the statistical analyses, coincided well with the classification rules; (c) joint motion patterns at the level of each joint significantly differed from each other, apart from two sagittal plane pelvic patterns. In addition to these results, for several joints, statistical analyses indicated other significant areas during the gait cycle that were not included in the pattern definitions of the consensus study. Based on these findings, suggestions to improve pattern definitions were made. PMID:28081229

A longitudinal study on gross motor development in children with learning disorders.

PubMed

Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Huijgen, Barbara C H; Smith, Joanne; Visscher, Chris

2014-02-01

This longitudinal study examined the development of gross motor skills, and sex-differences therein, in 7- to 11-years-old children with learning disorders (LD) and compared the results with typically developing children to determine the performance level of children with LD. In children with LD (n=56; 39 boys, 17 girls), gross motor skills were assessed with the Test of Gross Motor Development-2 and measured annually during a 3-year period. Motor scores of 253 typically developing children (125 boys, 112 girls) were collected for references values. The multilevel analyses showed that the ball skills of children with LD improved with age (p<.001), especially between 7 and 9 years, but the locomotor skills did not (p=.50). Boys had higher ball skill scores than girls (p=.002) and these differences were constant over time. Typically developing children outperformed the children with LD on the locomotor skills and ball skills at all ages, except the locomotor skills at age 7. Children with LD develop their ball skills later in the primary school-period compared to typically developing peers. However, 11 year-old children with LD had a lag in locomotor skills and ball skills of at least four and three years, respectively, compared to their peers. Copyright © 2013 Elsevier Ltd. All rights reserved.

Structure and coherence of reasoning ability in Down Syndrome adults and typically developing children.

PubMed

Natsopoulo, D; Christou, C; Koutselini, M; Raftopoulos, A; Karefillidou, C

2002-01-01

The present study investigates the ability of Down Syndrome (DS) adults to reason: (a) deductively with transitivity (linear and reverse relations) and categorical syllogisms (all-some relations); (b) inductively with classical verbal analogies and non-verbal analogical reasoning (Raven's Coloured Progressive Matrices); and (c) to retain information in short-term memory. The results have shown that: (i) The Down Syndrome adults did not differ from typically developing children, matched on expressive and verbal ability, in transitivity and non-verbal analogical thinking; (ii) they differed in categorical reasoning, classical verbal analogies and short-term memory. Application of a structural model demonstrated that, despite differences in slope means in the three measures, the structure of functioning within-and-across all domains of cognition tests and its growth pattern, equally reliable and coherent, goes in parallel for the Down Syndrome adults and the typically developing children. The results are discussed within the context of the two-group developmental and difference approach.

Is Weak Oral Language Associated with Poor Spelling in School-Age Children with Specific Language Impairment, Dyslexia, or Both?

PubMed Central

McCarthy, Jillian H.; Hogan, Tiffany P.; Catts, Hugh W.

2013-01-01

The purpose of this study was to test the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in school-age children. We compared fourth grade spelling accuracy in children with specific language impairment (SLI), dyslexia, or both (SLI/dyslexia) to their typically developing grade-matched peers. Results of the study revealed that children with SLI performed similarly to their typically developing peers on a single word spelling task. Alternatively, those with dyslexia and SLI/dyslexia evidenced poor spelling accuracy. Errors made by both those with dyslexia and SLI/dyslexia were characterized by numerous phonologic, orthographic, and semantic errors. Cumulative results support the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in typically developing school-age children and their peers with SLI and dyslexia. Findings are provided as further support for the notion that SLI and dyslexia are distinct, yet co-morbid, developmental disorders. PMID:22876769

Deaf children's use of clear visual cues in mindreading.

PubMed

Hao, Jian; Su, Yanjie

2014-11-01

Previous studies show that typically developing 4-year old children can understand other people's false beliefs but that deaf children of hearing families have difficulty in understanding false beliefs until the age of approximately 13. Because false beliefs are implicit mental states that are not expressed through clear visual cues in standard false belief tasks, the present study examines the hypothesis that the deaf children's developmental delay in understanding false beliefs may reflect their difficulty in understanding a spectrum of mental states that are not expressed through clear visual cues. Nine- to 13-year-old deaf children of hearing families and 4-6-year-old typically developing children completed false belief tasks and emotion recognition tasks under different cue conditions. The results indicated that after controlling for the effect of the children's language abilities, the deaf children inferred other people's false beliefs as accurately as the typically developing children when other people's false beliefs were clearly expressed through their eye-gaze direction. However, the deaf children performed worse than the typically developing children when asked to infer false beliefs with ambiguous or no eye-gaze cues. Moreover, the deaf children were capable of recognizing other people's emotions that were clearly conveyed by their facial or body expressions. The results suggest that although theory-based or simulation-based mental state understanding is typical of hearing children's theory of mind mechanism, for deaf children of hearing families, clear cue-based mental state understanding may be their specific theory of mind mechanism. Copyright © 2014 Elsevier Ltd. All rights reserved.

Predicting Receptive-Expressive Vocabulary Discrepancies in Preschool Children With Autism Spectrum Disorder.

PubMed

McDaniel, Jena; Yoder, Paul; Woynaroski, Tiffany; Watson, Linda R

2018-05-15

Correlates of receptive-expressive vocabulary size discrepancies may provide insights into why language development in children with autism spectrum disorder (ASD) deviates from typical language development and ultimately improve intervention outcomes. We indexed receptive-expressive vocabulary size discrepancies of 65 initially preverbal children with ASD (20-48 months) to a comparison sample from the MacArthur-Bates Communicative Development Inventories Wordbank (Frank, Braginsky, Yurovsky, & Marchman, 2017) to quantify typicality. We then tested whether attention toward a speaker and oral motor performance predict typicality of the discrepancy 8 months later. Attention toward a speaker correlated positively with receptive-expressive vocabulary size discrepancy typicality. Imitative and nonimitative oral motor performance were not significant predictors of vocabulary size discrepancy typicality. Secondary analyses indicated that midpoint receptive vocabulary size mediated the association between initial attention toward a speaker and end point receptive-expressive vocabulary size discrepancy typicality. Findings support the hypothesis that variation in attention toward a speaker might partially explain receptive-expressive vocabulary size discrepancy magnitude in children with ASD. Results are consistent with an input-processing deficit explanation of language impairment in this clinical population. Future studies should test whether attention toward a speaker is malleable and causally related to receptive-expressive discrepancies in children with ASD.

Functional magnetic resonance imaging of story listening in adolescents and young adults with Down syndrome: evidence for atypical neurodevelopment.

PubMed

Jacola, L M; Byars, A W; Hickey, F; Vannest, J; Holland, S K; Schapiro, M B

2014-10-01

Previous studies have documented differences in neural activation during language processing in individuals with Down syndrome (DS) in comparison with typically developing individuals matched for chronological age. This study used functional magnetic resonance imaging (fMRI) to compare activation during language processing in young adults with DS to typically developing comparison groups matched for chronological age or mental age. We hypothesised that the pattern of neural activation in the DS cohort would differ when compared with both typically developing cohorts. Eleven persons with DS (mean chronological age = 18.3; developmental age range = 4-6 years) and two groups of typically developing individuals matched for chronological (n = 13; mean age = 18.3 years) and developmental (mental) age (n = 12; chronological age range = 4-6 years) completed fMRI scanning during a passive story listening paradigm. Random effects group comparisons were conducted on individual maps of the contrast between activation (story listening) and rest (tone presentation) conditions. Robust activation was seen in typically developing groups in regions associated with processing auditory information, including bilateral superior and middle temporal lobe gyri. In contrast, the DS cohort demonstrated atypical spatial distribution of activation in midline frontal and posterior cingulate regions when compared with both typically developing control groups. Random effects group analyses documented reduced magnitude of activation in the DS cohort when compared with both control groups. Activation in the DS group differed significantly in magnitude and spatial extent when compared with chronological and mental age-matched typically developing control groups during a story listening task. Results provide additional support for an atypical pattern of functional organisation for language processing in this population. © 2013 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Restricted Arm Swing Affects Gait Stability and Increased Walking Speed Alters Trunk Movements in Children with Cerebral Palsy

PubMed Central

Delabastita, Tijs; Desloovere, Kaat; Meyns, Pieter

2016-01-01

Observational research suggests that in children with cerebral palsy, the altered arm swing is linked to instability during walking. Therefore, the current study investigates whether children with cerebral palsy use their arms more than typically developing children, to enhance gait stability. Evidence also suggests an influence of walking speed on gait stability. Moreover, previous research highlighted a link between walking speed and arm swing. Hence, the experiment aimed to explore differences between typically developing children and children with cerebral palsy taking into account the combined influence of restricting arm swing and increasing walking speed on gait stability. Spatiotemporal gait characteristics, trunk movement parameters and margins of stability were obtained using three dimensional gait analysis to assess gait stability of 26 children with cerebral palsy and 24 typically developing children. Four walking conditions were evaluated: (i) free arm swing and preferred walking speed; (ii) restricted arm swing and preferred walking speed; (iii) free arm swing and high walking speed; and (iv) restricted arm swing and high walking speed. Double support time and trunk acceleration variability increased more when arm swing was restricted in children with bilateral cerebral palsy compared to typically developing children and children with unilateral cerebral palsy. Trunk sway velocity increased more when walking speed was increased in children with unilateral cerebral palsy compared to children with bilateral cerebral palsy and typically developing children and in children with bilateral cerebral palsy compared to typically developing children. Trunk sway velocity increased more when both arm swing was restricted and walking speed was increased in children with bilateral cerebral palsy compared to typically developing children. It is proposed that facilitating arm swing during gait rehabilitation can improve gait stability and decrease trunk movements in children with cerebral palsy. The current results thereby partly support the suggestion that facilitating arm swing in specific situations possibly enhances safety and reduces the risk of falling in children with cerebral palsy. PMID:27471457

Exploring the longitudinal association between interventions to support the transition to secondary school and child anxiety.

PubMed

Neal, S; Rice, F; Ng-Knight, T; Riglin, L; Frederickson, N

2016-07-01

School transition at around 11-years of age can be anxiety-provoking for children, particularly those with special educational needs (SEN). The present study adopted a longitudinal design to consider how existing transition strategies, categorized into cognitive, behavioral or systemic approaches, were associated with post-transition anxiety amongst 532 typically developing children and 89 children with SEN. Multiple regression analysis indicated that amongst typically developing pupils, systemic interventions were associated with lower school anxiety but not generalized anxiety, when controlling for prior anxiety. Results for children with SEN differed significantly, as illustrated by a Group × Intervention type interaction. Specifically, systemic strategies were associated with lower school anxiety amongst typically developing children and higher school anxiety amongst children with SEN. These findings highlight strategies that schools may find useful in supporting typically developing children over the transition period, whilst suggesting that children with SEN might need a more personalized approach. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Speech Acts During Friends' and Non-friends' Spontaneous Conversations in Preschool Dyads with High-Functioning Autism Spectrum Disorder versus Typical Development.

PubMed

Bauminger-Zviely, Nirit; Golan-Itshaky, Adi; Tubul-Lavy, Gila

2017-05-01

In this study, we videotaped two 10-min. free-play interactions and coded speech acts (SAs) in peer talk of 51 preschoolers (21 ASD, 30 typical), interacting with friend versus non-friend partners. Groups were matched for maternal education, IQ (verbal/nonverbal), and CA. We compared SAs by group (ASD/typical), by partner's friendship status (friend/non-friend), and by partner's disability status. Main results yielded a higher amount and diversity of SAs in the typical than the ASD group (mainly in assertive acts, organizational devices, object-dubbing, and pretend-play); yet, those categories, among others, showed better performance with friends versus non-friends. Overall, a more nuanced perception of the pragmatic deficit in ASD should be adopted, highlighting friendship as an important context for children's development of SAs.

What automated vocal analysis reveals about the vocal production and language learning environment of young children with autism.

PubMed

Warren, Steven F; Gilkerson, Jill; Richards, Jeffrey A; Oller, D Kimbrough; Xu, Dongxin; Yapanel, Umit; Gray, Sharmistha

2010-05-01

The study compared the vocal production and language learning environments of 26 young children with autism spectrum disorder (ASD) to 78 typically developing children using measures derived from automated vocal analysis. A digital language processor and audio-processing algorithms measured the amount of adult words to children and the amount of vocalizations they produced during 12-h recording periods in their natural environments. The results indicated significant differences between typically developing children and children with ASD in the characteristics of conversations, the number of conversational turns, and in child vocalizations that correlated with parent measures of various child characteristics. Automated measurement of the language learning environment of young children with ASD reveals important differences from the environments experienced by typically developing children.

Use of information entropy measures of sitting postural sway to quantify developmental delay in infants

PubMed Central

Deffeyes, Joan E; Harbourne, Regina T; DeJong, Stacey L; Kyvelidou, Anastasia; Stuberg, Wayne A; Stergiou, Nicholas

2009-01-01

Background By quantifying the information entropy of postural sway data, the complexity of the postural movement of different populations can be assessed, giving insight into pathologic motor control functioning. Methods In this study, developmental delay of motor control function in infants was assessed by analysis of sitting postural sway data acquired from force plate center of pressure measurements. Two types of entropy measures were used: symbolic entropy, including a new asymmetric symbolic entropy measure, and approximate entropy, a more widely used entropy measure. For each method of analysis, parameters were adjusted to optimize the separation of the results from the infants with delayed development from infants with typical development. Results The method that gave the widest separation between the populations was the asymmetric symbolic entropy method, which we developed by modification of the symbolic entropy algorithm. The approximate entropy algorithm also performed well, using parameters optimized for the infant sitting data. The infants with delayed development were found to have less complex patterns of postural sway in the medial-lateral direction, and were found to have different left-right symmetry in their postural sway, as compared to typically developing infants. Conclusion The results of this study indicate that optimization of the entropy algorithm for infant sitting postural sway data can greatly improve the ability to separate the infants with developmental delay from typically developing infants. PMID:19671183

Imaging decision about whether to benefit self by harming others: Adolescents with conduct and substance problems, with or without callous-unemotionality, or developing typically.

PubMed

Sakai, Joseph T; Dalwani, Manish S; Mikulich-Gilbertson, Susan K; Raymond, Kristen; McWilliams, Shannon; Tanabe, Jody; Rojas, Don; Regner, Michael; Banich, Marie T; Crowley, Thomas J

2017-05-30

We sought to identify brain activation differences in conduct-problem youth with limited prosocial emotions (LPE) compared to conduct-problem youth without LPE and community adolescents, and to test associations between brain activation and severity of callous-unemotional traits. We utilized a novel task, which asks subjects to repeatedly decide whether to accept offers where they will benefit but a beneficent other will be harmed. Behavior on this task has been previously associated with levels of prosocial emotions and severity of callous-unemotional traits, and is related to empathic concern. During fMRI acquisition, 66 male adolescents (21 conduct-problem patients with LPE, 21 without, and 24 typically-developing controls) played this novel game. Within typically-developing controls, we identified a network engaged during decision involving bilateral insula, and inferior parietal and medial frontal cortices, among other regions. Group comparisons using non-parametric (distribution-free) permutation tests demonstrated LPE patients had lower activation estimates than typically-developing adolescents in right anterior insula. Additional significant group differences emerged with our a priori parametric cluster-wise inference threshold. These results suggest measurable functional brain activation differences in conduct-problem adolescents with LPE compared to typically-developing adolescents. Such differences may underscore differential treatment needs for conduct-problem males with and without LPE. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

Foveal Processing Under Concurrent Peripheral Load in Profoundly Deaf Adults.

PubMed

Dye, Matthew W G

2016-04-01

Development of the visual system typically proceeds in concert with the development of audition. One result is that the visual system of profoundly deaf individuals differs from that of those with typical auditory systems. While past research has suggested deaf people have enhanced attention in the visual periphery, it is still unclear whether or not this enhancement entails deficits in central vision. Profoundly deaf and typically hearing adults were administered a variant of the useful field of view task that independently assessed performance on concurrent central and peripheral tasks. Identification of a foveated target was impaired by a concurrent selective peripheral attention task, more so in profoundly deaf adults than in the typically hearing. Previous findings of enhanced performance on the peripheral task were not replicated. These data are discussed in terms of flexible allocation of spatial attention targeted towards perceived task demands, and support a modified "division of labor" hypothesis whereby attentional resources co-opted to process peripheral space result in reduced resources in the central visual field. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Interpreting JEDI Results | Jobs and Economic Development Impact Models |

Science.gov Websites

NREL Interpreting JEDI Results Interpreting JEDI Results The Jobs and Economic Development Impact (JEDI) models estimate the number of jobs and economic impacts associated with power generation Economic activity in input-output models is typically assessed in three categories. NREL's JEDI models

Early androgen exposure and human gender development.

PubMed

Hines, Melissa; Constantinescu, Mihaela; Spencer, Debra

2015-01-01

During early development, testosterone plays an important role in sexual differentiation of the mammalian brain and has enduring influences on behavior. Testosterone exerts these influences at times when the testes are active, as evidenced by higher concentrations of testosterone in developing male than in developing female animals. This article critically reviews the available evidence regarding influences of testosterone on human gender-related development. In humans, testosterone is elevated in males from about weeks 8 to 24 of gestation and then again during early postnatal development. Individuals exposed to atypical concentrations of testosterone or other androgenic hormones prenatally, for example, because of genetic conditions or because their mothers were prescribed hormones during pregnancy, have been consistently found to show increased male-typical juvenile play behavior, alterations in sexual orientation and gender identity (the sense of self as male or female), and increased tendencies to engage in physically aggressive behavior. Studies of other behavioral outcomes following dramatic androgen abnormality prenatally are either too small in their numbers or too inconsistent in their results, to provide similarly conclusive evidence. Studies relating normal variability in testosterone prenatally to subsequent gender-related behavior have produced largely inconsistent results or have yet to be independently replicated. For studies of prenatal exposures in typically developing individuals, testosterone has been measured in single samples of maternal blood or amniotic fluid. These techniques may not be sufficiently powerful to consistently detect influences of testosterone on behavior, particularly in the relatively small samples that have generally been studied. The postnatal surge in testosterone in male infants, sometimes called mini-puberty, may provide a more accessible opportunity for measuring early androgen exposure during typical development. This approach has recently begun to be used, with some promising results relating testosterone during the first few months of postnatal life to later gender-typical play behavior. In replicating and extending these findings, it may be important to assess testosterone when it is maximal (months 1 to 2 postnatal) and to take advantage of the increased reliability afforded by repeated sampling.

Using video modeling to teach reciprocal pretend play to children with autism.

PubMed

MacDonald, Rebecca; Sacramone, Shelly; Mansfield, Renee; Wiltz, Kristine; Ahearn, William H

2009-01-01

The purpose of the present study was to use video modeling to teach children with autism to engage in reciprocal pretend play with typically developing peers. Scripted play scenarios involving various verbalizations and play actions with adults as models were videotaped. Two children with autism were each paired with a typically developing child, and a multiple-probe design across three play sets was used to evaluate the effects of the video modeling procedure. Results indicated that both children with autism and the typically developing peers acquired the sequences of scripted verbalizations and play actions quickly and maintained this performance during follow-up probes. In addition, probes indicated an increase in the mean number of unscripted verbalizations as well as reciprocal verbal interactions and cooperative play. These findings are discussed as they relate to the development of reciprocal pretend-play repertoires in young children with autism.

Using Video Modeling to Teach Reciprocal Pretend Play to Children with Autism

PubMed Central

MacDonald, Rebecca; Sacramone, Shelly; Mansfield, Renee; Wiltz, Kristine; Ahearn, William H

2009-01-01

The purpose of the present study was to use video modeling to teach children with autism to engage in reciprocal pretend play with typically developing peers. Scripted play scenarios involving various verbalizations and play actions with adults as models were videotaped. Two children with autism were each paired with a typically developing child, and a multiple-probe design across three play sets was used to evaluate the effects of the video modeling procedure. Results indicated that both children with autism and the typically developing peers acquired the sequences of scripted verbalizations and play actions quickly and maintained this performance during follow-up probes. In addition, probes indicated an increase in the mean number of unscripted verbalizations as well as reciprocal verbal interactions and cooperative play. These findings are discussed as they relate to the development of reciprocal pretend-play repertoires in young children with autism. PMID:19721729

Designing for sustained adoption: A model of developing educational innovations for successful propagation

NASA Astrophysics Data System (ADS)

Khatri, Raina; Henderson, Charles; Cole, Renée; Froyd, Jeffrey E.; Friedrichsen, Debra; Stanford, Courtney

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The physics education research community has produced a wealth of knowledge about effective teaching and learning of college level physics. Based on this knowledge, many research-proven instructional strategies and teaching materials have been developed and are currently available to instructors. Unfortunately, these intensive research and development activities have failed to influence the teaching practices of many physics instructors. This paper describes interim results of a larger study to develop a model of designing materials for successful propagation. The larger study includes three phases, the first two of which are reported here. The goal of the first phase was to characterize typical propagation practices of education developers, using data from a survey of 1284 National Science Foundation (NSF) principal investigators and focus group data from eight disciplinary groups of NSF program directors. The goal of the second phase was to develop an understanding of successful practice by studying three instructional strategies that have been well propagated. The result of the first two phases is a tentative model of designing for successful propagation, which will be further validated in the third phase through purposeful sampling of additional well-propagated instructional strategies along with typical education development projects. We found that interaction with potential adopters was one of the key missing ingredients in typical education development activities. Education developers often develop a polished product before getting feedback, rely on mass-market communication channels for dissemination, and do not plan for supporting adopters during implementation. The tentative model resulting from this study identifies three key propagation activities: interactive development, interactive dissemination, and support of adopters. Interactive development uses significant feedback from potential adopters to develop a strong product suitable for use in many settings. Interactive dissemination uses personal interactions to reach and motivate potential users. Support of adopters is missing from typical propagation practice and is important to reduce the burden of implementation and increases the likelihood of successful adoption.

Face-to-face interference in typical and atypical development

PubMed Central

Riby, Deborah M; Doherty-Sneddon, Gwyneth; Whittle, Lisa

2012-01-01

Visual communication cues facilitate interpersonal communication. It is important that we look at faces to retrieve and subsequently process such cues. It is also important that we sometimes look away from faces as they increase cognitive load that may interfere with online processing. Indeed, when typically developing individuals hold face gaze it interferes with task completion. In this novel study we quantify face interference for the first time in Williams syndrome (WS) and Autism Spectrum Disorder (ASD). These disorders of development impact on cognition and social attention, but how do faces interfere with cognitive processing? Individuals developing typically as well as those with ASD (n = 19) and WS (n = 16) were recorded during a question and answer session that involved mathematics questions. In phase 1 gaze behaviour was not manipulated, but in phase 2 participants were required to maintain eye contact with the experimenter at all times. Looking at faces decreased task accuracy for individuals who were developing typically. Critically, the same pattern was seen in WS and ASD, whereby task performance decreased when participants were required to hold face gaze. The results show that looking at faces interferes with task performance in all groups. This finding requires the caveat that individuals with WS and ASD found it harder than individuals who were developing typically to maintain eye contact throughout the interaction. Individuals with ASD struggled to hold eye contact at all points of the interaction while those with WS found it especially difficult when thinking. PMID:22356183

Simple View of Reading in Down's syndrome: the role of listening comprehension and reading skills.

PubMed

Roch, Maja; Levorato, M Chiara

2009-01-01

According to the 'Simple View of Reading' (Hoover and Gough 1990), individual differences in reading comprehension are accounted for by decoding skills and listening comprehension, each of which makes a unique and specific contribution. The current research was aimed at testing the Simple View of Reading in individuals with Down's syndrome and comparing their profiles with typically developing first graders. Listening comprehension and the ability to read both words and non-words was compared in two groups with the same level of reading comprehension: 23 individuals with Down's syndrome aged between 11 years 3 months and 18 years 2 months and 23 first-grade typically developing children aged between 6 years 2 months and 7 years 4 months. The results indicate that at the same level of reading comprehension, individuals with Down's syndrome have less developed listening comprehension and more advanced word recognition than typically developing first graders. A comparison of the profiles of the two groups revealed that reading comprehension level was predicted by listening comprehension in both groups of participants and by word-reading skills only in typically developing children. The Simple View of Reading model is confirmed for individuals with Down's syndrome, although they do not show the reading profile of typically developing first graders; rather, they show an atypical profile similar to that of 'poor comprehenders' (Cain and Oakhill 2006). The crucial role of listening comprehension in Down's syndrome is also discussed with reference to the educational implications.

Language and False-Belief Task Performance in Children With Autism Spectrum Disorder.

PubMed

Jeffrey Farrar, M; Seung, Hye Kyeung; Lee, Hyeonjin

2017-07-12

Language is related to false-belief (FB) understanding in both typically developing children and children with autism spectrum disorder (ASD). The current study examined the role of complementation and general language in FB understanding. Of interest was whether language plays similar or different roles in the groups' FB performance. Participants were 16 typically developing children (mean age = 5.0 years; mental age = 6.7) and 18 with ASD (mean age = 7.3 years; mental age = 8.3). Children were administered FB and language tasks (say- and think-complements), receptive and expressive vocabulary tests, and relative clauses. When mental age and receptive and expressive vocabulary were used as separate covariates, the typical control group outperformed the children with ASD in FB task performance. Chi-square analyses indicated that passing both complementation tasks was linked to the FB understanding of children with ASD. Children with ASD who passed FB tasks all passed say- and think-complement tasks. However, some children in the control group were able to pass the FB tasks, even if they failed the say- and think-complement tasks. The results indicate that children with ASD relied more on complement understanding to pass FB than typically developing children. Results are discussed regarding the developmental pathways for FB understanding.

A Sentence Repetition Task for Catalan-Speaking Typically-Developing Children and Children with Specific Language Impairment

PubMed Central

Gavarró, Anna

2017-01-01

It is common to find that so-called minority languages enjoy fewer (if any) diagnostic tools than the so-called majority languages. This has repercussions for the detection and proper assessment of children with Specific Language Impairment (SLI) brought up in these languages. With a view to remedy this situation for Catalan, I developed a sentence repetition task to assess grammatical maturity in school-age children; in current practice, Catalan-speaking children are assessed with tests translated from Spanish, with disregard of the fact that the markers of SLI may differ substantially from one language to another, even between closely related languages. The test proposed here is inspired by SASIT [School-Age Sentence Imitation Test – English], designed for English by Marinis et al. (2011); some of the constructions targeted are challenging in a subset of languages, but not others, and are included because they are indeed affected in Catalan SLI; other constructions appear to be disrupted universally. The test involves canonical SVO sentences, sentences with third person accusative clitics (known to be problematic in Catalan SLI, but not in Spanish), passives, wh- interrogatives, subordinate clauses, subject and object relatives and conditionals. The test was administered to thirty typically developing 6- and 7-year-olds (as reported in Gavarró et al., 2012b), and five children diagnosed with SLI (mean age 10;7). The results of the task were scored under two systems: (i) identical vs. non-identical repetition and (ii) identical, grammatical and ungrammatical repetition, with detail regarding the error type. The results for typically developing and SLI children showed differences between the groups: identical repetition was found in 88.9% of cases for typically developing children but only 48% for SLI children. Ungrammatical productions were higher for the SLI group, and so were grammatical but different repetitions, a trend which was found in every child individually. The results are compared to those available in the literature for similar languages and I discuss the impact of grammatical variation in language performance, in both typical and impaired development. PMID:29163261

Investigation of Language and Motor skills in Serbian Speaking Children with Specific Language Impairment and in Typically Developing Children

ERIC Educational Resources Information Center

Vukovic, Mile; Vukovic, Irena; Stojanovik, Vesna

2010-01-01

Specific language impairment (SLI) is usually defined as a developmental language disorder which does not result from a hearing loss, autism, neurological and emotional difficulties, severe social deprivation, low non-verbal abilities. Children affected with SLI typically have difficulties with the acquisition of different aspects of language and…

Faces do not capture special attention in children with autism spectrum disorder: a change blindness study.

PubMed

Kikuchi, Yukiko; Senju, Atsushi; Tojo, Yoshikuni; Osanai, Hiroo; Hasegawa, Toshikazu

2009-01-01

Two experiments investigated attention of children with autism spectrum disorder (ASD) to faces and objects. In both experiments, children (7- to 15-year-olds) detected the difference between 2 visual scenes. Results in Experiment 1 revealed that typically developing children (n = 16) detected the change in faces faster than in objects, whereas children with ASD (n = 16) were equally fast in detecting changes in faces and objects. These results were replicated in Experiment 2 (n = 16 in children with ASD and 22 in typically developing children), which does not require face recognition skill. Results suggest that children with ASD lack an attentional bias toward others' faces, which could contribute to their atypical social orienting.

[Research on developping the spectral dataset for Dunhuang typical colors based on color constancy].

PubMed

Liu, Qiang; Wan, Xiao-Xia; Liu, Zhen; Li, Chan; Liang, Jin-Xing

2013-11-01

The present paper aims at developping a method to reasonably set up the typical spectral color dataset for different kinds of Chinese cultural heritage in color rendering process. The world famous wall paintings dating from more than 1700 years ago in Dunhuang Mogao Grottoes was taken as typical case in this research. In order to maintain the color constancy during the color rendering workflow of Dunhuang culture relics, a chromatic adaptation based method for developping the spectral dataset of typical colors for those wall paintings was proposed from the view point of human vision perception ability. Under the help and guidance of researchers in the art-research institution and protection-research institution of Dunhuang Academy and according to the existing research achievement of Dunhuang Research in the past years, 48 typical known Dunhuang pigments were chosen and 240 representative color samples were made with reflective spectral ranging from 360 to 750 nm was acquired by a spectrometer. In order to find the typical colors of the above mentioned color samples, the original dataset was devided into several subgroups by clustering analysis. The grouping number, together with the most typical samples for each subgroup which made up the firstly built typical color dataset, was determined by wilcoxon signed rank test according to the color inconstancy index comprehensively calculated under 6 typical illuminating conditions. Considering the completeness of gamut of Dunhuang wall paintings, 8 complementary colors was determined and finally the typical spectral color dataset was built up which contains 100 representative spectral colors. The analytical calculating results show that the median color inconstancy index of the built dataset in 99% confidence level by wilcoxon signed rank test was 3.28 and the 100 colors are distributing in the whole gamut uniformly, which ensures that this dataset can provide reasonable reference for choosing the color with highest color constancy during the color rendering process of Dunhuang cultural heritage.

Autism: Hard to Switch from Details to the Whole.

PubMed

Soriano, María Felipa; Ibáñez-Molina, Antonio J; Paredes, Natalia; Macizo, Pedro

2017-12-18

It has long been proposed that individuals with autism exhibit a superior processing of details at the expense of an impaired global processing. This theory has received some empirical support, but results are mixed. In this research we have studied local and global processing in ASD and Typically Developing children, with an adaptation of the Navon task, designed to measure congruency effects between local and global stimuli and switching cost between local and global tasks. ASD children showed preserved global processing; however, compared to Typically Developing children, they exhibited more facilitation from congruent local stimuli when they performed the global task. In addition, children with ASD had more switching cost than Typically Developing children only when they switched from the local to the global task, reflecting a specific difficulty to disengage from local stimuli. Together, results suggest that ASD is characterized by a tendency to process local details, they benefit from the processing of local stimuli at the expense of increasing cost to disengage from local stimuli when global processing is needed. Thus, this work demonstrates experimentally the advantages and disadvantages of the increased local processing in children with ASD.

Exploring the neural correlates of lexical stress perception in english among Chinese-English bilingual children with autism spectrum disorder: An ERP study.

PubMed

Zhang, Juan; Meng, Yaxuan; Tong, Xiuhong; Yuan, Zhen; Wu, Chenggang; Ieong, Sao Leng

2018-02-14

Previous studies found that individuals with autism spectrum disorder (ASD) were less sensitive to the variations of lexical stress in their native language than typically developing controls. However, no study has been conducted to explore the perception of lexical stress in the second language among individuals with ASD. Using ERPs (event-related potentials) measurement with an oddball paradigm, the current study examined and compared the neural responses by Chinese-English bilingual children with ASD and typically developing controls in the processing of English lexical stress. The results showed that when compared with typically developing controls, children with ASD manifested reduced MMN (mismatch negativity) amplitude at the left temporal-parietal and parietal sites, indicating that they were less sensitive to lexical stress. However, a more negative MMN response was found for ASD group than for typically developing group at the right central-parietal, temporal-parietal, and temporal sites. In addition, the right hemisphere was more activated than the left hemisphere for ASD group, which might be derived from the reversed asymmetry of brain activation for individuals with ASD when processing language-related stimuli. Copyright © 2017 Elsevier B.V. All rights reserved.

Caregiver burden and sibling relationships in families raising children with disabilities and typically developing children.

PubMed

Roper, Susanne Olsen; Allred, Diane W; Mandleco, Barbara; Freeborn, Donna; Dyches, Tina

2014-06-01

Using family systems theory as a theoretical framework, we investigated direct and indirect associations between type of disability, caregiver burden, and sibling relationships with structural equation modeling. We recruited 172 families raising typically developing children or a child with a disability. Participants volunteered at meetings and workshops for families of children with disabilities and were also recruited through snowball sampling. Mothers and fathers independently completed self-report questionnaires on caregiver burden and perceptions of the sibling relationship. Mothers experienced higher levels of caregiver burden than fathers. Parents of children with autism reported higher levels of caregiver burden than parents of typically developing children. Mothers of children with Down syndrome and multiple disabilities reported more positive sibling relationships than mothers of typically developing children. Mothers' and fathers' perceptions of caregiver burden were negatively related to their perceptions of the sibling relationship. Caregiver burden mediated the relationship between having a child with autism and positive sibling relationships. Results indicate the benefits of using a systems framework in examining families raising children with disabilities. Future research should focus on interventions for families of children with disabilities that help alleviate parental burden and foster positive sibling relationships.

Race, disability, and grade: Social relationships in children with autism spectrum disorders.

PubMed

Azad, Gazi F; Locke, Jill; Kasari, Connie; Mandell, David S

2017-01-01

Race is associated with social relationships among typically developing children; however, studies rarely examine the impact of race on social outcomes for children with autism spectrum disorder. This study examined how race (African American, Latino, Asian, or White) in conjunction with disability status (autism spectrum disorders or typically developing) and grade (grades K-2 or 3-5) affects friendships and social networks. The sample comprises 85 children with autism spectrum disorders and 85 typically developing controls matched on race, gender, age/grade, and classroom (wherever possible). Race, disability, and grade each had an independent effect on friendship nominations, and there was an interaction among the three variables. Specifically, children with autism spectrum disorders who were African American or Latino in the upper elementary grades received fewer friendship nominations than typically developing White children in the lower elementary grades. Only the presence of autism spectrum disorders was associated with social network centrality. Our results also suggested that Latino children with autism spectrum disorders in the upper elementary grades were at the highest risk of social isolation. Implications for re-conceptualizing social skills interventions are discussed. © The Author(s) 2016.

Connectivity dynamics in typical development and its relationship to autistic traits and autism spectrum disorder.

PubMed

Rashid, Barnaly; Blanken, Laura M E; Muetzel, Ryan L; Miller, Robyn; Damaraju, Eswar; Arbabshirani, Mohammad R; Erhardt, Erik B; Verhulst, Frank C; van der Lugt, Aad; Jaddoe, Vincent W V; Tiemeier, Henning; White, Tonya; Calhoun, Vince

2018-03-30

Recent advances in neuroimaging techniques have provided significant insights into developmental trajectories of human brain function. Characterizations of typical neurodevelopment provide a framework for understanding altered neurodevelopment, including differences in brain function related to developmental disorders and psychopathology. Historically, most functional connectivity studies of typical and atypical development operate under the assumption that connectivity remains static over time. We hypothesized that relaxing stationarity assumptions would reveal novel features of both typical brain development related to children on the autism spectrum. We employed a "chronnectomic" (recurring, time-varying patterns of connectivity) approach to evaluate transient states of connectivity using resting-state functional MRI in a population-based sample of 774 6- to 10-year-old children. Dynamic connectivity was evaluated using a sliding-window approach, and revealed four transient states. Internetwork connectivity increased with age in modularized dynamic states, illustrating an important pattern of connectivity in the developing brain. Furthermore, we demonstrated that higher levels of autistic traits and ASD diagnosis were associated with longer dwell times in a globally disconnected state. These results provide a roadmap to the chronnectomic organization of the developing brain and suggest that characteristics of functional brain connectivity are related to children on the autism spectrum. © 2018 Wiley Periodicals, Inc.

Fundamental movement skills and physical activity among children with and without cerebral palsy.

PubMed

Capio, Catherine M; Sit, Cindy H P; Abernethy, Bruce; Masters, Rich S W

2012-01-01

Fundamental movement skills (FMS) proficiency is believed to influence children's physical activity (PA), with those more proficient tending to be more active. Children with cerebral palsy (CP), who represent the largest diagnostic group treated in pediatric rehabilitation, have been found to be less active than typically developing children. This study examined the association of FMS proficiency with PA in a group of children with CP, and compared the data with a group of typically developing children. Five FMS (run, jump, kick, throw, catch) were tested using process- and product-oriented measures, and accelerometers were used to monitor PA over a 7-day period. The results showed that children with CP spent less time in moderate to vigorous physical activity (MVPA), but more time in sedentary behavior than typically developing children. FMS proficiency was negatively associated with sedentary time and positively associated with time spent in MVPA in both groups of children. Process-oriented FMS measures (movement patterns) were found to have a stronger influence on PA in children with CP than in typically developing children. The findings provide evidence that FMS proficiency facilitates activity accrual among children with CP, suggesting that rehabilitation and physical education programs that support FMS development may contribute to PA-related health benefits. Copyright © 2012 Elsevier Ltd. All rights reserved.

Extraversion Is a Mediator of Gelotophobia: A Study of Autism Spectrum Disorder and the Big Five.

PubMed

Tsai, Meng-Ning; Wu, Ching-Lin; Tseng, Lei-Pin; An, Chih-Pei; Chen, Hsueh-Chih

2018-01-01

Previous research has shown that individuals with autism are frequently mocked in their childhood and are consequently more anxious about being ridiculed. Research has also shown that autistic individuals have a higher level of gelotophobia (fear of being laughed at) compared to typically developed individuals. However, recent studies have also found that gelotophobia is strongly related to personality, which suggests that personality is a factor that helps to create a higher level of gelotophobia in autistic individuals. To investigate whether this is the case, we recruited 279 Taiwanese high school students, 123 with autism spectrum disorder (ASD) and 156 typically developed students as a control group. Self-reporting questionnaires were used to gather data on the Big Five personality traits and on the gelotophobia-related traits of gelotophobia, gelotophilia, and katagelasticism. The results were analyzed and the two groups were compared for differences in gelotophobia and personality. The ASD group was found to have a higher level of gelotophobia than the typically developed group, but lower levels of gelotophilia and katagelasticism. Additionally, the ASD group was found to have lower levels of extraversion and agreeableness than the typically developed group, but no significant difference was found between the two groups in terms of conscientiousness, openness, and emotional stability. We then investigated the possible correlations between gelotophobia-related traits and the Big Five, and consequently the mediation effect of the Big Five on gelotophobia. The results show, firstly, that extraversion rather than ASD is a direct factor in gelotophobia. Secondly, the level of gelotophilia was partly influenced by autism but also to a certain extent by the level of extraversion. Lastly, the results indicate that autism and the level of agreeableness are in conflict when predicting the level of katagelasticism.

Spacelab mission dependent training parametric resource requirements study

NASA Technical Reports Server (NTRS)

Ogden, D. H.; Watters, H.; Steadman, J.; Conrad, L.

1976-01-01

Training flows were developed for typical missions, resource relationships analyzed, and scheduling optimization algorithms defined. Parametric analyses were performed to study the effect of potential changes in mission model, mission complexity and training time required on the resource quantities required to support training of payload or mission specialists. Typical results of these analyses are presented both in graphic and tabular form.

Negative emotion does not enhance recall skills in adults with autistic spectrum disorders.

PubMed

Deruelle, C; Hubert, B; Santos, A; Wicker, B

2008-04-01

Recent empirical findings suggest a significant influence of emotion on memory processes. Surprisingly, although emotion-processing difficulties appear to be a hallmark feature in autism spectrum disorders (ASD), their impact on higher-level cognitive functions, such as memory, has not been directly studied in this population. The aim of this study was to address this issue by assessing whether the emotional valence of visual scenes affects recall skills in high-functioning individuals with ASD. To this purpose, their recall performance of neutral and emotional pictures was compared with that of typically developing adults (control group). Results revealed that while typically developing individuals showed enhanced recall skills for negative relative to positive and neutral pictures, individuals with ASD recalled the neutral pictures as well as the emotional ones. Findings of this study thus point to reduced influence of emotion on memory processes in ASD than in typically developing individuals, possibly owing to amygdala dysfunctions.

Interarticulator coordination in children with and without cerebral palsy

PubMed Central

Nip, Ignatius S. B.

2017-01-01

The current study investigates how interarticulator coordination changes across speaking tasks varying in articulatory and linguistic demands for children with CP and their typically-developing peers. Articulatory movements from 12 children with spastic CP (7M, 5F, 4–15 years of age) and 12 typically-developing age- and sex-matched peers were cross-correlated to determine the degree of spatial and temporal coupling between the upper lip and jaw, lower lip and jaw, and upper and lower lips. Spatial and temporal coupling were also correlated with intelligibility. Results indicated that children with CP have reduced spatial coupling between the upper and lower lips and reduced temporal coupling between all articulators as compared to their typically-developing peers. For all participants, sentences were produced with the greatest degree of interarticulator coordination when compared to the diadochokinetic and syllable repetition tasks. Measures of interarticulator coordination were correlated with intelligibility for the speakers with CP. PMID:25905558

Relationship Between Sensory Processing and Pretend Play in Typically Developing Children.

PubMed

Roberts, Tara; Stagnitti, Karen; Brown, Ted; Bhopti, Anoo

We sought to investigate the relationship between sensory processing and pretend play in typically developing children. Forty-two typically developing children ages 5-7 yr were assessed with the Child Initiated Pretend Play Assessment and the Home and Main Classroom forms of the Sensory Processing Measure (SPM). There were significant relationships between elaborate pretend play and body awareness (r = .62, p < .01), balance (r = .42, p < .01), and touch (r = .47, p < .01). Object substitution was associated with social participation (r = .42, p < .05). The sensory processing factors (from the SPM)-namely, Body Awareness, Balance, Touch, and Social Participation-were predictive of the quality of children's engagement in pretend play in the home environment. The results indicated that, to engage and participate in play, children are involving sensory processing abilities, especially body awareness, balance, and touch. Copyright © 2018 by the American Occupational Therapy Association, Inc.

Temporal dynamics reveal atypical brain response to social exclusion in autism.

PubMed

McPartland, James C; Crowley, Michael J; Perszyk, Danielle R; Naples, Adam; Mukerji, Cora E; Wu, Jia; Molfese, Peter; Bolling, Danielle Z; Pelphrey, Kevin A; Mayes, Linda C

2011-07-01

Despite significant social difficulties, children with autism spectrum disorder (ASD) are vulnerable to the effects of social exclusion. We recorded EEG while children with ASD and typical peers played a computerized game involving peer rejection. Children with ASD reported ostracism-related distress comparable to typically developing children. Event-related potentials (ERPs) indicated a distinct pattern of temporal processing of rejection events in children with ASD. While typically developing children showed enhanced response to rejection at a late slow wave indexing emotional arousal and regulation, those with autism showed attenuation at an early component, suggesting reduced engagement of attentional resources in the aversive social context. Results emphasize the importance of studying the time course of social information processing in ASD; they suggest distinct mechanisms subserving similar overt behavior and yield insights relevant to development and implementation of targeted treatment approaches and objective measures of response to treatment.

Short-term phonological memory in preschool children.

PubMed

Rodrigues, Amalia; Befi-Lopes, Debora Maria

2013-01-01

The purpose of this study was to design a short-term memory test, to describe quantitative performance in typically language developing children and to verify the relationship between the non-words repetition and oral phonological measure. The participants included 136 typically language developing children aged from 3 years to 6 years and 11 months old in this study, who were evaluated. The test consisted of 40 non-words of one, two, three, and four syllables. The subjects' repetitions were transcribed and the number of right answers was calculated for each age range. The effect of age was observed in the test, as well as the effect of length, only for disyllabic non-words. The performance in the non-word repetition task showed correlation with the oral phonology measure. The test designed in this research was able to verify the short-term memory in typically language developing children and the results showed correlation between this memory and phonological performance.

Can Automated Facial Expression Analysis Show Differences Between Autism and Typical Functioning?

PubMed

Borsos, Zsófia; Gyori, Miklos

2017-01-01

Exploratory analyses of emotional expressions using a commercially available facial expression recognition software are reported, from the context of a serious game for screening purposes. Our results are based on a comparative analysis of two matched groups of kindergarten-age children (high-functioning children with autism spectrum condition: n=13; typically developing children: n=13). Results indicate that this technology has the potential to identify autism-specific emotion expression features, and may play a role in affective diagnostic and assistive technologies.

Gender discrimination of eyes and mouths by individuals with autism.

PubMed

Best, Catherine A; Minshew, Nancy J; Strauss, Mark S

2010-04-01

Evidence remains mixed about whether individuals with autism look less to eyes and whether they look more at mouths. Few studies have examined how spontaneous attention to facial features relates to face processing abilities. This study tested the ability to discriminate gender from facial features, namely eyes and mouths, by comparing accuracy scores of 17 children with autism and 15 adults with autism to 17 typically developing children and 15 typically developing adults. Results indicated that all participants regardless of diagnosis discriminated gender more accurately from eyes than from mouths. However, results indicated that compared to adults without autism, adults with autism were significantly worse at discriminating gender from eyes.

The development of writing skills in 4-year-old children with and without specific language impairment.

PubMed

Pavelko, Stacey L; Lieberman, R Jane; Schwartz, Jamie; Hahs-Vaughn, Debbie; Nye, Chad

2017-01-01

Research shows that many preschool children with specific language impairment (SLI) have difficulty acquiring literacy skills including phonological awareness, print concepts, and alphabet knowledge. Limited research suggests that preschool children with SLI also have difficulty with emergent writing tasks such as name writing and word writing. In typically developing children, research indicates that emergent writing skills are acquired in a developmental sequence: (1) linearity, (2) segmentation, (3) simple characters, (4) left-right orientation, (5) complex characters, (6) random letters, and (7) invented spelling. This study compared the emergent writing skills of 4-year-old children with SLI (n = 22) to their age- and gender-matched peers (n = 22). Results indicated that children with SLI demonstrate difficulty with a variety of writing tasks, including letter writing, name writing, word writing, and sentence writing when compared to their typically-developing peers. Children with SLI followed the same developmental sequence in acquiring writing skills as their typically-developing peers.

Sibling self-management: Programming for generalization to improve interactions between typically developing siblings and children with autism spectrum disorders.

PubMed

Kryzak, Lauren A; Jones, Emily A

2017-11-01

The present study taught typically developing (TD) siblings of children with autism spectrum disorders (ASD) social-communicative and self-management skills. The authors' hypothesized that the acquisition of self-management skills would support generalization of targeted social-communicative responses. A multiple baseline probe design across sibling dyads was used to decrease exposure to unnecessary sessions in the absence of intervention. Four TD siblings were taught self-management of a social skills curriculum using behavioral skills training, which consisted of instructions, modeling, practice, and subsequent feedback. Results indicated that TD siblings learned to self-manage the social skills curriculum with some generalization across novel settings and over time. Comparisons of social-communicative responses to their typical peers provided some support for the social validity of the intervention outcomes. These results support the use of self-management, when explicitly programming for generalization, which continues to be a key consideration when including TD siblings in interventions with their siblings with ASD.

Mother-child play: children with Down syndrome and typical development.

PubMed

Venuti, P; de Falco, S; Esposito, G; Bornstein, Marc H

2009-07-01

Child solitary and collaborative mother-child play with 21 children with Down syndrome and 33 mental-age-matched typically developing children were compared. In solitary play, children with Down syndrome showed less exploratory but similar symbolic play compared to typically developing children. From solitary to collaborative play, children with Down syndrome increased their exploratory play, attaining the same level as typically developing children. Pretense significantly increased from solitary to collaborative play only in typically developing children. Differences between mothers' play in the two groups mirrored those between their children. Both groups showed similar attunement and synchrony. Mothers contribute to the play development of children with Down syndrome through their own adaptation to their children's limitations and potentialities.

Imitation from 12 to 24 months in autism and typical development: A longitudinal Rasch analysis

PubMed Central

Young, Gregory S.; Rogers, Sally J.; Hutman, Ted; Rozga, Agata; Sigman, Marian; Ozonoff, Sally

2013-01-01

The development of imitation during the second year of life plays an important role in domains of socio-cognitive development such as language and social learning. Deficits in imitation ability in persons with autism spectrum disorder (ASD) have also been repeatedly documented from toddlerhood into adulthood, raising the possibility that early disruptions in imitation contribute to the onset of ASD and the deficits in language and social interaction that define the disorder. This study prospectively examined the development of imitation between 12 and 24 months of age in 154 infants at familial risk for ASD and 78 typically developing infants who were all later assessed at 36 months for ASD or other developmental delays. The study established a developmental measure of imitation ability, and examined group differences over time, using an analytic Rasch measurement model. Results revealed a unidimensional latent construct of imitation and verified a reliable sequence of imitation skills that was invariant over time for all outcome groups. Results also showed that all groups displayed similar significant linear increases in imitation ability between 12 and 24 months and that these increases were related to individual growth in both expressive language and ratings of social engagement, but not fine motor development. The group of children who developed ASD by age 3 years exhibited delayed imitation development compared to the low-risk typical outcome group across all time-points, but were indistinguishable from other high-risk infants who showed other cognitive delays not related to ASD. PMID:21910524

Global Processing Speed in Children With Low Reading Ability and in Children and Adults With Typical Reading Ability: Exploratory Factor Analytic Models

PubMed Central

Peter, Beate; Matsushita, Mark; Raskind, Wendy H.

2013-01-01

Purpose To investigate processing speed as a latent dimension in children with dyslexia and children and adults with typical reading skills. Method Exploratory factor analysis (FA) was based on a sample of multigenerational families, each ascertained through a child with dyslexia. Eleven measures—6 of them timed—represented verbal and nonverbal processes, alphabet writing, and motor sequencing in the hand and oral motor system. FA was conducted in 4 cohorts (all children, a subset of children with low reading scores, a subset of children with typical reading scores, and adults with typical reading scores; total N = 829). Results Processing speed formed the first factor in all cohorts. Both measures of motor sequencing speed loaded on the speed factor with the other timed variables. Children with poor reading scores showed lower speed factor scores than did typical peers. The speed factor was negatively correlated with age in the adults. Conclusions The speed dimension was observed independently of participant cohort, gender, and reading ability. Results are consistent with a unified theory of processing speed as a quadratic function of age in typical development and with slowed processing in poor readers. PMID:21081672

Volumetric Analysis of Regional Variability in the Cerebellum of Children with Dyslexia

PubMed Central

Stuebing, Karla; Juranek, Jenifer; Fletcher, Jack M.

2013-01-01

Cerebellar deficits and subsequent impairment in procedural learning may contribute to both motor difficulties and reading impairment in dyslexia. We used quantitative magnetic resonance imaging to investigate the role of regional variation in cerebellar anatomy in children with single-word decoding impairments (N=23), children with impairment in fluency alone (N=8), and typically developing children (N=16). Children with decoding impairments (dyslexia) demonstrated no statistically significant differences in overall grey and white matter volumes or cerebellar asymmetry; however, reduced volume in the anterior lobe of the cerebellum relative to typically developing children was observed. These results implicate cerebellar involvement in dyslexia and establish an important foundation for future research on the connectivity of the cerebellum and cortical regions typically associated with reading impairment. PMID:23828023

Volumetric analysis of regional variability in the cerebellum of children with dyslexia.

PubMed

Fernandez, Vindia G; Stuebing, Karla; Juranek, Jenifer; Fletcher, Jack M

2013-12-01

Cerebellar deficits and subsequent impairment in procedural learning may contribute to both motor difficulties and reading impairment in dyslexia. We used quantitative magnetic resonance imaging to investigate the role of regional variation in cerebellar anatomy in children with single-word decoding impairments (N = 23), children with impairment in fluency alone (N = 8), and typically developing children (N = 16). Children with decoding impairments (dyslexia) demonstrated no statistically significant differences in overall grey and white matter volumes or cerebellar asymmetry; however, reduced volume in the anterior lobe of the cerebellum relative to typically developing children was observed. These results implicate cerebellar involvement in dyslexia and establish an important foundation for future research on the connectivity of the cerebellum and cortical regions typically associated with reading impairment.

