scholarly journals The Table-top Visual Search Ability Test for children and young people: Normative response time data from typically developing children

2020 ◽  
pp. 026461962091525
Author(s):  
Jonathan Waddington ◽  
Jade S Pickering ◽  
Timothy Hodgson
Keyword(s):  
Visual Search ◽  
Young People ◽  
Real World ◽  
Semantic Knowledge ◽  
Developmental Trajectory ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Ability Test ◽  
Children And Young People ◽  
Age Dependent

Five table-top tasks were developed to test the visual search ability of children and young people in a real-world context, and to assess the transfer of training-related improvements in visual search on computerised tasks to real-world activities. Each task involved searching for a set of target objects among distracting objects on a table-top. Performance on the Table-top Visual Search Ability Test for Children (TVSAT-C) was measured as the time spent searching for targets divided by the number of targets found. A total of 108 typically developing children (3–11 years old) and eight children with vision impairment (7–12 years old) participated in the study. A significant correlation was found between log-transformed age and log-transformed performance ( R2 = .65, p = 4 × 10−26) in our normative sample, indicating a monomial power law relationship between age and performance with an exponent of [Formula: see text], [Formula: see text] We calculated age-dependent percentiles and receiver operating characteristic curve analysis indicated the third percentile as the optimal cut-off for detecting a visual search deficit, giving a specificity of [Formula: see text], [Formula: see text] and sensitivity of [Formula: see text], [Formula: see text] for the test. Further studies are required to calculate measures of reliability and external validity, to confirm sensitivity for visual search deficits, and to investigate the most appropriate response modes for participants with conditions that affect manual dexterity. In addition, more work is needed to assess construct validity where semantic knowledge is required that younger children may not have experience with. We have made the protocol and age-dependent normative data available for those interested in using the test in research or practice, and to illustrate the smooth developmental trajectory of visual search ability during childhood.

scholarly journals The table-top visual search ability test for children and young people: normative response time data from typically developing children

2019 ◽  
Author(s):  
Jonathan Waddington ◽  
Jade Pickering ◽  
Timothy Hodgson
Keyword(s):  
Visual Search ◽  
Young People ◽  
Real World ◽  
Semantic Knowledge ◽  
Developmental Trajectory ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Ability Test ◽  
Children And Young People ◽  
Age Dependent

AbstractFive table-top tasks were developed to test the visual search ability of children and young people in a real-world context, and to assess the transfer of training related improvements in visual search on computerised tasks to real-world activities. Each task involved searching for a set of target objects among distracting objects on a table-top. Performance on the Table-top Visual Search Ability Test for Children (TVSAT-C) was measured as the time spent searching for targets divided by the number of targets found. 108 typically developing children (3-11 years old) and 8 children with vision impairment (7-12 years old) participated in the study. A significant correlation was found between log-transformed age and log-transformed performance (R2 = 0.65, p = 4 × 10−26) in our normative sample, indicating a monomial power law relationship between age and performance with an exponent of −1.67, 95% CI [−1.90, −1.43]. We calculated age-dependent percentiles and receiver operating characteristic curve analysis indicated the 3rd percentile as the optimal cut-off for detecting a visual search deficit, giving a specificity of 97.2%, 95% CI [92.2%, 99.1%] and sensitivity of 87.5%, 95% CI [52.9%, 97.8%] for the test. Further studies are required to calculate measures of reliability and external validity, to confirm sensitivity for visual search deficits, and to investigate the most appropriate response modes for participants with conditions that affect manual dexterity. Additionally, more work is needed to assess construct validity where semantic knowledge is required that younger children may not have experience with. We have made the protocol and age-dependent normative data available for those interested in using the test in research or practice, and to illustrate the smooth developmental trajectory of visual search ability during childhood.

scholarly journals P34 Biosimilar use in children and young people with juvenile idiopathic arthritis in a real-world setting in the United Kingdom

