Impact of iron supplementation on cognitive functions in preschool and school-aged children: the Indian experience

SUMMARYToxoplasma gondii(T. gondii) infects one-third of the world population, but its association with cognitive functions in school-aged children is unclear. We examined the relationship betweenToxoplasmaseropositivity and neuropsychological tests scores (including math, reading, visuospatial reasoning and verbal memory) in 1755 school-aged children 12–16 years old who participated to the Third National Health and Nutrition Examination Survey, using multiple linear regressions adjusted for covariates.Toxoplasmaseroprevalence was 7·7% and seropositivity to the parasite was associated with lower reading skills (regression coefficient [β] = −5·86, 95% confidence interval [CI]: −11·11, −0·61,P= 0·029) and memory capacities (β= −0·86, 95% CI: −1·58, −0·15,P= 0·017). The interaction betweenT. gondiiseropositivity and vitamin E significantly correlated with memory scores. In subgroup analysis,Toxoplasma-associated memory impairment was worse in children with lower serum vitamin E concentrations (β= −1·61, 95% CI: −2·44, −0·77,P< 0·001) than in those with higher values (β= −0·12, 95% CI: −1·23, 0·99,P= 0·83). In conclusion,Toxoplasmaseropositivity may be associated with reading and memory impairments in school-aged children. Serum vitamin E seems to modify the relationship between the parasitic infection and memory deficiency.

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Effects of Iron Supplementation on Iron Nutrition Status and Cognitive Functions in Children

Food and Nutrition Bulletin ◽

10.1177/156482659801900404 ◽

1998 ◽

Vol 19 (4) ◽

pp. 298-306 ◽

Cited By ~ 5

Author(s):

Kornelia Buzina-Suboticanec ◽

Ratko Buzina ◽

Ana Stavljenic ◽

Meri Tadinac-Babic ◽

Vesna Juhovic-Markus

Keyword(s):

Cognitive Functions ◽

Iron Supplementation ◽

Iron Status ◽

Block Design ◽

Transferrin Saturation ◽

Nutrition Status ◽

Iron Nutrition ◽

Corpuscular Haemoglobin ◽

Verbal Subtest ◽

Mean Corpuscular Haemoglobin

This study examined the effect of iron supplementation on cognitive function by a double-blind intervention trial in nine-year-old mildly anaemic schoolchildren. Their nutritional status was assessed by anthropometric measurements and the following biochemical values: haemoglobin, haematocrit, red blood cell count (RBC), mean corpuscular haemoglobin (MCH), mean corpuscular volume (MCV), mean corpuscular haemoglobin concentration (MCHC), serum iron, total iron-binding capacity (TIBC), and transferrin saturation. In addition, biochemical values of vitamin A, vitamin C, thiamine, riboflavin, pyridoxine, and zinc were measured. The cognitive assessment was performed using an abbreviated Wechsler Intelligence Scale for Children-Revised (WISC-R) containing six subtests: arithmetic, similarities, digit span, picture completion, block design, and digit symbol (coding), in order to obtain information on both verbal and non-verbal aspects of intelligence. There were highly significant correlations of the WISC-R scores with initial height-for-age, haemoglobin, haematocrit, and transferrin saturation, and a correlation with MCHC. After completion of the baseline examination, one group of children was given a supplement containing 100 mg of iron for 10 weeks while the other group received a placebo. Iron supplementation had a positive effect on the biochemical measures of iron status, with haemoglobin, haematocrit, transferrin saturation, RBC, MCH, and MCHC all showing statistically significant increases ( p < .05). Iron supplementation also resulted in a statistically significant improvement in total WISC-R score ( p < .01). This effect was primarily the result of improved performance on nonverbal subtests, of which improvements in block design and coding were statistically significant ( p < .01). The small increase in the sum of scaled scores from the verbal subtest was not significant ( p > .05), but within the verbal subtest there was a significant improvement on the similarities part of the test ( p < .05). The effects of iron supplementation were more pronounced in children with initially lower haemoglobin values. It is concluded that iron supplementation in nine-year-old schoolchildren with haemoglobin levels between 110 and 119 g/L will result in an improvement of cognitive functions, even though they are not otherwise malnourished.

