Perceptual Assessment of Resonance Distortion in Unoperated Clefts of the Secondary Palate

1993 ◽  
Vol 30 (4) ◽  
pp. 397-400 ◽  
Author(s):  
Robert Mayo ◽  
Rodger M. Dalston ◽  
Donald W. Warren
Keyword(s):  
Young Children ◽  
Clinical Assessment ◽  
Age Group ◽  
Older Children ◽  
Speech Language Pathologists ◽  
Secondary Palate ◽  
Palate Repair ◽  
Perceptual Assessment ◽  
Nasal Resonance

The purpose of this study was to examine the frequency with which five speech-language pathologists made judgments of hypernasality during the clinical assessment of young children with unoperated and repaired clefts of the secondary palate. Among the 293 nonsyndromic patients with secondary palate clefts included in this study, 219 were between 1 and 2 years of age. Of those, 83 had undergone primary palatoplasty whereas 136 had not. The remaining 74 children were between the ages of 4 and 5 years and presented with repaired secondary palatal clefts. The results showed that the clinicians were unable or unwilling to assess hypernasality in 31% of the 1 to 2 year old children with unoperated clefts. The same clinicians failed to evaluate oral-nasal resonance balance in only 12% of the children in the 1- to 2-year age group who had undergone palate repair. Only 1 of the 74 older children (1.4%) was not evaluated for hypernasality. Possible explanations for these findings are presented and discussed.

scholarly journals Young children and adults associate social power with indifference to others' needs

2019 ◽  
Author(s):  
Brandon Frank Terrizzi ◽  
Amanda Woodward ◽  
Jonathan Sage Beier
Keyword(s):  
Young Children ◽  
Prosocial Behavior ◽  
Social Power ◽  
Third Party ◽  
Age Group ◽  
Older Children ◽  
Vertical Relationships ◽  
Social Theories ◽  
The Future

In hierarchical societies, what do we expect from people at the top? Early in life, children use horizontal relationships (e.g., affiliation) to predict selectivity in others’ prosocial behavior. But it is unknown whether they also view asymmetries in prosocial behavior as characteristic of vertical relationships (e.g., differences in social power). In two experiments, we investigated 4- to 7-year-old children’s and adults’ (N = 192) intuitions about links between relative authority status, helpful action, and unhelpful inaction. In Experiment 1, participants at all ages viewed a character who chose not to help another person as holding a position of authority over them; they also viewed this unhelpful character as less nice than the person in need. However, no age group made consistent inferences about the relative authority of a helper and helpee. In Experiment 2, children had mixed intuitions when separately predicting whether high- and low-authority characters would be helpful in the future. However, older children and adults consistently indicated that a subordinate would be more likely than an authority to help a third party. These findings establish that children’s social theories include expectations for links between power and prosociality by at least the preschool years. Whereas some judgments in this domain are stable from 4 years onward, others emerge gradually. Whether consistent responses occurred early or only later in development, however, all measures converged on a single intuition: People more easily associate authority with indifference to others’ needs.

scholarly journals Secondary attack rates of COVID-19 in Norwegian families: a nation-wide register-based study

2021 ◽  
Author(s):  
Kjetil Telle ◽  
Silje B. Jørgensen ◽  
Rannveig Hart ◽  
Margrethe Greve-Isdahl ◽  
Oliver Kacelnik
Keyword(s):  
Young Children ◽  
Index Case ◽  
Family Members ◽  
Age Group ◽  
Older Children ◽  
Index Child ◽  
Individual Level ◽  
The Family ◽  
Index Cases ◽  
Index Family

AbstractTo characterize the family index case for detected SARS-CoV-2 and describe testing and secondary attack rates in the family, we used individual-level administrative data of all families and all PCR tests for SARS-CoV-2 in Norway in 2020. All families with at least one parent and one child below the age of 20 who lived at the same address (N = 662,582), where at least one member, i.e. the index case, tested positive for SARS-CoV-2 in 2020, were included. Secondary attack rates (SAR7) were defined as the share of non-index family members with a positive PCR test within 7 days after the date when the index case tested positive. SARs were calculated separately for parent- and child-index cases, and for parent- and child-secondary cases. We identified 7548 families with an index case, comprising 26,991 individuals (12,184 parents, 14,808 children). The index was a parent in 66% of the cases. Among index children, 42% were in the age group 17–20 and only 8% in the age group 0–6. When the index was a parent, SAR7 was 24% (95% CI 24–25), whilst SAR7 was 14% (95% CI 13–15) when the index was a child. However, SAR7 was 24% (95% CI 20–28) when the index was a child aged 0–6 years and declined with increasing age of the index child. SAR7 from index parent to other parent was 35% (95% CI 33–36), and from index child to other children 12% (95% CI 11–13). SAR7 from index child aged 0–6 to parents was 27% (95% CI 22–33). The percent of non-index family members tested within 7 days after the index case, increased from about 20% in April to 80% in December, however, SAR7 stabilized at about 20% from May. We conclude that parents and older children are most often index cases for SARS-CoV-2 in families in Norway, while parents and young children more often transmit the virus within the family. This study suggests that whilst the absolute infection numbers are low for young children because of their low introduction rate, when infected, young children and parents transmit the virus to the same extent within the family.