Rheumatology ◽  
2018 ◽  
Vol 57 (suppl_8) ◽  
Author(s):  
Diederik Decock ◽  
Rebecca Davies ◽  
Lianne Kearsley-Fleet ◽  
Eileen Baildam ◽  
Michael Beresford ◽  
...  
Keyword(s):  
United Kingdom ◽  
Juvenile Idiopathic Arthritis ◽  
Young People ◽  
Real World ◽  
Children And Young People ◽  
The United Kingdom ◽  
Real World Setting

scholarly journals Preventive digital mental health interventions for children and young people: a review of the design and reporting of research

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Aislinn D. Bergin ◽  
Elvira Perez Vallejos ◽  
E. Bethan Davies ◽  
David Daley ◽  
Tamsin Ford ◽  
...  
Keyword(s):  
Mental Health ◽  
Young People ◽  
Real World ◽  
Mental Health Problems ◽  
Digital Health ◽  
Health Problems ◽  
Poor Mental Health ◽  
Research Literature ◽  
Health Interventions ◽  
Children And Young People

Abstract Digital health interventions (DHIs) have frequently been highlighted as one way to respond to increasing levels of mental health problems in children and young people. Whilst many are developed to address existing mental health problems, there is also potential for DHIs to address prevention and early intervention. However, there are currently limitations in the design and reporting of the development, evaluation and implementation of preventive DHIs that can limit their adoption into real-world practice. This scoping review aimed to examine existing evidence-based DHI interventions and review how well the research literature described factors that researchers need to include in their study designs and reports to support real-world implementation. A search was conducted for relevant publications published from 2013 onwards. Twenty-one different interventions were identified from 30 publications, which took a universal (n = 12), selective (n = 3) and indicative (n = 15) approach to preventing poor mental health. Most interventions targeted adolescents, with only two studies including children aged ≤10 years. There was limited reporting of user co-design involvement in intervention development. Barriers and facilitators to implementation varied across the delivery settings, and only a minority reported financial costs involved in delivering the intervention. This review found that while there are continued attempts to design and evaluate DHIs for children and young people, there are several points of concern. More research is needed with younger children and those from poorer and underserved backgrounds. Co-design processes with children and young people should be recognised and reported as a necessary component within DHI research as they are an important factor in the design and development of interventions, and underpin successful adoption and implementation. Reporting the type and level of human support provided as part of the intervention is also important in enabling the sustained use and implementation of DHIs.

Intelligibility, Articulation Rate, Fluency, and Communicative Efficiency in Typically Developing Children

2021 ◽  
pp. 1-11
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Stefanie Baumeister ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Speech Rate ◽  
Principal Component ◽  
Developmental Trajectory ◽  
Typically Developing ◽  
Articulation Rate ◽  
Typically Developing Children ◽  
Cross Sectional ◽  
Communicative Efficiency

Purpose This article describes the developmental trajectories of four communication-related parameters (i.e., intelligibility, articulation rate, fluency, and communicative efficiency) in a cross-sectional study of typically developing children between 3 and 9 years. The four target parameters were related to auditory-perceptual parameters of speech function. Method One hundred forty-four typically developing children (ages 3;0–9;11 [years;months]; 72 girls and 72 boys) participated. Speech samples were collected using the materials of the Bogenhausen Dysarthria Scales for Childhood Dysarthria, a German assessment tool for childhood dysarthria, and analyzed following established auditory-perceptual criteria on relevant speech functions. To assess intelligibility, naïve listeners transcribed sentences repeated by the children. Articulation rate and fluency were measured by acoustic analyses; communicative efficiency was determined by multiplying the proportion of correctly transcribed syllables by speech rate. Results Intelligibility showed a steep developmental trajectory, with the majority of children obtaining a proportion of intelligible syllables close to 1.0 at the age of 5 years. Articulation rate demonstrated a flatter trajectory, with high variability still within the older children. Disfluencies, on the contrary, occurred only in the youngest children. By definition, communicative efficiency shared the characteristics of intelligibility and rate curves. A principal component analysis revealed, among other findings, strong connections between intelligibility and articulation, as well as between communicative efficiency, articulation, and rate measures. Conclusions While children speak intelligibly, in terms of the applied assessment, at a comparably young age, other communication-relevant parameters show a slower developmental progress. Knowledge on the typical development of communication-related parameters and on their complex relationships with functional speech variables is crucial for the clinical assessment of childhood dysarthria. Supplemental Material https://doi.org/10.23641/asha.14880285