Ontology for Life-Cycle Modeling of Water Distribution Systems: Model View Definition

DTIC Science & Technology

2013-06-01

Research and Development Center, Construction Engineering Research Laboratory (ERDC-CERL) to develop a life-cycle building model have resulted in the...Laboratory (ERDC-CERL) to develop a life-cycle building model have resulted in the definition of a “core” building information model that contains...developed experimental BIM models us- ing commercial off-the-shelf (COTS) software. Those models represent three types of typical low-rise Army

Strengths, Opportunities, Aspirations, and Results: An Emerging Approach to Organization Development

ERIC Educational Resources Information Center

Zarestky, Jill; Cole, Catherine S.

2017-01-01

Organization development (OD) interventions have typically relied on the strengths, weaknesses, opportunities, and threats (SWOT) framework for strategic planning. The strengths, opportunities, aspirations, and results (SOAR) framework is a relatively new innovation in OD that may serve as a viable alternative to SWOT for those who wish to apply…

Postural control of typical developing boys during the transition from double-leg stance to single-leg stance.

PubMed

Deschamps, Kevin; Staes, Filip; Peerlinck, Kathelijne; Van Geet, Kristel; Hermans, Cedric; Lobet, Sebastien

2017-02-01

Literature is lacking information about postural control performance of typically developing children during a transition task from double-leg stance to single-leg stance. The purpose of the present study was therefore to evaluate the clinical feasibility of a transition task in typical developing age groups as well as to study the correlation between associated balance measures and age.Thirty-three typically developing boys aged 6-20 years performed a standard transition task from DLS to SLS with eyes open (EO) and eyes closed (EC). Balance features derived from the center of pressure displacement captured by a single force platform were correlated with age on the one hand and considered for differences in the perspective of limb dominance on the other hand.All TDB (typically developing boys) were able to perform the transition task with EO. With respect to EC condition, all TDB from the age group 6-7 years and the youngest of the age group 8-12 years (N = 4) were unable to perform the task. No significant differences were observed between the balance measures of the dominant and non-dominant limbs.With respect to EO condition, correlation analyses indicated that time to new stability point (TNSP) as well as the sway measure after this TNSP were correlated with age (p < 0.0001). For the EC condition, only the anthropometrically scaled sway measure was found to be correlated (p = 0.03). The results provide additional insight into balance development in childhood and may serve as a useful basis for assessing balance impairments in higher functioning children with musculoskeletal problems. What is Known: • Reference data regarding postural balance of typically developing children during walking, running, sit-to-stand, and bipodal and unipodal stance has been well documented in the literature. • These reference data provided not only insight into the maturation process of the postural control system, but also served in diagnosing and managing functional repercussions of neurological and orthopedic pathologies. What is New: • Objective data regarding postural balance of typical developing children during a transition task from double-leg stance to single-leg stance. • Insight into the role of maturation on the postural control system.

A multi-segment foot model based on anatomically registered technical coordinate systems: method repeatability and sensitivity in pediatric planovalgus feet.

PubMed

Saraswat, Prabhav; MacWilliams, Bruce A; Davis, Roy B; D'Astous, Jacques L

2013-01-01

Several multisegment foot models have been proposed and some have been used to study foot pathologies. These models have been tested and validated on typically developed populations; however application of such models to feet with significant deformities presents an additional set of challenges. For the first time, in this study, a multisegment foot model is tested for repeatability in a population of children with symptomatic abnormal feet. The results from this population are compared to the same metrics collected from an age matched (8-14 years) typically developing population. The modified Shriners Hospitals for Children, Greenville (mSHCG) foot model was applied to ten typically developing children and eleven children with planovalgus feet by two clinicians. Five subjects in each group were retested by both clinicians after 4-6 weeks. Both intra-clinician and inter-clinician repeatability were evaluated using static and dynamic measures. A plaster mold method was used to quantify variability arising from marker placement error. Dynamic variability was measured by examining trial differences from the same subjects when multiple clinicians carried out the data collection multiple times. For hindfoot and forefoot angles, static and dynamic variability in both groups was found to be less than 4° and 6° respectively. The mSHCG model strategy of minimal reliance on anatomical markers for dynamic measures and inherent flexibility enabled by separate anatomical and technical coordinate systems resulted in a model equally repeatable in typically developing and planovalgus populations. Copyright © 2012 Elsevier B.V. All rights reserved.

Reading Development in Typically Developing Children and Children With Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth.

PubMed

Demir-Lira, Özlem Ece; Levine, Susan C

2016-01-01

Summer slide, uneven growth of academic skills over the calendar year, captures the fact that the learning gains children make over the school year do not continue at the same pace over the summer, when children are typically not in school. We compared growth of reading skills during the school year and over the summer months in children with pre-or perinatal brain lesion (PL) and typically-developing (TD) children from varying socioeconomic status (SES) backgrounds as a new way to probe the role of structured environmental support in functional plasticity for reading skills in children with PL. Results showed that children with PL performed lower than TD children on both reading decoding and reading comprehension. Group differences were primarily driven by children with larger lesions and children with right hemisphere lesions (RH). For reading comprehension, children with RH showed greater growth during the school year but more slide during the summer months than both TD children and children with left hemisphere lesions, implicating a particularly strong role of structured input in supporting reading comprehension in this group. TD children from lower SES backgrounds fell behind their TD peers from higher SES backgrounds on decoding and reading comprehension, but did not show differential patterns of school year and summer growth. Overall, results highlight the importance of considering the role of a host of factors interacting at multiple levels of analyses, including biological and environmental, in influencing developmental trajectories of typically and atypically-developing children.

Spelling Processes of Children With Nonsyndromic Cleft Lip and/or Palate: A Preliminary Study.

PubMed

Lee, Karen Shi Mei; Young, Selena Ee-Li; Liow, Susan Jane Rickard; Purcell, Alison Anne

2015-01-01

Objective :  To compare the cognitive-linguistic processes underlying spelling performance of children with cleft lip and/or palate with those of typically developing children. Design :  An assessment battery including tests of hearing, articulation, verbal short-term and working memory, and phonological awareness, as well as word and nonword spelling, was administered to both groups. Participants :  A total of 15 children with nonsyndromic cleft lip and/or palate were case-matched by age and sex to 15 typically developing children. The children were aged between 6 and 8 years and were bilingual, with English the dominant language. Results :  Wilcoxon signed-rank tests revealed that the performance of children with cleft lip and/or palate was significantly poorer on phoneme deletion and nonword spelling (P < .05) compared with typically developing children. Spearman correlation analyses revealed different relationships between the cognitive-linguistic and spelling measures for the cleft lip and/or palate and typically developing groups. Conclusions :  Children with cleft lip and/or palate underachieve in phonological awareness and spelling skills. To facilitate early intervention for literacy problems, speech-language pathologists should routinely assess the cognitive-linguistic processing of children with cleft lip and/or palate, especially phonological awareness, as part of their case management protocols.

Effects of Sampling Context on Spontaneous Expressive Language in Males with Fragile X Syndrome or Down Syndrome

PubMed Central

Kover, Sara T.; McDuffie, Andrea; Abbeduto, Leonard; Brown, W. Ted

2012-01-01

Purpose This study examined the impact of sampling context on multiple aspects of expressive language in males with fragile X syndrome in comparison to males with Down syndrome or typical development. Method Participants with fragile X syndrome (n = 27), ages 10 to 17 years, were matched groupwise on nonverbal mental age to adolescents with Down syndrome (n = 15) and typically developing 3- to 6-year-olds (n = 15). Language sampling contexts were an interview-style conversation and narration of a wordless book, with scripted examiner behavior. Language was assessed in terms of amount of talk, MLU of communication unit (MLCU), lexical diversity, fluency, and intelligibility. Results Participants with fragile X syndrome had lower MLCU and lexical diversity than participants with typical development. Participants with Down syndrome produced yet lower MLCU. A differential effect of context among those with fragile X syndrome, Down syndrome, and typical development emerged for the number of attempts per minute, MLCU, and fluency. For participants with fragile X syndrome, autism symptom severity related to the number of utterances produced in conversation. Aspects of examiner behavior related to participant performance. Conclusions Sampling context characteristics should be considered when assessing expressive language in individuals with neurodevelopmental disabilities. PMID:22232386

Syllabic patterns in typical and atypical phonological development: ultrasonographic analysis.

PubMed

Vassoler, Aline Mara de Oliveira; Berti, Larissa Cristina

2018-01-01

Objective The present study aims to compare the production of syllabic patterns of the CVC and CV types performed by Brazilian children with typical and atypical phonological development through ultrasonography of tongue. Methods Ten children (five with typical and with five atypical phonological development) recorded nine pairs of words from the syllables: CCV and CV. The images and audios were captured simultaneously by the Articulate Assistant Advanced software. The data were submitted to perceptive analysis and ultrasonographic articulatory analysis (the area between the tip and the blade of the tongue). The area measurements were submitted to one-way repeated measures ANOVA. Results ANOVA demonstrated a significant effect for the clinical condition (typical and atypical), (F (1.8) = 172.48, p> 0.000) forthe area measurements. In both syllabic patterns (CCV and CV) the atypical children showed greater values ​​of the area between the tip and the blade of the tongue. Regarding the syllabic patterns analyzed, the statistical test showed no significant effect (F (1.8)=0.19, p>0.658). Conclusion The use of a greater area of ​​the tongue by children with atypical phonological development suggests the non-differentiation of the tip and the anterior body gestures of the tongue in the production of CV and CCV.

The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers.

PubMed

Saiegh-Haddad, Elinor; Taha, Haitham

2017-11-01

The study is a cross-sectional developmental investigation of morphological and phonological awareness in word spelling and reading in Arabic in reading-accuracy disabled (RD) children and in age-matched typically developing (TR) controls in grades 1-4 (N = 160). Morphological awareness tasks targeted the root and word pattern derivational system of Arabic, in both the oral and the written modalities. Phonological awareness employed a variety of orally administered segmentation and deletion tasks. The results demonstrated early deficits in morphological awareness, besides deficits in phonological awareness, in RD children as compared with typically developing controls, as well as in word and pseudoword spelling and reading (voweled and unvoweled). While phonological awareness emerged as the strongest predictor of reading, morphological awareness was also found to predict unique variance in reading, and even more so in spelling, beyond phonological awareness and cognitive skills. The results demonstrate the early emergence of morphological awareness deficits, alongside phonological deficits in Arabic RD, as well as the role of morphological processing in early reading and spelling. These findings reflect the centrality of derivational morphology in the structure of the spoken and the written Arabic word. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Physical fitness in children with developmental coordination disorder.

PubMed

Schott, Nadja; Alof, Verena; Hultsch, Daniela; Meermann, Dagmar

2007-12-01

The protective effects of physical activity and fitness on cardiovascular health have clearly been shown among normally developed children. However data are currently lacking pertaining to children with developmental coordination disorder (DCD). The purpose of this study was to examine differences in fitness measures, body composition, and physical activity among children with and without DCD. A cross-sectional design was implemented examining 261 children (118 girls, 143 boys) ages 4-12 years (mean age 7.8 +/- 1.9 years). Children were categorized as having DCD if they scored less than or equal to the 5th percentile (n=71) or between the 6th and the 15th percentile (n=5) on the Movement Assessment Battery for Children (MABC; Henderson & Sugden, 1992). The typically developing children had scores between the 16th and the 50th percentile (n=16) or above the 50th percentile (n=3) on the MABC. The age-related body mass index was used to characterize body composition. Physical fitness was assessed with a 6-min run, 20-m sprint, jump-and-reach test, medicine ball throw, curl-ups, and sit-and-reach test. Physical activity was estimated with a questionnaire. The percentage of overweight and obese children ages 10-12 years were significantly higher in the DCD groups (severe: 50%, moderate: 23.1%) than in the typically developing groups (medium: 5.6%, high: 0%; p < .05). Significant interactions (MABC x Age Group) were found for the fitness tests (p values < .05), except flexibility; whereby specifically, compared to the children in the typically developing groups children in the DCD groups ages 4-6 years achieved significantly worse results for the 20-m sprint, and children of the DCD groups ages 10-12 years achieved significantly worse results for the 6-min run, jump-and-reach test, and medicine ball throw. The study demonstrates poorer performance in fitness tests with high demands on coordination in children with DCD compared to their typically developing peers. Furthermore, the differences in fitness increased with age between children in the DCD groups versus the typically developing groups.

Investigation of the mechanical behaviour of the foot skin.

PubMed

Fontanella, C G; Carniel, E L; Forestiero, A; Natali, A N

2014-11-01

The aim of this work was to provide computational tools for the characterization of the actual mechanical behaviour of foot skin, accounting for results from experimental testing and histological investigation. Such results show the typical features of skin mechanics, such as anisotropic configuration, almost incompressible behaviour, material and geometrical non linearity. The anisotropic behaviour is mainly determined by the distribution of collagen fibres along specific directions, usually identified as cleavage lines. To evaluate the biomechanical response of foot skin, a refined numerical model of the foot is developed. The overall mechanical behaviour of the skin is interpreted by a fibre-reinforced hyperelastic constitutive model and the orientation of the cleavage lines is implemented by a specific procedure. Numerical analyses that interpret typical loading conditions of the foot are performed. The influence of fibres orientation and distribution on skin mechanics is outlined also by a comparison with results using an isotropic scheme. A specific constitutive formulation is provided to characterize the mechanical behaviour of foot skin. The formulation is applied within a numerical model of the foot to investigate the skin functionality during typical foot movements. Numerical analyses developed accounting for the actual anisotropic configuration of the skin show lower maximum principal stress fields than results from isotropic analyses. The developed computational models provide reliable tools for the investigation of foot tissues functionality. Furthermore, the comparison between numerical results from anisotropic and isotropic models shows the optimal configuration of foot skin. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Developed land cover of Puerto Rico

Treesearch

William A. Gould; Sebastian Martinuzzi; Olga M. Ramos Gonzalez

2008-01-01

This map shows the distribution of developed land cover in Puerto Rico (Martinuzzi et al. 2007). Developed land cover refers to urban, built-up and non-vegetated areas that result from human activity. These typically include built structures, concrete, asphalt, and other infrastructure. The developed land cover was estimated using Landsat 7 ETM+ satellite images pan...

Iconicity influences how effectively minimally verbal children with autism and ability-matched typically developing children use pictures as symbols in a search task.

PubMed

Hartley, Calum; Allen, Melissa L

2015-07-01

Previous word learning studies suggest that children with autism spectrum disorder may have difficulty understanding pictorial symbols. Here we investigate the ability of children with autism spectrum disorder and language-matched typically developing children to contextualize symbolic information communicated by pictures in a search task that did not involve word learning. Out of the participant's view, a small toy was concealed underneath one of four unique occluders that were individuated by familiar nameable objects or unfamiliar unnamable objects. Children were shown a picture of the hiding location and then searched for the toy. Over three sessions, children completed trials with color photographs, black-and-white line drawings, and abstract color pictures. The results reveal zero group differences; neither children with autism spectrum disorder nor typically developing children were influenced by occluder familiarity, and both groups' errorless retrieval rates were above-chance with all three picture types. However, both groups made significantly more errorless retrievals in the most-iconic photograph trials, and performance was universally predicted by receptive language. Therefore, our findings indicate that children with autism spectrum disorder and young typically developing children can contextualize pictures and use them to adaptively guide their behavior in real time and space. However, this ability is significantly influenced by receptive language development and pictorial iconicity. © The Author(s) 2014.

Consonant Acquisition in Young Cochlear Implant Recipients and Their Typically Developing Peers

PubMed Central

Jung, Jongmin; Ertmer, David J.

2017-01-01

Purpose Consonant acquisition was examined in 13 young cochlear implant (CI) recipients and 11 typically developing (TD) children. Method A longitudinal research design was implemented to determine the rate and nature of consonant acquisition during the first 2 years of robust hearing experience. Twenty-minute adult–child (typically a parent) interactions were video and audio recorded at 3-month intervals following implantation until 24 months of robust hearing experience was achieved. TD children were similarly recorded between 6 and 24 months of age. Consonants that were produced twice within a 50-utterance sample were considered “established” within a child's consonant inventory. Results Although the groups showed similar trajectories, the CI group produced larger consonant inventories than the TD group at each interval except for 21 and 24 months. A majority of children with CIs also showed more rapid acquisition of consonants and more diverse consonant inventories than TD children. Conclusions These results suggest that early auditory deprivation does not significantly affect consonant acquisition for most CI recipients. Tracking early consonant development appears to be a useful way to assess the effectiveness of cochlear implantation in young recipients. PMID:28474085

Thorax and pelvis kinematics during walking, a comparison between children with and without cerebral palsy: A systematic review.

PubMed

Swinnen, Eva; Goten, Laura Vander; De Koster, Berdien; Degelaen, Marc

2016-01-01

Dysfunctional postural control and pathological thorax and pelvis motions are often observed in children with cerebral palsy (CP) and can be considered as an indicator of diminished dynamic stability. The aim of this study was to identify the differences between children with CP and typically developing children in three-dimensional thorax and pelvis kinematics during walking. Three electronic databases were searched by using different combinations of keywords. The methodological quality of the studies was assessed by two researchers with the Strobe quality checklist. Ten studies (methodological quality: 32% to 74%) with in total 259 children with CP and 220 typically developing children (mean age: 7.6 to 13.6 year) were included. Compared to typically developing children, children with bilateral CP showed an increased range of motion of the thorax, pelvis and spine during walking. The results of the children with unilateral CP were less clear. In general, children with bilateral CP showed larger movement amplitudes of the trunk compared to children without CP. This increase in movement amplitudes could influence the dynamic stability of the body during walking. In children with unilateral CP, the results were less obvious and further research on this topic is required.

Classifying sensory profiles of children in the general population.

PubMed

Little, L M; Dean, E; Tomchek, S D; Dunn, W

2017-01-01

The aim of this study was to subtype groups of children in a community sample with and without developmental conditions, based on sensory processing patterns. We used latent profile analysis to determine the number of sensory subtypes in a sample of n = 1132 children aged 3-14 years with typical development and developmental conditions, including autism spectrum disorder (ASD), attention-deficit hyperactivity disorder and learning disabilities. A five-subtype solution was found to best characterize the sample, which differed on overall degree and differential presentation of sensory processing patterns. Children with and without developmental conditions presented across subtypes, and one subtype was significantly younger in age than others (P < 0.05). Our results show that sensory subtypes include both children with typical development and those with developmental conditions. Sensory subtypes have previously been investigated in ASD only, and our results suggest that similar sensory subtypes are present in a sample reflective of the general population of children including those largely with typical development. Elevated scores on sensory processing patterns are not unique to ASD but rather are reflections of children's abilities to respond to environmental demands. © 2016 John Wiley & Sons Ltd.

The relationship of global form and motion detection to reading fluency.

PubMed

Englund, Julia A; Palomares, Melanie

2012-08-15

Visual motion processing in typical and atypical readers has suggested aspects of reading and motion processing share a common cortical network rooted in dorsal visual areas. Few studies have examined the relationship between reading performance and visual form processing, which is mediated by ventral cortical areas. We investigated whether reading fluency correlates with coherent motion detection thresholds in typically developing children using random dot kinematograms. As a comparison, we also evaluated the correlation between reading fluency and static form detection thresholds. Results show that both dorsal and ventral visual functions correlated with components of reading fluency, but that they have different developmental characteristics. Motion coherence thresholds correlated with reading rate and accuracy, which both improved with chronological age. Interestingly, when controlling for non-verbal abilities and age, reading accuracy significantly correlated with thresholds for coherent form detection but not coherent motion detection in typically developing children. Dorsal visual functions that mediate motion coherence seem to be related maturation of broad cognitive functions including non-verbal abilities and reading fluency. However, ventral visual functions that mediate form coherence seem to be specifically related to accurate reading in typically developing children. Copyright © 2012 Elsevier Ltd. All rights reserved.

Parents' strategies to elicit autobiographical memories in autism spectrum disorders, developmental language disorders and typically developing children.

PubMed

Goldman, Sylvie; DeNigris, Danielle

2015-05-01

Conversations about the past support the development of autobiographical memory. Parents' strategies to elicit child's participation and recall during past event conversations were compared across three school-age diagnostic groups: autism spectrum disorder (ASD, n = 11), developmental language disorders (n = 11) and typically developing (TD, n = 11). We focused on the prevalence of directives versus enrichment of events. Groups did not differ in number of events, length, and total turns. However, parents of children with ASD produced more direct questions, corrections, and unrelated turns than parents of TD children. Results highlight how parents adjusted their conversational style to their child's communication difficulties to maximize interactions and how these strategies may affect the development of personal conversations.

Concordance of actigraphy with polysomnography in children with and without attention-deficit/hyperactivity disorder.

PubMed

Waldon, Jessica; Begum, Esmot; Gendron, Melissa; Rusak, Benjamin; Andreou, Pantelis; Rajda, Malgorzata; Corkum, Penny

2016-10-01

This study sought to: (1) compare actigraphy-derived estimated sleep variables to the same variables based on the gold-standard of sleep assessment, polysomnography; (2) examine whether the correlations between the measures differ between children with attention-deficit/hyperactivity disorder and typically developing children; and (3) determine whether these correlations are altered when children with attention-deficit/hyperactivity disorder are treated with medication. Participants (24 attention-deficit/hyperactivity disorder; 24 typically developing), aged 6-12 years, completed a 1-week baseline assessment of typical sleep and daytime functioning. Following the baseline week, participants in the attention-deficit/hyperactivity disorder group completed a 4-week blinded randomized control trial of methylphenidate hydrochloride, including a 2-week placebo and 2-week methylphenidate hydrochloride treatment period. At the end of each observation (typically developing: baseline; attention-deficit/hyperactivity disorder: baseline, placebo and methylphenidate hydrochloride treatment), all participants were invited to a sleep research laboratory, where overnight polysomnography and actigraphy were recorded concurrently. Findings from intra-class correlations and Bland-Altman plots were consistent. Actigraphy was found to provide good estimates (e.g. intra-class correlations >0.61) of polysomnography results for sleep duration for all groups and conditions, as well as for sleep-onset latency and sleep efficiency for the typically developing group and attention-deficit/hyperactivity disorder group while on medication, but not for the attention-deficit/hyperactivity disorder group during baseline or placebo. Based on the Bland-Altman plots, actigraphy tended to underestimate for sleep duration (8.6-18.5 min), sleep efficiency (5.6-9.3%) and sleep-onset latency, except for attention-deficit/hyperactivity disorder during placebo in which actigraphy overestimated (-2.1 to 6.3 min). The results of the current study highlight the importance of utilizing a multimodal approach to sleep assessment in children with attention-deficit/hyperactivity disorder. © 2016 European Sleep Research Society.

Listening to Historys Rhyme:Preparing the United States Army for Future Irregular Warfare

DTIC Science & Technology

2014-04-01

of the most likely, which typically results in developing technologically advanced, conventional solutions to potential rivals, options poorly...What makes hybrid wars so challenging is that different elements execute the various modes of warfare and are typically coordinated at various... Morocco to train its forces on logistics, combined arms maneuver, and other skills. 72 Atlas Accord is a new exercise started in 2012 to provide

The Impact of Personal Gender-Typicality and Partner Gender-Traditionality on Taking Sexual Initiative: Investigating a Social Tuning Hypothesis.

PubMed

Emmerink, Peggy M J; Van Den Eijnden, Regina J J M; Ter Bogt, Tom F M; Vanwesenbeeck, Ine

2017-01-01

Sexual assertiveness is an issue of interest in the context of gender equality and sexual health. This study investigated the social tuning hypothesis that encountering a gender-traditional partner would lead to stronger gender-typical behavior, i.e., respectively, higher and lower levels of taking sexual initiative among men and women. Participants ( N = 271) read a vignette describing a romantic partner, who was either presented as gender-traditional or not, followed by a sexual scenario. Subsequently, participants were asked about their expectations toward their own sexual initiative taking. Results showed a significant 'target gender-traditionality × participant gender × participant gender-typicality (masculinity/femininity)' interaction meaning that less gender-typical men were more likely to initiate sexual contact in the experimental, compared to the control condition. Men low in masculine characteristics showed higher initiative taking in response to a gender-traditional target female. We conclude that less gender-typical men seem to employ more social tuning toward their sexual partner, whereas more gender-typical men seem to adhere to their gender-typical behavior regardless of perceived partner characteristics. These results were not seen among the women in the sample. These findings are a starting point for the further development of experimental investigations regarding the gendered nature of both sexual initiative taking and sexual assertiveness in general.

The Impact of Personal Gender-Typicality and Partner Gender-Traditionality on Taking Sexual Initiative: Investigating a Social Tuning Hypothesis

PubMed Central

Emmerink, Peggy M. J.; Van Den Eijnden, Regina J. J. M.; Ter Bogt, Tom F. M.; Vanwesenbeeck, Ine

2017-01-01

Sexual assertiveness is an issue of interest in the context of gender equality and sexual health. This study investigated the social tuning hypothesis that encountering a gender-traditional partner would lead to stronger gender-typical behavior, i.e., respectively, higher and lower levels of taking sexual initiative among men and women. Participants (N = 271) read a vignette describing a romantic partner, who was either presented as gender-traditional or not, followed by a sexual scenario. Subsequently, participants were asked about their expectations toward their own sexual initiative taking. Results showed a significant ‘target gender-traditionality × participant gender × participant gender-typicality (masculinity/femininity)’ interaction meaning that less gender-typical men were more likely to initiate sexual contact in the experimental, compared to the control condition. Men low in masculine characteristics showed higher initiative taking in response to a gender-traditional target female. We conclude that less gender-typical men seem to employ more social tuning toward their sexual partner, whereas more gender-typical men seem to adhere to their gender-typical behavior regardless of perceived partner characteristics. These results were not seen among the women in the sample. These findings are a starting point for the further development of experimental investigations regarding the gendered nature of both sexual initiative taking and sexual assertiveness in general. PMID:28203216

How Autism Affects Speech Understanding in Multitalker Environments

DTIC Science & Technology

2013-10-01

difficult than will typically- developing children. Knowing whether toddlers with ASD have difficulties processing speech in the presence of acoustic...to separate the speech of different talkers than do their typically- developing peers. We also predict that they will fail to exploit visual cues on...learn language from many settings in which children are typically placed. In addition, one of the cues that typically- developing listeners use to

Recognition of Emotion from Facial Expressions with Direct or Averted Eye Gaze and Varying Expression Intensities in Children with Autism Disorder and Typically Developing Children

PubMed Central

Tell, Dina; Davidson, Denise; Camras, Linda A.

2014-01-01

Eye gaze direction and expression intensity effects on emotion recognition in children with autism disorder and typically developing children were investigated. Children with autism disorder and typically developing children identified happy and angry expressions equally well. Children with autism disorder, however, were less accurate in identifying fear expressions across intensities and eye gaze directions. Children with autism disorder rated expressions with direct eyes, and 50% expressions, as more intense than typically developing children. A trend was also found for sad expressions, as children with autism disorder were less accurate in recognizing sadness at 100% intensity with direct eyes than typically developing children. Although the present research showed that children with autism disorder are sensitive to eye gaze direction, impairments in the recognition of fear, and possibly sadness, exist. Furthermore, children with autism disorder and typically developing children perceive the intensity of emotional expressions differently. PMID:24804098

Evaluation of spacecraft technology programs (effects on communication satellite business ventures), volume 1

NASA Technical Reports Server (NTRS)

Greenburg, J. S.; Gaelick, C.; Kaplan, M.; Fishman, J.; Hopkins, C.

1985-01-01

Commercial organizations as well as government agencies invest in spacecraft (S/C) technology programs that are aimed at increasing the performance of communications satellites. The value of these programs must be measured in terms of their impacts on the financial performane of the business ventures that may ultimately utilize the communications satellites. An economic evaluation and planning capability was developed and used to assess the impact of NASA on-orbit propulsion and space power programs on typical fixed satellite service (FSS) and direct broadcast service (DBS) communications satellite business ventures. Typical FSS and DBS spin and three-axis stabilized spacecraft were configured in the absence of NASA technology programs. These spacecraft were reconfigured taking into account the anticipated results of NASA specified on-orbit propulsion and space power programs. In general, the NASA technology programs resulted in spacecraft with increased capability. The developed methodology for assessing the value of spacecraft technology programs in terms of their impact on the financial performance of communication satellite business ventures is described. Results of the assessment of NASA specified on-orbit propulsion and space power technology programs are presented for typical FSS and DBS business ventures.

Evaluation of spacecraft technology programs (effects on communication satellite business ventures), volume 1

NASA Astrophysics Data System (ADS)

Greenburg, J. S.; Gaelick, C.; Kaplan, M.; Fishman, J.; Hopkins, C.

1985-09-01

Commercial organizations as well as government agencies invest in spacecraft (S/C) technology programs that are aimed at increasing the performance of communications satellites. The value of these programs must be measured in terms of their impacts on the financial performane of the business ventures that may ultimately utilize the communications satellites. An economic evaluation and planning capability was developed and used to assess the impact of NASA on-orbit propulsion and space power programs on typical fixed satellite service (FSS) and direct broadcast service (DBS) communications satellite business ventures. Typical FSS and DBS spin and three-axis stabilized spacecraft were configured in the absence of NASA technology programs. These spacecraft were reconfigured taking into account the anticipated results of NASA specified on-orbit propulsion and space power programs. In general, the NASA technology programs resulted in spacecraft with increased capability. The developed methodology for assessing the value of spacecraft technology programs in terms of their impact on the financial performance of communication satellite business ventures is described. Results of the assessment of NASA specified on-orbit propulsion and space power technology programs are presented for typical FSS and DBS business ventures.

Dyslexic children fail to comply with the rhythmic constraints of handwriting.

PubMed

Pagliarini, Elena; Guasti, Maria Teresa; Toneatto, Carlo; Granocchio, Elisa; Riva, Federica; Sarti, Daniela; Molteni, Bruna; Stucchi, Natale

2015-08-01

In this study, we sought to demonstrate that deficits in a specific motor activity, handwriting, are associated to Developmental Dyslexia. The linguistic and writing performance of children with Developmental Dyslexia, with and without handwriting problems (dysgraphia), were compared to that of children with Typical Development. The quantitative kinematic variables of handwriting were collected by means of a digitizing tablet. The results showed that all children with Developmental Dyslexia wrote more slowly than those with Typical Development. Contrary to typically developing children, they also varied more in the time taken to write the individual letters of a word and failed to comply with the principles of isochrony and homothety. Moreover, a series of correlations was found among reading, language measures and writing measures suggesting that the two abilities may be linked. We propose that the link between handwriting and reading/language deficits is mediated by rhythm, as both reading (which is grounded on language) and handwriting are ruled by principles of rhythmic organization. Copyright © 2015 Elsevier B.V. All rights reserved.

The siblings relationship of adolescents with and without intellectual disabilities.

PubMed

Begum, Gazi; Blacher, Jan

2011-01-01

The sibling relationship of adolescents with and without intellectual disabilities was examined. Participants were 70 sibling dyads--each dyad was comprised of one 12-year old adolescent with (N=23) or without intellectual disabilities (N=47). Sibling relationships, behavior problems, and social skills were assessed using mother reports. Results revealed three findings. First, for typically developing adolescents, mothers reported more warmth in the sibling relationship for opposite sex dyads. For adolescents with intellectual disabilities, mothers reported more warmth in the sibling relationship for same-sex dyads. Second, for typically developing adolescents, mothers reported more status/power differences when the sibling was younger than when the sibling was older. For adolescents with intellectual disabilities, birth order did not affect status/power in the sibling relationship. Third, for typically developing adolescents, conflict was related to internalizing behavior problems. For adolescents with intellectual disabilities, conflict was related to externalizing behavior problems. Implications, limitations, and future directions are discussed. Copyright © 2011 Elsevier Ltd. All rights reserved.

Does theory of mind performance differ in children with early-onset and regressive autism?

PubMed

Matthews, Nicole L; Goldberg, Wendy A; Lukowski, Angela F; Osann, Kathryn; Abdullah, Maryam M; Ly, Agnes R; Thorsen, Kara; Spence, M Anne

2012-01-01

A deficit in theory of mind (ToM), or the ability to infer the mental states of others, has been implicated as one of the major characteristics of Autism Spectrum Disorder (ASD); however, little attention has been devoted to possible differences in ToM ability within ASD. The current study examined ToM performance in children with early-onset autism and regressive autism in comparison to typically developing children. Results indicated that children in the regressive autism group performed significantly better than the early-onset autism group on the non-verbal appearance-reality task. Additionally, Fisher's exact tests indicated a pattern of lowest scores in the early-onset group and highest scores in the typically developing group, whereas the regressive autism group tended to score in between the early-onset and typically developing groups. The apparent heterogeneity in ToM performance within ASD could account for the lack of universality in ToM ability found in previous studies. © 2011 Blackwell Publishing Ltd.

Lipreading Ability and Its Cognitive Correlates in Typically Developing Children and Children with Specific Language Impairment

ERIC Educational Resources Information Center

Heikkilä, Jenni; Lonka, Eila; Ahola, Sanna; Meronen, Auli; Tiippana, Kaisa

2017-01-01

Purpose: Lipreading and its cognitive correlates were studied in school-age children with typical language development and delayed language development due to specific language impairment (SLI). Method: Forty-two children with typical language development and 20 children with SLI were tested by using a word-level lipreading test and an extensive…

Contributing to the early detection of Rett syndrome: the potential role of auditory Gestalt perception.

PubMed

Marschik, Peter B; Einspieler, Christa; Sigafoos, Jeff

2012-01-01

To assess whether there are qualitatively deviant characteristics in the early vocalizations of children with Rett syndrome, we had 400 native Austrian-German speakers listen to audio recordings of vocalizations from typically developing girls and girls with Rett syndrome. The audio recordings were rated as (a) inconspicuous, (b) conspicuous or (c) not able to decide between (a) and (b). The results showed that participants were accurate in differentiating the vocalizations of typically developing children compared to children with Rett syndrome. However, the accuracy for rating verbal behaviors was dependent on the type of vocalization with greater accuracy for canonical babbling compared to cooing vocalizations. The results suggest a potential role for the use of rating child vocalizations for early detection of Rett syndrome. This is important because clinical criteria related to speech and language development remain important for early identification of Rett syndrome. Copyright © 2011 Elsevier Ltd. All rights reserved.

Subitizing and Counting in Typical and Atypical Development

ERIC Educational Resources Information Center

Schleifer, Patrick; Landerl, Karin

2011-01-01

Enumeration performance in standard dot counting paradigms was investigated for different age groups with typical and atypically poor development of arithmetic skills. Experiment 1 showed a high correspondence between response times and saccadic frequencies for four age groups with typical development. Age differences were more marked for the…

Using Typical Infant Development to Inform Music Therapy with Children with Disabilities

ERIC Educational Resources Information Center

Wheeler, Barbara L.; Stultz, Sylvia

2008-01-01

This article illustrates some ways in which observations of typically-developing infants can inform music therapy and other work with children with disabilities. The research project that is described examines typical infant development with special attention to musical relatedness and communication. Videotapes of sessions centering on musical…

Mother-Child Play: Children with Down Syndrome and Typical Development

ERIC Educational Resources Information Center

Venuti, P.; de Falco, S.; Esposito, G.; Bornstein, Marc H.

2009-01-01

Child solitary and collaborative mother-child play with 21 children with Down syndrome and 33 mental-age-matched typically developing children were compared. In solitary play, children with Down syndrome showed less exploratory but similar symbolic play compared to typically developing children. From solitary to collaborative play, children with…

Development and Implementation of Domain Referenced Testing in Vocational Welding. Final Report.

ERIC Educational Resources Information Center

Sterrett, Dan

A project was undertaken to develop and implement domain-referenced tests (DRTs) for welders' helpers. After analyzing the results of a state survey of welding job titles and related tasks and after consulting with postsecondary educators and industry personnel, researchers developed DRTs to measure various tasks typically performed by welders.…

[Classification of Children with Attention-Deficit/Hyperactivity Disorder and Typically Developing Children Based on Electroencephalogram Principal Component Analysis and k-Nearest Neighbor].

PubMed

Yang, Jiaojiao; Guo, Qian; Li, Wenjie; Wang, Suhong; Zou, Ling

2016-04-01

This paper aims to assist the individual clinical diagnosis of children with attention-deficit/hyperactivity disorder using electroencephalogram signal detection method.Firstly,in our experiments,we obtained and studied the electroencephalogram signals from fourteen attention-deficit/hyperactivity disorder children and sixteen typically developing children during the classic interference control task of Simon-spatial Stroop,and we completed electroencephalogram data preprocessing including filtering,segmentation,removal of artifacts and so on.Secondly,we selected the subset electroencephalogram electrodes using principal component analysis(PCA)method,and we collected the common channels of the optimal electrodes which occurrence rates were more than 90%in each kind of stimulation.We then extracted the latency(200~450ms)mean amplitude features of the common electrodes.Finally,we used the k-nearest neighbor(KNN)classifier based on Euclidean distance and the support vector machine(SVM)classifier based on radial basis kernel function to classify.From the experiment,at the same kind of interference control task,the attention-deficit/hyperactivity disorder children showed lower correct response rates and longer reaction time.The N2 emerged in prefrontal cortex while P2 presented in the inferior parietal area when all kinds of stimuli demonstrated.Meanwhile,the children with attention-deficit/hyperactivity disorder exhibited markedly reduced N2 and P2amplitude compared to typically developing children.KNN resulted in better classification accuracy than SVM classifier,and the best classification rate was 89.29%in StI task.The results showed that the electroencephalogram signals were different in the brain regions of prefrontal cortex and inferior parietal cortex between attention-deficit/hyperactivity disorder and typically developing children during the interference control task,which provided a scientific basis for the clinical diagnosis of attention-deficit/hyperactivity disorder individuals.

Analysis of Propagation Plans in NSF-Funded Education Development Projects

ERIC Educational Resources Information Center

Stanford, Courtney; Cole, Renee; Froyd, Jeff; Henderson, Charles; Friedrichsen, Debra; Khatri, Raina

2017-01-01

Increasing adoption and adaptation of promising instructional strategies and materials has been identified as a critical component needed to improve science, technology, engineering, and mathematics (STEM) education. This paper examines typical propagation practices and resulting outcomes of proposals written by developers of educational…

Children with autism can track others' beliefs in a competitive game.

PubMed

Peterson, Candida C; Slaughter, Virginia; Peterson, James; Premack, David

2013-05-01

Theory of mind (ToM) development, assessed via 'litmus' false belief tests, is severely delayed in autism, but the standard testing procedure may underestimate these children's genuine understanding. To explore this, we developed a novel test involving competition to win a reward as the motive for tracking other players' beliefs (the 'Dot-Midge task'). Ninety-six children, including 23 with autism (mean age: 10.36 years), 50 typically developing 4-year-olds (mean age: 4.40) and 23 typically developing 3-year-olds (mean age: 3.59) took a standard 'Sally-Ann' false belief test, the Dot-Midge task (which was closely matched to the Sally-Ann task procedure) and a norm-referenced verbal ability test. Results revealed that, of the children with autism, 74% passed the Dot-Midge task, yet only 13% passed the standard Sally-Ann procedure. A similar pattern of performance was observed in the older, but not the younger, typically developing control groups. This finding demonstrates that many children with autism who fail motivationally barren standard false belief tests can spontaneously use ToM to track their social partners' beliefs in the context of a competitive game. © 2013 Blackwell Publishing Ltd.

Parents' Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development

PubMed Central

Dimitrova, Nevena; Özçalışkan, Şeyda; Adamson, Lauren B.

2016-01-01

Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children's acquisition of these words (Goldin-Meadow et al., 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show delayed vocabulary development. We observed 23 children with ASD, 23 with DS, and 23 TD children with their parents over a year. Children used gestures to indicate objects before labeling them and parents translated their gestures into words. Importantly, children benefited from this input, acquiring more words for the translated gestures than the not translated ones. Results highlight the role contingent parental input to child gesture plays in language development of children with developmental disorders. PMID:26362150

Comparison of nutritional status between children with autism spectrum disorder and typically developing children in the Mediterranean Region (Valencia, Spain).

PubMed

Marí-Bauset, Salvador; Llopis-González, Agustín; Zazpe, Itziar; Marí-Sanchis, Amelia; Morales Suárez-Varela, Maria

2017-04-01

This case-control study investigated nutrient intake, healthy eating index with 10 items on foods and nutrients, on 3-day food diaries and anthropometric measurements in 105 children with autism spectrum disorder and 495 typically developing children (6-9 years) in Valencia (Spain). Children with autism spectrum disorder were at a higher risk for underweight, eating more legumes, vegetables, fiber, and some micronutrients (traditional Mediterranean diet) but fewer dairy and cereal products, and less iodine, sodium, and calcium than their typically developing peers. Differences existed in total energy intake but healthy eating index and food variety score differences were not significant. Autism spectrum disorder group failed to meet dietary recommendations for thiamin, riboflavin, vitamin C, or calcium. Risk of inadequate intake of fiber, vitamin E, and sodium was lower in children with autism spectrum disorder than typically developing children. Results suggest that (1) risk of inadequate intake of some micronutrients in children with autism spectrum disorder and (2) cultural patterns and environment may influence food intake and anthropometric characteristics in autism spectrum disorder. Primary care should include anthropometric and nutritional surveillance in this population to identify intervention on a case-by-case basis. Future research should explore dietary patterns and anthropometric characteristics in different autism spectrum disorder populations in other countries, enhancing our understanding of the disorder's impact.

Social Maturity and Theory of Mind in Typically Developing Children and Those on the Autism Spectrum

ERIC Educational Resources Information Center

Peterson, Candida C.; Slaughter, Virginia P.; Paynter, Jessica

2007-01-01

Background: Results of several studies using the Vineland scale to explore links between social behavior and theory of mind (ToM) have produced mixed results, especially for children on the autism spectrum. The present pair of studies developed a psychometrically sound, age-referenced measure of social maturity to explore these issues further.…

Speech processing in children with functional articulation disorders.

PubMed

Gósy, Mária; Horváth, Viktória

2015-03-01

This study explored auditory speech processing and comprehension abilities in 5-8-year-old monolingual Hungarian children with functional articulation disorders (FADs) and their typically developing peers. Our main hypothesis was that children with FAD would show co-existing auditory speech processing disorders, with different levels of these skills depending on the nature of the receptive processes. The tasks included (i) sentence and non-word repetitions, (ii) non-word discrimination and (iii) sentence and story comprehension. Results suggest that the auditory speech processing of children with FAD is underdeveloped compared with that of typically developing children, and largely varies across task types. In addition, there are differences between children with FAD and controls in all age groups from 5 to 8 years. Our results have several clinical implications.

The N170 is not modulated by attention in autism spectrum conditions.

PubMed

Churches, Owen; Wheelwright, Sally; Baron-Cohen, Simon; Ring, Howard

2010-04-21

Face processing deficits are characteristic of autism spectrum conditions. However, event-related potential studies of autism spectrum conditions have found inconsistent results for the face selective N170 component. In this study, 15 adult males with autism spectrum conditions and 15 matched, typically developing controls completed a task in which pictures of faces were either attended to or ignored. In the control group, the N170 was larger when faces were attended to. However, there was no such modulation in the autism spectrum conditions group. This finding helps clarify the results from the earlier event-related potential studies of face processing in autism spectrum conditions and suggests that visual attention does not enhance face processing in autism spectrum conditions as it does in typical development.

Typical and Atypical Development of Basic Numerical Skills in Elementary School

ERIC Educational Resources Information Center

Landerl, Karin; Kolle, Christina

2009-01-01

Deficits in basic numerical processing have been identified as a central and potentially causal problem in developmental dyscalculia; however, so far not much is known about the typical and atypical development of such skills. This study assessed basic number skills cross-sectionally in 262 typically developing and 51 dyscalculic children in…

Mathematics Placement Test: Typical Results with Unexpected Outcomes

ERIC Educational Resources Information Center

Ingalls, Victoria

2011-01-01

Based on the results of a prior case-study analysis of mathematics placement at one university, the mathematics department developed and piloted a mathematics placement test. This article describes the implementation process for a mathematics placement test and further analyzes the test results for the pilot group. As an unexpected result, the…

Distinct cortical correlates of autistic versus antisocial traits in a longitudinal sample of typically developing youth

PubMed Central

Wallace, Gregory L.; Shaw, Philip; Lee, Nancy Raitano; Clasen, Liv S.; Raznahan, Armin; Lenroot, Rhoshel K.; Martin, Alex; Giedd, Jay N.

2012-01-01

In humans, behaviors associated with autism and antisociality, disorders characterized by distinct social impairments, can be viewed as quantitative traits that range from frank impairment to normal variation, as found in the general population. Neuroimaging investigations of autism and antisociality demonstrate diagnostically specific aberrant cortical brain structure. However, little is known about structural brain correlates of social behavior in non-clinical populations. Therefore, we sought to determine if autistic and antisocial traits exhibit dissociable cortical correlates and whether these associations are stable across development among typically developing youth. 323 typically developing youth (age at first scan: mean=10.63, SD=3.71 years) underwent anatomic magnetic resonance imaging (1–6 scans each; total=742 scans), and provided ratings of autistic and antisocial traits. Higher autistic trait ratings were associated with thinner cortex most prominently in right superior temporal sulcus while higher antisocial trait ratings were associated with thinner cortex in primarily bilateral anterior prefrontal cortices. There was no interaction with age, indicating that these brain-behavior associations were stable across development. Using assessments of both subclinical autistic and subclinical antisocial traits within a large longitudinal sample of typically developing youth, we demonstrate dissociable neuroanatomic correlations that parallel those found in the frank clinical disorders of autism (e.g., superior temporal cortex) and antisociality (e.g., anterior prefrontal cortex). Moreover, these correlations appear to be established in early childhood and remain fixed into early adulthood. These results support the dimensional view of psychopathology and provide neural signatures that can serve as informative endophenotypes for future genetic studies. PMID:22492041

Distinct cortical correlates of autistic versus antisocial traits in a longitudinal sample of typically developing youth.

PubMed

Wallace, Gregory L; Shaw, Philip; Lee, Nancy Raitano; Clasen, Liv S; Raznahan, Armin; Lenroot, Rhoshel K; Martin, Alex; Giedd, Jay N

2012-04-04

In humans, behaviors associated with autism and antisociality, disorders characterized by distinct social impairments, can be viewed as quantitative traits that range from frank impairment to normal variation, as found in the general population. Neuroimaging investigations of autism and antisociality demonstrate diagnostically specific aberrant cortical brain structure. However, little is known about structural brain correlates of social behavior in nonclinical populations. Therefore, we sought to determine whether autistic and antisocial traits exhibit dissociable cortical correlates and whether these associations are stable across development among typically developing youth. Three hundred twenty-three typically developing youth (age at first scan: mean = 10.63, SD = 3.71 years) underwent anatomic magnetic resonance imaging (1-6 scans each; total = 742 scans), and provided ratings of autistic and antisocial traits. Higher autistic trait ratings were associated with thinner cortex most prominently in right superior temporal sulcus while higher antisocial trait ratings were associated with thinner cortex in primarily bilateral anterior prefrontal cortices. There was no interaction with age, indicating that these brain-behavior associations were stable across development. Using assessments of both subclinical autistic and subclinical antisocial traits within a large longitudinal sample of typically developing youth, we demonstrate dissociable neuroanatomic correlations that parallel those found in the frank clinical disorders of autism (e.g., superior temporal cortex) and antisociality (e.g., anterior prefrontal cortex). Moreover, these correlations appear to be established in early childhood and remain fixed into early adulthood. These results support the dimensional view of psychopathology and provide neural signatures that can serve as informative endophenotypes for future genetic studies.

AN EVALUATION OF THE INTERACTION BETWEEN QUALITY OF ATTENTION AND NEGATIVE REINFORCEMENT WITH CHILDREN WHO DISPLAY ESCAPE-MAINTAINED PROBLEM BEHAVIOR

PubMed Central

Gardner, Andrew W; Wacker, David P; Boelter, Eric W

2009-01-01

The choice-making behavior of 2 typically developing children who engaged in problem behavior maintained by negative reinforcement was evaluated within a concurrent-operants assessment that varied the quality of attention across free-play and demand conditions. The results demonstrated that it was possible to bias responding towards academic demands for both participants by providing high-quality attention, despite the continuous availability of negative reinforcement. The current study extended brief clinical methods with typically developing children and demonstrated how different qualities of attention provided across concurrent schedules could bias responding. PMID:19949522

The role of imitation in the observed heterogeneity in EEG mu rhythm in autism and typical development.

PubMed

Bernier, Raphael; Aaronson, Benjamin; McPartland, James

2013-06-01

Dysfunction in an execution/observation matching system, or mirror neuron system, has been proposed to contribute to the social deficits observed in Autism Spectrum Disorder (ASD). Atypical activity in this system, as reflected in attenuation of the EEG mu rhythm, has been demonstrated in several studies; however, normative patterns of activity have been evident in other ASD samples. The current study sought to investigate this poorly understood heterogeneity in social perceptual brain function in ASD. EEG mu rhythm was recorded in a well-characterized sample of 19 children with ASD (mean age=6.4; 1 female) and 19 age-matched typically developing peers (mean age=6.9; 2 females) during execution and observation of goal-directed hand actions. Children were assessed on variables theoretically related to mirror neuron system function (MNS), such as ASD symptoms and imitation ability. Results indicated that MNS activity was associated with facial imitation ability, but not hand imitation ability, in children with ASD and typically developing individuals. Groups were comparable in terms of average MNS activity during both action observation and execution, but, in both groups, a subset of children showed absent or significantly reduced MNS activity during observation of action in conjunction with greater difficulty in imitation. These results emphasize the relationship between EEG indices of MNS function and imitative skill and suggest that dysfunction of the MNS is related to imitation ability in both clinical and typical populations, rather than representing a core deficit or universal impairment in ASD. Copyright © 2013 Elsevier Inc. All rights reserved.

Developmental changes in face visual scanning in autism spectrum disorder as assessed by data-based analysis

PubMed Central

Amestoy, Anouck; Guillaud, Etienne; Bouvard, Manuel P.; Cazalets, Jean-René

2015-01-01

Individuals with autism spectrum disorder (ASD) present reduced visual attention to faces. However, contradictory conclusions have been drawn about the strategies involved in visual face scanning due to the various methodologies implemented in the study of facial screening. Here, we used a data-driven approach to compare children and adults with ASD subjected to the same free viewing task and to address developmental aspects of face scanning, including its temporal patterning, in healthy children, and adults. Four groups (54 subjects) were included in the study: typical adults, typically developing children, and adults and children with ASD. Eye tracking was performed on subjects viewing unfamiliar faces. Fixations were analyzed using a data-driven approach that employed spatial statistics to provide an objective, unbiased definition of the areas of interest. Typical adults expressed a spatial and temporal strategy for visual scanning that differed from the three other groups, involving a sequential fixation of the right eye (RE), left eye (LE), and mouth. Typically developing children, adults and children with autism exhibited similar fixation patterns and they always started by looking at the RE. Children (typical or with ASD) subsequently looked at the LE or the mouth. Based on the present results, the patterns of fixation for static faces that mature from childhood to adulthood in typical subjects are not found in adults with ASD. The atypical patterns found after developmental progression and experience in ASD groups appear to remain blocked in an immature state that cannot be differentiated from typical developmental child patterns of fixation. PMID:26236264

Sensory-motor deficits in children with fetal alcohol spectrum disorder assessed using a robotic virtual reality platform.

PubMed

Williams, Loriann; Jackson, Carl P T; Choe, Noreen; Pelland, Lucie; Scott, Stephen H; Reynolds, James N

2014-01-01

Fetal alcohol spectrum disorder (FASD) is associated with a large number of cognitive and sensory-motor deficits. In particular, the accurate assessment of sensory-motor deficits in children with FASD is not always simple and relies on clinical assessment tools that may be coarse and subjective. Here we present a new approach: using robotic technology to accurately and objectively assess motor deficits of children with FASD in a center-out reaching task. A total of 152 typically developing children and 31 children with FASD, all aged between 5 and 18 were assessed using a robotic exoskeleton device coupled with a virtual reality projection system. Children made reaching movements to 8 peripheral targets in a random order. Reach trajectories were subsequently analyzed to extract 12 parameters that had been previously determined to be good descriptors of a reaching movement, and these parameters were compared for each child with FASD to a normative model derived from the performance of the typically developing population. Compared with typically developing children, the children with FASD were found to be significantly impaired on most of the parameters measured, with the greatest deficits found in initial movement direction error. Also, children with FASD tended to fail more parameters than typically developing children: 95% of typically developing children failed fewer than 3 parameters compared with 69% of children with FASD. These results were particularly pronounced for younger children. The current study has shown that robotic technology is a sensitive and powerful tool that provides increased specificity regarding the type of motor problems exhibited by children with FASD. The high frequency of motor deficits in children with FASD suggests that interventions aimed at stimulating and/or improving motor development should routinely be considered for this population. Copyright © 2013 by the Research Society on Alcoholism.

