The Impact of Birth Order on Language Development in Autistic Children from Simplex Families

2021 ◽  
Author(s):  
Tyler C. McFayden ◽  
Megan Fok ◽  
Thomas H. Ollendick
Keyword(s):  
Language Development ◽  
Birth Order ◽  
Autistic Children ◽  
The Impact

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

scholarly journals The Impact of Gadget Use on the Aspects of Early Childhood Language Development during Covid-19

2021 ◽  
Vol 3 (1) ◽  
pp. 01-07
Author(s):  
Vebionita Megi Putri ◽  
Delfi Eliza
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
Literature Study ◽  
Men And Women ◽  
Use Of Technology ◽  
Entire World ◽  
Learning At Home ◽  
The Government ◽  
The Impact ◽  
The Relationship

Children are generations or descendants as a result of the relationship between men and women, whether in marriage or not. Early childhood is an individual who is experiencing a period of very rapid growth, even though now the entire world is experiencing the Covid-19 pandemic, it is not an obstacle to children's development and growth. With the pandemic, the government is implementing learning at home, the use of technology media is the main key in online learning. This study aims to describe the impact of using gadgets in early childhood in the aspects of language development. This research was conducted using the literature study method in which journals, books and other sources reinforce this research.

scholarly journals Do the dynamics of vaccine programs improve the full immunization of children under the age of five in Cameroon?

2020 ◽  
Author(s):  
Rodrigue NDA'CHI DEFFO ◽  
Benjamin FOMBA KAMGA
Keyword(s):  
Infant Mortality ◽  
Birth Order ◽  
Immunization Coverage ◽  
Developed Countries ◽  
Demographic And Health Surveys ◽  
Least Developed Countries ◽  
Vaccine Preventable Diseases ◽  
Development Goals ◽  
Mother’S Age ◽  
The Impact

Abstract Background: Among the eight Millennium Development Goals (MDGs), three were devoted to health. Two amongst which MDG4 in relation to the reduction of infant mortality has not been achieved in Least Developed Countries (LDC). In Africa, a significant part of infant mortality is due to vaccine-preventable diseases administered free of charge by the Extended Program on Immunization (EPI). As such, in the "social equity" pillar of Sustainable Development Goals (SDG), the MDGs related to health have yet been taken into account. The achievement of these objectives requires an understanding of the immunization behavior of children under five years of age through an analysis of immunization dynamics between 1991 and 2011.Methods: We use data from Demographic and Health Surveys (DHS) of 1991, 1998, 2004 and 2011 carried out by the National Institute of Statistics (NIS). The module concerning EPI vaccines was administered to 3350, 2317, 8125 and 25524 under 5 in 1991, 1998, 2004 and 2011 respectively. The Immunization analysis was made from the logistic model for complete immunization and the Oaxaca's decomposition to assess the contribution of the unexplained part, which is that of the strategies/programs implemented between 1991 and 2011 by the EPI to improve immunization.Results: In general, children with vaccination card are more than 7 times likely to be fully immunized than their counterparts who do not have any. This result was higher in 1991 (approximately 57) and lowest in 2011 (5). In addition, the child's birth order reduces his/her probability of being fully immunized and the impact increases with the latter's birth order. On the other hand, the mother's age as well as her level of education increase the child's likelihood of receiving all basic vaccines. Moreover, the contributions of EPI partners in terms of immunization support as well as strategies to promote immunization through communication for development are of a particular importance in increasing immunization coverage. They significantly explain 67.62% of the 0.105 gain recorded within the 2011-2004 period and 72.46% of the 0.069 gain recorded within the 2004-1998 period.Conclusion: The contribution of EPI partner organizations is fundamental for the achievement of EPI objectives. Since they contribute to increase the likelihood of fully immunized children. The link with child immunization is done through the specific characteristics to the mother.