Imagination

2013 ◽  
pp. 790-831 ◽  
Author(s):  
Marjorie Taylor
Keyword(s):  
Real World ◽  
Pretend Play ◽  
Autism Spectrum ◽  
Time Travel ◽  
Mental Time Travel ◽  
Future Research ◽  
Social Understanding ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Social Imagination

Imagination refers to the capacity to mentally transcend time, place, and/or circumstance to think about what might have been, plan and anticipate the future, create fictional worlds, and consider remote and close alternatives to actual experiences. This multifaceted capacity emerges early in life and develops substantially during the preschool years. The first section of this chapter reviews the development of social imagination in pretend play, narrative, and mental time travel, suggesting that the simulation of imagined social scenarios involving self and/or others in all three domains contributes to the development of real-world social understanding. The final sections of the chapter discuss the relation between imagination and creativity, compare imagination in typically developing children and children on the autism spectrum, and suggest directions for future research.

scholarly journals Story Learning Test: Decelerated Learning and Accelerated Forgetting in Children with Epilepsy

2019 ◽  
Vol 5 (4) ◽  
pp. 133-151
Author(s):  
Loretta van Iterson
Keyword(s):  
Free Recall ◽  
Repeated Measures ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Loss Of Information ◽  
Age Dependent ◽  
Neuropsychological Tasks ◽  
Learning Test ◽  
Dependent Learning ◽  
Initial Reading

Abstract Introduction Increasing interest is seen for early and late memory consolidation and accelerated forgetting, but little is known about these phenomena in children with epilepsy. The present study analysed the trajectory of learning and retention in typically developing children and children with epilepsy on a story learning test. Methods 285 children, 126 typically developing children and 159 children with epilepsy, in ages between 4 and 10 years and Full-Scale IQs ≥ 75, were given a specifically designed story learning test (iter-sein). The learning phase included Initial reading and a Free Recall trial with 10 Questions, and up to three repetition trials with Questions. Trials of Delayed Free Recall and Questions followed after half an hour, the next day and 1 week later. With several repeated measures analyses of variance, level of performance and gains or losses over time were analysed. Results Age-dependent learning was seen after repetitions. On the Questions, typically developing children outperformed children with epilepsy increasingly, due to smaller gains after the second trial. Learned information was similarly preserved. Free Recall showed similar performance for both groups up to day 2. A week later, a conspicuous loss of information was observed in the children with epilepsy, whilst typically developing children retained the information. On index scores, reliable cognitive loss of information was seen in epilepsy in 24.5% of the children. Semantic neuropsychological tasks and severity measures of epilepsy were associated with level of performance. Discussion The results provided evidence for early decelerated learning and late accelerated forgetting in children with epilepsy.

Action coordination during a real-world task: Evidence from children with and without autism spectrum disorder

2020 ◽  
pp. 1-11
Author(s):  
Dominic A. Trevisan ◽  
James T. Enns ◽  
Elina Birmingham ◽  
Grace Iarocci
Keyword(s):  
Autism Spectrum Disorder ◽  
Real World ◽  
Joint Action ◽  
Social Process ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Action Coordination

Abstract “Joint action”—the ability to coordinate actions with others—is critical for achieving individual and interpersonal goals and for our collective success as a species. Joint actions require accurate and rapid inferences about others’ goals, intentions, and focus of attention, skills that are thought to be impaired in individuals with autism spectrum disorder (ASD). Research to date has not investigated joint action abilities in individuals with ASD during real-world social interactions. We conducted an experimental study that required children with ASD and typically developing children to move tables by themselves or collaboratively through a maze. This involved developing innovative methodologies for measuring action coordination—a critical component of the joint action process. We found that children with ASD are less likely to benefit from the collaboration of a peer than are typically developing children, and they are less likely to synchronize their steps when moving the table. However, these differences were masked when scaffolded by an adult. There was no evidence that ASD differences were due to gross motor delays in the participants with ASD. We argue that action coordination is a highly adaptive social process that is intrinsic to successful human functioning that manifests as atypical synchronization of mind and body in children with ASD.