Developing the Curriculum in an Innovative Greek School Framework: The Implication of Teachers

ERIC Educational Resources Information Center

Tsafos, Vassilis

2013-01-01

The paper presents an alternative practice, a school based curriculum development, less standardised and bureaucratic than the typical, implemented in Second Chance Schools (SCS), focusing on the different role of educators in terms of curriculum development. In this context, it will be presenting the first results of a research ongoing on the…

Managerialist vis-à-vis Learning and Development Goals for EAL Teachers: A Case Study of an In-Service Professional Development Provider

ERIC Educational Resources Information Center

Gurney, Laura; Liyanage, Indika

2015-01-01

Under current Western neoliberal philosophy, promotion of efficiency and resolution of issues are typically expected to result from effective management. The education sector, too, has responded well to these expectations. Amongst such expectations, engagement in professional development activities (PDAs) by teachers of English as an additional…

The University of Western Ontario Pediatric Audiological Monitoring Protocol (UWO PedAMP)

PubMed Central

Moodie, Sheila T.; Malandrino, April C.; Richert, Frances M.; Clench, Debbie A.; Scollie, Susan D.

2011-01-01

This study proposed and evaluated a guideline for outcome evaluation for infants and children with hearing loss who wear hearing aids. The University of Western Ontario Pediatric Audiological Monitoring Protocol (UWO PedAMP) was developed following a critical review of pediatric outcome evaluation tools and was systematically examined by the Network of Pediatric Audiologists of Canada. It consists of tools to gather clinical process outcomes as well as functional caregiver reports. The UWO PedAMP was administered to a clinical population of infants and children with hearing aids. Sixty-eight children were administered the functional outcome evaluation tools (i.e., caregiver reports) a total of 133 times. Clinical process outcomes of hearing aid verification (e.g., real-ear-to-coupler difference) revealed typical aided audibility (e.g., Speech Intelligibility Index). Results for the LittlEARS® questionnaire revealed that typically developing children with hearing loss who wear hearing aids are meeting auditory development milestones. Children with mild to moderate comorbidities displayed typical auditory development during the 1st year of life after which development began to decline. Children with complex factors related to hearing aid use had lower scores on the LittlEARS, but auditory development was in parallel to norms. Parents’ Evaluation of Aural/Oral Performance (PEACH) results indicated no age effect on scoring for children above 2 years of age; however, the effect of degree of hearing loss was significant. This work provides clinicians with a systematic, evidence-based outcome evaluation protocol to implement as part of a complete pediatric hearing aid fitting. PMID:22194316

Visual Search in Typically Developing Toddlers and Toddlers with Fragile X or Williams Syndrome

ERIC Educational Resources Information Center

Scerif, Gaia; Cornish, Kim; Wilding, John; Driver, Jon; Karmiloff-Smith, Annette

2004-01-01

Visual selective attention is the ability to attend to relevant visual information and ignore irrelevant stimuli. Little is known about its typical and atypical development in early childhood. Experiment 1 investigates typically developing toddlers' visual search for multiple targets on a touch-screen. Time to hit a target, distance between…

Student-Teacher Relationship Stability across Early School Years for Children with Intellectual Disability or Typical Development

ERIC Educational Resources Information Center

Blacher, Jan; Baker, Bruce L.; Eisenhower, Abbey S.

2009-01-01

Student-teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6-8 years. Student-teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these…

Teaching Typically Developing Children to Promote Social Play with Their Siblings with Autism

ERIC Educational Resources Information Center

Oppenheim-Leaf, Misty L.; Leaf, Justin B.; Dozier, Claudia; Sheldon, Jan B.; Sherman, James A.

2012-01-01

Siblings are important "peers" for children. Unfortunately, children with autism often do not play or interact often with their typically developing siblings. The purpose of this study was to teach three typically developing children (ages 4-6) skills that were likely to increase the amount and quality of social play interactions with their…

Language comprehension and brain function in individuals with an optimal outcome from autism.

PubMed

Eigsti, Inge-Marie; Stevens, Michael C; Schultz, Robert T; Barton, Marianne; Kelley, Elizabeth; Naigles, Letitia; Orinstein, Alyssa; Troyb, Eva; Fein, Deborah A

2016-01-01

Although Autism Spectrum Disorder (ASD) is generally a lifelong disability, a minority of individuals with ASD overcome their symptoms to such a degree that they are generally indistinguishable from their typically-developing peers. That is, they have achieved an Optimal Outcome (OO). The question addressed by the current study is whether this normalized behavior reflects normalized brain functioning, or alternatively, the action of compensatory systems. Either possibility is plausible, as most participants with OO received years of intensive therapy that could alter brain networks to align with typical function or work around ASD-related neural dysfunction. Individuals ages 8 to 21 years with high-functioning ASD (n = 23), OO (n = 16), or typical development (TD; n = 20) completed a functional MRI scan while performing a sentence comprehension task. Results indicated similar activations in frontal and temporal regions (left middle frontal, left supramarginal, and right superior temporal gyri) and posterior cingulate in OO and ASD groups, where both differed from the TD group. Furthermore, the OO group showed heightened "compensatory" activation in numerous left- and right-lateralized regions (left precentral/postcentral gyri, right precentral gyrus, left inferior parietal lobule, right supramarginal gyrus, left superior temporal/parahippocampal gyrus, left middle occipital gyrus) and cerebellum, relative to both ASD and TD groups. Behaviorally normalized language abilities in OO individuals appear to utilize atypical brain networks, with increased recruitment of language-specific as well as right homologue and other systems. Early intensive learning and experience may normalize behavioral language performance in OO, but some brain regions involved in language processing may continue to display characteristics that are more similar to ASD than typical development, while others show characteristics not like ASD or typical development.

Reading acceleration training changes brain circuitry in children with reading difficulties

PubMed Central

Horowitz-Kraus, Tzipi; Vannest, Jennifer J; Kadis, Darren; Cicchino, Nicole; Wang, Yingying Y; Holland, Scott K

2014-01-01

Introduction Dyslexia is characterized by slow, inaccurate reading. Previous studies have shown that the Reading Acceleration Program (RAP) improves reading speed and accuracy in children and adults with dyslexia and in typical readers across different orthographies. However, the effect of the RAP on the neural circuitry of reading has not been established. In the current study, we examined the effect of the RAP training on regions of interest in the neural circuitry for reading using a lexical decision task during fMRI in children with reading difficulties and typical readers. Methods Children (8–12 years old) with reading difficulties and typical readers were studied before and after 4 weeks of training with the RAP in both groups. Results In addition to improvements in oral and silent contextual reading speed, training-related gains were associated with increased activation of the left hemisphere in both children with reading difficulties and typical readers. However, only children with reading difficulties showed improvements in reading comprehension, which were associated with significant increases in right frontal lobe activation. Conclusions Our results demonstrate differential effects of the RAP on neural circuits supporting reading in both children with reading difficulties and typical readers and suggest that the intervention may stimulate use of typical neural circuits for reading and engage compensatory pathways to support reading in the developing brain of children with reading difficulties. PMID:25365797

Prepare for More Realistic Test Results

ERIC Educational Resources Information Center

Larson, Matthew R.; Leinwand, Steven

2013-01-01

Educators in forty-five states and the District of Columbia are hard at work interpreting and implementing the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010). This work typically involves teacher participation in professional development activities focused on developing an understanding of the content standards as well as the…

GREENHOUSE GASES FROM SMALL-SCALE COMBUSTION DEVICES IN DEVELOPING COUNTRIES, CHARCOAL-MAKING KILNS IN THAILAND

EPA Science Inventory

The report gives results of measurements of airborne emissions, during typical operating conditions, from charcoal-making kilns commonly used in the developing world. The kilns tested were of five types: brick beehive, mud beehive, earth mound, rice husk mound, and single (oil) d...

Engaging Beginning Teachers as Experts in Professional Development

ERIC Educational Resources Information Center

Fleming, Jane

2014-01-01

Beginning teachers most often are viewed as needing significant support in all areas of teaching. As a result, professional development (PD) associated with induction programs typically is presented by experienced professionals. This article describes one induction program's attempt to draw on the strengths within its network, engaging new…

Concept Recognition in an Automatic Text-Processing System for the Life Sciences.

ERIC Educational Resources Information Center

Vleduts-Stokolov, Natasha

1987-01-01

Describes a system developed for the automatic recognition of biological concepts in titles of scientific articles; reports results of several pilot experiments which tested the system's performance; analyzes typical ambiguity problems encountered by the system; describes a disambiguation technique that was developed; and discusses future plans…

Test Results for Developing Revised LORAN-C Protection Criteria

DOT National Transportation Integrated Search

1985-11-01

This report presents the results obtained from a series of tests and related analyses studying the effect of harmful RF interference on LORAN-C receivers. The effects of interference in the 70 to 130 kHz band on typical LORAN-C receivers were assesse...

Parents' Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development.

PubMed

Dimitrova, Nevena; Özçalışkan, Şeyda; Adamson, Lauren B

2016-01-01

Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children's acquisition of these words (Goldin-Meadow et al. in Dev Sci 10(6):778-785, 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show delayed vocabulary development. We observed 23 children with AU, 23 with DS, and 23 TD children with their parents over a year. Children used gestures to indicate objects before labeling them and parents translated their gestures into words. Importantly, children benefited from this input, acquiring more words for the translated gestures than the not translated ones. Results highlight the role contingent parental input to child gesture plays in language development of children with developmental disorders.

Probabilistic Reinforcement Learning in Adults with Autism Spectrum Disorders

PubMed Central

Solomon, Marjorie; Smith, Anne C.; Frank, Michael J.; Ly, Stanford; Carter, Cameron S.

2017-01-01

Background Autism spectrum disorders (ASDs) can be conceptualized as disorders of learning, however there have been few experimental studies taking this perspective. Methods We examined the probabilistic reinforcement learning performance of 28 adults with ASDs and 30 typically developing adults on a task requiring learning relationships between three stimulus pairs consisting of Japanese characters with feedback that was valid with different probabilities (80%, 70%, and 60%). Both univariate and Bayesian state–space data analytic methods were employed. Hypotheses were based on the extant literature as well as on neurobiological and computational models of reinforcement learning. Results Both groups learned the task after training. However, there were group differences in early learning in the first task block where individuals with ASDs acquired the most frequently accurately reinforced stimulus pair (80%) comparably to typically developing individuals; exhibited poorer acquisition of the less frequently reinforced 70% pair as assessed by state–space learning curves; and outperformed typically developing individuals on the near chance (60%) pair. Individuals with ASDs also demonstrated deficits in using positive feedback to exploit rewarded choices. Conclusions Results support the contention that individuals with ASDs are slower learners. Based on neurobiology and on the results of computational modeling, one interpretation of this pattern of findings is that impairments are related to deficits in flexible updating of reinforcement history as mediated by the orbito-frontal cortex, with spared functioning of the basal ganglia. This hypothesis about the pathophysiology of learning in ASDs can be tested using functional magnetic resonance imaging. PMID:21425243

A Preliminary Report on the English Phonology of Typically Developing English-Mandarin Bilingual Preschool Singaporean Children

ERIC Educational Resources Information Center

En, Lydea Gn Wei; Brebner, Chris; McCormack, Paul

2014-01-01

Background: There are no published data on typical phonological development for Singaporean children. There is therefore the risk that children's speech in Singapore may be misdiagnosed or that clinicians may set goals erroneously. Aims: This paper reports a preliminary study on the English phonology of typically developing 4;0-4;5-year-old…

Examining the Language Phenotype in Children with Typical Development, Specific Language Impairment, and Fragile X Syndrome

ERIC Educational Resources Information Center

Haebig, Eileen; Sterling, Audra; Hoover, Jill

2016-01-01

Purpose: One aspect of morphosyntax, finiteness marking, was compared in children with fragile X syndrome (FXS), specific language impairment (SLI), and typical development matched on mean length of utterance (MLU). Method: Nineteen children with typical development (mean age = 3.3 years), 20 children with SLI (mean age = 4.9 years), and 17 boys…

Motor Skill Performance by Low SES Preschool and Typically Developing Children on the PDMS-2

ERIC Educational Resources Information Center

Liu, Ting; Hoffmann, Chelsea; Hamilton, Michelle

2017-01-01

The purpose of this study was to compare the motor skill performance of preschool children from low socioeconomic (SES) backgrounds to their age matched typically developing peers using the Peabody Developmental Motor Scales-2 (PDMS-2). Sixty-eight children (34 low SES and 34 typically developing; ages 3-5) performed the PDMS-2. Standard scores…

Mealtime Behaviors of Preschool Children: Comparison of Children with Autism Spectrum Disorder and Children with Typical Development

ERIC Educational Resources Information Center

Provost, Beth; Crowe, Terry K.; Osbourn, Patricia L.; McClain, Catherine; Skipper, Betty J.

2010-01-01

This study identified mealtime behaviors of young children (3-6 years old) with autism spectrum disorder (ASD) and compared these behaviors to children with typical development matched for age, gender, and ethnicity. The parents of children with ASD (n = 24) and children with typical development (n = 24) completed a mealtime survey to assess early…

Colorimetric consideration of transparencies for a typical LACIE scene

NASA Technical Reports Server (NTRS)

Juday, R. D. (Principal Investigator)

1979-01-01

The production film converter used to produce LACIE imagery is described as well as schemes designed to provide the analyst with operational film products. Two of these products are discussed from the standpoint of color theory. Colorimetric terminology is defined and the mathematical calculations are given. Topics covered include (1) history of product 1 and 3 algorithm development; (2) colorimetric assumptions for product 1 and 3 algorithms; (3) qualitative results from a colorimetric analysis of a typical LACIE scene; and (4) image-to-image color stability.

Forest Herbicide Washoff From Foliar Applications

Treesearch

J.L. Michael; Kevin L. Talley; H.C. Fishburn

1992-01-01

Field and laboratory experiments were conducted to develop and test methods for determining washoff of foliar applied herbicides typically used in forestry in the South.Preliminary results show good agreement between results of laboratory methods used and observations from field experiments on actual precipitation events. Methods included application of...

The Development of English as a Second Language With and Without Specific Language Impairment: Clinical Implications.

PubMed

Paradis, Johanne

2016-02-01

The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of ELLs is organized around 3 topics: timeframe and characteristics of typical English L2 development, comparison of the English L2 development of children with and without specific language impairment (SLI), and strategies for more effective assessment with ELLs. ELLs take longer than 3 years to converge on monolingual norms and approach monolingual norms asynchronously across linguistic subdomains. Individual variation is predicted by age, first language, language learning aptitude, length of exposure to English in school, maternal education, and richness of the English environment outside school. ELLs with SLI acquire English more slowly than ELLs with typical development; their morphological and nonword repetition abilities differentiate them the most. Use of strategies such as parent questionnaires on first language development and ELL norm referencing can result in accurate discrimination of ELLs with SLI. Variability in the language abilities of ELLs presents challenges for clinical practice. Increased knowledge of English language learning development with and without SLI together with evidence-based alternative assessment strategies can assist in overcoming these challenges.

Toddlers' categorization of typical and scrambled dolls and cars.

PubMed

Heron, Michelle; Slaughter, Virginia

2008-09-01

Previous research has demonstrated discrimination of scrambled from typical human body shapes at 15-18 months of age [Slaughter, V., & Heron, M. (2004). Origins and early development of human body knowledge. Monographs of the Society for Research in Child Development, 69]. In the current study 18-, 24- and 30-month-old infants were presented with four typical and four scrambled dolls in a sequential touching procedure, to assess the development of explicit categorization of human body shapes. Infants were also presented with typical and scrambled cars, allowing comparison of infants' categorization of scrambled and typical exemplars in a different domain. Spontaneous comments regarding category membership were recorded. Girls categorized dolls and cars as typical or scrambled at 30 months, whereas boys only categorized the cars. Earliest categorization was for typical and scrambled cars, at 24 months, but only for boys. Language-based knowledge, coded from infants' comments, followed the same pattern. This suggests that human body knowledge does not have privileged status in infancy. Gender differences in performance are discussed.

Neural activity in the posterior superior temporal region during eye contact perception correlates with autistic traits.

PubMed

Hasegawa, Naoya; Kitamura, Hideaki; Murakami, Hiroatsu; Kameyama, Shigeki; Sasagawa, Mutsuo; Egawa, Jun; Endo, Taro; Someya, Toshiyuki

2013-08-09

The present study investigated the relationship between neural activity associated with gaze processing and autistic traits in typically developed subjects using magnetoencephalography. Autistic traits in 24 typically developed college students with normal intelligence were assessed using the Autism Spectrum Quotient (AQ). The Minimum Current Estimates method was applied to estimate the cortical sources of magnetic responses to gaze stimuli. These stimuli consisted of apparent motion of the eyes, displaying direct or averted gaze motion. Results revealed gaze-related brain activations in the 150-250 ms time window in the right posterior superior temporal sulcus (pSTS), and in the 150-450 ms time window in medial prefrontal regions. In addition, the mean amplitude in the 150-250 ms time window in the right pSTS region was modulated by gaze direction, and its activity in response to direct gaze stimuli correlated with AQ score. pSTS activation in response to direct gaze is thought to be related to higher-order social processes. Thus, these results suggest that brain activity linking eye contact and social signals is associated with autistic traits in a typical population. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Are Specific Language Impairment and Dyslexia Distinct Disorders?

PubMed Central

Catts, Hugh W.; Adlof, Suzanne M.; Hogan, Tiffany; Weismer, Susan Ellis

2010-01-01

Purpose The purpose of this study was to determine whether specific language impairment (SLI) and dyslexia are distinct developmental disorders. Method Study 1 investigated the overlap between SLI identified in kindergarten and dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, including 21 children with dyslexia only, 43 children with SLI only, 18 children with SLI and dyslexia, and 165 children with typical language/reading development. Measures of phonological awareness and nonword repetition were considered. Results Study 1 showed limited but statistically significant overlap between SLI and dyslexia. Study 2 found that children with dyslexia or a combination of dyslexia and SLI performed significantly less well on measures of phonological processing than did children with SLI only and those with typical development. Children with SLI only showed only mild deficits in phonological processing compared with typical children. Conclusions These results support the view that SLI and dyslexia are distinct but potentially comorbid developmental language disorders. A deficit in phonological processing is closely associated with dyslexia but not with SLI when it occurs in the absence of dyslexia. PMID:16478378

A Dyadic Analysis of the Effects of Setting and Communication Partner on Elicited and Spontaneous Communication of Children with Autism Spectrum Disorder and Typically Developing Children

ERIC Educational Resources Information Center

Forde, Ita; Holloway, Jennifer; Healy, Olive; Brosnan, Julie

2011-01-01

The study examined the effects of condition and communication partner on spontaneous and elicited communication in children with Autism Spectrum Disorder (ASD) in comparison to age matched typically developing children. Eighteen children participated in the study (nine children diagnosed with ASD and nine typically developing children). Each…

Development of the Mini-Assisting Hand Assessment: evidence for content and internal scale validity.

PubMed

Greaves, Susan; Imms, Christine; Dodd, Karen; Krumlinde-Sundholm, Lena

2013-11-01

To describe the development of the Mini-Assisting Hand Assessment (Mini-AHA) for children with signs of unilateral cerebral palsy (CP) aged 8 to 18 months, and evaluate aspects of content and internal scale validity. The ability of the video-recorded Mini-AHA play session to provoke bimanual performance in children with unilateral CP and typical development was evaluated. Original AHA test items were examined for their suitability for younger children and possible new items were generated. Data from 108 assessments of children with unilateral CP (86 children, 53 males, 33 females; mean age 13 mo, SD 3 mo, range 8-18 mo) were entered into a Rasch measurement model analysis to evaluate internal scale validity. A Spearman's correlation analysis explored the relationship between age and ability measures for children with unilateral CP. The frequency of maximum scores in 40 children with typical development (22 males, 18 females; mean age 12 mo, SD 3 mo) was examined. The Mini-AHA play session provoked bimanual responses in typically developing children 99% of the time. Person and item fit criteria established 20 items for the scale. The resultant unidimensional scale also demonstrated excellent discriminative features through high separation reliability. The item calibration values covered the range of person ability measures well. Age was not related to the ability measures for children with unilateral CP (rs =0.178). All children with typical development achieved maximum scores. Accumulated evidence shows that the Mini-AHA validly measures use of the affected hand during bimanual performance for children with unilateral CP aged 8 to 18 months. The Mini-AHA has the potential to be a useful assessment to evaluate functional hand use and the effects of intervention in an age group when potential for change is high. © 2013 Mac Keith Press.

Results of an Experimental Exploration of Advanced Automated Geospatial Tools: Agility in Complex Planning

DTIC Science & Technology

2009-06-01

AUTOMATED GEOSPATIAL TOOLS : AGILITY IN COMPLEX PLANNING Primary Topic: Track 5 – Experimentation and Analysis Walter A. Powell [STUDENT] - GMU...TITLE AND SUBTITLE Results of an Experimental Exploration of Advanced Automated Geospatial Tools : Agility in Complex Planning 5a. CONTRACT NUMBER...Std Z39-18 Abstract Typically, the development of tools and systems for the military is requirement driven; systems are developed to meet

Aural detection of small propeller-driven aircraft

DOT National Transportation Integrated Search

1987-10-31

The Federal Aviation Administration (FAA) has conducted numerous flight tests of small propeller-driven aircraft in support of developing aircraft noise regulations. Those test typically measured ground-level noise resulting from high power/high RPM ...

Performance Measures for Public Participation Methods : Final Report

DOT National Transportation Integrated Search

2018-01-01

Public engagement is an important part of transportation project development, but measuring its effectiveness is typically piecemealed. Performance measurementdescribed by the Urban Institute as the measurement on a regular basis of the results (o...

Comparison of visual sensitivity to human and object motion in autism spectrum disorder.

PubMed

Kaiser, Martha D; Delmolino, Lara; Tanaka, James W; Shiffrar, Maggie

2010-08-01

Successful social behavior requires the accurate detection of other people's movements. Consistent with this, typical observers demonstrate enhanced visual sensitivity to human movement relative to equally complex, nonhuman movement [e.g., Pinto & Shiffrar, 2009]. A psychophysical study investigated visual sensitivity to human motion relative to object motion in observers with autism spectrum disorder (ASD). Participants viewed point-light depictions of a moving person and, for comparison, a moving tractor and discriminated between coherent and scrambled versions of these stimuli in unmasked and masked displays. There were three groups of participants: young adults with ASD, typically developing young adults, and typically developing children. Across masking conditions, typical observers showed enhanced visual sensitivity to human movement while observers in the ASD group did not. Because the human body is an inherently social stimulus, this result is consistent with social brain theories [e.g., Pelphrey & Carter, 2008; Schultz, 2005] and suggests that the visual systems of individuals with ASD may not be tuned for the detection of socially relevant information such as the presence of another person. Reduced visual sensitivity to human movements could compromise important social behaviors including, for example, gesture comprehension.

Exploring Differences in the Content of Job Interviews between Youth with and without a Physical Disability

PubMed Central

Lindsay, Sally; DePape, Anne-Marie

2015-01-01

Objective Although people with disabilities have great potential to provide advantages to work environments, many encounter barriers in finding employment, especially youth who are looking for their first job. A job interview is an essential component of obtaining employment. The objective of this study is to explore the content of the answers given in job interviews among youth with disabilities compared to typically developing youth. Methods A purposive sample of 31 youth (16 with typical development and 15 with disability) completed a mock job interview as part of an employment readiness study. The interview questions focused on skills and experiences, areas for improvement, and actions taken during problem-based scenarios. Transcribed interviews were analyzed using a content analysis of themes that emerged from the interviews. Results We found several similarities and differences between youth with disabilities and typically developing youth. Similarities included giving examples from school, emphasizing their “soft skills” (i.e., people and communication skills) and giving examples of relevant experience for the position. Both groups of youth gave similar examples for something they were proud of but fewer youth with disabilities provided examples. Differences in the content of job interview answers between the two groups included youth with disabilities: (1) disclosing their condition; (2) giving fewer examples related to customer service and teamwork skills; (3) experiencing greater challenges in providing feedback to team members and responding to scenario-based problem solving questions; and (4) drawing on examples from past work, volunteer and extra curricular activities. Conclusions Clinicians and educators should help youth to understand what their marketable skills are and how to highlight them in an interview. Employers need to understand that the experiences of youth with disabilities may be different than typically developing youth. Our findings also help to inform employment readiness programs by highlighting the areas where youth with disabilities may need extra help as compared to typically developing youth. PMID:25799198

Counterfactual Reasoning: Developing a Sense of "Nearest Possible World"

ERIC Educational Resources Information Center

Rafetseder, Eva; Cristi-Vargas, Renate; Perner, Josef

2010-01-01

This study investigated at what point in development 3- to 6-year-old children begin to demonstrate counterfactual reasoning by controlling for fortuitously correct answers that result from basic conditional reasoning. "Basic conditional reasoning" occurs when one applies typical regularities (such as "If 'whenever' it doesn't rain the street is…

The Development of Reading and Spelling in Arabic Orthography: Two Parallel Processes?

ERIC Educational Resources Information Center

Taha, Haitham

2016-01-01

The parallels between reading and spelling skills in Arabic were tested. One-hundred forty-three native Arab students, with typical reading development, from second, fourth, and sixth grades were tested with reading, spelling and orthographic decision tasks. The results indicated a full parallel between the reading and spelling performances within…

Contagious Yawning in Autistic and Typical Development

ERIC Educational Resources Information Center

Helt, Molly S.; Eigsti, Inge-Marie; Snyder, Peter J.; Fein, Deborah A.

2010-01-01

The authors tested susceptibility to contagious yawning in 120 children, 1-6 years, to identify the time course of its emergence during development. Results indicated a substantial increase in the frequency of contagious yawning at 4 years. In a second study, the authors examined contagious yawning in 28 children with autism spectrum disorders…

Narrative Development in Monolingual Spanish-Speaking Preschool Children

ERIC Educational Resources Information Center

Castilla-Earls, Anny; Petersen, Douglas; Spencer, Trina; Hammer, Krista

2015-01-01

Research Findings: The purpose of this study was to describe differences in the narratives produced by 3-, 4-, and 5- year old Spanish-speaking (SS) children. Narrative productions of 104 typically developing children were collected using a story-retelling task and coded using the Index of Narrative Complexity. The results of this study indicate…

Development of Visuospatial Attention in Typically Developing Children

PubMed Central

Ickx, Gaétan; Bleyenheuft, Yannick; Hatem, Samar M.

2017-01-01

The aim of the present study is to investigate the development of visuospatial attention in typically developing children and to propose reference values for children for the following six visuospatial attention tests: star cancellation, Ogden figure, reading test, line bisection, proprioceptive pointing and visuo-proprioceptive pointing. Data of 159 children attending primary or secondary school in the Fédération Wallonie Bruxelles (Belgium) were analyzed. Results showed that the children's performance on star cancellation, Ogden figure and reading test improved until the age of 13 years, whereas their performance on proprioceptive pointing, visuo-proprioceptive pointing and line bisection was stable with increasing age. These results suggest that the execution of different types of visuospatial attention tasks are not following the same developmental trajectories. This dissociation is strengthened by the lack of correlation observed between tests assessing egocentric and allocentric visuospatial attention, except for the star cancellation test (egocentric) and the Ogden figure copy (ego- and allocentric). Reference values are proposed that may be useful to examine children with clinical disorders of visuospatial attention. PMID:29270138

Functional Analysis and Treatment of Problem Behavior in Early Education Classrooms

ERIC Educational Resources Information Center

Greer, Brian D.; Neidert, Pamela L.; Dozier, Claudia L.; Payne, Steven W.; Zonneveld, Kimberley L. M.; Harper, Amy M.

2013-01-01

We conducted functional analyses (FA) with 4 typically developing preschool children during ongoing classroom activities and evaluated treatments that were based on FA results. Results of each child's FA suggested social-positive reinforcement functions, and differential reinforcement of alternative behavior plus time-out was effective in…

The attentional blink in typically developing and reading-disabled children.

PubMed

de Groot, Barry J A; van den Bos, Kees P; van der Meulen, Bieuwe F; Minnaert, Alexander E M G

2015-11-01

This study's research question was whether selective visual attention, and specifically the attentional blink (AB) as operationalized by a dual target rapid serial visual presentation (RSVP) task, can explain individual differences in word reading (WR) and reading-related phonological performances in typically developing children and reading-disabled subgroups. A total of 407 Dutch school children (Grades 3-6) were classified either as typically developing (n = 302) or as belonging to one of three reading-disabled subgroups: reading disabilities only (RD-only, n = 69), both RD and attention problems (RD+ADHD, n = 16), or both RD and a specific language impairment (RD+SLI, n = 20). The RSVP task employed alphanumeric stimuli that were presented in two blocks. Standardized Dutch tests were used to measure WR, phonemic awareness (PA), and alphanumeric rapid naming (RAN). Results indicate that, controlling for PA and RAN performance, general RSVP task performance contributes significant unique variance to the prediction of WR. Specifically, consistent group main effects for the parameter of AB(minimum) were found, whereas there were no AB-specific effects (i.e., AB(width) and AB(amplitude)) except for the RD+SLI group. Finally, there was a group by measurement interaction, indicating that the RD-only and comorbid groups are differentially sensitive for prolonged testing sessions. These results suggest that more general factors involved in RSVP processing may explain the group differences found. Copyright © 2015 Elsevier Inc. All rights reserved.

Repeatability of the Oxford Foot Model in children with foot deformity.

PubMed

McCahill, Jennifer; Stebbins, Julie; Koning, Bart; Harlaar, Jaap; Theologis, Tim

2018-03-01

The Oxford Foot Model (OFM) is a multi-segment, kinematic model developed to assess foot motion. It has previously been assessed for repeatability in healthy populations. To determine the OFM's reliability for detecting foot deformity, it is important to know repeatability in pathological conditions. The aim of the study was to assess the repeatability of the OFM in children with foot deformity. Intra-tester repeatability was assessed for 45 children (15 typically developing, 15 hemiplegic, 15 clubfoot). Inter-tester repeatability was assessed in the clubfoot population. The mean absolute differences between testers (clubfoot) and sessions (clubfoot and hemiplegic) were calculated for each of 15 clinically relevant, kinematic variables and compared to typically developing children. Children with clubfoot showed a mean difference between visits of 2.9° and a mean difference between raters of 3.6° Mean absolute differences were within one degree for the intra and inter-rater reliability in 12/15 variables. Hindfoot rotation, forefoot/tibia abduction and forefoot supination were the most variable between testers. Overall the clubfoot data were less variable than the typically developing population. Children with hemiplegia demonstrated slightly higher differences between sessions (mean 4.1°), with the most reliable data in the sagittal plane, and largest differences in the transverse plane. The OFM was designed to measure different types of foot deformity. The results of this study show that it provides repeatable results in children with foot deformity. To be distinguished from measurement artifact, changes in foot kinematics as a result of intervention or natural progression over time must be greater than the repeatability reported here. Copyright © 2018 Elsevier B.V. All rights reserved.

Looking around houses: attention to a model when drawing complex shapes in Williams syndrome and typical development.

PubMed

Hudson, Kerry D; Farran, Emily K

2013-09-01

Drawings by individuals with Williams syndrome (WS) typically lack cohesion. The popular hypothesis is that this is a result of excessive focus on local-level detail at the expense of global configuration. In this study, we explored a novel hypothesis that inadequate attention might underpin drawing in WS. WS and typically developing (TD) non-verbal ability matched groups copied and traced a house figure comprised of geometric shapes. The house was presented on a computer screen for 5-s periods and participants pressed a key to re-view the model. Frequency of key-presses indexed the looks to the model. The order that elements were replicated was recorded to assess hierarchisation of elements. If a lack of attention to the model explained poor drawing performance, we expected participants with WS to look less frequently to the model than TD children when copying. If a local-processing preference underpins drawing in WS, more local than global elements would be produced. Results supported the first, but not second hypothesis. The WS group looked to the model infrequently, but global, not local, parts were drawn first, scaffolding local-level details. Both groups adopted a similar order of drawing and tracing of parts, suggesting typical, although delayed strategy-use in the WS group. Additionally both groups drew larger elements of the model before smaller elements, suggested a size-bias when drawing. Copyright © 2013 Elsevier Ltd. All rights reserved.

Word structures of Granada Spanish-speaking preschoolers with typical versus protracted phonological development.

PubMed

Bernhardt, B May; Hanson, R; Perez, D; Ávila, C; Lleó, C; Stemberger, J P; Carballo, G; Mendoza, E; Fresneda, D; Chávez-Peón, M

2015-01-01

Research on children's word structure development is limited. Yet, phonological intervention aims to accelerate the acquisition of both speech-sounds and word structure, such as word length, stress or shapes in CV sequences. Until normative studies and meta-analyses provide in-depth information on this topic, smaller investigations can provide initial benchmarks for clinical purposes. To provide preliminary reference data for word structure development in a variety of Spanish with highly restricted coda use: Granada Spanish (similar to many Hispano-American varieties). To be clinically applicable, such data would need to show differences by age, developmental typicality and word structure complexity. Thus, older typically developing (TD) children were expected to show higher accuracy than younger children and those with protracted phonological development (PPD). Complex or phonologically marked forms (e.g. multisyllabic words, clusters) were expected to be late developing. Participants were 59 children aged 3-5 years in Granada, Spain: 30 TD children, and 29 with PPD and no additional language impairments. Single words were digitally recorded by a native Spanish speaker using a 103-word list and transcribed by native Spanish speakers, with confirmation by a second transcriber team and acoustic analysis. The program Phon 1.5 provided quantitative data. In accordance with expectations, the TD and older age groups had better-established word structures than the younger children and those with PPD. Complexity was also relevant: more structural mismatches occurred in multisyllabic words, initial unstressed syllables and clusters. Heterosyllabic consonant sequences were more accurate than syllable-initial sequences. The most common structural mismatch pattern overall was consonant deletion, with syllable deletion most common in 3-year-olds and children with PPD. The current study provides preliminary reference data for word structure development in a Spanish variety with restricted coda use, both by age and types of word structures. Between ages 3 and 5 years, global measures (whole word match, word shape match) distinguished children with typical versus protracted phonological development. By age 4, children with typical development showed near-mastery of word structures, whereas 4- and 5-year-olds with PPD continued to show syllable deletion and cluster reduction, especially in multisyllabic words. The results underline the relevance of multisyllabic words and words with clusters in Spanish phonological assessment and the utility of word structure data for identification of protracted phonological development. © 2014 Royal College of Speech and Language Therapists.

Comparing Levels of Mastery Motivation in Children with Cerebral Palsy (CP) and Typically Developing Children.

PubMed

Salavati, Mahyar; Vameghi, Roshanak; Hosseini, Seyed Ali; Saeedi, Ahmad; Gharib, Masoud

2018-02-01

The present study aimed to compare motivation in school-age children with CP and typically developing children. 229 parents of children with cerebral palsy and 212 parents of typically developing children participated in the present cross sectional study and completed demographic and DMQ18 forms. The rest of information was measured by an occupational therapist. Average age was equal to 127.12±24.56 months for children with cerebral palsy (CP) and 128.08±15.90 for typically developing children. Independent t-test used to compare two groups; and Pearson correlation coefficient by SPSS software applied to study correlation with other factors. There were differences between DMQ subscales of CP and typically developing groups in terms of all subscales ( P <0.05). The lowest motivation scores of subscales obtained in gross motor persistence (2.4870±.81047) and cognitive-oriented persistence (2.8529±.84223) in children with CP. Motivation was correlated with Gross Motor function Classification System (r= -0.831, P<0.001), Manual ability classification system (r=-0.782, P<0.001) and cognitive impairment (r=-0.161, P<0.05). Children with CP had lower mastery motivation than typically developing children. Rehabilitation efforts should take to enhance motivation, so that children felt empowered to do tasks or practices.

First impressions of adults with autism improve with diagnostic disclosure and increased autism knowledge of peers.

PubMed

Sasson, Noah J; Morrison, Kerrianne E

2017-10-01

A practical consideration for many intellectually able adults with autism spectrum disorder (ASD) is whether to disclose their diagnostic status or try to mask their autistic characteristics to avoid judgment and discrimination. Here, we assessed first impressions of adults with ASD and typically developing controls ( N = 40) made by typically developing observers ( N = 215) when their diagnostic status was either withheld, accurately provided, or inaccurately provided. First impressions were less favorable for ASD participants compared to typically developing controls across a range of judgments, but were significantly more positive when accurately labeled as ASD compared to when no label was provided, when mislabeled as typically developing, or when mislabeled as having schizophrenia. For typically developing participants, ratings did not change when accurately labeled but improved when mislabeled as ASD. Greater autistic traits for the ASD and typically developing participants were associated with less favorable first impressions, and females were rated more favorably than males. Autism knowledge of the raters, but not age, IQ, or autistic traits, was positively associated with more favorable impressions of ASD participants. Collectively, these findings suggest that first impressions for intellectually able adults with ASD improve with diagnostic disclosure and increased autism understanding on the part of peers.

Sensitivity to audio-visual synchrony and its relation to language abilities in children with and without ASD.

PubMed

Righi, Giulia; Tenenbaum, Elena J; McCormick, Carolyn; Blossom, Megan; Amso, Dima; Sheinkopf, Stephen J

2018-04-01

Autism Spectrum Disorder (ASD) is often accompanied by deficits in speech and language processing. Speech processing relies heavily on the integration of auditory and visual information, and it has been suggested that the ability to detect correspondence between auditory and visual signals helps to lay the foundation for successful language development. The goal of the present study was to examine whether young children with ASD show reduced sensitivity to temporal asynchronies in a speech processing task when compared to typically developing controls, and to examine how this sensitivity might relate to language proficiency. Using automated eye tracking methods, we found that children with ASD failed to demonstrate sensitivity to asynchronies of 0.3s, 0.6s, or 1.0s between a video of a woman speaking and the corresponding audio track. In contrast, typically developing children who were language-matched to the ASD group, were sensitive to both 0.6s and 1.0s asynchronies. We also demonstrated that individual differences in sensitivity to audiovisual asynchronies and individual differences in orientation to relevant facial features were both correlated with scores on a standardized measure of language abilities. Results are discussed in the context of attention to visual language and audio-visual processing as potential precursors to language impairment in ASD. Autism Res 2018, 11: 645-653. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. Speech processing relies heavily on the integration of auditory and visual information, and it has been suggested that the ability to detect correspondence between auditory and visual signals helps to lay the foundation for successful language development. The goal of the present study was to explore whether children with ASD process audio-visual synchrony in ways comparable to their typically developing peers, and the relationship between preference for synchrony and language ability. Results showed that there are differences in attention to audiovisual synchrony between typically developing children and children with ASD. Preference for synchrony was related to the language abilities of children across groups. © 2018 International Society for Autism Research, Wiley Periodicals, Inc.

Greenhouse Gas Inventory of a Typical High-End Industrial Park in China

PubMed Central

Chen, Bin; He, Guoxuan; Qi, Jing; Zhou, Shiyi; Jiang, Meiming

2013-01-01

Global climate change caused by greenhouse gas (GHG) emissions, which severely limits the development of human society and threatens the survival of humanity, has drawn the international community's long-term attention. Gathering the most important production factors in the region, an industrial park usually represents the development level of specific industries in the region. Therefore, the industrial park should be regarded as the base unit for developing a low-carbon economy and reducing GHG emissions. Focusing on a typical high-end industrial park in Beijing, we analyze the carbon sources within the system boundary and probe into the emission structure in view of life-cycle analysis. A GHG inventory is thereby set up to calculate all GHG emissions from the concerned park. Based on the results, suggestions are presented to guide the low-carbon development of the high-end industrial park. PMID:23431258

Greenhouse gas inventory of a typical high-end industrial park in China.

PubMed

Chen, Bin; He, Guoxuan; Qi, Jing; Su, Meirong; Zhou, Shiyi; Jiang, Meiming

2013-01-01

Global climate change caused by greenhouse gas (GHG) emissions, which severely limits the development of human society and threatens the survival of humanity, has drawn the international community's long-term attention. Gathering the most important production factors in the region, an industrial park usually represents the development level of specific industries in the region. Therefore, the industrial park should be regarded as the base unit for developing a low-carbon economy and reducing GHG emissions. Focusing on a typical high-end industrial park in Beijing, we analyze the carbon sources within the system boundary and probe into the emission structure in view of life-cycle analysis. A GHG inventory is thereby set up to calculate all GHG emissions from the concerned park. Based on the results, suggestions are presented to guide the low-carbon development of the high-end industrial park.

Contribution of parenting to complex syntax development in preschool children with developmental delays or typical development.

PubMed

Moody, C T; Baker, B L; Blacher, J

2018-05-10

Despite studies of how parent-child interactions relate to early child language development, few have examined the continued contribution of parenting to more complex language skills through the preschool years. The current study explored how positive and negative parenting behaviours relate to growth in complex syntax learning from child age 3 to age 4 years, for children with typical development or developmental delays (DDs). Participants were children with or without DD (N = 60) participating in a longitudinal study of development. Parent-child interactions were transcribed and coded for parenting domains and child language. Multiple regression analyses were used to identify the contribution of parenting to complex syntax growth in children with typical development or DD. Analyses supported a final model, F(9,50) = 11.90, P < .001, including a significant three-way interaction between positive parenting behaviours, negative parenting behaviours and child delay status. This model explained 68.16% of the variance in children's complex syntax at age 4. Simple two-way interactions indicated differing effects of parenting variables for children with or without DD. Results have implications for understanding of complex syntax acquisition in young children, as well as implications for interventions. © 2018 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

An Eye-Tracking Study of Multiple Feature Value Category Structure Learning: The Role of Unique Features

PubMed Central

Liu, Zhiya; Song, Xiaohong; Seger, Carol A.

2015-01-01

We examined whether the degree to which a feature is uniquely characteristic of a category can affect categorization above and beyond the typicality of the feature. We developed a multiple feature value category structure with different dimensions within which feature uniqueness and typicality could be manipulated independently. Using eye tracking, we found that the highest attentional weighting (operationalized as number of fixations, mean fixation time, and the first fixation of the trial) was given to a dimension that included a feature that was both unique and highly typical of the category. Dimensions that included features that were highly typical but not unique, or were unique but not highly typical, received less attention. A dimension with neither a unique nor a highly typical feature received least attention. On the basis of these results we hypothesized that subjects categorized via a rule learning procedure in which they performed an ordered evaluation of dimensions, beginning with unique and strongly typical dimensions, and in which earlier dimensions received higher weighting in the decision. This hypothesis accounted for performance on transfer stimuli better than simple implementations of two other common theories of category learning, exemplar models and prototype models, in which all dimensions were evaluated in parallel and received equal weighting. PMID:26274332

An Eye-Tracking Study of Multiple Feature Value Category Structure Learning: The Role of Unique Features.

PubMed

Liu, Zhiya; Song, Xiaohong; Seger, Carol A

2015-01-01

We examined whether the degree to which a feature is uniquely characteristic of a category can affect categorization above and beyond the typicality of the feature. We developed a multiple feature value category structure with different dimensions within which feature uniqueness and typicality could be manipulated independently. Using eye tracking, we found that the highest attentional weighting (operationalized as number of fixations, mean fixation time, and the first fixation of the trial) was given to a dimension that included a feature that was both unique and highly typical of the category. Dimensions that included features that were highly typical but not unique, or were unique but not highly typical, received less attention. A dimension with neither a unique nor a highly typical feature received least attention. On the basis of these results we hypothesized that subjects categorized via a rule learning procedure in which they performed an ordered evaluation of dimensions, beginning with unique and strongly typical dimensions, and in which earlier dimensions received higher weighting in the decision. This hypothesis accounted for performance on transfer stimuli better than simple implementations of two other common theories of category learning, exemplar models and prototype models, in which all dimensions were evaluated in parallel and received equal weighting.

Mind and body: concepts of human cognition, physiology and false belief in children with autism or typical development.

PubMed

Peterson, Candida C

2005-08-01

This study examined theory of mind (ToM) and concepts of human biology (eyes, heart, brain, lungs and mind) in a sample of 67 children, including 25 high functioning children with autism (age 6-13), plus age-matched and preschool comparison groups. Contrary to Baron-Cohen [1989, Journal of Autism and Developmental Disorders, 19(4), 579-600], most children with autism correctly understood the functions of the brain (84%) and the mind (64%). Their explanations were predominantly mentalistic. They outperformed typically developing preschoolers in understanding inner physiological (heart, lungs) and cognitive (brain, mind) systems, and scored as high as age-matched typical children. Yet, in line with much previous ToM research, most children with autism (60%) failed false belief, and their ToM performance was unrelated to their understanding of. human biology. Results were discussed in relation to neurobiological and social-experiential accounts of the ToM deficit in autism.

Colour discrimination and categorisation in Williams syndrome.

PubMed

Farran, Emily K; Cranwell, Matthew B; Alvarez, James; Franklin, Anna

2013-10-01

Individuals with Williams syndrome (WS) present with impaired functioning of the dorsal visual stream relative to the ventral visual stream. As such, little attention has been given to ventral stream functions in WS. We investigated colour processing, a predominantly ventral stream function, for the first time in nineteen individuals with Williams syndrome. Colour discrimination was assessed using the Farnsworth-Munsell 100 hue test. Colour categorisation was assessed using a match-to-sample test and a colour naming task. A visual search task was also included as a measure of sensitivity to the size of perceptual colour difference. Results showed that individuals with WS have reduced colour discrimination relative to typically developing participants matched for chronological age; performance was commensurate with a typically developing group matched for non-verbal ability. In contrast, categorisation was typical in WS, although there was some evidence that sensitivity to the size of perceptual colour differences was reduced in this group. Copyright © 2013 Elsevier Ltd. All rights reserved.

The level and nature of autistic intelligence III: Inspection time.

PubMed

Barbeau, Elise B; Soulières, Isabelle; Dawson, Michelle; Zeffiro, Thomas A; Mottron, Laurent

2013-02-01

Across the autism spectrum, level of intelligence is highly dependent on the psychometric instrument used for assessment, and there are conflicting views concerning which measures best estimate autistic cognitive abilities. Inspection time is a processing speed measure associated with general intelligence in typical individuals. We therefore investigated autism spectrum performance on inspection time in relation to two different general intelligence tests. Autism spectrum individuals were divided into autistic and Asperger subgroups according to speech development history. Compared to a typical control group, mean inspection time for the autistic subgroup but not the Asperger subgroup was significantly shorter (by 31%). However, the shorter mean autistic inspection time was evident only when groups were matched on Wechsler IQ and disappeared when they were matched using Raven's Progressive Matrices. When autism spectrum abilities are compared to typical abilities, results may be influenced by speech development history as well as by the instrument used for intelligence matching. 2013 APA, all rights reserved

Intact and impaired mechanisms of action understanding in autism.

PubMed

Vivanti, Giacomo; McCormick, Carolyn; Young, Gregory S; Abucayan, Floridette; Hatt, Naomi; Nadig, Aparna; Ozonoff, Sally; Rogers, Sally J

2011-05-01

Typically developing children understand and predict others' behavior by extracting and processing relevant information such as the logic of their actions within the situational constraints and the intentions conveyed by their gaze direction and emotional expressions. Children with autism have difficulties understanding and predicting others' actions. With the use of eye tracking and behavioral measures, we investigated action understanding mechanisms used by 18 children with autism and a well-matched group of 18 typically developing children. Results showed that children with autism (a) consider situational constraints in order to understand the logic of an agent's action and (b) show typical usage of the agent's emotional expressions to infer his or her intentions. We found (c) subtle atypicalities in the way children with autism respond to an agent's direct gaze and (d) marked impairments in their ability to attend to and interpret referential cues such as a head turn for understanding an agent's intentions. (c) 2011 APA, all rights reserved.

Intact and Impaired Mechanisms of Action Understanding in Autism

PubMed Central

Vivanti, Giacomo; McCormick, Carolyn; Young, Gregory S.; Abucayan, Floridette; Hatt, Naomi; Nadig, Aparna; Ozonoff, Sally; Rogers, Sally J.

2016-01-01

Typically developing children understand and predict others’ behavior by extracting and processing relevant information such as the logic of their actions within the situational constraints and the intentions conveyed by their gaze direction and emotional expressions. Children with autism have difficulties understanding and predicting others’ actions. With the use of eye tracking and behavioral measures, we investigated action understanding mechanisms used by 18 children with autism and a well-matched group of 18 typically developing children. Results showed that children with autism (a) consider situational constraints in order to understand the logic of an agent’s action and (b) show typical usage of the agent’s emotional expressions to infer his or her intentions. We found (c) subtle atypicalities in the way children with autism respond to an agent’s direct gaze and (d) marked impairments in their ability to attend to and interpret referential cues such as a head turn for understanding an agent’s intentions. PMID:21401220

Study on the three-station typical network deployments of workspace Measurement and Positioning System

NASA Astrophysics Data System (ADS)

Xiong, Zhi; Zhu, J. G.; Xue, B.; Ye, Sh. H.; Xiong, Y.

2013-10-01

As a novel network coordinate measurement system based on multi-directional positioning, workspace Measurement and Positioning System (wMPS) has outstanding advantages of good parallelism, wide measurement range and high measurement accuracy, which makes it to be the research hotspots and important development direction in the field of large-scale measurement. Since station deployment has a significant impact on the measurement range and accuracy, and also restricts the use-cost, the optimization method of station deployment was researched in this paper. Firstly, positioning error model was established. Then focusing on the small network consisted of three stations, the typical deployments and error distribution characteristics were studied. Finally, through measuring the simulated fuselage using typical deployments at the industrial spot and comparing the results with Laser Tracker, some conclusions are obtained. The comparison results show that under existing prototype conditions, I_3 typical deployment of which three stations are distributed in a straight line has an average error of 0.30 mm and the maximum error is 0.50 mm in the range of 12 m. Meanwhile, C_3 typical deployment of which three stations are uniformly distributed in the half-circumference of an circle has an average error of 0.17 mm and the maximum error is 0.28 mm. Obviously, C_3 typical deployment has a higher control effect on precision than I_3 type. The research work provides effective theoretical support for global measurement network optimization in the future work.

Play complexity and toy engagement in preschoolers with autism spectrum disorder: Do girls and boys differ?

PubMed

Harrop, Clare; Green, Jonathan; Hudry, Kristelle

2017-01-01

While sex differences in play have been extensively observed in typical development, only a handful of studies have explored this phenomenon in depth with children with autism spectrum disorders. This study explored sex differences in play complexity and toy engagement within caregiver-child interaction samples for preschool-aged children (2-5 years 11 months) with an autism spectrum disorder who were matched to typically developing children on sex and non-verbal development. Overall we found that girls and boys with autism spectrum disorder were largely equivalent in their play complexity. Despite similar play, girls and boys with autism spectrum disorder differed in a number of ways in their toy engagement, replicating traditional gender differences-girls played more with dolls and domestic items (though at lower rates than typically developing girls) and boys played more with the garage and cars (though at lower rates than typically developing boys). Our findings support the importance and utility of examining sex differences in autism spectrum disorder in light of those observed within typical development. © The Author(s) 2016.

Status of Seal Development at Technetics

NASA Astrophysics Data System (ADS)

Chappel, Doug

2002-10-01

Technetics has recently reported results for blade tip seal rub characteristics. Expanding on this work, Technetics will share rub characteristics for knife edge abradable seal systems typical of those found at vane inner air seal and shaft seal locations.

Visuospatial working memory for locations, colours, and binding in typically developing children and in children with dyslexia and non-verbal learning disability.

PubMed

Garcia, Ricardo Basso; Mammarella, Irene C; Tripodi, Doriana; Cornoldi, Cesare

2014-03-01

This study examined forward and backward recall of locations and colours and the binding of locations and colours, comparing typically developing children - aged between 8 and 10 years - with two different groups of children of the same age with learning disabilities (dyslexia in one group, non-verbal learning disability [NLD] in the other). Results showed that groups with learning disabilities had different visuospatial working memory problems and that children with NLD had particular difficulties in the backward recall of locations. The differences between the groups disappeared, however, when locations and colours were bound together. It was concluded that specific processes may be involved in children in the binding and backward recall of different types of information, as they are not simply the resultant of combining the single processes needed to recall single features. © 2013 The British Psychological Society.