scholarly journals Secondary Attack Rates of COVID-19 in Norwegian Families: A Nation-Wide Register-Based Study

2021 ◽  
Author(s):  
Kjetil Telle ◽  
Silje B. Jørgensen ◽  
Rannveig Hart ◽  
Margrethe Greve-Isdahl ◽  
Oliver Kacelnik
Keyword(s):  
Young Children ◽  
Index Case ◽  
Family Members ◽  
Age Group ◽  
Older Children ◽  
Index Child ◽  
Individual Level ◽  
The Family ◽  
Index Cases ◽  
Index Family

Abstract To characterize the family index case for detected SARS-CoV-2 and describe testing and secondary attack rates in the family, we used individual-level administrative data of all families and all PCR tests for SARS-CoV-2 in Norway in 2020. All families with at least one parent and one child below the age of 20 who lived at the same address (N=662 582), where at least one member, i.e. the index case, tested positive for SARS-CoV-2 in 2020, were included. Secondary attack rates (SAR7) were defined as the share of non-index family members with a positive PCR test within seven days after the date when the index case tested positive. SARs were calculated separately for parent- and child-index cases, and for parent- and child-secondary cases. We identified 7548 families with an index case, comprising 26 991 individuals (12184 parents, 14808 children). The index was a parent in 66% of the cases. Among index children, 42% were in the age group 17-20 and only 8% in the age group 0-6. When the index was a parent, SAR7 was 24% (95%CI 24 to 25), whilst SAR7 was 14% (95%CI 13 to 15) when the index was a child. However, SAR7 was 24% (95%CI 20 to 28) when the index was a child aged 0-6 years and declined with increasing age of the index child. SAR7 from index parent to other parent was 35% (95%CI 33 to 36), and from index child to other children 12% (95%CI 11 to 13). SAR7 from index child aged 0-6 to parents was 27% (95%CI 22 to 33). The percent of non-index family members tested within 7 days after the index case, increased from about 20% in April to 80% in December, however, SAR7 stabilized at about 20% from May. We conclude that parents and older children are most often index cases for SARS-CoV-2 in families in Norway, while parents and young children more often transmit the virus within the family. This study suggests that whilst the absolute infection numbers are low for young children because of their low introduction rate, when infected, young children and parents transmit the virus to the same extent within the family.

Holistic Communication Assessment for Young Children With Cleft Palate Using the International Classification of Functioning, Disability and Health:Children and Youth

2020 ◽  
Vol 51 (4) ◽  
pp. 914-938
Author(s):  
Anna Cronin ◽  
Sharynne McLeod ◽  
Sarah Verdon
Keyword(s):  
Young Children ◽  
Cleft Palate ◽  
Case History ◽  
Significant Others ◽  
International Classification ◽  
Assessment Tools ◽  
International Classification Of Functioning ◽  
Speech Language Pathologists ◽  
Holistic Assessment

Purpose Children with a cleft palate (± cleft lip; CP±L) can have difficulties communicating and participating in daily life, yet speech-language pathologists typically focus on speech production during routine assessments. The International Classification of Functioning, Disability and Health: Children and Youth Version (ICF-CY; World Health Organization, 2007 ) provides a framework for holistic assessment. This tutorial describes holistic assessment of children with CP±L illustrated by data collected from a nonclinical sample of seven 2- to 3-year-old children, 13 parents, and 12 significant others (e.g., educators and grandparents). Method Data were collected during visits to participants' homes and early childhood education and care centers. Assessment tools applicable to domains of the ICF-CY were used to collect and analyze data. Child participants' Body Functions including speech, language, and cognitive development were assessed using screening and standardized assessments. Participants' Body Structures were assessed via oral motor examination, case history questionnaires, and observation. Participants' Activities and Participation as well as Environmental and Personal Factors were examined through case history questionnaires, interviews with significant others, parent report measures, and observations. Results Valuable insights can be gained from undertaking holistic speech-language pathology assessments with children with CP±L. Using multiple tools allowed for triangulation of data and privileging different viewpoints, to better understand the children and their contexts. Several children demonstrated speech error patterns outside of what are considered cleft speech characteristics, which underscores the importance of a broader assessment. Conclusion Speech-language pathologists can consider incorporating evaluation of all components and contextual factors of the ICF-CY when assessing and working with young children with CP±L to inform intervention and management practices.

