Neonatal Vein of Labbé Infarction Size is Associated With Long-Term Language Outcomes

Abstract Background Infants born very preterm (< 32 weeks gestational age (GA)) are at risk for developmental language delays. Poor language outcomes in children born preterm have been linked to neurobiological factors, including impaired development of the brain’s structural connectivity (white matter), and environmental factors, including decreased exposure to maternal speech in the neonatal intensive care unit (NICU). Interventions that enhance preterm infants’ exposure to maternal speech show promise as potential strategies for improving short-term health outcomes. Intervention studies have yet to establish whether increased exposure to maternal speech in the NICU offers benefits beyond the newborn period for brain and language outcomes. Methods This randomized controlled trial assesses the long-term effects of increased maternal speech exposure on structural connectivity at 12 months of age (age adjusted for prematurity (AA)) and language outcomes between 12 and 18 months of age AA. Study participants (N = 42) will include infants born very preterm (24–31 weeks 6/7 days GA). Newborns are randomly assigned to the treatment (n = 21) or standard medical care (n = 21) group. Treatment consists of increased maternal speech exposure, accomplished by playing audio recordings of each baby’s own mother reading a children’s book via an iPod placed in their crib/incubator. Infants in the control group have the identical iPod setup but are not played recordings. The primary outcome will be measures of expressive and receptive language skills, obtained from a parent questionnaire collected at 12–18 months AA. The secondary outcome will be measures of white matter development, including the mean diffusivity and fractional anisotropy derived from diffusion magnetic resonance imaging scans performed at around 36 weeks postmenstrual age during the infants’ routine brain imaging session before hospital discharge and 12 months AA. Discussion The proposed study is expected to establish the potential impact of increased maternal speech exposure on long-term language outcomes and white matter development in infants born very preterm. If successful, the findings of this study may help to guide NICU clinical practice for promoting language and brain development. This clinical trial has the potential to advance theoretical understanding of how early language exposure directly changes brain structure for later language learning. Trial registration NIH Clinical Trials (ClinicalTrials.gov) NCT04193579. Retrospectively registered on 10 December 2019.

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Effective Intervention across Socioeconomic Classes for Improvement in Language Outcomes

Journal of Education and Training Studies ◽

10.11114/jets.v5i1.1913 ◽

2016 ◽

Vol 5 (1) ◽

pp. 179

Author(s):

Afia Kanwal ◽

Wasima Shehzad

Keyword(s):

Language Proficiency ◽

Engineering Students ◽

Effective Intervention ◽

Research Model ◽

Language Outcomes ◽

Improvement Rate ◽

Early Schooling ◽

The Difference

Students in higher education bring with them a difference of linguistic abilities that is often due to the difference in socioeconomic status and early schooling. The lack of linguistic capacity hampers academic pace and introduces discrepancies in performance of learners. This paper examines the persistence of socioeconomic diﬀerences being translated in educational institutes and their influence on language outcomes and it investigates the role of effective intervention through an action research model by Zuber-Skerritt (1992) called CRASP. It is an experimental study based on a sample of 300 engineering students which examines initial and final evaluation of language proficiency through intervention. The tools used to gather data include demographics, language test of writing and speaking skills and sequential assessment. The results showed that intervention is helpful for enhancing language proficiency nonetheless; the improvement rate is nearly negligible and requires a long-term plan to impact early disadvantage of exposure.

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Preschool speech intelligibility and vocabulary skills predict long-term speech and language outcomes following cochlear implantation in early childhood

Cochlear Implants International ◽

10.1179/1754762813y.0000000043 ◽

2013 ◽

Vol 15 (4) ◽

pp. 200-210 ◽

Cited By ~ 17

Author(s):

Irina Castellanos ◽

William G Kronenberger ◽

Jessica Beer ◽

Shirley C Henning ◽

Bethany G Colson ◽

...

Keyword(s):

Early Childhood ◽

Cochlear Implantation ◽

Speech Intelligibility ◽

Language Outcomes ◽

Speech And Language ◽

Vocabulary Skills

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Long-Term Speech and Language Outcomes in Prelingually Deaf Children, Adolescents and Young Adults Who Received Cochlear Implants in Childhood

Audiology and Neurotology ◽

10.1159/000353405 ◽

2013 ◽

Vol 18 (5) ◽

pp. 289-296 ◽

Cited By ~ 36

Author(s):

Chad V. Ruffin ◽

William G. Kronenberger ◽

Bethany G. Colson ◽

Shirley C. Henning ◽

David B. Pisoni

Keyword(s):

Young Adults ◽

Cochlear Implants ◽

Adolescents And Young Adults ◽

Deaf Children ◽

Language Outcomes ◽

Speech And Language ◽

Prelingually Deaf

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B.02 Long-term neurodevelopmental outcomes in preterm twins

Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques ◽

10.1017/cjn.2019.91 ◽

2019 ◽

Vol 46 (s1) ◽

pp. S10

Author(s):

R Christensen ◽

V Chau ◽

A Synnes ◽

R Grunau ◽

S Miller

Keyword(s):