Analysis and Comparison on the Flood Simulation in Typical Hilly & Semi-mountainous Region

NASA Astrophysics Data System (ADS)

Luan, Qinghua; Wang, Dong; Zhang, Xiang; Liu, Jiahong; Fu, Xiaoran; Zhang, Kun; Ma, Jun

2017-12-01

Water-logging and flood are both serious in hilly and semi-mountainous cities of China, but the related research is rare. Lincheng Economic Development Zone (EDZ) in Hebei Province as the typical city was selected and storm water management model (SWMM) was applied for flood simulation in this study. The regional model was constructed through calibrating and verifying the runoff coefficient of different flood processes. Different designed runoff processes in five-year, ten-year and twenty-year return periods in basic scenario and in the low impact development (LID) scenario, respectively, were simulated and compared. The result shows that: LID measures have effect on peak reduction in the study area, but the effectiveness is not significant; the effectiveness of lagging peak time is poor. These simulation results provide decision support for the rational construction of LID in the study area, and provide the references for regional rain flood management.

SOCIAL AND NON-SOCIAL CUEING OF VISUOSPATIAL ATTENTION IN AUTISM AND TYPICAL DEVELOPMENT

PubMed Central

Pruett, John R.; LaMacchia, Angela; Hoertel, Sarah; Squire, Emma; McVey, Kelly; Todd, Richard D.; Constantino, John N.; Petersen, Steven E.

2013-01-01

Three experiments explored attention to eye gaze, which is incompletely understood in typical development and is hypothesized to be disrupted in autism. Experiment 1 (n=26 typical adults) involved covert orienting to box, arrow, and gaze cues at two probabilities and cue-target times to test whether reorienting for gaze is endogenous, exogenous, or unique; experiment 2 (total n=80: male and female children and adults) studied age and sex effects on gaze cueing. Gaze cueing appears endogenous and may strengthen in typical development. Experiment 3 tested exogenous, endogenous, and/or gaze-based orienting in 25 typical and 27 Autistic Spectrum Disorder (ASD) children. ASD children made more saccades, slowing their reaction times; however, exogenous and endogenous orienting, including gaze cueing, appear intact in ASD. PMID:20809377

Speech and Language Impairments

MedlinePlus

... by a professional. ______________________ More on the Milestones of Language Development What are the milestones of typical speech-language development? What level of communication skill does a typical ...

Custom software development for use in a clinical laboratory

PubMed Central

Sinard, John H.; Gershkovich, Peter

2012-01-01

In-house software development for use in a clinical laboratory is a controversial issue. Many of the objections raised are based on outdated software development practices, an exaggeration of the risks involved, and an underestimation of the benefits that can be realized. Buy versus build analyses typically do not consider total costs of ownership, and unfortunately decisions are often made by people who are not directly affected by the workflow obstacles or benefits that result from those decisions. We have been developing custom software for clinical use for over a decade, and this article presents our perspective on this practice. A complete analysis of the decision to develop or purchase must ultimately examine how the end result will mesh with the departmental workflow, and custom-developed solutions typically can have the greater positive impact on efficiency and productivity, substantially altering the decision balance sheet. Involving the end-users in preparation of the functional specifications is crucial to the success of the process. A large development team is not needed, and even a single programmer can develop significant solutions. Many of the risks associated with custom development can be mitigated by a well-structured development process, use of open-source tools, and embracing an agile development philosophy. In-house solutions have the significant advantage of being adaptable to changing departmental needs, contributing to efficient and higher quality patient care. PMID:23372985

Custom software development for use in a clinical laboratory.

PubMed

Sinard, John H; Gershkovich, Peter

2012-01-01

In-house software development for use in a clinical laboratory is a controversial issue. Many of the objections raised are based on outdated software development practices, an exaggeration of the risks involved, and an underestimation of the benefits that can be realized. Buy versus build analyses typically do not consider total costs of ownership, and unfortunately decisions are often made by people who are not directly affected by the workflow obstacles or benefits that result from those decisions. We have been developing custom software for clinical use for over a decade, and this article presents our perspective on this practice. A complete analysis of the decision to develop or purchase must ultimately examine how the end result will mesh with the departmental workflow, and custom-developed solutions typically can have the greater positive impact on efficiency and productivity, substantially altering the decision balance sheet. Involving the end-users in preparation of the functional specifications is crucial to the success of the process. A large development team is not needed, and even a single programmer can develop significant solutions. Many of the risks associated with custom development can be mitigated by a well-structured development process, use of open-source tools, and embracing an agile development philosophy. In-house solutions have the significant advantage of being adaptable to changing departmental needs, contributing to efficient and higher quality patient care.

Preserved reward outcome processing in ASD as revealed by event-related potentials.

PubMed

McPartland, James C; Crowley, Michael J; Perszyk, Danielle R; Mukerji, Cora E; Naples, Adam J; Wu, Jia; Mayes, Linda C

2012-05-31

Problems with reward system function have been posited as a primary difficulty in autism spectrum disorders. The current study examined an electrophysiological marker of feedback monitoring, the feedback-related negativity (FRN), during a monetary reward task. The study advanced prior understanding by focusing exclusively on a developmental sample, applying rigorous diagnostic characterization and introducing an experimental paradigm providing more subtly different feedback valence (reward versus non-reward instead of reward versus loss). Twenty-six children with autism spectrum disorder and 28 typically developing peers matched on age and full-scale IQ played a guessing game resulting in monetary gain ("win") or neutral outcome ("draw"). ERP components marking early visual processing (N1, P2) and feedback appraisal (FRN) were contrasted between groups in each condition, and their relationships to behavioral measures of social function and dysfunction, social anxiety, and autism symptomatology were explored. FRN was observed on draw trials relative to win trials. Consistent with prior research, children with ASD exhibited a FRN to suboptimal outcomes that was comparable to typical peers. ERP parameters were unrelated to behavioral measures. Results of the current study indicate typical patterns of feedback monitoring in the context of monetary reward in ASD. The study extends prior findings of normative feedback monitoring to a sample composed exclusively of children and demonstrates that, as in typical development, individuals with autism exhibit a FRN to suboptimal outcomes, irrespective of neutral or negative valence. Results do not support a pervasive problem with reward system function in ASD, instead suggesting any dysfunction lies in more specific domains, such as social perception, or in response to particular feedback-monitoring contexts, such as self-evaluation of one's errors.

Longitudinal Brain Development of Numerical Skills in Typically Developing Children and Children with Developmental Dyscalculia.

PubMed

McCaskey, Ursina; von Aster, Michael; Maurer, Urs; Martin, Ernst; O'Gorman Tuura, Ruth; Kucian, Karin

2017-01-01

Developmental dyscalculia (DD) is a learning disability affecting the acquisition of numerical-arithmetical skills. Studies report persistent deficits in number processing and aberrant functional activation of the fronto-parietal numerical network in DD. However, the neural development of numerical abilities has been scarcely investigated. The present paper provides a first attempt to investigate behavioral and neural trajectories of numerical abilities longitudinally in typically developing (TD) and DD children. During a study period of 4 years, 28 children (8-11 years) were evaluated twice by means of neuropsychological tests and a numerical order fMRI paradigm. Over time, TD children improved in numerical abilities and showed a consistent and well-developed fronto-parietal network. In contrast, DD children revealed persistent deficits in number processing and arithmetic. Brain imaging results of the DD group showed an age-related activation increase in parietal regions (intraparietal sulcus), pointing to a delayed development of number processing areas. Besides, an activation increase in frontal areas was observed over time, indicating the use of compensatory mechanisms. In conclusion, results suggest a continuation in neural development of number representation in DD, whereas the neural network for simple ordinal number estimation seems to be stable or show only subtle changes in TD children over time.

Longitudinal Brain Development of Numerical Skills in Typically Developing Children and Children with Developmental Dyscalculia

PubMed Central

McCaskey, Ursina; von Aster, Michael; Maurer, Urs; Martin, Ernst; O'Gorman Tuura, Ruth; Kucian, Karin

2018-01-01

Developmental dyscalculia (DD) is a learning disability affecting the acquisition of numerical-arithmetical skills. Studies report persistent deficits in number processing and aberrant functional activation of the fronto-parietal numerical network in DD. However, the neural development of numerical abilities has been scarcely investigated. The present paper provides a first attempt to investigate behavioral and neural trajectories of numerical abilities longitudinally in typically developing (TD) and DD children. During a study period of 4 years, 28 children (8–11 years) were evaluated twice by means of neuropsychological tests and a numerical order fMRI paradigm. Over time, TD children improved in numerical abilities and showed a consistent and well-developed fronto-parietal network. In contrast, DD children revealed persistent deficits in number processing and arithmetic. Brain imaging results of the DD group showed an age-related activation increase in parietal regions (intraparietal sulcus), pointing to a delayed development of number processing areas. Besides, an activation increase in frontal areas was observed over time, indicating the use of compensatory mechanisms. In conclusion, results suggest a continuation in neural development of number representation in DD, whereas the neural network for simple ordinal number estimation seems to be stable or show only subtle changes in TD children over time. PMID:29354041

Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia).

PubMed

Mazzocco, Michèle M M; Feigenson, Lisa; Halberda, Justin

2011-01-01

Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth graders, it is shown that students with MLD have significantly poorer ANS precision than students in all other mathematics achievement groups (low, typically, and high achieving), as measured by psychophysical assessments of ANS acuity (w) and of the mappings between ANS representations and number words (cv). This relation persists even when controlling for domain-general abilities. Furthermore, this ANS precision does not differentiate low-achieving from typically achieving students, suggesting an ANS deficit that is specific to MLD. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Recent developments in membrane-based separations in biotechnology processes: review.

PubMed

Rathore, A S; Shirke, A

2011-01-01

Membrane-based separations are the most ubiquitous unit operations in biotech processes. There are several key reasons for this. First, they can be used with a large variety of applications including clarification, concentration, buffer exchange, purification, and sterilization. Second, they are available in a variety of formats, such as depth filtration, ultrafiltration, diafiltration, nanofiltration, reverse osmosis, and microfiltration. Third, they are simple to operate and are generally robust toward normal variations in feed material and operating parameters. Fourth, membrane-based separations typically require lower capital cost when compared to other processing options. As a result of these advantages, a typical biotech process has anywhere from 10 to 20 membrane-based separation steps. In this article we review the major developments that have occurred on this topic with a focus on developments in the last 5 years.

Autistic Traits and Brain Activation during Face-to-Face Conversations in Typically Developed Adults

PubMed Central

Suda, Masashi; Takei, Yuichi; Aoyama, Yoshiyuki; Narita, Kosuke; Sakurai, Noriko; Fukuda, Masato; Mikuni, Masahiko

2011-01-01

Background Autism spectrum disorders (ASD) are characterized by impaired social interaction and communication, restricted interests, and repetitive behaviours. The severity of these characteristics is posited to lie on a continuum that extends into the general population. Brain substrates underlying ASD have been investigated through functional neuroimaging studies using functional magnetic resonance imaging (fMRI). However, fMRI has methodological constraints for studying brain mechanisms during social interactions (for example, noise, lying on a gantry during the procedure, etc.). In this study, we investigated whether variations in autism spectrum traits are associated with changes in patterns of brain activation in typically developed adults. We used near-infrared spectroscopy (NIRS), a recently developed functional neuroimaging technique that uses near-infrared light, to monitor brain activation in a natural setting that is suitable for studying brain functions during social interactions. Methodology We monitored regional cerebral blood volume changes using a 52-channel NIRS apparatus over the prefrontal cortex (PFC) and superior temporal sulcus (STS), 2 areas implicated in social cognition and the pathology of ASD, in 28 typically developed participants (14 male and 14 female) during face-to-face conversations. This task was designed to resemble a realistic social situation. We examined the correlations of these changes with autistic traits assessed using the Autism-Spectrum Quotient (AQ). Principal Findings Both the PFC and STS were significantly activated during face-to-face conversations. AQ scores were negatively correlated with regional cerebral blood volume increases in the left STS during face-to-face conversations, especially in males. Conclusions Our results demonstrate successful monitoring of brain function during realistic social interactions by NIRS as well as lesser brain activation in the left STS during face-to-face conversations in typically developed participants with higher levels of autistic traits. PMID:21637754

Autistic traits and brain activation during face-to-face conversations in typically developed adults.

PubMed

Suda, Masashi; Takei, Yuichi; Aoyama, Yoshiyuki; Narita, Kosuke; Sakurai, Noriko; Fukuda, Masato; Mikuni, Masahiko

2011-01-01

Autism spectrum disorders (ASD) are characterized by impaired social interaction and communication, restricted interests, and repetitive behaviours. The severity of these characteristics is posited to lie on a continuum that extends into the general population. Brain substrates underlying ASD have been investigated through functional neuroimaging studies using functional magnetic resonance imaging (fMRI). However, fMRI has methodological constraints for studying brain mechanisms during social interactions (for example, noise, lying on a gantry during the procedure, etc.). In this study, we investigated whether variations in autism spectrum traits are associated with changes in patterns of brain activation in typically developed adults. We used near-infrared spectroscopy (NIRS), a recently developed functional neuroimaging technique that uses near-infrared light, to monitor brain activation in a natural setting that is suitable for studying brain functions during social interactions. We monitored regional cerebral blood volume changes using a 52-channel NIRS apparatus over the prefrontal cortex (PFC) and superior temporal sulcus (STS), 2 areas implicated in social cognition and the pathology of ASD, in 28 typically developed participants (14 male and 14 female) during face-to-face conversations. This task was designed to resemble a realistic social situation. We examined the correlations of these changes with autistic traits assessed using the Autism-Spectrum Quotient (AQ). Both the PFC and STS were significantly activated during face-to-face conversations. AQ scores were negatively correlated with regional cerebral blood volume increases in the left STS during face-to-face conversations, especially in males. Our results demonstrate successful monitoring of brain function during realistic social interactions by NIRS as well as lesser brain activation in the left STS during face-to-face conversations in typically developed participants with higher levels of autistic traits.

Human Behavior, Learning, and the Developing Brain: Typical Development

ERIC Educational Resources Information Center

Coch, Donna, Ed.; Fischer, Kurt W., Ed.; Dawson, Geraldine, Ed.

2010-01-01

This volume brings together leading authorities from multiple disciplines to examine the relationship between brain development and behavior in typically developing children. Presented are innovative cross-sectional and longitudinal studies that shed light on brain-behavior connections in infancy and toddlerhood through adolescence. Chapters…

Faculty Development for Online Teaching as a Catalyst for Change

ERIC Educational Resources Information Center

McQuiggan, Carol A.

2012-01-01

This action research study explored the change in face-to-face teaching practices as a result of faculty professional development for online teaching. Faculty's initial teaching model is typically born from that of their own teachers, and they teach as they were taught. However, few have any online experience as a student or a teacher. Learning to…

Music Therapy Engages Children with Autism in Outdoor Play. FPG Snapshot. Number 39, February 2007

ERIC Educational Resources Information Center

FPG Child Development Institute, 2007

2007-01-01

The unstructured space, running, climbing, sliding, and loud nature of playground time can be overwhelming for children with autism who thrive on predictable and structured routines. As a result, these preschoolers often do not experience the learning and social development benefits from outdoor play seen in their typically developing classmates.…

The Transition to Kindergarten for Typically Developing Children: A Survey of School Psychologists' Involvement

ERIC Educational Resources Information Center

McIntyre, Laura Lee; Eckert, Tanya L.; Arbolino, Lauren A.; DiGennaro Reed, Florence D.; Fiese, Barbara H.

2014-01-01

Research suggests that a large percentage of kindergarten children do not successfully transition to school (Rimm-Kaufman et al. 2000). As a result, a number of school transition initiatives have been developed by educators and policy makers to address the difficulties young children may experience upon kindergarten entry. Despite this attention,…

Metabolic Syndrome in Children with and without Developmental Coordination Disorder

ERIC Educational Resources Information Center

Wahi, Gita; LeBlanc, Paul J.; Hay, John A.; Faught, Brent E.; O'Leary, Debra; Cairney, John

2011-01-01

Children with developmental coordination disorder (DCD) have higher rates of obesity compared to children with typical motor development, and, as a result may be at increased risk for developing metabolic syndrome (MetS). The purpose of this study was to determine the presence of MetS and its components among children with and without DCD. This…

Ultrasound analysis of tongue contour for the sound [j] in adults and children.

PubMed

Barberena, Luciana da Silva; Simoni, Simone Nicolini de; Souza, Rosalina Correa Sobrinho de; Moraes, Denis Altieri de Oliveira; Berti, Larissa Cristina; Keske-Soares, Márcia

2017-12-11

Analyze and compare the mean tongue contours and articulatory gestures in the production of the sound [j] in adults and children with typical and atypical speech development. The children with atypical development presented speech sound disorders. The diagnosis was determined by speech assessments. The study sample was composed of 90 individuals divided into three groups: 30 adults with typical speech development aged 19-44 years (AT), 30 children with typical speech development (CT), and 30 children with speech sound disorders, named as atypical in this study, aged four years to eight years and eleven months (CA). Ultrasonography assessment of tongue movements was performed for all groups. Mean tongue contours were compared between three groups in different vocalic contexts following the sound [j]. The maximum elevation of the tongue tip was considered for delimitation of gestures using the Articulate Assistant Advanced (AAA) software and images in sagittal plane/Mode B. The points that intercepted the language curves were analyzed by the statistical tool R. The graphs of tongue contours were obtained adopting a 95% confidence interval. After that, the regions with significant statistical differences (p<0.05) between the CT and CA groups were obtained. The mean tongue contours demonstrated the gesture for the sound [j] in the comparison between typical and atypical children. For the semivowel [j], there is an articulatory gesture of tongue and dorsum towards the center of ​​the hard palate, with significant differences observed between the children. The results showed differences between the groups of children regarding the ability to refine articulatory gestures.

Assessing Functional Impairment in Siblings Living With Children With Disability

PubMed Central

Havercamp, Susan; Jamieson, Barry; Sahr, Timothy

2013-01-01

OBJECTIVE: The purpose of this study was to empirically test if siblings of children with disability had higher levels of parent-reported behavioral and emotional functional impairment compared with a peer group of siblings residing with only typically developing children. METHODS: This was a retrospective secondary analysis of data from the Medical Expenditure Panel Survey. We included only households with at least 2 children to ensure sibling relationships. Two groups of siblings were formed: 245 siblings resided in households with a child with disability and 6564 siblings resided in households with typically developing children. Parents responded to questions from the Columbia Impairment Scale to identify functional impairment in their children. RESULTS: On the basis of parent reports and after adjusting for sibling demographic characteristics and household background, siblings of children with disability were more likely than siblings residing with typically developing children to have problems with interpersonal relationships, psychopathological functioning, functioning at school, and use of leisure time (P < .05). The percentage of siblings of children with disability classified with significant functional impairment was 16.0% at the first measurement period and 24.2% at the second (P < .001). For siblings of typically developing children there was a smaller percentage increase from 9.5% to 10.3% (P < .001). CONCLUSIONS: Functional impairment is a key indicator for the need of mental health services and, as such, early assessment and interventions to limit increasing severity and short- to long-term consequences need to be addressed. Health care professionals need to consider a family-based health care approach for families raising children with disability. PMID:23897909

Social and Non-Social Cueing of Visuospatial Attention in Autism and Typical Development

ERIC Educational Resources Information Center

Pruett, John R.; LaMacchia, Angela; Hoertel, Sarah; Squire, Emma; McVey, Kelly; Todd, Richard D.; Constantino, John N.; Petersen, Steven E.

2011-01-01

Three experiments explored attention to eye gaze, which is incompletely understood in typical development and is hypothesized to be disrupted in autism. Experiment 1 (n = 26 typical adults) involved covert orienting to box, arrow, and gaze cues at two probabilities and cue-target times to test whether reorienting for gaze is endogenous, exogenous,…

Sex-Typical Play: Masculinization/Defeminization in Girls with an Autism Spectrum Condition

ERIC Educational Resources Information Center

Knickmeyer, Rebecca C.; Wheelwright, Sally; Baron-Cohen, Simon B.

2008-01-01

We tested the hypothesis that prenatal masculinization of the brain by androgens increases risk of developing an autism spectrum condition (ASC). Sex-typical play was measured in n = 66 children diagnosed with an ASC and n = 55 typically developing age-matched controls. Consistent with the hypothesis, girls with autism did not show the…

Determination of resilient modulus values for typical plastic soils in Wisconsin.

DOT National Transportation Integrated Search

2011-09-01

"The objectives of this research are to establish a resilient modulus test results database and to develop : correlations for estimating the resilient modulus of Wisconsin fine-grained soils from basic soil properties. A : laboratory testing program ...

The Determination of Calcium in Dietary Supplement Tablets by Ion-Exchange.

ERIC Educational Resources Information Center

Dietz, Mark L.

1986-01-01

An experimental simple ion-exchange experiment in which the amount of calcium present in dietary supplement tablets has been developed is described and some typical student results for several brands of tablets are presented. (JN)

Numerical Stimulation of Multicomponent Chromatography Using Spreadsheets.

ERIC Educational Resources Information Center

Frey, Douglas D.

1990-01-01

Illustrated is the use of spreadsheet programs for implementing finite difference numerical simulations of chromatography as an instructional tool in a separations course. Discussed are differential equations, discretization and integration, spreadsheet development, computer requirements, and typical simulation results. (CW)

Peer social skills and theory of mind in children with autism, deafness, or typical development.

PubMed

Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M

2016-01-01

Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in both ToM understanding (with late-signing deaf children especially delayed even relative to autistic children) and peer social skills (with autistic children especially delayed even relative to deaf late signers). Crucially, for the typically developing hearing children and deaf children alike, ToM understanding independently predicted peer social skills over and above age, gender, language ability, and, for deaf children, status as native- or late-signer. These novel findings offer some of the best evidence to date of the relevance of ToM cognitions to real-world social behavior for both these groups. However, for those with autism spectrum disorders (ASD) the pattern was different. The apparent link of ToM to peer competence was not a direct one but instead was significantly mediated by language ability. Several possible explanations for this intriguing autism-specific result were also discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Impaired Visuospatial Short-Term Memory in Children with ADHD.

PubMed

Narimoto, Tadamasa; Matsuura, Naomi; Hiratani, Michio

2018-01-01

Previous studies provide clear evidence that visuospatial memory performance in children with attention-deficit/hyperactivity disorder (ADHD) is significantly lower than in typically developing children. In the present study, we investigated a major cause of their low performance using a spatial span test. Possibly, inattention resulting from lack of motivation or interest causes their low performance so that they do not correctly encode targets to be remembered. On the other hand, a deficit in temporary maintenance per se may cause their low performance; that is, their inefficient use of rehearsal during a retention interval may lead to memory traces' fast decay. Results in this study indicated that children with ADHD could sustain attention during the encoding phase. Furthermore, their performance at delayed recall was significantly lower than immediate recall, but delayed recall did not affect typically developing children's performance. These results provide evidence for the likelihood that a factor causing children with ADHD difficulty in temporarily maintaining visuospatial information is fast decay of memory traces as a result of inefficient use of rehearsal, not inattention in the encoding phase.

BASC-2 PRS profiles for students with high-functioning autism spectrum disorders.

PubMed

Volker, Martin A; Lopata, Christopher; Smerbeck, Audrey M; Knoll, Valerie A; Thomeer, Marcus L; Toomey, Jennifer A; Rodgers, Jonathan D

2010-02-01

BASC-2 PRS profiles of 62 children with high-functioning autism spectrum disorders (HFASDs) were compared with those of 62 typically-developing children matched by age, gender, and ethnicity. Results indicated that, except for the Somatization, Conduct Problems, and Aggression scales, significant differences were found between the HFASD and typically-developing groups on all PRS scores. Mean HFASD scores were in the clinically significant range on the Behavioral Symptoms Index, Atypicality, Withdrawal, and Developmental Social Disorders scales. At-risk range HFASD means were obtained on the Adaptive Skills composite, all adaptive scales, remaining content scales (except Bullying), and Hyperactivity, Attention Problems, and Depression clinical scales. Screening indices suggested that the Developmental Social Disorders scale was highly effective in differentiating between the two groups.

Decadal water quality variations at three typical basins of Mekong, Murray and Yukon

NASA Astrophysics Data System (ADS)

Khan, Afed U.; Jiang, Jiping; Wang, Peng

2018-02-01

Decadal distribution of water quality parameters is essential for surface water management. Decadal distribution analysis was conducted to assess decadal variations in water quality parameters at three typical watersheds of Murray, Mekong and Yukon. Right distribution shifts were observed for phosphorous and nitrogen parameters at the Mekong watershed monitoring sites while left shifts were noted at the Murray and Yukon monitoring sites. Nutrients pollution increases with time at the Mekong watershed while decreases at the Murray and Yukon watershed monitoring stations. The results implied that watershed located in densely populated developing area has higher risk of water quality deterioration in comparison to thinly populated developed area. The present study suggests best management practices at watershed scale to modulate water pollution.

Externalizing and Internalizing Behaviors in ASD

PubMed Central

Bauminger, Nirit; Solomon, Marjorie; Rogers, Sally J.

2017-01-01

The current study investigated the relationships between internalizing and externalizing (I-E) behaviors and family variables, including both parenting stress and quality of attachment relations, in children aged 8–12 with high-functioning autism spectrum disorder (ASD) or with typical development. Compared to the group with typical development, children with ASD exhibited significantly greater levels of psychopathology as assessed by the Child Behavior Checklist [Achenbach, 1991], and parents of children with ASD exhibited higher parenting stress as assessed by the Parenting Stress Index [Abidin, 1995]. In a hierarchical multiple regression analysis, parenting stress emerged as the most important predictor of children’s I-E problems. Results are discussed in light of the two groups’ similar relationships between parenting stress and child psychopathology. PMID:20575109

The Role of Frequency in Learning Morphophonological Alternations: Implications for Children With Specific Language Impairment

PubMed Central

Demuth, Katherine; Petocz, Peter

2017-01-01

Purpose The aim of this article was to explore how the type of allomorph (e.g., past tense buzz[d] vs. nod[əd]) influences the ability to perceive and produce grammatical morphemes in children with typical development and with specific language impairment (SLI). Method The participants were monolingual Australian English–speaking children. The SLI group included 13 participants (mean age = 5;7 [years;months]); the control group included 19 children with typical development (mean age = 5;4). Both groups performed a grammaticality judgment and elicited production task with the same set of nonce verbs in third-person singular and past tense forms. Results Five-year-old children are still learning to generalize morphophonological patterns to novel verbs, and syllabic /əz/ and /əd/ allomorphs are significantly more challenging to produce, particularly for the SLI group. The greater phonetic content of these syllabic forms did not enhance perception. Conclusions Acquisition of morphophonological patterns involving low-frequency allomorphs is still underway in 5-year-old children with typical development, and it is even more protracted in SLI populations, despite these patterns being highly predictable. Children with SLI will therefore benefit from targeted intervention with low-frequency allomorphs. PMID:28510615

An investigation of the security of caregiver attachment during middle childhood in children with high-functioning autistic disorder.

PubMed

Chandler, Felicity; Dissanayake, Cheryl

2014-07-01

Previous research has investigated caregiver attachment relationships in children with autism during early childhood, with few differences found from matched control groups. However, little is known of this relationship during middle childhood (ages 8-12 years). In this study, the aim was to establish whether there are differences in the security of attachment in children with high-functioning autism compared to typically developing children. A secondary aim was to establish whether caregivers' perceptions of their child's attachment to them accorded with the children's own reports. Twenty-one children with high-functioning autism and 17 typically developing children were administered the Kerns Security Scale and the Inventory of Parent and Peer Attachment-Revised, and caregivers completed the same questionnaires from the viewpoint of their child. There were no differences between the groups in the children's and parents' reports of attachment security. Parents' and children's reports were moderately correlated on the Kerns Security Scale but were not correlated on the Inventory of Parent and Peer Attachment-Revised. The results indicate that levels of attachment security in children with high-functioning autism are not different from those in typically developing children. © The Author(s) 2013.

Sentence stress in children with dysarthria and cerebral palsy.

PubMed

Kuschmann, Anja; Lowit, Anja

2018-03-08

This study aimed to advance our understanding of how children with dysarthria and cerebral palsy (CP) realise sentence stress acoustically, and how well listeners could identify the position of the stressed word within these utterances. Seven children with CP and eight typically developing children participated in the experiment. Stress on target words in two sentence positions was elicited through a picture-based question-answer paradigm. Acoustic parameters of stress [duration, intensity and fundamental frequency (F0)] were measured and compared between stressed and unstressed target words. For the perception experiment, ten listeners were asked to determine the position of the stressed word in the children's productions. Acoustic measures showed that at group level the typically developing children used all three acoustic parameters to mark sentence stress, whereas the children with CP showed changes in duration only. Individual performance variations were evident in both groups. Perceptually, listeners were significantly better at identifying the stressed words in the utterances produced by the typically developing children than those of the children with CP. The results suggest that children with CP can manipulate temporal speech properties to mark stress. This ability to modulate acoustic-prosodic features could be harnessed in intervention to enhance children's functional communication.

Sustained Attention in Children with Primary Language Impairment: A Meta-Analysis

PubMed Central

Ebert, Kerry Danahy; Kohnert, Kathryn

2014-01-01

Purpose This study provides a meta-analysis of the difference between children with primary or specific language impairment (LI) and their typically developing peers on tasks of sustained attention. The meta-analysis seeks to determine if children with LI demonstrate subclinical deficits in sustained attention and, if so, under what conditions. Methods Articles that reported empirical data from the performance of children with LI, in comparison to typically developing peers, on a task assessing sustained attention were considered for inclusion. Twenty-eight effect sizes were included in the meta-analysis. Two moderator analyses addressed the effects of stimulus modality and ADHD exclusion. In addition, reaction time outcomes and the effects of task variables were summarized qualitatively. Results The meta-analysis supports the existence of sustained attention deficits in children with LI in both auditory and visual modalities, as demonstrated by reduced accuracy compared to typically developing peers. Larger effect sizes are found in tasks that use auditory and linguistic stimuli than in studies that use visual stimuli. Conclusions Future research should consider the role that sustained attention weaknesses play in LI, as well as the implications for clinical and research assessment tasks. Methodological recommendations are summarized. PMID:21646419

Internal State Language in the Storybook Narratives of Children with and without Autism Spectrum Disorder: Investigating Relations to Theory of Mind Abilities

PubMed Central

Siller, Michael; Swanson, Meghan R.; Serlin, Gayle; George, Ann

2014-01-01

The current study examines narratives elicited using a wordless picture book, focusing on language used to describe the characters’ thoughts and emotions (i.e., internal state language, ISL). The sample includes 21 children with Autism Spectrum Disorder (ASD) and 24 typically developing controls, matched on children's gender, IQ, as well as receptive and expressive vocabulary. This research had three major findings. First, despite equivalent performance on standardized language assessments, the volume of children's narratives (i.e., the number of utterances and words, the range of unique verbs and adjectives) was lower in children with ASD than in typically developing controls. Second, after controlling for narrative volume, the narratives of children with ASD were less likely to reference the characters’ emotions than was the case for typically developing controls. Finally, our results revealed a specific association between children's use of emotion terms and their performance on a battery of experimental tasks evaluating children's Theory of Mind abilities. Implications for our understanding of narrative deficits in ASD as well as interventions that use narrative as a context for improving social comprehension are discussed. PMID:24748899

Ambulatory Physical Activity Performance in Youth With Cerebral Palsy and Youth Who Are Developing Typically

PubMed Central

Bjornson, Kristie F; Belza, Basia; Kartin, Deborah; Logsdon, Rebecca; McLaughlin, John F

2007-01-01

Background and Purpose Assessment of walking activity in youth with cerebral palsy (CP) has traditionally been “capacity-based.” The purpose of this study was to describe the day-to-day ambulatory activity “performance” of youth with CP compared with youth who were developing typically. Subjects Eighty-one youth with CP, aged 10 to 13 years, who were categorized as being in Gross Motor Function Classification System (GMFCS) levels I to III and 30 age-matched youth who were developing typically were recruited. Methods Using a cross-sectional design, participants wore the StepWatch monitor for 7 days while documenting average daily total step counts, percentage of all time active, ratio of medium to low activity levels, and percentage of time at high activity levels. Results The youth with CP demonstrated significantly lower levels of all outcomes than the comparison group. Discussion and Conclusion Daily walking activity and variability decreased as functional walking level (GMFCS level) decreased. Ambulatory activity performance within the context of the daily life for youth with CP appears valid and feasible as an outcome for mobility interventions in CP. PMID:17244693

Internal State Language in the Storybook Narratives of Children with and without Autism Spectrum Disorder: Investigating Relations to Theory of Mind Abilities.

PubMed

Siller, Michael; Swanson, Meghan R; Serlin, Gayle; George, Ann

2014-05-01

The current study examines narratives elicited using a wordless picture book, focusing on language used to describe the characters' thoughts and emotions (i.e., internal state language, ISL). The sample includes 21 children with Autism Spectrum Disorder (ASD) and 24 typically developing controls, matched on children's gender, IQ, as well as receptive and expressive vocabulary. This research had three major findings. First, despite equivalent performance on standardized language assessments, the volume of children's narratives (i.e., the number of utterances and words, the range of unique verbs and adjectives) was lower in children with ASD than in typically developing controls. Second, after controlling for narrative volume, the narratives of children with ASD were less likely to reference the characters' emotions than was the case for typically developing controls. Finally, our results revealed a specific association between children's use of emotion terms and their performance on a battery of experimental tasks evaluating children's Theory of Mind abilities. Implications for our understanding of narrative deficits in ASD as well as interventions that use narrative as a context for improving social comprehension are discussed.

Visuo–spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition

PubMed Central

Ashkenazi, Sarit; Rosenberg-Lee, Miriam; Metcalfe, Arron W.S.; Swigart, Anna G.; Menon, Vinod

2014-01-01

The study of developmental disorders can provide a unique window into the role of domain-general cognitive abilities and neural systems in typical and atypical development. Mathematical disabilities (MD) are characterized by marked difficulty in mathematical cognition in the presence of preserved intelligence and verbal ability. Although studies of MD have most often focused on the role of core deficits in numerical processing, domain-general cognitive abilities, in particular working memory (WM), have also been implicated. Here we identify specific WM components that are impaired in children with MD and then examine their role in arithmetic problem solving. Compared to typically developing (TD) children, the MD group demonstrated lower arithmetic performance and lower visuo-spatial working memory (VSWM) scores with preserved abilities on the phonological and central executive components of WM. Whole brain analysis revealed that, during arithmetic problem solving, left posterior parietal cortex, bilateral dorsolateral and ventrolateral prefrontal cortex, cingulate gyrus and precuneus, and fusiform gyrus responses were positively correlated with VSWM ability in TD children, but not in the MD group. Additional analyses using a priori posterior parietal cortex regions previously implicated in WM tasks, demonstrated a convergent pattern of results during arithmetic problem solving. These results suggest that MD is characterized by a common locus of arithmetic and VSWM deficits at both the cognitive and functional neuroanatomical levels. Unlike TD children, children with MD do not use VSWM resources appropriately during arithmetic problem solving. This work advances our understanding of VSWM as an important domain-general cognitive process in both typical and atypical mathematical skill development. PMID:23896444

Relationships between full-day arm movement characteristics and developmental status in infants with typical development as they learn to reach: An observational study

PubMed Central

Shida-Tokeshi, Joanne; Lane, Christianne J.; Trujillo-Priego, Ivan A.; Deng, Weiyang; Vanderbilt, Douglas L.; Loeb, Gerald E.; Smith, Beth A.

2018-01-01

Background: Advances in wearable sensor technology now allow us to quantify the number, type and kinematic characteristics of bouts of infant arm movement made across a full day in the natural environment. Our aim here was to determine whether the amount and kinematic characteristics of arm movements made across the day in the natural environment were related to developmental status in infants with typical development as they learned to reach for objects using their arms. Methods: We used wearable sensors to measure arm movement across days and months as infants developed arm reaching skills. In total, 22 infants with typical development participated, aged between 38 and 203 days. Of the participants, 2 infants were measured once and the other 20 infants were measured once per month for 3 to 6 visits. The Bayley Scales of Infant Development was used to measure developmental level. Results: Our main findings were: 1) infant arm movement characteristics as measured by full-day wearable sensor data were related to Bayley motor, cognitive and language scores, indicating a relationship between daily movement characteristics and developmental status; 2) infants who moved more had larger increases in language and cognitive scores across visits; and 3) larger changes in movement characteristics across visits were related to higher motor scores. Conclusions: This was a preliminary, exploratory, small study of the potential importance of infant arm movement characteristics as measured by full-day wearable sensor data. Our results support full-day arm movement activity as an area of interest for future study as a biomarker of neurodevelopmental status and as a target for early intervention. PMID:29708221

Evaluating Maintenance Performance: The Development and Tryout of Criterion Referenced Job Task Performance Tests for Electronic Maintenance. Final Report for Period January 1969-May 1974.

ERIC Educational Resources Information Center

Shriver, Edgar L.; Foley, John P., Jr.

A battery of criterion referenced job task performance tests (JIPT) for typical electronic maintenance activities were developed. The construction of a battery of such tests together with an appropriate scoring for reporting the results is detailed. The development of a Test Administrators Handbook also is described. This battery is considered to…

Development of cortical asymmetry in typically developing children and its disruption in attention-deficit/hyperactivity disorder.

PubMed

Shaw, Philip; Lalonde, Francois; Lepage, Claude; Rabin, Cara; Eckstrand, Kristen; Sharp, Wendy; Greenstein, Deanna; Evans, Alan; Giedd, J N; Rapoport, Judith

2009-08-01

Just as typical development of anatomical asymmetries in the human brain has been linked with normal lateralization of motor and cognitive functions, disruption of asymmetry has been implicated in the pathogenesis of neurodevelopmental disorders such as attention-deficit/hyperactivity disorder (ADHD). No study has examined the development of cortical asymmetry using longitudinal neuroanatomical data. To delineate the development of cortical asymmetry in children with and without ADHD. Longitudinal study. Government Clinical Research Institute. A total of 218 children with ADHD and 358 typically developing children, from whom 1133 neuroanatomical magnetic resonance images were acquired prospectively. Cortical thickness was estimated at 40 962 homologous points in the left and right hemispheres, and the trajectory of change in asymmetry was defined using mixed-model regression. In right-handed typically developing individuals, a mean (SE) increase in the relative thickness of the right orbitofrontal and inferior frontal cortex with age of 0.011 (0.0018) mm per year (t(337) = 6.2, P < .001) was balanced against a relative left-hemispheric increase in the occipital cortical regions of 0.013 (0.0015) mm per year (t(337) = 8.1, P < .001). Age-related change in asymmetry in non-right-handed typically developing individuals was less extensive and was localized to different cortical regions. In ADHD, the posterior component of this evolving asymmetry was intact, but the prefrontal component was lost. These findings explain the way that, in typical development, the increased dimensions of the right frontal and left occipital cortical regions emerge in adulthood from the reversed pattern of childhood cortical asymmetries. Loss of the prefrontal component of this evolving asymmetry in ADHD is compatible with disruption of prefrontal function in the disorder and demonstrates the way that disruption of typical processes of asymmetry can inform our understanding of neurodevelopmental disorders.

English as a Foreign Language in Bilingual Language-minority Children, Children with Dyslexia and Monolingual Typical Readers.

PubMed

Bonifacci, Paola; Canducci, Elisa; Gravagna, Giulia; Palladino, Paola

2017-05-01

The present study was aimed at investigating literacy skills in English as a foreign language in three different groups of children: monolinguals with dyslexia (n = 19), typically developing bilinguals (language-minority) (n = 19) and a control group of monolinguals (Italian) (n = 76). Bilinguals were not expected to fail in English measures, and their gap with monolinguals would be expected to be limited to the instructional language, owing to underexposure. All participants were enrolled in Italian primary schools (fourth and fifth grades). A non-verbal reasoning task and Italian and English literacy tasks were administered. The Italian battery included word and non-word reading (speed and accuracy), word and non-word writing, and reading comprehension; the English battery included similar tasks, except for the non-word writing. Bilingual children performed similarly to typical readers in English tasks, whereas in Italian tasks, their performance was similar to that of typical readers in reading speed but not in reading accuracy and writing. Children with dyslexia underperformed compared with typically developing children in all English and Italian tasks, except for reading comprehension in Italian. Profile analysis and correlational analyses were further discussed. These results suggest that English as a foreign language might represent a challenge for students with dyslexia but a strength for bilingual language-minority children. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Food Variety as a Predictor of Nutritional Status among Children with Autism

ERIC Educational Resources Information Center

Zimmer, Michelle H.; Hart, Laura C.; Manning-Courtney, Patricia; Murray, Donna S.; Bing, Nicole M.; Summer, Suzanne

2012-01-01

The frequency of selective eating and nutritional deficiency was studied among 22 children with autism and an age matched typically developing control group. Children with autism ate fewer foods on average than typically developing children. (33.5 vs. 54.5 foods, P less than 0.001) As compared to typical controls, children with autism had a higher…

Predictive gaze during observation of irrational actions in adults with autism spectrum conditions.

PubMed

Marsh, L E; Pearson, A; Ropar, D; Hamilton, A F de C

2015-01-01

Understanding irrational actions may require the observer to make mental state inferences about why an action was performed. Individuals with autism spectrum conditions (ASC) have well documented difficulties with mentalizing; however, the degree to which rationality understanding is impaired in autism is not yet clear. The present study uses eye-tracking to measure online understanding of action rationality in individuals with ASC. Twenty adults with ASC and 20 typically developing controls, matched for age and IQ watched movies of rational and irrational actions while their eye movements were recorded. Measures of looking time, scan path and saccade latency were calculated. Results from looking time and scan path analyses demonstrate that participants with ASC have reduced visual attention to salient action features such as the action goal and the hand performing the action, regardless of action rationality. However, when participants with ASC do attend to these features, they are able to make anticipatory goal saccades as quickly as typically developing controls. Taken together these results indicate that individuals with autism have reduced attention to observed actions, but when attention is maintained, goal prediction is typical. We conclude that the basic mechanisms of action understanding are intact in individuals with ASC although there may be impairment in the top-down, social modulation of eye movements.

Applying an Integrative Framework of Executive Function to Preschoolers With Specific Language Impairment

PubMed Central

Plante, Elena; Doubleday, Kevin

2017-01-01

Purpose The first goal of this research was to compare verbal and nonverbal executive function abilities between preschoolers with and without specific language impairment (SLI). The second goal was to assess the group differences on 4 executive function components in order to determine if the components may be hierarchically related as suggested within a developmental integrative framework of executive function. Method This study included 26 4- and 5-year-olds diagnosed with SLI and 26 typically developing age- and sex-matched peers. Participants were tested on verbal and nonverbal measures of sustained selective attention, working memory, inhibition, and shifting. Results The SLI group performed worse compared with typically developing children on both verbal and nonverbal measures of sustained selective attention and working memory, the verbal inhibition task, and the nonverbal shifting task. Comparisons of standardized group differences between executive function measures revealed a linear increase with the following order: working memory, inhibition, shifting, and sustained selective attention. Conclusion The pattern of results suggests that preschoolers with SLI have deficits in executive functioning compared with typical peers, and deficits are not limited to verbal tasks. A significant linear relationship between group differences across executive function components supports the possibility of a hierarchical relationship between executive function skills. PMID:28724132

10. View south of Arctic Observation Room (typical). Natick ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

10. View south of Arctic Observation Room (typical). - Natick Research & Development Laboratories, Climatic Chambers Building, U.S. Army Natick Research, Development & Engineering Center (NRDEC), Natick, Middlesex County, MA

9. View to west of Tropic Dressing Room (typical). ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

9. View to west of Tropic Dressing Room (typical). - Natick Research & Development Laboratories, Climatic Chambers Building, U.S. Army Natick Research, Development & Engineering Center (NRDEC), Natick, Middlesex County, MA

The influence of maternal language responsiveness on the expressive speech production of children with autism spectrum disorders: a microanalysis of mother-child play interactions.

PubMed

Walton, Katherine M; Ingersoll, Brooke R

2015-05-01

Adult responsiveness is related to language development both in young typically developing children and in children with autism spectrum disorders, such that parents who use more responsive language with their children have children who develop better language skills over time. This study used a micro-analytic technique to examine how two facets of maternal utterances, relationship to child focus of attention and degree of demandingness, influenced the immediate use of appropriate expressive language of preschool-aged children with autism spectrum disorders (n = 28) and toddlers with typical development (n = 16) within a naturalistic mother-child play session. Mothers' use of follow-in demanding language was most likely to elicit appropriate expressive speech in both children with autism spectrum disorders and children with typical development. For children with autism spectrum disorders, but not children with typical development, mothers' use of orienting cues conferred an additional benefit for expressive speech production. These findings are consistent with the naturalistic behavioral intervention philosophy and suggest that following a child's lead while prompting for language is likely to elicit speech production in children with autism spectrum disorders and children with typical development. Furthermore, using orienting cues may help children with autism spectrum disorders to verbally respond. © The Author(s) 2014.

Precursors to Language Development in Typically and Atypically Developing Infants and Toddlers: The Importance of Embracing Complexity

ERIC Educational Resources Information Center

D'Souza, Dean; D'Souza, Hana; Karmiloff-Smith, Annette

2017-01-01

In order to understand how language abilities emerge in typically and atypically developing infants and toddlers, it is important to embrace complexity in development. In this paper, we describe evidence that early language development is an experience-dependent process, shaped by diverse, interconnected, interdependent developmental mechanisms,…

Measures of Cortical Grey Matter Structure and Development in Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Mak-Fan, Kathleen M.; Taylor, Margot J.; Roberts, Wendy; Lerch, Jason P.

2012-01-01

The current study examined group differences in cortical volume, surface area, and thickness with age, in a group of typically developing children and a group of children with ASD aged 6-15 years. Results showed evidence of age by group interactions, suggesting atypicalities in the relation between these measures and age in the ASD group.…

Development of Communication Skills in Finnish Pre-School Children Examined by the Children's Communication Checklist (CCC)

ERIC Educational Resources Information Center

Yliherva, Anneli; Loukusa, Soile; Vaisanen, Raija; Pyper, Amanda; Moilanen, Irma

2009-01-01

The communication skills of typically developing Finnish-speaking children between three and six years of age were examined using the Children's Communication Checklist (CCC). The differences between the boys and girls were also investigated. Results showed that the performance of the three-year-old children differed on the Speech subscale of the…

A descriptive study of lexical organisation in bilingual children with language impairment: Developmental changes.

PubMed

Holmström, Ketty; Salameh, Eva-Kristina; Nettelbladt, Ulrika; Dahlgren Sandberg, Annika

2016-04-01

This study aimed to describe the development of Arabic and Swedish lexical organisation in bilingual children with language impairment (BLI). Lexical organisation was assessed through word associations in 10 BLI and 10 bilingual children with typical development (BTD), aged 6;2-8;0 years, matched for age and gender. The participants were assessed twice, with a 1-year interval. Word associations were coded as paradigmatic, syntagmatic, phonological, other and no answer. This study reports analyses of the semantically-related syntagmatic and paradigmatic associations. Using repeated measures ANOVA, main and interaction effects of Group, Time and Language were examined for paradigmatic and syntagmatic associations separately. The interaction between Group and Time was significant for both associations. The BLI group increased syntagmatic associations from time 1 to time 2, while the BTD group increased paradigmatic associations. Results showed a significant main effect of Language for both types of associations, with better performance in Swedish. Significant Group by Language interactions resulted from lower Arabic than Swedish syntagmatic and paradigmatic scores for the BLI and BTD groups, respectively. Differing developmental trajectories indicate that bilingual children with LI develop lexical organisation at a slower pace than bilingual peers with typical language development.

Prediction of space shuttle fluctuating pressure environments, including rocket plume effects

NASA Technical Reports Server (NTRS)

Plotkin, K. J.; Robertson, J. E.

1973-01-01

Preliminary estimates of space shuttle fluctuating pressure environments have been made based on prediction techniques developed by Wyle Laboratories. Particular emphasis has been given to the transonic speed regime during launch of a parallel-burn space shuttle configuration. A baseline configuration consisting of a lightweight orbiter and monolithic SRB, together with a typical flight trajectory, have been used as models for the predictions. Critical fluctuating pressure environments are predicted at transonic Mach numbers. Comparisons between predicted environments and wind tunnel test results, in general, showed good agreement. Predicted one-third octave band spectra for the above environments were generally one of three types: (1) attached turbulent boundary layer spectra (typically high frequencies); (2) homogeneous separated flow and shock-free interference flow spectra (typically intermediate frequencies); and (3) shock-oscillation and shock-induced interference flow spectra (typically low frequencies). Predictions of plume induced separated flow environments were made. Only the SRB plumes are important, with fluctuating levels comparable to compression-corner induced separated flow shock oscillation.

Strategies Typically Developing Writers Use for Translating Thought into the Next Sentence and Evolving Text: Implications for Assessment and Instruction

PubMed Central

Jones, Jasmin Niedo; Berninger, Virginia Wise

2016-01-01

Three new approaches to writing assessment are introduced. First, strategies for generating the very next sentence are assessed in reference to the local level as well as the evolving text level of composing in progress. Second, strategies for translating thought into written language are coded with transcription (spelling) skill—low, average, or high—held constant. Third, instead of describing composing skill in reference to a single normed score for age or grade in a standardization sample at a static time in development, translation is studied longitudinally when children are in grades 1, 3, and 5 (ages 6, 8, 10) or grades 3, 5, and 7 (ages 8, 10, 12). Applications of the results are discussed for assessment and instruction grounded in levels and generativity of written language and normal variation in typically developing writers. PMID:28127525

Scaffolding Preservice Teachers' Evaluation of Children's Science Literature: Attention to Science-Focused Genres and Use

NASA Astrophysics Data System (ADS)

Ford, Danielle J.

2004-04-01

The use of an inquiry framework to support the development of learners'' scientific literacy has been supported by research on learning in science and advocated by the major science standards and policy documents. To fully engage in inquiry, however, a wide range of tools, including both activities and texts, must be employed. The successful integration of text materials requires the selection of suitable texts. This, in turn, requires an in-depth understanding of the types of science books available and their potential uses within an inquiry framework. To support preservice teachers'' development of these understandings, I examined the criteria they typically employ when evaluating texts in contextualized and uncontextualized settings. In these settings, students attended primarily to visual characteristics of texts or exhibited their limited understandings of science content and text use. These results were used to develop an evaluation framework that emphasizes use in inquiry over other typical evaluation criteria.

Measuring Classroom Management Expertise (CME) of Teachers: A Video-Based Assessment Approach and Statistical Results

ERIC Educational Resources Information Center

König, Johannes

2015-01-01

The study aims at developing and exploring a novel video-based assessment that captures classroom management expertise (CME) of teachers and for which statistical results are provided. CME measurement is conceptualized by using four video clips that refer to typical classroom management situations in which teachers are heavily challenged…

Children and Adolescents with Autism Spectrum Disorders Compared to Typically Developing Controls on the Behavioral Assessment System for Children, Second Edition (BASC-2)

ERIC Educational Resources Information Center

Mahan, Sara; Matson, Johnny L.

2011-01-01

As the "Behavioral Assessment System for Children, Second Edition" ("BASC-2") is often used to aid in diagnosis it is important to discern how children and adolescents with Autism Spectrum Disorder (ASD) score on the "BASC-2" compared to typically developing controls. This study compared scores of typically developing…

Development of a Methodology for Incorporating FESWMS-2DH Results

DOT National Transportation Integrated Search

2000-05-01

This study presents the analysis of a complex flow system that contains two roadways with multiple openings: US Highway 75 and the Southeast Kansas Corridor. Typical analyses of floodplains at such sites involve the use of the one-dimensional backwat...

DEVELOPMENT OF AEROBIC BIOFILTER DESIGN CRITERIA FOR TREATING VOCS

EPA Science Inventory

This paper reports preliminary results on the use of trickle bed biofilters with monolithic ceramic channelized microbial support structures for the treatment of VOCs typical of landfill leachate stripping. Toluene was used for the purpose of characterizing the trickle bed biofi...

Topical Review: Integrating Findings on Direct Observation of Family Communication in Studies Comparing Pediatric Chronic Illness and Typically Developing Samples.

PubMed

Murphy, Lexa K; Murray, Caitlin B; Compas, Bruce E

2017-01-01

To review research on observed family communication in families with children with chronic illnesses compared with families with healthy, typically developing children, and to integrate findings utilizing a unifying family communication framework. Topical review of studies that have directly observed family communication in pediatric populations and included a typically developing comparison group. Initial findings from 14 studies with diverse approaches to quantifying observed family communication suggest that families with children with chronic illnesses may demonstrate lower levels of warm and structured communication and higher levels of hostile/intrusive and withdrawn communication compared with families with healthy, typically developing children. An integrative framework of family communication may be used in future studies that examine the occurrence, correlates, and mechanisms of family communication in pediatric populations.