Evaluating the impact of restrictive language policies: the Arizona 4-hour English language development block

2012 ◽  
Vol 11 (1) ◽  
pp. 47-80 ◽  
Author(s):  
Cecilia Rios-Aguilar ◽  
Manuel S. González Canché ◽  
Shirin Sabetghadam
Keyword(s):  
Language Development ◽  
English Language ◽  
English Language Development ◽  
Language Policies ◽  
Development Block ◽  
The Impact

How did Autistic Children, and their Parents, Experience School Transition during the COVID-19 Pandemic?

2021 ◽  
Author(s):  
Aimee Code ◽  
Umar Toseeb ◽  
Kathryn Asbury ◽  
Laura Fox
Keyword(s):  
School Transition ◽  
School Closure ◽  
School Transitions ◽  
Autistic Children ◽  
Structured Interviews ◽  
School Closures ◽  
Social Distancing ◽  
New School ◽  
The Uk ◽  
The Impact

Due to the COVID-19 pandemic and resultant school closures, social distancing measures, and restrictions placed on routine activities, the start of the academic year in September 2020 was a unique time for those transitioning to a new school. This study aimed to explore the experiences of parents who supported autistic children making a school transition in 2020, and to examine what impact parents perceived the COVID-19 pandemic had on their child’s school transition. Emphasis was placed on identifying facilitating factors that had benefitted school transitions, and barriers, which had negatively impacted these experiences. Semi-structured interviews were carried out with 13 parents of autistic children in the UK. Reflexive thematic analysis was carried out to identify themes in interview data. Parents reported a variety of experiences, and factors that were perceived as facilitatory to some were observed to be barriers by others. For some parents, the COVID-19 pandemic negatively impacted aspects of school transitions. For example, school closure in March 2020, being unable to visit their child’s new school, and social distancing measures were discussed as being barriers to an easy transition. However, other parents identified these factors as being facilitatory for their child or reported that these circumstances created opportunities to approach the school transition in a unique, improved manner. This paper sheds light on the heterogeneity of experiences and perceptions of parents of autistic children, and highlights the need to examine the impact of COVID-19 on school transitions, including practices which may be advantageous to retain.

Evaluating the Elklan Talking Matters Programme: Exploring the impact of a training programme for early years professionals on pre-school children’s language development

2020 ◽  
Vol 36 (2) ◽  
pp. 108-125
Author(s):  
Judy Clegg ◽  
Carla Rohde ◽  
Henrietta McLachlan ◽  
Liz Elks ◽  
Alex Hall
Keyword(s):  
Language Development ◽  
Positive Impact ◽  
Training Programme ◽  
Early Years ◽  
Post Intervention ◽  
Main Effect ◽  
Tentative Evidence ◽  
Effectiveness Of Training ◽  
And Control ◽  
The Impact

Training early years practitioners to facilitate the language development of young children is a widely used intervention. Evidence to support the effectiveness of training in terms of the impact of children’s language development is limited. The Elklan Talking Matters programme is an accredited training programme for early years practitioners. Practitioners train to be Lead Communication Practitioners (LCPs) who cascade training across early years settings or Key Communication Practitioners (KCPs) who are embedded into these settings. The aim of this study was to identify if the Talking Matters Programme is effective in facilitating the language development of pre-school children. One hundred and twenty-six children from 13 early years settings were recruited (mean age 27.81 months; SD 4.90). Thirteen settings participated in the Talking Matters Programme (five LCP+KCP settings, four LCP settings and four control settings). At time 1, prior to practitioners participating in the programme, children completed the Pre-School Language Scales 5th Edition (PLS-5), a standardized assessment of receptive and expressive language. At time 1, 126 children completed the baseline assessment ( n = 43 in the LCP+KCP settings, n = 43 in the LCP settings and n = 40 in the control settings). Children then completed the post intervention (time 2) assessment approximately six months later. Children in the intervention groups (LCP+KCP settings and LCP settings) made more progress in their language development from time 1 to time 2 compared to the control. The children in the LCP+KCP settings made more gains than the children in the LCP settings. A significant main effect of groups and time was found but not an interaction of group scores with time, meaning the increases in scores were not statistically significant between the intervention and control groups. The study provides tentative evidence that the Talking Matters programme has a positive impact on pre-school children’s language development.

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