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Language processing is not a race against time

Behavioral and Brain Sciences ◽

10.1017/s0140525x15000692 ◽

2016 ◽

Vol 39 ◽

Cited By ~ 1

Author(s):

Giosuè Baggio ◽

Carmelo M. Vicario

Keyword(s):

Information Processing ◽

Human Brain ◽

Language Processing ◽

Cognitive Functions ◽

Memory Systems ◽

Language System ◽

Moderating Factors

AbstractWe agree with Christiansen & Chater (C&C) that language processing and acquisition are tightly constrained by the limits of sensory and memory systems. However, the human brain supports a range of cognitive functions that mitigate the effects of information processing bottlenecks. The language system is partly organised around these moderating factors, not just around restrictions on storage and computation.

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Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00040 ◽

2020 ◽

Vol 51 (2) ◽

pp. 469-478

Author(s):

Sarah Allen ◽

Robert Mayo

Keyword(s):

Hearing Loss ◽

Online Survey ◽

Working Relationships ◽

Speech Language Pathologists ◽

School Aged Children ◽

School Based ◽

Significant Difference ◽

Positive Feelings ◽

Children With Hearing Loss ◽

Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

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Caregivers' Perceptions of Speech-Language Pathologist Talk About Child Language and Literacy Disorders

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-20-00049 ◽

2020 ◽

Vol 29 (4) ◽

pp. 2049-2067

Author(s):

Karmen L. Porter ◽

Janna B. Oetting ◽

Loretta Pecchioni

Keyword(s):

Language And Literacy ◽

Collective Case Study ◽

Study Approach ◽

School Aged Children ◽

Speech Language Pathologist ◽

Therapy Goals ◽

Semistructured Interviews ◽

Types Of Information

Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.

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Grammatical Morpheme Intervention Issues for Students Who Use AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac17.2.62 ◽

2008 ◽

Vol 17 (2) ◽

pp. 62-68 ◽

Cited By ~ 4

Author(s):

Cathy Binger

Keyword(s):

Special Interest ◽

Augmentative And Alternative Communication ◽

Intervention Program ◽

Annual Conference ◽

Alternative Communication ◽

Research Results ◽

School Aged Children ◽

Grammar Acquisition ◽

Device Use

Abstract Many children who use AAC experience difficulties with acquiring grammar. At the 9th Annual Conference of ASHA's Special Interest Division 12, Augmentative and Alternative Communication, Binger presented recent research results from an intervention program designed to facilitate the bound morpheme acquisition of three school-aged children who used augmentative and alternative communication (AAC). Results indicated that the children quickly began to use the bound morphemes that were taught; however, the morphemes were not maintained until a contrastive approach to intervention was introduced. After the research results were presented, the conference participants discussed a wide variety of issues relating to grammar acquisition for children who use AAC. Some of the main topics of discussion included the following: provision of supports for grammar comprehension and expression, intervention techniques to support grammatical morpheme acquisition, and issues relating to AAC device use when teaching grammatical morpheme use.

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Direct Measurement of the Listening of Hearing-Impaired Children

Journal of Speech and Hearing Research ◽

10.1044/jshr.1301.65 ◽

1970 ◽

Vol 13 (1) ◽

pp. 65-73 ◽

Cited By ~ 5

Author(s):

Mary Mira

Keyword(s):

Direct Measurement ◽

Continuous Measurement ◽

Hearing Impaired ◽

Reinforcement System ◽

School Aged Children ◽

Conjugate Reinforcement ◽

Impaired Children ◽

Hearing Impaired Children

Listening, a significant dimension of the behavior of hearing-impaired children, may be measured directly by recording childrens' responses to obtain audio narrations programmed via a conjugate reinforcement system. Twelve hearing-impaired, school-aged children responded in varying ways to the opportunity to listen. Direct and continuous measurement of listening has relevance for evaluation of remediation methods and for discovery of variables potentially related to listening.

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