Distinct neuropsychological subgroups in typically developing youth inform heterogeneity in children with ADHD

PubMed Central

Fair, Damien A.; Bathula, Deepti; Nikolas, Molly A.; Nigg, Joel T.

2012-01-01

Research and clinical investigations in psychiatry largely rely on the de facto assumption that the diagnostic categories identified in the Diagnostic and Statistical Manual (DSM) represent homogeneous syndromes. However, the mechanistic heterogeneity that potentially underlies the existing classification scheme might limit discovery of etiology for most developmental psychiatric disorders. Another, perhaps less palpable, reality may also be interfering with progress—heterogeneity in typically developing populations. In this report we attempt to clarify neuropsychological heterogeneity in a large dataset of typically developing youth and youth with attention deficit/hyperactivity disorder (ADHD), using graph theory and community detection. We sought to determine whether data-driven neuropsychological subtypes could be discerned in children with and without the disorder. Because individual classification is the sine qua non for eventual clinical translation, we also apply support vector machine-based multivariate pattern analysis to identify how well ADHD status in individual children can be identified as defined by the community detection delineated subtypes. The analysis yielded several unique, but similar subtypes across both populations. Just as importantly, comparing typically developing children with ADHD children within each of these distinct subgroups increased diagnostic accuracy. Two important principles were identified that have the potential to advance our understanding of typical development and developmental neuropsychiatric disorders. The first tenet suggests that typically developing children can be classified into distinct neuropsychological subgroups with high precision. The second tenet proposes that some of the heterogeneity in individuals with ADHD might be “nested” in this normal variation. PMID:22474392

Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder.

PubMed

Brignell, Amanda; Williams, Katrina; Prior, Margot; Donath, Susan; Reilly, Sheena; Bavin, Edith L; Eadie, Patricia; Morgan, Angela T

2017-04-01

We compared loss and gain in communication from 1 to 2 years in children later diagnosed with autism spectrum disorder (n = 41), language impairment (n = 110) and in children with typical language development at 7 years (n = 831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p = 0.0003), typical development (16%, p < 0.001)). Loss was most common for all groups in the domain of 'emotion and eye gaze' but with a higher proportion for children with autism spectrum disorder (27%; language impairment (12%, p = 0.03), typical development (14%, p = 0.03)). A higher proportion of children with autism spectrum disorder also lost skills in gesture (p = 0.01), sounds (p = 0.009) and understanding (p = 0.004) compared to children with typical development but not with language impairment. These findings add to our understanding of early communication development and highlight that loss is not unique to autism spectrum disorder.

Diazo Printing of ERTS Color Composites

NASA Technical Reports Server (NTRS)

Mcmurtry, G. J.; Petersen, G. W. (Principal Investigator); Kowalik, W. S.

1975-01-01

The author has identified the following significant results. ERTS-1 color composites were made with the help of a Diazo developer and printer. Five single channel, density standards were established, using typical ERTS images, in order to determine exposure time. These standards were used to develop a graph from which the exposure time for any transparency can be estimated. Exposure times varied from 3 to 30 minutes, and clear colored polyester sheets from two manufactures were used with slightly different, but equally successful, results.

The effect of rTMS over the inferior parietal lobule on EEG sensorimotor reactivity differs according to self-reported traits of autism in typically developing individuals.

PubMed

Puzzo, Ignazio; Cooper, Nicholas R; Cantarella, Simona; Fitzgerald, Paul B; Russo, Riccardo

2013-12-06

Previous research suggested that EEG markers of mirror neuron system activation may differ, in the normal population as a function of different levels of the autistic spectrum quotient; (AQ). The present study aimed at modulating the EEG sensorimotor reactivity induced by hand movement observation by means of repetitive transcranial magnetic stimulation (rTMS) applied to the inferior parietal lobule. We examined how the resulting rTMS modulation differed in relation to the self-reported autistic traits in the typically developing population. Results showed that during sham stimulation, all participants had significantly greater sensorimotor alpha reactivity (motor cortex-C electrodes) when observing hand movements compared to static hands. This sensorimotor alpha reactivity difference was reduced during active rTMS stimulation. Results also revealed that in the average AQ group at sham there was a significant increase in low beta during hand movement than static hand observation (pre-motor areas-FC electrodes) and that (like alpha over the C electrodes) this difference is abolished when active rTMS is delivered. Participants with high AQ scores showed no significant difference in low beta sensorimotor reactivity between active and sham rTMS during static hand or hand movement observation. These findings suggest that unlike sham, active rTMS over the IPL modulates the oscillatory activity of the low beta frequency of a distal area, namely the anterior sector of the sensorimotor cortex, when participants observe videos of static hand. Importantly, this modulation differs according to the degree of self-reported traits of autism in a typically developing population. © 2013 Elsevier B.V. All rights reserved.

Binaural masking release in children with Down syndrome.

PubMed

Porter, Heather L; Grantham, D Wesley; Ashmead, Daniel H; Tharpe, Anne Marie

2014-01-01

Binaural hearing results in a number of listening advantages relative to monaural hearing, including enhanced hearing sensitivity and better speech understanding in adverse listening conditions. These advantages are facilitated in part by the ability to detect and use interaural cues within the central auditory system. Binaural hearing for children with Down syndrome could be impacted by multiple factors including, structural anomalies within the peripheral and central auditory system, alterations in synaptic communication, and chronic otitis media with effusion. However, binaural hearing capabilities have not been investigated in these children. This study tested the hypothesis that children with Down syndrome experience less binaural benefit than typically developing peers. Participants included children with Down syndrome aged 6 to 16 years (n = 11), typically developing children aged 3 to 12 years (n = 46), adults with Down syndrome (n = 3), and adults with no known neurological delays (n = 6). Inclusionary criteria included normal to near-normal hearing sensitivity. Two tasks were used to assess binaural ability. Masking level difference (MLD) was calculated by comparing threshold for a 500-Hz pure-tone signal in 300-Hz wide Gaussian noise for N0S0 and N0Sπ signal configurations. Binaural intelligibility level difference was calculated using simulated free-field conditions. Speech recognition threshold was measured for closed-set spondees presented from 0-degree azimuth in speech-shaped noise presented from 0-, 45- and 90-degree azimuth, respectively. The developmental ability of children with Down syndrome was estimated and information regarding history of otitis media was obtained for all child participants via parent survey. Individuals with Down syndrome had higher masked thresholds for pure-tone and speech stimuli than typically developing individuals. Children with Down syndrome had significantly smaller MLDs than typically developing children. Adults with Down syndrome and control adults had similar MLDs. Similarities in simulated spatial release from masking were observed for all groups for the experimental parameters used in this study. No association was observed for any measure of binaural ability and developmental age for children with Down syndrome. Similar group psychometric functions were observed for children with Down syndrome and typically developing children in most instances, suggesting that attentiveness and motivation contributed equally to performance for both groups on most tasks. The binaural advantages afforded to typically developing children, such as enhanced hearing sensitivity in noise, were not as robust for children with Down syndrome in this study. Children with Down syndrome experienced less binaural benefit than typically developing peers for some stimuli, suggesting that they could require more favorable signal-to-noise ratios to achieve optimal performance in some adverse listening conditions. The reduced release from masking observed for children with Down syndrome could represent a delay in ability rather than a deficit that persists into adulthood. This could have implications for the planning of interventions for individuals with Down syndrome.

A puzzle form of a non-verbal intelligence test gives significantly higher performance measures in children with severe intellectual disability

PubMed Central

Bello, Katrina D; Goharpey, Nahal; Crewther, Sheila G; Crewther, David P

2008-01-01

Background Assessment of 'potential intellectual ability' of children with severe intellectual disability (ID) is limited, as current tests designed for normal children do not maintain their interest. Thus a manual puzzle version of the Raven's Coloured Progressive Matrices (RCPM) was devised to appeal to the attentional and sensory preferences and language limitations of children with ID. It was hypothesized that performance on the book and manual puzzle forms would not differ for typically developing children but that children with ID would perform better on the puzzle form. Methods The first study assessed the validity of this puzzle form of the RCPM for 76 typically developing children in a test-retest crossover design, with a 3 week interval between tests. A second study tested performance and completion rate for the puzzle form compared to the book form in a sample of 164 children with ID. Results In the first study, no significant difference was found between performance on the puzzle and book forms in typically developing children, irrespective of the order of completion. The second study demonstrated a significantly higher performance and completion rate for the puzzle form compared to the book form in the ID population. Conclusion Similar performance on book and puzzle forms of the RCPM by typically developing children suggests that both forms measure the same construct. These findings suggest that the puzzle form does not require greater cognitive ability but demands sensory-motor attention and limits distraction in children with severe ID. Thus, we suggest the puzzle form of the RCPM is a more reliable measure of the non-verbal mentation of children with severe ID than the book form. PMID:18671882

Is lower IQ in children with epilepsy due to lower parental IQ? A controlled comparison study

PubMed Central

Walker, Natalie M; Jackson, Daren C; Dabbs, Kevin; Jones, Jana E; Hsu, David A; Stafstrom, Carl E; Sheth, Raj D; Koehn, Monica A; Seidenberg, Michael; Hermann, Bruce P

2012-01-01

Aim The aim of this study was to determine the relationship between parent and child full-scale IQ (FSIQ) in children with epilepsy and in typically developing comparison children and to examine parent–child IQ differences by epilepsy characteristics. Method The study participants were 97 children (50 males, 47 females; age range 8–18y; mean age 12y 3mo, SD 3y.1mo) with recent-onset epilepsy including idiopathic generalized (n=43) and idiopathic localization-related epilepsies (n=54); 69 healthy comparison children (38 females, 31 males; age range 8–18y; mean age 12y 8mo, SD 3y 2mo), and one biological parent per child. All participants were administered the Wechsler Abbreviated Intelligence Scale. FSIQ was compared in children with epilepsy and typically developing children; FSIQ was compared in the parents of typically developing children and the parents of participants with epilepsy; parent–child FSIQ differences were compared between the groups. Results FSIQ was lower in children with epilepsy than in comparison children (p<0.001). FSIQ of parents of children with epilepsy did not differ from the FSIQ of the parents of typically developing children. Children with epilepsy had significantly lower FSIQ than their parents (p<0.001), whereas comparison children did not. The parent–child IQ difference was significantly higher in the group with epilepsy than the comparison group (p=0.043). Epilepsy characteristics were not related to parent–child IQ difference. Interpretation Parent–child IQ difference appears to be a marker of epilepsy impact independent of familial IQ, epilepsy syndrome, and clinical seizure features. This marker is evident early in the course of idiopathic epilepsies and can be tracked over time. PMID:23216381

Brief report: accuracy and response time for the recognition of facial emotions in a large sample of children with autism spectrum disorders.

PubMed

Fink, Elian; de Rosnay, Marc; Wierda, Marlies; Koot, Hans M; Begeer, Sander

2014-09-01

The empirical literature has presented inconsistent evidence for deficits in the recognition of basic emotion expressions in children with autism spectrum disorders (ASD), which may be due to the focus on research with relatively small sample sizes. Additionally, it is proposed that although children with ASD may correctly identify emotion expression they rely on more deliberate, more time-consuming strategies in order to accurately recognize emotion expressions when compared to typically developing children. In the current study, we examine both emotion recognition accuracy and response time in a large sample of children, and explore the moderating influence of verbal ability on these findings. The sample consisted of 86 children with ASD (M age = 10.65) and 114 typically developing children (M age = 10.32) between 7 and 13 years of age. All children completed a pre-test (emotion word-word matching), and test phase consisting of basic emotion recognition, whereby they were required to match a target emotion expression to the correct emotion word; accuracy and response time were recorded. Verbal IQ was controlled for in the analyses. We found no evidence of a systematic deficit in emotion recognition accuracy or response time for children with ASD, controlling for verbal ability. However, when controlling for children's accuracy in word-word matching, children with ASD had significantly lower emotion recognition accuracy when compared to typically developing children. The findings suggest that the social impairments observed in children with ASD are not the result of marked deficits in basic emotion recognition accuracy or longer response times. However, children with ASD may be relying on other perceptual skills (such as advanced word-word matching) to complete emotion recognition tasks at a similar level as typically developing children.

Effect of internal versus external focus of attention on implicit motor learning in children with developmental coordination disorder.

PubMed

Jarus, Tal; Ghanouni, Parisa; Abel, Rachel L; Fomenoff, Shelby L; Lundberg, Jocelyn; Davidson, Stephanie; Caswell, Sarah; Bickerton, Laura; Zwicker, Jill G

2015-02-01

Children with developmental coordination disorder (DCD) struggle to learn new motor skills. It is unknown whether children with DCD learn motor skills more effectively with an external focus of attention (focusing on impact of movement on the environment) or an internal focus of attention (focusing on one's body movements) during implicit (unconscious) and explicit (conscious) motor learning. This paper aims to determine the trends of implicit motor learning in children with DCD, and how focus of attention influences motor learning in children with DCD in comparison with typically developing children. 25 children, aged 8-12, with (n=12) and without (n=13) DCD were randomly assigned to receive instructions that focused attention externally or internally while completing a computer tracking task during acquisition, retention, and transfer phases. The motor task involved tracking both repeated and random patterns, with the repeated pattern indicative of implicit learning. Children with DCD scored lower on the motor task in all three phases of the study, demonstrating poorer implicit learning. Furthermore, graphical data showed that for the children with DCD, there was no apparent difference between internal and external focus of attention during retention and transfer, while there was an advantage to the external focus of attention group for typically developing children. Children with DCD demonstrate less accuracy than typically developing children in learning a motor task. Also, the effect of focus of attention on motor performance is different in children with DCD versus their typically developing counterparts during the three phases of motor learning. Results may inform clinicians how to facilitate motor learning in children with DCD by incorporating explicit learning with either internal or external focus of attention within interventions. Copyright © 2014 Elsevier Ltd. All rights reserved.

Dietary intake and parents' perception of mealtime behaviors in preschool-age children with autism spectrum disorder and in typically developing children.

PubMed

Lockner, Donna W; Crowe, Terry K; Skipper, Betty J

2008-08-01

Parents of children with autism spectrum disorder (ASD) frequently report that their children have selective eating behaviors and refuse many foods, which could result in inadequate nutrient intake. This preliminary cross-sectional descriptive study investigated dietary intake and parents' reported perception of food behaviors of 20 3- to 5-year-old children with ASD. Twenty typically developing children matched for sex, age, and ethnicity were also studied as a case-control comparison. Nutrient intake determined from 3-day food records was adjusted for day-to-day variation to determine the estimate of usual intake distribution for the two groups. This distribution was compared with the Estimated Average Requirement or Adequate Intake recommendations. The reported food behaviors and use of vitamin or mineral supplements were compared for matched pairs using the exact McNemar test. Nutrient intake was similar for both groups of children, with the majority of children consuming more than the recommended amounts for most nutrients. Nutrients least likely to be consumed in recommended amounts were vitamin A, vitamin E, fiber, and calcium. Children with ASD were more likely to consume vitamin/mineral supplements than typically developing children. Compared with parents of typically developing children, parents of children with ASD were more likely to report that their children were picky eaters and resisted trying new foods, and they were less likely to describe their children as healthy eaters or that they eat a variety of foods. Despite the similar and generally adequate nutrient intake for the 40 children in this study, parents of children with ASD had more negative perceptions of their children's dietary behaviors.

English speech sound development in preschool-aged children from bilingual English-Spanish environments.

PubMed

Gildersleeve-Neumann, Christina E; Kester, Ellen S; Davis, Barbara L; Peña, Elizabeth D

2008-07-01

English speech acquisition by typically developing 3- to 4-year-old children with monolingual English was compared to English speech acquisition by typically developing 3- to 4-year-old children with bilingual English-Spanish backgrounds. We predicted that exposure to Spanish would not affect the English phonetic inventory but would increase error frequency and type in bilingual children. Single-word speech samples were collected from 33 children. Phonetically transcribed samples for the 3 groups (monolingual English children, English-Spanish bilingual children who were predominantly exposed to English, and English-Spanish bilingual children with relatively equal exposure to English and Spanish) were compared at 2 time points and for change over time for phonetic inventory, phoneme accuracy, and error pattern frequencies. Children demonstrated similar phonetic inventories. Some bilingual children produced Spanish phonemes in their English and produced few consonant cluster sequences. Bilingual children with relatively equal exposure to English and Spanish averaged more errors than did bilingual children who were predominantly exposed to English. Both bilingual groups showed higher error rates than English-only children overall, particularly for syllable-level error patterns. All language groups decreased in some error patterns, although the ones that decreased were not always the same across language groups. Some group differences of error patterns and accuracy were significant. Vowel error rates did not differ by language group. Exposure to English and Spanish may result in a higher English error rate in typically developing bilinguals, including the application of Spanish phonological properties to English. Slightly higher error rates are likely typical for bilingual preschool-aged children. Change over time at these time points for all 3 groups was similar, suggesting that all will reach an adult-like system in English with exposure and practice.

The Development of Individuation in Autism

ERIC Educational Resources Information Center

O'Hearn, Kirsten; Franconeri, Steven; Wright, Catherine; Minshew, Nancy; Luna, Beatriz

2013-01-01

Evidence suggests that people with autism rely less on holistic visual information than typical adults. The current studies examine this by investigating core visual processes that contribute to holistic processing--namely, individuation and element grouping--and how they develop in participants with autism and typically developing (TD)…

Diverging Narratives: Evaluating the Uses of the Ideal-Typical Sequence of Transport Network Development

ERIC Educational Resources Information Center

Weber, Joe

2004-01-01

The development of new transport systems has been an important and highly visible component of economic development and spatial reorganization in the past two centuries. The Ideal-Typical Sequence of network development has been a widely used model of transport development. This paper shows that this model has been used in several different ways,…

Maternal and paternal pragmatic speech directed to young children with Down syndrome and typical development

PubMed Central

de Falco, Simona; Venuti, Paola; Esposito, Gianluca; Bornstein, Marc H.

2011-01-01

The aim of this study was to compare functional features of maternal and paternal speech directed to children with Down syndrome and developmental age-matched typically developing children. Altogether 88 parents (44 mothers and 44 fathers) and their 44 young children (22 children with Down syndrome and 22 typically developing children) participated. Parents’ speech directed to children was obtained through observation of naturalistic parent–child dyadic interactions. Verbatim transcripts of maternal and paternal language were categorized in terms of the primary function of each speech unit. Parents (both mothers and fathers) of children with Down syndrome used more affect-salient speech compared to parents of typically developing children. Although parents used the same amounts of information-salient speech, parents of children with Down syndrome used more direct statements and asked fewer questions than did parents of typically developing children. Concerning parent gender, in both groups mothers used more language than fathers and specifically more descriptions. These findings held controlling for child age and MLU and family SES. This study highlights strengths and weaknesses of parental communication to children with Down syndrome and helps to identify areas of potential improvement through intervention. PMID:21215458

Maternal and paternal pragmatic speech directed to young children with Down syndrome and typical development.

PubMed

de Falco, Simona; Venuti, Paola; Esposito, Gianluca; Bornstein, Marc H

2011-02-01

The aim of this study was to compare functional features of maternal and paternal speech directed to children with Down syndrome and developmental age-matched typically developing children. Altogether 88 parents (44 mothers and 44 fathers) and their 44 young children (22 children with Down syndrome and 22 typically developing children) participated. Parents' speech directed to children was obtained through observation of naturalistic parent-child dyadic interactions. Verbatim transcripts of maternal and paternal language were categorized in terms of the primary function of each speech unit. Parents (both mothers and fathers) of children with Down syndrome used more affect-salient speech compared to parents of typically developing children. Although parents used the same amounts of information-salient speech, parents of children with Down syndrome used more direct statements and asked fewer questions than did parents of typically developing children. Concerning parent gender, in both groups mothers used more language than fathers and specifically more descriptions. These findings held controlling for child age and MLU and family SES. This study highlights strengths and weaknesses of parental communication to children with Down syndrome and helps to identify areas of potential improvement through intervention. Copyright © 2010 Elsevier Inc. All rights reserved.

Brief Report: Reduced Temporal-Central EEG Alpha Coherence During Joint Attention Perception in Adolescents with Autism Spectrum Disorder.

PubMed

Jaime, Mark; McMahon, Camilla M; Davidson, Bridget C; Newell, Lisa C; Mundy, Peter C; Henderson, Heather A

2016-04-01

Although prior studies have demonstrated reduced resting state EEG coherence in adults with autism spectrum disorder (ASD), no studies have explored the nature of EEG coherence during joint attention. We examined the EEG coherence of the joint attention network in adolescents with and without ASD during congruent and incongruent joint attention perception and an eyes-open resting condition. Across conditions, adolescents with ASD showed reduced right hemisphere temporal-central alpha coherence compared to typically developing adolescents. Greater right temporal-central alpha coherence during joint attention was positively associated with social cognitive performance in typical development but not in ASD. These results suggest that, in addition to a resting state, EEG coherence during joint attention perception is reduced in ASD.

Reduced Temporal-Central EEG Alpha Coherence during Joint Attention Perception in Adolescents with Autism Spectrum Disorder

PubMed Central

Jaime, Mark; McMahon, Camilla M.; Davidson, Bridget C.; Newell, Lisa C.; Mundy, Peter C.; Henderson, Heather A.

2016-01-01

Although prior studies have demonstrated reduced resting state EEG coherence in adults with autism spectrum disorder (ASD), no studies have explored the nature of EEG coherence during joint attention. We examined the EEG coherence of the joint attention network in adolescents with and without ASD during congruent and incongruent joint attention perception and an eyes-open resting condition. Across conditions, adolescents with ASD showed reduced right hemisphere temporal–central alpha coherence compared to typically developing adolescents. Greater right temporal–central alpha coherence during joint attention was positively associated with social cognitive performance in typical development but not in ASD. These results suggest that, in addition to a resting state, EEG coherence during joint attention perception is reduced in ASD. PMID:26659813

Using Peer-Mediated LEGO® Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting.

PubMed

Hu, Xiaoyi; Zheng, Qunshan; Lee, Gabrielle T

2018-02-16

The purpose of this study was to examine the effects of a peer-mediated LEGO® play intervention on improving social skills for children with ASD in an inclusive preschool in China. Three boys with ASD and 13 typically developing children participated in this study. A multiple-probe across participants design was used. The intervention consisted of LEGO® construction activities incorporated with peer-mediated strategies for one child with ASD and two typically developing peers. The intervention sessions were conducted two sessions per week with a total of 28-31 sessions for each participant. Results indicated that all three children with ASD increased their social initiations and responses following the completion of the intervention. Social validity was also obtained.

Narratives of Girls and Boys with Autism Spectrum Disorders: Gender Differences in Narrative Competence and Internal State Language.

PubMed

Kauschke, Christina; van der Beek, Bettina; Kamp-Becker, Inge

2016-03-01

Since gender differences in the symptomatology of autism spectrum disorder (ASD) are not well understood, the current study examines the communicative skills of males and females with ASD. Narrative competence and internal state language (ISL) was investigated using narrations elicited by a wordless picture book. 11 girls and 11 boys with ASD and 11 typically developing girls were individually matched. Although results demonstrate largely comparable narrative skills across groups, the groups differed with respect to the size and use of ISL: Girls with ASD verbalized and motivated internal states more often than boys, and both groups with ASD fell behind typically developing children in production of affective words. Implications for the clinical presentation of males and females with ASD are discussed.

Comparisons of anomalous and collisional radial transport with a continuum kinetic edge code

NASA Astrophysics Data System (ADS)

Bodi, K.; Krasheninnikov, S.; Cohen, R.; Rognlien, T.

2009-05-01

Modeling of anomalous (turbulence-driven) radial transport in controlled-fusion plasmas is necessary for long-time transport simulations. Here the focus is continuum kinetic edge codes such as the (2-D, 2-V) transport version of TEMPEST, NEO, and the code being developed by the Edge Simulation Laboratory, but the model also has wider application. Our previously developed anomalous diagonal transport matrix model with velocity-dependent convection and diffusion coefficients allows contact with typical fluid transport models (e.g., UEDGE). Results are presented that combine the anomalous transport model and collisional transport owing to ion drift orbits utilizing a Krook collision operator that conserves density and energy. Comparison is made of the relative magnitudes and possible synergistic effects of the two processes for typical tokamak device parameters.

Development and Validation of Participation and Positive Psychologic Function Measures for Stroke Survivors

PubMed Central

Bode, Rita K.; Heinemann, Allen W.; Butt, Zeeshan; Stallings, Jena; Taylor, Caitlin; Rowe, Morgan; Roth, Elliot J.

2013-01-01

Bode RK, Heinemann AW, Butt Z, Stallings J, Taylor C, Rowe M, Roth EJ. Development and validation of participation and positive psychologic function measures for stroke survivors. Objective To evaluate the reliability and validity of Neurologic Quality of Life (NeuroQOL) item banks that assess quality-of-life (QOL) domains not typically included in poststroke measures. Design Secondary analysis of item responses to selected NeuroQOL domains. Setting Community. Participants Community-dwelling stroke survivors (n=111) who were at least 12 months poststroke. Interventions Not applicable. Main Outcome Measures Five measures developed for 3 NeuroQoL domains: ability to participate in social activities, satisfaction with participation in social activities, and positive psychologic function. Results A single bank was developed for the positive psychologic function domain, but 2 banks each were developed for the ability-to-participate and satisfaction-with-participation domains. The resulting item banks showed good psychometric properties and external construct validity with correlations with the legacy instruments, ranging from .53 to .71. Using these measures, stroke survivors in this sample reported an overall high level of QOL. Conclusions The NeuroQoL-derived measures are promising and valid methods for assessing aspects of QOL not typically measured in this population. PMID:20801251

19. View northwest of Tropic Chamber reciprocal compressors (typical), in ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

19. View northwest of Tropic Chamber reciprocal compressors (typical), in machine area. - Natick Research & Development Laboratories, Climatic Chambers Building, U.S. Army Natick Research, Development & Engineering Center (NRDEC), Natick, Middlesex County, MA

Exploring the relationship between cortical GABA concentrations, auditory gamma-band responses and development in ASD: Evidence for an altered maturational trajectory in ASD.

PubMed

Port, Russell G; Gaetz, William; Bloy, Luke; Wang, Dah-Jyuu; Blaskey, Lisa; Kuschner, Emily S; Levy, Susan E; Brodkin, Edward S; Roberts, Timothy P L

2017-04-01

Autism spectrum disorder (ASD) is hypothesized to arise from imbalances between excitatory and inhibitory neurotransmission (E/I imbalance). Studies have demonstrated E/I imbalance in individuals with ASD and also corresponding rodent models. One neural process thought to be reliant on E/I balance is gamma-band activity (Gamma), with support arising from observed correlations between motor, as well as visual, Gamma and underlying GABA concentrations in healthy adults. Additionally, decreased Gamma has been observed in ASD individuals and relevant animal models, though the direct relationship between Gamma and GABA concentrations in ASD remains unexplored. This study combined magnetoencephalography (MEG) and edited magnetic resonance spectroscopy (MRS) in 27 typically developing individuals (TD) and 30 individuals with ASD. Auditory cortex localized phase-locked Gamma was compared to resting Superior Temporal Gyrus relative cortical GABA concentrations for both children/adolescents and adults. Children/adolescents with ASD exhibited significantly decreased GABA+/Creatine (Cr) levels, though typical Gamma. Additionally, these children/adolescents lacked the typical maturation of GABA+/Cr concentrations and gamma-band coherence. Furthermore, children/adolescents with ASD additionally failed to exhibit the typical GABA+/Cr to gamma-band coherence association. This altered coupling during childhood/adolescence may result in Gamma decreases observed in the adults with ASD. Therefore, individuals with ASD exhibit improper local neuronal circuitry maturation during a childhood/adolescence critical period, when GABA is involved in configuring of such circuit functioning. Provocatively a novel line of treatment is suggested (with a critical time window); by increasing neural GABA levels in children/adolescents with ASD, proper local circuitry maturation may be restored resulting in typical Gamma in adulthood. Autism Res 2017, 10: 593-607. © 2016 International Society for Autism Research, Wiley Periodicals, Inc. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

Recent developments in the structural design and optimization of ITER neutral beam manifold

NASA Astrophysics Data System (ADS)

Chengzhi, CAO; Yudong, PAN; Zhiwei, XIA; Bo, LI; Tao, JIANG; Wei, LI

2018-02-01

This paper describes a new design of the neutral beam manifold based on a more optimized support system. A proposed alternative scheme has presented to replace the former complex manifold supports and internal pipe supports in the final design phase. Both the structural reliability and feasibility were confirmed with detailed analyses. Comparative analyses between two typical types of manifold support scheme were performed. All relevant results of mechanical analyses for typical operation scenarios and fault conditions are presented. Future optimization activities are described, which will give useful information for a refined setting of components in the next phase.

Constant amplitude and post-overload fatigue crack growth behavior in PM aluminum alloy AA 8009

NASA Technical Reports Server (NTRS)

Reynolds, A. P.

1992-01-01

A recently developed, rapidly solidified, powder metallurgy, dispersion strengthened aluminum alloy, AA 8009, was fatigue tested at room temperature in lab air. Constant amplitude/constant delta kappa and single spike overload conditions were examined. High fatigue crack growth rates and low crack closure levels compared to typical ingot metallurgy aluminum alloys were observed. It was proposed that minimal crack roughness, crack path delection, and limited slip reversibility, resulting from ultra-fine microstructure, were responsible for the relatively poor da/dN-delta kappa performance of AA 8009 as compared to that of typical IM aluminum alloys.

The Standard Deviation of Launch Vehicle Environments

NASA Technical Reports Server (NTRS)

Yunis, Isam

2005-01-01

Statistical analysis is used in the development of the launch vehicle environments of acoustics, vibrations, and shock. The standard deviation of these environments is critical to accurate statistical extrema. However, often very little data exists to define the standard deviation and it is better to use a typical standard deviation than one derived from a few measurements. This paper uses Space Shuttle and expendable launch vehicle flight data to define a typical standard deviation for acoustics and vibrations. The results suggest that 3dB is a conservative and reasonable standard deviation for the source environment and the payload environment.

Constant amplitude and post-overload fatigue crack growth behavior in PM aluminum alloy AA 8009

NASA Technical Reports Server (NTRS)

Reynolds, A. P.

1991-01-01

A recently developed, rapidly solidified, powder metallurgy, dispersion strengthened aluminum alloy, AA 8009, was fatigue tested at room temperature in lab air. Constant amplitude/constant delta kappa and single spike overload conditions were examined. High fatigue crack growth rates and low crack closure levels compared to typical ingot metallurgy aluminum alloys were observed. It was proposed that minimal crack roughness, crack path deflection, and limited slip reversibility, resulting from ultra-fine microstructure, were responsible for the relatively poor da/dN-delta kappa performance of AA 8009 as compared to that of typical IM aluminum alloys.

The attractor dimension of solar decimetric radio pulsations

NASA Technical Reports Server (NTRS)

Kurths, J.; Benz, A. O.; Aschwanden, M. J.

1991-01-01

The temporal characteristics of decimetric pulsations and related radio emissions during solar flares are analyzed using statistical methods recently developed for nonlinear dynamic systems. The results of the analysis is consistent with earlier reports on low-dimensional attractors of such events and yield a quantitative description of their temporal characteristics and hidden order. The estimated dimensions of typical decimetric pulsations are generally in the range of 3.0 + or - 0.5. Quasi-periodic oscillations and sudden reductions may have dimensions as low as 2. Pulsations of decimetric type IV continua have typically a dimension of about 4.

Play preference of children with ADHD and typically developing children in Brazil: a pilot study.

PubMed

Pfeifer, Luzia Iara; Terra, Lauana Nogueira; dos Santos, Jair Lício Ferreira; Stagnitti, Karen Ellen; Panúncio-Pinto, Maria Paula

2011-12-01

Children with attention deficit hyperactivity disorder (ADHD) have been reported to have play deficits, which can cause problems in occupational development. The aim of this paper was to report research findings on children with ADHD and typically developing children in relation to preference of play partners, play places, toys and type of play. Thirty-two school aged children from low socioeconomic status were divided into two groups. One group of 16 children with ADHD were matched with 16 typically developing children. There were no significant differences between the two groups in relation to play partners, with classmates being the most frequent play partner for both groups. There were significant differences between the two groups in preferred place to play. Children with ADHD preferred to play in school and typically developing children preferred to play on the street. There were significant differences in relation to toys and type of play engaged in with children with ADHD preferring educational materials and typically developing children preferring electronic games. These findings add to knowledge of Brazilian children with ADHD and their play preferences. Comparisons are made with research with Australian children with and without ADHD. © 2011 The Authors. Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.

A Comparison of Topography-based and Selection-based Verbal Behavior in Typically Developed Children and Developmentally Disabled Persons with Autism

PubMed Central

Vignes, Tore

2007-01-01

This study is a replication of Sundberg and Sundberg (1990) that compared topography-based verbal behavior with selection-based verbal behavior in terms of acquisition, accuracy, and testing for the emergence of a new verbal relation. Participants were three typical children and three developmentally disabled persons with autism. The study sought to determine which paradigm (topography-based or selection-based) resulted in more rapid acquisition of tacts and intraverbals, which was associated with the fewest errors, and which paradigm resulted in the emergence of the highest number of new verbal relations. The results of the study showed that the six participants performed quite differently from one another. Most importantly, the results from the person with autism contradicted previous findings favoring selection-based verbal behavior over topography-based approaches for teaching verbal behavior to low-functioning individuals. PMID:22477385

Development of airframe design technology for crashworthiness.

NASA Technical Reports Server (NTRS)

Kruszewski, E. T.; Thomson, R. G.

1973-01-01

This paper describes the NASA portion of a joint FAA-NASA General Aviation Crashworthiness Program leading to the development of improved crashworthiness design technology. The objectives of the program are to develop analytical technology for predicting crashworthiness of structures, provide design improvements, and perform full-scale crash tests. The analytical techniques which are being developed both in-house and under contract are described, and typical results from these analytical programs are shown. In addition, the full-scale testing facility and test program are discussed.

Genetic dissection of neural circuits underlying sexually dimorphic social behaviours

PubMed Central

Bayless, Daniel W.; Shah, Nirao M.

2016-01-01

The unique hormonal, genetic and epigenetic environments of males and females during development and adulthood shape the neural circuitry of the brain. These differences in neural circuitry result in sex-typical displays of social behaviours such as mating and aggression. Like other neural circuits, those underlying sex-typical social behaviours weave through complex brain regions that control a variety of diverse behaviours. For this reason, the functional dissection of neural circuits underlying sex-typical social behaviours has proved to be difficult. However, molecularly discrete neuronal subpopulations can be identified in the heterogeneous brain regions that control sex-typical social behaviours. In addition, the actions of oestrogens and androgens produce sex differences in gene expression within these brain regions, thereby highlighting the neuronal subpopulations most likely to control sexually dimorphic social behaviours. These conditions permit the implementation of innovative genetic approaches that, in mammals, are most highly advanced in the laboratory mouse. Such approaches have greatly advanced our understanding of the functional significance of sexually dimorphic neural circuits in the brain. In this review, we discuss the neural circuitry of sex-typical social behaviours in mice while highlighting the genetic technical innovations that have advanced the field. PMID:26833830

Closed depression topography and Harps soil, revisited

USDA-ARS?s Scientific Manuscript database

The Harps soil (Fine-loamy, mixed superactive, mesic Typic Calciaquoll) developed around wetland depressions. The purpose of this study is 1) to delineate surface deposition of carbonates representing Harps soil which results from outward and upward flow around closed depressions, and 2) to relate t...

24 CFR 971.5 - Long-term viability.

Code of Federal Regulations, 2010 CFR

2010-04-01

... amended accordingly.) (b) Density. Density reduction measures would have to result in a public housing community with a density approaching that which prevails in the community for similar types of housing (typically family), or a lower density. If the development's density already meets this description, further...

24 CFR 971.5 - Long-term viability.

Code of Federal Regulations, 2012 CFR

2012-04-01

... amended accordingly.) (b) Density. Density reduction measures would have to result in a public housing community with a density approaching that which prevails in the community for similar types of housing (typically family), or a lower density. If the development's density already meets this description, further...

24 CFR 971.5 - Long-term viability.

Code of Federal Regulations, 2014 CFR

2014-04-01

... amended accordingly.) (b) Density. Density reduction measures would have to result in a public housing community with a density approaching that which prevails in the community for similar types of housing (typically family), or a lower density. If the development's density already meets this description, further...

24 CFR 971.5 - Long-term viability.

Code of Federal Regulations, 2011 CFR

2011-04-01

... amended accordingly.) (b) Density. Density reduction measures would have to result in a public housing community with a density approaching that which prevails in the community for similar types of housing (typically family), or a lower density. If the development's density already meets this description, further...

24 CFR 971.5 - Long-term viability.

Code of Federal Regulations, 2013 CFR

2013-04-01

... amended accordingly.) (b) Density. Density reduction measures would have to result in a public housing community with a density approaching that which prevails in the community for similar types of housing (typically family), or a lower density. If the development's density already meets this description, further...

Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken.

PubMed

Schiff, Rachel; Katzir, Tami; Shoshan, Noa

2013-07-01

The present study examined the effects of orthographic transparency on reading ability of children with dyslexia in two Hebrew scripts. The study explored the reading accuracy and speed of vowelized and unvowelized Hebrew words of fourth-grade children with dyslexia. A comparison was made to typically developing readers of two age groups: a group matched by chronological age and a group of children who are 2 years younger, presumably at the end of the reading acquisition process. An additional purpose was to investigate the role of vowelization in the reading ability of unvowelized script among readers with dyslexia in an attempt to assess whether vowelization plays a mediating role for reading speed of unvowelized scripts. The present study found no significant differences in reading accuracy and speed between vowelized and unvowelized scripts among fourth-grade readers with dyslexia. The reading speed of fourth-graders with dyslexia was similar to typically developing second-graders for both the vowelized and unvowelized words. However, fourth-grade children with dyslexia performed lower than the typically developing second-graders in the reading accuracy of vowelized script. Furthermore, for readers with dyslexia, accuracy in reading both vowelized and unvowelized words mediated the reading speed of unvowelized scripts. These results may be a sign that Hebrew-speaking children with dyslexia have severe difficulties that prevent them from developing strategies for more efficient reading.

Pet Food Palatability Evaluation: A Review of Standard Assay Techniques and Interpretation of Results with a Primary Focus on Limitations

PubMed Central

Aldrich, Gregory C.; Koppel, Kadri

2015-01-01

Simple Summary Palatability of pet foods is typically measured using a single-bowl or a two-bowl test. While these tests give a general understanding of the liking or preference of one food over another, opportunities exist for further method development. Abstract The pet food industry continues to grow steadily as a result of new innovative products. Quality control and product development tests for pet foods are typically conducted through palatability testing with dogs and cats. Palatability is the measure of intake of a food that indicates acceptance or the measure of preference of one food over another. Pet food palatability is most commonly measured using a single-bowl or a two-bowl assay. While these tests answer some questions about the animals’ perception of the food, there are many limitations as well. This review addresses some of these limitations and indicates opportunities for future research. PMID:26479136

Laboratory Food Acceptance in Children With Autism Spectrum Disorder Compared With Children With Typical Development.

PubMed

Suarez, Michelle A

Studies using parent-report measures have described the high prevalence of food selectivity in children with autism spectrum disorder (ASD). However, few studies have documented food acceptance in a controlled laboratory environment. The objective of this study was to compare laboratory food acceptance in children with ASD with that of children with typical development (TD). In addition, the relationships between food acceptance and the child's age, sensory processing pattern, and autism severity were explored. Results indicate that children with autism (n = 31) accepted fewer foods in the laboratory environment than the children with TD (n = 21) and that food acceptance was related to age but not to ASD severity. In addition, sensory processing scores were associated with food acceptance for the combined ASD and TD groups. Results are discussed in the context of the literature. This information has the potential to support evaluation and treatment of food selectivity. Copyright © 2017 by the American Occupational Therapy Association, Inc.

Nonspecificity and theory of mind: new evidence from a nonverbal false-sign task and children with autism spectrum disorders.

PubMed

Iao, Lai-Sang; Leekam, Susan R

2014-06-01

Understanding of false belief has long been considered to be a crucial aspect of "theory of mind" that can be explained by a domain-specific mechanism. We argue against this claim using new evidence from a nonverbal false representation task (false-sign task) with typically developing children and children with autism spectrum disorders (ASD). Experiments 1 and 2 showed that typically developing children (mean age=62.67months) were equivalent in their performance across nonverbal and verbal forms of both the false-belief and false-sign tasks. Results for these two misrepresentation tasks differed from the results of an outdated representation task ("false"-photograph task). Experiment 3 showed that children with ASD had difficulties with the false representation tasks, and this could not be explained by executive functioning or language impairments. These findings support the view that children with ASD might not have a specific theory-of-mind deficit. Copyright © 2013 Elsevier Inc. All rights reserved.

Pragmatic Language Development in Language Impaired and Typically Developing Children: Incorrect Answers in Context

ERIC Educational Resources Information Center

Ryder, Nuala; Leinonen, Eeva

2014-01-01

This study focused on young children's incorrect answers to pragmatically demanding questions. Children with specific language impairment (SLI), including a subgroup with pragmatic language difficulties (PLD) and typically developing children answered questions targeting implicatures, based on a storybook and short verbal scenarios.…

The Development of Metaphorical Language Comprehension in Typical Development and in Williams Syndrome

ERIC Educational Resources Information Center

Thomas, Michael S. C.; Van Duuren, Mike; Purser, Harry R. M.; Mareschal, Denis; Ansari, Daniel; Karmiloff-Smith, Annette

2010-01-01

The domain of figurative language comprehension was used to probe the developmental relation between language and cognition in typically developing individuals and individuals with Williams syndrome. Extending the work of Vosniadou and Ortony, the emergence of nonliteral similarity and category knowledge was investigated in 117 typically…

Thinking about Feelings: Emotion Focus in the Parenting of Children with Early Developmental Risk

ERIC Educational Resources Information Center

Baker, J. K.; Crnic, K. A.

2009-01-01

Background: Children with developmental delays exhibit more difficulty with certain emotional processes than their typically developing peers, which seems to partially account for the increased risk for the development of social problems in this population. Despite considerable study with typically developing populations, research on parental…

The effect of different stimulus attributes on the attentional performance of children with attention deficit/hyperactivity disorder and dyslexia.

PubMed

Wang, Li-Chih; Tsai, Huang-Ju; Yang, Hsien-Ming

2013-11-01

While teachers have traditionally used the interesting objects to increase student attention in the classroom, evidence supporting the effectiveness of this method is lacking. The present study investigated the influence of different stimulus attributes for typical developing students and for students with attention deficit/hyperactivity disorder (ADHD) and dyslexia. Thirty children with ADHD, 30 children with dyslexia, and 30 typical developing students were tested using a measuring tool that was constructed by the authors to assess their sustained attention and selective attention on the geometric-figure assessment and the interesting-figure assessment. The geometric-figure assessment included a square, circle, trapezium, and triangle; and the interesting-figure assessment included a house, cat, hand, and tree. While the typical developing group showed better selective attention on the geometric-figure assessment, there was no difference between the dyslexic group and the ADHD group with respect to selective attention. Furthermore, the typical developing and dyslexic groups did not differ in the geometric-figure assessment in sustained attention and were both better in this area than the ADHD group. In the interesting-figure assessment, the typical developing and dyslexic groups performed similarly in sustained attention, but selective attention of the dyslexic group improved more than the ADHD group, similar to the typical developing group. Both selective attention of the dyslexic group and sustained attention of the ADHD group showed positive significant differences in the interesting-figure assessment, but sustained attention of the dyslexic group and selective attention of the ADHD group showed little difference in the interesting-figure assessment. Surprisingly, the typical developing group did not show any significant difference in the interesting-figure assessment, possibly because they had previously demonstrated a ceiling effect in the geometric-figure assessment. Copyright © 2013 Elsevier Ltd. All rights reserved.

11. Detail view west from airlock chamber of typical refrigerator ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

11. Detail view west from airlock chamber of typical refrigerator door into Trophic Chamber. - Natick Research & Development Laboratories, Climatic Chambers Building, U.S. Army Natick Research, Development & Engineering Center (NRDEC), Natick, Middlesex County, MA

A method for examining productivity of grammatical morphology in children with and without specific language impairment.

PubMed

Miller, Carol A; Deevy, Patricia

2003-10-01

Children with specific language impairment (SLI) show inconsistent use of grammatical morphology. Children who are developing language typically also show a period during which they produce grammatical morphemes inconsistently. Various theories claim that both young typically developing children and children with SLI achieve correct production through memorization of some inflected forms (M. Gopnik, 1997; M. Tomasello, 2000a, 2000b). Adapting a method introduced by C. Miller and L. Leonard (1998), the authors investigated the use of present tense third singular -s by 24 typically developing preschoolers and 36 preschoolers with SLI. Each group was divided into 2 mean length of utterance (MLU) levels. Group and individual data provided little evidence that memorization could explain the correct productions of the third singular morpheme for either children with SLI or typically developing children, and there was no difference between children with higher and lower MLUs.

Working Memory Arrest in Children with High-Functioning Autism Compared to Children with Attention-Deficit/Hyperactivity Disorder: Results from a 2-Year Longitudinal Study

ERIC Educational Resources Information Center

Andersen, Per N.; Skogli, Erik W.; Hovik, Kjell T.; Geurts, Hilde; Egeland, Jens; Øie, Merete

2015-01-01

The aim of this study was to analyse the development of verbal working memory in children with high-functioning autism compared to children with attention-deficit/hyperactivity disorder and typically developing children. A total of 34 children with high-functioning autism, 72 children with attention-deficit/hyperactivity disorder and 45 typically…

Successes with Reversing the Negative Student Attitudes Developed in Typical Biology Classes for 8th and 10th Grade Students

ERIC Educational Resources Information Center

Hacieminoglu, Esme; Ali, Mohamed Moustafa; Oztas, Fulya; Yager, Robert E.

2016-01-01

The purpose of this study is to compare changes in attitudes of students about their study of biology in the classes thought by five biology teachers who experienced an Iowa Chautauqua workshop with and two non-Chautauqua teachers who had no experience with any professional development program. The results indicated that there are significant…

Development of Novel Metaphor and Metonymy Comprehension in Typically Developing Children and Williams Syndrome

ERIC Educational Resources Information Center

Van Herwegen, Jo; Dimitriou, Dagmara; Rundblad, Gabriella

2013-01-01

This study investigated the development of novel metaphor and metonymy comprehension in both typically developing (TD) children and individuals with Williams syndrome (WS). Thirty-one TD children between the ages of 3;09 and 17;01 and thirty-four individuals with WS between the ages of 7;01 and 44 years old were administered a newly developed task…

Evaluation of the Expression Profile of Extrapyramidal Symptoms Due to Antipsychotics by Data Mining of Japanese Adverse Drug Event Report (JADER) Database.

PubMed

Kose, Eiji; Uno, Kana; Hayashi, Hiroyuki

2017-01-01

 Typical antipsychotics are easily expressed as adverse events such as extrapyramidal symptom (EPS). On the other hand, incidence of adverse events due to atypical antipsychotics is low. Therefore, currently, atypical antipsychotics are widely used to treat schizophrenia. However, it has been reported that there is no difference in the frequency of EPS in atypical and typical antipsychotics. This study aimed to evaluate the expression profile of EPS in atypical and typical antipsychotics treatment using the Japanese Adverse Drug Event Report (JADER) database. We analyzed reports of EPS in the JADER database and calculated the reporting odds ratio (ROR) of antipsychotics potentially associated with EPS. We applied the Weibull shape parameter to time-to-event data in the JADER database. Consequently, there was little information to distinguish between the ROR of atypical and typical antipsychotics. A significant difference related to the time of onset of EPS in both antipsychotics was not recognized. However, when comparing each drug, Paliperidone, Perospirone, Blonanserin, and Aripiprazole were relatively developed as EPS in the early stage. On the other hand, Risperidone, Clozapine, Olanzapine, and Quetiapine were developed as EPS not only at an early stage but also after long-term use. In addition, this finding was suggested from the result of the cumulative incidence of EPS in each drug and of the time-to-onset analysis using Weibull distribution. These findings may contribute to future clinical practice because we revealed the expression profile of EPS in treatment with atypical and typical antipsychotics.

Functional performance of school children diagnosed with developmental delay up to two years of age

PubMed Central

Dornelas, Lílian de Fátima; Magalhães, Lívia de Castro

2016-01-01

Abstract Objective: To compare the functional performance of students diagnosed with developmental delay (DD) up to two years of age with peers exhibiting typical development. Methods: Cross-sectional study with functional performance assessment of children diagnosed with DD up to two years of age compared to those with typical development at seven to eight years of age. Each group consisted of 45 children, selected by non-random sampling, evaluated for motor skills, quality of home environment, school participation and performance. ANOVA and the Binomial test for two proportions were used to assess differences between groups. Results: The group with DD had lower motor skills when compared to the typical group. While 66.7% of children in the typical group showed adequate school participation, receiving aid in cognitive and behavioral tasks similar to that offered to other children at the same level, only 22.2% of children with DD showed the same performance. Although 53.3% of the children with DD achieved an academic performance expected for the school level, there were limitations in some activities. Only two indicators of family environment, diversity and activities with parents at home, showed statistically significant difference between the groups, with advantage being shown for the typical group. Conclusions: Children with DD have persistent difficulties at school age, with motor deficit, restrictions in school activity performance and low participation in the school context, as well as significantly lower functional performance when compared to children without DD. A systematic monitoring of this population is recommended to identify needs and minimize future problems. PMID:26553573

Transfer of motor learning from virtual to natural environments in individuals with cerebral palsy.

PubMed

de Mello Monteiro, Carlos Bandeira; Massetti, Thais; da Silva, Talita Dias; van der Kamp, John; de Abreu, Luiz Carlos; Leone, Claudio; Savelsbergh, Geert J P

2014-10-01

With the growing accessibility of computer-assisted technology, rehabilitation programs for individuals with cerebral palsy (CP) increasingly use virtual reality environments to enhance motor practice. Thus, it is important to examine whether performance improvements in the virtual environment generalize to the natural environment. To examine this issue, we had 64 individuals, 32 of which were individuals with CP and 32 typically developing individuals, practice two coincidence-timing tasks. In the more tangible button-press task, the individuals were required to 'intercept' a falling virtual object at the moment it reached the interception point by pressing a key. In the more abstract, less tangible task, they were instructed to 'intercept' the virtual object by making a hand movement in a virtual environment. The results showed that individuals with CP timed less accurate than typically developing individuals, especially for the more abstract task in the virtual environment. The individuals with CP did-as did their typically developing peers-improve coincidence timing with practice on both tasks. Importantly, however, these improvements were specific to the practice environment; there was no transfer of learning. It is concluded that the implementation of virtual environments for motor rehabilitation in individuals with CP should not be taken for granted but needs to be considered carefully. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Jebsen Taylor Test of Hand Function: A Pilot Test-Retest Reliability Study in Typically Developing Children.

PubMed

Reedman, Sarah Elizabeth; Beagley, Simon; Sakzewski, Leanne; Boyd, Roslyn N

2016-08-01

The aim of this pilot study was to evaluate reproducibility of the Jebsen Taylor Test of Hand Function (JTTHF) in children. Eighty-seven typically developing children 5 to 10 years old were included from five Outside School Hours Care centers in the Greater Brisbane Region, Australia. Hand function was assessed on two occasions with a modified JTTHF, then reproducibility was assessed using Intraclass Correlation Coefficient (ICC [3,1]) and the Standard Error of Measurement (SEM). Total scores for male and female children were not significantly different. Five-year-old children were significantly different to all other age groups and were excluded from further analysis. Results for 71 children, 6 to 10 years old were analyzed (mean age 8.31 years (SD 1.32); 33 males). Test-retest reliability for total scores on the dominant and nondominant hands were ICC 0.74 (95% CI 0.61, 0.83) and ICC 0.72 (95% CI 0.59, 0.82), respectively. 'Writing' and 'Simulated Feeding' subtests demonstrated poor reproducibility. The Smallest Real Difference was 5.09 seconds for total score on the dominant hand. Findings indicate good test-retest reliability for the JTTHF total score to measure hand function in typically developing children aged 6 to 10 years.

Effectiveness of adaptive pretend play on affective expression and imagination of children with cerebral palsy.

