The Impact of Sleep on Emotion in Typically Developing Children

2015 ◽  
pp. 399-419
Author(s):  
Reut Gruber ◽  
Soukaina Paquin ◽  
Jamie Cassoff ◽  
Merrill S. Wise
Keyword(s):  
Typically Developing ◽  
Typically Developing Children ◽  
The Impact

scholarly journals Accounting for motion in fMRI: What part of the spectrum are we characterizing in autism spectrum disorder?

2022 ◽  
Author(s):  
Mary Beth Nebel ◽  
Daniel Lidstone ◽  
Liwei Wang ◽  
David Benkeser ◽  
Stewart H Mostofsky ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Functional Connectivity ◽  
Autism Spectrum ◽  
Machine Learning Algorithms ◽  
Spectrum Disorder ◽  
Intellectual Ability ◽  
Typically Developing ◽  
Autistic Children ◽  
Typically Developing Children ◽  
The Impact

The exclusion of high-motion participants can reduce the impact of motion in functional Magnetic Resonance Imaging (fMRI) data. However, the exclusion of high-motion participants may change the distribution of clinically relevant variables in the study sample, and the resulting sample may not be representative of the population. Our goals are two-fold: 1) to document the biases introduced by common motion exclusion practices in functional connectivity research and 2) to introduce a framework to address these biases by treating excluded scans as a missing data problem. We use a study of autism spectrum disorder to illustrate the problem and the potential solution. We aggregated data from 545 children (8-13 years old) who participated in resting-state fMRI studies at Kennedy Krieger Institute (173 autistic and 372 typically developing) between 2007 and 2020. We found that autistic children were more likely to be excluded than typically developing children, with 29.1% and 16.1% of autistic and typically developing children excluded, respectively, using a lenient criterion and 80.8% and 59.8% with a stricter criterion. The resulting sample of autistic children with usable data tended to be older, have milder social deficits, better motor control, and higher intellectual ability than the original sample. These measures were also related to functional connectivity strength among children with usable data. This suggests that the generalizability of previous studies reporting naïve analyses (i.e., based only on participants with usable data) may be limited by the selection of older children with less severe clinical profiles because these children are better able to remain still during an rs-fMRI scan. We adapt doubly robust targeted minimum loss based estimation with an ensemble of machine learning algorithms to address these data losses and the resulting biases. The proposed approach selects more edges that differ in functional connectivity between autistic and typically developing children than the naïve approach, supporting this as a promising solution to improve the study of heterogeneous populations in which motion is common.

scholarly journals Speech Rate Varies With Sentence Length in Typically Developing Children

2021 ◽  
pp. 1-7
Author(s):  
Meghan Darling-White ◽  
Symone Whitney Banks
Keyword(s):  
Speech Rate ◽  
Sentence Length ◽  
Pause Time ◽  
Typically Developing ◽  
Articulation Rate ◽  
Typically Developing Children ◽  
Parts Of Speech ◽  
Highly Sensitive ◽  
Main Effects ◽  
The Impact

Purpose The primary purpose of this study was to examine the effect of sentence length on speech rate and its characteristics, articulation rate and pauses, in typically developing children. Method Sixty-two typically developing children between the ages of 10 and 14 years repeated sentences varying in length from two to seven words. Dependent variables included speech rate (syllables per second), articulation rate (syllables per second), and proportion of time spent pausing. Results Speech rate and articulation rate significantly increased with increases in sentence length, but proportion of time spent pausing did not increase with sentence length. There were no significant main effects of age. Conclusions This is the first study to suggest that sentence length differentially impacts the component parts of speech rate, articulation rate and pause time. Increases in sentence length led to increases in speech rate, primarily due to increases in articulation rate and not increases in pause time. Articulation rate appears to be highly sensitive to the impact of sentence length, while a higher cognitive–linguistic load may be required to see sentence length effects on pause time.

scholarly journals Trajectories of imitation skills in preschoolers with Autism Spectrum Disorders

2021 ◽  
Author(s):  
Irene Pittet ◽  
Nada Kojovic ◽  
Martina Franchini ◽  
Marie Schaer
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Cognitive ◽  
Developmental Trajectories ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
The Impact