Bronchopulmonary Dysplasia ◽

Retinopathy Of Prematurity ◽

Positive Impact ◽

Preterm Neonates ◽

Language Outcomes ◽

Neurodevelopmental Outcomes ◽

Movement Assessment ◽

Discordant Twins ◽

Over Time

Background: Preterm infants are at risk for adverse neurodevelopmental outcomes, however studies examining preterm twins are limited. The aim of this study was to examine whether preterm monozygotic (MZ) and dizygotic (DZ) twins have similar morbidities and long-term neurodevelopmental outcomes. Methods: From a cohort of 225 preterm neonates studied with MRI, 24 MZ and 52 DZ twins were included. Outcomes at 1.5-years, 3-years and 4.5-years were assessed with the Bayley-III, Movement Assessment Battery for Children and Wechsler Preschool and Primary Scale of Intelligence. Results: Twin pairs had substantial concordance for retinopathy of prematurity but only moderate-fair concordance for bronchopulmonary dysplasia, infection and brain injury. Differences in cognitive and language scores were stable over time, while motor differences increased. Discordant twins had significantly lower gestational age [Mean1(SD)=26.7(1.38); Mean2(SD)=29.1(2.1); P<0.001] and birth weight [Mean1(SD)=892.2(291.2); Mean2(SD)=1208.0(289.4); P=0.001] and a higher incidence of bronchopulmonary dysplasia and retinopathy of prematurity. In discordant twins, cognitive and language score differences decreased over time while motor differences increased. Conclusions: Preterm twin pairs have similar neurodevelopmental outcomes through early childhood despite poor concordance for perinatal illness. Discordant twins were born earlier and had more morbidities. Increasing concordance in cognitive and language outcomes over time may reflect the positive impact of early intervention programs.

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Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes and Working Memory for Late-Talking Toddlers

Journal of Early Intervention ◽

10.1177/1053815115609384 ◽

2015 ◽

Vol 37 (3) ◽

pp. 175-189 ◽

Cited By ~ 14

Author(s):

Anke Buschmann ◽

Bettina Multhauf ◽

Marcus Hasselhorn ◽

Joachim Pietz

Keyword(s):

Working Memory ◽

Language Intervention ◽

Language Outcomes ◽

Long Term Effects

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C043 From screening to school: Long term audiological, speech and language outcomes

International Journal of Pediatric Otorhinolaryngology ◽

10.1016/s0165-5876(11)70211-7 ◽

2011 ◽

Vol 75 ◽

pp. 40-41

Author(s):

Y. Abrahams ◽

A. Davis ◽

T. Hopkins ◽

J. Tristram

Keyword(s):

Language Outcomes ◽

Speech And Language

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Advancing Social-Communication and Play (ASAP): Development of a Supplemental Intervention for Public Preschools Serving Children With Autism

Perspectives on School-Based Issues ◽

10.1044/sbi12.3.91 ◽

2011 ◽

Vol 12 (3) ◽

pp. 91-100

Author(s):

Jessica Kinard ◽

Kaitlyn Wilson ◽

Jessica Dykstra ◽

Linda Watson ◽

Brian Boyd

Keyword(s):

Clinical Practice ◽

Young Children ◽

Social Communication ◽

Children With Autism ◽

Language Outcomes ◽

School Based Intervention ◽

School Based ◽

School Based Interventions ◽

Young Children With Autism

Research indicates that targeting social-communication and play in young children with autism can lead to improved long-term language outcomes. Thus, there is a critical need for school-based interventions that target these pivotal skills. Speech-language pathologists (SLPs) have a unique opportunity to teach these skills and collaborate with other practitioners as they provide services to children with autism in classroom settings. Advancing Social-Communication and Play (ASAP) is a school-based intervention for preschool-aged children with autism. A description of the development and features of ASAP is presented, and implications for clinical practice are discussed.

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Novel word learning at 21 months predicts receptive vocabulary outcomes in later childhood

Journal of Child Language ◽

10.1017/s0305000918000600 ◽

2019 ◽

Vol 46 (04) ◽

pp. 617-631

Author(s):

Vinaya RAJAN ◽

Haruka KONISHI ◽

Katherine RIDGE ◽

Derek M. HOUSTON ◽

Roberta Michnick GOLINKOFF ◽

...

Keyword(s):

Word Learning ◽

Cognitive Abilities ◽

Parent Report ◽

Receptive Vocabulary ◽

Language Outcomes ◽

Phoneme Discrimination ◽

Novel Objects ◽

Novel Word Learning

AbstractSeveral aspects of early language skills, including parent-report measures of vocabulary, phoneme discrimination, speech segmentation, and speed of lexical access predict later childhood language outcomes. To date, no studies have examined the long-term predictive validity of novel word learning. We examined whether individual differences in novel word learning at 21 months predict later childhood receptive vocabulary outcomes rather than generalized cognitive abilities. Twenty-eight 21-month-olds were taught novel words using a modified version of the Intermodal Preferential Looking Paradigm. Seventeen children (range 7–10 years) returned to participate in a longitudinal follow-up. Novel word learning in infancy uniquely accounted for 22% of the variance in childhood receptive vocabulary but did not predict later childhood visuospatial ability or non-verbal IQ. These results suggest that the ability to associate novel sound patterns to novel objects, an index of the process of word learning, may be especially important for long-term language mastery.

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Considering the (separable) influences of phonological sensitivity and working memory on language learning outcomes

Applied Psycholinguistics ◽

10.1017/s0142716417000248 ◽

2017 ◽

Vol 38 (6) ◽

pp. 1301-1304

Author(s):

Lisa M. D. Archibald

Keyword(s):

Working Memory ◽

Language Learning ◽

Sensitive Period ◽

Phonological Development ◽

Language Outcomes ◽

Phonological Representations ◽

Phonological Working Memory ◽

Phonological Sensitivity ◽

Short And Long Term

In their keynote article examining links between early experience, phonological working memory, and language outcomes, Pierce, Genessee, Delcenserie, and Morgan (2017) present, what I argue, is a two-pronged hypothesis. In brief, the thesis is that the timing of language exposure and the quality and quantity of language input during an early sensitive period of phonological development shape the quality of phonological representations later used by the phonological working memory system to support short- and long-term language learning. The hypothesis is two-pronged because it hinges on (a) qualitative differences in the development of phonological representations, resulting in (b) variations in the efficiency of working memory as the key constraint on language learning. In this commentary, I examine support for these two prongs in detail.

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