PubMed

Hsieh, Hsieh-Chun

2012-01-01

Children with cerebral palsy (CP) have difficulty participating in role-pretending activities. The concept of adaptive play makes play accessible by modifying play materials for different needs or treatment goals for children with CP. This study examines the affective expressions and imagination in children with CP as a function of ordinary versus adaptive pretend play. The Affect in Play Scale-Brief Rating measured the affective expression and imagination for 29 children with CP and 29 typically developing children (mean age=7.34 years). Two groups of children were observed while playing with a standard set of ordinary toys for ten times and with a standard procedure of adaptive pretend play for ten times. The results show significantly different affective expressions and imagination between the two groups. Typically developing children displayed much more affective expression and imagination. However, a more positive influence of affective expression and imagination occurred in children with CP than in typically developing children. In repeated measures analysis, the frequency of positive affective expression and imagination of children with CP was higher when pretending with adaptive toys. Adaptive pretend play can promote more role-pretending behaviors and a sense of environmental control during the manipulating process for children with CP. Copyright © 2012 Elsevier Ltd. All rights reserved.

Polygenic risk for psychiatric disorders correlates with executive function in typical development.

PubMed

Schork, A J; Brown, T T; Hagler, D J; Thompson, W K; Chen, C-H; Dale, A M; Jernigan, T L; Akshoomoff, N

2018-04-16

Executive functions are a diverse and critical suite of cognitive abilities that are often disrupted in individuals with psychiatric disorders. Despite their moderate to high heritability, little is known about the molecular genetic factors that contribute to variability in executive functions and how these factors may be related to those that predispose to psychiatric disorders. We examined the relationship between polygenic risk scores built from large genome-wide association studies of psychiatric disorders and executive functioning in typically developing children. In our discovery sample (N = 417), consistent with previous reports on general cognitive abilities, polygenic risk for autism spectrum disorder was associated with better performance on the Dimensional Change Card Sort test from the NIH Cognition Toolbox, with the largest effect in the youngest children. Polygenic risk for major depressive disorder was associated with poorer performance on the Flanker test in the same sample. This second association replicated for performance on the Penn Conditional Exclusion Test in an independent cohort (N = 3681). Our results suggest that the molecular genetic factors contributing to variability in executive function during typical development are at least partially overlapping with those associated with psychiatric disorders, although larger studies and further replication are needed. © 2018 John Wiley & Sons Ltd and International Behavioural and Neural Genetics Society.

How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia.

PubMed

Knoop-van Campen, Carolien A N; Segers, Eliane; Verhoeven, Ludo

2018-05-01

This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth-grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children. To find out whether the relation between working memory and word reading efficiency in the group with dyslexia could be explained by phonological awareness, the children with dyslexia were also tested on working memory. Results of a mediation analysis showed a significant indirect effect of working memory on word reading efficiency via phonological awareness. Working memory predicted reading efficiency, via its relation with phonological awareness in children with dyslexia. This indicates that working memory is necessary for word reading efficiency via its impact on phonological awareness and that phonological awareness continues to be important for word reading efficiency in older children with dyslexia. © 2018 The Authors Dyslexia Published by John Wiley & Sons Ltd.

Implicit learning of non-linguistic and linguistic regularities in children with dyslexia.

PubMed

Nigro, Luciana; Jiménez-Fernández, Gracia; Simpson, Ian C; Defior, Sylvia

2016-07-01

One of the hallmarks of dyslexia is the failure to automatise written patterns despite repeated exposure to print. Although many explanations have been proposed to explain this problem, researchers have recently begun to explore the possibility that an underlying implicit learning deficit may play a role in dyslexia. This hypothesis has been investigated through non-linguistic tasks exploring implicit learning in a general domain. In this study, we examined the abilities of children with dyslexia to implicitly acquire positional regularities embedded in both non-linguistic and linguistic stimuli. In experiment 1, 42 children (21 with dyslexia and 21 typically developing) were exposed to rule-governed shape sequences; whereas in experiment 2, a new group of 42 children were exposed to rule-governed letter strings. Implicit learning was assessed in both experiments via a forced-choice task. Experiments 1 and 2 showed a similar pattern of results. ANOVA analyses revealed no significant differences between the dyslexic and the typically developing group, indicating that children with dyslexia are not impaired in the acquisition of simple positional regularities, regardless of the nature of the stimuli. However, within group t-tests suggested that children from the dyslexic group could not transfer the underlying positional rules to novel instances as efficiently as typically developing children.

Parent-child interaction over time in families of young children with borderline intellectual functioning.

PubMed

Fenning, Rachel M; Baker, Jason K; Baker, Bruce L; Crnic, Keith A

2014-06-01

A previous study suggested that mothers of 5-year-old children with borderline intellectual functioning displayed lower positive engagement with their children as compared with both mothers of typically developing children and mothers of children with significant developmental delays (Fenning, Baker, Baker, & Crnic, 2007). The current study integrated father data and followed these families over the subsequent 1-year period. Parent and child behavior were coded from naturalistic home observations at both waves. Results revealed that mothers of children with borderline intellectual functioning displayed a greater increase in negative-controlling parenting from child age 5 to 6 than did other mothers; fathers displayed more negative-controlling behavior in comparison to fathers of typically developing children. In addition, children with borderline intellectual functioning themselves exhibited a more significant escalation in difficult behavior than did typically developing children. Cross-lagged analyses for the sample as a whole indicated that maternal negative-controlling behavior predicted subsequent child difficulties, whereas negative paternal behavior was predicted by earlier child behavior. In conjunction with evidence from Fenning et al. (2007), these findings suggest a complex, dynamic, and systemic developmental pattern in the emotional behavior of families of children with borderline intellectual functioning. Implications and areas in need of additional research are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Processing research and development of 'green' polymer nanoclay composites containing a polyhydroxybutyrate, vinyl acetates, and modified montmorillonite clay

NASA Astrophysics Data System (ADS)

McKirahan, James N., Jr.

The purpose of this research was to determine the feasibility of direct melt-blending (intercalation) montmorillonite nanoclay to polyhydroxybutyrate along with vinyl acetate, at different weight percentages, to enhance plasticization using typical plastic processing equipment and typical processing methodology. The purpose was to determine and compare the specific mechanical properties of tensile strength and flexural strength developed as a result from this processing. Single screw and twin screw extrusion, Banbury mixer compounding, and compression molding were used to intercalate montmorillonite, and for sample preparation purposes, to test tensile and flexural strength of the resultant polymer clay nanocomposites (PCN). Results indicate Polyhydroxybutyrate and Ethylene vinyl acetate, and weight percentages of 70%, 65% and 60% PHB, and 15%, 20%, and 25% of EVA, respectively, influenced mechanical properties. The resultant materials remained in a mostly amorphous state. The nanoclay, at specific weight percentage of 10%, acted as an antimicrobial and preservative for the materials produced during the research. The intention of the research was to promote knowledge and understanding concerning these materials and processes so technology transfer regarding the use, mechanical properties, manufacture, and process ability of these bio-friendly materials to academia, industry, and society can occur.

What's in a Name? Typicality and Relatedness Effects in Children

ERIC Educational Resources Information Center

Jerger, Susan; Damian, Markus F.

2005-01-01

We studied how category typicality and out-of-category relatedness affect speeded category verification (vote ''yes'' if pictured object is clothing) in typically developing 4- to 14-year-olds and adults. Stimuli were typical and atypical category objects (e.g., pants, glove) and related and unrelated out-of-category objects (e.g., necklace,…

Advancing Continence in Typically Developing Children: Adapting the Procedures of Foxx and Azrin for Primary Care.

PubMed

Warzak, William J; Forcino, Stacy S; Sanberg, Sela Ann; Gross, Amy C

2016-01-01

To (1) identify and summarize procedures of Foxx and Azrin's classic toilet training protocol that continue to be used in training typically developing children and (2) adapt recent findings with the original Foxx and Azrin procedures to inform practical suggestions for the rapid toilet training of typically developing children in the primary care setting. Literature searches of PsychINFO and MEDLINE databases used the search terms "(toilet* OR potty* AND train*)." Selection criteria were only peer-reviewed experimental articles that evaluated intensive toilet training with typically developing children. Exclusion criteria were (1) nonpeer reviewed research, (2) studies addressing encopresis and/or enuresis, (3) studies excluding typically developing children, and (4) studies evaluating toilet training during infancy. In addition to the study of Foxx and Azrin, only 4 publications met the above criteria. Toilet training procedures from each article were reviewed to determine which toilet training methods were similar to components described by Foxx and Azrin. Common training elements include increasing the frequency of learning opportunities through fluid loading and having differential consequences for being dry versus being wet and for voiding in the toilet versus elsewhere. There is little research on intensive toilet training of typically developing children. Practice sits and positive reinforcement for voids in the toilet are commonplace, consistent with the Foxx and Azrin protocol, whereas positive practice as a corrective procedure for wetting accidents often is omitted. Fluid loading and differential consequences for being dry versus being wet and for voiding in the toilet also are suggested procedures, consistent with the Foxx and Azrin protocol.

Web Image Search Re-ranking with Click-based Similarity and Typicality.

PubMed

Yang, Xiaopeng; Mei, Tao; Zhang, Yong Dong; Liu, Jie; Satoh, Shin'ichi

2016-07-20

In image search re-ranking, besides the well known semantic gap, intent gap, which is the gap between the representation of users' query/demand and the real intent of the users, is becoming a major problem restricting the development of image retrieval. To reduce human effects, in this paper, we use image click-through data, which can be viewed as the "implicit feedback" from users, to help overcome the intention gap, and further improve the image search performance. Generally, the hypothesis visually similar images should be close in a ranking list and the strategy images with higher relevance should be ranked higher than others are widely accepted. To obtain satisfying search results, thus, image similarity and the level of relevance typicality are determinate factors correspondingly. However, when measuring image similarity and typicality, conventional re-ranking approaches only consider visual information and initial ranks of images, while overlooking the influence of click-through data. This paper presents a novel re-ranking approach, named spectral clustering re-ranking with click-based similarity and typicality (SCCST). First, to learn an appropriate similarity measurement, we propose click-based multi-feature similarity learning algorithm (CMSL), which conducts metric learning based on clickbased triplets selection, and integrates multiple features into a unified similarity space via multiple kernel learning. Then based on the learnt click-based image similarity measure, we conduct spectral clustering to group visually and semantically similar images into same clusters, and get the final re-rank list by calculating click-based clusters typicality and withinclusters click-based image typicality in descending order. Our experiments conducted on two real-world query-image datasets with diverse representative queries show that our proposed reranking approach can significantly improve initial search results, and outperform several existing re-ranking approaches.

6. Detail view north of typical window and loading door ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

6. Detail view north of typical window and loading door at east end of south elevation. - Natick Research & Development Laboratories, Climatic Chambers Building, U.S. Army Natick Research, Development & Engineering Center (NRDEC), Natick, Middlesex County, MA

Developmental improvements in dynamic control of fingertip forces last throughout childhood and into adolescence

PubMed Central

Dayanidhi, Sudarshan; Hedberg, Åsa; Forssberg, Hans

2013-01-01

While it is clear that the development of dexterous manipulation in children exhibits dramatic improvements over an extended period, it is difficult to separate musculoskeletal from neural contributors to these important functional gains. This is in part due to the inability of current methods to disambiguate improvements in hand strength from gains in finger dexterity (i.e., the dynamic control of fingertip force vectors at low magnitudes). We adapted our novel instrumentation to evaluate finger dexterity in 130 typically developing children between the ages of 4 and 16 yr. We find that finger dexterity continues to develop well into late adolescence and musculoskeletal growth and strength are poorly correlated with the improvements in dexterity. Importantly, because these behavioral results seem to mirror the known timelines of neuroanatomical development up to adolescence, we speculate that they reflect the functional benefits of such continual neural maturation. This novel perspective now enables the systematic study of the functional roles of specific neuroanatomical structures and their connectivity, maturity, and plasticity. Moreover, the temporal dynamics of the fingertip force vectors shows improvements in stability that provide a novel way to look at the maturation of finger control. From a clinical perspective, our results provide a practical means to chart functional development of dexterous manipulation in typically developing children and could be adapted for clinical use and for use in children with developmental disorders. PMID:23864371

A Comparison of the Development of Audiovisual Integration in Children with Autism Spectrum Disorders and Typically Developing Children

ERIC Educational Resources Information Center

Taylor, Natalie; Isaac, Claire; Milne, Elizabeth

2010-01-01

This study aimed to investigate the development of audiovisual integration in children with Autism Spectrum Disorder (ASD). Audiovisual integration was measured using the McGurk effect in children with ASD aged 7-16 years and typically developing children (control group) matched approximately for age, sex, nonverbal ability and verbal ability.…

Impacts of 1-Methylcyclopropene and controlled atmosphere established during conditioning on development of bitter pit in ‘Honeycrisp’ apples

USDA-ARS?s Scientific Manuscript database

‘Honeycrisp’ apples are susceptible to develop the physiological disorder bitter pit. This disorder typically develops during storage, but pre-harvest lesion development can also occur. ‘Honeycrisp’ is also chilling sensitive and fruit is typically held at 10-20 oC after harvest for up to 7d to re...

Narrative Language and Reading Comprehension in Students with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Barton-Hulsey, Andrea; Sevcik, Rose A.; Romski, MaryAnn

2017-01-01

Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative…

Combustion toxicology of epoxy/carbon fiber composites

NASA Technical Reports Server (NTRS)

Cagliostro, D. E.

1981-01-01

A combustion toxicology test was developed to screen materials for aerospace applications. The system is called the radiant panel test facility. A description of the facility and some preliminary results from tests on a Navy 3501-6AS composite, a typical composite for fighter aircraft, are presented.

Psychosocial Development of 5-year-old Children with Hearing Loss: Risks and protective factors

PubMed Central

Wong, Cara L.; Ching, Teresa YC; Leigh, Greg; Cupples, Linda; Button, Laura; Marnane, Vivienne; Whitfield, Jessica; Gunnourie, Miriam; Martin, Louise

2016-01-01

Objective The aims of this paper were to report on the global psychosocial functioning of 5-year-old DHH children and examine the risk and protective factors that predict outcomes. Design A cross-sectional analysis of data collected from a prospective, population-based longitudinal study. Study Sample Parents/caregivers of 356 children completed questionnaires on psychosocial development (CDI, SDQ), functional communication (PEACH) and demographic information. Children completed standardised assessments of non-verbal cognitive ability (WNV) and language (PLS-4). Results On average, global psychosocial functioning was within the range of typically developing children; however, variability was high and 12% of children had scores that were more than 2 SDs below the norm. Non-verbal cognitive ability, presence of additional disabilities, language and functional communication significantly predicted outcomes. In contrast, type of hearing device, severity of hearing loss and age at intervention did not. Conclusion The global psychosocial functioning of this cohort of 5-year-old DHH children fell within the range of typically developing children. . The findings suggest that spoken language ability and functional communication skills are vital for healthy psychosocial development. PMID:27541363

Development of Product Relatedness and Distance Effects in Typical Achievers and in Children With Mathematics Learning Disabilities.

PubMed

Rotem, Avital; Henik, Avishai

2015-01-01

The current study examined the development of two effects that have been found in single-digit multiplication errors: relatedness and distance. Typically achieving (TA) second, fourth, and sixth graders and adults, and sixth and eighth graders with a mathematics learning disability (MLD) performed a verification task. Relatedness was defined by a slow and inaccurate response to false results that were related to one of the operands via a shared multiplication row (e.g., 3 × 4 = 16). Distance was defined by a slow and inaccurate response to false results that were close in magnitude to the true result (e.g., 6 × 8 = 49). The presence of these effects indicates that participants are sensitive to numerical features of products. TA children demonstrated sensitivity to relatedness and distance from second grade onward. With age their sensitivity expanded from easy problems (e.g., 2 × 3) to difficult ones (e.g., 8 × 9). Children with MLD were sensitive to relatedness on easy problems. Their sensitivity to distance differed from the pattern seen in sixth grade and was partial in eighth grade. The presence of numerical sensitivity in children with MLD calls for instructional methods that would further develop their number sense. © Hammill Institute on Disabilities 2014.

Visual-spatial cognition in children using aided communication.

PubMed

Stadskleiv, Kristine; Batorowicz, Beata; Massaro, Munique; van Balkom, Hans; von Tetzchner, Stephen

2018-03-01

Children with severe motor impairments are restricted in their manipulation and exploration of objects, but little is known about how such limitations influence cognitive development. This study investigated visual-constructional abilities in 75 children and adolescents, aged 5;0-15;11 (years;months), with severe speech impairments and no intellectual disabilities (aided group) and in 56 children and adolescents with typical development (reference group). Verbal comprehension, non-verbal reasoning, and visual-spatial perception were assessed with standardized tests. The task of the participants was to verbally instruct communication partners to make physical constructions identical to models that the partner could not see. In the aided group, 55.7% of the constructions were identical to the models participants described, compared to 91.3% in the reference group. In the aided group, test results explained 51.4% of the variance in construction errors. The results indicate that the participants' language skills were decisive for construction success. Visual-perceptual challenges were common among the aided communicators, and their instructions included little information about size and spatial relations. This may reflect less experience with object manipulation and construction than children with typical development, and using aided communication to instruct others to make three-dimensional constructions. The results imply a need for interventions that compensate for the lack of relevant experience.

The Production of Figurative Language in Typically Developing Children and Williams Syndrome

ERIC Educational Resources Information Center

Naylor, Lauren; Van Herwegen, Jo

2012-01-01

The current study investigated the development of figurative language production, including different types of figurative expressions, during a fictional narrative in 20 typically developing (TD) children and 20 children with Williams syndrome (WS) aged 7-18 years old. In contrast to previous studies, developmental trajectories showed that (1) the…

Bridging the Gaps in the Study of Typical and Atypical Cognitive Development: A Commentary

ERIC Educational Resources Information Center

Graham, Susan A.; Madigan, Sheri

2016-01-01

The articles in this special issue of the "Journal of Cognition and Development" examine the cognitive development of children who are following typical and atypical developmental pathways. The articles offer a mixture of theory-based considerations, reviews of the literature, and new empirical data addressing fundamental aspects of…

Bridge Building and Other Possible Metaphors for Patching over Discrepancies between Typical and Atypical Development

ERIC Educational Resources Information Center

Chandler, Michael

2016-01-01

The next several pages are intended as a "Commentary" on the six target articles bundled together as a Special Issue of the "Journal of Cognition and Development"--literature reviews and research reports all intended to "build bridges" between the study of cognitive development in typical and atypical populations.

Early deictic but not other gestures predict later vocabulary in both typical development and autism.

PubMed

Özçalışkan, Şeyda; Adamson, Lauren B; Dimitrova, Nevena

2016-08-01

Research with typically developing children suggests a strong positive relation between early gesture use and subsequent vocabulary development. In this study, we ask whether gesture production plays a similar role for children with autism spectrum disorder. We observed 23 18-month-old typically developing children and 23 30-month-old children with autism spectrum disorder interact with their caregivers (Communication Play Protocol) and coded types of gestures children produced (deictic, give, conventional, and iconic) in two communicative contexts (commenting and requesting). One year later, we assessed children's expressive vocabulary, using Expressive Vocabulary Test. Children with autism spectrum disorder showed significant deficits in gesture production, particularly in deictic gestures (i.e. gestures that indicate objects by pointing at them or by holding them up). Importantly, deictic gestures-but not other gestures-predicted children's vocabulary 1 year later regardless of communicative context, a pattern also found in typical development. We conclude that the production of deictic gestures serves as a stepping-stone for vocabulary development. © The Author(s) 2015.

Asymmetric life-history decision-making in butterfly larvae

PubMed Central

Aalberg Haugen, Inger M.; Dahlerus, Josefin; Gotthard, Karl; Wiklund, Christer

2010-01-01

In temperate environments, insects appearing in several generations in the growth season typically have to decide during the larval period whether to develop into adulthood, or to postpone adult emergence until next season by entering a species-specific diapause stage. This decision is typically guided by environmental cues experienced during development. An early decision makes it possible to adjust growth rate, which would allow the growing larva to respond to time stress involved in direct development, whereas a last-minute decision would instead allow the larva to use up-to-date information about which developmental pathway is the most favourable under the current circumstances. We study the timing of the larval pathway decision-making between entering pupal winter diapause and direct development in three distantly related butterflies (Pieris napi, Araschnia levana and Pararge aegeria). We pinpoint the timing of the larval diapause decision by transferring larvae from first to last instars from long daylength (inducing direct development) to short daylength conditions (inducing diapause), and vice versa. Results show that the pathway decision is typically made in the late instars in all three species, and that the ability to switch developmental pathway late in juvenile life is conditional; larvae more freely switched from diapause to direct development than in the opposite direction. We contend that this asymmetry is influenced by the additional physiological preparations needed to survive the long and cold winter period, and that the reluctance to make a late decision to enter diapause has the potential to be a general trait among temperate insects. PMID:20953962

Chromatographic separation of the platinum-group elements, gold, base metals and sulfur during degassing of a compacting and solidifying igneous crystal pile

NASA Astrophysics Data System (ADS)

Boudreau, A. E.; Meurer, W. P.

The major platinum-group elements (PGE) concentrations in layered intrusions are typically associated with zones in which the sulfide abundance begins to increase. In a number of layered intrusions, there is also a distinct stratigraphic separation in the peak concentrations of the PGE from those of the base metals, gold and sulfur through these zones. These stratigraphic ``offsets'' are characterized by a lower, typically S-poor, Pt- and Pd-enriched zone overlain by a zone enriched in the base metals, S and Au. The separations amount to a few decimeters to several tens of meters. In some instances, the high Pt and Pd concentrations are associated with trivial amounts of sulfide. Theoretical considerations suggest that these offsets can be modeled as chromatographic peaks that develop during an infiltration/reaction process. Using Pd as a typical PGE and Cu as a typical base metal, a numeric model is developed that illustrates how metal separations can develop in a vapor-refining zone as fluid evolved during solidification of a cumulus pile leaches sulfide and redeposits it higher in the crystal pile. The solidification/degassing ore-element transport is coupled with a compaction model for the crystal pile. Solidification resulting from conductive cooling through the base of the compacting column leads to an increasing volatile concentration in the intercumulus liquid until it reaches fluid saturation. Separation and upward migration of this fluid lead to an upward-migrating zone of increasingly higher bulk water contents as water degassed from underlying cumulates enriches overlying, fluid-undersaturated interstitial liquids. Sulfide is resorbed from the degassing regions and is reprecipitated in these vapor-undersaturated interstitial liquids, producing a zone of relatively high modal sulfide that also migrates upward with time. Owing to its strong preference for sulfide, Pd is not significantly mobile until all sulfide is resorbed. The result is a zone of increasing PGE enrichment that follows the sulfide resorption front as solidification/degassing continues. In detail, the highest Pd concentrations occur stratigraphically below the peak in S and base metals. The high Pd/S ratio mimics values conventionally interpreted as the result of high (silicate liquid)/(sulfide liquid) mass ratios (``R'' values). However, in this case, the high Pd/S ratio is the result of a chromatographic/reaction front enrichment and not a magmatic sulfide-saturation event.

The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder.

PubMed

Dean, Michelle; Harwood, Robin; Kasari, Connie

2017-08-01

This study examined the extent to which gender-related social behaviors help girls with autism spectrum disorder to seemingly mask their symptoms. Using concurrent mixed methods, we examined the social behaviors of 96 elementary school children during recess (autism spectrum disorder = 24 girls and 24 boys, typically developing = 24 girls and 24 boys). Children with autism spectrum disorder had average intelligence (IQ ⩾ 70), a confirmed diagnosis, and were educated in the general education classroom. Typically developing children were matched by sex, age, and city of residence to children with autism spectrum disorder. The results indicate that the female social landscape supports the camouflage hypothesis; girls with autism spectrum disorder used compensatory behaviors, such as staying in close proximately to peers and weaving in and out of activities, which appeared to mask their social challenges. Comparatively, the male landscape made it easier to detect the social challenges of boys with autism spectrum disorder. Typically developing boys tended to play organized games; boys with autism spectrum disorder tended to play alone. The results highlight a male bias in our perception of autism spectrum disorder. If practitioners look for social isolation on the playground when identifying children with social challenges, then our findings suggest that girls with autism spectrum disorder will continue to be left unidentified.

Adaptive behaviour in children and adolescents with foetal alcohol spectrum disorders: a comparison with specific learning disability and typical development

PubMed Central

Autti-Rämö, Ilona; Kalland, Mirjam; Santtila, Pekka; Hoyme, H. Eugene; Mattson, Sarah N.; Korkman, Marit

2013-01-01

Foetal alcohol spectrum disorders (FASD) is a leading cause of intellectual disability in the western world. Children and adolescents with FASD are often exposed to a double burden in life, as their neurological sequelae are accompanied by adverse living surroundings exposing them to further environmental risk. In the present study, the adaptive abilities of a group of children and adolescents with FASD were examined using the Vineland Adaptive Behaviour Scales (VABS) and compared to those of a group of IQ-matched children with specific learning disorder (SLD) as well as with typically developing controls (CON). The results showed significantly different adaptive abilities among the groups: Children with FASD performed worse than IQ-matched children with SLD, who in turn performed worse than typically developing children on all domains (communication, daily living skills and socialization) on the VABS. Compared to the other groups, social skills declined with age in the FASD group. These results support previous studies of adaptive behaviour deficits in children with FASD and provide further evidence of the specificity of these deficits. On a societal level, more efforts and resources should be focused on recognizing and diagnosing FASD and supporting communication skills, daily living skills and most of all social skills across diagnostic groups within FASD. Without adequate intervention, adolescents and young adults with FASD run a great risk of marginalization and social maladjustment, costly not only to society but also to the lives of the many young people with FASD. PMID:22358422

Summary: High Temperature Downhole Motor

DOE Office of Scientific and Technical Information (OSTI.GOV)

Raymond, David W.

2017-10-01

Directional drilling can be used to enable multi-lateral completions from a single well pad to improve well productivity and decrease environmental impact. Downhole rotation is typically developed with a motor in the Bottom Hole Assembly (BHA) that develops drilling power (speed and torque) necessary to drive rock reduction mechanisms (i.e., the bit) apart from the rotation developed by the surface rig. Historically, wellbore deviation has been introduced by a “bent-sub,” located in the BHA, that introduces a small angular deviation, typically less than 3 degrees, to allow the bit to drill off-axis with orientation of the BHA controlled at themore » surface. The development of a high temperature downhole motor would allow reliable use of bent subs for geothermal directional drilling. Sandia National Laboratories is pursuing the development of a high temperature motor that will operate on either drilling fluid (water-based mud) or compressed air to enable drilling high temperature, high strength, fractured rock. The project consists of designing a power section based upon geothermal drilling requirements; modeling and analysis of potential solutions; and design, development and testing of prototype hardware to validate the concept. Drilling costs contribute substantially to geothermal electricity production costs. The present development will result in more reliable access to deep, hot geothermal resources and allow preferential wellbore trajectories to be achieved. This will enable development of geothermal wells with multi-lateral completions resulting in improved geothermal resource recovery, decreased environmental impact and enhanced well construction economics.« less

The Effectiveness of Self-regulatory Speech Training for Planning and Problem Solving in Children with Specific Language Impairment.

PubMed

Abdul Aziz, Safiyyah; Fletcher, Janet; Bayliss, Donna M

2016-08-01

Self-regulatory speech has been shown to be important for the planning and problem solving of children. Our intervention study, including comparisons to both wait-list and typically developing controls, examined the effectiveness of a training programme designed to improve self-regulatory speech, and consequently, the planning and problem solving performance of 87 (60 males, 27 females) children aged 4-7 years with Specific Language Impairment (SLI) who were delayed in their self-regulatory speech development. The self-regulatory speech and Tower of London (TOL) performance of children with SLI who received the intervention initially or after a waiting period was compared with that of 80 (48 male, 32 female) typically developing children who did not receive any intervention. Children were tested at three time points: Time 1- prior to intervention; Time 2 - after the first SLI group had received training and the second SLI group provided a wait-list control; and Time 3 - when the second SLI group had received training. At Time 1 children with SLI produced less self-regulatory speech and were impaired on the TOL relative to the typically developing children. At Time 2, the TOL performance of children with SLI in the first training group improved significantly, whereas there was no improvement for the second training group (the wait-list group). At Time 3, the second training group improved their TOL performance and the first group maintained their performance. No significant differences in TOL performance were evident between typically developing children and those with SLI at Time 3. Moreover, decreases in social speech and increases in inaudible muttering following self-regulatory speech training were associated with improvements in TOL performance. Together, the results show that self-regulatory speech training was effective in increasing self-regulatory speech and in improving planning and problem solving performance in children with SLI.

Accounting for the listener: comparing the production of contrastive intonation in typically-developing speakers and speakers with autism.

PubMed

Kaland, Constantijn; Swerts, Marc; Krahmer, Emiel

2013-09-01

The present research investigates what drives the prosodic marking of contrastive information. For example, a typically developing speaker of a Germanic language like Dutch generally refers to a pink car as a "PINK car" (accented words in capitals) when a previously mentioned car was red. The main question addressed in this paper is whether contrastive intonation is produced with respect to the speaker's or (also) the listener's perspective on the preceding discourse. Furthermore, this research investigates the production of contrastive intonation by typically developing speakers and speakers with autism. The latter group is investigated because people with autism are argued to have difficulties accounting for another person's mental state and exhibit difficulties in the production and perception of accentuation and pitch range. To this end, utterances with contrastive intonation are elicited from both groups and analyzed in terms of function and form of prosody using production and perception measures. Contrary to expectations, typically developing speakers and speakers with autism produce functionally similar contrastive intonation as both groups account for both their own and their listener's perspective. However, typically developing speakers use a larger pitch range and are perceived as speaking more dynamically than speakers with autism, suggesting differences in their use of prosodic form.

Language Lateralization in Children Aged 10 to 11 Years: A Combined fMRI and Dichotic Listening Study

PubMed Central

Norrelgen, Fritjof; Lilja, Anders; Ingvar, Martin; Gisselgård, Jens; Fransson, Peter

2012-01-01

Objective The aims of this study were to develop and assess a method to map language networks in children with two auditory fMRI protocols in combination with a dichotic listening task (DL). The method is intended for pediatric patients prior to epilepsy surgery. To evaluate the potential clinical usefulness of the method we first wanted to assess data from a group of healthy children. Methods In a first step language test materials were developed, intended for subsequent implementation in fMRI protocols. An evaluation of this material was done in 30 children with typical development, 10 from the 1st, 4th and the 7th grade, respectively. The language test material was then adapted and implemented in two fMRI protocols intended to target frontal and posterior language networks. In a second step language lateralization was assessed in 17 typical 10–11 year olds with fMRI and DL. To reach a conclusion about language lateralization, firstly, quantitative analyses of the index data from the two fMRI tasks and the index data from the DL task were done separately. In a second step a set of criteria were applied to these results to reach a conclusion about language lateralization. The steps of these analyses are described in detail. Results The behavioral assessment of the language test material showed that it was well suited for typical children. The results of the language lateralization assessments, based on fMRI data and DL data, showed that for 15 of the 17 subjects (88%) a conclusion could be reached about hemispheric language dominance. In 2 cases (12%) DL provided critical data. Conclusions The employment of DL combined with language mapping using fMRI for assessing hemispheric language dominance is novel and it was deemed valuable since it provided additional information compared to the results gained from each method individually. PMID:23284796

[Biological preparations with different mechanism of action for protecting potato against fungal diseases].

PubMed

Kulikov, S N; Alimova, F K; Zakharova, N G; Nemtsev, S V; Varlamov, V P

2006-01-01

Mycological analysis throughout the vegetation period of potato (Solanum tuberosum) made it possible to study in detail the structure of micromycete community, to determine typical dominant (frequency, more than 60%), typical common (frequency, 30 to 60%), typical rare (frequency, 10 to 30%), and casual (frequency, less than 10%) species and to estimate changes in the microorganism community caused by plant protection preparations with different mechanisms of action. It was shown that, as a result of occurrence of resistant forms, synthetic preparations against fungal pathogens of potato (such as TMTD, Ridomil gold MC, and Cupricol) were only slightly more effective than biological preparations (Trichodermin and AgroChit), with the former considerably changing the natural saprophytic mycological community. An increase in the soil pool of Trichoderma harzianum as a result of application of a biological preparation based on this antagonistic fungus correlated with its effectiveness against the soil pathogen Fusarium sp., which causes root rots. A chitosan-based elicitor preparation more effectively suppressed the development of early (Alternaria sp. and Macrosporium sp.) and late (Phytophthora sp.) blights of leaves and had a weaker effect on the soil microflora.

Emotion dysregulation and dyadic conflict in depressed and typical adolescents: Evaluating concordance across psychophysiological and observational measures

PubMed Central

Crowell, Sheila E.; Baucom, Brian R.; Yaptangco, Mona; Bride, Daniel; Hsiao, Ray; McCauley, Elizabeth; Beauchaine, Theodore P.

2014-01-01

Many depressed adolescents experience difficulty regulating their emotions. These emotion regulation difficulties appear to emerge in part from socialization processes within families and then generalize to other contexts. However, emotion dysregulation is typically assessed within the individual, rather than in the social relationships that shape and maintain dysregulation. In this study, we evaluated concordance of physiological and observational measures of emotion dysregulation during interpersonal conflict, using a multilevel actor-partner interdependence model (APIM). Participants were 75 mother-daughter dyads, including 50 depressed adolescents with or without a history of self-injury, and 25 typically developing controls. Behavior dysregulation was operationalized as observed aversiveness during a conflict discussion, and physiological dysregulation was indexed by respiratory sinus arrhythmia (RSA). Results revealed different patterns of concordance for control versus depressed participants. Controls evidenced a concordant partner (between-person) effect, and showed increased physiological regulation during minutes when their partner was more aversive. In contrast, clinical dyad members displayed a concordant actor (within-person) effect, becoming simultaneously physiologically and behaviorally dysregulated. Results inform current understanding of emotion dysregulation across multiple levels of analysis. PMID:24607894

Variability of attention processes in ADHD: observations from the classroom.

PubMed

Rapport, Mark D; Kofler, Michael J; Alderson, R Matt; Timko, Thomas M; Dupaul, George J

2009-05-01

Classroom- and laboratory-based efforts to study the attentional problems of children with ADHD are incongruent in elucidating attentional deficits; however, none have explored within- or between-minute variability in the classroom attentional processing in children with ADHD. High and low attention groups of ADHD children defined via cluster analysis, and 36 typically developing children, were observed while completing academic assignments in their general education classrooms. All children oscillated between attentive and inattentive states; however, children in both ADHD groups switched states more frequently and remained attentive for shorter durations relative to typically developing children. Overall differences in attention and optimal ability to maintain attention among the groups are consistent with laboratory studies of increased ADHD-related interindividual and intergroup variability but inconsistent with laboratory results of increased intra-individual variability and attention decrements over time.

The Peer Social Networks of Young Children with Down Syndrome in Classroom Programmes

PubMed Central

Guralnick, Michael J.; Connor, Robert T.; Johnson, L. Clark

2010-01-01

Background The nature and characteristics of the peer social networks of young children with Down syndrome in classroom settings were examined within a developmental framework. Method Comparisons were made with younger typically developing children matched on mental age and typically developing children matched on chronological age. Results Similar patterns were found for all three groups for most peer social network measures. However, group differences were obtained for measures of teacher assistance and peer interactions in unstructured situations. Conclusions Positive patterns appeared to be related to the social orientation of children with Down syndrome and the special efforts of teachers to support children’s peer social networks. Findings also suggested that fundamental peer competence problems for children with Down syndrome remain and may best be addressed within the framework of contemporary models of peer-related social competence. PMID:21765644

Issues Related to Obtaining Intelligence Quotient-Matched Controls in Autism Research

PubMed Central

Rao, Vanitha S.; Raman, Vijaya; Mysore, Ashok V.

2015-01-01

Background: Intelligence Quotient (IQ) is considered to be an index of global cognitive functioning and has traditionally been used as a fulcral measure in case-control studies in neuro-developmental disorders such as autism. Aim: The aim is to highlight the issues of “matching for IQ” with controls in autism research. Materials and Methods: Percentile scores on the Coloured Progressive Matrices of 20 children with autism in the age range of 5 to 12 years have been graphically compared with 21 age matched typically developing children. Results and Conclusions: The percentile scores of the so-called high functioning children with autism from special schools were well below that of typically developing children. There are many challenges when using IQ in case-control studies of autism. Alternative approaches need to be considered. PMID:25969598

Examining the reinforcing value of stimuli within social and non-social contexts in children with and without high-functioning autism

PubMed Central

Goldberg, Melissa C; Allman, Melissa J; Hagopian, Louis P; Triggs, Mandy M; Frank-Crawford, Michelle A; Mostofsky, Stewart H; Denckla, Martha B; DeLeon, Iser G

2018-01-01

One of the key diagnostic criteria for autism spectrum disorder includes impairments in social interactions. This study compared the extent to which boys with high-functioning autism and typically developing boys “value” engaging in activities with a parent or alone. Two different assessments that can empirically determine the relative reinforcing value of social and non-social stimuli were employed: paired-choice preference assessments and progressive-ratio schedules. There were no significant differences between boys with high-functioning autism and typically developing boys on either measure. Moreover, there was a strong correspondence in performance across these two measures for participants in each group. These results suggest that the relative reinforcing value of engaging in activities with a primary caregiver is not diminished for children with autism spectrum disorder. PMID:27368350

Training Paraprofessionals to Improve Socialization in Students with ASD

PubMed Central

Koegel, Robert L.; Kim, Sunny; Koegel, Lynn Kern

2014-01-01

An important line of research relates to whether school personnel, such as paraprofessionals, who are present during unstructured social periods, such as lunch-recess, could successfully implement interventions to improve socialization between students with ASD and their typical peers in a group setting. Therefore, within the context of a multiple baseline across participants design, we assessed whether training paraprofessionals to provide social interventions would enhance social development in students with ASD in a group setting. Results showed that paraprofessionals who were not providing any social opportunities during baseline were able to meet fidelity of implementation following a brief training. Consequently, the children with ASD increased their levels of engagement and rates of initiation with typically developing peers following intervention. Implications for training paraprofessionals to implement effective social interventions for students with ASD are discussed. PMID:24671749

Examining the reinforcing value of stimuli within social and non-social contexts in children with and without high-functioning autism.

PubMed

Goldberg, Melissa C; Allman, Melissa J; Hagopian, Louis P; Triggs, Mandy M; Frank-Crawford, Michelle A; Mostofsky, Stewart H; Denckla, Martha B; DeLeon, Iser G

2017-10-01

One of the key diagnostic criteria for autism spectrum disorder includes impairments in social interactions. This study compared the extent to which boys with high-functioning autism and typically developing boys "value" engaging in activities with a parent or alone. Two different assessments that can empirically determine the relative reinforcing value of social and non-social stimuli were employed: paired-choice preference assessments and progressive-ratio schedules. There were no significant differences between boys with high-functioning autism and typically developing boys on either measure. Moreover, there was a strong correspondence in performance across these two measures for participants in each group. These results suggest that the relative reinforcing value of engaging in activities with a primary caregiver is not diminished for children with autism spectrum disorder.

MR imaging of hand and wrist with a dedicated 0.1-T low-field imaging system.

PubMed

Gries, P; Constantinesco, A; Brunot, B; Facello, A

1991-01-01

We describe the first results of a new magnetic resonance imaging (MRI) system specially developed for hand and wrist imaging. The system uses a small resistive water-cooled magnet with a vertical magnetic field of 0.1 T in an air gap of 15 cm. The console is based on a microcomputer with a vector signal processor and an image-processing board. There is actually no Faraday cage. For the whole hand, the in-plane spatial resolution is less than 1 mm in the 128 x 128-pixels format for typical slice thicknesses of 3 to 5 mm. Solenoidal volume coils for fingers were developed, giving, in the same matrix format, an in-plane high spatial resolution of 0.22 mm for a typical slice thickness of 3 mm.

Bullying-related behaviour in a mainstream high school versus a high school for autism: Self-report and peer-report.

PubMed

Begeer, Sander; Fink, Elian; van der Meijden, Sandra; Goossens, Frits; Olthof, Tjeert

2016-07-01

This study examined the frequency of bullying, victimisation and defending behaviours among children with autism spectrum disorder and normal intelligence, using both self-report and peer-report information. Peer-report and self-report data were collected on a single classroom of 26 early adolescent boys attending a special school for children with autism and compared with 23 typically developing boys attending a single mainstream secondary school. Results showed that self- and peer-reported bully and victimisation rates did not differ between boys with autism spectrum disorder and typically developing boys. However, self-reported defending behaviour was less likely to be reported by boys in the autism spectrum disorder school compared to boys in the mainstream school, although there was no such difference for peer-reported defending. © The Author(s) 2015.

Conservation-form equations of unsteady open-channel flow

USGS Publications Warehouse

Lai, C.; Baltzer, R.A.; Schaffranek, R.W.

2002-01-01

The unsteady open-channel flow equations are typically expressed in a variety of forms due to the imposition of differing assumptions, use of varied dependent variables, and inclusion of different source/sink terms. Questions often arise as to whether a particular equation set is expressed in a form consistent with the conservation-law definition. The concept of conservation form is developed to clarify the meaning mathematically. Six sets of unsteady-flow equations typically used in engineering practice are presented and their conservation properties are identified and discussed. Results of the theoretical development and analysis of the equations are substantiated in a set of numerical experiments conducted using alternate equation forms. Findings of these analytical and numerical efforts demonstrate that the choice of dependent variable is the fundamental factor determining the nature of the conservation properties of any particular equation form.

The influence of inattention and rapid automatized naming on reading performance.

PubMed

Pham, Andy V; Fine, Jodene Goldenring; Semrud-Clikeman, Margaret

2011-04-01

The current study examined the relation between attention, rapid automatized naming (RAN), and reading fluency among typically developing children. A total of 104 third- and fourth-grade children (8-11 years of age) completed RAN measures consisting of four stimuli (letter, digit, color, and object) and an oral reading fluency measure from the Gray Oral Reading Test-Fourth Edition. Correlational and hierarchical regression analyses revealed that all four RAN stimuli, particularly letter RAN, were significant predictors of reading fluency. Additionally, parent and teacher ratings of inattention from the Swanson, Nolan and Pelham-Version Four rating scale predicted RAN after controlling for gender, working memory, and estimated IQ. Further analyses indicated that RAN performance mediated the relation between inattention and reading fluency. Results support the need to consider attentional variables when assessing reading performance, even among typically developing children.

Brief report: human figure drawings by children with Asperger's syndrome.

PubMed

Lim, Hui Keow; Slaughter, Virginia

2008-05-01

Twenty-nine children with Asperger's syndrome and 28 typically developing children, matched on gender, chronological age and nonverbal IQ, were asked to produce a free drawing, then requested to draw a person, a house and a tree. The drawings were scored using standardized procedures for assessing accuracy, detail and complexity. There were no differences between the diagnostic groups on the tree or house drawing scores. The human figure drawing scores of children with Asperger's syndrome were significantly lower than those of the typically developing children, and there was a positive correlation between human figure drawing scores and communication sub-scores on the Vineland Adaptive Behaviour Scales, for the Asperger's group. These results suggest that the selective deficit in generating human figure representations may derive from a relative lack of interest in the social world, and/or limited practice in drawing people.

Brief Report: An Independent Replication and Extension of Psychometric Evidence Supporting the Theory of Mind Inventory.

PubMed

Greenslade, Kathryn J; Coggins, Truman E

2016-08-01

This study presents an independent replication and extension of psychometric evidence supporting the Theory of Mind Inventory (ToMI). Parents of 20 children with ASD (4; 1-6; 7 years; months) and 20 with typical development (3; 1-6; 5), rated their child's theory of mind abilities in everyday situations. Other parent report and child behavioral assessments included the Social Responsiveness Scale-2, Vineland Adaptive Behavior Scales-2, Peabody Picture Vocabulary Test-4, and Clinical Evaluation of Language Fundamentals-Preschool, 2. Results revealed high internal consistency, expected developmental changes in children with typical development, expected group differences between children with and without ASD, and strong correlations with other measures of social and communication abilities. The ToMI demonstrates strong psychometrics, suggesting considerable utility in identifying theory of mind deficits in children with ASD.

Collective motion of macroscopic spheres floating on capillary ripples: Dynamic heterogeneity and dynamic criticality

NASA Astrophysics Data System (ADS)

Sanlı, Ceyda; Saitoh, Kuniyasu; Luding, Stefan; van der Meer, Devaraj

2014-09-01

When a densely packed monolayer of macroscopic spheres floats on chaotic capillary Faraday waves, a coexistence of large scale convective motion and caging dynamics typical for glassy systems is observed. We subtract the convective mean flow using a coarse graining (homogenization) method and reveal subdiffusion for the caging time scales followed by a diffusive regime at later times. We apply the methods developed to study dynamic heterogeneity and show that the typical time and length scales of the fluctuations due to rearrangements of observed particle groups significantly increase when the system approaches its largest experimentally accessible packing concentration. To connect the system to the dynamic criticality literature, we fit power laws to our results. The resultant critical exponents are consistent with those found in densely packed suspensions of colloids.

Spin-tunnel investigation of the spinning characteristics of typical single-engine general aviation airplane designs. 2: Low-wing model A; tail parachute diameter and canopy distance for emergency spin recovery

NASA Technical Reports Server (NTRS)

Burk, S. M., Jr.; Bowman, J. S., Jr.; White, W. L.

1977-01-01

A spin tunnel study is reported on a scale model of a research airplane typical of low-wing, single-engine, light general aviation airplanes to determine the tail parachute diameter and canopy distance (riser length plus suspension-line length) required for energency spin recovery. Nine tail configurations were tested, resulting in a wide range of developed spin conditions, including steep spins and flat spins. The results indicate that the full-scale parachute diameter required for satisfactory recovery from the most critical conditions investigated is about 3.2 m and that the canopy distance, which was found to be critical for flat spins, should be between 4.6 and 6.1 m.

Collective motion of macroscopic spheres floating on capillary ripples: dynamic heterogeneity and dynamic criticality.

PubMed

Sanlı, Ceyda; Saitoh, Kuniyasu; Luding, Stefan; van der Meer, Devaraj

2014-09-01

When a densely packed monolayer of macroscopic spheres floats on chaotic capillary Faraday waves, a coexistence of large scale convective motion and caging dynamics typical for glassy systems is observed. We subtract the convective mean flow using a coarse graining (homogenization) method and reveal subdiffusion for the caging time scales followed by a diffusive regime at later times. We apply the methods developed to study dynamic heterogeneity and show that the typical time and length scales of the fluctuations due to rearrangements of observed particle groups significantly increase when the system approaches its largest experimentally accessible packing concentration. To connect the system to the dynamic criticality literature, we fit power laws to our results. The resultant critical exponents are consistent with those found in densely packed suspensions of colloids.

Absence of sex differences in mental rotation performance in autism spectrum disorder.

PubMed

Rohde, Melanie S; Georgescu, Alexandra L; Vogeley, Kai; Fimmers, Rolf; Falter-Wagner, Christine M

2017-08-01

Mental rotation is one of the most investigated cognitive functions showing consistent sex differences. The 'Extreme Male Brain' hypothesis attributes the cognitive profile of individuals with autism spectrum disorder to an extreme version of the male cognitive profile. Previous investigations focused almost exclusively on males with autism spectrum disorder with only limited implications for affected females. This study is the first testing a sample of 12 female adults with high-functioning autism spectrum disorder compared to 14 males with autism spectrum disorder, 12 typically developing females and 14 typically developing males employing a computerised version of the mental rotation test. Reaction time and accuracy served as dependent variables. Their linear relationship with degree of rotation allows separation of rotational aspects of the task, indicated by slopes of the psychometric function, and non-rotational aspects, indicated by intercepts of the psychometric function. While the typical and expected sex difference for rotational task aspects was corroborated in typically developing individuals, no comparable sex difference was found in autism spectrum disorder individuals. Autism spectrum disorder and typically developing individuals did not differ in mental rotation performance. This finding does not support the extreme male brain hypothesis of autism.

Review of fluid and control technology of hydraulic wind turbines

NASA Astrophysics Data System (ADS)

Cai, Maolin; Wang, Yixuan; Jiao, Zongxia; Shi, Yan

2017-09-01

This study examines the development of the fluid and control technology of hydraulic wind turbines. The current state of hydraulic wind turbines as a new technology is described, and its basic fluid model and typical control method are expounded by comparing various study results. Finally, the advantages of hydraulic wind turbines are enumerated. Hydraulic wind turbines are expected to become the main development direction of wind turbines.

Radar returns from ground clutter in vicinity of airports

NASA Technical Reports Server (NTRS)

Raemer, H. R.; Rahgavan, R.; Bhattacharya, A.

1988-01-01

The objective of this project is to develop a dynamic simulation of the received signals from natural and man-made ground features in the vicinity of airports. The simulation is run during landing and takeoff stages of a flight. Vugraphs of noteworthy features of the simulation, ground clutter data bases, the development of algorithms for terrain features, typical wave theory results, and a gravity wave height profile are given.

The Development of Route Learning in Down Syndrome, Williams Syndrome and Typical Development: Investigations with Virtual Environments

ERIC Educational Resources Information Center

Purser, Harry R. M.; Farran, Emily K.; Courbois, Yannick; Lemahieu, Axelle; Sockeel, Pascal; Mellier, Daniel; Blades, Mark

2015-01-01

The ability to navigate new environments has a significant impact on the daily life and independence of people with learning difficulties. The aims of this study were to investigate the development of route learning in Down syndrome (N = 50), Williams syndrome (N = 19), and typically developing children between 5 and 11 years old (N = 108); to…

Words Are Not Enough: Providing the Context for Social Communication and Interaction

ERIC Educational Resources Information Center

Rollins, Pamela Rosenthal

2016-01-01

This article elucidates the unfolding of 3 phases of cognitive development through which typical children move during the first 2 years of life to illuminate the interrelationships among early cognition, communicative intention, and word-learning strategies. The resulting theoretical framework makes clear the developmental prerequisites for social…

Short and Long-Term Impacts of the Cottrell Scholars Collaborative New Faculty Workshop

ERIC Educational Resources Information Center

Stains, Marilyne; Pilarz, Matthew; Chakraverty, Devasmita

2015-01-01

Postsecondary chemistry instructors typically have received little pedagogical training as graduate students and postdoctoral research assistants. Moreover, professional development opportunities are often limited at their own institution. This lack of training has resulted in a gap between the instructional strategies enacted in chemistry courses…

Social Cognition in Adolescent Girls with Fragile X Syndrome

ERIC Educational Resources Information Center

Turkstra, Lyn S.; Abbeduto, Leonard; Meulenbroek, Peter

2014-01-01

This study aimed to characterize social cognition, executive functions (EFs), and everyday social functioning in adolescent girls with fragile X syndrome, and identify relationships among these variables. Participants were 20 girls with FXS and 20 age-matched typically developing peers. Results showed significant between-groups differences in…

A Meta-Analysis of Skills Training Programs for Rehabilitation Clients.

ERIC Educational Resources Information Center

Bolton, Brian; Akridge, Robert L.

1995-01-01

Summarized the results of 15 experimental studies of 10 small-group skills training interventions developed for use with vocational rehabilitation clients. Concluded that the typical participant in skills training interventions received substantial benefit from the activity. Skills training programs should be implemented more widely with clients…

Computational Prosodic Markers for Autism

ERIC Educational Resources Information Center

Van Santen, Jan P.H.; Prud'hommeaux, Emily T.; Black, Lois M.; Mitchell, Margaret

2010-01-01

We present results obtained with new instrumental methods for the acoustic analysis of prosody to evaluate prosody production by children with Autism Spectrum Disorder (ASD) and Typical Development (TD). Two tasks elicit focal stress--one in a vocal imitation paradigm, the other in a picture-description paradigm; a third task also uses a vocal…

Improving Literacy Achievement for English Learners in Transitional Bilingual Programs.

ERIC Educational Resources Information Center

Saunders, William M.

1999-01-01

Reports on the development and evaluation of a transitional bilingual program for grades 2 through 5. Evaluation results based on achievement of 42 students and 42 comparisons show that the program is more effective than the transition program students typically receive. Discusses implications for education of English learners. (SLD)

Monitoring infiltration and recharge of playa lakes in the Texas Southern High Plains

USDA-ARS?s Scientific Manuscript database

Preliminary results from playa lakes monitored by the Texas Water Development Board (TWDB) suggest that a small volume of deep infiltration and recharge to the Ogallala aquifer occurs along the margins of the lake beds, while the majority of infiltration associated with a typical inundation remains ...