Clinical Impressions of How Young Children Use AAC at Home and in Child Care Settings: A Canadian Perspective

2010 ◽  
Vol 19 (1) ◽  
pp. 21-28
Author(s):  
Kathryn Wishart
Keyword(s):  
Child Care ◽  
Young Children ◽  
High Tech ◽  
Speech Language Pathologists ◽  
Cultural Backgrounds ◽  
Community Based ◽  
Multicultural Community ◽  
Canadian Perspective ◽  
Communication Devices ◽  
Stakeholder Input

Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.

Instruction Helps and Hinders Young Children’s Feature Learning

2018 ◽  
Author(s):  
Charles Kalish ◽  
Nigel Noll
Keyword(s):  
Young Children ◽  
Feature Learning ◽  
Irrelevant Information ◽  
Diagnostic Feature ◽  
Older Children ◽  
Prediction Task ◽  
Feature Correlation ◽  
The Future

Existing research suggests that adults and older children experience a tradeoff where instruction and feedback help them solve a problem efficiently, but lead them to ignore currently irrelevant information that might be useful in the future. It is unclear whether young children experience the same tradeoff. Eighty-seven children (ages five- to eight-years) and 42 adults participated in supervised feature prediction tasks either with or without an instructional hint. Follow-up tasks assessed learning of feature correlations and feature frequencies. Younger children tended to learn frequencies of both relevant and irrelevant features without instruction, but not the diagnostic feature correlation needed for the prediction task. With instruction, younger children did learn the diagnostic feature correlation, but then failed to learn the frequencies of irrelevant features. Instruction helped older children learn the correlation without limiting attention to frequencies. Adults learned the diagnostic correlation even without instruction, but with instruction no longer learned about irrelevant frequencies. These results indicate that young children do show some costs of learning with instruction characteristic of older children and adults. However, they also receive some of the benefits. The current study illustrates just what those tradeoffs might be, and how they might change over development.

scholarly journals Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age

2021 ◽  
Vol 4 (2) ◽  
pp. 251524592110181
Author(s):  
Emily M. Elliott ◽  
Candice C. Morey ◽  
Angela M. AuBuchon ◽  
Nelson Cowan ◽  
Chris Jarrold ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Memory Performance ◽  
Critical Role ◽  
Memory Task ◽  
Older Children ◽  
Continuous Increase ◽  
Verbal Rehearsal ◽  
Picture Memory ◽  
Spontaneous Production

Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verbalization behaviors plays in modern theories of cognitive development and working memory, there has been only one other published near replication of this work. In this Registered Replication Report, we relied on researchers from 17 labs who contributed their results to a larger and more comprehensive sample of children. We assessed memory performance and the presence or absence of verbalization behaviors of young children at different ages and determined that the original pattern of findings was largely upheld: Older children were more likely to verbalize, and their memory spans improved. We confirmed that 5- and 6-year-old children who verbalized recalled more than children who did not verbalize. However, unlike Flavell et al., substantial proportions of our 5- and 6-year-old samples overtly verbalized at least sometimes during the picture memory task. In addition, continuous increase in overt verbalization from 7 to 10 years old was not consistently evident in our samples. These robust findings should be weighed when considering theories of cognitive development, particularly theories concerning when verbal rehearsal emerges and relations between speech and memory.

Age Effects in the Processing of Typical and Distinctive Faces

1995 ◽  
Vol 48 (2) ◽  
pp. 447-465 ◽  
Author(s):  
Robert A. Johnston ◽  
Hadyn D. Ellis
Keyword(s):  
Young Children ◽  
Recognition Memory ◽  
Memory Task ◽  
Age Effects ◽  
Decision Task ◽  
Older Children ◽  
Cognitive Architectures ◽  
Differential Processing ◽  
Four Dimensions ◽  
Adults And Children

Two experiments exploring the differential processing of distinctive and typical faces by adults and children are reported. Experiment 1 employed a recognition memory task. On three out of four dimensions of measurement, children of 5 years of age did not show an advantage for distinctive faces, whereas older children and adults did. In Experiment 2, however, subjects of all ages classified typical faces faster than distinctive ones in a face/non-face decision task: the 5-year-olds performed exactly as did adults and older children. The different patterns in performance between these two tasks are discussed in relation to possible cognitive architectures for the way young children represent faces in memory. Specifically, we examine two alternative architectures proposed by Ellis (1992) as precursors for Valentine's (1991a) multidimensional adult face-space and discuss whether implementations of these spaces should be based on a norm-based or an exemplar-based framework.

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