Imitation skills play a crucial role in social cognitive development from early childhood. Many studies have shown a deficit in imitation skills in children with Autism Spectrum Disorders (ASD). Little is known about the development of imitation behaviors in children with ASD. This study aims to measure the trajectories of early imitation skills in preschoolers with ASD and how these skills impact other areas of early development. For this purpose, we assessed imitation, language and cognition skills in 177 children with ASD and 43 typically developing children (TD) aged 2 to 5 years old, 126 of which were followed longitudinally, yielding a total of 396 time-points. Our results confirmed the presence of an early imitation deficit in toddlers with ASD compared to TD children. The study of the trajectories showed that these difficulties were marked at the age of two years, and gradually decreased until the age of 5 years old. Imitation skills were strongly linked with cognitive, language skills and level of symptoms in our ASD group at baseline. Moreover, the imitation skills at baseline were predictive of the language gains a year later in our ASD group. Using a data-driven clustering method, we delineated different developmental trajectories of imitation skills within the ASD group. The clinical implications of the findings are discussed, particularly the impact of an early imitation deficit on other areas of competence of the young child.

The impact of sleep restriction on daytime movement in typically developing children

2015 ◽  
Vol 8 (1) ◽  
pp. 53-58 ◽  
Author(s):  
Abbey Poirier ◽  
Melissa Gendron ◽  
Jennifer Vriend ◽  
Fiona Davidson ◽  
Penny Corkum
Keyword(s):  
Sleep Restriction ◽  
Typically Developing ◽  
Typically Developing Children ◽  
The Impact

scholarly journals Fundamental Movement Skills and Health-Related Outcomes: A Narrative Review of Longitudinal and Intervention Studies Targeting Typically Developing Children

2016 ◽  
Vol 12 (2) ◽  
pp. 148-159 ◽  
Author(s):  
Emily Bremer ◽  
John Cairney
Keyword(s):  
Longitudinal Design ◽  
Positive Influence ◽  
Narrative Review ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Universal Approach ◽  
Health Related ◽  
The Impact

Many children with typical development are highly sedentary, overweight/obese, and are deemed not ready for school at kindergarten entry. All of these concerns can be related to a lack of movement skill proficiency in this population. The purpose of this narrative review was to synthesize the literature examining the impact of movement skills on 5 areas of overall health: physical activity, physical fitness, body composition, self-beliefs, and executive functioning. To gain an understanding of these relationships, only studies employing an experimental or observational longitudinal design were reviewed. Although the results were limited in the number of studies available, there is evidence that movement skill may have a positive influence on these broad domains of health both naturally over the course of development and through intervention. We recommend that a universal approach to movement skill development is warranted, given the range of benefits that stem from developing proficiency in these skills.

The Impact of Child Characteristics on Mothers' Sleep Patterns

1996 ◽  
Vol 16 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Terry K. Crowe ◽  
Lynne Clark ◽  
Clifford Quails
Keyword(s):  
Multiple Disabilities ◽  
Well Being ◽  
Typically Developing ◽  
Sleep Patterns ◽  
Typically Developing Children ◽  
Entire Family ◽  
Target Child ◽  
Children With Down Syndrome ◽  
The Impact ◽  
Target Children

The sleep patterns of 45 mothers of children with moderate to severe multiple disabilities, 45 mothers of children with Down syndrome, and 45 mothers of typically developing children were compared by means of a 7-day diary. The children ranged in age from 6 months to 5 years. The Caregiver's Activity and Recording of Events (CARE) Inventory was completed by each subject to record mothers' activities in half-hour segments throughout a 24-hour day. Activities were coded into nine categories including rest/sleep. The three groups of mothers were compared on total hours of rest/sleep per day, number of sleep interruptions, reason for sleep interruptions, influences of siblings of target children, and number of times the father attended to the target child during the night as perceived by the mother. Surprisingly, the results indicated that mothers of children with multiple disabilities reported more sleep than did mothers in the other two groups. There were no significant differences found among the groups in the following: amount of weekly daytime sleep; frequency and duration of child-related interruptions per week; number of nights of uninterrupted sleep per week; maximum number of sleep interruptions in one night; and mothers' perception of fathers' nighttime assistance. The data indicated that many mothers in all three groups experienced numerous weekly sleep interruptions, particularly mothers of infants 6 to 12 months of age. Professionals working with mothers of young children must consider the effects of shortened and interrupted sleep patterns on the day time functioning and health of mothers and the effect on the well-being of the entire family.