Rapid and potentially portable detection and quantification technologies for foodborne pathogens

USDA-ARS?s Scientific Manuscript database

Introduction Traditional microbial culture methods are able to detect and identify a single specific bacterium, but may require days or weeks and typically do not produce quantitative data. The quest for faster, quantitative results has spurred development of “rapid methods” which usually employ bio...

Holistic Development of Computer Engineering Curricula Using Y-Chart Methodology

ERIC Educational Resources Information Center

Rashid, Muhammad; Tasadduq, Imran A.

2014-01-01

The exponential growth of advancing technologies is pushing curriculum designers in computer engineering (CpE) education to compress more and more content into the typical 4-year program, without necessarily paying much attention to the cohesiveness of those contents. The result has been highly fragmented curricula consisting of various…

Exploring Preschool Children's Science Content Knowledge

ERIC Educational Resources Information Center

Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

2015-01-01

Research Findings: The purpose of this study was to describe children's science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children's science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed…

New fire retardant foams and intumescents

NASA Technical Reports Server (NTRS)

Parker, J. A.

1972-01-01

The development of fire retardant foams and intumescent paints for protection of commercial aircraft passengers in the event of fire is discussed. Recommended materials and methods for evaluating the effectiveness of the materials are presented. Typical problems resulting from aircraft fires and the basic protective mechanisms to cope with these problems are examined.

When New Boundaries Abound: A Systematic Approach to Redistricting.

ERIC Educational Resources Information Center

Creighton, Roger L.; Irwin, Armond J.

1994-01-01

A systematic approach to school redistricting that was developed over the past half-dozen years utilizes a computer. Crucial to achieving successful results are accuracy of data, enrollment forecasting, and citizen participation. Outlines the major steps of a typical redistricting study. One figure illustrates the redistricting process. (MLF)

Academic Computing Vulnerabilities: Another View of the Roof

ERIC Educational Resources Information Center

Cohn, Ellen R.; Klinzing, George; Frieze, Irene Hanson; Sereika, Susan M.; Stone, Clement A.; Vana, Clara M.

2004-01-01

In anticipation of Y2K, and later as a result of heightened security concerns following the events of September 11, 2001, numerous colleges and universities developed formal planning documents to guide their responses to unexpected network outages. Typically, vigilant institutional financial auditors or information technology directors initiate…

Phonological Acquisition of Korean Consonants in Conversational Speech Produced by Young Korean Children

ERIC Educational Resources Information Center

Kim, Minjung; Kim, Soo-Jin; Stoel-Gammon, Carol

2017-01-01

This study investigates the phonological acquisition of Korean consonants using conversational speech samples collected from sixty monolingual typically developing Korean children aged two, three, and four years. Phonemic acquisition was examined for syllable-initial and syllable-final consonants. Results showed that Korean children acquired stops…

Ecotourism as Experiential Environmental Education?

ERIC Educational Resources Information Center

Russell, Constance L.

1994-01-01

Questions the assumption that ecotourism will connect people to nature and foster conservationist attitudes. Discusses the history of ecotourism and the dangers of relying on an economic rationale for conservation. Suggests that the typical ecotourist experience may be too short to develop feelings of place and may result in social constructions…

From Civil Rights to Human Rights

ERIC Educational Resources Information Center

Bond, Julian

2014-01-01

This article traces the development of the "Deaf President Now" (DPN) movement and its similarities to the black civil rights movement. Movements typically begin with a concrete, precipitating event but are usually the result of known or shared incidents on the part of the participants, and the "Deaf President Now" movement…

Management of acute moderate and severe childhood malnutrition

USDA-ARS?s Scientific Manuscript database

Acute childhood malnutrition affects about a tenth of the world's children under 5 years of age, particularly those living in circumstances of extreme poverty in the developing world. Malnutrition is typically the result of an inadequate diet and is one of the most common diagnoses in children in he...

Emergence of Intraverbal Responding Following Tact Instruction with Compound Stimuli

ERIC Educational Resources Information Center

Devine, Bailey; Carp, Charlotte L.; Hiett, Kiley A.; Petursdottir, Anna Ingeborg

2016-01-01

Effective intraverbal responding often requires control by multiple elements of a verbal stimulus. The purpose of this study was to examine the emergence of such intraverbal relations following tact instruction with compound stimuli and to analyze any resulting error patterns. Participants were seven typically developing children between 3 and…

Why Are There Developmental Stages in Language Learning? A Developmental Robotics Model of Language Development.

PubMed

Morse, Anthony F; Cangelosi, Angelo

2017-02-01

Most theories of learning would predict a gradual acquisition and refinement of skills as learning progresses, and while some highlight exponential growth, this fails to explain why natural cognitive development typically progresses in stages. Models that do span multiple developmental stages typically have parameters to "switch" between stages. We argue that by taking an embodied view, the interaction between learning mechanisms, the resulting behavior of the agent, and the opportunities for learning that the environment provides can account for the stage-wise development of cognitive abilities. We summarize work relevant to this hypothesis and suggest two simple mechanisms that account for some developmental transitions: neural readiness focuses on changes in the neural substrate resulting from ongoing learning, and perceptual readiness focuses on the perceptual requirements for learning new tasks. Previous work has demonstrated these mechanisms in replications of a wide variety of infant language experiments, spanning multiple developmental stages. Here we piece this work together as a single model of ongoing learning with no parameter changes at all. The model, an instance of the Epigenetic Robotics Architecture (Morse et al 2010) embodied on the iCub humanoid robot, exhibits ongoing multi-stage development while learning pre-linguistic and then basic language skills. Copyright © 2016 Cognitive Science Society, Inc.

Childhood Rituals and Executive Functions

ERIC Educational Resources Information Center

Tregay, Jenifer; Gilmour, Jane; Charman, Tony

2009-01-01

Repetitive and ritualistic behaviours (RRBs) are a feature of both typical and atypical development. While the cognitive correlates of these behaviours have been investigated in some neurodevelopmental conditions these links remain largely unexplored in typical development. The current study examined the relationship between RRBs and executive…

Assessing Measurement Invariance for Spanish Sentence Repetition and Morphology Elicitation Tasks.

PubMed

Kapantzoglou, Maria; Thompson, Marilyn S; Gray, Shelley; Restrepo, M Adelaida

2016-04-01

The purpose of this study was to evaluate evidence supporting the construct validity of two grammatical tasks (sentence repetition, morphology elicitation) included in the Spanish Screener for Language Impairment in Children (Restrepo, Gorin, & Gray, 2013). We evaluated if the tasks measured the targeted grammatical skills in the same way across predominantly Spanish-speaking children with typical language development and those with primary language impairment. A multiple-group, confirmatory factor analytic approach was applied to examine factorial invariance in a sample of 307 predominantly Spanish-speaking children (177 with typical language development; 130 with primary language impairment). The 2 newly developed grammatical tasks were modeled as measures in a unidimensional confirmatory factor analytic model along with 3 well-established grammatical measures from the Clinical Evaluation of Language Fundamentals-Fourth Edition, Spanish (Wiig, Semel, & Secord, 2006). Results suggest that both new tasks measured the construct of grammatical skills for both language-ability groups in an equivalent manner. There was no evidence of bias related to children's language status for the Spanish Screener for Language Impairment in Children Sentence Repetition or Morphology Elicitation tasks. Results provide support for the validity of the new tasks as measures of grammatical skills.

Health circles for teleworkers: selective results on stress, strain and coping styles.

PubMed

Konradt, U; Schmook, R; Wilm, A; Hertel, G

2000-06-01

Telework is decentralized computer-mediated performance of work activities at a location distant from the employing organization. In order to improve well-being at such remote workplaces, we developed a health circle (HC) concept for teleworkers. Three HC sessions were conducted with a total of 17 teleworkers from diverse organizations and branches. The sessions were moderated by a professional facilitator, while the participants selected the discussion issues. Typical issues were technical problems at the home-based computer, time management, communication with supervisors, colleagues and customers, and feelings of isolation from the main company. Besides discussing these stress factors, participants developed concrete coping strategies based on the exchange of experiences and additional informational input by external experts. Process evaluation at the end of each meeting revealed that participants found the exchange of personal experiences and the informational input during the HCs very helpful, as well as the common development of coping strategies. Moreover, a questionnaire 2 months after the last HC session revealed that participants reported significantly more positive changes in typical stress factors than teleworkers in a control group. The implications of these results for preventive and corrective strategies of telework design are discussed.

Developing a Weighted Measure of Speech Sound Accuracy

PubMed Central

Preston, Jonathan L.; Ramsdell, Heather L.; Oller, D. Kimbrough; Edwards, Mary Louise; Tobin, Stephen J.

2010-01-01

Purpose The purpose is to develop a system for numerically quantifying a speaker’s phonetic accuracy through transcription-based measures. With a focus on normal and disordered speech in children, we describe a system for differentially weighting speech sound errors based on various levels of phonetic accuracy with a Weighted Speech Sound Accuracy (WSSA) score. We then evaluate the reliability and validity of this measure. Method Phonetic transcriptions are analyzed from several samples of child speech, including preschoolers and young adolescents with and without speech sound disorders and typically developing toddlers. The new measure of phonetic accuracy is compared to existing measures, is used to discriminate typical and disordered speech production, and is evaluated to determine whether it is sensitive to changes in phonetic accuracy over time. Results Initial psychometric data indicate that WSSA scores correlate with other measures of phonetic accuracy as well as listeners’ judgments of severity of a child’s speech disorder. The measure separates children with and without speech sound disorders. WSSA scores also capture growth in phonetic accuracy in toddler’s speech over time. Conclusion Results provide preliminary support for the WSSA as a valid and reliable measure of phonetic accuracy in children’s speech. PMID:20699344

Visual perspective taking impairment in children with autistic spectrum disorder.

PubMed

Hamilton, Antonia F de C; Brindley, Rachel; Frith, Uta

2009-10-01

Evidence from typical development and neuroimaging studies suggests that level 2 visual perspective taking - the knowledge that different people may see the same thing differently at the same time - is a mentalising task. Thus, we would expect children with autism, who fail typical mentalising tasks like false belief, to perform poorly on level 2 visual perspective taking as well. However, prior data on this issue are inconclusive. We re-examined this question, testing a group of 23 young autistic children, aged around 8years with a verbal mental age of around 4years and three groups of typical children (n=60) ranging in age from 4 to 8years on a level 2 visual perspective task and a closely matched mental rotation task. The results demonstrate that autistic children have difficulty with visual perspective taking compared to a task requiring mental rotation, relative to typical children. Furthermore, performance on the level 2 visual perspective taking task correlated with theory of mind performance. These findings resolve discrepancies in previous studies of visual perspective taking in autism, and demonstrate that level 2 visual perspective taking is a mentalising task.

Parents' Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children

ERIC Educational Resources Information Center

Goldman, Sylvie; DeNigris, Danielle

2015-01-01

Conversations about the past support the development of autobiographical memory. Parents' strategies to elicit child's participation and recall during past event conversations were compared across three school-age diagnostic groups: autism spectrum disorder (ASD, n = 11), developmental language disorders (n = 11) and typically developing (TD,…

Development of Pointing Gestures in Children with Typical and Delayed Language Acquisition

ERIC Educational Resources Information Center

Lüke, Carina; Ritterfeld, Ute; Grimminger, Angela; Liszkowski, Ulf; Rohlfing, Katharina J.

2017-01-01

Purpose: This longitudinal study compared the development of hand and index-finger pointing in children with typical language development (TD) and children with language delay (LD). First, we examined whether the number and the form of pointing gestures during the second year of life are potential indicators of later LD. Second, we analyzed the…

English Speech Sound Development in Preschool-Aged Children from Bilingual English-Spanish Environments

ERIC Educational Resources Information Center

Gildersleeve-Neumann, Christina E.; Kester, Ellen S.; Davis, Barbara L.; Pena, Elizabeth D.

2008-01-01

Purpose: English speech acquisition by typically developing 3- to 4-year-old children with monolingual English was compared to English speech acquisition by typically developing 3- to 4-year-old children with bilingual English-Spanish backgrounds. We predicted that exposure to Spanish would not affect the English phonetic inventory but would…

Premature birth and its repercussions on growth and development in guadalajara, jalisco, Mexico

PubMed

Ramos; Ramirez; Fern&aacuet;dez; Lopez

1998-04-01

This study focuses on the repercussions of prematurity for the growth and development of newborns from hospitals in Guadalajara, Jalisco, Mexico, typical of the health care system in Mexico. Infants were assessed every six months as to nutritional status and the Denver Selective Test. In analyzing the results, social groups were considered determinant categories for studying prematurity as the dependent variable. The results shows that both prematurity and social group are risk factors to be considered by the public health field when designing health care programs.

Secondary quantum macrpscopic effects in weak superconductivity

NASA Astrophysics Data System (ADS)

Larkin, A. I.; Likharev, K. K.; Ovchinnikov, Yu. N.

1984-11-01

In several experiments carried out since 1980, a typical quantum behavior of small-size Josephson junctions as macroscopic objects has been registered. Those experiments have stimulated a rapid development of the related theory, particularly of the effect of damping (viscosity) upon these quantum effects including fluctuations, tunneling and interference. As a result of this development, some even more interesting phenomena have been predicted just recently. In this paper, a brief review of this new field is presented, with a special emphasis on the results essential for the quantum physisc in general.

Time use of parents raising children with severe or profound intellectual and multiple disabilities.

PubMed

Luijkx, J; van der Putten, A A J; Vlaskamp, C

2017-07-01

Raising children with severe or profound intellectual and multiple disabilities (PIMD) is expected to put extreme pressure on parental time use patterns. The aim of this study was to examine the total time use of mothers and fathers raising children with PIMD and compare it with the time use of parents of typically developing children. Twenty-seven fathers and 30 mothers raising children with PIMD completed a time use diary on a mobile phone or tablet app, as did 66 fathers and 109 mothers of typically developing children. Independent t-tests and Mann-Whitney tests were performed to compare mean time use. There are no differences in the time use of parents of children with PIMD on contracted time (paid work and educational activities) and necessary time (personal care, eating and drinking and sleeping) when compared with parents of typically developing children. There are significant differences between the parents of children with PIMD and the parents of typically developing children in terms of committed time (time for domestic work and the care and supervision of their children) and free time. The mothers of children with PIMD spend significantly less time on domestic work and more time on care and supervision than mothers of typically developing children. This study shows that the parents of children with PIMD have to spend a significant amount of time on care tasks and have on average 1.5 h less free time per day than parents of typically developing children. This is a striking difference, because leisure time can substantially contribute to well-being. Therefore, it is important not only to consider a child with PIMD's support needs but also to identify what parents need to continue their children's daily care and supervision. © 2017 John Wiley & Sons Ltd.

Wernicke-Korsakoff Syndrome as a Consequence of Delusional Food Refusal: A Case Study.

PubMed

Hargrave, David D; Schroeder, Ryan W; Heinrichs, Robin J; Baade, Lyle E

2015-12-01

Wernicke-Korsakoff syndrome is caused by thiamine (vitamin B1) deficiency, typically resulting from malnutrition secondary to chronic alcohol abuse. Less often, other conditions can lead to malnutrition and Wernicke-Korsakoff syndrome. We describe a 35-year-old man who developed Wernicke-Korsakoff syndrome with a typical neurologic and neuropsychological presentation after somatic delusions led him to refuse to eat. Cases like his serve to heighten awareness of the interplay between psychiatric and neurologic conditions, their sometimes atypical pathogenesis, and the value to primary care providers of consulting with psychiatrists, neurologists, and neuropsychologists when managing patients with possible Wernicke-Korsakoff syndrome.

Morphological features of an endangered Japanese strain of Cyprinus carpio: reconstruction based on seven SNP markers.

PubMed

Atsumi, K; Song, H Y; Senou, H; Inoue, K; Mabuchi, K

2017-03-01

Morphological analyses of 183 specimens of Japanese common carp Cyprinus carpio (171 from Lake Biwa and 12 from nursery ponds) using genetic hybrid indices demonstrated that the typical native Japanese strain of C. carpio has a more elongate body, more branched dorsal-fin rays, fewer and shorter gill rakers, more developed pneumatic bulb, more coiled pneumatic duct, longer posterior swimbladder and shorter intestine than the typical introduced C. carpio. These results provide a basis for a better understanding of the ecological characteristics and taxonomic status of the endangered Japanese strain of C. carpio. © 2016 The Fisheries Society of the British Isles.

Prosodic skills in children with Down syndrome and in typically developing children.

PubMed

Zampini, Laura; Fasolo, Mirco; Spinelli, Maria; Zanchi, Paola; Suttora, Chiara; Salerni, Nicoletta

2016-01-01

Many studies have analysed language development in children with Down syndrome to understand better the nature of their linguistic delays and the reason why these delays, particularly those in the morphosyntactic area, seem greater than their cognitive impairment. However, the prosodic characteristics of language development in children with Down syndrome have been scarcely investigated. To analyse the prosodic skills of children with Down syndrome in the production of multi-word utterances. Data on the prosodic skills of these children were compared with data on typically developing children matched on developmental age and vocabulary size. Between-group differences and the relationships between prosodic and syntactic skills were investigated. The participants were nine children with Down syndrome (who ranged in chronological age from 45 to 63 months and had a mean developmental age of 30 months) and 12 30-month-old typically developing children. The children in both groups had a vocabulary size of approximately 450 words. The children's spontaneous productions were recorded during observations of mother-child play sessions. Data analyses showed that despite their morphosyntactic difficulties, children with Down syndrome were able to master some aspects of prosody in multi-word utterances. They were able to produce single intonation multi-word utterances on the same level as typically developing children. In addition, the intonation contour of their utterances was not negatively influenced by syntactic complexity, contrary to what occurred in typically developing children, although it has to be considered that the utterances produced by children with Down syndrome were less complex than those produced by children in the control group. However, children with Down syndrome appeared to be less able than typically developing children to use intonation to express the pragmatic interrogative function. The findings are discussed considering the effects of social experience on the utterance prosodic realization. © 2015 Royal College of Speech and Language Therapists.

Visual Hybrid Development Learning System (VHDLS) framework for children with autism.

PubMed

Banire, Bilikis; Jomhari, Nazean; Ahmad, Rodina

2015-10-01

The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework.

Developmental risk and young children's regulatory strategies: predicting behavior problems at age five.

PubMed

Gerstein, Emily D; Pedersen Y Arbona, Anita; Crnic, Keith A; Ryu, Ehri; Baker, Bruce L; Blacher, Jan

2011-04-01

Children with early developmental delays are at heightened risk for behavior problems and comorbid psychopathology. This study examined the trajectories of regulatory capabilities and their potentially mediating role in the development of behavior problems for children with and without early developmental delays. A sample of 231 children comprised of 137 typically developing children and 94 children with developmental delays were examined during mildly frustrating laboratory tasks across the preschool period (ages 3-5). Results indicated that children with delays had greater use of maladaptive strategies (distraction, distress venting) and lower use of adaptive strategies (constructive coping) than typically developing children. For both groups, strategies had similar rates of growth across time; maladaptive strategies decreased and adaptive strategies increased. The intercept of strategy use, but not the slope, was found to mediate the relation between developmental risk and externalizing behaviors. Findings support that dysregulation, rather than the developmental risk, may be responsible for the high levels of comorbid psychopathology.

Developing self-regulation in a dysregulating world: Attachment and Biobehavioral Catch-up for a toddler in foster care.

PubMed

Imrisek, Steven D; Castaño, Katerina; Bernard, Kristin

2018-05-16

Toddlers in foster care have typically experienced histories of maltreatment and disruptions in relationships with primary caregivers. As a result, they are at increased risk for developing disorganized attachment and showing emotional, behavioral, and physiological dysregulation. Attachment and Biobehavioral Catch-up for Toddlers in Foster Care (ABC-T) was developed to address the needs of these vulnerable children by supporting foster parents in responding with nurturance to children's distress, following children's lead, and helping children calm when they are becoming overwhelmed or dysregulated. We describe the theoretical underpinnings, evidence base, and clinical approach of ABC-T. Using a case example of Luna and her foster mother Ms. Rosio, we present the typical course of ABC-T, demonstrating core aspects of the model including ongoing observation of parent-child interactions and "in the moment" commenting. Additionally, we consider several challenges to delivering attachment-based interventions in the context of foster care. © 2018 Wiley Periodicals, Inc.

Atypical Attentional Networks and the Emergence of Autism

PubMed Central

Keehn, Brandon; Müller, Ralph-Axel; Townsend, Jeanne

2012-01-01

The sociocommunicative impairments that define autism spectrum disorder (ASD) are not present at birth but emerge gradually over the first two years of life. In typical development, basic attentional processes may provide a critical foundation for sociocommunicative abilities. Therefore early attentional dysfunction in ASD may result in atypical development of social communication. Prior research has demonstrated that persons with ASD exhibit early and lifelong impairments in attention. The primary aim of this paper is to provide a review of the extant research on attention in ASD using a framework of functionally independent attentional networks as conceptualized by Posner and colleagues: the alerting, orienting and executive control networks (Posner and Petersen, 1990; Petersen & Posner, 2012). The neural substrates and typical development of each attentional network is briefly discussed, a review of the ASD attention literature is presented, and a hypothesis is proposed that links aberrant attentional mechanisms, specifically impaired disengagement of attention, with the emergence of core ASD symptoms. PMID:23206665

Word-initial /r/-clusters in Swedish speaking children with typical versus protracted phonological development.

PubMed

Lundeborg Hammarström, Inger

2018-01-01

The present study investigated word-initial (WI) /r/-clusters in Central Swedish-speaking children with and without protracted phonological development (PPD). Data for WI singleton /r/ and singleton and cluster /l/ served as comparisons. Participants were twelve 4-year-olds with PPD and twelve age- and gender-matched typically developing (TD) controls. Native speakers audio-recorded and transcribed 109 target single words using a Swedish phonology test with 12 WI C+/r/-clusters and three WI CC+/r/-clusters. The results showed significantly higher match scores for the TD children, a lower match proportion for the /r/ targets and for singletons compared with clusters, and differences in mismatch patterns between the groups. There were no matches for /r/-cluster targets in the PPD group, with all children except two in that group showing deletions for both /r/-cluster types. The differences in mismatch proportions and types between the PPD group and controls suggests new directions for future clinical practice.

The development of product parity sensitivity in children with mathematics learning disability and in typical achievers.

PubMed

Rotem, Avital; Henik, Avishai

2013-02-01

Parity helps us determine whether an arithmetic equation is true or false. The current research examines the development of sensitivity to parity cues in multiplication in typically achieving (TA) children (grades 2, 3, 4 and 6) and in children with mathematics learning disabilities (MLD, grades 6 and 8), via a verification task. In TA children the onset of parity sensitivity was observed at the beginning of 3rd grade, whereas in children with MLD it was documented only in 8th grade. These results suggest that children with MLD develop parity aspects of number sense, though later than TA children. To check the plausibility of equations, children used mainly the multiplication parity rule rather than familiarity with even products. Similar to observations in adults, parity sensitivity was largest for problems with two even operands, moderate for problems with one even and one odd operand, and smallest for problems with two odd operands. Copyright © 2012 Elsevier Ltd. All rights reserved.

Characterization of Developer Application Methods Used in Fluorescent Penetrant Inspection

NASA Astrophysics Data System (ADS)

Brasche, L. J. H.; Lopez, R.; Eisenmann, D.

2006-03-01

Fluorescent penetrant inspection (FPI) is the most widely used inspection method for aviation components seeing use for production as well as an inservice inspection applications. FPI is a multiple step process requiring attention to the process parameters for each step in order to enable a successful inspection. A multiyear program is underway to evaluate the most important factors affecting the performance of FPI, to determine whether existing industry specifications adequately address control of the process parameters, and to provide the needed engineering data to the public domain. The final step prior to the inspection is the application of developer with typical aviation inspections involving the use of dry powder (form d) usually applied using either a pressure wand or dust storm chamber. Results from several typical dust storm chambers and wand applications have shown less than optimal performance. Measurements of indication brightness and recording of the UVA image, and in some cases, formal probability of detection (POD) studies were used to assess the developer application methods. Key conclusions and initial recommendations are provided.

Supporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit

NASA Astrophysics Data System (ADS)

Chiu, Jennifer L.; Linn, Marcia C.

2014-02-01

This paper describes the design and impact of an inquiry-oriented online curriculum that takes advantage of dynamic molecular visualizations to improve students' understanding of chemical reactions. The visualization-enhanced unit uses research-based guidelines following the knowledge integration framework to help students develop coherent understanding by connecting and refining existing and new ideas. The inquiry unit supports students to develop connections among molecular, observable, and symbolic representations of chemical reactions. Design-based research included a pilot study, a study comparing the visualization-enhanced inquiry unit to typical instruction, and a course-long comparison study featuring a delayed posttest. Students participating in the visualization-enhanced unit outperformed students receiving typical instruction and further consolidated their understanding on the delayed posttest. Students who used the visualization-enhanced unit formed more connections among concepts than students with typical textbook and lecture-based instruction. Item analysis revealed the types of connections students made when studying the curriculum and suggested how these connections enabled students to consolidate their understanding as they continued in the chemistry course. Results demonstrate that visualization-enhanced inquiry designed for knowledge integration can improve connections between observable and atomic-level phenomena and serve students well as they study subsequent topics in chemistry.

Applying an Integrative Framework of Executive Function to Preschoolers With Specific Language Impairment.

PubMed

Kapa, Leah L; Plante, Elena; Doubleday, Kevin

2017-08-16

The first goal of this research was to compare verbal and nonverbal executive function abilities between preschoolers with and without specific language impairment (SLI). The second goal was to assess the group differences on 4 executive function components in order to determine if the components may be hierarchically related as suggested within a developmental integrative framework of executive function. This study included 26 4- and 5-year-olds diagnosed with SLI and 26 typically developing age- and sex-matched peers. Participants were tested on verbal and nonverbal measures of sustained selective attention, working memory, inhibition, and shifting. The SLI group performed worse compared with typically developing children on both verbal and nonverbal measures of sustained selective attention and working memory, the verbal inhibition task, and the nonverbal shifting task. Comparisons of standardized group differences between executive function measures revealed a linear increase with the following order: working memory, inhibition, shifting, and sustained selective attention. The pattern of results suggests that preschoolers with SLI have deficits in executive functioning compared with typical peers, and deficits are not limited to verbal tasks. A significant linear relationship between group differences across executive function components supports the possibility of a hierarchical relationship between executive function skills.

Executive abilities in children with congenital visual impairment in mid-childhood.

PubMed

Bathelt, Joe; de Haan, Michelle; Salt, Alison; Dale, Naomi Jane

2018-02-01

The role of vision and vision deprivation in the development of executive function (EF) abilities in childhood is little understood; aspects of EF such as initiative, attention orienting, inhibition, planning and performance monitoring are often measured through visual tasks. Studying the development and integrity of EF abilities in children with congenital visual impairment (VI) may provide important insights into the development of EF and also its possible relationship with vision and non-visual senses. The current study investigates non-visual EF abilities in 18 school-age children of average verbal intelligence with VI of differing levels of severity arising from congenital disorders affecting the eye, retina, or anterior optic nerve. Standard auditory neuropsychological assessments of sustained and divided attention, phonemic, semantic and switching verbal fluency, verbal working memory, and ratings of everyday executive abilities by parents were undertaken. Executive skills were compared to age-matched typically-sighted (TS) typically-developing children and across levels of vision (mild to moderate VI [MVI] or severe to profound VI [SPVI]). The results do not indicate significant differences or deficits on direct assessments of verbal and auditory EF between the groups. However, parent ratings suggest difficulties with everyday executive abilities, with the greatest difficulties in those with SPVI. The findings are discussed as possibly reflecting increased demands of behavioral executive skills for children with VI in everyday situations despite auditory and verbal EF abilities in the typical range for their age. These findings have potential implications for clinical and educational practices.

The differential effects of Autism and Down's syndrome on sexual behavior.

PubMed

Ginevra, Maria Cristina; Nota, Laura; Stokes, Mark A

2016-01-01

Although sexuality plays a major role in the socialization of people, few studies have examined the sexual behaviors of individuals with developmental disabilities. Because of this, we decided to investigate sexuality in adolescents with autism spectrum disorder (ASD) and Down's syndrome (Ds) and to compare them with typically developing adolescents, by surveying their parents. Specifically, it was hypothesized that young people with ASD would display lower levels over five domains: social behavior, privacy, sex education, sexual behavior, and parental concerns, than peers with Ds and typically developing young people. In addition, we sought to verify developmental trends in five domains with age for each group. Overall, 269 parents participated; 94 parents of typically developing adolescents, 93 parents of adolescents diagnosed with Ds, and 82 parents of adolescents diagnosed with ASD. Participants were surveyed with a Sexual Behavior Scale developed by Stokes and Kaur [] that assesses parents' reports of their child's: social behavior, privacy awareness, sex education, sexual behavior and parental concerns about the child's behaviors. It was found that three groups were significantly different on all five domains, adolescents with ASD reportedly displaying lower levels than other groups. Moreover, there was a significant improvement in knowledge of privacy and parental concerns with age for adolescents with ASD and a decline in sex education for adolescents with Ds. The results obtained emphasize the need to train adolescents with developmental disability, and especially for adolescents with ASD through sex education programs. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

The development of individuation in autism

PubMed Central

O'Hearn, Kirsten; Franconeri, Steven; Wright, Catherine; Minshew, Nancy; Luna, Beatriz

2012-01-01

Evidence suggests that people with autism use holistic information differently than typical adults. The current studies examine this possibility by investigating how core visual processes that contribute to holistic processing – individuation and element grouping – develop in participants with autism and typically developing (TD) participants matched for age, IQ and gender. Individuation refers to the ability to `see' up to 4 elements simultaneously; grouping these elements can change the number of elements that are rapidly apprehended. We examined these core processes using two well-established paradigms, rapid enumeration and multiple object tracking (MOT). In both tasks, a performance limit of about 4 elements in adulthood is thought to reflect individuation capacity. Participants with autism has a smaller individuation capacity than TD controls, regardless of whether they were enumerating static elements or tracking moving ones. To manipulate holistic information and individuation performance, we grouped the elements into a design or had elements move together. Participants with autism were affected to a similar degree as TD participants by the holistic information, whether the manipulation helped or hurt performance, consistent with evidence that some types of gestalt/grouping information are processed typically in autism. There was substantial development in autism from childhood to adolescence, but not from adolescence to adulthood, a pattern distinct from TD participants. These results provide important information about core visual processes in autism, as well as insight into the architecture of vision (e.g., individuation appears distinct from visual strengths in autism, such as visual search, despite similarities). PMID:22963232

Vocabulary, Syntax, and Narrative Development in Typically Developing Children and Children with Early Unilateral Brain Injury: Early Parental Talk about the "There-and-Then" Matters

ERIC Educational Resources Information Center

Demir, Özlem Ece; Rowe, Meredith L.; Heller, Gabriella; Goldin-Meadow, Susan; Levine, Susan C.

2015-01-01

This study examines the role of a particular kind of linguistic input--talk about the past and future, pretend, and explanations, that is, talk that is decontextualized--in the development of vocabulary, syntax, and narrative skill in typically developing (TD) children and children with pre- or perinatal brain injury (BI). Decontextualized talk…

Metapragmatic explicitation ability in children with typical language development: development and validation of a novel clinical assessment.

PubMed

Collins, Anna; Lockton, Elaine; Adams, Catherine

2014-01-01

Speech-language practitioners recognise the importance of metapragmatic (MP) ability (the ability to explicitly reflect on pragmatic rules) in therapy for children with pragmatic and social communication difficulties. There is inconclusive evidence in the literature regarding both the development of metapragmatic ability in children with typical language and the expected levels of explicitation (reflection on pragmatic behaviours) in children's metapragmatic descriptions. The main purposes of this study were to investigate the reliability of a novel task of metapragmatic awareness (the Assessment of Metapragmatics or AMP) and to investigate typical developmental trends of metapragmatic ability and metapragmatic explicitation using the AMP task. Analysis of pooled data from 40 children with typical language development aged between six and eleven years and 48 children with communication impairments indicated that the AMP task had satisfactory internal consistency and inter-rater reliability. For children with typical language development, there was no relationship between gender and metapragmatic ability as measured by AMP. There was a linear relationship between age and AMP task scores and between age and explicitation. The scoring system used in the AMP task was sensitive to age-related changes in metapragmatic ability in a normative sample. The sophistication of metapragmatic awareness (explicitation) also increased with age. At age six years, children demonstrated metapragmatic awareness in their responses to 74% of AMP stimuli items; this increased to 95% of AMP items at ages 10-11 years. The AMP is a reliable measure of development in MP explicitation for children with satisfactory face validity in terms of acceptability to communication professionals and to child participants. From age six, children have some awareness of pragmatic acts and can identify and relate linguistic cues or pragmatic rules in atypical interactions of the type depicted in the AMP. The AMP task solicited significantly increased frequency of use of higher levels of MP explication beyond seven years of age in children with typical language development. Readers will explain the development, reliability and structure of a novel task that measures the ability of a child to understand and explain pragmatic rules. Readers will also identify age related changes in this ability in a sample of typically developing child participants. Copyright © 2014 Elsevier Inc. All rights reserved.

Research on the recycling industry development model for typical exterior plastic components of end-of-life passenger vehicle based on the SWOT method.

PubMed

Zhang, Hongshen; Chen, Ming

2013-11-01

In-depth studies on the recycling of typical automotive exterior plastic parts are significant and beneficial for environmental protection, energy conservation, and sustainable development of China. In the current study, several methods were used to analyze the recycling industry model for typical exterior parts of passenger vehicles in China. The strengths, weaknesses, opportunities, and challenges of the current recycling industry for typical exterior parts of passenger vehicles were analyzed comprehensively based on the SWOT method. The internal factor evaluation matrix and external factor evaluation matrix were used to evaluate the internal and external factors of the recycling industry. The recycling industry was found to respond well to all the factors and it was found to face good developing opportunities. Then, the cross-link strategies analysis for the typical exterior parts of the passenger car industry of China was conducted based on the SWOT analysis strategies and established SWOT matrix. Finally, based on the aforementioned research, the recycling industry model led by automobile manufacturers was promoted. Copyright © 2013 Elsevier Ltd. All rights reserved.

Characteristics of Socially Successful Elementary School-Aged Children with Autism

ERIC Educational Resources Information Center

Locke, Jill; Williams, Justin; Shih, Wendy; Kasari, Connie

2017-01-01

Background: The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup…

Conversational Profiles of Children with ADHD, SLI and Typical Development

ERIC Educational Resources Information Center

Redmond, Sean M.

2004-01-01

Conversational indices of language impairment were used to investigate similarities and differences among children with Attention-Deficit/Hyperactivity Disorder (ADHD), children with Specific Language Impairment (SLI) and children with typical development (TD). Utterance formulation measures (per cent words mazed and average number of words per…

Sustained Attention and Social Competence in Typically Developing Preschool-Aged Children

ERIC Educational Resources Information Center

Murphy, Laura M. Bennett; Laurie-Rose, Cynthia; Brinkman, Tara M.; McNamara, Kelly A.

2007-01-01

The current study examines the relationship between sustained attention and social competence in preschool children. While studies demonstrate that children with attention deficit hyperactivity disorder (ADHD) exhibit poor social competence, less is known about typically developing children. Since children with ADHD have associated behavior…

Stimulus Overselectivity in Autism, Down Syndrome, and Typical Development

ERIC Educational Resources Information Center

Dube, William V.; Farber, Rachel S.; Mueller, Marlana R.; Grant, Eileen; Lorin, Lucy; Deutsch, Curtis K.

2016-01-01

Stimulus overselectivity refers to maladaptive narrow attending that is a common learning problem among children with intellectual disabilities and frequently associated with autism. The present study contrasted overselectivity among groups of children with autism, Down syndrome, and typical development. The groups with autism and Down syndrome…

Applied Behavior Analysis

ERIC Educational Resources Information Center

Szapacs, Cindy

2006-01-01

Teaching strategies that work for typically developing children often do not work for those diagnosed with an autism spectrum disorder. However, teaching strategies that work for children with autism do work for typically developing children. In this article, the author explains how the principles and concepts of Applied Behavior Analysis can be…

Acoustic Correlates of Inflectional Morphology in the Speech of Children with Specific Language Impairment and Their Typically Developing Peers

ERIC Educational Resources Information Center

Owen, Amanda J.; Goffman, Lisa

2007-01-01

The development of the use of the third-person singular -s in open syllable verbs in children with specific language impairment (SLI) and their typically developing peers was examined. Verbs that included overt productions of the third-person singular -s morpheme (e.g. "Bobby plays ball everyday;" "Bear laughs when mommy buys…

Voluntary Orienting among Children and Adolescents with Down Syndrome and MA-Matched Typically Developing Children

ERIC Educational Resources Information Center

Goldman, Karen J.; Flanagan, Tara; Shulman, Cory; Enns, James T.; Burack, Jacob A.

2005-01-01

A forced-choice reaction-time (RT) task was used to examine voluntary visual orienting among children and adolescents with trisomy 21 Down syndrome and typically developing children matched at an MA of approximately 5.6 years, an age when the development of orienting abilities reaches optimal adult-like efficiency. Both groups displayed faster…

Analysis of Mother-Infant Interaction in Infants with Down Syndrome and Typically Developing Infants

ERIC Educational Resources Information Center

Slonims, Vicky; McConachie, Helen

2006-01-01

Delays in development of early social behaviors in babies with Down syndrome are likely to affect patterns of interaction with their caregivers. We videotaped 23 babies in face-to-face interaction with their mothers at 8 and 20 weeks of age and compared them to 23 typically developing infants and their mothers. Social behaviors, mothers'…

Teaching Perspective-Taking Skills to Typically Developing Children through Derived Relational Responding

ERIC Educational Resources Information Center

Heagle, Amie I.; Rehfeldt, Ruth Anne

2006-01-01

Perspective-taking is an ability that requires a child to emit a selection response of informational states in himself or herself and in others. This study used an extended version of the Barnes-Holmes protocol developed in a series of studies by McHugh, Barnes-Holmes, and Barnes-Holmes (2004) to teach typically developing children between the…

Typical and Atypical (Cerebral Palsy) Development of Unimanual and Bimanual Grasp Planning

ERIC Educational Resources Information Center

Janssen, Loes; Steenbergen, Bert

2011-01-01

In the present study we tested 13 children with cerebral palsy (CP) and 24 typically developing children (7-12 years old) in a unimanual and bimanual motor planning task. We focused on two research questions: (1) How does motor planning develop in children with and without CP? and (2) Is motor planning facilitated when the task is performed with…

Gross Motor Development, Movement Abnormalities, and Early Identification of Autism

PubMed Central

Young, Gregory S.; Goldring, Stacy; Greiss-Hess, Laura; Herrera, Adriana M.; Steele, Joel; Macari, Suzanne; Hepburn, Susan; Rogers, Sally J.

2015-01-01

Gross motor development (supine, prone, rolling, sitting, crawling, walking) and movement abnormalities were examined in the home videos of infants later diagnosed with autism (regression and no regression subgroups), developmental delays (DD), or typical development. Group differences in maturity were found for walking, prone, and supine, with the DD and Autism-No Regression groups both showing later developing motor maturity than typical children. The only statistically significant differences in movement abnormalities were in the DD group; the two autism groups did not differ from the typical group in rates of movement abnormalities or lack of protective responses. These findings do not replicate previous investigations suggesting that early motor abnormalities seen on home video can assist in early identification of autism. PMID:17805956

[An investigation of the imitation skills in children with autism spectrum disorder and their association with receptive-expressive language development].

PubMed

Turan, Figen; Ökçün Akçamuş, Meral Çilem

2013-01-01

This study aimed to compare imitation skills in children with autism spectrum disorder, and age-matched typically developing children and children with developmental delay, as well as to examine the association between imitation skills, and receptive and expressive language development in children with autism spectrum disorder. Imitation skills in children with autism spectrum disorder (n=18), and age-matched children with developmental delay (n=15) and typically developing children (n= 16) were assessed using the Motor Imitation Scale and Imitation Battery, and the differences in mean imitation scores between the groups were examined. Receptive language and expressive language development in the children with autism spectrum disorder were assessed using the Turkish Communicative Development Inventory (TCDI), and their association with imitation scores was explored. The children with autism spectrum disorder had significantly lower imitation scores than the children with developmental delay and typically developing children; however, there wasn't a significant difference in imitation scores between the children with developmental delay and typically developing children. A significant association between imitation scores, and receptive and expressive language development was observed in the children with autism spectrum disorder. The present findings indicate that deficient imitation skills are a distinctive feature of children with autism spectrum disorder and that imitation skills play a crucial role in children's language development.

Are gross motor skills and sports participation related in children with intellectual disabilities?

PubMed

Westendorp, Marieke; Houwen, Suzanne; Hartman, Esther; Visscher, Chris

2011-01-01

This study compared the specific gross motor skills of 156 children with intellectual disabilities (ID) (50 ≤ IQ ≥ 79) with that of 255 typically developing children, aged 7-12 years. Additionally, the relationship between the specific gross motor skills and organized sports participation was examined in both groups. The Test of Gross Motor Development-2 and a self-report measure were used to assess children's gross motor skills and sports participation, respectively. The children with ID scored significantly lower on almost all specific motor skill items than the typically developing children. Children with mild ID scored lower on the locomotor skills than children with borderline ID. Furthermore, we found in all groups that children with higher object-control scores participated more in organized sports than children with lower object-control scores. Our results support the importance of attention for well-developed gross motor skills in children with borderline and mild ID, especially to object-control skills, which might contribute positively to their sports participation. Copyright © 2011 Elsevier Ltd. All rights reserved.

Mother Recognition and Preference After Neonatal Amygdala Lesions in Rhesus Macaques (Macaca mulatta) Raised in a Semi-Naturalistic Environment

PubMed Central

Goursaud, Anne-Pierre S.; Wallen, Kim; Bachevalier, Jocelyne

2015-01-01

Attachment to the caregiver, typically the biological mother, is crucial to young mammals' socio-emotional development. Although studies in nonprimate species suggest that the amygdala regulates social preference and attachment development, its role in primate filial attachment development has been little investigated and has produced mixed results. This study assessed the effects of neonatal amygdala- (Neo-A, N = 16) and sham- (Neo-C, N = 12) lesions on mother recognition and discrimination in macaques raised in species-typical social groups. Neonatal amygdalectomy did not affect social discriminative abilities and mother preference at 3 and 6 months of age, strongly suggesting that the amygdala is not involved in the cognitive processes underlying the development of filial attachment at least when the amygdala damage occurred after the third to fourth weeks of age. Nevertheless, as compared to shamoperated controls, amygdalectomized infants initiated physical contact with their mothers less frequently. The findings are discussed in relation to the known contribution of the amygdala to filial attachment in both rodents and humans. PMID:25042548

Direct and Indirect Effects of Brain Volume, Socioeconomic Status and Family Stress on Child IQ

PubMed Central

Marcus Jenkins, Jade V; Woolley, Donald P; Hooper, Stephen R; De Bellis, Michael D

2013-01-01

1.1. Background A large literature documents the detrimental effects of socioeconomic disparities on intelligence and neuropsychological development. Researchers typically measure environmental factors such as socioeconomic status (SES), using income, parent's occupation and education. However, SES is more complex, and this complexity may influence neuropsychological outcomes. 1.2. Methods This studyused principal components analysis to reduce 14 SES and 28 family stress indicators into their core dimensions (e.g. community and educational capital, financial resources, marital conflict). Core dimensions were used in path analyses to examine their relationships with parent IQ and cerebral volume (white matter, grey matter and total brain volume), to predict child IQ in a sample of typically developing children. 1.3. Results Parent IQ affected child IQ directly and indirectly through community and educational capital, demonstrating how environmental factors interact with familial factors in neuro-development. There were no intervening effects of cerebral white matter, grey matter, or total brain volume. 1.4. Conclusions Findings may suggest that improving community resources can foster the intellectual development of children. PMID:24533427

Google-Earth Based Visualizations for Environmental Flows and Pollutant Dispersion in Urban Areas

PubMed Central

Liu, Daoming; Kenjeres, Sasa

2017-01-01

In the present study, we address the development and application of an efficient tool for conversion of results obtained by an integrated computational fluid dynamics (CFD) and computational reaction dynamics (CRD) approach and their visualization in the Google Earth. We focus on results typical for environmental fluid mechanics studies at a city scale that include characteristic wind flow patterns and dispersion of reactive scalars. This is achieved by developing a code based on the Java language, which converts the typical four-dimensional structure (spatial and temporal dependency) of data results in the Keyhole Markup Language (KML) format. The visualization techniques most often used are revisited and implemented into the conversion tool. The potential of the tool is demonstrated in a case study of smog formation due to an intense traffic emission in Rotterdam (The Netherlands). It is shown that the Google Earth can provide a computationally efficient and user-friendly means of data representation. This feature can be very useful for visualization of pollution at street levels, which is of great importance for the city residents. Various meteorological and traffic emissions can be easily visualized and analyzed, providing a powerful, user-friendly tool for traffic regulations and urban climate adaptations. PMID:28257078

Exploring employment readiness through mock job interview and workplace role-play exercises: comparing youth with physical disabilities to their typically developing peers.

PubMed

Lindsay, Sally; McDougall, Carolyn; Sanford, Robyn; Menna-Dack, Dolly; Kingsnorth, Shauna; Adams, Tracey

2015-01-01

To assess performance differences in a mock job interview and workplace role-play exercise for youth with disabilities compared to their typically developing peers. We evaluated a purposive sample of 31 youth (15 with a physical disability and 16 typically developing) on their performance (content and delivery) in employment readiness role-play exercises. Our findings show significant differences between youth with disabilities compared to typically developing peers in several areas of the mock interview content (i.e. responses to the questions: "tell me about yourself", "how would you provide feedback to someone not doing their share" and a problem-solving scenario question) and delivery (i.e. voice clarity and mean latency). We found no significant differences in the workplace role-play performances of youth with and without disabilities. Youth with physical disabilities performed poorer in some areas of a job interview compared to their typically developing peers. They could benefit from further targeted employment readiness training. Clinicians should: Coach youth with physical disability on how to "sell" their abilities to potential employers and encourage youth to get involved in volunteer activities and employment readiness training programs. Consider using mock job interviews and other employment role-play exercises as assessment and training tools for youth with physical disabilities. Involve speech pathologists in the development of employment readiness programs that address voice clarity as a potential delivery issue.

Longitudinal development of thalamic and internal capsule microstructure in autism spectrum disorder.

PubMed

McLaughlin, Kristine; Travers, Brittany G; Dadalko, Olga I; Dean, Douglas C; Tromp, Do; Adluru, Nagesh; Destiche, Daniel; Freeman, Abigail; Prigge, Molly D; Froehlich, Alyson; Duffield, Tyler C; Zielinski, Brandon A; Bigler, Erin D; Lange, Nicholas; Anderson, Jeff S; Alexander, Andrew L; Lainhart, Janet E

2018-03-01

The thalamus is a key sensorimotor relay area that is implicated in autism spectrum disorder (ASD). However, it is unknown how the thalamus and white-matter structures that contain thalamo-cortical fiber connections (e.g., the internal capsule) develop from childhood into adulthood and whether this microstructure relates to basic motor challenges in ASD. We used diffusion weighted imaging in a cohort-sequential design to assess longitudinal development of the thalamus, and posterior- and anterior-limbs of the internal capsule (PLIC and ALIC, respectively) in 89 males with ASD and 56 males with typical development (3-41 years; all verbal). Our results showed that the group with ASD exhibited different developmental trajectories of microstructure in all regions, demonstrating childhood group differences that appeared to approach and, in some cases, surpass the typically developing group in adolescence and adulthood. The PLIC (but not ALIC nor thalamus) mediated the relation between age and finger-tapping speed in both groups. Yet, the gap in finger-tapping speed appeared to widen at the same time that the between-group gap in the PLIC appeared to narrow. Overall, these results suggest that childhood group differences in microstructure of the thalamus and PLIC become less robust in adolescence and adulthood. Further, finger-tapping speed appears to be mediated by the PLIC in both groups, but group differences in motor speed that widen during adolescence and adulthood suggest that factors beyond the microstructure of the thalamus and internal capsule may contribute to atypical motor profiles in ASD. Autism Res 2018, 11: 450-462. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Microstructure of the thalamus, a key sensory and motor brain area, appears to develop differently in individuals with autism spectrum disorder (ASD). Microstructure is important because it informs us of the density and organization of different brain tissues. During childhood, thalamic microstructure was distinct in the ASD group compared to the typically developing group. However, these group differences appeared to narrow with age, suggesting that the thalamus continues to dynamically change in ASD into adulthood. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

A new display stream compression standard under development in VESA

NASA Astrophysics Data System (ADS)

Jacobson, Natan; Thirumalai, Vijayaraghavan; Joshi, Rajan; Goel, James

2017-09-01

The Advanced Display Stream Compression (ADSC) codec project is in development in response to a call for technologies from the Video Electronics Standards Association (VESA). This codec targets visually lossless compression of display streams at a high compression rate (typically 6 bits/pixel) for mobile/VR/HDR applications. Functionality of the ADSC codec is described in this paper, and subjective trials results are provided using the ISO 29170-2 testing protocol.

Imitation of body postures and hand movements in children with specific language impairment.

PubMed

Marton, Klara

2009-01-01

Within the domain-general theory of language impairment, this study examined body posture and hand movement imitation in children with specific language impairment (SLI) and in their age-matched peers. Participants included 40 children with SLI (5 years 3 months to 6 years 10 months of age) and 40 children with typical language development (5 years 3 months to 6 years 7 months of age). Five tests were used to examine imitation and its underlying cognitive and motor skills such as kinesthesia, working memory, and gross motor coordination. It was hypothesized that children with SLI show a weakness in imitation of body postures and that this deficit is not equally influenced by the underlying cognitive and motor skills. There was a group effect in each cognitive and motor task, but only gross motor coordination proved to be a strong predictor of imitation in children with SLI. In contrast, hand movement imitation was strongly predicted by performance in the Kinesthesia task in typically developing children. Thus, the findings show not only that children with SLI performed more poorly on the imitation tasks than their typically developing peers but also that the groups' performances showed qualitative differences. The results of the current study provide additional support to the view that the weaknesses in children with SLI are not limited to the verbal domain.

Milestone achievement in emerging adulthood in spina bifida: a longitudinal investigation of parental expectations

PubMed Central

Holbein, Christina E; Zebracki, Kathy; Bechtel, Colleen F; Papadakis, Jaclyn Lennon; Bruno, Elizabeth Franks; Holmbeck, Grayson N

2016-01-01

Aim To assess changes over time in parents' expectations of adult milestone achievement (college attendance, full-time job attainment, independent living, marriage, parenthood) for young people with spina bifida, to examine how expectancies relate to actual milestone achievement, and to compare milestone achievement in emerging adults with spina bifida with that of peers with typical development. Method Sixty-eight families of children with spina bifida (mean=8.34y, 37 male, 31 female) and 68 families of children with typical development (mean=8.49y, 37 male, 31 female) participated at Time 1. At all subsequent timepoints, parents of young people with spina bifida were asked to rate their expectations of emerging adulthood milestone achievement. At Time 7, when participants were 22 to 23 years old, milestone achievement was assessed. Results Parents of young people with spina bifida lowered their expectations over time for most milestones; parents of children with higher cognitive ability reported decreases of lower magnitude. Parent expectancies were optimistic and unrelated to actual milestone achievement. Emerging adults with spina bifida were less likely than individuals with typical development to achieve all milestones. Interpretation Optimistic parental expectations may be adaptive for children with spina bifida and their families, although it is important for families to set realistic goals. Healthcare providers serve a key role in helping families of young people with spina bifida prepare for emerging adulthood. PMID:27651215

Better to be equal? Challenges to equality for cognitively able children with autism spectrum disorders in a social decision game.

PubMed

Schmitz, Eva A; Banerjee, Robin; Pouw, Lucinda Bc; Stockmann, Lex; Rieffe, Carolien

2015-02-01

Much controversy surrounds questions about whether humans have an aversion to inequity and how a commitment to equality might play a role in cooperation and other aspects of social interactions. Examining the social decisions of children with autism spectrum disorders provides a fascinating opportunity to explore these issues. Specifically, we evaluated the possibility that children with autism spectrum disorders may be less likely than typically developing children to show a prioritisation of equality. A total of 69 typically developing (mean age 11;6 years) and 57 cognitively able children with autism spectrum disorders (mean age 11;7 years) played a social decision game in which the equality option was pitted against alternatives that varied in instrumental outcomes. Results showed that both groups were more likely to choose the equality option when there was no cost to the self. However, even though children with autism spectrum disorders appeared to view equality as preferable to causing explicit harm to others, they departed from an equality stance when there was an opportunity to increase instrumental gain without any obvious harm to the self or the other. Typically developing children, in contrast, showed similar prioritisation of equality across these contexts. Future research needs to address the question of how differences in the commitment to equality affect children's social behaviour and relationships in daily life. © The Author(s) 2014.

