scholarly journals Visual attention in the first years: typical development and developmental disorders

2012 ◽  
Vol 54 (7) ◽  
pp. 589-595 ◽  
Author(s):  
JANETTE ATKINSON ◽  
OLIVER BRADDICK
Keyword(s):  
Visual Attention ◽  
Developmental Disorders ◽  
Typical Development

scholarly journals Efficient Collection and Representation of Preverbal Data in Typical and Atypical Development

2020 ◽  
Vol 44 (4) ◽  
pp. 419-436 ◽  
Author(s):  
Florian B. Pokorny ◽  
Katrin D. Bartl-Pokorny ◽  
Dajie Zhang ◽  
Peter B. Marschik ◽  
Dagmar Schuller ◽  
...  
Keyword(s):  
Developmental Disorders ◽  
Audio Signal ◽  
Data Representation ◽  
Autism Spectrum ◽  
Research Trends ◽  
Special Focus ◽  
Typical Development ◽  
Audio Analysis ◽  
Novel Approaches ◽  
Atypical Development

Abstract Human preverbal development refers to the period of steadily increasing vocal capacities until the emergence of a child’s first meaningful words. Over the last decades, research has intensively focused on preverbal behavior in typical development. Preverbal vocal patterns have been phonetically classified and acoustically characterized. More recently, specific preverbal phenomena were discussed to play a role as early indicators of atypical development. Recent advancements in audio signal processing and machine learning have allowed for novel approaches in preverbal behavior analysis including automatic vocalization-based differentiation of typically and atypically developing individuals. In this paper, we give a methodological overview of current strategies for collecting and acoustically representing preverbal data for intelligent audio analysis paradigms. Efficiency in the context of data collection and data representation is discussed. Following current research trends, we set a special focus on challenges that arise when dealing with preverbal data of individuals with late detected developmental disorders, such as autism spectrum disorder or Rett syndrome.

scholarly journals Are Specific Language Impairment and Dyslexia Distinct Disorders?

2005 ◽  
Vol 48 (6) ◽  
pp. 1378-1396 ◽  
Author(s):  
Hugh W. Catts ◽  
Suzanne M. Adlof ◽  
Tiffany P. Hogan ◽  
Susan Ellis Weismer
Keyword(s):  
Language Impairment ◽  
Phonological Processing ◽  
Specific Language Impairment ◽  
Representative Sample ◽  
Developmental Disorders ◽  
Reading Development ◽  
Language Disorders ◽  
Nonword Repetition ◽  
Typical Development ◽  
Specific Language

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.

The beauty of models for developmental disorders

2002 ◽  
Vol 25 (6) ◽  
pp. 750-752
Author(s):  
J. Briscoe
Keyword(s):  
Developmental Disorders ◽  
Developmental Process ◽  
Dynamic Change ◽  
Cognitive Models ◽  
Special Populations ◽  
Typical Development ◽  
Boundary Constraints ◽  
Important Means ◽  
Cognitive Frameworks ◽  
Residual Deviance

Cognitive frameworks provide important means for uniting concepts of specificity, cognition, and dynamic change in development. Two points are challenged by evidence from special populations: (1) that boundary constraints such as Residual Normality and a cognitive “endstate” compromise the use of cognitive models; and (2) the developmental process itself automatically rejects either Residual Normality or residual deviance from typical development.

DSM-5 symptom expression in toddlers

Autism ◽  
2021 ◽  
pp. 136236132110001
Author(s):  
Kirsty L Coulter ◽  
Marianne L Barton ◽  
Diana L Robins ◽  
Wendy L Stone ◽  
Deborah A Fein
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Disorders ◽  
Developmental Delays ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Typical Development ◽  
Insistence On Sameness ◽  
Dsm 5

Although the early behaviors associated with autism spectrum disorder have been well characterized, many behaviors are also commonly observed in young children with other developmental delays and even in those with typical development. Therefore, consideration must be given to whether a child demonstrates sufficient autism spectrum disorder symptoms to warrant this diagnosis. Using the Toddler Autism Symptom Inventory, we examined caregiver endorsement of specific behaviors in three groups of toddlers referred for autism spectrum disorder risk: those who received a best-estimate diagnosis of autism spectrum disorder, those with another developmental disorder, and those who showed slight or no developmental delays and did not meet criteria for any disorder. The results revealed significant differences in symptoms among the three diagnostic groups, as well as low frequency of some DSM-5, ASD criteria, especially insistence on sameness, for those with ASD. These findings have important implications for applying the DSM-5, diagnostic criteria to toddlers. Lay abstract Children with autism show more social-communication symptoms and repetitive behaviors than children with typical development or those diagnosed with other developmental disorders; however, non-autistic children often show some behaviors that are associated with autism. We compared the behavioral reports from caregivers of children in these three groups to identify the behaviors that were specific to autism. Children with autism were found to show more of these behaviors, and behaviors that are particularly indicative of autism were identified. These behaviors included social symptoms (approaching others to interact, showing things, looking back while showing, responding to an approaching child, spontaneous imitation) and repetitive behavior symptoms (specific, inflexible play, unusual body movements, strong specific interest, carrying around an unusual object, sensory seeking, and sensory hyper-reactivity). These findings may aid professionals in determining the most appropriate diagnosis for a child between the ages of 12 and 36 months.

scholarly journals AGE FEATURES OF BETA RHYTHMS EEG IN CHILDREN AGED 4-15 IN A STATE OF STABLE VISUAL ATTENTION

2021 ◽  
Vol 7 (73) (2) ◽  
pp. 95-103
Author(s):  
A. A. Mikhailova ◽  
A. I. Kaida ◽  
E. V. Eismont ◽  
V. B. Pavlenko
Keyword(s):  
Visual Attention ◽  
Cognitive Functions ◽  
Developmental Disorders ◽  
Cortical Inhibition ◽  
Bioelectrical Activity ◽  
Beta Rhythm ◽  
Research Areas ◽  
Age Related ◽  
Computer Mouse ◽  
Age Features

One of the reliable parameters for assessing the bioelectrical activity of the brain in children is the relative power (RP) of the EEG. Previous results have shown that EEG RP systematically changes not only depending on age, but also with various developmental disorders. The beta rhythm RP is of particular interest when performing tasks requiring the involvement of cognitive functions. In connection with the above, the purpose of the present study was to identify and analyze the RP of beta1 and beta2 EEG rhythms in a state of stable visual attention (SVА) in children 4–15 years old. The study involved 159 children (82 girls and 77 boys) aged 4–15 years with a normal level of physical and mental development. In the present study, children were required to observe and reproduce the movements of a computer mouse. At the same time, at certain moments, an image of a stationary computer mouse was presented, which was accompanied by a request to look at the computer screen, in connection with which both voluntary and involuntary attention of the subjects was activated. The use of the SVА situation makes it possible to analyze the nature of differences in the EEG pattern of children, taking into account the data on the neurophysiological mechanisms of attention. The greatest increase in the RP of the EEG beta1 rhythm found in the age range of 7–12. For the beta2 rhythm, the greatest increase discovered in the period of 10–15 years. The obtained values of the RP of the beta1 and beta2 rhythms of the EEG, recorded in the state of stable visual attention, in children of different ages can be used as reference data in the relevant research areas, as well as in the development of correction protocols for the cognitive functions and psychoemotional state using EEG biofeedback. The age-related dynamics of the beta rhythm RP can serve as an indicator of the maturation of cortical inhibition processes in children, which underlie the formation of voluntary cognitive functions and conscious purposeful behavior.

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