Children with SLI exhibit delays resolving ambiguous reference

2014 ◽  
Vol 42 (1) ◽  
pp. 180-195 ◽  
Author(s):  
JULIE M. ESTIS ◽  
BRENDA L. BEVERLY
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Distinct Word ◽  
Phonological Activation ◽  
The Impact

ABSTRACTFast mapping weaknesses in children with specific language impairment (SLI) may be explained by differences in disambiguation, mapping an unknown word to an unnamed object. The impact of language ability and linguistic stimulus on disambiguation was investigated. Sixteen children with SLI (8 preschool, 8 school-age) and sixteen typically developing age-matched children selected referents given familiar and unfamiliar object pairs in three ambiguous conditions: phonologically distinct word (PD), phonologically similar word (PS), no word (NW). Preschoolers with SLI did not disambiguate, unlike typically developing age-matched participants, who consistently selected unfamiliar objects given PD. School-age children with SLI disambiguated given PD. Delays in disambiguation for young children with SLI suggest limitations in processes that facilitate word learning for typically developing children. School-age children with SLI consistently selected familiar objects for PS, unlike typically developing children, suggesting differences in phonological activation for word learning.

Peer Interactions in Preschool Inclusive Classrooms: The Roles of Pragmatic Language and Self-Regulation

2019 ◽  
Vol 85 (4) ◽  
pp. 432-452 ◽  
Author(s):  
Tzu-Jung Lin ◽  
Jing Chen ◽  
Laura M. Justice ◽  
Brook Sawyer
Keyword(s):  
Children With Disabilities ◽  
Peer Interactions ◽  
Self Regulation ◽  
Inclusive Classrooms ◽  
Pragmatic Language ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Play Interactions ◽  
Play Interaction ◽  
The Impact

Drawing from a social network perspective, we examined the extent to which children with and without disabilities play with each other in preschool inclusive classrooms and identified malleable child characteristics that would support children forming these cross-status play interactions. A total of 200 children with disabilities and 301 children without disabilities participated in this study ( Mage = 52.39 months, SDage = 6.13). Results showed that children with and without disabilities did not differ in the extent to which they formed cross-status play interactions after pragmatic language and self-regulation were taken into account. However, typically developing children were more likely to form same-status play interactions than children with disabilities. Children’s cross-status play interactions were predicted by self-regulation ability, which was fully mediated by their pragmatic language. The impact of pragmatic language on the formation of cross-status play interaction was greater for children with disabilities than their typically developing peers.

Productive Vocabulary Size Predicts Event-related Potential Correlates of Fast Mapping in 20-Month-Olds

2008 ◽  
Vol 20 (7) ◽  
pp. 1266-1282 ◽  
Author(s):  
Janne von Koss Torkildsen ◽  
Janne Mari Svangstu ◽  
Hanna Friis Hansen ◽  
Lars Smith ◽  
Hanne Gram Simonsen ◽  
...  
Keyword(s):  
Word Processing ◽  
Event Related Potential ◽  
Typically Developing ◽  
Fast Mapping ◽  
Typically Developing Children ◽  
Vocabulary Size ◽  
N400 Effect ◽  
Second Year ◽  
The Impact ◽  
Vocabulary Spurt

Although it is well documented that children undergo a productive vocabulary spurt late in the second year, it is unclear whether this development is accompanied by equally significant advances in receptive word processing. In the present study, we tested an electrophysiological procedure for assessing receptive word learning in young children, and the impact of productive vocabulary size for performance in this task. We found that 20-month-olds with high productive vocabularies displayed an N400 incongruity effect to violations of trained associations between novel words and pictures, whereas 20-month-olds with low productive vocabularies did not. However, both high and low producers showed an N400 effect for common real words paired with an incongruous object. These findings indicate that there may be substantial differences in receptive fast mapping efficiency between typically developing children who have reached a productive vocabulary spurt and typically developing children who have not yet reached this productive spurt.

scholarly journals Attitudes of parents of typically developing children towards the inclusion of children with disabilities

2021 ◽  
Vol 20 (2) ◽  
pp. 65-78
Author(s):  
Ivana Tomić ◽  
Milena Nikolić
Keyword(s):  
Developmental Disabilities ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Typically Developing ◽  
Place Of Residence ◽  
Typically Developing Children ◽  
Level Of Education ◽  
Positive Attitudes ◽  
The Impact

Introduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.

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