White Matter Integrity and Pictorial Reasoning in High-Functioning Children with Autism

PubMed Central

Sahyoun, Chérif P.; Belliveau, John W.; Mody, Maria

2010-01-01

The current study investigated the neurobiological role of white matter in visuospatial versus linguistic processing abilities in autism using diffusion tensor imaging. We examined differences in white matter integrity between high-functioning children with autism (HFA) and typically developing controls (CTRL), in relation to the groups’ response times (RT) on a pictorial reasoning task under three conditions: visuospatial, V, semantic, S, and V+S, a hybrid condition allowing language use to facilitate visuospatial transformations. Diffusion-weighted images were collected from HFA and CTRL participants, matched on age and IQ, and significance maps were computed for group differences in fractional anisotropy (FA) and in RT-FA association for each condition. Typically developing children showed increased FA within frontal white matter and the superior longitudinal fasciculus (SLF). HFA showed increased FA within peripheral white matter, including the ventral temporal lobe. Additionally, RT-FA relationships in the semantic condition (S) implicated white matter near the STG and in the SLF within the temporal and frontal lobes to a greater extent in CTRL. Performance in visuospatial reasoning (V, V+S), in comparison, was related to peripheral parietal and superior precentral white matter in HFA, but to the SLF, callosal, and frontal white matter in CTRL. Our results appear to support a preferential use of linguistically-mediated pathways in reasoning by typically-developing children, whereas autistic cognition may rely more on visuospatial processing networks. PMID:20542370

School Children

ERIC Educational Resources Information Center

Lamont, Andrea; Van Horn, M. Lee

2013-01-01

Despite known risks associated with aberrant social skill development, there has been a relative dearth of literature on typical developmental changes in social skills over time. In this study, we examine systematic changes in social skills from kindergarten (typical age of 5-6 years) to third grade (typical age of 8-9 years), and focus on…

Development of upper body coordination during sitting in typically developing infants

PubMed Central

KYVELIDOU, ANASTASIA; STUBERG, WAYNE A.; HARBOURNE, REGINA T.; DEFFEYES, JOAN E.; BLANKE, DANIEL; STERGIOU, NICHOLAS

2009-01-01

Pediatric Research Articles Ahead of Print contains articles in unedited manuscript form that have been peer-reviewed and accepted for publication. As a service to our readers, we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting and review of the resulting proof before it is published in its final definitive form. Please note that during the production process errors may be discovered, which could affect the content, and all legal disclaimers that apply to the journal pertain. Our goal was to determine how the actions of the thorax and the pelvis are organized and coordinated to achieve independent sitting posture in typically developing infants. The participants were ten typically developing infants that were evaluated longitudinally from first onset of sitting until sitting independence. Each infant underwent nine testing sessions. The first session included motor evaluation with the Peabody test. The other eight sessions occurred over a period of four months where sitting behavior was evaluated by angular kinematics of the thorax and the pelvis. A physical therapist evaluated sitting behavior in each session and categorized it according to five stages. The phasing relationship of the thorax and the pelvis was calculated and evaluated longitudinally using a one-way ANOVA. With development, the infants progressed from an in-phase (moving in the same direction) to an out-of-phase (moving in an opposite direction) coordinative relationship between the thorax and the pelvis segments. This change was significant for both the sagittal and frontal planes of motion. Clinically, this relationship is important because it provides a method to quantify infant sitting postural development, and can be used to assess efficacy of early interventions for pediatric populations with developmental motor delays. PMID:19190546

An ecological approach to understanding barriers to employment for youth with disabilities compared to their typically developing peers: views of youth, employers, and job counselors.

PubMed

Lindsay, Sally; McDougall, Carolyn; Menna-Dack, Dolly; Sanford, Robyn; Adams, Tracey

2015-01-01

The purpose of this study is to explore the extent to which youth with physical disabilities encounter different barriers to finding employment compared to their typically developing peers. This study draws on 50 qualitative in-depth interviews with a purposive sample of 31 youth (16 typically developing and 15 with a disability), and youth employers and job counselors knowledgeable about employment readiness among adolescents (n = 19). We utilize Bronfrebrenner's ecological framework to reveal the complex web of factors shaping youth's labor market outcomes. Only half of youth with a disability were working or looking for work compared to their peers. The findings show this was a result of different expectations of, and attitudes toward, youth with disabilities. For many youth with a disability, their peers, family and social networks often acted as a barrier to getting a job. Many youth also lacked independence and life skills that are needed to get a job (i.e. self-care and navigating public transportation) compared to their peers. Job counselors focused on linking youth to employers and mediating parental concerns. Employers appeared to have weaker links to youth with disabilities. System level barriers included lack of funding and policies to enhance disability awareness among employers. Youth with physical disabilities encounter some similar barriers to finding employment compared to their typically developing peers but in a stronger way. Barriers to employment exist at several levels including individual, sociostructural and environmental. The results highlight that although there are several barriers to employment for young people at the microsystem level, they are linked with larger social and environmental barriers. Clinicians working with youth should promote the development of skills that can lead to improved self-confidence and communication skills for youth. Encourage the development of extracurricular activities and social networking to build these skills and to make contacts for finding employment. Clinicians should support youth with disabilities and their parents in practicing independence skills (such as self-care, self-advocacy and navigating public transportation) they need prior to seeking employment. Vocational rehabilitation professionals should educate youth on how to disclose their condition to a potential employer, how to ask for ask for accommodations and how to market their abilities. Clinicians should help to link youth with disabilities to volunteer opportunities and to employers. Advocate for disability awareness training for employers regarding how to accommodate people with disabilities and the potential they offer in the workplace.

Behavioural and cognitive sex/gender differences in autism spectrum condition and typically developing males and females.

PubMed

Hull, Laura; Mandy, William; Petrides, K V

2017-08-01

Studies assessing sex/gender differences in autism spectrum conditions often fail to include typically developing control groups. It is, therefore, unclear whether observed sex/gender differences reflect those found in the general population or are particular to autism spectrum conditions. A systematic search identified articles comparing behavioural and cognitive characteristics in males and females with and without an autism spectrum condition diagnosis. A total of 13 studies were included in meta-analyses of sex/gender differences in core autism spectrum condition symptoms (social/communication impairments and restricted/repetitive behaviours and interests) and intelligence quotient. A total of 20 studies were included in a qualitative review of sex/gender differences in additional autism spectrum condition symptoms. For core traits and intelligence quotient, sex/gender differences were comparable in autism spectrum conditions and typical samples. Some additional autism spectrum condition symptoms displayed different patterns of sex/gender differences in autism spectrum conditions and typically developing groups, including measures of executive function, empathising and systemising traits, internalising and externalising problems and play behaviours. Individuals with autism spectrum conditions display typical sex/gender differences in core autism spectrum condition traits, suggesting that diagnostic criteria based on these symptoms should take into account typical sex/gender differences. However, awareness of associated autism spectrum condition symptoms should include the possibility of different male and female phenotypes, to ensure those who do not fit the 'typical' autism spectrum condition presentation are not missed.

Deferred Imitation and Social Communication in Speaking and Nonspeaking Children with Autism

ERIC Educational Resources Information Center

Strid, Karin; Heimann, Mikael; Gillberg, Christopher; Smith, Lars; Tjus, Tomas

2013-01-01

Deferred imitation and early social communication skills were compared among speaking and nonspeaking children with autism and children developing typically. Overall, the children with autism showed a lower frequency on measures of deferred imitation and social communication compared with typically developing children. Deferred imitation was…

Memory Profiles in Children with Mild Intellectual Disabilities: Strengths and Weaknesses

ERIC Educational Resources Information Center

Van der Molen, Mariet J.; Van Luit, Johannes E. H.; Jongmans, Marian J.; Van der Molen, Maurits W.

2009-01-01

Strengths and weaknesses in short-term memory (STM) and working memory (WM) were identified in children with mild intellectual disabilities (MID) by comparing their performance to typically developing children matched on chronological age (CA children) and to younger typically developing children with similar mental capacities (MA children).…

Young Friendship in HFASD and Typical Development: Friend versus Non-Friend Comparisons

ERIC Educational Resources Information Center

Bauminger-Zviely, Nirit; Agam-Ben-Artzi, Galit

2014-01-01

This study conducted comparative assessment of friendship in preschoolers with high-functioning autism spectrum disorder (HFASD, n = 29) versus preschoolers with typical development (n = 30), focusing on interactions with friends versus acquaintances. Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Multidimensional assessments…

Establishing Language Benchmarks for Children with Typically Developing Language and Children with Language Impairment

ERIC Educational Resources Information Center

Schmitt, Mary Beth; Logan, Jessica A. R.; Tambyraja, Sherine R.; Farquharson, Kelly; Justice, Laura M.

2017-01-01

Purpose: Practitioners, researchers, and policymakers (i.e., stakeholders) have vested interests in children's language growth yet currently do not have empirically driven methods for measuring such outcomes. The present study established language benchmarks for children with typically developing language (TDL) and children with language…

Self Representation in Children with and without Autism Spectrum Disorders

ERIC Educational Resources Information Center

Carmody, Dennis P.; Lewis, Michael

2012-01-01

In order to examine the roles of mental age, social interaction, and communication in self-representation abilities, typically-developing children were compared with children with Autism Spectrum Disorders. Typically-developing children (TD, n = 66) and children with Autism Spectrum Disorders (ASD, n = 20), including subgroups of autistic disorder…

Echoic and Self-Echoic Responses in Children

ERIC Educational Resources Information Center

Esch, John W.; Mahoney, Amanda M.; Kestner, Kathryn M.; LaLonde, Kate B.; Esch, Barbara E.

2013-01-01

Eleven typically developing children were assessed on the accuracy of prompted self-echoic responses following a 5-s delay from their initial echoic response, replicating procedures in Esch, Esch, McCart, and Petursdottir (2010) that compared discrepancies between echoic and self-echoic scores of autistic and typically developing children…

Young L2 Learners' Performance on a Novel Morpheme Task

ERIC Educational Resources Information Center

Kohnert, Kathryn; Danahy, Kerry

2007-01-01

The teaching of an invented language rule has been proposed as a possible non-biased, language-independent assessment technique useful in differentiating young L2 learners with specific language impairment from their typically developing peers. The current study explores these notions by testing typically developing sequential bilingual children's…

Imitation and the Social Mind: Autism and Typical Development

ERIC Educational Resources Information Center

Rogers, Sally J., Ed.; Williams, Justin H. G., Ed.

2006-01-01

From earliest infancy, a typically developing child imitates or mirrors the facial expressions, postures and gestures, and emotional behavior of others. Where does this capacity come from, and what function does it serve? What happens when imitation is impaired? Synthesizing cutting-edge research emerging from a range of disciplines, this…

TEMPEST: A three-dimensional time-dependent computer program for hydrothermal analysis: Volume 2, Assessment and verification results

DOE Office of Scientific and Technical Information (OSTI.GOV)

Eyler, L L; Trent, D S; Budden, M J

During the course of the TEMPEST computer code development a concurrent effort was conducted to assess the code's performance and the validity of computed results. The results of this work are presented in this document. The principal objective of this effort was to assure the code's computational correctness for a wide range of hydrothermal phenomena typical of fast breeder reactor application. 47 refs., 94 figs., 6 tabs.

Amortization Schedules in Human Growth and Developments Investments: The Case for Social Mutation.

ERIC Educational Resources Information Center

Weber, Robert E.

Decision makers, policy makers, and influential special interest groups typically view many appropriations for programs that will help the poor, the handicapped, social deviants, etc. as mere expenditures and not as investment which produce substantial results. This paper sets forth several cases which illustrate that people can be an attractive…

When Less Is More: Poor Discrimination but Good Colour Memory in Autism

ERIC Educational Resources Information Center

Heaton, Pamela; Ludlow, Amanda; Roberson, Debi

2008-01-01

In two experiments children with autism and two groups of controls matched for either chronological or non-verbal mental age were tested on tasks of colour discrimination and memory. The results from experiment 1 showed significantly poorer colour discrimination in children with autism in comparison to typically developing chronological age…

The Three R's: Resourceful, Resilient, and Ready

ERIC Educational Resources Information Center

Ramaswami, Rama

2009-01-01

The US economic downturn has resulted in many professionals, job seekers, and high school graduates heading back to school to develop new skills, but fewer of these students can afford a conventional four-year college education today. Community and technical colleges typically charge tuition fees that are less than half of those at public…

Using Hybrid Modeling to Develop Innovative Activities

ERIC Educational Resources Information Center

Lichtman, Brenda; Avans, Diana

2005-01-01

This article describes a hybrid activities model that physical educators can use with students in grades four and above to create virtually a limitless array of novel games. A brief introduction to the basic theory is followed by descriptions of some hybrid games. Hybrid games are typically the result of merging two traditional sports or other…

International Friendships for Students with Special Needs: Harnessing Technology to Bridge an Ocean

ERIC Educational Resources Information Center

O'Rourke, Susan L.; Martin, Marie; Brown, Lisa; Bauer, William; Dobbins, Michael; Schaeffer, Alice; Cartin, Donna; Pollard, Carol; Byrne, Daniel

2011-01-01

Adolescents with multiple or severe disabilities often lack access to opportunities available to their typically developing peers, whose in-school friendships are often reinforced through other out-of-school, and sometimes interschool, activities. Limitations to these opportunities can be a result of attending a separate school designed to provide…

Reorganising the Teaching-Research Tension

ERIC Educational Resources Information Center

de Jonghe, Anne-Marie

2005-01-01

In this paper we examine the tensions resulting from the transformation processes going on in research and teaching, typical at traditional universities that have been actively developing their research mission. We will also look at universities that only recently decided to focus on research and wonder if they will be able to better manage or…

Everyday Memory and Working Memory in Adolescents with Mild Intellectual Disability

ERIC Educational Resources Information Center

Van der Molen, M. J.; Van Luit, J. E. H.; Van der Molen, Maurits W.; Jongmans, Marian J.

2010-01-01

Everyday memory and its relationship to working memory was investigated in adolescents with mild intellectual disability and compared to typically developing adolescents of the same age (CA) and younger children matched on mental age (MA). Results showed a delay on almost all memory measures for the adolescents with mild intellectual disability…

How Do 5-Year-Olds Understand Questions? Differences in Languages across Europe

ERIC Educational Resources Information Center

Sauerland, Uli; Grohmann, Kleanthes K.; Guasti, Maria Teresa; Andelkovic, Darinka; Argus, Reili; Armon-Lotem, Sharon; Arosio, Fabrizio; Avram, Larisa; Costa, João; Dabašinskiene, Ineta; de López, Kristine; Gatt, Daniela; Grech, Helen; Haman, Ewa; van Hout, Angeliek; Hrzica, Gordana; Kainhofer, Judith; Kamandulyte-Merfeldiene, Laura; Kunnari, Sari; Kovacevic, Melita; Kuvac Kraljevic, Jelena; Lipowska, Katarzyna; Mejias, Sandrine; Popovic, Maša; Ruzaite, Jurate; Savic, Maja; Sevcenco, Anca; Varlokosta, Spyridoula; Varnava, Marina; Yatsushiro, Kazuko

2016-01-01

The comprehension of constituent questions is an important topic for language acquisition research and for applications in the diagnosis of language impairment. This article presents the results of a study investigating the comprehension of different types of questions by 5-year-old, typically developing children across 19 European countries, 18…

Sperm production and testicular development of broiler breeder males reared on shortened growth cycles

USDA-ARS?s Scientific Manuscript database

Feed restriction is an important tool used in the rearing of broiler breeders to control growth and maintain body weight. Feed restriction during the growing phase typically provides 60-80% less than what birds would consume if provided feed ad libitum, resulting in a perceived animal welfare issu...

Atypical Pupillary Light Reflex and Heart Rate Variability in Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Daluwatte, Chathuri; Miles, Judith H.; Christ, Shawn E.; Beversdorf, David Q.; Takahashi, T. Nicole; Yao, Gang

2013-01-01

We investigated pupillary light reflex (PLR) in 152 children with ASD, 116 typically developing (TD) children, and 36 children with non-ASD neurodevelopmental disorders (NDDs). Heart rate variability (HRV) was measured simultaneously to study potential impairments in the autonomic nervous system (ANS) associated with ASD. The results showed that…

Behavioral Health in Developmental Disabilities: A Comprehensive Program of Nutrition, Exercise, and Weight Reduction

ERIC Educational Resources Information Center

Fleming, Richard K.; Stokes, Elise A.; Curtin, Carol; Bandini, Linda G.; Gleason, James; Scampini, Renee; Maslin, Melissa C. T.; Hamad, Charles

2008-01-01

We review the literature on the prevalence and conditions resulting in overweight and obesity in people with intellectual disability (ID), followed by obesity treatment research with typically developing children and adaptations for children with ID. In addition to proposing directions for future research and practice, we report a comprehensive…

Preventing Problem Behaviors in Young Children with Disabilities

ERIC Educational Resources Information Center

Jolivette, Kristine; Gallagher, Peggy A.; Morrier, Michael J.; Lambert, Richard

2008-01-01

Young children with disabilities acquire behavior problems as a result of many factors. When planning interventions, it is important to remember that all children may display stages of inappropriate behaviors at various times during their early development. In most cases, the problems are short-lived and typically improve with guidance and age.…

Validity of a Parent-Report Measure of Vocabulary and Grammar for Spanish-Speaking Toddlers.

ERIC Educational Resources Information Center

Thal, Donna; Jackson-Maldonado, Donna; Acosta, Dora

2000-01-01

The validity of the Fundacion MacArthur Inventaria de Habilidades Communicativas: Palabras y Enuciados was examined with twenty 20- and nineteen 28-month-old, typically developing, monolingual, Spanish-speaking children in Mexico. Results indicated validity for assessing expressive vocabulary in 20-month-olds and expressive vocabulary and grammar…

A Brief Report: Quantifying and Correlating Social Behaviors in Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Johnson, Ashley L.; Gillis, Jennifer M.; Romanczyk, Raymond G.

2012-01-01

The current study investigated social behaviors, including initiating joint attention (IJA), responding to joint attention (RJA), social orienting, and imitation in 14 children with an autism spectrum disorder (ASD) compared to 12 typically developing children (TD). Results indicated that IJA and RJA were positively correlated with social…

Peer-Related Social Competence of Young Children with Down Syndrome

ERIC Educational Resources Information Center

Guralnick, Michael J.; Connor, Robert T.; Johnson, L. Clark

2011-01-01

The peer-related social competence of children with Down syndrome was examined in an observational study. Dyadic interactions with peers of children with Down syndrome were compared with the dyadic interactions of matched groups of typically developing children and with playmates differing in both familiarity and social skills. Results suggested…

Postsecondary Education for Students with Intellectual Disability (ID): Complex Layers

ERIC Educational Resources Information Center

Thoma, Colleen A.

2013-01-01

This phenomenological research study investigated nine postsecondary programs for youth and young adults with disabilities to determine the range of supports and services provided as well as the program development process. Each program had unique features and components and those differences were typically the result of the mission, values,…

Fragile X Syndrome in Males: Diagnostic, Behavioral, and Educational Implications.

ERIC Educational Resources Information Center

Bellinger, Diane; And Others

This paper reviews the research on fragile X syndrome, the second most common cause of mental retardation related to chromosomal anomaly. It notes that far more males than females are affected by the fragile X syndrome, which typically results in craniofacial changes, delays in growth and development, speech/language difficulties, and cognitive…

Supervisory Control Information Management Research (SCIMR)

DTIC Science & Technology

2013-06-01

1 Figure 2: Screen Shot of a Typical VSCS Configuration. .............................................................. 2 Figure 3: Displayed...Station ( VSCS ) serves as a multi-faceted facilitator in areas ranging from research to combat missions. The result, consequentially, is an increase in the...success. Developed with this in mind, VSCS effectively integrates sophisticated advancements for the purpose of strengthening the collaborative

Evaluating the Social Behavior of Preschool Children with Autism in an Inclusive Playground Setting

ERIC Educational Resources Information Center

Gutierrez, Anibal, Jr.; Hale, Melissa N.; Gossens-Archuleta, Krista; Sobrino-Sanchez, Victoria

2007-01-01

Including children with autism alongside typically developing peers is commonly done in school settings to provide social opportunities and social experiences. However, there is limited research describing the naturally occurring interactions between children with autism and their peers as a result of such placements. We examined the naturally…

Early Numerical Competencies in 5- and 6-Year-Old Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Titeca, Daisy; Roeyers, Herbert; Ceulemans, Annelies; Desoete, Annemie

2015-01-01

Research Findings: To date, studies comparing the mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are scarce, and results remain inconclusive. In general, studies on this topic focus on mathematical abilities learned from elementary school onward, with little attention for possible…

Introducing the Infant Bookreading Database (IBDb)

ERIC Educational Resources Information Center

Hudson Kam, Carla L.; Matthewson, Lisa

2017-01-01

Studies on the relationship between bookreading and language development typically lack data about which books are actually read to children. This paper reports on an Internet survey designed to address this data gap. The resulting dataset (the Infant Bookreading Database or IBDb) includes responses from 1,107 caregivers of children aged 0-36…

Structure Mapping in Autism Spectrum Disorder: Levels of Information Processing and Relations to Executive Functions

ERIC Educational Resources Information Center

Hetzroni, Orit E.; Shalahevich, Kiril

2018-01-01

Analogical reasoning was investigated among children with autism spectrum disorders (ASD) without intellectual disabilities and typical development (TD). Children were asked to select one of two targets in two conditions: (1) with and without spatial structure similarity; (2) with and without a perceptual distractor. Results demonstrate that…

Quality assessment of urban areas based on neural network modeling and GIS

NASA Astrophysics Data System (ADS)

Popova, Olga; Glebova, Julia; Pustovgar, Andrey

2018-03-01

In this article the authors carry out the research of the urban development areas structure and propose the system of its characteristics on the basis of sector affiliation of the municipal economy. The authors have developed an algorithm for quality assessment of urban development areas. The results of the research are presented on the example of several central quarters of Arkhangelsk city. The city's residential development was formed in the periods from 1900-1950, 1950-1980 and from 2002 to date. It is currently presented by low-rise wooden, homestead type residential houses and barracks-type houses; mid-rise and high-rise brick and panel buildings of typical development, buildings of large-panel housing construction. Structural SOM-analysis compiled separate quarters of Arkhangelsk into 5 groups with a high level of characteristic similarity: "Commercial", "Prospective complex development", "Sustainable development", "Perspective renovation of residential development", "Investment-unattractive". Typical development strategies for each group of quarters are determined. Most developed areas characterized by upward height. The development strategies for depressed areas is in a high-rise building, which show the economic, social and environmental benefits of upward growth of the city. Using GIS allows to visually reflect the state and assess the quality of the urban development area by the aggregate of all parameters, and also to assess the quality of the quarters for each sector.

Perception of audio-visual speech synchrony in Spanish-speaking children with and without specific language impairment

PubMed Central

PONS, FERRAN; ANDREU, LLORENC.; SANZ-TORRENT, MONICA; BUIL-LEGAZ, LUCIA; LEWKOWICZ, DAVID J.

2014-01-01

Speech perception involves the integration of auditory and visual articulatory information and, thus, requires the perception of temporal synchrony between this information. There is evidence that children with Specific Language Impairment (SLI) have difficulty with auditory speech perception but it is not known if this is also true for the integration of auditory and visual speech. Twenty Spanish-speaking children with SLI, twenty typically developing age-matched Spanish-speaking children, and twenty Spanish-speaking children matched for MLU-w participated in an eye-tracking study to investigate the perception of audiovisual speech synchrony. Results revealed that children with typical language development perceived an audiovisual asynchrony of 666ms regardless of whether the auditory or visual speech attribute led the other one. Children with SLI only detected the 666 ms asynchrony when the auditory component followed the visual component. None of the groups perceived an audiovisual asynchrony of 366ms. These results suggest that the difficulty of speech processing by children with SLI would also involve difficulties in integrating auditory and visual aspects of speech perception. PMID:22874648

Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues.

PubMed

Chetcuti, Lacey; Hudry, Kristelle; Grant, Megan; Vivanti, Giacomo

2017-11-01

We examined the role of social motivation and motor execution factors in object-directed imitation difficulties in autism spectrum disorder. A series of to-be-imitated actions was presented to 35 children with autism spectrum disorder and 20 typically developing children on an Apple ® iPad ® by a socially responsive or aloof model, under conditions of low and high motor demand. There were no differences in imitation performance (i.e. the number of actions reproduced within a fixed sequence), for either group, in response to a model who acted socially responsive or aloof. Children with autism spectrum disorder imitated the high motor demand task more poorly than the low motor demand task, while imitation performance for typically developing children was equivalent across the low and high motor demand conditions. Furthermore, imitative performance in the autism spectrum disorder group was unrelated to social reciprocity, though positively associated with fine motor coordination. These results suggest that difficulties in object-directed imitation in autism spectrum disorder are the result of motor execution difficulties, not reduced social motivation.

Do Social Attribution Skills Improve with Age in Children with High Functioning Autism Spectrum Disorders?

PubMed

Bal, Elgiz; Yerys, Benjamin E; Sokoloff, Jennifer L; Celano, Mark J; Kenworthy, Lauren; Giedd, Jay N; Wallace, Gregory L

2013-01-01

Age-related changes in social attribution skills were assessed using the "Triangles Playing Tricks" task in 7-17 year old high functioning children with ASDs (n=41) and in typically developing (TD) children (n=58) matched on age, IQ, and sex ratio. Children with ASDs gave responses that received lower intentionality and appropriateness ratings than did TD children in both the goal-directed and theory of mind (ToM) conditions. Results remained unchanged when the effects of verbal output (i.e., number of clause produced) and verbal IQ were included as covariates in the analyses. Whereas age was highly associated with ToM performance in the TD children, this relationship was not as strong among children with ASDs. These results indicate not only a diminished tendency among high functioning children with ASDs to attribute social meaning and intentionality to ambiguous visual displays of interactive forms but also an aberrant developmental trajectory. That is, children with ASDs may fall further behind their typically developing peers in social attribution abilities as they get older.

Perception of audio-visual speech synchrony in Spanish-speaking children with and without specific language impairment.

PubMed

Pons, Ferran; Andreu, Llorenç; Sanz-Torrent, Monica; Buil-Legaz, Lucía; Lewkowicz, David J

2013-06-01

Speech perception involves the integration of auditory and visual articulatory information, and thus requires the perception of temporal synchrony between this information. There is evidence that children with specific language impairment (SLI) have difficulty with auditory speech perception but it is not known if this is also true for the integration of auditory and visual speech. Twenty Spanish-speaking children with SLI, twenty typically developing age-matched Spanish-speaking children, and twenty Spanish-speaking children matched for MLU-w participated in an eye-tracking study to investigate the perception of audiovisual speech synchrony. Results revealed that children with typical language development perceived an audiovisual asynchrony of 666 ms regardless of whether the auditory or visual speech attribute led the other one. Children with SLI only detected the 666 ms asynchrony when the auditory component preceded [corrected] the visual component. None of the groups perceived an audiovisual asynchrony of 366 ms. These results suggest that the difficulty of speech processing by children with SLI would also involve difficulties in integrating auditory and visual aspects of speech perception.

Controlling ion aggregation and conduction in PEO-based ionomers.

NASA Astrophysics Data System (ADS)

Caldwell, David, II; Maranas, Janna

2015-03-01

PEO-based ionomers are ideal for reducing concentration polarization found in typical solid polymer electrolytes. This is achieved by binding the anion to the polymer backbone, significantly reducing the anions mobility. Ion aggregation is prevalent in these systems, but their influence on SPE performance is difficult to study experimentally. We present results of molecular dynamics simulations that explore the relationship between ion content and temperature on ion aggregation, polymer motion, and ion conduction. An unforeseen result of ionomers is the creation of string like aggregates that form conduction pathways in the amorphous region. These conduction pathways allow for a partial decoupling of ion conduction with polymer dynamics. The improvement in conductivity through the use of ion aggregates can be quantified by calculating the inverse of the Haven Ratio, dubbed f-value. Typical SPEs have an f-value less than 0.2, while the ionomers of study exhibit f-values near unity or higher. Understanding what properties influence the development and use of these conduction pathways will provide insight for further development of solid polymer electrolytes.

Hand Strength, Handwriting, and Functional Skills in Children With Autism.

PubMed

Alaniz, Michele L; Galit, Eleanor; Necesito, Corina Isabel; Rosario, Emily R

2015-01-01

To establish hand strength development trends in children with autism and to investigate correlations between grip and pinch strength, components of handwriting, and functional activities in children with and without autism. Fifty-one children were divided into two groups: typically developing children and children on the autism spectrum. Each child completed testing for pinch and grip strength, handwriting legibility, pencil control, and independence in functional activities. The children with autism followed the same strength development trends as the typically developing children. Grip strength correlated with pencil control in both groups and with handwriting legibility in the typically developing children but not in the children with autism. Grip and pinch strength correlated with independence with functional activities in both groups. This study provides evidence that grip and pinch strength are important components in developing pencil control, handwriting legibility, and independence with functional fine motor tasks. Copyright © 2015 by the American Occupational Therapy Association, Inc.

Audio-visual temporal perception in children with restored hearing.

PubMed

Gori, Monica; Chilosi, Anna; Forli, Francesca; Burr, David

2017-05-01

It is not clear how audio-visual temporal perception develops in children with restored hearing. In this study we measured temporal discrimination thresholds with an audio-visual temporal bisection task in 9 deaf children with restored audition, and 22 typically hearing children. In typically hearing children, audition was more precise than vision, with no gain in multisensory conditions (as previously reported in Gori et al. (2012b)). However, deaf children with restored audition showed similar thresholds for audio and visual thresholds and some evidence of gain in audio-visual temporal multisensory conditions. Interestingly, we found a strong correlation between auditory weighting of multisensory signals and quality of language: patients who gave more weight to audition had better language skills. Similarly, auditory thresholds for the temporal bisection task were also a good predictor of language skills. This result supports the idea that the temporal auditory processing is associated with language development. Copyright © 2017. Published by Elsevier Ltd.

Input Sources of Third Person Singular –s Inconsistency in Children with and without Specific Language Impairment*

PubMed Central

Leonard, Laurence B.; Fey, Marc E.; Deevy, Patricia; Bredin-Oja, Shelley L.

2015-01-01

We tested four predictions based on the assumption that optional infinitives can be attributed to properties of the input whereby children inappropriately extract nonfinite subject-verb sequences (e.g. the girl run) from larger input utterances (e.g. Does the girl run? Let’s watch the girl run). Thirty children with specific language impairment (SLI) and 30 typically developing children heard novel and familiar verbs that appeared exclusively either in utterances containing nonfinite subject-verb sequences or in simple sentences with the verb inflected for third person singular –s. Subsequent testing showed strong input effects, especially for the SLI group. The results provide support for input-based factors as significant contributors not only to the optional infinitive period in typical development, but also to the especially protracted optional infinitive period seen in SLI. PMID:25076070

The Length of Child Anxiety Treatment in a Regional Health System.

PubMed

Whiteside, Stephen P H; Ale, Chelsea M; Young, Brennan; Olsen, Mark W; Biggs, Bridget K; Gregg, Melissa S; Geske, Jennifer R; Homan, Kendra

2016-12-01

Anxiety disorders are often undertreated due to unsuccessful dissemination of evidence-based treatments (EBTs). Lack of empirical data regarding the typical length of treatment in clinical settings may hamper the development of clinically relevant protocols. The current study examined billing records for 335 children ages 7-17 years to quantify the treatment received for newly diagnosed anxiety disorders within a regional health system. The vast majority of patients did not receive a sufficient number of appointments to complete the typical cognitive behavioral therapy protocol or reach the sessions introducing exposure. Although half of the sample received pharmacotherapy, the vast majority received fewer follow-up appointments than participants in pharmacotherapy research studies. Further, the type of treatment (i.e., number of sessions and medication) differed depending on utilization of specialty care. These results underscore the need to develop brief and flexible EBT protocols that can be standardized and implemented in community practice.

Parent-Child Agreement Using the Spence Children's Anxiety Scale and a Thermometer in Children with Autism Spectrum Disorder

PubMed Central

May, T.; Cornish, K.; Rinehart, N. J.

2015-01-01

Children with Autism Spectrum Disorder (ASD) experience high anxiety which often prompts clinical referral and requires intervention. This study aimed to compare parent and child reports on the Spence Children's Anxiety Scale (SCAS) and a child-reported “worry thermometer” in 88 children aged 8–13 years, 44 with ASD and 44 age, gender, and perceptual IQ matched typically developing children. There were no gender differences in child report on the SCAS and worry thermometers. Results indicated generally good correlations between parent and child self-reported SCAS symptoms for typically developing children but poor agreement in parent-child ASD dyads. The worry thermometer child-report did not reflect child or parent reports on the SCAS. Findings suggest 8–13-year-old children with ASD may have difficulties accurately reporting their anxiety levels. The clinical implications were discussed. PMID:25922765

Developmental heterochrony and the evolution of autistic perception, cognition and behavior

PubMed Central

2013-01-01

Background Autism is usually conceptualized as a disorder or disease that involves fundamentally abnormal neurodevelopment. In the present work, the hypothesis that a suite of core autism-related traits may commonly represent simple delays or non-completion of typical childhood developmental trajectories is evaluated. Discussion A comprehensive review of the literature indicates that, with regard to the four phenotypes of (1) restricted interests and repetitive behavior, (2) short-range and long-range structural and functional brain connectivity, (3) global and local visual perception and processing, and (4) the presence of absolute pitch, the differences between autistic individuals and typically developing individuals closely parallel the differences between younger and older children. Summary The results of this study are concordant with a model of ‘developmental heterochrony’, and suggest that evolutionary extension of child development along the human lineage has potentiated and structured genetic risk for autism and the expression of autistic perception, cognition and behavior. PMID:23639054

Developmental heterochrony and the evolution of autistic perception, cognition and behavior.

PubMed

Crespi, Bernard

2013-05-02

Autism is usually conceptualized as a disorder or disease that involves fundamentally abnormal neurodevelopment. In the present work, the hypothesis that a suite of core autism-related traits may commonly represent simple delays or non-completion of typical childhood developmental trajectories is evaluated. A comprehensive review of the literature indicates that, with regard to the four phenotypes of (1) restricted interests and repetitive behavior, (2) short-range and long-range structural and functional brain connectivity, (3) global and local visual perception and processing, and (4) the presence of absolute pitch, the differences between autistic individuals and typically developing individuals closely parallel the differences between younger and older children. The results of this study are concordant with a model of 'developmental heterochrony', and suggest that evolutionary extension of child development along the human lineage has potentiated and structured genetic risk for autism and the expression of autistic perception, cognition and behavior.

Cognitive abilities in siblings of children with autism spectrum disorders.

PubMed

Gizzonio, Valentina; Avanzini, Pietro; Fabbri-Destro, Maddalena; Campi, Cristina; Rizzolatti, Giacomo

2014-07-01

The aim of the present study was to assess the cognitive profiles of children with autistic spectrum disorder and of their healthy siblings (Siblings). With the term cognitive profile, we indicate the relationship extant among the values of verbal and performance subtests of the Wechsler Intelligence Scale. The conducted statistical analyses indicated that, although siblings showed a normal intelligent quotient and did not differ in this aspect from typically developing group, their cognitive profile was amazingly similar to that of their relatives affected by autism. A k-means clustering analysis on the values of single subtests further confirmed this result, showing a clear separation between typically developing children on the one side, and autistics and their siblings on the other. We suggest that the common cognitive profile observed in autistic children and their siblings could represent a marker of liability to autism and, thus, a possible intermediate phenotype of this syndrome.

Effect of pencil grasp on the speed and legibility of handwriting in children.

PubMed

Schwellnus, Heidi; Carnahan, Heather; Kushki, Azadeh; Polatajko, Helene; Missiuna, Cheryl; Chau, Tom

2012-01-01

Pencil grasps other than the dynamic tripod may be functional for handwriting. This study examined the impact of grasp on handwriting speed and legibility. We videotaped 120 typically developing fourth-grade students while they performed a writing task. We categorized the grasps they used and evaluated their writing for speed and legibility using a handwriting assessment. Using linear regression analysis, we examined the relationship between grasp and handwriting. We documented six categories of pencil grasp: four mature grasp patterns, one immature grasp pattern, and one alternating grasp pattern. Multiple linear regression results revealed no significant effect for mature grasp on either legibility or speed. Pencil grasp patterns did not influence handwriting speed or legibility in this sample of typically developing children. This finding adds to the mounting body of evidence that alternative grasps may be acceptable for fast and legible handwriting. Copyright © 2012 by the American Occupational Therapy Association, Inc.

How executive functions are related to intelligence in Williams syndrome.

PubMed

Osório, Ana; Cruz, Raquel; Sampaio, Adriana; Garayzábal, Elena; Martínez-Regueiro, Rocío; Gonçalves, Óscar F; Carracedo, Ángel; Fernández-Prieto, Montse

2012-01-01

Williams syndrome is characterized by impairments in executive functions (EFs). However, it remains unknown how distinct types of EFs relate to intelligence in this syndrome. The present study analyzed performance on working memory, inhibiting and shifting, and its links to IQ in a sample of 17 individuals with WS, and compared them with a group of 17 typically developing individuals matched on chronological age and gender. In conclusion, our results suggest that working memory, inhibiting, and shifting relate differently to intelligence in WS as well as in typical development, with working memory being the EF most closely related to intelligence in both groups. Notably, the magnitude of the associations between the three EFs and IQ was substantially higher in the WS group than in the TD group, bringing further confirmation to the notion that frontal lobe impairments may produce a general compromise of several EFs. Copyright © 2012 Elsevier Ltd. All rights reserved.

Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder.

PubMed

McCauley, James B; Zajic, Matthew C; Oswald, Tasha M; Swain-Lerro, Lindsey E; McIntyre, Nancy C; Harris, Michelle A; Trzesniewski, Kali; Mundy, Peter C; Solomon, Marjorie

2018-05-01

A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.

The McGurk effect in children with autism and Asperger syndrome.

PubMed

Bebko, James M; Schroeder, Jessica H; Weiss, Jonathan A

2014-02-01

Children with autism may have difficulties in audiovisual speech perception, which has been linked to speech perception and language development. However, little has been done to examine children with Asperger syndrome as a group on tasks assessing audiovisual speech perception, despite this group's often greater language skills. Samples of children with autism, Asperger syndrome, and Down syndrome, as well as a typically developing sample, were presented with an auditory-only condition, a speech-reading condition, and an audiovisual condition designed to elicit the McGurk effect. Children with autism demonstrated unimodal performance at the same level as the other groups, yet showed a lower rate of the McGurk effect compared with the Asperger, Down and typical samples. These results suggest that children with autism may have unique intermodal speech perception difficulties linked to their representations of speech sounds. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.

Lexical processing and distributional knowledge in sound-spelling mapping in a consistent orthography: A longitudinal study of reading and spelling in dyslexic and typically developing children.

PubMed

Marinelli, Chiara Valeria; Cellini, Pamela; Zoccolotti, Pierluigi; Angelelli, Paola

This study examined the ability to master lexical processing and use knowledge of the relative frequency of sound-spelling mappings in both reading and spelling. Twenty-four dyslexic and dysgraphic children and 86 typically developing readers were followed longitudinally in 3rd and 5th grades. Effects of word regularity, word frequency, and probability of sound-spelling mappings were examined in two experimental tasks: (a) spelling to dictation; and (b) orthographic judgment. Dyslexic children showed larger regularity and frequency effects than controls in both tasks. Sensitivity to distributional information of sound-spelling mappings was already detected by third grade, indicating early acquisition even in children with dyslexia. Although with notable differences, knowledge of the relative frequencies of sound-spelling mapping influenced both reading and spelling. Results are discussed in terms of their theoretical and empirical implications.

Visuo-spatial processing in autism--testing the predictions of extreme male brain theory.

PubMed

Falter, Christine M; Plaisted, Kate C; Davis, Greg

2008-03-01

It has been hypothesised that autism is an extreme version of the male brain, caused by high levels of prenatal testosterone (Baron-Cohen 1999). To test this proposal, associations were assessed between three visuo-spatial tasks and prenatal testosterone, indexed in second-to-fourth digit length ratios (2D:4D). The study included children with Autism Spectrum Disorder, ASD (N = 28), and chronological as well as mental age matched typically-developing children (N = 31). While the group with ASD outperformed the control group at Mental Rotation and Figure-Disembedding, these group differences were not related to differences in prenatal testosterone level. Previous findings of an association between Targeting and 2D:4D were replicated in typically-developing children and children with ASD. The implications of these results for the extreme male brain (EMB) theory of autism are discussed.

Urban Middle School Students' Stereotypes at the Intersection of Sexual Orientation, Ethnicity, and Gender.

PubMed

Ghavami, Negin; Peplau, Letitia Anne

2018-05-01

Heterosexual urban middle school students' (N = 1,757) stereotypes about gender typicality, intelligence, and aggression were assessed. Students (M age  = 12.36 years) rated Facebook-like profiles of peers who varied by gender, ethnicity, and sexual orientation. Several hypotheses about how the gender, ethnicity, and sexual orientation of target peers intersect to shape stereotypes were tested. As predicted, a peer's sexual orientation determined stereotypes of gender typicality, with gay and lesbian students viewed as most atypical. As expected, ethnicity shaped stereotypes of intelligence, with Asian American students seen as most intelligent. Gender, ethnicity, and sexual orientation independently and jointly affected stereotypes of aggression. These results demonstrate the value of an intersectional approach to the study of stereotypes. Implications for future research and practice are offered. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Embedded Figures Detection in Autism and Typical Development: Preliminary Evidence of a Double Dissociation in Relationships with Visual Search

ERIC Educational Resources Information Center

Jarrold, Christopher; Gilchrist, Iain D.; Bender, Alison

2005-01-01

Individuals with autism show relatively strong performance on tasks that require them to identify the constituent parts of a visual stimulus. This is assumed to be the result of a bias towards processing the local elements in a display that follows from a weakened ability to integrate information at the global level. The results of the current…

Is Computer Availability at Home Causally Related to Reading Achievement in Grade 4? A Longitudinal Difference in Differences Approach to IEA Data from 1991 to 2006

ERIC Educational Resources Information Center

Rosén, Monica; Gustafsson, Jan-Eric

2016-01-01

Research on effects of home computer use on children's development of cognitive abilities and skills has yielded conflicting results, with some studies showing positive effects, others no effects, and yet others negative effects. These studies have typically used non-experimental designs and one of the main reasons for the conflicting results is…

A Cost-Reduction Strategy for Weapon System Acquisition

DTIC Science & Technology

1990-12-01

quantities, manufacturing processes, and test and evaluation are made. As a result, by milestone I, approximately 60% of the life-cycle costs are already...Assess the results from the potential SDIO application of the CRS and 5 consider further development and testing of the strategy. - Consider a policy that...eliminating activities must be carefully weighed. For example, extensive testing and I program reviews are typically classified as non-value added activities

An examination of social interaction profiles based on the factors measured by the screen for social interaction.

PubMed

Mahoney, Emery B; Breitborde, Nicholas J K; Leone, Sarah L; Ghuman, Jaswinder Kaur

2014-10-01

Deficits in the capacity to engage in social interactions are a core deficit associated with Autistic Disorder (AD) and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). These deficits emerge at a young age, making screening for social interaction deficits and interventions targeted at improving capacity in this area important for early identification and intervention. Screening and early intervention efforts are particularly important given the poor short and long term outcomes for children with Autism Spectrum Disorders (ASDs) who experience social interaction deficits. The Screen for Social Interaction (SSI) is a well-validated screening measure that examines a child's capacity for social interaction using a developmental approach. The present study identified four underlying factors measured by the SSI, namely, Connection with Caregiver, Interaction/Imagination, Social Approach/Interest, and Agreeable Nature. The resulting factors were utilized to compare social interaction profiles across groups of children with AD, PDD-NOS, children with non-ASD developmental and/or psychiatric conditions and typically developing children. The results indicate that children with AD and those with PDD-NOS had similar social interaction profiles, but were able to be distinguished from typically developing children on every factor and were able to be distinguished from children with non-ASD psychiatric conditions on every factor except the Connection with Caregiver factor. In addition, children with non-ASD developmental and/or psychiatric conditions could be distinguished from typically developing children on the Connection with Caregiver factor and the Social Approach/Interest factor. These findings have implications for screening and intervention for children with ASDs and non-ASD psychiatric conditions. Copyright © 2014 Elsevier Ltd. All rights reserved.

Impaired induction of long-term potentiation-like plasticity in patients with high-functioning autism and Asperger syndrome.

PubMed

Jung, Nikolai H; Janzarik, Wibke G; Delvendahl, Igor; Münchau, Alexander; Biscaldi, Monica; Mainberger, Florian; Bäumer, Tobias; Rauh, Reinhold; Mall, Volker

2013-01-01

We aimed to investigate the induction of long-term potentiation (LTP)-like plasticity by paired associative stimulation (PAS) in patients with high-functioning autism and Asperger syndrome (HFA/AS). PAS with an interstimulus interval between electrical and transcranial magnetic stimulation of 25 ms (PAS(25)) was performed in patients with HFA/AS (n=9; eight males, one female; mean age 17 y 11 mo, SD 4 y 5 mo) and in typically developing age-matched volunteers (n=9; five males, four females; mean age 22 y 4 mo, SD 5 y 2 mo). The amplitude of motor-evoked potentials was measured before PAS(25), immediately after stimulation, and 30 minutes and 60 minutes later. A PAS protocol adapted to individual N20 latency (PAS(N20+2)) was performed in six additional patients with HFA/AS. Short-interval intracortical inhibition was measured using paired-pulse stimulation. In contrast to the typically developing participants, the patients with HFA/AS did not show a significant increase in motor-evoked potentials after PAS(25). This finding could also be demonstrated after adaptation for N20 latency. Short-interval intracortical inhibition of patients with HFA/AS was normal compared with the comparison group and did not correlate with PAS effect. Our results show a significant impairment of LTP-like plasticity induced by PAS in individuals with HFA/AS compared with typically developing participants. This finding is in accordance with results from animal studies as well as human studies. Impaired LTP-like plasticity in patients with HFA/AS points towards reduced excitatory synaptic connectivity and deficits in sensory-motor integration in these patients. © The Authors. Developmental Medicine & Child Neurology © 2012 Mac Keith Press.

Longitudinal Processing Speed Impairments in Males with Autism and the Effects of White Matter Microstructure

PubMed Central

Travers, Brittany G.; Bigler, Erin D.; Tromp, Do P. M.; Adluru, Nagesh; Froehlich, Alyson L.; Ennis, Chad; Lange, Nicholas; Nielsen, Jared A.; Prigge, Molly B. D.; Alexander, Andrew L.; Lainhart, Janet E.

2014-01-01

The present study used an accelerated longitudinal design to examine group differences and age-related changes in processing speed in 81 individuals with Autism Spectrum Disorder (ASD) compared to 56 age-matched individuals with typical development (ages 6–39 years). Processing speed was assessed using the Wechsler Intelligence Scale for Children-3rd edition (WISC-III) and the Wechsler Adult Intelligence Scale-3rd edition (WAIS-III). Follow-up analyses examined processing speed subtest performance and relations between processing speed and white matter microstructure (as measured with diffusion tensor imaging [DTI] in a subset of these participants). After controlling for full scale IQ, the present results show that processing speed index standard scores were on average 12 points lower in the group with ASD compared to the group with typical development. There were, however, no significant group differences in standard score age-related changes within this age range. For subtest raw scores, the group with ASD demonstrated robustly slower processing speeds in the adult versions of the IQ test (i.e., WAIS-III) but not in the child versions (WISC-III), even though age-related changes were similar in both the ASD and typically developing groups. This pattern of results may reflect difficulties that become increasingly evident in ASD on more complex measures of processing speed. Finally, DTI measures of whole-brain white matter microstructure suggested that fractional anisotropy (but not mean diffusivity, radial diffusivity, or axial diffusivity) made significant but small-sized contributions to processing speed standard scores across our entire sample. Taken together, the present findings suggest that robust decreases in processing speed may be present in ASD, more pronounced in adulthood, and partially attributable to white matter microstructural integrity. PMID:24269298

Adolescents with Developmental Dyscalculia Do Not Have a Generalized Magnitude Deficit - Processing of Discrete and Continuous Magnitudes.

PubMed

McCaskey, Ursina; von Aster, Michael; O'Gorman Tuura, Ruth; Kucian, Karin

2017-01-01

The link between number and space has been discussed in the literature for some time, resulting in the theory that number, space and time might be part of a generalized magnitude system. To date, several behavioral and neuroimaging findings support the notion of a generalized magnitude system, although contradictory results showing a partial overlap or separate magnitude systems are also found. The possible existence of a generalized magnitude processing area leads to the question how individuals with developmental dyscalculia (DD), known for deficits in numerical-arithmetical abilities, process magnitudes. By means of neuropsychological tests and functional magnetic resonance imaging (fMRI) we aimed to examine the relationship between number and space in typical and atypical development. Participants were 16 adolescents with DD (14.1 years) and 14 typically developing (TD) peers (13.8 years). In the fMRI paradigm participants had to perform discrete (arrays of dots) and continuous magnitude (angles) comparisons as well as a mental rotation task. In the neuropsychological tests, adolescents with dyscalculia performed significantly worse in numerical and complex visuo-spatial tasks. However, they showed similar results to TD peers when making discrete and continuous magnitude decisions during the neuropsychological tests and the fMRI paradigm. A conjunction analysis of the fMRI data revealed commonly activated higher order visual (inferior and middle occipital gyrus) and parietal (inferior and superior parietal lobe) magnitude areas for the discrete and continuous magnitude tasks. Moreover, no differences were found when contrasting both magnitude processing conditions, favoring the possibility of a generalized magnitude system. Group comparisons further revealed that dyscalculic subjects showed increased activation in domain general regions, whilst TD peers activate domain specific areas to a greater extent. In conclusion, our results point to the existence of a generalized magnitude system in the occipito-parietal stream in typical development. The detailed investigation of spatial and numerical magnitude abilities in DD reveals that the deficits in number processing and arithmetic cannot be explained with a general magnitude deficiency. Our results further indicate that multiple neuro-cognitive components might contribute to the explanation of DD.

Adolescents with Developmental Dyscalculia Do Not Have a Generalized Magnitude Deficit – Processing of Discrete and Continuous Magnitudes

PubMed Central

McCaskey, Ursina; von Aster, Michael; O’Gorman Tuura, Ruth; Kucian, Karin

2017-01-01

The link between number and space has been discussed in the literature for some time, resulting in the theory that number, space and time might be part of a generalized magnitude system. To date, several behavioral and neuroimaging findings support the notion of a generalized magnitude system, although contradictory results showing a partial overlap or separate magnitude systems are also found. The possible existence of a generalized magnitude processing area leads to the question how individuals with developmental dyscalculia (DD), known for deficits in numerical-arithmetical abilities, process magnitudes. By means of neuropsychological tests and functional magnetic resonance imaging (fMRI) we aimed to examine the relationship between number and space in typical and atypical development. Participants were 16 adolescents with DD (14.1 years) and 14 typically developing (TD) peers (13.8 years). In the fMRI paradigm participants had to perform discrete (arrays of dots) and continuous magnitude (angles) comparisons as well as a mental rotation task. In the neuropsychological tests, adolescents with dyscalculia performed significantly worse in numerical and complex visuo-spatial tasks. However, they showed similar results to TD peers when making discrete and continuous magnitude decisions during the neuropsychological tests and the fMRI paradigm. A conjunction analysis of the fMRI data revealed commonly activated higher order visual (inferior and middle occipital gyrus) and parietal (inferior and superior parietal lobe) magnitude areas for the discrete and continuous magnitude tasks. Moreover, no differences were found when contrasting both magnitude processing conditions, favoring the possibility of a generalized magnitude system. Group comparisons further revealed that dyscalculic subjects showed increased activation in domain general regions, whilst TD peers activate domain specific areas to a greater extent. In conclusion, our results point to the existence of a generalized magnitude system in the occipito-parietal stream in typical development. The detailed investigation of spatial and numerical magnitude abilities in DD reveals that the deficits in number processing and arithmetic cannot be explained with a general magnitude deficiency. Our results further indicate that multiple neuro-cognitive components might contribute to the explanation of DD. PMID:28373834