scholarly journals Neural bases of phonological and semantic processing in early childhood

2019 ◽  
Author(s):  
Avantika Mathur ◽  
Douglas Schultz ◽  
Yingying Wang
Keyword(s):  
Early Childhood ◽  
Phonological Processing ◽  
Reading Ability ◽  
Semantic Processing ◽  
Inferior Frontal Gyrus ◽  
Early Period ◽  
Semantic Knowledge ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Neural Bases

AbstractDuring the early period of reading development, children gain phonological (letter-to-sound mapping) and semantic knowledge (storage and retrieval of word meaning). Their reading ability changes rapidly, accompanied by their learning-induced brain plasticity as they learn to read. This study aims to identify the specialization of phonological and semantic processing in early childhood using a combination of univariate and multivariate pattern analysis. Nineteen typically developing children between the age of five to seven performed visual word-level phonological (rhyming) and semantic (related meaning) judgment tasks during functional magnetic resonance imaging (fMRI) scans. Our multivariate analysis showed that young children with good reading ability have already recruited the left hemispheric regions in the brain for phonological processing, including the inferior frontal gyrus (IFG), superior and middle temporal gyrus, and fusiform gyrus. Additionally, our multivariate results suggested that the sub-regions of the left IFG were specialized for different tasks. Our results suggest the left lateralization of fronto-temporal regions for phonological processing and bilateral activations of parietal regions for semantic processing during early childhood. Our findings indicate that the neural bases of reading have already begun to be shaped in early childhood for typically developing children, which can be used as a control baseline for comparison of children at-risk for reading difficulties.

scholarly journals Enhanced discrimination in autism

2001 ◽  
Vol 54 (4) ◽  
pp. 961-979 ◽  
Author(s):  
Michelle O'Riordan ◽  
Kate Plaisted
Keyword(s):  
Visual Search ◽  
Children With Autism ◽  
Superior Performance ◽  
Search Rate ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Critical Determinant ◽  
Search Tasks ◽  
Determining Factor ◽  
Normal Adults

Children with autism are superior to typically developing children at visual search tasks (O'Riordan, Plaisted, Driver, & Baron-Cohen, in press; Plaisted, O'Riordan, & Baron-Cohen, l998b). This study investigates the reasons for this phenomenon. The performance of children with autism and of typically developing children was compared on a series of visual search tasks to investigate two related problems. The first issue was whether the critical determinant of search rate in children is the discriminability of the display items, as it is in normal adults. The second question investigated was whether the superior performance of individuals with autism on visual search tasks is due to an enhanced ability to discriminate between display items. The results demonstrated that discriminability is the rate-determining factor for children with and without autism, replicating earlier findings with normal adults, and that children with autism have an enhanced ability to discriminate between display items. Thus, it seems that an enhanced ability to discriminate between display items underlies superior visual search in autism.

scholarly journals Independence to Interdependence: A Much Harder Lesson to Learn?

2014 ◽  
Vol 39 (3) ◽  
pp. 131-133 ◽  
Author(s):  
Jennifer Lehmann ◽  
Rachael Sanders
Keyword(s):  
Young People ◽  
Real World ◽  
Sense Of Self ◽  
Children And Young People ◽  
The Real ◽  
The World

“I’m going out and you can't stop me!” “I’ll spend my money on whatever I like!” “I’ll go out with whoever I want!” These are all statements we have heard from children and young people. We probably said the very same words to our own parents or carers. Adults so often interpret these statements as a reflection of rebellious and impossible behaviours at worst, or expression of a grab for independence at best . . . or you might have reacted differently . . . but did you? Western societies value the notion of independence, associating the concept with choice and competency, but also with freedom and rights. As parents and carers of young people we want them to grow to adulthood and be able to exercise agency in the world, but do we ever prepare them for the ‘real’ world – one of complex interdependency in which virtually every action, every choice, every consequence and even a sense of self depends on others?

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